1. Based upon the theories of researcher and writer, Ruby Payne For more information on the basis of her research, visit the link: http://www.ahaprocess.com/School_Programs/ResearchResults/ /Scientific_Research.html

2. KEY POINTS Today we are discussing economic diversity, not racial or cultural diversity. Poverty occurs in all races and in all countries.

3. Poverty is Relative Generational poverty (poverty for two generations or longer) Situational poverty (shorter and is caused by circumstance, i.e., death, illness, divorce, etc.)

4. What is poverty? It is the extent to which an individual does without resources (Payne, 1998).

5. Poverty is the extent to which an individual does without internal and external resources: Financial: External - no $ for goods and services Mental: Internal and external – mental abilities and acquired skills (the R Rules) to deal with daily life Emotional: Internal – unable to choose or control emotional responses that engage in self-destructive behaviors Spiritual: Internal – believing in a divine purpose and guidance Physical: Internal and External – physical health and mobility Support Systems: External – Friends, family and backup resources for times of need Relationships/Role Models: External – Frequent access to appropriate adults who nurture the child and do not engage in self-destructive behavior Knowledge of Hidden Rules: Internal – Knows the unspoken cues and habits of a group

6. 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.

7. MENTAL MODEL FOR POVERTY What do people in poverty tend to think and worry about most? Transportatio n Family and Friends Jobs and money Agency Time Food Illness Crime and safety RELATIONSHIPS

8. Mental Model for Middle Class Career Hobbies and interests Family and friends Prevention Education Vacations Housing/ assets/ Retirement ACHIEVEMENT

9. Hidden Rules An individual brings with him/her the “hidden rules” of the class in which he/she was raised. Note: Nobody’s set of rules are better than the others!

10. Hidden Rules Defined: Hidden rules: the unspoken cues and habits of a group (Even though income of the individual may rise significantly, many of the patterns of thought, social interaction, cognitive strategies, etc., remain) Schools and businesses operate from middle-class norms and use the hidden rules of middle-class which are not taught in schools or businesses

11. 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

12. Key question: Was it presented well? Presentation important Key question: Did you have enough? Quantity important Key question: Did you like it? Quality important POVERTY MIDDLE CLASS WEALTH FOOD

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

14. MONEY To be conserved, invested To be managed MIDDLE CLASS WEALTH POVERTY To be used, spent

15. Casual register: Language is about survival Formal register: Language is about negotiation POVERTY MIDDLE CLASS WEALTH Formal register: Language is about networking LANGUAGE

16. REGISTERS OF LANGUAGE REGISTEREXPLANATION FROZENLanguage that is always the same. For example: Lord’s prayer, Miranda rights, wedding vows, etc. FORMALThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices. CONSULTATIVEFormal register when used in conversation. Discourse pattern not quite as direct as formal register. CASUALLanguage between friends and is characterized by a 400-800 word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete. INTIMATELanguage between lovers or twins. Language of sexual harrassment.

17. PATTERNS OF DISCOURSE FORMALCASUAL

18. Story Structures: FORMAL Beginning------------------------------------------End Plot CASUAL Most Emotional Part-----insert pause------insert pause------End

19. The individual cannot plan. 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 consequences. If an individual cannot identify consequences, he/she cannot control impulsivity. If an individual cannot control impulsivity, he/she has an inclination to criminal behavior. If an individual depends upon a random episodic story structure for memory pattern, lives in an unpredictable environment, and does not have the ability to plan, then….

20. Final Conclusions: If we are to work successfully with individuals from the poverty culture, we must: keep these mental models and communication patterns in mind. not blame those in poverty for being in poverty. not judge them for their differing “hidden rules” but instead seek to understand them. understand their hidden rules and teach them the rules that will make them successful at school, at work, and in the community.

21. REFERENCES: Taken from excerpts of: Bridges Out of Poverty: Strategies for Professionals and Communities; Getting Ahead in a Just-Getting’ By World: Building Your Resources for a Better Life; A Framework for Understanding Poverty, Aha Process, Inc., October 2000. By: Ruby K. Payne, Philip DeVol, and Terie Dreussi Smith www.ahaprocess.com