Post on 25-Dec-2015
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OHT 1
A Framework for Understanding
Poverty
aha! Process, Inc., Highlands, TX
www.ahaprocess.com
Ruby K. Payne, Ph.D.
PowerPoint Presentation
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OHT 2
This is a workshop about economic diversity, not racial or cultural diversity.
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OHT 3
OurObjectives:
Participants will be able to …
• Analyze the eight resources of a student.
• Give examples of hidden rules among classes.
• Identify discipline interventions that are effective.
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OHT 4
•Establish a mental framework for understanding economic realities.
Objective for Module 1:
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OHT 5
• 1. Poverty is relative.
Key Point
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OHT 6
• 2. Poverty occurs in all races.
Key Point
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OHT 7
GROUP AVERAGE HOUSEHOLD
INCOMERANGES: 2003
LOWEST 20% $0–$17,984
SECOND 20% $17,985–$34,000
THIRD 20% $34,001–$54,440
FOURTH 20% $54,441–$86,860
HIGHEST 20% $86,861+
*TOP 5% (part of highest
20%)
$154,120+
Source: U.S. Bureau of the Census
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OHT 8
Breakdown of U.S. households by total annualincome and benefit compensation:
% of All Income Households U.S. Households (in millions)
<$10k 10 9.3%
$10k–$14.9k 7 6.5%
$15k–$24.9k 14 13.0%
$25k–$34.9k 13 12.0%
$35k–$49.9k 17 15.7%
$50k–$74.9k 21 19.4%
$75k–$99.9k 12 11.1%
$100k–$149.9k 10 9.3%
$150k–$199.9k 3 2.8%
$200k+ 3 2.8%
Median household income: $43,564Mean household income: $58,036
Source: Census Supplementary Survey (in 2003 inflation-adjusted dollars)
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OHT 9
POVERTY STATISTICS
Extreme-poverty, poverty, and near-poverty rates for children under age 5 by living arrangement: 2003.
Source: U.S. Bureau of the Census
2.8%9.7%
14.5%
32.3%
53.7%
62.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
EXTREMEPOVERTY
POVERTY NEAR POVERTY
Ra
te (
%)
Living with married parents Living with single mother only
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OHT 10
• 3. Generational and situational poverty are different.
Key Point
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OHT 11
• 4. This work is based on patterns. All patterns have exceptions.
Key Point
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OHT 12
• 5. Schools operate from middle-class norms and values.
Key Point
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OHT 13
Survival
Relationships
Entertainment
Work
Achievement
Material security
Political, financial, social connections
Key Point
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OHT 14
6. Individuals bring with them the hidden rules of the class in which they were raised.
Key Point
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OHT 15
• 7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.
Key Point
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OHT 16
• 8. We must neither excuse them nor scold them. We must teach them.
Key Point
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OHT 17
• 9. We must teach them that there are two sets of rules.
Key Point
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OHT 18
• 10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.
Key Point
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OHT 19
• 11. Two things that help one move out of poverty are:
• education• relationships
Key Point
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OHT 20
• 12. Four reasons one leaves poverty are:
• too painful to stay• vision or goal• key relationship• special talent/skill
Key Point
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OHT 21
"No significantlearning occurs
without asignificant
relationship."
–Dr. James Comer
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OHT 22
• Will be in control• Will be smarter• Will win more often• Won’t be cheated• Will be safe when you are
old
Also:• Life is like a card game—
you get bad hands
• The mind is tool or weapon that no one can take away
You need to learn this, or do this, so that you:
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OHT 23
•Analyze the eight resources of an individual and make interventions based on the resources that are present.
•Understand that failure is often related to missing pieces—and identify ways to provide missing resources.
Objectives for Module 2:
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OHT 24
•Financial•Having the money to purchase goods and services.
•Emotional•Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.
•Mental•Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
•Spiritual•Believing in divine purpose and guidance.
•Physical•Having physical health and mobility.
•Support Systems•Having friends, family, and backup resources available to access in times of need. These are external resources.
•Relationships/Role Models •Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
•Knowledge of Hidden Rules •Knowing the unspoken cues and habits of a group.
Resources
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OHT 25
Nam
e
Fin
anci
al r
eso
urc
es
Em
oti
on
al r
eso
urce
s
Men
tal r
eso
urc
es
Sp
irit
ual
res
ou
rces
Ph
ysic
al r
eso
urc
es
Su
pp
ort
sys
tem
s
Rel
atio
nsh
ips/
role
mo
del
s
Kn
ow
led
ge
of
hid
den
ru
les
Resource Analysis
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OHT 26
Nam
e
Fin
anci
al r
eso
urc
es
Em
oti
on
al r
eso
urc
es
Men
tal r
eso
urc
es
Sp
irit
ual
res
ou
rces
Ph
ysic
al r
eso
urc
es
Su
pp
ort
sys
tem
s
Rel
atio
nsh
ips/
role
mo
del
s
Kn
ow
led
ge
of
hid
den
ru
les
John/Adele — — ? — — Otis/Vangie — — — ? — — — Opie/Oprah — Maria/Noemi —
(?) ?
Eileen/Wisteria ? ? ? Juan/Rámon — — — Sally/Sueann ? — ? — ? ? Tijuana — — — ? — — — Tahiti/Theresa — ? ? — — — Magnolia — ? — — — Habib — — ? ? — — — Steve — — ? ? Geraldo — — — Raquel — — —
Resource Analysis
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OHT 27
QUESTIONS TO ASK ABOUT RESOURCES
• FINANCIAL• Is there $340 per month per person available?• Is the issue the use of the finances versus the amount of finances?• Is the approach “You owe me because I am poor”? Or is the approach “I am proud; you will never know that I am
in financial need”?
• EMOTIONAL• Is there evidence that the individual has persistence?• Can the individual be alone, or does he/she always need people around him/her?• Does the individual act on feelings, i.e., hit when he/she is angry?• Does the individual have coping strategies for adverse situations that are not destructive to self or others?
• MENTAL• Can the individual read, write, and compute?• Can the individual plan?• Can the individual problem-solve?• Can the individual understand cause and effect, then identify consequence?
• SPIRITUAL• Does the individual believe in divine guidance and assistance?• Does the individual have religious affiliation—e.g., church, mosque, synagogue?
• PHYSICAL• Can the individual take care of himself/herself without help?• Does the physical body allow the person to work and to learn?
• SUPPORT SYSTEMS• Who is available to help this individual with time, money, know-how, and advice?• Is this person the main support system for the household?• What connections are available for this person?• What coping strategies are available in this household?• How much time is available to this person to devote to school and learning?
• RELATIONSHIPS/ROLE MODELS• Who in the household cares about this person? Who does this person care about in the household?• Is there someone who cares about this individual who is not destructive to self or to others?
• KNOWLEDGE OF MIDDLE-CLASS HIDDEN RULES• Does this individual know the hidden rules of work and school?• How important are achievement and work?• Will this individual give up achievement and work for relationships?
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OHT 28
1. Analyze a student’s resources. Make interventions based on the resources that are present.
2. Understand that failure is often related to missing resources. Is there a way to provide missing resources?
For example: a nurturing adult.
RESOURCES
What can you do in the classroom?
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OHT 29
• Understand and give examples of the hidden rules of the three socioeconomic classes.
Objective for Module 5:
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OHT 30
COMPLETE THE QUIZ:Put a check by each item you know how to do.
______1. I know which churches and sections of town have the best rummage sales.
______2. I know which rummage sales have “bag sales” and when.
______3. I know which grocery stores’ garbage bins can be accessed for thrown-away food.
______4. I know how to get someone out of jail.______5. I know how to physically fight and defend myself
physically.______6. I know how to get a gun, even if I have a police record.______7. I know how to keep my clothes from being stolen at
the Laundromat.______8. I know what problems to look for in a used car.______9. I know how to live without a checking account.______10. I know how to live without electricity and a phone.______11. I know how to use a knife as scissors.______12. I can entertain a group of friends with my personality
and my stories.______13. I know what to do when I don’t have money to pay the
bills.______14. I know how to move in half a day.______15. I know how to get and use food stamps or an
electronic card for benefits.______16. I know where the free medical clinics are.______17. I am very good at trading and bartering.______18. I can get by without a car.
Could you survive in poverty?
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OHT 31
Could you survive in middle class?
COMPLETE THE QUIZ:Put a check by each item you know how to do.
______1. I know how to get my children into Little League, piano lessons, soccer, etc.
______2. I know how to set a table properly.______3. I know which stores are most likely to carry the clothing
brands my family wears.______4. My children know the best name brands in clothing.______5. I know how to order in a nice restaurant.______6. I know how to use a credit card, checking account, and
savings account—and I understand an annuity. I understand term life insurance, disability insurance, and 20/80 medical insurance policy, as well as house insurance, flood insurance, and replacement insurance.
______7. I talk to my children about going to college.______8. I know how to get one of the best interest rates on my
new-car loan.______9. I understand the difference among the principal,
interest, and escrow statements on my house payment.______10. I know how to help my children with their homework and
do not hesitate to call the school if I need additional information.
______11. I know howto decorate the house for the different holidays.______12. I know how to get a library card.______13. I know how to use most of the tools in the garage.______14. I repair items in my house almost immediately when they break—or know a repair service and call it.
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OHT 32
Could you survive in Could you survive in wealth?wealth?
COMPLETE THE QUIZ:Put a check by each item you know how to do.
______1. I can read a menu in French, English, and anotherlanguage.
______2. I have several favorite restaurants in different countries of the world.
______3. During the holidays, I know how to hire a decorator to identify the appropriate themes and items with which to
decorate the house.______4. I know who my preferred financial advisor, legal
service, designer, domestic-employment service, and hairdresser are.
______5. I have at least two residences that are staffed and maintained.
______6. I know how to ensure confidentiality and loyalty from my domestic staff.
______7. I have at least two or three “screens” that keep people whom I do not wish to see away from me.
______8. I fly in my own plane or the company plane.______9. I know how to enroll my children in the preferred
private schools.______10. I know how to host the parties that “key” people
attend.______11. I am on the boards of at least two charities.______12. I know the hidden rules of the Junior League.______13. I support or buy the work of a particular artist.______14. I know how to read a corporate financial statement
and analyze my own financial statements.
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OHT 33
POVERTY MIDDLE CLASS WEALTH
POSSESSIONS People. Things. One-of-a-kind objects, legacies, pedigrees.
MONEY To be used, spent. To be managed. To be conserved, invested.
PERSONALITY Is for entertainment.Sense of humor is highly valued.
Is for acquisition and stability. Achievement is highly valued.
Is for connections. Financial, political, social connections are highly valued.
SOCIAL EMPHASIS
Social inclusion of the people they like.
Emphasis is on self-governance and self-sufficiency.
Emphasis is on social exclusion.
FOOD Key question: Did you have enough? Quantity important.
Key question: Did you like it? Quality important.
Key question: Was it presented well? Presentation important.
CLOTHING Clothing valued for individual style and expression of personality.
Clothing valued for its quality and acceptance into the norms of middle class. Label important.
Clothing valued for its artistic sense and expression.Designer important.
TIME Present most important. Decisions made for moment based on feelings or survival.
Future most important. Decisions made against future ramifications.
Traditions and past history most important. Decisions made partially on basis of tradition decorum.
EDUCATION Valued and revered as abstract but not as reality.Education is about facts.
Crucial for climbing success ladder and making money.
Necessary tradition for making and maintaining connections.
DESTINY Believes in fate. Cannot do much to mitigate chance.
Believes in choice. Can change future with good choices now.
Noblesse oblige.
LANGUAGE Casual register. Language is about survival.
Formal register. Language is about negotiation.
Formal register.Language is about connection.
FAMILY STRUCTURE
Tends to be matriarchal. Tends to be patriarchal. Depends on who has/controls money.
WORLD VIEW Sees world in terms of local setting.
Sees world in terms of national setting.
Sees world in terms of an international view.
LOVE Love and acceptance conditional, based on whether individual is liked.
Love and acceptance conditional, based largely on achievement.
Love and acceptance conditional, related to social standing and connections.
DRIVING FORCES Survival, relationships, entertainment.
Work and achievement. Financial, political, social connections.
Hidden Rules of Economic Class
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OHT 34
POVERTY• Present most important• Decisions made for the moment based on feelings
or survival
MIDDLE CLASS• Future most important• Decisions made against future ramifications
WEALTH• Traditions and past history most important• Decisions made partially on basis of
tradition/decorum
Time
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OHT 35
POVERTY•Believes in fate•Cannot do much to mitigate chance
MIDDLE CLASS•Believes in choice•Can change future with good choices now
WEALTH•Noblesse oblige
Destiny
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OHT 36
believes that one is believes that one is fated or destinedfated or destined
the behaviorthe behavior
not get caughtnot get caught
denydeny
punishedpunishedforgivenforgiven
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OHT 37
POVERTYPeople
MIDDLE CLASSThings
WEALTHOne-of-a-kind objects, legacies, pedigrees
Possessions
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OHT 38
• HIDDEN RULES
• 1. Direct-teach the hidden rules.
• 2. Teach that there are two sets of rules.
• 3. Understand the hidden rules that students bring with them.
What can you do in the classroom?
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OHT 39
•Understand student behaviors related to poverty.
•Identify discipline interventions that are effective.
Objectives for Module 6:
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OHT 40
•In what ways could this be resolved?•What factors will be used to determine the effectiveness, quality of ______?•I would like to recommend ______.•What are choices in this situation?•I am comfortable (uncomfortable) with ______.•Options that could be considered are ______.•For me to be comfortable, I need the following things to occur: ______.•These are the consequences of that choice/action: ______.•We agree to disagree.
• Quit picking on me.• You don't love me.• You want me to leave.• Nobody likes (loves) me.• I hate you.• You're ugly.• You make me sick.• It's your fault.• Don't blame me.• She, he … did it.• You make me mad.• You made me do it.
VOICES
CHILD
ADULT
• You (shouldn't) should do that.• It's wrong (right) to do ______.• That's stupid, immature, out of line, ridiculous.• Life's not fair. Get busy.• You are good, bad, worthless, beautiful (any
judgmental, evaluative comment).• You do as I say.• If you weren't so ______, this wouldn't happen to you.• Why can’t you be like ______?
PARENT
Adapted from work of Eric Berne
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OHT 41
Three Types of Parenting:
•Permissive
•Authoritarian
•Negotiated
Choices
Consequences
Parameters
Three Concepts Necessary to Be Self-Governing:
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OHT 42
1. What did you
do?
2. When you did that, what did you want?
4. What will you do next time?
3. What are four other things you could have done instead?
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OHT 43
Behavior Analysis
• 1. Decide what behaviors the student needs to• have in order to be successful.
• 2. Does the student have the resources to develop those behaviors?
• 3. Will it help to contact parent(s)?
• Are resources available through them?
• What resources are available through the• school/district?
• 4. How will behaviors be taught?
• 5. What are other choices the student could• make?
• 6. What will help the student repeat the • successful behavior?
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OHT 44
•TESA (Teacher Expectations & Student Achievement) identified 15 behaviors that teachers use with good students.
•The research study found that when teachers used these interactions with low-achieving students, their achievement made significant gains.
What can a teacher do to build relationships?
1. Calls on everyone in room equitably.2. Provides individual help.3. Gives “wait” time (allows student enough time to answer).4. Asks questions to give student clues about answer.5. Asks questions that require more thought.6. Tells students whether their answers are right or wrong.7. Gives specific praise.8. Gives reasons for praise.9. Listens.10. Accepts feelings of student.11. Gets within arm’s reach of each student each day.12. Is courteous to students.13. Shows personal interest and gives compliments.14. Touches students (appropriately).15. Desists (does not call attention to every negative student
behavior).
Adapted from TESA (Teacher Expectations & Student Achievement), Los Angeles Department of Education
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OHT 45
To discipline your child/student, use these steps:
• 1. STOP the behavior that• is inappropriate.
• 2. Tell the child WHAT • he/she did that was • wrong.
• 3. Tell the child WHY the • behavior was wrong • and its consequences.
• 4. Tell the child HOW to • behave the next time.
STOPSTOP
because
3
21
next time
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OHT 46
• DISCIPLINE• 1. Use the adult voice first, then
the parent voice.• 2. To avoid arguments with
parents and students, use the adult voice.
• 3. Use discipline interventions as an opportunity for instruction.
• 4. Use the parent voice to stop behaviors. Use the adult voice to change behaviors.
What can you do in the classroom?