bridges out of poverty - simcoecountycoalition.ca€¦ · use chart paper. activity time – 10...
TRANSCRIPT
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Bridges Out of Poverty
Presenters:
Dionne Thomson
Kaitlynn Kavanagh
Kelly Scott
Jan Aitken
Erika Haney
2016
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Examine the eight resources of a learner, client or
employee
Identify principles for improving outcomes with
individuals from generational poverty
Consider the mental models of poverty, middle
class and wealth and the demands of the
environment
Understand the causes of poverty in order to build
resources (research)
Examine examples of hidden rules among classes.
Consider language – the registers, discourse
patterns, and story structure.
Workshop Objectives
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Our primary goal is to share with you our experience with the learning, understanding and incorporating the concepts of Bridges Out of Poverty within our organizations and in our communities.
Our hope is that you will choose to include the information that rings true for you into your repertoire of resources.
We understand that your experiences, perceptions and motivations may be different than ours.
The basis for our presentation lies in the concept that poverty is “the extent to which an individual does without resources”
poverty = under-resourced. (Payne, 2005)
Our Vision
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Copyright J. Pfarr Consulting. Reproduced with permission.
Societal System &
Economic Class “Lens”
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Poverty is a complex issue that may be understood as inadequate education, health, financial, physical and social resources needed to sustain positive well-being. It may also be experienced as an absence of equity, choice and power, which negatively impacts one’s sense of belonging, citizenship and participation.
Developed through the Basic Needs Task Group and
endorsed by the Simcoe County Child, Youth and Family Coalition
Simcoe County’s Definition
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No Place Called Home – Part 1
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OBJECTIVES
1.Analyze the eight resources of clients/staff /students that have been observed to enhance success.
2.Understand that being stuck in poverty is often related to missing resources.
Resources
Individual Lens
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As our
definition of poverty
is
“the extent to which an individual
does without resources.”
The resources are the following …
DEFINITION OF RESOURCES
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MENTAL MODEL OF RESOURCES
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FINANCIAL
Being able to purchase the goods and services of that class and sustain it.
EMOTIONAL
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.
DEFINITION OF RESOURCES
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Social Capital
Clubs
Work
School
Formal
Organization
Religious
Organization
Neighbors
and Family
Bonding Capital
Bridging Capital
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DEFINITION OF POVERTY
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Generational poverty
and situational poverty
are different.
And urban vs rural poverty
Key Point
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Key Points
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Learning
Task
Read the Key Points and Bridges Constructs
Highlight one or two statements that resonate with you.
Discuss your thoughts with your table for a few minutes.
Activity time: 15-20min
KEY POINTS
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No significant learning occurs without a
significant relationship of mutual respect.
–Dr. James Comer
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Copyright J. Pfarr Consulting. Reproduced with permission.
Societal System
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OBJECTIVES
1. Understand the causes of poverty in order to build resources.
2. Understand what is needed to build a sustainable community.
Research Continuum
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With your Appointment #1, create a list of what you think are the causes of poverty in Canada, all beginning with the letter “D”. Use chart paper.
Activity time – 10 minutes
Learning
Task
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Behaviors of the Individual
Absence of Human and Social
Capital Within the Community
Human Exploitation
Political/Economic Structures
Research Continuum
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Review the list you created and put a number beside each item.
1 = Behaviors of the Individual
2 = Human and Social Capital 3 = Human Exploitation 4 = Political/Economic Structures
Identify if there is an area of research that has been your primary focus.
Discuss if and how this area of research influences your job.
Learning
Task
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Individual
Behavior
Human and Social
Capital in the
Community
Exploitation
Political/
Economic
Structures
Individual
Action
Being mentored
through a
program such
as Getting
Ahead
Voting
Organizational
Action
Working with
community
agencies to bridge
under resourced
employees
Developing a living
wage for its
employees
Community
Action
Developing a
poverty roundtable
Advocating for
affordable
housing
Policy Municipalities
banning money
lenders near any
neighbourhood
Community Sustainability Grid A Comprehensive Planning Tool
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OBJECTIVES
1. Identify how mental models are effective interventions for cognitive and language
barriers.
Mental Models
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“There are no facts,
only interpretations.”
–Friedrich Nietzsche
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Are the stories we tell ourselves to make sense of the world around us.
Are internal pictures of how we believe the world works.
Behaviours and thoughts that we learn from our experiences.
Exist below awareness.
Determine how we act.
Can help or interfere with learning.
Can impact our ability to create and sustain relationships.
Source: The Fifth Discipline Fieldbook (1994) by Peter Senge
For a positive dialogue to occur we must be able to suspend our mental models.
MENTAL MODELS
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With your appointment #2, using the chart paper at your table, create a Mental Model that you believe best represents your understanding of life in the Middle Class.
(Art Degree not required )
Activity Time: 10 - 15 minutes
Learning Task
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Businesses
Church
Schools Police
Social Services
Shopping/strip malls Bookstores Banks Fitness centers Veterinary clinics
Office complexes Coffee shops Restaurants/bars Golf courses
REF PAGE 12-13
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Mental Model for Wealth
Developed by Ruby Payne (2005)
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Floor Plan of a Home
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Who lives in low income in
Simcoe Muskoka?
Data Sources: Statistics Canada, Income Statistics Division, Annual Estimates for Census Families and Individuals [2013], 13C0016. Taxfiler Table F-18 Family data.
Statistics Canada, National Household Survey, Target Group Profile #10 - Recent Immigrants [2011], EO2065.
Statistics Canada. National Household Survey, Target Group Profile #11 – Aboriginal Identity [2011], EO2065.
Statistics Canada. National Household Survey, Target Group Profile #8 – Population with activity difficulties/reductions [2011], EO2065.
• 17% of children 0-17 yrs.
• 13% of adults 18-64 yrs.
• 3% of seniors 65+yrs.
Total population - 12% Lone-parent families - 32%
Aboriginal identity - 19% Recent immigrants - 20% Activity limitations - 15%
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Low income in
Simcoe Muskoka
Municipalities:
Prevalence of low income
ranges from a low of
6.7% to a high of 18.4%
Dissemination Areas:
Prevalence of low income
ranges from a low of
0.9% to a high of 59.6%
LI interactive Map
Ontario LI = 15%
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Simcoe & Muskoka
Source: Simcoe Muskoka District health unit 2014
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If you did everything your support person (eg: caseworker, health care
professional, teacher, etc.) suggested—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?
The Wage Question
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Average monthly rent – 2 bedroom apt.
Parry Sound – $883.001c
Muskoka District - $853¹b
Barrie - $1001¹a
Total monthly income for a single parent on Ontario Works (OW)
Is $1450²
Total monthly income for an individual on minimum wage is $1537³
The Wage Question
¹aCMHC Rental Market Report 2011
¹bDistrict of Nipissing Social Services Board 2009
1c 2006 census- {Parry Sound Economic Development
² MCSS Ontario Works Policy directives 2012
³Employment Standards, Ministry of Labour 2012
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If the richer you are, the healthier you are.
Then the poorer you are, the sicker you are.
This being said, then living in poverty is a risk factor for stress-related illnesses.
And health can be better maintained when there is a balance between Stress and Control.
The Impact of Stress on Health
Source: Why Zebras Don’t Get Ulcers (1998) by Robert Sapolsky
REF PAGE 9 - 10
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source: Canadian Senate on Population Health 2009
and CMA 2013
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Health inequities
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Achieving equity for those of low
income
Image Source: Community View Collaboration Let’s Start a Conversation
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Tyranny of the Moment
The incredible time and energy spent on surviving this moment, or this day!
People solving concrete, immediate problems, all day!
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Future story, choice,
and power
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No significant learning occurs without a
significant relationship of mutual respect.
–Dr. James Comer
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With your # 3 appointment Create a Mental Model of an Under-Resourced student/family, so that the circle represents an average day in their life.
Learning Task
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• Fast food • Check cashing • Temp services • Used-car lots • Dollar store
List the businesses would you find in a under-resourced
neighbourhood?
• Pawn shop • Liquor store • Corner store • Rent-to-own • Laundromat
h
Schools Police
Services
Poverty (Under Resourced)
Agencies used by those in poverty
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Fast food Check cashing Temp services Used car lots Dollar store
Businesses Pawn shop Liquor store Corner store Rent-to-own Laundromat
Religious Organizations
Schools Police
Social Services
REF PAGE 3 - 4
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10 min
Something to think about…
Who is the first person you are going to talk to about today?
Break
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OBJECTIVE
Understand family structure and resulting behavioral patterns in generational poverty.
Family Structure
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Jane Bob
Jill Jun
e
Steve
Bob Jr.
Family Structure
REF PAGE 41
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Believe that they are fated or destined to be a certain way
Exhibit the behavior they were destined to
Get caught
Deny any wrong doing
When punished they are forgiven or face consequences
that they were “destined” to face
There is no “choice”
REF PAGE 43
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OBJECTIVES
1.Distinguish the different registers of language and assist people in the development of the formal register.
2.Understand how language register, story structure, and language experience influence cognitive development.
Language
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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
choice.
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 nonverbal assists.
Sentence syntax often incomplete.
INTIMATE Language between lovers or twins. Language of sexual
harassment.
Adapted from the work of Martin Joos
REGISTERS OF LANGUAGE
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FROZEN
FORMAL
CONSULTATIVE
CASUAL
INTIMATE
REGISTERS OF LANGUAGE
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Source: Meaningful Differences in the Everyday Experience of Young American Children, (1995), by Betty Hart and Todd R. Risley.
Number of
Words
Exposed to
Economic
Group
Affirmations
(Strokes)
Prohibitions
(Discounts)
13 million
words
Social
Assistance 1 for every 2
26 million
words
Working
class 2 for every 1
45 million
words Professional 6 for every 1
Research About Language in Children, Ages 1 to 4,
in Stable Households by Economic Group
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PATTERNS OF DISCOURSE
FORMAL CASUAL
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STORY
STRUCTURES
AND PATTERNS
OF DISCOURSE
CASUAL
FORMAL
B E
PLOT
REF PAGE 36
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Casual Register (the language
of close friends)
Formal Register (the language of school
and business)
What’s Up How are you doing?
Whatever;
It was my fault; please excuse me.
I accept responsibility for my grievous error.
I apologize for my faux pas.
Fail!
That’s burnt
I made a mistake.
I feel uncomfortable.
I do not wish to comply with your request. Would you consider an alternative?
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OBJECTIVE
To understand the following: What are Hidden Rules?
Where do they come from?
What happens when one is broken?
What is the value of learning about Hidden Rules?
What is the most important thing to know about
Hidden Rules?
Hidden Rules
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Survival, relationships,
entertainment
Work, achievement,
material security
Financial, political, social
connections
POVERTY
MIDDLE CLASS
WEALTH
DRIVING FORCES
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Present most important
Decisions made for the moment based on feelings or survival
Traditions and history most important
Decisions made partially on basis of tradition/decorum
Future most important
Decisions made against future ramifications
POVERTY
MIDDLE CLASS WEALTH
TIME
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To be used, spent
To be managed
To be conserved, invested
MONEY
POVERTY
MIDDLE CLASS
WEALTH
MONEY
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POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees
POSSESSIONS
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Valued but seen as something other people are successful at doing
Necessary tradition for making and maintaining
connections Crucial for climbing success ladder and making money.
POVERTY
MIDDLE CLASS
WEALTH
EDUCATION
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Casual register
Language is about survival
Formal register
Language is about networking
Formal register
Language is about negotiation
POVERTY
MIDDLE CLASS
WEALTH
LANGUAGE
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Power linked directly to respect Often expressed as an ability to fight Lack of - Can’t stop bad things from happening
Power/respect separated Responds to position Power in information
Power in expertise, and connections Power in stability Influences policy and direction
POVERTY
MIDDLE CLASS
WEALTH
POWER
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Believes in fate Cannot do much to mitigate chance
Noblesse oblige Believes in choice Can change future with good choices now
POVERTY
MIDDLE CLASS WEALTH
DESTINY
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What are Hidden Rules?
Where do they come from?
What happens when one is broken?
What is the value of learning about Hidden Rules?
What is the most important thing to know about
Hidden Rules?
Hidden Rules
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No significant learning occurs without a
significant relationship of mutual respect.
–Dr. James Comer
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10 ways to have a
better conversation
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Nonjudgmental, free of negative non-verbals, factual, often in question format, attitude of win-win In what ways able to resolve? What are choices in this situation?
Authoritative, directive, judgmental, evaluative, win-lose mentality, demanding, punitive, sometimes threatening You shouldn’t do that. Life’s not fair. Get busy.
VOICES
Ch
ild
A
du
lt
Pa
ren
t Defensive, victimized, emotional, whining, losing attitude, strongly negative non-verbals Quit picking on me. You made me do it. I hate you.
Adapted from Martin Joos
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Power of VOICE
Adapted from Martin Joos
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If an individual depends upon a random, episodic story
telling, 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, then 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.
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Review the Bridges Constructs handout for a few minutes and share with your table one or two that “speaks” to you.
Is it different than this morning?
Learning
Task
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Using Bridges Concepts
Think about…
• What personal skill can you improve when working with
people living in poverty?
• What can you improve on in programs, structures,
services or policies to better serve those living in
poverty?
• What community systems can improve to better serve
and involve those living in poverty?
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“If you have come
to help me, you can go home
again. But if you see my struggles as a part of your
own survival, then perhaps we can work together.”
–Lila Watson, an Aboriginal
Woman from Australia
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“… Human relationship is a sledgehammer that obliterates every societal difference.”
–Robert Sapolsky
THANK-YOU