Exam Preview for 110: Courageous Conversations on Racism and Religi

Courageous Conversations on Racism and Religious Bigotry: Engaging Clients and Colleagues

Please note: exam questions are subject to change.

1. When preparing for courageous conversations with a client about racism or religious bigotry, practitioners should: Determine the best way to have a safe conversation so that the practitioner will not feel any stress or anxiety during the meeting. Focus on what they want to tell the client. Tell themselves not to be swayed by the client’s stories or arguments. Be open to learning from the client.
2. Having a brave conversation suggests that there are risks involved. What are some of the possible downsides in opening up a conversation about racism or religious bigotry? Decreased antagonist Clarify misunderstandings Greater mistrust All of the above
3. When preparing for courageous conversations with a professional colleague about racism or religious bigotry, practitioners should: Identify their primary goals for engaging in these conversations. Let the colleague know that they are planning file a grievance with their professional association. Keep the real purpose of the meeting a secret and give the colleague another reason for calling the meeting. Inform the colleague that the meeting will be recorded so that anything that is said may be used as evidence in court.
4. When determining whom to involve in a courageous conversation about racism or religious bigotry, practitioners should: Include the client Include the client and family Include the client, family, and close support systems Identify the goal for the conversation and determine whose participation will be useful in achieving this goal.
5. During a courageous conversation about bigotry, practitioners may disclose their own biases in order to: Make the client feel uncomfortable. Model that it is okay for everyone in the conversation to discuss their biases. Make themselves feel better about their own feelings of bigotry. Help the client to feel superior.
6. During courageous conversations, the strategy of “holding multiple truths” means that: There is one true interpretation that everyone should work toward. The client is always right. Each person in the conversation may have their own interpretation or truth. When the practitioner and client disagree about something, the practitioner should not validate what the client is saying.
7. Lewin’s Social Identity Theory suggests that: Each person creates their own social identity without the influence of others. Groups of people sometimes define themselves in relation to how they are different from other groups. The way that one group views another is always based on facts and evidence. The way that one group views another is never based on facts or evidence.
8. When clients feel anxious during a courageous conversation, practitioners should: Inform clients that they should not feel anxious. Ignore the anxiety and move onto a safer topic. Acknowledge how the conversation may be making them feel anxious. Explain how the client’s racism or bigotry is to blame for their feelings of anxiety.
9. When engaging clients in courageous conversations, the principles of “freedom of religion” and “freedom of expression” suggest that practitioners should: Allow clients to incite others to hurt or cause harm to others. Allow clients to have their own beliefs and to express their opinions. Censor discussions of racist or bigoted ideology. Refuse to serve clients who do not show respect for others.
10. When practitioners engage clients in courageous conversations about racism or religious bigotry, what is the main concern about having a ground rule that says, “Everyone must stay calm and speak in respectful tones”? This ground rule might stifle discussion of issues and feelings that need to be processed. Courageous conversations do not include any discussion of feelings. The purpose of a courageous conversation is to solve problems quickly and efficiently. The practitioner may need to yell at the client to ensure the client is listening.