Race Equality and Cultural Awareness Programme
RECAP
Session 1
Introduction
1
“If you talk to a man in a language he
understands, that goes to his head.
If you talk to him in his language, that goes
to his heart.” (Nelson Mandela)
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Introducing yourself

Name

Job role

Why I am here

Say 3 things about myself, 1 of these is a
fantasy/untrue.
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RECAP Background and Context*


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The term ‘Black and minority ethnic’ (BME) is used to refer
to all people of minority ethnic status in England. It does
not only refer to skin colour but to people of all groups
who may experience discrimination and disadvantage,
such as those of Irish origin, those of Mediterranean origin
and East European migrants. (Delivering Race Equality,
2005)
RECAP training materials were commissioned by the
Delivering Race Equality Programme.
The original RECC training grew out of Module 5 of the 10
Essential Shared Capabilities (ESC) training materials
(free to download from www.lincoln.ac.uk/ccawi.)
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RECAP -Background and Context *


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The ESC are a set of 10 descriptors of values and
behaviours that service users and carers consider to be
the essential prerequisites of high quality mental health
care.
RECAP is a programme which like the ESC asserts that
service change and improvement is only possible when
you examine and reflect on the values bases of
practitioners and recipients of services.
This RECAP roll out programme has been
commissioned by the national Delivering Race Equality
Programme.
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Why RECAP Training?

There are significant and unacceptable inequalities in the
access to mental health services that black and minority
ethnic patients have, in their experience and outcome of
services.
– Black Caribbean and White/Black Caribbean Mixed groups –
Longest stays
– Minority ethnic groups inpatients admissions –2005 20% , 2008
23% (Increase in Other White group)
– Admission rates for Black groups were 3 – 5 times higher

All this fuels the ‘circle of fear’ that can deter black and
minority ethnc (BME) patients from seeking early
treatment for their illness.
(Count Me In Census, 2008)
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Learning Objectives
• The RECAP learning materials are designed to
– develop knowledge and understanding of racism,
– develop knowledge and understanding cultural difference and
– recognise the impacts of discrimination.
• The learning materials will also enable people to
develop their practice skills in
– promoting race equality,
– working positively with cultural difference and
– effectively dealing with the impacts of discrimination on
individual and institutional levels
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The Vision
Eliminate discrimination!
If you are unaware you are at risk
of discriminating, unwitting is not
a valid excuse!
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Outline of the RECAP course.
Session 1
 Group forming
 Introduction to RECAP
 Introduction to The
RELATE model
 What is discrimination?
 Our ‘frame of reference’.
 The Cultural Rainbow?
Session 2
 The Cultural Iceberg
 The Social & Individual
Context of Mental Health
 Diversity Dilemma activity
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Outline of the RECAP course
Session 3
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Stereo types
Circles of Fear
Communicating with service
users in a clinical setting.
UK immigration
Population Statistics
Count me in Census 2008
Themes of Equality
Personal empowerment
The RELATE model©
Session 4

Case study practice of The
RELATE model

Self Reflection & Action Plan
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What does discrimination mean
to you?
Draw a picture of what discrimination means to
you.
 After you have finished your drawing, find a
partner and discuss each other’s pictures.
 When you have finished your discussions, place
your pictures up on the wall.

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Discrimination
(unfair treatment of a person or group on the basis of prejudice)2
Sexism - discriminatory or abusive behaviour towards members of the
opposite sex
Caste discrimination - UNICEF estimates that discrimination based
on caste affects 250 million people worldwide
Classism - is grounded in a hierarchy belief system that ranks people
according to socioeconomic status, family lineage, and other class
related divisions. This system leads to a drastic income and wealth
inequality
Nepotism - favouritism shown to relatives or close friends by those in
power (e.g by giving them jobs)
Heterosexism - discrimination in favour of heterosexual and against
homosexual people
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Discrimination
(unfair treatment of a person or group on the basis of
prejudice)2
• Fattism - discrimination against people who are overweight
• Lookism - is discrimination against or prejudice towards others
based on their appearance
• Cronyism - favouritism shown to friends and associates (as by
appointing them to positions without regard for their qualifications)
• Ageism - discrimination against a person or group on the grounds of
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age
Discrimination
(unfair treatment of a person or group on the basis of prejudice)2
• Ableism - discrimination in favour of the non-disabled
• Heightism - in principle it can refer to unfavourable treatment of
either unusually tall or short people.
• Language discrimination - people are sometimes subjected to
different treatment because their preferred language
• Employment discrimination - refers to discriminatory employment
practices such as bias in hiring
• Racism -discriminatory or abusive behaviour; towards members of
another race
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Discrimination
(unfair treatment of a person or group on the basis of prejudice)
What is your experience of
discrimination?
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Types of discrimination2
• Direct Discrimination - A person treats another less
favourable on racial grounds which amounts to a detriment for
that person.
•
Examples of direct discrimination are:
– refusing to serve Asian clients
– ignoring the racial harassment of tenants or employees
– requiring only Black patients to produce their passports before they can
receive hospital treatment
– assuming that all Black prisoners are aggressive and therefore subjecting
them to harsher discipline than white prisoners
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Types of discrimination2
• Indirect Discrimination - a race neutral requirement which
impacts adversely on particular racial groups and cannot be
justified on non-racial grounds.
• An example of Indirect Discrimination:
– Requiring job applicants to hold GCSE qualifications in Maths and
English. This is a race neutral requirement as it is applied to everyone,
but it will obviously affect people from other countries who were not
educated in this country.
– This is because it is unlikely that people from abroad will have GCSE
qualifications even though they may have the required literacy and
numeracy or equivalent qualifications to be able to do the job.
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Types of discrimination2
• Victimisation - a person suffers a detriment due to
them having made or supported a complaint of racial
discrimination in good faith.
• An example of "victimisation" is:
– A worker is racially abused by a colleague and makes a
complaint to his / her manager.
– The company fails to take action and when the worker complains
again, she/he is sacked for being a troublemaker.
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Discrimination
Bullying & Harassment.
• For practical purposes those making a complaint usually define what
they mean by bullying or harassment – something has happened to
them that is unwelcome, unwarranted and causes a detrimental
effect. If employees complain they are being bullied or harassed,
then they have a grievance which must be dealt with regardless of
whether or not their complaint accords with a standard definition.
• It can include; spreading rumors, ridiculing or demeaning someone,
exclusion or victimization, unfair treatment , overbearing supervision,
unwelcome sexual advances, threats, deliberating undermining a
competent worker…..
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Discrimination
Institutional Racism
Institutional racism is concerned with racial discrimination that has
been incorporated into structures, processes and procedures of
organisations, either because of racial prejudice or because of
failure to take in to account the particular needs of black and ethnic
minority people.
The Lawrence Inquiry (1999) put forward the following definition of
institutional racism:
'The collective failure of an organisation to provide an appropriate
and professional service to people because of their colour, culture or
ethnic origin.
It can be seen or detected in processes, attitudes and behaviour
which amounts to discrimination through unwitting prejudice,
ignorance, thoughtlessness and racist stereotyping that
disadvantage ethnic minority people.
It persists because of the failure of the organisation openly and
adequately to recognise and address its existence and causes by
policy, example and leadership.
Without recognition and action to eliminate such racism it can
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prevail as part of the ethos or culture of the organisation.'
Three Components of
Institutional Racism
Institutional Racism
Collective
Failures
Unwitting
Behaviors
Poorer
Outcomes
Hári Sewell 2009
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Tackling discrimination
Organisational discriminations – i.e.
in systems and processes
Use organisational
Policies and procedures
Individual Encounter
Use RELATE Model
The RELATE Model
Caroline Hounsell, 2008
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What discriminatory names or
phrases are used for BME people?
• In pairs discuss honestly:
– Have you ever used these names or phrases
yourself?
– If you don’t use them anymore, why not?
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LIKES/
DISLIKES
FAMILY
SITUATION
- SIZE, ETC
CULTURAL
INFLENCES
ADD OTHER
INFLUENCES
EARLY
CHILDHOOD
PLACE OF
BIRTH
WORK
EXPERIENCE
VALUES
GENDER
AGE
ME
SPIRITUALITY
ASPIRATIONS
EDUCATION
HOBBIES/
INTERESTS
FURTHER
EDUCATION
RELATIONSHIPS
ACHIEVEMENTS
The Frame of Reference - by Jacqui and Aaron Schiff
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Frame of Reference Activity
• Task: Draw your own frame of reference . Think
about how our values and beliefs influence your
perceptions of situations and events. When you
have finished find a partner and discuss your
frame of reference.
Culture is……….
•
Made up of a number of factors
such as values, language,
traditions, religion, rituals, symbols,
food, clothes and fashion
•
Chosen or rejected by individuals
and often results in parts of
cultures being brought together by
people leading to a constant mixing
of cultures
•
Always changing with time and with
different groups of people in
society
•
Not easy to define clearly as it is not just a
collection of facts that can be learned or
passed on to people who are new to that
culture
•
Rich and varied, with a range of different
values within each culture
•
Not value free – for example in a racist
society in which Black people’s cultures
will tend to be seen as inferior to White
people’s cultures; lesbian and gay culture
will be seen as inferior to heterosexual
culture; deaf culture will be seen as inferior
to hearing culture etc…
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The Cultural Rainbow
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Read through the Handout 1 and work out where you
would place yourself on the Cultural Rainbow Continuum.
Put a mark on the Cultural Rainbow profile sheet in a place
that best suits your view. When you have finished the
profile sheet, pair up and discuss your profiles.
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Feelings – Expressive
You need to help people
show those around
them ‘how they feel’
so they can teach
people how to treat
them.
3 Feelings – Reserved
Feelings -Inclusive
Cultural
Rainbow
You need to enable people to You need to help people to
function practically and
effectively in their lives
as well as taking people’s
feelings into account and
maintaining good
relationships.
cope with strong
emotions to enable
them to function and
get on with their lives.
Rules – Flexible
You need rules and
regulations are applied
fairly to the individual’s
needs. This enables
people to use their
discretion.
Rules – Inclusive
You need to apply rules and
regulations in a fair way but
also meet the needs of the
individual’s circumstances,
which also enables people’s
discretion.
Rules – Standardised
You need to consistently apply
rules and regulations to
match agreed protocols.
Individuality – Group
You need to make sure that
peoples social networks
are functioning well to
enable them to be
properly supported.
Individuality – Inclusive
You need to encourage people’s
autonomy growth and
responsibility within a
supportive well functioning
social environment.
Individuality –Individual
You need to make sure that
people have a sense of
autonomy whilst providing
opportunities for personal
growth and development.
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Problems – Holistic
You need to step back from a
situation to get an overview
of the complete situation.
This improves understanding
and enables people to make
better decisions.
Problems – Inclusive
You need to have a holistic view of a
person’s situation as well as
analysing complex problems and
data to generate accurate
information about key factors.
Status – Ascribed
You need to show respect and
acknowledgement for
peoples achievements which
play a vital role within
organisations and
communities.
Status –Inclusive
Respecting and recognising people for
their performance as well as
respecting their social and cultural
value. It is important to Respect
the experience they bring to
stabilise our environments.
Status – Achieved
You need to validate people’s
achievements within their
current performance in role and
their recent accomplishments.
Environment – Acceptance
You need to acknowledge the
impact and restraints of their
decisions and behaviour.
People can be successful and
harmonious by adapting to
the environment.
Environment – Inclusive
You need to take action to change and
influence what people are able to
do by understanding their
environment and designing
strategies that optimise harmony.
Environment – Control
You need to engage in direct action
to influence and change their
situations. If they use careful
analysis and determination
success is a more likely
outcome.
Time –Inclusive
You have learnt from your past
experiences and hold an
understanding of the present, this
enable you to plan creatively for
the future.
Time – Present –future
You need to look ahead and
construct plans that will
prepare for the future and help
to capitalise on opportunities
available now.
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Time – Past – present
You need to learn lessons by
looking back and gaining
perspective to appreciate
your own and others
achievements. This view
point enables clarity and
greater confidence.
Problems – Analytical
You need to get a better analysis of
a complex situation by focusing
on the detail to achieve
accurate data.
Session 1
•
•
•
•
•
•
Group forming
Introduction to RECAP
Introduction to the RELATE model
What is discrimination?
Our ‘frame of reference or
The Cultural Rainbow?
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References
1. Peter Ferns was commissioned to produce this material by the
NIMHE New Ways of Working Team (with other contributors being:
Premila Trivedi, Suman Fernando & Dominic Makuvachuma Walker)
• 2.
http://www.direct.gov.uk/en/Employment/ResolvingWorkplaceDisput
es/DiscriminationAtWork/DG_10026557 accessed 18/05/09
• 3.
Trompenaars, F. & Hampden-Turner, C. Riding the Waves of
Culture: Understanding Cultural Diversity in Business (Second
Edition) London: Nicholas Brealey (1997)
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“Be the change that you want
to see in the world”.
- Ghandi
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