Final Assignment on Diversity, psychology homework help

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I need help with my final assignment on Diversity. Total pages are 6-8. I've attached the chapter of the textbook covered. I need this in 12 hours!! Thank you!


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Assignment 1: LASA 2: Discrimination: Reflection and Interview Watch the Frontline program online. Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/ A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott's "blue eyes/brown eyes" exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions. This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner. Discrimination Paper Part I: Interpersonal Reflection After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses: • What did you learn from the film? What scene or scenes do you think you'll still remember a month from now and why those scenes? • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not? • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions. • How can negative and positive labels placed on a group become selffulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions. • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements: ◦ Dimensions of diversity may be hidden or visible. ◦ Dimensions of diversity are in a constant state of flux. ◦ Dimensions of diversity are not always clear-cut or easily defined. Discrimination Paper Part II: Personal Interview For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview: • What, if any, discrimination do you experience? • How have you coped with this situation? • What do you think needs to change at the cultural level to reduce discrimination? Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following: • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview. • What are your observations about the person's view of discrimination and how it affects his/her daily life? • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why. • How well do you think you would cope with discrimination from this person's perspective? • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination? Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making. Submit your assignment to the M5: Assignment 1 Dropbox by Monday, July 10, 2017. Maximum Assignment 1 Grading Criteria Points Describes what was learned from the film and explains what 20 scene(s) will be remembered. Clarifies how some scenes were personally surprising and 24 addresses how someone else may find the film surprising. Expresses whether the class exercise should be done with all children. Provides an example of how discrimination impacts 20 children. Discusses positive and negative labeling and, with an example, 24 depicts how labeling can become a self-fulfilling prophecy. Provides examples that illustrate how diversity may be hidden, is in a constant state of flux, and how diversity is not always 40 straightforward. Interviews an individual different from them. Describes the individual and reasons for choosing the individual and provides observations about the individual's views on, and experience with, 56 discrimination, and what specific challenges, if any, he or she has faced. Explains whether this interview changed their personal view of discrimination and discusses how the student would cope with 24 discrimination from this person’s perspective. Expresses, personally, how to advocate for those facing discrimination and future actions to take based on what has been 28 learned in this course. Style (8 points): Tone, audience, and word choice Organization (16 points): Introduction, transitions, and conclusion Usage and Mechanics (16 points): Grammar, spelling, and 64 sentence structure APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style Total: 300 19 Converging Social Justice in Diversity Practice TOPICS COVERED IN THIS CHAPTER • Social Justice and Empowerment • Power and Powerlessness • Social Justice and the Therapeutic Process • Feminist Therapy and Social Justice • Patient Navigation: Social Justice Example • Implications for Mental Health Professionals • Case Study • Summary Several professional organizations across multiple disciplines have implicated racism, sexism, and other forms of oppression as deleterious to health and well-being. An expansion of mental health professionals’ roles includes being active change agents against structural inequalities that foster inequity across race, gender, class, and other sources of identity. Not only in patients’ lives but also in our own do the consequences of social inequalities manifest. Social justice is oriented to an understanding of clients’ situations as well as to the transformation of the very conditions that press down on people’s lives (Vera & Speight, 2003). This transformative work, and to the extent that it is done, describes a social justice framework. Social Justice and Empowerment At its core, social justice is concerned with a just and equitable distribution of resources, advocacy, and empowerment as well as a scrutiny of the processes that lead to inequality (Vera & Speight, 2003). Fairness extends to all people, across race, sexuality, physical makeup, religion, and ability and commits to change in systems, policies, and practices that perpetuate inequality (Fouad, Gerstein, & Toporek, 2006). Thus, social justice is concerned with restructuring, outreach, education, and empowerment (Ivey & Collins, 2003). In addition, social justice does the following: 1 Encourages full participation in society. 2 Facilitates awareness of structural forces that contribute to disease. 3 Advocates for people to grow in their awareness of social responsibility. 4 Unifies people with others who are similarly situated and marginalized. Warren and Constantine (2007) capture social justice as investment and involvement in interpersonal relationships wherein there is unification with “oppressed, marginalized, and disenfranchised groups in various social justice struggles” (p. 232). Warren and Constantine (2007) also discuss the importance of creating environments where people feel physical and psychological safety, resistance to authority, and systemic change. Millions of low-income people (disproportionately people of color) reside in physically and psychologically unsafe areas. Peaceful resistance among some people (e.g., visible people of color) may not be interpreted as peaceful among more powerful others (e.g., the police). Thus, strategies of resistance must be considered with knowledge of this difference otherwise loss of freedom and life can occur. According to Comstock et al. (2008), relational cultural theory is focused on respecting the quality of relationships that marginalized groups have across the life span that are inextricably linked to race, gender, and social identities. They contend that psychotherapy that does not emanate from a multicultural, social justice paradigm is vulnerable to reproducing the systems of subjugation, shame, and oppression that describe the daily lives of many stigmatized groups. Cultural competence among mental health professionals is connected to knowledge of the ways in which cultural oppression and the myriad forms of social inequity contribute to humiliation and isolation among people who are from devalued groups. (See Storytelling: United Work.) Toporek and Williams (2006) conceptualized differences among advocacy, social action, and social justice. In their view, advocacy is a variety of roles that the counseling professional adopts in the interest of clients and includes empowerment, advocacy, and social action. Social action is described as action taken by the counselor external to the client to “confront or act on behalf of client groups” (p. 19). Empowerment is viewed as one goal of counseling and psychotherapy and is often in the service of a social justice paradigm. Pinderhughes (1995) defined empowerment as “achieving reasonable control over one’s destiny, learning to cope constructively with debilitating forces in society, and acquiring the competence to initiate change at the individual and systems level” (p. 136). For McWhirter (1991), empowerment is a process wherein people or groups of people who lack power become cognizant of the power dynamics that operate in their lives (e.g., prejudice, discrimination) and as a result are able to acquire reasonable control in their lives without encroaching on others’ rights. (See Storytelling: Change and Costs.) Empowerment involves educating vulnerable people and communities about resources, information, programs, and behaviors that can improve the overall quality of their lives (Helms, 2003). (See Storytelling: Unable to Accommodate That Request.) Empowerment is a recognition of power disparities and their creation of imbalance, privileging those with the most resources while inferring disadvantage on those who do not have many. Patients who struggle with discrimination, of any kind, need to know that they have a competent clinician who has sociopolitical awareness, which encompasses ethics, social justice, and cultural competence. Failure to recognize patriarchy and classism may contribute to missed opportunities to make organizational changes that encourage equal participation (Hoffman et al., 2005). Mental health professionals are encouraged to identify and have the ability to discuss privileges that they receive in society due to race, class, gender, ability, religion, skin color, accent, and sexuality (Arredondo et al., 1996). This skill supports educating the woman in the following storytelling about resisting people and systems that exploit her and learning to engage in decision making to keep herself and her child safe and secure. In doing so, a social justice paradigm is activated. (See Self-Check Exercise 19.1: Social Justice in Action.) Questions that arise from this case include the following: How might a mental health professional who is multiculturally competent, and ethnically responsible, with a social justice orientation help mothers avoid homelessness when shelters are full? What is our social justice responsibility as mental health professionals for patient care outside of the office hours? Do current ethical guidelines regarding dual relationships impact the range and scope of advocacy for those in the most need? Ethical practice (competence, doing no harm, informed consent, professional boundaries) is critical to social justice work. Three recurring constructs appear to be most salient: respect, responsibility, and social action (Fouad et al., 2006). A position of respect is inclusive of deference to the community, abiding by the community’s strengths, and a stance of humility. Responsibility speaks to duty to serve, being conscientious regarding the nature of one’s service, and not taking advantage of the vulnerability that marginalized communities face. Social action encourages pro bono work and to identify and eradicate practices that are unjust and corrupt (Fouad et al., 2006). Both short- and long-term advocacy and social action considerations for mental health professionals are mentioned below: 1 Maintain and develop relationships with community agencies that provide care for people in need. Even licensed providers who have a cash only policy and do not accept insurance, which speaks to the wealth of patients and perhaps of the provider, need to be aware of community services. 2 Use the Internet to identify emergency funds available through churches, the Red Cross, the YMCA, and similar community agencies for a hotel stay. 3 Contact shelters in adjoining towns and see if transportation can be made to transport a family to a safe place. 4 Contact the local newspaper to write a story about this issue in order to educate the public. 5 Contact social services, which are often connected to food banks and other resources to provide emergency food and clothing. 6 Contact congressional representatives about the need for policy changes that can lead to more shelters for families. Write letters and encourage others to do so. 7 Collaborate with schools to advocate for meals, coats, and after school care. Tutoring, counseling, and other services may be available to help children who are contending with stressful life situations. 8 Encourage the woman to trust that situations change and things do get better. 9 When basic necessities are met, such as shelter and food, encourage the woman to write her narrative and give voice to her experience. This can be empowering. 10 Do not resist the expression of the woman’s confusion, uncertainty, fear, and anger. 11 Encourage and help identify a support group to reduce feelings of isolation. 12 Get support while supporting. Advocacy work is rewarding but also fatiguing as the slow wheels of bureaucracy turn and systems are exposed. 13 Ask patients what they desire. 14 Do not stereotype, project, or distance (Pinderhughes, 1995). 15 Investigate the availability of a patient navigator to help the woman manage and travel to doctor’s appointments. 16 Investigate 12-Step programs, family therapy, and other services and referrals to deal with a multiplicity of challenges that arise when people contend with poverty and the trauma of not having a safe place to sleep at night. 17 Receive consultation and in some cases supervision from other professionals about the best course of action. 18 Explore existing coping skills and behaviors (e.g., panhandling for drugs) and their impact on life quality (e.g., exposure to violence). 19 Give the woman examples of where bias is imbedded in institutions and society. 20 Share how others have coped and survived when confronting a similar situation. To Dulany (1990), empowerment “is another term for finding one’s own voice. In order to speak, we must know what we want to say; in order to be heard, we must dare to speak” (p. 133). A social justice framework asks, “Whose voices are heard first and/or above the others and why?” Vera and Speight (2003) argue that although a multiculturally competent counselor is trained to look for discrimination and develop sensitivity to oppression, counseling professionals are not directed to advocate for the elimination of oppression or exploitation. Mandatory ethics, or action taken to avoid breaking the rules, differs from advocacy. Aspirational ethics, conversely, is taking action at the highest possible level or eliminating oppression, which translates into greater emphasis on prevention, not remediation, and less of a focus on the individual and more on sociohistorical contexts. A communitarian model of justice based on collective decision making and community empowerment is advocated. Helms (2003) contends that the multicultural competencies and its predecessors offer a framework for doing social justice within the existing structure of counseling and psychology. He acknowledges that the reality of social service delivery may not be supportive of a communitarian model of justice that Vera and Speight (2003) advocate. STORYTELLING: UNITED WORK In my research with highly educated black women and their experiences with microaggressions, all 17 women, in their 20s to 50s, stated that microaggressions had occurred in their lives and were chronic. The three researchers, too, ethnically diverse and highly educated black women, had our own experiences with microaggressions. Some of the study participants were in counseling programs where they experienced microaggressions from other students and faculty. I do not know of any faculty or underrepresented graduate student of color who does not contend with regular microaggressions, which are a source of psychological and physical stress. In others words, all of the faculty and students that I know who are from underrepresented groups contend with regular microaggressions. Do microaggressions reflect social injustice? I believe they do, yet why do they exist? More specifically, what can mental health professions do toward changing and restructuring academic and work environments that produce and perpetuate microaggressing behaviors? Dr. Chester Pierce wrote about microaggressions during the 1980s, when I was a graduate student at Harvard. I write about them 30 years later. Are things better? In 1982, I arrived in Cambridge for graduate school without a cell phone or laptop (such technology was not accessible to me, if readily available). There were .25 cent public phones and computer labs. More than three decades later, technology is a different world regarding how we write our manuscripts and communicate with others in the states and abroad. With all of our guidelines, cultural competencies, ethical codes (which were debased by APA’s involvement with torture as noted in the Hoffman Report), benchmarks, and accreditation commissions, where will counselors, psychologists, and social workers stand with social justice change in 30 years? What kind of change will we see, feel, and recognize with racialized microaggressions, particularly those that occur within our professional organizations, academic departments, and work environments? STORYTELLING: CHANGE AND COSTS A dear friend of mine who lives abroad was home over the summer. She said, “There have been so many civil rights changes in America.” What she was referring to included the following: 1. Two females, West Point Academy graduates, have completed the elite Army Rangers training 2. The Confederate flag was removed from South Carolina state grounds 3. Same-sex marriage is legal in all 50 states What she was not referring to included the following: 1. A recent mini documentary by Gandbhir and Foster (2015) where black and white parents’ admonitions to their black sons about racial profiling, the inevitability of encounters with police, and strategies for staying alive were chronicled. Black parents spoke of the requirement to have such daunting discussions with their sons, whereas other groups were not. Another documentary referring to black daughters is needed given their negative encounters with police as well. 2. That little has improved in this country’s gun laws, even after 26 souls were lost in December 2012 in Sandy Hook School, Newtown, Connecticut. 3. The increasing gap between the wealthiest and the less wealthy. 4. The patriarchal society that produces and perpetuates the objectification of people, across gender, race, nationality, age, and sexuality in the human sex trafficking. 5. The misguided notion that the presence of people of color indicates that power and privilege have been unpacked and discussed. 6. The fact that sexual assault on college campuses is an epidemic. Self-Check Exercise 19.1 Social Justice in Action The number of homeless families has increased and now represents 41% of persons who are homeless. Denials for bed requests have also increased (National Coalition for the Homeless, 2014). Victim blaming increases as the problem of homelessness is located intraindividually as opposed to an examination of structural issues, such as the high costs of housing, a minimum wage that encourages poverty, the pathologizing of women who stay in violent domestic situations due to limited choices, patriarchal socialization that encourages women’s dependence on men, and the long-term effects of psychological trauma. As you read, there are children in each of our respective towns and cities who are sleeping in cars, on a relative’s couch, or in some other makeshift arrangement. An example of social justice is educating a homeless woman with clinical depression about the resources and programs available to help her and her unborn child, who she wants desperately to keep and raise. Although adoption is an option—sometimes a good one—it is not always the best one due in part to the problematic images of the homeless and poor: “The U.S. has become one of the most dangerous democracies in which poor women and their children can live” (Cosgrove, 2006, p. 201). With a just distribution of resources, fiscal and human, this woman may be able to revamp her life and take care of her child. Social justice is oriented to examining why this woman and others like her are not perceived to be entitled to and not worthy of more. STORYTELLING: UNABLE TO ACCOMMODATE THAT REQUEST There are multiple systems that encourage women’s resignation and capitulation. Social justice recognizes that assertive, strong women are inconsistent with society’s notions of appropriate gendered behavior. Women who have a disability, are nonwhite, large bodied, and speak with a non-European accent pay a price when they push against (e.g., resist) gendered behaviors. Social justice should not require women, across sources of difference, to acquiesce their power in the name of hegemony or white privilege. I had a patient many years ago who had tremendous work stress. She felt powerless in the presence of not only her supervisors but also colleagues, who often asked her to take on their share of the work given her reputation of being nice and efficient. What most people did not know about her was that she felt tremendous resentment when people, in her view, shirked their responsibilities and loaded them onto her. She did not know how to express her feelings and desires without erupting in inappropriate anger or tears. During a session role-play, I asked her to represent one of her colleagues for whom she had a great deal of anger. True to this role, she sounded and looked different from herself as she provided a list of demands. I looked at her and said, “I am unable to accommodate that request.” I offered no explanation, no capitulation, and no apologies. She tried this technique at work and was amazed at how effective it was. A boundary had been established. She used this same statement (which was about getting underneath her learned desire to please people and gain their approval) with her family of origin. Why is this story about an individual woman in this chapter on social justice? The woman in this story represents countless women who experience institutional gender discrimination. As a marginalized individual, she experienced occupational disparities, overrepresentation in low paying jobs, and underrepresentation in positions of political and economic power (Israel, 2006). Power and Powerlessness Powerlessness is operationalized as the “inability to direct the course of one’s life due to societal conditions and power dynamics, lack of skills, or lack of faith that one can change one’s life” (McWhirter, 1991, p. 224). It results in persons feeling unable to have any meaningful impact on their lives. Feelings associated with this disempowered state were identified by Pinderhughes (1989) as less comfort and pleasure, less gratification, more pain, feelings of inferiority and insecurity, and a strong tendency for depression. A disproportionate share of persons in poverty are people of color. Most jobs are stratified by race, ethnicity, and gender, with women of color at the bottom of the occupational hierarchy and white males at the top. Structural and institutional inequities such as racism, higher rates of unemployment, and incarceration among men of color have profound implications on the economic stability and well-being for the women and children in these men’s lives. Race-based inequalities in access to (and quality of) health care, along with higher rates of poverty and lack of insurance coverage, contribute to marginalization and vulnerability to illness. Racism and other sources of discrimination are bad for psychological health. An accumulation of discrimination adversely impacts mental health and is related to negative physiological reactions (Gibbons et al., 2014), lower feelings of belonging (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012), substance use, breast cancer, obesity (Pascoe & Richman, 2009), and hypertension (Williams, Neighbors, & Jackson, 2003). Even perceived discrimination can play an adverse role in increasing internalizing and externalizing behaviors among members of stigmatized groups (Robinson-Wood, et al., 2015). In the midst of inequality, low-wage-earning people, unemployed people, immigrants, people of color, and disabled people have relied on kinship networks, faith in unseen forces, and cultural and ethnic practices to live their lives with dignity and power (Robinson, 1999b). Acknowledgment of clients’ cultural practices and the ability for the counseling professional to change beliefs and think differently and flexibly are critical to empowerment and advocacy skills (Pinderhughes, 1995). Strategies of coping and resistance to oppression do not suggest that people are not vulnerable or that the structural inequalities are not crushing; indeed they are. Empowerment and social justice seek to disrupt the forces that habituate in people’s lives as a function of class and race oppression. When people are asked what makes them feel powerful, they will respond with, for example, being listened to, being in a loving relationship, having money in the bank, getting a good education, and having physical health. These are individually focused forces, hallmarks of an individualistic society that places the self at the center of analysis. A steady gaze at systemic and historical issues and their impact on the personal is part of a social justice orientation. More power is characterized by less tendency to depression, more pleasure, less pain, and feelings of superiority (Pinderhughes, 1989). Ours is still a society in which white people, the able-bodied, heterosexuals, the wealthy, Christians, and males are the referent point for normalcy. Power is attributed to these identities and reflects a system of white supremacy. There are implications here for curricula and practica restructuring in order to disrupt this orientation. Counseling students in training and professionals need to assess their belief systems. This work cannot be done in a superficial or cursory manner, but in a way that reflects interrogation of socialization processes from parents, religious leaders, and the educational system. Moreover, this work will facilitate an understanding of the experiences of oneself and others within a particular group (Pope-Davis, Liu, Toporek, & Brittan-Powell, 2001). Gender and race identities do not neatly line up with psychological empowerment or powerlessness (Robinson, 1999a). Power and powerlessness are not mutually exclusive categories in people’s lives. Each gender and race has unique feelings of power and powerlessness (Swanson, 1993). People with marginalized identities need not internalize feelings of less power, yet many counseling graduate students confuse marginalization with internalization. Exposure to multicultural topics in the format they are traditionally delivered may not increase competence about these and other dynamics (Pope-Davis et al., 2001). Social Justice and the Therapeutic Process Some insurance co-pays are over $40 for each behavioral health weekly visit. When people are trying to pay rent or their mortgages, buy heating fuel, and food, the behavioral health co-pay may not rise to the top as a priority. Sliding-scale fees can make therapy more accessible to many clients. As discussed earlier, social justice paradigm supports pro bono or reduced fee services as necessary and allowable given professionals’ need and right to be appropriately remunerated. Structural elements to the therapeutic relationship exist (Mencher, 1997), and even though the therapist exercises authority and the client moves into a place of vulnerability, empowerment and social justice are central to the process (Jordan, 1997b). Structural elements that define the therapeutic relationship include the following: 1 The formal beginning and ending. 2 The client or insurance company pays, and the therapist is paid. 3 The client asks for help with some clinical distress, and the therapist provides help based on his or her training and expertise. 4 The client shares more information about his or her life than the counselor shares about his or her life. 5 The therapist agrees to keep the information confidential, whereas the client can share this information with whomever he or she pleases. 6 The relationship is dedicated to the growth of the client. 7 Counselors operate within these structures and, in an effort to empower clients, need to respect their clients and the values that clients bring to counseling. Helping professionals who operate from clients’ strengths and believe in clients’ abilities to positively affect the quality of their own lives are in a better position to facilitate client empowerment (McWhirter, 1991; Pinderhughes, 1989). Mental health professionals who perceive clients to be victims because of the oppressiveness of the social context and that they and their clients have little hope of transforming existing power dynamics are not instrumental in creating transforming conditions. Counselors need to be careful about mystifying the counseling event, particularly if it accentuates the power differential between client and counselor. Balancing the power differential between client and counselor requires empathy, a necessary tool. It represents one of the most important themes in therapy or counseling (Pinderhughes, 1989). Therapists are not superior, yet clients experience shame from a therapist’s attitude that reinforces a power differential or the feeling that the therapist knows better than the client does about their life. Power can be abused by fostering client dependence; it can also be used constructively to facilitate growth and insight. Productive and constructive power is at the center of a counseling relationship when a counselor creates a holding environment for a client to make passage through a difficult period. Destructive power occurs when one has access to resources and dominates another and imposes one’s will through threats or the withholding of certain desired rewards despite implicit or explicit opposition from the less powerful. Accepting the reality of one’s powerless position can bring a sense of power (Pinderhughes, 1989). Empowering the client in therapy to reframe or resist a situation while engaged in social action outside of the therapeutic event to advocate for living wages or health care legislation for children and other issues is reflective of social justice. As an essential component of social justice, empathy supports respectful interactions between the client and therapist. Where appropriate, the counselor advocates on behalf of the client by, for example, making out-of-office interventions. Empowerment, advocacy, and out-reach differ substantially from rescuing. Outreach refers to large-scale, direct services that are designed to address existing or even anticipated obstacles to psychological growth and occurs within the context of a community (Vera, Daly, Gonzales, Morgan, & Thakral, 2006). Outreach requires that professionals leave their work settings and venture into rural and/or urban communities with people who may be very different with respect to class, language dominance, race, and employment status. The benefit of outreach is that much needed resources are made available to communities through partnerships with a number of agencies, including churches, schools, and community centers. McWhirter (1991) reminded us that taking responsibility for doing what another person is capable of doing for the self is disempowering. There are some acts that require the presence of another, and although this is not rescuing, it is being with another. This process of “being with” describes mutuality in counseling and represents an intimate space inhabited by two people governed by a professional context. Feminist Therapy and Social Justice Feminist therapy differs philosophically from traditional psychotherapy in that it seeks to understand the experiences of women within their social contexts while challenging systematic gender inequality. It is reflective of a social justice orientation in its observation and open critique of injustice and structural inequalities. More contemporary forms of psychotherapy have challenged the premises of Freudian psychology, such as Adler and Rogers (see Corey, 1991). These theorists, however, have often been silent about the social-political contexts in which men and women exist—contexts constructed by gender and race relations, which for many people are oppressive and marginalizing. Karen Horney, for example, was a trailblazer in feminine psychology, and her work, to this day, continues to offer the profession a refreshing look at the development of neurosis and its etiology in one’s family of origin. Devoe (1990) stated that “feminist therapy emphasizes the need for social change by improving the lives of women rather than by helping them adjust to traditional roles in society” (p. 33). Feminist therapy critiques how a male-dominated and patriarchal society deems women as other, inferior, and invisible. Because psychotherapy is largely influenced by dominant cultural values, the mental health system has participated in the oppression of women and people of color by assessing women from a male and white model. One strength of feminist therapy is that it acknowledges the patriarchal and unjust society in which women and men live and thus seeks to educate people while honoring women’s anger and men’s sadness (Devoe, 1990). A social justice agenda allows us to see that men have been adversely affected under the system of patriarchy and sexism as well (Robinson, 1999a). Western psychotherapy is influenced by a psychoanalytical framework, European philosophers, and a hierarchical structure based on hegemonic power. More specifically, the therapist, historically most likely a male, is seen as the expert, and the client, traditionally a woman, is recognized as dependent. In therapy and psychiatry, women have been more likely to receive a diagnosis of mental disorder, are more often prescribed psychotropic medication, and take more prescription and over-the-counter drugs than men (Crose, Nicholas, Gobble, & Frank, 1992). Ethnic minority clients are also more likely to receive inaccurate diagnoses, be assigned to junior professionals, and receive low-cost, less preferred treatment consisting of minimal contact, medication, or custodial care rather than individual psychotherapy (Ridley, 1989, p. 55). Feminist therapy questions this construction of power and injustice. It proposes instead a more collaborative, egalitarian relationship between client and counselor if therapy is to be therapeutic and ultimately empowering. Devoe (1990) spoke about an egalitarian relationship and the importance of an emotional link between the client and counselor prior to effective therapeutic work occurring. “The counselor must view the client as an equal both in and out of the counseling relationship … [T]he personal power between the client and counselor should be equal whenever possible” (p. 35). It means that when our clients ask us about who we are, it is important not to hide behind a mask of professionalism and see therapy as going in only one direction. Certainly some disclosures are inappropriate, but whether we have kids, places of birth, or vacation destinations might describe joining with clients, not excessive and inappropriate disclosure. Nonetheless, some therapists may not approve of this level of disclosure. Personal differences apply and need to be respected. Social justice encourages an interrogation of power dynamics in therapy. If the therapist’s underlying premise is that the patient intuitively knows what is in his or her best interest, then the therapist accepts a different power position. Professional training and years of relevant experience provide insight into mental health issues, but this learned and experiential knowledge does not replace the woman’s subjective and constructed knowledge even if she has yet to tap into it. Finally, a feminist perspective allows the therapeutic process to unfold at the pace that is most comfortable for the client. A substantial number of women and men may not understand the value of psychotherapy in general and feminist or womanist therapy in particular. We may have to explain to some patients why or how meeting with a clinician on a weekly basis and talking about their feelings is associated with the patient’s symptom reduction. Participation in movements for social justice can increase gender consciousness, yet some women of color privilege uniting with men of color toward racial equality over increasing gender consciousness with white women (Chow, 1991). From a dialectical perspective, increasing both racial and gender consciousness is crucial because women of color are always, at all times, both female and racial and ethnic beings. Comas-Diaz and Greene (1994) spoke about the intersections of these identities: “Due to the pervasive effects of racism and the concomitant need for people of color to bond together, women of color experience conflicting loyalties in which racial solidarity often transcends gender and sexual orientation solidarity” (pp. 4–5). Race intersects and thus shapes gender as well (Tatum, 1997). Privilege and oppression conjointly intensify and/or counter each other, and, along with structural effects of sexism, colonialism, and capitalism, leave some clients not only vulnerable but physically and mentally exhausted (Kliman, 2005). Becoming aware of gender issues may be difficult for many women of color who contend with race, class, as well as gender discrimination. It is common for women to feel overwhelmed at the dynamics of multiple layers of oppression. Layers of oppression should not be confused with race and gender. Racism is different from race (from being black), and sexism is different from gender (from being a woman). Respecting the patient and their personal narrative within a culturally competent and holding environment is social justice work. (Pope-Davis et al., 2001). In an effort to honor the client’s cultural, gender, religious, and political backgrounds and the cumulative impact on the therapeutic process, each client must be viewed from her worldview (Arredondo, Psalti, & Cella, 1993). Social justice orientation considers the external and internal factors that affect behavior, prior to and within therapy. Toward this end, Pope-Davis et al. (2001) suggest that more qualitative research needs to be conducted to move away from self-reports, focus on context, and lessen researcher bias. Warren and Constantine (2007) recognize the pressure of getting tenure at some institutions and encourage participatory action research as an example of social justice research efforts. Within participatory action research, participants are empowered to voice their concerns about structural inequalities and its personal impact. Patient Navigation: Social Justice Example In 1989, Patient Navigation began as a result of the work of physician Harold Freeman. As he traveled through America, he listened to the stories of poor people diagnosed with cancer. A year later in 1990, the first American Cancer Society Patient Navigation program was initiated in Harlem at the Harlem Hospital Center in New York City. Harlem is a predominantly black and brown community, and many residents live in poverty and have low levels of education. The purpose of this program was to reduce the barriers that poor people encountered while seeking health care. What he found was published in the American Cancer Society’s Report to the Nation on Cancer in the Poor. Key findings were as follows: 1 Low income people meet significant barriers when they attempt to seek diagnosis and treatment of cancer. 2 Low income people and their families make sacrifices to obtain cancer care and often do not seek care because of the barriers faced. 3 Low income people experience more pain, suffering, and death because of late diagnosis and treatment at an incurable stage of the disease. 4 Fatalism about cancer is prevalent among the poor and prevents them from seeking care. Patient Navigation is meant to empower people and can be used by counseling professionals when working with overwhelmed and physically ill clients who are negotiating health systems for cancer care and chronic conditions. Counseling professionals with a social justice orientation can work with clients overwhelmed by their interactions with hospitals and imposing health care systems. Patient navigators are trained to help patients move through the health care system by educating patients, ensuring that the patient goes through with the treatment process, and assisting the patient in negotiating obstacles to care, such as consulting with other providers (e.g., nutritionists) or finding additional assistance, such as someone to help with housecleaning, grocery, shopping, and child care. Obstacles to care include financial and insurance difficulties, emotional concerns, and other barriers mentioned earlier such as transportation problems. Assisting patients with getting their X-rays, test results, and other records; making referrals to community services such as welfare, housing, home care, and transportation; helping the patient deal with health challenges; securing second opinions; and finding hospice care if necessary are all within the scope of navigators’ duties (Thomas, 2006). Implications for Mental Health Professionals The Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2003), the Handbook for Social Justice in Counseling Psychology, and the comprehensive competencies identified in 1996 by Arredondo et al. articulate social justice within an ecological context. They encourage mental health professionals to engage in culturally competent practice with people across race, ethnic, and class groups. Knowledge of legal issues that affect clients’ lives, biases in assessment and diagnostic instruments, and referral sources that can assist clients is deemed critical. Although there has been greater explication of competencies and guidelines in counseling and psychology, these resources, along with others, represent an important social justice intervention (Ivey & Collins, 2003). Action represents a different level of resistance to oppression and is a core component of social justice. Action includes exercising institutional intervention skills on behalf of a client, recognizing situations in clients’ lives and addressing the incident or perpetrator, filing an informal complaint, filing a formal complaint, and so forth, as well as working at an organizational level to address change whereby policies that discriminate and create barriers are eliminated (Arredondo et al., 1996). Many mental health professionals are inadequately prepared to work with clients who present with concerns, such as worrying about physical and environmental safety levels and confronting sociopolitical barriers to health care and quality housing (Washington, 1987). People of color as well as low-wage-earning white people have been treated poorly by the mental health establishment, which is often insensitive to sociopolitical realities that affect mental and social functioning. In some circumstances, having a oneon-one client–counselor relationship is not possible or even desirable due to lack of access, unavailability of clinicians for a given area, or the client’s sense of mistrust about the benefits and aims of therapy. For this reason, alternative healing strategies discussed in Chapter 18 on spirituality may be helpful (see Case Study: The Socially Just and Authentic Counselor). Moreover, policy changes, (e.g., same-sex marriage), albeit groundbreaking and long fought, do not erase subtle discrimination. Weber (2015) found that among 18 racially diverse sexual minorities, the taxonomy of racial microaggressions identified by Sue et al. (2007) as well as the sexual orientation and transgender microaggressions developed by Nadal, Rivera and Corpus (2010) contributed to the identification of seven themes: (1) Discomfort with/disapproval of LGBT (lesbian, gay, bisexual, transgender) experience, (2) assumption of universal experience, (3) traditional gender role stereotyping, (4) exoticization, (5) ascription of intelligence, (6) assumption of criminality, and (7) denial of personal privacy. Sherry Watt (2015), a leading voice in higher education and student personnel, has created a theory called authentic, action-oriented framing for environmental shifts (AAFES) method. The AAFES method describes the process qualities that she regards as essential to transformational multicultural initiatives, which are closely aligned with a social justice framework. There are three core qualities: (1) authenticity, which focuses on how you engage with difference rather than concentration on dissecting the difference; (2) being action-oriented, which emphasizes contemplative balance between dialogue and taking action for social change; (3) and framing for environmental shifts, which appeals to shifting the environment toward inclusion of Difference rather than a focusing on ways the marginalized members of a community can survive or cope within dehumanizing systems structurally designed to remain in place. The genius of her model is its oppositional gaze to the status quo while believing in and striving for a paradigmatic shift. Case Study The Socially Just and Authentic Counselor Robert is a 39-year-old man. He is Shoshoni and married with a 10-year-old son. He is a State Trooper. Robert is also a recovering alcoholic. He has not had a drink in 9 years. Through Facebook, he connected with Loren who he met in college over 18 years ago. Loren is married with an 8-year-old daughter and a 12-year-old daughter. She racially identifies as white. A business trip took Lauren to Wyoming where Robert resides. After sitting up and talking all night long, Robert and Loren decide that they should have gotten together in college and decide to start an intimate relationship. Robert is ecstatic with Loren. Their sex life is fantastic; they complete each other sentences, and they like the same music, books, and have similar political views. Within a few weeks, Robert decides to move to Colorado where Loren resides. He discusses this with his therapist, Anita, who is concerned that Robert is moving too quickly and is headed for a fall. Anita is also Native American. Robert has not told Loren he is a recovering alcoholic. In therapy, Anita engages in a series of role plays with the goal of helping Robert to look critically at his new relationship. She asks Robert to think about who else he knows in the state where Loren resides. “What will your evenings and weekends be like when she is unavailable and you are all alone?” Will this move create vulnerability in your life for drinking alcohol to reappear? Robert assures Anita that he and Loren have made a commitment to spend as much time together as possible. Anita asks Robert what he would do if after moving to be near Loren, the relationship sours. Robert is offended by the question and replies that he and Loren are old souls who have made a lifetime commitment to one another. Anita gently confronts Robert and asks him how he will explain to his child that he is leaving and will only see him twice a month instead of every day? Anita asks, “How do you think your son will be impacted by your increased absence?” Upon hearing this question, Robert becomes defensive and leaves the room. He returns after 10 minutes and resumes therapy. Anita observes lability in Robert’s moods, which they have discussed in therapy. Robert’s father left him and his siblings when he was a child. Robert said he hated his father for this abandonment and does not want his son to hate him. Anita asks Robert what the financial implications are for permanently leaving his job as opposed to taking a leave of absence from his job and separating from his wife (as opposed to divorcing). Robert says that he knows what he wants to do and does not see the point of a leave of absence from his job or separating instead of divorcing. He and Loren are going to marry once their divorces come through. Robert has told his wife about Loren and that he plans to come home twice monthly in order to see his son. Robert finds a new job as a security officer (the state where he moved was not hiring troopers) and rents an apartment to be near Loren. His wife has put their home on the market and is distraught over her husband’s decision to leave the family. She is looking for an apartment and additional work to help meet new expenses associated with Robert’s departure. Once Robert moved, he and Loren were excited about spending nearly every evening together, even if for just 20 minutes. Soon Robert noticed Loren putting distance between them. She seemed to make excuses for why she could not spend as much time with Robert as he had desired. About 1 month after Robert moved to be near Loren, she told him that it was not a good idea after all for him to move and that although she wants to, she has decided not to leave her husband. Loren’s older daughter saw a card that Robert had sent Loren, and she was so upset by this card that she was inconsolable. Loren’s husband lives and works in another state. Upon hearing the news from Loren, Robert bought alcohol and drank an excessive amount. He told Loren that he had been dry for years but that he was going to “check out.” Filled with guilt and panic, as well as concern for Robert’s safety, Loren called the police. They arrive at Robert’s apartment to find him inebriated and confused. His firearm was nearby but the safety was on and Robert did not say anything to the officers to suggest he was suicidal or homicidal. Officers did not ask him why his firearm was out. Robert wears a firearm daily and has a concealed license to do so. Still, Robert was taken to a hospital, against his will, and kept for observation. The psychiatrist describes Robert as noncooperative, dangerous, and diagnosed him with Alcohol induced Psychosis and Substance Use Disorder (severe). He gave Robert Seroquel, a powerful antipsychotic medication. In the morning, Robert said he feels like he has been hit by a Mack truck. Upon his release from the hospital a few days later, Robert called Anita and needed a crisis session over the phone. He was nearly incoherent—panicking, hyperventilating, and regretting “ruining his life.” Anita spoke with Robert for 45 minutes. They made plans to speak again in a few days. Anita called the insurance agency to inquire about reimbursement for phone therapy. She was told that insurance does not pay for phone therapy, even in emergency situations. Anita decides to continue to conduct phone therapy with Robert through a sliding scale. Robert’s new job does not yet provide health insurance, and his personal finances have been strained due to the costs associated with the move. Anita strongly encourages Robert to find a therapist locally who can lay eyes on him. After each session, she e-mails her session notes to herself for risk management and consults with a colleague. Anita knows that Robert is very vulnerable and wants to help him through this crisis and protect herself in the event of a catastrophic event. Anita knows that Robert enjoys tai chi and suggests that he do tai chi to calm his mind and body. She also suggests that he speak to his sponsor that he had years ago when he was drinking on a daily basis. Questions 1 Do race and gender impact the diagnoses that are given to patients? 2 Could Anita have intervened any differently with Robert prior to his joining Loren? Discussion and Integration Why Robert was taken against his will to the hospital needs to be discussed. The Constitution allows people to bear arms and Robert did not say anything to the officers that was overtly problematic. He did tell Loren that he wanted to “check out.” Robert made this statement after his girlfriend, for whom he risked everything, said that she could not continue their relationship. Because of this statement from someone whose blood alcohol level was over the legal limit, the police were called. To best treat Robert, Anita’s knowledge of legal issues is critical as are referral information and community resources. Action is a core component of social justice and includes exercising institutional intervention skills on behalf of Robert. With respect to Robert, this action could involve Anita speaking, upon written permission granted by Robert, to a new therapist. It would also be helpful for Anita to speak with the psychiatrist who released Robert from the hospital. The psychiatrist referred to Robert as dangerous and prescribed a powerful antipsychotic drug. The psychiatrist’s comments are now part of Robert’s medical record. This event is significant for a man who has a career in law enforcement where he is charged with protecting the public from dangerous people. Anita has decided to file an informal complaint with the Medical Board. It is worthy to note that the ambulance drivers were able to escort Robert to the hospital without his permission because the police gave them permission to do so. In some states, a medical doctor or a police officer can commit people without their permission. We know that Robert has stigmatized identities as a Native American man with a history of alcoholism. His firearm was out and nearby on a table—this fact is concerning. The police did not query Robert as to why his firearm was out. Robert was drunk in the privacy of his home and was not disturbing the peace. He made no statements to the officers about hurting himself or anyone else. When people say that they want to “check out” after receiving devastating news, what do mental health professionals do with that information? While this information should not be ignored and needs to be followed up— the meaning of this statement must be clarified and considered in context with other information. Racial Inequities and Culturally Inappropriate Interventions People of color have been treated poorly by the mental health establishment, which has a history of being insensitive to the sociopolitical realities that affect mental and social functioning among people of color. How was Robert’s behavior and demeanor affected by the very recent break up with his girlfriend for whom he left his wife, child, home, and job? Robert, as a recovering alcoholic, had been sober for 9 years but consumed so much alcohol that he became inebriated. Is it possible that Robert is dealing with the aftereffects of alcohol poisoning? Many mental health professionals are inadequately prepared to competently work with certain clients who present with particular concerns. In some circumstances, having a one-on-one client–counselor relationship is not possible or even desirable due to lack of access, unavailability of competent clinicians for a given area, or the client’s sense of mistrust about the benefits and aims of therapy. Perkins (2015) found that psychotherapy among some men has actually been unhelpful (iatrogenic). Robert told Anita that he did not want another therapist and wants to continue therapy only with Anita. Prior to Anita, Robert had a psychologist who was not helpful. Robert is still reeling from his negative encounter with the psychiatrist at the hospital. What does Anita do? Her client, who is in crisis, is in another state but refuses to seek out a new therapist despite Anita’s recommendations. Although he is unwilling to find a new therapist, he is committed to speaking twice weekly, by phone, with Anita and is faithful about sending the mutually agreed upon amount for the sessions. Anita, in consultation with a colleague, agrees to speak to Robert on the phone. She asks him when he is planning to return home to visit his child and requests that Robert come in to the office so that she can see him. Anita wants to be able to look her client in the face and see his expressions, listen to the clarity of his speech, see if there are any tremors, and evaluate his hygiene, mood, and any weight gain or loss. Interventions There are structural issues that work against Anita’s efforts to help her client. Although most insurance companies will not pay for therapy conducted over the phone, the above case study clearly demonstrates what can happen to a patient who is in crisis away from his therapist. As well, what happens to clients’ mental health when clinicians are on extended vacations or have moved out of state? Interventions are still needed particularly when patients are in crisis, and yet therapists need to protect themselves. With some insurance co-pays as high as $40 for each weekly visit (after deductibles), money is a factor that hinders vulnerable patients’ access to therapy. Sliding-scale fees, which is what Anita is doing, can make therapy more accessible to many clients. Granted she will not be able to make a living seeing all of her patients on a sliding-scale basis, but she realizes that continued psychotherapy with Robert is critical. Robert has left his home, wife, child, job, and friends to be in a relationship with a woman who has broken up with him just a month into his move. His losses are enormous, and he deeply regrets his actions. Robert will need to rebuild. One task that Anita can assist Robert with is not holding on to what was or could have been and embracing what the reality is in front of him at the present. The following are both short- and long-term interventions that may help Anita help Robert. Given the fragile state that Robert is in, Anita will need to take action initially and make the following contacts as part of her culturally oriented interventions: 1 Anita can contact centers for information about when and where tai chi members hold their meetings. 2 Anita could contact Alcoholics Anonymous to see when the nearest meeting is. 3 Anita could contact men’s organizations to see if there are men’s groups or divorce care groups. 4 Anita could encourage Robert to cope daily (e.g., get out of bed, take a shower, get dressed, make a hot meal, take a walk, go to work, etc.) 5 Anita cares for herself while providing psychotherapeutic support to Robert. This work is rewarding but also fatiguing. 6 Anita could collaborate with Robert in his own transformation—ask him what he wants. 7 Anita avoids pathologizing Robert. She does not stereotype, project, or distance (Pinderhughes, 1995). 8 Anita could encourage Robert to attend a 12-Step program, individual, and perhaps, in time, family/marriage therapy with his wife/ex-wife. 9 Anita could encourage bibliotherapy where Robert can read how others have coped and survived with difficult situations. Anita will use a narrative therapy approach with Robert as a useful intervention. The basic theme of narrative therapy is that the person is not the problem; the problem is the problem (Boje, Alvarez, & Schooling, 2001). In this regard, Robert is not the problem. Pursuing an unavailable woman is the problem. Being impulsive and acting out are the problem. Narrative therapy holds that the knowledge and stories (narratives) that emanate from culture, families, and experiences shape persons. Narrative therapy has to do with learning to tell a different story of yourself. Different stories are possible, even with respect to the same events. Narrative Therapy Related Questions for Intervention: 1 What is the story that Robert might tell to himself about his move to be with Loren? 2 Was it courageous for Robert to want more love in his life? 3 What does Robert’s marriage want him to know about his level of happiness? 4 Why did Robert make room for this situation to unfold as it did, such that all is risked? 5 What does this situation tell Robert about his self- regard as a man, husband, and father? 6 What is the clinical relevance of Robert repeating his father’s story? 7 What are different stories that Robert could choose that would best describe his life? 8 How does Robert want to live his life? What stories does Robert want to tell about himself? Once Robert has arrived at a more psychologically stable place, Anita will focus on two different topic areas for psychotherapy. First, Anita will explore Robert’s relationship with his father who abandoned the family when Robert was a young child—it is clear there is conflict between Robert and his father. Therapy could be a place where Robert could begin to heal this soul wound. Anita knows that one task of adulthood is to unlearn many of the negative tapes received during childhood and adolescence and to replace them with messages that affirm the self and reflect who the individual has sculpted himself to be. Second, she wants to explore any magical thinking that Robert may have. Robert has kept a stable job for decades; he has been married to the same woman for 12 years and has lived in the same house for as long. Anita questions if running away with Loren was an attempt for Robert to undo the deep sadness from his childhood. Anita mines Robert’s risk-taking and impulsivity. Finally, Anita will take action that can have implications for other clients and their clinicians. She plans to write a letter to the Insurance Commissioner and lobby, along with major mental health organizations, to change the current policy that does not provide payment to practitioners with established patients for phone sessions, particularly in emergencies. Summary This chapter discussed an expansion of a mental health professional’s role to include being an active change agent against structural inequalities that foster inequity across race, gender, and class. Social justice was defined and the relationship between social justice, social action, empowerment, and advocacy was discussed. The relationship between cultural counseling competencies, ethical guidelines, for psychologists, and social justice was made. A case study integrated the elements of competence, advocacy, and social action within a social justice context and examined the nuances of risk management, policy implications, and the impact of discrimination were examined.
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Running Head: DIVERSITY

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Diversity
Name
Institutional Affiliation
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DIVERSITY

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Discrimination Paper Part 1: Interpersonal Reflection
What I learned from the film
The film was very educative and helped a lot in learning a lot about discrimination. From
the film, young children in the third grade were able to see and understand issues such as
discrimination from what they say. It helped support the claim that discrimination occurs due to
social conditioning by the society rather than naturally in people. The children were able to
understand how people of other color were treated unfairly and even given names that would
define or identify them as lesser people. In the fourth minute of the A Class Divided children
were able to name different stereotypes and unfair treatment to other people based on their color
or appearance.
Scenes I will remember in a month
One of the scenes I will always remember is when the teacher stated that blue eyed
people are better than brown-eyed people. One of the children had objected before the teacher
reminded them that his brown eyed father had kicked him. Other children seemed to immediately
support the statement stating that their blue-eyed parents would never kick them (PBS, 1985).
The scene helped show how influential people can mislead others in a small matter of time,
especially in children.
Another scene I will remember was the sixth minute of the video when the children were
asked to open their books on page one hundred and twenty-seven. One of the students was
slower than the others to open her books. Someone in the class immediately suggested that she
did it because she was a brown eye. The stereotypes had already kicked in, and the children were
already influenced. The third scene I will remember is when on Tuesday afternoon the children

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were at the playground. Children with brown eyes were devastated and even crying as some of
their blue-eyed friends had stopped playing with them (PBS, 1985). Two of the children also
fought as one of them called the other brown eyes.
These scenes show how fast stereotypes get attached as well as their effects...


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