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facilitating the process of empowerment (Cattaneo & Chapman, 2010). Hence, the
trainer should search, identify and support such goals for the participants during an
empowerment workshop.
2. Self-Efficacy. According to Gutiérrez (1991, p. 202), a part of empowerment can be
expressed as “personal power” or “experiencing oneself as a powerful or capable
person”. On this basis, self-efficacy can support the empowerment process as it leads
the individual to achieve his/her goals. In addition, Locke and Latham (2002, p. 709)
have identified that self-efficacy together with the commitment to personally valued
goals are the most immediate, conscious motivational determinants of action.
Therefore, trainers should take it into consideration as this element can be the engine
of the rest (Cattaneo & Chapman, 2010).
3. Knowledge. Having identified meaningful goals and supporting the self-efficacy,
trainers should help participants develop the necessary knowledge that will enable them
to get a deep understanding of the relevant personal and social context, including
the possible paths of goals’ achievement, the resources needed and the means of
obtaining them (Cattaneo & Chapman, 2010). In other words, they need to become
aware of the ways in which strengths and skills function in their personalities.
Simultaneously, the identification of the skills deficits and the new skills that should
be developed is a key element of the empowerment process (Zimmerman, 2000).
4. Competence. This point refers to when a person knows what is needed to achieve a
goal (Knowledge), then his or her degree of actual (as opposed to perceived) ability
related to the goal becomes salient. Cattaneo and Chapman (2010) distinguish
competence from knowledge, as they claim that it is different to know what to do
(knowledge) than to know how to do it (competence). Hence, competence is the process
of understanding how someone can use his/her skills and knowledge to achieve a goal.
Action will affirm parts of this understanding, but new knowledge on strengths,
weaknesses, and environmental obstacles and opportunities is likely to emerge.
5. Action. In order to effectively achieve goals, action must be taken. Action is influenced
by the parts of the process that come before it, driven by specific goals, empowered by
the personal value of those goals and the confidence in one's ability to achieve those
goals, guided by relevant knowledge, and carried out using useful skills. (Cattaneo &
Chapman, 2010) The action that leads to transformation cannot be forced from outside
but must rather be created by a person's understanding of his or her situation. As far as
the empowerment process model is concerned, behavior is related to people's
awareness of the forces of influence that operate in their lives and the ways in which
they can or cannot alter them. (Freire, 2000) The next part of the empowerment process
- impact - is a valuable source of knowledge about these possibilities and the
constraints.

Project 2019-1-BG01-KA204_062299
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