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HJ
by Holly James0 views·Updated Feb 25, 2022
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  1. Autumns discrimination dilemma created by holly James
  2. kim.
  3. Our story starts when Autumn and african american cheerleader is talking with
  4. her friends at cheer practice about the 2020 black lives matter protests.
  5. She mentions mentions how she hopes that the result
  6. of the protest is more equality for african americans
  7. lizzie, a white cheerleader on the team,
  8. became defensive and said to Autumn just because
  9. you're black does not mean you're oppressed too.
  10. Autumns Amygdala immediately triggered a fight or flight response
  11. characterized by an increased heart rate and tense muscles
  12. when experiencing the fire flight response.
  13. Autumns Amygdala interpreted what Lizzy said as dangerous
  14. and sent a distress signal to her hypothalamus,
  15. which then communicated to her nervous system to
  16. create more energy in the form of adrenaline
  17. in order to either fight or fleet.
  18. Katie,
  19. a white cheerleader and bystander bystander to this incident had
  20. taken leadership courses recently through the student council at their school
  21. that taught her about the bio psychosocial model
  22. and microaggression triangle models
  23. as a result of her training,
  24. Katie recognized Lizzie's comment as a microaggression,
  25. which is a brief statement or behavior that intentionally or not
  26. communicates a negative message about a non dominant group.
  27. The bio psychosocial model is a theory of how appraisal shaped stress responses,
  28. signs of increased arousal or anxiety, nervousness and fear.
  29. Katie knew that the best thing Autumn could do in this situation
  30. is reappraised.
  31. Her stress response as a challenge response,
  32. which would help her resolve the conflict and cope with the stressors she was facing
  33. in this situation. Katie also made use of the microaggressions triangle model.
  34. The microaggressions Triangle model is a humanistic approach to
  35. repairing and re establishing relationships while restoring reputations.
  36. Katie responded to both sides of the argument with empathy and education
  37. like the model told her.
  38. Katie then suggested that Autumn communicate her feelings clearly
  39. and let Lizzy know if she was upset.
  40. Here, we can see the microaggression triangle model,
  41. which shows us three positions in a microaggression.
  42. On the bottom left of this model is the bystander position.
  43. Katie as the bystander fits into this model because she clearly showed initial
  44. awareness of the situation and responded to Autumn stress responses with empathy.
  45. She then educated and engaged with Autumn
  46. in this conflict by suggesting the BPS model
  47. to repurpose her stress to communicate her feelings to lizzie,
  48. rather than showing her anger
  49. on the top of this model is the recipient position.
  50. Autumn as a recipient fits into this model
  51. as she was receiving the microaggression from lizzie.
  52. With help from Katie,
  53. she took action with curiosity and navigating lizzie's intentions
  54. while simultaneously owning her own thoughts and feelings.
  55. Lastly, on the bottom right, is the source position
  56. lizzie as a source fits into this model
  57. by initiating the conflict with her microaggression.
  58. She firstly acknowledged her buys in terms of the Black lives Matter protests.
  59. Once Autumn made lizzie aware of her her feelings,
  60. lizzie immediately apologized and explained it was
  61. not her intention to hurt her feelings,
  62. but to actually make her feel more equal
  63. without Katie's advice.
  64. Using the bio psychosocial model and the microaggression triangle model.
  65. This scenario could have gone a lot differently
  66. in an un sex
  67. unsuccessful approach to the situation.
  68. Autumn didn't have the psychological knowledge about stress.
  69. To help her cope with the situation.
  70. She convinced herself that she didn't need to address
  71. it and never spoke up about her feelings.
  72. Lizzy continued to speak and make her thoughts vocal without thinking first,
  73. and she continued to direct microaggressions towards her teammates,
  74. causing her to lose most of her friends.
  75. Throughout the year,
  76. Katie didn't participate in leadership courses and didn't
  77. know about the BPS or microaggression triangle models.
  78. She played a passive role in this scenario, afraid that if she were to get involved,
  79. it would further tensions on the cheer team
  80. by using the successful adaptive challenge approach.
  81. And with the help of the bio
  82. psychosocial model and the microaggression triangle model,
  83. Lizzie gained a better understanding of what a microaggression is
  84. and the effect it can have on other people.
  85. She can use the knowledge she has gained and apply this in
  86. her everyday life to avoid putting people in other stressful situations.
  87. Autumn also learned how to reappraise fear and stressful fight or flight
  88. situations and create a challenge response in order to cope with the stressors
  89. in a healthy way she learned how to communicate when targeted with
  90. microaggressions so that she could restore
  91. relationships that may have otherwise been ruined
  92. thankfully, Katie was there to teach these girls important life lessons,
  93. inspiring her to continue learning about psychology and the
  94. models that can be used to study behaviors.
  95. She restored peace to the cheer team and will continue to use
  96. what she learned in her leadership courses to continue to help others.
  97. Now to wrap this all up,
  98. we can take away from this that stressful situations are inevitable.
  99. The good news is psychology provides scientific evidence and tips that we can
  100. use to learn from these situations and better manage our behaviors and reactions.
  101. Use examples like the dilemma we just discussed to
  102. develop habits and skills you can implement into your own
  103. life better yet be like Katie and teach other people
  104. about the BPS model and the microaggression triangle model.
  105. Next time you encounter someone in a stressful situation.
  106. Thanks and gig. Um