Institutional Argle Bargle – Paperwork vs Meaningful Relationships

All Posts from Kids at Risk Action, Day Care and Education

As a volunteer guardian ad-Litem, the program forbade me from driving a child to a burger joint for a hamburger or taking a kid horseback riding (insurance reasons). I call it the ten foot pole rule. It makes abused children feel even more unwanted.

Children in child protection come to know that meaningful relationships with this person or that provider are rare and if they happen, they quickly disappear.

As social workers, educators, health workers & other service providers slide in and out of a child’s life and the continued changing of key relationships becomes accepted and predictable, the child learns that they are just a small mechanical piece within a giant unstoppable system*.

Child protection is a State function and state ward circumstances demand “special” treatment that serves a seemingly larger purpose outside of the child.

Through the eyes of that child, the critical parent – adult relationship has been shattered and replaced with 40 new service providers.

Add to that the now accepted overuse of psychotropic medications and often harsh treatment by law enforcement and other authority figures (behavior problems are endemic to traumatized children). Does anyone care if you have suffered rape as a five year old or other horrible traumas or that you are now in your 13th foster home with behaviors that accurately reflect your childhood.

Add to that law enforcement violence against mentally troubled citizens of all ages is on the rise. Expecting law enforcement to manage our societies mental health problems may be an answer – is this reasonable or even possible?

In Defense Of People Doing The Work

All Posts from Kids at Risk Action, CASA, GAL and Child Protection

It hurts me to hear destructive criticisms about how teachers are the cause of badly performing schools, social workers blamed when a baby dies a horrid death while under County supervision, and most recently an all out diatribe against the uncaring volunteer guardian ad-Litems in America.
These professions are not entered for the great wealth or social prestige that accompany the difficult work that come with the job. Educators are dealing with mental health issues, the impact of poverty, abuse, and homelessness as our society becomes less well off, and recently, less well governed. Social workers are expected to work miracles with terrifically damaged children in toxic homes, drug and violence issues, huge caseloads, and few resources to fix anything.

Volunteer guardian ad-Litems work with badly damaged children trying to guide them through a complex and bureaucratic court system in the hopes of saving them from both the system and the traumas they have suffered from.

Why Teachers Quit Teaching

All Posts from Kids at Risk Action, Day Care and Education

When I first began teaching more than 25 years ago, hands-on exploration, investigation, joy and love of learning characterized the early childhood classroom. I’d describe our current period as a time of testing, data collection, competition and punishment. One would be hard put these days to find joy present in classrooms.

I think it started with No Child Left Behind years ago. Over the years I’ve seen this climate of data fascination seep into our schools and slowly change the ability for educators to teach creatively and respond to children’s social and emotional needs. But this was happening in the upper grades mostly. Then it came to kindergarten and PreK, beginning a number of years ago with a literacy initiative that would have had us spending the better part of each day teaching literacy skills through various prescribed techniques. ”What about math, science, creative expression and play?” we asked. The kindergarten teachers fought back and kept this push for an overload of literacy instruction at bay for a number of years.

Next came additional mandated assessments. Four and five year olds are screened regularly each year for glaring gaps in their development that would warrant a closer look and securing additional supports (such as O.T, P.T, and Speech Therapy) quickly. Teachers were already assessing each child three times a year to understand their individual literacy development and growth. A few years ago, we were instructed to add periodic math assessments after each unit of study in math. Then last year we were told to include an additional math assessment on all Kindergarten students (which takes teachers out of the classroom with individual child testing, and intrudes on classroom teaching time.)