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 O  =, CHAPTER 3 Exploring Cultural Awareness 'Unit 1 Exploring Diversity ("Appreciating and understanding diversity, cultural sensitivity, and culturally appropriate advocacy for the children and families with whom the GAL program works are critical skills for volunteers and staff. Unit 2 Vocabulary  'Unit 3 Exploring Cultural Heritage ("HCultural sensitivity begins with understanding and appreciating your own identity. You are a  culturally rich individual with your own blend of culture, ethnicity, race, gender, class, sexual orientation, age, religion or spirituality, geographic location, and physical and mental abilities."Unit 4 Cultural Awareness #`Ensures that case issues are viewed from the cultural perspective of the child and/or family: Takes into account cultural norms, practices, traditions, intrafamilial relationships, roles, kinship ties, and other culturally appropriate values; Advocates for demonstrated sensitivity to this cultural perspective on the part of caseworkers, service providers, caregivers, or others involved with the child and family; Ensures that the child s long-term needs are viewed from a culturally appropriate perspective: Takes into account the child s need to develop and maintain a positive self-image and cultural heritage; Takes into account the child s need to positively identify and interact with those  like himself/herself; Prevents cultural practices from being mistaken for child maltreatment or family dysfunction;^PqxP2BHPxP2_PqxP2HPxP2^PqxP2^B_^  V Cultural Awareness (cont d)TAssists with identifying  real issues of parental noncompliance versus culturally inappropriate or non-inclusive service delivery; Contributes to more accurate assessment of child s welfare, family system, available support systems, placement needs, services needed, and delivery; Prevents cross-cultural communication clashes and decreases opportunity for misunderstandings; Allows family to utilize culturally appropriate solutions in problem solving; Encourages participation of family members in seeking assistance or support; Recognizes, appreciates, and incorporates cultural differences in ways that promote cooperation; and Allows all participants to be heard objectively.  PqxP2 +Unit 5 Understanding Personal Values  ,&&& +Unit 5 Understanding Personal Values  ,&&& *Unit 6 Cross-Cultural Communication  +&%&@Tips for Family Practice in a Multicultural Environment Assume nothing. Ask questions regarding specific behaviors, values, attitudes, and perspectives. Pay attention to any signs of spirituality or religiosity and respect the family s beliefs. Do not insist on eye-to-eye contact. If you do not speak the family s language, find an interpreter; better yet, learn some basic phrases that will allow you to at least greet the family in their own language. Seek personal experiences with members from the various cultural groups you might serve.X9PpP2PP Z Cross-Cultural Communication (cont d) (.&%$&Tips for Family Practice in a Multicultural Environment Set specific goals for achieving cultural awareness with respect to the various cultural groups your agency or practice might serve. Acknowledge the legacy and presence of cultural and racial bigotry and prejudice in the United States. Appreciate the difficulties and problems individuals and families encounter trying to live and thrive in a cultural setting that is, at best, different from their indigenous culture and, at worst, antagonistic toward their specific cultural orientation. Explain the need for any and all information requested and, if possible, delay asking the most personal questions until the family has had the time to understand the need for the information. J9PZ2PZ %Unit 7 Developing an Action Plan & There are many resources in your community for increasing your cultural awareness and sensitivity. Consider going to the following places to learn more: Your local library; A university in your community; Community agencies (such as the health department); Communities of faith; and Community groups focusing on the cultural traditions and norms of, as well as health services for, particular cultural or language groups.. @   0A Positive Approach to Dealing with Differences ,1  &2Communicate Respect Transmit positive regard, encouragement, and sincere interest. All people like to know that others respect them. Be Nonjudgmental Avoid moralistic, value-laden, evaluative statements, and listen so that others can fully share and explain themselves and their situations. Personalize Knowledge & Perceptions Recognize the influence of your own values, perceptions, opinions, and knowledge on your interactions with others. Your perceptions are valid only for you and not for the rest of the world. Display Sympathy Attempt to put yourself into the other person s life space and to understand how he/she feels about the matter under consideration."PqP0P2P$0P2P0P2Pp#     pA Positive Approach to Dealing with Differences (cont d),9  &4Practice Role Flexibility Be able to accomplish a task but also value the ability to do so in such a way that people feel positive about being a part of the process. Encourage shared interaction. Demonstrate Reciprocal Concern Interact equally, taking turns talking, promoting communication. Tolerate Ambiguity Be able to react to new, different, and unpredictable situations with greater ease. Too much discomfort can lead to frustration and hostility. Learning to manage the feelings of uncertainty that accompany ambiguity is necessary for dealing with differences. Be Persistent Keep communication lines open despite ambiguity and possible misunderstanding. Be willing to stay with the situation until you get a clear picture instead of giving up. If you do not understand something, ask that it be explained again. 0P2P0P2AP0P2P0P2P@         0` 3333ff3` 3333f33ff3` "3333̙ff3` Kf3̙` &e̙3g3f` f333̙po7` ___f3̙;/f9` ff3Lm` ff3LmNLm>?" dd@*?nAd@q<nAqFLK#M n?" dd@   @@``PR    M`2p>>L0 &@(    HHY ? ?" `}   X Click to edit Master title style!!  @  H[ ? ?" `   RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S    6b  #" `] `}   ^*     6h  #" ``    d*       6k  #" `] `}   d*       C @ABCDE FjJ@3"0`B  s *DjJ"0 `0H  0޽h ? ___f3̙;/f9___PPT10i.  +D=' )= @B + Edge  0L0  P(    H4v? ?"@  X Click to edit Master title style!!    H3? ?"   [#Click to edit Master subtitle style$$    6  #" `] `}  ^*     6H #" `]}   d*       6l #" `] `}  d*       C @ABCDE F8c@3"@B  s *DjJ"  ,$ 0H  0޽h ? ___f3̙;/f9___PPT10i.  +ityD=' )= @B + 0 zr` (  ` ` 0$) P     P*   ` 0$)      R*  d ` c $ ?    ` 0')  0   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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In the large group, we ll hear questions and comments from each small group.+0`0@1@ l-@ lM0@+B1-  Mp   @A `activitPBH  0޽h ? ___f3̙;/f9___PPT10i.ҽZD+D=' )= @B +  0L0 $$(  $r $ S < `}   r $ S I `  H $ 0޽h ? ___f3̙;/f9___PPT10i.ҽpPE+D=' )= @B +R  0L0 (:(  (r ( S @M `}    ( S hG-0 `  "hu=H ( 0޽h ? ___f3̙;/f980___PPT10.ҽE^  0L0 PPF(  Px P c $S `}    P c $.0 `  "hu=H P 0޽h ? ___f3̙;/f980___PPT10.ҽEX   0L0    i.@ (  ,r , S S- `}  -  , B-@ V 8 " RB , s *1 ?iiRB , s *1 ?YYRB , s *1 ?YxxYRB , s *1 ?RB , s *1 ?  RB , s *1 ? RB , s *1 ?44HL P`  i.#  `P t g. <#-````g.o   f Activity 3G: Values Part 1: Complete the Values Statement Exercise on page 3-21. Do not put your name on the sheet. This is an anonymous/confidential activity. After completing this form, turn in your responses to the facilitator, who will redistribute them to participants as part of an activity to clarify values and build empathy. When you receive a completed Values Statement Exercise, do not identify whether you received your own or someone else s. Spend a moment, alone, noticing if the answers in front of you are similar to or different from your own.~0`0BB@6/p h. @A `activitP`H , 0޽h ? ___f3̙;/f980___PPT10.ҽ]BG  0L0  @ (  @x @ c $h<- `}  -  @ BT>-@ V 8 " RB @ s *1 ?iiRB @ s *1 ?YYRB @ s *1 ?YxxYRB @ s *1 ?RB @ s *1 ?  RB  @ s *1 ? RB  @ s *1 ?44 L P @#  P @ <(-````@o & X Activity 3G: Values Part 2: Signs are posted around the room representing four possible responses: strongly disagree, disagree, agree, and strongly agree. As the facilitator reads each statement, go to the sign representing the answer on the sheet you have been given. In the group under your sign, think of the three  best or most respectful reasons a person might hold this belief. It may be especially difficult to come up with respectful reasons a person might hold a belief that is very different from your own. This activity is one way you can try to  walk in someone else s shoes, and perhaps gain insight into why people have beliefs that differ from your own. As a group, share your three best reasons with the large group using the following format,  I believe [read the statement] because [give your three best reasons]. After we have given reasons for some of the responses (based on time allotted), we ll address any remaining concerns or questions in the large group.0`0BBB p @ @A `activitPCH @ 0޽h ? ___f3̙;/f980___PPT10.ҽ]BGR  0L0 0:(  0r 0 S c- `}  -  0 S Lk-0 ` - "hu=H 0 0޽h ? ___f3̙;/f980___PPT10.ҽ0U^  0L0 `TF(  Tx T c $- `}  -  T c $t-0 ` - "hu=H T 0޽h ? ___f3̙;/f980___PPT10.ҽ0U<  0L0 4$(  4r 4 S  - `}  - r 4 S -` ` - H 4 0޽h ? ___f3̙;/f980___PPT10.ҽR  0L0 @L:(  Lr L S O- `}  -  L S м) ` - "hu=H L 0޽h ? ___f3̙;/f980___PPT10.w^  0L0 pXF(  Xx X c $l  `}    X c $)  `   "hu=H X 0޽h ? ___f3̙;/f980___PPT10.w 0L0 Dz(  DB` (@/ D 3"0* D <)```Do " (@/ d There once was a Rabbi who was asked by his students,  Teacher, how would one determine the hour when night ends and day begins? One student suggested,  Is it when one can distinguish a sheep from a dog in the distance?  No, said the Rabbi. A second student ventured,  Is it when one can distinguish a date tree from a fig tree in the distance?  No, said the Rabbi.  Please, tell us the answer, the students begged.  It is when you can look into the face of a stranger and see your sister or brother, said the Rabbi.  Until then, night is still with us. (30@2B D pA .0e0e`quoteS`TS`Te XH D 0޽h ? ___f3̙;/f980___PPT10.wz. 0L0 ~\(  \ \ 0H1 p p  E Thank You 0(2 BJ \ C "A GAL1P%  \ 0h6  ` GPlease Check Training Schedule For Reading Assignments and/or Homework H0(2HH \ 0޽h ? ___f3̙;/f980___PPT10.DrP02>LpO RYG\a%{gl)^}F1Oh+'0 hp   CHAPTER 3 James A. WebbEdgeJames A. Webb10Microsoft PowerPoint@@` ҽ@G4_Gg  1  y--$xx--'@Garamond-.  2 s1."System:-̙-- % % --'̙--%"EE--'@Garamond-. f32 & CHAPTER 3 .-@Arial-. 12 M$Exploring Cultural Awareness.-՜.+,0     On-screen Show [ Arial GaramondTimes New Roman Wingdings CharlesworthEdge CHAPTER 3 (Unit 1 Exploring Diversity Unit 2 Vocabulary (Unit 3 Exploring Cultural Heritage #Unit 4 Cultural Awareness , Cultural Awareness (contd),Unit 5 Understanding Personal Values ,Unit 5 Understanding Personal Values +Unit 6 Cross-Cultural Communication . Cross-Cultural Communication (contd) &Unit 7 Developing an Action Plan 1A Positive Approach to Dealing with Differences 9A Positive Approach to Dealing with Differences (contd) Slide 14 Slide 15  Fonts UsedDesign Template Slide Titles