Elements of diversity in invitational practice and research.

Elements of diversity in invitational practice and research. Invitational in��vi��ta��tion��al?adj.Restricted to invited participants: an invitational golf tournament.n.An event, especially a sports tournament, restricted to invited participants.Adj. 1. theory uses many elements to define, describe, anddelineate its beliefs and practices. For example, the Five Ps of people,places, policies, programs, and processes are consistently cited in theliterature and research as the framework for assessing invitingpractices (Purkey & Novak, 1996; Purkey & Schmidt, 1996; Purkey& Siegel, 2003; Smith, 2005). Another example is the presentation offour areas of inviting: Inviting Oneself Personally, Inviting OneselfProfessionally, Inviting Others Personally, and Inviting OthersProfessionally (Purkey & Novak, 1996; Purkey & Schmidt, 1996;Purkey & Siegel, 2003). Such elements and components help to explaininvitational theory and practices in an understandable language withuseable concepts. All these concepts coexist co��ex��ist?intr.v. co��ex��ist��ed, co��ex��ist��ing, co��ex��ists1. To exist together, at the same time, or in the same place.2. in the approach known asInvitational Education. As an inclusive model of communication and human relations human relationsnpl → relaciones fpl humanas,Invitational Education, implies a belief system that embraces,celebrates, and honors diversity. Yet, invitational theorists andwriters have not illustrated this proactive stance and genuineacceptance of diverse populations in many publications. Stanley's(1992) twenty-year bibliography of invitational papers, articles, andbooks indicates some sources that address diversity in the broadestsense. Her compilation produced topics about at-risk students (Almond,1991; Dorsey, 1991), 1984), teachers of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color (Paxton, 1990), giftedstudents (Ganopole, 1988; Russell, 1984), students with disabilities(Dixon & Siegel, 1983), and gender differences (Stillion, 1983).Similarly, a cursory cur��so��ry?adj.Performed with haste and scant attention to detail: a cursory glance at the headlines.[Late Latin curs review of all eleven volumes of the Journal ofInvitational Theory and Practice (1992-2006) found an article thataddresses multicultural education (Arceneaux, 1992), one that focuses ongender differences (Dickman, 1993), and another that discusses diversityand invitational theory and practice (Schmidt, 2004). In an earlier article, I stated that the principles put forth byinvitational theory and practice present implications for working withpeople of diverse backgrounds (Schmidt, 2004). I reviewed basicassumptions, concepts, constructs, and stages, of invitational theory inthe context of professionally helping diverse populations. The thrust ofthe article was to take the initial step in addressing "the nuancesof applying this approach with students, parents, employees, clients,patients, or other populations from diverse backgrounds" (p, 43).In doing so, the hope was to examine the language of invitationaltheory, challenge practitioners and theorists to critique invitationalconcepts, constructs, and strategies from diverse perspectives, andencourage research about applications of invitational practice acrossdiverse populations to verify that these "approaches can be appliedwith confidence across student, client, and patient groups" (p.44). As noted, this call for research has not yet been answered.Nevertheless, the absence of research has not inhibited authors,including myself, in endorsing invitational approaches when working withdiverse groups. In a recent text on counseling (Schmidt, 2006), Idescribed the four levels of invitational functioning from a culturallysensitive perspective, and noted that invitational counseling is anintegrative approach that "embraces a broad perspective of theservices needed to help clients meet the diverse challenges oftoday's world" (p. 188). At the same time, I noted thatinvitational approaches "move beyond alleviation of immediateconcerns towards an exploration of relatively boundless potential forfuture human development" (p. 188). A lack of research about invitational practices with diversepopulations has encouraged the current article. Perhaps what researchersand practitioners of invitational theory require is a schema or methodby which to examine behaviors, the Five Ps, or other variables withinmulti-cultural and diverse contexts. In this article, I propose sixelements of diversity (the Six E's) by which researchers andpractitioners can assess relationships and organizations in terms ofaccepting, embracing, and celebrating diversity. These six elements inalphabetical order are: empowerment, encouragement, enlistment,enjoyment, equity, and expectation. This is not an all-inclusive list ofelements, but I present it here to begin a discussion of variables toassess from an invitational perspective. I begin with equity. Equity By definition, equity refers to behaviors and treatment of peoplethat create conditions of fairness, justice, and nondiscrimination non��dis��crim��i��na��tion?n.1. Absence of discrimination.2. The practice or policy of refraining from discrimination.non .Equitable practices from an invitational perspective ensure access foreveryone to participate in programs, fair treatment across places,policies, and processes designed and implemented by the organization,and just action when a person or persons require assistance ordiscipline. All these conditions relate to what Novak (2002) referred toas a "deepening of an understanding of democracy" (p. 152).Accordingly, invitational practices have "a deep and abidingrelationship with participative democracy ... an educative ed��u��ca��tive?adj.Educational.Adj. 1. educative - resulting in education; "an educative experience"instructive, informative - serving to instruct or enlighten or inform way of lifein that it allows people to gain understanding and develop a morefulfilling character as a result of being meaningful constructors of asocial order" (p. 152). Schools, hospitals, healthcare agencies, and other organizationsthat profess and practice a deepening understanding of democracy arealso likely to demonstrate consistent application of equitable places,policies, programs, and processes. At the same time, equitableorganizations are careful not to confuse fair and just practices withthe misguided notion of treating everyone the same. Such confusion wouldfail to recognize the uniqueness that each person brings to arelationship. In contrast, people and organizations that strive forequity take pride in celebrating unique differences that individuals andgroups possess and through which they enrich the greater community. As an element of invitational theory and practice, equity can beevaluated by using existing structures. For example, organizations mightask if members have equal opportunity to participate in variousprograms, do they receive fair treatment under current policies, is dueprocess in disciplinary action consistently applied, and does everyonehave the right to access places within the organization? In suchassessment, people and organizations are careful to observe how unearnedprivilege of a select few might upset the balance of fairness within thelarger community (Schmidt, 2006). Equity is a powerful element of democratic relationships andorganizations. Without it, democracy is at most wishful thinking wishful thinkingPsychology Dereitic thought that a thing or event should have a specified outcome . Asecond element of invitational theory and practice is expectation, whichconnects with the notion of equity. Expectation Invitational theory and practice have emerged from the perceptualtradition, as explained by several authors (Purkey & Novak, 1996;Purkey & Schmidt, 1996). That tradition places high value on humanperception as a vehicle by which people draw conclusions and makeeveryday decisions. As part of that process, people form expectationsabout situations and relationships based on experience and knowledge.Purkey and Novak (1996) explained, "Perceptions serve as areference point for behavior. They influence the memories people use tounderstand the present and anticipate the future" (p. 23). As such,perceptions help us establish expectations of what we believe willlikely occur. When working with diverse populations, we will be successful to thedegree that our expectations limit or expand the relationships we form.For example, if we have lower expectations of achievement for a studentbecause of socioeconomic background, ethnic heritage, or family history,the likelihood of establishing a beneficial relationship with thatstudent is minimal. In contrast, if we convey high expectations for allstudents and make developmentally appropriate decisions that benefittheir welfare, we increase chances of being successful--for both thestudent and ourselves. As with all the Six E's, we can assess and monitor expectationby tracking behaviors, examining policies, and evaluating processes thatinstitutions choose and implement. Fundamental expectations, however,begin within basic human relationships--between a student and teacher,between a counselor and client, or between a parent and child. Findingways to assess these basic relationships and the degree and direction ofexpectations within them is essential to understanding how the largerinstitutions--schools, mental health clinics, and families--operate. Combined, equity and expectation are valuable elements inunderstanding our strengths and weaknesses when relating with diversepopulations. They also connect with another element, enlistment, whichwe now consider. Enlistment To enlist people, as used here, is not the traditional sense ofenrolling in military service, but rather gaining the cooperation andsupport of people for moving an organization (or a relation-ship) towardcommon goals. With this definition, enlistment becomes an active stanceof creating multiple invitations to involve an expanded audience in thework of the organization. Enlistment is the precursor of partnerships.Through genuine invitations that we extend equitably across anorganization, authentic partnerships have greater likelihood of becomingrealities. Schools, colleges, agencies, and other organizations that embraceinvitational theory and practice strive for total involvement of allmembers and parties in their respective communities. They recognize allstakeholders from the most influential to the most vulnerable, andactively seek input and participation from a wide enlistment that isdevelopmentally appropriate. Such institutions and organizationsunderstand the power of enlistment and at the same time, note the risksassociated when certain individuals or groups are overlooked eitherintentionally or unintentionally. Current invitational concepts and structures exist to help peopleand organizations evaluate their level of enlistment. What processes andprograms aim at increasing involvement of parents and students in aschool? What policies encourage or discourage healthcare professionalsto collaborate with patients in making medial medial/me��di��al/ (me��de-il)1. situated toward the median plane or midline of the body or a structure.2. pertaining to the middle layer of structures.me��di��aladj. or health-relateddecisions? Enlistment strategies can be assessed to give a sense of howan organization invites a wide audience of participation across itsdiverse groups. Such invitations relate to the notion of empowermentthat organizations cultivate for their members. Empowerment The verb empower means to give people a sense of power andauthority over the decisions they face. It includes notions ofself-confidence and self-efficacy that connect with self-concept theory,another basis for Invitational Education. When used literally, however,the word, empower, takes on "doing to" characteristics asopposed to "doing with" relationships fostered by invitationaltheory and practice (Purkey & Schmidt, 1996; Schmidt, 2002). Thenoun empowerment may fit more closely with an invitational philosophy.Empowerment is the outcome of establishing and nurturing helpfulrelationships that combat oppression, negate ne��gate?tr.v. ne��gat��ed, ne��gat��ing, ne��gates1. To make ineffective or invalid; nullify.2. To rule out; deny. See Synonyms at deny.3. marginalization mar��gin��al��ize?tr.v. mar��gin��al��ized, mar��gin��al��iz��ing, mar��gin��al��iz��esTo relegate or confine to a lower or outer limit or edge, as of social standing. , andelevate the elements of equity and enlistment mentioned earlier. Toofrequently, individuals and organizations contribute to the legacies ofmarginalization and oppression by adhering to traditional programs andoutmoded policies that overtly or covertly, intentionally orunintentionally, discriminate, degrade TO DEGRADE, DEGRADING. To, sink or lower a person in the estimation of the public. 2. As a man's character is of great importance to him, and it is his interest to retain the good opinion of all mankind, when he is a witness, he cannot be compelled to disclose , and dehumanize de��hu��man��ize?tr.v. de��hu��man��ized, de��hu��man��iz��ing, de��hu��man��iz��es1. To deprive of human qualities such as individuality, compassion, or civility: (Purkey &Novak, 1996). Sometimes, organizations, such as schools, group oppressed op��press?tr.v. op��pressed, op��press��ing, op��press��es1. To keep down by severe and unjust use of force or authority: a people who were oppressed by tyranny.2. people and assign causal relationships to their lack of educationaldevelopment or life success. When this occurs, the tendency is tooverstate the effects of life experiences while diminishing thepotential of the human spirit to develop, learn, and flourish againstseemingly insurmountable odds. Organizations and individuals that strive to create places,policies, programs, and processes within which people become able toempower themselves would seem to follow an invitational philosophy. Atthe same time, such organizations and persons would establish methods ofassessing how they contribute to this notion of self-empowerment andwhat nuances exist that help people become empowered. For example, whatdifferences if any exist between the notions of becoming personallyempowered and becoming professionally empowered? Similarly, researchersmight examine differences between empowerment for individual benefit andempowerment for social justice. Other research considerations proposed elsewhere (Schmidt, 2007)include: * What programs and services should receive the greatest emphasisand time allotted al��lot?tr.v. al��lot��ted, al��lot��ting, al��lots1. To parcel out; distribute or apportion: allotting land to homesteaders; allot blame.2. in nurturing empowerment? * What do organizations want people, such as students in schools,to become empowered to do? * How will new technologies influence empowerment of individuals,groups, and organizations? The element of empowerment is a complex notion that can have eitherpositive or negative outcomes. This is analogous to the contradictorylevels of being intentionally disinviting or being intentionallyinviting. Worthwhile outcomes of empowerment are realized through theconsistent application of equitable practices, appropriate expectations,genuine enlistment strategies, and a fifth element, encouragement.Encouragement Over the past 100 years, many theorists have emphasized theimportance of encouragement in human relationships. This is particularlytrue of Adlerian theorists (Dinkmeyer, Dinkmeyer, & Sperry, 1987;Dreikurs & Soltz, 1964; Sweeney, 1998). As Dinkmeyer et al. noted,"Encouragement is the prime factor in stimulating change ...Encouragement generates the self-confidence and self-esteem that enablea person to act upon his concerns" (1987, p. 70). This stance isparticularly important when teaching, counseling, leading, and otherwiseworking with people of diverse backgrounds. To ask people who have experienced oppression, neglect, unfairdiscrimination, and devaluation devaluation,decreasing the value of one nation's currency relative to gold or the currencies of other nations. It is usually undertaken as a means of correcting a deficit in the balance of payments. to take risks and make substantivechanges in their lives is indicative of a courageous stance. Courage isthe root of encouragement. Although invitational literature has notdirectly addressed the importance of encouragement, Schmidt (2002)adapted the professional stance of invitational theory and practice,renaming it "An Encouraging Stance," while incorporating thequalities of optimism, respect, and trust into intentionally helpfulrelationships (pp. 56-61). Encouragement is an important element to use when applyinginvitational assumptions and principles with diverse populations becauseit incorporates the fundamental philosophy of being with versus doingto. In contrast, praise is a doing to process, and as noted earlier,disenfranchised populations are not necessarily helped when they are"done to." Encouragement signifies a genuine investment andveracity in other people and groups. Praise does not possess this samelevel of commitment or authenticity. Similarly, encouragement exudespotential for long-lasting effects while praise tends to produceshort-term results. Invitational theory and practices consistently encourageprofessionals to behave gently, appropriately, and with great care whenasking others to change course, accept challenges, learn newinformation, and make positive contributions to the larger group. Inthis sense, invitational education takes an inclusive view of theprogress of individuals make as well as broader benefits to the greatercommunity. As such, it embraces positive elements of bothindividualistic and collectivistic col��lec��tiv��ism?n.The principles or system of ownership and control of the means of production and distribution by the people collectively, usually under the supervision of a government. worldviews. Encouragement is a keyingredient that enables professional helpers to bridge the expanse thatexists between these two philosophic positions. The five elements five elements,n.pl fire, water, earth, wood, and metal; in Chinese medicine, each of these five components is used to organize phenomena for use in clinical applications. Each of the elements corresponds to a specific function (i.e. presented thus far--equity, expectation,enlistment, empowerment, and encouragement--are essential in applyinginvitational theory and practices with diverse populations. They arefundamental components that are greatly enhanced by the last element,enjoyment. Enjoyment In many speeches, books, and articles, William Purkey consistentlyencourages us to Live to Enjoy! (Purkey, 2006). Through his teaching, welearn that although life is reliably challenging, there are countlessopportunities to celebrate, enjoy the company of others, and find goodcheer. "How easy it is to overlook life's joys," hecautions, "Give more attention to life's small pleasures andwonder" (Purkey, 2006, p. 99-100). We might apply this lesson to our relationships with diverseclients, students, patients, and customers. Being with people of diversecultures, backgrounds, religious beliefs, ethnicity, and othercharacteristics provides abundant opportunity to enrich our experiencesand develop more fully our personal and professional lives. Rather thanworrying about how we might protect our schools, our communities, orourselves from challenges that diversity presents, we might spend timein wonderment about all the riches that it brings to our relationshipsand development as enlightened and fulfilled individuals. As such,enjoyment is another element that compliments equity, expectation,enlistment, empowerment, and encouragement described in this article.Combined, these elements offer professionals, schools, agencies, andother organizations a structure for examining their current posture andconsidering new behaviors, places, policies, programs, and processes toprovide relationships that are more beneficial with diverse populations. A caution is appropriate when considering the power and place ofenjoyment in diverse relationships. What one culture finds as joy,humor humor,according to ancient theory, any of four bodily fluids that determined man's health and temperament. Hippocrates postulated that an imbalance among the humors (blood, phlegm, black bile, and yellow bile) resulted in pain and disease, and that good health was , and lightheartedness light��heart��ed?adj.Not being burdened by trouble, worry, or care; happy and carefree. See Synonyms at glad1.light a person or people from another culturemight perceive quite differently. Laughter is universal, but activities,behaviors, and situations that elicit laughter vary among worldcultures. Concluding Thoughts In this article, I have proposed six elements, the Six E's, ofassessing, appreciating, and understanding invitational relationshipswith diverse populations. The article is intended as a vehicle fordiscussion and, equally important, as a structure by which researchersand practitioners might develop methods of measuring and evaluatingaspects of invitational theory and practice when applying principles andconcepts with diverse students, clients, and other groups. Invitational theory needs more research to support many of theclaims that practitioners accept as fact. By using structures such asthe Six E's, researchers can investigate places, policies,programs, and processes as related to different cultural groups. Tostart, researchers might use the Inviting School Survey-- Revised(ISS-R, Smith, 2005) and perform item analyses using the Six E's.For example, a question might be, "How well do items on the ISS-Rtranslate for diverse populations?" We could generate otherresearch questions, but the point is to generate more research thatinvestigates the application of invitational theory and practices withdiverse groups. References Almond, S. (1991). Focus on at-risk students. InvitationalEducation Forum, 12, 16. Arceneaux, C. J. (1992). Multicultural education and invitationaltheory: A symbiosis symbiosis(sĭmbēō`sĭs), the habitual living together of organisms of different species. The term is usually restricted to a dependent relationship that is beneficial to both participants (also called mutualism) but may be extended to . Journal of Invitational Theory and Practice, 1 (2), 87-95. Collins, E. (1988). Invitational education and minority students:Expanding the vision and critique. Paper presented at the AmericanEducational Research /association Convention, New Orleans New Orleans(ôr`lēənz –lənz, ôrlēnz`), city (2006 pop. 187,525), coextensive with Orleans parish, SE La., between the Mississippi River and Lake Pontchartrain, 107 mi (172 km) by water from the river mouth; founded . Dickman, C. B. (1993). Gender differences and instructionaldiscrimination in the classroom. Journal of Invitational Theory andPractice, 2 (1), 35-42. Dinkmeyer, D. C., Dinkmeyer, D. C. Jr., & Sperry, L. (1987).Adlerian counseling and psychotherapy psychotherapy,treatment of mental and emotional disorders using psychological methods. Psychotherapy, thus, does not include physiological interventions, such as drug therapy or electroconvulsive therapy, although it may be used in combination with such methods. . Columbus, OH: Merrill. Dixon, N., & Siegel, B. (1983). Invitational Education with thehandicapped. Paper presented at the American Educational researchAssociation Convention, Montreal, Canada Dorsey, G. (1991). Things that work for at-risk students. TheInvitational Education Forum, 12, 10-12. Dreikurs, R., & Soltz, V. (1964). Children: The challenge. NewYork New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Hawthorne Books. Ganopole, S. J. (1988). Designing an inviting language learningenvironment for gifted students. Paper presented at the AmericanEducational Research Association Convention, New Orleans. Novak, J. M. (2002). Inviting educational leadership: Fulfillingpotential and applying an ethical perspective to the educationalprocess. London: Pearson. Paxton, P. 1990). The challenge of Invitational Education for Blackteachers in a changing South Africa South Africa,Afrikaans Suid-Afrika, officially Republic of South Africa, republic (2005 est. pop. 44,344,000), 471,442 sq mi (1,221,037 sq km), S Africa. . International Alliance forInvitational Education Newsletter, 11, 23. Purkey, W. W. (2006). Teaching class clowns Class Clowns is an annual search for Australia's funniest highschool student. This competition runs as part of the Melbourne International Comedy Festival, and is one of the major events of the festival. (and what they canteach us). Thousand Oaks Thousand Oaks,residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Corwin. Purkey, W. W., & Novak, J. M. (1996). Inviting school success:A self-concept approach to teaching and learning (3rd ed). Belmont, CA:Wadsworth. Purkey, W. W., & Schmidt, J. J. (1996). Invitationalcounseling: A self-concept approach to professional practice. PacificGrove Pacific Grove,residential and resort city (1990 pop. 16,117), Monterey co., W central Calif., on a point where Monterey Bay meets the Pacific Ocean; inc. 1889. , CA: Brooks/Cole. Purkey, W. W., & Siegel, B. L. (2003). Becoming an invitationalleader" A new approach to professional and personal success.Atlanta, GA: Humanics. Reed, C. (1984). Minority self-concept and achievement. Paperpresented at the American Educational Research Association Convention,New Orleans. Russell, D. W. (Summer, 1984). Applying Invitational theory byteachers of the gifted to regular classroom teachers. Education, 104. Schmidt, J. J. (2002). Intentional helping: A philosophy forproficient caring relationships. Upper Saddle River Saddle River may refer to: Saddle River, New Jersey, a borough in Bergen County, New Jersey Saddle River (New Jersey), a tributary of the Passaic River in New Jersey , NJ: Prentice Hall Prentice Hall is a leading educational publisher. It is an imprint of Pearson Education, Inc., based in Upper Saddle River, New Jersey, USA. Prentice Hall publishes print and digital content for the 6-12 and higher education market. HistoryIn 1913, law professor Dr. . Schmidt, J. J. (2004). Diversity and invitational theory andpractice. Journal of Invitational Theory and Practice, 10, 26-45. Schmidt, J. J. (2006). Social and cultural foundations ofcounseling and human services. Boston: Allyn and Bacon. Schmidt, J. J. (2007). What really matters is school counselor A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. empowerment: A response to Hipolito-Delgado and Lee. Professional SchoolCounseling, 10, 338-340. Smith, K. H. (2005). The Inviting School Survey--Revised (ISS-R): Asurvey for measuring the invitational qualities of the total schoolclimate. Journal of Invitational Theory and Practice, 11, 35-53. Stanley, P. H. (1992). A bibliography for invitational theory andpractice. Journal of Invitational Theory and Practice, 1 (1), 52-69. Stillion, J. (1983). Women and the inviting process. Paperpresented at the American Educational research Association Convention,Montreal, Canada. Sweeney, T. J. (1998). Adlerian counseling: A practitioner'sapproach (4th Edition). Philadelphia, PA: Accelerated Development. John J. Schimidt Roaring Gap, NC, USA Dr. Jack Schmidt is professor emeritus of counselor education atEast Carolina University East Carolina University is a public, coeducational, intensive research university located in Greenville, North Carolina, United States. Named East Carolina University by statue and commonly known as ECU or East Carolina and Executive Director for the InternationalAlliance for Invitational Education. This article began as remarks madeby Dr. Schmidt at the Closing Session of the 2005 IAIE IAIE International Association for Intercultural EducationIAIE International Alliance for Invitational EducationIAIE Institute for American Indian EducationIAIE International Association of Institutes of Export LeadershipInstitute in Hong Kong Hong Kong(hŏng kŏng), Mandarin Xianggang, special administrative region of China, formerly a British crown colony (2005 est. pop. 6,899,000), land area 422 sq mi (1,092 sq km), adjacent to Guangdong prov. . He expands those remarks in this article.Correspondence about this article may be sent to the author atschmidtjjs@charter.net