Lee Underwood Rm Strategies
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The document discusses topics related to cultural competency, including defining key terms, discussing the cultural competency continuum, perceptions and communication miscues. It also discusses motivational strategies for working with youth and reviews a case study to identify potential cultural competency issues. Tips are provided for becoming more culturally competent. The class objectives are to define terms, discuss the competency continuum and perceptions/miscues, review motivational strategies and the case study, and identify tips for cultural competency.
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Lee Underwood Rm Strategies
- 3. Definitions Let’s make sure we are all on the same page by defining some words associated with…Cultural Competency
- 6. Cultural Competence Continuum Ignorance Awareness Sensitivity Understanding Competence
- 8. What Ignorance looks like? Unaware of biases, prejudices or their impact on others. Unaware of pain and damage to others Unaware behavior is offensive. Accept stereotypes as facts.
- 10. What Awareness looks like? Aware of biases and prejudices. Aware that their behavior offends others. But still may behave in ways that reinforce and reward bigotry.
- 12. What Sensitivity looks like? Aware of biases in selves and others. Work on their prejudices, reluctant to address inappropriate behavior of others. Play it safe by saying nothing. Silent supporters.
- 14. What Understanding looks like? Aware of biases in selves and others. Willing to take action when they encounter inappropriate words, behaviors. Respond in way that is fair to others.
- 16. What Competency looks like? Constantly aware of any behaviors that seems to be biased or prejudiced. Question actions of others and confronts people about such behaviors.
- 17. Iceberg Metaphor Only 10% of an iceberg is visible (conscious) whereas the other 90% is beneath the water (preconscious and unconscious). The Preconscious is allotted approximately 10% -15% whereas the Unconscious is allotted an overwhelming 75%-80%. ------------------------------------- -------------------------------------
- 20. Perceptions
- 24. Examples of Cultural Miscues When a person is assumed to be foreign born Where are you from? Where were you born? You speak good English. You are not American. You are a foreigner. THE THEME THE STATEMENT THE MESSAGE Assigning intelligence You are a credit to your race. You are so articulate People of color are generally not as intelligent. It is unusual for someone of your race to be so intelligent Criminality /assumption of criminal status A white man or woman clutches purse or wallet as a person of color passes. A store owner following a customer of color around the store You are a criminal. You are dangerous. You are going to steal.
- 43. Case Study
- 52. Autobiography in Five Short Chapters 3) I walk down the same street. There’s a deep hole in the sidewalk. I SEE it is there. I still fall in….it’s a habit…but….. my eyes are open….I know where I am. It is my fault. I get out immediately.
- 53. Autobiography in Five Short Chapters 4) I walk down the same street. There’s a deep hole in the sidewalk. I walk around it. 5) I walk down another street. Portie Nelson
Editor's Notes
- Review quickly – there is a lot of info to cover in a few hours.
- Review quickly – there is a lot of info to cover in a few hours.
- (1) Hand out the Matching Exercise for the Definitions and Terms related to Cultural Competency Hand Out. (2) Ask each participant to work individually or in small groups to match the correct definitions to the terms. (3) Make sure you have the additional slide (“def match ppt”) with the answers on the task bar to review once all has completed the worksheet. Try to make this FUN!! It’s (definitions) DRY stuff so I was hoping that an activity would lighten it up a bit.
- Introduce the idea of the Cultural Competence Continuum each of the stages on the continuum will be discussed in detail on the next 10 slides
- Instructor notes – For the next (10) slides Read slide or have a participant read it and give or ask for examples. For the “mirror” slides explain that this is what a ……person would look like if they were…….
- A person who is ignorant would look something like this……..
- That we understand all the steps on the continuum, let’s look at where some of our beliefs that we hold may be stored. It's important to understand our mind – all areas of the mind, to truly understand how that fits with being a culturally competent person. Let’s look at this iceberg metaphor………….. Explain the graphic by discussing the 3 levels of consciousness (according to Freud): conscious (small) : The tip of the iceberg – what you can see above the surface this is the part of the mind that holds what you’re aware of. You can verbalize about your conscious experiences and you can think about it in a logical fashion. 2. preconscious (small-medium) : the area between the two dotted lines this is ordinary memory. So although things stored here aren’t in the conscious, they can be readily brought into conscious. 3. unconscious (enormous) : the largest portion of the iceberg Freud felt that this part of the mind was not directly accessible to awareness. In part, he saw it as a dump box for urges, feelings and ideas that are tied to anxiety, conflict and pain. These feelings and thoughts have not disappeared and according to Freud, they are there, exerting influence on our actions and our conscious awareness.
- Introduce this section by asking the participants to look at the pictures and ask them what they see. Picture on the left: Do they see an old lady or a young lady – who see’s both? Discuss Picture on the right: do they see to black faces looking at each other or a white vase? Who see’s both? It’s all about perceptions and how we see things around us. We all may be looking at the same thing but see it very differently.
- OJJDP – the O ffice of J uvenile J ustice and D elinquency P revention
- Please refer to the attachment which provides a list of commonly seen cultural miscues. From the list, the trainer will review with the participants the list and generate discussion
- Sometime we may offend someone without really trying. Sometimes, we use terms or statements that we don't even understand the origin(where they came from) of. We have heard them used before and have adopted them into our communication.
- Refer to the "
- Anticipated responses: 1- Believed he is dangerous because they believe gay youth are sex offenders. Believes he needs more treatment, upset because he propositioned a peer, punitive oriented. 2- Believes gay youth arte sex offenders. Are biased against gay youth. Ignorant of the literature, refuses to modify mindset about gay youth even with the information in the literature. 3- Recommend a group home, recommend structured out patient services while residing with his mother, assist Billy in identifying his high risk triggers, develop a relapse prevention plan, provide counseling to allow expression of same sex attraction in a permissive environment. Discuss with the MDT the myths and misconceptions of gay youth. Discuss with the MDT the myths and misconceptions about juvenile sex offenders.