Payne in the Brain, Payne in the Asset: Integrating Models for Understanding

and Best Practice

Presented by

Thomas J. Craney, Ed.D.Frederick County Public Schools

Nationally Certified School Psychologist

Licensed Clinical Professional Counselor

PBIS Summer Conference

2005

A Framework for Understanding Poverty

• Poverty is relative• Poverty occurs in all races• Generational and situational poverty are different• This work is based on patterns – all patterns have

exceptions• Schools operate from middle-class norms & values• Individuals bring with them the hidden rules of the

class in which they were raised

• There are cultural differences in poverty• We must neither excuse students nor scold them,

we must teach them• We must teach students that there are two sets of

rules• To move from poverty to middle class, one must

give up (for a period of time) relationships for achievement – if you are not educated you don’t have a choice to move

A Framework for Understanding Poverty

We don’t see thingsas they are,

ratherwe see things

as we are.- Unknown

Hidden Rules Among ClassesPoverty Middle Class Wealth

Possessions People Things One-of-a-kind objects, legacies,

pedigrees

Money To be used To be managed To be conserved, invested

Personality For entertainment. Humor highly

valued

For acquisition and stability. Ach. highly

valued

For connections.

Financial, political, and social

connections highly valued

Social Emphasis

Social inclusion of people liked

Emphasis on self-governance and self-

sufficiency

Emphasis is on social exclusion

Food Have enough? Did you like it? Presented well?

Payne (1996)

Poverty Middle Class Wealth

Clothing Individual style and expression

Quality, label and acceptance into

norm

Designer, artistic sense and quality

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

Obligation of social position to behave nobly or kindly toward others

Hidden Rules Among Classes

Payne (1996)

Poverty Middle Class Wealth

Language Casual register.

Language is about survival

Formal register.

Language is about negotiation

Formal register.

Language is about networking

Family Structure

Tends to be matriarchal

Tends to be patriarchal

Depends on who has the money

World View 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 on whether individual is

liked

Love and acceptance conditional and based

largely on achievement

Love and acceptance conditional and related to

social standing and connections

Driving Force

Survival, relationships and entertainment

Work, and achievement

Financial, political and social connections

Humor About people and sex About situations About social faux pas

Hidden Rules Among Classes

Payne (1996)

Resources - Shades of GrayFinancial Having the money to purchase goods and services

Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior.

This is an internal resource and show itself in stamina, perseverance and 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 adults(s) who are appropriate, who are nurturing, and who don not engage in self-destructive behavior

Knowledge of

Hidden Rules

Knowing the unspoken cues and habits of a group

Payne (1996)

Hidden Rules of Poverty

• Noise level is higher• Important information is given non-verbally• Your value to your group is your ability to

entertain• You are not respected unless you are

personally strong• There is a wider range of behaviors that are

acceptable

Registers of LanguageRegister Brief Description of Register

Frozen Language is always the same (i.e., Lord’s Prayer, etc.)

Formal The standard sentence syntax and word choice of work and school

Consultative Formal register when used in conversation. Discourse patter not quite as direct as

formal register

Casual Language between friends and is characterized by a 400-800 word vocabulary. Word choice not

specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete

Intimate Language between lovers or twins. Language of sexual harassment

Payne (1996)

Cognitive Strategies

If you cannot… You cannot…

Develop the ability to plan Predict

Predict Identify cause and effect

Identify cause and effect Identify consequences

Identify consequences Control impulsivity

Control impulsivity Be successful within the bounds of the Middle Class

Feuerstein (1980)

Missing Links: When Mediation Doesn’t Occur

Mediated Focusing Focus attention and see objects in detail, not blurred or sweeping perceptions

Mediated Scheduling Based on routine. Ability to schedule and plan ahead. Represent the future abstractly

Mediation of Positive Anticipation

Ability to control the present for a happy representation of the future

Mediation of Inhibition and Control

Ability to defer gratification, think before acting, control impulsiveness

Mediated Representation of the Future

Ability to represent a future scenario based on facts

Mediation of Verbal Stimulation

Use of precise language for defining and categorizing the environment

Mediated Precision Ability to precisely define situations, things, people, etc., and use precise thinking for

problem-solvingFeuerstein (1980)

Behaviors Associated with Poverty

Understanding Behavior Interventions

Laughs when disciplined Way to save face in matriarchal poverty

Help student learn more appropriate behavioral choices

Argues loudly with the teacher

Poverty is participatory and the culture has a distrust for

authority

Don’t argue. Model respect

Angry response Anger based on fear. What is being feared?

Respond in an ADULT voice. Teach other responses

Inappropriate or vulgar comments

Over reliance on casual register. May not know formal register.

Help student generate appropriate alternatives

Physically fights Necessary to survive in poverty. Language skills not conflict

resolution oriented

Stress unacceptability.

Teach acceptable methods of conflict resolution

Hands always on someone else Heavy reliance on nonverbal communication and touch

Find constructive uses for their hands

Constantly talks Poverty is participatory Use writing more for expression. Build in

participatory activities

Discipline and Poverty

Behaviors Associated with Poverty

Understanding Behavior Interventions

Cannot follow directions Little use of procedural memory. Sequence not used or

not valued

Teach concrete methods of direction taking (notes).

Practice self-talk

Extremely disorganized Lack of planning, scheduling or prioritizing skills. Personal

“space’ for belongings unavailable

Teach simple organization skills and use them daily. Ask

the student for their plan

Only completed part of a task Little procedural self-talk. Does not see the “whole” task

Teach students to write the steps down and use check off

Disrespectful to teacher Lack of respect for authority and the system. Fewer role

models

Stress unacceptability. Teach ADULT voice and word

choice

Harms other students, verbally/physically

Habitual response pattern. Way of life. Buying space or

distance

Stress unacceptability. Help students develop alternatives

Cheats or steals Weak support system, role models and emotional resources

Find out the reason. Help child develop better choices

Discipline and Poverty

The Asset Approach

Giving Kids What They Need to Succeed

Research by Search Institute

has identified 40 concrete, positive

experiences and qualities -

“developmental assets”

that have a tremendous influence

on young people’s lives. And they

are things that people from all

walks of life can help to nurture.

8 Categories of Developmental Assets

EXTERNAL

A

SS

E

T

S

I

N

TERNAL

A

SS

E

T

S

1 Support

2 Empowerment

3 Boundaries and Expectations

4 Constructive Use of Time

5 Commitment to Learning

6 Positive Values

7 Social Competencies

8 Positive Identity

Four “External” Categories of Assets

Support - Young people need to experience support, care, and love from their families and many others. They need organizations and institutions that provide positive, supportive environments.

Empowerment - Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure.

Boundaries and Expectations - Young people need to know what is expected of them and whether activities and behaviors are “in bounds” or “out of bounds.”

Constructive Use of Time - Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home.

1

2

3

4

Four “Internal” Categories of Assets

Commitment to Learning - Young people need to

develop a lifelong commitment to education and learning.

Positive Values - Youth need to develop strong values that

guide their choices

Social Competencies -Young people need skills and

competencies that equip them to make positive choices, to

build relationships, and to succeed in life.

Positive Identity - Young people need a strong sense of

their own power, purpose, worth, and promise.

5

6

7

8

Support

Family Support - Family life provides high levels of love and support.

Positive Family Communication - young person and her or his parent{s} communicate.

Other Adult Relationships - Young person receives support from three or more non-parent adults.

Caring Neighborhood -Young person experiences caring neighbors.

Caring School Climate - School provides a caring, encouraging environment

Parent Involvement in Schooling - Parent{s} are actively involved in helping young person succeed in school.

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Empowerment

Community Values Youth - Young person perceives that adults in the community value youth.

Youth as Resources - Young people are given useful roles in the community.

Service to Others - Young person serves in the community one hour or more per week.

Safety - Young person feels safe at home, school, and i n the neighborhood.

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8.

9.

10.

Boundaries & ExpectationsFamily Boundaries - Family has clear rules and consequences, and monitors the young person’s whereabouts.

School Boundaries - School provides clear rules and consequences.

Neighborhood Boundaries - Neighbors take responsibility for monitoring young people’s behavior.

Adult Role Models - Parent{s} and other adults model positive, responsible behavior.

Positive Peer Influence - Young person’s best friends model responsible behavior.

High Expectations - Both parent{s} and teachers encourage the young person to do well.

11.

12.

13.

14.

15.

16.

Constructive Use of Time

Creative Activities - Young person spends three or more

hours per week in lessons or practice in music, theater, or

other arts.

Youth Programs - Young person spends three or more

hours per week in sports, clubs, or organizations at school

and/or in the community.

Religious Community - Young person spends one or

more hours per week in activities in a religious institution.

Time at Home - Young person is out with friends “with

nothing special to do” two or fewer nights per week.

17.

18.

19.

20.

Commitment to Learning

Achievement Motivation - Young person is motivated to do well in school.

School Engagement - Young person is actively engaged in learning.

Homework - Young person reports doing at least one hour of homework every school day.

Bonding to School - Young person cares about her or his school.

Reading for Pleasure - Young person reads for pleasure three or more hours per week.

21.

22.

23.

24.

25.

Positive ValuesCaring - Young person places high value on helping other people.

Equality and Social Justice - Young person places high value on promoting equality and reducing hunger and poverty.

Integrity - Young person acts on convictions and stands up for her or his beliefs.

Honesty - Young person “tells the truth, even when it is not easy.”

Responsibility - Young person accepts and takes personal responsibility.

Restraint - Young person believes it is important not to be sexually active or to use alcohol or other drugs.

26.

27.

28.

29.

30.

31.

Social Competencies

Planning and Decision Making - Young person knows how to plan ahead and make choices.

Interpersonal Competence - Young person has

empathy, sensitivity, and friendship skills.

Cultural Competence - Young person has knowledge of, and comfort with, people of different cultural/racial/ethnic backgrounds.

Resistance Skills - Young person can resist negative peer pressure and dangerous situations.

Peaceful Conflict Resolution - Young person seeks to resolve conflict nonviolently.

32.

33.

34.

35.

36.

Positive Identity

Personal Power - Young person feels she or he has control over “things that happen to me.”

Self-Esteem - Young person reports having a high self-

esteem.

Sense of Purpose - Young person reports that “my life

has a purpose.”

Positive View of Personal Future - Young person is

optimistic about her or his personal future.

37.

38.

39.

40.

Six Keys to Asset Building

Everyone Can Build Assets - Building assets requires consistent messages across a community. All adults, youth, and children play role.

All Young People Need Assets - While it is crucial to pay special attention to those youth who have the least {economically or emotionally}, nearly all young people need more assets than they have.

Relationships Are Key - Strong relationships between adults and young people, young people and their peers, and teenagers and children are central to asset building.

Asset Building is an Ongoing Process - Building assets starts when a child is born and continues through high school and beyond.

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3.

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continued...

Six Keys to Asset Building {cont’d.}

Consistent Messages are Important - Young people need to receive consistent messages about what’s important and what’s expected from their families, school, communities, the media, and other sources.

Intentional Redundancy is Important - Assets must

be continually reinforced across the years and in all areas of

a young person’s life.

5.

6.

The Asset-Building DifferenceFROM…

TO...

• Problem Focus

• Youth as Problems

• Reactive

• Blaming

• Professionals

• Crisis Management

• Competition

• Despair

• Positive Focus

• Youth as Resources

• Proactive Behavior

• Claiming Responsibility

• Everyone

• Vision Building

• Cooperation

• Hope

Nature vs. NurtureThe developmental debate that focuses

on the differences and importance of the biological contributions of genetics/heredity (Nature)

versus the contributions of the environment

and experience (Nurture).

Two Broad Stages of Brain Wiring

Genetically ProgrammedNo Experiences Required

(NATURE)

Environmentally ProgrammedExperiences Required

(NURTURE)

Sensitive or Critical Periods The Windows of “Greatest Opportunity”

• Motor Development Prenatal - 5 yrs.• Emotional Control Birth - 2 yrs.• Visual System Birth - 2 yrs.• Social Attachment Birth - 2 yrs.• Primary Language Birth - 3 yrs.• Second Language Birth - 10 yrs.• Math/Logic 1 - 4 yrs.• Music 3 - 10 yrs.

Maslow’s Hierarchy of Needs

Self- Actualization

Aesthetic

Know and Understand

Esteem

Belonging/Love

Safety

Physiological

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of

interest to us. We already know more than we need to do that.

Whether or not we do it must finally depend on how we feel about the

fact that we haven’t so far.”- Ron Edmonds

RESILIENCE FACTORSin CHILDREN

• Engaging with others• Good communication & problem solving skills• Able to solicit support from others as needed• Faith in their actions for positive outcomes• Have affectional ties that encourage trust,

autonomy, and initiative• Positive role models• Reinforced and/or rewarded for competencies• Selects and/or constructs environments that

support their needs

Shifts in Education ModelsMASTERY MODEL

Collecting, organizing, managing information

Memory of isolated facts

Routine work Reasoning, analysis, problem solving

Choice, creativity, divergent thinking

Greater interdependence, collaboration

One-size-fits-all instruction

Working alone

UNDERSTANDING MODEL

SELF-EXPRESSIVE MODEL

INTERPERSONAL MODEL