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If one asks for success and prepares for
failure, he will get the situation he has
prepared for.
- Florence Scovel Shinn
Where do the lies come from? How do they originate?
How did they find their way into the early childhood events of a person’s life?
It often comes from the child’s own thinking and personal interpretation of
what happened.
Children will almost always misinterpret life. This misinterpretation is not the
fault of the child since he is incapable of making true interpretations about life.
As a parent, I am responsible to see that my children interpret life correctly.
I must pass on to my child daily the truth that they are loved, valued, capable,
and significant. If I do this, they will reach adulthood with a true concept of
who they are. If I shirk this responsibility, I am leaving it up to my child to
figure it out for him/her self. The likelihood is they will not.
WHATEVER I tell them through my actions and words will be the
truth for them, even if it is a lie (Smith, 2000).
Dr. Ed Smith
"This information was borrowed with permission from the Theophostic Prayer Ministry (TPM) Basic seminar training manual,
New Creation Publishing, 1996, 2000. This program is not affiliated or endorsed by TPM.
Complete training in the Theophostic process is available at www.theophostic.com or by calling 270-465-3757.
Please do not attempt to use the TPM approach without completing the basic coursework."
Maladaptive Patterns - Scripts
• Identify one negative way you were treated
in your childhood repeatedly.
• Identify something negative that you saw
the adults around you do in your childhood
repeatedly.
• Identify something negative that someone
did to you in your childhood that really hurt
you.
• Name something negative that you saw
happen in your community on a regular
basis.
• Identify the negative way people who were
supposed to love each other treated each
other around you as a child.
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
Adaptive Patterns - Scripts
• Identify one positive way you were
treated in your childhood repeatedly.
• Identify something positive that you saw
the adults around you do in your
childhood repeatedly.
• Identify something positive that someone
did to you in your childhood that really
inspired you.
• Name something positive that you saw
happen in your community on a regular
basis.
• Identify the positive way people who
were supposed to love each other treated
each other around you as a child.
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
• Generalize it into a script format
Private Client
Professional/Caucasian Man
You have to be more careful than other people.
It is very important to be involved in your children’s lives.
Punishments should be fair.
You are loveable.
You should handle your frustrations appropriately.
You should be spoken to in a loving, caring tone.
You should be acknowledged for your successes.
You should be kind and sensitive to others.
It’s okay to express your emotions in certain situations but not in others.
You should have boundaries as to what is said and done around your children.
You should take care of your property.
You should take pride in everything you do.
There is something wrong with people who don’t look like you.
African-American people have a lot of rhythm and are very athletic.
Your worth and value as a person is connected to your latest performance.
People are only tolerating you.
People should be judged according to how they perform.
If you perform badly, then you are a disappointment.
Don’t ask too many questions because you will irritate others.
Adjust to situational cues.
Compared to people with money, you come up short.
Higher education is very important.
Anneshia’s Unconscious Self-Concept
My value as a person is directly related to my latest and greatest performance.
I have to be perfect.
I have to do everything perfectly.
Hurry up! Move it! I have to do everything right now – fast!
There is something wrong with me.
Personal safety requires isolation.
I have to compensate for my presence with goods and services.
People are only tolerating me.
There is something wrong with everything I do.
I have to explain myself to others because I am suspect.
I am at the mercy of other people’s decisions.
I am expected to know things automatically that I was never taught.
Compare to others, I come up short.
Family members are people close to you who hurt you. Family is not important.
What other people think is more important than what I think or know.
What other people say carries more weight than what I say.
Everybody is more important than me.
I am not good enough to be smart – everyone will think I cheated.
Don’t make waves.
Everything I do will turn out wrong.
I don’t look right.
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Component #2
Historical Trauma
Learning and Teaching Lies!
Joel Brooks Jr.
Cup Conscious People
-AKA-
Container Focused!
Historical Trauma
Historical trauma is defined as “a constellation of characteristics associated
with massive cumulative group trauma across generations.” Historical
trauma differs from other types of trauma in that the traumatic event is
shared by a collective group of people who experience the consequences of
the event, as well as the fact that the impact of the trauma is held
personally and can be transmitted over generations.
Children of survivors can experience symptoms similar to their parents
despite the fact that they were not directly exposed to the trauma.
Examples of historical trauma include planned violence or segregation
(genocide, massacres, imprisonment), prevention of cultural or spiritual
practices (forced conversion designed to deculturate and assimilate an
entire group of people), and environmental decisions (radioactive dumping
in specific geographic areas that affect specific groups of people). There
have been numerous studies of the intergenerational transmission of
trauma.
Cari Michaels, MPH
Center for Excellence in Children’s Mental Health
Post Traumatic Slave Syndrome
Post Traumatic Slave Syndrome
• WHAT IS P.T.S.S.?
• P.T.S.S. is a theory that explains the etiology of many of the adaptive
survival behaviors in African American communities throughout the
United States and the Diaspora. It is a condition that exists as a
consequence of multigenerational oppression of Africans and their
descendants resulting from centuries of chattel slavery. A form of
slavery which was predicated on the belief that African Americans
were inherently/genetically inferior to whites. This was then
followed by institutionalized racism which continues to perpetuate
injury.
http://joydegruy.com/resources-2/post-traumatic-slave-syndrome/
Race in the Media
• News
• Crime images
• Business voices
• Tax day
• Neighborhood violence
• Internalized racism
• Hispanic awards
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Race in the Media
• Television
• Amos and Andy
• Beulah
• Good Times
• Lead White Actors in films
• Lead African-American actors in films
• Hardball
Unconscious Lies - Good Times
Being poor and struggling is a way of life.
Build then destroy it’s a routine.
Criticizing and complaining is all you are capable of doing about your situation.
Everything you do will turn out wrong – why try.
Don’t make waves.
Higher education is not important, attainable, or accessible – it’s only part of a
lofty dream speech.
Something bad is going to happen – it always does.
What other people say carries more weight than what you say.
You are at the mercy of other people’s decisions.
What you eat is not important as long as you have something to eat.
You deserve second best.
You are not important.
You don’t have a voice.
Your needs are not important.
Survival is the goal.
Unconscious Lies – AA and Latino
Unspoken, Strategically Communicated
• We are not important.
• We are at the mercy of your decisions.
• We need you to be alright.
• Compared to others, we come up short.
• There is something wrong with us.
• We are stupid or we are not as intelligent as you.
• Positions of legitimate status and influence are not
accessible to us.
Slave and Master Programming
We are
powerless
We are
less than
We are
dependent
on them
They
need
us
We’re
taking care
of them
A Dissertation Waiting to Happen Anneshia’s Stuff
Empowerment Approach
The empowerment approach to social work practice
enables practitioners to coinvestigate realities with the
poor, the working poor, people of color, women, and
those who are oppressed by virtue of sexual
orientation, physical or mental challenges, youth, or
age and to help them confront the obstacles imposed
by class, race, and differences (Lee, in Turner, 1996).
Component #3
Learning and Teaching Lies
Collaboration Process!
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Reality is simply electrical signals
interpreted by your brain!
- Morpheus – The Matrix
Collaborating Lies at Work
Employees’ Issues/Lies:
I have to be perfect.
Everything is my fault.
There is something wrong with
everything I do.
My value as a person is
connected to my latest and
greatest performance.
I am expected to possess
information that I was never
taught. If I don’t have this
information, that means I am
stupid.
Supervisors’ Issues/Lies:
I have to get it right the first
time.
I have the right to take my
frustrations out on others.
My value as a person is
dependent on my latest and
greatest performance.
I have to do everything
perfectly.
People should possess certain
information simply because I
do. If they don’t have that
information, that means they
are stupid.
Collaborating Truths at Work
Employee’s Truths:
I don’t have to be perfect.
Everything is not my fault. I can
own up to my part and hand
you your part – if need be.
I’m good at some things. I’m
not good at certain things.
My value as a person is based
on the criteria I set for it. I am a
good person, not a perfect
employee.
I am expected to possess
information that I was taught. I
have to practice what I’ve
learned, and I have to have my
information refreshed and
updated.
Supervisor’s Truth:
People make mistakes but they
don’t have to make the same
mistakes.
If I am frustrated, I need to deal
with my frustration
appropriately.
My value as a person is based
on the criteria I set for it. I am a
valuable person, not a perfect
supervisor.
I do not have to do
EVERYTHING perfectly. I can
learn from my mistakes.
People should be taught certain
information that is important for
them to have. If they don’t have
that information, that means
someone needs to conduct a
training.
Collaborating Lies
Teacher’s Issues -Versus- Student’s Issues
Teacher’s Issues/Lies:
You have to assume the
responsibilities of others.
A particular race or class of
people is not as capable as
another race or class.
People are only tolerating you.
Your value as a person is
connected to your latest and
greatest performance.
People should possess certain
information simply because you
do. If they don’t have that
information, that means they are
stupid.
Student’s Issues/Lies:
Expect others to do for you what
you will not do for yourself – then
get angry and resentful when they
won’t.
People don’t expect much from
you so that means you can’t do
much.
If someone is being nice to you
it’s a trick – he or she has a
hidden agenda.
Everything you do will turn out
wrong.
You are expected to possess
information that you were never
taught. If you don’t have this
information, that means you are
stupid.
Left Brain Confabulations
Lies that lie about the lies!
Guardian Lies
Lies That Lie About the Lies
• You have to compensate for your presence with goods
and services.
• I’m just too nice and people keep taking advantage of me.
• You have to assume the responsibilities of others.
• I like helping people.
• You have to get it right the first time.
• If I can’t do it right, I’m not going to do it at all!
• Personal safety requires isolation.
• I don’t like people. I’m a lone wolf!
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Man's mind, once stretched by a new
idea, never regains its original
dimensions.
- Oliver Wendell Holmes Jr.
If you don’t like change, your going to like
irrelevance even less!
- General Eric Shinseki
Retried Chief of Staff, U. S. Army
Sources
• Barker, P. Cognitive dissonance. Beyond Intractability. Eds. Guy Burgess and Heidi Burgess.
Conflict Information Consortium, University of Colorado, Boulder. Downloaded from
http://www.beyondintractability.org/bi-essay/cognitive-dissonance.
• Berzoff, J., Hayes, M. (2008). Biopsychosocial aspects of depression. In Berzoff, J., Flanagan, L.,
Hertz, P. (Eds.). Inside out and outside in: Psychodynamic clinical theory and psychopathology
in contemporary multicultural contexts (pp 355-383). Alanham, Maryland: Rowman &
Littlefield.
• Flanagan, L. (2008). Object relations theory. In Berzoff, J., Flanagan, L., Hertz, P. (Eds.). Inside
out and outside in: Psychodynamic clinical theory and psychopathology in contemporary
multicultural contexts (pp. 121-160) Alanham, Maryland: Rowman & Littlefield.
• Joseph, R. (1992). The right brain and the unconscious: Discovering the stranger within. New
York & London: Plenum Press.
• Lee, J. (1996). The empowerment approach to social work practice. In Turner F. (Eds.) Social
work treatment(pp. 218-249)New York: The Free Press.
• McLeod, S. (2008). Cognitive dissonance. Simply Psychology. Downloaded from
http://www.simplypsychology.org/cognitive-dissonance.html#sthash.NLjkggnQ.dpuf
• Shulman, L. (1993), Interactional supervision. Washington D.C.: NASW Press.
• Smith, E. (2000). Beyond tolerable recovery. Campbellsville, Kentucky: Family Care.
Questions