Youth & Digital Access, Week 5, Blog#2

Before reading the article and film, accessibility to digital media/internet was something I didn't think too much about. Digital divide is something that is prevalent in less developed and developing countries. Access to digital media such as devices that can access the internet is something we take for granted in the United States and more highly developed countries. 

The digital divide refers to the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard both to their opportunities to access information and communications technologies (ICT's) and to their use of the Internet for a wide variety of activies (Bargh, 2004).  Socio-economic levels that consist of poverty deprives many students of technology at home as well as school. The deprivation of access to technology translates into limited job skills for children in the future. 

The focus to addressing the issues of youth, digital access and digital divide is an important to the economic development and survival of less developed and developing countries. 

Technology has the potential to greatly contribute to the prosperity of developing areas. By bridging the digital divide, it is possible for poverty-stricken regions to enhance communication with other countries, therefore offering economic, social, and political opportunities (Bargh, 2004). Accessibility to mobile phones and internet services will ultimately contribute to economic success by way of expanding the knowledge base for children and expand small businesses scope of communication and increase the number of transactions made. 

References:

Bargh, John A.; McKenna, Katelyn Y.A. (2004), "The Internet and Social Life", Annual Review of Psychology 55 (1): 573-90.

van Dijk, J.A.M. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235.

Youth and Tensions in Education-Fostering Digital Innovation or Digital Narcissism?, Week 5, Blog #1

This issue in recent years of superiority of youth over the older generation because of advanced knowledge of media devices such as Ipods, laptops, cell phones, tablets and other devices has come into question by some researchers. The primary issue and question to examine is to see whether the advancement in technology in just last couple of decades has made the current generation of students better in school by performing and receiving higher grades on homework and tests and if they have a more advanced knowledge of curriculum than in past generations. 

The research identified in the articles and videos such as the article, "The Dumbest Generation," suggest that contrary to the beliefs of older generations, the ability to understand and use mobile, multi-media devices in fact does not equal a higher level of education and intelligence do the the accessibility of information from the internet on these particular devices. I think that the common belief is that students are utilizing all of this information provided on the internet to increase the awareness and education level in all areas of academics but research suggests that actually most of their time is consumed on social networking sites. 

Author Mark Bauerlein in his interview cites a recent survey that found that 55% of high school students spend less than one hour a week for on the internet reading and studying for class but nearly nine hours a week is spent on social networking cites. The article "The dumbest generation," suggests that the "under-thirty generation" that even as technology gives young people greater access to knowledge, information, and enrichment than any previous generation, it has become their means of sealing themselves off from those very things (The Dumbest Generation, 2009). 

I do agree that much of our younger youth are too deeply entrenched and spend too much time on social networking cites. I also believe that predominately most of the education and learning that young people receive is in the classroom. This could obviously be followed up with more aggressive "self-teaching" due to the fact that we as students have the accessibility of the internet and devices that can access information nearly at anytime. I believe to do this, more resources and persistence could be given to students by teachers and instructors to spend more time on educational sites to achieve a higher degree of understanding and awareness of course material they are taking.

References:

Gee, J. P. (2008). Getting over the slump: Innovation strategies to promote children's learning. The Joan Ganz Cooney Center. 


O'Connor, E. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30), by Mark Bauerlein. New your: Jeremy P. Tarcher/penguin, 2008. 24.95 hardbound.

Family and Community Violence: Gang Intervention Efforts, Week 4, Blog #5

My opinion after viewing the film, "Glen Mills Gang: Arrested Without Locks and Bars," was that it was a valuable alternative to juvenile prisons. I thought that the recognition, acceptance, and encouragement was a useful way to promote a positive change in behavior and possibly instill a different way of thinking and believing in themselves they may have never been accustom to at home or in a traditional school. 

Something I thought was  interesting and what some for-profit companies have got away from, was the way the director of the Glen Mills School  compensated his staff with homes, insurance, and additional comprehensive employment benefits for his employees. 

In addition to the compensation to his staff, the ratio of staff to students allows the school to increase funding for student programs, educational equipment, and scholarships awarded to students after their time in Glen Mills. I believe that by utilizing other students to play an important leadership role to others, it allows for this lower ratio of staff to students. 


References:

Glen Mills Gang: Arrested Without Locks and Bars: Films Media Group, 2000. Films On Demand.

Family and Community Violence: Globalization and International Gangs, Week 4, Blog #4

The concern over gang membership and consequently gang violence has become more a global than a local concern in the United States and abroad. This is because in recent years, a substantial number of gangs have come from and have been established in all other areas of the world. Unprecedented worldwide urbanization has created fertile conditions for the growth of gangs, particularly in Latin America, Asia, and Africa (Hagedorn, 2005). 

Social disorganization, including poverty and residential mobility are risk factors that contribute to the recruitment into gang involvement. Research suggests that these risk factors are attributed to the increase in gang activity in those less developed countries identified. In developing nations, slum dwellers make up 43% of the total population compared with 6% in developed countries (Hagedorn, 2005). 

The terms used in the United States like "gang members" and "at-risk youth" are not generally used in other areas of the world. The World Bank and other organizations identify gangs as "street children, "child soldiers," and "children in organized arm violence" (Hagedorn, 2005).  The article defines a gang as "unsupervised youth developing organization through conflict with other groups and authorities".  However we identify these groups, they are organizations of the socially excluded that participate in the underground economy.

Gangs are prevalent in most all large and small cities across the country. Prisons both receive and create gangs that spread back to their communities, as in South Africa, California, and Rio de Janiero (Hagedorn, 2005). This creating and involvement of gangs inside the prison system was depicted in the film, "Nuestra Familia, Our Family."

The study of gangs, identifying risk factors in youth, increase in law enforcement and identifying current/active gang members are all ways of limiting and reducing violent offenses committed by gangs. Understanding the factors underlying the institutionalization of gangs and the persistence of violence are among the most pressuring reasons for studying gangs (Hagedorn, 2005).


References:

Hadedorn, M. John (2005). The global impact of gangs. Journal of Contemporary Criminal Justice, 21(2), 153-169.

Family and Community Violence: Generational Gang Membership, Week 4, Post #3

The influence of family over youth is very significant. When this influence is to participate in gang and drug activity it can pose severe consequences for the entire family and the community. The film, "Nuestra Familia," looked at the generational impact that's passed down from older family members to younger more vulnerable and impressionable youth. It also documented the increasing number of incidents of gang violence in the small California city of Salinas. 

In the film, they interviewed and documented past and present gang members to find the reasons they considered a gang lifestyle. The answers given were a lot of the same risk factors identified in previous films and articles. A primary reason given was that growing up as young men they wanted to earn the respect and acceptance from their older peers and that were already participating in gang activity. 

As I watched this film, it seemed to me that the end result for most (if not all) is the old cliche' that gang violence only leads to prison or death. In addition, it seems that once gang members are sent to prison, there is that sense of regret and quite possibly betrayal from the gang that they vowed their loyalty to carry out violent offenses in order to be recognized and accepted. 

As suggested in the film, the increased efforts by law enforcement is only a "band aid" to finding a solution to reduction and hopefully the elimination of gangs in the United States. More has to be done for the prevention and identifying risk factors of youth that are susceptible to joining gangs. After school programs, more involvement of parent(s) in their children's education and extra curricular activities, sports, Boys and Girls Club, etc., are all things that can be associated to the reduction of risk factors and keeping children out of gang memberships. 

References:

Nuestra Familia, Our Family-Educator's Edition. Films Media Group, 2006. Films on Demand.

Family and Community Violence: Youth and Gang Violence-U.S. Perspectives, Week 4, Blog #2

The violence that is perpetrated by juvenile gang members has had a lot of attention and focus for the elimination of gang involvement over the last couple of decades. Gang activity is something that is motivated in the media as an attractive and lucrative career by way of selling drugs and having the support of such criminal activity by members alike. But as we seen in the film," Why Do Crack Dealers Still Live With Their Moms?" being  a drug dealer hardly guarantees a lucrative income and the mortality rate for those that participate in the drug dealing gang business, isn't very high. 

The lifestyle often portrayed by older drug dealing gang members are often misrepresented. The fancy cars are often leased vehicles, gold plated jeweler passed off as the real thing and the money given to the younger "foot soldiers" of gangs are tactics to get them to become indebted to the higher gang members for their own personal gain later.  

Three things that the the article and films attempt to identify and conclude are why juveniles join street gangs and what are the risk factors that are making youth prone to get involved in this type of activity.  

I believe that the media has had a large influence on gang activity. This not only includes television shows and movies, but I believe "gansta rap" has a huge impact on glamorizing this lifestyle. Recruitment by active members I believe is the most prominent and common way someone becomes involved in gang activity. Whether it be a friend, brother, sister, neighbor, etc., these people influence younger more vulnerable and impressionable youth into joining and becoming  part of a "family." 

The risk factors for youth gang membership can be extensive. An individual may have only a few identified risk factors or have a lot that makes that more likely to become a gang member and play a more active role in illegal activity. 

The risk factors come from a variety of sources such as the community, family, school, individual, and peer group. Risk factors in a community include the presence of gangs in the neighborhood, availability to drugs and firearms, lack of economic and and social capital and poverty. Family plays in an important role when it comes to risk factors for juveniles joining gangs. These risk factors include broken homes, parental drug/alcohol abuse, family members in a gang, lack of adult and parental role models and low socioeconomic status. Academic failure, low commitment to school and education and few teacher role models are just several risk factors that are associated with school.

Identifying and making attempts to intervene in lives of youth that are susceptible to these risk factors may be a solution to try and stop gang involvement and to educate them on the truth of gangs, drugs, and other illegal activity before it's too late.

References:

Krohn, M.D., & Thornberry, T. P. (2007). Longitudinal perspectives on adolescent street gangs.  In The long view of crime: A synthesis of longitudinal research. (pp. 128-60). New York: Springer.

TED Talks. "Steven Levitt analyzes crack economics." Feb 2004. Online Video Clip. 

Family and Community Violence: Domestic Violence and Youth, Week 4, Blog #1

Domestic violence includes physical abuse, sexual abuse, psychological abuse and abuse to property and pets. Children that are exposed to this form of violence has the potential to leave a lasting impression that can give children a sense of vulnerability and helplessness. Domestic violence is widespread and occurs among all social economic groups. 

I think a major focal point of the article, "Domestic Violence Crimes and Children" and the film, "The Impact of Domestic Violence on Youth" are identifying the behaviors that are categorized as "risk factors" and implementing a plan for intervention, reform and treatment for chose children that have been exposed to domestic violence. 

Research suggests that exposure to domestic violence shows significantly more social, emotional, and cognitive problems compared to their non-exposed peers. In the film, they mention that A.D.H.D is a common diagnosis and a concern with adolescents exposed to domestic violence because the behavioral signs associated with hyper-vigilance. These signs include elevated stress, predictably/unpredictable, over-effective coping strategies and irritability (The Impact of Domestic Violence on Youth, 2009).  

Consequently, children with more long-term exposure of domestic violence are at higher risk of academic failure, school drop-out, delinquency, and substance abuse. Research also suggests long term exposure is more likely to be in dating relationships that become verbally, mentally, emotionally, sexually and/or physically abusive.

Addressing the issues and the needs of children that come from a background of exposure to domestic violence in the home is a way to reduce and/or overcome the emotional issues is very important and necessary.  One way to address the issues and concerns of children who witness domestic violence is through group and/or individual therapy. 

Therapy allows and promotes open discussion of the children's experiences. For many children, the process of retelling or reenacting a traumatic event in the safety of a therapeutic relationship is in itself a healing experience, and a first step toward integrating the experience into their understanding of themselves (Groves, p.2). In addition, therapists seek to help children understand and cope with their emotional responses to the violence. Through therapy, mental health and social services, they can play an active role to break the circle of violence and help seek to reduce the symptoms the children are experiencing in response to the violence. 

These services not only provide useful services in counseling but it works to help the family create a safe, stable, and nurturing environment for the child.


References:

Groves, Betsy McAlister. (2007). Mental Health Services for Children Who Witness Domestic Violence.

Fusco, R. A., & Fantuzzo, J. W. (2009). Domestic violence crimes and children: A population-based investigation of direct sensory exposure and the nature of involvement. Children and Youth Services Review, 31 (2), 249-256. 

University of Wisconsin series on Issues for Youth Advocates and the Systems in which They Work (Producer). (2009, March 30) The Impact of Domestic Violence on Youth.

Child Labor Exploitation & Abuse-Child Soldiers, Week 3, Blog #5

The films "Invisible Children" has brought a great deal of attention to the crisis that has gone on for almost three decades in central east Africa.  It's portrayal is of not just a civil war, but the effects it has on the hundreds of thousands of children in this area of the world. 

The poor and undeveloped areas that children have to survive in a lot of times without the nurturing involvement of their parents because many orphans. In addition, they endure acts of violence that are inflicted on them by the Lord's Resistance Army. The kidnapping and child soldier recruitment imposed on them by the LRA is inhuman and undeniably horrific.

Watching the films makes me question what most probably do and that is why the United Nations or the Unites States haven't done more such as military action on the Lords Resistance Army (LRA) and its leader Joseph Kony. Progress is documented in the film particularly the announcement by the International Criminal Court in 2005 that arrest warrants had been issued for five members of the Lord's Resistance Army for crimes against humanity.

The exposure and international attention  these films generated was what had to be done to protect the lives and interests of the people of Uganda. As the filmmakers suggested, nothing will change for the innocent women, children and men if there isn't exposure to the tragedies that continue to take place.

Hopefully soon, the criminal actions by the LRA and Kony will seize and justice will prevail. In May 2010, President Obama signed into law the LRA Disarmament and Northern Uganda Recovery Act legislation aimed at stopping Joseph Kony and the LRA.

References:

Russel, J, Bailey, B. & Poole, L. (Creators). (2006, April 7) Invisible Children.
 

Child Exploitation & Abuse-Youth Sex Workers in the U.S. Context, Week 3, Post #4

The United States is suppose to be the land of opportunity. That opportunity to some include illegal activity such as the trafficking of women and children for sexual exploitation. The article, "Sex Trafficking of Women in the United States" identifies research that was conducted to broadly investigate the international and domestic trafficking in the United States. This research was initiated mainly because sex trafficking for commercial sexual exploitation is a national problem and reports indicate that it's increasing in scope and magnitude (Raymond, 2001). 

The primary reasons and contributors of sexual exploitation to include prostitution of women and children listed in the articles and films are generally the same. The primary contributors or push factors were economic and oppressive conditions, lack of a sustainable income, poverty, lack of education, direct family pressure or coercion and lack of family support (Raymond, 2001). Often, women and children are subjected to violence and intimidation as means to control them.

By what the research suggests, there are things that government and non-government agencies are doing to assist victims to recovery and to provide them with resources they would otherwise not have. Resources and services that are needed for sexual exploited women and children include; providing dedicated federal funding streams similar to those established for foreign victims of trafficking, for sexually exploited American children, establish and fund a series of safe houses and transitional living facilities for exploited women and children around the country, and identify and disseminate best practices in services for sexually exploited young people (Friedman, 2005). 

References:

Friedman, Sara Ann. (2005). Who Is There to Help Us? How the System Fails Sexually Exploited Girls in America. 49-52.


Kiem, Elizabeth. (2008). Child sexual exploitation in the USA: Not just a problem for developing nations.

Child Exploitation & Abuse-Youth Sex Workers, Week 3, Blog #3

The sexual exploitation and abuse of children is illegal in every country in the world, but continues to be prevalent particularly in less developed countries. Sexual exploitation comes in many different forms. Those forms include prostitution of children under the age of 18 years, child pornography and the sale and trafficking of children. These particular acts towards children are considered to be crimes of violence against children. 

While it is impossible to know the true extent of the problem, given its illegal nature, International Labour Organization (ILO) global child labour figures for the 2003 estimate that there are as many as 1.8 million children exploited in prostitution or pornography worldwide (ILO, 2011 ).  

The exploitation of children was documented by researchers in the article, "Working with Child Prostitutes in Thailand." The researchers in the article primary location of research was the Thai slum communities on the outskirts of towns and cities. A non-government organization (NGO) had set up a small school in a village , providing food and aimed to ease the children gradually out of prostitution by offering them training for alternative employment and by persuading their parents to reject prostitution as a legitimate occupation (Montgomery, 2007). 

Three (3) elements that were documented in the articles(s) and films I found do be relevant and needs continuous attention for change to end child exploitation and sexual abuse are 1.) Reform and educate the thinking and beliefs of parents and/or caregivers of children that may become susceptible to exploitation and prostitution 2.) Provide more opportunities of traditional work and promote high importance of education to children 3.) Increase global resources and funding to apprehend and prosecute those who commit dangerous sexual crimes against children. 


References:

International Labour Organization. http://www.ilo.org/global/lang--en/index.htm#a2

Montgomery, H. (2007). Working with child prostitues in Thailand: Problems of practice and interpretation. Childhood, 14(4), 415.

Rubenson, B., Hanh, L. T., Hojer., B., Johansson, E. (2005). Young sex-workers in ho chi minh city telling their life stories. Childhood, 12(3), 391.

Child Labor in the U.S and Internationally, Week 3, Blog #2

The exploitation of child labor in the U.S and across the globe has been an issue for discussion and reform for decades. Child labour can be defined as the full-time employment of children who are under a minimum legal age. Child Labor is associated with poverty, inadequate educational opportunities, gender inequality, and health risks (Roggero, 2007). It is estimated that 96% of child workers reside in developing countries in Africa, Asia and Central America. Child labor in these countries still continues to occur as documented in in the film, "India-Working to End Child Labor." Although a law in India was passed in October 2006 banning child labor in hotels, restaurants, and as domestic servants, there continues to be high demand for children as hired help in the home.

Awareness and reform to child labor laws started in the United States after the industrial revolution. This was to include child labor laws in the United States set that set the minimum age to work in an establishment without restrictions and without parents' consent at age 16. According to the World Bank, the incidence of child labour in the world decreased from 25 to 10 percent between 1960 and 2003 (ILO, 2006). 

The personal impact it has on these children are everlasting in their lives.  Low school attendance and poor health are most serious negative consequences of child labor. Therefore child laborers grow up to be low-wage earning adults (Roggero, 2007). The exposure to unsafe working conditions also continue to be a problem in some less developed countries. It is estimated that 22,000 children every year die in work related accidents. The occupation that accounts for a high percentage of these accidents include mining, quarrying, forestry, agriculture, manufacturing and construction. 

The rights for children by all accounts appear to be progressing in the right direction. An education, protection against child labor and the essential human rights for our children should be of high importance to all of us. Although there has been a lot of change and reform, more can be done. Continued exposure and consequences of those violating child labor laws shows a continued effort to punish those responsible for these types of practices.



References:

Meehan, Ruth (director). "India: Working to End Child Labor" 2004. Online video clip. Arizona Universities Library Consortium. FMG Video On Deman. 

Roggero, P., Mangiaterra, V., Bustreo, F., & Rosati, F. (2007). The health impact of child labor in developing countries: Evidence from cross-country data. American Journal of Public Health, 97 (2), 271-5.

Youth and Human Rights, Week 3, Blog #1

The advancement of humans rights is an important issue not only in the United States but abroad as well. A central goal of U.S foreign policy has been the promotion of respect for human rights, to include the rights of children. Because the promotion of human rights is an important national interest, the United States seeks to  promote greater respect for human rights, including freedom from torture, freedom of expression, press freedom, women's rights, children's rights, and the protection of minorities.
As I read the articles, "Executive Summary on UN Convention no the Rights of the Child 2009" and the "Timeline of Young People's Rights in the United States," it was clear to me that though we have come along ways in the promotion and improvement of human rights, however there is still a lot of room from the improvement in the protection of our children around the globe particularly in less developed countries.

The numbers documented in the "challenges of survival and developing" section of the reading were alarming and frightening. For example, the article identifies staggering numbers such as 22 million infants are not protected from diseases by rountine immunization and 4 million under-fives die each year from just three causes: diarrhoea, malaria or pneumonia (Executive Summary, 2009). 

There has been an increased awareness and action being taken to prevent such deaths around the world particularly in developing countries. Recently, the global effort to expand the coverage of existing vaccines and introduce new vaccines against pneumonia and diarrhea was iniated. "At a first-ever pledging conference for the Global Alliance for Vaccines and Immunization (GAVI), donors committed US$4.3 billion, exceeding the $3.7 billion target. The funding will immunize  more than 250 million of the world's poorest children against life-threatening diseases by 2015, and prevent more than four million premature deaths" (Day of the Child, 2011).

References:

Executive Summary on UN Convention no the Rights of the Child, 2009.

Thomas, C. & Cherlin R. Day of the Child: 250 Million Kids To Receive Life-Saving Immunization. June 15, 2001.

Timeline of young people's rights in the United States. (2009, May 17). In Wikipedia, The Free Encyclopedia.

Youth Homelessness, Week 2, Blog #5

I believe that most would assume that young adults that live on the streets of our major cities around the country, suffer from mental health related issues or drug addiction that contribute to them becoming homeless. In contrast, as research and documentaries have indicated, most young people don't suffer from a psychological or mental health problems. Issues related to their families and "home life" because of parent-child conflict, discipline problems, poor communication, poor supervision, physical and sexual abuse, lack of affection and caring, and substance abuse problems are documented as primary reasons of leaving home and living on the streets (From home to street, 2005). The choice to leave home was to escape the conditions that they were living in.

When looking at the individuals that are documented in the films "Skid Row" as well as the documentary "From home to street," there seem to be obvious similarities in both. Most of the above mentioned reasons that youth leave home and find themselves living on the streets are depicted in "Skid Row." The children. as well as the adults, in the films are in obvious need of assistance from social services to assist in providing education, food, shelter and other essential needs for survival. "Without access to social and financial support traditionally provided by families, these young people learn on that their survival is dependent on no one but themselves" (From home to street, 2005).

I hope that in the near future, we as American's can find ways to help our young people that come from broken and dysfunctional to learn to live a better life and break away from the abuse and neglect that our future has sustained. 

References:

Hyde, J. (2005). From home to street: Understanding young people's transitions into homelessness. Journal of Adolescence, 28 (2), 171-83.

Film: On Skid Row-Introduction (2007).

 

Poverty and Schooling in the U.S. and Internationally, Week 2, Blog #4

The portrayal of poverty and the affects in has on education of children is prevalent in the film, "Through a Child's Eyes: Views of Global Poverty and also in the article titled "Orphans in Africa." 

Three key points that the film and article identifies that are of importance when examining issues of youth and justice are: 1.) Poverty increases the number of uneducated children 2.) Orphan children like those in Africa, are significantly disadvantaged in regards to attending school and 3.) Despite poverty and being an orphan, there are other contributing factors that lead to low enrollment percentages in children.

Poverty is not a just a problem in countries like Africa and areas of central America, but is a problem in countries all over the world. The film, "Through a Child's Eyes" documents children living in poverty in countries like India, Brazil, Rwanda, Romania, and the United States. Due to the economic status and poor living conditions, many of the children either only attend part time or don't have the ability to attend school at all. In many less developed and poorer countries, young children have to work to help provide for their families instead of attending school. In many of these countries, there is no such thing as labor laws to protect the education of children. Education is only available to those who can afford it in Bucharest, Ramona limiting future employment options to the uneducated poor (Through a Child's Eye, 2006). 

Orphan children like those in Africa, are significantly disadvantaged in regards to attending school. As indicated in the article, although poorer children in Africa are less likely to attend school, the lower enrollment of orphans is not accounted for solely by their lower wealth (Orphans in Africa, 2004) . The living arrangements that orphans are subjected to seem to be the primary reason for the disadvantage of lack of education in Africa. 

Extreme poverty and becoming an orphan are evident factors that lead to children not attending school and not getting any form of formal education. Other factors that contribute to children not receiving a proper education is the lack of parental guidance that may possibly contributed to those who may suffer from mental illness or drug addiction. In the film "Through a Child's Eyes," a child is seen trying to overcome the instability and poverty that has settled on her and her families shoulders due to her mothers addiction. 

Providing our young people with an education is essential to their futures and is beneficial to their country. A good education gives children a well-rounded understanding of the world, but also prepares the child for adulthood.

References: 

Case, A., Paxson, C., & Ableidinger, J. (2004). Orphans in Africa: Parental death and School enrollment. Demography, 41(3), 483-508.

Guiness, Martin. "Through a Child's Eyes: Views of Global Poverty" 2006. Online video clip. Universities Library Consortium. FMG Video on Demand.

School Violence and Social Capital, Week 2, Blog #3

The use of the term "social capital" is a sociological concept, which refers to connections within and between social networks. In the framework of the article, social capital is defined as resources embedded in social relationships and ties that can be used for expressive purposes (Wright, 2006). The text of the article "Social Capital and Youth Violence in Schools," it's describing adolescent socialization in complex social contexts that involve family, school and neighborhood. The importance of social capital in adolescents is because it's described as the "primary adolescent pathway for effects of health and behavioral risks as well as assets" (Wright, 2006). 

The importance of social capital and the correlation between school violence is identified in three important ways; 1.) Violent offenders often become victims of aggression and violence 2.) Adolescents who have social capital are less likely to commit violence as well as becoming victims of violence and 3.) Public perception of school violence is over inflated.

Violent offenders often become victims of aggression, using physical force and threat as a means of coping through acting out, displacement and self-defense (Wright, 2006). This type of behaviors negatively affects the environment in schools. "Adolescents who are repeatedly victimized may be prone to impulsiveness and irritability thereby lowering their threshold to strike out, especially toward younger children" (Wright, 2006). Children exposed to violence whether they are direct victims of abuse or witnesses to it are likely to become either perpetrators of abuse or victims of violence that may also continue in adulthood. Studies suggest that intervention and interpersonal relationships within family, peers, educators and the community reduce the likely hood of having this aggressive and dysfunctional behavior that leads to victimization of other students. Determining the causes and finding solutions to cope with issues that are attributing to delinquent and violent behavior is important to the individuals as well as everyone around the individual. 

Adolescents who have social capital are less likely to commit violence as well as becoming victims of violence (Wright, 2006). Social capital are those viable social connections and associations within family, schools and neighborhoods. It's not surprising that evidence shows that students who are involved in social constructive activities have a higher degree of social capital therefore fairing higher in returns of social ties and benefits of adults.

It's been suggested by many experts in the area of school violence due to media news outlets and the extraordinary coverage surrounding school shootings, public perception about school violence is an epidemic and occurs much more frequently than it actually occurs. Over inflated statistics also accounts for this misinformation. Dr. Dewey Cornell identifies in the film, "Student Threats of Violence," that school violence is actually on a decline. This decline of juvenile crime is in part due to economic improvement that provides more jobs for young adults and single parents, improvements in law enforcement and the increase of school activities and after-school programs.

References: 


Research Channel (Producer) (2008, February 21). Student Threats of Violence. 


Wright, & Fitzpatrick (2006). Social capital and adolescent violent behavior: Correlates of fighting and weapon use among secondary students. Social Forces, 84 (3) 1435-1453.

Histories of Schooling in the U.S., Week 2, Blog #2

Watching the film "As American as Public School: 1900-1950," gave me a solid foundation of how our public education system was established and various developmental transformations in went through overtime. Three points from the film that I though was most influential was the implementation of John Dewey's progressive ideas, the reforms made for a far less cultural/racially biased education system, and the change and shift to more scientific and mathematical focus. 

The idea behind John Dewey theories and the progressive movement, was not just the importance of education to gain content knowledge, but also as a place to learn how to live. John Dewey became known as the "Father of Progressive Education" (As American as Public School, 2000). "Progressive education is designed to capture all of the talents of student and not just their academic talents. The goal is to make every workingman a scholar and every scholar a workingman" (As American as Public Schools, 2000). Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experience of the student.  The "learning by doing" methods of teaching and learning seems have shaped to what the type of school experience most of us I think received growing up. 

In the earlier years in America's public school system, there were racial biases that led certain racial and ethnic groups to focus on particular areas in school. For example, African American curriculum was domestic science for black woman and industrial education for the black men. Another example, was Native American and Mexican American men was more labor oriented. The belief was that this was preparation for  real world experience that would help them when they entered the work force. The reforms made for a far less cultural and racially biased public education system seemed to be shaping in the 1930's. 

Lastly, the change and shift to more scientific and mathematical focus came in light of the Soviet Union after the launch of Sputnik. The Soviet Unions launch into outer space made Americans belief that the Soviets had a better education system than America. Soon after the Sputnik, President Eisenhower signed the National Defense Education Act and funded one hundred million dollars to public education. "That would change America's public school system forever" (As American as Public Schools, 2000). The shift that occurred in the climate of the cold war seems to be the topic of most educators as well as the president in his attempts to focus on math, science and technology in today's world.

Child Identitiy Development & Justice, Week 2, Post #1

I thought that some of the particular ways of finding out perceptions and capturing the emotional and psychological development of the children in the film was interesting but at the same time puzzling. By comparing two different model homes that look much different in appearance, influenced the perception and beliefs of these small children in believing a certain way of how people live and act based on the appearance of the homes. The perception of all subjects in this film believed that children in a more attractive and much larger home, were nicer, happier, and would grow up to be more successful than those of a less attractive home.  The less attractive home belonged to kids who's parents weren't nice to them and put "bumps" on them (Identity Crisis: Self-Image in Childhood, 2005). The occupational belief from one child was that the more attractive home belonged to a teacher where as the less attractive home belonged to house keeper.

Another comparison tool utilized to capture the psychological development of children was comparing and contrasting the skin color of children to a range of questions with various skin colors and who they thought were nice, mean, likely to play with, less likely to play with, etc.  The test also suggested that over half of the child participants thought that there skin color would change as they got older. Most of the children associated the white children depicted in the pictures as being "nice" and the minority or children of skin color other than white as "mean" or "nasty" (Identity Crisis: Self- Image in Childhood, 2005).

The study in the film also suggested that children from wealthier and most often stable families have a better outlook towards advantages and future occupational opportunities. My belief is that parents that are wealthier try to introduce and have more of a means to provide their children with more opportunities that instill this perception that they can do more and have more advantages as they grow older.

The History of Capital Punishment and Youth Crime vs. Alternative Programs for Youth Incarceration, Week 1, Post #4

I believe that the alternative incarceration and treatment programs for youth are valuable and innovative ways to provide a rehabilitative resource versus simply a punitive punishment. The boys home located in the state of Florida provided a way for the offenders to pay back to the victims restitution by working. I think that it's valuable to provide a juvenile with a sense of pride in work at the same time fulfilling restitution commitments to their victims. Counselors at the Waverly Regional Youth Center use the model of "rehabilitated" instead of just "doing time" for determining when a juvenile offender should be released back into the care of their parents or into the community. I believe that though there isn't a lot of follow up statistical data on offenders released from such alternative incarceration facilities, I think that the success rate is significantly higher than those in a more traditional juvenile prison facility.

I also believe that introducing and effectively providing offenders with therapy, positive social interaction, group participation and other therapeutic avenues, allow the juvenile to become socially connected and having interpersonal relationships they would otherwise not receive elsewhere. Juveniles at the Waverly Regional Youth Center participate in activities that assist them with breaking the cycle of victimization through therapy (Missouri's Different Approach to Juvenile Justice, 2009).

Another benefit to a facility that's based more on a treatment model is being able to provide attention to mental health services that might otherwise be overlooked. Of the more than 600,000 youth processed through juvenile detention centers each year, 70 percent suffer from mental health disorders (Neil Hernandez, 2008). 

I believe more could be done to identify juveniles that have a higher probability of becoming a juvenile offender.  Identifying risk factors at an early age such as restlessness, aggression, impulsiveness, substance abuse and implementing a plan for intervention could possibly help reducing a future act of crime and violence. 

Juvenile Offenders in Adult Prisons, Week 1, Post #3

The observations of differences in treatment experiences reported by youth in adult prisons differed in many ways. Dr. Kupchik's research concluded that adult-facility respondents gave more favorable ratings to availability of institutional services. Dr. Kupchik's states that it was unexpected and interesting that adult-facility respondents report significantly greater availability than juvenile-facility respondents of an array of institutional services (Kupchik, 2007). The research suggested that respondents felt that they received good staff mentoring in juvenile facilities despite poor ratings for the availability of treatment and education services (Kupchik, 2007).

Concerns outlined in the article and from prior research identified problems and concerns by mixing youth populations with adults.Youth in adult facilities are much more likely than youth in juvenile facilities to be physically victimized and much less likely to receive helpful educational or counseling services (Kupchik, 2007).

Before reading this article, I would have thought that the respondents from the juvenile facilities would have rated a much higher level of availability of institutional services such as education, counseling, and treatment services. The reasons may be what research found in Arizona concerning our model of a juvenile correctional facility. The findings of the "failed" Arizona's implementation of a model juvenile correctional program was due in part for several reasons: the program faced political opposition to treating offenders; the maintenance of security interfered with treatment goals; treatment personnel did not receive sufficient training and traditionally authoritative relations between staff and juvenile inmates were too deeply entrenched in a correctional culture to be altered abruptly (Kupchik, 2007).

Research finding concerning the maturity of youth and their culpablitity have been a highly discussed topic over the last few decades. In the research of Steinberg, he suggests that a juvenile offender, owing to his or her developmental immaturity, should be viewed as less culpable than a comparable adult offender, but not as an actor who is without any responsibility for the crime (Steinberg, 2003). Society expects that a juvenile offender not be except from punishment, but I think that overall there is an expectation to try to rehabilitate a juvenile more than their adult counterpart.

Juvenile Experiences of Incarceration, Week 1, Post #2

The importance of “play” in early childhood and the assertion made by researchers like Stuart Brown suggest that there is a profound need for this activity of bonding and interaction with family and peers to increase social development and the decrease the probability of future criminal activity. The lack of play and empathy in early childhood development may have contributed to the acts of criminal behavior that was shown in the film Juvenile Correction Facilities.  

Stuart Brown in his presentation of “Play Is More Than Fun” provides examples on how he believes his research on “play” is an important factor of life for animals as well as for human beings. Brown identifies different types of play such as curiosity play, social play, baby play ruff/tumble play, ritual/spectator play and story play (Brown, 2008). His research and belief is that “play” does a lot for the brain from early childhood and through out adulthood (Brown, 2008). Evidence from interviews and background information taken from Charles Whitman, the man responsible for the Texas Tower murders, suggests that his absence of play led him to become more vulnerable to committing crimes (Brown, 2008).

I believe that Stuart Brown’s assertion that early experiences such as play and play deprivation can have a profound impact on the development of empathy and social interaction. The backgrounds of most of the youth interviewed in the film Juvenile Correction Facilities, appeared to lack the development of attachment of their parents. Consequently, female juvenile offenders have a distorted view of what a relationship is and use it as a way to control and to get the feelings of being loved from their peers inside the institution. This in part is a common manifestation for emotional neediness (Juvenile Corrections Facilities, 2005).

I think it’s very important for juveniles that are susceptible to criminal behavior and lack the empathy and support from family to seek out support from other areas that allow them selves to begin a path of independence. As shown in Juvenile Correction Facilities, the youth heavily rely on the emotional need of the parents when the parents may have been and still are absent in providing the emotional and mental support that’s needed for positive change and transition into adulthood.

How Old Is 15?, Week 1, Blog 1, June 6th

My thoughts to David Chappelle’s comedy routine is that though the main focus of the bit is of age though I think there is also a suggestive underlying  racial issue. Chappelle mentions that Elizabeth Smart, a 15 year old white girl, made headline news for several months after she was kidnapped from her home. He then compares this with a black 7 year old girl who was also kidnapped but didn’t get much attention from the media. The focus here doesn’t seem to be of age, but of race. I believe that he is implying that minorities get far less attention than that of whites when events like a child abduction occurs.

I believe the question of “How Old is 15?” is hard to define and it reflects in the legislation of laws in the different states around our country. In most states, lesser offenses like shoplifting and possession of drug and/or alcohol are handled in juvenile courts and jurisdictions, but more severe and most times violent offenses are adjudicated to adult courts that carry adult sentences. I think the overall belief is that someone who is 15 years old should take responsibility for an adult action and be held accountable as an adult committing the same offense particularly if it’s a violent offense. A juvenile committing a lesser offense will likely be able to reform themselves before reaching the standard adult age of 18.

I think that overall youth of the same age (15 years old) mature along the same lines as others of the same age unless there are other circumstances like learning disabilities, mental retardation or other conditions that would prevent the progression of normal learning and behavior patterns.  I believe that at 15, people have a clear understanding of society’s expectations of accountability for positive and negative behaviors.