Two stories in recent news about athletes and their potential sports future caught my attention. One highlighted football player Daron Byrden, a 6th grader, and the other basketball player LaBron James Jr., a 4th grader . There seemed to be quite a bit of excitement surrounding these young men as well as speculation on what they will do in their sport’s career. These boys may have a great future in professional sports, but it will be no time soon. So, why are they getting this notoriety now? Why are colleges knocking on their doors and they are not even close to being in high school?
Daron Byrden is already being called the “Future Tom Brady “ although Byrden is not being consider a college prospect as far as I know today (tomorrow who knows), his football development as well as his ranking is and now for all to see. Labron James Jr. at ten years old already gets attention just because of who his father is now he getting some added attention due to the fact he is playing good basketball, these days well, at least for a ten year old.
I began to think what is going on when kids are being recruited by colleges and getting national attention before they can barely cross the street by themselves, but unfortunately this is nothing new. In 1986, Indiana coach Bobby Knight watched a basketball player twice and recruited a young boy by the name of Damon Bailey who was in 8th grade at the time. Do you remember Damon Bailey? I am not surprised if you do not. Damon Bailey was Mr. Basketball USA and Big Ten Freshman of the year in 1991. In 1994, Bailey was drafted to the Pacers, but he was cut after one season. In retrospect, many feel Damon Bailey fell victim to the pressures that had been mounting on him to perform.
The social worker in me began to think about the effects of young children being recruited before they are teenagers as well as children getting national attention. We make a mistake as a society treating children as adults; in the same way we are in error when we treat young athletes as if they are professional athletes. There is a reason why parents have to set limits and boundaries with their children. It is because children are not developmentally ready to navigate through the pressures of life. This is even more true when trying to place a 10 year old in an elite athlete’s world.
The pressures associated with professional sports are already high, and even more so if you happen to be the son of maybe one of the best players in basketball history. Putting kids in the spotlight for their potential achievements, places a lot of pressure on them and diminishes their ability to be stress free kids. This kind of pressure if suffered long term could lead to mental health problems. We already know that 51% of young athletes stop playing sports by the age of 15. One reason kids are leaving sports is because it stops being fun due to the stress, pressure and unfair expectations dumped on them. It is no longer about having fun and the team, instead it’s about the Amateur Athletic Union (AAU), year round training camps, getting faster and stronger as all eyes are watching, and of course social media.
When Bob Knight set his sights on Damon Bailey, we did not have Facebook, Twitter and Instagram. For James and Byrden, every move they make may be watched and replayed over and over. Every missed free throw, interception thrown, even a bad decision with their behavior off the court, as young kids make all the time, could make the news. Many professional athletes fail terribly after being in the spotlight of the public’s eye 24/7. Is it fair to place kids in adult expectations? Are we putting them at risk when placing them in these situations? I think we could be.
It is also important to note, parents responsibilities to be the gate keepers for their children who are athletes. Even LaBron James says he does not want colleges trying to recruit his kid. There is no way to really know how children will develop physically and how their development will impact the sport they play in the future.
Many things can happen between now and when it is time to play in the pros; injury is a big one. Are we preparing these children for plan B? It is very possible that things do not go as planned. Are the adults in the room looking at the consequences that could be waiting? Issues like low self-esteem, anxiety, and depression could be waiting. It may be time to do a double take because at the end of the day these athletes are just children and instead of pushing kids into sports we could be pushing them away in a just a few short years.
What Americans Think about Poverty and How to Reduce It
The 50th anniversary of the War on Poverty attracted little attention in 2015, and the 20th anniversary of welfare reform was barely noticed the following year. Although poverty tends to be overlooked by elected officials, policy experts, and the media, it remains a large and chronic social problem. According to the U.S, Census Bureau, 43 million Americans are officially poor, and millions more live just above the poverty line. Poverty has a big impact on health care, education, criminal justice, and other social realms and policy domains.
Given the relative silence at the elite level, I worked with three undergraduate students to review a variety of U.S. national opinion polls concerning poverty. We wanted to know what ordinary Americans think about poverty and efforts to ameliorate it – and whether their views had changed much over the last two decades. Our research was recently published in the Public Opinion Quarterly and includes suggestions for better questions researchers should ask in the future.
Current Public Opinion
The American public is generally sympathetic to the poor and supportive of greater government efforts to fight poverty. On the standard feeling thermometer questions – where people are asked to indicate degrees of warmth about various groups – scores for the poor are unusually high. Americans say they feel more warmly toward the poor than toward liberals, conservatives, the Tea Party, big business, or unions. When it comes to explaining poverty, Americans are more likely to blame it on forces beyond people’s control than on lack of effort. They recognize that many of the poor work but earn too little to escape poverty.
What should be done about poverty?
- Most Americans agree that government should “take care of people who can’t take care of themselves.” That responsibility includes guaranteeing every citizen “enough to eat and a place to sleep.”
- In 2016, over half of respondents to a Pew poll said that dealing with the problems of the poor should be a top priority for the President and Congress; an additional one-third said it should be an important priority. Poverty was a higher priority than climate change, tax reform, or criminal justice, but ranked somewhat lower than education or jobs.
- Most Americans think the country is spending too little on assistance to the poor. Only a small fraction, 10 to 12 percent, thinks too much is spent, while almost half believe that the poor lead hard lives in part because government benefits are inadequate.
- On the other hand, public support drops when questions refer to “welfare” or “people on welfare” – and the gap is especially large when spending is at issue. Few Americans think we should spend more on welfare.
An important additional point: Although our project was designed to describe public opinion more than explain it, we did see evidence that racial attitudes and welfare attitudes could be linked. Many whites feel that blacks on welfare could get along without it if they tried and that blacks as a group are not as hard-working as whites.
Most Americans are frustrated with past efforts to reduce poverty. A 2016 Gallup survey, for example, found dissatisfaction among 81 percent of respondents with how the federal government handles poverty. Similar results were found when questions were worded more broadly – to encompass efforts by the entire nation and not just government.
What Has Changed and What Has Not
Over the last two decades, Americans seem to have become more aware of the working poor, and more willing to believe that those living in poverty are having a difficult time even with government assistance. Also, blacks are somewhat less likely to be viewed as lazy.
But for most poll questions that have been asked repeatedly, the answers have been fairly consistent. It still matters, a lot, whether questions refer to welfare or to poverty. In that sense, the historic 1996 reforms – with their caps on spending for public welfare assistance, greater work requirements, tougher sanctions, limited eligibility for legal immigrants, and time limits – do not appear to have changed the public’s mind very much. “Welfare” and “welfare recipients” still have negative connotations.
Implications for the Future
Overall, Americans continue to have mixed views about poverty, and policymakers can use polls to justify either more efforts by government to ameliorate poverty or fewer efforts. Policymakers and citizens who want to do more will need to focus on the poor overall, not just welfare recipients. And it might also help to highlight success stories – where government efforts have helped people climb out of poverty – to counter the public’s pessimism.
As we reviewed the survey data, we were struck by the need for polling organizations to ask new and better questions. “Welfare” and “assistance to the poor” could refer to many things, and it would help to know much more about how the public feels about specific programs. In addition, asking questions about blacks and whites but no other important social groups seems outdated.
Finally, pollsters and researchers should try to learn much more about the public’s dissatisfaction with efforts to fight poverty. Do people consider all anti-poverty programs to be equally ineffective? Do they believe the national government has been less successful than state governments, charities, and churches in fighting poverty? Answers to these kinds of questions could help policymakers decide how best to help millions of poor Americans who remain vulnerable and need assistance. Americans sympathize, our data show, but remain conflicted about what can and should be done.
Rep. Bass Introduces Legislation To Ensure Former Foster Youth Can Keep Health Insurance In Other States
Recently, Rep, Karen Bass (D-Calif.), co-chair of the Congressional Caucus on Foster Youth, introduced the Health Insurance for Former Foster Youth Act, a bill that addresses a misinterpretation of the health care law by providing foster youth with the same health insurance benefits as their peers.
The current health insurance system is one of the many disproportionate challenges that our nation’s foster youth face. With the Affordable Care Act, foster youth who are in care by their 18th birthday and previously enrolled in Medicaid are able to receive healthcare until the age of 26, much like their peers who can remain on their parents’ insurance plans until that age. However, after several years of requested clarification, the Centers for Medicare and Medicaid Services misinterpreted the provision and restricted foster youth from receiving health insurance if they move out of their state.
“Foster youth face incredible adversities throughout their lives, many of which begin after they turn 18 and grow out of the child welfare system,” Rep. Bass said. “I’m proud of this body’s resolve to address this issue and fix this incredibly harmful misinterpretation. Especially as we address the opioid epidemic, we must consider the importance of coverage for this vulnerable population.”
The Health Insurance for Former Foster Youth Act is particularly important to ensure that foster youth maintain uninterrupted access to health insurance. According to the Congressional Research Service, between 35 and 60 percent of youth who enter foster care have at least one chronic or acute health condition such as asthma, cognitive differences, visual and auditory challenges, dental decay, and malnutrition that require long-term treatment, and 50 to 75 percent of foster youth exhibit behavioral or social competency issues that may require mental health treatment. In 2013, nearly 50,000 youth between the ages of 16-20 exited the foster care system.
The Health Insurance for Former Foster Youth Act is a bicameral bill that will provide health insurance to foster youth in any state until age 26, as is the law for their peers that did not grow up in the child welfare system.
Turnkey: A Co-Housing Experience in an Italian Public Service for Addiction
Turnkey is a term used in the economic field, but it also fits well in a social rehab project. The idea comes from the need to give some answers to the problem of those patients that experienced a long term therapy in an addiction rehab center for 3 or 4 years.
In the Italian welfare system, the outpatient service team -work (doctor, psychologist, educator, nurse and social worker), operating in the addiction recovery can schedule long term treatment in the residential rehab centers. In some cases, this long time permanence is something obliged, because of the serious addiction and also for the lack of different life perspectives after the recovery.
These kinds of patients need more therapeutic help in order to return to civil society in order to find meaningful social membership. Usually, these clients have no meaningful familiar connections, no job, and no significant friendship.
In the last years, our social services system has become more careful about the use of public money. They noticed social workers more equipped to provide therapeutic interventions using a holistic approach in order to spare economic resources. Social workers are more capable to assist patients in reaching a better life condition by using their abilities toward social integration.
Five years ago, the program’s director asked for the professional team to think about a solution for the rehabilitation of the” long term patients”.
I started wondering about the meaning of poverty which is not only economics but it also the satisfaction of primary needs. It’s the lack of healthy relational bonds which weakness a lot the patients coming out of the drug addiction recovery programs.
I also noticed that this relational deficiency is a modern human condition; in the weakest social situations the loneliness is something that “destroys the mind “.
So I got an idea: I proposed to my director to start thinking about a possible apartment for a temporary co-housing for at least two patients.
He liked the project and submitted the plan to the municipalities which have the competence in the social side of rehabilitation. The municipalities agreed to the project and financed it.
For the patients in long term recovery, the rent was paid through the financing with the municipalities (an average of 6.000 Euro a year for 4 years, renewable), whereas the utilities and the others cost of the house has been in charge to the occupants.
The management of activities like the admission of the patients, the guaranteed respect of the therapeutic contract, the check of daily life and the help in the money administration, are some of my specific competences as a social worker.
In my job role, I had a significant part into find fitting persons for the project who were able to live together. I also contributed to choosing the people eligible to live in that specific therapeutic situation.
I helped the patients to organize their new life and to establish minimum rules of mutual life in the apartment. The project is strictly tied to the learning of the skills required to come back to live a regular life.
– living together is an opportunity for the patients to learn mutual respect
-cleaning the home and paying the utilities is a way to come back to daily responsibility and autonomy.
– having a good neighborhood relationship is a way to learn again to have good relationships without drug addiction to interfered an apartment, next to the main social and sanitary services of the town.
Since 2011, we housed 11 clients in the apartment with an average of one year placement. We should consider that one year in a residential rehab center cost 30.000 euro each person.
Eight of them returned was able to manage a regular social life, their addiction, a job, maintain social relationships which helped them to achieve a dignified lifestyle.
Two persons are still in the co-housing situation, one of them has a regular job, and he is searching for an own house. Only one person abandoned the treatment.
This intervention is a daily challenge for our team; it gave us good results in the recovery outcomes like independence, citizenship, struggle against the stigma and improvement of personal resources.
We also have spared a significant amount of public money while offering to our clients a higher quality of life.
The creativity and the professional skills mixed together with the help of other colleagues in the multidisciplinary teamwork made this project an effective strategy to help patients overcome their circumstances.
So, I can call myself a responsible social worker, because I help to improve the personal resources in my client’s life. I was mostly inspired from the basic professional principle “start from where the client is”.
Teaching Inclusion in the Classroom
General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account.
One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.
One best practice that supports inclusion is to vary the output of information. By this, we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction.
Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.
Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways.
This means that not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.
Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics.
The point is, when students are engaged, learning not only flourishes but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so maybe their interests.
This is where building relationships with students become essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.
Networking – The Best Way to Keep Learning on the Job
Like most comms professionals, I have a curiosity about learning. Be it about the latest craze on social media, or the newest news platform that I could try and get my organisation into.
I have been fairly diligent about keeping my skills set up-to-date. Regularly attending industry training courses, as well as embarking on a post-grad a few years back while juggling the demands of a busy role.
What’s struck me, however, is that the most profound learning comes from something far less slick than formal qualifications and training sessions, and that’s networking with our peers.
I’ve been fortunate enough to have worked across a number of sectors having moved from the arts, to education, to health, back to education, and then back to health – you get the theme – and now into the children’s sector now into the children’s sector where I work as Communications Manager at CELCIS (the Centre for Excellence for Looked After Children in Scotland).
With each move, I’ve managed to make connections with my counterparts at other organisations. By regularly keeping in touch with them, occasionally meeting up for a coffee, you can gain so much knowledge from each other by comparing notes, woes, and inspirations all in a oner. It really is cathartic. I would urge anyone to get to know their equivalent elsewhere, you never know when you might need them.
In the earlier stages of my career, I established a useful working relationship with a colleague at another institution. Given the supposed ‘rivalry’ between the institutions we worked for (I’m not naming names!) we had to use judgment and discretion when it came to information sharing. There was a real value to us being able to use each other as a sounding board for managing difficult media requests. On one funny occasion, we both spoke to each other mobile to mobile from our respective toilets!
Peer-to-peer learning comes in many forms and guises. An occasional and irregular meeting to talk shop, can lead to bigger plans for shared learning.
From Networking to Communities of Practice
I moved into a job promoting a brand new museum and gallery in central London some years back. Having attended a meeting on Southbank of arts PRs, I was vocal about the need to develop something a little more formal for us to keep abreast of what was happening in our tiny sector of comms professionals. What emerged from this was a working group of budding volunteers, and the establishment of a national conference where like-minded colleagues from throughout the country got together to learn from each other, and hear insights from those at the top of our industry.
What we didn’t realise at the time of its formation was that we really were a Community of Practice in the making (NB ‘Community of Practice’ is the slightly more academic/formal term for networking with peers.
New Year’s Resolution
One of my new year’s resolutions for 2018 is to help keep a network of comms professionals going in the children’s sector in Scotland. We are a varied bunch – from third sector organisations and campaign groups, to academic centres, NGOs and colleagues working in government – but we have much in common: our values as organisations; keeping our comms relevant to our intended audiences; and the need to embrace new and emerging technology.
Anyone wanting to know more, do be in touch.
Changing the Lens on Poverty Research
Using an innovative technique to measure poverty, a Georgia Institute of Technology economics professor has found that more older Americans live in deprivation than official statistics suggest.
Shatakshee Dhongde, associate professor at Georgia Institute of Technology, found that 12.27 percent of senior citizens were deprived in two or more crucial areas, including multiple disabilities, low income, a lack of education, and severe housing burden.
Dhongde said the research illustrates a shortcoming in the official measure of poverty in the United States, which focuses solely on income. The federal government reported that 9.5 percent of older Americans were living in poverty in 2013. That is below the 12.3 percent rate found in Dhondge’s multidimensional poverty index.
Research Reveals Deprivation beyond Official Poverty Count
According to Dhongde’s research, nearly four in ten older U.S. residents reported being deprived in at least one of the four categories: multiple disabilities, low income, a lack of education, and severe housing burden.
Moreover, many of those living with multiple deprivations were not income poor. For instance, 3.6 percent of seniors experienced both multiple disabilities and severe housing burden, but would not appear in official poverty statistics because their income was above poverty line threshold.
Race plays a role, as well. Dhongde found that white senior citizens were less likely to be deprived, while Asian, African-American, and Hispanic seniors were more likely to be deprived. In fact, Dhongde found that 30 percent of Hispanic seniors were deprived in two or more dimensions.
Study Relies on Census Data
The study draws on the 2013 edition of the U.S. Census Bureau’s American Community Survey, which includes detailed data on economic, housing, educational, and healthcare circumstances of people living in the United States.
Dhongde, a faculty member in the School of Economics within the Ivan Allen College of Liberal Arts, is in the vanguard of economic researchers examining multidimensional deprivation in the United States. Thinking of deprivation in a multidimensional manner is a way of looking beyond income while measuring poverty.
“The main idea is that you change the lens and look at overlapping deprivations,” she said. “So I’m not separately looking at what percent of the elderly population was deprived in X and what percent was deprived in Y and so on. Instead, I choose one individual and then analyze how many deprivations he or she is facing simultaneously.”
By examining multiple areas that can affect a person’s quality of life, Dhongde says the multidimensional poverty index can provide better insight into the population’s broader economic condition. It can also give policymakers tools to gauge where best to focus limited resources.
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