[PDF] - Obje c tive s of our time toge the r De fine po ve rty Unde rsta PDF Document

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Wor king with F amilie s L iving in Pove r ty: Str ate gie s for E ngage me nt

PRE SE NT E D BY: RUT H VONDE ROHE , M.A. & HOL L Y HAT T ON- BOWE RS, PHD NE BRASKA E XT E NSION

Obje c tive s of our time toge the r

De fine po ve rty Unde rsta nd fa mily po ve rty I

de ntify yo ur o wn b ia se s re la te d to fa milie s living in po ve rty

I

de ntify a stra te g y to impro ve c o mmunic a tio n with fa milie s living in po ve rty

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What Do You Know About Pove r ty?

Wha t is po ve rty?

Pove r ty Is:

T he ina b ility o f a pe rso n to a c c e ss the b a sic ne e ds fo r surviva l.

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Why should we foc us on familie s living in pove r ty?

 Pove r

ty and E duc ation

Po ve rty is o ne o f the g re a te st c ha lle ng e s fo r pub lic

e duc a tio n

Po ve rty is a hug e o b sta c le to e ffe c tive le a rning
Po ve rty a nd dive rsity c o ntinue to inc re a se
Be lie fs tha t stude nts living in po ve rty c a nno t le a rn le a ds

to ine ffe c tive pra c tic e s

What do you be lie ve ?

Ac tivity

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What ar e your Initial r e ac tions?

A pa re nt/ g ua rdia n c o me s to sc ho o l fo r a c o nfe re nc e

with a lc o ho l o n his/ he r b re a th.

A pa re nt/ g ua rdia n do e s no t a nswe r his/ he r pho ne , a nd

the vo ic e ma il is no t se t up o r full.

A stude nt is c o ming to sc ho o l hung ry.
A stude nt ha s re c urre nt he a d lic e .
A stude nt sme lls b a d a nd is no t we a ring c le a n c lo the s.

Six T ype s of Pove r ty

 Situational pove r

ty – sudde n c risis

 Ge ne r

ational pove r ty -2 g e ne ra tio n b o rn in to po ve rty

 Absolute pove r

ty - sho rta g e

 Re lative pove r

ty - a c c e ss the b a sic ne e ds fo r surviva l

 Ur

ban pove r ty - c o mple x c o mb ina tio n o f c hro nic

a nd a c ute stre sso rs

 Rur

al pove r ty - no nme tro po lita n a re a s with

po pula tio ns b e lo w 50,000



Offic e o f Ma na g e me nt a nd Budg e t (OMB)

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Common Myths of Pove r ty

 All po o r pe o ple a re in po ve rty lo ng -te rm  All po o r pe o ple re c e ive g o ve rnme nt a ssista nc e  Po ve rty is a n inne r-c ity pro b le m  Po ve rty is uniq ue to c e rta in e thnic g ro ups

F e de r al Pove r ty Guide line s

2015 POVE RT Y GUIDE L INE S F OR T HE 48 CONT IGUOUS ST AT E S AND T HE DIST RICT OF COL UMBIA Pe r sons in family/ house hold

Po ve rty g uide line

F

r

familie s/ house holds with mor e than 8 pe r sons, add $4,160 for e ac h additional pe r son. 1

$11,770

2

$15,930

3

$20,090

4

$24,250

5

$28,410

6

$32,570

7

$36,730

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Basic F amily Budge t

 Mo nthly ho using : $765 (2 b e dro o m a pa rtme nt)  Mo nthly fo o d: $491  Mo nthly F

T c hild c a re fo r a n infa nt: $7,639 ($636/ mo )

 Me dic a l I

nsura nc e : $232/ Mo +$45 c o -pa y

 Me dic a l Utilitie s: $135  Mo nthly tra nspo rta tio n: $320  Mo nthly o the r ne c e ssitie s: $360  Monthly total: $2,939  Annual total: $35,268  10.00/ hour

annual total: $20,800

So urc e : NACCRRA a nd Ne b ra ska Affo rda b le Ca re Ac t

Ne br aska pove r ty quic k fac ts

Child po ve rty ra te : 18%
Se nio r po ve rty ra te : 8%
Wo me n in po ve rty: 14.2%
Pe rc e nt o f sing le -pa re nt fa milie s with re la te d

c hildre n tha t a re b e lo w po ve rty: 34%

Wor

king Poor – Ne br aska is the 2nd highe st state

So urc e : US Ce nsus Bure a u re po rts in 2013

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F amily T ype s

 Re c e ntly Une mploye d  Single par

e nts

 Cohabitating adults  Se nior

c itize ns

 Gr

andpar e nts r aising gr andc hildr e n

 Home le ss familie s  E

xte nde d familie s

How doe s this impac t c hildr e n living in pove r ty?

 Po o r he a lth c a re a nd nutritio n  F

e w b o o ks, c o mpute rs, vo c a b ula ry

 Pa re nts ma y ha ve little e duc a tio n a nd hig hly mo b ile  Childre n ma y ha ve c ha lle ng e s with re g ula ting

e mo tio ns a nd b e ha vio rs

 Ma ny c hildre n a re a lso hig hly re silie nt re g a rding the

e ffe c ts o f po ve rty.

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In thinking about the se fac ts about family pove r ty… r e fle c t

I

s yo ur pro g ra m/ se rvic e s se nsitive to the diffe re ntia te d c ha ra c te ristic s

f the stude nts a nd fa milie s yo u se rve living in po ve rty?
Ha ve yo u de ve lo pe d a n a wa re ne ss o f o ur own pote ntial biase s,

ste re o type s a nd a ssumptio ns tha t may impac t or

e ve n se r ve as a bar r ie r to e ngage me nt fo r the se fa milie s?

Are we pa tie nt a nd pe rsiste nt e no ug h to ma ke me a ning ful

c o nne c tio ns o ne fa mily a t a time ?

Ho w ha ve yo u lo o ke d a t wa ys to c o nne c t with pa re nts/ c a re g ive rs

who fa c e b a rrie rs to tra ditio na l a ppro a c he s to fa mily e ng a g e me nt?

Ke y Points to Re me mbe r

 Po ve rty is re la tive  Po ve rty o c c urs in a ll ra c e s a nd in a ll c o untrie s  E

c o no mic c la ss is a c o ntinuo us line , no t a c le a r-c ut distinc tio n

 Ge ne ra tio na l po ve rty a nd situa tio na l po ve rty a re diffe re nt  T

his info rma tio n is b a se d o n pa tte rns

 An individua l b ring s with him/ he r the hidde n rule s o f the c la ss in whic h she / he

wa s ra ise d.

 Sc ho o ls a nd b usine sse s o pe ra te fro m middle -c la ss no rms a nd use the hidde n

rule s a nd te a c h the m the rule s tha t ma ke the m suc c e ssful a t sc ho o l a nd a t wo rk

 We c a n ne ithe r e xc use pa rtic ipa nts no r sc o ld the m fo r no t kno wing , inste a d

pro vide suppo rt, insiste nc e , a nd e xpe c ta tio ns

 T

mo ve fro m po ve rty to middle c la ss o r middle c la ss to we a lth, a n individua l

must g ive up re la tio nships fo r a c hie ve me nts (a t le a st fo r so me pe rio d o f time ).

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Pa rtne ring with F a milie s

HOW AND WHE RE T O ST ART . . .

Do you be lie ve that all familie s want the ir c hild to suc c e e d?

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Ac tivity: What Doe s F amily E ngage me nt Me an to You?

 Ho w wo uld yo u de fine fa mily

e ng a g e me nt?

 Wha t a re yo ur fe e ling s a b o ut

wo rking with fa milie s?

 Wha t do yo u e njo y a b o ut it?  Wha t se e ms diffic ult?  Why is it impo rta nt?

De fining F amily E ngage me nt

 F

a mily e ng a g e me nt ha s diffe re nt me a ning s fo r diffe re nt pe o ple

 Re la te s to a n ongoing par

tne r ship b e twe e n yo u a nd

fa milie s

 Co mmitme nt to e ng a g ing a nd invo lving fa milie s in

me a ning ful wa ys, a nd fa milie s a re c o mmitte d to a c tive ly suppo rting the ir c hild’ s le a rning a nd de ve lo pme nt

 Involve s c ommunic ation, using family ne e ds and fe e dbac k

to info rm the pro g ra m, c o lla b o ra tive a c tivitie s, a nd pro viding c o mmunity re so urc e re fe rra ls a nd fa mily suppo rt

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How ar e you e ngaging familie s living in pove r ty?

 While la c k o f time is mo re o fte n c ite d a s the re a so n fo r

b a rrie rs to e ng a g ing in c hildre n’ s le a rning , mo st wa nt to b e invo lve d a nd wa nt the b e st fo r the ir c hild(re n).

 POI

NT : MANY OF T HE SE F AMI L I E S WANT T O BE I NVOL VE D

[F

r us, we wa nt o ur kids to g o to sc ho o l a s so o n a s po ssib le . T

ra nspo rta tio n is a pro b le m. He a d Sta rt pro g ra ms c a n sta rt a t no o n o r nine o ’ c lo c k in the mo rning . T ime is a c ha lle ng e fo r pa re nts. So me wo me n do n’ t kno w ho w to drive .—Mo the r fro m Oma ha , Ne b ra ska

L e t’s look at the hidde n r ule s among c lasse s, se e your handout

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How do you think the se hidde n r ule s impac t your ability to e ngage familie s living in pove r ty?

Some possible strate gie s to build c ollabor ative par tne r ships and me e t familie s whe r e the y ar e

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Ge tting Re ady ST RAT E GIE S

1.

E sta b lish/ re -e sta b lish re la tio nship with pa re nt

2.

Asks pa re nt to sha re o b se rva tio ns a nd ide a s

3.

Affirm pa re nts’ c o mpe te nc e

4.

E sta b lish dya dic c o nte xt

5.

He lp pa re nts disc uss a nd prio ritize c o nc e rns/ ne e ds

6.

F

c us pa re nt’ s a tte ntio n o n c hild stre ng ths

7.

Pro vide de ve lo pme nta l info rma tio n

8.

Bra insto rm ide a s (Wha t wo uld yo u like to se e ha ppe n? Ho w c a n I

he lp yo u with tha t? ) 9.

Ma ke sug g e stio ns/ pro vide dire c tive s

10. Pro mo te pra c tic e a nd inte ra c tio n/ mo de l

4/25/12, Susan Sheridan, Christine Marvin; The Effects of Promoting Parent Engagement in Early Childhood Programs, NE Center for Research on Children, Youth, Families & Schools

Re sults of Study

 T

ho se who use d “Ge tting Re a dy Stra te g ie s”

 E

a rly Childho o d Pro fe ssio na ls we re ra te d to b e mo re e ffe c tive

 Pa re nts a nd c hildre n we re o b se rve d to b e inte ra c ting with e a c h

the r mo re

 Ra ting s o f pa re nt e ng a g e me nt we re hig he r

 Wha t do e s this te ll us?

 Pa re nt-Child re la tio nship ma tte rs  Pa re nt-Pro fe ssio na l re la tio nship ma tte rs

 E

ffe c tive c o lla b o ra tive pa rtne rships a re a philo so phic a l a ppro a c h a nd inte g ra l to q ua lity pro g ra mming

4/25/12, Susan Sheridan, Christine Marvin; The Effects of Promoting Parent Engagement in Early Childhood Programs, NE Center for Research on Children, Youth, Families & Schools

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T he se Ge tting Re ady Str ate gie s Involve E ffe c tive Communic ation and You Be ing a Safe , Se c ur e , Calm Collabor ative Par tne r

Ac tivity: T hinking about Communic ation

T hinking about Communic ation T hink a b o ut time s in yo ur pe rso na l o r pro fe ssio na l life whe n yo u e xpe rie nc e d e ffe c tive c o mmunic a tio n with a no the rindividua l o r a g ro up o f individua ls. De scr ibe what made communication e ffe ctive . T he n think a b o ut time s in whic h yo u did no t e xpe rie nc e e ffe c tive c o mmunic a tio n. Wha t fa c to rs c o ntrib ute d to e ffe c tive

r no n-e ffe c tive

c o mmunic a tio n in e a c h c a se ? De scr ibe what made communication ine ffe ctive .

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E ffe c tive Communic ation c an be Challe nging with Roadbloc ks

 Diffic ult to re a c h pa re nts  Stra te g ie s trie d . . . & fa ile d.  Whe n re pa ir is ne e de d.

F ir st things F ir st – Ge tting your se lf r e ady to e ngage

 Ho w do yo u fe e l a b o ut b e ing in diffic ult situa tio ns

a nd ha ving diffic ult c o nve rsa tio ns?

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F

r

e ffe c tive c ommunic ation ne e d to r e duc e your str e ss, r e gulate your se lf

Str ate gy 1: Calm Your se lf

1. Wha t is yo ur pre pa ra tio n (o r in the mo me nt)

c a lming stra te g y?

1. Ho w do yo u pre pa re fo r inte ra c tio ns with

fa milie s? E spe c ia lly fa milie s tha t pre se nt c ha lle ng e s o r yo u find diffic ult to e ng a g e .

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Being with Being with is the most important “doing.”

Stra te g y 2: Me e t the pa re nt “whe re the y’ re a t”

E mpa thy

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Onc e you ar e c alm, have e mpathy, the n you c an be a mor e mindful c ommunic ator COMMUNICAT ION ST RAT E GY #1: Communic ate Optimism

Yo ur pro g ra m ha s a we lc o ming a tmo sphe re
E

ve ry fa mily a nd c hild is g re e te d b y na me a nd we lc o me d.

Sig na g e in va rio us la ng ua g e s
Co mmunic a te positive aspe c ts o f the c hild

fr e que ntly

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Communic ation Str ate gy: #2 “L e ad with your e ar s” and Re fle c t

 “L

e a ding with o ur E a rs” E ffe c tive pa re nt e ng a g e me nt is le a ding with o ur e a rs.

L

iste ning to wha t pa re nts think, dre a m a nd wo rry a b o ut.

T

he g o a l o f pa re nt e ng a g e me nt is to g a in pa rtne rs  Ask Re fle c tive Que stio ns:

 T

e ll me mo re a b o ut...

 Wha t did yo u no tic e ...?  Wha t a re yo u wo nde ring a b o ut...? Ho w c a n yo u find o ut a b o ut...?  T

e ll me a b o ut the le a rning yo u think ha s b e e n the mo st impo rta nt fo r yo ur c hild...

 Wha t do yo u think yo ur c hild ne e ds to le a rn ne xt? Wha t a re yo ur (sho rt- o r lo ng -te rm)

g o a ls fo r yo ur c hild?

Communic ation Str ate gy: #3 Br

ade n what it me ans for

a family to he lp the ir c hild

 E

nc o ura g e a b ro a d unde rsta nding o f wha t it me a ns to “he lp” – liste ning , re a c ting , pra ising , g uiding , mo nito ring , disc ussing a nd (mo st impo rta nt) a sking q ue stio ns tha t e lic it c o nve rsa tio n a ll c o unt.

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Now it’s your tur n to r e fle c t

 I

de ntify o ne (c ha lle ng ing ) pa re nt/ fa mily c a re g ive r yo u wo rk with

 L

ist a t le a st o ne pe rso na l thing yo u kno w a b o ut him o r he r

 L

ist a t le a st o ne pe rso na l think yo u a ppre c ia te a b o ut the ir c hild

 Co me s up with sug g e stio ns a b o ut thing s yo u c a n do fo r

tha t a dult re la te d to tha t pe rso na l thing .

 Ho w will this pa re nt/ fa mily c a re g ive r fe e l?

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Se le c te d Re fe r e nc e s

 F

e de ra l Re g iste r. 2006 F e de ra l Po ve rty Guide line s. Vo l. 71, No . 15. Ja nua ry 24, 2006. www.g po a c c e ss.g o v/ fr/ inde x.html

 Jo int Ce nte r fo r Po ve rty Re se a rc h a t No rthwe ste rn Unive rsity, E

va nsto n, I L . www.jc pr.o rg

 Pa yne , Rub y. 2005. A F

rame wo rk fo r U nde rstanding Po ve rty. Hig hla nds, T X: Aha ! Pro c e ss, I nc .