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Isaac Prilleltensky

Isaac Prilleltensky. Justice based practice in diverse settings www.specway.org isaac@miami.edu. Fact and Intuition. Intuition : justice must surely play a role in well-being Fact: not many psychologists studying well-being share my intuition. Part I. JUSTICE AND WELL-BEING. Justice .

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Isaac Prilleltensky

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  1. Isaac Prilleltensky Justice based practice in diverse settings www.specway.org isaac@miami.edu

  2. Fact and Intuition • Intuition: justice must surely play a role in well-being • Fact: not many psychologists studying well-being share my intuition

  3. Part I JUSTICE AND WELL-BEING

  4. Justice • “To each his or her due” (Miller, 1999) • “Justice means giving people what they deserve, giving each person his or her due” (Sandel, 2009) • Question: • How do we ascertain what is due a person? • Merit? • Need? • Equality?

  5. Josh and John • Similar background, same school, SES, caring families, great opportunities • Different behavior: • John works hard and gets good grades in high school • Josh plays a lot on the computer and does not work hard • Who deserves a scholarship? • Based on merit, and equality of conditions, John wins

  6. Jill and Jane • Same IQ, both worked very hard in school, but they had very different backgrounds • Jane enjoyed great privilege • Jill suffered from great disadvantage • Who deserves a scholarship? • Do conditions matter in decision? • Of course they do!

  7. The role of context • context should determine what criterion or criteria must be preferred in each case • In social conditions of inequality, we must accord preference to needs over merit and ability

  8. Context of Relative Equality • Under conditions of relative equality, where the gap between classes is not very pronounced, it is possible to favor merit and effort over needs.

  9. Context of Plenty of Opportunities • In a context of plenty of opportunities for everyone, it is possible that ability and effort will be the preferred choice.

  10. Justice Out of Context • Societies aspiring to justice must seek equilibrium among all criteria • When context of inequality calls for need and equality, but culture favors effort, it’s because privileged groups benefit. • As a result, group interests that influence the choice of allocation pattern often disregard the context-specific situation.

  11. Justice and Well-Being Allocation of outcomes The What of Justice Process of making decisions The How of Justice

  12. Justice and Well-Being

  13. Justice and Well-Being

  14. Justice and Well-Being

  15. Part II PARADIGMS

  16. From Deficits Reactive Arrogance Individual blame To Strengths Prevention Empowerment Community Change From DRAIN to SPEC

  17. Strengths

  18. Prevention

  19. “No mass disorder, afflicting humankind, has ever been eliminated, or brought under control, by treating the affected individual”

  20. Prevention saves money • For every $1 invested in prevention, we get up to $17 in return, but we invest only 3% of our budget on prevention.

  21. From Dennis Winters, Sept. 2007 http://www.partnershipforsuccess.org/uploads/200709_Wintersprez.pdf Prilleltensky

  22. From Cunha and Heckman, 2007

  23. From Cunha and Heckman, 2007

  24. PREVENTION:Determinants of Health (by percent contribution) • http://content.healthaffairs.org/cgi/content/full/21/2/78 • McGinnis et. al., 2002

  25. US Spending on Health • Source: Centers for Medicare & Medicaid Services, Office of the Actuary, National Health Statistics Group; U.S. Department of Commerce, Bureau of Economic Analysis, and U.S. Bureau of the Census.

  26. Better Beginnings, Better Futures: Goals Prevention • To reduce the incidence of serious, long-term emotional and behavioral problems in children living in high risk neighborhoods Promotion • To promote the optimal social, emotional, behavioral, physical and educational development in children Community Development • To strengthen the ability of disadvantaged communities to respond effectively to the social and economic needs of children and their families Prilleltensky

  27. Better Beginnings, Better Futures: Outcomes • Significant positive impacts on teacher ratings of child behavior problems • Significant positive impacts on parent ratings of child behavior problems • Significant positive impacts on teachers and parent ratings of prosocial child behavior • At Grade 6, parents’ ratings of prosocial behavior and teacher ratings of self-control were significantly higher for Better Beginnings children and teacher ratings of hyperactivity-inattention were significantly lower Prilleltensky

  28. Empowerment

  29. Empowerment can be a tool for social change and personal healing at the same time

  30. Community Change

  31. If Venice “is slowly being submerged, individual citizens cannot afford to ignore their collective fate, because, in the end, they all drown together if nothing is done.” (Badcock, 1982)

  32. Time and place of interventions THIS IS WHERE WE NEED TO BE Collective Quadrant IV Examples: Food banks, shelters for homeless people, charities, prison industrial complex Quadrant I Examples: Community development, affordable housing policy, recreational opportunities, high quality schools and accessible health services Reactive Proactive Quadrant II Examples: Skill building, emotional literacy, fitness programs, personal improvement plans, resistance to peer pressure in drug and alcohol use Quadrant III Examples: Crisis work, therapy, medications, symptom containment, case management Individual THIS IS WHERE WE ARE

  33. Focus and engagement in interventions THIS IS WHERE WE NEED TO BE Strength Quadrant I Examples: Voice and choice in celebrating and building competencies, recognition of personal and collective resilience Quadrant IV Examples: Just say no! You can do it! Cheerleading approaches, Make nice approaches Detachment Empowerment Quadrant II Examples: Voice and choice in deficit reduction approaches, participation in decisions how to treat affective disorders or physical disorders Quadrant III Examples: Labeling and diagnosis, “patienthood” and clienthood,” citizens in passive role Deficit THIS IS WHERE WE ARE

  34. Part III PRACTICE

  35. STRENGTHS • FOR PERSONAL WELL BEING (your own and others) • Celebrate talent, initiative, motivation, small wins • Avoid deficit oriented labels • FOR ORGANIZATIONAL WELL BEING • Build on assets, achievements, engagement, motivation • Reduce stereotyping, gossiping, put downs, segregation • FOR COMMUNITY WELL BEING • Identify community assets, natural leaders, build respect • Do not engage in stereotypical thinking

  36. PREVENTION AND PROMOTION • FOR PERSONAL WELL BEING (your own and others) • Prevent stress, minimize risk factors, take small steps • Promote engagement, meaning making, social support • FOR ORGANIZATIONAL WELL BEING • Prevent burnout, fear, repetition, alienation • Promote engagement, reflection, and support • FOR COMMUNITY WELL BEING • Prevent drop out, child abuse, injustice, poverty • Promote equality, universal health care, high quality education

  37. EMPOWERMENT • FOR PERSONAL WELL BEING (your own and others) • Sense of control over your life • Voice and choice • FOR ORGANIZATIONAL WELL BEING • Democratic participation • Employee engagement and decision making • FOR COMMUNITY WELL BEING • Name source of injustice, organize, lead • Identify power inequalities, not blaming community

  38. COMMUNITY CHANGE • FOR PERSONAL WELL BEING (your own and others) • Volunteer, participate, vote • Organize, analyze • FOR ORGANIZATIONAL WELL BEING • Meaning making, • Participation in social change • FOR COMMUNITY WELL BEING • Discover ecological roots of problems • Think and act systemically and sustainably

  39. Organizations with a Strength-based orientation • Perceive recipients of services and community members as having strengths • Recognize that service recipients learn to cope with difficult situations and develop resilience • Identify and build on individual and community assets, resilience, and ability to thrive in difficult situations

  40. Organizations with a prevention orientation • Work to prevent problems before they occur • Identify and reduce risk factors and promote protective factors in individuals, families, and communities. • Take action to decrease the chances that a particular problem will affect a person, group, or an entire community

  41. Organizations with an empowerment orientation • Believe community members should have voice and choice in issues and decisions that affect their lives • Aim to increase the power of individuals, groups, and entire communities • Encourage the sharing of decision-making power and control over resources with community members

  42. Organizations with a community-change orientation • Believe that some of the problems that individuals and entire communities face result from community and living conditions • Remove barriers to services and supports • Work to address the root causes of the problems people and communities face • Promote social policies that enhance wellbeing and people’s ability to thrive • Create new systems or structures that enhance citizen participation and wellbeing

  43. Amelioration vs. Transformation Prilleltensky • Amelioration • Population health • Public education • Prevent epidemics • Provide basic necessities • Improve services • Transformation • Support full employment • Eliminate poverty • Universal health insurance • Universal family support

  44. Amelioration vs. Transformation Prilleltensky • Amelioration • Demand more services • Increased participation in local politics • Funds for charity, research, and demonstration projects • Transformation • Fight exploitation • Sustainable communities • Promote culture of equity • Raise consciousness about inequality

  45. Applications in Counseling and Therapy

  46. Applications in Policies

  47. Application in Programs

  48. Skills for Agents of Change I VALUE IT • Inclusive host • Visionary • Asset seeker • Listener and sense maker • Unique solution finder • Evaluator • Implementer • Trendsetter

  49. True or False • The best way to eliminate disease is through effective treatment FALSE

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