Transcript Document

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A Framework for
Understanding
Poverty
Ruby K. Payne, Ph.D.
PowerPoint Presentation
Version 2.2
aha! Process, Inc., Highlands, TX
www.ahaprocess.com
OHT 2
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
• The mission of aha! Process, Inc. is to positively impact
the education and lives of individuals in poverty around
the world.
OHT 3
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
This is a workshop about
economic diversity, not
racial or cultural diversity.
OHT 4
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
8 Minutes
WHAT IS POVERTY
AND HOW IS IT
CHANGING?
6
True or False?
1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United
States are white.
2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public
school for one year.
3. The child poverty rate in the U.S. increased 10% between 2000 and 2009.
4. Forty-nine percent of all children born in the U.S. are born to families who receive food
supplements from WIC (Women, Infants and Children), the federal program.
5. Since 2000, the number of households in the U.S. that are multigenerational increased
by 40%.
6. More men from poverty than women from poverty make the transition out of poverty.
7. Fifty-eight percent of children born to parents at the bottom of the income ladder move
up.
8. The percentage of individuals in poverty is higher by minority subgroup than by the
white subgroup.
7
True or False
T
_____ 1. According to the U.S. Census (2000), 58% of all
individuals in poverty in the United States
are white.
8
True or False
F
_____ 2. The cost per prisoner in the U.S. is equal to the
cost of educating a student in public school
for one year.
9
True or False
F
_____ 3. The child poverty rate in the U.S. increased 10%
between 2000 and 2009.
10
True or False
T
_____ 4. Forty-nine percent of all children born in the U.S. are
born to families who receive food supplements
from WIC (Women, Infants and Children), the
federal program.
11
True or False
T
_____ 5. Since 2000, the number of households in the U.S.
that are multigenerational increased by
40%.
12
True or False
T
_____ 6. More men from poverty than women from
poverty make the transition out of poverty.
13
True or False
T
_____ 7. Fifty-eight percent of children born to parents at
the bottom of the income ladder move up.
14
True or False
T
_____ 8. The percentage of individuals in poverty is higher
by minority subgroup than by the white
subgroup.
15
White
Black
Hispanic
Other
Total
15%
35%
36%
24%
20%
350600
93000
112700
175200
731500
THE HENRY J KAISER FAMILY FOUNDATION
Timeframe: states (2011-2012), U.S. (2012)Data View:
Percent Locations: United States, States
Resources
To better understand
people from poverty,
the definition of
poverty will be:
“The extent to which an individual
does without resources.”
17
Resources
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.
18
Resources (continued)
Spiritual
Believing in divine purpose and guidance. Having
hope or a future story.
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.
19
Resources (continued)
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.
Formal Register
Having the vocabulary, language ability, and
negotiation skills necessary to succeed in school
and/or work settings.
20
Resources
Resources tell you
which interventions
will work.
21
Resources
Interventions work only
if they are based on
resources to which a
student has access OR
if the resource base is
provided.
22
Questions/ Comments
• Do you have students/family who lack resources?
• Did you have an AHA moment?
• Is there a difference in the learning of students who
come from inadequate resources in comparison with
students who have adequate resources?....And what
kinds of things do you notice when you first
encounter the student?
• Once you are aware of inadequate resources, what
do you do differently?
Activity
Copyright © 2005 aha! Process,
Inc. – P. 32 as a group
Student
they know- analyze can use page
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35
Knowledge of hidden rules
Relationships/role models
Support systems
Physical resources
Spiritual resources
Mental resources
Emotional resources
Financial resources
Name
Resource Analysis
OH
T
24
Key Point
Individuals bring with them the
hidden rules of the class in
which they were
raised.
Personal story
OHT 25
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
Key Point
Schools operate from middleclass norms and values.
Rita’s story – alarm
clock
OHT 26
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
Rita’s Story
Alarm Clock
Module 1: School Starts at Eight
Copyright © 2005 aha! Process, Inc.
www.ahaprocess.com
OHT 27
Hidden Rules of Economic Class
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 selfsufficiency.
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.
Laminate (game) Activity- Page 21
Duck dynasty clip
OH
T
28
Key Point
We must neither excuse
them nor scold them. We
must teach them.
OHT 29
Copyright © 2005 aha!
Process, Inc.
www.ahaprocess.com
10 ACTIONS TO EDUCATE
STUDENTS:
A Framework for
Understanding
Poverty
Ruby K. Payne, Ph.D.
aha! Process, Inc., Highlands, TX
www.ahaprocess.com
30
Action
Why?
1
Build relationships of mutual respect.
Motivation for learning.
2
Teach students the hidden rules of school.
Hidden rules break relationships, and without relationships
learning is decreased.
3
Analyze the resources of your students, and make
interventions based on resources the students have
access to.
Interventions do not work if they are based on resources that
are not available.
4
Teach formal register, the language of school and work.
To understand written text, which is essential for success at
school and work.
5
Teach mental models.
Mental models translate between the abstract representational
world and the sensory concrete world.
6
Teach abstract processes.
All learning involves what, why, and how. The how piece must
be directly taught for tasks to be done.
7
Teach students how to plan.
To control impulsivity for task completion.
8
Use the adult voice and reframing to change behaviors.
To maintain relationships and get the appropriate behaviors.
31