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By: C. Sancho, M.B.A., M.D.
Vice Chair, Texas Tech University Health Sciences Center School of Medicine
However anxiety vs panic attack order 60caps ashwagandha amex, its association with other factors is critical to predicting future delinquency symptoms of anxiety buy ashwagandha 60caps free shipping. Although this may have been a fair assumption for most of America throughout its history anxiety symptoms in kindergarten purchase ashwagandha amex, it is certainly not so today anxiety 9-5 60caps ashwagandha with amex. Children who return to a neighborhood rife with crime and drug abuse, who return to a household with inadequate or nonexistent parenting, are virtually programmed for educational and societal failure despite the best efforts of our school system. For public education to fulfill its mandate-not just to get kids "through school"-to produce responsible, self-sufficient adults, it must provide the means to educate every child, not only those with intact, nurturing families, but also those who are deprived of such life supports. To the extent that a child suffers from such deprivation, the educational system must act as effective parental supplements and substitutes. We in the field of criminology believe that the problem of delinquency is essentially a problem of socialization. Certainly, the most appropriate and effective means of socialization is the family. But when the family fails in this essential function, the task of socialization must be taken up by the educational system. The criminal justice system, with all its resources to detect, prosecute, and sanction offenders, simply cannot solve the problem of delinquency-it can only pick up the pieces. It is therefore necessary that criminal justice objectives be explicitly recognized by educational policymakers. What we propose in this report is a number of concrete ways in which education in the inner cities can be expanded, redesigned, and enriched to create a new generation of young people for whom the goal of deterrence has a realistic chance of working. Of the number of such programs instituted in this country, four have been evaluated with adequate research models and over a long enough followup period to track the results into adolescence and early adulthood. These projects are located in Michigan (The Perry School),15 Houston (Parent-Child Development Center),16 Syracuse (Child Development Project),17 and New Haven (Yale Child Welfare Project). It is important to stress that these programs were designed to address both the child (cognitive and social development) and the parent (acquisition and monitoring of parental skills). What distinguishes these successful programs from a rash of unsuccessful programs is their multiple components. The causes of criminality and delinquency have been found to be multiple: the more risk factors present, the greater the risk of delinquency. Therefore, the more factors addressed in an intervention plan, the greater the likelihood of success. We further believe that the existing Head Start program can be significantly improved for those who qualify by including parent training, home visits, and a lengthening of its term beyond 1 year. Element Two: the Community School-a New Vision For many years, schools have been regarded by social scientists as natural settings for the training of socialization skills. Edward Zigler, one of the founders of Head Start, who proposed that schooling go beyond the acquisition of cognitive skills, which serves as the focus of many childcare programs, such as prenatal screening, assessment and referral for treatment of developmental problems, and preschool programs that focus on both the child and the parent. The justification for 3-month summer vacations has long past: We must not abandon inner-city youths to the streets during these months with the absurd hope that they are somehow going to find jobs. We believe that the proposal for the implementation of residential boarding schools for children who are deprived of minimally adequate parenting is a serious one. There has never been a better opportunity for educational reformers of all political persuasions to combine their visions and expertise for the establishment of the kind of residential schools in which we can take pride. At present, there is much uncertainty as to the long-term effectiveness of residential placement. Criminologists and social planners agree, however, that underfunding of residential projects will result in overcrowding, inadequate facilities and services, and in turn, stigmatization of the programs and the students, and educational and social failure. A well-funded program, one that creates beautiful, campus-like environments, with small classes, excellent services, and highly skilled and motivated staff can be instrumental in enabling thousands of children to succeed educationally and socially. Therefore, rather than engaging in politicized debates on the issue of "orphanages," we advocate the establishment of a number of pilot programs for residential schools that have the best chance of succeeding. These should contain the following elements: s Element Three: Residential Schools for the Most in Need It is in the context of redefining the mandate and scope of public education that residential schools become a promising option for children who are fundamentally deprived of effective parenting. For these children, a well-funded, well-equipped, and wellstaffed residential school may be their only lifeline to a normal, healthy life. Despite our efforts at early intervention, we must recognize that increased support services are futile for a significant number of children who are subject to chronic abuse and neglect.
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