Meeting Childrens Needs Using A Holistic Approach Young People Essay

Meeting Childrens Needs Using A Holistic Approach Young People Essay Play is the only way the highest intelligence of human kind can unfold Joseph Chilton Pearce Critically discuss how practitioners can meet childrens all-round care, learning and development needs by adopting a holistic approach. Recent government publications have focused on frameworks which support a holistic approach to the care and development of children. This essay will explore recent and historical theories of holism and the merits of such in the context of early learning. It will investigate how differing approaches meet the individual needs of children. It will discuss how the Common Core of Skills and Knowledge for the Childrens Workforce enables the five outcomes of Every Child Matters: Change for Children (ECM) to be delivered through the Early Years Foundation Stage (EYFS); simultaneously embracing a holistic, play based approach to learning and development. It will also identify the need for practitioners to truly understand and fully embrace their principles in order to deliver a child centred curriculum. Additionally it will explore the writings of those who appose the EYFS and establish if these notions are justified. References will be made to the writers setting and this will be referred to as the setting. Through play, the holistic development of the child is encouraged. Holistic is a term devised from the Greek word meaning whole and entire. A true holistic approach is child centred, recognises that every child is individual and unique, and should be treated with respect, regardless of age, race, religion, social status, disability. Every child has the right to a safe, secure, happy childhood with accesses to outside agencies who can offer support if needed. Play is a means through which children explore and make sense of their world preparing them for adulthood. Children are naturally curious, and by providing space, resources, opportunities, positive interactions with adults, peers and a safe environment for them to explore, learning and development will take place. Research undertaken by play for change (2008) revealed that play is vital to a childs development and practitioners should hold a sound knowledge of it. It is through play that children learn from their mistakes and bui ld relationships with others. There is no right or wrong way to play, it is something that morphs and changes constantly. It becomes, evolves and is built upon by the child. Pound mentions that; Play encourages creativity and imagination. It is intellectually, socially, emotionally, physically and linguistically challenging and encourages children to work in depth (alone and with others). It can offer all children the chance to explore and learn at their own pace and stage of development. It has a crucial role in enabling children to consolidate learning (Pound 2008 p74) Children should all have the right to an individual, experience rich learning environment, which is provided by practitioners, who have a clear understanding of how to meet their learning needs and styles. This in turn will engage childrens learning and enable them to develop and reach their full potential. Lindon defines the term holistic in a child context as; A holistic or whole child approach stresses the importance of thinking about and behaving towards children as entire individuals, that all their skills are important and support their whole development. Lindon (2009) p10 And Miller (2000) describes holistic education as; each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic education aims to call forth from young people an intrinsic reverence for life and a passionate love of learning. The Children Act (2004) and ECM underpinned all legal changes to the childrens services. The ECM document, aims to protect children from harm, keep them healthy and help them to achieve their goals in life. Prevention, intervention and protection are at the forefront of this wider vision by promoting multi-disciplinary working and effective protection for children. The EYFS is the framework central to a ten year strategy that brings together all other existing frameworks. Integrated within the EYFS are the five outcomes of ECM, which are, be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. Also the principles of the Common Core of skills and knowledge, which are; effective communication and engagement with children and families, child development, safeguarding and promoting the welfare of the child, supporting transitions, multi agency and integrated working and information sharing. These combined frameworks provide a child centred approach to the care and education of children. This is underpinned by a holistic, play based approach. It will ensure that all children have access to a consistent approach to care, learning and development. It is essential that all practitioners have a sound understanding of current frameworks and how to relate them to every day practice thus ensuring they are me eting the needs of all children. Maslows theory of the hierarchy of needs forms the basis of a holistic approach. Maslow identified five levels of need, starting with food and water. The next stage is safety and love followed by self esteem. At the top of his pyramid is self actualization. He believed that a child can not progress to the next stage until all their current needs have been met. He considers it the priority of the curriculum to meet the needs of children inside the classroom. The practitioner must provide an environment where children are safe, secure and emotionally stable and have a sense of belonging. A safe and happy childhood is the bedrock for childrens future learning and development. This concurs with the principles of the EYFS when providing a holistic education for children and the DCSF write that; A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents when they grow up. (DCSF 2008, p7) Children begin learning and developing before they are born and research proved that; 90% of a childs brain connections will be made by the time they are five. That means that their development and learning from birth to the age of five has significant influence on their future lives. (CWDC, 2010) During this period children are more responsive to the care and experiences they encounter. Bertram and Pascal (2006) p.70 discuss how high quality effective experiences provided in the early years improve life chances. Looking at the child holistically, with distinctive needs, interests and learning styles is beneficial to their development, and it is the belief of Hutchin that; To ensure children are confident, happy and engaged in learning their individual needs must be met. Hutchin (2006) p30 The notion of a holistic approach to education is not a recent one, and was identified as far back as 1805 by Pestalozzi (Pound 2008 p8). He was of the opinion that education was personal, and must appeal to the learners interests. He stressed the importance of recognising the uniqueness of all, and believed everyone had the potential to succeed. The EYFS integrates these principles into the framework and believes that; The EYFS and the Early Learning Goalsprovide sufficient flexibility for practitioners to follow childrens interests, respond to their ideas for developing play activities, and provide structured activities (which can also be playful to teach specific knowledge and skills. DCSF (2009) p4 Te Whariki, the curriculum of New Zealand also stresses the importance recognising children as unique, and that working closely with families is crucial to a childs development. It emphasises the important role play has in learning and development, and through its holistic approach aims to ensure all children grow up competent and confident, and can contribute positively to society. It also aims to ensure children are physically and mentally healthy (Pound 2008 p67- 69). Howard (2010), pointed out that; Early Years Education today needs to be far more creative than it has been in the past, as it needs to equip children with the skills and processes for an unknown tomorrow. (Howard, 2010 p51) Addressing childrens individuality and uniqueness through a holistic approach will ensure they progress to healthy adults, and enable them to remain a confident, stable member of an unpredictable world. Palmer (2006) p198 discusses how every child has a desire to learn and has an indication of what they want to learn. If the adult is aware of the childs interests, they will incite their enthusiasm and desire to learn more. He also writes that a rigid curriculum which gives no thought to a childs interests, or what inspires them, will not facilitate learning. The core principles of the EYFS are that, children learn and understand the world in which they live through play. Purposeful play primarily facilitates the development of social and emotional skills. These skills then assist all other areas of learning. Learning must be pleasurable, stimulating and challenging and performed in surroundings that reinforce holistic development. It is essential that it provides them with enough skills and self assurance to become a competent learner. All childrens individual needs and interests should be planned, through analysis of careful non judgemental observation. Planning should be individual, and incorporate a childs unique interests and developmental stage. Some do not fully understand the principles of a holistic approach and the aims of the EYFS, or how to implement them correctly, to ensure the children are happy, engaged learners. This therefore, highlights a need for settings to ensure that all practitioners are suitably informed, and educated regarding its principles and delivery. A true understanding of its core values and aims is vital, and all who implement should understand that; Play underpins the delivery of all the EYFS. DCSF (2008) p 6-7 Many of the children within the setting can become restless in situations which are of no interest to them. The most common is during the extremely formal registration period. The relevance of such an activity, should, be considered to determine whether it holds any learning potential. The Setting Manager considers the formal approach to learning favourable, and insists all children gather together at the beginning of each session for thirty minutes carpet time and registration. It is believed, that this is an unrealistic time scale for children to sit quietly listening to one adult. Unfortunately, the Foundation Stage Manager has a differing opinion. She is of the belief that children do not learn through osmosis or child initiated play, and that an adult must have constant input in order for any learning to take place. Adult initiated activities are interpreted as; the children are given worksheets daily and asked to complete them following a model on the board. All children are gi ven the same worksheet regardless of their ability. These worksheets are then used as evidence to add to their port folios. It is her belief that the purpose of observation is for expanding the content of a port folio and not the main source of evidence for assessment. To try and counteract these issues the larger of the two areas in the Foundation Unit has been re-organised. Low level print and interactive displays have been added. All areas have been made more accessible and enhancements such as materials, pictures and books added, to provide a good continuity of provision. Mark making tools have been placed in baskets around the area, these can then be transported by the children into other areas to encourage, and promote early writing skills. Numbers have been placed around the unit in various forms and interactive displays where shapes, numbers and colours can be sorted, have been added to promote problem solving, reasoning and number as well as fine motor skills. Photographs have been added to shelving units to help children to when tidying away. All provision is now accessible at all times allowing the children free flow play whenever possible. The two outdoor areas have also been improved, adding various materials to support learning. There are still many more improvements to be made both indoors and outdoors. Contrary to the managers beliefs, children are observed when possible by all other staff members. These observations are used to inform the planning of some team members. More in depth training as to the holistic aims of the EYFS, and its correct delivery would be advantageous. However, following her retirement in July, September will bring new changes to the routines of the setting, and promote a more child centred approach to learning. It was the belief of Montessori (Pound 2008 p 29-31) that a childs natural ability to learn stems from solid experience and the use of objects to explain ideas and concepts. Observation played a major role in her work and a fundamental part of the EYFS is assessment through observation and it identifies; Providers must ensure that practitioners are observing children and .use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child. DCSF(2009) p16 Italys Reggio Emila approach to learning not only agrees that all children have potential, and are individual and unique, but it also believes that observing and recording childrens experiences and play through various means e.g. photographs, videos, written observations is crucial to learning and development. (Pound 2008. P52, 53) Nutbrown and Carter (2010) p114 write that; Watching and learning are the essential tools of assessment with which practitioners can both establish the progress that has already taken place and explore the futureThe role of the adult in paying careful attention to childrens learning, and reflecting upon that learning, is crucial to the enhancement of childrens future learning. Observation plays a key part in establishing a childs developmental progress, interests and learning styles. Observing children in everyday activities enables practitioners to build up a precise image of the child, their understanding, and personal interests. These judgements should be based on childrens actions that are independent and uninfluenced by an adult. A holistic practitioner must be able to identify a childs individual learning needs and care requirements, as well as establish how their learning and development has progressed. Coates and Thompson agree that; In recording development and progress, relationships and actions become significant and illustrative of the progression in childrens learning. Coates Thomson(2010) p68 The holistic approach of the EYFS promotes the use of observations and maintains their importance in a childs development. It writes; observe childrens activities carefully, trying to discover what the child is thinking about and learning and the goals of the play, so they can accurately support and extend the childs learning focus either at the time, or later by changes to the environment or in planned activities. DCSF(2009) The project approach is a more recent approach to education and believes that all children have the desire to learn and want to make sense of their experiences through hands on experience. They must identify situations where learned skills will be useful and used appropriately to solve problems. Children build on their existing knowledge and they need the practitioner to aid the progression of these skills Classrooms must offer flexible learning which supports the needs of all children (Chard). A skilful practitioner will have the ability to engage with children and support these concepts. The EYFS recognises the importance of these ideologies and makes many references throughout the document on how to implement these measures and incorporate them into the curriculum successfully. It has been established that learning through play is central to the ideologies of the EYFS and indoors and outdoors are both equally as important as learning environments, and both equally as important in a childs development. It states that; Play underpins the delivery of all the EYFS. Children must have opportunities to play indoors and outdoors. . DCSF(2009) p7 The EYFS believes that children should be allowed to have responsibility for their learning and be able to make decisions and learn from their mistakes. A great deal of emphasis is placed on the fact that what a child can already do and are interested in, is a starting point for their learning Tassoni and Hucker agree that; Play is considered to be one of the primary needs of a child. Play is often said to be childs work Play is the main way in which children learn, and therefore play affects all aspects of a childs development. Tassoni Hucker (2000)p.1,5 The EYFS offers a developmentally, flexible continuum of goals for children from birth to five. For practitioners who agree with its principles and understand its true pedagogy implementation should be reasonably unproblematic. There are six areas of learning and development within the EYFS, which are broken down into, one hundred and seventeen scale points. Scale points four to eight are not hierarchical and can be achieved in any order. Scale point nine reflects those children who are beginning to move beyond the early learning goals. Many of the scale points interrelate and are often achievable together. The developmental stages of the EYFS overlap recognising that children are unique and will develop, grow and learn at differing rates. The children in the setting have a broad spectrum of abilities, and the flexibility and overlapping developmental phases of the EYFS enable practitioners to effectively identify where children are in relation to their development. It also assists s ome practitioners to plan and resource for individuals, as well as small groups who share similar abilities and interests. One member of staff works solely with a child who has special educational needs and she finds the EYFS guidance a valuable tool for establishing his progress when planning activities to support his learning, using the Look, listen and note section. This exemplifies the EYFS has a true understanding of the holistic approach to childrens development. Kelly agrees that; An important feature of the EYFS is the principle of it being a developmental framework. Rather than prescribing a set of learning objectives or targets, it is intended to provide a continuum of development (milestones) which acknowledges the fact that children are unique and may not progress in the same way or at a uniform rate. Kelly (2009) But is the EYFS as holistic and child centred as it claims to be, some think not, the Open Eye Campaign believes it is; overly prescriptive, potentially harmful to the development of children and a breach of the human right of parents to have their children educated in accordance with their own philosophies. Open Eye (2007) However, the DCSF counter argue that; There is no obligation in the EYFS for children to reach any particular standards The EYFS is founded on the importance of play. It doesnt require any formal approaches, and in fact discourages them, recognising that children need to play to have fun and to learn about the world around them, by playing freely with support from adults. DSCF(2008) p9 And the QCDA( Qualifications and Curriculum Development Agency) states that; Parents can apply for an exemption to the school that their child attends, if they consider that the learning and development requirements of the EYFS framework (or some element of them) are in conflict with their religious or philosophical beliefs. QCDA (2010) These statements reinforce that the core principles of the EYFS places the child at the centre of its practice, and any parent has the right to withdraw their child from any aspects of the curriculum they disapprove of. It also confirms that parents do have the casting vote on how their child is educated. Within the developmental stages are the early learning goals. These are not necessarily attainable by all children, and the goals cover a wide range of achievable objectives. In agreement with the earlier citation by Kelly (2009), it is believed that it ensures all children, whatever their stages of development have their learning needs identified and met. Most children will not have achieved all scale points at the end of their reception year and ideally implementation of the EYFS should continue into KS1. In their letter to the Department for Children, Schools and Families, Siraj-Blatchford,  Duffy  and Nelson request that the EYFS; Continues the Early Years Foundation Stage to the end of Key Stage 1. Siraj-Blatchford,  Duffy  and Nelson (2008) Kirklees are in agreement with this fact and write that; Teachers in Y1 can continue to use the EYFS Profile as their assessment tool for children where they consider this to be appropriate. This will be particularly the case for children who have not obtained any or most of the Early Learning Goals (ELG) scale points 4-8 in a particular EYFS Profile scale. Kirklees (2009) Transitions can sometimes prove stressful for children and this is recognised by the Common core of skills and knowledge. This asserts that, supporting a continued approach will enable the child to adapt more easily to stressful situations they encounter throughout their lives. These could be between classes or family issues. Within the setting a great deal of training and discussion has taken place to implement these measures, ensuring the Year One Teacher plans effective, responsive activities that support continued development. Many changes have been made to the set up and structure of the Years One classroom to guarantee a continuum of good practice which will enable children to carry on achieving. It is also essential that practitioners listen and respond to childrens needs and feelings. Assisting them to overcome difficulties and address any problems they face. Sharing these fears and worries with others will help them deal with them in a controlled, safe environment, with attentive, understanding impartial adults The children within the setting attend circle and nurture time on a weekly basis. This session allows the children a chance to discuss how their actions, and the actions of others impact, both positively and negatively on feelings. Children are given the opportunity to discuss their feelings, worries and concerns with a member of staff who is trained to deal with them. Any serious concerns are forwarded to the designated person in charge of child protection. They are dealt with in a tactful and sensitive manner following the relevant policies. This activity also reinforces social skills such as turn taking and sharing. One of the achievable goals outlined in the EYF S is; Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously. DCSF(2008) During this session they also participate in nurture time this is based on the premise of play therapy and the children are given the opportunity to address their feelings through carefully controlled play situations. It gives them a chance to deal with, and express their emotions in a calm controlled way, with staff who are trained to deal with and support the child through any difficult and emotional times. The EYFSs holistic aim puts the child at the centre of all practice and recognises their individuality. It welcomes and celebrates difference and diversity in all, and great importance is placed on communicating effectively with parents and involving them in every process of their development. Parents are recognised as the childs main educator. Part of this involves each child having a key worker who will help them to develop whilst offering support to both the child and the family. Key workers provide a safe and secure attachment for the child and their parents. They are a point of contact, with which parents can discuss any worries or concerns. They are responsible for a small group of children who they help to settle and observe. They liaise with parents and other outside agencies where necessary. This concept relates to Bowlby and Goldschmieds theory of attachment. Both believed that secure attachments are essential for positive social, emotional and intellectual development, and that children will show a preference to one adult, and that these attachments are a normal part of development. (Pound 2008 p44-45). Jackson (2009) draws our attention to this and writes; the key person system is designed to ensure that each child in a day nursery has a special relationship with an individual staff member. Jackson (2009) There are two Teachers, two Nursery Nurses and two Classroom Assistants within the setting and although certain children and parents have formed attachments with staff, there is currently no key worker system in place. This decision was not undertaken without due consideration. Many incidents have occurred, where one of the Classroom Assistants had miss informed parents and wrongly recorded information, she was offered the relevant training and self development but declined the offer, stating that she did not have the time or the confidence to drive to other locations. Other members of staff offered help and advice, but this too was declined. These concerns were brought to the attention of the Head Teacher, who recommended that a well informed member of the team should be readily available whenever parents are in the building, and all recorded information should be checked before being placed in the childrens profiles. At this present moment in time these issues are still been addres sed, and it is hoped that in the near future an effective key worker system will be established. Although children may appear the same and share similar interests they are all individual and unique. This not only relates to their interests, development, and learning styles but also their race, religion and cultural heritage. By celebrating and embracing difference and diversity the EYFS maintains that every child is included and not put at a disadvantage. It is important that every child must learn to value the differences and diversity in others and mature into confident adults that will make a positive contribution to society. In her introduction to diversity, inclusion and learning in the early years Siraj-Blachford identifies that; In modern, diverse societies, and a world that increasingly recognizes the realities of global interdependence, it is essential that children learn social competence to respect other groups and individuals, regardless of the difference. The learning must begin in the earliest years of a childs education. Siraj-Blachford (2010) p151 Pound (2009) p 9-11 discusses how Bronfenbrenner developed the Egological Systems this theory relates to how everything that surrounds a child has an influence on their development, and that practitioners must treat all children, their families, beliefs and culture with respect and create a setting that is both welcoming and accepting. In recent years the setting has become a more diverse environment and now welcomes families of differing religions, countries and heritages. In order to ensure each individual felt accepted and valued, a display which contained the words hello and welcome in several languages was added. This was displayed along side a talented wall which contained a picture of each child engaged in their favourite activities and the words I am talented, together we are awesome, because I can. The Leeds Gypsy Roma Traveller achievement service also provided a range of resources which were displayed around the setting. The aim was to raise awareness and overcome prejudice of the Gypsy, Roma and Travellers in the setting and highlight the values of their culture and heritage. A parent informed the setting that she had enjoyed looking at the displays and artefacts and had gained a great deal of knowledge and understanding from them. One child became greatly interested in the objects displayed on a table. He took ownership of the toy caravan and placed it into his pocket at the beginning of every session. He removed it at intervals during the day and used it to enhance his play in various areas. He then placed it back on the table before he left, usually hiding it behind a bigger object where it was safe for the next day. All current frameworks place a strong emphasis on safe guarding, multi-agency working and information sharing between settings, social services, health professionals and all those who come into contact with children. The common core of skills and knowledge emphasises the importance of practitioners holding a sound knowledge of how these agencies work and interrelate. Early intervention is vital. When effective, operational partnerships are formed between various organisations relevant information can be obtained and acted upon rapidly ensuring problems are detected and addressed before they become harmful to the child. A practitioner who recognises the holistic approach to the child must be aware of the policies and procedures when dealing with safe-guarding issues. The common core of skills and knowledge are not yet legal requirement any many settings and practitioners are unaware of its existence. Making this legal requirement will guarantee all practitioners are capable of deliver ing its aims in the correct manner with the child at the forefront of their practice. This outlines the necessity for practitioners to be reflective and undertake regular personal development to ensure they provide the best quality of care and learning. It also requires practitioners to regularly reflect on and develop their own practice, in order to improve the provision, learning potential and wellbeing of individuals in the setting ensuring their individual needs are met. Conclusion When delivered as intended the Common Core of Skills and Knowledge, ECM and the EYFSs principles do place the child at the centre of all good practise. They stress the importance of meeting a childs individual needs and care requirements. None the less it has been established that some do not comprehend how to deliver it effectively understanding truly the childs uniqueness. This has identified a need to further train practitioners in its aims and principles. Many theories and approaches have been considered when compiling the EYFS and the most vital components have been added. John Oates (2007) one of the writers of the EYFS, states that it recognises the importance of uniqueness and developmental differences between children. He claims that assessing children is not to establish success or failure, but to stress how the main areas of learning are built upon from previous experience. Although the school that the setting is attached to aims to provide a holistic approach to care and education, it has been established that the setting and its staff needs to go through man

College Athletes Essay

College athletes are manipulated every day. Student athletes are working day in and day out to meet academic standards and to keep their level of play competitive. These athletes need to be rewarded and credited for their achievements. Not only are these athletes not being rewarded but they are also living with no money. Because the athletes are living off of no money they are very vulnerable to taking money from boosters and others that are willing to help them out. The problem with this is that the athletes are not only getting themselves in trouble but their athletic departments as well. Recently college athletes have been granted permission to work, from the NCAA. Even with this permission, their jobs are still regulated. One regulation to the athletes working is that they cannot work for alumni of the school. The NCAA has this rule because they feel if athletes work for people with close ties to the school then they will be receiving special benefits while working. These special benefits include, (but are not limited to), athletes being paid while not at work and higher salaries then other workers doing the same job (Anstine 4). Another restraint to college athletes working is a time restraint. College athletes have very busy schedules they follow and when finished with their schedules they are left with very little free time. Student athletes are required to take a minimum of twelve credit hours to start the semester and required to pass at least nine credit hours by the end of the semester. With this standard having to be met, the athletes are spending hours studying and attending class. Besides from studying and attending class the athletes then have to go to practice. Going to practice and participating takes up about four to seven hours of the athlete’s day. After all of this is completed, the athletes are left with only a couple of hours for them to enjoy time with their friends or even to just relax and watch a movie. But, because these athletes are college students and do not receive any money for their commitments they are supposed to squeeze time in for work in. If athletes apply for a job they are limited to only a couple of hours a day to work. Also a large number of jobs request their employees to be available on the weekends. Athletes are not available on weekends because they are traveling with the team to play. Even with all of these limitations, if an athlete is still able to find a job he or she would have to give up time that should be set aside for studying (Bascuas 2). With college athletes not having time to work, money is very scarce. Because money is scarce they are tempted to take money from agents and other boosters. The taking of this money is a problem because it is a violation of the NCAA rules. When student athletes receive money, they are susceptible to being suspended from the team. They also run the risk of getting the school suspended from NCAA play and scholarship money limited. Many college athletics are run as businesses. They are making millions of dollars a year and are not even paying their workers, the athletes. The hard work and dedication not only makes money for the school it also gets the schools name out to the public. When schools athletics are playing well and are nationally televised, more people are aware of the school this will help an increase of applications and other people’s interest in the school (Stanley 1). College athletics need a reform. Student athletes need to start being rewarded monetarily for their hard work and dedication. They have limited time to work, and somehow, they need to make money. If the athletes are allowed to receive money for their commitments, then it will allow them to have spending money to enjoy themselves when they do have free time. Also, by allowing athletes to receive money, schools and athletes will not get suspended for taking money that is so tempting to them. Personal Response. With the new research and information gathered by the author for this paper will help shape his final paper. The information gathered gave him new statistical information that was not used in this paper but will be useful in the final paper. Along with the new information, the writer has learned the results of athletes taking money and the punishments that happen not only to the individuals but what also happens to the universities. Also the author picked up new information about the publicity that the schools receive from their sport programs. When the school’s teams are participating in tournaments and nationally televised games, more and more people are hearing about their school. This is important to the final paper because it allows the author to touch on how the school benefits indirectly from their athletic department. This paper was very helpful to me and will help shape my final paper. With writing this paper with the cause and effect background, it will help the author discuss the results of athletes being poor and not being allowed to receive money from boosters, other associates, and the school itself.

Reverse Sexual Harassment

Reverse Sexual HarassmentFebruary 28, 2012AbstractIn what is perceived to still be a male-dominated society, one of the most ambiguous topics to broach is that of reverse sexual harassment. Reverse sexual harassment refers to the sexual harassment of a male by a female. While it is not perceived as the norm, there are several instances of this occurring annually. It is generally supposed the actual number is greatly underreported due to the nature of the offence. Both sexual and reverse sexual harassment are forms of discrimination. These acts of discrimination are against federal and state law. An individual who is the subject of reverse sexual harassment in the workplace can register a complaint with the Equal Employment Opportunity Commission (EEOC). They can file the complaint under the sexual harassment section of the Title VII of the Civil Rights Act of 1964. In 2004, 15% of all sexual harassment charges received by the EEOC were filed by men (Anderson and Trimings 2006:2). The rubric of reverse sexual harassment may be regarded as a facetious incident between a female superior or female co-worker against her male counter-part; however; this is still an act of discrimination which warrants reporting of this incident to management. Before filing a complaint or contacting a lawyer, make sure there is documented evidence compiled on the inappropriate actions of the individual. In the event that the sexual harassment complaint advances to the judicial process, this will support the chances of prevailing in court and with the EEOC.Introduction EmploymentLaw is the legal specialty that regulates the operation of the labor market, in general, and the employment relationship between employers and employees in particular. Examples include the hiring process, suspension from work, maternity rights, layoff, wages and overtime pay, defamation, breach of employment contract, retaliation, freedom of speech in the workplace, military re-hires, unemployment compensatio n, and discrimination. Employment law is governed by numerous laws, regulations and ordinances at he Federal, State and sometimes, the local ordinance level. In a Nut Shell, there are numerous Federal Laws which are generally tailored to protect societal interests such as the Anti-Discrimination provisions embodied in Title VII. Generally speaking, Title VII protects employees from discrimination based on sex, gender, race, ethnic background, religion and retaliation. In the realm of Employment Law, sexual discrimination is one of the most prevalent topics in today’s society. There are various types of sexual discrimination. When the lay person is asked which type of sexual discrimination is documented the most in the business world, to coin a phrase from the game show Family Feud â€Å"Survey says†¦Ã¢â‚¬ , that discrimination towards women in business is the number one answer. To further divvy down to a specific discrimination, would be that of male-on-female sexual harassment in the workplace. This specific discrimination is one of the most widely known and reported cases in a place of business. Albeit, this type of discrimination continues to be a difficult case to prove within what many would consider still a male-dominated business world. However, this exposition of sex discrimination in the workplace will prove that the most challenging discrimination case to prove is that of woman-on-male sexual harassment. Methodology A qualitative evaluation shall be utilized for this research paper leveraging subjective methods such as actual case studies and various scholarly observations to collect substantive and relevant data. The review consists of actual cases filed with the EEOC involving female-on-male sexual harassment cases and multiple interpretations of male sexual harassment cases from legal professionals, business professionals, and academic scholars. Such a qualitative approach is valuable here due to the uncommonness of this type of sex discrimination within contemporary professional situations. Upon collecting the qualitative data derived from said case studies and various scholarly observations, careful analysis shall be done to prepare a valid insight into reverse sexual discrimination rulings and the reporting of these cases at the workplace. Recent research on current workplace cultural and the rise of women in hierarchy positions within companies has yielded validity in the argument of female-on-male sexual harassment in the office. Yet, there are seldom, if any, cases reported to the EEOC by men for sexual harassment. The argument of a cultural base depicting the male role as that of a dominant one; which, leads many to believe that any approach by a woman towards her male co-worker or male subordinate, may be warranted by her male counter-part. Conversely, the governing act of Title VII enforces the rights of men, the same as women, in reporting any wrong-doing within the office. The methodology of this paper will help to substantiate the legitimacy of male sexual harassment in the workplace by a female superior or female co-worker and how employers should implement preventive strategies to minimize risks of sexual harassment in the workplace as well as avoiding costly and timely litigation. There are several different kinds of sexual harassment which will also be conversed within this paper. The methodology is derived from intellectual journals, book excerpts, articles, and on-line resources. Review of the Literature When an offer for employment is made by an employer to an employee, the law governing the relationship between an employee and an employer begins. In terms of employee complaints against other employees and/or management, the employer should implement a form of risk management. This risk management process will adhere to rules and policies set in place by the employer to manage complaints such as sexual harassment. However, the reality for most companies is how much respect is given to reports of woman-on-male sexual harassment by a co-worker or superior. Eve Tahmincioglu (2007) expresses the reality of how male sexual harassment in the workplace may be overlooked in the article, â€Å"Male Sexual Harassment is not a joke. † The author indicates, â€Å"But for quite a few men, sexual harassment is indeed becoming a serious issue, and some men are deciding not to just brush aside the unwelcome advances from women. (2007). Tahmincioglu interviewed a human resources expert, Roberta Chinsky Matuson, who disclosed insight from the human resources’ perspective, â€Å"Many people mistakenly believe that harassment is limited to females,† Roberta Chinsky Matuson added, â€Å"The truth is that this type of experience is just as damaging to men† (Tahmincioglu, 2007). David Grinberg, a spokesman for the EEOC, states â€Å"sexual harassment filings by men have consistently inc reased, doubling over 15 years† (Tahmincioglu, 2007). The vast majority of the EEOC’s sexual harassment suits are filed by women; however, male filings are becoming â€Å"a bigger piece of the pie, with nearly 2000 filing charges last year (2006),† as reported by Tahmincioglu (2007). Unfortunately, the cases which reach the EEOC do not represent the actual number of male sexual harassment filings which may go unreported due to fear of being â€Å"mocked† by coworkers (2007). In some cases, men working in a majority female office may be subject to unprovoked jokes pertaining to men or the male sexual anatomy around the break room, water cooler, or via forwarded emails. This is considered male sexual harassment. Fear of retaliation and mocking may prompt men to not file a complaint. An argument of retaliation is discussed by Tahmincioglu (2007) as the first ever court case involving sexual harassment of a man in the workplace was in 1995. The EEOC sued Domino Pizza after a female supervisor of a male store manager sexually harassed him and then fired him. â€Å"She would caress his shoulders and neck, and pinched his buttocks,† the EEOC said in a statement. The case went to trial in Tampa and the male manager was awarded $237,000 in damages (2007). In this groundbreaking case, the male employee was retaliated against by his superior; however, he pursued his case and eventually won in the court ruling against Domino Pizza and the store manager. In comparison, the U. S. Equal Employment Opportunity Commission discloses information about a case where two male employees were subject to racial and sexual harassment by their female manager and one employee was fired out of retaliation. In the EEOC lawsuit against Austin Foam Plastics, the company was charged with violating Title VII of the Civil Rights Act of 1964 by subjecting two African-American male employees to a sexually and racially hostile working environment and for the firing of one employee as a result of opposing and reporting the incidents. The male employees were harassed vehemently by their female manager through discriminatory intimidation, ridicule, insults, racially offensive comments and jokes, cartoons and images which denigrated African-Americans. The EEOC also charged that a female manager sexually harassed male employees by subjecting them to unwelcome sexual comments and unsolicited physical contact of a sexual nature and that she conditioned more favorable terms of employment on acquiescence to her sexual advances and overtures. The acts of sexual harassment, racial harassment, and retaliation all violate Title VII of the Civil Rights Act of 1964. The lawsuit was settled in 2010 and Austin Foam Plastics pays out $600,000 in damages. The preceding case signifies the reason why employers should implement preventive strategies to minimize risks of costly litigation. If the company adheres to strict policies regarding the development and auditing of its management team, some complaints may be avoided. In the article Sexual Harassment in the Workplace written by Karina L. Schrengohst, Esq. , the author indicates that the supervisor has a significant role in prevention. Schrengohst employs information from Massachusetts state statutes regarding sexual harassment in the workplace: â€Å"Massachusetts law and federal law prohibit sexual harassment in the workplace. Employers have an obligation to take reasonable steps to prevent sexual harassment before it arises and to create a harassment-free workplace. Toward this end, supervisors play an important role in identifying, preventing, and reporting sexual harassment. And in Massachusetts, supervisors have even more incentive to be vigilant because they can be held individually liable for inaction when they have knowledge of sexual harassment but fail to act† (2011). There are two types of sexual harassment: (1) quid-pro-quo harassment, and (2) hostile-work-environment harassment which are detailed by Schrengohst: â€Å"Quid-pro-quo harassment occurs when an employee’s submission to or rejection of sexual advances, requests, or conduct impacts a condition of his or her employment such as receiving or being denied a raise, a promotion or demotion, continued employment or termination, or a change of duties, hours, or compensation. Hostile-work-environment harassment occurs when unwelcome sexual advances, requests, or conduct are severe and pervasive enough to alter an employee’s working conditions or to interfere with work performance† (2011). The author discusses the necessity of â€Å"preventative steps† in the workplace to avoid such sexual harassment cases. Although most employers have written policies regarding sexual harassment in the workplace, enforcement and dissemination of these policies remains another area of discussion. Schrengohst also details the sexual harassment policies as listed by the Massachusetts Commission Against Discrimination: â€Å"A statement that sexual harassment in the workplace is unlawful;A definition and examples of sexual harassment; A reporting procedure, with several individuals identified as authorized to receive complaints;A statement of potential consequences for employees who are found to have committed sexual harassment;A statement that it is unlawful to retaliate against an employee who has complained about sexual harassment, filed a lawsuit, or participated in an investigation;Information about state and federal employment-discrimination enforcement agencies.This policy should be presented to all new employees at the start of employment and posted in the workplace. The policies for sexual harass ment are clearly written; however, a strict policy of training employees and management on the rigors of sexual harassment in the workplace must be employed. Discussion Employment law is a complex, ever-evolving specialty in the practice of law. Employees are well advised to seek competent professional legal advice when an employment law issue arises. Employment Law has many strict deadlines as it pertains to filing of claims, as such, it is imperative for employees to assert their rights as soon as possible. Oftentimes, it is advisable to seek legal representation before the adverse employment action occurs, such as, while the employee is still employed with the employer. Discrimination is one of the most prominent complaints handled by the EEOC. Each State, as a sovereign entity, is entitled to give additional protections for discrimination than those afforded by Federal Regulations. Sexual harassment is a form of sex discrimination, which includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. The federal and state level jurisdictions instituted anti-retaliation provisions which prevent an employer from retaliating against an employee for filing a sexual discrimination case. In quoting the definition of â€Å"Sexual Harassment† as listed on the EEOC website: â€Å"It is unlawful to harass a person (an applicant or employee) because of that person’s sex. Harassment can include â€Å"sexual harassment† or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature. Harassment does not have to be of a sexual ature, however, and can include offensive remarks about a person’s sex. For example, it is illegal to harass a woman by making offensive comments about women in general. Both victim and the harasser can be either a woman or a man, and the victim and harasser can be the same sex. Although the law doesn’t prohibit simple teasing, offhand comments, or isolated incidents that are not ver y serious, harassment is illegal when it is so frequent or severe that it creates a hostile or offensive work environment or when it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim's supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. † Conclusion Because many unusual laws exist and there are many requirements exclusions, it is imperative that an employee who believes they have been wronged, or an employer seeking to comply with all employment laws, to seek the advice of competent counsel. In addition to the governmentally enacted laws, the employment relationship may be governed by written contracts (so long as the clauses do not violate inalienable rights). The employer and employee both share rights when a sexual harassment case is filed. If well-documented and filed in a timely manner, each sexual harassment case must be taken seriously.References:BARRON, L. G. (2009). SEXUAL ORIENTATION EMPLOYMENT ANTI-DISCRIMINATION LEGISLATION AND HIRING DISCRIMINATION AND PREJUDICE. Academy Of Management Annual Meeting Proceedings, 1-6. doi:10. 5465/AMBPP. 2009. 44243452 Leighton, P. , ; Wynn, M. (2011). Classifying Employment Relationships—More Sliding Doors or a Better Regulatory Framework?. Industrial Law Journal, 40(1), 5-44. MSNBC. msn. com, by Eve Tahmincioglu, http://www. msnbc. msn. com/id/19536167/ns/business-careers/t/male-sexual-harassment-not-joke/#. T0z7OPWyFEM www. eeoc. gov, http://www. eeoc. gov/eeoc/newsroom/release/10-15-10a. cfm Posthuma, R. A. , Roehling, M. V. , ; Campion, M. A. (2011). Employment discrimination law exposures for international employers. International Journal Of Law ; Management, 53(4), 281-298. doi:10. 1108/17542431111147792

Juvenile Crime Is The Number One Priority - 3511 Words

INTRODUCTION Juvenile Crime has been increasing as society progress. Finding possible solutions to help at-risk youth is the number one priority. In society today, federal laws preventing violence crimes are becoming more detailed and protected. However, it does not seem to stop criminals from committing illegal acts, especially for at-risk children in the city of Chicago. According to ABCNews, Chicago’s Murder rate is four time higher than New York City (Rosenzweig). Juvenile gang activities are without a doubt, a reality, and is increasing uncontrollably in the city of Chicago, IL. Even though there is no universal definition for â€Å"gang†, the National Institute of Justice, defined it as an association with three or more non-adult individuals who identify themselves as group that projects intimidation, with a purpose of engaging in activities deem as a criminal act by society (NIJ). In order to prevent at-risk children from committing juvenile act, gang prevention programs must be supported throughout the nation, especially in Chicago at the federal level. The following report will analyzed current programs in United States, then determined whether the programs are contributing to society, and providing additional alternative. DESCRIPTION The idea of â€Å"gang† originate in Europe and then transfer to America. Although the method and time of when it migrate to America remained unknowned. OJJDP claims that the first record of gang activities were in 1783 after the AmericanShow MoreRelatedProfit Over Youth : A Look Into The Business Of Prison950 Words   |  4 PagesPrison. The Office of Juvenile Justice and Delinquency Prevention established that in 2009 there were a total of 1,812,900 juvenile arrest. These arrest consisted of those who were arrested and never tried as adults, for the purpose of this paper the same definition of a juvenile will be used. It can be easily argued that the juvenile population is Americas most vulnerable, and this is the population that we are arresting at such high numbers. To understand why these juveniles are being arrested atRead MoreTools and Techniques Used by Police1094 Words   |  4 Pages Tools and techniques used by the police, that support policing and crime prevention, include Geographical information systems (GIS) and SARA, however, the European Union Network on Crime, uses the â€Å"Five I’s† method (Shaw, et al, 2010, p.xx). According to the European cross-country crime statistics, surveys and reports, 2012, justice, crime, and crime prevention measures, were not part of the EU acquis until the mid-1990s, so data has only been collected from Member States since then. The EuropeanRead MoreJuvenile Crime And Juvenile Offenders988 Words   |  4 PagesJuvenile crime is at its lowest level since 1987, falling 30% between 1994 and 1998. Therefore it is only fair to acknowledge that the criminal justice system has made tremendous strides in it’s treatment of the typical juvenile offender. For example, there was once a time when there was no separation between the treatment of both juvenile and adult offenders. Meanwhile today we have separate courts for juveniles and adults which I feel is a step in the right direction because it enforcesRead MoreEssay about The Juvenile Court System567 Words   |  3 PagesThe Juvenile Court System The Juvenile Court system was a system set up to deal with minors who find themselves in trouble. In trouble with their parents, or the law. This system has its benefits and its flaws. The first juvenile court in the United States was established in 1899, in Illinois. This set a trend that would grow across the entire United States { Forer, 198 }. In 1974 The Juvenile Justice and Delinquency Prevention Act was put into effect. 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Some may say that it becomes an act in futility to try to find a solution to the increased crime rate when it comes to juvenile offenders. In an effort to find a solution, any solutionRead More Boot Camps and Juvenile Crime Essay1148 Words   |  5 PagesBoot Camps and Juvenile Crime Five years ago, responding to an increase in serious juvenile crime, the state of Maryland initiated one of the nations largest boot camp programs for teenage criminals. The program, called the Leadership Challenge, quickly became the model for other states. But last week, after reviewing a task force report that documented instances of physical abuse at their camps, Maryland officials appeared on the verge of conceding that the current initiative was a failure.Read MoreCapital Punishment Should Be Prohibited By Our Justice System923 Words   |  4 PagesDeath Penalty Capital punishment, or the death penalty, is one of the most debated issues in politics. It is a subject with a long and varied history; countries have adjusted their laws about it many times. The methods of the death penalty have changed over time as well, from public to private executions and from hanging, firing squads and beheading to lethal injection. Despite this evolution, there are some questions yet to be answered, such as: Does capital punishment have benefits? Does a person’sRead MoreJuvenile Justice: An Increasingly Complex Problem in our Society1042 Words   |  5 Pages‘Juvenile Justice is an increasingly complex problem in our society’ Table of Contents: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Legislation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Juveniles and the Law†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Trends†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Analysis of Law†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Appendix A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Appendix B†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreEssay on The Most Prevalent Causes of Juvenile Delinquency1164 Words   |  5 PagesJuvenile delinquency is a problem these days, despite a recent drop in arrests. Roughly 2.5 million juveniles are arrested every year for different crimes in America. About 100,000 of those are violent crimes, however those statistics are slightly inaccurate since only half of juvenile crimes are reported (Juvenile Justice Basic Statistics, 2011). Creating interventions to assist at-risk youth means preventing them from starting on a path to crime is a priority. Juvenile justice system researchers