tirp poverty final slides412

Poverty Poverty

and and the the

BrainBrainBarbara Toney 4/23/13Barbara Toney 4/23/13

1

““Take Home Messages”Take Home Messages”““Take Home Messages”Take Home Messages”• Children of poverty

have significantly different brains

• Their brains can change for the better

You can help!

• Children of poverty have significantly

different brains • Their brains can change for the better

You can help!

2

4 Questions4 Questions1. What is Poverty?2. Can and Do Brains Change

as a Result of Experience?3. Do Children in Poverty Have Different

Experiences than Higher SES Kids?

4. What can you do about the impact of poverty in your classroom?

3

Number off 1-4 in your pod

Round Robin: Take turns addressing this question in your group, starting with

person #3. Each person will make their statement first 3,4,1,2. Then the

discussion is open.

4

Poverty is…Poverty is…a chronic condition characterized by the

1) synergistic effect of multiple, adverse,

economic risk factors(Atzaba-Poria et al. 2004)

2) lack of access to basic human resources

5

Boing!Boing!

Poverty is actually

NOT about money.. If

it was, that would be

good news… but

it’s not.

Poverty is actually

NOT about money.. If

it was, that would be

good news… but

it’s not. 66

Poverty Stats

• 20% (1 in 5) lives at or below the poverty line. (US Census 2000)

• The rate for poor children in single female householder families in 2001, is 39%.(US Census 2002)

• Among children with disabilities, 28% are poor (vs. 16% non-poor). (Fujiura & Yamaki, 2000)

• Poverty is multicultural; there are more poor Anglos than Hispanicsor African Americans.(US Census 2000)

7

Significant Risk Factors related to Poverty

• Community violence

• Disabilities, chronic illness or delayed development

• Social isolation of families

• Parents’ lack of understanding of children’s needs and child development

• Family disorganization, dissolution, and violence, including partner abuse and substance abuse

• Parental stress and distress, including depression or other mental health conditions

• Poor parent-child relationships and negative interactions 8

Overview

1. What is Poverty?2. Can and Do Brains Change as a

Result of Experience?3. Do Children in Poverty Have

Different Experiences than Higher SES Kids?

4. What can you do about the impact of poverty in your classroom? 9

Kids “download”the negatives ofchaos, disharmony,poor relationships,foul language,poor manners, andweak vocabularyjust as quicklyand just asautomaticallyas they would any positive orenrichment input.

10

NeurogenesisNeurogenesisNeurogenesisNeurogenesisEnhanced by:ExerciseComplex EnvironmentsNew LearningNutritionLow Stress

Enhanced by:ExerciseComplex EnvironmentsNew LearningNutritionLow Stress

Reduced by:DistressInactivityBoredomDepressionPoor Nutrition

1111

Overview

1. What is Poverty?2. Can and Do Brains Change as a

Result of Experience?3. Do Children in Poverty Have

Different Experiences than Higher SES Kids?

4.4. What can you do about the impact What can you do about the impact of poverty in your classroom?of poverty in your classroom?

12

BREAK!!!!!!

13

Emotional DifferencesCaregivers from poverty are less likely to provide.

Emotional DifferencesCaregivers from poverty are less likely to provide.

•Two stable relationships•Attachment•Attunement

•Quantity of time•Quality of time

•Peaceful home life

•Two stable relationships•Attachment•Attunement

•Quantity of time•Quality of time

•Peaceful home life1515

Attachment is a critical process by which a reliable emotional

connection develops between an infant and his/her primary caregiver.

Attachment is a critical process by which a reliable emotional

connection develops between an infant and his/her primary caregiver.

It’s the foundation for development of basic trust or mistrust, and it shapes how the child will relate to the

world, learn and form relationships throughout life.

It’s the foundation for development of basic trust or mistrust, and it shapes how the child will relate to the

world, learn and form relationships throughout life.

1616

Kids from poverty get less “Attunement” time.

Kids from poverty get less “Attunement” time.

• Attunement is the establishment of a positive, reciprocal, harmonious relationship with the primary caregiver.

• Attunement is the establishment of a positive, reciprocal, harmonious relationship with the primary caregiver.

1717

The attunement process is Time-Intensive

The attunement process is Time-Intensive

• Attunement requires loving caregivers with 100s of interactions, emotional health and lots of patience.

• It’s also the ideal way that appropriate emotional responses are learned.

• Attunement requires 30-90 min daily or from 3-10 hours a week of quality time. Infants need far more than food, water and diaper changes. Without attunement, they get stressed.

• Attunement requires loving caregivers with 100s of interactions, emotional health and lots of patience.

• It’s also the ideal way that appropriate emotional responses are learned.

• Attunement requires 30-90 min daily or from 3-10 hours a week of quality time. Infants need far more than food, water and diaper changes. Without attunement, they get stressed.

1818

How does one “do” attunement?

How does one “do” attunement?

•Making faces•Word repeats

•Match gestures•Positive responses

•Hand puppets•Simple games (pat-a-cake, hide

‘n seek, etc.)•30-90 min daily for 3-10

hours/ week

•Making faces•Word repeats

•Match gestures•Positive responses

•Hand puppets•Simple games (pat-a-cake, hide

‘n seek, etc.)•30-90 min daily for 3-10

hours/ week 1919

Healthy Mirror Neurons Make Humans Responsive to

Others

Healthy Mirror Neurons Make Humans Responsive to

Others

In what ways can you positively influence your own state throughout the day?

In what ways can you positively influence your own state throughout the day?

2020

We are “hard-wired” with only 6-8 emotions at birth.

We are “hard-wired” with only 6-8 emotions at birth.

• All other emotional states are learned. If no one teaches us others, we end up with a very narrow range of potential appropriate emotional responses in a classroom. This can create problems.

• All other emotional states are learned. If no one teaches us others, we end up with a very narrow range of potential appropriate emotional responses in a classroom. This can create problems.FearFear AngerAnger Sadness Sadness Joy Joy

DisgustDisgust SurpriseSurprise

2121

Typically, kids from poverty use fewer emotional

responses daily.

Typically, kids from poverty use fewer emotional

responses daily.They may be missing:• Humility• Forgiveness• Empathy• Compassion• Sympathy• Patience• Shame • Cooperation• Gratitude.

They may be missing:• Humility• Forgiveness• Empathy• Compassion• Sympathy• Patience• Shame • Cooperation• Gratitude.

2222

• Being poor means less likelihood of Attunement which means inappropriate emotional responses.

• This understanding is critical. Without quality caregiving, a child may arrive at school with a narrow and often inappropriate range of potential emotional responses.

• Teachers may interpret the responses as “being cold and callous” or “having an attitude’ when that’s NOT what’s going on.

• Being poor means less likelihood of Attunement which means inappropriate emotional responses.

• This understanding is critical. Without quality caregiving, a child may arrive at school with a narrow and often inappropriate range of potential emotional responses.

• Teachers may interpret the responses as “being cold and callous” or “having an attitude’ when that’s NOT what’s going on. 2323

Misbehaviors and inappropriate emotional displays are commonMisbehaviors and inappropriate emotional displays are common

Teachers who discipline students often look for emotional states that

students simply DON’T KNOW HOW to display. Some students have not

learned these at home:Humility, Trust, Gratitude,

Cooperation, Sorrow, Affinity, Forgiveness

Teachers who discipline students often look for emotional states that

students simply DON’T KNOW HOW to display. Some students have not

learned these at home:Humility, Trust, Gratitude,

Cooperation, Sorrow, Affinity, Forgiveness

2424

Stand up, Hand up, Pair up!

Stand up, Hand up, Pair up!

• Discuss with your partner:What new insights does this

information about attachment, attunement and stunted emotional development give you into the behaviors of your students from poverty

• Discuss with your partner:What new insights does this

information about attachment, attunement and stunted emotional development give you into the behaviors of your students from poverty

2525

Boing! Key InsightBoing! Key Insight

• “The symptoms of poverty are not simply states of mind; they actually change the brain. Because neurons are designed to reflect their circumstances, not to rise above them, the monotonous stress of living in a slum literally limits the brain.”

• “The symptoms of poverty are not simply states of mind; they actually change the brain. Because neurons are designed to reflect their circumstances, not to rise above them, the monotonous stress of living in a slum literally limits the brain.”

2626

For those in poverty, nearly everything takes more time

For those in poverty, nearly everything takes more time

• Transportation• Food gathering and prep• Getting medical help• Information gathering• Locating and securing school help.

This creates a “poverty of time” that impacts children and creates more stress!

• Transportation• Food gathering and prep• Getting medical help• Information gathering• Locating and securing school help.

This creates a “poverty of time” that impacts children and creates more stress!

2727

Contrasting Experiences…

When compared to their middle or upper income classmates, what are childrenof poverty more likely to experience?

28

Areas of ContrastAreas of Contrast

Emotional SupportCognitive Stimulation

Stress/Distress Health & Safety Issues

29

Emotional SupportEmotional Support Lower-income parents are less likely to:

• know their teachers by name

• know their child’s best & worst subject• know how their child is doing (Benviste et al. 2003)

• be involved at school in multiple activities (23% less) (USDHHS 2000).

30

Emotional SupportChildren of Poverty are More Likely to…

• Hear less responsive, fewer supportive, less interactive

home conversations (Hart and Risley 1995).

• Get less quality time and less total time

from their parents or caregivers (Fields and Casper 2001).

31

Let’s practice!

32

FearFear

AngerAnger

SadnessSadness

JoyJoy

DisgustDisgust

SurpriseSurprise

““For all students just do something”For all students just do something”

Areas of ContrastAreas of Contrast

Emotional SupportCognitive Stimulation

Stress/Distress Health & Safety Issues

33

Language influences cognition

Language influences cognition

• The link between language development and socioeconomic status is strong. Higher SES toddlers actually used more words in talking to their parents than low SES mothers used in talking to their own children.

• The link between language development and socioeconomic status is strong. Higher SES toddlers actually used more words in talking to their parents than low SES mothers used in talking to their own children.

Warning, Will Warning, Will Robinson! Big Robinson! Big Boing!!Boing!!

3434

Cognitive StimulationCognitive Stimulation

• Parents are less likely (3-4X) to begin conver- sation just to maintain social contact or build vocabulary (Hart & Risley 1995).

• Kids watch far more hours of TV than their above-poverty line peers; 20% watch 6+ hrs./day. (Larson and Verma 1999) • Children hear very different vocabulary; fewer words and less of the complex ones. (Hoff 2003).

35

Vocabulary is Critical to Children

36

“Extras” for Learning

Poor families cannot afford:• quality child care• stimulating toys• recreational books• team uniform costs • school supplies• scouts or camp• private music/dance lessons (Posner & Vandell, 1999; Sherman, 1994).

37

Areas of ContrastAreas of Contrast

Emotional SupportCognitive Stimulation

Stress/Distress Health & Safety Issues

38

Cumulative Risk Factors:Cumulative Risk Factors:

• More stress= more impulsivity

• More stress= more impulsivity

3939

Instability = StressorsChildren in poor families:

• move twice as often• get evicted 5X as much

(Federman, et al. 1996)

• develop fewer social ties • have greater chaos

and disruption (Jensen et al. 1983)

• lose their jobs more• worry about money more

(McLoyd, 1990)

40

Stress and Distress

• Chronic stress is known as distress

• Poor children are exposed to more stressors, more intense stressors, longer lasting stressors and have fewer coping skills than their higher SES counterparts

41

Distress/Threat Changes Blood Flow in the Brain

Less blood flow to places in the brain (dorsal area of frontal lobes) that do future planning… andmore blood flow to areas that process emotions, leaving fewer options for more thoughtful decision-making.

42

Effects of Chronic StressEmotional problems

(Burgess et al., 1995)

Lowers IQ, reading scores(Delaney-Black, et al. 2002)

Memory loss(Lupien, et al. 2001)

Shortens dendrites(Cook and Wellman, 2004), (Brown, et al. 2005)

Neuron death(De Bellis, et al.,2001)

Inappropriate attachments(Schore, A. 2002)

43

Effects of Environmental Distress on the Birth of New Brain Cells

Greater Stress = Fewer Neurons

44

Leisure De-Stressing

Lower SES families are less likely to have opportunities to de-stress such as:1) longer vacations, fun experiences2) restaurant meals, catering, splurges 3) massage, spatherapy, Jacuzzi

45

Areas of ContrastAreas of Contrast

Emotional SupportCognitive Stimulation

Stress/Distress Health & Safety Issues

46

Nutrition and

Poverty

• The brain is most susceptible to the effects of poor nutrition during the early years of brain development. (Georgieff and Rao 2001)

• Elevated utility bills in a cold winter are inversely related to quality of nutritional intake in low-income infants and toddlers. (Frank et al. 1966)

47

Poor Nutrition Affects Critical Brain DevelopmentHippocampus (shown

in red) is highly vulnerable and loses 8% in volume and 11% of its

neurons with early exposure to malnutrition. Studies show subsequent

learning and memory lapses in later years.

(Pravosudov, 2005) 48

Overview

1. What is Poverty?2. Can and Do Brains Change as a

Result of Experience?3. Do Children in Poverty Have

Different Experiences than Higher SES Kids?

4. What can you do about the impact of poverty in your classroom? 49

Time for… Wake up the Brain

50

Directions

I’ll read off the numbers listed in black, in sequence. After each number, the letter

below tells you what to do:

“H” = raise hands, say “Hooray!”

“S” = flash a “Hollywood smile” to your neighbor

“C” = clap twice

51

1 2 3 4 5H C S H S6 7 8 9 10C S H S H11 12 13 14

15S C H S H

52

More DirectionsI’ll still read off the numbers listed in

black, in sequence. Under each number, the letter is now in either CAPS or lower

case. If it’s in CAPS, respond while standing up. If in lower case, respond

while seated. Remember…

“H” = raise hands, say “Hooray!”

“S” = flash a “Hollywood smile” to your neighbor

“C” = clap twice53

1 2 3 4 5h c S H s

6 7 8 9 10c S H s H11 12 13 14

15s c H S H

54

Even MORE Directions

I’ll still read off the numbers. If there’s an underline, do everything the same as in the last slide. BUT, on the next slide, do the opposite of what it would have been. Here’s an example…“H” (by itself) = stand and say “Hooray!”

BUT…With a sequence of “s - C - H” … the underscore on the “C” means the next letter, “H” is now a be seated “Hooray!” 55

1 2 3 4 5h c S H s

6 7 8 9 10c S H s H11 12 13 14

15s c H S H

56

The Power of The Power of AccommodationsAccommodations

Communicate high expectationsand…and…

make simple accommodations formake simple accommodations for• transportation (tardy, absent)• transportation (tardy, absent)• behaviors (teach, not punish)• behaviors (teach, not punish)

• supplies (materials, space)• supplies (materials, space)• background knowledge• background knowledge

57

Language

• Work on vocabulary, proper usage, complete sentences and thoughts.

58

The Power of Skill-BuildingThe Power of Skill-BuildingProvide what others take for granted

1. How to behave around adults 2. Emotional affiliation skills

3. Knowledge of the “rules of the game” 4. Persistence, patience, hope and resiliency

5. Understanding how money works 6. Cognitive skills of survival

7. Support systems to navigate life better59

Fortunately,Brains Can

(and do)Changefor the Better!

60

DisciplineDiscipline

63

Teachers Deal with the Following Behaviors in the Classroom plus…

• Class or school rule violation• Disruption or disturbance of a

school activity (minor)• Dress code violation• Horseplay• Minor disruption or disturbance of

a school activity, class or campus• Tardiness• All level one offenses in the

student code of conduct

He/she drives you

crazy!• Pick a student who is a

discipline problem for you in some respect. Preferably, pick the worst urchin you have.

• Write down, specifically, what this kid does that is a problem.

Students misbehave for three reasons

AttentionAttention

Power/ControlPower/Control Fear of failureFear of failure

OK: Take your best shot!

Why do you think your problem child misbehaves?

How is this information useful?

Negative Reinforcement vs. Negative Reinforcement vs. PunishmentPunishment

The purpose of Punishment is to decrease or The purpose of Punishment is to decrease or extinguish a behavior or responseextinguish a behavior or response

The purpose of Negative Reinforcement is The purpose of Negative Reinforcement is to increase a particular behavior or to increase a particular behavior or response.response.

Take action!

1. Create a quick plan that you can start implementing on Monday to impact your relationship with your problem

child.2. What one classroom management strategy can you change immediately?

What will you do?