Diversity for this Generation Dr. Claudia Otto Oklahoma State University March 10, 2016

Responsibility Diffusion “ I was not there, and I did not participate, so how am I to blame, or how am I responsible? ” “ I agree that there is discrimination / segregation, and it is more often directed to minorities, but all people face difficult times no matter what their color is. ” “ I used to ask myself, ‘Why doesn’t somebody do something?!’ Then I realized; I am somebody. ”

Culture Thoughts, belief systems, values, practices, and behaviors of a person(s) in a set of distinctive and collective area(s) and collective production(s) Influences customs, norms, practices, and social institutions, Shapes our worldview Affects our style of communication Various cultural aspects form diversity

Parameters of Culture Gender Ethnicity Race Language Religion Education Socioeconomic Values Beliefs Ethics Presence Communication Family Dress & Grooming Sexuality Gestures Homestead Time Perception Traditions Duties Taboos Hot Buttons Public Speaking Play & Leisure Compromise Rewards Ceremonies

The Green Tail If someone says you have a green tail, that person is crazy. If two people say you have a green tail, it is a conspiracy. If seven people say you have a green tail, you turn around and look.

Diversity Awareness Recognizing our unique differences Validating cultural differences Knowing how attitudes affect us Understanding how attitudes impact others Creating an environment where all can succeed Acting to promote diversity

Diversity is Perception Half Empty vs. Half Full

Message Formats Included or Excluded Engaged or Discouraged Valued or Overlooked 8 Typically messages in a 10 minute conversation

Micro-Messages Signals we send to one another through our behavior and communication efforts Ultimately convey the meaning of the message Reveal our own biases and preconceived notions Messages are small, but the impact can be large Often semi-conscious; just below the surface Built into an environmental culture Can change lives

Counselor & Student What does “privilege” mean to counselors who are in the majority group when relating to race, gender, social class, socioeconomic status, etc.? What does “privilege” mean to students, especially students of color, poverty, lower socioeconomic means, etc., if any?

Cultural Counseling

Respect Focus The Counselor… demonstrates knowledge of and respect for cultural values and practices is aware of cultural norms in a variety of contexts gains credibility by supporting values and strengths from culture of origin and showing appreciation for differences uses the different types of the student’s cultural strengths to enhance reasoning

Dialogue Focus The Counselor… encourages cultural aspects as part of the dialogue uses elements of student’s culture in creating metaphors and examples throughout the counseling dialogue validates student’s culture by asking about topics pertinent to student’s cultural beliefs and practices may also use language, symbols and stories from own background to share and enrich the counseling dialogue

Similarities Focus The Counselor… acknowledges and uses similarities and differences to shape and enhance the relationship uses culture as a central aspect of the intervention includes own culture early in the counseling process gives students an opportunity to discuss their feelings about the counselor’s culture (race, gender, SES, etc.)

Limitation Focus The Counselor… recognizes that students are likely to possess distinctive world views that differ from those of counselors attempts to understand and work within the cultural framework of students refrains from adopting the perspectives of the dominant culture, so as not to reinforce the very patterns of misunderstanding and evaluation that generated the student presenting problems

Social Systems Focus The Counselor… does not view problems as wholly residing within the students as individuals adopts a perspective in which problems result from interactions among persons and social environments traces the distress in individual students to clashes between the cultural norms of each student and the social norms of the dominant culture

Skills Focus The Counselor… recognizes that students may possess culturally-distinctive social norms and communication styles helps the student achieve “cultural competence” by teaching the student how to recognize and work within the norms and styles presented by a diverse society helps the student to reject the belief that he/she is “selling out” to “the white man” by seeking help outside own “kind/culture”

Empowerment Focus The Counselor… views their roles as developmental and emphasizes the creation of experiences of empowerment for students affirms distinctive world views and raising students’ awareness of the often harmful impact of the dominant culture facilitates identity development, enabling students to understand, accept, and value their own differences and differences of others

Collaboration Focus The Counselor… sets collaboration goals that are consonant with culture and context actively discusses and helps student to problem solve any conflict between student needs and cultural norms validates the students cultural norms to elicit further intervention possibilities

Cross Cultural Attending Eye Contact Verbal Directness & Voice Tone Body Posture & Stance Personal Space / Bubble Physical Contact (shaking hands, touch) Interest in Participation Emotional Validity Male vs. Female

Thank You Claudia Otto, Ph.D. Clinical Assistant Professor