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www.yorku.ca/gegold/hpwww.yorku.ca/gegold/hp

Attitudes: Attitudes:

Putting theory into Putting theory into

practicepractice

ATTITUDES TOWARDSATTITUDES TOWARDS

PERSONS WITH DISABILITIESPERSONS WITH DISABILITIES

Deviance AmplificationDeviance Amplification

Physical differencesPhysical differences

Isolation of groupsIsolation of groups

More differences evolveMore differences evolve

Increasing levels of misconceptionsIncreasing levels of misconceptions

AttitudesAttitudes

ThoughtsThoughts(intellect)(intellect)

++FeelingsFeelings(emotions)(emotions)

++ActionsActions(behavior)(behavior)

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Concept of Concept of ““spreadspread””

THOUGHTSTHOUGHTS

Devices for Overcoming StereotypesDevices for Overcoming Stereotypes

IndexingIndexing: : Actively rememberingActively remembering

differencesdifferences within a category.within a category.

DatingDating:: Actively rememberingActively remembering

things and people constantly change.things and people constantly change.

EtceteraEtcetera: : Actively rememberingActively remembering

no description is ever complete.no description is ever complete.

FEELINGS FEELINGS

SOURCES OF NEGATIVE FEELINGSSOURCES OF NEGATIVE FEELINGS

need to see a just worldneed to see a just world

cultural and parental trainingcultural and parental training

isolationisolation�� uncertainty and anxietyuncertainty and anxiety

reaction to own anxiety reaction to own anxiety

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Attribution of Causality Attribution of Causality

oror ““BlameBlame””

�� Leprosy (Leprosy (““the uncleanthe unclean””) ) in the past?in the past?

�� ObesityObesity

�� HIV/AIDSHIV/AIDS

�� Lung CancerLung Cancer

�� DiabetesDiabetes

�� Heart DiseaseHeart Disease

�� psychological conditions e.g. depression/anxiety, psychological conditions e.g. depression/anxiety,

�� Psychosomatic illnessesPsychosomatic illnesses

�� Etc.Etc.

EpidemiologyEpidemiology

Pathway/Cause of disease Pathway/Cause of disease

usually involves may factorsusually involves may factors�� Genetic and physiological dispositionsGenetic and physiological dispositions

�� BehaviourBehaviour

�� Social factorsSocial factors

�� Cultural factorsCultural factors

�� Economic factorsEconomic factors

�� Environmental factorsEnvironmental factors

�� Etc.Etc.

(e.g. in HIV/AIDS among very young females in (e.g. in HIV/AIDS among very young females in Saskatchewan or in poor 3Saskatchewan or in poor 3rdrd world countries.)world countries.)

HOW TO IMPROVING NEGATIVE FEELINGSHOW TO IMPROVING NEGATIVE FEELINGS

understanding of feelingsunderstanding of feelings

exposure to individualsexposure to individuals with disabilitieswith disabilities

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ACTIONSACTIONS

RejectionRejection

Social InteractionSocial Interaction(casual, jigsaw technique, small mixed (casual, jigsaw technique, small mixed

groups, etc.)groups, etc.)

AcceptanceAcceptance

Stage 1: Fictional acceptanceStage 1: Fictional acceptance

Stage 2: Breaking thoughStage 2: Breaking though

Stage 3: Normalization of RelationshipStage 3: Normalization of Relationship

Changing BehaviourChanging Behaviour

The modern multifaceted approach.The modern multifaceted approach.

Traditional ApproachesTraditional Approaches

Laws and Organizational RulesLaws and Organizational Rules

(They do work)(They do work)

Educational Motivational AppealsEducational Motivational Appeals

(can result in new awareness and new (can result in new awareness and new

skills)skills)

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Traditional ApproachesTraditional Approaches

BUTBUT

�� BOTH TRADITIONAL APPROACHES BOTH TRADITIONAL APPROACHES

““TELLTELL”” WHAT TO DO.WHAT TO DO.

�� THEREFORE GET THEREFORE GET REACTANCE REACTANCE

(i.e.) THE BEHAVIOR SEEN AS BEING (i.e.) THE BEHAVIOR SEEN AS BEING

RAMMED DOWN THROATSRAMMED DOWN THROATS))

NOW ACCEPTED THAT:NOW ACCEPTED THAT:

Law based strategiesLaw based strategies

�� need to reflect community consensusneed to reflect community consensus

�� require surveillance and control require surveillance and control

(e.g. traffic control)(e.g. traffic control)

�� dondon’’t allow freedom of choicet allow freedom of choice

Educational/Motivational Educational/Motivational

AppealsAppeals

�� yield only short term results, if anyyield only short term results, if any

�� compete with other factors in life compete with other factors in life

(e.g. workplace, highway)(e.g. workplace, highway)

�� requires other components to have requires other components to have

strong or lasting impactstrong or lasting impact

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PRESENT STRATEGIES:PRESENT STRATEGIES:LAW BASEDLAW BASED

�� attention to social consensus done in conjunction to strategies attention to social consensus done in conjunction to strategies belowbelow

EDUCATIONAL/MOTIVATIONAL APPEALSEDUCATIONAL/MOTIVATIONAL APPEALS�� used as a component of larger programsused as a component of larger programs

�� use use ““multifacetedmultifaceted”” approach (more than mass media) i.e. includes approach (more than mass media) i.e. includes schools, workplace community organizations, etc.schools, workplace community organizations, etc.

SOCIAL MARKETINGSOCIAL MARKETING�� linking target behaviour (e.g. safety behaviour) to existing nelinking target behaviour (e.g. safety behaviour) to existing needs, eds, interests, etc.interests, etc.

PERSONAL PARTICIPATIONPERSONAL PARTICIPATION�� linking onto what the target group is linking onto what the target group is willing to dowilling to do

LOCAL GROUP/COMMUNITY PARTICIPATIONLOCAL GROUP/COMMUNITY PARTICIPATION�� workplace and community groups and organizations used to deliverworkplace and community groups and organizations used to deliver and and institutionalize programsinstitutionalize programs

�� need to design programs to help the organizations/agents achieveneed to design programs to help the organizations/agents achieve their their mandatemandate

�� need to assist in development of community groups (e.g. spousesneed to assist in development of community groups (e.g. spouses of of miners, MADD, SADD, etc.miners, MADD, SADD, etc.

SOCIAL MARKETINGSOCIAL MARKETING

1) STUDY THE TARGET GROUP1) STUDY THE TARGET GROUP

�� social demographic factors (e.g. age marital status) social demographic factors (e.g. age marital status)

�� needs, interests, goals values etc.needs, interests, goals values etc.

�� lifestyle, friends, how they spend their time etc.lifestyle, friends, how they spend their time etc.

�� specific perceptions of (e.g. risk, accidents safety specific perceptions of (e.g. risk, accidents safety programs, safety organizations, using personal programs, safety organizations, using personal protective equipment)protective equipment)

�� global perceptions of the organization, their role in global perceptions of the organization, their role in the organization, safety policy, J.H.S.C. etc.the organization, safety policy, J.H.S.C. etc.

�� style of speech (how they describe their style of speech (how they describe their environment, organization, themselves etc.)environment, organization, themselves etc.)

SOCIAL MARKETINGSOCIAL MARKETING

2) SEGMENT AND DEFINE THE TARGET 2) SEGMENT AND DEFINE THE TARGET GROUPGROUP

3)3) DEVELOP PROGRAMS WHICH LINK TO DEVELOP PROGRAMS WHICH LINK TO ABOVEABOVE

4)4) PRESENT PROGRAMS AS LINKED TO PRESENT PROGRAMS AS LINKED TO ABOVEABOVE

(e.g. Safety behaviour presented as a means (e.g. Safety behaviour presented as a means to their existing goals, interests, values etc.)to their existing goals, interests, values etc.)

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PERSONAL PARTICIPATIONPERSONAL PARTICIPATIONRequiresRequires::

�� free choicefree choice

�� minimal external justificationminimal external justification

�� knowledge of what persons knowledge of what persons willwill do.do.

Techniques:Techniques:

�� discussion over lecturediscussion over lecture

�� footfoot--inin--door (e.g. small favours)door (e.g. small favours)

�� public commitment (e.g. lip service, buttons, public support)public commitment (e.g. lip service, buttons, public support)

�� labellinglabelling

�� reverse modelling (e.g. teaching safety to the new workers)reverse modelling (e.g. teaching safety to the new workers)

�� legitimizing small contributions (e.g. helping behaviours)legitimizing small contributions (e.g. helping behaviours)

�� social comparisons (e.g. utility companies)social comparisons (e.g. utility companies)

LOCAL GROUP/COMMUNITYLOCAL GROUP/COMMUNITY

PARTICIPATIONPARTICIPATION

GOALSGOALS

�� involve lots of people to get involve lots of people to get ““critical masscritical mass””to change culture (i.e. norms, to change culture (i.e. norms, expectancies)expectancies)

�� establish locally driven programs which establish locally driven programs which become institutionalized so influence is become institutionalized so influence is perpetual without external help.perpetual without external help.

LOCAL GROUP/COMMUNITYLOCAL GROUP/COMMUNITY

PARTICIPATIONPARTICIPATIONNEED TO:NEED TO:

�� ID. groups/agents that influence target groupID. groups/agents that influence target group

�� ID. the mandate, needs, interest etc, of ID. the mandate, needs, interest etc, of

influence groups/agentsinfluence groups/agents

�� design programs which promote these interests design programs which promote these interests

and help them achieve their mandateand help them achieve their mandate

�� help evaluate and develop programs into help evaluate and develop programs into

valued independent institutionsvalued independent institutions

�� help formulate key groups (e.g. spouses of help formulate key groups (e.g. spouses of

miners, MADD, SADD)miners, MADD, SADD)

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LOCAL GROUP/COMMUNITYLOCAL GROUP/COMMUNITY

PARTICIPATIONPARTICIPATION

GROUPS/AGENTS TO INCLUDEGROUPS/AGENTS TO INCLUDE

workplace workplace

(e.g. naturally occurring groups, top, middle, lower (e.g. naturally occurring groups, top, middle, lower

management, JHSC, union)management, JHSC, union)

CommunityCommunity

(e.g. social service clubs, recreational, religious (e.g. social service clubs, recreational, religious

organizations)organizations)

Family Family

(e.g. spouses, children)(e.g. spouses, children)

Create new groups Create new groups

(e.g. MADD or SADD)(e.g. MADD or SADD)

PLANSPLANS

STEP 1: GET SOCIAL DEMOGRAPHIC DATASTEP 1: GET SOCIAL DEMOGRAPHIC DATA

(e.g. age, marital status, group memberships)(e.g. age, marital status, group memberships)

USE INFORMATION FROMUSE INFORMATION FROM::

�� human resourceshuman resources

�� organizational chartorganizational chart

�� censuscensus

�� health and safety peoplehealth and safety people

�� Systematic observations from various locationsSystematic observations from various locations

�� Interviews with peopleInterviews with people

PLANSPLANSSTEP 2: CONDUCT FOCUS GROUPS TO:STEP 2: CONDUCT FOCUS GROUPS TO:

�� rub shoulders, talk to workersrub shoulders, talk to workers

�� learn their language, style of speechlearn their language, style of speech

�� hear how they talk among peershear how they talk among peers

�� get discussion on topic (e.g. safety)get discussion on topic (e.g. safety)

�� global perceptions of the organization such as labour global perceptions of the organization such as labour relations, morale, safety policy, role in organization, relations, morale, safety policy, role in organization, JHSC)JHSC)

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PlansPlansSTEP 2 continued:STEP 2 continued:

�� specific perceptions of target behaviour (e.g. safety) specific perceptions of target behaviour (e.g. safety) such as risks, accidents, existing programs, incentive such as risks, accidents, existing programs, incentive systems, what stimulates safety, what competes with systems, what stimulates safety, what competes with safety, what would influence them regarding safetysafety, what would influence them regarding safety

�� values goals such as what are valued activities on and values goals such as what are valued activities on and off the job and what are valued consequencesoff the job and what are valued consequences

�� NeedsNeeds

�� lifestyle such as how do they spend time what groups lifestyle such as how do they spend time what groups do they joindo they join

PLANSPLANSSTEP 3: DEVELOPS SURVEY:STEP 3: DEVELOPS SURVEY:

�� to verify focus group informationto verify focus group information

�� to place ideas in broader perspectiveto place ideas in broader perspective

STEP 4: SELECT, DEVELOP AND TAILOR STEP 4: SELECT, DEVELOP AND TAILOR PROGRAMSPROGRAMS

�� to link up with key groups/organizations/agents to link up with key groups/organizations/agents and work with them.and work with them.

PLANSPLANSSTEP 5:STEP 5: REGULAR EVALUATIONSREGULAR EVALUATIONS

�� e.g. every 6 months for 3 yearse.g. every 6 months for 3 years

�� use appropriate indices of success (e.g. use appropriate indices of success (e.g.

accident rates, perceptions, attitudes, accident rates, perceptions, attitudes,

safety awareness, skills, reporting of safety awareness, skills, reporting of

incidences.incidences.

STEP 6: INSTITUTIONALIZATION OF STEP 6: INSTITUTIONALIZATION OF

PROGRAMSPROGRAMS

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BEHAVIOUR MODIFICATIONBEHAVIOUR MODIFICATIONin the workplace in the workplace

AKAAKA

PEER EVALUATION PROGRAM PEER EVALUATION PROGRAM

OR OR

CONTINUOUS IMPROVEMENT PROGRAMCONTINUOUS IMPROVEMENT PROGRAM

Operant conditioning: the Operant conditioning: the ABCABC’’ss of of b.modb.mod..““AA””AntecedentsAntecedents

(prompts)(prompts)

e.g. e.g. pizza delivererpizza deliverer

rings the doorbellrings the doorbell

““BB””BehaviourBehaviour

(actions)(actions)

““CC””ConsequencesConsequences

(rewards/punishments)(rewards/punishments)

e.g. you get and eat the pizzae.g. you get and eat the pizza

Overview of stepsOverview of steps

1.1. Introduce the plan to key peopleIntroduce the plan to key people

2.2. Form a joint laborForm a joint labor--management committee management committee (involving participation of key employees)(involving participation of key employees)

3.3. Review history of problemsReview history of problems

4.4. Identify and specify CRITICAL BEHAVIOURSIdentify and specify CRITICAL BEHAVIOURS

5.5. Identify and manage environmental influences Identify and manage environmental influences on critical on critical behavioursbehaviours including antecedents including antecedents and consequencesand consequences

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6.6. Create a written list of critical Create a written list of critical behavioursbehaviours (clear (clear and concise)and concise)

7.7. Train coTrain co--workers to be PEER EVALUATORSworkers to be PEER EVALUATORS

8.8. MEASURE COMPLIANCE BY SAMPLING MEASURE COMPLIANCE BY SAMPLING BEHAVIOUR (peer evaluators observe, record, BEHAVIOUR (peer evaluators observe, record, discuss and forward anonymous data)discuss and forward anonymous data)

9.9. PROVIDE FEEDBACK (verbally, via charts) AND PROVIDE FEEDBACK (verbally, via charts) AND OTHER REWARDS OTHER REWARDS

10.10. USE INFORMATION TO IDENTIFY AND USE INFORMATION TO IDENTIFY AND MANAGE ENVIRONMENTAL INFLUENCESMANAGE ENVIRONMENTAL INFLUENCES

FOUR ENVIRONMENTS:FOUR ENVIRONMENTS:

PHYSICALPHYSICAL

TASKTASK

ORGANIZATIONALORGANIZATIONAL

SOCIALSOCIAL--CULTURALCULTURAL

Behavior Modification andBehavior Modification and

Achieving SelfAchieving Self--ControlControl

From From WeitenWeiten (2003) based upon Watson and (2003) based upon Watson and

Tharp (1997)Tharp (1997)

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Achieving SelfAchieving Self--Control through Behavior Control through Behavior

ModificationModification

1.1. Specifying your target behaviorSpecifying your target behavior

�� Clearly define Clearly define overt behaviorsovert behaviors (not (not

personality traits) by pondering the past or personality traits) by pondering the past or

closely observing future behavior (specific closely observing future behavior (specific

examples)examples)

Specifying your Specifying your ““target behaviortarget behavior””

�� Focus on clearly defined Focus on clearly defined overt behaviorovert behavior----Not Not personality traits (personality traits (““I donI don’’t have the strength.t have the strength.””))

�� Vague statements about traits need be translated into Vague statements about traits need be translated into precise descriptions of specific target behaviorsprecise descriptions of specific target behaviors..

�� To identify target behaviors need to To identify target behaviors need to ponder past ponder past behaviorbehavior or or closely observe futureclosely observe future behavior and behavior and list list specific examples or responsesspecific examples or responses that lead to the trait that lead to the trait description (e.g. description (e.g. ““I donI don’’t have the strengtht have the strength”” refers refers toto——not resisting rich deserts after big meal, not not resisting rich deserts after big meal, not holding back from having the second helping of holding back from having the second helping of spaghetti.)spaghetti.)

Achieving SelfAchieving Self--Control through Behavior ModificationControl through Behavior Modification

3.3. Gather baseline dataGather baseline data�� Determine initial level of response.Determine initial level of response.

�� Identify and monitor possible controlling antecedents.Identify and monitor possible controlling antecedents.

�� Identify and monitor possible controlling consequences Identify and monitor possible controlling consequences

Remember four EnvironmentsRemember four Environments

PhysicalPhysical

TASKTASK

ORGANIZATIONALORGANIZATIONAL

SOCIALSOCIAL--CULTURALCULTURAL

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Achieving SelfAchieving Self--Control through Behavior ModificationControl through Behavior Modification

3. 3. Design your programDesign your program

Select strategies to Select strategies to increaseincrease response response strength strength

�� selecting effective selecting effective reinforcersreinforcers

�� arranging the contingenciesarranging the contingencies

Select strategies to Select strategies to decreasedecrease response response strengthstrength

�� reinforcementreinforcement

�� control of antecedentscontrol of antecedents�� punishmentpunishment

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Achieving SelfAchieving Self--Control through Behavior ModificationControl through Behavior Modification

4.4. Execute and evaluate your programExecute and evaluate your program

�� Enforce contingencies that you have carefully Enforce contingencies that you have carefully

plannedplanned

�� Accurately record the frequency of your Accurately record the frequency of your

target behaviortarget behavior

�� Can make up a behavioral contract or have Can make up a behavioral contract or have

others hand out others hand out reinforcersreinforcers or punishmentsor punishments

5. Ending your program5. Ending your program