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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
1.
What is
Bridges out of
Poverty?
2.
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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Bridges Out of Poverty
Highlands, TX
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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
Developed by Phil DeVol
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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
Developed by Phil DeVol
FOR POVERTYMENTAL MODELConcrete information inside the circle; analytical categories outside
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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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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
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RESEARCH CONTINUUM
▪ Behaviors of the Individual
▪ Absence of Human and Social Capital
Within the Community
▪ Human Exploitation
▪ Political/Economic Structures
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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
~ Discrimination by age, gender,
disability, race, sexual identity
~ 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
~ Discrimination by age, gender,
disability, race, sexual identity
~ 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
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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
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FORMAL CASUAL
PATTERNS OF DISCOURSE
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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
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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 …
DEFINITION 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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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
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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
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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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