1 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. Applying Bridges out of Poverty Concepts to HPOG Program Instruction

1 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com

Applying Bridges out of Poverty Concepts to HPOG Program

InstructionPresented by Jolene Hake

Project HELP

Central Community College

Columbus NE

April 23, 2014


Guiding Principle

The mission of aha! Process, Inc.

is to positively impact the education and lives of

individuals in poverty around the world.


Why study poverty now?

The world of higher education and career training has changed. Today’s students are often non-traditional, bringing in widely different sets of experiences and backgrounds that affect their opportunity and ability to succeed.

Instructors, advisors and trainers have been challenged to create a new understanding to engage students and encourage success.


Poverty also affects our communities:From the Center on the Developing Child at Harvard University:

There is a 90-100% chance of developmental delays when children experience 6-7 risk factors. Significant adversity impairs development in the first three years of life – and the more adversity a child faces, the greater the odds of a developmental delay. In fact, risk factors such as poverty, caregiver mental illness, child maltreatment, single parent, and low maternal education have a cumulative impact.

3:1 are the odds of adult heart disease after 7-8 adverse childhood experiences. Early experiences actually get into the body, with lifelong effects—not just on cognitive and emotional development, but on long term physical health as well.


What does poverty look like to you?


There was only so much trouble we could get into in those early days. Cavalier Manor was a neighborhood filled with surrogate parents, people who would punish you like your momma and daddy if they caught you doing wrong…School was part of the surrogate system…Some of the parents even took it upon themselves to patrol the neighborhood on school days to make sure we were where we were supposed to be. We kids hated that surrogate system…It was only years later, when black communities as we knew them started falling apart, that I came to understand the system for the hidden blessings it contained:It had build-in mechanisms for reinforcing values and trying to prevent us from becoming the hellions some of us turned out to be.

--Nathan McCall, Makes Me Wanna Holler


Objectives

Give examples of hidden rules among classes.

Analyze the eleven resources of a student or employee.

Explain how economic realities affect patterns of living.

Explain language registers, discourse patterns, and story structure.

Explain how mental models are effective interventions for cognitive and language barriers.

Identify principles for improving outcomes with individuals from generational poverty.

Discuss strategies to improve student retention in community colleges and training programs.

Analyze the resources of a college student and helpful strategies.


Cascade EngineeringCascade Engineering

W2C Retention Rates

June 1999 December 1999 2003 2006 2009 2010 (through August)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

29%

80%

69.9%

63.5%

71.4% 71.5%


Mental Models

Are internal pictures of how the world works

Exist below awareness Are theories-in-use, often

unexamined Determine how we act Can help or interfere with learning

For a dialogue to occur, we must suspend our mental models.

Source: The Fifth Discipline Fieldbook, (1994), by Peter Senge.


No significant learning occurs

without a significant

relationship.

–Dr. James Comer


1. Think of an adult in generational poverty.

2. Imagine that you followed that person for a year, observing what happened and how he/she spent his/her time.

3. Write your observations in the circle so that the circle represents an average week in the life of this person.

Learning Task


Mental Model for Poverty

What It’s Like Now

Developed by Phil DeVol (2006)


Social Services

Religious Organizations

Schools Police

Businesses Fast food Check cashing Temp services Used car lots Dollar store

Pawn shop Liquor store Corner store Rent-to-own Laundromat


Housing Trends

Statistics for extremely low-income (ELI) renter households before the current economic crisis (since 2007):

70% spent more than half of their income on rent.

There was a shortage of 2.8 million affordable units.

Only 38 units were affordable and available for every 100 households.

Source: “Out of Reach 2009,” National Low Income Housing Coalition, Keith E. Wardrip, senior research analyst; Danilo Pelletiere, research director; Sheila Crowley, president. www.nlihc.org


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?

The Wage Question


Co-InvestigatingHealth Issues

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 stress-

related illnesses. It is NOT entirely due to lack of access.

Source: Why Zebras Don’t Get Ulcers, (1998), by Robert Sapolsky.


It’s Due to Social Coherence

“Does a person have a sense of being linked to the mainstream of society, of being in the dominant subculture, of being in accord with society’s values?”

“Can a person perceive society’s messages as information, rather than as noise? In this regard, the poor education that typically accompanies poverty biases toward the latter.”

“Does a person have the resources to carry out plans?”

“Does a person get meaningful feedback from society— do their messages make a difference?”

–Robert Sapolsky, Aaron Antonovsky


Tyranny of the Moment

“The need to act overwhelmsany 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.


Mental Model of Middle ClassMiddle Class Is an Achievement-Based World

Developed by Phil DeVol (2006)


Church

Schools Police

Social Services

Businesses Shopping/strip malls Bookstores Banks Fitness centers Veterinary clinics

Office complexes Coffee shops Restaurants/bars Golf courses


Mental Model for Wealth

Developed by Ruby Payne (2005)


Mental Model ofGenerational Poverty

It is a description of the concrete experience.

It is an abstract representation of poverty. It shows part to whole. It depicts the relative importance and

interlocking nature of the elements. It is a depiction of the trap: no future story,

no choice, no power.


SUGGESTED READING

Freire, Paulo. (1999). Pedagogy of the Oppressed. New York, NY: The Continuum Publishing.

Sapolsky, Robert M. (1998). Why Zebras Don’t Get Ulcers: An Updated Guide to

Stress, Stress-Related Diseases, and Coping. New York, NY: W.H. Freeman & Company.

Senge, Peter M. (1990). The Fifth Discipline: The Art and Practice of the

Learning Organization. New York, NY: Currency/Doubleday. Shipler, David K. (2004). The Working Poor: Invisible in America. New York, NY:

Alfred A. Knopf. Wray, Matt, & Newitz, Annalee. (Eds.). (1997). White Trash: Race and Class in

America. New York, NY: Routledge.


Create a list of what you think the causes of poverty are in the United States.

Choose one or two causes from your list and share them with the group.

Learning Task


Research Continuum

Behaviors of the Individual

Absence of Human and Social Capital Within the Community

Human Exploitation

Political/Economic Structures


Dependency

Single parenthood

Bad behavior of individuals and groups

Values/work ethic

Breakup of families

Addiction, mental illness

Language experience

Discrimination

Behaviors of the IndividualResearch Topics


Behaviors of the Individual Assumptions

By studying the poor we will learn what changes need to be made.

The poor are somehow “lacking,” either by choice or circumstance.

Poverty is a sustainable condition; it will always be with us.

Don’t blame the system; change the individual.


Behaviors of the Individual Strategies

Work first

Hold individuals accountable for choices

Promote marriage

Treatment interventions

Abstinence education

Literacy

Enhance language experience

Comprehensive sex education


Human and Social CapitalResearch Topics

Lack of employment

Lack of education

Inadequate skill sets

Declining neighborhoods

Middle class flight

Lack of career ladder between service and knowledge sectors

Discrimination


Human and Social Capital Within the Community Assumptions

By studying human and social capital we will learn how to work within the community to create acceptable conditions for those at the bottom.

Do not blame the political/economic system; enhance state and local resources.


Human and Social Capital Strategies

Improve education

Enhance skills

Full employment, growth in labor market

Anti-poverty programs

Policing communities

Head Start

Neighborhood associations

Hold social systems accountable


Human ExploitationResearch Topics

Exploitation of dominated groups for profit

Exploitation of dominated groups for markets

Exploitation of regions for resources and raw materials


Human ExploitationAssumptions

In America the belief is that if one works hard, he/she can overcome all existing exploitations.

The dominant culture is reluctant to legitimize this category and to acknowledge existing exploitations—and is often resistant to new strategies.


Human ExploitationStrategies

Educate ourselves about current exploitations

Recognize our involvement in exploitation

Make the system fair


Political/Economic Structures Research Topics

DeindustrializationThe “race to the bottom”Globalization Increased productivityShrinking middle classEconomic disparityCorporate influence on legislatorsDiscrimination


Political/Economic Structures Assumptions

Studying the poor is not the same thing as studying poverty; political/economic structures contribute to poverty.

The middle class and people in poverty have the right to influence structures in their own interests just as other classes have done.

Don’t blame only the individual; change the political/economic structure.


Political/Economic Structures Strategies

Do whole-system planning—Social Health Index (SHI)

Use measures of accountability beyond shareholder profit

Create intellectual capital

Create economic stability for all

Create sustainable economy

Wealth creating mechanisms that develop a middle class


Breakdown of U.S. Households, by Total Money Income: 2009

Income# of U.S.

Households(in millions)

% of All U.S. Households

<$10k 8,570 7.30%

$10k–$14.9k 6,759 5.75%

$15k–$24.9k 14,023 11.93%

$25k–$34.9k 13,003 11.06%

$35k–$49.9k 16,607 14.13%

$50k–$74.9k 21,280 18.10%

$75k–$99.9k 13,549 11.53%

$100k–$149.9k 14,034 11.94%

$150k–$199.9k 5,209 4.43%$200k + 4,507 3.83%

Source: U.S. Census Bureau, Current Population Survey, 2010 Annual Social and Economic Supplement.

Estimated median household income: $50,221Source: U.S. Census Bureau, 2010 American Community Survey.


Research ContinuumConclusions

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 and to do a critical analysis of poverty and prosperity.


SUGGESTED READING

O’Connor, Alice. (2001). Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton, NJ: Princeton University Press.

Phillips, Kevin. (2002). Wealth and Democracy: A Political History of the

American Rich. New York, NY: Broadway Books.


Key Point #1

This workshop focuses on economic environments.



Key Point #2

Economic class is relative.


2009 CENSUS

MEDIAN HOUSEHOLD INCOME

$50,221

“STATISTICALLY RICH” $100,000 or more


Key Point #3

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


United States Official Poverty Guidelines: 2009–2010*

Family Size Annual Income

Four $ 22,050

Three $ 18,310

Two $ 14,570

One $ 10,830

Source: U.S. Department of Health and Human Services (January 2010).

*The procedure for updating the 2010 guidelines was modified to take into account the Consumer Price Index (CPI-U) for the period for which their publication was delayed. As a result, the poverty guideline figures for the remainder of 2010—shown above—were the same as the 2009 poverty guideline figures.


Key Point #4

Generational poverty and situational poverty

are different.


Key Point #5

This work is based on patterns within the

environments of economic class.

All patterns have exceptions.


Key Point #6

An individual brings with him/her the hidden rules

of the class in which he/she was raised.


Key Point #7

Schools and businesses operate from middle class norms and use the hidden

rules of middle class.


Key Point #8

In order to build relationships of mutual respect between

economic classes, we need to be aware of more than one set

of hidden rules.


Key Point #9

The more we understand how class affects us and are open to hear how it affects others, the more

effective we can be.


Key Point #10

In order to achieve, one may have to give up relationships

(at least for a time).


Bridges Construct #1

Use the lens of economic class to understand and take responsibility for your own societal experience while being open to the experiences of others.


Societal System

Copyright J. Pfarr Consulting. Reproduced with permission.


Define poverty as the extent to which a person, institution, or community does without resources.




Build relationships of mutual respect.



Base plans on the premise that people in all classes, sectors, and political persuasions are problem solvers and need to be at the decision making table.



Base plans on accurate mental models of poverty, middle class, and wealth.



At the individual, institutional, and community/policy levels: Stabilize the environment, remove barriers to transition, and build resources.



Address all causes of poverty (four areas of research).



Build long-term support for individual, institutional, and community/policy transition.



Build economically sustainable communities in which everyone can live well.


SUGGESTED READING

www.ahaprocess.com for information about aha! Process, Inc. O’Connor, Alice. (2001). Poverty Knowledge: Social Science,

Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton, NJ: Princeton University Press.


Talk with one another about the groups you belong to that have hidden rules.

Give an example of one hidden rule.

Learning Task


POSSESSIONS

POVERTYPeople

MIDDLE CLASSThings

WEALTHOne-of-a-kind objects, legacies, pedigrees


TIME

POVERTYPresent most important

Decisions made for the moment based on feelings or survival

MIDDLE CLASSFuture most important

Decisions made against future ramifications

WEALTHTraditions and history most important

Decisions made partially based on

tradition/decorum


TOOL

Future orientation, choice,

and power


TOOL

If you choose, then you’ve chosen.


MONEY

POVERTYTo be used, spent

MIDDLE CLASSTo be managed

WEALTHTo be conserved, invested


LOVE

POVERTYLove and acceptance conditional, based on whether the individual is liked

MIDDLE CLASSLove and acceptance conditional and based largely on achievement

WEALTHLove and acceptance conditional and related to social standing and connections


SOCIAL EMPHASIS

POVERTYSocial inclusion of people he/she likes

MIDDLE CLASSEmphasis is on self-governance and self-sufficiency

WEALTHEmphasis is on social exclusion


PERSONALITY

POVERTYIs for entertainment Sense of humor is highly valued

MIDDLE CLASSIs for acquisition and stability Achievement is highly valued

WEALTHIs for connectionsFinancial, political, and social

connections are highly valued


FOOD

POVERTYKey question: Did you have enough? Quantity important

MIDDLE CLASSKey question:Did you like it? Quality important

WEALTHKey question: Was it presented well? Presentation important


CLOTHING

POVERTYClothing valued for individual style and

expression of personality

MIDDLE CLASSClothing valued for its quality and acceptance

into norm of middle classLabel important

WEALTHClothing valued for its artistic sense

and expression Designer important


DESTINY

POVERTYBelieves in fate

Cannot do much to mitigate chance

MIDDLE CLASSBelieves in choice

Can change future with good choices now

WEALTHNoblesse oblige


EDUCATION

POVERTYValued and revered as abstract

but not as reality

MIDDLE CLASSCrucial for climbing success

ladder and making money

WEALTHNecessary tradition for making and maintaining connections


WORLDVIEW

POVERTYSees world in terms of local setting

MIDDLE CLASSSees world in terms of national setting

WEALTHSees world in terms of international view


HUMOR

POVERTYAbout people

About situations

MIDDLE CLASS

WEALTHAbout social faux pas


FAMILY STRUCTURE

POVERTYTends to be matriarchal

MIDDLE CLASSTends to be patriarchal

WEALTHDepends on who has the money


LANGUAGE

POVERTYCasual register Language is about survival

MIDDLE CLASSFormal register Language is about negotiation

WEALTHFormal register Language is about networking


POWER

POVERTYPower linked to personal respectAbility to fightCan’t stop bad things from happening

MIDDLE CLASSPower/respect separatedResponds to positionPower in information and institutions

WEALTHPower in expertise, connectionsPower in stabilityInfluences policy and direction


DRIVING FORCES

POVERTYSurvival, relationships,

entertainment

MIDDLE CLASSWork, achievement,

material security

WEALTHFinancial, political, social

connections


Learning Task

In groups of two or three, review two of the hidden rules.

Describe the understandable reasons for those rules.

Discuss how those hidden rules play out between/among individuals in poverty and middle class.

Explore how staff can use this information to make relationships more meaningful. What can be done to improve outcomes?


What Can You Do in the Work and Agency Setting? Individual Lens

Hidden Rules Direct-teach the hidden rules.

Teach that there are three sets of rules.

Understand the hidden rules of your work/agency setting.

Understand the hidden rules that customers and employees bring with them.


SUGGESTED READING

Fussell, Paul. (1983). Class: A Guide Through the American Status System. New York, NY: Touchstone.

hooks, bell. (2000). Where We Stand: Class Matters. New York, NY:

Routledge. Kadi, Joanna. (1966). Thinking Class: Sketches from a Cultural

Worker. Boston, MA: South End Press. Komarovsky, Mirra. (1967). Blue-Collar Marriage. New York, NY:

Vintage Books.


REGISTERS OF LANGUAGE

REGISTER EXPLANATION

FROZEN Language that is always the same. For example: Lord’s Prayer, wedding vows, etc.

FORMALThe 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


Research About Language in Children, Ages 1 to 4, in Stable Households by Economic Group

Number of Words

Exposed to

Economic Group

Affirmations (Strokes)

Prohibitions (Discounts)

13 million words Welfare 1 for every 2

26 million words

Working class 2 for every 1

45 million words

Professional 6 for every 1

Source: Meaningful Differences in the Everyday Experience of Young American Children, (1995), by Betty Hart and Todd R. Risley.


REGISTERS OF LANGUAGE

FROZEN

FORMAL

CONSULTATIVE

CASUAL

INTIMATE


Casual Register

(the language of close friends)

Formal Register(the language of school

and business)

Wazzup? How are you doing?

My bad.

It was my fault; please excuse me. I accept responsibility for my

grievous error. I apologize for my faux pas.

… Groan …

I made a mistake. I feel uncomfortable. I do not wish to comply with your

request. Would you consider an alternative?


Casual Register(the language

of close friends)

Formal Register(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 …


PATTERNS OF DISCOURSE

FORMAL CASUAL


If an individual depends upon a random, episodic story structure for memory patterns, 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.


Societal System

Copyright J. Pfarr Consulting. Reproduced with permission.


Describe two ways you can enhance positive self-talk with your students, co-workers, and clients.

Learning Task


Using a recent experience with a customer or co-worker, describe the use of language registers, discourse pattern, and story structure.

At your table, discuss what changes need to be made to improve relationships and outcomes with customers and co-workers.

Learning Task


What Can You Do in the Work and Agency Setting? Individual Lens

Language, Story Structure, and Cognition1. Teach formal register to employees and customers so they can

have access to even more community settings.2. Encourage front-line staff to understand casual register. Staff must

be able to translate forms and instructions from formal to casual register. Staff must be aware of nonverbal communication.

3. Rewrite forms to be more meaningful.4. Reduce middle class “noise” by using meaningful mental models,

drawings, stories, and analogies.5. Work with community partners to promote a rich language

experience for children from birth to 5 years of age.6. Reframe into learning experiences conflicts that have resulted from

the use of casual register.7. Use the Tucker Signing Strategies to teach reading skills.


SUGGESTED READING

Hart, Betty, & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes.

Lareau, Annette. (2003). Unequal Childhoods: Class, Race, and Family

Life. Berkeley, CA: University of California Press. Levine, Mel. (2002). A Mind at a Time. New York, NY: Simon & Schuster. Sharron, Howard, & Coulter, Martha. (2004). Changing Children’s Minds:

Feuerstein’s Revolution in the Teaching of Intelligence. Highlands, TX: aha! Process.



Family Structure


1.MultipleRelationships

3. Favoritism

4. MaleIdentity

2. Changing Allegiances


DESTINY

POVERTYBelieves in fate

Cannot do much to mitigate chance

MIDDLE CLASSBelieves in choice

Can change future with good choices now

WEALTHNoblesse oblige


believes that one is fated or destined

the behavior

not get caught

deny

punishedforgiven


SUGGESTED READING

Komarovsky, Mirra. (1967). Blue-Collar Marriage. New York, NY: Vintage Books.

Lareau, Annette. (2003). Unequal Childhoods: Class, Race, and Family

Life. Berkeley, CA: University of California Press. Levine, Mel. (2002). A Mind at a Time. New York, NY: Simon & Schuster. Rusk, David. (1999). Inside Game, Outside Game: Winning Strategies

for Saving Urban America. Washington, DC: Brookings Institution Press.


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 …



FINANCIALBeing able to purchase the goods and services of that class and sustain it.

EMOTIONALBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. Shows itself through choices.

MENTALHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

SPIRITUALBelieving in (divine) purpose and guidance.

PHYSICALHaving physical health and mobility.

SUPPORT SYSTEMSHaving friends, family, and backup resources available to access in times of need. These are external resources.

RELATIONSHIPS/ROLE MODELSHaving frequent access to adult(s) who are appropriate, nurturing, and who do not engage in destructive behavior.

KNOWLEDGE OF HIDDEN RULESKnowing the unspoken cues and habits of a group.



Connections, social networks, and norms of reciprocity and trustworthiness

Private and public aspects– Bonding– Bridging– Thick and thin

Source: Bowling Alone: The Collapse and Revival of American Community, (2000), by Robert D. Putnam.


Processing Information about Resources

What resources might the person want to build?

What support can your agency or college provide?

What supports might your community provide?

What policy changes might be needed?


MENTAL MODEL OFSOCIAL CAPITAL


RESOURCES ADDED TOGETTING 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.


Questions to Ask About Resources

EMOTIONAL

Is there evidence that the individual has persistence?

Does the individual have the words to express feelings in a way others can receive?

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 belief in something larger than self?

Does the individual perceive an abstract and larger perspective that provides depth and meaning to life (culture, science, higher power, etc.)?

?



PHYSICAL

Can the individual take care of him-/herself without help?

Does the physical body allow the person to work and to learn?

Does the individual have transportation resources to get from one place to another?

Does the individual have health and wellness?

?



SUPPORT SYSTEMS AND SOCIAL CAPITAL

Who is the individual’s bonding social capital? Is it positive?

Who is the individual’s bridging social capital? Is it positive?

?



KNOWLEDGE OF MIDDLE CLASS HIDDEN RULES

Does this individual know the hidden rules of school and work?

How important are achievement and work?

Will this individual give up relationships, at least for a period of time, for achievement?

?


RESOURCES WORKSHEET

Resources RatingComments

Concerns/IssuesPlanning/Treatment

Financial Emotional Coping Strategies Resiliency Mental Spiritual Physical Support Systems

Role Models Knowledge of Hidden Rules

Rating Scale 1 2 3 4 5 ? “5” = highest rating

“?” = not enough information


RESILIENCY RESEARCH

Insight Tough questions,honest answers: why

Independence Keeping distance emotionally and physically

Relationships Ties to people of mutual respect

Initiative Taking charge of problems, stretching themselves

Creativity Imposing order, beauty, purpose

Humor Finding the comic in the tragic

Morality Staying holy in an unholy place

Adapted from The Resilient Self: How Survivors of Troubled Families Rise Above Adversity, (1993), Wolin, Steven, and Wolin, Sybil.


Cascade Engineering

W2C Retention Rates


Cascade EngineeringKey Features

Privately owned by Fred Keller W2C employees: 77 women, 22 men Non-W2C: 211 women, 430 men Cost of losing employees in first 60 days:

$2,500 to $3,000 False starts: “van,” Burger King Training: Ruby Payne’s Framework and

public partnerships

Source: “Welfare-to-Career at Cascade Engineering, Inc.,” (2002), by James Bradley.



Share with two or three others one program design change that you think needs to be made.

Learning Task


What Can You Do in the Work and Agency Setting?

Resources1. Examine the eight resources for individuals from

poverty to become more aware of internal strengths and environmental assets of customers and employees.

2. Build interventions on strengths and resiliency. Look for the part of the glass that is “half full.”

3. Engage people in poverty in solving individual and community problems.

4. Provide economic opportunities for individuals from poverty.

5. Foster the development of resources in the community.6. Refer individuals to associations according to

interests, skills, talents, and gifts.

Individual Lens


SUGGESTED READING

Fisher, Roger, & Ury, William. (1983). Getting to YES: Negotiating Agreement Without Giving In. New York, NY: Penguin Books.

Goleman, Daniel. (1995). Emotional Intelligence. New York, NY: Bantam Books. Gurian, Michael. (1996). The Wonder of Boys: What Parents, Mentors and Educators Can Do to

Shape Boys into Exceptional Men. New York, NY: Tarcher/Putnam. Huang, Al Chungliang, & Lynch, Jerry. (1995). Mentoring: The Tao of Giving and Receiving

Wisdom. San Francisco, CA: HarperOne. Kretzmann, John, & McKnight, John. (1993). Building Communities from the Inside Out: A Path

Toward Finding and Mobilizing a Community’s Assets. Chicago, IL: ACTA Publications. Pransky, Jack. (1998). Modello: A Story of Hope for the Inner City and Beyond. Cabot, VT:

NEHRI Publications. Putnam, Robert D. (2000). Bowling Alone: The Collapse and Revival of American Community.

New York, NY: Simon & Schuster. Stosny, Steven. (2003). The Powerful Self. Silver Spring, MD: Booksurge, LLC. Weisinger, Hendrie. (1998). Emotional Intelligence at Work. San Francisco, CA: Jossey-Bass.


“Human relationship is a sledgehammer that

obliterates every societal difference.”

–Robert Sapolsky


The “Tale of Two Students”A Study of Personal Resources

• Olivier, separated father of four

• Goal is Associate Degree in Nursing (RN)

• Certified as Nursing Assistant

• Native of the Democratic Republic of the Congo

• High school teacher who lost all assets when he fled native country for safety in Kenya, later a refugee to United States.

• Georgette, single mom with two children, one with a health condition

• Goal is to become Practical

or Registered Nurse• Certified as Nursing Assistant• Grew up in generational

poverty• Learning Disability• On financial and academic

suspension for federal aid


Resources and Barriers

Olivier’s Barriers• First Language is French, English

4th Language• Difficult relationship with wife • Potential legal issues• Working full time to support family• Low social capital but support

from children and church• Tyranny of the moment• Unstable financial position• Ineligible for Pell Grants due to 4

year degree

Georgette’s Barriers• Learning Disability• Anger issues• Partial knowledge of hidden rules

of middle class• Distrust of middle class institutions• Lack of planning skills• Tyranny of the moment• Child’s medical condition• Childcare• Unstable financial position• Lack of social capital


Strategies

Classroom/Advisor Tips

• Build relationship of mutual respect with students

• Learn hidden rules of poverty• Encourage “Intro to College”

class • Digital recorder to record lectures• Discuss whole picture with

student when registering for class

• Use videos often• Mediate using the “What, Why &

How” • Make information relevant using

stories, metaphors, analogies• Encourage positive self talk,

choices and accountability• Have high expectations

Study Tips

• Flashcards• Disability (text to speech) software• Study Groups• Peer Tutoring• Provide school supplies, planners

and loan out laptops if possible• Teach students to take notes and

use highlighter for main points• Opportunities to learn study,

planning and sorting skills• Teach goal setting by planning

backwards• Use of mind maps, mental models

and sketching


The real voyage of discovery consists not in seeking new landscapes but in having new eyes.

–Marcel Proust


“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


Additional Informational ResourcesUnderstanding and Engaging Under-Resourced College Students Becker, Krodel and Tucker) aha process! Inc. ISBN 978-1-934583-33-3

See Poverty…Be the Difference! Dr. Donna M. Beegle ISBN 1-934085-01-4

Documents

1 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. Applying Bridges out of Poverty Concepts to HPOG Program Instruction