Impact of Parental Incarceration on Children

Impact of Parental Incarceration on Children Parental Incarceration and Children’s Educational Performance Murray et al. (2012b) reviewed samples of the Pittsburgh Youth Study; a longitudinal survey of 1009 inner city boys up to 18 years, to investigate any links between parental incarceration and children’s poor academic performance. They also accounted for type of parental incarceration, the age of the child and the parent’s level of antisocial behaviour. This study is important because it prospectively investigated child outcomes from before to after parental incarceration as well as social environments, which few studies have done. Findings indicated that parental incarceration was associated with increases in delinquency but it did not predict poor academic performance, even after controlling for other childhood risk factors (Murray et al. 2012b). The reason that parental incarceration had no effect on educational performance is argued to point towards resilience among affected children. Murray et al. (2012b) did specify however, that effects sizes for poor academic att ainment and parental incarceration may be different for short term studies. Cho (2009) investigated children whose mothers were incarcerated in state prison compared with children whose mothers were incarcerated in a county jail for 1 week or less (control group) to see the effect of parental incarceration on grade retention rates. Her study was also valid because where possible she minimised selection bias using propensity scores to match control and experimental groups of children (race, gender, age at mothers incarceration and at child outcome and length of incarceration). Cho’s findings indicated that children whose mothers were incarcerated in a state prison facility had lower grade retention rates in the year prior to, during, and immediately after their mother’s incarceration than the comparison group. Surprisingly these findings reveal that parental incarceration may be beneficial for short-term children’s academic outcomes. Also, findings reveal that factors that pre-exist parental incarceration are worth investigating as they t oo may have an impact on children’s outcomes. Another US study by Hagan Foster (2012) that focussed on paternal incarceration revealed that it led to disrupted families unable to monitor school attendance and nurture levels of children’s school performance. Thus the absence of incarcerated fathers can predict educational failure in children. The reason for this may be increased stress for the remaining caregiver thus affecting the quality of supervision and help with academic life (Vacha McLaughlin, 1992 cited in Hagan Foster, 2012). Hagan and Foster’s (2012) results further indicate high levels of paternal incarceration block access to education achievement. On the other hand, Dallaire et al. (2010), informed by ecological systems theory, carried out a qualitative study where they randomly assigned scenarios to teachers describing a female student whose mother was imprisoned. They also examined teachers experiences of these childrens emotional and behavioural adjustment in the classroom. Focus was on maternal incarceration because they believed that it was a greater risk for children than paternal incarceration. They found that the teachers in their experimental treatment group rated these students as less competent than teachers in a control group in which the child’s mother was described as being away for other reasons such as military deployment. Their findings are important to consider because they argue that no empirical research has examined the experiences of children with incarcerated parents in the school setting or with their teachers. More research is required because children of incarcerated parents have poor education al performance and are stigmatised as revealed by Dallaire et al. (2010) study. Other findings revealed that the quality of the care giving situation and the stability of care were the greatest risks to childrens academic achievement cited by these teachers. Teachers also suggested that they felt younger children suffered more and that maternal incarceration had a greater impact than paternal incarceration because of the roles mothers play. Teachers also noted that they had witnessed some teachers stigmatising these children by expecting less from them and that it would be a bad idea to include information about the parents incarceration in the childs permanent record because of possible mishandling of the information. Findings by Dallaire et al. 2010 therefore suggest that it is stigma effects and labelling processes at hand that predict poor educational performance in children rather than the parental incarceration itself. Therefore, environmental factors play a part in how well c hildren of incarcerated parents do in schools. Parental Incarceration and Children’s Mental Health Parental incarceration might cause mental health problems due to the separation involved, limited contact opportunities, and inadequate explanations given to children and the challenges faced by alternate caregivers (Murray et al. 2014). Children of incarcerated mothers have also been found to exhibit symptoms of posttraumatic stress disorder, depression, and long-term trauma (Cho, 2010). Foster Hagan (2013) looked at maternal and paternal incarceration separately as potential sources of traumatic stress for children during the transition of their children to adulthood. They found that childhood maternal imprisonment increased depressive symptoms compared to not having this experience. Results indicate a gendered vulnerability of male children to maternal imprisonment in adolescence (ages 13–18) that results in uniquely high levels of young adult depressive symptoms. Findings suggest males may be vulnerable to both maternal and paternal imprisonment occurring in adolescence. They also further find that race and ethnic minority youth are more likely to be affected by paternal incarceration. Findings also suggest that both paternal and maternal imprisonment experienced during childhood (ages 0–18) and it is therefore influential on child mental health problems Tasca et al. (2014) argue that little is known regarding variation in the presence or absence of mental health problems within a group of children of incarcerated parents. Their aim was to fill this void in this body of work by comparing incarcerated mothers’ and fathers’ reports of mental health problems among their children. In an effort to advance work on the needs of children of incarcerated parents, they assess whether incarcerated mothers are more likely than incarcerated fathers to report that their children are experiencing mental health problems. Their study contributes to the literature in that it covers most races allowing for a diverse analysis along multiple demographic dimensions. Tasca et al. (2014) findings suggest that incarcerated mothers reported 15.5% of their children were in need of services for mental health problems, compared with only 6.1% of incarcerated fathers’ children. Among paternal incarceration cases, the majority of children were Latino/Latina, whereas the majority of children in maternal incarceration cases were White. While controlling for child age, race/ethnicity, and gender, incarcerated mothers, compared with incarcerated fathers, reported that their children were 2.368 times more likely to have mental health problems. Race/ethnicity (Latino/Latinas) and gender (girls) were negatively related to mental health problems. On the other hand, child’s age was positively related to mental health problems. Regardless of type of parental incarceration, however, the risks posed to these children of prisoners are significant and substantial. Tasca et al. (2014) study highlights that children of incarcerated parents are not a homogenous group. Murray et al. (2012) study results include data samples on general mental disorders, internalizing problems and educational performance from reports by children, teachers, parents, of children’s academic performance. They used results from studies that had sta ndardised test scores to see if parental imprisonment is a risk or causal factor for negative outcomes for children. For poor mental health, effects across all showed almost zero association with parental incarceration. On the other hand, Swisher Roettger’s (2012) results showed that paternal incarceration during childhood is associated with higher depression scores. Surprisingly, white male youths suffered more than black male youths. For blacks and Hispanics there was no significant difference found.

Music in Civil Rights Essay

How did musicians influence the civil rights movement? During the Civil Rights movement of the mid-twentieth century, music was used to spread word of equality and respect in America. Jazz, rock & roll, blues, gospel & reggae music were among the prominent genres of music during this time. With music, African-American artists like Little Richard, Aretha Franklin, and Bob Marley wanted to present positive and uplifting messages to the country that was full of hatred for other people. African Americans also wanted to raise self-confidence of those who were affected by these acts of hate and violence. The music stylings of Jazz and its counterpart Blues played important rolls for music during the Civil Rights Movement. Since the majority of Jazz and Blues singers were black, this music was frowned upon among white southerners. However, it did bring awareness to the mistreatment of Blacks. In the song, â€Å"Strange Fruit† by Billie Holiday, a euphemism is used to represent the bodies of minorities hanging from trees in the south. Jazz music of the twentieth century is known to be told in the stories of the struggle of blacks and others. Along with Jazz and Blues, Gospel and Soul music played a large role in civil rights. Originating from the songs that slaves sang before they were freed, soul and gospel music used religious lyrics to help the nonviolent protest. Similar to jazz and blues, soul and gospel was not likened by many white people as it was primarily performed by black people. One of the most famous black soul singers of all time was Aretha Franklin. She was a key symbol of the advancement of black people, lending her talents to the civil rights cause. She supported Dr. Martin Luther King, as she was close with him and sang at his funeral. This shows her determination for the efforts of the struggle of blacks. A commonly overlooked genre of music which supported civil rights was reggae. It brought up the concept of coming together as one. The artist, Bob Marley was and still is the most known reggae-artist of all time ad his song â€Å"Get Up, Stand Up for Your Rights† showed a message of coming together, despite their skin color or religion. Music written by blacks during the Civil Rights Movement was a large factor in the upbringing of minorities in America. Those who listened to the music were motivated by the lyrics and a message of peace and love among people. This shows that these kinds of music are big parts of the way people think and was powerful enough to strengthen our nation.

Socrates Method of Cross-Examine Essay example - 1392 Words

In this paper, I will argue that Socrates does not typically benefit those that he cross-examines, but that his activity is nonetheless useful and justified. I will argue that Socrates’ cross-examinations are justified and useful because it is a divine mission and because it develops critical thinking skills. I will argue my thesis by first, using The Apology and Euthyphro dialogues to show the usefulness and justification of Socrates’ elenchus. Second, I will suggest objections to the reasons why Socrates’ elenchus is useful and justified. Finally, I will give my rebuttal to the objections against Socrates’ elenchus. I think it is important to first explain Socrates’ divine mission. Chairephon, a friend of Socrates, went to the Oracle of†¦show more content†¦During Socrates’ defense, he uses the elenchus to argue against Meletus’ charges. In the beginning of The Apology, Socrates asks Meletus if it is better to associate with wicked people or virtuous people (The Apology 25c). Meletus says that it is worse to associate with wicked people, than virtuous people. Meletus reasoning was that wicked people would cause harm and misfortune to their associates. Socrates thinks Meletus’ answer in uncontroversial (The Apology 25c). Socrates argues that because associating with wicked people is harmful, he would not intentionally corrupt the Athenian youth (The Apology 25e-26a). Since Socrates would not intentionally corrupt the youth, he argues that the charge of him doing so is false. Socrates’ counter argument to Meletus’ charges serves as an example of the elenchus’ usefulness. First, Socrates asked Meletus a question not only to get an answer, but to also begin looking for inconsistencies within Meletus’ argument. As Meletus answered Socrates’ questions, Socrates developed concepts about wicked people and virtuous people based on Meletus’ comments. Socrates uses the concepts he developed from Meletus’ comment to show that Meletus’ charge is contradictory to his own comments. Meletus’ contradictory argument serves as an example of him not being aware of his own ignorance. Meletus did not consider whether his comment about associating with wicked people was consistent with his charges againstShow MoreRelatedSocratic Dialectic1115 Words   |  5 PagesA friend of Socrates, Chaerephon, asked the Oracle of Delphi if there is anyone wiser than Socrates. The goddess answered that there is not. (Plato, p. 50). Aware that he cannot claim wisdom, but intrigued by the Oracle’s answer, Socrates embarks on a journey to find someone who is truly wise. The method he used to establish someone’s wisdom or lack of it has been known as the Socratic dialectic. Socrates’ dialectic technique, its aim and its method will be examined in this paper. The Apology ofRead MoreWho Is a True Genius1007 Words   |  5 Pagesmatter. What are those â€Å"things,† and who might that ‘genius’ be? Socrates is the name, and according to him: â€Å"An unexamined life is not worth living.† He went around Athens and persuaded others to look and examine themselves while they still have the time; to not be content with who they already are but to keep finding ways to improve the self and enrich the soul. Socrates used the dialectic method (now known as the Socratic method) – a way of investigating problems through dialogue discussion whereinRead MoreSocrates: â€Å"the Unexamined Life Is Not Worth Living†1943 Words   |  8 PagesSocrates was the son of common Athenians. His father was a stone-mason/ sculptor, his mother a midwife. Socrates was also a stone-mason by trade and was to follow in his father’s footsteps. It was still yet unknown to Socrates in his early years that his ‘career’ would be that of a philosopher. It is said he was pulled out of his workshop by Crito because of the â€Å"beauty of his soul†. 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Renaissance Influence On Art - 772 Words

The Renaissance, a time defined as the rebirth, occurred in Italy between 1350 and 1600. Spreading quickly throughout Europe, with the innovation of the printing press, it caused rippling effects. The Renaissance ultimately altered the aged education of the Dark Ages and renewed it with studies of the more classic works instead of theology. Classic art and literature grew extremely popular, contrasting the lack of interest in them before. Many artists became prominent advocates for the revival of the ideals of the classical past. The artists, using their masterpieces, tremendously determined modern historians view the era. While several aspects of the Renaissance contributed and influenced the time, artists like Michelangelo, da Vinci, and†¦show more content†¦Born March 6, 1475, Michelangelo Buonarroti â€Å"is considered [to be] one of the most famous artists of the Italian Renaissance.† (Biography.com Editors) As a child, Michelangelo had a greater interest in artw ork and its production rather than schooling, so at the age of 13 his father allowed him to become Domenico Ghirlandaio’s apprentice in Florence. During his teenage years, Michelangelo studied classic sculpture in the Florentine gardens of the Medici family, who were wealthy and allowed him access to the elite of Florence. After studying there for a few years, he eventually moved to Rome, where he would work until he died. Known for his sculptures the Pieta and David, and for his paintings on the ceiling of the Sistine Chapel and the Last Judgement Michelangelo had many other works. Michelangelo’s innovated artistry was believed to have achieved a whole new depth over the timespan. Like da Vinci, Michelangelo is said to have influenced Raphael, an artist who actually was his arch rival. This is an example of how Michelangelo was influential during the Renaissance. His artwork depicted scenes from the bible and were painted in the Sistine Chapel which is a major contrib ution to the culture and beliefs of the time. Raffaello Sanzio, famously known as Raphael, was an artist and architect born April 6, 1493, in Italy. When Raphael reached the age of 11, his father, Giovanni, passed away and he quickly took over hisShow MoreRelatedThe Influence of Renaissance in Art and Architecture947 Words   |  4 PagesThe influences of any era is evident through artwork and architecture. During the Middle Ages the main influence was the church, this is evident through the focus on biblical and religious symbols. During the Renaissance the main focus was the study of people. 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Before, most people in ItalyRead MoreUnderstanding The Birth Of The Renaissance996 Words   |  4 PagesUnderstanding the birth of The Renaissance is as simple as understanding that the quality of a straight razor shave is superior to that of a commercially stamped multi bladed razor. Looking retroactively at the years leading up to this rebirth one can note the beginning of reflection the Ancient World and the ins-and-outs of Roman culture. Influencing architecture, art, and social construction, a desire for the classics pulled Europe from the slumping years of the fading High Mid dle Ages. Actively