Importance of After-School Programs
“There are approximately forty nine million children and youth, ages 6-17 living in the U.S.” (“Making the Case” 1). Children need care while they are in the initial stages of growth and development. Whether this care is provided by a mother, father, sibling, or other guardian, a child needs to be loved. When children turn a certain age, the care of the family is added to by caregivers in another institution. While attending school, children are shown care for the duration of the day by teachers, mentors, and other aids. This is a productive time for the children’s development because they are being nurtured in a well rounded, safe environment. This environment provides initial academic installment as well as nurture and growth.
This safe, enriching, productive school time ends at about 3 p.m. What happens when the school bell rings? Where do the children go when they are forced to leave this institution? “The reality in America today is that forty four percent of families do not have safe, supervised places for their children to go after school on a regular basis, according to the Afterschool Alliance and sponsored by the JC Penney Afterschool Fund” (“Building and Sustaining” 1) . With that many children unsafe, it can be assumed that there is a need for somewhere for children to go once they are forced to leave their schools.
Many other statistics imply a need for some kind of place to adopt unsupervised children during the after- school hours. About 7 out of 10 school age children are part of families where both parents are working fulltime, or the only parent in the household is working full- time (Newman 17). In addition, there are about eleven million children in Ame...
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...Time (2005): 6 p. 5 Feb. 2005 <http://www.niost.org>.
Newman, Sanford A., et al. “America’s After- School Choice: The Prime Time for Juvenile Crime, Or Youth Enrichment and Achievement.” Fight Crime: Invest in Kids 2000: 35p.
Academic Search Premier. EBSCO Host. University of Denver Penrose Library, Denver. 5 Feb. 2005
<http://www.fightcrime.org>.
Ortmann, Dr. Rudider. “Anomie as a Consequence of Disturbances of Equilibrium in Case of Suddenly Occurring Social or Personal Changes.” (Nov. 2000): 14 p. 5 Feb. 2005 <http://www.iuscrim.mpg.de/forsch/krim/ortmann.pdf>.
Rinehart, Jen. “A New Day Begins After School.” Principal, Beyond the Bell 82.5 (May/June 2003): 19 pars. 5 Feb. 2005 <http://www.naesp.org/ContentLoad.do?contentId=580&action=print>.
The Bridge Project Web Page. The Bridge Project. 5 Feb. 2005 <http://www.bridgeproject.org>.
In conclusion, there are many ways to implement fun in learning. Are there various ways to keep a child in school, and focused on their studies instead of seeking excitement from crime? Providing and funding after school programs are not just going to be a success factor amongst most adolescents, it will become such a consummation in the decrease of crime being committed by children. Thus, leaving many with the thought of “why haven’t we thought of this sooner?” The talk of budget cuts should be diminished, and replaced with ideas of programs and supplies needed to take education to the next
Bartollas, Clemens and Miller, Stuart J. (2014). Juvenile justice in america (7 ed.). Boston: Pearson Education, 58-60.
There is nearly 400,000 children in out-of-home care in the United States right now (Children’s Right). Just about every day children are being shipped in and out of foster homes and group homes. Most people want the best for children in foster care and decide to take care of them until their parents can possibly recover. The foster care system can have both a negative or positive effect on children, foster parents, and biological parents because of the gaps in the system. Foster cannot not be avoided but the some aspects of the foster care system can be avoided if the missing gaps were filled.
But, there is hope: a loving, supportive environment that encourages children to grow into themselves. Preschool. Government programs are in place to help low-income families offset the costs, and national agencies provide multidimensional support for preschoolers and their families. Seven hours in a classroom doesn’t fix the problems at home. Rather, these programs are designed to help low-income families through a multi-faceted approach, attacking several issues in one mighty blow (Olson, Ceballo, and Park 427). These programs offer a variety of resources, including parenting classes, stress management courses, family counseling, and nutrition education. Through these programs, the entire community is assuming responsibility for taking care of its children. After all, it takes a village to raise a child.
From 1990 to to the present there has been a sharp increase in juvenile crime across the United States. From 1996 to the present there has been a slight decline from the statistics in 1995(OJJDP). What was the cause for this uprise in juvenile delinquincy? I will discuss 2 different theories to why there was such an increase in juvenile crime rates. I will analyze the rise of the "Gangsta-Rap" culture in the early 1990's and how it may have affected teenagers that are in lower-income families. Many people believe that the increase in real life violence on television is a cause for violence in juveniles. I will discuss the evidence for this theory. It seems to me that the best theory to explain the rise in juvenile crime is the social constructionist theory. Different sub-cultures of teens have higher crime rates than others because of their interests, whether it be the music that they listen to or the types of television programs that they watched as child.
“Crime Linked to Dropout Rates.” Fight Crime: Invest in Kids. School Library Journal, Web. 27 Aug. 2008.
There are many issues with crime and violence in the United States, but very few are more controversial than the issue of juveniles in crime. How are juveniles getting involved in crime? What is causing America’s youth to do things that their parents should’ve instilled as morally wrong? What are ways to control and possibly eliminate these issues that affect the way we live? For the past century, criminologists have been studying juvenile related crime and a few theories have come up. These theories have, in the mid to late 20th century, been shaped into models. There are three main models dealing with juvenile crime and violence that will be gone over in pages to follow of this paper: Noninterventionist Model, Rehabilitation Model, and Crime Control Model. In this paper, the reader will see what each model discusses, and how they apply to today’s youth. At the end each model’s description, the reader will learn what I personally think about how the specific model would work. Being a recently turned 20 year-old, I feel I can give an accurate view of how, or if, the crime model would work. Living in both extremely rural(Mokane Missouri), and very urban(St Louis) has taught me a great deal about what really goes on in a juvenile’s head, and what sorts of actions would truly help to decrease crime rates among juveniles. I will give examples from the readings of chapter 13 of Making Sense of Criminal Justice: Policies and Practices, and I’ll conclude with my opinion of which model I believe works best to cope with juvenile crime.
Smith, Kelly. "Research Links Later School Start Times to Benefit for Teens." 13 Mar. 2014:
Jenson, Jeffrey and Howard, Matthew. "Youth Crime, Public Policy, and Practice in the Juvenile Justice System: Recent Trends and Needed Reforms." Social Work 43 (1998): 324-32
Torbet, Patricia, et. al. State Responses to Serious and Violent Juvenile Crime. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, 1996.
Bartollas, Clemens and Miller, Stuart J. (2013). Juvenile justice in america (7 ed.). Boston: Pearson Education, 58-90.
... A. Moffitt , T. E. (1991). Individual differences are accentuated during periods of social
It is common knowledge that a parent is considered the most efficient caregiver for their children. It’s also known that with daily responsibilities of caring for a child financially, parents partake in full-time and/or part-time employment. While needing to do so, many children attend daycare/preschool facilities. Granted, it is the parent’s responsibility to cautiously select where they decide to take their children. This is because parents know that while they are away for numerous hours of the day, their children are in the hands of another care provider and that their care would have an enormous impact on their children. At a young age, a child’s social and cognitive skills are continuing to take shape and the amount of time spent in these facilities has a resilient impact on a child’s development. With proper and superior care no matter the time spent, such positive effects on a child’s development should endure in a child’s cognitive and social development. In other words, there is a great benefit of childcare/daycare attendance on a child’s development.
"Should Schools Start Later in the Day?" Current Events, a Weekly Reader publication 30 Apr. 1999: 3. Gale Opposing Viewpoints In Context. Web. 17 Mar. 2012.
For hundreds of years it has been recognized that not all learning takes place in the classroom. Students mental and social development also occurs outside the classroom in athletics, music, and clubs. No matter what club the student is involved in, he/she fosters organizational, interpersonal, communication, planning, critical thinking, financing, and evaluation skills. A club gives students the opportunity to combine components of their mental and social development into personal action. These students have opportunities to test their skills and talents in different situations. Students will always work together to set goals, develop action plans for achieving those goals and implement those plans. Doing so, students could develop and maintain working relationships and friendships. The soul of a club is the students, but it also consists of many things that happen behind the scenes.