The Health of African Canadians: Cultural Approaches to Crime Prevention and Rehabilitation Prepared by Robert S. Wright, MSW, RSW Social Worker in Private Practice www.robertswright.ca

February 2, 2012

Introductions

Who is Robert?

Social work clinician/administrator Clinical training at & employee of Washington State Penitentiary.

Former executive director, Child & Youth Strategy Registered social work private practitioner (NS, NB – pending) Clinical member of the Association for the Treatment of Sexual Abusers (ATSA) Former race relations coord. -Dartmouth district school board Co-author: Prevention and treatment of addictions among North Americans of African descent.

Drawing a circle of safety

Issues of race and culture are highly charged in North America. It is my hope that in this session individuals will allow each other space to ask their sincere questions without the fear of being judged and accused. Similarly, people may also feel that the subject matter is so close to them that they need to be assured that they are not being singled out or expected to have all the answers . . . What can we do to ensure that we conduct the day in a way that ensures your safety?

The Issues . . .

The last portion of the day will be spent in discussing those specific issues and questions you’ve identified in the care, supervision, support, rehabilitation and reintegration of African Canadians. Over the next few minutes, during my presentation, write them down and put them in this “Issues Box”. We’ll review them and address them during the morning.

Culture as a Health Determinant

Since the Lalonde report (1974), we have begun to understand that health is shaped by more than personal attributes and individual decisions.

“The social determinants of health are mostly responsible for health inequities - the unfair and avoidable differences in health status seen within and between countries (World Health Organization, 2010).”

Issues Affecting African Canadians

Culturally specific patterns of substance abuse Unique socio-cultural factors affecting mental health (PTSS - Leary, 2005)

Unique cultural expression of distress resulting in misdiagnosis and criminalization Systemic and legacy racist effects on health, economics, housing, education, etc.

Culturally specific patterns of substance abuse

We have known about cultural and racial differences in substance use since the 1940’s.

“We candidly believe that it would be most unwise to refer a problem drinker to a helping professional who was not sensitive to . . . diversity . . . . we have reported. One cannot . . . treat an Irish alcoholic like a Jewish alcoholic or an Italian alcoholic . . . to do so risks making tragic mistakes in understanding the dynamics of the person’s problem” (Greeley, et al. 1980)

African Canadian Substance Use

Pre-colonial African Substance Use Colonial Destabilizing Influences The Trade Triangle The Strengthening Link (in Africa and the Americas) Urbanization, Substance Use and Criminal Recruitment by White Ethnic Gangs Prohibition . . . not so much

The Cementing Connections

Disrupted social structures, systematic impoverishment, normalized coping use of substances, systematic recruitment into narcotic trafficking, controlled territorial distribution resulting in organization of gangs and the use of guns and violence to enforce territory . . .

Similarly other crimes associated with African Americans followed a similar pattern

Unique Socio-cultural Factors affecting mental health

Individual, institutional and cultural racism White privilege Invisibility syndrome Micro-aggressions and everyday racism Perceived racism Race-related stress Post-traumatic slave syndrome Racism-related emotional abuse, psychological trauma and PTSD

BREAK TIME!!

The Issues

Now we look specifically at the issues and questions you identified.

The Way Forward

There is need for a “racism-informed” culturally competent approach to working with African Canadians in the criminal justice system Cultural competence in the absence of racism-informed practice is powerless

The Nia Centre

African Nova Scotian substance abuse prevention programme in Halifax c. 1994 1997 Developed through community consultation Afrocentric programming focused on history of African peoples History of racism and it effects intelligently and critically examined

Racism-informed Cultural Competence

Principles of racism-informed, cultural competence are being recognized legally as foundational knowledge and reasoning that persons bring to the project of justice administration. Consider the following slide:

The Reasonable Person Definition

We conclude that the reasonable persons contemplated by de Grandpre J., and endorsed by Canadian courts is a person who approaches the question of whether there exists a reasonable apprehension of bias with a complex and contextualized understanding of the issue in the case. The reasonable person understands the impossibility of judicial neutrality, but demands judicial impartiality. The reasonable person is cognizant of the racial dynamics in the local community, and, as a member of the Canadian community, is supportive of the principles of equality

(R.v.S. (R.D.), [1997] 3 S.C.R. 484-1997-09-26,Supreme Court of Canada – Federal: Reasonable apprehension of bias – dealing with non-white groups – impartiality – evidence – credibility cited by 67 cases). (The legal rationale)

The Reasonable Corrections Professional

The overrepresentation of people of African descent and Aboriginal persons within criminal justice statistics is one of the most controversial issues within the criminal justice literature (Blumstein, 2005; Wortley, 2003). The controversy lies in the fact that either of the obvious and simplistic answers for the state of affairs is unacceptable: Either there is something inherently and criminally wrong with Black and Aboriginal peoples (Cao, Adams & Jensen, 2000), or there is something fundamentally racist about the criminal justice system (Fairbanks, 1987). All persons employed in the field of corrections need to have the capacity to competently engage these issues (the functional rationale).

Cultural Competence

Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four essential capacities:

A. We must understand our cultural differences and similarities

B. We must understand the social and cultural reality in which we work – this is the core of racism-informed practice C. We must cultivate appropriate attitudes towards cultural difference D. We must be able to generate and interpret a wide variety of verbal and non-verbal responses.

A) Nichols’ Model for Understanding Cultural Difference

Philosophical Perspective on Cultural Difference. Edwin Nichols (cf. work of Jung) Different world cultures developed out of differing physical environments.

These world views have differing constructs:  Axiology (values)  Epistemology (way of knowing)  Logic (principles of reason)  Process (practice of reason)

T H E P H I I L O S O P H I I C A L A S P E C T S O F C U L T U R A L D I I F F E R E N C E D EVELOPED BY E DWIN J.

N ICHOLS , P H .D.

E T H N I C G R O U P S E T H N I I C W O R L D V I E W N A T I V E A M E R I C A N A X I O L O G Y E U R O P E A N E U R O A M E R I C A N M e m b e r O b j e c t t

T h e h i i g h e s s t v a l l u e l l i i e s s i i n t h e o b j j e c t t o r r t t h e a c q u i i s s i i t t i i o n o f f t t h e o b j j e c t t

A F R I C A N A F R I C A N A M E R I C A N M e m b e r M e m b e r

T h e h i i g h e s s t t v a l l u e l l i i e s s i i n t t h e r e l a t i o n s h i i p s s b e t t w e e n p e r r s s o n s

L A T I N O / / A A R A B A S I I A N A S I A N A M E R I C A N P O L Y N E S I I A N M e m b e r G r o u p

T h e h i i g h e s s t t v a l l u e l l i i e s s i i n t t h e c o h e s s i i v e n e s s s o f t t h e g r o u p

M e m b e r G r e a t t S p i i r i i t t

T h e h i i g h e s t t v a l l u e l l i i e s i i n o n e n e s s s s w i i t t h t t h e G r e a t t S p i r i i t t

A P P L I I E D E P I I S T E M O L O G Y P E D A G O G Y M E T H O D O L O G Y L O G I C P R O C E S S O n e k n o w s t t h r o u g h S y m b o l l i i c I I m a g e r y a n d R h y t t h m ( ( f u n c t t i i o n ) )

G l l a d w e l l l l B l l i i n k -

T O n e k n o w s s t t h r o u g h C o u n t t i i n g a n d M e a s s u r i i n g r O a t t n n h s s e r c k o e n u n o g d w h e S t t r i i v i i n g n s s t t a l l

T r e e t t h e f f o r e s s t t -

P a r t t s s W t t o h W o l l e h H o l i i s s t t i i c T h i n k i i n g o l l e

T h e B I G p i i c t t u r r e -

W h o l l e a n d p a r t t s s a r e s e e n s s i i m u l l t t a n e o u s s l l y

T o r r e a d a C h i n e s e w o r r d -

L i i n e a r a n d S e q u e n t t i i a l l

A s s s e m b l y l l i i n e -

C r i i t t i i c a l l P a t t h a n a l l y s s i i s

C u t t t t o t t h e c h a s s e -

C y c l l i i c a l l a n d R e p e t t i i t i v e

S t t r r o k e o r d e r r i i n w r i i t t i i n g a C h i i n e s e w o r r d -

O n e k n o w s t t h r o u g h R e f l l e c t t i i o n a n d S p i i r i i t t u a l l R e c e p t i i v i i t t y -

P u r r i i f f i c a t t i o n r r i i t e s -

W h o l l e i i s s s s e e n i i n c y c l l i c m o v e m e n t t

S e a s s o n s M e d i i c i i n e W h e e l l -

E n v i r o n m e n t a l l l l y e x p e r i i e n t i i a l l r e f f l l e c t t i i o n

R i i t t e s o f f P a s s s a g e -

D i i c h o t o m o u

E i t h e r / / O r r N e w t t o n i i a n t t h e o r r y -

s s

A l l l l s e t t s s a r r e r e p e a t t a b l l e a n d r r e p r r o d u c i i b l l e

T e c h n o l l o g y -

D i u n i i t t a l l

U n i i o n o f o p p o s i t e s s

D i f f r a s i i s s m o

A z t e c t h o u g h t -

T h e I n B e t t w e e n

Ibn ‘Arabi Q u a n t u m t t h e o r y -

A l l l l s e t t s s a r r e i i n t t e r r r e l l a t t e d t t h r o u g h h u m a n a n d s s p i r i i t t u a l n e t t w o r r k s s

B l l a c k c h u r r c h -

N y a y a

T h e o b j j e c t t i i v e w o r l l d i i s c o n c e i i v e d i i n d e p e n d e n t t o f f t t h o u g h t t a n d m i i n d C h a o s s t t h e o r r y -

G r e a t t M y s s t t e r y

A s s e t o f f 4 a n d a s s e t t o f f 3 f f o r r m t h e w h o l l e S u p e r r s s t r i i n g t t h e o r r y -

A l l l l s e t t s s a r r e i n d e p e n d e n t l l y i i n t t e r r r r e l l a t t e d i n t t h e h a r m o n y o f t t h e u n i i v e r r s s e

K e i i r r e t t s u -

A l l l l s e t t s s a r r e i i n t t e r r r e l l a t t e d t t h r r o u g h t t h e e l l e m e n t t s , , p l l a n t t , , a n i i m a l l , , a n d s s p i i r r i i t t u a l l n e t t w o r r k s s

W h i i t t e B u f f a l l o -

Afrocentricity

There is a growing global and local understanding of the fundamental elements of African thought, culture and philosophy. Somewhat controversial, certainly not standardized, nevertheless its growing legitimacy has been established. Its hallmark is the assertion of a worldview that places all people of African descent at its centre, asserts a common culture, philosophy and history and critiques and perhaps even rewrites global history from this perspective

B) Social, Cultural and Historical Context

North American Diversity is fraught with complicated and tragic history 

Enslavement of Africans, Genocide of First Nations, Global strife resulting in trans-global immigration etc.

A local knowledge of how our racist history is a living legacy is necessary: Africville, Cornwallis.

C) Appropriate Attitudes

Racism-informed cultural competence requires that practitioners actually acknowledge and know about the history of and contemporary reality of racism. Practitioners must also tolerate it.

value

diversity, not just In a nation that acknowledges multiple founding peoples, that was built up on the foundation of ethnic/immigrant labour and whose future depends on immigration any, other attitude should reasonably be seen as unacceptable.

D) Communicating Across Cultures

Cross cultural communication is a complex study in cultural hermeneutics: Black inmate in GP at WSP Aboriginal student in inner city junior high school Muslim student in men’s dormitory • Before meaningless, unnatural, non-human or immature behaviour and corresponding values are attributed to people of another culture, it is better to begin by doubting the adequacy of one’s own judgment and knowledge

Elmar Holenstein

What is Racism-informed Culturally Competent Practice?

It will draw on community – much mental health intervention is individual in its configuration. Group work and community consultation will characterize this work It will engage clients in education and discussion related to their racial origins and racial identity It will critically explore the reality of historical racism and its contemporary manifestation It will develop from scratch and/or dramatically adapt all programming to ensure that it supports positive racial identity and is racism-informed.

It will engage complex, racially specific issues in treatment.

It will be able to engage the most difficult racial issues . . . eventually

Cultural Pain Racial Self-hatred Confusion of Black Identity with Hip-hop Culture Cultural Intimidation Academic Non-achievement as Political Resistance

The Health of African Canadians: Cultural Approaches to Crime Prevention and Rehabilitation Prepared by Robert S. Wright, MSW, RSW Social Worker in Private Practice www.robertswright.ca

February 2, 2012