Bridges Out of Poverty

Presenters:

Dionne Thomson

Kaitlynn Kavanagh

Kelly Scott

Jan Aitken

Erika Haney

2016

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

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

Copyright J. Pfarr Consulting. Reproduced with permission.

Societal System &

Economic Class “Lens”

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

No Place Called Home – Part 1

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

As our

definition of poverty

is

“the extent to which an individual

does without resources.”

The resources are the following …

DEFINITION OF RESOURCES

MENTAL MODEL OF RESOURCES

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

Social Capital

Clubs

Work

School

Formal

Organization

Religious

Organization

Neighbors

and Family

Bonding Capital

Bridging Capital

DEFINITION OF POVERTY

Generational poverty

and situational poverty

are different.

And urban vs rural poverty

Key Point

Key Points

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

No significant learning occurs without a

significant relationship of mutual respect.

–Dr. James Comer

Copyright J. Pfarr Consulting. Reproduced with permission.

Societal System

OBJECTIVES

1. Understand the causes of poverty in order to build resources.

2. Understand what is needed to build a sustainable community.

Research Continuum

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

Behaviors of the Individual

Absence of Human and Social

Capital Within the Community

Human Exploitation

Political/Economic Structures

Research Continuum

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

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

OBJECTIVES

1. Identify how mental models are effective interventions for cognitive and language

barriers.

Mental Models

“There are no facts,

only interpretations.”

–Friedrich Nietzsche

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

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

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

Mental Model for Wealth

Developed by Ruby Payne (2005)

Floor Plan of a Home

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%

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%

Simcoe & Muskoka

Source: Simcoe Muskoka District health unit 2014

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

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

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

source: Canadian Senate on Population Health 2009

and CMA 2013

Health inequities

Achieving equity for those of low

income

Image Source: Community View Collaboration Let’s Start a Conversation

Tyranny of the Moment

The incredible time and energy spent on surviving this moment, or this day!

People solving concrete, immediate problems, all day!

Future story, choice,

and power

No significant learning occurs without a

significant relationship of mutual respect.

–Dr. James Comer

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

• 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

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

10 min

Something to think about…

Who is the first person you are going to talk to about today?

Break

OBJECTIVE

Understand family structure and resulting behavioral patterns in generational poverty.

Family Structure

Jane Bob

Jill Jun

e

Steve

Bob Jr.

Family Structure

REF PAGE 41

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

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

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

FROZEN

FORMAL

CONSULTATIVE

CASUAL

INTIMATE

REGISTERS OF LANGUAGE

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

PATTERNS OF DISCOURSE

FORMAL CASUAL

STORY

STRUCTURES

AND PATTERNS

OF DISCOURSE

CASUAL

FORMAL

B E

PLOT

REF PAGE 36

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?

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

Survival, relationships,

entertainment

Work, achievement,

material security

Financial, political, social

connections

POVERTY

MIDDLE CLASS

WEALTH

DRIVING FORCES

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

To be used, spent

To be managed

To be conserved, invested

MONEY

POVERTY

MIDDLE CLASS

WEALTH

MONEY

POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees

POSSESSIONS

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

Casual register

Language is about survival

Formal register

Language is about networking

Formal register

Language is about negotiation

POVERTY

MIDDLE CLASS

WEALTH

LANGUAGE

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

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

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

No significant learning occurs without a

significant relationship of mutual respect.

–Dr. James Comer

10 ways to have a

better conversation

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

Power of VOICE

Adapted from Martin Joos

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.

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

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?

“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

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

–Robert Sapolsky

THANK-YOU