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Race Equality and Cultural Awareness Programme

RECAP

Session 1

Introduction

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“If you talk to a man in a language he understands, that goes to his head.

If you talk to him in his language, that goes to his heart.” (Nelson Mandela)

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Introducing yourself

Name

Job role

Why I am here

Say 3 things about myself, 1 of these is a fantasy/untrue.

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RECAP Background and Context*

The term ‘Black and minority ethnic’ (BME) is used to refer to all people of minority ethnic status in England. It does not only refer to skin colour but to people of all groups who may experience discrimination and disadvantage, such as those of Irish origin, those of Mediterranean origin and East European migrants. (Delivering Race Equality, 2005)

RECAP training materials were commissioned by the Delivering Race Equality Programme.

The original RECC training grew out of Module 5 of the 10 Essential Shared Capabilities (ESC) training materials (free to download from www.lincoln.ac.uk/ccawi.)

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RECAP -Background and Context *

The ESC are a set of 10 descriptors of values and behaviours that service users and carers consider to be the essential prerequisites of high quality mental health care.

RECAP is a programme which like the ESC asserts that service change and improvement is only possible when you examine and reflect on the values bases of practitioners and recipients of services.

This RECAP roll out programme has been commissioned by the national Delivering Race Equality Programme.

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Why RECAP Training? There are significant and unacceptable inequalities in the

access to mental health services that black and minority ethnic patients have, in their experience and outcome of services.– Black Caribbean and White/Black Caribbean Mixed groups –

Longest stays– Minority ethnic groups inpatients admissions –2005 20% , 2008

23% (Increase in Other White group)– Admission rates for Black groups were 3 – 5 times higher

All this fuels the ‘circle of fear’ that can deter black and minority ethnc (BME) patients from seeking early treatment for their illness.

(Count Me In Census, 2008)

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Learning Objectives• The RECAP learning materials are designed to

– develop knowledge and understanding of racism, – develop knowledge and understanding cultural difference

and – recognise the impacts of discrimination.

• The learning materials will also enable people to develop their practice skills in – promoting race equality, – working positively with cultural difference and– effectively dealing with the impacts of discrimination on

individual and institutional levels

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The Vision

Eliminate discrimination!

If you are unaware you are at risk of discriminating, unwitting is not

a valid excuse!

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Outline of the RECAP course.

Session 1 Group forming Introduction to RECAP Introduction to The

RELATE model What is discrimination? Our ‘frame of reference’. The Cultural Rainbow?

Session 2 The Cultural Iceberg The Social & Individual

Context of Mental Health Diversity Dilemma activity

Outline of the RECAP courseSession 3 Stereo types Circles of Fear Communicating with service

users in a clinical setting. UK immigration Population Statistics Count me in Census 2008 Themes of Equality Personal empowerment The RELATE model©

Session 4 Case study practice of The

RELATE model

Self Reflection & Action Plan

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What does discrimination mean to you?

Draw a picture of what discrimination means to you.

After you have finished your drawing, find a partner and discuss each other’s pictures.

When you have finished your discussions, place your pictures up on the wall.

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Discrimination  (unfair treatment of a person or group on the basis of prejudice)2

Sexism - discriminatory or abusive behaviour towards members of the opposite sex

Caste discrimination - UNICEF estimates that discrimination based on caste affects 250 million people worldwide

Classism - is grounded in a hierarchy belief system that ranks people according to socioeconomic status, family lineage, and other class related divisions. This system leads to a drastic income and wealth inequality

Nepotism - favouritism shown to relatives or close friends by those in power (e.g by giving them jobs)

Heterosexism - discrimination in favour of heterosexual and against homosexual people

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DiscriminationDiscrimination    ((unfair treatment of a person or group on the basis of unfair treatment of a person or group on the basis of

prejudice)prejudice)22

• Fattism - discrimination against people who are overweight

• Lookism - is discrimination against or prejudice towards others based on their appearance

• Cronyism - favouritism shown to friends and associates (as by appointing them to positions without regard for their qualifications)

• Ageism - discrimination against a person or group on the grounds of age

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Discrimination  (unfair treatment of a person or group on the basis of prejudice)2

• Ableism - discrimination in favour of the non-disabled

• Heightism - in principle it can refer to unfavourable treatment of either unusually tall or short people.

• Language discrimination - people are sometimes subjected to different treatment because their preferred language

• Employment discrimination - refers to discriminatory employment practices such as bias in hiring

• Racism -discriminatory or abusive behaviour; towards members of another race

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What is your experience of discrimination?

Discrimination  

(unfair treatment of a person or group on the basis of prejudice)

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Types of discriminationTypes of discrimination22

• Direct Discrimination - A person treats another less favourable on racial grounds which amounts to a detriment for that person.

• Examples of direct discrimination are:– refusing to serve Asian clients – ignoring the racial harassment of tenants or employees – requiring only Black patients to produce their passports before they can

receive hospital treatment – assuming that all Black prisoners are aggressive and therefore subjecting

them to harsher discipline than white prisoners

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Types of discriminationTypes of discrimination22

• Indirect DiscriminationIndirect Discrimination - a race neutral requirement which - a race neutral requirement which impacts adversely on particular racial groups and cannot be impacts adversely on particular racial groups and cannot be justified on non-racial grounds.justified on non-racial grounds.

• An example of Indirect Discrimination:An example of Indirect Discrimination: – Requiring job applicants to hold GCSE qualifications in Maths and Requiring job applicants to hold GCSE qualifications in Maths and

English. This is a race neutral requirement as it is applied to everyone, English. This is a race neutral requirement as it is applied to everyone, but it will obviously affect people from other countries who were not but it will obviously affect people from other countries who were not educated in this country. educated in this country.

– This is because it is unlikely that people from abroad will have GCSE This is because it is unlikely that people from abroad will have GCSE qualifications even though they may have the required literacy and qualifications even though they may have the required literacy and numeracy or equivalent qualifications to be able to do the job.numeracy or equivalent qualifications to be able to do the job.

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Types of discriminationTypes of discrimination22

• Victimisation - a person suffers a detriment due to them having made or supported a complaint of racial discrimination in good faith.

• An example of "victimisation" is: – A worker is racially abused by a colleague and makes a

complaint to his / her manager. – The company fails to take action and when the worker complains

again, she/he is sacked for being a troublemaker.

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DiscriminationBullying & Harassment.• For practical purposes those making a complaint usually define

what they mean by bullying or harassment – something has happened to them that is unwelcome, unwarranted and causes a detrimental effect. If employees complain they are being bullied or harassed, then they have a grievance which must be dealt with regardless of whether or not their complaint accords with a standard definition.

• It can include; spreading rumors, ridiculing or demeaning someone, exclusion or victimization, unfair treatment , overbearing supervision, unwelcome sexual advances, threats, deliberating undermining a competent worker…..

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Discrimination Institutional Racism

Institutional racism is concerned with racial discrimination that has been incorporated into structures, processes and procedures of organisations, either because of racial prejudice or because of failure to take in to account the particular needs of black and ethnic minority people.

The Lawrence Inquiry (1999) put forward the following definition of institutional racism:

'The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin.

It can be seen or detected in processes, attitudes and behaviour which amounts to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping that disadvantage ethnic minority people.

It persists because of the failure of the organisation openly and adequately to recognise and address its existence and causes by policy, example and leadership.

Without recognition and action to eliminate such racism it can prevail as part of the ethos or culture of the organisation.'

Three Components of Institutional Racism

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Institutional Racism

UnwittingBehaviors

CollectiveFailures

Poorer Outcomes

Hári Sewell 2009

Use RELATE Model

Individual Encounter

Use organisational Policies and procedures

Tackling discrimination

Organisational discriminations – i.e. in systems and processes

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The RELATE Model

Caroline Hounsell, 2008

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• In pairs discuss honestly:

– Have you ever used these names or phrases yourself?

– If you don’t use them anymore, why not?

What discriminatory names or phrases are used for BME people?

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AGE

WORK EXPERIENCE

FURTHER EDUCATION

SPIRITUALITY

EARLY CHILDHOOD

LIKES/DISLIKES

GENDER

PLACE OF BIRTH

MEME

HOBBIES/INTERESTS

VALUES

CULTURAL INFLENCESFAMILY

SITUATION- SIZE, ETC

EDUCATION

ACHIEVEMENTSRELATIONSHIPS

ASPIRATIONS

The Frame of Reference - by Jacqui and Aaron Schiff

ADD OTHER INFLUENCES

Frame of Reference Activity

• Task:Task: Draw your own frame of reference . Think Draw your own frame of reference . Think about how our values and beliefs influence your about how our values and beliefs influence your perceptions of situations and events. When you perceptions of situations and events. When you have finished find a partner and discuss your have finished find a partner and discuss your frame of reference.frame of reference.

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Culture is……….

• Made up of a number of factors Made up of a number of factors such as values, language, such as values, language, traditions, religion, rituals, symbols, traditions, religion, rituals, symbols, food, clothes and fashionfood, clothes and fashion

• Chosen or rejected by individuals Chosen or rejected by individuals and often results in parts of cultures and often results in parts of cultures being brought together by people being brought together by people leading to a constant mixing of leading to a constant mixing of culturescultures

• Always changing with time and with Always changing with time and with different groups of people in societydifferent groups of people in society

• Not easy to define clearly as it is not just a Not easy to define clearly as it is not just a collection of facts that can be learned or collection of facts that can be learned or passed on to people who are new to that passed on to people who are new to that cultureculture

• Rich and varied, with a range of different Rich and varied, with a range of different values within each culturevalues within each culture

• Not value free – for example in a racist Not value free – for example in a racist society in which Black people’s cultures society in which Black people’s cultures will tend to be seen as inferior to White will tend to be seen as inferior to White people’s cultures; lesbian and gay culture people’s cultures; lesbian and gay culture will be seen as inferior to heterosexual will be seen as inferior to heterosexual culture; deaf culture will be seen as culture; deaf culture will be seen as inferior to hearing culture etc… inferior to hearing culture etc…

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The Cultural RainbowThe Cultural Rainbow

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Read through the Handout 1 and work out where you would place yourself on the Cultural Rainbow Continuum. Put a mark on the Cultural Rainbow profile sheet in a place that best suits your view. When you have finished the profile sheet, pair up

and discuss your profiles.

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Cultural RainbowCultural Rainbow33Feelings – ExpressiveYou need to help people show those around them ‘how they feel’ so they can teach people

how to treat them.

Feelings -InclusiveYou need to enable

people to function practically and

effectively in their lives as well as taking people’s feelings into

account and maintaining good

relationships.

Feelings – Reserved You need to help people

to cope with strong emotions to enable

them to function and get on with their

lives.

Rules – FlexibleYou need rules and

regulations are applied fairly to the individual’s needs. This enables people

to use their discretion.

Rules – InclusiveYou need to apply rules and

regulations in a fair way but also meet the needs

of the individual’s circumstances, which also enables people’s

discretion.

Rules – StandardisedYou need to consistently

apply rules and regulations to match

agreed protocols.

Individuality – GroupYou need to make sure

that peoples social networks are

functioning well to enable them to be

properly supported.

Individuality – Inclusive You need to encourage

people’s autonomy growth and responsibility within a supportive well

functioning social environment.

Individuality –IndividualYou need to make sure

that people have a sense of autonomy

whilst providing opportunities for

personal growth and development.

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Problems – HolisticYou need to step back from a

situation to get an overview of the complete situation. This improves

understanding and enables people to make

better decisions.

Problems – InclusiveYou need to have a holistic view

of a person’s situation as well as analysing complex problems and data to

generate accurate information about key factors.

Problems – AnalyticalYou need to get a better

analysis of a complex situation by focusing on the detail to achieve accurate

data.

Status – AscribedYou need to show respect

and acknowledgement for peoples achievements

which play a vital role within organisations and

communities.

Status –InclusiveRespecting and recognising

people for their performance as well as respecting their

social and cultural value. It is important to Respect the experience they bring to

stabilise our environments.

Status – AchievedYou need to validate people’s

achievements within their current performance in role

and their recent accomplishments.

Environment – AcceptanceYou need to acknowledge the

impact and restraints of their decisions and

behaviour. People can be successful and

harmonious by adapting to the environment.

Environment – InclusiveYou need to take action to

change and influence what people are able to do by

understanding their environment and designing

strategies that optimise harmony.

Environment – ControlYou need to engage in direct

action to influence and change their situations. If they use careful analysis

and determination success is a more likely outcome.

Time – Past – presentYou need to learn lessons by

looking back and gaining perspective to appreciate

your own and others achievements. This view point enables clarity and

greater confidence.

Time –InclusiveYou have learnt from your past

experiences and hold an understanding of the present,

this enable you to plan creatively for the future.

Time – Present –futureYou need to look ahead and

construct plans that will prepare for the future and

help to capitalise on opportunities available

now.

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Session 1

• Group forming• Introduction to RECAP• Introduction to the RELATE model• What is discrimination?• Our ‘frame of reference or• The Cultural Rainbow?

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References

1. Peter Ferns was commissioned to produce this material by the 1. Peter Ferns was commissioned to produce this material by the NIMHE New Ways of Working Team (with other contributors being: NIMHE New Ways of Working Team (with other contributors being: Premila Trivedi, Suman Fernando & Dominic Makuvachuma Premila Trivedi, Suman Fernando & Dominic Makuvachuma Walker)Walker)

• 2. 2. http://www.direct.gov.uk/en/Employment/ResolvingWorkplaceDisputes/DiscriminationAtWork/DG_10026557 accessed 18/05/09accessed 18/05/09

• 3.3.

Trompenaars, F. & Hampden-Turner, C.  Trompenaars, F. & Hampden-Turner, C.  Riding the Waves of Riding the Waves of Culture: Understanding Cultural Diversity in BusinessCulture: Understanding Cultural Diversity in Business (Second (Second Edition) London: Nicholas Brealey (1997)Edition) London: Nicholas Brealey (1997)

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“Be the change that you want to see in the world”.

- Ghandi