Deposits Withdrawals

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Feb 5, 2013 (4 years and 6 months ago)

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A framework for
Understanding Poverty

Sheally Engebretson

Dr. Kwame Bruce

Based on book by Ruby K. Payne, Ph.D.

Key Points to Remember


Poverty is relative


Poverty occurs in all races and in all
countries


Economic class is a continuous line, not
a clear
-
cut distinction


Generational poverty and situational
poverty are different


(Questionnaire)



An individual brings with him/her the
hidden rules of the class in which he/she
was raised


To move from poverty to middle class or
middle class to wealth, an individual
must give up relationships for
achievement (at least for some period of
time).



Two things that help one move out of
poverty are education and relationships


Four reasons one leaves poverty are: It’s
too painful to stay, a vision or goal, a key
relationship, or a special talent or skill.

Statistics About Poverty


7.6 million poor families in 2003


Foreign
-
born population in U.S. has
increased


Poverty is caused by interrelated factors:
parental employment status and earning,
family structure, and parental education
(Five Million Children, 1992)

Definition of Poverty

The extent to which an individual does
without resources



“Scenarios”

Resources


Financial


Emotional


Mental


Spiritual


Physical


Support Systems


Relationship/Role Models


Knowledge of Hidden Rules

Quote


“No significant learning occurs without a
significant relationship.”

Dr. James Comer

Role of Language and Story

Register of Language: every language in
the world has five registers.


Frozen


Formal


Consultative


Casual


Intimate


Hidden Rules Among Classes



Generally, in America, the notion is
recognized for racial and ethnic groups,
but not particularly for economic groups.






Characteristics of Generation Poverty


Poverty for at least two generations


Has its own culture, hidden rules & belief
systems


Prevailing attitude is that society owes
one a living.


Family Patterns in Generational Poverty


Family patterns



Key roles: fighter/lover,
caretaker/rescuer, worker, storyteller,
and “keeper of the soul” (i.e., dispenser
of penance and forgiveness)

“Scenarios”

Quote


“The culture of poverty has some universal
characteristics which transcend regional, rural
-
urban, and even national differences…There
are remarkable similarities in family structure,
interpersonal relations, time orientations, value
systems, spending patterns, and the sense of
community in lower
-
class settlements in
London, Glasgow, Paris, Harlem, and Mexico
City.”

Oscar Lewis,
Four Horsemen

Characteristics


Get mad & quite their job/work


Will work hard if they like you


Do not use conflict
-
resolution skills


Use survival language


Not emotionally reserved when angry

Characteristics cont.


Extreme freedom of speech


Very independent


Time


Need emotional warmth


Level of integrity

Characteristics cont.


Possessiveness


“Space”


Favoritism


Characteristics: Real Men, Real Women


Men socialize with men and women with
women


A real man is ruggedly good
-
looking


A real woman takes care of her man

Role Models Emotional Resources

Dependence

Independence

Interdependence


Functional and Dysfunctional Systems

Support Systems


Coping Strategies


Options During Problem
-
Solving


Information and Know
-
How


Temporary Relief from Emotional,
Financial, and/or Time Constraints

Support System cont.


Connections to Other People and
Resources


Positive Self
-
Talk


Procedural Self
-
Talk



Hidden Rules Among Classes handout



Creating Relationships


Students in poverty


Emotional Bank (Covey
-
1889)



Relationship Deposits & Withdrawals

Deposits



Withdrawals

Seek first to understand

Seek 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

Deposits made to individual in poverty


Appreciation for humor and
entertainment provided by the individual


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


Respect for the demands and priorities
of relationships


Using the adult voice

Deposits cont.


Assisting with goal
-
setting


Identifying options related to available
resources


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

Conclusion

It is our responsibility who work with the
poor to teach the differences and
skills/rules that will allow the individual to
make the choice. As it now stands for
many of the poor, the choice never
exists.