Environmental Strengths And Weaknesses Of Tara

“A child who copes with adversity through the social channel seeks support and control through the structure of his or her relationships. The roles and responsibilities assigned to a child within a social context such as a family or a classroom can increase connections and decrease isolation, as well as restore emotional security and strengthen the child’s sense of well being.”

Experiencing further unstable environments, these children are forced to move from one foster home to another. They rarely develop meaningful relationships and constantly endure lack of care and protection by adults. Sabreen, another gifted student, was able to excel in school despite her unstable environments. She, too, became a ward of the county battling to find a stable home, constantly being placed in unstable environments, environments that do not encourage any achievement. When her situation becomes untenable, she goes AWOL, like Olivia, refusing to return to county supervision. Corwin masterfully frames the problem that wards, like Olivia and Sabreen, face when they feel that going back into the system is not an option. The additional struggles can be seen through Olivia and Sabreen accepting jobs with long hours in order to make enough to pay their bills. The responsibility on taking care of themselves financially detracts from their studies, which quickly can become a vicious, never-ending cycle.

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

It is important to foster a learning environment in which students feel safe, relaxed, secure, confident and valued (Gravells A 2012 pg25) especially for learners who may have had negative experiences in traditional classroom environments. Students often describe supportive learning environments as expanding their sense of family and enhancing their self-esteem, which, when combined with increased literacy skills, help students take more chances in pursuing their goals.

Summary excerpt called “Why School” written by Mike Rose. In this story, Rose explains a specific situation that happens between two friends. School is not for everybody, but it does help even those who have a disability or a hard time comprehending information. In this excerpt, Rose writes about one person’s point of view and their experience in the situation. Anthony, Rose’s friend, has brain damage from a childhood accident that has slowed him down from excelling in his education, but not from wanting to learn. Anthony is enrolled into a community college, and a basic skills program. He can barely read or write, but he is a very smart guy, and not being able to read or right did not stop him form getting an education. A lot of Anthony’s knowledge comes from everyday things, like listening to the radio, and watching television. Here is a rundown on what is going on in the situation. This is a summary of what happens in the story (320).

As told through her mother’s perspective, one will learn that Trina is a eighteen year old female of African-American decent and resides with her mother in Los Angeles, California. Trina’s parents, Keri and Clyde, provide their daughter with an upper/upper middle class lifestyle due to her father’s sudden successful career and her mother’s successful resale clothing business in Los Angeles. This well rounded and beautiful adolescent has recently graduated from high school with high grades and was accepted to Brown University, however, due to her summer manic episodes, Trina has not attended college yet.

Identifies strengths and resources already found in the individual, family, school, and community and adds new information and a new perspective for creating and growing resources.

Visits to several psychiatrists result in little or no benefit and Tara accumulates an assortment of "diagnoses." Finally, a teacher recognizes that Tara has symptoms similar to those of a student with OCD. Tara is introduced to the boy in question and to his therapist who prescribes exposure and response prevention, a form of behavior therapy. The story ends on a hopeful note for Tara who begins therapy and learns to take control of

These insights foster a strong personal identity based on mature interpersonal relationships, not based on performance or meeting the expectations of others. When a child realizes that his great value and worth is based on his relationships to God, family, and friends, he strives even harder to cultivate his or her unique gifts for the service of others—finding himself through the sincere gift of himself. Excellence in academics, arts, athletics, “social intelligence,” etc. is the immediate fruit of this strong identity. It also foster a child’s appreciation for the unique gifts and talents of his schoolmates, as well as teamlike collaboration in cultivating these gifts and talents in his

Shonquasia responded well to the intervention. Shonquasia continues to make progress towards her goals. Shonquasia stated, trusting other people, and being respectful to her mom. Shonquasia stated, get better grades, using profanity, talking back, follow rules of the house, and leaving the home without permission. Shonquasia stated, doing chores, get up for school every day, complete homework and class assignments, caring for her younger siblings when mom is at work and taking care of self. Shonquasia stated it depend on the situation. Shonquasia stated that she does like to make promises to people. Shonquasia stated, that people make promises to her and do not keep it. Shonquasia stated. that her mom make promises to her and never follow

Tara Jones is a sixteen year old African American Baptist who lives in Alberdence County. She attends school and is considered a sophomore. She has two siblings, and older brother (Dan Jones), and a younger brother (Theo Jones). Tara does not know where her father is located, and has not been in contacted with his since she was five years old. Tara’s mother’s name is Sharon Jones and Tara has lived with her and her two brothers up until she was eleven years old. Tara considers her mother’s neighborhood as the “projects” and she worried about gang violence while living there. At the moment, Tara denies any consumption of alcohol or drugs when she ran away, she also denies any suicidal ideation. Tara left her mother’s home because she was forced to; because her mother did not believe her that she was being sexually abused by her older brother Dan. Tara resided with her Aunt Sally after leaving her mother’s home. Tara reported that the sexual abuse had occurred for three years, and her mother denies any of the sexual abuse to happen and told Tara to leave the home. Tara ran away from her aunt’s home when she was thirteen years old. She then became award of the state and was placed into a foster home. She ran away from this foster home and was placed into a second home that she also ran away from. She was placed at her last foster home where she lived for six months with Ms. Boot, before she ran away with her boyfriend.

Social/peer interaction: Reyna works well with foster family and peers at diverse settings. Youth had minimal problems at school and home. Reyna learned skills to cope and express her feelings with problem-solving and frustrations.

For example, she can make a timetable to study and take care of her siblings in order to follow the schedule more regularly, so she may have much more spare time. Also, Kelly’s siblings should learn to take care of themselves and be more independently not only rely on her. For instant, they should learn how to do homework by themselves and give a hand on doing housework. Hence, government and some non-profit organization provide many support to those low income family to assist or take care of the children, such as “School-based After-school Learning Support Programmes” and obligation tutorial “On Fire” respectively, I believe these kind of programs can effectively relieve Kelly’s

students feel personally accepted, respected, included and supported by others in the school`s social environment.(p.80).

Social competencies opportunities need to be provided for group interaction, socialization with guest and friends so that the child learns to accept his strengths and weakness.