Bridges Out of Poverty Presented for Human Services

Bridges Out of Poverty Presented for Human Services Network August 29 th, 2008 Amy Swiatek Regional Prevention Services Project (CDHS/DBH funded) OMNI Institute 303 -839 -9422 x 115 www. omni. org aswiatek@omni. org

Handouts

Bridges Out of Poverty / Framework Of Poverty Focus on Economic Diversity. n Based on Ruby Payne’s pioneering work in the field of education and social institutions. n The mission of aha! Process, Inc. is to positively impact the education and lives of individuals in poverty around the world. www. ahaprocess. com n

Research on Poverty 1. Behaviors of the Individual n Choices, behaviors, characteristics (change the indiv) 2. Absence of Human & Social Capital in the Community n Resources available to individuals, communities and businesses (enhance state and local resources) 3. Human Exploitation n Exploitive practices of people in poverty (fair system) 4. Political/Economic Structures n Policies at international, state, and local levels (structure change)

Research Continuum Conclusions ● There is valid research in all four areas. ● There are many causes of poverty, so we need a wide array of strategies. ● Ruby Payne’s Framework offers a way to understand complex economic issues, to do a critical analysis of poverty and prosperity.

Key Points Poverty occurs in all races and in all countries. n Poverty is relative. n Economic class is on a continuum. n Generational poverty and situational poverty are different. n

Key Points n An individual brings with him/her the hidden rules of the class in which he/she was raised. n This work is based on patterns. All patterns have exceptions. n Each class has advantages and disadvantages.

Key Points n Schools, businesses, etc… operate from middle class norms and use the hidden rules of middle class. n For MC institutions to be effective in working with people from GP, we must be aware of our own hidden rules and the hidden rules of clients; and be a bridge to the 2+ sets of rules.

Key Points n In order to move from poverty to middle class or middle class to to wealth, an individual must give up relationships for achievement (at least for some period of time). n Relationships and education are two key ways people move out of poverty (if the individual desires to move out of poverty).

Four Reasons one Leaves Poverty are: A key relationship A vision or goal A special talent or skill Too painful to stay

Schools Police Social Services • • • Pawn shop Liquor store Corner store Rent-to-own Laundromat Church Businesses • • • Fast food Check cashing Temp services Used-car lots Dollar store

United States Official Poverty Guidelines: 2006 Family Size Four Three Two One Source: U. S. Department of Health & Human Services (January 2006) Annual Income $20, 000 $16, 600 $13, 200 $9, 800

Housing Trends 1991 n 47 affordable rental units per income families 100 low- 1997 n 36 affordable rental units per income families 100 low- Source: “Rental Housing—the Worsening Crisis: A Report to Congress on Worst-Case Housing Needs” (March 2000), U. S. Housing & Urban Development

Housing Trends 59% of poor renters spend more than 50% of their income on shelter Source: “Why America’s Workers Can’t Pay the Rent” (Summer 2000) by Peter Dreier in Dissent

Wages and Net Worth n 22% of U. S. workers earn less than $8 an hour. n 29 million U. S. workers hold jobs for at least half a year and earn less than $15, 000. n Median net worth for top 10%: $833, 600 n Median net worth for bottom 20%: $7, 900 Source: David Shipler, Stanford Social Innovations Review (Summer 2004)

Wage/Rent Connection Hourly Wage Hours Worked Monthly Income Percentage of Income for Rent Cost of Rent $6 173 $1, 038 35% $363 Money Available for Other Expenses $675 $7 173 $1, 038 50% $519 173 $1, 211 35% $424 $519 $787 173 $1, 211 50% $606

The Wage Question If you did everything your caseworker told you to do, got a job and kept it for a year, never missing a day of work, how much closer (if at all) would you be to being out of poverty at the end of that year than you were at the beginning?

Health & SES n n n The SES (socioeconomic status) Gradient. The richer you are, the healthier you are. The poorer you are, the sicker you are. Living in poverty is a risk factor for stressrelated illnesses. It is NOT entirely due to lack of access. Source: Why Zebras Don’t Get Ulcers (1998) by Robert Sapolsky

Tyranny of the Moment “The need to act overwhelms any willingness people have to learn. ” Source: The Art of the Long View by Peter Schwartz “The healthier you are psychologically, or the less you may seem to need to change, the more you can change. ” Source: Management of the Absurd (1996) by Richard Farson

Schools Police Social Services Businesses • Shopping/strip malls • Office complexes • Bookstores • Coffee shops • Banks • Restaurants/bars • Fitness centers • Golf courses • Vet clinics Church

Mental Model for Wealth

Hidden Rules of Class: Unspoken cueing mechanisms that people use to let you know if you do or do not belong.

Hidden Rules of Economic Class… economic realities create “hidden rules” Generational Poverty Middle Class Wealth

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 history most important Decisions made partially on basis of tradition/decorum

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

believes that one is fated or destined the behavior not get caught deny punished forgiven

Adult Parent Child VOICES Defensive, victimized, emotional, whining, losing attitude, strongly negative non-verbal • Quit picking on me. • You made me do it. • I hate you. Authoritative, directive, judgmental, evaluative, win-lose mentality, demanding, punitive, sometimes threatening • You shouldn’t do that. • Life’s not fair. Get busy. Non-judgmental, free of negative non-verbal, factual, often in question format, attitude of win-win • In what ways able to resolve? • What are choices in this situation?

EDUCATION POVERTY Valued and revered as abstract but not as reality MIDDLE CLASS Crucial for climbing success ladder and making money WEALTH Necessary tradition for making and maintaining connections

LANGUAGE POVERTY Casual register Language is about survival MIDDLE CLASS Formal register Language is about negotiation WEALTH Formal register Language is about networking

REGISTERS OF LANGUAGE REGISTER EXPLANATION 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. Formal register when used in conversation. CONSULTATIVE Discourse pattern not quite as direct as formal register. CASUAL Adapted from the work of Martin Joos 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.

Casual Register Formal Register (the language of close friends) (the language of school and business) Wuzzat chew say? ● Could you repeat that, please? Hook me up. ● Would you be so kind as to introduce me to … ● I would really appreciate your assistance. That’s tight. That’s cool. That’s “da bomb. ” ● This activity overwhelmed me with its outstanding value and significance to my future. ● This is an excellent suggestion. ● I would like to compliment you on your choice of …

Research About Language in Children, Ages 1 to 3, in 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 Professional 5 for every 1 Source: Meaningful Differences in the Everyday Experience of Young American Children (1995) by Betty Hart & Todd R. Risley words

PATTERNS OF DISCOURSE FORMAL CASUAL

Abstract Thinking Amount of language and number of abstract words is related to level of education (level of education is highly correlated to economic class). n Abstract representational systems are learned. n Achievement will be much higher if abstract constructs and processes are directly taught with content. n

DRIVING FORCES POVERTY Survival, relationships, entertainment MIDDLE CLASS Work, achievement, material security WEALTH Financial, political, social connections

Discussion Points n Poverty: to survive in poverty, one must use non-verbal and sensory skills. n Middle Class: to survive in school, the workplace… one must use verbal and abstract skills. n The “righting reflex”

Righting Reflex vs. Psychological Reactance n Agencies often have a plan for the customer before the customer has acknowledged that a problem exists n Psychological reactance: interfering with my freedom of choice, my rights n Distrust of organizations

No significant learning occurs without a significant relationship. –Dr. James Comer

Creating Relationships Deposits made to individuals in poverty Appreciation for humor and entertainment provided by the individual Withdrawals made from individuals in poverty Put-downs or sarcasm about the humor or the individual Acceptance of what the individual cannot say Insistence and demands for full about a person or situation explanation of person or situation Respect for the demands and priorities of relationships Insistence on the middle-class view 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 value and availability of resources Understanding the importance of personal freedom, speech, and personality Assigning pejorative character traits to the individual

DEFINITION OF RESOURCES To better understand people from poverty, the definition of poverty will be the “extent to which an individual does without resources. ” The resources are the following …

DEFINITIONS OF RESOURCES FINANCIAL Being able to purchase the goods and services of that class and sustain it. EMOTIONAL (and Coping Strategies) Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. Shows itself through 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, nurturing, and who do not engage in destructive behavior. KNOWLEDGE OF HIDDEN RULES Knowing the unspoken cues and habits of a group.

Emotional Spiritual Mental Financial Physical Bridging Support systems Bonding Role models Hidden rules (Choice: two sets) 1 2 3 4 5 -?

RESOURCES ADDED TO GETTING AHEAD Integrity and trust: Your word is good, you do what you say you will do, and you are safe. Motivation and persistence: You have the energy and drive to prepare for, plan, and complete projects, jobs, and personal changes. Formal register: You have the emotional control, vocabulary, language ability, and negotiation skills to succeed in school and/or work settings.

STRATEGIES • • • Procedure If you choose, then you have chosen Bracketing Metaphor stories Reframing/translating Self-talk (I do the task for me) Personal goal setting Plan backward Helping another person Replacement behaviors

Cascade Engineering Welfare-to-Career (W 2 C) Employee Annual Retention Rates • 1991– 99: 29% • December 1999: 80% • 2000– 03: 69%

Cascade Engineering Key Features n Privately owned by Fred Keller n W 2 C employees: 77 women, 22 men n Non-W 2 C: 211 women, 430 men n Cost of losing employees in first 60 days: $2, 500 to $3, 000. n Training: Ruby Payne’s Framework and public partnerships Source: “Welfare-to-Career at Cascade Engineering, Inc. ” (2002) by James Bradley

What can you do in your Agency and Community? n Build awareness of your own hidden rules and mental models. n Assess and build interventions based on resources (internal and external) – strengths and resiliency. n n Refer individuals to associations according to interests, skills, gifts and talents. Foster development of resources in the community. n Stabilize the environment; provide support during transition. n Engage individuals in poverty in solving individual and community problems. n Develop strategies across all 4 areas of research at individual, agency, community and policy levels.

“… Human relationship is a sledgehammer that obliterates every societal difference. ” –Robert Sapolsky