Marc A. Zimmerman

Psychological empowerment: Issues and illustrations

Discussed several issues related to psychological empowerment. The thesis of this paper is that the development of a universal and global measure of psychological empowerment may not be a feasible or appropriate goal. I begin by distinguishing between empowerment processes and outcomes. Underlying assumptions are discussed including the notion that empowerment differs across people, contexts, and times. A nomological network that includes intrapersonal, interactional, and behavioral components is also presented. Two examples of psychological empowerment for voluntary service organization members and members of a mutual help organization are described to help illustrate differences in the specific variables that may be used to measure psychological empowerment in different populations and settings.

Empowerment theory, research, and application

This introduction to the special issue briefly reviews the meaning and significance of the empowerment concept and problems associated with the proliferation of interest in empowerment. We identify some of the topics not included in this issue and relate those to the many broad and diverse areas of psychological empowerment theory and community-based research and intervention that are covered. We present synopses of each article along with some of the themes and lessons cutting across the frameworks, studies, and applications. These include a wide diversity of settings, fairly representative of empowerment interventions, and, at the same time, improved clarity (if not unanimity) of definitions and measurement, which has been a problem in much empowerment research and intervention.

Health Education and Community Empowerment: Conceptualizing and Measuring Perceptions of Individual, Organizational, and Community Control

The fundamental conditions and resources for health are peace, shelter, edu cation, food, income, a stable ecosystem, sustainable resources, social justice, and equity. Improvement in health requires a secure foundation in these basic prerequisites.1

Racial identity, racial discrimination, perceived stress, and psychological distress among African American young adults.

This study examines the direct and indirect relationships among racial identity, racial discrimination, perceived stress, and psychological distress in a sample of 555 African American young adults. A prospective study design was used to assess the influence of two dimensions of racial identity attitudes (i.e., centrality and public regard) on other study variables to investigate the relationship between racial identity attitudes and psychological distress. The results show some evidence of a direct relationship between racial centrality and psychological distress, as well as evidence of indirect relationships for both centrality and public regard through the impact of racial discrimination and perceived stress. In addition, racial centrality was both a risk factor for experiencing discrimination and a protective factor in buffering the negative impact of discrimination on psychological distress. Results are discussed within the context of identifying multiple pathways to psychological well-being for African American young adults within the context of racial discrimination.

Taking aim on empowerment research: On the distinction between individual and psychological conceptions

SummaryEmpowerment theory need not remain a mystery. Efforts, such as those described in this special section, to outline more clearly the nomological network of empowerment at multiple levels of analysis will advance empowerment theory. Tough-minded rigorous research is needed to advance the concept of empowerment. Empowerment research requires us to shift our attention from a debate between the merits of research at one level of analysis versus another to building bridges between levels of analysis. We must integrate theories and methods from other disciplines and develop research strategies that incorporate qualitative procedures and the voices of the research participants. The papers in this special section take aim on these tasks and add to our understanding of empowerment.

Further explorations in empowerment theory: An empirical analysis of psychological empowerment

Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed.

Natural Mentors and Adolescent Resiliency: A Study with Urban Youth

Natural mentors may play an important role in the lives of adolescents. We interviewed 770 adolescents from a large Midwestern city. Fifty-two percent reported having a natural mentor. Those with natural mentors were less likely to smoke marijuana or be involved in nonviolent delinquency, and had more positive attitudes toward school. Natural mentors had no apparent effect on anxiety or depression. Using the resiliency theory framework, natural mentors were found to have compensatory but not protective effects on problem behaviors, and both compensatory and protective effects on school attitudes. Direct and indirect (mediated) effects of natural mentors are explored for problem behaviors and school attitudes. The potential importance of natural mentors is supported, and implications for future research are considered.

A longitudinal study of self-esteem: Implications for adolescent development

This study used a cluster analytic approach to identify self-esteem trajectories among adolescents over a four-year period from sixth to tenth grades (N = 1,160). Four self-esteem trajectories were identified that replicated previous research: (1) consistently high, (2) moderate and rising, (3) steadily decreasing, and (4) consistently low. Female adolescents were more likely to be in the steadily decreasing self-esteem group while male adolescents were more likely to be in the moderate and rising group. African American and white youth were equally distributed across groups. Using repeated measures analysis, we found that youth with consistently high and moderate and rising self-esteem reported developmentally healthier outcomes in Grade 10 than youth in the other two clusters. Outcomes included susceptibility to peer pressure, school grades, and alcohol use. Implications of these results for studying self-esteem and developmental change more generally are discussed.

Effects of a brief intervention for reducing violence and alcohol misuse among adolescents: a randomized controlled trial.

CONTEXT Emergency department (ED) visits present an opportunity to deliver brief interventions to reduce violence and alcohol misuse among urban adolescents at risk of future injury. OBJECTIVE To determine the efficacy of brief interventions addressing violence and alcohol use among adolescents presenting to an urban ED. DESIGN, SETTING, AND PARTICIPANTS Between September 2006 and September 2009, 3338 patients aged 14 to 18 years presenting to a level I ED in Flint, Michigan, between 12 pm and 11 pm 7 days a week completed a computerized survey (43.5% male; 55.9% African American). Adolescents reporting past-year alcohol use and aggression were enrolled in a randomized controlled trial (SafERteens). INTERVENTION All patients underwent a computerized baseline assessment and were randomized to a control group that received a brochure (n = 235) or a 35-minute brief intervention delivered by either a computer (n = 237) or therapist (n = 254) in the ED, with follow-up assessments at 3 and 6 months. Combining motivational interviewing with skills training, the brief intervention for violence and alcohol included review of goals, tailored feedback, decisional balance exercise, role plays, and referrals. MAIN OUTCOME MEASURES Self-report measures included peer aggression and violence, violence consequences, alcohol use, binge drinking, and alcohol consequences. RESULTS About 25% (n = 829) of screened patients had positive results for both alcohol and violence; 726 were randomized. Compared with controls, participants in the therapist intervention showed self-reported reductions in the occurrence of peer aggression (therapist, -34.3%; control, -16.4%; relative risk [RR], 0.74; 95% confidence interval [CI], 0.61-0.90), experience of peer violence (therapist, -10.4%; control, +4.7%; RR, 0.70; 95% CI, 0.52-0.95), and violence consequences (therapist, -30.4%; control, -13.0%; RR, 0.76; 95% CI, 0.64-0.90) at 3 months. At 6 months, participants in the therapist intervention showed self-reported reductions in alcohol consequences (therapist, -32.2%; control, -17.7%; odds ratio, 0.56; 95% CI, 0.34-0.91) compared with controls; participants in the computer intervention also showed self-reported reductions in alcohol consequences (computer, -29.1%; control, -17.7%; odds ratio, 0.57; 95% CI, 0.34-0.95). CONCLUSION Among adolescents identified in the ED with self-reported alcohol use and aggression, a brief intervention resulted in a decrease in the prevalence of self-reported aggression and alcohol consequences. TRIAL REGISTRATION clinicaltrials.gov Identifier: NCT00251212.

Toward a theory of learned hopefulness: A structural model analysis of participation and empowerment

Two competing structural models were tested in an effort to develop a theory of learned hopefulness. Learned hopefulness suggests that empowering experiences-ones that provide opportunities to learn skills and develop a sense of control-can help individuals limit the debilitating effects of problems in living. Voluntary organizations are identified as natural settings that enable individuals to develop a sense of psychological empowerment. Empowerment was measured by cognitive, personality, and motivational measures of perceived control. Structural equation modeling was used to compare models for a sample of students and a sample of nonstudent community residents. The model which supports the theory of learned hopefulness included a direct effect of participation in voluntary organizations on psychological empowerment. An alternative model omitted the path between participation and empowerment. The learned hopefulness model reproduced the observed data with less error than the alternative model. The results provide support for a theory of learned hopefulness and suggest that future research to fully develop the theory is warranted. CC 19w