As a Friend in-Need transitions from homelessness to housed, or extreme poverty to stability, a total life re-orientation must take place. In other words they must experience more than behavioral modification. They must experience systemic change and transformation.
We believe that homelessness and poverty effects the whole person physically, emotionally, cognitively, socially, and spiritually. We call this the Five-Reality of Poverty and Brokenness™. Over the past several decades we have attempted to address poverty by influencing any one to three of these realities and have failed to address all five realities in a holistic and systemic manner.
Our curriculum called The 3e Restoration Floor Plan© is designed to address these realities as utilized within the 3e Restoration Process©, led by a faith community. Written by Fred Liggin and edited by clinical psychologist Dr. James Goalder, the curriculum is written from evidence-based social science, research and practice, along with a robust theology of hospitality in order to equip and empower the Friend in-Need with the life-skills necessary to sustain a self-sufficient way of life. When the curriculum is utilized within the context of healthy relationships, inward and outward systemic change can lead to a new way of life.
Combined with the 3e Restoration Process, our curriculum offers four distinctions from traditional case management approaches: situated learning theory, social and cultural anthropology, accessible and memorable coaching tools called Growth Symbols, and an approach to leadership called Hospitality as Leadership.
1. Situated Learning Theory: Moving Beyond Information-Based Learning
We believe that learning must be more than the transmission of factual knowledge or information. Learning is a process of participation in communities of practice that must be situated within authentic activity, context and cultures. Specifically, the 3e Restoration Process© is grounded in intentional relationships and real-life learning environments where the information offered to the Friend in-Need is both demonstrated and practiced in real-life contexts and relationships. This is why our process is guided by what we call the 3e Process House© and is led by the Servant-Leader Coordinator (SLC) which includes a network of All-in Friends and 3e Coaches. In a situated learning model the Friend in-Need is encouraged toward self-direction but is empowered to give consideration to the relationships, contexts and cultures surrounding them. This helps the Friend in-Need discern how and why actions have consequences not only in their own life, but in the lives of others. A healthy framework for interdependence is constructed and an unhealthy framework of co-dependance or isolationist-independence is deconstructed. Finally, this model of learning serves as the basis by which we develop goals and expectations in light of the Five Fold Reality of Poverty and Brokenness™.
2. Social & Cultural Anthropology: Moving Beyond Crisis Management
Our approach specifically addresses the authorizing narratives and plausibility structures from which Friends in-Need derive their systems of meaning and behavioral patterns. Our training and curriculum is designed to uncover the personal narratives that possess power in a Friend in-Need’s life and how these narratives are formed by relationships, experiences, nature, cultures and language. Our training and curriculum also equips the SLC to understand how systems of meaning are supported by and embedded in the values, institutions, rules/laws, and symbols that set the parameters by which life is envisioned in society, and ultimately determines what behaviors are acceptable. Addressing these areas empowers the Friend in-Need for systemic change by helping them recognize behavioral patterns and their origins.
3. Memorable Coaching Tools: Moving Beyond Behavioral Modification
We believe that equipping a Friend in-Need toward holistic-sufficiency means giving them the tools to build character and competency. These tools must be accessible regardless of educational level. They must also be memorable, easy for the Friend in- Need to recall and employ in real-life scenarios. The coaching tools must offer more than behavioral modification and empower a Friend in-Need toward systemic change. Therefore, these tools must work together to address the Five-Fold Reality of Poverty and Brokenness™. We call these coaching tools Growth Symbols. Our curriculum offers nine Growth Symbols designed to improve decision-making skills, decrease impulsivity, strengthen personal identity, foster positive self-worth, identify false narratives, increase relational intelligence, encourage holistic self-examination, and bolster personal productivity.
4. Hospitality as Leadership: Moving Beyond Hierarchical Benevolence and Transactional Engagement to Relational Engagement and Presence
Hospitality as leadership is a person-centered leadership approach grounded in practices of listening, mutual learning and relational engagement. Hospitality, according to the ancient near eastern tradition, is understood as “tending to a stranger” and has moral dimensions that causes a person to leverage their present circumstances or resources for the good of another within the context of relational engagement. Therefore, we train our SLC’s to move beyond the notions of hierarchical benevolence led by transactional engagement, and toward holistic-sufficiency where relational engagement is always the chief concern. Hospitality as leadership presses against the tendency to objectify a Friend in-Need as someone to be “fixed” and leads the SLC to prioritize presence through listening practices (such as reflective listening). Listening creates the opportunity for mutual learning whereby the SLC understands that people living through homelessness have something to offer through the relationship. Mutual learning nurtures genuine concern and over time, emphasizes a common humanity that develops a relationship that affirms, confronts and outlines mutually beneficial boundaries.