Transcript Social Problems

Social Problems
Truancy
 Poverty
 Drop Outs
 Abuse and Neglect
 Foster Care
 Divorce
 Substance Abuse
 Pregnancy
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Culture
 Risk & Resiliency
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Truancy
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Truancy is the first sign of trouble; the first indicator that a young person is giving up
and losing his or her way. When young people start skipping school, they are telling
their parents, school officials and the community at large that they are in trouble and
need our help if they are to keep moving forward in life.
Research data tells us that students who become truant and eventually drop out of
school put themselves at a long term disadvantage in becoming productive citizens.
High school dropouts, for example, are two and a half times more likely to be on
welfare than high school graduates. In 1995, high school dropouts were almost twice
as likely to be unemployed as high school graduates. In addition, high school dropouts
who are employed earn much lower salaries. Students who become truant and
eventually drop out of high school too often set themselves up for a life of struggle.
U.S. Department of Education
in cooperation with the U.S. Department of Justice
Deterring Truancy
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Involve parents in all truancy prevention activities
Ensure that students face firm sanctions for truancy
Create meaningful incentives for parental responsibility
Establish ongoing truancy prevention programs in school
Involve local law enforcement in truancy reduction efforts
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Truancy, or unexcused absence from school, has been linked to
serious delinquent activity in youth and to significant negative
behavior and characteristics in adults.1 As a risk factor for
delinquent behavior in youth, truancy has been found to be
related to substance abuse, gang activity, and involvement in
criminal activities such as burglary, auto theft, and vandalism
(Bell, Rosen, and Dynlacht, 1994; Dryfoos, 1990; Garry, 1996;
Huizinga, Loeber, and Thornberry, 1995; Rohrman, 1993).
Correlates of Truancy
Family factors. These include lack of guidance or parental supervision, domestic
violence, poverty, drug or alcohol abuse in the home, lack of awareness of
attendance laws, and differing attitudes toward education.
School factors. These include school climate issues—such as school size and
attitudes of teachers, other students, and administrators—and inflexibility in
meeting the diverse cultural and learning styles of the students. Schools often
have inconsistent procedures in place for dealing with chronic absenteeism
and may not have meaningful consequences available for truant youth (e.g.,
out-of-school suspension).
Economic influences. These include employed students, single-parent homes,
high mobility rates, parents who hold multiple jobs, and a lack of affordable
transportation and childcare.
Student variables. These include drug and alcohol abuse, lack of understanding
of attendance laws, lack of social competence, mental health difficulties, and
poor physical health.
High School Dropouts
The nation's dropout problem is most severe in a
few hundred schools in the 35 largest cities in
the U.S., where nearly half of schools graduate
less than 50% of their freshman class,
according to a new study presented at a
national conference at the Harvard Graduate
School of Education on January 13, 2001. New
research also revealed that federally reported
data on dropouts is inaccurate and
underestimates the dropout problem
nationally, particularly among minority
students.
Factors to curb dropouts
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Successful Intervention Programs Contain Three
Common Elements
Programs that successfully keep students in school share
three components: a smaller organizational structure such as
self-contained academies within a school; a core curriculum of
high standards combined with opportunities for students to
recover from failure without risk of retention; and teacher
supports such as professional development by department
and scheduled common planning time. Researchers James
McPartland and Will Jordan (Johns Hopkins University) found
that a comprehensive set of specific changes that addressed
these three areas could retain most of the current dropouts
and help each student succeed at a high-standards program of
study while enjoying school.
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School and Class Size Impact Rates of Graduation
Students' success in school and graduation is positively
related to small school and class size, according to research
by Jacqueline Ancess and Suzanna Ort Wichterle (National
Center for Restructuring Education, Schools, & Teaching).
Factors like a performance-based assessment system and the
organization of school structure, curriculum, instruction,
assessment, and professional development also help students
stay in school.
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Social and Economic Factors Increase Likelihood
of Graduation
By analyzing the Census's annual dropout statistics for the
past three decades, Robert M. Hauser, Solon J. Simmons, and
Devah I. Pager (University of Wisconsin-Madison) found that
certain social and economic factors had a continuing positive
impact on student graduation. These include higher parent
education, two-parent families, home ownership of parents,
and living outside central cities. All of the positive factors are
less present for blacks and Latinos.
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Broad Intervention Programs Fail to Help
The majority of the 20 dropout prevention programs
administered by the U.S. Department of Education's
School Dropout Demonstration Assistance Program
(SDDAP), which serves 10,000 students, made little
difference in preventing dropping out, according to
researcher Mark Dynarski (Mathematica Policy Research
Associates). Findings confirm earlier work indicating the
difficulty of identifying risk factors that lead to dropout.
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Drawing on examples from various sites, Dynarski noted
that ongoing, school-based personalized attention from
adults may conceivably make more of a difference in
stemming dropout rates than broad intervention
programs.
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Harvard Graduate School of Education
Poverty
2003 Poverty Guidelines for the 48 Contiguous States and the
District of Columbia
Poverty Size of family unit guideline
1.......................................................... $8,980
2.......................................................... 12,120
3.......................................................... 15,260
4.......................................................... 18,400
5.......................................................... 21,540
6.......................................................... 24,680
7.......................................................... 27,820
8.......................................................... 30,960
Homelessness
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The McKinney-Vento Act is a federal law that makes sure children and youth
who do not have permanent housing can go to school and preschool. It gives
children and youth rights to enroll in school, stay in school, get transportation
to school, and do well in school. Because it is a federal law, the McKinneyVento Act overrules state laws and local policies that disagree with it.
Congress passed the Stewart B. McKinney Homeless Assistance Act in
response to the growing crisis of homelessness in the United States. Among
the many disturbing features of homelessness documented at that time was
the presence of large numbers of homeless families with children.
Today, families with children represent the fastest growing segment of the
homeless population, constituting approximately 40% of people who become
homeless (Shinn and Weitzman, 1996). A 1996 survey of 29 U.S. cities found
that children accounted for 27% of the homeless population (Waxman and
Hinderliter, 1996). These proportions are likely to be higher in rural areas:
research indicates that families, single mothers, and children make up the
largest group of people who are homeless in rural areas (Vissing, 1996).
Serving the increasing population of homeless children. The number of homeless
children and youth in Missouri increased 262% from 1993 to 1996. Sixty-eight
percent of Missouri's homeless children are under age 12. At its current
funding level, Missouri is not able to help all of its homeless children and youth
enroll, attend, and succeed in school.
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Homelessness and poverty are inextricably linked. Poor people are frequently
unable to pay for housing, food, child care, health care, and education. Difficult
choices must be made when limited resources cover only some of these
necessities. Often it is housing, which absorbs a high proportion of income,
that must be dropped. Being poor means being an illness, an accident, or a
paycheck away from living on the streets.
In 2000, 11.3% of the U.S. population, or 31.1 million people, lived in poverty
(U.S. Bureau of the Census, 2001). While the number of poor people has
decreased a bit in recent years, the number of people living in extreme poverty
has increased. In 2000, 39% of all people living in poverty had incomes of less
than half the poverty level. This statistic remains unchanged from the 1999
level. Forty percent of persons living in poverty are children; in fact, the 2000
poverty rate of 16.2% for children is significantly higher than the poverty rate
for any other age group.
Two factors help account for increasing poverty: eroding employment
opportunities for large segments of the workforce, and the declining value and
availability of public assistance.
Foster Care
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Over 500,000 children in the U.S. currently reside in some form of foster care.
Placements in foster care have dramatically increased over the past 10 years.
Despite the increasing numbers, children in foster care and foster parents are
mostly "invisible" in communities and often lack many needed supports and
resources. In situations of abuse and neglect, children may be removed from
their parents' home by a child welfare agency and placed in foster care. Other
reasons for foster placement include severe behavioral problems in the child
and/or a variety of parental problems, such as abandonment, illness (physical
or emotional), incarceration, AIDS, alcohol/substance abuse, and death.
African-American children make up approximately two thirds of the foster care
population and remain in care longer. Two out of three children who enter
foster care are reunited with their birth parents within two years. A significant
number, however, can spend long periods of time in care awaiting adoption or
other permanent arrangement.
Grounds for TPR- Missouri & Kansas
Abandonment or Extreme Parental Disinterest
Abuse/Neglect
Mental Illness or Deficiency
Alcohol or Drug Induced Incapacity
Felony Conviction/Incarceration
Failure of Reasonable Efforts
Abuse/Neglect or Loss of Rights of Another Child
Sexual Abuse
Failure to Maintain Contact
Failure to Provide Support
Child Judged in Need of Services/Dependent
Child's Best Interest
Child in care 15 of 22 months (or less)
Felony assault of child or sibling
Murder/Manslaughter of sibling child
Child Abuse & Neglect- Missouri
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"Abuse" means any physical injury, sexual abuse, or emotional
abuse inflicted on a child other than by accidental means by
those responsible for the child's care, custody, and control.
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"Neglect" means failure to provide, by those responsible for the
care, custody, and control of the child, the proper or necessary
support, education as required by law, nutrition or medical,
surgical, or any other care necessary for the child's well-being.
Child Abuse & Neglect- Kansas
"Child in need of care" means a person less than 18 years of age who:
Is without adequate parental care, control or subsistence and the condition
is not due solely to the lack of financial means of the child's parents or
other custodian;
Is without the care or control necessary for the child's physical, mental or
emotional health;
Has been physically, mentally or emotionally abused or neglected or
sexually abused;
Has been placed for care or adoption in violation of law;
Has been abandoned or does not have a known living parent;
Is not attending school as required by State law;
Has been residing in the same residence with a sibling or another person
under 18 years of age, who has been physically, mentally or
emotionally abused or neglected, or sexually abused.
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"Physical, mental or emotional abuse" means the infliction of
physical, mental or emotional injury or the causing of a deterioration of
a child and may include, but shall not be limited to maltreatment or
exploiting a child to the extent that the child's health or emotional wellbeing is endangered.
"Sexual abuse" means any act committed with a child as described in
the statutes listed below, regardless of the age of the child.
"Neglect" means acts or omissions by a parent, guardian or person
responsible for the care of a child resulting in harm to a child or
presenting a likelihood of harm and the acts or omissions are not due
solely to the lack of financial means of the child's parents or other
custodian. Neglect may include but shall not be limited to:
Failure to provide the child with food, clothing or shelter necessary to
sustain the life or health of the child;
Failure to provide adequate supervision of a child or to remove a child
from a situation which requires judgment or actions beyond the child's level
of maturity, physical condition or mental abilities and that results in bodily
injury or a likelihood of harm to the child; or
Failure to use resources available to treat a diagnosed medical condition if
such treatment will make a child substantially more comfortable, reduce
pain and suffering, correct or substantially diminish a crippling condition
from worsening. A parent legitimately practicing religious beliefs who does
not provide specified medical treatment for a child because of religious
beliefs shall not for that reason be considered a negligent parent
Language, Race & Gender
Race alone or in combination with one or more other races
White
Black or African American
American Indian and Alaska Native
Asian
Native Hawaiian and Other Pacific Islander
Some other race
216,930,975
36,419,434
4,119,301
11,898,828
`874,414
18,521,486
77.1
12.9
1.5
4.2
0.3
6.6
HISPANIC OR LATINO AND RACE
Total population
Hispanic or Latino (of any race)
Mexican
Puerto Rican
Cuban
Other Hispanic or Latino
281,421,906
35,305,818
20,640,711
3,406,178
1,241,685
10,017,244
100.0
12.5
7.3
1.2
0.4
3.6
POPULATION 5 YEARS AND OVER BY LANGUAGE SPOKEN AT HOME AND ABILITY TO SPEAK ENGLISH
Population 5 years and over
Speak only English
Speak a language other than English
579,740
496,982
82,758
100.0
85.7
14.3
Spanish
Speak English "very well“
Speak English "well“
Speak English "not well“
Speak English "not at all“
16,674
10,873
3,247
2,092
462
100.0
65.2
19.5
12.5
2.8
Other Indo-European languages
Speak English "very well“
Speak English "well“
Speak English "not well“
Speak English "not at all“
2,851
9,184
2,221
1,258
188
100.0
71.5
17.3
9.8
1.5
Asian and Pacific Island languages
Speak English "very well“
Speak English "well“
Speak English "not well“
Speak English "not at all“
22,186
10,527
7,317
3,739
603
100.0
47.4
33.0
16.9
2.7
All other languages
Speak English "very well“
Speak English "well“
Speak English "not well“
Speak English "not at all“
31,047
21,332
7,192
2,234
289
100.0
68.7
23.2
7.2
0.9
ABILITY TO SPEAK ENGLISH
Population 5 years and over
Speak a language other than English
5 to 17 years
18 to 64 years
65 years and over
Speak English less than "very well“
5 to 17 years
18 to 64 years
65 years and over
579,740
82,758
18,541
57,504
6,713
30,842
6,126
21,108
3,608
100.0
14.3
3.2
9.9
1.2
5.3
1.1
3.6
0.6
The 1990 Census reported 6.3 million children between the ages of 5 and 17 who
speak languages other than English (38% increase from last decade).
Nearly half of limited English proficient children live in California, Texas or New York
which has significant implications on the educational system.
Proposition 187
Proposition 187 prohibits public social services to those
who cannot establish their status as a U.S. citizen, a
lawful permanent resident, or an ``alien lawfully
admitted for a temporary period of time.''
 Proposition 187 also limits attendance at public schools
to U.S. citizens and to aliens lawfully admitted to the
United States for permanent residence or otherwise
authorized to be here.
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It is estimated there are more than more than
2,000,000 illegal aliens in California and more
than 400,000 illegal aliens in our schools. The
cost to California taxpayers exceeds $4 billion
annually, or about $2,000 per illegal alien. That's
not surprising considering the fact that it costs
about $7,000 for each non-English speaking
student in our schools.
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Reaffirming that teachers, nurses and social workers
need not act as border patrol agents, on November
14, 1998 U.S. District Court Judge Marina Pfaelzer
found almost all of Proposition 187 unconstitutional
because the law, passed by California voters in 1994,
oversteps the boundaries of state authority.
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The District Court ruling states that the passage by
Congress of the Personal Responsibility and Work
Opportunity Reconciliation Act (PRA) - the so-called
"Welfare Reform" of 1996 - precludes the state from
establishing laws that are separate and in conflict with
federal law on immigration policy and the treatment of
immigrants, regardless of their legal status.
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As the chief law enforcer of the state, Governor Davis
was constitutionally bound to defend the law, even
though he had been an outspoken opponent of 187
when it was an initiative. So, in a maneuver designed to
avoid having Pfaelzer's ruling overturned by a higher
court, Davis entered into a legal "mediation" with 187's
opponents. Thus, both sides in this contrived
"mediation" process were out to scuttle the law. Not
surprisingly, both "sides" in the rigged mediation
procedure quickly agreed to kill it.
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A June 1999 poll by the Los Angeles Times found that
60 percent of California voters would still vote to bar
illegal immigrants from receiving state-funded benefits
Cross-Cultural Practice
 There is no single American culture;
 Diversity is to be acknowledged and valued;
 Members of each cultural group are diverse; and
 Acculturation is a dynamic process
At-Risk Children
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The disadvantaged preschooler
Children from low income areas
The migrant child
Homeless children
Adolescent parents
Children with AIDS/HIV
Gay & Lesbian Youth
Abused & neglect youth
Nonattenders
Gang violence and delinquent behavior
Drug & alcohol users
Gifted & Talented youth
Resilience
 The ability to succeed even in very negative
environmental circumstances.
 Three major areas of protective factors:
Caring and supportive relationship-at least one
Positive and high expectations, with the belief that
success is attainable
Opportunities for meaningful participationeducation, employment, growth & achievement
 Resilience
is not a trait that people
either have or do not have. It involves
behaviors, thoughts, and actions that
can be learned and developed in
anyone.