1 Hidden Rules
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Generational poverty is evident in 14.8% of West Virginians and over 50% of students in a small Appalachian town school. Children in generational poverty have different values than middle class children and view time, possessions, love, and destiny differently. Their hidden rules include resolving conflicts through fighting, having a local focus, living in the moment to meet immediate needs, and believing fate determines life outcomes. Teachers must understand these hidden rules to effectively teach students in generational poverty.
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Here are some key factors to consider when deciding if you're ready to have a child:
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- Over three-quarters of students said they would tell parents and friends immediately if they got pregnant as a teen.
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Teen pregnancy ppt
Teen pregnancy can lead teens to drop out of school, with 30% of teen mothers citing pregnancy as a reason for dropping out. Only 40% of teen mothers finish high school and less than 2% finish college. In 2012, over 305,000 teenage girls gave birth in the US. Adoption is an option for pregnant teens, which can be open or closed. Open adoptions allow birth parents to visit the child, while closed adoptions keep the birth parent's identity confidential. 80% of young teen moms end up in poverty requiring welfare. The rate of teen pregnancy has decreased overall from 2011 to 2012, though it decreased more for some racial groups than others.
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Presentación1
Teenage pregnancy is defined as a pregnancy in a woman under 20 years old. It can be caused by early marriage in some cultures where it is seen as proof of fertility. In other societies, lack of education about contraception and pressure to have sex can lead to unintended teenage pregnancy. While most teenage pregnancies in developed nations are unplanned, some teens deliberately get pregnant. One way to address this issue is through a public awareness campaign that informs teens of the responsibilities of pregnancy without telling them to abstain from sex, encouraging them to think about what they really want for their future.
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- The majority of students thought that if a teen girl gets pregnant she should keep the baby, with the second most popular option being adoption.
- Most students believed that if a girl kept her baby she should continue her education, and that getting pregnant damages a girl's reputation more than a boy's.
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Teenage pregnancy is defined as an unintended pregnancy between the ages of 13-19. It can lead to various medical, emotional, and financial complications for both the mother and baby. Medical risks include anemia, high blood pressure, and premature birth. Emotionally, teens may experience depression or feel unprepared to care for a child. Their education and future plans are often disrupted. Prevention efforts include promoting abstinence, safe sex practices, and helping teens understand the responsibilities of parenthood.
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Day care is essential for working parents who cannot leave their child home alone. It provides children with academic advancement, socialization skills from interacting with peers, and a regular schedule of engaging activities that aid development. When choosing day care, parents should consider reputation, recommendations, and ensuring qualified staff are present to care for children in a safe and nurturing environment. Different types of day care options include center day care, family day care, and home care.
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Teen Pregnancy (Presentation #2)
Teen pregnancy is defined as pregnancy in females under the age of 20. In 2013, over 273,000 babies were born to mothers aged 15-19 in the United States. Younger teens who begin having sex before age 13 are more likely to engage in involuntary sex or have older partners, increasing the risks of unprotected sex. Teen mothers and their babies face higher medical risks, such as premature birth, low birth weight, disabilities, and even death of the baby within the first year. Prevention efforts focus on abstinence, open communication between parents and teens, and education about safe sex and birth control if teens become sexually active.
The affects of_teenage_pregnancy
Teenage pregnancy negatively affects mothers, fathers, and children. Mothers have lower educational attainment, limited career options, and are more likely to live in poverty. Fathers sometimes abandon their responsibilities and feel less responsible for the child. Children of teenage mothers have higher risks of low birth weight, infant mortality, cognitive and developmental issues, poor academic and behavioral outcomes, and continuing the cycle of teenage pregnancy into the next generation.
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FAMILY INTERVIEW The Parent of a Child with an Excepti
FAMILY INTERVIEW
The Parent of a Child with an Exceptionality
Wichita State University
Spring 2021
CI 401
XXXXXXXX
1
Introduction
As an educator, learning about our students and their lives is imperative to our jobs.
Every child comes from a different background, and every child and every background are
unique. Every family is different, and in order to fully understand the students in our care, we
need to also understand their families, (Friend and Cook, 2017, p. 267). One type of student
that I need a deeper understanding of is a student who has an identified exceptionality. A
student with an exceptionality is any student who has a disability or giftedness that requires
additional services in an educational setting. More specifically, a disability could be
characterized as limitations imposed on an individual including, but not limited to, physical,
cognitive, sensory, emotional, or learning limitations. In order to learn more about the family
life of a child with an exceptionality, I interviewed the mother of a student who is
developmentally delayed.
Methods
The child who I was interested in learning more about is a kindergarten student at
Gammon Elementary School in Wichita, KS. I was able to sit in on the student’s annual
Individualized Education Program (IEP) meeting, which was attended by the mother via Zoom.
After which, I was able to conduct my interview with her about her son. I met with her virtually
on March 16, 2021 for about thirty minutes. Gammon’s special education teacher joined the
2
meeting as well to help facilitate the conversation. I first started by acquiring some background
information about the student’s mother and their family.
She is a single mother, the father is, at the mother’s insistence, completely out of the
picture. She has two children, a daughter who is in 2nd grade, and a son, who is the
kindergartener and the focus of the interview. She is 28 years old and has lived in Wichita all
her life. She works for Phoenix Home Care and Hospice and is in the process of pursuing her
nursing degree and medication aid certificate at WSU Tech. They are a low-income, African
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I was told that this is common for her and her demeanor. Having the special education teacher
present for our meeting likely made the mother feel more comfortable, considering that they
have an established relationship. Prior to the interview, the special education teacher
approached the mother on my behalf and gave her the consent form to participate in the
process. The special education teacher also went through the list of potential questions that I
had given her, and she picked out the questions that she thought would be appropriate to ask,
given the mother’s background and personality. The interview went as follows:
Question: What are some ...
An Aboriginal solution to addressing youth crime.
The key to addressing youth crime and antisocial behaviour in remote community's and regional towns, is for an Aboriginal led solution that address's the challenges of the children before they start criminal and anti-social behaviour.
For 3 years we interviewed current and former Don Dale managers, the kids, parents and many others.
From that work we have produced a new way forward that will put the child's needs front and centre, building them and empowering them to understand that culture and education are the pathways to attain their wildest dreams.
When presented at the 9th Annual National Indigenous Health Research Showcase, Professor Tom Calma jumped up and said, "we should be doing a longitudinal study on this."
The program is based on Applied behavoural Analysis, the same method I used to engage with my son who was within the spectrum of severe autism. He is now one of Darwin's top live event sound technicians.
https://www.murdoch.edu.au/news/articles/murdoch-research-aids-autism-recovery
Waiting to address antisocial behaviour when a child comes in contact with the juvenile justice system means they have already in many cases had 2/3 years of criminal behaviour.
They have missed the foundations needed to gain a good education. This limits their future employment opportunities and increases the likelihood of continuing a life of crime.
Many of these children have family or even parents who have been through the juvenile justice system into the adult prison system. So, the antisocial and criminal behaviour becomes intergenerational.
Whilst many programs focus on short term diversion or when a child is classed at risk at 12 or 14, the success rate is only measured the reduction in crime.
In my way of thinking they have failed the child because of the very fact that many of these children's education levels are no higher than grade 2.
There is limited potential of them regaining those years and achieving their greatest dreams and aspirations.
Like anything with children, early intervention is the key. With youth crime and antisocial behaviour it is no different.
Contact ceo@deadlyguardians1.com
For further information.
An Aboriginal Solution to Addressing Youth Crime.
The key to addressing youth crime and antisocial behaviour in remote community's and regional towns, is for an Aboriginal led solution that address's the challenges of the children before they start criminal and anti-social behaviour.
For 3 years we interviewed current and former Don Dale managers, the kids, parents and many others.
From that work we have produced a new way forward that will put the child's needs front and centre, building them and empowering them to understand that culture and education are the pathways to attain their wildest dreams.
When presented at the 9th Annual National Indigenous Health Research Showcase, Professor Tom Calma jumped up and said, "we should be doing a longitudinal study on this."
The program is based on Applied behavoural Analysis, the same method I used to engage with my son who was within the spectrum of severe autism. He is now one of Darwin's top live event sound technicians.
https://www.murdoch.edu.au/news/articles/murdoch-research-aids-autism-recovery
Waiting to address antisocial behaviour when a child comes in contact with the juvenile justice system means they have already in many cases had 2/3 years of criminal behaviour.
They have missed the foundations needed to gain a good education. This limits their future employment opportunities and increases the likelihood of continuing a life of crime.
Many of these children have family or even parents who have been through the juvenile justice system into the adult prison system. So, the antisocial and criminal behaviour becomes intergenerational.
Whilst many programs focus on short term diversion or when a child is classed at risk at 12 or 14, the success rate is only measured the reduction in crime.
In my way of thinking they have failed the child because of the very fact that many of these children's education levels are no higher than grade 2.
There is limited potential of them regaining those years and achieving their greatest dreams and aspirations.
Like anything with children, early intervention is the key. With youth crime and antisocial behaviour it is no different.
Contact ceo@deadlyguardians1.com
For further information.
The family presentation
The document discusses parenting styles and their impact on children's development. It also emphasizes the important role of parents in a child's education and recommends that parents be engaged in their child's learning. Key statistics provided include that approximately 84% of custodial parents are mothers and 13.6 million single parents in the US are responsible for raising 21.2 million children.
LIONS QUEST1
This document discusses the Lions Quest program, which aims to help young people develop social-emotional skills and commitments. It notes ways that family structures and priorities are changing, creating challenges for children. Lions Quest teaches self-awareness, social skills, decision-making, and developing commitments to family, school, and community through programs for different age groups. The presentation promotes creating awareness of Lions Quest to implement its skills-building curriculum in schools to help children thrive despite negative influences and develop into responsible citizens.
Let the Elders Lead the Way
The key to addressing youth crime and antisocial behaviour in remote community's and regional towns, is for an Aboriginal led solution that address's the challenges of the children before they start criminal and anti-social behaviour.
For 3 years we interviewed current and former Don Dale managers, the kids, parents and many others.
From that work we have produced a new way forward that will put the child's needs front and centre, building them and empowering them to understand that culture and education are the pathways to attain their wildest dreams.
When presented at the 9th Annual National Indigenous Health Research Showcase, Professor Tom Calma jumped up and said, "we should be doing a longitudinal study on this."
The program is based on Applied behavoural Analysis, the same method I used to engage with my son who was within the spectrum of severe autism. He is now one of Darwin's top live event sound technicians.
https://www.murdoch.edu.au/news/articles/murdoch-research-aids-autism-recovery
Waiting to address antisocial behaviour when a child comes in contact with the juvenile justice system means they have already in many cases had 2/3 years of criminal behaviour.
They have missed the foundations needed to gain a good education. This limits their future employment opportunities and increases the likelihood of continuing a life of crime.
Many of these children have family or even parents who have been through the juvenile justice system into the adult prison system. So, the antisocial and criminal behaviour becomes intergenerational.
Whilst many programs focus on short term diversion or when a child is classed at risk at 12 or 14, the success rate is only measured the reduction in crime.
In my way of thinking they have failed the child because of the very fact that many of these children's education levels are no higher than grade 2.
There is limited potential of them regaining those years and achieving their greatest dreams and aspirations.
Like anything with children, early intervention is the key. With youth crime and antisocial behaviour it is no different.
What to say
The document discusses several tips for successful single parenting. It emphasizes accepting responsibility for the challenges of single parenting without self-pity. It also recommends focusing on being the best parent possible through open communication, organization, and caring for one's own well-being despite time constraints. The document suggests single parents should try to be supportive, patient and help children cope with their family situation.
GTP-Module 1 Boy or Girl - Does it Matter Slide Deck.pptx
- Parents are the primary agents of socializing children, including gender socialization, but they often unconsciously transmit harmful gender norms and stereotypes learned from their own upbringing and society.
- Gender socialization begins at birth and teaches children to internalize societal expectations about how girls and boys should act and think, privileging masculinity; this process can limit children's development and well-being.
- To promote children's rights and fulfill their potential, professionals must support parents in examining their own gender biases and practicing gender-transformative parenting that provides equitable opportunities for all children.
FocusV21No1fin
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1) As a youth in foster care, the author's main goal was to fit in and have a normal adolescence, which was difficult to attain due to placement instability. Changing homes and schools created obstacles.
2) Today, the author is a senior leader at the organization that raised him. However, he is upset that so few foster youth achieve independence, with many becoming homeless, incarcerated, or continuing the cycle of welfare.
3) Educational attainment is strongly linked to independence, but foster youth dramatically underperform nationally. The author discusses factors in his experience, like a
Mary Racelis Ateneo de Manila University Presentation
The document discusses focus group discussions with adolescents in Baseco, an urban slum in Manila. It finds that adolescent girls have greater determination to remain in school than boys. While family and education are highly valued, poverty forces many youth to work or drop out of school. Living conditions and opportunities vary between the newer "Village" areas and older, more deteriorated "Squatter" areas of Baseco.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docx
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
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1 Hidden Rules
- 1. Can you Make A Difference in My Life? Hidden Rules!
- 2. As of August 2007, 14.8% of people in W. V. live in poverty.
- 3. Generational Poverty is often evident in the educational progress of Appalachian Children.
- 4. Cowen, West Virginia is a small town in the center of Appalachia. Over 50% of students enrolled in the local school are living in generational poverty. Ruby Payne
- 5. Here is part of their story.
- 6. In generational poverty, survival, relationships, and entertainment are the forces that determine decisions. Below are some of the more common hidden rules. Once again, these hidden rules are based upon patterns of behaviors. There are exceptions to every pattern. Ruby Payne
- 7. Children in generational poverty do not hold the same values as children from Middle Class Families.
- 8. Teachers need to know my hidden rules to reach me
- 9. F00D This is good. I wonder if there will be food at home tonight! 67% students in this school get free lunch. It is about quantity; having enough is what matters
- 10. Fighting – How conflicts are resolved You xo# /& ! ####/ Let’s take care of This here and now Done physically with fists and bodies
- 11. – How individuals see themselves in the world My world is Cowen W V . I never want to leave, every thing is perfect here. Let the rest of the world take care of itself. Local; rarely leaving the state or even the county
- 12. Time – How it is viewed and perceived Trout Season ! Who needs school? It is about the present – living in the moment and meeting immediate needs
- 13. Destiny – Fate vs. choices Destiny – Fate vs. choices Destiny – Fate vs. choices Believe in fate; not much can be done to mitigate chance
- 14. Possessions – What is important to own People and relationships Why am I the only boy In this Class?
- 15. Love and Acceptance – What determines love and acceptance I think this will be a good year, my teacher likes me! Whether the individual is liked
- 16. Are you willing to try? willing to make a difference? meet me in my world? accept my life without pity? Listen to my unsaid words? understand my fears and hunger? love me for being me?
- 17. If you can truly answer yes TEACH ME! If the answer is no You will not fool me! So go away!
- 18. The Facts: The income per capita is $14,229, which includes all adults and children. The median household income is $24,989.
- 19. Education Pupil/Teacher Ratio 14 to 1 Students per Librarian 1817 to1 Students per Counselor 568 2 yr College Grad. 2.18% 4 yr College Grad. 3.00% Graduate Degrees 3.30% High School Grads. 68.52%
- 20. Only you can make the difference! Will someone take the time to even try to help? Generational Poverty effects everyone. To help one student: play by the hidden rules, change the pattern and help create a better world
- 21. References: http://www.bestplaces.net/city/Cowen-West_Virginia.aspx http://www.ext.wvu.edu/cyfar/rut/hiddenrules.htm http://www.census.gov These sites were last reviewed 3.15.09