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Tackling Stigma and Discrimination. Structure. Aims Learning Agreements Human Bingo Warm-Up Activity Language of Stigma and Discrimination Definitions of Stigma and Discrimination Beliefs and Values Assertiveness Challenging Stigma and Discrimination Practice Sessions Evaluation Close.

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structure
Structure
  • Aims
  • Learning Agreements
  • Human Bingo Warm-Up Activity
  • Language of Stigma and Discrimination
  • Definitions of Stigma and Discrimination
  • Beliefs and Values
  • Assertiveness
  • Challenging Stigma and Discrimination
  • Practice Sessions
  • Evaluation
  • Close
how we will work together
How we will work together
  • Presentations
  • Group work
  • Partner exercises
  • Reflective practice
  • Practice sessions
  • Hand outs
  • Feedback
  • Evaluation
learning agreements
Learning Agreements
  • What agreements do we need to make together to ensure the learning environment is a safe space for you to take part and to learn?
  • E.g. Confidentiality
human bingo
‘Human Bingo’
  • Warm-Up Activity
  • Ask individual people in the room to answer the questions on the hand-out.
  • Each question answered by a different person.
  • When you’ve finished call out:

“BINGO!”

definitions
Definitions
  • How might we define ‘Stigma’, ‘Discrimination’ and ‘Oppression’?
  • Working in groups to come up with definitions for the following key words:
  • Stigma
  • Discrimination
  • Oppression
  • Feedback
definitions1
Definitions
  • Stigma: the extreme disapproval of (or discontent with) a person on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms.
  • Discrimination: the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category, "in a way that is worse than the way people are usually treated.”
  • Oppression: the exercise of authority or power in a burdensome, cruel, or unjust manner. It can also be defined as an act or instance of oppressing, the state of being oppressed, and the feeling of being heavily burdened, mentally or physically, by troubles, adverse conditions, and anxiety.
skills
Skills
  • What skills do you have that would contribute towards you being an effective challenger? E.g. Active listening.
  • What would help or hinder you?
  • Begin on your own, then share with a partner.
assertiveness
Assertiveness
  • Describe - this should describe specific behaviour and not include judgements, inferences, guesswork or assumptions about the person\'s motives i.e. you should not be interpreting their behaviour.
  • Express - how you feel or felt as a result of their behaviour.
  • Explain - why the behaviour is an issue/problem, and/or why you feel the way you do about it.
  • Acknowledge - that the other person also has a position/point of view/ reason for their behaviour etc. (in their own eyes, they usually will). Give them the benefit of the doubt.
  • Specify - what you want, preferably in the form of the behaviour you would like to see in the future rather than a change in ‘attitude’.
  • Consequences - an \'optional extra\' is to also specify the positive consequence that could result from the required change in behaviour.
assertiveness1
Assertiveness

“When you ... - I feel ... - Because .... - I understand that .... - However, I want…”

scenarios
Scenarios
  • Think of a scenario, either a real or fictional scenario, where stigma or discrimination takes place.
  • Make a note of the scenario as you will use it shortly.
  • You could reverse the scenario, perhaps where you have experienced or witnessed stigma taking place, and use this as a scenario.
practice sessions
Practice Sessions

This exercise consists of rounds with, in each round, a “Perpetrator”, a “Challenger”and an “Observer”.

Participants have the opportunity to take on each of these roles: Perpetrator, Challenger and Observer.

The goal of the practice session for the Challenger is to: practice challenging.

The goal of the practice session for the Perpetrator is to: feedback to the Challenger.

The goal of the practice session for the Observer is to: observe and feedback.

feedback
Feedback

Observer: please give feedback to the Challenger

Perpetrator: give feedback to the Challenger:

  • How the challenger made you feel
  • Any feedback to the challenger

Challenger: self-reflection:

- What you felt went well/less well for you in the practice session

- What you would do differently in future

feedback1
Feedback

1) Listen carefully to the feedback before responding.

2) Summarise to check that you have clearly understood what the other person is saying or to get clarification.

3) Give your initial feelings time to settle. Take a few deep breaths. Don\'t jump straight in with a defensive response.

4) Decide whether the criticism is intended to be constructive or contains a \'put-down’.

feedback on practice sessions
Feedback on Practice Sessions
  • What did you observe and what did you learn?
learning feedback
Learning & Feedback
  • Something you have learnt about yourself.
  • Something you would like to feedback about the training today.
  • How will you use what you have taken from the workshop today in your practice?
  • Has anything changed about the (“Stigma”) word you gave in the introduction?
contact
Contact

Phone 0844 800 4425

Email [email protected]

Web www.diversitytrust.org.uk

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