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UNDIVIDED FACILITATOR TRAINING

“All things are possible for one who believes.”

Mark 9:23

“Listen”

I will listen, listen, listen for the Lord

I will listen, listen, listen for the Lord

His voice is quiet, but his voice is clear.

I will listen, listen, listen for the Lord

I will keep my eyes open, open for the Lord

I will keep my eyes open, open for the Lord

Though sometimes hidden, I can trust he’s near

I will keep my eyes open, open for the Lord

My heart is hoping, hoping for the Lord

My heart is hoping, hoping for the Lord

In times of trouble, in times of fear

My heart is hoping, hoping for the Lord

I will wait for you, I will wait for you

I will wait for you, for you to speak

I will wait for you, I will wait for you

I will wait for you, to move

I will listen, listen, listen for the Lord

I will listen, listen, listen for the Lord

His voice is quiet, but his voice is clear.

I will listen, listen, listen for the Lord

An Army of Reconcilers

•••••

•••

HISTORY

A Race Story of Cincinnati

Cincinnati Also Meant Freedom

Underground Railroad

Allen Temple AME

Riots of 1829 & 1841

Lane Theological Seminary

Uncle Tom’s Cabin

Great Migration & Cincinnati

West End: A Vital Black Neighborhood

I-75 Rips Through Black Cincinnati

1967 Unrest in Avondale

1968 Unrest Following MLK Assassination

Whites Only at Coney Island

Title Transfer from 1978—Whites Only

War on Drugs/Mass Incarceration

2001 Unrest in Cincinnati

Black United Front & Collaborative Agreement

Sam Dubose Killed by Officer Tensing

Racial Disparities Continue

Freedom Center

Opportunity for Universal Preschool

Multi-Racial Churches

UNDIVIDED: Crossroads

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What word or phrase best describes how you feel at this point?

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BREAK

Facilitating Empathy

Empathy is our built-in system to connect to the experiences of others

It is in an inherently uniting force; it removes artificial divides and focuses on shared experience

It breaks us out of our echo chambers; makes us conscious of our implicit biases. (See week 2 of the

curriculum!)

It naturally creates freedom and open dialogue, and engages a full-body problem-solving process.

Why Are We Talking About Empathy?

A shared emotional experience that creates an impulse to act on behalf of the other.

What is Empathy?

Head

Heart

Gut

Allowing what you’re talking into your head

To affect your heart

Which compels you to act on another’s behalf

Engaging Three Nervous Systems for Full-Body Problem-Solving

How Empathy Works

Central Nervous System (CNS) (executive function, information integration, conscious thought)

Autonomic Nervous System (ANS) (automated core functions, non-conscious physiological response)

Enteric Nervous System (ENS) (gastrointestinal mediation, peristaltic reflex, intestinal aversion)

It’s not sympathy.

The difference between sympathy and empathy:

“sym” means together.

“em” means inside of.

Acceptance/non-judgment

Frequent mirroring/playback (both emotions and contexts)

“Reading the room” / Non-verbals

Allowing for switching off / tuning out

Giving yourself permission to fail

Facilitating Empathy

Manifesting Cognitive Empathy

D.I.R.P.D.I.R.P. is a method for how to make an empathic connection with another person you are not naturally empathic with.

DECIDE THEY ARE WORTHY OF CONNECTION

IDENTIFY THEIR EMOTIONAL EXPERIENCE

RECALL A TIME YOU HAVE HAD THAT EMOTION

PLAY IT OUT - WHAT DID YOU WANT/NEED?

Non-Empathic Language

“I hear you.” “I hear you, but…”

“What do/did you need?” “What you need is…”

“I’m so sorry that happened.” “It could have been worse!”“At least it wasn’t…”

“What are you feeling?” “I know exactly how you feel.”

“That sounds really hard.” “You think that’s bad?”

Empathic Language

Select a card from the pile that evokes an emotion about race

relations

Get into groups of 2

Listen to your partner share why he/she picked

that card

Practice DIRP while listening, then respond

with what your I, R & P were.

Let’s Try It.

DECIDE THEY ARE WORTHY OF CONNECTION

IDENTIFY THEIR EMOTIONAL EXPERIENCE

RECALL A TIME YOU HAVE HAD THAT EMOTION

PLAY IT OUT - WHAT DID YOU WANT/NEED?

CONTENT REVIEW

Getting Ready – Connecting the Dots

Undivided session theme

Small group Reflection

Biblical story/context

Experiential & Practice

Each session will include…

Session One ~ RelationshipPg 7

Session One ~ RelationshipPg 8

Each session will include………………………

Session One ~ Relationship

Pg 9

Each session will include………………………

Session One ~ Relationship

Pg 10

Surprises are fun but …..

Facilitator Guide

Participant Guide

Site Leaders

Weekly Facilitator Q&A sessions one hour prior to group meeting

….not in Undivided.

Kiwi Live

Ready to take the leap ……

Great!!! Let’s have lunch……

Lunch

Repentance and Believe

“Systemic” Nature of Disparity

Web of Disparity

Income / Wealth

OccupationEducation

Housing

Health & Health Care

Regulations, Laws & Justice

System

Self-Esteem /

Social Norms

Family

Homeownership

March 9 - June 16, 1933 - The New Deal social and economic programs are passed by the United States Congress

50%

5 yrs 30 yrs

10-20%

1934 - 1962

$120 Billion

< 2% National Appraisal System

Education / Wealth

Web of Disparity

Income / Wealth

OccupationEducation

Housing

Health & Health Care

Regulations, Laws & Justice

System

Self-Esteem /

Social Norms

Family

“Systemic” Nature of Disparity.

• Disparity in one life area influences many areas; a self-reinforcing system.

• Overcoming disparity in one life area requires addressing other areas as well.

• Sustained improvement in one area may improve other life areas too.

• The “system” that promotes disparity is usually invisible to the dominant group.

Self Survey

Racial Beliefs Self-Survey

1. Complete survey in silence.2. Step to area for your group & share.3. Find a person who answered differently than you,

pick the question where you had the most disagreement and learn the reason they answered as they did.

4. Find if anyone in the group answered ALL the questions EXACTLY the same as you.

Survey

• This is just one possible model for racial identity development. • Although this model focuses on “race”, similar parallels can be made between dominant

and non-dominant groups in other dimensions (e.g. gender, sexual orientation, class, etc.)

• Descriptions of each stage are not all-inclusive; other characteristics may describe a stage.

• One may not fit completely into any one stage, and one’s stage at any one time may change depending on the situation.

• People are not “better” or “worse” due to their stage; each stage is necessary to deal with needs and experiences the person happens to have at that time.

• The development of a positive sense of racial/ethnic identity, not based on assumed superiority or inferiority, is an important for us ALL.

• Those who feel affirmed in their own identity are more likely to be respectful of others' self-definition.

Definition: “Racism” – The decision-making process whereby the dominant group uses race to favor their group and restrict resources and/or power of other groups, even though this decision-making process may be undertaken unconsciously.

Stages of Identity Development Survey - Guiding Assumption

Stages of Identity Development Whites

(Dominant Group)

1. ACCULTURATED Individual may agree with dominant culture statements 1 & 2.

Statement 1: Interacting with minorities makes me uncomfortable.Statement 2: Everyone has equal opportunity to succeed in America.

Dominate Culture (Whites)

Acculturated Description:• Unaware of racism / disparity, accepts dominant “norms”• Acceptance of stereotypes about minority groups.❑ Examples:✓ I don't see color when I look at a person.✓ I don't have an ethnic identity. I don't think of myself

as white; I'm just a person. Tends to be unaware of racism, prejudice and discrimination, and believes that everyone has an equal chance for success. Believes that racial and cultural differences are unimportant. Has an unconscious acceptance of their own culture as “the norm” and does not see themselves in a position of advantage.

Dominate Culture (Whites)

2. DISINTEGRATIONIndividual may agree with dominant culture survey statements 3 & 4.

Statement 3: Because I have minority-group friends, I can truthfully claim that I am not racist.Statement 4: “Racism” in America is mainly confined to a limited number of extremists and bigots.

Dominate Culture (Whites)

DISINTEGRATION Description:• Beginning to recognize that society discriminates based on race• Becoming awareness of prejudice, discrimination, and racism• Has conflict over new knowledge about race relations, marked by

feelings of confusion, guilt, anger and depression

Individual experiences conflict between identification as a White and ideals such as “equality for all”. ❑ Examples:✓ Believes self is non-racist yet would not want own child

to marry a minority group member✓ Copes by avoiding contact with persons of color, not

thinking about race, and seeking reassurance that racism is not their fault.

Dominate Culture (Whites)

3. REINTEGRATIONIndividual may agree with dominant culture statements 5 & 6

Statement 5: Blacks tend to be overly sensitive to racial issues; they readily claim discrimination even when unwarranted, and often “play the race card”.Statement 6: Affirmative Action gives minorities unfair advantages.

Dominate Culture (Whites)

REINTEGRATION Description: Coping with the previous “disintegration” stage, the pendulum may swing back where the individual idealizes one’s own culture and consequently negates or becomes intolerant of minority groups, such as blaming them for their own problems.

• Individuals at this stage may also view programs promoting equality as “unfair advantage” for minorities❑ Example✓ “My Irish ancestors had to work hard to get

ahead and they were discriminated against. Why are Blacks complaining so much?”

Dominate Culture (Whites)

4. PSEUDO-INDEPENDENCE: Individual may agree with dominant culture survey statement 7.

Statement 7: Minorities can fit in well if they get the proper training and education.

Dominate Culture (Whites)

PSEUDO-INDEPENDENCE description • A painful or insightful event may lead a person to

identify with the plight of minorities, such as awareness of other mistreated minorities.

• Attempts to understand differences, and purposefully interacts with minorities.

❑ Example:✓ Without understanding oppression, bias, and

prejudice, individual may perpetuate racism by trying to make minorities fit the majority’s standards

Dominate Culture (Whites)

5. EMERSIONIndividual may agree with dominant culture survey statements 8-10.

Statement 8: Minorities are still at a disadvantage despite Affirmative ActionStatement 9: Whites are the ones responsible for maintaining and supporting racism.Statement 10: Oppression of any minority group (e.g. ethnic group, gender, sexual orientation, religion, etc.) hurts us all.

Dominate Culture (Whites)

EMERSION description:• Exploration and confrontation of one’s own biases creates a new

non-racist “White” identity❑ new identity deals with the fact that Whites benefit from

“unearned” privileges as members of the dominant culture and the need to be more active in combating racism and oppression, promoting equity✓ Focus is not changing minorities, but changing themselves

and educating other Whites✓ Able to explore issues of racism and personal responsibility

without defensiveness▪ “Walks the talk” and values/seeks interracial

experiences. ✓ More balanced, more open to acquiring new information

▪ Makes conscious effort to seek out info about POC

Dominate Culture (Whites)

Non-Dominate Culture (Persons of Color)

1. CONFORMITY: Individual may agree with non-dominant culture survey statements 1 & 2.

Statement 1: To be a minority is unfortunate.Statement 2: The problem of interracial disparity is an individual one. You can improve your position if you put in the effort; many minorities just don’t want to improve themselves.

Non-Dominate Culture (Persons of Color)CONFORMITY description

• Associates physical and cultural characteristics of their own group as a source of shame

• Views white people and culture as superior because they are the majority standard

• Attempts to adapt White mannerisms, speech, dress, and goals• Internalizes White stereotypes towards various minority groups.

❑ Example✓ To avoid the psychologically painful position of realizing

their group is at a disadvantage, the person divorces themselves from their own group such as by thinking “I’m not like others of my group.”

Non-Dominate Culture (Persons of Color)

2. DISSONANCE: Individual may agree with non-dominant culture survey statements 3 & 4.

Statement 3: Members of my own racial group are by far my preference for friends, colleagues, and romantic interests.Statement 4: The resources of minorities should be focused on supporting our own group. For example, Black businesses should do business with other blacks and resources shouldn’t be wasted on trying to educate Whites about their problem of racism.

Non-Dominate Culture (Persons of Color)

2. DISSONANCE description• Has a growing awareness that racism does exist• Aware one can’t escape one’s cultural heritage• Awareness of positive attributes of own culture

create feelings of pride and shame ❑ Energy is expended toward working to

eliminate disparity between one’s own minority group and the dominant group

Non-Dominate Culture (Persons of Color)

3. IMMERSION: Individual may agree with non-dominant culture survey statement 5.

Statement 5: Whites should be openly and directly confronted on their racism and racist systems to make their shame move them to change.

Non-Dominate Culture (Persons of Color)IMMERSION description

• Realizes no need to be ashamed of who they are✓ May withdraw from the dominant culture to immerse self into

own culture✓ May develop unbridled racial and/or cultural pride.

• Likely to perceive✓ dominant culture as oppressive and responsible for the plight

of minorities✓ all members of the dominant group as untrustworthy

• Growing sense of comradeship with other minority groups, though✓ May not attempt to reach out and understand their values and

ways

Non-Dominate Culture (Persons of Color)

4. INTROSPECTIONIndividual may agree with non-dominant culture survey statement 6.

Statement 6: My own minority group is too oppressive on our own members by labeling those who fit in and/or see merits with the dominant (White) culture as “selling out”.

Non-Dominate Culture (Persons of Color)

INTROSPECTION descriptionIndividual recognizes that many dominant culture elements are desirable, yet there is confusion as to how to mesh them with own culture, individual may wonder

• “Is accepting White culture a sellout?” • “How Black am I?”

Individual • Rejects notion of completely accepting either their own culture or the

dominant culture• Reaches out to other groups to find what oppression they experience

and how this has been handled. • Acknowledges there is variation amongst all groups of people❑ Example✓ I grew up wanting to be accepted and ended up almost denying

my race and culture. I don't think I did this consciously, but the denial did occur.

Non-Dominate Culture (Persons of Color)

5. INTEGRATIVE AWARENESS: Individual may agree with non-dominant culture survey statements 7 & 8.

Statement 7: Disparities that disadvantage a minority group other than my own (e.g. ethnic groups, gender, sexual orientation, religion, etc.) hurts all of us.Statement 8: I feel compassion towards Whites because racism from many of their members and institutions hurts all of them too.

Non-Dominate Culture (Persons of Color)INTEGRATIVE AWARENESS description

Individual • Has a positive self-image with a strong sense of self-worth• Sees self as a member of their own racial/cultural group✓ without having to accept group values unequivocally

• Aware that each member of the group is also an individual at some stage of identity development

• Reaches out to different minority groups to understand their values and practices

• Supports all oppressed people, regardless of similarity to one’s own group

• Has selective liking for members of the dominant group who seek to eliminate oppression

• Aware that Whites are also victims in need of help from White racism

Pause

Share Personal Refection

Stages of Identity Development People of Color

(Non-Dominant Group)

Commitment and Close