Developmental Autobiography

Introduction:
As a young girl I always wondered why my parents weren’t involved with musical and educational development. I would watch as other peers of mine and classmates, year after year were supported by their parents; yet mine were solely providers. I never asked for much because Id gotten accustomed to being told no. I spent most of my time in depression from age 8 until I was 15 years old. As I became a young woman I noticed that
I was still underdeveloped and very timid. I was unsure of myself and that was all.
Throughout high school I’d tend to latch on to teachers who were stern and directive as well as informative and patient. These teacher were responsible for my self-esteem being up lifted and driving me towards what

I looked at the conductor and my mother and walked away from my bad.
I wanted music that bad. When I realized that my dad was not going to support me in music as he agreed to, I went into a shelter. I was 24 and brave. I wasn’t even afraid.
Inside of the shelter were young beautiful, intelligent and gifted young women. These girls primarily came from foster home backgrounds. Some from households full of negligence.
Their ages ranged from 18 to 24 years old. It was through this experience that I desired to get involved with the youth. I felt that some how if these girls would have had some love, support and guidance, then possibly they wouldn’t have ended up in a shelter during the prime of their lives. I had a home to return to whether it was my moms or my dad’s. They had nowhere to go at all. That was extremely alarming to me. What would I do? How could I begin? Where would I do it. With all that I had dreamed of my whole life when would I begin. I knew the first thing I had to do was start working with children. I remembered feeling intimidated with the though of pursing child care employment. I

Methods that are not implemented in the free will livelihoods of the average person. The program would be centered around each student distributing the money that they receive from the US government correctly. The program would allow each student old enough to count, add, subtract, multiply, divide, read and write to do such with their personal checks. With staff assistance students would delegate monies to the facility known as rent. They would be responsible for toiletries and house products as well as training courses and recreational hobbies. Students would purchase their own food, clothes and all other personal items. They would have to uphold a budget plan and they would be graded on it. They would be aloud to keep the rest as their own. Of coarse the program would be geared towards making them pay more then they truly keep to reflect the ration of money one keeps when they are living in poverty. They are also required to save 30% of their checks as well. Although the children believe that they