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2. PRESENTED BY: Mary Foston-English, LMFT, CEAP Rosan Gomperts, LCSW-Director STANFORD FACULTY STAFF HELP CENTER October 2, 2017 Santa Monica, California

4. GOALS • Increase awareness & understanding of own cultural identity.  • Review history of diversity training in the United States to facilitate a better understanding of the importance of unconscious bias in becoming more culturally competent. • Identify barriers to having anti-bias conversations & practice skills to facilitate what can be difficult conversations about differences.

5. AGENDA • Who AM I ? (Cultural Identification) • Definitions • A Bit of History • Explicit vs. Implicit Bias • Difficult Conversations/Discussing Differences • Case Studies - Summary/Questions

6. WORKING DEFINITIONS • Stereotype:  Cognitive  (thoughts & beliefs) thatis an overgeneralization and preconceived notion about a group of people. • Cultural Norms/Trends: Traditions, food & clothing typically associated with a particular culture or ethnic group • Discrimination:  The unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, gender etc.

7. Definitions continued • Prejudice: preconceived opinion that is not based on reason or actual experience. Dislike, hostility, or unjust behavior deriving from unfounded opinions. • Stereotype Threat:risk of confirming negative stereotypes about an individual’s racial, ethnic, gender, or cultural group. • Micro Aggressions:Brief & commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative slights and insults to the target person or group.  (Sue, Capodilupo, et al., 2007)

8. DEVELOPMENTAL STAGES Cross-Cultural Developmental Model • DENIAL: None to little contact with people from different cultures. Little awareness or appreciation of ethnic identity which may be seen as behaviors that reflect racist attitudes & beliefs • AWARENESS & INQUIRY: Increased contact with different people & more cultural awareness • INTROSPECTION: Self-examination; questions own biases, stereotypes

9. DEVELOPMENTAL STAGES CONTINUED • ACCEPTANCE: Develops cultural sensitivity & accepts stories • ENACTMENT: Promotes cultural awareness (By Foston-English & O’Riordan.7/05-Adapted from Helmes, Sue & Sue Identity Models)

10. HISTORICAL MILESTONES • 1948 Truman desegregated the Armed Forces • 1954 Brown vs. Board of Education ended legal segregation in public schools • 1964 Civil Rights Act outlaws hiring practices that discriminate based on race, color, religion, sex or national origin, • 1972 Educational Amendment passed which included Title IX • 1994 DADT • 2015 Gay Marriage legalized federally

11. Diversity Training • April 4, 1968: Jane Elliott, “the foremother of diversity training”, did brown-eye/blue-eye exercise • 1980: She left teaching & began doing corporate Diversity trainings. • 1990’s :  Berry, Sue & Sue’s work on enculturation stages • 1994:  Reported 5,000 diversity trainers in US

12. Diversity training CONTINUED • 1997:  Increased research on  Diversity in Higher Education • Early 2000’s:  Diversity training became mandated by some colleges/universities such as Wake Forest University, John Hopkins,etc. • 2005: Jerry Kang, UCLA, Explicit/Implicit Bias

14. Explicit vs. Implicit Bias • Obvious • Stereotypes • More aware of • Easy to measure • Not WILLING to share • Cover from others • Unconscious • Difficult to measure • Not able to unveil • Deeper level of bias • Project Implicit: IAT

15. JERRY KANG RED/BLUE/YELLOW • https://www.youtube.com/watch?v=9VGbwNI6Ssk-action=share

16. Role of Micro aggressions in Difficult Conversations • Racial  and other microaggressions as precipitators of difficult dialogues • Differences challenging to talk about: Why? What have been the consequences of doing so?

17. Barriers to Difficult Conversations • Cognitive: Internal Dialogues in our heads • Psychological: Sensitivity to How we are perceived & lack of emotional support • Behavior: Behave in particular way to be heard– expressing /looking angry or disinterested • Emotional: Strong Emotional reactions (Incensed, Anxious, Exhausted) • Assumptions: Working off a narrative that one has not checked out • Buttons and Triggers – buttons pushed that create emotional states that make us less cognitively available

18. QUESTIONS: Using model of CBT: Thoughts/Stereotyping- Behaviors/Discrimination and Feelings/ Prejudice: 1). What thoughts/stereotypes if any come up for you? 2). As a result of those thoughts/stereotypes, what BEHAVIORS or clinical interventions would you make or not make?  Is this a form of discrimination? 3) How might Stereotype threat be seen in case 4) How do you manage if you don’t feel culturally literate? 5). What feelings come up for you and do those feelings fit in the category of prejudices???

19. CASE: 32 yo African-American male employed part-time by University as IT professional but works full-time at local Catholic k-8 school as a teacher and athletic director & coaches basketball at local high school who walked in for an appointment. Tearfully described not wanting to be like his father who was abusive, absent & cheated on his mother that resulted in parents divorcing when he was 10 yo. Currently married to spouse of 4 years and known 6 years who also works in education & pregnant with twins due in February 2017. They are also in final stages of adopting his 3 yo nephew who they have been taking care of for last year and a half. He reports infidelity on his part in the marriage which spouse is aware of his infidelity triggered his anxiety about becoming just like his father. Also discloses pressure he feels in his job as only male, only African-American male at his place of employment and additional pressure & stress he feels to be a positive role model as an African-American male.

20. CASE: Latina gay couple in their 30’s seen conjointly around parenting concerns of her two elementary school aged children from her previous marriage to an undocumented immigrant who has been absent from children’s lives for 3 years. This is the hospital employee’s 1st openly lesbian relationship and partner has been in 2 other lesbian relationships prior to current one.

21. case • “White middle aged male” referred to University EAP for “coaching” by University HR after an outside investigation was done for allegations of university code violations of sexual harassment and discrimination. This investigation came about because the Department’s HR Manager received various complaints and other inputs from a number of sources about the behavior of Director. HR had concern over the individual incidents and the possibility of a larger overall pattern of conduct. Client wonders whether he was being targeted by staff because the interim person in the position was a younger African American male. Coach is an African American female • REPORTED & THREE (3) AREAS OF CONCERN: • 1. DIMINISHMENT OF WOMEN • 2. LACK OF SENSITIVITY TOWARDS MINORITIES • 3. USING IMPROPER EMPLOYMENT CRITERIA

22. CASES: • Facilitated Conversation: • 2 employees have agreed to a facilitated conversation because their relationship has gotten so difficult that they can no longer talk to each other. Neither supervises the other, but they have to work together on projects. He, a middle aged white man feels she ‘is lazy and doesn't’t’ do what she says she will do’– which holds him up in his job. She, a middle aged African American female, feels he is incredibly disrespectful and clearly ‘doesn’t like her’ – but she feels she still does her best to get all aspects of her job done in a timely way.

23. Case • :Mom comes in to talk to clinician re: her 15 year old daughter recently coming out as transgendered and wanting mom to agree to starting testosterone treatment and looking into top surgery. Has not yet told Dad and doesn’t want mom to. Daughter comes in a few days later with mom (which was the plan and daughter knew mom had talked with clinician earlier). Clinician goes out to greet clients and says to mom “let me talk with your daughter first and then we will come out to get you”.

24. Listening for the BLUESBy Lee MunWah When listening to someone from a different culture: • Begin “Where they are”, not where you need them to be. • Learn what they have gone through to get to this room. • Understand how their past affects who they are today. • Emotionally relate to how they are feeling. • Stay in the room, stay PRESENT! Share if you feel scared or angry or hurt.

25. What’s Appropriate to Ask? Ask yourself if you would like to be asked the question that you are about to ask? Ask yourself if you would ask a similar question of a person who belongs to the majority culture?

26. IN CONCLUSION • Be Mindful of others experience • Be Mindful of your own experience • Ask questions • Be open