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The Children Act was first introduced in 1989 and was amended in 2004 after an inquiry into the death of Victoria Climbie. After the death of eight-year old Victoria Climbie in 2000, Lord Laming was asked by the Government to carry out an investigation to know if new regulation and guidance were needed to develop the safeguard of child system in England. The Government’s answer to the Victoria Climbie Inquiry report (Laming, 2003) was the Keeping children safe report (DfES, 2003) and the Every child matters green paper (DfES, 2003), which in turn led to the Children Act 2004.

This Act’s ultimate purpose is to make the UK better and safer for children of all ages.

The Act also created a Children’s Commissioner;

putting in place services provided to and for children and young people by local authorities and other persons;

dealing with Wales about advisory and support services in regards to family proceedings;

dealing with private fostering, child minding and day care, adoption assessment panels, the explanation of reasonable penalty, the making of allowances as respects children and families, child safety orders, the Children’s Commissioner for Wales,

The publication of material in connection to children dealing in legal cases and the release by the Inland Revenue of data relating to children.

The government aims is for every child whatever their background or their conditions, to have the backing they need to:

be healthy i.e. enjoying good physical and mental health and living a healthy lifestyle;

to stay safe i.e. to be free from harm and negligence;

to enjoy and achieve i.e. to make the most out of life and to develop the skills to become an adult;

to make a positive contribution i.e. to be in touch with the community and society and not taking part in anti-social or criminal conduct;

To achieve economic well-being i.e. not being prohibited by financial difficulty from reaching their full ability in life.

The green paper suggested improvements was into four main areas which are assisting parents and carers, early involvement and effective security, responsibility and combination – locally, regionally and nationally and staff improvement.

Being healthy

It is shown by a study that those smoking regularly aged 11-15 in England has gone down since 1996 from 13 to 10 percent. But obesity level is rising. Between 1996 and 2001 the number of children who were obese having between 6-15 years old in England increase by 4 percent.

Young rates of pregnancy were lower by 10 percent in 2001 than in 1998. But UK still has the most teenage pregnancies in Europe.

The World Health Organisation published a report in 2002 that UK had the least suicide rate amongst 26 countries, but suicide is still responsible for 20 per cent of young deaths.

Staying safe

In March 2002, 59,700 children were in care in England, which is an increase of 22 percent since March 1994. But, the number on child protection registers in England have been decreasing as there were only 25,700 in March 2002 compared to 38,600 ten years earlier.

Between 1981 and 2001 the percentage of young boys in England and Wales reprimanded or sentenced of a crime decreased from 7 per cent of young boys to 5 per cent, but the same rate for girls increased from 1.3 to 1.4 per cent.

A research of criminal and harassment found that 46 percent being the target of some kind of crime in the last 12 months among those aged 11 to 16 in ordinary schools.

In most cases of domestic violence where around one in ten women involved yearly, their children were present in the same or next room, and one in three child safeguard circumstances points to a past of domestic violence against the mother.

Enjoying and achieving

The number of those aged 11 reaching the normal level in English and maths went up by 12 percent, from 63 percent to 75 percent and from 61 percent to 73 percent in English and maths respectively since 1997.

In 2002 more than half of 15 year olds got a minimum of five GCSEs at grades A*-C, a rise of more than 6 percent since 1997. However success is not steady through diverse ethnic groups like for example pupils from Chinese and Indian backgrounds succeed considerably over regular GCSE results; black pupils and those from Pakistani and Bangladeshi backgrounds do inferior in their GCSE results.

Non-attendance has stayed the same from 1995/96 at 0.7 percent of half days absent.

At the end of 2001, in every eleven youngsters having 16-18 years old, one was not in education, work or training and in every four youngsters between 16 and 18, one spend time out of education, training and employment.

Making a positive contribution

A new research of secondary students who are 11 to 18 years old showed that 86 percent had taken part in certain sort of community activity in the previous year and half participated in raising fund or gathering cash for charity.

From the 2001 General Election, assessments found that attendance was lowest between those aged 18-24, as only two in five casted their vote.

Economic well-being

Between 1992 and 1995, 19 percent of children stayed in working age jobless homes, but in 2003, the percentage had fallen to 15.2.

The percentage of children staying in homes with comparatively low earnings decreased between 1996-97 and 2001-02 from 34 to 30 after housing expenses. The percentage of children staying in homes with virtually low earnings fell largely from 34 percent to 20 percent after housing deductions.

The Children’s Act 2004 established a Children’s Fund which is aimed to support in the abolition of poverty and economic difficulties felt by disadvantaged children or those whose family’s monetary conditions leave them deprived by making sure that children aged between five and thirteen attend school regularly and also decreasing the risk of crime being carried out by these children, so that they can get the best promising start of their life.

The Children’s Act 2004 specially caters for disabled children. Local authorities have a responsibility under the Act to arrange for facilities to ‘children in need’ if these amenities will aid keeping a child safe and healthy.

After the death of baby P, there was a review conducted by Lord Laming which suggested that those dealing with children need to be properly trained to detect any problem so that social workers or other practitioners can better safeguard children under their responsibility.

The Children Act 2004 provides a strong emphasis and a new approach to children’s services but is not sufficient in itself. Its application must be part of an extensive progression of transformation, concentrating on results and brought onward by local transformation packages in 150 Local Authority regions set within a national structure.

The National Service Framework for Children, Young People and Maternity Services (NSF) is fundamental to this. It put forward a ten-year plan to encourage durable and continual progress in children’s health and well-being.

As it is applied by Primary Care Trusts (PCTs), Local Authorities and other groups including other health bodies, it will add to the realisation of the five outcomes.

What is a Child? Initially this may appear to be a simple question: we all have some experience of children and childhood, perhaps through family, friends or your own children, most people have close contact and bonds with children. There is also a wealth of people, in many different professions, who work with children of all ages in many types of settings. Also it is impossible to ignore the simple fact that every adult on this planet was, once, a child themselves. It is clear we all have some experience of children and childhood, and most people will have some very clear notions of what childhood is or what it should be. However once you begin to look a little deeper, it becomes far more complex than one might at first imagine: there are many different factors which effect childhood today. This paper will analyse this question further, looking at definitions of a child and how childhood has changed during the twentieth and twenty first century. Taking into account the effect of the media, consumerism, advertising, adults changing attitudes and child related policy, in order to evaluate how these factors have changed and shaped modern childhood…

More than sixty years ago, in 1948, the majority of the world’s country’s signed up to the United Nations Declaration of Humans Rights (Lee, 2001). This stated that all human beings were entitled to certain basic rights, which no state could remove from them. Furthermore a little over twenty years ago, in 1989, the United Nations passed a further set of rights specifically for children: the United Nations Declaration on the Rights of the Child (Lee, 2001). One might question the reasons behind this extra convention: the original declaration covered all human beings so why would children need their own special set of rights? (Lee, 2001). This gulf between children and adults within global guidelines reflects the trend of viewing adults and children as ‘fundamentally different types of human’ (Lee, 2001 pg.5). Traditionally the vast majority of societies have considered adults to be complete, constant and self regulating where as the child is seen to be incomplete, changeable and requiring guidance (Lee, 2001). The sociologist Jens Qvortrup (1994) explained this fissure between human adults and human children eloquently by describing adults as ‘human beings’ and children as ‘human becomings’ (cited in Lee, 2001 pg. 5). Now this paper will look at different standpoints, which can be used to view the notion of what children and childhood are…

The United Nations Convention on the Rights of the Child 1989 defines a child in the following way: ‘a human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier’ (UNCRC, Article 1, 1989). This definition of the child would fall under the category of a legal definition; another legal way to define a child would be by using the age of criminal responsibility. The age that a individual becomes criminally responsible varies greatly from country to country, in England and Wales the age was raised to ten years old in 1963, it had previously been eight (Children and Young Persons Act 1963, section16). However until the Crime and Disorder Act 1998 the law presumed that children under fourteen were ‘doli incapax’. Meaning the law regarded them as being incapable of distinguishing the difference between what is right and what is wrong, and therefore could not be convicted of a crime they had committed. Unless the criminal prosecution were able to definitively prove that the perpetrator was fully aware that their actions were wrong (Crime and Punishment Act 1998, section 34). The age of criminal responsibility imposed by England and Wales and the even lower age of eight in Scotland, are the lowest within the European Union. The UN Committee on the Rights of the Child has criticised the UK for the low ages imposed: stating article three of the UNCRC which requires that during criminal proceedings the child’s best interests must be held in primary consideration (Broadbridge, 2009).

Another perspective to look at when defining the child would be to study the concept from a sociological standpoint. What does the term child and childhood mean to society? What is their notion of a child? These are complex questions and the answers will inevitably vary depending on the country and culture one is studying. Michael Wyness (2006) used the ‘playing-child’ construction to define childhood: this encompasses the notion that childhood equals a time of play, without responsibilities. By using this definition Wyness also offers a definition for adulthood: if childhood can be characterised through a lack of work therefore adulthood can be characterised as being a time for work and responsibility (Wyness, 2006 pg. 9). This would suggest that childhood is a socially constructed phenomena based on the ideas that people within a given society hold. This notion of childhood being a social construction is not a new idea: the French historian Philippe Aries (1960) has also suggested that childhood is a fairly recent construction of society. Aries claimed that until the fifteen century children in Western Europe were considered as miniature adults and therefore believed to have similar mental abilities and personal qualities as adults. Although due to their smaller physical presence they were viewed as physically inferior compared to a fully grown adult (Montgomery, & Woodhead, 2002). Philippe Aries work, Centuries of Childhood (first published 1960), was influential in attracting academic consideration towards the study of childhood; however his work has been subject to plentiful criticisms. Such as how he drew his conclusions about medieval society through the means of studying art from the period. Due to the subjective nature of art, studying a society in this way may give an inaccurate picture of how that society viewed a particular subject. A further criticism was the lack of explanation for the change in attitudes towards children (Hill, M, & Tisdall, K, 1997).

A society which views children as being a completely different type of human being compared to adults, will believe that the child has different needs to be fulfilled than the adults within their society. One example of this can be seen in prosperous areas of the industrialised world, where a wealth of products are available which are exclusively tailored for children. Items such as toys, clothes, cots, food stuffs and medicine are just a snippet of the vast array of child centred paraphernalia adults will encounter in various retail outlets (Montgomery, & Woodhead, 2002). As well as these rather necessary commodities, there is also an overwhelming range of products designed for entertaining children. There are books, magazines and television channels; holidays and theme parks; educational software and computer games. These are just some of the things available which cater for children, turning childhood into a lucrative, commercialized business (Montgomery, & Woodhead, 2002).

The increasing trend in this type of consumerism aimed at children, has further led to a massive growth in advertising aimed at children. Companies now spend huge amounts of money per annum on advertising their brand to children, whereas comparatively twenty years ago the budget for this type of advertising would have been virtually nonexistent (Dunn, & Layard, 2009). Research has shown that brand loyalty develops in children from a very early age: studies have shown that even children as young as two will treat a new toy differently depending on whether that child has been exposed to the toy previously through the means of advertising on television. Once they reach the age of three children tend to prefer leading branded products, which are subject to mass media marketing compared to a non branded product which tastes exactly the same (Dunn, & Layard, 2009). The purpose of advertising is obviously to make the consumer desire a certain item or brand over any other similar items available. However advertising also has the knock on effect of making people, adults and children alike feel that they need more materialistic items than they would otherwise believe. This can leave parents feeling that they need to spend more and more money in order to make their children happy; in a survey conducted by the Children’s Society nine out of ten parents stated that advertising pressurised them into spending more than they could realistically afford (Dunn, & Layard, 2009). Consumerism also has negative effects for the child; a major study was conducted in 2004 by Juliet Schor, into the effects of the media and consumerism on children. Her study has found that; if all other aspects of a child’s life were equal, high exposure to media would led a child to be more materialistic, having problems relating the their parents and being at higher risk of mental health issues. These risks increase even more for children from disadvantaged backgrounds, who are living with little household income to being with (Dunn, & Layard, 2009).

Children’s experience of childhood in the twenty first century will differ vastly from even their own parent’s experiences just one generation before them. This is partly due to the change in children’s leisure activities which in the last decade have shifted to included much less physically active pursuits (Dunn, & Layard, 2009). Studies have shown that children are spending less time than ever before pursuing physical activities. Physically inactive pursuits such as: television, video gaming and the internet becoming ever more popular (Dunn, & Layard, 2009 pg.54). This bloom in new technologies has brought a wealth of knowledge and entertainment to our finger tips. However it has also been linked with increases in three dangers: encouraging the discourse that wealth and beauty equal’s happiness; encouraging aggressive models of relationships and that it encourages less physical activity and unhealthy lifestyles (Dunn, & Layard, 2009).

The change in adults attitudes towards what pursuits can be considered safe for children is one reason for this decline in the amounts of physical, outdoor activity undertaken by modern children. Through the media, vast amounts of information regarding child murder cases are made available and easily accessible to the general public, resulting in these cases being more prominent in people’s thoughts (Dunn, & Layard, 2009). This leads people to believe that the number of children being murdered, especially being murdered by strangers has been steadily increasing over time; however this isn’t the case. Home office statistics show that the risk of children being murdered by a stranger are very minimal, averaging approximately eleven per year shows that for the vast majority of adults their fears for children’s safety are unfounded (Dunn, & Layard, 2009). In fact a child is at much greater risk within their own home. The NSPCC believe that for each generation more than one thousand children will be killed before adulthood, most at the hands of a violent parent or carer (Cunningham, 2006 p.235).

These high profile cases in the media have also led to children’s rights becoming more prominent within societies and indeed also the Governments thoughts. There has been a deluge of child related policy passed through the UK government, reflecting how attitudes towards children have changed; children are being viewed as separate beings that have individual needs and are in need of protection.

Just one of these policies is the Children Act 2004; this Act was developed and implemented following the findings of Lord Laming’s 2003 inquiry into the tragic death of Victoria Climbie, who died in 2002 (Duffy, & Pugh, 2010). In response to the Laming report the government published the Green Paper Every Child Matters (DfES, 2003); the prime minister at the time, Tony Blair, described it as ‘the most significant development for children for more than thirty years’ (Duffy, & Pugh, 2010 p.9). The overall outcomes that the Green Paper and the consequent Children Act of 2004 hoped to achieve was to improve the expectations of all children, narrowing the fissure between high and low achievers via the means of reconfiguring the services available for children and families (Duffy, & Pugh, 2010). The Act also set out five outcomes which all children, right from birth until the age of eighteen, should be able to achieve. These five outcomes are: to be healthy, to be protected from all forms of harm, to enjoy and achieve in their lives, to be able to contribute positively within their society and finally the ability to achieve economic wellbeing (Anning, & Ball, 2008). Whilst the intention of this Act appear to hold a child’s well being as paramount in its agenda, some professionals have voiced concerns over potential negative side effects, it might present for the most vulnerable of children (Womack, 2006). Under the Act a massive database containing information on all twelve million children living in England and Wales was created (Womack, 2006). Experts in the field of safeguarding children have suggested that the sheer amount of data recorded in this database, will make it easier for genuine cases of child neglect and abuse to slip through the net. Under a system that detects threat to a child, in even in the most trivial of matters, may mean a child under serious threat of harm will not be identified (Womack, 2006). When services are already looking for the ‘needle in a haystack’ is it really useful to make the haystack even bigger? (Womack, 2006)

Having looked at the legal and sociological perspectives of childhood and having taken into account the influence of the media, consumerism, advertising, adult attitudes and child related policy. The focus of this paper will now turn to look at the feelings and ideas that children have about what it means to be a child…

Wendy Stainton-Rogers conducted interviews with children from around the world as part of research for a book about childhood (Stainton-Rogers cited in Montgomery, & Woodhead, 2002). In these interviews children were asked, what did being a child mean to them? One child aged eight, when interviewed and asked this question replied: ‘I’m a child because, if I was a baby I would still be small. And, and now I’m a child because I’m not a baby any more. Because I’m, because I’m grown up. And a baby is sort of like, is like almost one year old, two years old or three years old’ (Stainton Rogers cited in Montgomery, & Woodhead, 2002 pg.7). This statement appears to show that the child questioned was somewhat confused as to exactly what a child is. They had some clear thoughts about what made them a child, but appeared hesitant in being able to justify their thoughts. Another child stated that they felt that they would become an adult after their bat mitzvah, saying that after that they would feel more ‘grown up’ (Stainton Rogers cited in Montgomery, & Woodhead, 2002 pg.7). This suggests that a child’s religion will impact their feelings of what it means to be a child: that childhood ends with certain religious rites of passage. One child felt that a child was somebody who was still learning and being moulded into an adult (Stainton Rogers cited in Montgomery, & Woodhead, 2003 pg.7). The answer that this child gave would fit in very well with a socially constructed model of childhood: that the purpose of childhood is for the adult members of a society to shape and mould children into acceptable members of society for the future.

From completing the research for this paper, it has become clear that there is no single, universal answer to the question ‘what is a child’. Both children’s and adults views on childhood and what it means to be a child will vary vastly depending on culture, religion and the country where they live. To state that a child is a human being under the age of eighteen simply just isn’t enough. Children are all individuals and no two will ever be the same just as no two adults ever will be. In order for children to be happy and grow into well rounded, balanced adults their individual needs have to be met and to be protected from serious harm. It is wrong for adult society to simply believe that a child is just an unfinished lump of clay in need of sculpting in order to become the adults society expects for the future. Children should be seen as important members within all societies, whom have the ability to positively contribute to the society in which they live.

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Street children

Introduction:-

Also Street children as defined by the UNICEF: is divided into children “on” the street and children “of” the streets. Children “on” the streets are the children whose have home to live in, but they have a full time work or a part time work. Children “Of” the streets are the children “whose home ties have been seriously weakened and who essentially live in the street” (UNICEF, 1993, p.22). Children “of” the streets are which lives all there time on the streets or in other words children with no shelter except for the street. Also, a “street child” is defined as “any boy or girl for whom the street in the widest sense of the word has become his or her habitual abode and/or source of livelihood, and who is inadequately protected, supervised, or directed by responsible adults”( Lusk, 1989).according to Kopoka Children whose work on streets and take streets as a shelter, usually come from poor slums and squatter settlements where everything is precarious: Family financial situation, overcrowded schools and even safe place where they can run and play. Moreover, wars or armed conflicts cause the increasing of this problem where the children parents are killed and leave them alone with no shelter or place to live . On the other hand, there are children whose have guardians, but the guardians sent them to work to help the family, others are forced to work and live in streets. Even there are children from well to do families or middle class who run away from homes. The purpose of this essay is to show some of the causes and its effects considering street children problem, and analyse the solution to differentiate between good solution and bad solutions.

Causes:-

According to Lugalla and Mbwambo, 1995; there are lots of causes for this problem, some are natural and others are man-made. Children have lost contact with their parents or families, which results the loss of the children in the streets. Some children are the offspring of prostitutes. Some families reject their children if there are handicapped. Some “respectable” parent disowned their own child because he/she is an outcome of an affair. In those causes the background is not allows poor.

Effects:-

According to Harding, 2010; for every cause there is effect, and there are devastating effects on street children themselves and on the society they belong to. The children without education are without future, which means that they will not be able to defend their future and they will face lots of difficulties to have a better life. Moreover, being undernourished from such a very young age causes bad side effects on their health like malnutrition which effects there immune system and as a result shorter life expectancy. There are approximately 48 million young ones whose are not registered in their country’s archives, which represents around 47% of the child population around the world. 20 out of every 100 births in Latin America never registered. That mean that all of those 47% are not on paper which means they do not exist. This is a huge problem as those poor kids do not have identity, which exclude them from other right like the right to vote or the right to have a proper education or even low level education. Moreover, criminal gangs which really represent a huge disaster, as they use those unregistered children to do criminals and violence. Those children have no criteria to know what is right and what is wrong. They may expose themselves to very cruel situations like prostitution, sexual violations, drug consumption and other forms of modern slavery. According to stolenchildhood.net “Street children in the third world, having no access to basic needs always become an easy prey of flesh traders. The demand of street children is high among the pimps and the brothel owners because these children sell themselves at cheap rates. These children are at high risk because they neither use contraceptives nor ask the clients to use them. Thus the chances of getting pregnant or catching a sexually transmitted disease is high”. A finite circle is problem, because when children grows to be adults. They will be the best shape for crime; there will be evil walking on his feet. There will be individual illiterate adults with low moral beliefs, with damaged psychology. Those lovely poor children in the past will be the evil which will oppress other helpless and innocent children. All of this means that street children of today will be criminals of tomorrow.

Analysis of Solutions:-

Street children are a huge problem and any solution, even if it is not good, it will at least push forward to solve this problem. ESCWA has developed good solutions which are

“1. to understand better the situation of street children through research in the following areas:

1.1 Quantitative data at national level to assess the magnitude of the problem. The statistics need to be disaggregated by sex and age.

1.2 Qualitative and quantitative research to examine the root causes that put girls and boys at risk, among them street children. This research will need to examine the link between poverty, inequality, exploitation, violence and exclusion.

1.3 Qualitative research to examine the everyday lives of the street girls and boys and the attitudes of society and the government towards them.

1.4 Policy level research examining the effectiveness of existing policies, planning and legislation and institutional arrangements and budgetary allocation targeting street children.

2. To shift the approach to street children from legalistic to preventive, protective and rehabilitative interventions, through a focus on:

2.1 Root causes and not only on symptoms

2.2 The economic and not only the social sector

2.3 Mainstreaming as well as specific institutions and actions for street children

2.4 The rights of street children as citizens and not as charity cases or delinquents 16

2.5 Street children not only as victims but also as citizens with the agency to participate in decisions which target them.

3. To enforce and monitor all international and national commitment to children

3.1 To review that all items of international conventions such as those pertaining to children’s rights and elimination of child labour are translated into legislation and other procedures.

3.2 To review that all enforcement procedures are in place and are implemented.

3.3 To strengthen all monitoring and reporting systems relating to relevant international conventions.

3.4 To review and further amend the ‘Child Law’ 126/2008 by removing all clauses that undermine its effectiveness and to put in place all the necessary procedures and monitoring mechanisms.

3.5 To review and amend articles pertaining to corporal punishment in a way that prohibits all physical violence whether at home, school, work or any other institution.

4. To establish clear mandates and lines of institutional responsibility for street children

4.1 Strengthen crossaˆ?cutting entities

4.1.1 To strengthen the establishment of a unit or department in the new Ministry for Family and Population with a clear mandate for responsibility for street children. This entity would be a catalyst advocating, legislating and monitoring the situation of street children.

4.1.2 To review and strengthen the role of what was previously the NCCM ‘Technical Consultative Committee’.

4.1.3 To strengthen the ‘Child Protection Committee’ according to the amended ‘Child Law’ through appropriate budget allocation, establishment of clear guidelines and protocols and awarenessaˆ?raising and training for the committee members.

4.1.4 To establish surveillance system such as a children’s Ombudsman

4.2 Establish responsibility of line ministries

4.2.1 To strengthen the role of economic sector ministries in addressing poverty, such as the creation of jobs for poor women and men.

4.2.2 To strengthen the monitoring systems of the Ministry of Labour in the area of child labour.

4.2.3 To lift all exclusionary conditions from access to education such as the rising cost of education, forced private tuitions by teachers, mistreatment of poor children in schools, corporal punishment and gender discrimination.

4.2.4 To establish effective internal and external mechanisms and multispectral interventions to identify children at risk and design suitable and sustainable interventions to reduce and eventually eliminate the risk factors.

4.2.5 To formulate a new Social Protection Strategy with the full collaboration of all relevant state institutions and NGOs that focus on the rights of the 17 child, with a dedicated budget and clear roles and responsibilities for its implementation and monitoring.

5. To devise a comprehensive child protection system that addresses the issues of all categories of vulnerable girls and boys in all their diversity of age, class, religion as well as family and regional background

5.1 To devise a Social Protection policy for vulnerable girls and boys.

5.2 To devise a Social Protection strategy translated into crossaˆ?cutting and sectorial programmes and projects and procedures.

5.3 To create realistic budget lines for the implementation of the various components of the Social Protection system.

5.4 To create clear institutional responsibility for monitoring and evaluation of the implementation of the strategy.

6. To devise a National Strategy, programmes and projects specifically for street children

6.1 To evaluate the implementation of the “National Strategy for the Protection, Rehabilitation and Reintegration of Street Children” of 2003, as well as all programmes and projects directly targeting street children.

6.2 To build on lessons learned and design a new Strategy in collaboration with key state institutions and NGOs.

6.3 To design innovative and participative programmes and projects that address the conditions and circumstances of children already living on the street taking into account that:

6.3.1 There is more chance of succeeding by helping children get off the streets through early intervention, before they establish their new “street kid” identity.

6.3.2 For those who have been a long time on the streets, it is possible to use participative methods and consult them in the design of the most effective activities.

6.4 To strengthen all programmes and projects that helps the reaˆ?integration of street children into mainstream society.

6.5 To put in place actions that address negative attitudes of both the general public and state employees towards street children.

6.6 To work directly with the police to address the way they perceive and treat street children

6.7 To solicit more resource allocation for items listed in recommendation 5 above from government and from bilateral and multilateral organisations.

7. To strengthen the advocacy role of civil society organisations working with street children

7.1 To strengthen CSOs ability to establish channels of communications with street children and to help make their voices heard.

7.2 To raise the capacity of CSOs working with street children in the area of advocacy and lobbying of policyaˆ?makers and politicians.

7.3 To support civil society networks and strengthens their roles as advocates of the rights and needs of street children.”

Conclusion:-

At last the author believes that street children are a huge problem that has a lot of causes which can be minimized and a lot of effects that are considered a real threat to all means of life, it is waste of man power which harm economy, it threats security and of course it is totally against human right .

Each Chid has his own ways and rates of development, growing and learning: physically, emotionally, socially and intellectually .children have different strengths and vulnerabilities so each one needs different kinds of support to meet his individual need, For that each child is unique individual, parents and practitioners must understand and respect their children needs.

As well as when treating children individually you must understand and respect their personalities, t abilities, culture or religion, home language, family background, learning difficulties, disabilities or gender.

The benefits for children when their individual needs are met will as followed:

– Helping each child to improve his talents and abilities and support him to progress and reach his goals in learning and development to meet the Early Years Foundation Stage guidance.

-child will get the opportunity to improve his own capabilities develop a healthy self-esteem and develop a positive attitude

-Child built his own personality which makes him more responsible on his choices and actions which reflect his individuality.

-Discovering each child strengths and weakness.

-Give all children the opportunity and support to develop and learn to become successful adult useful and helpful for his/her country and community

Question 2:

Describe how the principles of anti-discriminatory practice can be applied to practice

Discrimination is the way of treat an individual more or less favourably than others, or because of prejudice children and their family before you know them due to their backgrounds, class, gender, disability, race and culture.

It is important to practice anti -discrimination to ensure that every child has the opportunity to fully access any areas of learning within the framework. Providing an inclusive environment for children enables them to develop self esteem and confidence. Providing them an equal opportunity to learn to show them that they are valued and respected as unique individuals regardless of any additional needs, family and ethnic background.

The Nursery and practitioner are committed to:

Providing a friendly and welcome environment for children and their families

Providing books and songs in different language.

Set a celebration calendar for the different multicultural festivals.

A wide selection of toys of different gender and culture, and encourage children to choose their toys.

Inviting parents to join the nursery in some activities.

Encourage children to talk about their culture in their language about( Numbers, colour and country).

Question 3:

Describe why it is important to plan activities that meet the individual needs of children.

Before we going to plan activities we discuss the observation done for each child that so it give us information about each child current levels support he needs, and his interest which will be our base to plan our activities that will help the child to assesses the progress and achieve the aspect of his own learning and development stage .

When we plan activities that meet the individual needs of children we are:

*Children will get opportunity to progress in their learning and development stages; we will support their weakness and develop their talents and abilities

*Supporting them and help them to develop and learn by enjoyable playful learning ways by planning activities that are high on pleasure, and achievements

*Give the perfect support and opportunity for children with learning difficulties or disabilities to achieve their goals as any other children by planning activities according to their interest and abilities

*When planning activities that we observe it is related to their interest and needs we will achieve good ovulations and achieve the aspect of areas of learning and development goals of this activities

*Children will have self steam and self confidence since they will find them self in a good position where their interest and things they good at which make this activity more challenging which encourage them to be more creative and imaginative

*When planning good activities that promote progress we form apositive relationships with parents and with the children.

*Promote anti discriminations practice by planning activities covers different needs and interest irrespective of ethnicity, culture or religion, home language, background, learning difficulties, disabilities or gender.

Question 4:

Explain how the practitioner can promote children’s physical and emotional well-being within an early years setting.

In this point i would like to explain how and what role the practitioner can promote for children within an early years setting which is very important and positively affect the children life physically, emotionally and psychological health from the experience they gained during the early years from the physical and emotional activities provided to them by the practitioner.

The role of the practitioner in supporting children’s physical well-being.

To provide a balanced programme of activities to support the physical development

To provide sufficient space (indoors and outdoors)

Providing the suitable material and equipment for children to improve their skills .

Providing other activities such as cooking, sewing, woodwork and planting to increase the hand-eye coordination.

To provide time, opportunity and support for children with special needs to develop their physical skills, working in coordination with the special education need coordinator(SENCO).

The role of the practitioner in supporting children’s emotional well-being.

The practitioner need to understand the children feelings, respect and listen carefully to them to be able to manage their feeling and control the way they behave to help them build a good relationships with friends and family .Understanding the children feelings and needs help the practitioner to provide for them the appropriate planning and activities which meet their needs to improve them emotionally and physically.

In order to support children’s emotion the practitioner must:

Communicate with parents

Help the children to understand their feeling by using books, board games, puppets etc…….

Make them feel valued.

Giving them the time and the attention

Observe the children’s behaviour

Communicate with children and encourage them to decide the way to solve their problem

Give them the time and the opportunity to talk.

The activities should include:

– Drawing , painting and creative activities.

– Group games involving running, jumping and hopping.

– Group games involving movement followed by stopping.

– Balancing activities

– Giving the children the opportunity to create their own spaces (e.g. tent from blankets)

– Encourage games and activities that involve sharing resources with other children.

– Discussions about body parts.

– Singing action songs (e.g. Head, shoulders, knees and toes).

– Discussions about keeping safe, fit and healthy and encourage them to talk about health

– Discussions about eating a healthy diet.

– Encouraging children to make decisions by choosing between different types of food.

– Making and eating food from a range of cultures.

Identifying the beliefs of Children’s Learning, Development, and the Social Influences that shaped them. A child’s learning and development begins from the moment they are born, the early years from birth to five are an important milestone in a person’s life, what a child experiences in the early years has a major impact on their future chances in life. A safe, secure and happy childhood is important in its own right. We can shape a child’s learning from an early age, children learn through experience and adult involvement, therefore interaction with babies and young children is fundamentally important, it helps to build ideas, creates thinking and helps them develop as learners. Babies are born with an interest in people and a drive to find out about their world. Observing and assessing babies and young children is an important basis in their learning and development. ‘Watching children learn can open our eyes to the capacity of how they learn’ (Pugh, 2001, p. 66), and this shows us the importance of these first few years in a child’s life.

Over the decade’s early education, policies and practices have seen significant changes. We still use many of the earlier theories and methods through the Early Years Foundation Stage (EYFS) in our early education settings today. The EYFS is part of a ten year Childcare Strategy introduced in 2008, it relates to the Childcare Act 2006, and its aim is to give young children the best start in life, it sets standards to enable early year’s providers to implement the rich and personalised experience many parents give their children at home. It provides legal requirements relating to learning, development, assessments and welfare. The EYFS principles which guide all practitioners consists of four themes; a Unique Child, Positive Relationships, Enabling Environments, Learning And Development. It implies that all children from birth to five will acquire the same skills and knowledge in preparation for school while at the same time recognising that all children are individuals that require individual learning strategies. The construction of early education and care of children and young people dates back many years, as early as the 17th century. Friedrich Froebel a major theorist was born in 1782 in Thuringia what is now Germany and was well known for saying “play is a child’s work”, he formulated the idea of kindergarten meaning ‘children’s garden’ as a means of educating young children. Play and the outdoor environment were important in Froebelian kindergartens. His approach emphasized that children are able to develop their capacity for learning through play, and that active learning is essential with guidance and appropriate direction. He believed that training of workers within the early years was essential, and the importance of parents as partners in the education of young children. The influence of Froebel’s methods are well established in early years settings to date, his work was one of the theories that made the basis of early education. Many recent theorists based their work on these early findings, and say, he was ahead of his time as one of the EYFS themes and commitments, of today states active learning. Active learning it is implemented through the learning and development principle of the EYFS, it provides physical and mental involvement, decision-making and personalised learning, and it occurs when children are keen to learn and are interested in finding things out for themselves. Play is a dynamic process that develops and changes, it provides children with opportunities for developing cognitive, social, emotional and physical skills. ‘Froebelian kindergartens were seen to be middle class; despite this his methods were adapted for use with disadvantaged children and families’ within developing 20th century nursery and infant schools. (Pound, 2008, p. 16).

The first nursery school opened in Scotland in1816 by Robert Owen(1771-1858), he was a mill owner who refused to employ children less than 10 years of age, he believed that education should be a common right for all children, and that children are passive, contrived and by due preparation and accurate attention can be formed into any human character. He managed their behaviour through kindness, which in the19th century was unusual, children as young as 2 years attended his school. The opening of his nursery school influenced changing attitudes on child labour, and set the basis of early education for young children. The start of the curriculum method was one of Owens’s ideas, his vision on education-inspired generations of activist; he recognised the link between social welfare and early education this is an important part of practice in modern day settings. ‘His commitments to education were radical as were his ideas on the importance of equality, although his policies were a bold step forward, he was criticised as being rooted in his desire for profit. (Pound, 2008, p. 13)’

‘In the UK the development of early education was very slow compared to Europe, it was In 1870 that publicly funded education became compulsory for children age 5, the need to understand these early childhood services is important as they laid down the foundations of our education system (Pugh, 2001, p. 8)’

During the 1960’s the voluntary playgroup movement emerged. A letter sent to the Guardian by Belle Tutaev, a young mother of a four-year-old expressing concern to the lack of appropriate nursery provision within our education system. For many years the main means of early education was state primary schools, and this was aimed at children over 5 years, after campaigning to the authorities to no avail she opened her own playgroup, this progressed and by the seventies playgroups became a recognised form of pre-school provision.

Over the next 2 decade’s the changing family patterns and employment patterns meant early years provision were a much needed source, this saw the growth of private nurseries. Only after a review in 1988 on early childhood and education services, (The Education Reform Act) did the government realise there was a growing problem. It found flaws, in uncoordinated services, which varied between different parts of the country, compared to the rest of Europe there were low levels of public funding. It had different services ran by a diversity of different organisations, this meant a wide range of clients used them, all with different aims and purposes. The education system needed the government to intervene. A number of national reports was to be published, one of them the Rumbold report published in 1990, expressed concerns about education and the lack of access to Early Years services. It highlighted the need for the development of good quality provision in the early years, and ‘believed it to be vital that all that work, or are involved with young children recognise the importance of their educational role and fulfil it. She urged those who make provision recognise the growing demand for and the expansion of high quality services to meet children and parents needs (rumbold, 1990). The report also highlighted the way in which young children learn are as important as what they learn, and argued against the introduction of formal learning. At the time, this report was ignored but it is now used as a basis for best practice in today’s Early Years settings.

‘The establishment of the Early Childhood Education forum in 1993 meant bringing together all national agencies working in the field,’ (Pugh, 2001, p. 11) it clarified that an early year’s policy is needed, and an expansion in services, the forum gathered strength with over 45 national organisations by 1998. Its aims were to champion children’s rights and entitlements, support the training development and education of early childhood practitioners, and all those who work with children and their families. The government took action and in 1995, funding for the education of 4 year olds was introduced this was in the form of vouchers that could be redeemed in private, voluntary, or local authority nurseries, the vouchers were extremely criticised at the time and was abolished in 1997 when Labour Government was elected.

The election of the Labour Government brought big changes in the way our whole Education System was run, especially Early Education; its key issue is to eradicate child poverty, and provide more family friendly policies and children’s centres. The Sure Start initiative, launched in 1999 under the National Childcare Strategy plays a major role in doing this, by helping families in local communities of need with children under 4years old. The government pledged 1.4 billion pounds over 6 years. This meant that parents had access to a multi agency of services within the Sure Start Children’s Centres. They are now a key influence within our communities helping children, families and society, by learning and developing life skills in the early years so that young children grow up to be happy, healthy and are able to achieve their goals in life. The centres are at the Heart of the Every Child Matters Change for Children 2004.

The green paper Every Child Matters was published in 2003, in response to a report by Lord Laming in 2001, into the death of Victoria Climbie. Victoria was a young girl who was horrifically abused, tortured and killed by her great aunt, Marie-Therese Kouao and partner Carl Manning; they were the people who were supposed to be caring for her. Shameful failings within a number of systems meant on 12 occasions over 10 months the chances to save Victoria were missed. Evidence from this Inquiry demonstrated the dangers of staff from different agencies not fulfilling their separate and distinctive responsibilities. The death of Victoria showed a fundamental need for an integrated service that would be part of a political agenda for many years, despite the Children Act 1989 provisions, child protection strategies and services stayed within the social service system, and the level of communication and co-operation between these and other services in health and education were variable. The Every Child Matters agenda is recognised by five outcomes; be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic wellbeing; these outcomes are a universal ambition for the government, and form a strong basis for the EYFS curriculum used in Early Education Settings to date.

The transfer of responsibility for children under 8-years-old were made from the Department of Health, to the Department of Education and Skills and from 2001, an integrated inspection service was introduced, bringing together all the services, enabling multi-agency working, which was an important step forward. The Early Years Development and Childcare Partnership in local authorities were also introduced, helping to increase levels of provision in Childcare. Working in partnership with the Local Education Authority, each authority completed an audit, with a plan to reach the government’s targets for early education places for all 3- and-4year-olds. This was made easier in the change of policy earlier, that allowed non maintained sectors to apply for nursery grants, ‘children in private day nurseries, pre-schools and some childminders could now access their free half-day nursery provision. In this way the strategy started to tackle the long-term split between Early Years education services and the childcare services.’ (Macelod- Brundenell,and Kay 2nd edition 2008 pg 352 ).

It has been without doubt that Early Education has come a long way since Froebel in the 17th century, and the opening of Owen’s nursery school in 1816, but not many things have changed, it was evident then that children learn through play and exploration, and early learning is important in the first five years. Maybe many generations of children have missed out the chances given to young children of today.

The EYFS has been an important milestone for early education and young children, and is now the way forward in preparing a child for school, but its existance is still in the primary stages, and many small nursery settings may find adapting to these changes and sustaining them quiet difficult as the standards and welfare requirements set are extremly high.

The object of research is to determine how things are as compared to how things might be. Children and young people spend a considerable amount of time between the ages of three and sixteen in school. Therefore, school is a place to send out constant messages on healthy eating. This exploration aims to evaluate health promotion in a primary school. It will focus on the aspect of healthy eating as part of health promotion in schools. The Irish heart foundation (2011) state that one in four primary school children are overweight or obese and this is why this research is relevant. They also state that knowledge on healthy eating can be considered as one of many factors that influence eating habits. This investigation also aims to explore children’s knowledge on healthy eating in line with the curriculum and the Food Standards Agency (equivalent in Ireland). This investigation will show children’s knowledge of healthy eating by conducting a focus group. Adequate nutrition and physical activity in childhood is fundamentally important for growth, development and long-term health in adulthood (Sheppard, 2008).

The author completed three weeks in a primary school on work experience. The researcher noticed that there was a lack of knowledge on healthy eating and it would be a relevant topic for a dissertation. The researcher asked the children aged eleven and twelve; what vegetables did you eat for dinner yesterday? One of the answers was ‘rice’ which suggested a lack of knowledge of different food groups. Promotion of healthy heating in schools is one of the most important opportunities to ensure that children can choose a healthy diet now and later in life (Health promotion department, 2005). Exploring factors of childhood ability to understand the impact of nutrition will be basis to this study. Evaluating health promotion within the school will also be key. The national council for curriculum and assessment (NCCA) states that Developing health-promoting practices through his/her time in school can encourage the child to take increasing control over his/her own health and help to establish and maintain healthy behaviour from an early age. Healthy eating promotion ought to be taken serious in schools as children and young people are not in school forever and it can have a major impact on their lifestyles. One seeks to find out if the children know what they are eating is healthy and how different foods fall into different food groups. The Irish Heart Foundation (2011) State that maintaining a healthy weight involves balancing the energy taken into the body (food) with the energy used by the body (activity). Energy balance means that the amount of energy consumed is equivalent to the amount of energy expended and there is no storage or depletion of the body’s reserves (Bouchard, 2000). Children should know about good fats and bad fats in food to get a steady energy balance. It has been evidenced through research that following a healthy diet can significantly reduce the perceived health risks amongst children. A healthy diet will positively influence a child’s current and future health status, reducing the risk of many chronic diseases and conditions such as cardiovascular disease and diabetes (The department of Public Health, 2011). Food Standards Agency UK has set out a framework for food competences on core skills and knowledge children for young people. It states that children of a certain age should have certain skills and certain knowledge on nutrition. One will find the equivalent in Ireland and put the selected focus group to the test to see if they have adequate knowledge on healthy eating.

Health Behaviour in school-aged (HBSC, 2006) report has shown that many young people have poor eating habits. Food and drink are a vital part of our daily lives. They play the essential role in the development of the human being (Healthy food for all 2012). For young people to achieve their full potential, it is necessary that they eat healthily. There are many factors that can affect future health status in children and young people. During the mid-1980s the school as a health promoting situation was a somewhat under-developed idea in Ireland. Schools lay the foundations for children to carry lifestyles into adult life. Initially led by the health sector, a partnership approach between health and education has enabled the more widespread acceptance of school-based approaches to health maintenance and improvement (Gabhainn, O’Higgins & Barry 2010). Ireland was one of the first to adopt the Health Promoting Schools (HPS) approach. Schools remain one of the few places where children are reasonably protected for commercial interests. (NCCA) set out the curriculum for primary schools in Ireland in 1999. A compulsory subject known as social, personal and health education (SPHE) was introduced. It is designed to run with the whole school approach to health promotion (Department of education and science, 2000). The curriculum is presented in six subject strands comprising of 11 subjects. One of strands is called (SPHE). SPHE provides particular opportunities to foster the health and well-being of a child. Through the SPHE programme children can develop a sense of personal responsibility for their own health and for the decisions and the choices they make. The Irish Governments National Health Promotion Strategy was set in place between 2000 and 2005. Its aim was for every school to promote healthy eating habits and a healthy body image among school-going children and young people. Every school had to facilitate the implementation of health education and health promotion programs.

Food Dudes is one of the many programs which schools got in partnership with. It was developed by the food & activity research unit at Bangor University, Wales, to encourage children to eat more fruit and vegetables both in school and at home. Eating habits throughout life are established at a young age. Therefore, learning to choose and enjoy different foods in childhood provides the foundation for healthy food choices in childhood (Department of health and children, 2011). As children are in school thirty seven weeks of the year, schools have the potential to play a significant role in promoting healthy eating habits amongst children.

The researcher will use children aged eleven and twelve because they are about to make the transition from primary school to secondary school and as per key stages 2 in Wales and The Food Standards Agency UK, they should have sufficient nutritional knowledge. The researcher will take the approach of a qualitative method. A focus group is a group interview with four to twelve people (O’Leary, 2010). Focus groups will be considered to conduct the investigation. Questionnaires will also be considered but a focus group would get more of and in-depth knowledge from the participants. One of the advantages of a focus group is that it can develop its own dynamics, and will explore an issue with minimum intervention from the researcher (Oliver, 2010). The aim of the focus group is to use rich discussion draw out depth of opinion and knowledge that probably would not occur from direct interviews. Children at the age of eleven and twelve will be selected at random to for the group. The researcher will then ask questions to get an idea of the children’s knowledge for the grounding of the study. Probes will then be used to elaborate on some of the answers. The researcher will stimulate the discussion and will use some food as focus materials to help the group focus on the topic of study. The Meeting will be recorded for further observation. It allows for non verbal as well as verbal data. It deals not with what people say but what they actually do to the extent that their behaviour is open to observation (Gillham, 2008).

The researcher will collect data by taking records. One will also observe and analyse the recorded video of the session. First of all, the recorded text will have to be read. Secondly, the researcher will watch and listen to the tape recording many times. As the researcher observes the tape one will make note of any impressions that maybe useful at a later stage. One will focus on the information given in many ways as there will be different individual or group reaction on different questions and topics. The data will be organised by question to look across all answers so the researcher can identify consistencies and differences. All data from each question will be put together. The researcher will set specific categories in advance and then observe for the data in these categories. The categories should provide a path on where the researcher wants to go. Connections between the categories and within the categories should start to take place. One will count how many times a topic comes up as this should show which categories are the most important. With this all done the researcher will use topics and connections to explain findings. A hard copy and an electronic copy of all information will be kept. By having an electronic copy, text can be moved around very easy and one may wish to copy information onto excel for tables for example.

While many people consider babies as their blessing from the God, but there are others still consider them as burden and a shame. The abandoned baby’s cases are become more serious in our country. Besides that, the situation has reached a worrying state where babies are abandoned in the most unbelievable manner by their mothers in rivers, rubbish dumps, doorstep, bas stop and even mosques. Some newborns make it and some die while others are killed before being dumped.

Whether we admit it or not, nowadays many women lose their virginity a very young age. This is because human relationship are began to deteriorate. Teenager’s lack of family care or attention from their families may cause them out look for spiritual comfort. It will cause them far away from their families and started affect by their “soul mate”.

The rise in teenage pregnancies is becoming a disturbing trend. From January to April this year, 111 such cases were reported to the Welfare Department, compared with 131 cases last year and 107 cases in 2008.According to MCA Public Services and Complaints Department head Datuk Michael Chong, the statistics provided by the Welfare Department may only be the tip of the iceberg. Such incidents are a sign of deterioration in moral values and, if not addressed urgently, will lead to the destruction of society’s moral fabric. Everyone must be held responsible for this – the parents, youth and teenagers, the authorities and society. The National Registration Department registered some 257,000 births between 2000 and July 2008 without the names of parents, which translated into 2,500 babies born out of wedlock monthly or 84 cases daily.

We cannot allow teenagers and others to kill innocent babies born out of wedlock. But we also cannot allow babies to be born out of wedlock without people taking responsibility for their actions. Young people get pregnant because of having the unprotected sex. Besides that, they did not fully realize what the true meaning of sex and pregnancy is. A girl may get pregnant not just because of you touch her hand or you kiss her face but it is because a in depth kind of relationship. Due to lack of knowledge about this relevant topic may cause many young people did not aware about the seriousness of this problem. If they are knowledgeable and educated, they can at least avoid the most unpleasant consequences.

Besides that, apart from that many career women living in cities oblige their boyfriends request when they are asked to watch pornographic VCD and then engage in sexual activities out of wedlock. When the girl gets pregnant, the boyfriend will do a vanishing act to absolve himself of all responsibilities. The unfortunate girl is left alone with the baby. The fear of their secrets being discovered by their families makes them resort to the unthinkable and so that may cause them just abandoned the newborn.

When the mother abandon the newborn is consider as murder. Government should seriously look upon this issue rather than just concentrate on other issues such as corruption, cronyism, nepotism or wasteful expenditure. We need to nip this problem in the bud in order to prevent the problem getting worse and until it out of control.

Plenty of effort we can done in many aspect to stop this problem spread. Besides of parent, government and society also should be responsible upon this issue. On the other hands, religious and belief also play an important role on this problem. If the young people are a devout believer, at least they may think twice before they want to engage in sexual activities.

Government should enforce the law to stop the mother from abandoning the baby. Example government can fine the mother who had abandoned their baby. For more serious, the government can also put the mother into prison or ask them to do public service as a punishment. To make this more effective, the head of police should allocate more police to patrol at night. Other than this, government can fixed some camera at the place or lane that is no people pass by and also the place where people normally abandon their baby. By doing this, it will help the government in taking action on the mother who abandoned their baby because when the mother abandon their baby, the camera may capture the whole process or one of the police may saw it during patrol, then the mother will be get arrested.

Other than this, the government should also set a higher age limit for a person to have sex with someone. For example, as we know in Malaysia the age limit for a person to have sex is 16 years old and now the government should increase the age limit to 21 years old. On the other hand government should also increase the penalty for the people who have sex with a person when they are still under age and also increase the penalty for the people who have sex with a person who is under age, so that they will think twice when they want to do so. By doing this, it can help in solving the issues of abandon baby because as we know normally the mother who abandon her baby is the mother which is not mature enough and under age. So, if our government increases the age limit of having sex and also the penalty, it will cause people not dare to have a sexual relationship with someone who is under age and what will happen is the number of people having baby when they are not mature enough will decrease and it will definitely reduce the problem of abandon baby.

Besides that, government should have a baby hatch system. This baby hatch system had implemented in several country such as Pakistan, Germany, and Japan. Baby Hatch is actually a place where the parent can left their child there anonymously. In order to implement this system, government should provide several small spaces for a person to put the baby in the provided locations. The small space must have a door, a soft bed, and a sensor on the bed so that it will alert the staffs to let them know there is a baby inside the small space. Basically the whole idea of baby hatch is trying to rescue the abandoned baby. If the government does not have this kind of system the parent will just abandon their baby at the road side or anywhere else and the baby will be very pity. So, if our government has this kind of system, the parents can donate their baby to the government, so that the government can help to take care of the babies and help the baby to find a suitable family. This is better than abandon the baby beside the road. Having a baby hatch system may help to reduce the number of abandoned babies dramatically and the rate of infant mortality will decrease because the government is taking good care of the baby and the baby will not die because of hungry, sick or any other reason.

Nowadays, the curiosity of teenagers or even though young adult about the sex is gradually increased due to the drama or the movie they watched. The number of teenage pregnancies also on the rise. So, the sex education is necessary to implement in school, colleges, universities to enhancing their knowledge, attitude and behaviour about sex and the consequences of having sex before marriage. A student who doing well in school is very promising, however, it does not mean that he or she will be a responsible adult in future. Therefore, sex education is important now to get children and teenagers to learn the proper social skill especially sex in order to let them know the responsibility when they choose to have sexual relationship but not to teach them how to do.

Sex education is the process of acquiring information about sex, sexual identity and sexual relationship. Beside that, sex education also can help teenagers to protect themselves against abuse or unintended pregnancies, prevent unsafe abortion or abandoned babies and the transmission of the infection. The purpose of sex education is to reduce the risk of negative outcomes from sexual behaviour such as unwanted or unplanned pregnancies.

Besides that, sex education is also to provide accurate information about the risk of having sexual relationship before marriage, information about birth control and the contraception. Sex education also finds out what the teenagers already know and correcting any incorrect information that they may have. Through the sex education, it can increase the knowledge of teenagers about sexuality. Teenagers who had received the sex education will have lower risk of intended pregnancy and less likely to having sex relationship at early age.

In addition, sex education programme can also promote the safer sex practise. Safer sex practise is the practise that the people take precaution when having sex relationship to protect themselves against the transmission of HIV and AIDS. Safer sex can reduce the risk of getting the HIV or AIDS when having the sex relationship. Safer sex practise can get through by using condom when having sex relationship with partner. By using condom can reduce the risk to get the HIV and AIDS, unintended pregnancy. This can reduce the number of abortion and abandoned babies issues.

Beginning the sex education at an early age is very important. By giving some basic information about sex to children such as how was a people grow and change over time, how a baby came from. For those teenagers, teacher can give more complex information on sex such as the transmission of HIV and AIDS, the consequences of having sexual relationship before marriage. However, sex education at early age does not mean that encourages teenagers to have sex but is to let teenagers to store up information provided for a time when they need it in the future.

Sex education not only can get through school but also can take place through various people. Different people have the different responsibility to provide sex education to teenagers and children. As a parents, they can face-to-face discuss with their children on specific issues or question on sex. Besides that, parents should educate their children about self-respect, moral values and self-protection. Some parents (In Asia) are reluctant to talk about sex issues to their children due to shy or do not know how to begin the topic about sex. Parents should not avoid this subject if not their children may relying on incorrect information they get and it will put them on risk of unwanted sex, unintended pregnancies. Therefore, the discussion between parents and their children is important because the discussion, the parents may know more what their children’s thinking is. The good communication between parents and their children about sexual matter can lead to their children have more awareness to the seriousness of having sex before marriage.

Besides that, teachers also have the responsibility to provide sex education to teenagers. The teachers who are going to provide sex education must be well trained so the teachers will not feel shy to provide the sex education. Beside that, a well trained teacher can provide more accurate information about sex matter to teenagers. Teacher should also educate students the danger of premarital sex and the consequences of premarital sex. Cases of child abandonment usually results from unwanted pregnancies. In most cases, it involves teenage girls who became pregnant outside wedlock and are compelled to commit the act in desperation and fear of the consequences.

So what are the main reasons for abortion? Many women and teens worry about their future plans. Some women and teens do not feel they can afford a child. Deciding what to do about an unplanned pregnancy can be difficult. Furthermore, even having a family member at hand does not provide an environment that encourages a pregnant teen to openly seek help. Shame, fear of blame from parents or health staff and the presence of traditional religious and conservative norms make it difficult. There for, a family member must accompany teens seeking counselling. This is because they need someone who can support them, because their condition is very unstable.

As the parent of a pregnant teen, you may be feeling many of the same emotions as your daughter such as shock, anger, fear or uncertainty. Maybe your teen was scared to tell you about her pregnancy, or maybe she came to you right away. In either case, your child will need to learn on you for support as she makes decisions that will affect the rest of her life. Parents may play a very important role in a pregnant teen’s decision. Pregnant teens often need the support and help of their closest family and friends as well.

Besides, the pregnant teens can go for an option counselor. An option counselor can help both women and girls with this decision. They will not make the decision or try to convince you to choose a particular course of action. Rather, they help all women decide for themselves. They will find a best way to help you to solve the problems and helps you to learn better social skills. As a role of schools, it is possible to implement programs to assist pregnant teenagers during and after their pregnancies ant this is specifically for only pregnant teens and young mothers. It can provide child care, parenting courses and a high school curriculum to make it as easy as possible for the students to attend school.

On the other hand, with support from state and private sources, the government can implement some prevention campaign like adolescent Pregnancy Program and health care program to those pregnant teens. The program is to give teenage parents and their children access to health care. The program links with community-based services for teenaged parents and provides much-needed immunizations, parenting education and physical checkups for parents and their children. Furthermore, Media can be the way to pregnant teens to seek for the information. There are many websites, forums and online communities are available on the Internet. These sites are places where pregnant teens can go to learn more about their condition and to talk to others in a similar situation. Some are designed to offer support and to provide information to pregnant teens.

As we can see, television is playing a very big role in our life. Television has its good side. It can be entertaining and educational, and can open up new worlds for children, giving them a chance to travel the globe, learn about different cultures, and gain exposure to ideas they may never encounter in their own community. However, parents need to understand the negative influence of children’s TV, even children’s programming, because children are likely to learn things from TV that parents don’t want them to learn. Television can affect children’s health, school work and behavior in negative ways.

Excess television viewing can influence children’s physical and mental health. On one hand, it could affect badly children’s physical health. It is easy for children to be myopic if they watch TV more than two hours in a day. Children will spend less time on sports and TV time also takes away from participating in sports, music, art or other activities that require practice to become skillful. And they may have high caloric intake if they are watching TV at dinner. A person would burn fewer calories while watching TV than when just sitting quietly, doing nothing (Langholt, 2010). So it may contribute to obesity problems. Children who watch more TV are more likely to be overweight. TV is a bigger factor than diet. Estimates of risk indicate that more 60% of overweight incidence in this population can be linked to excess television viewing time (Dietz, 1996). Many TV ads encourage unhealthy eating habits. Two-thirds of the 20,000 TV ads an average child sees each year are for food and most are for high-sugar foods. After-school TV ads target children with ads for unhealthy foods and beverages, like fast food and sugary drinks. On the other hand, watching TV has bad influence on children’s mental health, too. Children who are addicted to TV are hard to communicate with their family members and classmates. One study found that TV viewing before age three slightly hurt several measures of later brain development. Before the age of three, children’s brain develops rapidly, forming connections and pathways that will assist with learning later in life. Studies indicate that exposure to television, with its fast-moving images and rapid actions, actually rewires children’s brain to crave this hyperactive stimulation. The benefits of parent-child interactions are proven, and under age three, talking, singing, reading, listening, to music or playing are far more important to children’s development than any TV show. The American Academy of Pediatrics strongly recommends that parents keep their kids away from all TV until after the age of two (Bushman, 2010). Children under age eight can’t tell the difference between reality in our lives and fantasy on TV. In this case, children may be frightened or upset by TV stories easily, and the symptoms include bad dreams, anxious feelings, being afraid of being alone, withdrawing from friends, and missing school.

TV viewing may replace activities that we know help with school work, such as reading, doing homework, pursuing hobbies, and getting enough sleep. First, it makes children read fewer books and have lower grades in school. Watching TV at age four is one factor to be associated with bulling in grade school. Second, children may become more seeing than thinking. It may prevent children from the development of their imagination and creativity. Finally, one research study found that TV’s effects on education are long term. The study found that watching TV as a child affected educational achievement at age 26. Watching more TV in childhood increases chances of dropping out of school and decreased chances of getting a college, even after controlling for confounding factors (Bushman, 2010).

Children who watch more sensitive TV may have behavior problems. First of all, they will imitate the violence they see on TV. Programs designed for children more often contain violence than adult TV. Young children may even try to emulate the things they see on TV, not realizing that they risk injuring themselves or others. According to the AAP, Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence (Bushman, 2010). Watching violent shows is also linked with having less empathy toward others. A university of Michigan researcher demonstrated that watching violent media can affect willingness to help others in need (Bushman, 2010). What’s more, alcohol advertising, including TV ads, contributes to an increase in drinking among youth. TV ads are a major factor in normalizing alcohol use in the minds of children, adolescents and college students. Alcohol has damaging effects on young people’s developing brains-and the damage can be permanent. Children who watch TV are more likely to smoke. Even though tobacco ads are banned on TV, young people still see people smoking on programs and movies shown on television. Recent research has shown that exposure to smoking in movie characters increases the likelihood that viewers will associate themselves with smoking (Langholt, 2010). Kids who watch more TV start smoking at an earlier age. The relationship between television viewing and age of starting smoking is stronger than that of peer smoking, parental smoking, and gender. Finally, children get lots of information about sexuality from television. Because most parents don’t talk to their kids about sex and most school don’t offer complete sex education programs, they get much information about sex from TV. However, watching sex on TV increases the chances that a teen will have sex, and may cause teens to start having sex at younger ages (Bushman, 2010).

In summary, television viewing affects children’s physical and mental health, school performance and behavior in negative ways. Therefore, children should replace TV time with creative and physical activities, reading and playing games with positive values and educational content.

Compare and contrast how two named health care systems deal with one specific health issues. The aim of this assignment is to choose two countries, and compare and contrast how these two countries deal one specific health issue. One country has to have a good rate of the health issues and the other one has to have a bad rate of the same health issue. The two countries that this assignment chooses to about talk are the United Kingdom and the Netherlands, and the health issue that is going to be concentrated on is teenage pregnancy. This assignment will focus on comparing how both countries are tackling teenage pregnancy, the assignment will also talk about the amount of money both countries spend on sex education, also if teenage pregnancy has always been a problem, if both countries raise effective awareness on conceptions and etc, furthermore this essay will discuss about why teenage pregnancy is good in Holland and why the rates of teenage pregnancy keeps on going up in the United Kingdom.

Introduction

The reason why this topic is being explored is because the United Kingdom always seems to have a high rate in teenage pregnancy in Europe, and in countries like Netherlands teenage pregnancy always seems to be low. Therefore it will be good to compare these two countries and see why one country has a good rate of teenage pregnancy and why the other one has a terrible rate of teenage pregnancy, this can help understand where the united kingdom is going wrong for them to be always having a high rate in teenage pregnancy, and maybe they can see what the Netherlander do to prevent having such high rates of teenage pregnancy.

Teenage pregnancy is a contemporary health issue because the cost of teenage pregnancy is shocking. Teenagers who end up getting pregnant are less likely to complete secondary school, they are also less likely to get married, and also they normally end up going on benefits, when their children are born they don’t really have a good health, their cognitive development is normally slow, and they always tend to have behavioural problems.

Being a teenage parent sometimes comes with its own consequences such experiencing mental health problems, sometimes if the teenage mother is not getting any support from family and friends, they feel isolated and they always tend to find it hard to cope, so they start getting stressed out, having a low self – esteem, feeling anxiety and depressed which can lead to mental health. Teenage mothers that end up getting pregnant always tend to come from a lower working class, and living in deprived areas, and they always tend to have their second child quickly, this causes more stress on their well being, because they might be struggling with finance.

Main body

The United Kingdom has one of the highest rates of teenage pregnancy across Europe, and whereas the Netherlands have one of the lowest teenage pregnancy rate. The reasons why the Netherland have such a low rate of teenage pregnancy could be because they are more opened to talk about sex with their children then parents and schools in the United Kingdom. The Netherland have a low rate of teenage pregnancy because they do sex education in schools, and parents normally have open talk sex with children, and adverts on televisions on how to prevent getting pregnant.

The United Kingdom and the Netherlanders sex education are similar, but there are also differences between the two countries on how and what they teach about sex education. The reason why the Netherlands sex education is more effective than the United Kingdom’s one is that, the Netherlander tell there children how to protect themselves from STI’s and unwanted pregnancy and how to avoid risky sexual behaviour, and when and how to use contraceptives. Whereas in the United Kingdom instead of teaching teenagers how to protect themselves from sexually transmitted infections and how to prevent pregnancy, they promote more on how they should not be having sex.

Sex education in the UK is called (PSHE) and in Netherland they call it (CARE). (Hardy, J.B. and Zabin L.S. 1991) believe that sex education is less controversial in the Netherlands, mainly at political level, and there society is more open when it comes to issues about sex, but people sometimes tend to mistake their openness for permissiveness’. Studies believe that there is a political opposition to sex education from the smaller Christian parties in Netherlands; Politicians have the tendency to pass the issue over to professional sex educators, whereas in the United Kingdom the politics of sex education have been unfavourable, with major discussions about taking place over legislation passed in 1986, 1988, and 2000. Some politicians and families believe that sex education in schools is too explicit and it promotes homosexuality, and doing sex education in schools causes teenage pregnancy rather than prevent it. This can be argued that having sex education in school does not promote or encourage teenagers to get pregnant, because by having sex education in school, teachers are informing teens how to avoid risky sexual behaviour and they are also teaching them how to use contraceptives correctly, and also by teaching them about sex they will know how to protect themselves, also they will be aware of the consequences of having one or more children at a young age.

Teenagers who get pregnant at an early age tend to come from poorer backgrounds and from areas that are high with unemployment rates, daughters of teenager mothers, which always ends up being a vicious circle, and also young people that are in care.

Being under age and pregnant cost the British government ?166,000 to raise a child until they reach their 21st birthday. 90 per cent of teenage mothers rely on benefits in order for them to survive. The British public fund course that cost around ?100,000 that allows young teenage mothers as young as 14 to take these courses, this course is about helping them to be writing things up like CV, and teaching them the dangers of smoking whilst pregnant, and by them attending these courses they get paid ?30 a week, and if they finish the 16 week course without missing any lessons they get ?100 bonus. This could be argued that all the money that they are spending on these young mothers to do these courses could go towards trying to reduce the rate of teenage pregnancy.

The British government are working towards their target of reducing the rate of teenage pregnancy by 2010. Their aim is to make sex education compulsory in all schools both in primary and secondary schools like in Netherlands, and to be going more in details about sex education, this will include teachers talking about contraception and relationship issues. The British government seems to be following the Netherlands footsteps in the way they approach sex education, with openness about sex from a younger age.

The reason why the British government wants to follow the Netherlands approach is because the Dutch children get taught about relationships from an early age, so they get comfortable as time goes by with talking about sex and contraception, so by the time that they are ready to be having sexual intercourse with the opposite they will know how to use contraception in order to avoid pregnancy and STI’s, and this will have a good impact on the country, because they will be a low rate of teenage pregnancy, so if the British government following these approaches, it could work for them also by having a low rate of teenage pregnancy across Europe. Although this kind of approach could be argue that it is encouraging young people to have sex, but statistics in Netherlands stated that there are fewer teenage pregnancies and the age that most young people in Netherland first have sex is higher than in most other developed countries.

Another way the British government is trying to tackle with teenage pregnancy is adverting young people to be responsible about sex and contraception on televisions, radios, internets and billboards. These kinds of promotions can be a good thing, because some young people might feel comfortable to be talking about sex amongst their peers, and these advertisements may even encourage some teenagers to talk about sex issues with their parents. Even though some people might argue that advertising sex and contraception will not solve teenage pregnancy, but it can be argued that it will not make the situation any worse, and these advertisements could be a break through towards teenage pregnancy, because some young people might think about their actions and use contraception more sensibly, because they have a knowledge of what the consequences are of not using contraception can lead to.

As we already know the United Kingdom has one of the highest rates of teenage pregnancy across Europe. Figures have shown that during 1996 there were 44,000

that gave birth below the age of 20, which signified around 7 per cent of all births

in Britain. The birth rate was 29.8 per 1000 women aged 15 to 19 years,

compare with 65.5 per 1000 for women aged 20-24 years. This could be argued

That in order to reduce such figures government should concentrate more on sex

education in schools.

Teenage pregnancy in Britain is usually identified as a problem for society,

According to (Peckham, S.1993) stated that reports of “medical, financial and

social problems for mothers and children following teenage pregnancy, is linked

with sex and education, and suggest how they should both be improved.

teenage pregnancy rates in the Netherlands have always being low due to the high

quality, explicit and early sex education in both primary and secondary schools. (Dr

Loon 2003) believes that sex education in the Netherlands starts at younger age then

The UK, it’s also more explicit, he also stated that the Netherlands are more

Independent than the United Kingdom and parents and the government in the

Netherlands have more power over what is being taught at school and also their

Influence of church helps a lot. This can be argued that there is a huge difference in

A way both countries approach sex education overall.

The awareness of teenage pregnancy is more effective in the Netherlands, than the United Kingdom, because they start talking to children about sex at the age of 11, parents talk to the children about as well, so from a young age they know about sex, and they know what they consequences are of having sex are, and even if they are ready to be having sexual intercourse they know how to protect themselves from getting pregnant and STI’s because they have being teaching them how to use contraception from schools, parents and media. Whereas the message is not really effective in the United Kingdom, even though the kind of messages that both countries is kind of similar, but one is more out there than the other, that why works more.

The UK provide the correct information about the risks associated with sexual

activity the also talk about contraception and birth control, and how to avoid

Intercourse, they also focus on reducing specific risky behaviours. They don’t really promote safe sex on televisions as much as the Netherlands does, or start sex education at an early age. But recently the UK has started advertising safe sex on televisions and radios. Research have shown that “about 93 per of young people in the Netherlands use contraception, whereas in the UK 53 per cent of young people use contraception”. This could be because in Netherland they give out the message more about safe sex in schools, homes, and media than in Britain. Studies shown that teenagers in both countries found that boys and girls in the Netherlands gave love to each other, as one of the main reasons of losing their virginity, and boys in the UK do it because they are getting peer pressure.

Teenagers in the Netherlands are obviously doing it for the right reason and they are having sexual intercourse they probably feel they are ready, but they are being responsible by taking the percussions needed, because adults like teachers and parents have being telling them about safe sex from an early age, and they understand the consequences of what will happen if they don’t take the right percussions needed. And some teenagers in Britain don’t know or understand the consequences of safe sex, because they don’t talk about sex at home, and at school the message that they send the most in sex education is don’t have sex, and obliviously by telling young people not to have sex, they are more likely to do it, so it’s better off telling them what percussions to take when they feel like they need to starts having sexual intercourse with opposite sex.

Conclusion

In conclusion this essay has found out why The United Kingdom has a bad rate of teenage pregnancy and why the Netherlands have a good rate of teenage pregnancy. They reason why the UK has a bad rate of teenage pregnancy, it’s because they don’t really talk about sex and contraction, you see they don’t feel comfortable talking to their children and student about sex and contraception, so in order for them not to talk about it they just tell the young people not to have sex, instead of telling them about it and how to use contractions and where to go and get it from. They just promote by telling them they are not allow to have sex, whereas in the Netherlands they are more open about telling their children about sex and contraception, and also there children are taught sex education at an early age, unlike in the United Kingdom.

The UK is working towards halving the teenage pregnancy rate by 2010, by following the approaches that the Netherlands use, by starting sex education at an early age, obliviously at age that they feel is right for the children, talking about sex and using contraception more, than promoting young people not to be having sex, also promoting using contraception’s on television, radio’s, internet, and on billboards. By doing is it can eventually make a change towards teenage pregnancy rate in the United Kingdom.

Word Count
2, 464

THESIS OUTLINE

Young people using illegal drugs.
Reasons for why teens use drugs.
Enhance pleasure.
Instant gratification.
Lack of confidence.
Common risk factors associated with drugs.
Family history.
Mental or behavioral disorder.
Impulse control problems.
Risk of accidents and deaths due to drug overdose.
Poison deaths.
Statistics about drug misuse.
Increase in road accidents.
Drug affects family relationships.
How drugs affect parents and siblings.
Destructive behavior of parents.
Effects of drugs on Academics.
Statistics and facts of teen use drugs and alcohol in colleges.
Drop out from schools.
Maintain gangs.
Peer pressure.
Prevention tips.
Build emotional ties.
Confront problems quickly.

TEENAGE ILLEGAL DRUG USE

THESIS STATEMENT:

Teenage illegal drug use is a problem in the world today, using drugs increases risk of accidents, ruin family relationships, job prospects and academic failure.

TEENS USE ILLEGAL DRUGS:

Teenage illegal drug use is common in today’s world. Not every teen uses drugs; there are several risks by using drugs, which include an increase in accidents, ruining family relationships and academic failure. Drug addiction or use is highest among teens and late 20’s, according to the national survey by national survey on drug use and health NSDUH (2013), the drug usage among teenagers varied in people aged between 12-18, most of them are using illegal drugs. Teens are addicted to drugs to enhance pleasure, fun, self-medication, lack of confidence, to vary their conscious experience, relive pain, to promote and enhance social collaboration by Larsen, (n.d). From the book, drug abuse sourcebook (2013), teens take drugs to maintain gang, to escape or relax, to relive boredom, rebel and peer pressure. Illegal drugs are very hazardous used by teens (p.100). According to Dasha (2014), 60% of Canada teenagers use illegal drugs between ages 15 to 24. Teenagers also use drugs on an occasional basis and used as a part of a social life that can include parties and dating. In India, teenagers few teenagers are addicted to drugs, in villages most of them use marijuana. Europe has less number of teenagers compared with American teenagers. Drugs can affect very quickly and without knowing them, the length of time that it effects varies, it depends on how much quantity of drug taken, some drugs are legal when lawfully used for medical purposes. However, that does not mean drugs are safe. As per the survey UNODC in 2014 countries like Australia, United States of America, Spain, Urban Afghanistan and Pakistan, the illicit use of drugs is more common among the men and women.

The most common risk factors associated with drugs in teenage are family history, mental or behavioral disorders and impulse control problems. Mostly, the problem starts from family history. Especially when teen parents are having drug problem, this affects the child has or teen behavior and can increase the risk to try drugs (NIDA, 2012). Depression and anxiety or deficit hyperactivity disorders in teenage can increase more risk with the use of drugs. Those who are addicted to drugs would likely going to have mental disorder problems; they suffer often from mood and anxiety disorder. This may cause physical illness or disability, brain damage. The most common factor that teens affected by impulse control disorders, this involves chronic problems in one’s ability his or her emotions and behaviors. Due to lack of self-control, teens suffer from these disorders and experience disruptions in social, personal, family and academic aspects. Using drugs, exposure to violence, family history are most common risk factors faced by teens.

Parents should take care of the children’s health and behavioral problems; they should be vigilant on drug use. In the article “Young people and illegal drugs” the Australian government (2013), parents can make children healthy and safe role model, teach them how to make good decisions-get the facts, find out the risks and plan family events they can take part in. they have to keep eye on behavior and feelings. Sometimes young people who are depressed or have mental illness use drugs to help them cope with feeling bad, as per south Australian government (2013). Teens might be unusual behavior, silence, anger towards, change of friends and change in physical appearance in teens who use drugs by Australian government in the article young people and illegal drugs (2013).

RISK OF ACCIDENTS AND DEATHS DUE TO DRUG OVERDOSE:

The majority of the accidents and deaths in teenage are caused due to drug overdose. From the book drug abuse Larsen, (n.d.), explained about the risk of accidents and deaths are due to drug over dose. Every drug is a poison; a large amount of drug can kill the person due to accidents and poison. The legal and illegal drugs root the vast majority of poisoning deaths; According to the 2013, national survey on drug and health (NSDUH) and NIDA (2014), an approximate 9.9 million-teenager aged 12 or older are driving under the influence of illicit drugs during the year prior. This is the lower compared with 2012 by National Highway Traffic Safety and Administration (NHTSA). Vehicle accidents are lead to cause poisoning deaths from injuries among the young people between ages 16 to 19 statement by (NIDA) Drug driving; nearly 9 out of 10 deaths caused by illegal drug usage; in past four decades the motor vehicle traffic deaths increased due to poisoning by drug uses that are unintentional, suicides, undetermined intent. The comparison between boys and girls, the ratio is 2:3 compared from 1999. According to international statistics in 2005, over 4.4 million teenagers in the US admitted taking prescription painkillers and almost 50% of teens believe that prescription drugs are much safer than illegal street drugs. Up to 60 percent to 70 percent of prescription drugs used as source of drug for teenagers by drug free world by Goldberg, C. (2013, April 22). According to the World drug report (2013), few countries as Iran, Kazakhstan and Uzbekistan are the mostly affected in Asia related deaths using illicit drugs. In Africa, around 17,500 numbers of people including teenagers are drug related deaths (WHO, 2012).

Overall, drugs can increase to accidents risk regardless of the presence of alcohol; the contribution of drugs was significantly higher than that produced by alcohol. Use of drugs while driving tends to fatal and serious injuries.

DRUG AFFECTS FAMILY RELATIONSHIPS:

When a child gets addicted to drugs, the entire family unit suffers of physical and mental health (Beth Covelli, 2014). According to American government survey, one in 10 teenagers between 12 and 17 years of age are illicit drugs (2009).

Parents and siblings have a key role in modeling and the reinforcement of drug use by teens. Most of the Drug abuse has a lot of stress on parents and siblings declined in their health related to stress of living with the child’s drug problem by Laura (n.d). Drug use can compact parent-child relationships to prevent drug use and the family conflicts might increase, when teen take drugs they may forget because their focus is on getting and taking drugs and they may lie or steal money to purchase drugs by Nefer, B. (2005). The teen drug user might do anything that upsets neighbors and friends and make the family ashamed. Some teens who are addicted are out of control and do not see about the problems causing by themselves in drug facts by NIDA. Younger siblings of drug users can identified as at increased risk of drug exposure and intention. If the parents or brothers who addicted to drugs they may spoil the relationships in family. Most of the siblings exposed to drugs because they share the same room or house (Larsen, n.d). Drug use has a major impact on relationships; it effects the emotional, financial and psychological of the entire family and friends.

The drug use tends to blame on others in families, the situations may cause negative effects on younger siblings.

EFFECTS OF DRUGS USE ON ACADEMICS:

Drug use on campuses is universal. According to Health study, 90% of teens have used drugs and many of their classmates are using illegal drugs stated by co-students in the schools and colleges. Students usually dropout from schools or colleges due to illegal drugs, about 17 percent of students, 2.8 million are abusing drugs in school days in United States of America. Most of the schools are like hubs for drug activity with 44 percent of high school students who sells and use drugs by Reinberg, S. (2011, November 7). Private school students reported 54 percent of drugs available in schools and 61 percent of students are drug infected in public schools. In the article, “Effects of drugs and alcohol on Academic life”, 95% of the college campus violence related to drugs, over 60 percent of all college women intoxicated using drugs.

Teenagers feel pressured to use drugs at parties and social gathering; they use drugs to get relieved from work related stress, financial worries or relationship problems and for feeling of shyness. Illicit drug use among dropouts was higher than for those in school (31.4 percent vs. 18.2 percent). Teenagers who use drug are more likely than non-users to drop out of school and less likely than non-users to graduate from high school. According to research at Colorado State University, teen drug abuse increases the risk of failure at schools. Poor academic performance can lead to increase truancy and dropout rates. The drugs are the main factor for teen violence; students with violent tendencies are likely to resist authority by (university of Illinois).

Drug use can cause teenagers more vulnerable to depression and suicidal behavior. The symptoms of depression can manifest themselves in the form of being late to class and unable to complete assignments and other activities (Turner, 2009). Most of the teenagers maintain gangs to protect themselves (Lares, n.d). Some youth attend schools where violence is all too familiar and physical fighting is frequent relied upon to settle disputes (OSWALT, 2011) in Exposure to Violence.

The influence of social media and electronic media can be negatively affecting the young people in many ways like exposing them to violence, reinforcing the importance of money. A staggering three quarters of teens between ages of 12 and 17 years old admitted that seeing photos of fellow classmates using drugs on social media encouraged them to do the same from the article “The influence of social media and teen drug use”. They are exposing them to extreme violence, which can desensitize them to reality, reinforcing the importance if money, consumerism and status symbol in Australia (2015). The main reason for the gang violence are the use and sale of drugs in campus, disputes over gang territory, gang rivalries and fights among members of the other gang.

PREVENTION TIPS:

The best know fact about prevention about the illegal drug use is “Not to take drugs”. To live a healthy life and drug free life there are few prevention tips for parents, faculty and teenagers:

Parents have to keep time for kids to know about the kid’s schedule of the day. They should be vigilant about their children’s, make family dinner as often, spend time, and share the views, know about the friends. This can build emotional ties between parents and children’s (Phoenix house, 2012). Students will experience freedom and this may result with drug use, the use of illegal drugs is always dangerous. Faculty and university should change behavior of the student even he refuse your help and they should interact with students to avoid the drug culture.

CONCLUSION:

To conclude, illegal drug use will be impact on the teenagers and increase the risk factors including accidents, crimes, academic failure. All of these issues are very significant to the individual teen, the family and society. Teenagers should know the facts and knowledge about the drug use and its effects and they can live drug free life.

REFERENCE:

(AMERICAN PSYCOLOGICAL ASSOCIATION)

BARNARD, M. (2005, April 27). Drugs in the family: The impact on parents and siblings | Joseph Rowntree Foundation. Retrieved May 3, 2015, from http://www.jrf.org.uk/publications/drugs-family-impact-parents-and-siblings

DrugFacts: Drugged Driving. (2014, December 1). Retrieved April 26, 2015, from http://www.drugabuse.gov/publications/drugfacts/drugged-driving

Drugs – teenagers – Better Health Channel. (n.d.). Retrieved May 3, 2015, from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.Nsf/pages/Drugs_teenagers?open

Goldberg, C. (2013, April 22). National Study: Teen Misuse and Abuse of Prescription Drugs Up 33 Percent Since 2008, Stimulants Contributing to Sustained Rx Epidemic – Partnership for Drug-Free Kids. Retrieved May 3, 2015, from http://www.drugfree.org/newsroom/national-study-teen-misuse-and-abuse-of-prescription-drugs-up-33-percent-since-2008-stimulants-contributing-to-sustained-rx-epidemic/

Larsen, L. (2014). Drug abuse sourcebook: Basic consumer health information about the abuse of cocaine, club drugs, marijuana, inhalants, heroin, hallucinogens, and other illicit substances and the misuse of prescription and over-the-counter medications; along with facts and statistics about drug use and addiction, treatment and recovery, drug testing, drug abuse prevention and intervention, glossaries of related terms, and directories of resources for additional help and information (4^th ed.). OMNIGRAPHICS.

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National Institute on Drug Abuse. Drugged Driving Retrieved from http://www.drugabuse.gov/publications/drugfacts/drugged-driving on April 22, 2015

Nefer, B. (2005). Drug abuse and relationships. AMERICAN JOURNAL OF PUBLIC HEALTH. Retrieved January 7, 2015, from http://www.livestrong.com/article/195062-drug-abuse-relationships/

Parenting and Child Health – Health Topics -. (2013, October 10). Retrieved May 3, 2015, from http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=1747.

Simple Methods to Prevent Your Teen from Using Drugs or Alcohol. (2012, September 19). Retrieved April 30, 2015, from http://www.phoenixhouse.org/news-and-views/news-and-events/simple-methods-to-prevent-your-teen-from-using-drugs-or-alcohol/

THE EFFECT OF DRUG AND alcohol on academic life. (n.d.). Retrieved April 25, 2015, from https://www.fit.edu/caps/documents/effects of drugs.pdf

The Effects of Drugs and Alcohol on Academic Life. (2011, September 21). Retrieved May 2, 2015, from http://sobercollege.com/2011/the-effects-of-drugs-and-alcohol-on-academic-life/

WORLD DRUG REPORT 2014. (2014, June 1). Retrieved May 5, 2015, from http://www.unodc.org/documents/data-and-analysis/WDR2014/World_Drug_Report_2014_web.pdf