How Diffierent Strategies Are Used To Support Children Education Essay

How Diffierent Strategies Are Used To Support Children Education Essay The assignment will develop the work started for log B, looking at how diffierent strategies are used to support children with social, emotional behavioural difficulties, focusing on how rewards and sanctions can improve behaviour. Looking at how a school behavioural policy can help within the classroom and school to tackle and improve behaviour as well as using literature to critically analyse these suggestions. Concerns about the behaviours of young people are nothing new. Socrates is quoted as saying Children today are real tyrants, they no longer stand up when their elders come into the room where they are sitting, they contradict their parents, chat together in the presence of adults, eat gluttonously and tyrannise their teachers. What counts as good behaviour can be difficult to identify specifically. Our understanding of the causes and cures of disruptive behaviour over the last few years has grown immensely. Previously, explanations of poor behaviour tend to be based on individual pupils and their families while treatments consisted of drugs, counselling and psychological intervention. Research that is more recent has suggested that school curriculum, teaching approaches, sanction and reward systems and pupil involvement in determining rules, rewards and sanctions contribute to the ethos of high expectations and developing positive teacher pupil relationships where indiscipline is minimised. Sanction and reward systems, which will be the focus of this assignment, have their origins in behaviourist psychology. They are most likely to be effective if shaped by an overall philosophy and linked closely to the ethos of the school and in many schools pupils are involved in drawing up the school rules, and consulted about appropriate sanctions, as this is seen as the best way of ensuring that punishments are seen as fair. Government policy in England states that TES (2005). Rewards and sanction systems are essential for a creative teaching and learning environment. By praising and rewarding positive behaviour, it is believed that others will be encouraged to act similarly. The government believe that school behaviour policy should therefore not only specify what sanctions are available to staff, but also how positive behaviour will be reinforced through praise and rewards.   Surprisingly, theres been little research into the effects of sanctions and rewards on behaviour and achievement. One of the most extensive studies was conducted by researchers at the University of East Anglia in 2000. Their survey of Year 8, 9 and 10 pupils in the Norwich area found that the most effective sanction in the eyes of pupils was a letter or phone call home to parents, while the least effective was a verbal warning. Similarly, the use of gifts was seen as by far the most effective reward, with verbal praise at the bottom of the list (TES, 2005). Recent research (Allen, unpublished) suggests that the school curriculum and the use of teaching approaches through sanctions and reward systems can determine the pupils involvement within the rules, thus contributing to the ethos of high expectations and developing positive teacher and pupil relationships therefore creating the individuality of the pupils. The types of children and their related social, emotional and behavioural problems must be identified before a sanction and rewards scheme can improve behaviour as part of a behavioural management policy within a Pupil Referral Unit. The definition of emotional and behavioural difficulties in Britain (DES, 1989) refers to: Children who set up barriers between themselves and their learning environment through inappropriate, aggressive, bizarre or withdrawn behaviour and who have developed a range of strategies for dealing with day to day experiences that are inappropriate and impede normal personal and social development and make it difficult to learn. This statement suggests that the problem resides with the child and that it is the child who needs to be treated and cured. However this view is far too simplistic. Therefore there is a need to understand the child, looking at the root causes of aggressive or socially inappropriate behaviour, by looking at the different perspectives on behaviour this will help teachers to understand individual childrens behaviour, and give them strategies to use within the classroom. The use of these perspectives is especially useful in a Pru situation where there are a large proportion of challenging children. Many of these children have had negative experiences in their secondary school and view themselves as inadequate, ineffective, and useless troublemakers, consequently their self esteem is low. Using the following perspectives and observing and recording a childs different behaviours can give teachers in Pupil referral units strategies to overcome pupils displayed behaviours which they can use effectively within the classroom. Firstly, the Pschodynamic perspective looks at how early experiences from childhood, attachment issues and other conflicts can have an effect on current behaviour traits, understanding these issues can help a teacher develop a positive relationship with the child. The Cognitive perspective, once testing of the childs abilities has been carried out, means that the work can be presented at the appropriate level (Ayers et al, 1995). This will help the child achieve success and develop their selfconfidence and self-esteem when attempting new topics. The Ecosystemic perspective looks at systems that influence the child, such as home, school and peer environments. Looking at all relationships that can affect the childs behaviour, and developing strategies to use within the classroom. Strategies based on this approach, such as nuture groups are being used increasingly in primary schools. Although these are implemented mainly by teachers, they sometimes involve assistance from other providers such as peers, parents or psychologists. A Behaviourist perspective approach looks at how postive and negative reinforcements us ed consistantly in school and at home can have a postive affect on behaviour, improving self esteem. A Humanistic perspective to managing behaviour tries to maximise a pupils inherent motivation to learn by minimising factors that undermine or inhibit this process. Teachers will need to recognise how the pupils feel about themselves and their capabilities. Maslow (1998) clarifies how needs such as physical and safety needs have to be adequately met before self esteem even becomes an issue. Although brief, the above descriptions of the different perspectives can give teachers an insight into why a child behaves the way it does. Many of the strategies mentioned in Log B support children with SEBD within the classroom. The most important one mentioned is actually listening to the child to try to understand what they feel and developing relationships. Emotional and behaviour difficulties are about people who are so badly hurt and in so much pain that they are angry, it is our belief that they express their anger in a place that is safe: to that expression of anger in school could be seen as positive Mc Namara, Morton (1995). Teachers in a Pupil Referral Unit situation often need to learn to also deal with their own emotions, as many feel frustrated because they want to help children to change their behaviour so that the pupils themselves get better outcomes. The usual strategies of sanctions, reasoning, punishments and exclusions used in secondary school dont always work with children in a Pupil referral unit. Therefore, being able to recognise the different behavioural perspectives teachers are able to develop their own teaching strategies within the classroom for the individual child. Before a child enters the Pupil referral unit they attend an assessment centre which is located within the same building, this gives a chance for the teachers to determine what the individual pupil needs to help them fulfil their potential. A behaviour contract is usually completed between the school, parents or guardian and the child themselves. The main areas that are addressed within this contract are used to develop positive behaviours to support relationships between pupils and teachers, pupils and their school environment, peer relationships and home relationships. By developing a whole school approach to behavioural management issues the Pupil referral unit involves all staff, some agencies, and the pupils. Involving parents would seem to be the best way forward. Capstick (2005) suggests Establishing good relationships with parents seem an important element when attempting to work with a child as well as giving tanible rewards. Teacher and staff need to examine what outcomes they want to achieve with the pupils and adopt or change the reward system to meet their needs. The values, which underpin a school behaviour policy, are that all children and adults have the right to work in a safe, calm, supported and purposeful environment. All children have the right to come to school without fear of being bullied. All adults have a responsibility to support the behaviour policy and for it to be consistently applied by all members of staff for it to work effectively. The Pupil referral units behavioural policy aims are to ensure a fair and consistent approach to dealing with the behaviour of children during the school day. This is by providing a safe, caring and supportive environment which allows children to learn and teachers to teach. The policy hopes to promote positive behaviour as a model for all behaviours. Help independence by making pupils responsible for their own actions and provide a structure which moderates childrens behaviour while allowing them to develop as responsible citizens within society.To achieve these aims it is vital that a partnership between home and school is established. A lack of, or poor discipline tends to be the result of problems within the family unit or lack of social skills. In a Pupil referral unit this is achieved in the following ways. Communication between a childs key teacher and their parent or guardian is good and means that the parent will phone in regularly to keep staff up to date on any problems at home, staff will in return inform parents of good behavour, effort or work that the child has produced. This means that the child is rewarded by the parent or guardian. When surveyed most children rated this highly on encouraging them to behave well at the pupil referral unit. Smith and Laslett (1993) suggest To use rewards and sanctions effectively requires knowledge and judicious application of the principles of behaviour modification the single most important factor in learning behaviour is what happens immediately following that behaviour. Pleasant consequences are most likely to reinforce the behaviour and make it happen again. To develop a whole school policy on sanctions and rewards within the Pupil referral unit, discussions should take place within the school community on how to deal with different types of behaviours observed in different places around the school. Pupils are involved during PSHCE lessons in conducting surveys, and a school council could be established so that the children views on school issues can be heard. For when the pupils understand the simple rules within the classroom the atmosphere is usually pleasant and the teaching enjoyable. The main objective for a school behavioural policy is to ensure that there was is a shared u nderstanding by both pupils and teachers of proportionate and differentiated sanctions that can be used in different situations. The policy needs to be clear on how teachers can acquire assistance in a crisis situation and who to go to for help. It should also be discussed what the protcol would be with the local police and youth offending services, if a serious incident occurred. Sanctions should be discussed with pupils and school rules displayed in every classroom. Sanctions must be fair and must be used to deal with behaviour, as quickly as possible. Pupils must know that when a sanction is applied it will be used. Record keeping is vital in the pupil referral unit, especially recording any behavioural incidents which help teachers deal with repetative behaviour issues. The Pupil referral unit could also use restorative justice to address poor behaviour, where a child is held to account for their actions and encouraged to put right the harm they may have caused. In some schools and Pupil Referral units this method seems to be working and behaviour is seen to be improving. The school behaviour policy should not only specify what sanctions are available to staff but also how positive behaviour will be reinforced through praise and rewards. The Elton Report (1989) noted that a reward and sanction ratio of at least 5:1 is an indication of a school with an effe ctive rewards and sanctions system. It also recommended that all schools should have a wide range of both rewards and sanctions that are applied fairly and consistently. The types of rewards used in a Pupil referral unit to motivate children are, verbal praise, rewarding postive behaviours which encouarge the pupils to behave in lessons, showing examples of examplar work on walls, displaying work showing the different levels of academic achievement. Giving all children the chance to succeed and develop their confidence and using the lessons they enjoy improving their self esteem. Reward strategies also used are certificates, postcards, prizes within lessons for consistent behaviour, effort or quality work. Parents are should be routinely informed of all of the above and termly assemblies given with parents encouraged to attend as recognition of their childs achievement. Teachers and staff within the Pupil referral unit therefore have high expectations of the pupils and encourage standards in collective and self discipline, encouraging purposeful learning opportunities within the classroom in order to support the behavioural management policy. An example of this is where children can be given target cards each day with one behaviour target on, they take this to each lesson and teachers record their behaviour, adding initials in the centre of the bullseye on the card if they have met that target for that lesson, at the end of the day the points (Initials in the centre of the bullseye) are added up and recorded on to a visual record sheet so that the pupils can see their achievements. Dealing with the different types of disruptions that can occur in lessons at the Pupil referral unit can also be challenging for teachers. Disruptions can manifest themselves as low level such as persistently talking to peers, seeking too much attention, or failing to cooperate. Whilst these disruptions can often be put down to stresses or difficulties outside school, it is evident that some situations arise because of the learning environment within the Pupil referral unit itself and this must be tackled in order for a behavioural policy and rewards and sanctions system to work effectively. Children can be bored with the work set especially if the level is incorrect, and will kick off. Some teachers as Ashman and Conway (1993) suggest see the problems as lying with the child rather than the curriculum or the methods used to teach. Lessons in the Pupil referral unit therefore can be timetabled for half hour and hour slots at various times of the year or timetables can be disbanded meaning that children experience a variety of different teaching styles within the day. This can also have a positive effect on behaviour management within the unit for example in practical lessons teachers are used to movement and children often have more freedom to move around depending upon the activity, the teachers tend to be more relaxed in their methods and consequently so are the children. Whereas, in theoretical lessons some teachers tend to regard movement as threatening and can apply sanctions more vigorously, if a child is critised or put down for something they have done wrong in class, this can add to a lowering of their self esteem and increase behavioural problems. Rogers (1998) Suggests that all teachers should develop their own discipline plan so that they know what to do in advance when classroom behaviour is disrup trive, to develop goals of discipline in school such as; helping the child accept responsibility for their own behaviour, exercise self control, respect the rights of others, adopt the principles of fairness and honesty and face logical consequences of their behaviour. The behaviour policy in the Pupil referral unit should also cover strategies such as tactical ignoring of certain behaviours, using simple directons, postive reinforcement of rules, behaviour and work. Strategies such as giving the children simple choices about sanctions, giving time out for five minutes, using isolation for counselling to discuss problems, or using break and lunchtime detentions, or keeping children for ten minutes after school can also be used as a positive way to modify pupil behaviours. Deflecting and defusing situations are one of the units strengths, as mentioned in Log B. The most common deflecting strategy used to distract the child from their behaviour, is usually humour but not with added sarcasm; this usually works and seems to calm the children down very quickly, without letting them lose face. The child is then reminded about giving an apology to the appropriate teacher. A room could also be used to mentor children who have caused disruption within a les son so that they can discuss their actions with a member of staff. These are all positive steps in helping children to understand how their actions can affect themselves and others and to consider the feelings of others and attempt to perceive their point of view. By enabling a child to empathise with others behaviours can often be modified in a more positive way. In conclusion the most important aspect of improving behaviour in any school is to develop a postive relationship with the children you teach, this is especially important in a Pupil referral unit as the pupils find it more difficult to make positive relationships. However, when they find a teacher that is friendly, caring, consistently predicatable and reliable many pupils will react postively and consequently their behaviour improves. For children who the above approach doesnt work, time and effort including observations are needed to determine which behavioural perspectives to use to help that child progress. In the Pupil referral unit therefore, the most effective way to help a child who has experienced traumatic events would be to use counselling by other services, or having a teacher they like discussing aspects of their behaviour with them, but being consistent with all the strategies included within the whole school behavioural policy and the use of sanctions and rewards helps improve behaviour. Unfortunately, in recent years the incidents of emotional and behavioural issues among children in all schools (not just pupil referral units) has increased and the different sanctions and strategies mentioned previously have yet to be embedded and used effectively everywhere. This is due to government pressure and league tables. Teachers have had to move away from listening to pupils in class time in order to get children through examinations, and to reach targets. As many of the solutions to helping improve behavioural issues for children with SEBD are based on a within child view and the team around the child, these thing involve a commitment from the government of time and money to enable these areas to be accessed by both pupils and teachers in order to improve behaviour effectively. An acknowledgement therefore that time spent on developing relationships within schools is in fact key to effecting education, requires a shift in government attitude in terms of expectations and ta rgets. Only then will pupil behaviour ultimately improve across educational establishments.

Pocahontas Essay -- essays papers

Pocahontas For more than two centuries since the death of the Indian princess Pocahontas, legends and stories of romance have been imbedded into our minds, but her dramatic life was more important to the creation of a segment of American history than legend. Around the year of 1595, Pocahontas was born to chief Powhatan, the powerful chief of a federation of Algonquian Indian tribes who lived in the tidewater region of Virginia (Sahlman). She was but one of the many children of Powhatan, who ruled more than 25 tribes. Her real name was Matoaka, a name used only within the tribe (Sahlman). Her tribe, the Powhatans, believed that harm would come to them if outsiders learned of their tribal name (Jamestown). Therefore, she went by Pocahontas, a nickname given to her meaning â€Å"little wanton† for she was a playful, frolicsome little girl (Sahlman). The settlers believed it to mean â€Å"bright stream between two hills.† The Powhatans were not savages, as John Smith would later claim in his The General History of Virginia. Instead, they were a ceremonious people who greeted important visitors in a formal manner with a large feast and festive dancing (Sahlman). Although they did occasionally put prisoners to death in a public ceremony, it was no more savage than the English customs of public disembowelment of thieves and the burning of women accused of being witches (Sahlman). In May of 1607, English colonists arrived on the Virginia shoreline with hopes of great ric...

Frankenstein or the Monster? (Frankenstein by Mary Shelley) Essay

In Mary Shelley’s novel Frankenstein, the main character Victor Frankenstein, becomes obsessed with the notion of bringing a human being to life. The result is the creation of a monster only known to us as ‘the monster’. The monster is hideous, and is therefore rejected by Victor and by society to fend for himself. He soon commits many murders, as a result of his dejection, including Frankenstein’s younger brother, best friend and newly wed wife. He also set up the killing of Justine. Frankenstein created the monster and then rejected him, but it was the monster who actually did the killings, who was to blame. To start off with there are obvious similarities between Frankenstein and his creation, both have been isolated, and both start out with good intentions. However, Frankenstein’s ego conquers his humanity in his search for god-like powers. The monster is nothing but gentle until society rejects him and makes him an outcast on account of his deformities. The monster is more humane than his own creator because his immoral deeds are committed in response to society’s corruption, while Frankenstein’s evil work begins from his own selfishness. Frankenstein and the monster are abandoned by their creators at a young age, Frankenstein is left without his mother after her death, and the monster is rejected by Frankenstein. Frankenstein and the monster are also similar in that they are isolated and outcasts of society. Frankenstein is most likely an outcast when he consumes himself in work and is isolated when the monster kills those he loves, and the monster is obviously isolated as an ugly, deformed outcast of society. Therefore Frankenstein seems less human than the monster, he displays this by deserting the monster, declining to visit his family for two years and by declining to save Justine. Frankenstein starts out with good intentions, he is merely seeking to gain knowledge of natural beliefs. Soon, his greed for god-like power overcomes him and he becomes consumed with the idea of creating life, â€Å"Summer months passed while I was thus engaged, heart and soul, in one pursuit† (32). The monster also starts out with kindness, he tells his creator, â€Å"Believe me, Frankenstein: I was benevolent, my soul glowed with love and humanity: but am I not alone, miserably alone?† (66). However, after society refuses to accept him based on personal appearance, the monster becomes angry. The monster has an overwhelming capacity to love as can be seen in his admiration for the peasants, â€Å"The monster’s thoughts now became more active, and he longed to discover the motives and feelings of these lovely monsters†¦ he thought, that it might be in his power to restore happiness to these deserving people† (77). The monster’s display of care and compassion for the cottagers is more humane than most humans are. He retains the innocence and naive characteristics of a child. The monster’s grasp of human-like qualities allows the reader to possess sympathy for his situation, he is a victim and Frankenstein is to blame. A true monster would, by definition, have no emotions or remorse, while Frankenstein’s creation has a very natural, human desire to be loved and accepted, â€Å"Once the monster falsely hoped to meet with beings, who, pardoning his outward form, would love him for the excellent qualities which he was capable of bringing forth†(154). Another human characteristic that the monster holds is his conscience, as can be seen at the end of the book after Frankenstein dies. The monster tells Walton, â€Å"It is true that I am a wretch. I have murdered the lovely and the helpless, I have strangled the innocent as they slept†¦You hate me, but your abhorrence cannot equal that with which I regard myself† (155). Compassion, fear, desire to be accepted, and guilt are all very human emotions and characteristics that the monster displays. While Frankenstein is consumed in his work, he feels none of the emotions that the monster feels in his first years of life, Victor says of himself, â€Å"Winter, spring, and summer, passed away during my labours, but I did not watch the blossom or the expanding leaves- sights which before always yielded me supreme delight, so deeply was I engrossed in my occupation† (33). Frankenstein is obsessed with holding god-like powers, â€Å"I ceased to fear or to bend before any being less almighty than that which had created and ruled the elements† (78). At several points in the book Victor has the chance to prevent harm being done to others, but each time he is only  concerned with himself. It is ambiguous, but Victor could have warned the family, or gone to protect innocent little William. More obviously, he could have spoken up about the monster and saved the life of Justine. Instead, Frankenstein chooses to let Justine die and wallow in his own guilt, â€Å"Anguish and despair had penetrated into the core of his heart† (57). After the monster’s threat, Victor is concerned only about his own life and fails to see the threat to his bride Elizabeth. Victor is weak in love, he has difficulty expressing his feelings and controlling his impulses, and he is self-cantered. Many contrasts can be made between Mary Shelley’s Frankenstein and Milton’s Paradise Lost. Victor’s character is paralleled directly with Satan’s, both succumb to selfishness when they fall. Much like Satan, Victor is forced to carry his anguish with him constantly, â€Å"Frankenstein bore a hell within himself which nothing could extinguish† (57). The monster is a portrayal of Eve’s role in Paradise Lost. The monster is persuaded by the behaviour of others to take his fall into wickedness, much like Eve was pushed by the serpent to eat the forbidden fruit. Shelley blatantly makes this comparison when Frankenstein gets a first glance of himself in a scene that mirrors Eve’s first look at herself. The monster tells Victor, â€Å"I was terrified when I viewed myself in a transparent pool! At first I stared back, unable to believe that it was indeed I who was reflected in the mirror, and when I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification† (108). Despite their similarities, Victor and his creation differ greatly. Only after rejection does the monster turn to evil, while Victor acts out of greed. Victor’s self-centred behaviour affects everyone in the novel, he hurts his family’s feelings, he lets th ose that he loves die, and abandons his own creation. Even the monster couldn’t have committed such horrible acts before the effects of society’s rejection. Frankenstein is mainly to blame for what happened in the novel because he created the monster and then rejected it. If he had shown the monster more fatherly care, the monster would have been more kindly disposed towards the human race. We see the monster’s admiration of the human race at first, with  the De Lacey family, but you can imagine how he must have felt, being excluded from any activity in the world involving humans. The fact that it is Frankenstein’s fault is portrayed in the monster’s innocence and naivety early on. The monster however, did refuse to show human qualities in his mass murdering, he showed no guilt until the end of the book, when he realised what he had done. Frankenstein himself had many opportunities to stop what happened in the book, for instance by finishing off the monster’s female companion. He had a chance to stop Justine’s death, but instead wallowed in his own misery. It is clear that although the monster showed huge brutality with little guilt and did actually commit the crimes, Frankenstein is to blame for what happened in the book because he created the monster, rejected him, and failed to stop the events which resulted, although he had a chance.

Essay on Welfare - 2968 Words

Welfare nbsp;nbsp;nbsp;nbsp;nbsp;Welfare. Whether you collect it, or you pay for it (and for EVERY working American does one of the two), most citizens of our country are familiar with it. Yet as every second of the day passes, more and more of my money and yours is being allotted to this growing epidemic called welfare. The Personal Responsibility Act, signed by the President, was a monumental change in welfare as we know, or used to know it. The welfare system is still in need or more strict and stringent policy reform, yet the Personal Responsibility Act was a prodigious step in the right direction. nbsp;nbsp;nbsp;nbsp;nbsp;In the past few years, the federal governments and state governments have tried to change and improve†¦show more content†¦States are also encouraged to develop procedures in public hospitals and clinics to determine paternity and establish legal procedures that help pinpoint paternity in a reasonable time period. Also, in order to reduce the amount of time families are on welfare, states must begin moving welfare recipients into work programs if they have received welfare for two years. States are given the option to drop families from receiving AFDC benefits after they have received welfare for two years if at least one year has been spent in a work program. States must drop families from the program after they have received a total of five years of AFDC benefits. nbsp;nbsp;nbsp;nbsp;nbsp;The bill allows states to design their own work programs and determine who will be required to participate. Welfare recipients must work an average of 35 hours a week or enroll in work training programs. By the year 2001, 1.5 million AFDC recipients will be required to work. nbsp;nbsp;nbsp;nbsp;nbsp;The bill grants greater flexibility to states allowing them to design their own work programs and determine who participates in them and can choose to opt out of the current AFDC program by converting their share of AFDC payments into fixed annual block grants. nbsp;nbsp;nbsp;nbsp;nbsp;The bill is also designed to diminish the number to teenage pregnancies and illegitimate births. It prohibits AFDC payments and housing benefits toShow MoreRelatedWelfare Legislation On Welfare And Welfare954 Words   |  4 Pages 1 Welfare gives people an incentive to avoid work. Like many citizens have neglected the responsibility to work and put the burden on the taxpayers. She relies on the welfare for temporary assistance. They are relying on welfare and welfare is being used as political growth for the United States moving products services along. Welfare out of wedlock, childbirth and marital breakup are supported by the current evidence. (http://www.huppi.com/kangaroo/L-welfaremarriags.htm. She benefitsRead MoreThe Issue Of Welfare And Welfare1360 Words   |  6 Pagessocial security payment. This is essentially what welfare is. Welfare comes in all different shapes and sizes but its main focus is to take money from taxes and hand it out to the people who need it. Now welfare as a whole is a very understandable system and is very helpful to those who fall out of work and need a little help to sustain themselves while they get back on their feet. However, people are living on welfare and will always live on welfare until the government makes improvements within itsRead MoreThe Welfare Policies And Welfare Programs1232 Words   |  5 Pagesdeciding who is eligible for welfare and for what amount of time, though federal funds can only be provided for five years of benefits over the lifetime of the recipient. Women currently have very few options when it comes to working and caring for their children. The next section of this paper will discuss the welfare policies aimed at alleviating the struggle of women to care provide for themselves and their children. Welfare Programs and Eligibility There are several welfare programs that are availableRead MoreWelfare Reform : The Welfare System1367 Words   |  6 PagesWelfare Reform What would happen if the government made changes to the welfare system? There are approximately 110,489,000 of Americans on welfare. Many people benefit from what the system has to offer: food stamps, housing, health insurance, day care, and unemployment. Taxpayers often argue that the individuals who benefit from the system, abuse the system; however, this is not entirely true. Many of the people who receive benefits really and truly need the help. Even though some people believeRead MoreSocial Welfare And The Welfare System924 Words   |  4 Pagesissues include social welfare, immigration or even environmental issues. Congress receives numerous issues on public polices every day, but they cannot handle and solve every issues that comes across their daily agenda, nor can they satisfy every person in this country. Congress prioritizes on those issues that are more important and relevant to find a probable solution too. A growing issue we see that in today’s society are issue s in the social welfare system. Social Welfare has so many issues withinRead MoreWelfare Programs And The Welfare Program1774 Words   |  8 Pagesprograms that has a major impact on many of the citizens in this country is the Welfare programs. The Welfare program is designed to assist families who are unemployed, on disability, or do not have enough money to provide or support their family on a weekly/biweekly basis. The Welfare program is very influential on the United States’ citizens, and has had a positive influence on these peoples’ lives. The Social Welfare Program is a government program that provides financial aid to any individual orRead MoreWelfare Reform And The Welfare System2031 Words   |  9 Pages All throughout history welfare services have been available to the general public. While these benefits have changed over time, the basic intentions of the welfare system has stayed the same. The welfare system provides benefits and monetary assistance to those who qualify. Different acts over the past two hundred years have been amended in order to try to help the poor, and while not all have been practical and successful, many programs have indeed done an outstanding job in aiding those in needRead MoreWelfare Should Not Save Welfare2608 Words   |  11 Pagesthink of the average welfare recipient they most likely imagine someone who is a slacker; unambitious and one who is not a hard worker, someone who lazes around waiting until their welfare check comes in so that they can spend it all on whatever frivolous thing they want, and wait until the next check arrives. Sometimes people think of a mother and her children in a poor neighborhood, who wants more money to spend on expens ive clothes and electronics, so she gets her welfare checks and buys the expensiveRead MoreWelfare Reform : Social Welfare Policy1257 Words   |  6 Pages Social Welfare Policy Social Welfare Policy Analysis Eric Dean University of Arkansas Introduction Several states have recently begun to enact legislation that requires welfare recipients to submit to drug tests before they are eligible to receive any public assistance. The purpose of mandatory drug testing is to prevent the potential abuse of taxpayer money, help individuals with drug problems, and ensure that public money is not subsidizing drug habits (Wincup, 2014). WhileRead MoreShould Welfare Be A Welfare?958 Words   |  4 Pages70’s the term Welfare Queen has been used to describe our nation’s poor single mothers that receive welfare benefits instead of being gainfully employed. Society’s misconception is that they can be found buying fake Gucci purses out of the trunks of late model BMWs in gas station parking lots and appear on Snapchat, Twitter, and Instagram. These undereducated young mothers seem like cunning, conniving, county con artists that celebrate their poverty and hide the fact that being a welfare recipient