Roles Of The Supervisor | Essay

Roles Of The Supervisor | Essay A supervisor is someone who guides and oversees the work or activities of a student or another counselor. The three major goals of a supervisor include enhancing the skills and knowledge of professional and or student counselors, to ensure the welfare of the clients and maintain control between the client and the student. A supervisors responsibility is to mentor and teach students and professionals (Erford, 2010, p. 202-205). The supervisor will challenge, encourage and stimulate a student or professional counselor to help them gain the knowledge to become proficient (Erford, 2010, p. 202-205). There are different purposes for a counseling supervisor, among them include improving the counselors professional and personal growth, encouraging a counselors knowledge and advancement of liable counseling services and programs. Among the roles of a supervisor include advocate, case consultant, collaborator and teacher. A supervisor helps counselors explore their counter transference issues. The supervisor support interpersonal and intrapersonal exploration of the student or counselors teaching and assessment. Supervisors explore diversity issues of counselor, student, and client. (Erford, 2010, p. 202-205). Model of a supervisor includes developmental approach, models developed for the supervisor and theory-based. When a supervisor works from a theory based supervision model work with students and counselors in the same way of their counseling theory. Some of the content, focus, and process of supervision are grounded in the supervisors counseling model include the developmental approach, models developed and theory based (Smallwood, 2010) Models of Supervision with Michael Part I Michael has worked as an intern student for two months under the supervision of Janet. Janet is a theory based supervisor. She uses the person-centered model of supervision (Erford, 2010, p. 202-205). Michael shows a lack of confidence. However, with the person-centered approach, he should gain more confidence because this approach encourages confidence. Janet will use Michaels experiences to help him gain knowledge of his gain a personal awareness. Janet will not judge his mistakes; instead she will have empathy, and accept his mistakes as a means to learn. Janet will discuss Michaels difficulties with him as a means of learning from his mistakes. When Michael shares his concerns with his client, he is letting Janet is aware that he needs and appreciates her suggestions Michael is trying to learn from the way Janet would deal with this situation. Janet may get some ideas from Michael to help him see his own feelings regarding his thoughts (Smallwood, 2010). To help his gain confidence the supervisor works closely with the student and counselor and develops a working relationship. (Smallwood, 2010). If Janet was a developmental model supervisor, she would encourage Michael to gain confidence by becoming aware of himself and other. She would encourage him to become motivated and gain independence. Michael would be going to Janet for advice because she is the supervisor, and she wants him to be relatively dependent on her. Michael should eventually become more independent and function unaided without seeking approval from his supervisor. (The International Child and Youth Care Network, 2001). There are eight growth areas that Janet will be helping Michael to attain. These areas include assessment techniques, client conceptualization, interpersonal assessment, intervention, individual differences, professional ethics treatment goals and plans, and skill competence (The International Child and Youth Care Network, 2001). The discrimination model of supervision is divided into three categorized patient centered, supervisee-centered, and supervisory-matrix-centered. This approach gives the supervisor much authority because their role is didactic, allowing the student or counselor to treat the patient. This model focuses on the client, not the student or counselor allows for some interaction between the counselor and the student. In Michaels case this form of supervision may not work as he has little self esteem or confidence in himself (Smith, 2009) Part II Importance of Supervision to counselors and professional counselors The benefits a student or professional counselor gain from supervision include development in personally and professional, gain new strategies, have support, and are given the opportunity to develop professionally (Benshoff, 1992-12-00). Supervision is critical in learning, maintaining and improving professional skills of students and professional counselors. Counselors and professional counselors incorporate their academic training with hands on experience. Supervision also gives counselors the ability to learn about their own style of counseling and examine the strengths and weaknesses. Supervision is also effective in increasing the knowledge of the counselor by giving them the ability to help each other and learn from mistakes (Benshoff, 1992-12-00) There may be times when supervision is impossible. This is when the counselors work together in what is called a triadic model by rotating the tomes of counselor, commentator and facilitator with peer supervision sections. This helps counselors develop professional counseling skills by implementing them effectively with clients (Benshoff, 1992-12-00). Supervision helps counselors to learn by teaching or mentoring them. The supervisor challenges, encourages, and stimulates the counselor to give them the knowledge to gain confidence. Supervisors help counselors to develop into exemplary counselors by promoting their personal and professional development by teaching, mentoring, collaborating, and consulting. (Erford, 2010, p. 202-205). Heading for Conclusion/Summary Supervision is essential to challenge, stimulate and encourage counselors and professionals by gaining knowledge from advocating, mentoring, teaching, training and collaborating. The focus of counseling supervisors is to facilitate the counselors development professionally and personally. Supervisors also consider the diversity of counselors and professionals in the counseling relationship and respect differing opinions and beliefs (Erford, 2010, p. 202-205). There are different models of supervising including the theory based, developmental approach and the models developed for supervision (book). The person centered theory is when supervisors try to build a working relationship with the counselors in order to gain their trust. Supervisors show empathy and genuine concern for the counselor pointing out mistakes, in a way that is not demeaning (Erford, 2010, p. 202-205). A supervisor who correctly uses the person centered theory will help the counselor to have self confidence and the ability to understand the counseling process. When a supervisor uses the cognitive behavioral model they are teaching the counselor appropriate behavior and helping them to develop specific skills needed to allow them to become motivated and gain successful knowledge. (Erford, 2010, p. 202-205). The supervisor assesses the counselor or professional for each issue and helps them work through issues, so they can move on to the next of the three levels. The eight domains of professional counseling that are addressed include assessment techniques, client conceptualization, individual differences intervention skills, treatment goals and plans and theoretical orientation and professional ethics. (Erford, 2010, p. 202-205). Other theories of the discrimination model include Intervention skills, conceptualization skills and personalization skills (Erford, 2010, p. 202-205) .

Cultural Myths :: essays research papers

We are considered fortunate to live in the world that we do today. Material things seem to be bountiful, science and technology simply keeps on advancing, and we are all busy and hard at work in school or making money to achieve certain things in life by whatever means. In particular, science and technology has introduced so many significant inventions and conveniences to society that we cannot help but feel that we need to have these things. The products and services out there being advertised and sold are glamorized to appear faultless so that our attention is drawn to the benefits. Unfortunately, there are drawbacks and the fact that these inventions and conveniences are supposed to be quick and helpful could be a mere myth. This might lead one to ask if all the things we think we need to help us are really conveniences or merely burdensome. An example of something that is very useful and convenient, but at the same time could be very problematic would be the computer. Uses for computers have reached new heights. Aside from using them for word processing, computers serve as a source of entertainment with games and the Internet, are a means of communication, and we are able to shop in our underwear now if that’s what is preferred. The Internet alone can have you sitting in the same place for hours at a time because of all its possibilities. However, along with all of its advantages come a computer’s weaknesses. Putting a spotlight on the Internet, what poses a concern to me would be the safety of it all. Nowadays, we can not be certain that what we perceive to be private information still remains to be so. When we make purchases over the Internet, so much information is available to the person sitting on the other end, which can in turn wind up in the hands of many others without our knowledge. It takes so much more time to make sure your information is secure with passwords and usernames. Wouldn’t it simply be easier to go out and buy what you need instead of worrying about what kind of personal information could be leaking out everywhere? It would save a lot of worry and one’s sanity. However, one might agree that it saves them time to do their grocery shopping at home while they can still watch the kids or fill their prescriptions without leaving the house with swollen lips because of an allergic reaction.

Paradise of the Blind and Like Water for Chocolate Essay -- Compare and

A strong maternal bond is crucial in one’s life; however in both Paradise of the Blind by Duong Thu Huong and Like Water for Chocolate by Laura Esquivel, the authors portray the distant relationship between the mother and the daughter as a tool to critique the ‘inhuman’ traditions imposed upon the family members in their respective societies. Though Houng’s and Esquivel’s novels are set in Vietnam and Mexico respectively, they assert that family traditions are unjust and forbid family members to pursue their own dreams, ambitions, and desires as portrayed by the two teenage protagonists and their mothers, who are obligated to sacrifice their own lives for others. In order to gain their freedom, the protagonists have to detach themselves from their oppressive, domineering mothers to break away from the undesirable family traditions in their culture. Early in Like Water for Chocolate, the reader is introduced to the abnormal mother-daughter relationship right away as Nacha, the family cook, â€Å"offers to take charge of feeding Tita† (Esquivel 6) after Mama Elena’s â€Å"milk dried up from the shock† (Esquivel 6) of her husband’s death. Moreover, Mama Elena arranges a marriage for Rosaura, Tita’s sister, to marry Tita’s true love Pedro, which develops Tita’s abhorrence towards her mother significantly. Tita’s hatred towards her mother is mostly due to the fact that she is prohibited from marrying under the tradition that the youngest daughter has to take care of her mother until she passes away; therefore, resulting in a widening gap between the two. Portraying Tita’s domain and realm as the kitchen underscores Esquivel’s complete condemnation of family traditions as she is ordered to cook in the kitchen at all times, preparing meals for he... ... family traditions because they are innocent and fragile compared to men, therefore dramatizing the effects of the ‘inhuman’ traditions. A maternal bond is a very crucial component of one’s life; therefore by disrupting the usual aspect of one’s life, the authors are sending their message in a strong manner. Furthermore, the ending of both novels imply a necessity for social improvement in their societies as the protagonists have to detach themselves from their repressive mothers, who represent the authorities of the old generation with their overbearing attitudes, in order to pursue their own dreams, whether it is for education, career, or love. After the protagonists break away from their mothers, Tita chases her love for Pedro and Hang leaves the country, abandoning all the traditional traditions, to continue with her college education and occupation in Russia.

Male and Female Issues Essay -- essays papers

Male and Female Issues There have been so many controversial issues involving gender equity. Boys have been seen in excelling in certain subject areas, whereas girls excel in others. Most believe that two certain subjects, math and science, boys perform better in. One report that was held in 1992 by the American Association of University Women came to the conclusion that girls were encouraged to "pursue traditional female studies instead of mathematics, science and traditionally male subject areas† (Unger 10.) Although many of these girls are probably very gifted in these certain subject areas, women are being pushed towards certain careers that are not to their interests and desires (Delisle 1998.) One woman who tried to change this was Emma Hart Willard. Ms. Hart opened Troy Female Seminary in 1821, which specialized in teaching females math and science. Before this school, females were limited to certain subject areas including French, sewing dance, art, and English. It was also stated that females tend to have a higher self-esteem if they have a positive feeling of their abilities in those two subject areas, math and science (Hanmer 1996.) On the other hand, girls are said to surpass boys in reading and writing. Gambell and Hunter state, "females outperform males in all areas of reading and writing at the elementary, middle and secondary levels" (4.) Today, there is a smaller gap between boys and girls in science and math. Females are taking a wide variety of courses including the courses that are seen as intimidating to them. Females are becoming doctors and scientists at a greater rate than before. Although there are more and more woman found in male dominated fields, there still is a smaller percentage of fem... ...re is still a bias towards females, and their abilities compared to boys. This is discussed in this article. Basow, S. (1986). Gender stereotypes traditions and alternatives. California: Brooks/Cole Publishing Company. This book discusses both issues in the past and issues today dealing with boys and girls in the classroom. Hanmer, T. J. (1996). The gender gap in schools girls losing out. U.K.: Enslow Publishers. This book supports the idea that girls are still seen as inferior to boys in certain subjects and there is a bias, although sometimes unknown, against girls. Unger, H. G. (1999). School choice how to select the best schools for your children. New York: Checkmark Books. This book gives advise to parents as to what is the best school for their children. It also deals with girls and boys in a private setting, saying they can learn easier.

The Twilight Saga 4: Breaking Dawn 19. Burning

The pain was bewildering. Exactly that – I was bewildered. I couldn't understand, couldn't make sense of what was happening. My body tried to reject the pain, and I was sucked again and again into a blackness that cut out whole seconds or maybe even minutes of the agony, making it that much harder to keep up with reality. I tried to separate them. Non-reality was black, and it didn't hurt so much. Reality was red, and it felt like I was being sawed in half, hit by a bus, punched by a prize fighter, trampled by bulls, and submerged in acid, all at the same time. Reality was feeling my body twist and flip when I couldn't possibly move because of the pain. Reality was knowing there was something so much more important than all this torture, and not being able to remember what it was. Reality had come on so fast. One moment, everything was as it should have been. Surrounded by people I loved. Smiles. Somehow, unlikely as it was, it seemed like I was about to get everything I'd been fighting for. And then one tiny, inconsequential thing had gone wrong. I'd watched as my cup tilted, dark blood spilling out and staining the perfect white, and I'd lurched toward the accident reflexively. I'd seen the other, faster hands, but my body had continued to reach, to stretch___ Inside me, something had yanked the opposite direction. Ripping. Breaking. Agony. The darkness had taken over, and then washed away to a wave of torture. I couldn't breathe – I had drowned once before, and this was different; it was too hot in my throat. Pieces of me shattering, snapping, slicing apart___ More blackness. Voices, this time, shouting, as the pain came back. ‘The placenta must have detached!† Something sharper than knives ripped through me – the words, making sense in spite of the other tortures. Detached placenta – I knew what that meant. It meant that my baby was dying inside me. â€Å"Get him out!† I screamed to Edward. Why hadn't he done it yet? â€Å"He can't breathe! Do it now!† â€Å"The morphine – â€Å" He wanted to wait, to give me painkillers, while our baby was dying?! â€Å"No! Now – ,† I choked, unable to finish. Black spots covered the light in the room as a cold point of new pain stabbed icily into my stomach. It felt wrong – I struggled automatically to protect my womb, my baby, my little Edward Jacob, but I was weak. My lungs ached, oxygen burned away. The pain faded away again, though I clung to it now. My baby, my baby, dying___ How long had passed? Seconds or minutes? The pain was gone. Numb. I couldn't feel. I still couldn't see, either, but I could hear. There was air in my lungs again, scraping in rough bubbles up and down my throat. â€Å"You stay with me now, Bella! Do you hear me? Stay! You're not leaving me. Keep your heart beating!† Jacob? Jacob, still here, still trying to save me. Of course,I wanted to tell him. Of course I would keep my heart beating. Hadn't I promised them both? I tried to feel my heart, to find it, but I was so lost inside my own body. I couldn't feel the things I should, and nothing felt in the right place. I blinked and I found my eyes. I could see the light. Not what I was looking for, but better than nothing. As my eyes struggled to adjust, Edward whispered, â€Å"Renesmee.† Renesmee? Not the pale and perfect son of my imagination? I felt a moment of shock. And then a flood of warmth. Renesmee. I willed my lips to move, willed the bubbles of air to turn into whispers on my tongue. I forced my numb hands to reach. â€Å"Let me†¦ Give her to me.† The light danced, shattering off Edward's crystal hands. The sparkles were tinged with red, with the blood that covered his skin. And more red in his hands. Something small and struggling, dripping with blood. He touched the warm body to my weak arms, almost like I was holding her. Her wet skin was hot – as hot as Jacob's. My eyes focused; suddenly everything was absolutely clear. Renesmee did not cry, but she breathed in quick, startled pants. Her eyes were open, her expression so shocked it was almost funny. The little, perfectly round head was covered in a thick layer of matted, bloody curls. Her irises were a familiar – but astonishing – chocolate brown. Under the blood, her skin looked pale, a creamy ivory. All besides her cheeks, which flamed with color. Her tiny face was so absolutely perfect that it stunned me. She was even more beautiful than her father. Unbelievable. Impossible. â€Å"Renesmee,† I whispered. â€Å"So†¦ beautiful.† The impossible face suddenly smiled – a wide, deliberate smile. Behind the shell-pink lips was a full complement of snowy milk teeth. She leaned her head down, against my chest, burrowing against the warmth. Her skin was warm and silky, but it didn't give the way mine did. Then there was pain again – just one warm slash of it. I gasped. And she was gone. My angel-faced baby was nowhere. I couldn't see or feel her. No!I wanted to shout. Give her back to me! But the weakness was too much. My arms felt like empty rubber hoses for a moment, and then they felt like nothing at all. I couldn't feel them. I couldn't feel me. The blackness rushed over my eyes more solidly than before. Like a thick blindfold, firm and fast. Covering not just my eyes but also my self with a crushing weight. It was exhausting to push against it. I knew it would be so much easier to give in. To let the blackness push me down, down, down to a place where there was no pain and no weariness and no worry and no fear. If it had only been for myself, I wouldn't have been able to struggle very long. I was only human, with no more than human strength. I'd been trying to keep up with the supernatural for too long, like Jacob had said. But this wasn't just about me. If I did the easy thing now, let the black nothingness erase me, I would hurt them. Edward. Edward. My life and his were twisted into a single strand. Cut one, and you cut both. If he were gone, I would not be able to live through that. If I were gone, he wouldn't live through it, either. And a world without Edward seemed completely pointless. Edward had to exist. Jacob – who'd said goodbye to me over and over but kept coming back when I needed him. Jacob, who I'd wounded so many times it was criminal. Would I hurt him again, the worst way yet? He'd stayed for me, despite everything. Now all he asked was that I stay for him. But it was so dark here that I couldn't see either of their faces. Nothing seemed real. That made it hard not to give up. I kept pushing against the black, though, almost a reflex. I wasn't trying to lift it. I was just resisting. Not allowing it to crush me completely. I wasn't Atlas, and the black felt as heavy as a planet; I couldn't shoulder it. All I could do was not be entirely obliterated. It was sort of the pattern to my life – I'd never been strong enough to deal with the things outside my control, to attack the enemies or outrun them. To avoid the pain. Always human and weak, the only thing I'd ever been able to do was keep going. Endure. Survive. It had been enough up to this point. It would have to be enough today. I would endure this until help came. I knew Edward would be doing everything he could. He would not give up. Neither would I. I held the blackness of nonexistence at bay by inches. It wasn't enough, though – that determination. As the time ground on and on and the darkness gained by tiny eighths and sixteenths of my inches, I needed something more to draw strength from. I couldn't pull even Edward's face into view. Not Jacob's, not Alice's or Rosalie's or Charlie's or Renee's or Carlisle's or Esme's†¦ Nothing. It terrified me, and I wondered if it was too late. I felt myself slipping – there was nothing to hold on to. No!I had to survive this. Edward was depending on me. Jacob. Charlie Alice Rosalie Carlisle Renee Esme†¦ Renesmee. And then, though I still couldn't see anything, suddenly I could feel something. Like phantom limbs, I imagined I could feel my arms again. And in them, something small and hard and very, very warm. My baby. My little nudger. I had done it. Against the odds, I had been strong enough to survive Renesmee, to hold on to her until she was strong enough to live without me. That spot of heat in my phantom arms felt so real. I clutched it closer. It was exactly where my heart should be. Holding tight the warm memory of my daughter, I knew that I would be able to fight the darkness as long as I needed to. The warmth beside my heart got more and more real, warmer and warmer. Hotter. The heat was so real it was hard to believe that I was imagining it. Hotter. Uncomfortable now. Too hot. Much, much too hot. Like grabbing the wrong end of a curling iron – my automatic response was to drop the scorching thing in my arms. But there was nothing in my arms. My arms were not curled to my chest. My arms were dead things lying somewhere at my side. The heat was inside me. The burning grew – rose and peaked and rose again until it surpassed anything I'd ever felt. I felt the pulse behind the fire raging now in my chest and realized that I'd found my heart again, just in time to wish I never had. To wish that I'd embraced the blackness while I'd still had the chance. I wanted to raise my arms and claw my chest open and rip the heart from it – anything to get rid of this torture. But I couldn't feel my arms, couldn't move one vanished finger. James, snapping my leg under his foot. That was nothing. That was a soft place to rest on a feather bed. I'd take that now, a hundred times. A hundred snaps. I'd take it and be grateful. The baby, kicking my ribs apart, breaking her way through me piece by piece. That was nothing. That was floating in a pool of cool water. I'd take it a thousand times. Take it and be grateful. The fire blazed hotter and I wanted to scream. To beg for someone to kill me now, before I lived one more second in this pain. But I couldn't move my lips. The weight was still there, pressing on me. I realized it wasn't the darkness holding me down; it was my body. So heavy. Burying me in the flames that were chewing their way out from my heart now, spreading with impossible pain through my shoulders and stomach, scalding their way up my throat, licking at my face. Why couldn't I move? Why couldn't I scream? This wasn't part of the stories. My mind was unbearably clear – sharpened by the fierce pain – and I saw the answer almost as soon as I could form the questions. The morphine. It seemed like a million deaths ago that we'd discussed it – Edward, Carlisle, and I. Edward and Carlisle had hoped that enough painkillers would help fight the pain of the venom. Carlisle had tried with Emmett, but the venom had burned ahead of the medicine, sealing his veins. There hadn't been time for it to spread. I'd kept my face smooth and nodded and thanked my rarely lucky stars that Edward could not read my mind. Because I'd had morphine and venom together in my system before, and I knew the truth. I knew the numbness of the medicine was completely irrelevant while the venom seared through my veins. But there'd been no way I was going to mention that fact. Nothing that would make him more unwilling to change me. I hadn't guessed that the morphine would have this effect – that it would pin me down and gag me. Hold me paralyzed while I burned. I knew all the stories. I knew that Carlisle had kept quiet enough to avoid discovery while he burned. I knew that, according to Rosalie, it did no good to scream. And I'd hoped that maybe I could be like Carlisle. That I would believe Rosalie's words and keep my mouth shut. Because I knew that every scream that escaped my lips would torment Edward. Now it seemed like a hideous joke that i was getting my wish fulfilled. If I couldn't scream, how could I tell them to kill me? All I wanted was to die. To never have been born. The whole of my existence did not outweigh this pain. Wasn't worth living through it for one more heartbeat. Let me die, let me die, let me die. And, for a never-ending space, that was all there was. Just the fiery torture, and my soundless shrieks, pleading for death to come. Nothing else, not even time. So that made it infinite, with no beginning and no end. One infinite moment of pain. The only change came when suddenly, impossibly, my pain was doubled. The lower half of my body, deadened since before the morphine, was suddenly on fire, too. Some broken connection had been healed – knitted together by the scorching fingers of the flame. The endless burn raqed on. It could have been seconds or days, weeks or years, but, eventually, time came to mean something again. Three things happened together, grew from each other so that I didn't know which came first: time restarted, the morphine's weight faded, and I got stronger. I could feel the control of my body come back to me in increments, and those increments were my first markers of the time passing. I knew it when I was able to twitch my toes and twist my fingers into fists. I knew it, but I did not act on it. Though the fire did not decrease one tiny degree – in fact, I began to develop a new capacity for experiencing it, a new sensitivity to appreciate, separately, each blistering tongue of flame that licked through my veins – I discovered that I could think around it. I could remember why I shouldn't scream. I could remember the reason why I'd committed to enduring this unendurable agony. I could remember that, though it felt impossible now, there was something that might be worth the torture. This happened just in time for me to hold on when the weights left my body. To anyone watching me, there would be no change. But for me, as I struggled to keep the screams and thrashing locked up inside my body, where they couldn't hurt anyone else, it felt like I'd gone from being tied to the stake as I burned, to gripping that stake to hold myself in the fire. I had just enough strength to lie there unmoving while I was charred alive. My hearing got clearer and clearer, and I could count the frantic, pounding beats of my heart to mark the time. I could count the shallow breaths that gasped through my teeth. I could count the low, even breaths that came from somewhere close beside me. These moved slowest, so I concentrated on them. They meant the most time passing. More even than a clock's pendulum, those breaths pulled me through the burning seconds toward the end. I continued to get stronger, my thoughts clearer. When new noises came, I could listen. There were light footsteps, the whisper of air stirred by an opening door. The footsteps gotcloser, and I felt pressure against the inside of my wrist. I couldn't feel the coolness of the fingers. The fire blistered away every memory of cool. â€Å"Still no change?† â€Å"None.† The lightest pressure, breath against my scorched skin. â€Å"There's no scent of the morphine left.† â€Å"I know.† â€Å"Bella? Can you hear me?† I knew, beyond all doubt, that if I unlocked my teeth I would lose it – I would shriek and screech and writhe and thrash. If I opened my eyes, if I so much as twitched a finger – any change at all would be the end of my control. â€Å"Bella? Bella, love? Can you open your eyes? Can you squeeze my hand?† Pressure on my fingers. It was harder not to answer this voice, but I stayed paralyzed. I knew that the pain in his voice now was nothing compared to what it could be. Right now he only feared that I was suffering. â€Å"Maybe†¦ Carlisle, maybe I was too late.† His voice was muffled; it broke on the word late. My resolve wavered for a second. â€Å"Listen to her heart, Edward. It's stronger than even Emmett's was. I've never heard anything so vital. Shell be perfect.† Yes, I was right to keep quiet. Carlisle would reassure him. He didn't need to suffer with me. â€Å"And her – her spine?† â€Å"Her injuries weren't so much worse than Esme's. The venom will heal her as it did Esme.† â€Å"But she's so still. I must have done something wrong.† â€Å"Or something right, Edward. Son, you did everything I could have and more. I'm not sure I would have had the persistence, the faith it took to save her. Stop berating yourself. Bella is going to be fine.† A broken whisper. â€Å"She must be in agony.† â€Å"We don't know that. She had so much morphine in her system. We don't know the effect that will have on her experience.† Faint pressure inside the crease of my elbow. Another whisper. â€Å"Bella, I love you. Bella, I'm sorry.† I wanted so much to answer him, but I wouldn't make his pain worse. Not while I had the strength to hold myself still. Through all this, the racking fire went right on burning me. But there was so much space in my head now. Room to ponder their conversation, room to remember what had happened, room to look ahead to the future, with still endless room left over to suffer in. Also room to worry. Where was my baby? Why wasn't she here? Why weren't they talking about her? â€Å"No, I'm staying right here,† Edward whispered, answering an unspoken thought. â€Å"They'll sort it out.† â€Å"An interesting situation,† Carlisle responded. â€Å"And I'd thought I'd seen just about everything.† â€Å"I'll deal with it later. We'll deal with it.† Something pressed softly to my blistering palm. â€Å"I'm sure, between the five of us, we can keep it from turning into bloodshed.† Edward sighed. â€Å"I don't know which side to take. I'd love to flog them both. Well, later.† â€Å"I wonder what Bella will think – whose side she'll take,† Carlisle mused. One low, strained chuckle. â€Å"I'm sure she'll surprise me. She always does.† Carlisle's footsteps faded away again, and I was frustrated that there was no further explanation. Were they talking so mysteriously just to annoy me? I went back to counting Edward's breaths to mark the time. Ten thousand, nine hundred forty-three breaths later, a different set of footsteps whispered into the room. Lighter. More†¦ rhythmic. Strange that I could distinguish the minute differences between footsteps that I'd never been able to hear at all before today. â€Å"How much longer?† Edward asked. â€Å"It won't be long now,† Alice told him. â€Å"See how clear she's becoming? I can see her so much better.† She sighed. â€Å"Still feeling a little bitter?† â€Å"Yes, thanks so much for bringing it up,† she grumbled. â€Å"You would be mortified, too, if you realized that you were handcuffed by your own nature. I see vampires best, because I am one; I see humans okay, because I was one. But I can't see these odd half-breeds at all because they're nothing I've experienced. Bah!† â€Å"Focus, Alice.† â€Å"Right. Bella's almost too easy to see now.† There was a long moment of silence, and then Edward sighed. It was a new sound, happier. â€Å"She's really going to be fine,† he breathed. â€Å"Of course she is.† â€Å"You weren't so sanguine two days ago.† â€Å"I couldn't see right two days ago. But now that she's free of all the blind spots, it's a piece of cake.† â€Å"Could you concentrate for me? On the clock – give me an estimate.† Alice sighed. â€Å"So impatient. Fine. Give me a sec – â€Å" Quiet breathing. â€Å"Thank you, Alice.† His voice was brighter. How long?Couldn't they at least say it aloud for me? Was that too much to ask? How many more seconds would I burn? Ten thousand? Twenty? Another day – eighty-six thousand, four hundred? More than that? â€Å"She's going to be dazzling.† Edward growled quietly. â€Å"She always has been.† Alice snorted. â€Å"You know what I mean. Look at her.† Edward didn't answer, but Alice's words gave me hope that maybe I didn't resemble the charcoal briquette I felt like. It seemed as if I must be just a pile of charred bones by now. Every cell in my body had been razed to ash. I heard Alice breeze out of the room. I heard the swish of the fabric she moved, rubbing against itself. I heard the quiet buzz of the light hanging from the ceiling. I heard the faint wind brushing against the outside of the house. I could hear everything. Downstairs, someone was watching a ball game. The Mariners were winning by two runs. â€Å"It's my turn† I heard Rosalie snap at someone, and there was a low snarl in response. â€Å"Hey, now,† Emmett cautioned. Someone hissed. I listened for more, but there was nothing but the game. Baseball was not interesting enough to distract me from the pain, so I listened to Edward's breathing again, counting the seconds. Twenty-one thousand, nine hundred seventeen and a half seconds later, the pain changed. On the good-news side of things, it started to fade from my fingertips and toes. Fading slowly, but at least it was doing something new. This had to be it. The pain was on its way out†¦ And then the bad news. The fire in my throat wasn't the same as before. I wasn't only on fire, but I was now parched, too. Dry as bone. So thirsty. Burning fire, and burning thirst†¦ Also bad news: The fire inside my heart got hotter. How was that possible? My heartbeat, already too fast, picked up – the fire drove its rhythm to a new frantic pace. â€Å"Carlisle,† Edward called. His voice was low but clear. I knew that Carlisle would hear it, if he were in or near the house. The fire retreated from my palms, leaving them blissfully pain-free and cool. But it retreated to my heart, which blazed hot as the sun and beat at a furious new speed. Carlisle entered the room, Alice at his side. Their footsteps were so distinct, I could even tell that Carlisle was on the right, and a foot ahead of Alice. â€Å"Listen,† Edward told them. The loudest sound in the room was my frenzied heart, pounding to the rhythm of the fire. â€Å"Ah,† Carlisle said. â€Å"It's almost over.† My relief at his words was overshadowed by the excruciating pain in my heart. My wrists were free, though, and my ankles. The fire was totally extinguished there. â€Å"Soon,† Alice agreed eagerly. â€Å"I'll get the others. Should I have Rosalie†¦ ?† â€Å"Yes – keep the baby away.† What? No. No! What did he mean, keep my baby away? What was he thinking? My fingers twitched – the irritation breaking through my perfect facade. The room went silent besides the jack-hammering of my heart as they all stopped breathing for a second in response. A hand squeezed my wayward fingers. â€Å"Bella? Bella, love?† Could I answer him without screaming? I considered that for a moment, and then the fire ripped hotter still through my chest, draining in from my elbows and knees. Better not to chance it. ‘Til bring them right up,† Alice said, an urgent edge to her tone, and I heard the swish of wind as she darted away. And then – oh! My heart took off, beating like helicopter blades, the sound almost a single sustained note; it felt like it would grind through my ribs. The fire flared up in the center of my chest, sucking the last remnants of the flames from the rest of my body to fuel the most scorching blaze yet. The pain was enough to stun me, to break through my iron grip on the stake. My back arched, bowed as if the fire was dragging me upward by my heart. I allowed no other piece of my body to break rank as my torso slumped back to the table. It became a battle inside me – my sprinting heart racing against the attacking fire. Both were losing. The fire was doomed, having consumed everything that was combustible; my heart galloped toward its last beat. The fire constricted, concentrating inside that one remaining human organ with a final, unbearable surge. The surge was answered by a deep, hollow-sounding thud. My heart stuttered twice, and then thudded quietly again just once more. There was no sound. No breathing. Not even mine. For a moment, the absence of pain was all I could comprehend. And then I opened my eyes and gazed above me in wonder.

The Symbol of the Mockingbird Lies at the Heart of Harper Lee’s Novel to Kill a Mockingbird. Discuss.

Mockingbird's are not only symbols of innocence; they are also symbols of happiness and to kill them is evil. This concept, the senseless persecution of an innocent individual, is central to Harper Lee's novel. Boo Radley and Tom Robinson are both mockingbird figures, innocent yet condemned through the prejudices of society. The symbol of the mockingbird, with its associated ideas of a fragile, albeit beautiful innocence appears when Atticus tells Jem and Scout they may shoot all the bluejays they want, â€Å"but remember it's a sin to kill a mockingbird†.This is the first time Scout has ever heard Atticus say it was a sin to do something. The full significance of this remark is explained to Scout by Miss Maudie as she explains that mockingbirds â€Å"do nothing but sing their hearts out for us†, making music for the enjoyment of everyone in Maycomb. They represent a type of gentle and harmless creature. Throughout the text, Lee reiterates that to kill a mockingbird wou ld be wicked and spiteful, a senseless and pointless act of destruction. Boo Radley symbolises a beautiful, but tortured mockingbird that is misunderstood and ostracised by both his family and the wider community.He is kept as a prisoner in his own home, kept in confinement by his god-fearing Baptist family. Despite this treatment Boo remains gentle and harmless. However, people tell stories about how he eats squirrels and cats and poisons the pecan nuts in the school yard. To the community Boo is a â€Å"malevolent phantom†. Gradually Scout and Jem begin to see things from Boo's perspective. Like the mockingbird Boo gives pleasure and comfort: for example, the gifts in the tree, the blanket placed around their shoulders as they watch Miss Maudie's home go up in flames.Finally, he saves Scout and Jem's lives. In turn, Scout realises to drag Boo into the limelight would be like â€Å"shootin' a mockingbird† and a cruel betrayal of all the inherent goodness Boo symbolise s as a mockingbird. The mockingbird symbol also involves the broader themes of justice and how it can destroy an innocent person. Tom Robinson is an honest and principled black man who is accused of raping a white girl, Mayella Ewell. He explains he was only in the Ewell's house to help her; however, he condemns himself in the eyes of the jury when he says he felt sorry for her.This would be seen as the lowest class of citizen showing superiority towards a class above. The white community's fear of racial disturbance and their insecurity about their own position in society meant that Tom Robinson was found guilty. The prosecutor responds with feigned indignity â€Å"You felt sorry for her; you felt sorry for her? † Harper Lee uses rapid dialogue in the courtroom scene to emphasise the way the prosecutor attacks Tom, like an attack on an innocent mockingbird. Harper Lee exposes not just the prejudices of Maycomb but the ugly nature of such beliefs in society as a whole.Justice is betrayed when the jury ignore the evidence and destroy the mockingbird figure of Tom Robinson. It is evident that both characters have mockingbird traits. They both show kindness – Boo to the children, Tom to Mayella. They are both innocent – Boo of the evil persona with which he is associated and Tom of the crime of rape. Both are victims of prejudice. The significance of the mockingbird motif broadens out to contain many layers of meaning and is kept alive through the narrative continually reminding the reader of the theme of prejudice with which it is associated.

Cjus 230 Final Paper

The Effects of Family Structure and Values on Juvenile Delinquency Christina M. Bracey 201240 Fall 2012 CJUS 230-B02 LUO Professor DeBoer Liberty University Online October 12, 2012 Abstract The changes in family values and structure in the United States has helped contribute to juvenile delinquency today. Society needs to recognize problems within the home before trying to find solutions to problems for todays at risk youth in America. Major structural changes inside of the home could adversely affect the raising of juveniles leading to delinquency.Some of the issues I will discuss in my paper are divorce, child abuse, mothers working outside of the home, and single-parent homes. Ineffectively raising a child can cause low self-control and low self-esteem while increasing the risks of delinquency as well. I will argue that with proper supervision, counseling, and monitoring of the behavior of the juvenile, it is possible that society can help eliminate some of the crimes committed by juvenile delinquents. Thesis The changes in family values and structure in the United States has helped contribute to juvenile delinquency today IntroductionFamily Structure has changed noticeably in the United States over the past several decades. It refers to various family characteristics that affect relationships and how families function. These characteristics include family size, family disruption, and birth order. High rates of divorce, single-parent housing, the spreading of non-parent families and step-families, and the propagation of cohabitation now delineate in American family life. Changes in family structure can be devastating to a child’s well-being, and have the potential to contribute to juvenile delinquency.The Family and Delinquency Widespread agreement among social scientists and the general public lead experts to believe that family plays a key role in child development and socialization. There are two sides however to families; the first being a place w here members love, care and provide for one another promoting healthy human growth. The second side reveals conflict, a lack of support, and violence. Families are extremely influenced by the political and economic context within which they operate (Elrod & Ryder, 1999, p. 53).A family’s place within the political and economic structure is important because such placement determines the family’s admittance to connections with other institutions. These institutions can consist of school, work, church and voluntary associations. Also, such institutions can be useful resources for the family and can promote access to other resources. The family not only determines the economic status within which the juveniles live, but is also the primary molder of a child’s personality, values, and behavior (Elrod & Ryder, 1999, p. 54).A variety of criminological theories assume that family plays a significant role in the prevention of delinquent behavior (Elrod & Ryder, 1999, p. 54). Family Size and Delinquency Larger families tend to produce more juvenile delinquents than smaller families. Being a middle child is also more predictive of delinquency than being either the youngest or eldest (Green & Gabbidon, 2009, p. 283). One common explanation for this issue is a straining of resources in larger families and the inability to provide appropriate parental supervision.Green & Gabbidon (2009) suggest that middle children are more likely to be present during the times of strain; older children leave the home first and younger children remain when there is not as much demand for parental resources (p. 283). Exposure to Violence, Abuse, or Neglect Most studies find links between exposure to violence or abuse and later possibly offending (Green & Gabbidon, 2009, p. 282). Exposure to marital violence during childhood has been notably associated with committing marital violence as an adult. An estimated 30% of abused parents abuse their children—a rate of 1 5 times higher than non-abused parents† (Green & Gabbidon, 2009, p. 282). Women that were physically abused during childhood are more likely to experience domestic violence as adults. Abused mothers that did not abuse their children tend to have had a non-abusive adult in their childhood or had a stable relationship pattern as an adult. Children that were sexually abused are more likely to succumb to delinquency, suicidal ideation, and prostitution (Green & Gabbidon, 1999, p. 82). Exposure to Poverty Poverty has been linked to crime for many years. Approximately 18% of children under the age of 18 live in poverty (Green & Gabbidon, 2009, p. 283). Juveniles that grow up poor have a number of negative life outcomes, including delinquency. The impact of socioeconomic status suggests that economic strain plays an important role likely because increased stress decreases effective parenting, a situation that leads to delinquency in children (Green & Gabbidon, 2009, p. 283). Impact o f Community on Juvenile DelinquencyResearch throughout neighborhoods has produced significant results on determining the impact of a community on juvenile (Green & Gabbidon, 2009, p. 283). Collective socialization has a beneficial impact on the rate of delinquency among these youth. An extensive study of African American families showed that children who lived in a community high in collective socialization were less likely to associate with delinquent peers even when controlling for other important factors (Green & Gabbidon, 2009, p. 283). Theoretical Reasoning to Understanding Delinquent BehaviorThere are many theories that focus on families being the central reasoning behind juvenile crimes. Generally, families are considered to be the primary factors in socialization. The impact of family in juvenile delinquency has been theorized and investigated for many decades being that crime commonly runs in families. Parental criminality is one of the most vigorous and most consistent con jectures of a child's delinquency (Greene ; Gabbidon, 2009, p. 281). Biological Theory â€Å"The so-called traditional family, with a male breadwinner and a female who cares for the home, is a thing of the past† (Siegel, Welsh, ; Senna, 2003, p. 94). This particular type of family structure can no longer be considered normal. Sex role changes have created a family in which the mother now plays a greater role in society and the economic process. The number of households that have children living with both parents has substantially declined. â€Å"Early social science researchers asserted that the â€Å"broken home† was the single most important factor in understanding delinquency† (Burfeind ; Bartusch, 2011, p. 185). Less than half of the children born today will live continuously with their mother and father throughout their childhood.A disturbed home environment is believed to have a significant impact on delinquency. Family is the contributing unit towards chi ldren’s values and attitudes that mark the paths throughout their lives. According to Seigel, Welsh, and Senna (2003), children who have witnessed a family breakup are more likely to exhibit behavioral problems and hyperactivity than those of intact families (p. 196). Often times, family disruptions are correlated with hostility, conflict, and attachment. Children whose parents divorced are thought to have less supervision and a greater risk of falling for peer pressure.Past research examined the effect of family structure on delinquency by comparing single-father, single-mother, two-biological-parent families, and stepfamilies (Burfeind ; Bartusch, 2011, p. 185). The highest levels of delinquency were found in single-father families and the lowest levels being in two-biological-parent families, while single-mother families and stepfamilies were in the middle. â€Å"The absence of a parent was associated with lower levels of involvement, supervision, monitoring, and closenes s† (Burfeind ; Bartusch, 2011, p. 185).Parental absence undermines direct and indirect control leading to higher levels of delinquency among youth living in single-parent families as compared to two-parent families. Not all marriages end and divorce; some continue to live in an atmosphere of conflict (Siegel, Welsh, ; Senna, 2003, p. 198). This conflict is known as intrafamily conflict and it common in many American families today. Studies have shown that children growing up in dysfunctional homes and witness disorder or violence, later display behavioral problems and emotional issues (Siegel, Welsh, ; Senna, 2003, p. 98). Pre-existing family problems can cause delinquency; however, it may also claim that children who act out put a sizable amount of stress on a family. Psychological Explanations â€Å"Many scholars, policymakers, and laypersons have argued that there are individual differences in intelligence, personality, or other factors that not only separate delinquents f rom all other youths but that are, directly or indirectly, the causes of their delinquency† (Shoemaker, 2010, p. 61).The earliest attempts in isolating the psychological or mental conditions of delinquent behavior, was the development of the concepts of moral insanity. It has been proposed that delinquents and criminals that were deficient in basic moral skills inherited this condition (Shoemaker, 2010, p. 61). According to psychologists, many delinquents have poor home lives, destructive relationships with friends, neighbors, teachers, and others in authoritative positions (Siegel, Welsh, ; Senna, 2003, p. 83). The relationships that these youth have with these individuals symbolize a disturbed personality structure.A youth’s personality is defined by negative and antisocial behavior characteristics, and since delinquent behavior occurs in every race, ethnic group, and socioeconomic group, psychologists believe it is a function of emotional and mental disturbances. Man y delinquents do not demonstrate notable psychological issues; however enough do give clinicians a strong influence on delinquency theory (Siegel, Walsh ; Senna, 2010, p. 84). Psychology is a diversified and complex discipline in which more than one psychological perspective exists.The three prominent psychological perspectives on delinquency are psychodynamic, the behavioral, and the cognitive (Siegel, Walsh, ; Senna, 2010, p. 84). The psychodynamic theory suggests that law violations are a product of an abnormal personality that formed early on in life. This personality controls human behavior choices. â€Å"The basis of the psychodynamic theory is the assumption that human behavior is controlled by unconscious mental processes developed early in childhood† (Siegel, Walsh, ; Senna, 2010, p. 84). Behavioral psychologists believe that a person’s personality is learned through life experiences with others.Behavior is initially triggered by a stimulus or change in oneâ⠂¬â„¢s environment. If a certain behavior is rewarded by positive reactions, that behavior will continue and eventually be learned. The cognitive theory allows psychologists to focus on mental processes and the way people mentally represent the world around them including how they solve issues (Siegel, Walsh, ; Senna, 2010, p. 84). During the decision making process people engage in a series of cognitive thoughts. First, they encipher information so that it can be interpreted. Then they search for a response and decide what the most appropriate action is to take.Finally, they act on the decision that they made (Siegel, Walsh, ; Senna, 2010, p. 89). It is suggested that using this approach, juveniles will be better conditioned to make appropriate judgments. Social Disorganization Delinquency that is primarily the result of a breakdown of institutional controls is known as social disorganization. â€Å"The individuals who live in such situations are not necessarily themselves persona lly disoriented; instead, they are viewed as responding â€Å"naturally† to disorganized environmental conditions† (Shoemaker, 2010, p. 101).Social disorganization is associated with a lengthy list of collateral social problems, residential instability, ethnic/racial conflict, and family disruption (Siegel, Walsh, ; Senna, 2010, p. 110). Social Control Theories attempt to find factors that contribute to an individual becoming deviant. Hirschi’s Theory states, â€Å"Delinquent acts result when an individual’s bond to society is weakened or broken† (Whitehead ; Lab, 1999, p. 93). An underlying presumption is that behavior is controlled by the connections a person has to the conventional social order.Deviance is exposed when the level of control over an individual diminishes to where that person is free to choose prohibited activities. Hirschi explains four outlines of bonds: attachment, commitment, involvement, and belief (Whitehead ; Lab, 1999, p. 94 ). A bond is fundamentally a result of socialization that takes place during childhood. The first bond, attachment, is the failure to care about what others think about the individual’s behavior and views. The second bond, commitment, demonstrates the individual’s ability to work towards acceptable goals.The third bond, involvement, uses the individual’s energy and time in socially acceptable behaviors. The fourth bond, belief, opens doors for the individual for deviant and delinquent behavior. Later in Hirschi’s career, he proposed that single parenting may be just as effective as dual parenting (Leiber, Mack, ; Featherstone, 2008, p. 4). Hirschi’s Theory tried to explain why an individual is deviant and how they became the way they are. Poor socialization is the easiest explanation; however, the theory fails to prove how this happens. The relative impact of the four elements of bond is left unexplained.Drift Theory Episodic Deviance is another ar ea of concern. Youths tend to sway between delinquent and conventional behavior. Using the control theory, this drift between the two cannot be explained when an individual chooses to commit a deviance. Such drifts can only be explained by suggesting that the bond is strengthened and weakened easily and more often than none. According to Whitehead ; Lab, 1999, â€Å"A final concern is that the theory assumes all bonding is to conventional, nondeviant lifestyles† (p. 95). It is possible that the juvenile is being raised in a household with parents that are deviant.The theory suggests that a juvenile in such circumstances will be bonded to deviance. Labeling Theory The Labeling Theory is the view that formal and informal reactions to delinquency can influence the attitudes and behavior of delinquents (Shoemaker, 2010, p. 259). Frank Tannenbaum introduced â€Å"dramatization of evil,† in which he suggested that officially labeling someone as a delinquent can result in the person becoming the very thing that they are labeled (Shoemaker, 2010, p. 259). A basic presumption regarding the labeling theory is that initial acts of delinquency are caused by a wide variety of factors.The primary factor in the recurrence of delinquency is the fact of having been formally labeled as a delinquent (Shoemaker. 2010, p. 260). Reiterated acts of delinquency are influenced by formal labels because they eventually alter a person’s self-image to where the person begins to identify themselves as a delinquent and act accordingly. The view of labeling aspect is that a negative self-image follows the act of delinquency rather than preceding delinquency. The labeling approach is dependent on certain criteria in addition to the behavior itself.One does not have to be officially labeled a criminal or delinquent in order to label him/herself as such. Schools and Delinquency Another institution with has a profound impact on the lives of juveniles is school. School is an important institution because it provides juveniles with the academic skills to effectively participate in society (Elrod ; Ryder, 1999, p. 61). Other reasons that schools play such important roles in the lives of juveniles is it has become the primary socialization institution. It is there that children learn attitudes, values, and skills that are necessary for their future in economic and social life.Much of the interaction between parents and children revolves around school related issues (Elrod ; Ryder, 1999, p. 61). A number of factors can be related to school failure and delinquency. Students’ feelings of belonging, commitment, and attachment to school reveal these factors are related to school violence, vandalism, and delinquency (Elrod ; Ryder, 1999, p. 63). Studies have found that students that dislike their teachers are more likely to be involved in delinquency than those who feel an attachment to their teachers (Elrod ; Ryder, 1999, p. 63).Students that are less co mmitted to school and their teachers and who feel alienated are more likely to commit disruptive or delinquent behaviors in and out of school. Many students drop out of school and believe this is a solution to the problems they have faced in school. Dropping out of school has numerous negative consequences for the juvenile. They face less job prospects and many times experience difficulty meeting basic income needs to survive. Besides the economic effect of dropping out of school, there are also substantial psychological and social consequences (Elrod ; Ryder, 1999, p. 64).Usually, juveniles that drop out regret their decision and typically show evidence of not being satisfied with themselves and their environment. They also have lower occupational aspirations than those who graduate from school, and also have lower occupational aspirations for their children (Elrod ; Ryder, 1999, p. 64). â€Å"Compared with students who stay in school, those who drop out tend to be from low socioe conomic status groups, to be members of minority groups, and to come from homes with fewer study aids and where there are fewer opportunities for non-school-related learning† (Elrod ; Ryder, 1999, p. 4). Juveniles that drop out are also more likely to have come from single-parent households where the mother works, resulting in less parental supervision. Studies have uncovered that when juveniles drop out of school, their involvement in criminal activities tends to increase immediately (Elrod ; Ryder, 1999, p. 65). Race and Juvenile Delinquents According to Burfeind ; Bartusch (2011), â€Å"The relationship between race and involvement in delinquency is not entirely straightforward† (p. 81). Minorities are disproportionately represented in arrest statistics.African American juveniles are arrested for a disproportionate number of rapes, murders, robberies, and assaults, while white juveniles are disproportionately arrested for arsons (Siegel, Welsh, ; Senna, 2003, p. 40). The racial gap in juvenile arrest rates has broadened during the past decade with African American youths experiencing a steady increase in arrest rates. â€Å"African Americans have suffered through a long history of discrimination, which has produced last emotional scars† (Siegel, Welsh, ; Senna, 2003, p. 42). Racism is an element of daily life in the African American community.This factor alone undermines faith in political and social institutions and weakens confidence in the justice system. These acquired attitudes are supported by evidence, that in some jurisdictions, young African American males are treated more harshly than members of any other ethnic group. Differences in racial crime rates may also be tied to frustration over perceived racism, discrimination, and economic disparity (Siegel, Welsh, ; Senna, 2003, p. 42). Gender and Delinquency Official arrest statistics point to males being significantly more criminal than females.However, the arrests of female deli nquents in recent years have been increasing faster than those for males. â€Å"Between 1990 and 2000, the number of arrests of male delinquents actually decreased by about 3 percent, whereas the number of female delinquents arrested increased about 25 percent† (Siegel, Welsh, ; Senna, 2003, p. 40). Age and Delinquency As juvenile offenders mature, their offending rates decline (Siegel, Welsh, ; Senna, 2003, p. 43). Regardless of sex, race, social class, or intelligence, people commit less crime as they age.The aging-out process is referred to as spontaneous remission. According to this process, even the most continuing juvenile offenders will commit less crime as they age. There are a number of reasons as to why the aging-out process occurs. First of all growing older means that the offenders have to face the future. Secondly, with maturity comes the ability to resist the temptation to commit crimes as a quick fix solution. Some juveniles may turn to crime as a way to solve loneliness, problems with adolescence, frustration, and the fear of being rejected by peers (Siegel, Welsh, ; Senna, 2003, p. 44).As the juvenile matures, more options become available to help solve these problems. Personalities can also change with age. Youth that were more rebellious as youngsters, may eventually develop increased self-control and be able to resist delinquent behaviors. Young adults become more aware of the risks and consequences that accompany crime. â€Å"As adults, they are no longer protected by the kindly arms of the juvenile justice system† (Siegel, Welsh, ; Senna, 2003, p. 44). Early Efforts at Diversion â€Å"Efforts to divert children from normal criminal justice processing have a long history† (Elrod ; Ryder, 1999, p. 60). The development of routine diversion strategies and specialized diversion programs has significantly increased during the past twenty years. In order to regulate the number of diversionary responses available to communiti es, the commission proposed the establishment of youth services bureaus (Elrod ; Ryder, 1999, p. 161). The bureaus were intended to assist existing community agencies that dealt with juveniles in coordinating programs and services for both delinquent and non-delinquent youth (Elrod ; Ryder, 1999, p. 161).They were also intended to serve as an alternative to juvenile court processing, allowing hundreds of thousands of juveniles to be diverted from the formal juvenile justice process each year (Elrod ; Ryder, 1999, p. 161). The Effectiveness of Diversion Diversion Strategies and Programs uphold that such programs decrease the number of juveniles involved in the formal juvenile justice process (Elrod ; Ryder, 1999, p. 173). These programs are believed to reduce offending youths who receive diversionary treatment, minimize formal intervention, and are more cost-effective that formal processing (Elrod ; Ryder, 1999, p. 73). However, some evaluation studies have found that they fall short of their goals often. Some evaluation studies indicate that diversion programs can reduce recidivism or are at least as effective as formal processing (Elrod ; Ryder, 1999, p. 173). It is possible that diversion programs may deny juveniles due process. Diversion may be compulsive and consist of intrusive interventions, and possibly, the youth’s family may be required to participate. Coercion is problematic and all levels of the juvenile justice process (Elrod ; Ryder, 1999, p. 173).Research on diversion, in sum, has produced mixed results (Elrod ; Ryder, 1999, p. 174). â€Å"There are a number of problems that have been associated with diversion programs, but despite these problems diversion appears to have some merit† (Elrod ; Ryder, 1999, p. 174). Decriminalization Societal Reaction advocates point out that the criminalization of some behaviors often produces more harm than it does good. Behaviors such as running away and not attending school are objectionable in ma ny cases, but treating them as crimes does not always benefit the juvenile (Elrod ; Ryder, 1999, p. 65). Treating truants and runaways as juvenile offenders is expensive and ineffective. As a result, the societal reaction theorists leaned more towards the deinstitutionalization of status offenses (Elrod ; Ryder, 1999, p. 165). Prevention and Intervention With the important role family’s play in the socialization of children, several programs have been implemented to prevent family contribution to delinquency or to intervene once a problem has been realized (Siegel, Welsh, ; Senna, 2003, p. 42).Years of program evaluations have produced a number of effective family-based prevention programs such as parent training on appropriate and effective child-rearing (Siegel, Welsh, ; Senna, 2003, p. 42). Conclusion According to the research conducted, family impact is wrong: parental absence is not importantly related to juvenile delinquency. Family interactions have greater influence o n delinquency. Children reared by competent, affectionate parents who avoid using physical forms of punishment are unlikely to commit serious crimes either as juveniles or as adults.On the other hand, children reared by parents who neglect or reject them are likely to be greatly influenced by their community environments, which may offer opportunities and encouragement for criminal behavior. Bibliography Shoemaker, Donald J. (2010). Theories of Delinquency: An Examination of Explanations of Delinquent Behavior 6th Edition. Whitehead, John T. , ; Lab, Steven P. (1998). Juvenile Justice: An Introduction 3rd Edition. Seigel, Larry J. , Welsh, Brandon C. , ; Senna, Joseph J. (2002). Juvenile Delinquency: Theory, Practice, and LawGreen, Helen Taylor, ; Gabbidon, Shaun L. (2009) Family and Delinquency: Encyclopedia of Race and Crime. Spohn, Ryan E. , ; Kurtz, Don L. (2011). Family Structure as a Social Context for Family Conflict: Unjust Strain and Serious Delinquency. Schroeder, Ryan D. , Osgood, Aurea K. , ; Oghia, Michael J. (2010). Family Transitions and Juvenile Justice. Elrod, Preston, ; Ryder, Scott A. (2005). Juvenile Justice: A Social, Historical, and Legal Perspective 2nd Edition. Burfiend, James W. , ; Bartusch, Dawn Jeglum. 2010). Juvenile Delinquency: An Integrated Approach, Second Edition Kierkus, Christopher A. , ; Baer, Douglas. (2003). Does the Relationship Between Family Structure and Delinquency Vary According to Circumstances? An Investigation of Interaction Effects 1. Canadian Journal if Criminology and Criminal Justice (405-429). Leiber, Michael J. , Mack, Kristin Y. , ; Featherstone, Richard A. (2008). Family Structure, Family Processes, Economics, and Delinquency: Similarities and Differences by Race and Ethnicity.