Value-Based Interventions In Schools: A Case Study

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Nelson & Prilleltensky (2010) provide a template for devising “value-based interventions in multiple settings - schools, workplaces, hospitals, communities - and with a variety of foci - health promotion, drug-abuse prevention, teenage pregnancy, formal and informal support, minority rights, and child abuse”. Their research shows that “Community psychologists are interested in values that promote the well-being of disadvantaged people. However, given that people’s needs vary according to their particular circumstances, it is nearly impossible to formulate a universal list of values; we must remember that any proposed set of values contains contextual limitations and that some groups may require certain values more than others” (p. 70). Keeping these ideas in mind, this template is more of a guidemap than a direct mechanism of treatment for a community. Still, it proves helpful.
The values
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The citizens of Ferguson are on board with mass mobilization - protesting, picketing, and demanding answers. In order to advocate a non-violent approach, however psychically soothing a violent one may be, social action needs a place in these mass demonstration. This means dedicated individuals working to alleviate some stress and tension. It also means individuals who lead the way in non-violent but powerful change. Ferguson needs to pull these people together. Public advocacy is also critical for change. The “Black Lives Matter” movement is shedding light on these issues and provides another useful vessel for change. Finally, as I have mentioned before, popular education and local services are hard to be found in Ferguson. This simply needs to be changed by those who have the means to do so. The city needs a caring administration with its people’s interests at

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