Copyright © 2005 aha! Process, Inc. OHT 1 A Framework for Understanding Poverty aha! Process,...

Copyright © 2005 aha! Process, Inc.www.ahaprocess.com

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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This is a workshop about economic diversity, not racial or cultural diversity.


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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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•Establish a mental framework for understanding economic realities.

Objective for Module 1:


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• 1. Poverty is relative.

Key Point


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• 2. Poverty occurs in all races.

Key Point


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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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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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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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• 3. Generational and situational poverty are different.

Key Point


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• 4. This work is based on patterns. All patterns have exceptions.

Key Point


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• 5. Schools operate from middle-class norms and values.

Key Point


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Survival

Relationships

Entertainment

Work

Achievement

Material security

Political, financial, social connections

Key Point


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6. Individuals bring with them the hidden rules of the class in which they were raised.

Key Point


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• 7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.

Key Point


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• 8. We must neither excuse them nor scold them. We must teach them.

Key Point


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• 9. We must teach them that there are two sets of rules.

Key Point


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• 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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• 11. Two things that help one move out of poverty are:

• education• relationships

Key Point


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• 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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"No significantlearning occurs

without asignificant

relationship."

–Dr. James Comer


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• 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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•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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•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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Nam

e

Fin

anci

al r

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Em

oti

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al r

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Men

tal r

eso

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Sp

irit

ual

res

ou

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Ph

ysic

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eso

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Su

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ort

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Rel

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ips/

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Kn

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Resource Analysis


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Nam

e

Fin

anci

al r

eso

urc

es

Em

oti

on

al r

eso

urc

es

Men

tal r

eso

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es

Sp

irit

ual

res

ou

rces

Ph

ysic

al r

eso

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es

Su

pp

ort

sys

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s

Rel

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ips/

role

mo

del

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Kn

ow

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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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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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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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• Understand and give examples of the hidden rules of the three socioeconomic classes.

Objective for Module 5:


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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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Could you survive in middle class?


______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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Could you survive in Could you survive in wealth?wealth?


______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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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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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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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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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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POVERTYPeople

MIDDLE CLASSThings

WEALTHOne-of-a-kind objects, legacies, pedigrees

Possessions


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• 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.



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•Understand student behaviors related to poverty.

•Identify discipline interventions that are effective.

Objectives for Module 6:


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•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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Three Types of Parenting:

•Permissive

•Authoritarian

•Negotiated

Choices

Consequences

Parameters

Three Concepts Necessary to Be Self-Governing:


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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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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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•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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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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• 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.


Copyright © 2005 aha! Process, Inc. OHT 1 A Framework for Understanding Poverty aha! Process,...

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Transcript of Copyright © 2005 aha! Process, Inc. OHT 1 A Framework for Understanding Poverty aha! Process,...