What can I do as an individual?

Whilst psychologists can help us explain and understand what prejudice is, only we can do something to actually reduce it.  Each of us, if we so wish, has a responsibility to confront prejudice where we see it, and each of us can play a part in reducing the levels of discrimination in society. Where do we start?  

We can start by asking questions about ourselves, and quite literally creating a checklist to challenge our own values and views:

• • ‘Is what I think about this group or person true?’
• • ‘Do I have all the facts?’
• • ‘Am I over generalising?’
• • ‘Am I focusing on one or two negative aspects instead of considering the whole picture?
• ’• ‘Am I labeling this group or person unfairly?’ 

Just making the first step of looking at and questioning the ‘common sense’ views we hold about people, groups and cultures would be a major step forward in opening our eyes to our own levels or prejudice and challenging the pre-conceptions we have.

(For more information, see www.e-alliance.ch/media/media-4301.pdf)  

The following information comes from techniques and information related to dealing with prejudice within groups of children, but often the techniques by which children learn are often the same we use as adults, just in more sophisticated ways.  

Ask yourself, which techniques and style do you use to deal with prejudice? 

1. Head in the sand - I try to ignore discrimination and prejudice, my own and what’s around me.

2. Giving out - I tell the people around me what to think. I don’t really spend time discussing things with them.

3. Making space - I help people explore what they think and feel as well as sharing my views with them.

4. Getting support - I find out more about ideas, people and groups I am unsure of, or unfamiliar with, by talking, discussing, and finding out, so I get a clearer idea of where I stand.

5. Seeing the big picture - I make links between my experiences and between different types of prejudice and discrimination. I discuss these issues with the people in my life and around me. 

What are some of the outcomes of that style?

1. Head in the sand – Myself and others are not challenged and so are not encouraged to think about or deal with the issues (and are less likely to question what they hear from other people). Opportunities for building relationships and learning are lost.

2. Giving out - Others may feel that their views are not important and opportunities for building relationships and skills are lost.

3. Making space – Others learn what I think and are encouraged to further develop skills, confidence and understanding of the issue and problem.

4. Getting support - I develop skills, confidence in my own understanding and a clear understanding of the issues and groups.

5. Seeing the big picture – I and the people I interact with are able to make links between our lives and the lives of other people who may be experiencing prejudice and discrimination, thereby decreasing any lack of knowledge which may be contributing to prejudice.

(For more information, see www.paulconnolly.net/publications/pdf_files/STCfairplay.pdf)

What can we do as a community?

 The community has told us that they want to talk about these experiences with their family and friends.  As a community, we can be supportive of anybody who has experienced this type of prejudice. We also need to make it clear that this type of discrimination is not accepted in our community.  That we recognise that as a minority community, we will not perpetuate discrimination and prejudice based on race and culture, age, gender, disability or sero-status.  That as a community of people who face prejudice based on our own sexuality, we will not inflict even more prejudice on our own community. And as a community, we can take every opportunity we are presented with to make our community inclusive of these groups.  We can make these groups a visibly included part of our community.  This means making them visible in our media and our press, in our venues, and in our events and the places we socialise.