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Psych 441 Spring 2022_March 8 Teaching Case Discussion What Words Don’t Say by Ann Hannum

Teaching Case Discussion Process

� The identification of issues, strengths, concerns, and “problems” in the case, including the perspectives of various individual voices – case characters or actors.

� The application of context and related theories (ethnic and racial diversity, ecological theory; developmental theory, and the contextual model) to consider and understand the case situation. The consideration of the child’s (in this case Martin’s) stage of development and individual needs and strengths.

� A generative discussion of the related research, the facts and ideas from the case, and possible solutions to the identified concerns. The dialogue should consider various causes and alternatives.

Overview of case Brief overview: Not long after a move to a new school, Martin is facing challenges and appears upset. His mother observes this and is concerned. She makes the effort to reach out to his teacher. A specific situation or incident leads mom to become more involved with the school.

The purpose of this case is to consider the intentional and unintentional messages that are communicated to children how they are to perceive, process, and respond to discrimination, prejudice, and other barriers based on race, class, and gender. The case will also allow you think about complex home-school relations and responsibilities relating to race and class.

The case is designed to allow for an ecological understanding of the child, including the following: � How the child makes sense of race and class in multiple contexts � What different ecological contexts shape the child's development and how � How families and schools can dialogue about sensitive issues

Source: Harvard Family Research Project: Case Study Publications

What Words Don’t Say: Case Discussion We will consider recently discussed course topics: Ecological Model, the Contextual Model, Diversity and Racism, and Child Development Theory and Concepts

� As you read identify the Actors/Characters and their roles as well as the Settings/Environments noted in the case – examples: Actors: Martin, at the center of the case and Lorreen, his mom, etc. Environments: home, school settings, etc. You will identify these as you begin the group discussion. You can refer to the table of demographic data and other information (found within the case) as part of the consideration of the settings. On the handout you will note: � Case ‘Actors’/Roles � Settings and environments (contexts where the case takes place) � Information from the data in the case reading

� Leaders and the group will also discuss and share examples of: � Martin’’s developmental needs and self-concept; Any thoughts on his understanding of

self and recent school incidents and experiences � Family Strengths; mother’s concerns (and the communication of issues and concerns) � Ideas about family-school engagement � Missing aspects to better understand the child, family, teacher, and school � Next steps?

What Words Don’t Say Case Discussion Questions

� Please refer to the case questions on the notes handout that also include questions found at the end of the reading. You will not be able to cover all the questions in the discussion so should focus on the initial questions and select some from each of the sections linked to Describing the Situation, Contributing Factors and Next Steps.