51. Doug Greenlee PPT.pptx (Read-Only)...2013%MARRCHAnnual%Workshop%Reducing%...

2013 MARRCH Annual Workshop Reducing Cultural Tunnel Vision Ethics II PresentaAon

11/4/13

Doug Greenlee MA/MS LMFT, LADC, CGC Recovery Plus Staff Psychotherapist & SCSU Adjunct Instructor 1

Reducing Cultural Tunnel Vision While Enhancing Professional Mul9cultural Competence

MARRCH 2013 Ethics Session II 1 to 2:40 pm

Exploring White PracAAoners’ Awareness of Race-‐Based Privilege and ImplicaAons for Ethical Treatment

Provision by

Doug Greenlee, Mike Frisch, Farhia Budul MARRCH Ethics CommiXee members

Ethics Session II Goals

•  To conAnue the dialogue about white pracAAoners’ professional ethics expectaAons to conAnue to develop personal and professional mulAcultural competence goals with a specific focus upon acknowledging and exploring white culture’s social privileges in relaAon to past/current white-‐based societal discriminaAon and racist aZtudes/pracAces toward non-‐whites

•  To support white pracAAoners who may be struggling with their own white racial

idenAty dynamics

•  To support white-‐based tx programs that are exploring or implemenAng program changes to enhance white pracAAoners privilege awareness and intervenAons while iniAaAng pracAcal changes to tx programs that more equitably serve the needs of non-‐white clients

•  To explore a basic white privilege ethical dilemma with Frame and Williams’

“MulAcultural Ethical Decision Making Model”

11/4/13 2

As a white pracAAoner, 1) How do you understand your ethical relaAonship to self and with others? 2) How does your cultural awareness impact your understanding of self and

ethical relaAonship to others?

Myself Others?

11/4/13 3


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Open & RecepAve AZtude? MulAcultural Guidelines for Self-‐Process

Fundamental AssumpDons •  Ongoing personal journey

•  All have cultural skills

•  All have varying personal and professional life experiences

•  Embracing the personal journey = enhance self-‐understanding, respect for complex human development and individual idenAty/ies

Basic Process •  IdenAfy specific feelings •  Validate your uncomfortable

feelings •  Acceptance of uncomfortable

feelings = normal & real •  Move Forward by processing

uncomfortable feelings, current informaAon and prior experiences

•  Open-‐Mindedness define it by lisAng your behaviors that demonstrate it

•  Have Fun enjoy learning from each other

11/4/13 Deoshore Haig, MSW. Week 1, “Managing Diversity” pp. 2-‐3. 4

…It’s a Post-‐Modern World, so let’s talk CONTEXT!

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Societal Zeitgeist? (General beliefs, ideas, and spirit of a Ame and place)

Modern Model AssumpDons

•  Beginning of 19th century & reacAon to RomanAcism

•  Truth = objecAve scienAfic observaAon and measurement

•  Universe = a machine whose laws of operaAon were awaiAng discovery; large scale theories the focus = control our environment, anything could be understood & problems solved

•  ?Therapy implicaAons = principles more than personal views dominated & facts that didn’t fit theories were ignored

Post-‐Modern AssumpDons

•  QuesAoning Authority •  SkepAcism = Truth? Absolute Truth??!! •  ConstrucAvism – No realiAes/on points

of view/My truth = your truth? •  Knowledges as objecAve truths

deconstructed = social convenAons with biased perspecAves/moAves to maintain power structures and marginalize (Foucalt)

•  Einstein's relaAvity undermined Newtonian physics

•  60’s challenges •  Feminist movement challenging

patriarchal authority •  Monocultural vs. MulAcultural

11/4/13 Nichols, M. & Schwartz, R. 1998. Family Therapy: Concepts & Methods. Boston: Ally & Bacon, pp. 317-‐8. 6


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Societal Zeitgeist?

Legal Hx & OrganizaDonal ShiMs

•  Civil Rights Act 1964 •  AffirmaAve AcAon (1960s-‐70s) •  Equal Employment Opportunity (1970s) •  Sexual Harassment (1980s-‐90s) •  Americans With DisabiliAes Act (1989)

11/4/13 Deoshore Haig, MSW. Week 1, “Managing

Diversity” pp. 2-‐3. 7

Workplace Diversity

Societal Zeitgeist?

Significant US Trends •  “An equal balance of men and women.

•  Shrinking numbers of whites and increasing numbers of people of color.

•  A shortage of new entrants into the workforce under age 24.

•  An increasing percentage of people aged 35 – 55 and older.”

•  More heterogenous than homogenous work seZngs

•  ?Homogenous-‐based organizaAonal structures & ever-‐growing heterogenous workforce

• Re-‐established by Workforce 2000 report commissioned by U.S. Dep’t Labor in 1980’s • Land mark study wriXen by Hudson InsAtute in 1987 • Demonstrated that U.S workforce changing dramaAcally because of rapidly changing demographics:

1.  “Decreasing percentages of white people;

2.  increasing percentages of people of color;

3.  decreasing birth rates; 4.  Increasing percentages of people

in their middle and older years.”

11/4/13 (Rasmussen, 1996. p. 174 in Haig, D. “Managing Diversity” Week 1, BULD)

8

Societal Zeitgeist?

•  White & Jewish Upper Class

Medically Educated Men primarily

•  TradiAonal Training and ‘Equal Applicability

•  Personal & professional In-‐experience

•  Cultural Tunnel Vision, DiscriminaAon and Un/IntenAonal Racism in Counseling Culture

Psychology & Paradigm Shixs

•  1st Force: Psychoanalysis & Freud

•  2nd Force: Behaviorism & Pavlov, Thorndike, Watson, Skinner

•  3rd Force: Humanism & Rogers •  4th Force: MulAculturalism &

Sue, Pederson, White, Ivey, Bernal,

11/4/13 Trimblehighered.mcgrawhill.com/sites/dl/free/007338271x/.../Chapter1pdf‎p. 13 9

Unchallenged Privilege in

Counseling


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Societal Zeitgeist! 4th Force: MulAcultural Counseling

1.  Metatheory of counseling and psychotherapy

2.  Cslr and clt idenAAes formed & embedded in mulAple levels of experiences/contexts; Tx focus: totality of interrelaAonships, experiences, contexts

3.  Cslr/clt self/other cultural idenAty development influenced by cultural variables to include dominant & subordinate relaAonship among culturally different groups

11/4/13 highered.mcgrawhill.com/sites/dl/free/007338271x/.../Chapter1pdf‎p. 19-‐20 10

Societal Zeitgeist! 4th Force: MulAcultural Counseling

4. MCT theory and outcomes enhanced when cslr uses modaliAes/goal definiAons consistent with life experiences/cultural values of client

5. MCT theory stresses mulAple helping roles involving larger

units and systems besides one-‐on-‐one encounters for remediaAon of issues

6.MCT’s fundamental goal: Clt’s ‘liberaAon of

consciousness’ (personal awareness to include family, group, organizaAon) via therapy that is contextual and integrates tradiAonal methods of healing from other cultures.

11/4/13 highered.mcgrawhill.com/sites/dl/free/007338271x/.../Chapter1pdf‎p. 19-‐20

11

MTC Competencies

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MulAcultural Counseling Competencies Brief Overview

(See Arredondo, et. al., 1996. “OperaAonalizaAon of MulAcultural Counseling Competencies.)

Cslr Awareness of Own Cultural Values and Biases

•  Cultural self-‐awareness and sensiAvity to one’s own cultural heritage is essenAal

•  Recognize sources of discomfort with differences that exist between self and clients’ race, ethnicity and culture

•  Have understanding about how oppression, racism, discriminaAon, and stereotyping personally affects cslr & acknowledgement of racist aZtudes, beliefs and feelings

•  Seek out educaAonal, consultaAve, training experiences to understand self as racial and cultural beings seeking a non-‐racist idenAty.

11/4/13 Corey, Corey & Callanan, 2011. Issues and Ethics in the Helping professions. , pp.

147-‐8 13



Understanding the Client’s World View

•  Aware of negaAve/posiAve emoAonal reacAons toward other racial/ethnic groups that may prove detrimental to the counseling relaAonship & able to contrast own beliefs with those of culturally different clients in a non-‐judgmental fashion

•  AcAvely seek out culturally relevant personal educaAonal experiences, relevant research specific to other cultures’ mental health issues and personal involvement with minority individuals outside of the counseling environment

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Corey, Corey & Callanan, 2011. Issues and Ethics in the Helping professions. , pp.

147-‐8

14



Develop Culturally Appropriate IntervenAons

•  Respect client's religious and spiritual beliefs and values, indigenous helping pracAces and networks, value bilingualism

•  Have a clear understanding of the generic characterisAcs of counseling & how they may clash with other groups’ cultural values

•  Aware of the relevant discriminatory pracAces at the social and community level that may affect the psychological welfare of clients being served

•  Able to engage in a variety of verbal and non-‐verbal helping responses and exercise insAtuAonal intervenAon skills on behalf of clients.

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Corey, Corey & Callanan, 2011. Issues and Ethics in the Helping professions. , pp.

148-‐9

15


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So, Where am I …

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Being White & Privileged

11/4/13 I never think about my race… 17

White IdenAty Development

White Privilege History Example

By Tim Wise

hXp://www.youtube.com/watch?v=Y9-‐96xMLvkc&list=PLF677A25BF15CB45C

E:\Tim Wise White Privilege -‐ A Must See.mp4

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Social IdenAAes: FoundaAon of Oppression

Whitenness Advantages

Racism Oppression

Targets People of Color

White Privilege: Unearned benefits, advantages, and power given based on social idenAty and not merit.

Dominant Groups: Societal norm;

have power/set policies; don’t like to be reminded of inequality; know liXle about subordinate groups; perceive oppression only on individual levels

Subordinate Groups: Structural

barriers with focus on survival; know more about dominant group; Find covert ways to resist power of dominant group.

11/4/13 Hackman, H. Workshop presentaAon 19

White Privilege/Tunnel Vision/EncapsulaAon Components

•  Reality defined by one set of assumpAons •  InsensiAvity to individual cultural variaAons •  Ignores proofs because it disconfirms assumpAons

•  Fails to evaluate others’ viewpoints •  Makes liXle aXempt to accommodate others’ behaviors

•  Trapped in one way of thinking, resisAng adaptaAon and rejecAng alternaAves

11/4/13 I don’t have to think about my race! 20

White Racial IdenAty Models

Helms (1990) Stages 1 -‐ 6 Stage 1 – Contact: Unaware of own

idenAty Stage 2 – DisintegraAon: First

acknowledgement of white idenAty Stage 3 – ReintegraAon: Idealizes

whites/denigrates blacks Stage 4 – Pseudo-‐independence:

Intellectualized acceptance of own and others’ race

Stage 5-‐Immersion/Emersion: Honest appraisal of racism and significance of whiteness

Stage 6 – Autonomy: Internalizes a mulAcultural idenAty

Sue & Sue (1990) Stages 1 -‐ 5 Stage 1 – Conformity: Ethnocentric,

limited knowledge of other races Stage 2-‐Dissonance: Inconsistencies

in belief system Stage 3 – Resistance and Immersion:

Person challenges own racism Stage 4 – IntrospecAon: Acceptance

of being white Stage 5 – IntegraAve Awareness:

Self-‐fulfillment with regard to racial idenAty

11/4/13 ScoX, D. A. & Robinson, T. L. ,White Male IdenJty Development: The Key Model. Fall 2001, Jnl of Csl Development , V. 79. pp. 418-‐9 21


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White Racial IdenAty & Racism Teaching Whites about Racism •  ‘You have ethnicity and I don’t.” •  Self-‐reflexiveness/Empathy: Lense of

dominant and subordinate group experiences

•  ‘MulAplexity’: Paradoxical awareness

may be privileged in some but not other social contexts

•  Honoring Community: Bearing witness

to clients painful realiAes & idenAfying their strengths/adapAve abiliAes even if problemaAc at larger social perspecAve

(Akamatsu, N. Teaching White Students about racism….Ch. 35, pp. 413-‐19)

Addressing UnintenDonal Racism

1.  Be aware of the history of racism as a social phenomenon

2.  Note the importance of power differences in promoAng racism

3.  Recognize that not all racist behaviors are intenAonal

4.  Challenge the racist assumpAons that encapsulate us

5.  IdenAfy racist behaviors in cultural context where they were learned and are displayed

(Corey, Corey & Callanan, 2011, pp. 145)

11/4/13 22

Visibility/You Tube

Mirrors of Privilege: Making Whiteness Visible

pt. 1 (10 minutes) hap://www.youtube.com/watch?

v=pAljja0vi2M E:\Mirrors of Privilege-‐ Making Whiteness

Visible pt 1.mp4

11/4/13 23

Let’s check our lenses…

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White Privilege Individual/Group ReflecAon

Privilege? Yes/No Why? 1.  I do not have to educate my children to be

aware of systemic racism for their own daily protecAon?

2.  I am never asked to speak for all the people of my racial group?

3.  I can easily buy posters, post-‐cards, picture books, greeAng cards, dolls, toys, and children’s magazines featuring people of my race?

4.  If I declare there is a racial issue at hand, or there isn’t a racial issue at hand, my race will lend me more credibility for either posiAon than a person of color will have?

5.  I can think over many opAons, social, poliAcal, imaginaAve or professional, without asking whether a person of my race would be accepted or allowed to do what I want to do?

Which/What is Privileged? Why? 1.  Race ______________________ 2.  Ethnicity ___________________ 3.  Gender____________________ 4.  Sex OrientaAon______________ 5.  Spirituality_________________ 6.  Dis/ability__________________ 7.  SES_______________________ 8.  Language___________________ 9.  Age_______________________ 10.  Other dimensions____________

11/4/13 Exercise 1 25

Visibility/You Tube

Mirrors of Privilege: Making Whiteness Visible

pt. 4 (10 minutes) hap://www.youtube.com/watch?

v=bsylE79Hm30 E:\Mirrors of Privilege-‐ Making Whiteness

Visible pt 4.mp4

11/4/13 26

So, Where am I …

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Ethical PracDce Dilemma ?Awareness =TransformaAve Change?

Professional Responsibility •  As counselors, we are expected to meet and exceed basic ethical direcAves

such as Do No Harm, Do Good, Respect Autonomy, Support Jus9ce, Be Truthful and maintain our Rela9onal Commitment to the client.

Privileged Status •  A white ‘cultural tunnel vision/privileged perspecAve’ limits—if not impairs-‐-‐

the counselor’s ability to provide ethically appropriate treatment services for non-‐white/vulnerable clients.

Personal Challenge •  Without personal awareness and transformaAon, we conAnue to maintain—

rather than change—past and current systemic, race-‐based privilege dynamics that can and do impact non-‐white clients in harmful ways.

11/4/13 What to do? 28

‘Cycle of LiberaAon’

Core Self-‐Love

Self-‐Esteem Balance Security

Spiritual base

Waking up

GeZng Ready

Reaching out

Building Community Coalescing

CreaAng Change

Maintaining

11/4/13 Hackman, H. Workshop 29

Treatment ImplicaAons

11/4/13 Helping ourselves & others 30


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MulAcultural Counseling & BPS Model

MCT

1.  Cslr Awareness of Own Cultural Values and Biases

2.  Understanding the Client’s World View

3.  Understanding the Client’s World View

Biopsychosocial model (Engel, 1977; Meyer, 1986)

11/4/13 31

Cultural

Social InsAtuAonal

Social-‐interpersonal

CogniAve-‐AffecAve

Biological

highered.mcgrawhill.com/sites/dl/free/007338271x/.../Chapter1pdf‎p. 16;

Recovery Management: Redesigning AddicAon Tx for Historically Disempowered CommuniAes

AOD problems come from mulJple interacJng sources 1.   Cultural Pain: Historical and intergeneraAonal trauma

and oppression experiences erode resilience 2.   Systemic IntervenDon Focus: Individual is nested within

complex web/ecosystem of family, social and cultural relaAonships that can support the individual healing-‐the system not the individual is the intervenAon focus.

3.   Frameworks of Recovery for communiAes of color are inextricably linked by hope for the individual and hope for his/her community and a people. (White, pp. 4-‐5, 8)

11/4/13

White, W. & Sanders, M. (2004). “Recovery Management and People of Color:

Redesigning AddicAon TX for Historically Disempowered CommuniAes at www.bhrm.org

32

CD/MH/MC TX Ethical Problem Solving Model

11/4/13 Exercise 2 33


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A Model of Culturally SensiAve

Ethical Decision Making 1.  IdenAfy and define an ethical dilemma

2.  Explore the context of power

3.  Asses acculturaAon and racial idenAty development

4.  Seek consultaAon

5.  Generate alternaAve soluAons

6.  Select a course of acAon

7.  Evaluate the decision

11/4/13 (Frame, M. W. & Williams, C. B. “A model of ethical decision-‐making from a

mulAcultural perspecAve ,”Counseling and Values, April 2005, Vol. 49. pp. 165-‐79) 34

Exercise 2 Ethical Dilemma Scenario

John and Jane, who are Caucasian/white, co-‐lead a large co-‐occurring disorders, mulAcultural

psychotherapy group. Their supervisor has noAced a clients-‐of-‐color treatment disconAnuaAon paXern in John and Jane’s therapy group. Also, c-‐o-‐c report that their counselors do not seem to understand their life experiences and subsequent relaAonship with their substance dependence relapses and co-‐occurring mental health disorder issues.

As a result, John and Jane’s supervisor has mandated their aXendance in a local workshop focusing upon pracAAoner mulAcultural competence and the exploraAon of white culture privilege related issues.

John and Jane aXend the workshop but they are 1) Resistant to exploring their own racial-‐cultural history, racism and privilege dynamics and 2) Resistant to exploring the possibility that their cultural views may be negaAvely impacAng their clients-‐of-‐color treatment experiences in spite of the clients-‐of-‐color reports to the supervisor and their paXern of early tx departures.

In small groups, please use the MC Ethical Decision-‐Making model as a guide for

your discussion about possible clinical prac9ce ethical issues & how you might resolve them

11/4/13 35

1. IdenAfy and define an ethical dilemma

•  What is the crux of the dilemma(s)? •  Who is involved? •  What are the stakes? •  What ethical values are involved/challenged, e.g. Do no

harm; Do good; JusAce; Autonomy; Fidelity; Truthfulness? •  What are my values? •  What are those of my client(s), supervisor and others

involved? •  What insights do my clients have about the dilemma(s)? •  How is my client affected by various aspects of the

problem? 11/4/13 36


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2. Explore the context of power

•  Where am I located in the power structures of my culture and community?

•  Where is my client located? •  How could the use of power affect my decision? •  How could a power differenAal between myself and my client affect the welfare of my client?

•  How can we share lenses to come to an ethical and just decision?

11/4/13 37

3. Assess acculturaAon and racial idenAty development

•  Where is my client in the process of acculturaAon? •  Where am I? •  How do these levels of acculturaAon affect my ethical thinking and acAng?

•  How far do I need to go to meet my client’s needs? •  What about my needs?

4. Seek ConsultaAon •  Who? Why? 11/4/13 38

5. Generate alternaAve soluAons

•  How does each of the available problem solving opAons fare when examined via the current model?

•  What does my intuiAon tell me to do? •  What are my fears or misgivings about each opAon?

6. Select a course of acAon •  What? Why?

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7. Evaluate the Decision •  What role has my client played in the decision-‐making process? •  What contribuAons has my client made? •  What are my moAves in selecAng this course of acAon? •  What is my raAonale? •  What is the criAque of my decision? •  Have I documented my plan of acAon? •  How does my choice fit with the ethical code(s)? •  How were my client’s cultural values and experiences taken into

consideraAon? •  How were my own values affirmed or challenged? •  How was power used in the acAon? •  How would others appraise the acAon? •  What did I learn from the struggle to resolve this ethical dilemma?

11/4/13 40

As a pracAAoner, 1) How do you understand your ethical relaAonship to self and with others? 2) How does your cultural awareness impact your understanding of self and

ethical relaAonship to others? now?

Myself? Others?

11/4/13 41

51. Doug Greenlee PPT.pptx (Read-Only)...2013%MARRCHAnnual%Workshop%Reducing%...

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