1999 - 2000 Comprehensive
Community Assessment
Family
Subcommittee
Transcript Review:
Two Parents, Low Income
In attendance: Jeff Amos, Bob Hopper, Kathy Patton, Rick Castle, Dan Hayden
Summary of Stories:
Peter:
Married male with young son, college educated, wife is currently a full-time college student. He works evenings, she goes to school during the day – they “hit and miss”. They live in a rural area with no cable – life is “school, homework, internet and a few animals”. Their life is “pretty laid back”. He wants to give his son enough independence to learn things, but also doesn’t want him “running wild”. He’s trying to teach him values (rewards for good work, honesty, work ethic, being responsible), but realizes “he will probably forget it as a teenager”. Peter believes it’s important to maintain consistency in the household and family rules. He seems to be a committed father who spends time with his son. He camps out in the back yard with his son – who asks him to “not bring out the extension cord” – wanting him to pay attention to him and not the TV. Peter seems to have plenty of family support, including parents, grandparents, siblings, and friends as well. He discusses the different ways of getting support between men and women: when he and his wife have problems it’s not long before “twelve other people” know the details. When he meets with his male friends, he only has to mention “I’ve had a fight with my wife” and not another word has to be said -- “they all know”-- a nonverbal from of communication and support. Peter feels content with his life. He does mention a need for a central clearinghouse of information about services for those in need.
Marcia:
Married white female with 2 children under age 7. Marcia stayed at home with 1st child but is now working part time. She probably won’t do that much longer -- prefers staying at home with the children. Husband will work longer hours and they will cut back on their expenses. Both of their mothers were “stay-at-home moms” with stable family backgrounds. They both felt secure and comforted knowing their mom was at home after-school, and want their children to have that same experience. Marcia is concerned about teaching her children values and understanding right from wrong. They are struggling financially but she attempts to teach restraint and looks for alternative rewards than just money (sleeping with them, sleeping in a tent in the living room). She has a good relationship with her husband, and he is involved with their children – he works on cars and his daughter comes in the house “with grease all over her”. She does express a concern about how “dad is the fun one, and I have to enforce the rules – I am the bad guy”. She and her husband seem to have a lot of support – Siblings, friends, cousins, and in-laws. Marcia is concerned that some friends and relatives may be “spoiling” her with gifts and attention. Her daughter has several relatives who want her “to spend the night”. Marcia believes there should be a better way to find help for services, recognizes the difficulty of delivering a service message because people “don’t read it if you don’t need it”.
Buffy:
White female, married with young son. She was working but is now staying home with child and taking care of her mother-in-law; also believes that cost of child care makes it difficult to see the value of working. Buffy’s mom worked when she was a child and has been gently pressuring her about becoming employed. Buffy understands and accepts her mother’s decision to work, but she feels differently – “sort of wish my mom was home more often”. Her husband’s mother was around when he was a child and is supportive of Buffy’s desire to stay at home. Buffy relates how her home is now the “magnet” for neighborhood kids during the summer – there is a mom at home and there all their kind of toys and playground equipment. She tries to set rules for their son and attempts to calmly guide her son’s behavior. She believes children should feel the consequences of their behaviors. There is a concern about her husband coming home and playing and having fun with the son, and she has to “ play the bad guy” – “don’t throw the ball in the living room”. Buffy has to remind him “he’s the father”. Buffy also relates a story of how their family came together over the death of the grandmother. She lived with them when she became ill. When she died on a road trip, they use the experience to teach their children values, sharing their grief and “not keeping it all bottled up”. She also tells how they try to teach their children good work values, and “staying within your budget”. They appear to get a lot of support from their families – especially their parents and her grandmother. Their parents are still very busy but with timely scheduling they will help with the kids. They seem to be financially struggling but are self-sufficient. Buffy’s major concern is about her brother – who shows paranoid tendencies and needs someone to talk to but cant afford the cost of a psychiatrist.
Common Issues:
Unique Issues:
1999 - 2000 Comprehensive
Community Assessment
Family
Subcommittee
Transcript Review:
Two Parents, Not Low Income
SECOND TRANSCRIPT
REVIEW TEAM SUMMARY
Summary of Stories:
Betty:
White, works 32 hours per week (14 hour shifts). Likes
part-time to spend more time with children, help at school. But also likes the
extra money. Sons are in basketball. Tries to do family dinner every night.
Husband does sports, she does school, and they try to take vacations and do
things as family. Take their boat and go down to the lake. Fishing. Very busy
schedule. Uses husband, sister, her dad, friends to help shuttle kids around to
events and activities. Concerned about teen moms not knowing how to raise children
or care for newborns. Wants to teach children values.
Pam:
White, over 40 years old, 4 children (3 teens, and a
toddler), college degree, has professional occupation. Stay at home mom.
Husband owns family business. Manages the schedule and emotions within her
house. When 3year old gets old enough plans to get a job to make extra money.
Takes care of the kids and house but doesn’t mind because husband is very busy
with business. One child has learning disability so spends extra time with him.
Concerned about being around for her kids after school -- recognizes it as a
high-risk time for sexual activity. Concerned about kids being labeled at early
age by their academic performance, and this labeling can be self-defeating, and
carries a social stigma. She tries to act as their child’s "liaison"
to ensure schools are sensitive to their needs. Wants her kids to find a
balance between "naiveté and cynicism". Does not have faith in any
day care facilities. Her parents were divorced at early age. But she lived in
southern town, so there was supportive network of extended family to help. Her
family doesn’t live here and his family too busy with business to provide
support. So, she refuses to put kids in childcare, just not comfortable with
it. Does get help from their friends. Somewhat resents the fact that his family
is not more supportive. Feels children should be cared for by parents at least
until 4 years old. Believes there
should be "more supportive mechanisms" for families, especially teen
parents.
Nancy:
White, special education teacher, 2 younger children, older daughter. Likes family time with her kids. Concerned about the dangers of growing up – recent child abduction attempt, Internet chat rooms. She and husband both work so they can buy kids the things they want – concerned about the materialism. She went to get her masters so she can make better money ($13k per year). Wants to be a good teacher, sensitive to needs of special needs kids. Is OK with her kids in daycare, learning basics and social skills. Believes that the school for teen mothers is good idea. Sympathetic to single moms on welfare who cant find jobs that pay enough to afford health care and child care, and families from dysfunctional backgrounds.
Jane:
White, 3 sons, teaches Christian Education at church, teaches at public school. Family oriented, family dinners. Whole family involved in cub scouts, church activities. Husband teaches. They have just began to be financially comfortable. Lived elsewhere but came back to be around family and the family supports (the desirability of having grandparents come to kids sporting events). Strong Christian faith and involved in support groups at church. One child had medical problems at birth and wanted to stay home with him. Went back to work with birth of 2nd son, but had bad daycare experience and quit her job again. Believes in the responsibility to give back to community.
Jackie:
White, adolescent son, works full time. Son active in sports. Don’t go out much, movies sometimes, she and son will rent movies and go to library. Not lot of activities together as family, except church on Sundays. They both work but their insurance only covers themselves, they have to pay for son’s health insurance and its expensive. If up to her, she wouldn’t work, but they need the extra income. Doesn’t like the little amount of time for her son. Feels she was fortunate in having family to watch her son while working – never had to use childcare. Has family supports. Biggest challenge is teaching morals to son, worried about negative influences of Internet.
Bill:
White male, works full time, wife at home, 2 children under age 10. Helps the wife with the kids in the evening – “give her a break”. Dinnertime together with family is important. Son is active in sports and he tries to attend those activities. Has coached son’s baseball team and will be helping with his daughter’s sports too. Ride bikes together. Concerned about putting too much academic pressure on son, and sports pressure as well. Trying to teach values to children (honesty while not being taken advantage of). Children fight a lot, picking on each other, but if anyone else picks on daughter, son takes up for her. Got a lot of support from family (mom, dad, sister). Concerned about too much materialism with youth, trying to teach values.
Common
Issues:
1999 - 2000 Comprehensive
Community Assessment
Family Subcommittee
Transcript Review:
Two Parents, Low Income
In attendance: Lisa Nord, Lori Carroll Bryant, Dixie Turpen, Veronica Reis, Dan Hayden
Summary of Stories:
Marcia:
Hispanic, married (4th husband), unemployed, homeless living in hotel. She has two children, one she put up for adoption, and the other cared for by the grandmother. There is not a lot of contact there. Husband works temp jobs most recently as telemarketing fundraiser. She also worked but had conflict with employer, he threatened her. Their employment is very erratic. They were living at a local homeless shelter but left when they got into conflict with a worker. Seems to be a history of shelters to other temp living. Her life appears very erratic and unsettled. Marcia did express some career goals but they have changed considerably over time. She wanted to be a lawyer, musician, chef, writer, and is now considering a job in “computer security”. In the past she worked at a restaurant and helped her 2nd husband with landscaping business. She appears to have career goals but does not indicate any tangible and specific plans to reach her goals. She and her husband support each other, but not any friends of supports indicated. They appear to be alone and have difficulties with personal relationships. She has goals which appear so wild they are incredulous. She is currently working on her GED, although struggling with “fractions”. Marcia does indicate that she was sexually molested at a young age by an older cousin. He raped her again when they were older but is unclear about the outcome of her testimony in court.
Zara:
White, young (later teens), recently married, husband employed as stock boy at grocery. She has one child from another father, and is pregnant with husband’s child. The pregnancy was not planned but the pregnancy possibility was not enough to make them use “protection” (they discussed it). The husband has a speech and hearing problem. They had been living with his parents, but recently moved into public housing. She is unable to read. She was made fun of in high school because of her reading problems, she was considered “slow”. She was part of a small group that was looked down by others who “thought they were perfect”. She is enrolled in GED classes which she enjoys because they have one-on-one tutoring and she is comfortable with other people. They seem to be struggling financially. She has received aid (Food Stamps and Medicaid), but says she “hates to ask for help”. Both of their parents were supportive (places to live, emotional support, little financial). She is concerned about her ability to raise two children, especially with her husband working 2nd shift. Zara’s husband was accused of physically abusing the stepchild. Child Protection Services now provides an in-home caseworker, attends parenting classes; the husband is not allowed to be alone with child (he also receives “anger management” classes). They are coming to the end of their service/probation period. She does not believe the husband abused her – thinks it was an accident. She says he’s “a good daddy” and the girl seems to readily bond with him. An older neighbor also sexually abused Zara when she was 5 years old. He threatened to harm her if she told. The perpetrator is in jail now although unclear whether because she told. She is still “scared” about the incident but states it as a generalized fear of the men “out there” like him.
Common Issues:
Unique Issues
(comparisons):
1999 - 2000 Comprehensive
Community Assessment
Family
Subcommittee
Transcript Review:
2 Parents, Not Low Income
SECOND TRANSCRIPT
REVIEW SUMMARY
In attendance: Lisa Nord, Lori Carroll Bryant, Nelson Bailes, Dixie Turpen, Veronica Reis, Candice Perry, Dan Shearer, David Cousert, Dan Hayden
Summary of Stories:
Cyndi:
White female, married, 2 young daughters, husband’s a pastor – they have a good relationship. They are very active in church activities – keeps them busy. They get a lot of support from their grandparents. Her husband is divorced and all the grandparents help with watching the children (although as “last resort”). Believes the city should have more or better parks.
Alexis:
White female, married, 2 children (1, 9). She has not worked since first child was born. Takes care of the kids and “he hunts and that’s about it”. She had another children with different man and placed child in adoption. She and her husband had a child before they were married and put that child in adoption also – didn’t want to marry him for the wrong reason. They eventually got married and had their other children. A religious orientation to child-raising. Some accuse her of being over-protective, she wants to know everything about her son’s friends, what their parents are like, who their friends are, etc. She was abused mentally and physically as a child and spent 3 years in youth home. Her aunt was the abuser. Father was an alcoholic. Was placed in foster home when she was 17; the foster parents were her “saving force”. Husband is disciplinarian, as she can’t spank her kids. Husband had strained relationship with his father, and is exhibiting same pattern with their son – seems to avoid him at times. Thinks he may have a “macho” problem. He bonded better with second child – a daughter. He seems to like working and hunting, not much else. Teaching daughter to be a “good little wife”. She feels like her life has turned out all right, even with difficulties, a “Cinderella story”.
Colleen:
White female, 3 children under age 7. Stays at home during week but works on Saturdays. Try to have different themes for every night -- “pretty normal family”. Sunday church, homework, bath time, play time, Friday pizza, family things. She and husband find time for each other. Stresses thinking about the future with first grader – he shows interest in how things work, tries to encourage college with children. Gets some support from mother and grandparent. Believes local parks not the best, “they stink”.
Cathy:
White female, married, 4 teenagers. She was raised with both parents at home, her husband came from divorced family. She is divorced from earlier marriage. Has older kids from earlier marriage, 4 teens at home now. She and husband work full time. Limited time for family activities, but feels children are nevertheless well adjusted. The children’s father did not remarry but stays active and even comes over for visits. Feels her childhood was pretty ideal and “normal”, and she has done the best she could with her own children. Not perfect, but okay. She would like to stay at home to be there for the children after school. They do not watch sitcoms on television because they “put down parents”, rather watches Nickelodeon. She is attempting to instill “character” in her children, they don’t have to be perfect students – more important that they’re thoughtful and helpful. Expects children to attend college. She gets support from grandparents and extended family. Involved in her church, very supportive environment for her and children. Children have good relationships with teachers.
Monique:
White female, 4 young children. One stepchild and 3 children from her marriage. Stepmother is considered a friend. Husband has strained relationship with the mother, but she has worked with her to care for stepchild. Relationship with husband is not perfect. She is religious but he’s not. Attends Pentecostal church. She works part-time (Manager at fast food restaurant) and he’s a mechanic. They share in the childcare responsibilities. Family on Saturdays, church on Sundays. Thinks the community can help by putting God back in the schools.
Ladonna:
White female, 3 children, recently married, blended family. She believes her marriage is good as they share same values and have common interests. They all get along, all into sports, computers. So far so good. Do not argue in front of the children.
Jan:
White female, 4 children (oldest is 22 and married with grandchild). She works full-time, husband works 3rd shift. They spend Sundays at church and then come home and married son and wife come to dinner – and their grandchild. Kids are all in different schools. Daughter very active, family is very busy. Wonders what they’ll do when children are gone.
Common Issues:
1999 - 2000 Comprehensive
Community Assessment
Transcript
Review: Single Parents, Low Income
In attendance: Sally Ragsdale, Deborah Horn, Dan Hayden
Summary of Stories:
Willa:
White single mom with teen son. She is disabled (does not specify but is receiving some form of psychological counseling). Her son has behavioral problems and was “kicked out” of a youth after-school program because he didn’t want to play basketball. The son also gets counseling but Willa thinks the 1 hour is not enough for her son, feels like he needs a longer term relationship with a male figure – is interested in a male mentoring program for her son. She discusses having her son join a youth program but all the other kids have their dad’s involved and “he doesn’t want mom to take him”. She wants to work but is concerned about leaving her son alone and believes good childcare is hard to find. A recent neighborhood shooting is another concern and is reluctant to let him run the neighborhood.
Kimba:
Black single mother with 6 children from different fathers. She is currently receiving welfare assistance and believes that the government should do more to force non-custodial fathers to pay child support. On one hand she believes that in her situation the father is unnecessary and she can raise the child by herself (“the father just messes up the child”), but also believes that fathers (in general) should be involved and supportive of their children. She also needs before and after school childcare before she goes back to work – part of a theme for her as she argues that single-moms should not be required to work (welfare reform) without a proper “foundation” first (child care, housing, and transportation). She believes that if the government is cutting back on its support for single moms then private charities should help. She believes the focus of the support should be on the children – “children first”. Kimba is worried about her son’s education and wants him to do better in life. The son was kicked out of an after-school program and is currently in therapy. She would like to enroll him in a male mentoring program. She would like to get more education and talked about attending IVY Tech for computer training. She feels a past felony conviction is a detriment to her becoming employed. She advocates for more businesses having on-site childcare, but at a “dollar a day”.
Arden:
White female, mother of (at least) 2 boys, including a young son with asthma. She has been divorced for 9 years. It’s not clear who is the father of the son. She had a babysitter watch her child but was upset when he learned she wasn’t using his breathing machine correctly. She does not trust anyone else with his care – she will “go out on the streets” before she goes back to work again. Is also concerned about the costs of childcare -- especially when working at minimum wage. The father of the older child stays involved in the child’ life, but Arden complains the father has no rules and the older son comes back from visits “wild” and difficult to control. She does, however, recognize the importance of the father to the child, and he does pay child support. She and her older son are both in therapy because “he doesn’t know why his father left him”. She has worked in the past at fast food restaurant and noted they were flexible in dealing with a sick child. She does not qualify for welfare because of the child support but feels that she should still qualify for help from the Trustee’s office. She says you must be on AFDC to qualify for Trustee assistance. She has financial struggles – car repairs, just paying rent, and making ends meet. However, she does take some control of her life and is involved in a “support group” and volunteers for her church. She is interested in getting her older son involved in a youth mentoring program. She would like more programs like the church program (she heard about), which provides help with home repairs, meals, and allows for networking of people in similar conditions.
Greg:
White male, has 2 adolescent children from ex-wife, and is currently remarried. He shares custody of the children. He cites the difficulty of finding good childcare especially in the after-school hours. He also talks about the difficulties juggling everyone’s schedules and getting the children back and forth from school and both parents. The children evidently were being moved around within the schools and that was hard for them, but there seems to be more “consistency and stability” now that they are settled. Greg would like to see more activities for older children in the after-school hours.
Jessica:
White female with a young daughter, and older son. She is divorced from a man who was very abusive to the daughter (can only visit under supervised visitation), and possibly herself (she had been to a battered women’s shelter). The daughter is “uncontrollable” and now in therapy. The older son lives with the father, but almost burned down the house – “He likes to burn things”. Jessica objects to welfare reform rules and believes there should be more attention to individual problems and makes more exceptions to the rules. She believes that local programs should provide more help for single moms. She recognizes the need for a full time job but has a felony conviction she feels is a major stumbling block. Her record also prohibits her from getting into public housing. She resents people who tell her she should be working -- she feels she needs to be staying at home and taking care of her children.
Vera:
Black female with 3 school aged children. Came here from Florida. Laments the scarcity of family supports here in Evansville – says parents there “helped each other”. She has no one she trusts here. She has one son in alternative school who only goes to school from 8:00 a.m. to 10:30 and complains that it “doesn’t give her no break”. The child is difficult to deal with. She has two other children who go to school all day, although one other had attended the alternative school at some time. She also has a problem with welfare reform forcing her into jobs and training. She is concerned about her kids, with all the problems they have, being alone without supervision. She is currently unemployed and does not seem to be in a rush to get a job. She also believes that everything “must be right” before she gets a job.
Common Issues:
Unique Issues:
1999 - 2000 Comprehensive
Community Assessment
Transcript Review:
Single Parents, Low Income
In attendance: Laura Klenck, Kevin Gibson, Major Garry Lowder, Susan Plassmeier, Harriett Kimmell, Dan Hayden, Sherry Tilley
Summary of Stories:
Tiffany:
Black, divorced female, 2 adolescent children. The children’s father is “long gone”. She currently works at a daycare (gets some care for her children – after school?) A product of a single parent family -- but says she was raised on her aunt and uncle’s farm. There were high standards for work on the farm and instilled work ethic – many house rules. Her aunt modeled “keeping busy” work habits. However, she attempts to instill these values in her children, but with little apparent success. She doesn’t push chores on her son. She links this with the problems he’s having at school (bad grades). She has encouraged her son to do well citing the problems black males have in society without an education. Upset when son brought home failing grades and was not notified by the school of looming problems. She feels school personnel don’t believe “they” care about their children. She did, however, meet with the principal and “straightened things out”. Another cited school problem was the policy of not allowing children to eat lunch if there were too many outstanding IOUs. Child had to eat peanut butter sandwich and was upset and embarrassed. She felt the school was “discriminating”. The IOUs seemed to be a result of being unaware of the problem and not a financial issue. Tiffany appears to have many financial struggles including keeping up with utility bills (threat of shutoffs a worry for her). The financial situation causes stress and she sometimes takes it out on her children. She discusses the stress and challenges of raising children as single parent – especially concerned about sick child and work constraints. Tiffany appears to have no family or other types of support, she gets support from “tea and popcorn”.
Nikki:
White, 2 children under age 10, divorced, employed full time. She’s attempting to instill work habits with children, who want more money for allowances. She recounted that growing up the girls in the family did all the difficult chores around the house. She shares custody of the children with the father, but is concerned about the different discipline practices, and the resentment they show upon their return. Father does pay child support and provides health insurance for the children. She works overtime just to make ends meet. She does regret the little time she has for her children…she seems “distant” from her children. She pays $90 per week in childcare expenses. She attempted to get assistance for her family but made “$3.22 too much” to qualify. She mentions no family or other types of support.
Misty:
White, mother of 7 children (different fathers), cares for 1 grandchild (a teenage daughter was irresponsible and neglected child). She had her first child at age 16, and her mom was very helpful in raising the child. The father(s) of the children are around for discipline purposes but provide no child support payments. One of the sons wants to sue the father for back child support. Her income sources are unspecified except for some babysitting she does for her grandchildren ($25 per week for 2 children). When her kids were younger she did have problems with the schools. Her son began to have alcohol and drug problems and his grades plummeted. Schools did not notify her of the problem until she saw his report card. She was combative and antagonistic towards school authorities. Misty likes doing things by herself and does not cite family or other supports, although she gets some help from her daughter.
Eula:
Black, mother of 3 grown children, caring for 1 grandchild. She was married twice but both husbands are deceased. Eula has a disability, which prevents her from working. She was raised in traditional family structure (mother and father), although later she talks about “being a single parent, of a single parent, of a single parent”. Regardless, she believes she was taught values, morals and work ethic as a young girl. Growing up she didn’t know she was poor because “she was loved”. She seems to incorporate this value into her child-relationships. However, she does lament the loss of respect for adults shown by today’s “children of the 90’s”. They seem to want everything, and want it now. She also believes that many teen parents lack basic skills and knowledge about parenting, and she helps wherever she can, she’ like “an old hen”. When her children were in school, she was a full-time working mom. She worked evenings and tried a babysitter but when that didn’t work out she opted to leave the children in their own care (under age 10). She did train her kids what to do in the event of emergencies (3:00 a.m. fire drill). She did juggle her schedule to attend her children’s sporting events. She is very proud of her accomplishments in raising three children as a single mother. She feels a very strong bond between her mother and her children. She seems to have struggled financially throughout her life, but is “making it” nevertheless.
Rachel:
Black mother of 2 children, single-parent, brought up in single-parent home. She defends the value of single-parent households, while recognizing their challenges. The child’s father was not competent around the house and appears to be absent from the relationship. She attempted to get court ordered child support but quit after all the “hassles”. Feels women today should not put up with “abusive relationships” and are in fact more independent. She is trying to teach her children good values. Rachel believes that many people, especially school personnel, look down upon single-parent mothers, blacks and those on welfare – that they don’t love their children or are concerned about their education. She also had problem with son at school and felt she wasn’t properly notified about his problems. She eventually confronts the school authorities. She felt she was standing up for her children. Rachel is also negative about recent welfare reform moves to lessen supports for single mothers. While not completely against those efforts, she does believe more should be done to increase collection of child support from the fathers – the current system “is a joke”. She also believes that men feel no sense of obligation to care for their children, they just simply “turn the page” and go on. Rachel indicates there are few family or other types of supports to help her with her struggles.
1999 - 2000 Comprehensive
Community Assessment
Family
Subcommittee
Transcript Review:
Single Parent, Not Low Income
In attendance: Laura Klenck, Kevin Gibson, Major Garry Lowder, Susan Plassmeier, Dan Hayden
Summary of Stories:
Mary:
White female married for 40 years, mother of 5 children and 5 grandchildren. She stayed at home raising her children – struggling financially in those early years. When the youngest child turned 9 she went to work at a cafeteria -- which lasted 8 years. Mary started her own food business and operated it for 14 years. She made some arrangements to sell it but that fell through and she ended up auctioning off the business. She began a fundraiser for a local children’s charity. Four of her children went on to receive their college degrees. She attributes that to their strict child raising patterns – both she and her husband were consistent in their discipline. They sent their children to parochial elementary schools but public high schools. Mary is a doting grandmother. Her chief worries seem to be ensuring that all her grandchildren receive equal attention. To her, “family is precious”. She has group of 30-year friends who meet three mornings a week and over coffee “solve the problems of the world”. She is also very religious, stating “there are three men in my life: God, her husband, her father and don’t forget my sons and grandsons”. Mary is also very concerned about welfare abuse and related a story of a past employee who refused to be paid in check because it would reduce her $2,200 per month welfare payments (AFDC, housing, Food Stamps, etc.). She suggests a Government Card idea where purchases could be made at a Government Store; she also believes there are many elderly in need but who are too proud to accept welfare.
Sally:
White single female, 20-30 years old, 1 son under age 10. Father is absent and pays no child support. He was not a good man and Sally is glad not to have him around. She recounts her previous struggles with her son, she worked, went to college -- difficult making ends meet. She did receive welfare for a while but quit because she “didn’t like it”. The birth of her son gave her motivation to make something of her life. She enrolled in a 2-year associated degree program – and graduated in 5 years. She is now doing better financially, but still has her struggles. Her father and mother are evidently separated or divorced but still supported her through her struggles (father helped watch her son while she went to school, the mother helped financially and emotionally). Sally is concerned about the emotional well being of her son and the lack of a good male figure. She has considered a child psychologist but is not sure since her own experience with counseling left her unsatisfied. She is concerned about her lack of discipline with the boy; there is a boyfriend in her life but she is concerned he may be “too strict” with the child. It seems the child is already learning to play one off of the other, regarding discipline. There is a hint of possible marriage but not an overwhelming desire. Because of her concern about the son’s discipline, she decided to send him to a parochial school where discipline was better enforced (also liked the before and after school childcare options). Sally would also like her son to become more involved with after-school sports activities, but is worried about the time requirements and cost. She does receive some support from other single-mothers, and from her mother. However, during her student years, there was no one to turn to regarding her financial struggles – especially someone to help financially. She had her electricity turned off and finally asked her parents for help. She believes there are not enough supports for “people in the middle” who are struggling. She resents the welfare system that helps people while idle but nothing for those, like herself, who work 2 jobs to pay their bills and go to school, and raise a child. She believes welfare destroyed her pride. She could have made more money (short term) on welfare, but “didn’t want that, I wanted to do something with my life”. This was the reason why she came to the focus group.
Common Issues: