Middle Tennessee State University (MTSU)
Department of Social Work
Cultural Diversity: Competency For Practice-SW-320

Charting Behavior Change-A Model For Change

Introduction

Dr. Elvia R. Krajewski-Jaime, et. al. in 1996 published in the Journal of Multicultural Social Work an article that described their developmental model to build inter-cultural sensitivity in baccalaureate social work (BSW) students. That model and accompanying narrative as published will be used extensively by the instructor for the course titled " Cultural Diversity: Competency for Practice" in the Social Work Department at MTSU. Some social work educators have written that the cognitive learning alone by social work students about different aspects of the diverse populations they will one day serve will probably not change their behavior towards the groups to a substantial degree. The Krajewski-Jaime model attempts to gauge changed behavior of individual students as they lived among a cultural group quiet unique and different from their own. The Krajewski-Jaime model cannot be replicated at MTSU. However, the model is considered to have utility for MTSU social work students to the degree that the students themselves will use it to monitor the changes they may observe in their behavior as many topics on cultural diversity are covered in class and from this assignment.

Students develop early in life a set of negative beliefs about other people based on age, ethnicity, physical characteristics, gender, where people live, the type jobs they hold, etc. If not reversed through a desire to change these beliefs, they may continue through the rest of their life. What can be done to modify their behavior is the challenge of social work courses in cultural diversity. After several weeks of class discussions, selective readings, and viewing videos on various cultural groups in this country, students should be able to chart whether they are beginning to notice changes in their beliefs about groups other than their own.

The Assignment

This assignment will take some time to complete, so all students should begin the assignment on the same date. SEE DUE DATE NOTE BELOW. Dr. Juliet C. Rothman author of " The Self-Awareness-Workbook for Social Workers," Allyn and Bacon: 1999-Chapter 10, provides some instructions for completing the assignment. She provides the next six (6) points for you to follow:

1. Select a population

2. Seek and read a history of the experience of this population, at least over the past several centuries, including immigration experience to the United States, if applicable to the population as a whole ( may not be useful for mental illness or disability, etc). (Instructor's note: the text will include issues about various groups that will help you to select your population, but the readings must be of book (s) other than the text)

3. Read at least one or two books by a member of the population group you select. Look for well- known authors. Good literature will help you gain insight and appreciation for the population you will work with. If possible, view a film that is written, produced, directed, and acted by members of the population.

4. ACTIVITIES. Attend at least two events---religious, cultural, educational, experiential, or other---that are of the population you select. Examples include street fairs, religious services, group meetings, community association activities, etc. Go alone or with someone. The objective is to increase your comfort and interaction. You are to include in the paper on Charting Behavior the list of books read, events attended, films viewed, etc.

5. Engage several members of the population or group you select in a meaningful conversation about their experience as a member of the group. If possible, introduce variety by choosing people of different ages, experiences, and conditions.

6. Selecting the population

You can select any population that you perceive to be vulnerable or oppressed for this exercise of charting your behavior /attitude changes. The reasons for your choice are personal, but, should include one or more of the following:

. a population with whom you are currently working

. a population with whom you plan to work

. a population about whom you are aware that you hold stereotypes

. a population about whom you are aware that you hold negative biases

. a population that inspires fear, revulsion, hatred, shame, or other negative feeling

Do NOT Choose

. a population to which you believe you belong

. a population to which someone close to you belongs

. a population that interests you, fascinates you, or about whom you are curious

Students are to chart for six (6) weeks changes you observe about yourself. Charting should begin about the 6th week of class. In addition to the readings you will complete according to the instructions above, topics discussed in class will sensitize you to the experiences of diverse groups in this country in such a way that you can then judge your beliefs about the groups and make positive changes in your thoughts. The Scale below HIGHLIGHTS the six stages you should cover, one stage each week. Below the Scale is some discussion of observations that may be noted in each stage. Your observations should be described in your own words. THIS IS YOUR STORY.

Cultural Sensitivity Scale-A Model For Change

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Denial Defense Minimization Acceptance Adaptation Integration

The above Scale is not in its original form as used by other educators. But, hopefully, it catches the essential intentions of the originating authors as stated earlier.

The Scale is a progressive one. A student may start in the Denial Stage and remain there at the end of the charting period--that is, he or she may not move to the Defense Stage. In such instances a weekly report is still to be prepared on why growth is not noticed. On the other hand, some students may think they should start at The Integration Stage. Each student should write a weekly report on each of the 6 Stages. The weekly reports should be least a page long and typed double spaced. Longer reports are acceptable.

THIS ASSIGNMENT IS DUE ON: For the Tuesday/Thursday/Monday classes due dates will be decided jointly by the students and instructor. Due dates will be seven (7) weeks after the starting date.

All classes will start and finish the assignment during the same week.

Possible Observations That May Be Seen In Various Stages.

Students should use the pointers as possible conditions they may see in themselves. They are to be used as a guide only. They should describe their OWN OBSERVATIONS IN THEIR OWN WORDS.

Each Stage should include the activities you undertook to move from one Stage to the next Stage. For example, to move to the Stage of Acceptance you may go to a gay bar, if you are homophobic. Or you may attend a community rally of Black people if your population of study is African American.

Stage Of Denial. Refusal to admit the reality of, disavowal of the truth, refusal to acknowledge the presence or existence of--unpleasant reality.* Individuals insist that there are no major differences between people which can be attributed to culture and social structure. Individuals feel that people make life choices based on their personality, need and past experiences.

Stage Of Defense. A mental attribute or mechanism--- which serves to protect the person against danger arising from his (her) impulses. The various motives for the development of defense mechanisms are anxiety, guilt, disgust, and shame.* This stage occurs when individuals begin to realize that there are differences between people. However, they believe that their culture is superior to all others.

Stage Of Minimization. In this stage people see that there are differences between people of different groups, but they insist that the differences are not very important. They may think "what is really important is that we are all human beings".

Stage Of Acceptance. Another way of expressing patience is tolerance (social). Public acceptance of personal variation in matters of appearance, life style, personality, or belief. Tolerance is thus differentiated from approval, in that a society (individual) may tolerate a diversity of life styles even when a majority of its members do not approve of the different behavior.* In acceptance, the awareness begins to develop that indeed, there are differences between cultures that determine the way individuals make life choices and the way in which they live their lives on a day to day basis. These differences are not necessarily good or bad but rather just the way people live out their lives. They may or may not have resources to make many choices.

Stage Of Adaptation. Fitting or conforming to the environment, usually with the implication that advantageous change has taken place. Adaptation is typically achieved through maneuvers which involve an alteration in the environment or a change in your self. The end result is that an adjustment occurs.* You will have developed an ability to adapt your behavior to meet the expectations for behavior which come from another culture. You will also have the ability to shift into two or more cultures through use of verbal and not verbal communication skills

Stage Of Integration. A combination and coordination of separate and diverse elements or units into a more complete or harmonious whole. This stage involves a shift from viewing another culture as a phenomenon to incorporating that culture into your own personal identity.

Footnote

Hopefully you have gained considerable knowledge about cultures in the USA and why diversity is the strength of this country. The new knowledge will serve you well as you go into field practice and your new careers. Take your positive growth with you and wear it proudly for life.

*Campbell, Robert Jean, M. D., 6th Edition (1989). Psychiatric Dictionary. New York: Oxford University Press.