Instructions: Poverty Simulator from National Public Radio: http://www.marketpla
ID: 3443744 • Letter: I
Question
Instructions: Poverty Simulator from National Public Radio:
http://www.marketplace.org/2012/10/05/wealth-poverty/could-you-live-438-weeks
There are many misconceptions regarding people who need human services
assistance. Take a few minutes to complete the poverty simulator linked below and in at
least 1 page (typed and double spaced), completely answer the following questions, in
your own words, in a way that shows an understanding of some of the factors that affect
poverty:
1.) After completing the poverty simulator, were you able to save any money by the end
of the month? Be specific in describing where your monthly income went. How does this
effect your impression of those who need human services? Based on what you’ve read
in the textbook what types of human services assistance might help someone in this
situation? Make sure to reference the course textbook in your answer.
2.) How would a person struggling with poverty be treated in the middle ages; the
Elizabethan era and early colonial America? In your own words, address each time
period. Make sure to reference the course readings and resources in your answer with
APA style in-text citations.
Explanation / Answer
The purpose of this guide is to provide information about the poverty simulations that can be incorporated into a class assignment or learning activity. This guide includes a detailed description of the simulation written for learners, resources, learning objectives and a self-reflection writing assignment. _______________________________________________________________________________________ As part of this course, you will be participating in a poverty simulation for UAB students from across campus. The poverty simulation experience is designed to help participants begin to understand what it might be like to live in a typical low-income family trying to survive from month to month. It is a simulation, not a game. The object is to sensitize participants to the realities faced by low-income people. Learning Objectives: By the end of this simulation, students will be able to: 1. Describe how poverty affects individuals, families and systems of care in the United States; 2. Contribute as a team member in their defined role as part of the simulation; 3. Identify through critical reflection the influence of personal biases and values of working with diverse individuals and constituencies, especially those living in poverty; 4. Discuss the importance of engaging in practices that advance social and economic justice. Simulation Requirements: To successfully complete this simulation, students must complete the following tasks: 1. Arrive on time and refrain from use of electronics during the simulation. 2. Complete any required readings prior to attending the simulation 3. Participate in an assigned role as member of a family living in poverty 4. Participate in one of the small group debriefings during the simulation 5. After attending the simulation, write a brief self-reflection about the experience Community Partners: The following organizations are involved in the facilitation of poverty simulations at UAB: 1. Alabama Possible 2. UAB Office of Interprofessional Simulation 3. The Department of Social Work, College of Arts & Sciences at UAB 4. UAB School of Nursing 5. UAB Office of Service Learning 6. UAB School of Medicine 7. UAB School of Dentistry 8. UAB School of Optometry 9. UAB School of Public Health 10. UAB School of Health Professions About the Poverty Simulation: The Poverty Simulation was developed by the Missouri Association for Community Action (MACA). Poverty Simulations take approximately three hours to run. The main part of the simulations includes and orientation, the four- 15 minute weeks, and a debriefing period at the end of the simulation. During the debriefing, v2.00 1/25/2016 participants and volunteers share their feelings and experiences and talk about what they have learned about the lives of people in poverty. The maximum number of participants per simulation is 80. In the simulation, participants assume the roles of up to 26 different families facing poverty. Some families are newly unemployed, some are recently deserted by the “breadwinner,” some are homeless, and others are recipients of TANF (Temporary Assistance for Needy Families, also known as welfare), either with or without additional earned income. Still others are senior citizens receiving Disability or Retirement or grandparents raising their grandchildren. The task of the “families” is to provide for basic necessities and shelter during the course of four 15-minute “weeks.” The simulation is conducted in a large room with the “families” seated in groups in the center of the room. Around the perimeter are tables representing community resources and services for the families. These services include a bank, super center, Community Action Agency, employer, utility company, pawn broker, grocery, social service agency, faith-based agency, payday and title loan facility, mortgage company, school, community health center, and child care center. Before the Simulation: Your instructor may ask you to review the following resources about poverty in the United States. Additionally, please review the following information: • Debro, A. (2014). Simulating poverty to teach: Alabama Possible role playing activity brings home the reality of being without. Available at: http://weldbham.com/blog/2014/03/06/simulating-poverty-to-teach/. • Alabama Possible’s website at: http://alabamapossible.org/ • Alabama Possible’s Poverty Datasheet: http://alabamapossible.org/datasheet/ • Spent: Looking For Change (Documentary Movie) https://m.youtube.com/watch?v=YAxL4TB6pmQ During the Simulation: It is important that you arrive on-time or even 15 minutes early to the simulation. Part of the process is being assigned to “family” and being oriented to the simulation. If you arrive after the simulation has started, you will not be able to participate. When you arrive at the simulation, you will check-in with a volunteer and be assigned to a “family” with a name badge. You will be directed to a configuration of chairs with your family’s name and an instruction packet. These chairs will represent your family’s home throughout the simulation. Do not open the instruction packet until directed. When the simulation starts, the Head Facilitator will provide you with an orientation to the simulation. There are a variety props that are used as part of the simulation including fake money, paper, pencils and direction sheets. Please be careful with these props as they are used for multiple simulations. At the end of simulation, you will be directed on how to return the props