BRIDGES OUT OF POVERTY 101 - aha! Process · 2020. 9. 14. · Explore Bridges constructs and strategies to improve outcomes at the individual, institutional and community level 2

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A D D R E S S I N G T H E C H A L L E N G E S O F P O V E R T Y 2020 NATIONAL CONFERENCE

BRIDGES OUT OF POVERTY 101Nicole J. BaptisteAha!Process National Consultant

Copyright 2020 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com

OBJECTIVESBridges out of Poverty 101

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What is

Bridges out of

Poverty?

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What are key

concepts and

strategies?

3.

Next steps and

takeaways

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Examine the Bridges of out Poverty framework and develop accurate mental models of economic class

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A Framework for Understanding

Poverty

Ruby K. Payne, Ph.D.

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www.ahaprocess.com

Bridges Out of Poverty

Highlands, TX

www.ahaprocess.com


A COGNITIVE MODEL

Resources

Demands of

environment

Relationships

& knowledge

WHAT IS THIS

COGNITIVE

FRAME?

THINKING

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VIEWING ECONOMIC CLASS ISSUES

THROUGH THE “TRIPLE LENS”

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Understanding your

own lens/build

rapport

Build rapport/

improve

outcomes

Build rapport/work

together to improve

systems in the

community

Build structural

change so everyone

lives well

Adapted from J. Pfarr Consulting

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The Bridges

Model is NOT a

program

The Bridges Framework:–Improve relationships at

the individual level

–Improve outcomes at the

organizational level

–Change systems at the

community level

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To better understand people from poverty,

the definition of poverty will be

“the extent to which an individual

does without resources.”

Eleven (11) Resources

DEFINITION OF RESOURCES

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Generational and situational poverty are different.

Generational Situational Middle New Old

Poverty Poverty Class Money Money

KEY POINT

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Explore Bridges constructs and strategies to improve outcomes at the individual, institutional and community level

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Bridges out of Poverty

–Mental Models of Economic Class

–Poverty Research Continuum

–Hidden Rules

–Language & Cognition

–Family Structure

–Resources

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Source: The Fifth Discipline Fieldbook by Peter Senge.

For a dialogue to occur, we must

suspend our mental models.

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 with or interfere with learning

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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

SCHOOLS

SOCIAL SERVICES

POLICE

RELIGIOUS ORGANIZATIONS

MENTAL MODEL OF POVERTY

Developed by Phil DeVol

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THE HEALTHIER YOU ARE

PSYCHOLOGICALLY, OR THE LESS

YOU MAY SEEM TO NEED TO CHANGE,

THE MORE YOU CAN CHANGE.

THE NEED TO ACT

OVERWHELMS ANY

WILLINGNESS PEOPLE

HAVE TO LEARN.

Source: The Art of the Long View

by Peter Schwartz

Source: Management of the

Absurd by Richard Farson

TYRANNY OF

THE MOMENT

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The SES (socioeconomic status) gradient:

Source: Why Zebras Don’t Get Ulcers by Robert Sapolsky.

CO-INVESTIGATING

HEALTH ISSUES

▪ 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.

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Businesses

▪ Shopping/strip malls

▪ Bookstores

▪ Banks

▪ Fitness centers

▪ Veterinary clinics

▪ Office complexes

▪ Coffee shops

▪ Restaurants/bars

▪ Golf courses

SCHOOLS

SOCIAL SERVICES

POLICE

RELIGIOUS ORGANIZATIONS

MENTAL MODEL OF MIDDLE CLASS


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MENTAL MODEL OF WEALTH

Developed by Ruby Payne

This applies to the wealthiest 1% of

households in the United States—those

with a net worth of $10.3 million or more.

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Businesses

▪ Spas

▪ Private clubs

▪ Golf courses

▪ Plastic surgery

▪ Concierge services

▪ Pet spas

▪ Luxury car lots

▪ Personal shoppers

▪ Boutique shopping

areas

▪ Private schools

▪ Personal security

▪ Florists

▪ Party planners

▪ Upscale hotels

▪ Private airports

with charter and

corporate jets

▪ Upscale travel

offices

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ConcreteAbstract

UnstablePredictable

PowerlessPowerful

Tyranny of the momentFuture Story

Reactive problem-solvingProactive problem-solving

Math doesn’t workFinancial security


FOR POVERTYMENTAL MODELConcrete information inside the circle; analytical categories outside


MENTAL MODEL OF

GENERATIONAL 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.

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Copyright 2006 revised 2018 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com

Individuals Institutions Communities

Tyranny of the Moment—Scarcity Mindset

Live paycheck to paycheck Grant to grant Annual budget to annual

budget

Pass up education Cut professional development Cut research and development

Neglect repairs Neglect maintenance/upgrades Neglect infrastructure; bridges

Pawn valuables Give up valuable programs Lease assets: prisons,

highways

Skimp on food, health

checkups

Cut salaries, reduce benefits Reduce benefits and

regulations

Work harder, under the table Reduce staff, increase

caseloads

Cut programs, reduce services

Compete for well-paying jobs Compete for grants Compete with other

cities/states

Use benefit system Use bankruptcy system Use bailout system

TYRANNY OF THE MOMENT

AND THE TRIPLE LENS


RESEARCH CONTINUUM

▪ Behaviors of the Individual

▪ Absence of Human and Social Capital

Within the Community

▪ Human Exploitation

▪ Political/Economic Structures

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Copyright 2020 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com 23

INDIVIDUAL BEHAVIORS

AND CIRCUMSTANCES

COMMUNITY

CONDITIONSEXPLOITATION

POLITICAL/ECONOMIC

STRUCTURES

Definition: Research on the

choices, behaviors, and

circumstances of people in

poverty

Definition: Research on resources

and human and social capital in

the city or county

Definition: Research on the impact

of exploitation on individuals and

communities

Definition: Research on political,

economic, and social policies and

systems at the organizational,

city/county, state, national, and

international levels

Sample topics:

~ Racism

~ Discrimination by age,

gender, disability, race, sexual

identity

~ Bad loans

~ Credit card debt

~ Lack of savings

~ Skill sets

~ Dropping out

~ Lack of education

~ Alcoholism

~ Job loss

~ Teen pregnancies

~ Early language experience

~ Street crime ~ Dependency

~ Work ethic

~ Lack of organizational skills

Sample topics:

~ Racism

~ Discrimination by age, gender,

disability, race, sexual identity

~ Layoffs

~ Middle class flight

~ Plant closings

~ Underfunded schools

~ Weak safety net

~ Criminalizing poverty

~ Charity that leads to

dependency

~ Brain drain

~ City and regional planning

~ Mix of employment/wage

opportunities ~ Loss of access to high-quality

schools, childcare, and

preschool

~ Downward pressure on wages

Sample topics:

~ Racism



~ Payday lenders

~ Lease/purchase outlets

~ Subprime mortgages

~ Sweatshops

~ Human trafficking

~ Employment and labor law

violations

~ Wage and benefits theft

~ Some landlords

~ Sex trade

~ Internet scams

~ Drug trade~ Poverty premium (the poor pay

more for goods and services)

~ Day labor

Sample topics:

~ Racism



~ Return on political investment

(ROPI)

~ Bursting “bubbles”

~ Free trade agreements

~ Lack of wealth-creating

mechanisms

~ Stagnant wages

~ Insecure pensions

~ Deindustrialization

~ Increased productivity

~ Minimum wage, living wage,

self-sufficient wage~ Globalization

~ Declining middle class

~ Decline in unions

~ Taxation patterns

Source: Getting Ahead in a Just-Gettin’-By World Workbook, Fourth Edition, by Philip E. DeVol

CAUSES OF POVERTY—RESEARCH CONTINUUM


Name the Barrier:

Work one barrier

at a time.

Individual

Behavior

Human and Social

Capital in the

Community

Exploitation

Political/

Economic

Structures

Individual

Action

Organizational

Action

Community

Action

Policy

COMMUNITY SUSTAINABILITY GRIDA Comprehensive Planning Tool for Bridges Steering Committees

Source: Facilitator Notes for Getting Ahead in a Just-Gettin’-By World by Phil DeVol

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HIDDEN RULES

The unspoken cues

and habits of a

group/environment

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Poverty Middle Class Wealth

POSSESSIONS People. Things. One-of-a-kind objects, legacies,

pedigrees.

MONEY To be used, spent. To be managed. To be conserved, invested.

PERSONALITY Is for entertainment. Sense of humor is

highly valued.

Is for acquisition and stability.

Achievement is highly valued.

Is for connections. Financial, political,

social connections are highly valued.SOCIAL EMPHASIS Social inclusion of the people they like. Emphasis is on self-governance and

self-sufficiency.

Emphasis is on social exclusion.

FOOD Key question: Did you have enough?

Quantity important.

Key question: Did you like it? Quality

important.

Key question: Was it presented well?

Presentation important.

CLOTHING Clothing valued for individual style and

expression of personality.

Clothing valued for its quality and

acceptance into norm of middle class.

Label important.

Clothing valued for its artistic sense

and expression. Designer important.

TIME Present most important. Decisions

made for moment based on feelings or

survival.

Future most important. Decisions made

against future ramifications.

Traditions and history most important.

Decisions made partially on basis of

tradition and decorum.

EDUCATION Valued and revered as abstract but not

as reality.

Crucial for climbing success ladder and

making money.

Necessary tradition for making and

maintaining connections.

DESTINY Believes in fate. Cannot do much to

mitigate chance.

Believes in choice. Can change future

with good choices now.

Noblesse oblige.

LANGUAGE Casual register. Language is about

survival.

Formal register. Language is about

negotiation.

Formal register. Language is about

networking.

HOUSEHOLD

DYNAMICS

Tends to be matriarchal. Tends to be patriarchal. Depends on who has money.

WORLDVIEW Sees world in terms of local setting. Sees world in terms of national setting. Sees world in terms of international

view.

LOVE Love and acceptance conditional,

based upon whether individual is liked.

Love and acceptance conditional and

based largely upon achievement.

Love and acceptance conditional and

related to social standing and

connections.DRIVING FORCES Survival, relationships, entertainment. Work, achievement. Financial, political, social connections.

HUMOR About people and sex. About situations. About social faux pas.

HIDDEN RULES OF CLASS

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Most schools and

businesses operate

from middle class

norms and values.

KEY POINT

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Individuals bring with them

the hidden rules of the class

in which they were raised.

KEY POINT

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REGISTER EXPLANATION

FROZENLanguage 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.

CONSULTATIVEFormal 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.

INTIMATELanguage between lovers or twins. Language of sexual

harassment.

Adapted from work of Martin Joos

REGISTERS OF LANGUAGE


FORMAL CASUAL

PATTERNS OF DISCOURSE

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Copyright 2020 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com31

Saban Research Institute of Children:

Noble and Sowell 2015

▪ Studied 1,000 Children ages 3–20

▪ MRI tests/DNA samples in groups delineated

by income

▪ The stress of poverty increased hormone

called cortisol

▪ Children in lowest bracket had 6% less brain

surface area than children from high-income

families

▪ If mother experiences high levels of stress,

cortisol can infiltrate the placenta, interfering

with brain development before birth

▪ In those who had lived in poverty at age 9,

the brain’s centers of negative emotion were

more active, whereas the areas that could

rein in such emotions were quieter

▪ Stress in childhood has been shown to make

people prone to depression, heart disease,

and addiction in adulthood

POVERTY AND THE YOUNG BRAIN—

THE NEW YORKER


Family structure is

the configuration of

the relationship.

Family function is

the extent to which

a child is cared for

and nurtured.

FAMILY STRUCTURE VS.

FAMILY FUNCTION

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STRUCTURE IS NOT THE MOST

IMPORTANT ISSUE

▪ Family function and stability are the most important issues.

▪ Family is the first organizational structure individuals live

in.

▪ Family addresses basic human issues: How do I keep my

individual freedom and live with a group of people? How

do we get our needs met?

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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 …


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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.


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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.

Resources Added to

Getting Ahead

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▪ Generational poverty is not just about money

▪ Eleven resources for stability—we need to help

customers/clients “build” them in order to break

the cycle of poverty for long-term stability

▪ Holistic approach to poverty reduction

▪ More resources = easier to get out of poverty and

stay out

RESOURCES


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THE HEALTHIER YOU ARE

PSYCHOLOGICALLY, OR THE LESS

YOU MAY SEEM TO NEED TO CHANGE,

THE MORE YOU CAN CHANGE.

THE NEED TO ACT

OVERWHELMS ANY

WILLINGNESS PEOPLE

HAVE TO LEARN.

Source: The Art of the Long View

by Peter Schwartz

Source: Management of the

Absurd by Richard Farson

TYRANNY OF

THE MOMENT

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Marcel Proust

NO SIGNIFICANT

LEARNING OCCURS

OUTSIDE OF SIGNFICANT

RELATIONSHIPS.

Dr. James Comer

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RELATIONSHIPS OF

MUTUAL RESPECT

Flow of

information

going both

ways

NOT big circle

talking AT

little circle

Same-size

circles


CHANGE HAPPENS AT

THE SPEED OF TRUST.

Stephen Covey

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WHAT SECTORS SHOULD

BE REPRESENTED

ON YOUR BOARD?1. Local government officials

2. Banking community

3. Faith community

4. Law enforcement

5. Social services

6. Higher education

7. Healthcare

8. Educators from K–12

9. Arts and entertainment

10. Media

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Bridges Community of Practice

Seeks to bring all three ECONOMIC ENVIRONMENTS to the decision making table and strives to develop a

COMMON LANGUAGE

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The Four (4) Part Story

1. What it was like at the individual, institutional, or

community level

2. What insight from Bridges made it possible to

make changes

3. What changes were made based on the new

information

4. What is it like now; what were the outcomes

Copyright DeVol & Associates, LLC


“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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BRIDGES OUT OF POVERTY 101 - aha! Process · 2020. 9. 14. · Explore Bridges constructs and strategies to improve outcomes at the individual, institutional and community level 2