Inclusive Language in Small Group Sessions – Scenarios

The following scenarios are designed to be realistic, real-world examples of small group interactions.

Inclusive Language Guide: Click here to open the PDF as a reference for use during the discussion.

Each group has 30 minutes (10 minutes per scenario) to read through and discuss all three scenarios.

If your discussion of one scenario is more applicable or fruitful, please feel free to focus your discussion on that scenario.

It may be helpful to assign a scribe or notetaker to summarize the answers to the questions under each scenario and report back to the larger group during the debrief.

SCENARIO 1 

You are leading a CBL case about alcohol use disorder. While exploring treatment options with the students, you ask them to consider why “alcoholics may refuse detox.”  The ensuing student discussion becomes focused on the difficulty maintaining sympathy for people who will not help themselves.

Afterwards a student reveals that they have a brother with a substance use disorder and found the discussion disrespectful and painful to hear.

Questions for discussion:

    • How might the language used have influenced the direction of the conversation?
    • What can you do to address the impact of your language and restore a positive learning environment?
    • How can you create a learning environment where students feel safe to speak up?

SCENARIO 2

You are a FLEX advisor speaking to a student about a project that involves revising a module on patients facing homelessness. He mentions that his partner is a social worker and might be able to offer some unique insights into the module. You ask whether she is community-based or hospital-based.

The student looks uncomfortable, and states that they work for a community-based organization.

Questions for discussion:

    • What biases may have led to your assumption of the partner’s gender?
    • What steps can you take to repair this situation?
    • What can you do to prevent mistakes like this in the future?

SCENARIO 3

You are in a portfolio session. One student is rotating through a clinic serving a predominantly First Nations population. She describes how much she has enjoyed learning about some of the traditional healing methods that the patients incorporate into their treatment plans.

You have an Indigenous student in your group, so you ask them if they can share their perspective on the role of unconventional treatments. The student seems taken aback and does not have an answer to the question. Though you move on, you notice the student doesn’t participate much in the remainder of the session.

Questions for discussion:

    • How might your question have impacted the Indigenous student?
    • Why could the term “unconventional” be problematic?
    • How can you repair and restore a positive learning environment?