training appropriate communication behavior which enablesa person toact in his/her wn modeling

123 Pages·2007·2.3 MB·English

DOCUMENT RESUME
RC 013 655
ED 223 390
LaFromboise, Teresa Davis
AUTHOR
,
Indians:
Assertion Training With American
TITLE
Cultural/Behavioral Issues for Trainers.
Education and Small
ERIC Clearinghouse on Rural
INSTtTUTION
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(ED), Washington, DC.
NatiorW. Inst. of Education
SPONS AGENCY
Dec 82
PUB DATE
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Indian Education;
*American Indian Culture; *American
DESCRIPTORS
Objectives;
*Assertiveness; Behavior; Behavioral
Cultural
*Communication (Thought Transfer);
Education; *Role
Influences; Postsecondary
Education; Self
Perception; Role Playing; Secondary
Determination; Self Esteem
-ABSTAACT
preferred method of
Assertiveness training, a current
skills, strives to teach a
training appropriate communication
interests, to
act in his/her wn
behavior which enablesa person to
rights
comfortably, Or to exercise one's own
expreds honest feeling§
could be
others. Assertion training
without denying the rights of
for Indians to create
envisioned as an intervention strategy
by
which their future is determined
conditions for a new era in
in pursuit of entitlement to
Indian acts and Indian decirdions
aid
need for,services. Designed to
services 'rather than their
specialists, and mental health
educators, human development
training programs with American
professionals in developing assertion
of
discusses'assertive behavior; elements
Indian people, the manual
training
thinking; a selected; assertion
Indian culture and Indian
modeling, behavior rehearsal and
model composed of instruction,
rights
training to express Indian
feedback; application of assertion
involving
of communicating messages
and responsibilities; aspects
role
and interpretations of mutual
combined influences, perceptions,
Other
and cultural differences.
expectations of Indian and white
communications; assertion training
chapters discuss Indian non-verbal
ethical considerations for
with Indian adults; practical and
Appendicéb
Indian asskrtive behavior.
trainers; and assessment of
for
agenda, and suggested exercises
provide references,.a workshop
(Author/ERB)
assertion training.
.
,
********************************)**************************************
...
*
the best that can be made
Reproductions supplied brEbRS are
*
*
from the original document.
*
***********************************************************************
.
.
Assertion
raining
Indians
With American
U.S. DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
f' ITLA-h()NA: RFSOURCES INFORMATION
.
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474044A:01
ASSERTION TRAINING WITH AMERICAN INDIANS:
CULTURAL/BEHAVIORAL ISSUES FOR TRAINERS
TERESA DAVIS LaFROMBOISE
University of Nebraska
1982
Decem6er
(ERIC)
Educational Resources Information Center
ClearinghouSe on Rural Education and Small Schools
(CRESS)
New Mexico State University,
Mexico 88003
Las Cruces, New
III
The National
Institute of
Education
U.S. Department of
Education
Washington D.C. 207.OS
Education and Small Schools
The ERIC Clearinghouse on Rural
The
Institute of Education.
is funded by the National
pursuant to contract
material in this publication wasprepared
Education, U. S.
with the National Institute of
no. 400-78-0023
projects
Contractors undertaking such
Department of Education.
encouraged to express freely
under-government sponsorship are
Prior to
and technical matters.
their judgment in professional
critically reviewed for deter-
publication', the manuscript was
Points of view or opinions,
mination of professional quality.
the official view or
however, do not necessary represent
Clearinghousel's parent organization or
opinions of either the
Education.
the National Institute of
Felipe Pueblo
Leroy Sandoval, member San
Cover designed by:
Ann Guerrero
Color enhancement by: .Debra
available for $11.25
This document is
From the
for Rural Education
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C-1
Publications Department
Box 3AP, NMSU
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NM
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and
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e
Gitandmoth en B
ACKNOWLEDGEMENTS
participated in the development
fellow Anishinabegs who
My heart goes out to my
of this training manual:
staff, Oklahoma City, Oklahoma
Native American Center
committee members,
Title IV, Part A, parent
Bridge Between Two Worlds,
and Benton Harbor, Michigan
Grand Rapids,.Michigan
trainees, Sault Ste.
Welfare Agency counselor
Michigan Indian Child
Marie, Michigan
committee members,
administrators, and parent
Johnson O'Malley teachers,
New York
Seneca Nation, Salamanca,
Keshena, Wisconsin
counselors, Menominee County,
Unified Health Board.
Lansing, Michigan
Department of Social Services,
Indian Homemaker Aides,
and Phil Lujan, Oklahoma University,
Wayne Rowe, Marlene Echohawk,
Norman, Oklahoma
Raleigh,
Indian Affairs administrators,
North Carolina Commission on
North Carolina
Tribe, Mt.
members, Saginaw Chippewa
Indian Education Committee
Pleasant, MicKigan
Massachusetts
committee members, Boston,
Boston Indian Council parent
who freely contributed
Mt. Pleasant, Michigan,
.Saginaw Chippewa friends,
typed and
Ruth Moses who laboriously
ideas and support, especially
compiled.
Salamanca, New York,and
Graphics Department,
Jeff Snow, Seneca Nation
Nebraska
Lance Artist, Lincoln,
Jose Sanchez, Free
models through video-
demonstrated Indian role
Friends who unselfishly
manual could be carrfed to
of this training
taping so that the message
Lujan, Cliff
Louise Dauphinais, Phil
Winona Simms, Paul and
others:
Julia Gibson,1 Barbara
Barse, Sharon Pipestem,
Shilling, Harold and Leslie
Stewart
Weryackeve, Scott and
Walkingstick, Chibon Marks, Susan
Cook, Linda Poolau, Tho pson
Tom De Haas, Alan
Tonemah, Anita Chilsom,
arrow,
Sifford, Leland
Violet Tsosie, Rich
Williams, Monroe Pohoscucut,
and Anne Ballard.'
aidvisory
American Women staff,
Professionalization of
Valerie Shangreaux,
boand and participants.
Migwetch
TABLE OF CONTENTS
PAGE
CHAPTER
1
ASSERTIVE BEHAVIOR
I.
1
An Nerview'
,
2
What Is Assertiveness?
3
What Is Assertion Training?
4
Expectations of Training
6
INDIAN BEHAVIOR
II.
6
Cultural Diversity
7
Traditional Role Models
8
Extended Family System
9
Traditional Values
14
ASSERTION TRAINING MODEL.
III.
.
14
Group Formation and Composition
15
Training Rationale and Goals
15
Criteria for Trainee Selection
15
Instructions
17
Types of Assertions
18
Modeling
20
Behavior Rehearsal
21
Script Writing
21
Evaluation of Consequences
22
Role-Play Procedures
22
Cognitive Restructuring Procedures
23
Feedback
26
Homework Assignments
28
INDIAN RIGHTS AND RESPONSIBILITIES
IV.
29
Rights
Techniques for Sabotaging Indian
32
Developing an Assertive Belief System
35
MESSAGE MATCHING
V.
37
Context
38
Indian-White Language Comparison
40
Message
41
Sender
43
Target Person
47
INDIAN NON-VERBAL COMMUNICATION
VI.
48
of Assertiveness
Training Non-Verbal Componentt
PAGE
CHAPTER
49
Non-Verbal Issues in Assertion Training
54
Perception Checks
56
ASSERTION TRAINING WITH IfiDIAN ADULTS
VII.
56
Indians.
Phases of Assertion Training with American
.
58
Workshop
58
ions
Intr
Exercise 1.
59
Self-assessment of Assertiveness
Exercise 2.
.
.
60
Consciousness Razors
Exercise 3.
60
Stimulus Demonstration
Exercise 4.
61
Indian Bill of Rights
Exercise 5.
Testimonials of Indian Assertive
Exercise 6.
62
Behavior
Assertive, Aggressive and Nonassertive
Exercise 7.
62
Definitions
63
Behavior Attitude Cycle
Exercise 8.
63
Expressing Positive Feelings
Exercise 9.
64
Exercise 10. I-Messages
65
Exercise 11. Group Awareness Profile
65
Exercise 12. Response Videotape
66
Exercise 13. Indian-White Language Comparison
.
.
66
Exercise 14. Message Matching
67
Exercise 15. Assertive Indian Messages
67
Targets
Exercise 16. Message Matching with Five
.
.
68
Exercise 17. Counter Assertions
69
Exercise 18. Wrap-up and Evaluation of Training
. .
70
Supplementary Non-Verbal Exercises
73
TRAINERS
PRACTICAL AND ETHICAL CONSIDERATIONS FOR
VIII.
73
Paraprofessionals
75
Non-Indian Trainers
76
Cultural Simulation
80
Ethical .Considerations
82
ASSESSMENT OF INDIAN ASSERTIVE BEHAVIOR
IX.
84
In vivo Measures
84
Training Simulations
85
Self-report Measures
87
Summary
88
REFERENCES
APPENDICES
97
Behavior-Attitude Cycle
I.
PAGE
APPENDICES
98
Indian Rights and Responsibilities
II.
99
Survival Ladder
III.
100
Rehearsals
Scripts for Indian Behavior
IV.
103
Oestionnaire
Assertion Training--Reinforces
V.
104
Workshop Agenda
VI.
106
Consciousness Razors
VII.
107
Script
Definitions Activity--Role-Play
VIII.
108
Behaviors
Verbal and Non-Verbal Assertive
IX.
a
109
Group Awareness Profile
X.
110
Message Matching
XI.
111
Workshop Evaluation
XII.
112
Training
Presenting Problems for Assertion
XIII:
CHAPTER-I
ASSERTIVE BEHAVIOR
An Overview
aid educa-
Amerid&I Indians manual is cisigned to
This Assertion Training with
professionals in develop-
specialists, and mental health
tors, human development
with American Indian people.
ing assertion training programs
The
isolated minority group in this country.
.
American Indians are the most
for all other Americans
of the American Indian is 65 years;
average life expectancy
national
the Indian is 61% of the
The average annual income of
it is 71 years.
with-
families live in sub-standard housing,.often
Fifty thousand Indian
average.
(Josephy, 1971).
adequate sanitary facilities
out running water, electricity, or
1.9% (Comp-
compared to the national average of
Indian infant mortality is 2.4% as
adults
The suicide rate of Indian
States, 1974).
troller General of the United
American
Suicide among school-age
national average.
is 1.7 times higher than the
In 1975, Indian
(Cahn, 1969).
the national average
Indians is three to five times
rate 37
dying of cirrhosis of the liver at a
females ages l5-34 were reported
(National
white females of the same age group
times greater than the rate for
These statistics on employment,
Alcoholism, 1978).
Institute on Alcohol Abuse and
and sufferings
nothing of the human pressures
income, education, 4nd health convey
Indian people
of injustices and oppression.
experienced throughout generations
problems as
the poor and expfqlence numerous
maintain the status of poorest of
oppressions
economic, and political
of dealing with cultural,
a result of years
acculturate them.
them, "civilize" them, or
which were designed to eradicate
assimi-
and have not been readily
Indian people have withstood these pressures
the competitive
adaptable people, and also because
lated because they are a very
Although the popula-
alien to Indian ways.
American value system was fundamentally
improving, it is com-
and their physical health
tion of American Indians is growing
have
that Indian people,appear to
by Indians and non-Indians alike
mon knowledge
Even though
society.
communicating with the majority
trouble effectively coping and
Indian people
hostility or agression, many
there ore occasional outbursts of
They
non-assertive manner.
considered a passive,
frequently act in what would be
refrain
uncomfortable situations and
to remove themselves from
are often inclined
Unfortunately, people who
feelings, and opinions.
from expressing their ideas,
gain what is right-
non-competitively may be unable to
act non-assertively and
their chosen way
Indians must not only defend
fully theirs in American society.
concerning ways of
opinions, ideas, and feelings
of life, but also assert their
For these reasons, it would seem
of living.
improving and preserving Indian ways
American Inbians
partcularly helpful to
likely that assertion training would be
self-determination:
from a state of oppression to
in making the transformation
skills is
appropriate communication
A current preferred method of training
personal power-
The recurring theme of
training.
popularly known as assertiveness
is a basic
for self-determination,
lessness, reflected in Indian protestations
teach a behavior
The goal of this training is to
training.
tenet of assertiveness
stand up for oneself
his or her own interests, to
which enables a person to act in
exercise one's
honest feelings comfortably, or
without undue anxiety, to express
is)