A day of TEDx talks at Kent State University

With Mary Louise Allen at Kent State University, Ohio

With Mary Louise Allen at Kent State University, Ohio

On Saturday I was reminded of how much fun it can be to be back in school again, but without those pesky exams and term papers. A weekend trip to Ohio to see a dear friend included a visit to Kent State University for a day of TEDx talks sponsored by the school’s student government association.

The TED brand of lectures features a subject matter expert giving a short, punchy stand-up talk on a topic of compelling or emerging interest, closing with an instructive or inspirational message. The format has proven so popular that the TED organization now licenses other groups to host “TEDx” talks on topics of their own choosing, with the local host groups recruiting their own lecturers.

Kent State’s student government leaders took advantage of this opportunity to organize a day of TEDx talks on the broad theme of “Rewind. Rethink. React. Respond,” drawing mainly on the university community (educators, students, alumni/ae) for speakers. Personal development, entrepreneurship, and social change were recurring focal points throughout the day.

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The Kent State event made for a great day of thinking and learning. My friend Mary Louise and I were among the, uh, more mature folks in attendance, the lion’s share of the audience being students. Nevertheless, many of the talks related easily to a more middle aged population as well.

This started with sociologist and entertainer Bertice Berry‘s opening remarks, which included a warm, funny story about an airport encounter with a woman whose demeanor and beautiful, blonde appearance initially pushed her insecurity buttons but quickly grew into a mutual understanding of how bad experiences and messages planted in us as kids can burden us well into adulthood.

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In fact, two of my favorite speakers were among those who shared important experiences from their youth. Keri Richmond, a student leader at Kent State, talked about growing up in the foster care system and how her experiences have inspired her to advocate for foster children. Phil Kim, a business professor from nearby Walsh University, talked about being a high school dropout and the importance of giving people second chances. Another speaker, Krish Mehra, shared part of his childhood in real time, as this brilliant 11-year-old young man talked about the importance of understanding digital coding! 

For me, the day was one of being an appreciative listener. Usually when I write about conferences and workshops, I’m including my experiences as a speaker or participant. Here I had the luxury of being in the audience and appreciating the work of others, without having to worry about my own presentation! The rich variety of talks once again reminded me of the linkages of between individual and social change. They also reinforced how difficult personal experiences can lead people to become advocates for positive change.

Unpaid internships and the intern economy: Latest work

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A look at unpaid internships and the intern economy

As steady readers here are aware, for many years I’ve been engaged in scholarship, public education, and advocacy concerning the oft-exploitative practice of unpaid internships. I’d like to provide a quick update on my latest activities in this realm.

I just posted to my Social Science Research Network (SSRN) page a short law review essay, “‘Mass Exploitation Hidden in Plain Sight’: Unpaid Internships and the Culture of Uncompensated Work,” a followup to an excellent symposium on employment law issues hosted by the Idaho Law Review last year. For those who would like a more compact scholarly summary of recent major legal and policy developments concerning the employment rights of interns and the larger implications of the burgeoning “intern economy,” this piece will provide it. You may freely download it from my SSRN page.

Brief filed by attorneys at Lieff Cabraser

Brief filed by attorneys at Lieff Cabraser

Wang v. Hearst Corporation is one of the most prominent legal challenges to unpaid internships, and the case is currently pending before the U.S. Court of Appeals for the Second Circuit. Recently I agreed to be a party to a “Friend of the Court” brief supporting the legal position of the unpaid interns, organized by the National Employment Law Project and authored by Rachel Geman and Michael Decker, attorneys at the law firm of Lieff Cabrasser in New York City. Rachel and Michael did a wonderful job on the brief, seamlessly incorporating suggested additions from parties into their already superb draft. (You may go to this link for a pdf of the brief.)

Enjoying post-filming dinner with Nathalie Berger and Leo David Hyde

Enjoying a post-filming dinner with Nathalie Berger and Leo David Hyde

Yesterday I had the pleasure of being interviewed for a documentary project on unpaid internships being produced by Nathalie Berger and Leo David Hyde of Switzerland. During a whirlwind North American trip, Nathalie and Leo are conducting interviews with activists, writers, policy analysts, and scholars on the social, economic, and legal aspects of unpaid internships. Their documentary will paint a picture of the intern economy on a global scale. I was so impressed with their knowledge and depth of understanding of this topic, and I’m very excited to watch this project unfold.

Transforming our “age of anger” with care and understanding

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In a compelling long-form piece for the Guardian, Pankaj Mishra writes that “we find ourselves in an age of anger, with authoritarian leaders manipulating the cynicism and discontent of furious majorities.” Invoking Donald Trump (“the biggest political earthquake of our times”), Brexit, the Middle East, “insurgencies from Yemen to Thailand,” terrorism, and other disturbing events, he acknowledges that “we cannot understand this crisis because our dominant intellectual concepts and categories seem unable to process an explosion of uncontrolled forces.”

He concludes his thoughtful analysis with a call for understanding:

With so many of our landmarks in ruins, we can barely see where we are headed, let alone chart a path. But even to get our basic bearings we need, above all, greater precision in matters of the soul. The stunning events of our age of anger, and our perplexity before them, make it imperative that we anchor thought in the sphere of emotions; these upheavals demand nothing less than a radically enlarged understanding of what it means for human beings to pursue the contradictory ideals of freedom, equality and prosperity.

The complete article is well worth the time of anyone who is trying to comprehend our world today. Also, a fuller explication of Mishra’s analysis will appear in his forthcoming book, Age of Anger: A History of the Present. For now, however, I’d like to take Mishra’s core points and apply them to clusters of events over the past weekend.

Marches and rallies

It could be argued that the marches and rallies that took place around the world on Saturday were a manifestation of that age of anger. After all, the original Washington D.C. women’s march was organized in the immediate aftermath of Donald Trump’s election, fueled by outrage and alarm.

But something funny happened at these events: Though perhaps prompted by anger, the large marches and rallies were voiceful, peaceful, and — yes — loving. Here in Boston, some 175,000 people (mostly women, but with a good number of men and kids) gathered to be heard, with reportedly not a single incident requiring police intervention.

Throughout Saturday and into Sunday, friends on Facebook posted photos and personal accounts from these female-led rallies in cities and communities across the country. Yes, anger and defiance may have brought them to these places, but their posts and photos communicated a sense of bold, joyous, and uplifting solidarity.

I have been on Facebook since 2009, and I can’t remember that social media site ever feeling so energetically alive. The posts from march participants were fresh, vibrant, even jubilant. My friends felt, quite accurately, that they were participating in historic events. I was so happy for them, and deeply appreciated what they did.

Meanwhile, in a small Boston conference room…

While many of my friends were at the marches, I was participating in a two-day “Integral Practitioner Lab” in downtown Boston, hosted by the Center for Transformative Learning at Meridian University in California. Here’s a partial explanation of the program from the university:

Many of us are are called to lives of sacred purpose where we seek to join professional livelihood with personal meaning and passion. However, there is a widening gap between the challenges of complexity and our individual and collective capabilities.

To realize our potential for passionate and meaningful livelihood, we must close this gap by building a bridge of capability.
The Integral Practitioner Lab at Meridian University offers the opportunity to identify, develop and refine a unique constellation of competencies that are required for impact.

This was, in essence, a gently directed, co-created series of conversations, guest speakers, and demonstration exercises embracing the broad topic of building bridges between individual and social change, facilitated by Meridian president Aftab Omer and Meridan faculty member Zak Stein. There were about two dozen of us in all, drawn from a surprisingly varied list of locations.

The major highlight was getting to know a warm, smart, and impact-making group of individuals. Our gathering included coaches, therapists, entrepreneurs, educators, consultants, and writers. With nary a PowerPoint slide in sight, we engaged in some 16 hours of dialogue and exchange about the state of the world and how we can contribute to its betterment. During this time, we learned about each other’s interests and projects, with our final focused activity being a break-out session of small group coaching.

Another highlight for me was an interactive session, via video conferencing, with Jean Houston, a renowned, visionary author and researcher who has joined Meridian as its chancellor. Dr. Houston addressed the anxieties and concerns about the world’s current political, social, and economic disruptions felt by many in the room. Pointing in part to Saturday’s peaceful marches and rallies around the world, but without offering false hopes, she suggested that these stark challenges have led us to a singular, mythic moment of opportunity to transform our society in healthier, more humane ways.

On a personal level, I was gifted with the opportunity to participate in an extended coaching exercise involving the full group and guided by Dr. Omer. In it, I was a client of sorts, attempting to learn more about my “developmental edges,” i.e., those aspects of ourselves that we can develop in order to be more effective in matters that we care about. This session deeply clarified my self-awareness of how I can be a more fiercely effective change agent toward making our laws and legal systems more receptive to psychological health and well-being, while working through feelings of anger over injustice, unfairness, and abuse. (To any of my fellow participants reading this, thank you, I am grateful beyond words.)

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I admit it: Current events of the past year or so have sometimes put me in a funk, capped off by the presidential inauguration on Friday. But between those marching on the outside and the dialogue in our conference room, the weekend gave me a true lift, providing hope — to borrow from Pankaj Mishra — that we can better understand our society and achieve “greater precision in matters of the soul.” Our talents and commitments are needed, so let us work on ourselves and the world around us to make transformational changes.

Bystander intervention in workplace bullying situations

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Can bystander intervention training help us to address workplace bullying and other forms of on-the-job mistreatment?

That was a major question on my mind when I made a quick trip to New York City this past weekend for a bystander intervention training session hosted by the First Unitarian Congregational Society in Brooklyn and facilitated by trainers Kirsten deFur and Julia Martin.

The overall focus of this excellent introductory training was not on bullying per se, but rather on everyday types of harassment and aggressive conflict that we may encounter in various public settings. Many of the scenarios discussed by participants involved harassment on the subways. For we urban dwellers, a public subway system is often the great equalizer, where we’re all randomly tossed into a mix of humanity. It’s hardly surprising that situations often arise in such close-quartered settings.

The training gave us a valuable overall framework for understanding the dynamics of bystander intervention, emphasizing points to think about instead of pretending to have a one-size-fits-all solution. Here are some of the key takeaways for me:

  • “Bystander paralysis” is normal; we freeze up for a variety of reasons and don’t take action. Intervention training is designed to help us get beyond that.
  • In terms of steps, among other things, we have to assess the situation (very challenging at times), decide whether to get involved, and intervene effectively. We typically don’t have much time to go through this process.
  • Specific interventions vary, including the “Four Ds” of direct, distract, delegate, or delay.
  • At times, not getting involved is the right decision.
  • De-escalation of the situation is the ideal process outcome.
  • This is not easy.

I deeply appreciated the grounded quality of the training and dialogue. This was not about preaching against inaction or indifference. Rather, the session assumed we were all there because we cared about this topic, and then implicitly understood that taking action in these situations must be done wisely.

What about the workplace?

So how do I answer the question I posed above? Yes, bystander intervention training may help us to develop approaches for dealing with bullying and abuse at work, but we need to take the discussion deeper than this terrific intro session to reach that point. Indeed, in a short conversation I had with trainer Kirsten deFur after the session, we concurred that bystander intervention in workplace scenarios can be especially complicated.

For those of us interested in bullying in any environment (school, work, community, and so on), bystander reactions and responses have become an increasing point of attention. As I’ve observed many times here, all too often those experiencing bullying also bear witness to bystander abandonment. In the workplace, this can include co-workers who were regarded as friends. For what it’s worth, here are some of my initial observations and caveats concerning bystander intervention at work:

  • Assessing a situation can be especially hard in a work setting. Obvious verbal and physical harassment on the basis of sex, race, religion, disability, and other factors is easy to comprehend. But so many other workplace mistreatment scenarios — especially bullying — involve combinations of overt and covert behavior. Claims of covert, indirect mistreatment may be especially challenging to to unpack and understand.
  • Legal protections come into play, too. A bystander intervening in a sexual harassment situation may be protected under anti-retaliation provisions of employment discrimination laws. However, a bystander intervening in a generic bullying situation may be without legal protections, because — at least in the U.S. — we have yet to enact comprehensive workplace anti-bullying laws.
  • At times it may be wise to get permission of the targeted individual before intervening. Someone may, for example, be willing to tolerate a certain level of mistreatment while quietly seeking a new job to escape the toxic work situation. Perhaps that individual has good reason to know that an intervention, however well-intended, may backfire.
  • Power relationships matter greatly in this context. Let’s say you have a supervisor mistreating a subordinate. That supervisor’s boss could likely intervene without getting into any trouble. But an intervention by another subordinate of that supervisor may simply add another name to the target list. It’s not to say that the subordinate shouldn’t intervene, but the risks of doing so are much greater — and with a much lower likelihood of success.

Yes, this is a pretty sobering assessment. But as the training session in Brooklyn reinforced, bystander intervention, while motivated by some of our best instincts, is not easy stuff. It’s a topic to be embraced with both heart and wisdom.

How do you take and keep notes?

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Janet uses a hardcover sketchbook for her notes.

Okay, dear readers — especially academicians, students, lifelong learners, frequent conference goers, and other “information society” folks — here’s my question: How do you take and keep notes?

This Way Out (1972), a classic early guidebook to non-traditional higher education by John Coyne and Tom Hebert, includes some marvelous chapters on lifelong learning skills and practices, pre-digital style. It says this about taking notes:

Make a decision now for life, just how you are going to keep your lecture and reading notes. We wish we had done this earlier so that we could have saved them. We’re always in situations where we take notes. Watching a TV discussion, public lectures, conversations. We have finally settled on 4-by-6 inch scratch pads, and yellow legal pads for interviews and long lectures. There must be better systems. One friend takes notes (any size), quotes and interesting miscellaneous Xeroxes, stapes them to 5-by-8 inch cards which he labels and keeps in a card file.

Of course, their note taking system is a blast from the past. The mere idea of recording notes onto paper is foreign to a lot of folks, especially in this digital age of tablets and software programs like Evernote and OneNote.

That said, I remain drawn to taking notes the old fashioned way. It is an aesthetic as well as educational preference.

For some reason, this topic has been on my mind recently. In a recent post I wrote about a fellow singing class student who keeps written notes on each voice class session. At annual board meetings and workshops of the Human Dignity and Humiliation Studies network in New York City, I’ve taken delight in watching peace educator Janet Gerson‘s use of hardcover sketchbooks to take and preserve her notes, as well as to host her artistic forays and distractions.

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And at times she goes artistic.

Alas, unlike Janet, and ignoring the sound advice of Mssrs. Coyne & Hebert, I have not developed a uniform personal note taking system. When I have my act together, I am biased toward Moleskine notebooks. But I also use other brands of notebooks and sketchbooks, my weekly (paper) calendar, scraps of paper, and yes, my computer and tablet. (Sidebar: Even Moleskine has bowed to technology, now offering a “Smart Writing System” that integrates paper and digital writing using a “paper tablet.”)

Individual preferences aside, for purposes of learning and retention, taking notes by hand may very well be more effective than typing them into a laptop or tablet, as suggested by a study published in the research journal of the Association for Psychological Science:

Dust off those Bic ballpoints and college-ruled notebooks — research shows that taking notes by hand is better than taking notes on a laptop for remembering conceptual information over the long term. The findings are published in Psychological Science, a journal of the Association for Psychological Science.

So, this is my gentle case for taking notes like some of us learned in grade school. Here’s to heading over to your local stationery or office supply store and picking up a notebook or sketchbook, along with a nice pen that makes writing a pleasure.

New Year’s Resolution: Becoming more trauma-informed

      

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At the annual workshop of the Human Dignity and Humiliation Studies network in December, I gave a short presentation titled “My New Year’s Resolution: Becoming a Trauma-Informed Human Being,” expanding on commentary here concerning the importance of becoming knowledgeable about the dynamics and effects of psychological trauma. I identified at least three roles that, for me, necessitate this course of learning:

  • Vocational/avocational – Understanding psychological trauma as a scholar, teacher, practitioner, advocate, and activist concerning workplace bullying and human dignity in general;
  • Friends/family/acquaintances — Being a better source of support to those close to me who have experienced psychological trauma; and,
  • Citizen and human being — Understanding how psychological trauma impacts millions of people around the world.

I also suggested several books that are helpful for anyone who wants to learn about psychological trauma and related issues. I’ll be spending time with each of them and others during the coming year:

  • Bessel van der Kolk, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (2014);
  • Judith Herman, Trauma and Recovery: The Aftermath of Violence – From Domestic Abuse to Political Terrorism (2015 ed.);
  • David J. Morris, The Evil Hours: A Biography of Post-Traumatic Stress Disorder (2015);
  • Christina Robb, This Changes Everything: The Relational Revolution in Psychology (2006); and,
  • Evelin Lindner, Emotion and Conflict: How Human Rights Can Dignify Emotion and Help Us Wage Good Conflict (2009).

Post-Traumatic Stress Disorder is perhaps the most severe manifestation of psychological trauma. For those who would like to read an informative piece about the history of PTSD, as it developed largely in the context of psychological trauma experienced by soldiers exposed to combat, this 2015 Vanity Fair piece by Sebastian Junger, “How PTSD Became a Problem Far Beyond the Battlefield,” is very informative.

“Being present with intelligence, knowledge, skills, and strength, but anchored in heart”

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If you can spare an hour to listen to a remarkably far-ranging and compassionate mind at work, please click to this December 2016 lecture by Dr. Michael Britton at the annual workshop of the Human Dignity and Humiliation Studies network in New York City. The occasion is the workshop’s Don Klein Memorial Lecture, which provides the speaker with an opportunity to paint — in strokes both broad and hard — a connective, contextual, historical picture about our society and how we move forward in the quest for human dignity. Here’s Michael’s bio, and here’s how the lecture is described on its YouTube page:

Michael Britton gives the Don Klein Memorial Lecture on the morning of December 8, 2015, Day Two of the 13th Workshop on Transforming Humiliation and Violent Conflict, which took place at Columbia University in New York City, December 8 – 9, 2016. Michael Britton is concerned with integrative thinking across neuroscience, in-depth psychotherapies and historical/cultural living, Michael’s work looks at how participation in the historical life of our times and interior life are deeply intertwined.

At the outset of his talk, Michael acknowledges the “struggle between how you keep faith, love, and joy strong in the midst of . . . also feeling fear and angst about some of the things going on in our country and our world.” He goes on to recognize the challenges of “being present with intelligence, knowledge, skills, and strength, but anchored in heart.”

Michael has a unique ability to integrate individual change and social change, making connections between topics such as childhood neglect and abuse, politics and policy, the environment, and human rights. He is not a hell fire and brimstone speaker, so if you’re looking for someone shakes the rafters, you may want to look elsewhere. Rather, he is a calm, intelligent, impassioned voice who gives us reason for hope without ignoring the challenges we face.

Dear readers, in this age of short attention spans and Twitter, suggesting that you invest some 60 minutes in an old-fashioned lecture is asking a lot, I know. My suggestion? Give this lecture 15 minutes and decide whether it’s worth your time to watch the rest. I hope you’ll agree that it’s worth watching the rest.

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Group photo of our workshop

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