youtube/watch?v=KpjEQQyBbcg

1. Of Galveston County* http://www.youtube.com/watch?v=f0qenDaOjyw LINKS http://www.youtube.com/watch?v=KpjEQQyBbcg *a separately held non-profit corporation from SBC WMU. 1

2. CWJC TRAINING July 2010

3. Paperwork • During these sessions, • Complete the application and give to the site coordinator • Mentor covenants will be signed at Orientation where you will meet your mentee

4. National Honoree Spring 2010

5. FREE! ALL FREE The Mission of CWJC of Galveston Countyis to help women seek new direction for their lives through training, mentoring, Bible Study, and enthusiastic support.

6. Bible Study (Heart) “I gave my life to Jesus one day in class. These people showed me what love really is and Who God really is. I joined the church last week, and I am going to be baptized soon.” “I went from being a drug addict to being a CHRISTIAN—wow.” –CWJC participant–

7. Mentor Relationships (Soul) In CWJC and CMJC each participant is paired with a mentor to accompany the journey to wholeness. These relationships are often reciprocal in nature, as mentors receive a blessing from the experience as well. Mentor videofrom Saddleback Church

8. What We Believe • We believe in the Trinity, God as Father, Son and Holy Spirit, and the Bible as the Word of God. Salvation comes through grace by believing in Jesus Christ as the only begotten Son of God, our Savior and Lord. Once saved, the Holy Spirit indwells, hereby instructing, guiding, and empowering the individual to follow the mandate of Jesus Christ in daily living. • Titus 2:3 - Christian Women’s Job Corps is a response to this mandate. 8

9. Overall Aim • To increase our students’ readiness for employment and level of self-sufficiency by means of life skill instruction, personal mentoring, Bible study, and prayer support in a Christian context. 9

10. self sufficiency hope Goals self respect • Encourage students in their daily walk with God and in relying on Him for their support and guidance as they gain employment and self-sufficiency. • Assist students in developing short-term and long-term employ-ment goals and in identifying / accessing resources to achieve those goals. • Assess student’s personal and skill training needs in light of their personal and employment goals • Provide support and guidance by means of personal mentoring, classroom instruction, and Bible study / prayer to help students: -- build confidence -- develop a personal relationship with God --manage or overcome any present life barriers • Assist students in filling academic and skill training needs, gaps, and interests 10

11. THE PROCESS OF LEARNING IS MORE IMPORTANT THEN ACHIEVEMENT! • All our students have strengths that need to be developed. • Bus analogy • With the student driving • Will mistakes be made? • Yes.

12. Agenda for Today • Video • Local Ministry Partners • General Volunteer information – why do we think the way we think • Local poverty metrics data • What Poverty looks and feels like in America • Breakout Sessions: • Teachers • Mentors 12

13. Local Ministry Partners • Crisis Pregnancy Center – Christy Ann Dickson • Texas City Day Care – Elizabeth Collins, Althea Johnson • Jesse Tree – Ted Hanley, Sandra Gary • Women’s Crisis Center – Bonnie Martin • His Ministries – Vicki Westover • CWJC – Julie Minter • Samaritan Woman – Veronica Branch • Bay Area Turning Point – Neifa Andell • RSVP Volunteers of UTMB 13

14. Preaching to the choir 14

15. The Mentor Game

16. Statistics on Women getting food stamps Est @ $500/ea • La Marque 2210 $1.105M 30+% • Hitchcock 416 $.208M • Texas City 769 $.384M • Galveston 1906 $.953M • Total 5301 $2.650M 16 *As of 8/26/09 by HHSC/Strategic Decision Support, Texas Workforce Commission

17. Statistics on Children in Poverty* Tot # of Children % in poverty La Marque ISD 10,926 19% Hitchcock ISD 1,684 19% Texas City ISD 6,302 15% Galveston ISD 10,926 24% Dickinson ISD 7,554 19% Total 207,206 18% Overall Galveston County Poverty (CCISD) 15% 17 *2008 Census of the US Census Bureau

19. Matt 26:11, “The poor you will always have with you……” • 1 Cor 13:2-3, “If I give all I possess to the poor and surrender my body to the flames, but have not love, I gain nothing.” • 1 Cor 13:6-7, “It always protects, always trusts, always hopes, always perseveres.” • James 2:8-10, “If you really keep the royal law found in Scripture, "Love your neighbor as yourself," you are doing right. But if you show favoritism, you sin and are convicted by the law as lawbreakers. For whoever keeps the whole law and yet stumbles at just one point is guilty of breaking all of it.” 19

20. Prov 21:13 “If a man shuts his ears to the cry of the poor, he too will cry out and not be answered.” Available from aha! Process, Inc.www.ahaprocess.comHighlands, Tx 20

21. I:\CWJC\Training\A Framework for Understanding Poverty.ppt

22. About Ruby K. Payne • http://www.ahaprocess.com/About_Us/Ruby_Payne.html

23. Her father worked at General Motors for 45 years before retiring. Her mother taught driver's education. Nunez and her six siblings grew up middle class. Nunez, 40, has never worked and has no high school degree. She says a car accident 17 years ago left her depressed and disabled, incapable of getting a job. Instead, she and her daughter, Angelica Hernandez, survive on a $637 Social Security check and $102 in food stamps. A generation ago, the livelihood of Gloria Nunez's family was built on cars. People tell Nunez her daughter could get more money in public assistance if she had a child. 23

24. Not one ethnic group • On a recent visit to a poor white community I was reminded that the evangelical church and the US government doesn't give a rip about poor whites. I was in a town, Scottville, Mich., of mostly poor whites and felt heavy by what I saw. Most of the families there are on welfare. For example, about 90% of the kids get free or reduced lunch at school. Teen suicide is a regular occurrence. 24 http://bradley.chattablogs.com/archives/019627.html

25. REALITY OF POVERTY • Low wage jobs; come and go • Circle of life is intense and stressful • Cars and public transportation unreliable and insufficient • Housing is crowded, costly • Time and energy go into caring for the sick • Lack of health care • Interactions with the public is demeaning and frustrating

26. MENTAL MODEL OF POVERTY • Needy, deficient, diseased, not to be trusted, lazy • Hear this from policy makers, commentators, taxpayers • Fed by media reports that favor soap operas to conceptual stories and individual stories to trends and the broader influences (welfare queen but not comprehensive studies)

27. MENTAL MODEL OF POVERTY • Needy, deficient, diseased, not to be trusted, lazy • Hear this from policy makers, commentators, taxpayers • Fed by media reports that favor soap operas to conceptual stories and individual stories to trends and the broader influences (welfare queen but not comprehensive studies)

28. Hidden Rules • Are the unspoken cues and habits of a group. Distinct cueing systems exist between and among groups and economic classes. Generally, in America, that notion is recognized for racial and ethnic groups, but not particularly for economic groups. There are many hidden rules to examine. • Quiz 28

29. Poverty Quiz • I know which churches and sections of town have the best rummage sales. • I know which rummage sales have "bag sales" and when. • I know which grocery stores' garbage bins can be accessed for thrown-away food. • I know how to get someone out of jail. • I know how to physically fight and defend myself physically. • I know how to get a gun, even if I have a police record. • I know how to keep my clothes from being stolen at the Laundromat. • I know what problems to look for in a used car. 29

30. I know how to live without a checking account. • I know how to live without electricity and a phone. • I know how to use a knife as scissors. • I can entertain a group of friends with my personality and my stories. • I know what to do when I don't have money to pay the bills. • I know how to move in half a day. • I know how to get and use food stamps or an electronic card for benefits. 30

31. I know where the free medical clinics are. • I am very good at trading and bartering. • I can get by without a car. 31

32. What does this information mean? • Assumptions made about individuals’ intelligence and approaches to the school and/or work setting may relte more to their understanding of hidden rules. • Students need to be taught the hidden rules of middle class – not in denigration of their own but rather as another set of rules that can be used if they so choose.

33. What does this information mean? Cont’d • Many of the attitudes that students and parents bring with them are an integral part of their culture and belief systems. Middle-class solutions should not necessarily be imposed when other, more workable, solutions might be found. • An understanding of the culture and values of poverty will lessen the anger and frustration that educators may periodically feel when dealing with these students and/or parents.

34. What does this information mean? Cont’d • Most of the students that I* have talked to in poverty do not believe they are poor, even when they are on welfare. Most of the wealthy adults I have talked to do not believe they are wealthy; they will usually cite someone who has more than they do. *Dr. Ruby Payne

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36. Barriers for those in poverty • Language barriers • Transportation barriers • Cultural barriers

37. Quality of life indicators - Resources • Financial • Emotional • Mental • Spiritual • Physical • Support systems • Relationships / role models • Knowledge of hidden rules

38. Language Registers • Primary discourse is the language an individual first acquired. • Secondary discourse is the language of the larger society that the individual must be able to use to function in the larger society.

39. Acquisition of language only occurs when there is a significant relationship. • Would you learn to use sign language if there were no significant relationship that called for that usage? • When we ask students to move from casual to formal register, we need to direct-teach it.

40. Language Registers • 1. Static Register - This style of communications RARELY or NEVER changes. It is “frozen” in time and content. e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US Constitution, the Alma Mater, a bibliographic reference, laws . • 2. Formal Register - This language is used in formal settings and is one-way in nature. This use of language usually follows a commonly accepted format. It is usually impersonal and formal. A common format for this register are speeches. e.g. sermons, rhetorical statements and questions, speeches, pronouncements made by judges, announcements. • 3. Consultative Register - This is a standard form of communications. Users engage in a mutually accepted structure of communications. It is formal and societal expectations accompany the users of this speech. It is professional discourse. e.g. when strangers meet, communications between a superior and a subordinate, doctor & patient, lawyer & client, lawyer & judge, teacher & student, counselor & client,

41. Language Registers • 4. Casual Register - This is informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. This is “group” language. One must be a member to engage in this register. e.g. buddies, teammates, chats and emails, and blogs, and letters to friends. • 5. Intimate Register - This communications is private. It is reserved for close family members or intimate people. e.g. husband & wife, boyfriend & girlfriend, siblings, parent & children.

42. Hidden Rules Among ClassesGenerally typical, not all inclusive 42

43. Hidden Rules Among ClassesGenerally typical, not all inclusive 43

44. Hidden Rules Among Classes, cont’d 44

46. Hidden Rules Among Classes, cont’d 46

48. Hidden Rules Among Classes, cont’d 48

49. Hidden Rules Among Classes, cont’d 49

50. Hidden Rules Among Classes, cont’d 50