Originally posted at 30seconds.com
Originally posted at www.mominthecity.com/valuable-tips-for-practicing-empathy-during-the-pandemic
“Redskins.” “Indians.” These appellations are offensive to both Native Americans and to those in youth education intent on reversing the harm that stereotypes cause. Three cheers for the Trademark Trial and Appeal Board (“Patent Office strips Redskins of trademark,” June 19)! Native American mascot names should be abolished for ALL sports teams (schools, universities and professional sports). Why? Research led by psychology professor Chu Kim-Prieto of The College of New Jersey showed that exposure to Native American team mascots increases a person’s negative stereotyping of other races. When society condones stereotypes, youth and adults think it is OK to use other stereotypes — which ultimately leads to more bias and discrimination. Inspired by this research, the Kidsbridge Tolerance Museum created an evidence-based exhibit where youth and educators discuss the use of negative stereotypes. The exercise leads to attitude improvements in both empathy and stereotype knowledge for visiting elementary and middle school youth. Native Americans are represented as successful professionals—lawyers, doctors, etc.—not as persons with “red skin.”
The Rutgers University basketball fiasco is déjà vu all over again. It’s yet another classic tale of bullies, victims and institutionalized bystander behavior by adults who should know better. So, while the press focuses on the bullies and the victims, it’s the role of the bystander at both institutions that should be examined more closely.
As with Penn State, where football coach Joe Paterno was arguably an unchecked bully, whose behavior was tolerated for decades in the name of profit, Rutgers basketball coach Mike Rice was allegedly an abusive bully for years and Athletic Director Tim Pernetti seemingly played the role of bystander.
At both schools, the bystanders in their respective administrative positions failed to protect kids. They apparently stood by, said nothing, and made the active decision to deem abusive behavior against kids an acceptable risk.
Unfortunately, we are largely a nation of bystanders. Businesses, government agencies and academic institutions count on us to say nothing and look the other way. Our bystander culture will not change until we as parents, taxpayers and concerned citizens make a commitment to teach kids, teens, undergrads and adults how to stand up and speak out.
But more so, we have to teach ourselves to be “upstanders.” We have to show zero tolerance for institutionalized bullying not only of our children, but against those adults, aka whistleblowers, who call attention to abuse in the first place.
One person could have reported these abuses and bullying — months if not years sooner. Just one person could have made a difference by standing up. But it will take more than one upstander. Until we increase our upstander numbers, our children will continue to pay the price.
1) What do you do?
KIDSBRIDGE is a non-profit organization dedicated to providing imaginative, hands-on programs focusing on: anti-bullying and anti-cyberbullying; tolerance; diversity appreciation and respect for all persons; victim empowerment and positive self-esteem; conflict resolution and empathy; sensitivity to persons with disabilities; understanding of LGBT persons, grassroots youth activism and media literacy. Since 1996, Kidsbridge has sought to fill the large voids that exist in the learning of life skills, character education and diversity appreciation with knowledge, aspiration and empowerment.
The Kidsbridge Tolerance Museum is the only anti-bullying, youth-oriented tolerance museum in the United States, and is generously housed on the campus of The College of New Jersey in Ewing (outside of Trenton and Princeton). Each year more than 2,200 students and teachers visit the Museum, learning strategies to better deal with the challenging character education and diversity appreciation issues facing today’s youth and educators. In an open and interactive environment (also known as a learning lab), TCNJ students and professors, along with volunteer retired educators from the local community, meaningfully interact with visiting elementary and middle school students and educators. To date, more than 10,200 youth have visited the Museum.
2) Tell me about your latest work or project in media literacy.
Designed for middle schoolers who visit the Tolerance Museum, the program’s pedagogy is small group discussions led by a retired educator or a trained college student. First, a media clip is shown that portrays exclusion, humiliation, violence or stereotypes. Then the docent generates an interactive discussion inviting the students to share their impressions. Students are then asked what they would change about the media and asked if the TV/internet clip affects their attitudes about others. They are queried: “Would the show be better or worse if we eliminate the violence? if we eliminate the stereotypes? eliminate the back-stabbing? etc.
This media literacy program was measured to have statistically significant improvements in attitude. After the program, more students disagreed with the statement “television and movies are a good way to learn about how other people live,” and more students strongly rejected the idea that stereotypes on TV “reflect the way different people are in real life” than they had before the program.
3) Why is media literacy important to you?
Media Literacy is important to Kidsbridge because so few educators and parents watch and discuss television and internet media with children, teens and tweens. It is our hope to expand our program and conduct this training.
4) What are you most excited about in the media literacy field?
At Kidsbridge, we are most excited about the opportunity of teacher and parent training — educating them how to watch media with a critical eye analyzing what lessons we can learn together from cruel, exclusionary, back stabbing and violent media.
5) Why did you become a NAMLE member – what benefits do you see to membership and how will it support your work?
I was lucky to attend NAMLE’s last conference as a presenter and attendee; the sessions and the resources available were fabulous. I feel informed and appreciate the NAMLE emails and hope to attend the next conference.
Our August 13th Times of Trenton guest opinion column on NJ.Com. Original article here: Opinion: Penn State abuse case shows we must teach empathy, morals, ethics | NJ.com
The court decided former Penn State Coach Jerry Sandusky was guilty. The Freeh report concluded various top Penn State University officials and the late Coach Joe Paterno had “failed to protect against a child sexual predator harming children for over a decade.”
Now, the national discussion should focus on what we need to do to return to a society of people who see wrong and try to stop it, to paraphrase Robert F. Kennedy. Instead, we are a nation of bystanders — afraid to stand up, afraid to speak out, afraid to do the right thing or make the right call.
Those in power bank on us to see nothing, say nothing and do nothing. There was no power greater at Penn State than the one that resulted from the unholy alliance of deniability between university leadership and a profitable football program. It is a microcosm of what is wrong with our country.
For all the academics and sports that are taught on college campuses, we need to include more empathy, morals and ethics instruction. Penn State and other schools can take this opportunity to reverse an empathy deficit and espouse both kindness and advocacy. But empathy can take us only halfway to the goal line. The other half of the lesson is that college students/teens need to be taught how to take action, be courageous, intervene and stand up and speak out. Being empathetic is largely ineffective and meaningless to the victim — if we don’t act.
The administrations need to be fixed, too: Individuals need to be trained and prepared for making the right decisions if/when the next situation presents itself.
Penn State President Rodney Erickson said: “We remain committed to our core values.” But values are not enough if they just exist on a wall plaque. The entire university community needs to learn empathy and then be empowered to act. Only then do values become behavior, and kids, in this case, might be spared millions of lifetime moments of agony.