Hitherto, the concept of empowerment has been largely denied a place of prominence in both mainstream academic and applied psychology. It is argued that if this concept is to expand beyond the field of community psychology into more traditional areas of psychology, such as social, personality, clinical and school psychology, its moral and psychological foundations should be more clearly articulated. In order to advance this proposition, an integrativc conceptual model of empowerment is presented. Within this framework, the ethical and therapeutic legitimacy of empowering practices, obstacles for their inclusion in mainstream psychology, and possibilities for their future development are explored. Some of the benefits to be derived from the adoption of the concept of empowerment in academic and applied psychology are outlined. If research on empowerment and policies designed to empower individuals are to reach beyond community psychology and have an impact in other, more traditional areas such as clinical, school, personality, and social psychology, then it is incumbent upon community psychologists to assert die legitimacy of these endeavours. I will argue that the ethical, psychological and therapeutic foundations of empowerment provide ample legitimacy for its vigorous pursuit in the discipline. Empowerment is generally understood as interventions and policies intended to Canadian Psychology/Psychologic canadiennc, 35:4 enhance the degree of control vulnerable individuals exercise over their lives (Rappaport, 1981,1987). Hitherto, this concept has been largely denied a respectable place in mainstream academic and applied psychology (Joffe & Albee, 1988; Sarason 1982, 1988). With the notable exception of community psychologists (Florin & Wandersman, 1990; Wolff, 1987; Zimmerman 8c Rappaport, 1988) and some primary preventionists (Albec, Joffe, & Dusenbury, 1988), psychologists have neglected to view empowerment research and/or practice as legitimate activities. In die most recent edition of'the Journal ofSocial Issues (Spacapan & Thompson, 1991), entided "Perceived control in vulnerable populations," no references could be found to die concept of empowerment. Similarly, no specific mention of this concept could be seen in the new book The psychology of human control (Friedman & Lackey, 1991). These are only two examples of missed opportunities by control researchers to take advantage of studies on empowerment (e.g., Rappaport, Swift & Hess, 1984; Zimmerman, 1990). This paper is designed to enhance the cross-fertilization between research on empowerment and some mainstream psychological theories and practices. The concept of explanatory style advanced by Seligman (1990), and the four models of helping and coping identified by Brickman et al. (1982) will be instrumental in demonstrating the connections between empowerment, theories of control, and counseling approaches. The article is divided into four parts. The first section presents a conceptual model of empowerment. This is necessary in order to (a) clarify the various meanings of die term, and (h) provide a framework for research and action. The second section elaborates on the legitimate ethical and psychological foundations of empowerment. While the Empowerment in Mainstream Psychology 359 Figure 1. A descriptive and prescriptive model of empowerment. third part deals with obstacles to be encountered in promoting empowerment in mainstream psychology, the last portion offers some directions to facilitate this integration. Empowerment: A Descriptive and Prescriptive Model The purpose of the model to be presented is twofold: (a) to understand the concept of empowerment by delineating its mullifaceted nature, and (b) to provide a framework for the advancement of research and action in this area. In other words, the model will describe the constitutive elements of empowerment and serve as a basis for its prescrip-

Empowerment in mainstream psychology: Legitimacy, obstacles, and possibilities.

Foundations and government agencies use community coalitions increasingly as instruments of social policy and program implementation. The rationales and hopes for community coalitions abound with t...

Community Coalitions and Grassroots Policies of Empowerment

Politics as Education

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Politics as Education