5-1 Project Two_ PSY 491

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Project Two Rachel Marsh Project Two Southern New Hampshire University Psychology and Social Change PSY 491 Dr. Carolynn Pravatta November 26, 2023 1

Project Two I. Introduction Independent and social advocacy is most commonly associated with the most significant measures of social change agency throughout history, such as the women’s rights movement, the civil rights movement, and the pride movement. Despite our cognitive depictions of advocacy, what is it in definition? From the historical perspective, advocacy has been a critical social work skill established by the foundations of human rights and social justice (Boylan & Dalrymple, 2011). Advocacy, to me, is the actions of individual or group ideologies that aim to express views and identity and instigate social change. Advocacy promotes public and private changes to policies, procedures, legislation, and more. Social advocacy plays an important role in achieving change on the societal and international levels; however, it is defined and initiated through the development of individual and social identities, which inspire social advocacy on various levels. II. Grit, Resilience, and Coping Skills in Advocacy In contemporary society, there is a wide body of research that stresses the importance of grit, resilience, and coping skills to the development of self-efficacy and self-advocacy. Grit is more closely related to one’s ability to sustain effort and passion despite failures and obstacles (Denovan et al, 2023). Resilience is the process of acclimation to strenuous and challenging life experiences, particularly through mental, emotional, and behavioral flexibility (APA Dictionary of Psychology, 2018). Coping skills are organized thoughts and behaviors used to manage internal and external situations (Algorani & Gupta, 2023). The compilation of these traits and characteristics generates a degree of mental toughness. Mental toughness is a “psychological resource that is purposeful, flexible, and efficient for the enactment and maintenance of goal- directed pursuits” (Gucciardi, 2017, p. 18). 2

Project Two The concept of mental toughness has been researched in quantitative and qualitative measures across various cultural competencies and contexts, which has paved pathways for research on increased resilience and coping skills (de Chesnay & Anderson, 2008; Denovan et al., 2023). Resilience and coping skills are critical aspects of social agency and advocacy. Advocates frequently face obstacles and setbacks in pursuing their initiatives; therefore, advocates must have the ability to adapt to the difficulties they face and manage the internal and external stressors associated with these difficulties to continue their initiative. In psychology, advocacy is a crucial component in generating positive social change, which is applied within the workspace and beyond (Carr et al., 2023) The current rate of incarcerated individuals with a Serious Mental Illness, (SMI) is 10 times higher than state mental health hospitals (Al-Rousan et al., 2017). In current standing, our jails and prisons are ill-equipped to manage and care for the mentally ill population adequately. As a result, it has become a public health crisis. In recent years, there has been an increasing need for social advocacy for individuals with mental illness; however, these models for social advocacy do not transfer into systems where punishment predominates rehabilitation, such as seen in the structure of the criminal justice system and prisons and jails. The stigmatization surrounding the criminal justice system and mental disease or disorder will generate various setbacks and obstacles within public and political settings; therefore, the need for grit is necessary to continue the passion and perseverance of equal care in prisons and jails. Resilience and coping skills are necessary to adapt and manage obstacles, failures, and setbacks from legislatures, public stigma, and historical foundations subjective to de-institutionalization in the 1950s. Criminal justice reform cannot take place on a singular level, meaning lacking these characteristics and skills will generate a futile social change agency without success and 3

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Project Two localized failures. III. The Power of Emotional Intelligence Emotional intelligence is best defined as one’s ability to manage their emotions while understanding the emotions of others, discern the differences between emotions while appropriately identifying them, and use emotional information as a guideline for thinking and behavior (Srivastava, 2013). In advocacy, emotional intelligence is essential, as it allows individuals to be compassionate and empathetic to individuals and groups regardless of personal opinions. Emotional intelligence allows individuals of social agency to be self-aware, which can influence a sense of social responsibility and understanding. Understanding, as it applies to identity, is the “meaning motive” in Fiske's model of core motives. The practice of understanding is procuring knowledge and appreciation for oneself and others while acknowledging its impact and importance (SNHU, n.d.). It is the central component in connection with others, as we share experiences, thoughts, and emotions among social groups and interactions based on the desire to understand others and authenticate oneself. Interplaying with Albert Bandura’s social learning theory, emotional intelligence can be harnessed to increase positive attitudes while decreasing negative outcomes. According to Albert Bandura’s social learning theory, behavior patterns are learned and acquired through lived experiences and through observing the behaviors and actions of others (Bandura, 1971). Bandura substantiated that an individual’s ability to learn through observation allows them to study and incorporate large portions of behavior without building up patterns of trial and error (Bandura, 1971). Furthermore, Bandura suggested that emotional responses can be developed by observing or witnessing the affective reactions of others who are experiencing pain or pleasure (Bandura, 1971). Leadership and social responsibility play a crucial role in the success and 4

Project Two failure of advocacy agencies. The presence of leadership and social responsibility is dependent on individual and social identities reputed upon social change identity and agencies; however, these leaders also prompt the overall enterprise of a cause. Emotional intelligence is a learned ability; therefore, if implemented and displayed through leadership, it can directly influence the culture of a cause, as individuals learn and adapt to the behavior displayed by leadership roles. IV. Psychology Subdisciplines and Advocacy The pursuit of psychology has consistently been a journey of self-discovery and a craving for a deeper understanding of violent criminals. Throughout my pursuit of a bachelor's degree with Southern New Hampshire University, my progression towards self-efficacy has allowed my aspirations of a psychology career within the criminal justice system to include aspirations for systemic reform and interventions on the juvenile level. The subdisciplinary field of forensic psychology will promote the importance of education and information on mental health in juveniles to assess the risks of mental health disorders in children and adolescents. On the other spectrum, the field of forensic psychology will allow for research on mental illness and criminality as it interplays with the criminal justice system to broaden the bridge between psychology and the judicial system. V. Knowledge of Psychology and Social Change Initiative In the Bowling for Columbine (2005) documentary film, Moore’s journey to understanding the violent nature of Americans and its correlation with guns drew significant parallels with the aspect of fear. The excessive increase of serious mental illness in the criminal justice system is, in current society, a public health crisis (Slate et al., 2021). Stigma has been a constant obstacle surrounding mental illness, which has been historically precedented by maltreatment and ineffective care of individuals with mental illness. Society has defined 5

Project Two “normal”, “abnormal”, and “deviant”. The term deviant has been socially formed to define individuals who stray from the social constructs of normal. As a result, individuals who are categorized into variations of socially defined deviance are caricatures of the labels assigned to them, a process referred to as Labeling Theory (Slate et al., 2021). Stigmatization, an integral process of labeling, individuals are classified into group status, and segregated from the rest of society. In doing so, the group classifications of “deviant” are understood to be foundationally obtuse and characterized by perceived negative features (Slate et al., 2021). Stigma produces fear, and, as Moore (2005) discerned, fear has a direct correlation to violence. As mental illness is frequently associated with “residual rule-breaking”, the social constructs of criminality interplay with the stigma of both criminality and mental illness. The stigmatization model is a socio-cognitive model that can be applied to understand the relationship between the internalization of the stigma associated with mental illness and the perpetuation of criminology in the criminal justice system (Catalano et al., 2021). Individuals with mental health disorders are required to interact with individuals within their social environments. These social stigmas further generate cognitive substructures that implicate self- esteem models and engendering self-harm beliefs. A vast majority of stereotypical stigmas associated with mental health perpetuate unfair treatment, isolation, rejection, and accusations relative to criminality (Catalano et al., 2021). The growth and existence of the psychology profession, psychologist’s livelihoods, and the ability to provide care and services to most in need are greatly dependent on legislative and regulatory decisions (Lating et al., 2010). Despite the need for advocacy in psychology, research has shown that most psychologists remain uninformed or indifferent with concern to public policies and political activities (Lating et al., 2010). My social change initiative is seeking and 6

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Project Two advocating for interventional strategies and methods for identifying risks and the existence of mental health in juvenile detention centers while advocating for appropriate treatment and funding for mental healthcare within the prison system, regardless of severity. Many individuals of crime are by-products of society's labels and stigmas; therefore, using psychological foundations and knowledge, we can identify these stigmas or “fears” associated with deviance to help reduce the occurrence of mentally-induced crime. Furthermore, we can provide appropriate psychological care for individuals who are most in need, regardless of criminal status. VI. Conclusion The application of psychology in social advocacy can create positive social change on individual and social levels. As agents of social change, we, as individuals, groups, communities, institutions, and more must be self-aware, both personally and socially. By recognizing the part we play, we can identify and acknowledge our implicit and explicit biases, stereotypes, beliefs, values, attitudes, and other aspects that impact our receptivity to new ideas, thoughts, or experiences. Psychology has a unique opportunity to have great strength in advocating for the importance of mental health, particularly concerning criminality. The applications and frameworks of psychology have the potential to change fear associated with mental disorders, which can encourage individuals to seek appropriate help. It can aid in advocating for equal opportunity healthcare, inclusive of mental healthcare, for the public, economic change, and structural change on a judicial level. Psychology and social change agencies have an influence that can change the foundations of current society without violence; however, we, as individuals in the field, must be informed, passionate, and resilient in our pursuits. References 7

Project Two Al-Rousan, T., Rubenstein, L., Sieleni, B., Deol, H., & Wallace, R. B. (2017). Inside the nation’s largest mental health institution: a prevalence study in a state prison system. BMC Public Health , 17 (1), 342. https://doi-org.ezproxy.snhu.edu/10.1186/s12889-017- 4257-0 Algorani, E. B., & Gupta, V. (2023, January). Coping Mechanisms . National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK559031/ APA Dictionary of Psychology. (2018). Resilience. APA Dictionary of Psychology . Retrieved November 16, 2023, from https://dictionary.apa.org/resilience . Bandura, A. (1971). Social Learning Theory. New York City; General Learning Corporation. Carr, E. R., Davenport, K. M., Murakami-Brundage, J. L., Robertson, S., Miller, R., & Snyder, J. (2023). From the Medical Model to the Recovery Model: Psychologists Engaging in Advocacy and Social Justice Action Agendas in Public Mental Health. The American Journal of Orthopsychiatry , 93 (2), 120–130. https://doi.org/10.1037/ort0000656 de Chesnay, M., & Anderson, B. A. (2020). Caring for the Vulnerable: Perspectives in Nursing Theory, Practice, and Research (2nd ed.). Jones & Bartlett Learning. November 16, 2023, https://books.google.com/books? hl=en&lr=&id=hTKIxD4aJloC&oi=fnd&pg=PA25&dq=resilience+and+coping+skills+a nd+advocacy&ots=rnwmiRN- Er&sig=INM2CaYwHSacREwqev9x4ACifE8#v=onepage&q=resilience%20and %20coping%20skills%20and%20advocacy&f=false 8

Project Two Denovan, A., Dagnall, N., & Drinkwater, K. (2022). Examining What Mental Toughness, Ego Resiliency, Self-Efficacy, and Grit Measure: An Exploratory Structural Equation Modelling Bifactor Approach. Current Psychology , 42 (26), 22148–22163. https://doi.org/10.1007/s12144-022-03314-5 Gucciardi, D. F. (2017). Mental Toughness: Progress and Prospects. Current Opinion in Psychology, 16 , 17–23 . https://doi.org/10.1016/j.copsyc.2017.03.010 Lating, J. M., Barnett, J. E., & Horowitz, M. (2010). Creating A Culture of Advocacy. Competency-Based Education for Professional Psychology. , 201–208. https://doi.org/10.1037/12068-011 Moore, M. (Director). (2002). Bowling for Columbine . [Film; Online Video]. SNHU Streaming Film Collection . Retrieved November 26, 2023, from https://digitalcampus-swankmp- net.ezproxy.snhu.edu/snhu308244/play/320aa6787df2ff6d?referrer=direct . SNHU. (n.d.). PSY 491 A Review of Susan Fiske 5 Core Social Motives . Manchester; Southern New Hampshire University. https://learn.snhu.edu/content/enforced/1424182- PSY-491-J2896-OL-TRAD-UG.23EW2/course_documents/PSY%20491%20A %20Review%20of%20Susan%20Fiske%205%20Core%20Social%20Motives.pdf? _&d2lSessionVal=vMPQZlFipsGEVbeskRQXDIrW4&ou=1424182 Slate, R. N., Frailing, K., Johnson, W. W., & Buffington, J. K. (2021). The Criminalization of Mental Illness: Crisis and Opportunity for the Justice System (2nd ed.). Carolina Academic Press. November 26, 2023, https://books.google.com/books? hl=en&lr=&id=2VEMAQAAQBAJ&oi=fnd&pg=PT13&dq=public+fear+and+stigma+m 9

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Project Two ental+disorders+and+the+criminal+justice+system&ots=3Kp8kHKz5h&sig=A_NmqDin RWSGaK-bCZD3AoUTy_w#v=onepage&q=public%20fear%20and%20stigma %20mental%20disorders%20and%20the%20criminal%20justice%20system&f=false Srivastava K. (2013). Emotional Intelligence and Organizational Effectiveness. Industrial Psychiatry Journal , 22 (2), 97–99. https://doi.org/10.4103/0972-6748.132912 10

5-1 Project Two_ PSY 491

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