Exercise #31
Circle of Identity
Authors: Dr Małgorzata Szkup
35–45 minutes
Description
An individual reflective exercise in which students fill in a five-segment identity wheel, marking the most important group affiliation, then participate in a silent group-reveal activity and structured discussion.
Methodological Guide
Objectives
Raising students’ awareness that every individual has multiple simultaneous social and cultural affiliations.
Encouraging reflection on which aspects of identity are conscious and which remain “invisible.”
Increasing sensitivity to group diversity and majority–minority dynamics.
Building understanding that identity is complex, fluid, and multidimensional.
Strengthening reflective competencies and the ability to observe one’s emotional reactions in socially exposing situations.
Fostering an attitude of cultural openness and humility.
Encouraging reflection on which aspects of identity are conscious and which remain “invisible.”
Increasing sensitivity to group diversity and majority–minority dynamics.
Building understanding that identity is complex, fluid, and multidimensional.
Strengthening reflective competencies and the ability to observe one’s emotional reactions in socially exposing situations.
Fostering an attitude of cultural openness and humility.
Expected Outcomes
After completing the exercise, the student is able to:
• Recognise the multidimensionality of their own identity
• Understand majority–minority dynamics
• Analyse the impact of affiliations on emotions and behaviours
• Avoid oversimplifications and stereotyping in interactions with patients
• Build relationships based on empathy and cultural humility
• Recognise the multidimensionality of their own identity
• Understand majority–minority dynamics
• Analyse the impact of affiliations on emotions and behaviours
• Avoid oversimplifications and stereotyping in interactions with patients
• Build relationships based on empathy and cultural humility
Exercise Procedure
Introduction (2–3 min): Explain the objectives; emphasise anonymity and non-evaluation; highlight the importance of maintaining silence throughout.
Level 1 – Individual work (5–7 min): Students fill in the five wheel segments and mark the most important one.
Level 2 – Group activity (8–10 min): The facilitator reads category names (e.g. gender, language, profession, origin). Participants who belong to that category stand; only those for whom it is most important remain standing.
Level 3 – Discussion (15–20 min): What was the goal? What emotions arose? Did you overlook any affiliation? What is identity?
Summary (5–10 min): Emphasise the multidimensionality of identity and person-first language.
Final reflection (5 min): “What new insights have I discovered about my own identity, and how will this influence my future relationships with patients?”
Level 1 – Individual work (5–7 min): Students fill in the five wheel segments and mark the most important one.
Level 2 – Group activity (8–10 min): The facilitator reads category names (e.g. gender, language, profession, origin). Participants who belong to that category stand; only those for whom it is most important remain standing.
Level 3 – Discussion (15–20 min): What was the goal? What emotions arose? Did you overlook any affiliation? What is identity?
Summary (5–10 min): Emphasise the multidimensionality of identity and person-first language.
Final reflection (5 min): “What new insights have I discovered about my own identity, and how will this influence my future relationships with patients?”
Mode of Implementation
Level 1 – Individual work: Students create their Identity Wheel and mark their most important group.
Level 2 – Group activity (without commentary): Based on the categories read aloud by the facilitator, students reveal their affiliations by standing or sitting.
Summary – Group discussion: The group discusses the psychological and social mechanisms that influence the perception of identity.
Level 2 – Group activity (without commentary): Based on the categories read aloud by the facilitator, students reveal their affiliations by standing or sitting.
Summary – Group discussion: The group discusses the psychological and social mechanisms that influence the perception of identity.
Role of the Teacher
• Creates an atmosphere of safety and anonymity
• Facilitates the process without judgement
• Emphasises the importance of reflection and cultural awareness
• Explains the psychological mechanisms revealed during the exercise
• Connects the exercise to medical practice
• Facilitates the process without judgement
• Emphasises the importance of reflection and cultural awareness
• Explains the psychological mechanisms revealed during the exercise
• Connects the exercise to medical practice
Theoretical Basis
Designing an effective educational experience (based on the EMPOWER model).
Disorienting dilemma: Students discover that their identity consists of multiple simultaneous affiliations, some of which are “obvious” and some “invisible.” They then confront this with the social categorisation of groups and their sense of being in the majority or minority.
Critical reflection: Students analyse which elements they overlooked and why, what emotions arise from being in a minority group, and which psychological mechanisms influence the perception of identity.
Dialogue and action: Group discussion allows for the exchange of perspectives and the recognition that others’ identities are as multilayered as their own.
The exercise highlights mechanisms such as: Group transparency, Group homogeneity effect, the role of a sense of safety, and the importance of “person-first” language.
Disorienting dilemma: Students discover that their identity consists of multiple simultaneous affiliations, some of which are “obvious” and some “invisible.” They then confront this with the social categorisation of groups and their sense of being in the majority or minority.
Critical reflection: Students analyse which elements they overlooked and why, what emotions arise from being in a minority group, and which psychological mechanisms influence the perception of identity.
Dialogue and action: Group discussion allows for the exchange of perspectives and the recognition that others’ identities are as multilayered as their own.
The exercise highlights mechanisms such as: Group transparency, Group homogeneity effect, the role of a sense of safety, and the importance of “person-first” language.
Practical Application
The exercise helps students better understand that patients and colleagues have multilayered identities, which influence communication, expectations, behaviours, and the sense of safety in clinical relationships. Understanding the complexity of identity supports building relationships based on empathy, openness, and a culture of collaboration.
Knowledge Transfer
Participants transfer their reflections to professional contexts, including: identifying which aspects of a patient’s identity are visible and influence therapy; avoiding reductionism and assigning a single dominant label to the patient; consciously managing their own biases; understanding how majority/minority dynamics affect communication. Students gain tools for conscious, reflective practice in culturally diverse settings.
Reinforcement & Reflection
The exercise enables systematic self-reflection on one’s own identity, analysis of emotions that arise during the activity, and work with a reflective journal. Supporting questions: “Which affiliation was most visible to me? Why?” / “How did I feel being in the majority? And in the minority?” / “Which aspects of my identity do I overlook in daily life, and why?”
Required Resources
Electronic devices such as tablets, smartphones, or laptops enabling access to the MultiCultiMed Platform. Internet connection for accessing the exercise on the platform.
Assessment / Evaluation
Self-reflection; analysis of emotions during the exercise; assessment of the ability to recognise one’s own biases.
Practical Tips
• Ensure complete anonymity
• Do not comment on individual responses
• Pay attention to language – avoid labelling
• Support reflection rather than providing ready-made interpretations
• Do not comment on individual responses
• Pay attention to language – avoid labelling
• Support reflection rather than providing ready-made interpretations
Discussion Topics
• Visible and invisible elements of identity
• Identity and social safety
• How social roles influence communication with the patient
• Identity and social safety
• How social roles influence communication with the patient
Further Resources
Janiszewski CMS, Friedel E, et al. The relationship between disability identity and use of person-first and identity-first language. Rehabil Psychol. 2025. doi:10.1037/rep0000631.
Best KL et al. Language matters! The long-standing debate between identity-first language and person first language. Assistive Technology. 2022;34(2):127–128.
Stephens MM. Person First Language. Dela J Public Health. 2021;7(2):20–21.
Jetten J et al. Having a lot of a good thing: multiple important group memberships as a source of self-esteem. PLoS One. 2015;10(5):e0124609.
Charles SJ et al. Diversity of Group Memberships Predicts Well-Being. Pers Soc Psychol Bull. 2025;51(5):716–729.
Best KL et al. Language matters! The long-standing debate between identity-first language and person first language. Assistive Technology. 2022;34(2):127–128.
Stephens MM. Person First Language. Dela J Public Health. 2021;7(2):20–21.
Jetten J et al. Having a lot of a good thing: multiple important group memberships as a source of self-esteem. PLoS One. 2015;10(5):e0124609.
Charles SJ et al. Diversity of Group Memberships Predicts Well-Being. Pers Soc Psychol Bull. 2025;51(5):716–729.
Additional Remarks
The exercise may evoke strong emotions – the facilitator should support participants and it is valuable to connect it with topics on inclusive language and cultural humility.