We sometimes see things that do not exist. This sometimes happens when we see people too.
Video -1 min 55
Split into A’s and B’s. A’s tell your partners about what you did at the weekend without using any words starting with the letter ‘N’ . B’s Just listen
Cultural and Diversity Awareness
What is prejudice?• Preconceived opinion that is not based on reason or actual experience.• Dislike, hostility, or unjust behaviour deriving from preconceived and unfounded opinions. – Oxford online dictionary
In your groups take turns to share with each other:• A time when you experienced prejudice or discrimination 5
Inclusion & Exclusion• Think about a time when you felt included and a time when you felt excluded from a group and share with your group.• Who might feel excluded?
How can we make people feel included?• Remembering people’s names• Listening• Involving everyone in conversation• Asking questions• Understanding limitations
What do we need to be aware of?• Learning difficulties• Cultural differences• Disability• Mental health issues• Race• Religion• Gender• Values and Beliefs
Disability• What is a disability?• Question sheet• Talk Video• Etiquette Guide from Disability Matters
What is Mental Health?“The emotional resilience that enables us to enjoy life and survive pain, disappointment and sadness. It is a positive sense of well- being and an underlying belief in our own and others’ dignity and worth” (HEA 1997)
What is Mental Wellbeing?“ A state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community” (WHO 2001)
Mental Health as a Continuum Mental Wellbeing Ongoing Mental (Emotional health difficulties. Problems/Concerns)(stress and strains of Causes disruption and difficulties) (MAY be diagnosed as life are managed) an illness)
Indicators of Mental Distress 1• Emotional upset or distress, e.g. tearful, anxious, panicky• Tense, irritable, agitated• Feeling edgy, uneasy or detached from other people and the environment• Feeling over alert, or less alert than usual• Persistent low mood
aIndicators of Mental Distress 2tors of Mental Distress 2• Mood or behaviour changes (maybe subtle or significant)• Talking incoherently• Disturbed, unusual or erratic behaviour• Reduced productivity, judgement, memory, concentration• Working less effectively
Indicators of Mental Distress 3• Withdrawal from family & friends, or from course• Poor timekeeping/attendance• Very loud or seems to have no inhibitions• Paranoia• Holding fixed beliefs (not culturally contextual)• Hearing voices
Indicators of Mental Distress 4• Change in sleep pattern• Change in appetite/weight• Deterioration in self-care, neglecting personal hygiene• Smell of alcohol or cannabis
Indicators of Mental Distress 5• Tired all the time and less energetic, or feeling very over energetic• Finding it difficult to relate to/communicate with other people• Expressing feelings of hopelessness, despair, or extreme loneliness• Thought disturbance, e.g. difficulty sustaining conversation, flight of ideas, etc• Talking about suicide or self-harm, or actually doing/attempting it
Noticing when a student is in difficulty• Ask, be interested and listen• Notice clusters of signs• Notice changes from usual• Notice possible ‘coping’ strategies
Beware of…• Labelling• Diagnosing• Discrimination• Stigmatising• Language
How you can help....– Get to know your students– Listen and show that you care– Show empathy, acknowledge their feelings– Avoid giving advice– Boundaries– Offer other sources of help - referral– Look after yourself– Trust your instincts– Seek advice/support from your supervisor
Culture• What is culture?• The combined beliefs, customs, and social norms of a particular group in a specific place.• Culture influences food, dress, beliefs, buildings, manners, language, social behaviour etc.
Culture• University itself can be a ‘culture shock’ for most people because it is so different from school.• What if a student is coming from abroad? How might they feel?• Video (First Impressions)
Language Barriers• Split into A’s and B’s. A’s tell your partners about what you did at the weekend without using any words starting with the letter ‘N’.• B’s Just listen
How do we communicate• Words• Tone• Voice Words• Eyes Tone of Voice• Face Body Language• Body
Language Barriers• Even if a student has very good English they may be frightened or embarrassed to practice it.• It can be harder for international students to get involved in University life due to Language Barrier.• Body language and things such as they way of telling the time may be different.
Cultural Differences• Etiquette• Socialising• Cooking• Religion• Gender
Sex, Relationships and gender• Cultural attitudes differ. Some students may find it shocking to see condoms freely available or to see public displays of affection.• Attitudes of men to women and of women to men will be influenced by their home culture.• It is important to treat issues of sex, sexual orientation and contraception sensitively.
How can you be culturally aware?• Learn names and ask your mentees to write them down if they are unusual to you.• Be aware of any language barriers or possible cultural misunderstandings.• Engage with other students’ cultures by asking questions.• Be open! Don’t get into the habit of thinking your way is the only way of doing something- how is it done in another country?
• Think about what you can learn from other students, and what you can teach them.• Invite students to share their culture with you.
Take Away Points• Be aware• Be open minded• Communication is incredibly important to making people feel included.• Discuss differences if they arise to enable for wider understanding.• No one is right or wrong.• You are not a mentor to preach the ‘right’ thing to students. Your role is to facilitate their transition and learning.