Multicultural Training Welcome
Logistics • Cell phones • Meals • Bathroom breaks • Participant packets • etc.
Getting Acquainted • Name tags • Please say name before speaking • Exercise: • Name • Profession/Job role • One expectation in coming to the workshop
Workshop Goals • Increased awareness of own assumptions, values, and bias • Greater knowledge of the world view of the culturally diverse or different client • New skill with appropriate counselor interventions, strategies and techniques • A personal action plan for applying what you have learned A-3
Guided by: • Multicultural competencies developed by Sue, Arrendondo and McDavis (1992) - outlined on your handout • 3 main areas of development over the next two days: BELIEFS, KNOWLEDGE and SKILLS.
Difficult/Different Clients • It was so much easier to blame it on Them. It was bleakly depressing to think that They were Us. If it was Them, then nothing was anyone's fault. If it was us, what did that make Me? After all, I'm one of Us. I must be. I've certainly never thought of myself as one of Them. No one ever thinks of themselves as one of Them. We're always one of Us. It's Them that do the bad things.
Icebreaker: BINGO • Try to find people that fulfill the criteria in the squares and write their names there • Can only use each person’s name once on your card • Good BINGO’s: • Vertical, horizontal or diagonal • First person with a correct BINGO wins
BINGO • Person’s name • Category fulfilled for the match
Ground Rules • Be Respectful of Others • Disagree Agreeably • Ouch • Oops • Respect Confidentiality • Speak One at a Time
Facilitator’s Expectations • Expect to experience a range of thoughts and feelings throughout the day • Expect to start and finish at your own pace • Expect to leave without all the answers • Expect to get out of the workshop what you are willing to put into the workshop • Expect to take risks • Expect to be treated with respect
Multicultural Needs Assessment • We want to help you identify needs related to working with different/difficult clients. • Some needs are easy to identify. • Let’s identify some • Other needs are more difficult to identify. • To identify gaps in our training: Multicultural Needs Assessment and Self Awareness Exercise.
Children under age 5 Workshop Trainers Zookeepers Supervisors Would go to the movies. Eat cookies that they made. Introduce them to my family. Bring to my Church. Go on vacation with. Let take a sip of my soda with my same straw. Wipe their nose for them. INDEX SCORE X: not comfortableO: very comfortable
Children under age 5 Workshop Trainers Zookeepers Supervisors Would go to the movies. X O O X Eat cookies that they made. X O X X Introduce them to my family. O X O X Bring to my Church. X O O X Go on vacation with. X X O X Let take a sip of my soda with my same straw. X X X X Wipe their nose for them. O X O X INDEX SCORE 5 4 2 7 X: not comfortableO: very comfortable
Multicultural Needs Assessment and Self Awareness Activity Discuss in groups of three: • How did you feel when completing this exercise? When you were finished? • What were your thoughts in completing this exercise? • Anything surprising or anything that you didn’t expect to see? • More Xs that you anticipated? • More Os than you anticipated? • What were the hardest questions to answer? • What was it like to see Xs on your worksheet? • What are potential reasons why one or more groups are challenging for you? • Are these barriers you must overcome in order to provide effective services to these groups? • What resources would you need to address these barriers? • What did you learn from this self awareness and self assessment exercise?
Self-Awareness Goal of this activity • To develop greater awareness of your own cultural background, values, worldview,etc. Awareness of our own cultural background is a key aspect of being able to work competently with culturally different clients. Lack of awareness might get us into trouble in our work.
An individual who is unaware of his or her own cultural values is like a cup with a hole. Without knowledge of the hole, the liquid inside leaks out onto the owner, the floor, and anything else it touches. (Sue & Sue, 1990)
Social Events/Holidays Cultural Norms Health Beliefs and Practices Alcohol and Other Drug Use Mental Illness Groups of “others” not like us Education Family Success Work Religion and/or Spirituality Recreation Gender Roles Locus of Control Food Preferences Music Preferences Communication Patterns Think about your personal, family, or community’s attitudes, beliefs, and practices concerning the following cultural dimensions:
Questions for Discussion: • What did you learn about yourself through this activity? • Were there dimensions that were easier to define than others? • Were there some dimensions that you did not know the answer to and need more information from family, community, etc.? • What did you learn about other participants through this activity? • If your parent/sibling were to do this activity, would the pictures be similar to yours? How would they be different? • How will your iceberg be different in ten years? How will it be the same?
Defining Multicultural Terms and Concepts Goal: to have a common vocabulary for our dialogue during the training.
RACE:GROUPINGS BASED ON PHYSICAL TRAITS BY WHICH PEOPLE CAN BE DISTINGUISHED
Geographic origins Family patterns Language Values Cultural norms History Music Gender roles Dietary patterns Ethnicity Referring to group membership often, but not necessarily, specifically linked by race, nationality, religion and/or language. People belonging to the same ethnic group share a common cultural heritage and/or derivation, distinguished by such characteristics as:
Culture Shared values, traditions, norms, customs, religion, arts, history, folklore, language and/or institutions of a specific group of people. What are some different cultures?
Privelege • Right or immunity granted as a peculiar benefit, advantage, or favor. • Such as a right or immunity attached specifically to a position or an office.
White Privilege I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was “meant” to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks. (Peggy McIntosh)
Exercise:Counting our Privileges • Circle each question that applies to you • You get one point for every circle
Stereotypes: • Stereotyping is the process of making generalizations about an entire group based on either accurate or inaccurate information about some of its members. It means “set image.” • Exaggerates differences and minimizes commonalities • At their worst, it allows people to not recognize group members as individuals. • Justifies prejudice and discrimination.
Exercise: Headbands • Do not tell someone what is on their headband • Walk around and follow the instructions on each others’ headbands
Prejudice: • It is the process of pre-judging something. Prejudice generally refers to existing biases towards members of a group, which are often based on stereotypes. • Racism: • Racism is defined as the belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race. • Overt • Covert
Video: True Colors • General reactions to the video? • Were these examples of racism in the video or something else? • What are your feelings towards John? • What are you feelings towards Glen? • Why do you think the salesperson does not help Glen? • Why do you think John is told that an apartment is available when Glen is told otherwise? • Would you move to this community if you were John? Glen?
Culturally-Biased AssumptionsWe all make assumptions. Can assumptions be helpful or problematic?Cultural Encapsulation: assumptions that are based solely on our own world views and don’t take into account the context from which others are from.
Pederson’s Culturally Biased Assumptions • We all share a single measure of “normal behavior.” • “Individuals” are the building blocks of society • Problems are defined by a framework limited by academic discipline boundaries. • Others understand our abstractions in the same way that we intend them. • Independence is desirable and dependence is undesirable. • Clients are helped more by formal counseling than by their natural support systems. • Everyone depends on linear thinking to understand the world around them, where each cause has an effect and each effect is tied to a cause. • Counselors need to change individuals to fit the system and not the system to fit the individual. • History is not too relevant for a proper understanding of contemporary events. • We already know all of our assumptions
Activity: Crossing The Line Activity to focus on diversity to celebrate the similarities and differences that we see and acknowledge some of the incorrect assumptions we may have made about others in the room.
Exercise: Crossing the Line • Cross line, pause and face group before returning to your place in line • Please remain silent. • Respect our confidentiality agreement. • No pressure. • If you feel uncomfortable or have doubts about sharing your experiences, it is OK to decide not to cross the line. • Interpret the categories as best as you can • there will be some gray areas
Sharing Circle 1. Each person gets a chance to share. 2. It is OK to pass when it is your turn. Silence should be respected. 3. Once you have spoken, you are done. 4. You are not allowed to speak unless you are holding the sharing stick. 5. You are to share your own experiences rather than comment on what someone else has said or shared. 6. Listen when other people are sharing.
DAY 2Multicultural TrainingGood Morning!Native American Greeting Activity
Two Day Workshop Agenda Day 1 • Increasing awareness of own assumptions, values, and bias • Understanding the world view of the culturally diverse or different client Day 2 • Continued work on understanding the world view of the culturally diverse or different client • Developing appropriate counselor interventions, strategies and techniques
Dynamic Sizing • The information generated in this workshop will need to be held as generalizations. • However, the variability within cultural groups is often as large as or larger than the variability between groups. • Thus these generalizations need to be held lightly. • When applied to specific clients, one needs to use this information, but also be careful not to overgeneralize to your client without checking it out first. • The most reliable source of information about your clients is going to come directly from your clients.
The Federal Five Purpose of this section: To increase our skills in working with culturally diverse and different clients by increasing knowledge.
Cultural Dimensions -there are different dimensions that have been identified that cultural groups may differ on.
African American • Religious Influences- Church = Community • Family Roles- Extended family • Communication Patterns- Assertive, Affect, High Context • Gender Roles- Egalitarian • Cultural Norms- Cultural “healthy” paranoia, “people-hood” • Historical Context- Slavery, racism • Mental Health Concerns- 50% drop out after one session
American Indian • Religious Influences- Shaman and traditional healers • Family Roles- Respect for elders • Communication Patterns- Oral tradition, non-linear • Gender Roles- 27% female head of household • Cultural Norms- collective orientation, harmonic values • Historical Context- boarding schools, treaty negotiations, 512 tribes • Mental Health Concerns- higher suicide rates, high drop out rate
Asian American/ Pacific Islander • Religious Influences- Buddhist, Confucian, Christian • Family Roles- Extended family, filial piety • Communication Patterns- limited eye contact, use of silence • Gender Roles- patriarchal, submissive females, authoritarian parenting • Cultural Norms- collective orientation, shame, model minority • Historical Context- internment camps, Vietnam War, boat people • Mental Health Concerns- advice seeking, controlled emotions
Hispanic • Religious Influences- Catholicism • Family Roles- Extended family, group identity • Communication Patterns- high context, ESL • Gender Roles- Patriarchal, Machismo, Marianismo • Cultural Norms- Fastest growing population in US • Historical Context- Latino/a vs. Chicano/a vs. Hispanic • Mental Health Concerns- role of fate, ¾ speak Spanish in home