Lecture 10-Positive youth development (2).pptx

Psychology

1. PSY 418 adolescence & transıtıon to adulthood Lecture 10 Positive Y outh D evelopment & Social Policy

2. Defining human development " The basic purpose of development is to enlarge people’s choices . In principle, these choices can be infinite and can change over time. People often value achievements that do not show up at all in income or growth figures: greater access to knowledge, better nutrition and health services, more secure livelihoods, security against crime and physical violence, satisfying leisure hours, political and cultural freedoms and sense of participation in community activities . The objective of development is to create an enabling environment for people to enjoy long, healthy and creative lives. ” Mahbub ul Haq

3. Psychological need : An inherent source of motivation that generates the desire to interact with the environment to advance personal growth , social development, and psychological well-being Self-determination theory: Basic Psychological Needs

4. SELF-DETERMINATION THEORY: BASIC PSYCHOLOGICAL NEEDS

5. Environmental f actors that provide the opportunity to satisfy the p sychological n eeds Psychological Need Environmental Condition that Involves the Need Environmental Condition that Satisfies the Need Autonomy Competence Relatedness Opportunities for self-direction Optimal challenge Structure Social interaction Autonomy support Providing choices Providing a rationale Positive feedback Informative feedback Warm and supportive relationships 5

6. Capability Approach Amartya Sen Martha Nussbaum Capability : Freedom to enjoy various functionings Human beings have certain functions e.g., seeing, hearing, eating, thinking But they do not have the opportunity to perform their functions in a fully human way Some conditions—(e.g., starvation, educational deprivation) bring it about that a being who is human has to live in an animal way ( p.130) The capability approach makes each person a bearer of value, and an end not as a mere object for the use of others Nussbaum (2002)

7. Capability Approach Human abilities exert a moral claim «they should be developed» Human beings are creatures such that, if provided with the right educational and material support, they can become fully capable of these human functions (p. 131) Capability approach is a useful framework governments can construe basic constitutional principles Nussbaum (2002)

8. Capabilities & social justice Nussbaum f ocuses on the inequalities that a person may be subject to for the development of certain capabilities Concerned especially with the women’s situation Shifts the question from « how satisfied is women? » to « what is she actually able to do and to be? » Fundamental assumption: A human being is a dignified free being who shapes his/her own life rather than being passively shaped or pushed around by the world … ( pp . 123-124) Nussbaum (2002)

9. Capabilities & social justice Why are other approaches to human development inadequate? GNI per capita How income is distributed may be a problem It does not tell us how deprived people are functioning Human Development Index Life expectancy, infant mortality, educational opportunities, health care, employment opportunities, land rights, political liberties Resource-based approaches even if resources are equally dist r ibuted ; some individuals need more than others to attain the same capability level Nussbaum (2002)

10. Capabilities & social justice Why are other approaches to human development inadequate? Human rights approach Helpful as it lists basic rights and pinpoint inequalities to be eradicated But has a shaky ground : What is the origin of these rights ? Are they natural rights ? Or are they artifacts of laws and institutions ? Mostly focused on political and civil rights but ignored economic and social rights ; but they are intertwined Human rights concept ignored women’s needs E.g ., justice within the family Nussbaum (2002)

11. Capabilities & social justice Why are other approaches to human development inadequate? Preference-based approaches Preferences are constructed in given conditions E.g., women often have no preference for economic independence or political rights because they are not socialized in such a culture; women are deprived of necessary education and information to evaluate the choices they may have ; they make ‘ adaptive preferences ’, preferences that have adjusted to their second class status Many preferences are constructed in social traditions Nussbaum (2002)

12. Capabilities as fundamental entitlements (rights) Capabilities provide the best basis for thinking about the goals of development — the normative content of development Fundamental entitlements should go beyond mere preferences as well as the mere goal of utility (how satisfied people are of their lives ) Equality of capabilities should be the goal of a society In order to provide guidance to policy-making, the capability approach should list –even if tentative-- fundamental capabilities as entitlements Nussbaum (2003)

13. Capabilities & social justice The difference between capability and behavior Example : Sexual activity is both a capability and functioning Two cases : Not being able to experience sexual gratification because of female genital mutilation — the person becomes incapacitated Not being able to experience sexual gratification because of chosing celibacy as a lifestyle --- the person makes a choice among alternatives Nussbaum (2002) Another example: Young girls in rural India have difficulty in playing in an educational program run by the local activists because their capacity for play has not been nourished in early childhood (p. 132)

14. C entral human capabilities 1. Life : being able to live to the end of life of normal lenght 2. Bodily health : Good health ; adequate nourishment and shelter 3. Bodily integrity : move freely ; secure against violence ; opportunity for sexual satisfaction ; choice in reproductive issues 4. Senses , imagination , and thought : use sense; to think , imagine , and reason in a truely human way ( informed and cultivated by an adequate education ); being able to use imagination and thinking to produce works of one’s own choice ; have pleasurable experiences 5. Emotions : attachment and love ; justified anger ; emotional development not be stunted by fear or anxiety Nussbaum (2003)

15. C entral human capabilities 6. Practical reason : being able to form a conception of good and to think critically in planning life; includes the liberty of conscience and religious observance 7. Affiliation : Being able to live, show concern for others; social interaction ; show empathy ; assembly and political interaction Having the social basis of self-respect and nonhumiliation; being able to be treated as a dignified being whose worth is equal to that of others; this assures non-discrimination 8. Other species : live with concern for and in relation to animals , plants , and the world of nature 9. Play: being able to laugh , to play , to enjoy recreational activities 10. Control over one’s environment : Political: political participation Material: property rights; employment Nussbaum (2003)

16. C entral human capabilities The list of capabilities is an open list; can be further developed The focus should be on capabilities rather than functions E.g., the right to vote should not be mandatory as it violates the principle of choice This is where psychology (developmental psychology, positive psychology, & positive youth development) and social policy intersects END Nussbaum (2003)