Transcript Slide 1
A Framework for Understanding Poverty
Ruby K. Payne, Ph.D.
PowerPoint Presentation
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OHT 1
This is a workshop about economic diversity, not racial or cultural diversity.
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OHT 2
Our Objectives:
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 3
Objective for Module 1:
•
Establish a mental framework for understanding economic realities.
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OHT 4
Key Point
•
1. Poverty is relative.
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OHT 5
Key Point
•
2. Poverty occurs in all races.
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OHT 6
GROUP
LOWEST 20% SECOND 20% THIRD 20% FOURTH 20% HIGHEST 20% *TOP 5% (part of highest 20%)
Source: U.S. Bureau of the Census
AVERAGE HOUSEHOLD INCOME RANGES: 2003 $0 –$17,984 $17,985 –$34,000 $34,001 –$54,440 $54,441 –$86,860 $86,861+ $154,120+
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OHT 7
Breakdown of U.S. households by total annual income and benefit compensation: Income % of All Households U.S. Households (in millions) <$10k $10k –$14.9k
$15k –$24.9k
$25k –$34.9k
$35k –$49.9k
$50k –$74.9k
$75k –$99.9k
$100k –$149.9k
$150k –$199.9k
$200k+ 10 7 14 13 17 21 12 10 3 3 9.3% 6.5% 13.0% 12.0% 15.7% 19.4% 11.1% 9.3% 2.8% 2.8% Median household income: $43,564 Mean household income: $58,036
Source: Census Supplementary Survey (in 2003 inflation-adjusted dollars)
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OHT 8
POVERTY STATISTICS
Extreme-poverty, poverty, and near-poverty rates for children under age 5 by living arrangement: 2003.
70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 32.3% 53.7% 62.4% 14.5% 9.7% 2.8% EXTREME POVERTY POVERTY Living with married parents NEAR POVERTY Living with single mother only
Source: U.S. Bureau of the Census
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OHT 9
Key Point
•
3. Generational and situational poverty are different.
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OHT 10
Key Point
•
4. This work is based on patterns. All patterns have exceptions
.
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OHT 11
Key Point
•
5. Schools operate from middle-class norms and values.
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OHT 12
Key Point
Survival Relationships Achievement Entertainment Work Material security Political, financial, social connections
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OHT 13
Key Point
6. Individuals bring with them the hidden rules of the class in which they were raised.
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OHT 14
Key Point
•
7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.
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OHT 15
Key Point
•
8. We must neither excuse them nor scold them. We must teach them.
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OHT 16
Key Point
•
9. We must teach them that there are two sets of rules.
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OHT 17
Key Point
•
10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.
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OHT 18
Key Point
•
11. Two things that help one move out of poverty are: • education • relationships
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OHT 19
Key Point
•
12. Four reasons one leaves poverty are: • too painful to stay • vision or goal • key relationship • special talent/skill
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OHT 20
"
No significant learning occurs without a significant relationship."
–Dr. James Comer
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OHT 21
You need to learn this, or do this, so that you:
• • • • •
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
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OHT 22
Objectives for Module 2:
• 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.
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OHT 23
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.
• 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.
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OHT 24
Resource Analysis
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OHT 25
Resource Analysis John/Adele Otis/Vangie Opie/Oprah Maria/Noemi Eileen/Wisteria Juan/Rámon Sally/Sueann Tijuana Tahiti/Theresa Magnolia Habib Steve Geraldo Raquel
— — — — — — — ? ? ? — — (?) — — — — ? — — — — — — ? ? ? ? ? ? ? ? — — — — — ? ? — — — ? ? — — — — — — — — — — — — — ? — — ? — — Copyright © 2005 aha! Process, Inc.
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OHT 26
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 27
What can you do in the classroom?
RESOURCES
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.
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OHT 28
Objective for Module 5:
• Understand and give examples of the hidden rules of the three socioeconomic classes.
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OHT 29
Could you survive in poverty?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
______1.
______2.
______3.
______4.
______5.
______6.
______7.
I know which churches and sections of town have the best rummage sales.
I know which rummage sales have “bag sales” and when.
I know which grocery stores’ garbage bins can be accessed for thrown-away food.
I know how to get someone out of jail.
I know how to physically fight and defend myself physically.
I know how to get a gun, even if I have a police record.
I know how to keep my clothes from being stolen at the Laundromat.
I know what problems to look for in a used car.
______8.
______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 ______13.
and my stories.
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.
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OHT 30
Could you survive in middle class?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
______1.
______2.
______3.
I know how to get my children into Little League, piano lessons, soccer, etc.
I know how to set a table properly.
I know which stores are most likely to carry the clothing ______4.
______5.
______6.
brands my family wears.
My children know the best name brands in clothing.
I know how to order in a nice restaurant.
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.
I talk to my children about going to college.
______7.
______8.
______9.
I know how to get one of the best interest rates on my new-car loan.
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 how to 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 31
Could you survive in 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 another language.
______2. I have several favorite restaurants in different countries of the world.
______3.
______4.
During the holidays, I know how to hire a decorator to identify the appropriate themes and items with which to decorate the house.
I know who my preferred financial advisor, legal service, designer, domestic-employment service, ______5.
______6.
______7.
______8.
______9.
and hairdresser are.
I have at least two residences that are staffed and maintained.
I know how to ensure confidentiality and loyalty from my domestic staff.
I have at least two or three “screens” that keep people whom I do not wish to see away from me.
I fly in my own plane or the company plane.
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 32
Hidden Rules of Economic Class POSSESSIONS MONEY PERSONALITY SOCIAL EMPHASIS FOOD CLOTHING TIME EDUCATION DESTINY LANGUAGE FAMILY STRUCTURE WORLD VIEW LOVE DRIVING FORCES POVERTY MIDDLE CLASS WEALTH
People.
To be used, spent.
Is for entertainment.
Sense of humor is highly valued.
Social inclusion of the people they like.
Key question: Did you have enough? Quantity important.
Clothing valued for individual style and expression of personality.
Present most important. Decisions made for moment based on feelings or survival.
Valued and revered as abstract but not as reality.
Education is about facts.
Believes in fate. Cannot do much to mitigate chance.
Casual register. Language is about survival.
Crucial for climbing success ladder and making money.
Believes in choice. Can change future with good choices now.
Formal register. Language is about negotiation.
Tends to be matriarchal.
Sees world in terms of local setting.
Love and acceptance conditional, based on whether individual is liked.
Survival, relationships, entertainment.
Things.
To be managed.
Is for acquisition and stability. Achievement is highly valued.
Emphasis is on self governance and self sufficiency.
Key question: Did you like it? Quality important.
Clothing valued for its quality and acceptance into the norms of middle class. Label important.
Future most important. Decisions made against future ramifications.
Tends to be patriarchal.
Sees world in terms of national setting.
Love and acceptance conditional, based largely on achievement.
Work and achievement.
One-of-a-kind objects, legacies, pedigrees.
To be conserved, invested.
Is for connections. Financial, political, social connections are highly valued.
Emphasis is on social exclusion.
Key question: Was it presented well? Presentation important.
Clothing valued for its artistic sense and expression.
Designer important.
Traditions and past history most important. Decisions made partially on basis of tradition decorum.
Necessary tradition for making and maintaining connections.
Noblesse oblige.
Formal register.
Language is about connection.
Depends on who has/controls money.
Sees world in terms of an international view.
Love and acceptance conditional, related to social standing and connections.
Financial, political, social connections.
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OHT 33
Time 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 Copyright © 2005 aha! Process, Inc.
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OHT 34
Destiny
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 Copyright © 2005 aha! Process, Inc.
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OHT 35
believes that one is fated or destined the behavior not get caught
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deny punished forgiven
OHT 36
Possessions
POVERTY
People
MIDDLE CLASS
Things
WEALTH
One-of-a-kind objects, legacies, pedigrees Copyright © 2005 aha! Process, Inc.
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OHT 37
What can you do in the classroom?
• • • •
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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OHT 38
Objectives for Module 6:
•
Understand student behaviors related to poverty.
•
Identify discipline interventions that are effective.
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OHT 39
C H I L D
VOICES
• • • • • • • • • • • • 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
.
P A R E N T
• 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 ______?
A D U L T
• 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.
Adapted from work of Eric Berne
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OHT 40
Three Types of Parenting: • Permissive • Authoritarian • Negotiated
Three Concepts Necessary to Be Self-Governing: Choices Consequences Parameters
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OHT 41
1. What did you do?
2. When you did that, what did you want?
3. What are four other things you could have done instead?
4. What will you do next time?
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OHT 42
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 43
What can a teacher do to build relationships?
• 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.
1.
2.
3.
4.
Calls on everyone in room equitably.
Provides individual help.
Gives “wait” time (allows student enough time to answer).
Asks questions to give student clues about answer.
5.
6.
7.
8.
Asks questions that require more thought.
Tells students whether their answers are right or wrong.
Gives specific praise.
Gives reasons for praise.
9.
10. Accepts feelings of student.
11.
Listens.
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 44
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.
STOP
• • • 3. Tell the child WHY the behavior was wrong and its consequences.
because
• • 4. Tell the child HOW to behave the next time.
next time 1 2 3
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OHT 45
What can you do in the classroom?
• • • • •
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.
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OHT 46