Theories of process and/or intervention evaluation, self-evaluation (in contrast to external evaluation), have also been linked to empowerment processes. Fetterman D.,  one of the main authors of this current defines empowerment as a process that starts from the premise of community self-government, which requires the establishment of government and decision-making systems to impact one’s own destiny. With this, possibilities are opened to link, break and establish new paradigms to conduct personal life, family life, community life. Self-determination, empowerment and creativity are necessary conditions for empowerment processes to emerge,
Fetterman speaks of building strengths as a necessarily community process; From this approach in school or neighborhood prevention interventions, we do Phone number database not talk about strengthening individuals, youth or children, but rather the entire community. If the community is not strengthened as a whole, it is difficult to achieve a paradigm shift for non-violent conflict resolution, for new learning, organization and community solidarity.
In schools, it has been found that powerful learning , that is, learning for empowerment, involves the school organization, the interpersonal climate, the curriculum, and institutional strategies, in favor of positive changes. In the case of the prevention of psychosocial risks in schools and neighborhoods, these changes refer to the reduction of risk behaviors in neighbors, students, teachers and parents, as well as the increase in attitudes and skills of protection, which always translates into the degree of empowerment of the individuals subject to the intervention.