Community Action Poverty SimulationFacilitator Training

December 5, 2017 Mary Bifulco

WHO WHERE WHAT WHY

CAPS Facilitator Training Objectives

• Identify the key components of a Poverty Simulation

• Describe the purpose, limitations, & benefits of the CAPS in schools

• Assess the planning steps required for next Poverty Simulation

• Prepare to direct a group through the full CAPS experience

• Strategize to facilitate a CAPS debrief and call-to-action

T R A I N I N G O B J E C T I V E S

History of the Community Action Poverty Simulation

The Poverty Simulation:Increasing Teacher Sensitivity for Students Living in Poverty

Goelman Rice, A., McCall, L.A., & Ogden, J.E. (2017). The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty. National Youth-At-Risk Journal, 2(2). Retrieved from http://digitalcommons.georgiasouthern.edu/nyar/vol2/iss2/8

Researchers determined that the CAPS increased:

teacher understanding of poverty

teacher recognition of their own biases toward their students and their families who live in poverty

teacher empathy toward their students and their families who live in poverty

Ce n'est pas de la pauvreté

13Ce n'est pas un jeu

Simulations engage…

13

14

fun & exciting

timeintensive

active

complex

rapid learning

high risk

valuesparticipants

requires great skill

AD

VA

NTA

GES

DIS

AD

VA

NTA

GES

14

an effective

simulation

Keys to an Effective Simulation

Debriefing: The Most Important Component in Simulation?Shinnick, Woo, Horwich, & Steadman | 2011

SIMULATION ONLY:Knowledge scores decreased from pre-test to post-test

SIMULATION+DEBRIEF:Knowledge scores increased from pre-test to post-test

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Kolb’s Experiential

Learning Cycle

EXPERIENTIAL EDUCATION

philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities

(definition courtesy of the Association for Experiential Education)

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We do not learn from experience,

We learn from reflecting

on experience.

J Dewey

The process of TRANSFORMATIONAL LEARNING entails the interrogation of personal experience in order for perspective transformation to occur.

Mezirow’s 10 Phases

1. Disorienting dilemma

2. Self-examination3. Critical assessment of assumptions

4. Identifying shared experiences5. Exploring options of new behavior

6. Building confidence in new ways7. Planning course of action

8. Acquiring knowledge and skills9. Experimenting with new roles

10. Reintegration

Centrality Of Experience

Critical Reflection

Reflective Discourse

Responsive Action

What is your or your organization’s investment in the CAPS?

Why are you hosting this Poverty Simulation in particular?

What are realistic expectations?

Q4

Q3

Q2

Q1

Poverty is a difficult and necessary topic for health industry leaders. The CAPS is a semi-controlled way to give everyone a point of entry to the conversation.

Program managers for RWJF Clinical Scholars Program at UNC- Chapel Hill, which is a leadership development opportunity for healthcare practitioners to research complex health problems and promote a “culture of health”

Clinical scholars are required to go through the CAPS during their tenure. It is imperative that they consider poverty and inequality as inextricably related to health outcomes early in their research development.

Poverty Simulation + Facilitator Training = 1.5 daysSome, but likely not most, may have personally experienced life with low-incomeProfessional investment in eliminating inequities

Who is your audience?

“Objectives are not commands;

they are commitments.” –Peter Drucker

1

2

3

4

Characterize the structural barriers people in poverty face and recognize its individual emotional impacts

Compare and contrast the experience of a poverty simulation to the lived experience of poverty

Reflect upon personal biases or misconceptions about poverty and the people experiencing it

Identify strategies to apply newfound knowledge to their research efforts and/or clinical practice

Snapshot of the Poverty Simulation

Simulation Schedule

4

A - Cunemployed breadwinner

D - Fabandoned by breadwinner

G - J one adult employed full-time

K - N senior on disability

with family

O - P Q - R S - V W - Zno parent in home divorced father with

grandkidsElderly with SSI employed grandparent

raising grandkids

Participant Objectives

maintain shelter

providefamily

necessities

12

3

• Find your group

• Review packet content + make plan (10 min)

• Teach back (3 min)• Increase group’s understanding of role

• Choose own presentation method

RESOURCETABLETEACH

BACK

Planning for thePoverty

Simulation

$ “Licensee agrees that it will not charge participants in any program using the Licensed Material any more than is necessary to recover the Licensee’s direct, marginal costs in conducting the program.”

“Licensee shall have no right to make modifications to the License Materials”

“This is a license agreement only, and Missouri CAN is not furnishing title to any of the License Materials to the Licensee”

leg

ali

ties

You can’t make money off it

You can’t make changes to it

You don’t own it, so you can’t brand it as your own.

Modification TroubleshootingYour school has been asked to facilitate a Poverty Simulation for a rural school district near you. During your meetings to plan, they mentioned that they had conducted a Community Action Poverty Simulation for their staff during a professional development day a couple of years ago. While the administrators are committed to the intention of the simulation, they did not use it for the couple of years following because they felt it did not accurately reflect the realities of poverty in their rural community. However, they want to give it another shot in hopes that your facilitators can find ways to make the CAPS content relevant to their needs.

Planning Committee

Tasks

Secure Location

Determine Facilitator

Find PartnersMaterial

Support

Invite Participants

Contact Media

RecruitVolunteersReview

Kit

UpdateHandouts

29

8

8

Why seek partners, funders, and supporters? • Better understand the target audience

• Identify additional benefits or changes for that target audience

• Develop materials that will resonate with their constituency

• Connect you with volunteers

• Material support

31

Promoting Your

Poverty Simulation

develop yourMESSAGE

use yourRESOURCES

• Relate messagingback to objectives

• Include partners in planning, production, and promotion

• Tailor material to target audience

• Brochure

• Flyer

• CAPS Facebook Page

• Director’s Manual

smallerSimulation

PROS

CONS

• Combine resource station roles• Shorten weeks• Adding extra challenges for families that “get ahead” ADJUST

• More participatory debrief• Facilitator(s) can have strong understanding of each

family’s situation

• Less urgency = less frustration• Is the juice worth the squeeze?• Each family situation only represented twice

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Review CAPS Kit

Ensure all family and resource pouches are

fully equipped

Keep extras

on hand

Update handouts

• School quizzes• Employer worksheets• Call-to-action handout

Planning Troubleshooting

You have agreed to help a school facilitate their poverty simulation after a last minute request. A couple weeks before the event you find out that they plan on having 100 participants and have only allocated 2 hours for the simulation and debrief, even though it usually takes you a minimum of 3 hours to adequately cover every element of the CAPS. You have only a couple of weeks to make necessary adjustments.

5

Checklist for Recruiting VolunteersInclude individuals that have experienced poverty

Work w/ community agencies and other stakeholders for recruitment

Communicate clearly about logistics, expectations, and benefits

Find communication method that works best for your volunteers

Offer a stipend in the form of gift card or cash – avoid check payments

Highlight the role they have in educating participants

Make sure they are aware of the commitment and location of simulation

Consider providing childcare, a meal, and/or transportation

1 CAA Staff

2 Employers

1-2 grocers

1 at daycare

1 faith worker

1-2 teachers3 at DSS

1 rent collector

1 utility rep

2 quick clerks

1 pawn broker

1 nurse

2 bank tellers

1 officer

1troublemaker

7

Checklist for Volunteer OrientationInclude a thorough overview and explanation of each role

Review what each role does during the simulation

Flipchart or PowerPoint with floor plan

Assign or allow volunteers to choose roles

Explain simulations schedule and flow

Review materials in packet

Provide time for questions

If possible, do orientation around meal for volunteers

Volunteer Troubleshooting

You had confirmed 18 volunteers, the minimum for a full simulation, prior to your event. However, you found out a couple of hours before the start time that 3 volunteers are too sick to attend. This leaves you with just 15 station workers.Once the simulation starts the volunteers are frustrated with how long the simulation is taking to be conducted. Several station workers leave their tables during the 15-minute weeks for breaks, which means that participants cannot access several of the resources at certain points of the simulation.

Conducting and Directing the CAPS

• Floor plan• Signs• Packets• Babies• PA system/

projector

Inputs for

Set-Up

REG

ISTR

ATI

ON Find your flow

Pre-Assessment

Sign-in

Nametags

Directions

Assigning Nametags

A D G I K O Q S W B E H J L P R T V X C F M U Y N V Z

Keep interrelated profiles together

A+D, B+E, C+F

Save single roles for the end

S, T, U, & V

Need each family “group” represented

not alphabetical order!

Director’s Responsibilities

• Time-tracker, whistle-blower

• Weekend Wrap-Up

• Clarify responsibilities and rules as needed

• Make sure resource stations are well-stocked

• Distribute “Luck of the Draw” cards

• Assist any high-traffic resource stations

• Check in with any participants or volunteers in distress

• Pulse check simulation for debrief topics

10

6

Role of Co-Facilitator• Assist with registration

• Help with handouts

• Answer any questions for volunteers

• Assist with distributing the luck of the draw cards or other resource notices

• Communicate with volunteers which families will not be represented in this simulation

• Observe the participants and give the facilitator feedback to use during the debriefing

Pre-Brief Componentswelcome purpose /

disclaimers buy-infamily goals

resources + transportation

terminology director’srole

rules + responsibilities

debrief

WEEK

• Participants trying to figure out the system

• Volunteers may be trying to figure out the system

• Help stations release participants on time

• Time may feel especially short this week

WEEK

• Urgency builds

• Hunger notices start being delivered

• Luck of the draw cards start being delivered

• Children coming home with school requests

• Money or passes may start running low

WEEK

• Evictions

• Utility cut-off notices

• School not in session

• Homeless shelter filling up

• More adults in jail and more children in protective services

• Families that started out homeless must be out of shelter

• Community Action and Interfaith agencies may be out of money

• Homeless shelter may be full

• High urgency and/or reduced motivation

• Field Trip takes place

Facilitating the

Debrief

Role of a Facilitator

• Ensure balanced participation

• Acknowledge and counteract power dynamics

• Redirect back to objectives

• Act as a guide for group

• Tap the reservoir of group knowledge

• Set a container for the dialogue

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19

An Effective Facilitator Does…

Invoke shared values to foster group cohesion

Inform participants of intention upfront

Lean in to discomfort

Model vulnerability

DeterminingHow

Participants

ResourcesObjectives

toDebrief19

entire group

debrief

two smaller groups

familygroup

aber

chen

familytype

a - c d - f

interest groups

dr.’s

nurses

SWers

Debrief Options for the Poverty Simulation

251/2 1/2

Debriefing FrameworksORID Method Petranek’s Model Johnson’s Stages

1. Objective

2. Reflective

3. Interpretative

4. Decisive

1. Events

2. Emotion

3. Empathy

4. Explanation & Analysis

5. Everyday Applicability

6. Employment of Info

7. Evaluation

1. Introduction

2. Personal Reaction

3. Discussion of Events

4. Summary

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Discussion Guides

• Start with your objectives

• Use a framework you like best

• Tailor it

• Tie in your observations from the simulation

• Allow room for participants to drive the dialogue

• Name your non-negotiables

CAPS Debrief Themes• Toxic Stress

• American Dream• Bootstrap Myth

• Definition of Poverty• Criminalization of Poverty/Homelessness

• High cost of Poverty• Difficulty of Prioritizing Needs• Communication Difficulties • Root Causes of Poverty

• Ways Social Services Help/Hinder

Debrief TroubleshootingYou and a co-facilitator have just conducted a very skilled and smooth Poverty Simulation for a group of administrators, teachers, and staff at a high school. During the debrief, you notice that several participants have closed-off body language—heads down, arms crossed, and eyes averted. There are only a handful of participants answering each time

you ask questions. Frustrated by the group dynamic, your co-facilitator starts calling on participants. “You haven’t said anything

yet… What is your reaction to this experience?” The participant responds, “I made more money in this thing than I do in real life. I don’t need a stupid simulation to learn about poverty.” Your co-

facilitator becomes visibly uncomfortable, and does not immediately respond. It is up to you to address the comment and move the

dialogue forward.

Debrief TroubleshootingYou are facilitating a Poverty Simulation for a group of soon-to-be college students. It is the summer before their first year at a prestigious university, and they are participating in a one week camp for students interested in public affairs. This program involves touring the capitol, meeting with local politicians, canvassing with grassroots organizers, and a day-long workshop on poverty issues. Before the simulation you got some basic information about the students from the camp counselors. Therefore you know that likely most, but not all, all of the students come from an economically privileged background. During the debrief, one participant says, “This was very unrealistic. This isn’t at all what poverty is like.” Several other participants chime in agreeing, “Yes, I would never spend an entire week waiting in the DSS, and people can get jobs more easily in the real world.”

• Poverty statistics

• Community resources

• Local, state, federal policy

• Letter to future self

• Ideas for how to contribute time, talent, and money

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19 HOW DID IT GO?

• Objectives vs. Outcomes

• Post-Assessments

• Testimonials

• Co-facilitator Feedback

• Facilitation Self-Assessments

Resources

• Facilitation XYZ

• NCDD

• IAF World

• Intergroup Resources

• Teaching Tolerance

• Zinn Project

• CAPS Facebook Page

MCAN is a resource for you!

Missouri Community Action Network

2014 William St.

Jefferson City, MO 65109

(573) 634-2969

Communityaction.org

Mary BifulcoPoverty Simulation Manager

mbifulco@communityaction.org

povertysimulation@communityaction.org

(573) 634-2969 ext. 26

ReferencesEtty Vandsburger , Rana Duncan-Daston , Emily Akerson & Tom Dillon (2010) The Effects of Poverty Simulation, an Experiential Learning Modality, on Students’

Understanding of Life in Poverty, Journal of Teaching in Social Work, 30:3, 300-316, DOI: 10.1080/08841233.2010.497129

Goelman Rice, A., McCall, L.A., & Ogden, J.E. (2017). The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty. National Youth-At-Risk Journal, 2(2). Retrieved from http://digitalcommons.georgiasouthern.edu/nyar/vol2/iss2/8

Nena Patterson & Linda J. Hulton (2011) Enhancing Nursing Students’ Understanding of Poverty Through Simulation, Public Health Nursing, DOI: 10.1111/j.15251446.2011.00999.x

Laurie P. Browne & Susan Roll (2016) Toward a More Just Approach to Poverty Simulations, Journal of Experiential Education, 39:3, 254-268, DOI:10.1177/1053825916643832

M Fanning, Ruth & Gaba, David. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in healthcare : journal of the Society for Simulation in Healthcare. 2. 115-25. 10.1097/SIH.0b013e3180315539.

Shinnick, M. A., Woo, M., Horwich, T. B., & Steadman, R. (2011, May). Debriefing: The most important component in simulation? Clinical Simulation in Nursing, 7(3), e105-e111. doi:l0.1016/j.ecns.2010. 11.005.

Mezirow, Jack. (1997). Transformative Learning: Theory to Practice, New Directions for Adult and Continuing Education, 74, 5-12, DOI: 10.1002/ace.7401

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