Spencer County
Transcript Review: Middle
School – grades 6-8
In attendance: Beth Stein, Connie Branch, Debbie
Scott, Jeff Zook, Judy Roos, Norma Duley, Susan Jefford, Therese Baronowsky.
Summary of Stories:
Dane:
Joe:
Lives with dad and stepmom. Mother was abusive. Younger brother lives with her. Stealing is a problem for him, he “gets
talked in to it.” Wants to move
away. Bored. Nothing to do. Teachers
pick on him. Feels singled out in a
negative way. One teacher singled him
out in a positive way and his grade went from an F to a B! Felt that the teacher cared and that she
identified and related to the kids.
Wants to be a “gangster” and said kids need more things to do. Lots of detention, and Saturday school. Gets no respect from parents or other
adults….just his friends. GHP (Get High
Policy) seems to be some kind of club or status for which the initiation is
stealing. His dad is not very involved. Joe indicates he would be different if his
dad cared.
Julie:
Lives with mom and
has two sisters, a brother, a
stepsister, a stepbrother, cats and dogs.
Large household! Sexual and
physical abuse. On and off relationship
between parents. Mother has had string
of abusive relationships. Stepdad
abused daughters. A sister with
disability is “daddy’s girl.” Too much
stress. She wants to move from
area. Has some religion. Want s to be a counselor. She says most kids she knows have tried drugs,
about half use them. She wants her
younger siblings to make better choices than she has (she’s been caught
stealing). Would like to change her
parents. Thinks older and younger kids
should be separated socially because the older ones negatively influence the
younger ones. Steal for attention. Looking for teachers she can relate
to., Likes science, thinks old teachers
should retire.
Sally:
Lives with dad, two
brothers and a sister. Moved a
lot. Her mom kind of abusive and has
had a string of live-in boyfriends and husbands. Mom lives out of state now.
Hs some religious connections and seems to have a stronger ego than
others in this group., She says she
does not use drugs or alcohol. But
seeks peer approval anyway. Accursed of
cheating by a teacher, accused of being teachers’ pet by peers. Moved a lot with her mom, then currently
feels she gets some respect and support from her dad. Her dad has an idea for ATV and Bike Park called White cross
(bikes and religious meanings).
Holly:
Lives with mom and has a brother who does not live
with the family. Parents divorced, one
sister who is about a year older who has been “locked up” for a year. No contact with dad. Moved a lot. Older sister in trouble due to drugs and alcohol. Holly has done the same things, but was not
caught she said. Older sister has
gotten little brother high. Holly tries
in school, but blamed teachers for making her feel left out. She felt treated differently from the “good”
kids. She liked one teacher (same one
Dane mentioned) who tries to help kids.
Wanted to be a teacher herself when she was little, but has changed her
mind as kids are “bad.”
Jake:
An aggressive skater, bored, lives with dad and
stepmom, doesn’t feel they love him at all.
Dad is a drug user. Jake and
friend stole a truck and ran away…got two states away before they were
caught. He wants to be a rock
star. He’s lead singer in a band. He believes kids should be “whipped” if
“that’s what they need.” Cites peer pressure and the desire to get attention as
his reasons for stealing. He steals a
lot. Wants to go to college, and is a
fairly good student (C) but doesn’t try that hard. Said he’s been “singled out” by teachers for misbehaving, while
“preps” got away with inappropriate behavior.
Not enough to do in town, bored, has stolen cars, 4-wheelers, trucks,
but “got off easy.” Stepmom’s family
somewhat supportive, but parents not really very involved. Wants a skate park.
Michelle:
Lives with dog, and mom and stepdad who are in
process of getting a divorce. Mom is
planning to remarry soon (3rd?).
Parents split when Michelle was 4.
Mom seems to be very codependent, repeating a pattern of abusive
marriages and relationships. Michelle
seemed kind of self-conscious. Blamed
community as “the problem” saying there is nothing to do. Jealous of “preps” and called community a
“drug town.” Suggests violence as a
solution to situations where power balance is at stake. Does not see drugs as a solution. Says her mother blames her failed marriages
on her (Michelle). Her mother tells her
she (Michelle) is the problem. Michelle
has dreams of being a photographer. Is
real down on “preps” saying “they’re worthless and ignorant.” The threat of jail seems to be a deterrent
for her. She doesn’t plan to have any
kids as they break up marriages.
Common Issues:
·
Multiple residences, moved around a lot;
·
Parents divorced, multiple partners, blended
families;
·
Attached to their pets;
·
Poor to average school performance;
·
Lack of connection with parents and adults in
general;
·
Like one teacher, “who picked out the worst kid and
treated him like a king”;
·
Resentful and jealous of “preps” and “uppity-ups”;
·
Peer pressure is a heavy influence;
·
Self esteem, social acceptance are issues – don’t
feel accepted by mainstream;
·
Bored – lack of connection to community;
·
Patterns of abuse – drugs, physical, sexual;
·
Haves vs. have nots mentality – black and white - all or nothing;
·
Lack of trust;
·
Blamed others for problems – took no personal
responsibility;
·
Lack of dreams – hope for the future;
·
Intergenerational issues;
·
Lack of positive adult influences;
·
No remorse or guilt over stealing (not inner driven,
but driven by threat of punishment);
·
Need for respect & self validation being met by
“gangsta” subculture;
·
Lack of stability in life and lack of importance to
the mainstream - “disposable kids”.
Spencer County
Transcript Review: Middle School – grades 6-8
In
attendance: Beth Stein, Connie Branch, Debbie Scott, Jeff Zook, Judy Roos, Susan Jefford, Therese Baronowsky.
Summary of
Stories:
Sam:
Lives with dad and stepmom. Matt is his stepbrother. He has disability and medical problems. There is financial stress in the family, and stress due to Sam’s medical condition. He seems to have a good relationship with family members, though. They play games together and do things together. He said he gets picked on at school because he’s small sized, and he doesn’t dress like the other kids. Says he wants to be a medical doctor when he grows up. He has an older brother who is “doing time” for some incident involving alcohol and fighting. A cousin has chased him with a hammer. He has seen violence used as a solution to problems. His grades dropped last year in sixth grade, but he’s brought them back up this year.
Matt:
Sam’s stepbrother. Lives with mom and stepdad. Seems to have a good family life. Plays games plus football and basketball with family members. Brother Sam’s illness seems to cause stress as it hampers sometime what they can do. Would like to see more fast food and ice cream available for community. Teachers and homework were listed as his stresses. He doesn’t know what he wants to do when he grows up. Has been offered cigarettes and said no.
Kim:
White
female who lives with both parents and an older brother. Her brother has been in trouble a lot and
Kim resents that and his friends hanging around. An older sister got pregnant but lost the baby and lives away
from the family. She loves animals and
helps her mom in her animal boarding business.
She wants to be a singer. She
has talked to an educational counselor about college. She has interests outside
school, such as skating and going to her grandpa’s house, but thinks kids need
more things to do. She feels “left out”
at school – she’s not in the “right crowd.”
Kids call her house a “barn” because it looks like one, and that bothers
her. She used to be “real mean” and has
thus been labeled that way, although she says now she’s changed! Bothered by school violence and a recent
practice “lock down” at her middle school.
Labeling seen as a real issue -
“It’s like it’s the cool people against the geeks and stuff”
Sharon:
Lives
with stepmom and dad, two younger brothers, and two older sisters. She helps her “mom” (stepmom) baby-sit the
kids. Attends church with the family. Seemed concerned about differences in social
groups at school. Said her biggest
challenge is riding the bus….her older sister protects her when boys “say bad
words” to her. Future aspiration to be
a nurse or cosmetologist. Grades are
okay but she’s bored at times; Not a
lot of extra money in the family. She
exhibited some social strength in that she refused cigarettes when an older
cousin offered them, even though he chased her with a knife. Said she smoked at age 7 and it made her
sick. Does not feel picked on at
school, just on the bus. Has a cousin in “boys school” and another cousin who
is pregnant.
Jake:
Lives
with mom, three brothers and two sisters – all older except one. Jake works at trading card shop.
Stresses him out that people try to “act all bad and stuff.” Said he just moved into the area. Wants to be a mathematician. Doesn’t “like kids.” His solution to kids picking on each other
is to institute a school dress code. Consults teachers when he has a
problem. Says kids often pick on others
because they’re mad about something else unrelated. Goes to Cardinals games, plays Yahtzee with his mom at home when
he’s bored.
Spencer County
Transcript Review: High School – grades 9-12
In
attendance: Janey Hibdon, Lori Constant, Mala Camp, Maria Harris, Sharon
Schaefer, Therese Baronowsky.
Summary of Stories:
Cyndi:
Pregnant, her parents divorced when she was quite young. Lives with dad and stepmom, whom she resents, and a sister aged 6. She has three brothers, two who are in trouble with the criminal justice system. One brother is in jail, a second on the way. Cyndi is high-tempered, but she says she’s calmed down since she became pregnant. She looks to her family for support. She grew up in the river bottoms and said she grew up wild. Obviously a lack of parental supervision and family structures. Cyndi has good ideas and has some goals. She expressed desire for more structure. Issues include domestic violence, drugs and alcohol, temper and anger control, and that she feels “forced to conform.”
Zak:
Lives with three brothers and two sisters-in-law. Seems highly intelligent, but seems to have no family support. Looks to “gang” connections to draw attention to himself – feels “forced to conform.” Has low self esteem and is looking for someone to care for him. Roams the streets and uses his gang as his family (for support). He does not want the “gang” life for his nephew, however. Says he’s been labeled as a troublemaker. Has been suicidal since his grandparents died. Lack of goals, lack of guidance, began using drugs in middle school. Thinks cops pick on him. Wants out of situation he’s in and feels trapped. Possible drug dealer? Looking for validation – “salvation” and “solutions” but has no sense of future. Has mechanical ability, but no ambition.
Chris:
Pregnant female who plans to graduate and go to college. 21st Century Scholar program. Skipped school monthly, experimented with alcohol and drugs. Calmed down quite a bit since pregnancy. She’s an athlete (track and field) who also feels “forced to conform.” Has reputation as a troublemaker. Poor family, with generation cycle of alcohol and drug abuse. “They know your family,” and she feels she’s been ‘labeled.” Father of baby is a gang member. Seems intelligent and even positive about future. Does not want to repeat family pattern of alcohol, drugs, guns. Seems to know reality when she sees it.
Betsy:
A
21st-Century Scholar, has older brother. Lives part-time with both parents who are divorced. Feels like an “extra” to the “uppity-ups”.
Doesn’t like her mother’s boyfriend, says he “pouts” and she feels unwanted by
both parents. Has been jailed for
fighting. Wants family reunited. Lack of parental limits, family
structure. Betsy seemed to have some
self esteem. She was somewhat athletic,
and said she was “daddy’s girl.” Father
seemed to provide main stability in her life along with his sister, her aunt.
Common Issues:
Youth at Risk Subcommittee
Transcript Review: High School
– grades 9-12
In
attendance: Janey Hibdon, Lori Constant, Barbara Winstead, Gayle Morely-Jahn, Maria Harris, Sharon
Schaefer, Therese Baronowsky.
Summary of Stories:
Sam:
Lives
with both parents, Hispanic who moved to Spencer County eight years ago. In and out of trouble, got in with a bad
crowd a short while back. Now involved
with a Mexican band made up of older peers who are keeping him in line. They won’t let him play unless his homework
is done. Sam may have been in a little
trouble with drugs, etc., but he is from a close knit family and extended
community. He’s pulled himself up and
is trying to stay out of trouble. His
old friends have been replaced with positive role models. He is bored and says there is nowhere to go
and nothing to do. Says drug dealers
hang out at the city park and approach kids.
They act real nice and are real low key. Need more cops to arrest these drug dealers, he thinks. He’s a smart kid who’s turned his life
around. Says adults need to talk with
kids, let them know they care and get to know them. Suggests regular “meetings” for ongoing discussions between
adults and kids.
Ruth:
Lives
with both parents. Seems
depressed. Swims on a team, but is not
too excited about it. She’s bored and
thinks a mall with good stores and a race(car)track would be fun. She admits to having experimented with
drugs. Says there is a lot of pressure
to make good grades to get into college, but doesn’t really say from whom the
pressure is applied. Most exciting
thing in life is going to a local theme park during the summer to swim and
play.
· Drug availability and experimentation;
· Labeling and misconceptions of “bad” and “good” based on family name, past reputation, personal appearance;
· Bored with nowhere to go and nothing to do;
· Want strong families with structure and rules;
· Want interaction with parents;
· Lower income and lower social status;
· No mention of religious affiliation or church activities.
1999 – 2000 Comprehensive Community Assessment
Youth at Risk
Subcommittee
Spencer County
Transcript Review:
Caretakers/Parents
In
attendance: Dick Hedrick, Martha Carpenter, Michael Schriefer, Shirley Frank,
Therese Baronowsky.
Summary of Stories:
Kate:
Caucasian,
mom with two sons – both alcoholic and drug addicted – one in recovery for
three years – and a husband who is alcoholic.
Mom and stepdad are neglecting three grandchildren who she believes. Her kids were in treatment for drugs and
alcohol as teens, but husband refused to change his lifestyle to support their
recovery. Younger son now clean and
sober and a prison guard for several years.
Older son still in active addiction.
Supports for Kate included Alanon and community activities – she rarely
stayed home. But, she left her boys at
home with their alcoholic father while she was escaping through community
involvement. She totally lost control
of the boys when the family moved to town – kids began stealing, drugging and
general delinquent behavior. Older son
has basically been “written off.”
Younger son got structure and accountability through placement in a
group home and later the military. The
kids had no meaningful support from their home – no control, any limits set or
enforced. An intergenerational cycle of
drug abuse, alcoholism, fighting .. as she said, “I don’t know how to break it
– I don’t know how to stop it.” A
volatile, dysfunctional family.
Brad:
Caucasian,
foster parent, married to Barb. Was a
counselor in domestic violence cases of men who were perpetrators. Connected with a church? Thinks kids today have too much
freedom. He had a very supportive home,
and he was still a problem child (he states.)
He notes that children today are free from adult supervision in the
afternoons after school as two parents are at work. Brad affirmed Barb’s observations a lot. Supports include church, school programs,
and believes groups such as MADD (Mothers Against Drunk Driving) can have a
real impact on issues. Notes that
children of blended families often have even more freedom and learn to
play their parents against each other to get what they want. Feels too much emphasis on sports as
entertainment rather than as a character building activity. Too much emphasis from society on
entertainment in general rather than personal relationship and character
development. Thinks winning, open
sexuality and entertainment have take priority over moral and personal
relationship development. Believes kids
need heroes such as parents and grandparents rather than media figures.
Barb:
Foster
parent, married to Brad. Associated
with people who drink and use drugs, but don’t participate. Appalled at arrival in area that family
parties were so booze oriented and kids were allowed – even encouraged – to
drink socially at gatherings. Two
foster children, two birth children.
Very involved with kids, felt school contributed a lot and that churches
should and could do more. Thought kids
could get alcohol easily from adults.
Thought strong personal relationships could be more forceful factors in
a kid’s positive development than the influence of open violence and sex in the
media. Family very important to
her….reading to kids as important as feeding nutritious food. Noted peer pressure facing kids every day,
with pregnant teenagers allowed to stay in school and keg parties where parents
buy beer. She noted that some kids have
more going against them than working for them!
Betty:
Abused
as a child. Married to Joe, sister to Carol. One daughter was sexually abused
by an uncle. Convenience store clerk
who observed kids hanging out for hours with no place to go, no one to talk
to. Lack of stability in her home growing
up, drugs and material things more important than children and relationships. Betty seems to be doing her best but has
misinformation and generally poor coping skills. She thinks kids need to be caught in elementary school and given
help early on to break cycle of abuse and neglect. Lives in lower-income household and is active in church, where
she says the old women ignore her daughter because they know what happened to
her.
Joe:
Married
to Betty. Not much to say other than it
is the parent’s responsibility to teach kids right from wrong. Felt schools, church, agencies not
supporting his family’s efforts to deal with his daughter’s sexual abuse. Reported getting the run around from the
system, and wonders where the buck stops.
Working, but lower-income.
Cliff:
Married
to Doris with whom he is helping raise his grandson and a niece. Daughter is involved in drugs and alcohol
and can not care for her child. Very
down on institutions such as government and social agencies. Thinks “system” has failed kids and families
and believes that God is the solution.
Believes best mentoring situation is one where mentor is same-sex and
about 7 to 10 years older than the mentee.
Very little faith in agencies, institutions and motivation of
broken-down families to accept help when it is offered. Physically abused himself as a child. Has used alcohol, but has quit to be a
better influence for family.
Carol:
Betty’s
sister. Has 4 children, including two sons ages 13 & 15. Thinks answer is intervention through
behavioral treatment as that’s what she’s had to resort to when she could no
longer control her kids’ violent outbursts.
Carol again is doing the best she can with what she has to work
with. She is raising her kids basically
like she and Betty were raised. Lots of
conflict in home with stepchildren who have threatened to hurt her. Notes that blended families can be
problematic as children will play parents against each other, and sometimes
parents will put children in center of their conflicts. Said she and Cliff used to drink a lot, but
quit to be a better influence on the family.
Doris:
With
husband, Cliff, is raising grandson and a niece. Sexually abused as a child, Doris believes counseling has been a
strong support for her. She is a big
believer in Boys & Girls Club programs and Big Brothers and Big Sisters. Feels that welfare systems have failed her
family, looking to private mentoring programs.
Dave:
Pastor
of church who believes church is the answer.
Married to Pam and active in youth groups and runs a youth program. Little faith in government agencies for
solutions. Believes mentoring programs
are a strong solutions, particularly when same-sex mentor about 7 to 10 years
older is assigned to help a younger person work through things. Thinks biggest challenge is getting people
who need help to come for help.
Observes that lower-income kids don’t have the opportunities that kids
in higher-income homes have. Notes a
breakdown in families and a lack of trust in adults by kids.
Pam:
Past
foster parent, married to Dave, active in youth home/shelter program. Has seen much success with youth support
groups, where older teens act as mentors to younger kids. Feels like short-term programs such as
lock-ins and weekend retreats are helpful for kids to teach anti-drug messages
and build social adjustment, but notes that supports collapse when weekend is
over. Kids need steady, solid supports
she said to build real hope for a positive future.
Lisa:
Lower
income, mother of three ages 15 (boy), 8 (girl), and 7 months (boy). Recovering alcoholic and drug addict. Physically and sexually abused as a
child. Says alcoholism runs in her
family. She’s glad that her son is in
treatment now for alcohol and drug abuse.
She hopes it will help break the generational cycle and that he won’t
have to go through the things she’s gone through. Has personally observed child neglect in trailer park where she lives. Grabbed kid to keep him from getting hit by car and returned him
home to drug-using parents who chastised child’s older siblings for not watching
him. Said she keeps her own kids at
home by renting video tapes for them to watch. Thinks today parents are too busy to care well for their
children, but doesn’t not trust childcare providers. Thinks Boys & Girls Clubs are good for kids. Also feels that system failed her as her son
went to a teacher for help and “was totally blown off.”
Common Issues:
·
Intergenerational
cycle of abuse/neglect/alcoholism and other risk factors;
·
Intergenerational
labels (families have bad name);
·
Systems
failed them creating trust issues for adults ;
·
Cynicism
– no way out and a sense of hopelessness among caretakers/guardians;
·
Parents
too busy to spend adequate time with their kids;
·
Intergenerational
breakdown of family unit;
·
Lack
of balance in life – bored or too much to do;
·
Entertainment
replacing character development;
·
Materialism
replacing spiritual values;
·
Counseling
and mentoring can be helpful solutions;
·
Openness
in society about sexuality, drug use and availability;
·
Early
intervention is crucial;
·
Misinformation
– lack of learned parenting skills and coping skills.
1999 – 2000 Comprehensive Community Assessment
Youth at Risk
Subcommittee
Spencer County
Review Team 2b
Transcript
Review: High School Dropouts
In attendance: Brenda Schum, Judy Litherland, Marcia Werne, Michael Strahl – writtem comments submitted by Joanne Lehr and Elizabeth Keith.
Summary of Stories:
Mike:
Early 20s, works full time, attends alternative school. Played football in high school, dropped out junior year. Too much pressure and high expectations from mom, stepdad and a dad who was not involved with his life, totally stressed him out. Said teachers played favorites and that hurt kids who were not picked to be favorites. He wanted to have fun and money, so he quit school to go to work. He thinks youth need a place to go and play basketball and stuff. Sports are important to kids, he thinks.
Bob:
40-50 years old, 3 kids, l grandson, works, family man, stable employment, environment. Only needed 8 credits when he dropped out. He returned to alternative school because he wanted to be able to help his kids with homework. Says there is too much pressure on kids. His kids have worked and tried to get through school – couldn’t keep up!
Don:
Teenager, dropped out in 1999, works full-time, attends alternative school. Parents divorced and he received no financial support from family. Has to work for money – lots of pressure in school – played football – got a little more attention due to that, but not academically. Would like pool hall or dance hall – thinks divorce was bad and that parents should stay together for the kids. His father just began to pay child support. He thinks it takes two parents to support a family and he thinks people have to learn by experience.
Tom:
Age 35-45, 2 kids, 2 step kids, employed (factory) 6 siblings – father was an alcoholic who was absent from Tom’s life. He felt his dad did not care what he did. Tom liked school, but had a run in with a teacher and quit his sophomore year. The teacher embarrassed him in front of class – threatened to call cops on him. He thinks the most difficult part of parenting is disciplining kids. He said he had a lot of discipline growing up – personally believes in discipline which he equates to physical punishment. Thinks teachers should show more concern, parents should be more involved and kids should get more encouragement. He is back in alternative school now. Cites need for place to – things to do – need for affiliation. Thinks Bible should be taught in schools.
Jill:
Age 25 years +, 2 kids, employed. Speaks little of childhood – father left when she was 2 – didn’t like school – doesn’t speak of mom – dropped out at 15 – feels teachers need to show more individual attention. Seems more mature than some. Broken homes cited as risk factor.
Karen:
Early 40s, 2 teen daughters, 1 graduated, 1 dropped out, works, son died, domestic abuse in childhood. Alcoholic father – abusive/violent – had 1 disabled child (who did graduate from high school) Drop-out daughter very bright – son died suddenly. Karen returned to alternative school to “encourage” drop-out daughter. She quit good full-time job to take a part-time cleaning job in order to be at home with her kids more. Cites need for family meals to build relationships, and blames grief over her brothers death as the cause of her daughters’ dropping out of school. Cites need for stable, encouraging home and a failure by the school to communicate with parents when her child was truant (she missed 12 days and was kicked out for half a year.) Had daughter placed in group home to force her to go to school and prevent drug use.
Bill:
Teenager, works full time, attends alternative school, party boy. Works a lot – likes money – more than education? Struggles – tired a lot – thought alternative school would be a “short cut”. Daydreamer – bored in traditional school. Used to smoke pot – doesn’t use drugs now, he said. Drinks a lot of beer so he can talk easier and have a good time. Goal is self-employment after higher-education – but may cost too much money – doesn’t like dropout label. Jocks and brains, weird teachers acting inappropriately and two minor consumption charges indicated as part of his reasons for dropping out. He exhibited a lack of respect for authority, he misbehaved and acted out for attention in school. He seems to be going through the motions of life, and is proud being rebellious. As he gets a sense of power from not conforming. He dad is a substance abuser with whom Bill has had his problems. Bill is bored…says kids need a pool hall to hang out at. Alcohol is obviously a problem!
Phil:
Middle aged, 6 kids, social security disability – school wasn’t safe in Chicago – could not get into private school as his grades weren’t good enough, so he dropped out. He said his parents did not care that he dropped out. He also cited poverty and not fitting in as reasons for dropping out. He’s enrolled in alternative school to be role model to his kids and because it helps him not “feel dumb”. All his kids are in learning disability classes and two have already dropped out. Phil thinks the LD label makes kids feel less than and causes treachers to treat them differently. He said his son gets picked on because of the way he looks – shaved head and skater clothes. He felt schools did not share enough information with parents and that a lack of one-on-one attention coupled with too much pressure and too high expectations set kids up to fail. “Lots of smart kids are quitting school,” he said. Feels parents’ authority is being usurped. Notes that kids get bored easily, daydream, and then lapse into drug and alcohol use. He said once kid is singled out as “troublemaker”, he’s branded. He thinks parents need to get more more involved – affiliation needs not being met. Said the education system supports its own – protects teachers over helping students. He’s coaching soccer to try to give back and notes it is hard to get other parents involved. Thinks the community needs a YMCA.
Susan:
Teenager, just moved back in with mom after living with boyfriend for 1-1/2 years. She and her mom moved from town to town for most of her life. She’s been on her own since she was 15. She does have some personal goals and works part time. A lack of affiliation with community is apparent. She said teachers treat kids differently if they don’t have money or social status or if they don’t know student’s family. She wants to make a difference but finds it hard to fit in as an “outsider”. On the other hand, her best life experience was moving around a lot. She said there’s a lot of pressure in high school to “fit in” – She’s a non-conformist who wants to feel like she belongs. She said she went through a three-month serious “party” period in which she did things that have taken years to make up to her mother for. Drugs, alcohol, doesn’t feel loss of dad not so bad – relies on female role models.
Common Issues:
· Poverty – lower income families;
· Drug & alcohol involvement (self/and/or/family);
· Broken homes – father absent;
· Lack of places to go – need for social affiliation;
· Teacher treatment of students strong influence;
· Lack of parental involvement/control;
· 10 out of 11 employed;
· non-conformists who long to “fit in” – be validated;
· Too much pressure;
· Don’t “look like mainstream”;
· Lack of non-traditional tracks to non-conforming kids;
· alienated – need for affiliations (clubs, hangouts, community);
· female-pregnancy;
· All returned to school for diploma;
· no lack of intelligence – IQ does not appear to be a factor;
· cyclical –generational – lack of role models for education.