1. Professionalism Basic Standards & Expectations Macheo Payne Lincoln Child Center 2011

3. ACTIVITY (there is no wrong answer. This is what YOU believe personally) In pairs, write down 2 basic assumptions and 2 beliefs about who our clients are. Then write down 2 or three things that you feel they need (from us at Lincoln) as a result of the above assumptions & beliefs. What do we believe? GROUNDING BELIEFS

5. What is the best way to meet the goals? Supporting clients in meeting the goals requires building strong relationships. How do these relationships support clients meeting goals? MEETING THE GOALS

6. Basic Standards & Expectations Accountability (always hold yourself as well as clients accountable) But what does that look like? Communication (professional, authentic, therapeutic for the client) But what does that sound like? Presentation (Model appropriate attitude, dress, manners & demeanor) But what does that feel like? Job Function (Remain focused and engaged according to your role & duties) But what does that look like? Teamwork (you are a part of a team of people who all contribute to the treatment) WHAT IS EXPECTED

7. Building Relationships Relationships have cycles. Time cycles & Behavior cycles. Oftentimes, the clients relationships with you reflect them replaying cycles with previous adults with you. HOW RELATIONSHIPS WORK

9. These work because ANYTHING you do will establish a relationship but whether it lasts or not depends on how it is focused on treatment or situational relief. There are strategies that can build strong short term relationships but will decline after a short time because of inconsistency in roles, messages, level of support, shift in level of trust, etc. These don’t last because they provide the student with an unsustainable sense of support, doesn’t move them toward their treatment goals, undermine the schools stated mission, & your authority as a staff person. WHY THIS DOESN’T WORK

12. CULTURAL 1. Adaptations of oppression 2. casual register vs. formal register 3. Code switching 4. Modeling vs. mimicking or mirroring 5. Transference & counter transference 6. Cultural model: Treat them like my son vs. treat them like their parent would like us to treat them (even if they are not willing or able) 7. Self-esteem in connection with client rapport 8. Culture of class: college degree, wage earner, professional career, middle class capital, successful navigation of social & political institutions 9. Meeting client’s needs vs. meeting our needs BEING CULTURALLY RESPONSIVE

13. Boundaries CULTURAL What are some challenges with not being able to relate to the clients? What are some challenges with over identifying with the clients? How does it affect treatment?

14. Boundaries CULTURAL When someone says “you think you white!” or “you hella fake!” what does that mean? What is the meaning behind them saying it? What does it indicate about you or the client?

15. Purpose Refine our role… contextualize our function. How does that look? What does that NOT look like? Coping (strategies for effective functioning) Coping for what? To be more comfortable with racism? Why are they here? Is race a factor? How?

16. Purpose Camara Phyllis Jones, MD, MPH, PhD- Allegory of the Rose garden 1. Divine determinism- proven false 2. Biological determinism- proven false 3. Cultural determinism- still debated 4. Self-imposed- determinism- rarely questioned Nutrient deficiency

17. Undiscussables What are we afraid to talk about?

18. Boundaries “ You Are Loved”

19. Boundaries “ Get the most points possible”

20. Boundaries Dominant paradigm: Lose – Lose = Lose - Lose Win – Lose = Lose – Lose Lose – Win = Lose – Lose The only solution: Win – Win = Win – Win

21. Boundaries Basic Feedback Triggers Basic Instincts It is not received as support but as a threat or attack - We take it personally - We feel attacked - We defend our actions - We attack

22. Professional Tone Your attitude reflects your Values Your tone reflects your Emotions Your level of patience reflects your Capacity Your approach reflects your Ability Taking Responsibility vs. Blaming Addressing vs. Deflecting Trust vs. Suspicion Integrity vs. Deception High Standards vs. Situational Performance

23. Professional Tone Receiving & Giving Feedback “ I” Statements vs. You, they, them, etc. Right now or there Right now, there vs. Always, never, have been times when… everytime, only, etc. Balanced vs. Onesided Solution focused vs. Fatalistic, problem rooted Objective listening vs. Selective hearing

24. Professional Disposition FUNDAMENTAL ATTRIBUTION ERROR (also known as correspondence bias or attribution effect) describes the tendency to over-value dispositional or personality-based explanations for the observed behaviors of others while under-valuing situational explanations for those behaviors. The fundamental attribution error is most visible when people explain the behavior of others. It does not explain interpretations of one's own behavior—where situational factors are often taken into consideration. This discrepancy is called the actor–observer bias.

29. Boundaries Group Activity 1. What are the staff boundary issues at Lincoln? (How do staff exhibit problematic behavior regarding persona, professional or client boundaries?) 2. Why are these issues present? What are the conditions that facilitate these issues? 2. How can they be effectively addressed?

31. Purpose Why are you here? (in this line of work) What has led you to this work? What about this work speaks to you and who you are? What do you bring to this work? What do you gain from this work?