In spite of the development of family, children and young people’s integrated services to deliver significantly improved outcomes, hard to reach families are still hard to reach, why is this?
Dissimilar family groups, structures, and circumstances can utilise a powerful effect on how each individuals within these contexts are socially included within the mainstream society. Taket et al., 2009 suggested that the concept of social exclusion attempts to help us make sense out of the lived experience coming from several deprivations and inequalities experienced by people including localities, across social context and the common reinforcement resulting on reduced participation, access, mobility, integration, influence and recognition.
Introduction: This essay will address the assignment question firstly; by focusing on inequality in the society; defining social exclusion and its reflective influence on the focused group (lower income families linked with child poverty). Secondly, this assignment will analyse the past and current policies working to eliminate social exclusion including the approaches and difficulties they possess in quantifying its impact. Thirdly, this assignment will give a logical illustration on how integrated services can reduce the impact of social exclusion. Likewise, it will give a critical argument with a coherent identification and evaluation on potential barriers; children, young people, and families may experience in assessing and engaging these integrated services. Therefore, this assignment draw up upon learning from; online tasks, policies, practice linked to theories including adequate use of literatures to underpin an effective argument.
The notion of ‘Broken Britain’ from the labour gover...
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...bers of households / families living on low or living below low income the UK government encourages equality in the society through benefit entitled to parents such as; child benefit (entitled to every family with regardless of household income). There are also governments’ supports such as; income support for low income families or living below income, these are in place to help parents basic necessitating of their families. During the Labour Government, in the year 2004 there were favourable support for available to low income families such as; weekly payment EMAs entitled to young people (16-18) in education . According to Ostner and Schmitt, (2008) The overall aim of the Educational Maintenance Allowances is to encourage children from low income families to stay in education to improve their and obtain qualification to enhance their future employability.
As much as society tries to deny the fact that the family that one comes from determines their fate, in almost every case this very fact is true. Today, we see how infants who are born into wealthy families are treated differently than children who are born into drug and disease-stricken poverty. Higher classed people stand out in society on both a local and national level much more than the average middle class working family.
In Canada there is no official, government mandated poverty line. It is generally agreed that poverty refers to the intersection of low-income and other dimensions of ‘social exclusion’, including things such as access to adequate housing, essential goods and services, health and well-being and community participation. In Canada, the gap between the rich and poor is on the rise, with four million people struggling to find decent affordable housing, (CHRA) and almost 21% of children in BC are living in poverty it is crucial to address poverty (Stats Can). In class we have considered a number of sociological lens to examine poverty. Structural-functionalists maintain that stratification and inequality are inevitable and
This essay will explore and examine various ways in which differences and inequalities are seen to persist over time in ‘Making Lives’ and ‘Connecting Lives’ strands from DD102. Differences and inequalities are not strictly the same thing, although some do relate closely. Differences are things which vary between individuals, however in social science differences tend to be more focused on contrasts between groupings of people – such as those based on gender, age, class, race, ethnicity or sexuality (Blakeley and Staples, 2014, p.25). This differs from inequalities as they are defined as the unequal distribution of valued social resources within a society or between societies, this generally refers to things such as economic resources (money), time, access to education, cultural facilities – however it is not limited to these things and they do, however, differ over time and between places. (Blakeley and Staples, 2014, p.25)
One of the first pieces of education-related legislation goes back as far as 1870, when Free State education was introduced. Although school attendance wasn’t compulsory, it did offer children from less privileged backgrounds the opportunity to attend school for free. This is clearly an education policy reducing social class inequality, as it is allowing those having no money being allowed to attend school without having to pay.
Houston, D.M. (2007) ‘Women's social exclusion.’ In Abrams, D., Christian, J.N. and Gordon, D. (ed.) The Multidisciplinary Handbook of Social Exclusion Research. Wiley: Chichester, pp. 17-28.
Jones, L. and D, E. 2007. Journal of Sociology & Social Welfare. [online] Available at: EBSCOhost [Accessed: 20 Nov 2013].
Hendrick, H. (2005) Child welfare and social policy: an essential reader. Bristol: The Policy Press.
Childhood can be seen as a social status with multiple meanings and expectations attached to it without a clearly defined end or beginning (Montgomery 2009), This essay will introduce different sociological perspectives on what childhood is since childhood is not universal rather is it mobile and shifting this means children experience various childhoods there are local and global variations(Waller 2009), a Childs experience can be influenced by their gender, ethnicity, culture and social class which this essay will expand on. The essay will then move forward to focusing on childhood in local and global countries to investigate the differences they have among each other lastly the essay will go onto ways an professional can help acknowledge all children diversity and create an inclusive environment regardless of their differences (Penn 2008).inclusion provides support to all children so that their experiences in an educational; setting encourages them to be as involved and independent as possible as well as help them understand the differences among their class mates
When one thinks of poverty often the mental picture that comes to mind is of single parent welfare, dependent, women and unemployed, drug-addicted, alcoholic lackadaisical men. The children are often forgotten. The impact of poverty, the destruction of crime and stigmatization of the violence on the children is more devastating and irreversible than the miseducation and illiteracy that most often companies poverty. The implication is not the poverty can not be overcome but that the cycles of teenage pregnancy, welfare dependency, and dropping out of high school continues and are hard to break. The badges of poverty are just as addictive and capitiving as any disease such as alcohol or drugs.
It is evident that inequality (social or economic differences between people or groups, which often leads to unequal opportunity, and treatment) is present all around us, even in modern day Britain. There is a view that because of the inequalities, some social groups suffer more in terms of life chances. This means that these individuals may be limited in their ability to share in the economic and cultural goods of society, such as education, health and employment.
Do you ever feel trapped when you are in a place that you have never been before? Isolation criticizes society since it does not let everyone be equal or have the same rights. Isolation can completely change a person, and it is usually for the worst. Society “acts” like they try to prevent isolation, but in reality they isolate people for certain reasons, then those people get judged for being “different.” Upon closer inspection it is human nature to deny equal rights because people that do not act, dress, or look the same are labeled as strange, and unfortunately, many times are not accepted by the majority of society. This gives authors a way to shine a light on society’s flaws.
The theoretical perspective used in this paper is one of critical race theory, however, it could be viewed through the lens of Critical theory when discussing childhood poverty as a
Whitty, G. (2001) Education, social class and social Exclusion. Journal of Education Policy, 16(4) pp 287-295.
Child poverty is a major and complex issue that New Zealand faces today. The degree is far more severe than the public's perception and it is a problem that we cannot afford to ignore. A combination of factors contributes to child poverty, from individual causes at the micro level to the macro collective government involvement. This occurs partly due to social construction and it is potentially avoidable. The consequences can impact on both individual and to a great extent affect significantly on the country as a whole. If the issue is not resolved, the inequality will continue, if not worsen and becomes an ongoing intergeneration cycle. 'The poor get poorer and poorer', children can easily fall into the poverty trap where it becomes nearly impossible to reach an end to this issue. The consequences of the disparity have a major outcome on the societal level.
Tomlinson, M. & Walker, R. (2009). Coping with complexity: child and adult poverty; Recognising the reality of poverty [PDF] available at Child Poverty Action Group website; cpag.org.uk/sites/default/files/coping_with_complexity.pdf (p.9)