1. Navigating Difficult Conversations in the Public Health Classroom
Dr. Yvette Cozier & Dr. Sophie Godley
Navigating Difficult Conversations in Public Health Classrooms
Dr. Yvette C. Cozier
Dr. Sophie Godley
“These are rancorous times, characterized by a divided country, and, increasingly, a divided world. The present climate has generated plenty of heat, but often little light. Schools operating within universities can lend clarity to the public debate by allowing for discussion and a free exchange of competing, data-informed ideas.”
Dr. Sandro Galea, Dean of the Boston University School of Public Health, July 2017

2. These are rancorous times, characterized by a divided country, and, increasingly, a divided world. The present climate has generated plenty of heat, but often little light. Schools operating within universities can lend clarity to the public debate by allowing for discussion and a free exchange of competing, data-informed ideas.
Dr. Sandro Galea
Dean, Boston University School of Public Health
July 2017

3. Defining difficult conversations
Involve an element of confrontation
Corrective action for improper or inappropriate behaviors
Clear up misunderstanding or miscommunication
Range from confronting students about electronics in class to resolving tense class group situations

4. Why difficult conversations in public health?
We are diverse and multidisciplinary
Underlying social determinants
Structural inequities are often reflected in our classrooms

5. To be successful, our students need…
To be comfortable with great diversity;
To recognize their own privilege, and the privilege of others (earned and unearned);
To think more about systems and less about individuals;
To make mistakes, and have them corrected;
To correct (and forgive) mistakes made by others.

6. What are microaggressions?
“ the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership”
Derald Wing Sue, 2010
Often denied by perpetrator – blame or fault is placed on the individual who is hurt.
Can happen on multiple levels and issues.
Reflects our larger societal reluctance/denial of racist/sexist/heterosexist (etc.) realities.
Subtle ways body language or indignities, slights, that communicate superiority. Racial snubs. A pattern of disrespect

7. Preparing for difficult conversations
Difficult conversations are not a “single” conversation
Before class begins: offer targeted teaching, New student orientation, Common language
Language in syllabi
Collective buy-in
Interrupting oppression and microaggressions
Continuing education
Reflect, rework, revisit

8. Thank You! Sophie Godley, DrPH Yvette Cozier, DSc
Facebook: Sophie Godley
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Facebook: Yvette Cozier
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