Recognizing Diversity in Yourself and Others

By Barbara A. Ellicott, EdD, CCC-SLP

Special to ADVANCE

We are living in an era of progressively increased diversity. Such diversity is creating a variety of reactions, ranging from panic to elation.

Some of the panic may be attributed to fear of the unknown, a lack of understanding, or a concern over not knowing how to cope on both personal and professional levels.

Many professionals may feel overwhelmed at the prospect of working with clients, patients or students who may seem to be different from themselves with respect to culture, physical abilities, learning styles, mental abilities and mental conditions.

Our fears may be allayed if we reach a heightened awareness of ourselves and our experiences. This greater awareness can be attained through a process to increase our self-acceptance and understanding which, in turn, can increase our understanding and acceptance of clients, our empathy level and our positive rapport with our clients.

We then may be in a professionally more advantageous position to evaluate with increased validity and treat with greater effectiveness.

For example, one of the things that is tantamount to our professional effectiveness is the recognition of the similarities in our clients rather than their differences—the recognition of the human similarities of our clients to ourselves. Identifying with our clients is a key element in developing empathy, which is a necessary ingredient in the client alliance so important for a positive therapeutic response.

To identify successfully with our clients, we must scratch beneath the surface of our professional facade and dig into our essence: our roots; environment; experiences, both positive and negative; educational background; interests; special abilities; personality; temperament, past and present; physical conditions; learning styles; and emotions. (See diagram.)

When we acknowledge and accept the "truths" about ourselves, we will inevitably find it easier to identify with our clients.

It is imperative that we refrain from denying the truths that we may uncover in the soul-searching process, especially if they're not as glimmering as we might have hoped.

For instance, we may discover that we have a tendency to reject those aspects of our lives or characteristics of ourselves which we consider to be inferior. An example of this is a third generation American of an ethnic minority group that had been persecuted. This individual might prefer to deny or camouflage his or her roots, particularly if he or she has risen to a high status socially, economically and professionally.

Another example is the individual who is embarrassed by the fact that a close relative is emotionally disturbed or that he or she has a learning disability. One of the keys in accepting others is accepting ourselves.

It is helpful to employ a step-by-step procedure in the self-client identification process. The areas explored may include the following:

• roots—ethnic ancestry, language and culture; and
• environment—childhood/adult lifestyles.

Additionally, consideration and understanding of other factors may prove to be plus: negative, positive and developmental experiences; educational background of self and family; interests and hobbies; special abilities, such as creativity and musical talent; personality; temperament; uniqueness; physical condition; learning styles; and emotions.

One of my students, R.J. Price, stated, "If the speech teacher can figure out what kind of stress a student is going through or has, the teacher will understand him or her more easily."

"It's helpful for the therapist to relive experiences that are similar to those of their patients," added student Szymon Pyryt. "In my opinion," noted student Robert Salcedo, "it's best that the therapist experiences similar problems and experiences as the student."

Presumed negatives actually may be converted to valuable positives in the therapeutic process with our clients. Such positives may increase self-esteem as well as the level of motivation.

To clarify how we may utilize the insights gained from both introspection and experience, I offer the following autobiographical examples. They highlight those emotional, physical, cognitive and social areas of my development which have contributed to my increasingly successful ability to administer therapy to a diverse population.

I am a fourth generation American—a descendent from generations of individuals who married in their teens. I was fortunate to have known three great-grandparents and four grandparents descended from various European countries. As a preschooler, I was exposed to three separate languages.

I grew up in the multicultural atmosphere of an urban area. This diversity was reflected in the Scouting program in which I participated and the holiday programs at my urban elementary school. Everyone took pride in their individual cultural uniqueness.

However, I experienced major ego deflation and culture shock when my family moved to suburbia after I completed the seventh grade. My family was of a lower socio-economic bracket than most white collar families in the town, and we belonged to a religious minority in a community in which one religion prevailed.

I'll never forget the pain from the ridicule for my hand-me-down clothing. The cruel remarks still ring loudly in my ears when I work with students new to our school district who find it so difficult to be accepted by our teens in suburbia.

My awkward and clumsy body, together with my difficulties (DL) with directionality and spatial relations, contributed to my being a culprit of mockery on the gym floor. While I had always been accepted by my teammates in the city, I felt rejected in my new school.

Feelings of rejection seemed to dominate my thinking, and I grew increasingly more anxious in school. My academic teachers were my only friends initially, and I was motivated to excel to please them. I excelled academically and eventually came to be accepted for my acumen.

A concomitant part of the establishment and maintenance of a positive therapeutic relationship—having genuine understanding, rapport and empathy—is a positive philosophy which serves to motivate.

Our positive philosophy and consequent motivational and high energy levels are sometimes proportional to the extent to which we are able to compensate, or overcompensate, for our disabilities, deficiencies and/or emotionally hurtful experiences.

The attributes of faith, ambition and determination enable us to serve as role model confidantes for our patients who, hopefully, will strive to emulate our philosophy, positive self-direction and consequent successes.

Will and determination may enable us to grow and achieve in spite of surrounding chaos, dysfunction and abuse. Referring to exemplary examples when working with students often provides them with a sense of hope and inspiration.

I draw from my own experiences. For example, I overcame emotional and physical obstacles to achieve in the physical area. After nearly drowning in the ocean as a preschooler, I was water phobic until age 11 when I finally learned to swim at a scout camp. I went on to become a life guard and water safety instructor, currently specializing in helping children and adults overcome their own water phobias.

Although I was belittled for my gait, awkwardness and slowness as a youngster, I took up jogging as an adult, won numerous awards and completed a marathon. I also earned a first degree brown belt in karate.

I succeeded in academics, despite the reading problems resulting from a mild form of dyslexia, by studying many extra hours. Labelled a "bookworm," I sought out role models who would serve as my advocates and supporters.

Today, I make every effort to serve as a role model for patients who are seeking that significant other.

I am in an advantageous position to deal with parents and teachers. Rebellious against the traditional female role while growing up, I was a personality and temperamental misfit in my relationship with my conservative parents.

Certain college professors felt threatened by my intellectual curiosity when I asked questions to which they had no answers. Realizing that many of them had been narrow in their thinking and philosophies, I am able to demonstrate greater than usual tolerance of my more challenging clients and students.

I am better able to serve more effectively as a liaison between students and their teachers or parents because of the insights from my past.

Recognizing and understanding diversity in ourselves and others is tantamount to motivation. Such understanding generates cyclical inspiration—therapist to patient and patient to therapist—that is beautifully integrated in the therapeutic process. Feedback from some of my students helps reinforce the positive aspects of this process.

The greater the experiential reservoir, the more effective we may be with diverse populations. (Refer to the empathy checklist on page 9 to help stimulate your recall of those experiences which might be similar to those of your students or patients.) Sincere empathy creates a strong therapeutic alliance which provides support and encouragement.

The magic of therapy comes from the ability to enable our patients to accept themselves positively, to feel in control and, consequently, to take control of their lives. It is important that we help them—or the significant others of younger patients—to understand the concept of learned helplessness.

We must show them how they have the ability to convert negatives to positives. We must help them to realize that although we may not always be able to control people and circumstances, we can control how we react to them. This sometimes involves modifying our behavior in a constructive way.

Above all, we must help them remember that we may aspire to greatness because of or in spite of diversity.

* Dr. Ellicott is a speech-language pathologist, learning consultant and child development specialist in New Jersey.

References
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