Introducing Addressing Hays 2001 Model of Addressing Diversity

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Introducing AddressingHays (2001) Model of
Addressing Diversity

• Axis VI or a Framework for Thinking About
  Difference / Diversity

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Why the ADDRESS-ing Framework

• Goes beyond how to treat group X model
• Attends to the many complexities of each persons
  identity (clients therapists)
• Creates a paradigm for understanding the matrix
  of diversity and difference

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Feminist-Multicultural Concepts (Brown, 1994
Kaschak, 1992 Root 1992)

• Culture may be defined as a framework of values
  and beliefs, a means to organize experience. It
  includes the rules by which interpersonal events
  are perceived. Even private thought is conducted
  in socially constructed language, and thus,
  cannot be purely personal and self-contained. The
  culture of the society in which one is raised and
  lives defines what can and cannot be conscious
  or, viewed slightly different, what must remain
  unconscious. (Kaschak, 1992, p. 30)

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Multicultural Assessment Model Axis VI (Adopted
from Hays, 2001, p. 16)

• Cultural Influences
• Age generational influences
• Developmental and
• acquired disabilities
• Religion spiritual
• Orientation
• Ethnicity
• Socioeconomic status (SES)

• Target Groups
• Child, Adolescent, Elders
• People with
• Developmental/ acquired
• disabilities
• Religious target groups
• Ethnic target groups
• People of lower status, class,
• education, occupation,
• income, rural or urban
• habitat, family name

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Multicultural Assessment Model (Adopted from
Hays, 2001, p. 16)

• Cultural Influences
• Sexual Orientation
• Indigenous heritage
• National origin
• Gender
• Added
• Bi-cultural Identity
• College Education

• Target Groups
• Gay, lesbian, bisexual
• people
• Indigenous people
• Refugees, immigrants
• (legal/illegal), inter. students
• Women, transgender
• people
• Bicultural people (Assess
• language spoken at home)
• 1st, 1.5 or 2nd generation
• American- Self-identified
• 1st, 2nd generation in college
• or high school

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Multicultural Assessment Model (Adopted from
Hays, 2001, p. 16)

• If you are a member of more than one group
• you have a double, triple,fourfold, jeopardy,
• then the additive negative effect of
• oppression may manifest in your life,
• relationships, and self-perception or you may
• have developed resistance to parts or all of
• it

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What is stands for

• A Age related factors. Actual age and age
  cohort (generation)
• D Disability visible and invisible
  disabilities
• R Religion and spirituality
• E Ethnic identity race, culture (includes
  people of color as well as Caucasian, white
  ethnic)

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What it stands for

• S Socioeconomic Status current and former
  especially in childhood
• S Sexual orientation gay, lesbian, bisexual,
  heterosexual, asexual, kinky and mono or
  polygamous
• I Indigenous heritage First nations peoples
• N National identity immigrants, refugees,
  temporary residents, children of the same
• Gender biological sex, transgender, gender
  roles and stereotypes

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What does that all Mean

• A Age and generational influencesPeople are
  not simply the age they are age in context of
  personal, cultural, and world hx (also
  chronological versus developmental age)
• People are situated in their age cohort
• i.e., baby boomers, depression babies
• Thus we ask What does it mean for this person
  to be this age, in this context, at this time in
  the world, and to have been other ages at other
  specific times in the world?

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Age and Generational Influences

• Answering these questions requires a knowledge of
  hx
• Specific culture
• Larger picture (country, world)

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Developmental Acquired Disabilities

• Some are born with disabilities developmental
• Some people loose their temporarily able-bodied
  status during life acquired
• Being a person with a disability means different
  things depending on

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Developmental Disability

• Whether its developmental or acquired
• The cultural, social, hx contexts in which the
  person lives
• The politics of disability during the persons
  lifetime
• Impact of disability in functioning and on which
  domain
• Visible or invisible?

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Disabilities

• A language piece Speak of person with a
  disability. The person is not disabled. The
  person has a disability.
• Something to think about Is being deaf a
  disability status? Or a linguistic minority
  status?

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R Religion and spirituality

• What is the place of religion and spirituality in
  this persons life? What is their religious
  identity?
• For some people, religious beliefs also create a
  culture? i.e., Jehovahs witness Islam or in
  former times Roman Catholicism when religious and
  political systems are merged
• Is this a minority religion or mainstream
  majority? Has that always been true for this
  person in her life (i.e., were they born in a
  Buddhist/Islam majority country and then moved
  here)?

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Religion and Identity

• Is religion or spiritual practice important in
  this persons identity?
• I.E. in the pacific northwest (where I moved
  from) many people are unaffiliated with organized
  religion
• This doesnt mean that spirituality is
  unimportant however
• How has the persons life/life experience/upbringi
  ng be shaped by specific beliefs of their faith
  or origin

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E Ethnic Identity

• Ethnicity may include race such as
  African-American, Latina/o, Asian, Pacific
  Islander, American Indian, Native Alaskan, Native
  Hawaiian
• People of self-identified mixed racial heritage
  (remember race is a social construct, not all
  people of mixed backgrounds will self-identify as
  such)
• White ethnicity (WASP, Irish, Italian, Armenian,
  etc. - Americans

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Race Ethnicity??

• Race is a social construct
• People of different racial groups are, at the
  level of genes, indistinguishable
• Different societies code race and ethnicity
  differently i.e., In America the one-drop
  rule (see handout!)

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Race

• An arbitrary classification system of
  populations conceived in Europe, using actual or
  assumed genetic traits to classify populations of
  the world into a hierarchical order, with
  Europeans superior to all other (Christensen,
  1989).

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Race

• The myth of human races constitutes one of mans
  most damnable masses of misinformation, andhas
  led to wars, strife, murder and waste of natural
  resources (Calloway Harris, 1977).

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Race

• The idea that racial classifications correspond
  to a reality or collection of characteristics has
  not been demonstrated (Axelson, 1999)

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Evidence

• The human genetic code, or genome, is 99.9
  percent identical throughout the world

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The Genesis of Race in the US

• 1444 European Slave Trade Begins
• 1660s Laws passed which prohibited marriage
  between people of African descent and people of
  European descent and made all Africans slaves for
  life.
• 1863 Emancipation Proclamation
• 1865 13 amendment
• 1978 Most recent racial classification system
  from US government?
• 2000 Census offers new choices

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Socioeconomic Status (SES)

• Social class great American invisible variable
• Because of possibility of upward/downward
  mobility , people in North America can and do
  change their social class status throughout their
  lifetimes
• A person has both a social class of origin, and
  the one they currently occupy, may have passed
  through others on their way to where they are now

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Social Class

• People who changed social class may hide their
  origins
• Social class maybe a combination of
• Money
• Education
• Attitudes and values
• Larger social context
• Context in which class is defined
• Class X ethnicity equation

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S Sexual Orientation

• Everyone has one
• Orientation the direction of ones desire. Its
  not a lifestyle.
• Mens orientations tend to be more fixed and
  stable
• Womens orientation tend to be less fixed, more
  fluid

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Sexuality

• People express their orientation in various
  configurations
• Monogamous
• Polygamous
• Celibate
• The new stigmatized sexual minority (by
  mainstream and LGB people) practitioners of
  kink.

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I Indigenous Heritage

• Indigenous peoples in North America, and in
  territories currently or formerly under US or
  European control have been oppressed or made the
  targets of genocide
• Understanding indigenous heritage means a
  thorough knowledge of the history of the
  relationship of indigenous to colonizing groups

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N National Origin

• Where someone comes from, and how they or their
  family got to the US
• On purpose
• In fear
• In chains
• Legal or undocumented
• When someones family came here
• In relationship to what attitude towards their
  particular immigrant group

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National Origin Issues

• How long ago s.o.s family came here
• Children/grandchildren of immigrants or refugees
  may have a different relationship to their
  national origin issues than those who came
  centuries ago
• Degree of attachment to country of origin Was/is
  the language of origin spoken at home, in
  worship, in cultural activities? Or was there
  shame around it? Is home visited or inaccessible?

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G Gender

• Gender is the initial and one of the most
  powerful organizers of human identity
• Challenging issues
• Transgender in all of its variations
• Intersex
• Challenging the binary notions of sex and gender
• Gender is NOT the same as biological sex

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G Gender

• Sex the body, biology
• Gender how does a person enact their
  relationship to that body and biology
• Gender is a social construct which changes with
  every other ADDRESS-ing variable

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Assumptions of Hays Model

• People do not have ONE identity
• Instead, our identity is constructed of various
  factors multiple identities
• Aspects of identity have different salience in
  different social contexts
• Observers will construct a persons identity
  differently than persons construct themselves

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Assumptions of the model

• Identity will emerge in the dialectical struggle
  between group memberships and individual sense of
  self, temperament, and context identity may
  construct differently depending upon a persons
  reference group e.g. being I am because we
  are is a different construction of identity than
  I am me.

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An example of the complexity of identity
construction

• A person is
• White skinned
• Raised Methodist, now no affiliation
• Bisexual
• Monogamous
• Has Multiple Sclerosis
• Male
• Upper middle class currently, raised working
  class a native English speaker
• Forty years old
• Has a law degree

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TBC

• Keep the thought! Well talk about the
  Address-ing Model assumptions more in detail next
  week!
• Also about the use of the words minority/majority
  versus TARGET GROUP/ DOMINANT GROUP
• For Today Case Presentation Dr. Schreier
• Entry into Personality Disorders

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References

• Hays, P. A. (2001). Addressing cultural
  complexities in practice A framework for
  clinicians and counselors. Washington, DC
  American Psychological Association.
• Brown, L.S. (2004). Class handouts and lecture
  notes. Argosy University. Seattle. WA.