Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 1
Language, Behavior and
Poverty: Understanding the Links and
Building Resiliency
Dr. Bob Bayuk
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 2
Research on Poverty
Research on poverty can be clustered into four major areas:
• Behaviors of the Individual• Human and Social Capital in the
Community• Exploitation• Political/Economic Structures
CAUSES OF POVERTYBehaviors
of the Individual
Human and Social Capital
in the Community
Exploitation Political/Economic Structures
Definition:Research on the choices, behaviors, characteristics, and habits of people in poverty.
Definition: Research on the resources available to individuals, communities, and businesses.
Definition:Research on how people in poverty are exploited because they are in poverty.
Definition:Research on the economic, political, and social policies at the international, national, state, and local levels.
Sample topics:Dependence on welfareMoralityCrimeSingle parenthoodBreakup of familiesIntergenerational character traitsWork ethicRacism and discriminationCommitment to achievementSpending habitsAddiction, mental illness, domestic violencePlanning skillsOrientation to the future Language experience
Sample topics:Intellectual capitalSocial capitalAvailability of jobs Availability of well-paying jobsRacism and discrimination Availability and quality of educationAdequate skill setsChildcare for working familiesDecline in neighborhoodsDecline in social moralityUrbanizationSuburbanization of manufacturingMiddle-class flightCity and regional planning
Sample topics:Drug tradeRacism and discriminationPayday lendersSub-prime lendersLease/purchase outletsGamblingTemp workSweatshopsSex tradeInternet scams
Sample topics: GlobalizationEquity and growthCorporate influence on legislators Declining middle classDe-industrializationJob lossDecline of unionsTaxation patternsSalary ratio of CEO to line workerImmigration patternsEconomic disparityRacism and discrimination
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 4
"No significantlearning occurs
without asignificant
relationship."
–Dr. James Comer
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 5
DEPOSITS MADE TO INDIVIDUAL IN POVERTY
WITHDRAWALS MADE FROM INDIVIDUAL IN POVERTY
Appreciation for humor and entertainment provided by the individual
Put-downs or sarcasm about the humor or individual
Acceptance of what the individual cannot say about a person or situation
Insistence and demands for full explanation about a person or situation
Respect for the demands and priorities of relationships
Insistence on the middle-classview of relationships
Using the adult voice Using the parent voice Assisting with goal-setting Telling the individual his/her
goals Identifying options related to available resources
Making judgments on the value and availability of resources
Understanding the importance of personal freedom, speech, and individual personality
Assigning pejorative character traits to the individual
DEPOSITS WITHDRAWALS Seeking first to understand Seeking first to be understood Keeping promises Breaking promises Kindnesses, courtesies Unkindnesses, discourtesies Clarifying expectations Violating expectations Loyalty to the absent Disloyalty, duplicity Apologies Pride, conceit, arrogance Open to feedback Rejecting feedback
Adapted from The Seven Habits of Highly Effective People (1989) by Stephen Covey
Creating Relationships
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 6
TESA (Teacher Expectations & Student Achievement) identified 15 behaviors that teachers use with good students.
The research study found that when teachers used these interactions with low-achieving students, their achievement made significant gains.
What can a teacher do to build relationships?
1. Calls on everyone in room equitably.2. Provides individual help.3. Gives “wait” time (allows student enough time to answer).4. Asks questions to give student clues about answer.5. Asks questions that require more thought.6. Tells students whether their answers are right or wrong.7. Gives specific praise.8. Gives reasons for praise.9. Listens.10. Accepts feelings of student.11. Gets within arm’s reach of each student each day.12. Is courteous to students.13. Shows personal interest and gives compliments.14. Touches students (appropriately).15. Desists (does not call attention to every negative student
behavior).
Adapted from TESA (Teacher Expectations & Student Achievement), Los Angeles Department of Education
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 7
FinancialHaving the money to purchase goods and services.
EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and 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 Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.
Resources
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 8
Questions to Ask About Resources
FINANCIALIs there $340 per month per person available?
Is the issue the use of the finances versus the amount of finances?
Is the approach “You owe me because I am poor”? Or is the approach “I am proud; you will never know that I am in financial need”?
EMOTIONALIs there evidence that the individual has persistence?
Can the individual be alone, or does he/she always need people around him/her?
Does the individual act on feelings, i.e., hit when he/she is angry?
Does the individual have coping strategies for adverse situations that are not destructive to self or others?
MENTALCan 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?
SPIRITUALDoes the individual believe in divine guidance and assistance?
Does the individual have religious affiliation—e.g., church, mosque, synagogue?
PHYSICALCan the individual take care of himself/herself without help?Does the physical body allow the person to work and to learn?
SUPPORT SYSTEMSWho is available to help this individual with time, money, know-how, and advice?
Is this person the main support system for the household?
What connections are available for this person?
What coping strategies are available in this household?
How much time is available to this person to devote to school and learning?
RELATIONSHIPS/ROLE MODELSWho in the household cares about this person? Who does this person care about in the household?
Is there someone who cares about this individual who is not destructive to self or to others?
KNOWLEDGE OF MIDDLE-CLASS HIDDEN RULESDoes this individual know the hidden rules of work and school?
How important are achievement and work?
Will this individual give up achievement and work for relationships?
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 9
RREEGGIISSTTEERR
EEXXPPLLAANNAATTIIOONN
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 choices.
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 non-verbal assists. Sentence syntax often incomplete.
INTIMATE
Language between lovers or twins. Language of sexual harassment.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 10
Research about language in children from ages 1 to 3 years from stable households by economic group.
Number of words
exposed to
Economic group
Affirmations (strokes)
Prohibitions (discounts)
10 million words
Welfare 1 for every 2
20 million words
Working class
2 for every 1
30 million words
Professional 5 for every 1
Source: Meaningful Differences in the Everyday Experience of Young American Children (1995), by Betty Hart & Todd R. Risley
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 11
CASUAL FORMALThat sucks. There is no longer any joy in
this activity.
Translating from One Register to Another
On the left-hand side of the page, write down phrases students say in your class that are in casual register. Then translate those phrases into formal register. Work with your table or a partner. An example is provided.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 12
To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills.
To survive in school, one must use verbal, abstract, and proactive skills.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 13
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, 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.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 14
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 the norms 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 past history most important. Decisions made partially on basis of tradition decorum.
EDUCATION Valued and revered as abstract but not as reality.Education is about facts.
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 connection.
FAMILY STRUCTURE
Tends to be matriarchal. Tends to be patriarchal. Depends on who has/controls money.
WORLD VIEW Sees world in terms of local setting.
Sees world in terms of national setting.
Sees world in terms of an international view.
LOVE Love and acceptance conditional, based on whether individual is liked.
Love and acceptance conditional, based largely on achievement.
Love and acceptance conditional, related to social standing and connections.
DRIVING FORCES Survival, relationships, entertainment.
Work and achievement. Financial, political, social connections.
Hidden Rules of Economic Class
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 15
POVERTY• Present most important• Decisions made for the moment
based on feelings or survival
MIDDLE CLASS• Future most important• Decisions made against future
ramifications
WEALTH• Traditions and past history most
important• Decisions made partially on basis of
tradition/decorum
Time
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 16
POVERTY•Believes in fate•Cannot do much to mitigate chance
MIDDLE CLASS•Believes in choice•Can change future with good choices now
WEALTH•Noblesse oblige
Destiny
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 17
believes that one is fated or destined
the behavior
not get caught
deny
punishedforgiven
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 18
POVERTYPeople
MIDDLE CLASSThings
WEALTHOne-of-a-kind objects, legacies, pedigrees
Possessions
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 19
Every behavior has a payoff.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 20
Resilient SchoolsAutonomy
Academic Efficacy
Self-Determination
Behavioral Self-Control
Relationships
Teacher-Student Relationships
Peer Relationships
Home-School Relationships
Enhancing Resiliency
Problem Solving Skills
Coping with difficult situations
Assertiveness
Negotiation skills
Decision making skills
Social problem solving skills
Relaxation techniques
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 28
Thank You!Dr. Bob Bayuk Psychologist
ERC
Worland, WY
307-347-2435
Top Related