The Issue of Homeless Families - Coursework Example

Homeless Families of Topic Homeless families lack shelter, and when they have it, it is either temporary and insecure, or inadequate to meet the social, health, and psychological needs of the family members. Homelessness is a multifaceted issue, but it refers to a singular problem- the absence of a home or shelter to live in. People who lack regular places to live depend on abandoned buildings, emergency shelters, and other outdoor places for their overnight stay. Each year, more than 3.4 million Americans are homeless (Bassuk et al, 2010). Statistics estimates that about 35% of this homeless population comprises of families with children (NSCAHH 2015). A majority of these people are thrust into the homeless state by life-altering events that were unexpected. Some tragic life occurrences such as job loss, domestic violence, family disputes, and loss of loved ones can lead to homelessness (Bassuk et al, 2010). Homelessness is by and large a three-pronged problem. It is affected by economic, political, and social factors. The state of homeless families exploded in the early 1980s when federal funds were withdrawn from social assistance and low-income housing programs. The programs were meant to cater for the mentally ill and low-income families. Lack of affordable housing and the rising gap between earnings have left many of families and individuals in America homeless (Nunez, 2000). Economic factors are a central cause, as are social factors such as long-term drug addiction, mental illness, and alcoholism which can contribute to homelessness. Studies show that at least 25 percent of homeless people suffer from a kind of mental illness (NHC 2006). Twenty percent of the homeless are also drug and alcohol addicts, and the lack of access to affordable care can leave them vulnerable to the problem for their entire lives. This paper evaluates various aspects of homeless families such as how homelessness affects children, and what society is doing to alleviate the problem (Bassuk et al, 2010). Impact on Young Children and Their Families The rate of homelessness among American families has grown extensively over the last two decades. Between 2007 and 2010, the number of homeless families rose significantly. In 2007, 30% of the homeless people were in families and the percentage changed to 35% in 2010. This percentage is, however, devoid of the proportion in the suburban and rural areas (Khadduri & Culhane 2011). The affected families experienced frequent moves while in search of employment and secure affordable housing. The turbulence resulting from the movement affects children, and they can experience both emotional and behavioral problems. Children with the homeless tag are likely to display symptoms of hyperactivity, depression, aggression, withdrawal, sleep problems, and anxiety (Cutuli et al, 2010). Family homelessness can separate children from their parents. Some jurisdictions require homeless children be placed under foster care which can afford them decent living. The children can end up being placed under the care of relatives or children’s homes. Regardless of whether children stay with their parents or not, the experience of homelessness interferes with their development of important life skills (Philipp, 2012). Homeless children are prone to hunger, missed educational opportunities, and poor physical health. Based on data from the National Center on Family Homelessness, homeless children are more likely to go hungry than those who have homes. They are also more prone to short-term and long-term health problems (Nunez, 2000). The health problems are likely to be severe because they lack access to dental and medical care. Homelessness deprives children of education opportunities that are vital to shaping their future. Lack of stable homes makes them perform poorly at school and keep repeating school grades. The children can fail to tolerate harsh school life and end up dropping out (Philipp, 2012). Impact on the Classroom The rising number of children struggling with homelessness makes the classroom environment challenging for both the teacher and other students. The high mobility of children is a sign of poverty and other surrounding social factors. Children of poverty live in shelters and places that are rent by day or week by their parents, relatives, or friends. In extreme cases, the homeless children can live on the streets. Their day-to-day experiences have an immense impact on the contribution they make to the classroom and to their academic achievement. Children learn about their economic and social status differences at a young age. The homeless can compare their status with that of peers and start developing class-related attitudes. They tend to avoid their peers and become isolated. The impairment of their behaviors impairs working memory, reduces attention control, and boosts impulsivity. As a result, they can develop distress that hinders their positive classroom contribution, academic achievement, and brain development (Walker-Dalhouse et al, 2008). The distressed children display signs of both anger and disconnected passivity. The children also tend to be out-of-control by showing attitudes and signs of laziness. Since the children are uninformed of their behaviors, they can be aggressive to other students, as well as teachers (Walker-Dalhouse et al, 2008). They can, for example, have the courage to confront teachers directly through spoken words and inappropriate facial expressions and body language. They can fail to respond to questions and requests from teachers. It is also not a wonder to find the homeless children being chaotic in the class. Since they are less likely to have people to mold their manners when they are out of school, they may not find any harm in rising chaotic scenes in the classroom. Teachers play a significant role in the lives of the homeless children. They can provide both emotional and academic support. The classroom teacher can ensure all children receive appropriate educational and support services. The teacher should identify each child’s special needs and make a follow up to see the school or other relevant bodies provide the needed support. They can, for example, refer affected children to a guidance counselor or school psychologist. Teachers can help the children make new friends or deal with queries from classmates regarding their homeless state. The classroom teachers can also take it as their role to ensure that homeless children are not stigmatized or isolated (Grant et al, 2013). Experts’ Recommendations Above all other needs, the homeless families need homes. The more the gap between the poor and wealthy people widens, the more the homeless and, in particular, the children will continue to suffer. It is a fact that the supply of affordable and permanent housing in the U.S. is insufficient (Philips, 2012). It is the duty of all concerned people to help the needy. Homeless families, for example, have several needs that schools can avail. The education administrators can come with programs to provide counseling and parent education. School heads should facilitate the continuity of schooling by helping the homeless children remain in their current schools. Educational agencies should publicly notify schools’ personnel the legal rights of children from homeless families (Philips, 2012). Since homelessness is a community issue, it is important to educate the society about it. Most people do not understand what it entails, nor what factors give rise to the unfortunate condition. Well-informed citizens can be responsive to fundraising efforts and programs that cater to the homeless. The public can also be supportive of all facilities put up in their neighborhoods to house the homeless (POP 2015). Educating the enforcement officers about homelessness can get rid of the bad perception of the enforcers about homeless people on the streets. There are negative interactions between the homeless and police officers, but educational efforts can change the bad culture. The involvement of police officers in community developments geared towards the homeless can also help them understand the homeless better than before. Creating safe zones, where the homeless can live without intimidation or fear of arrest, can save them the agony of moving all over the streets. Meals, medical care, and other essential services can be availed in the safe zones (POP 2015). Education is by large seen as the key to success. As a result, timely access and provision of educational and in-school services can salvage children from problems of homelessness. School authorities should ensure homeless children who seek education are admitted in their schools without bothering them about fees and other requirements. In addition, they should be placed in favorable classroom settings and receive teacher’s support that is equivalent to or more than that of other children (POP 2015). Relevant Legislation With over 28,000 people being homeless in Texas, there must be some laws created to safeguard their interests (TDHCA 2015). In 1995, for example, the Texas Interagency Council for the Homeless was put in place by the 74th Texas legislature. TICH has the mandate to coordinate state services and resources to address the homelessness menace. The council advises the department of housing on the noblest actions to take to reduce the problem (TDHCA, 2015). There is also the McKinney-Vento program, which addresses the challenges children undergo when enrolling for and attending school. State education agencies use the program to ensure that all homeless children and youths have the same opportunities and access to education as other children with homes have. It oversees that the homeless children are integrated into the regular student bodies and not sidelined from the mainstream environment. States and districts also have a mandate of taking steps and reviewing policies, laws, and regulations that cannot hinder the success of homeless children in school (TEA, 2015). Community Involvement There are a good number of organizations and groups in the U.S. that are devoted to fighting homelessness. The groups receive funds via TDHCA or from other resources. Some of the prominent organizations include The National Coalition for the Homeless, Coalition for the Homeless, The National Alliance to End Homelessness, and the Texas Homeless Network. All these are non-profit organizations with the common goal of preventing and ending homelessness. They also ensure that the civil rights of the homeless are protected, and their needs met. Importance of the Topic From all realms of life, homelessness is a critical issue that calls for attention from all members of society. The impacts of homeless families on the society are costly both in terms of taxes spent in solving the problem and the strain it puts on individuals, families, and social agencies (Toro et al., 2011). In the health care sector, for example, homelessness adds additional costs to the public when the homeless people are admitted to hospitals. It is also a primary cause of significant health care problems such as psychological disorders and drug addiction. It is a fact that homeless people often spend some part of their lives in prison or jail. The homeless usually violate laws such as sleeping in cars and loitering in restricted areas, but they do so out of ignorance. Every time they are put in prison, the taxpayers are burdened with their upkeep expenses (Toro et al, 2011). The homelessness issue raises both ethical and moral challenges. It predisposes children to family violence, social isolation, and inconsistent education. Children struggling with all these problems are also prone to sexual and physical abuse (Fertig & Reingold, 2010). There is no one who can desire to see his or her children undergo such problems. As a result, it is important that society does everything possible to curb the problem. Advocacy to Homelessness There are several strategies that I can use to advocate for the homeless. First, power lies in numbers. There are local advocacy and homeless service coalitions in Texas. I would team up with them and offer to participate in their activities. I would also offer to serve on their advocacy boards. My second strategy would be to engage the local elected leaders. The officials were brought to power by the people, and they have a duty to fulfill the needs of the public. I would bring awareness to the leaders about the homelessness problem in Texas and appeal for a share of the funds they receive from the federal government meant for homeless programs. My final advocacy for the homeless would be to involve the media. The media has the potential of educating the public about homelessness. It has the power to get people’s attention and can, therefore, help create and facilitate awareness of my cause and actions. I would write and submit editorials to newspapers about the homelessness situation in our community. I would also involve television and radio stations in my cause of action. As discussed in this paper, it is apparent that homelessness affects several Americans. It has adverse impacts on the education of children, local security, and health of the involved individuals. Although homelessness is damaging, there is hope that collaborative efforts by everyone in the society shall solve the problem in the near future. References Bassuk, E. L., Volk, K. T., & Olivet, J. (2010). A framework for developing supports and services for families experiencing homelessness. Open Health Services and Policy Journal, 3, 34-40. Cutuli, J. J., Herbers, J. E., Rinaldi, M., Masten, A. S., and Oberg, C. N. (2010). Asthma and behavior in homeless 4- to 7-year-olds. Pediatrics, 125(1), 145-151 Fertig, A., & Reingold, D. (2010). The Characteristics and Causes of of Homelessness among At‐Risk Families with Children in Twenty American Cities. Social Service Review, 485-510. Retrieved June 26, 2015, from http://www.facsmail.org/childfamilypolicy/publications/homelessness.pdf Grant, R., Gracy, D., Goldsmith, G., Shapiro, A., & Redlener, I. (2013). Twenty-Five Years of Child and Family Homelessness: Where Are We Now? American Journal of Public Health, E1-E10. Khadduri, J., & Culhane, D. (2011). 2010 Annual Homeless Assessment Report to Congress (6th Ed. ). DIANE Publishing. NCH. (2006, June 1). Mental Illness and Homelessness. Retrieved July 7, 2015, from http://www.nationalhomeless.org/publications/facts/Mental_Illness.pdf NSCAHH. (2015). Overview of Homelessness In America. Retrieved July 7, 2015, from http://www.studentsagainsthunger.org/page/hhp/overview-homelessness-america Nunez, R. (2000). Homeless in America: A Childrens Story. Journal of Children and Poverty, 6(1), 51-72. Philipp, K. (2012). Homelessness: Causes, Culture and Community Development as a Solution. Retrieved June 26, 2015, from http://digitalcommons.salve.edu/cgi/viewcontent.cgi?article=1088&context=pell_theses TDHCA. (2015). Texas Interagency Council for the Homeless. Retrieved July 4, 2015, from http://www.tdhca.state.tx.us/tich/ TEA. (2015). McKinney-Vento Homeless Assistance Act. Retrieved July 4, 2015, from http://tea.texas.gov/index2.aspx?id=25769814474 Toro, P., Trickett, E., Wall, D., & Salem, D. (2011). Homelessness in the United States: An ecological perspective. American Psychologist, 1208-1218. POP. (2015). Center for Problem-Oriented Policing. Retrieved July 7, 2015, from http://www.popcenter.org/problems/homeless_encampments/3 Walker-Dalhouse, D., & Risko, V. (2008). Homelessness, Poverty, and Childrens Literacy Development. The Reading Teacher, 62(1), 84-86. Appendix A Resources for Teachers and Parents Adams, C. (n.d.). One Million Students Homeless. Retrieved June 23, 2015, from http://www.scholastic.com/browse/article.jsp?id=3756883 Books, S. (2003). Invisible children in the society and its schools (2nd Ed.). Mahwah, N.J.: L. Erlbaum Associates. CPR. (n.d.). TIPS - Teachers Caring for Homeless Children and Families -. Retrieved June 23, 2015, from http://www.cdacouncil.org/councilink-newsletter/157-tips-teachers-caring-for-homeless-children-and-families Evers, T. (2011, February 1). Retrieved June 23, 2015, from http://homeless.dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf Frieman, B. (2001). What teachers need to know about children at risk? Dubuque, IA: McGraw-Hill. McGregor, A. (2015). Overcoming Their Greatest Obstacle: Practical Ways to Help Homeless Children Thrive in the Classroom. Retrieved June 23, 2015, from http://lessonplanspage.com/overcoming-their-greatest-obstacle-practical-ways-to-help-homeless-children-thrive-in-the-classroom/ Roseburg. (n.d.). Do you have homeless children in your classroom? Retrieved June 23, 2015, from http://www.roseburg.k12.or.us/depts/ss/homeless/documents/DoYouHaveHomelessChildren.pdf Vissing, Y. (2015). Out of sight, out of Mind: Homeless children and families in small-town America. Lexington, Ky.: University Press of Kentucky. Appendix B Resources for Children Bromley, A., & Casilla, R. (2010). The lunch thief. Gardiner, Me.: Tilbury House. Children in Need, Homeless Children. (n.d.). Retrieved June 23, 2015, from http://homelessgear.org/children-in-need/ Karp, B. (2011). The girls guide to homelessness: A memoir. Don Mills, Ont.: Harlequin. Kaye, C. (2007). A kids guide to hunger and homelessness: How to take action. Minneapolis, MN: Free Spirit Pub. Kozol, J. (2011). Rachel and her children: Homeless families in America. New York: Crown. Landowne, Y. (2005). Sélavi that is life: A Haitian story of hope. El Paso, Tex: Cinco Puntos Press. Playspace Program. (n.d.). Retrieved June 23, 2015, from http://www.horizonsforhomelesschildren.org/programs/playspaces/ Why Play? (2013, January 15). Retrieved June 23, 2015, from http://www.playtimeproject.org/what-we-do/why-play/ Williams, L., & Orback, C. (2010). The can man. New York: Lee & Low Books. Read More