Loading presentation...
Prezi is an interactive zooming presentation

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Healing The Mistrust Within Systems

No description
by

Ju Ch

on 26 October 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Healing The Mistrust Within Systems

Atlantic Street Center


Devin McCabe LMHCA

Tamera Cook MSW, MHP, EMMHS, CMHS

Justin Chu LMHC, NCC, EMMHS, CMHS
UNDERSTANDING THE ACADEMIC ACIEVEMENT GAP
UNDERSTANDING PRIVILEGE POWER & BIAS

INTEGRATING EBP's
SOCIAL JUSTICE DEFINITIONS

RACIAL DISPARITIES
SELF ADVOCACY RESOURCES & ARTICLES
TARGET/AGENT SKILLS MODEL

RECOMMENDED READING

Healing the
Mistrust
Within Systems
JustinC@atlanticstreet.org

TameraC@atlanticstreet.org

DevinM@atlanticstreet.org
“Trust is not simply a matter of truthfulness, or even constancy. It is also a matter of amity and goodwill. We trust those who have our best interests at heart, and mistrust those who seem deaf to our concerns.”
-Gary Hamel

Greater understanding of “Systems Failure” & how systems can neglect, marginalize, stigmatize, impact, and fail African Americans and other people of color

Insight into the Community-Based approach and how it can be used to reduce barriers and increase empowerment

Ideas about what we can do as providers to enhance our own cultural responsiveness and work towards being an effective Ally

Ideas about how we can support our clients in working towards empowerment, self-advocacy, and awareness

Resources for both providers and clients to assist in the navigation of systems

WHAT WILL I WALK AWAY WITH?

"If I were an American, there would be no problem, no need for legalization or civil rights or anything else" I'm not an American, I'm a victim of Americanism-1964 p. 11

I'm not an American, I'm a victim of Americanism- 1964 p. 11

1 in 141 black family members stayed in homeless shelter

National Survey in 2010

Black families make up 12.1% of the US family population, representing 38.8% of sheltered people

65.8% of US families are white and only occupy 28.6% of family shelter beds
(7 times higher than for white families)

Students of color face harsher discipline & are more likely to be excluded from opportunity of being educated

African Americans represent just over 20% of the 12,500 High School students & 18% of 8,000 Middle School students in the Seattle school district
They also account for more than 40$ of suspensions & expulsions
Students of color face harsher discipline & are more likely to be excluded from opportunity of being educated

African Americans represent just over 20% of the 12,500 High School students & 18% of 8,000 Middle School students in the Seattle school district
They also account for more than 40% of suspensions & expulsions
1989: SPS adopted "Controlled Choice" policy
1997: SPS replaced "Controlled Choice Families" were able to choose any school if space was available
2009: New assignment plan was approved to place students in schools in and/or near their neighborhoods

Do you have the following qualifications?
College Degree?
Consistent employment within the last 10 years?
Confidence?
OUR EDUCATION SYSTEM
So the system is broken...
What do we do about it?
AGENT
A social group that is positively valued, considered to be superior, the norm, has access to social power
TARGET
A social group that is negatively valued, considered to be inferior, deviant or dependent and has limited access to social power
PRIVILEGE
A resource or state of being that is only readily available to some people because of their social group membership
EMPOWERMENT
When target group members refuse to accept the dominant ideology and their subordinate status and take actions to redistribute social power more equitably
ALLY
A member of the agent group who rejects the dominant ideology and takes action against oppression out of a belief that eliminating oppression will benefit both agents and target
DOING OUR OWN WORK
Understanding our own Privilege & Bias
Quit your whining- it's the same distance
THE AGENT SKILLS MODEL:
Development of Allyship Consciousness

INDIFFERENCE
ALLYSHIP
AWARENESS
INCLUSION
DISTANCING
Agent-Centric skills
OPPRESSIVE
Active or passive conscious or (more often) unconscious, covert or overt
Consistent acknowledgment of Agent
social advantage


Agent-Relative skills
ANTI-OPPRESSIVE
Active, conscious, overt


INDIFFERENCE

EXAMPLE:
Deliberately avoiding eye- contact with a homeless individual

We do not perceive what does not apply to us
DISTANCING

Pushing away contact, knowledge, or implications
Often defensive or hostile
INCLUSION

We welcome, invite, & recieve
We emphasize what we have in common (not necessarily accepting what makes us different)
“Inclusion-oriented approaches reinforce for members of Agent social groups that social justice is about allowing “everyone” to access “our” settings rather than transforming systems and values; which would truly shift the center.”
WHITE AS NEUTRAL
AWARENESS:
1. I can if I wish arrange to be in the company of people of my race most of the time
2. I can avoid spending time with people whom I was trained to mistrust and who have
learned to mistrust my kind or me
3. If I should need to move, I can be pretty sure of renting or purchasing housing in an area
which I can afford and in which I would want to live
4. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me
5. I can go shopping alone most of the time, pretty well assured that I will not be followed or
harassed
6. I can turn on the television or open to the front page of the paper and see people of my
race widely represented
7. When I am told about our national heritage or about “civilization,” I am shown that
people of my color made it what it is
8. I can be sure that my children will be given curricular materials that testify to the
existence of their race
ALLYSHIP:
THE TARGET SKILLS MODEL:
Development of Recentering
SURVIVAL
RECENTERING
STRATEGY
EMPOWERMENT
CONFUSION
Agent-Centric skills
Disempowered & Unconscious
Regular Acccess to empowered target-only space


Agent-Relative skills
Target-Valuing & Conscious

Enable individuals to stay alive, stay safe, by conforming to Agent expectations
SURVIVAL
CONFUSION:
Recognizing inequity, but not having the language or the support to make sense of it.
EMPOWERMENT:

Requires access to Target-only spaces - where commonalities and experiences can be shared
Actively evaluating what works and what doesn’t
STRATEGY:
"And let's get a couple things straight, just a little side note- the burden of the brutalized is not to comfort the bystander. That's not our job, alright- stop with all that. If you have a critique for the resistance, for our resistance, then you better have an established record of critique of our oppression. If you have no interest, if you have no interest in equal rights for black people then do not make suggestions to those who do. Sit down."
Knowing the systems, knowing your rights.
Encouragement to activate and organize - individually or as a group
Starting small allows greater opportunities for success.
Contacting a supervisor or manager
Role playing - exploring the best ways to get your point across.
Voting, writing your local representative, getting involved in the community
STRATEGIES:
RECENTERING:
“Anti-oppression work aims to free everyone from the harmful and dehumanizing effects of the Rank system. As we develop better skills, we gain the ability to liberate ourselves and others and to move through the world as whole human beings in spite of the limiting definitions that societal conditioning tends to impose.”
Bowen & Lee: http://riisa.pbworks.com/f/Lee%26Bowen(06)_ParentInv.pdf
Parent Involvement, Cultural Capitol, and the Achievement Gap

Nsiah: http://riisa.pbworks.com/f/Lee%26Bowen(06)_ParentInv.pdf
Making Sense if the B/W Achievement Gap



http://invisionconsulting.org/images/definitions.pdf
Why Terminology Matters

McIntosh: https://www.deanza.edu/faculty/lewisjulie/White%20Priviledge%20Unpacking%20the%20Invisible%20Knapsack.pdf
Unpacking the Invisible Knapsack

Russell: https://docs.google.com/document/d/1U1QOhhCjMz0rI844S3C6fjekmXu1cU_-VVxICcjJNyw/edit?pref=2&pli=1
Checklist for Allies

Kivel: http://organizingforpower.org/the-benefits-of-being-white-exercise/

Benefits of Being White Checklist

The Power Shuffle: https://docs.google.com/document/d/1V3GHGTTTa2VCWZNhH-b9Qpp9M8l6MvnCCuek6K6JPEU/edit?pref=2&pli=1
Understanding Power Exercise

Axner, Community Tool Box: http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/healing-from-interalized-oppression/main
Understanding Internalized Oppression

Fithian: https://docs.google.com/document/d/1TnaLJXy6WSkJ-MQv4BlMhRXM1cc-4wBqNcgrD4W-VZQ/edit?pref=2&pli=1
Anti-Oppression Principles & Practices

Harvard University: https://implicit.harvard.edu/implicit/takeatest.html
Implicit Bias Test

Hays: http://c.ymcdn.com/sites/www.wapsych.org/resource/resmgr/Spring_2014/Integrating_CBT_article.pdf
Culturally Responsive CBT

Murnan & Park: https://www.uwkc.org/wp-content/uploads/ftp/RacialDisparityDataReport_Nov2015.pdf
Understanding King County Racial Inequities

WSIPP: http://www.wsipp.wa.gov/ReportFile/1018
Racial Disproportionality in WA Chlid Welfare System

Barrett: http://www.psysr.org/jsacp/barrett-v3n1-11_117-123.pdf
Multicultural Social Justice/Strategic Professional Development

Lewis, Arnold, House & Toporek: https://www.counseling.org/Resources/Competencies/Advocacy_Competencies.pdf

Advocacy Competencies

York University: https://teachingselfadvocacy.wordpress.com/teaching-self-advocacy-skills/
Teaching Self-Advocacy to Students

BEBUSINESSED: http://bebusinessed.com/congress-fax-numbers/#Sample_Letter_3_Personal_Story_with_Bulleted_Data
How to Contact Your Representatives

Donald and Moro: http://www.counseling.org/docs/vistas/article_10.pdf?sfvrsn=3
The Social Justice Toolbox

Harro: https://www.ohrd.wisc.edu/Home/Portals/0/Leadership%20at%20Lunch/The%20Cycle%20of%20Liberation.pdf
The Cycle of Liberation

Nieto & Boyer: https://beyondinclusion.files.wordpress.com/2011/07/ask_leticia_part_2.pdf
Skill Sets for Targets

Nieto & Boyer: https://beyondinclusion.files.wordpress.com/2011/07/ask_leticia_part_3.pdf
Skill Sets for Agents

Nieto & Boyer: https://beyondinclusion.files.wordpress.com/2011/07/ask_leticia_part_1.pdf
Strategies for Addressing Power & Privilege

Neito, Boyer, Goodwin, Johnson, & Smith - Beyond Inclusion, Beyond Empowerment
"I didn't feel like I was getting the attention or help I needed."
"I felt like I wasn't getting any respect."
"I fell too far behind from being suspended for something that wasn't serious."
But inclusion is not enough...
Moving into awareness involves constant, conscious and at times, painful effort
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
Awareness + Action
Making increasingly adaptive and congruent choices
What are the consequences?
SUPPORTING THE WORK OF THOSE WE SERVE
1. Assess the person’s needs with an emphasis on culturally respectful behavior
2. Identify culturally related strengths and supports
3. Identify what part of the problem is
external
, and what part is internal, with
attention to cultural influences.
4. For
environmentally
based problems, help the client to make changes to
minimize stressors.
5.
Validate the clients’ self-reported experiences of oppression
6. Emphasize collaboration over confrontation
7.
With cognitive restructuring, challenge the helpfulness rather than the validity
of the belief
8. Do not challenge core cultural beliefs
9. Use culturally relevant strengths to develop helpful cognitions
Culturally Responsive CBT:
Beyond Empowerment
Perspective from the point of view of the youth (and their family)
Increasing awareness of your role in the impact that our systems have on African Americans and other people of color
Terminology & Tools
Client perspectives from a systems point of view
Suggestions to promote autonomy, empowerment, and self-advocacy
Community-Based Approach
Resources
History and development of current system
QUESTIONS?
Atlantic Street Center


Devin McCabe LMHCA

Tamera Cook MSW, MHP, EMMHS, CMHS

Justin Chu LMHC, NCC, EMMHS, CMHS
Healing the
Mistrust
Within Systems
JustinC@atlanticstreet.org

TameraC@atlanticstreet.org

DevinM@atlanticstreet.org
Recognition of unearned privilege and unfair advantage operating all the time in our favor
We take action against oppression, NOT on behalf of the oppressed, but because JUSTICE has become our own value
Code-Switching
Fulfilling stereotypes
Activated to resist oppression
May be accompanied by anger and intolerance of Agent norms.
Making conscious choices about when to bring up an issue, and when to walk away
Finding more ready access to your true POWER and bringing it into your daily lives
Collaboration with allies, to challenge systems of oppression, in effective, humanizing, and streamlined ways
http://prezi.com/o0m1rga3ebx-/?utm_campaign=share&utm_medium=copy
Why the community-based approach?
3. Identify what part of the problem is
external
, and what part is internal, with
attention to cultural influences.
4. For
environmentally
based problems, help the client to make changes to
minimize stressors.
5.
Validate the clients’ self-reported experiences of oppression
6. Emphasize collaboration over confrontation
7.
With cognitive restructuring, challenge the helpfulness rather than the validity
of the belief
Culturally Responsive CBT:
Full transcript