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Navigating Difficult Conversations in the Public Health Classroom

Navigating Difficult Conversations in the Public Health Classroom. Dr. Yvette Cozier & Dr. Sophie Godley.

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Navigating Difficult Conversations in the Public Health Classroom

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  1. Navigating Difficult Conversations in the Public Health Classroom Dr. Yvette Cozier & Dr. Sophie Godley

  2. These are rancorous times, characterized by a divided country, and, increasingly, a divided world. The present climate has generated plenty of heat, but often little light. Schools operating within universities can lend clarity to the public debate by allowing for discussion and a free exchange of competing, data-informed ideas. Dr. Sandro Galea Dean, Boston University School of Public Health July 2017

  3. Involve an element of confrontation • Corrective action for improper or inappropriate behaviors • Clear up misunderstanding or miscommunication • Range from confronting students about electronics in class to resolving tense class group situations Defining difficult conversations

  4. We are diverse and multidisciplinary • Underlying social determinants • Structural inequities are often reflected in our classrooms Why difficult conversations in public health?

  5. To be successful, our students need… • To be comfortable with great diversity; • To recognize their own privilege, and the privilege of others (earned and unearned); • To think more about systems and less about individuals; • To make mistakes, and have them corrected; • To correct (and forgive) mistakes made by others.

  6. What are microaggressions? “ . . . the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership” Derald Wing Sue, 2010 • Often denied by perpetrator – blame or fault is placed on the individual who is hurt. • Can happen on multiple levels and issues. • Reflects our larger societal reluctance/denial of racist/sexist/heterosexist (etc.) realities.

  7. Preparing for difficult conversations Difficult conversations are not a “single” conversation • Before class begins: offer targeted teaching, New student orientation, Common language • Language in syllabi • Collective buy-in • Interrupting oppression and microaggressions • Continuing education • Reflect, rework, revisit

  8. Thank You!Sophie Godley, DrPHYvette Cozier, DSc • Email: sgodley@bu.edu • Facebook: Sophie Godley • Twitter:  @sophiesalibi • Email: yvettec@bu.edu • Facebook: Yvette Cozier • Twitter:  @yyandtd

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