Riga presentation

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

OHT 1

Language, Behavior and

Poverty: Understanding the Links and

Building Resiliency

Dr. Bob Bayuk


OHT 2

Research on Poverty

Research on poverty can be clustered into four major areas:

• Behaviors of the Individual• Human and Social Capital in the

Community• Exploitation• Political/Economic Structures

CAUSES OF POVERTYBehaviors

of the Individual

Human and Social Capital

in the Community

Exploitation Political/Economic Structures

Definition:Research on the choices, behaviors, characteristics, and habits of people in poverty.

Definition: Research on the resources available to individuals, communities, and businesses.

Definition:Research on how people in poverty are exploited because they are in poverty.

Definition:Research on the economic, political, and social policies at the international, national, state, and local levels.

Sample topics:Dependence on welfareMoralityCrimeSingle parenthoodBreakup of familiesIntergenerational character traitsWork ethicRacism and discriminationCommitment to achievementSpending habitsAddiction, mental illness, domestic violencePlanning skillsOrientation to the future Language experience

Sample topics:Intellectual capitalSocial capitalAvailability of jobs Availability of well-paying jobsRacism and discrimination Availability and quality of educationAdequate skill setsChildcare for working familiesDecline in neighborhoodsDecline in social moralityUrbanizationSuburbanization of manufacturingMiddle-class flightCity and regional planning

Sample topics:Drug tradeRacism and discriminationPayday lendersSub-prime lendersLease/purchase outletsGamblingTemp workSweatshopsSex tradeInternet scams

Sample topics: GlobalizationEquity and growthCorporate influence on legislators Declining middle classDe-industrializationJob lossDecline of unionsTaxation patternsSalary ratio of CEO to line workerImmigration patternsEconomic disparityRacism and discrimination


OHT 4

"No significantlearning occurs

without asignificant

relationship."

–Dr. James Comer


OHT 5

DEPOSITS MADE TO INDIVIDUAL IN POVERTY

WITHDRAWALS MADE FROM INDIVIDUAL IN POVERTY

Appreciation for humor and entertainment provided by the individual

Put-downs or sarcasm about the humor or individual

Acceptance of what the individual cannot say about a person or situation

Insistence and demands for full explanation about a person or situation

Respect for the demands and priorities of relationships

Insistence on the middle-classview of relationships

Using the adult voice Using the parent voice Assisting with goal-setting Telling the individual his/her

goals Identifying options related to available resources

Making judgments on the value and availability of resources

Understanding the importance of personal freedom, speech, and individual personality

Assigning pejorative character traits to the individual

DEPOSITS WITHDRAWALS Seeking first to understand Seeking first to be understood Keeping promises Breaking promises Kindnesses, courtesies Unkindnesses, discourtesies Clarifying expectations Violating expectations Loyalty to the absent Disloyalty, duplicity Apologies Pride, conceit, arrogance Open to feedback Rejecting feedback

Adapted from The Seven Habits of Highly Effective People (1989) by Stephen Covey

Creating Relationships


OHT 6

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


OHT 7

FinancialHaving the money to purchase goods and services.

EmotionalBeing 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.

MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

SpiritualBelieving in divine purpose and guidance.

PhysicalHaving physical health and mobility.

Support SystemsHaving 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


OHT 8

Questions to Ask About Resources

FINANCIALIs 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”?

EMOTIONALIs 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?

MENTALCan 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?

SPIRITUALDoes the individual believe in divine guidance and assistance?

Does the individual have religious affiliation—e.g., church, mosque, synagogue?

PHYSICALCan the individual take care of himself/herself without help?Does the physical body allow the person to work and to learn?

SUPPORT SYSTEMSWho 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 MODELSWho 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 RULESDoes 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?


OHT 9

RREEGGIISSTTEERR

EEXXPPLLAANNAATTIIOONN

FROZEN

Language that is always the same. For example: Lord’s Prayer, wedding vows, etc.

FORMAL

The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices.

CONSULTATIVE

Formal register when used in conversation. Discourse pattern not quite as direct as formal register.

CASUAL

Language between friends and is characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.

INTIMATE

Language between lovers or twins. Language of sexual harassment.


OHT 10

Research about language in children from ages 1 to 3 years from stable households by economic group.

Number of words

exposed to

Economic group

Affirmations (strokes)

Prohibitions (discounts)

10 million words

Welfare 1 for every 2

20 million words

Working class

2 for every 1

30 million words

Professional 5 for every 1

Source: Meaningful Differences in the Everyday Experience of Young American Children (1995), by Betty Hart & Todd R. Risley


OHT 11

CASUAL FORMALThat sucks. There is no longer any joy in

this activity.

Translating from One Register to Another

On the left-hand side of the page, write down phrases students say in your class that are in casual register. Then translate those phrases into formal register. Work with your table or a partner. An example is provided.


OHT 12

To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills.

To survive in school, one must use verbal, abstract, and proactive skills.


OHT 13

If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ...

If an individual cannot plan, he/she CANNOT PREDICT.

If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT.

If an individual cannot identify cause and effect, he/she CANNOT IDENTIFY CONSEQUENCE.

If an individual cannot identify consequence, he/she CANNOT CONTROL IMPULSIVITY.

If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.


OHT 14

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


OHT 15

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


OHT 16

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


OHT 17

believes that one is fated or destined

the behavior

not get caught

deny

punishedforgiven


OHT 18

POVERTYPeople

MIDDLE CLASSThings

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

Possessions


OHT 19

Every behavior has a payoff.


OHT 20

Resilient SchoolsAutonomy

Academic Efficacy

Self-Determination

Behavioral Self-Control

Relationships

Teacher-Student Relationships

Peer Relationships

Home-School Relationships

Enhancing Resiliency

Problem Solving Skills

Coping with difficult situations

Assertiveness

Negotiation skills

Decision making skills

Social problem solving skills

Relaxation techniques


OHT 28

Thank You!Dr. Bob Bayuk Psychologist

ERC

Worland, WY

307-347-2435

[email protected]

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