Providing a Safe Student Experience in Class, Lab, and Clinical Through Bystander Training

1. Providing a Safe Student Experience in Class, Lab, and Clinical Through Bystander Training Drs. Brigit M. Carter and Jacqueline McMillian-Bohler

2. Objectives • Identify barriers microaggressions and discriminations present in the class, lab and clinical setting • Describe the impact of microaggressions and discriminations experienced by students in the classroom, laboratory and clinical setting • Provide strategies to address microaggressions and discriminations experienced by students in the classroom, laboratory and clinical setting

4. TRIGGER VIDEOS

6. Microassults are… • Intentional • Deliberate • Conscious • Explicit • Racist

7. Microaggressions are meant to hurt, oppress or discriminate.

8. Microinsults & Microinvalidations Microinsults • Convey insensitivity, are rude or demean an individuals identity or heritage. Microinvalidations • Exclude, negate or nullify an individuals thoughts or feelings

9. The Power of Microagressions

10. Let’s Practice…. • YOU ARE SO ARTICULATE. • WHAT IS THE MESSAGE?

11. Impact of Microaggressions Microinsults & Microinvalidations • Depression • Suicidal ideation • Anxiety • Hypertension • Sleep disturbance • Negative environment • Impacts professional achievement • Araujo & Borrell, 2006; Hwang & Goto, 2008; Sue, 2010; Levy et al., 2016; Solorzano et al., 2000

12. AFFECTIVE QUESTIONS

13. Interrupting Microaggressions • Awareness of unconscious biases • Acknowledgement of reactions

14. If you delivered the microaggression

15. If you are a recipient of microaggressions • Consider the context. • Describe what happened • Describe how it affected you and others • Request what you need and ask how we might move forward • Take care of yourself.

16. If you observe the microaggression

18. If you are a bystander to microaggresions • Be an ally. Sometimes your voice can be heard even more powerfully than those of the people directly affected by microaggressions. • Speak for yourself. Don’t try to speak on behalf of the person who has experienced the microaggression; doing so can itself be a form of microaggression.

19. Delay • Validate the recipient of the microagression • Do NOT… • Make the situation about you • Tell them how they should feel • Give advice • Try to “fix it” • Make “life” statements • Make judgmental statements • Rationalize • Encourage avoidance

20. Delay • Validate the recipient of the microaggression • I’m sorry that happended to you • I’m glad that you are talking to me about it now • You didn’t/don’t derve that • It wasn’t your fault • What NOT to do • Make the situation about you • Tell them how they should feel • Give advice • Try to solve their problem • Make “life” statements • Make judgmental statements • Rationalize another person’s behavior • Advising to cut ties or ignore the situation

21. Direct • Question • Identify the behavior • Educate • Appeal to Values (Affective statement) • Interrupt • Don’t laugh at an insensitive statement • Set limits

22. Delegate • Not sure how to intervene directly, get support.

23. Distract Create a diversion to de escalate situations.

24. Let’s Watch and Practice

25. What would you do? • You overhear a staff member being questioned about her feelings about ISIS/terrorism • Someone says, “Where she is REALLY from?”