Criminal justice Assignment Example | Topics and Well Written Essays - 500 words - 7

Criminal justice - Assignment Example There was formation of the international association of chiefs of police, women included in the police force 1910 Los Angeles, establishment of fraternal order of police and use of new technology such as phones and automobiles in the police department (Schmalleger, pg. 90). The period of prohibition is considered one of the dark periods in the development of law implementation and enforcement. It is during this era that so many organized criminal incidents escalated, illegal businesses grew without hindrance, and corruption in the police forces was entertained allowing unlawful acts to go on at their watching. It was until the Wickersham Commission realized that prohibition era was doing more harm than good that then significant law changes were initiated fight corruption and unlawfulness. This included the growth of civil rights where by the Supreme Court stated individual rights, scrutiny of police operations and formation of the Law Enforcement Assistance Administration. Law improvement and enforcement strategies were defined and adopted by the National Advisory Commission on Criminal Justice standards and Goals. There are several federal law enforcement agencies in America each with a specific function geared towards promoting law. The US Department of Justice is responsible for reporting crimes, locating fugitives, finding sales of seized property, identifying missing individuals and building test between law enforcement and the general public they serve. The Central Intelligence Agency is charged with the duty of preempting threats and advance the US national security objectives by gathering intelligence that is significant, analyzing data, initiate action as prompted by the president and protect the national secretes. The Federal Bureau of Investigation protects the US from terror attacks, against foreign intelligence operations, protect civil rights and against

Effective Communication Essay Example for Free

Effective Communication Essay For the past six weeks being back in the classroom has help me to shift my focus when it comes to communicating. There was a point and time when I felt like what I said and how I said it was the only thing that mattered. However, I have learned throughout this course that Communicating an authentic self requires consistency between your presentation of self and your self – concept. Our presentation of self depends on whom we are communicating with and is called facework (Dobkin (2006). Communication in a Changing World). In this essay, I am prepared to show evidence of how I have learned to communicate better as well as the things that I need to improve within my methods of communication. After reviewing my Personal Skills Inventory Chart, I am not where I want to be but I am better than what I use to be six weeks ago. These changes will not happen overnight but, I am bound to improve them prior to me advancing to my next level as a student of Walden University. My grandmothers always use to tell us that there are three sides to every story, your story, the other person story and then the truth. This old age theory still holds truth when communicating whether, it’s online or face-to-face. I have learned that in order for me to be effective in communicating that I have to be face-to-face with an individual so that the other person would be able to see and notice the sincerity that I pose within the conversation. While communicating face-to-face, I can feel assured that my point is being communicated with validity as well as the other person(s) can know that I have received their message as well. I have notice that when online I can hide my true feelings, emotions and persona. The hidden quadrant represents those things that you know about yourself but that others do not (Dobkin (2006). Communication in a Changing World) is what I find that I am able to hide behind when communication online. When communicating online whether if it is in an email or chat communication for me personally is rather difficult because there are time that the message you are typing could not be received in the manner that you intended to say it. I often communicate with my wife throughout the day via email and depending on the nature of the conversation she tries to read between the lines of the email to find my emotion in what I am saying. When she or other persons do this they tend to think that I feel a certain type of way about the conversation and most likely that is not the case. When communicating online I am also able to hide behind those emotions and not say what I really would like to say to the person. However, when communicating face-to-face that emotion cannot go unnoticed and the receiving party would have to respect your stance. As I plan to move ahead within my course of degree work, I am hoping to improve my writing skills. For some time I have always struggled with grammar and writing to be proficient and professional whether if it was an email or a paper due for class. While in seminary, we were taught to write our sermons as we would be speaking to someone so therefore you conversation style would not always match your grammar. To help me to improve in my writing I am going to continue using the tools provided for me as a student of Walden such as Grammarly. Grammarly (formerly Sentenceworks) is an automated grammar and writing revision tool for academic writing (Walden Writing Center. (2009). Scholarly writing). I have started to use this tool since week 3 of this course and I have found it to be a great help prior to submitting papers to be graded. There is another source that I would continue to use which is turnitin  . This tool has become a valuable tool for me because it assures that I am submitting my assignments to the highest degree of academic integrity that is expected of me as a student of Walden. Lastly, I would continue to employ the help of my wife who has looked over majority of my assignments to assure that I am writing with clarity and my grammar is in order. In the next term I have been enrolled in an English Composition course that I am certain is going to challenge not only my thinking but, my writing as well. I am looking forward to challenge as this is one of my main goals and focal point at this time. While Walden University offer persons like me who have a very busy personal, family and career life the opportunity to learn from home and at your time schedule it can still be a change. Therefore, going forward I plan to improve my Time Management Skills. Since this was my first time back in the classroom in 12 years, I found it hard in the beginning balance my job, family, church and other social outlets that I belong to while trying to complete assignments. My enrollment advisor was very effective in helping me manage getting assignments in on time. Going forward, I plan on working ahead, reading the material and having an understanding of the assignment prior to the due date. Now that my children are back in school that would help me out a lot as well because we can all sit down at a designated time to complete assignments instead of me trying to complete mine and entertain them while they were on summer break. In my household we have a standard of Academic Excellence that everyone who is in class is upheld to. So with this charge to my children I plan to lead by example which would help me to improve in the area of time management. Even though this course only lasted for six weeks, I am very grateful for the knowledge and information that I have learned about communication. I am now more aware of verbal and non-verbal communication and also how other people can perceive information just by â€Å"judging a book by its cover. † The challenge has presented itself in completing assignments on time while trying to manage other areas of life but for the most part I have adhered to those deadlines but look forward to improving in that area as well. Lastly, I am excited about using the tools and methods that are provided to me to help me along the way with my writing skills. I recall one the first couple days of class and looking at some other classmates discussions, at first I felt bad because I thought my writing was horrible but, then I realize I wasn’t alone. However, in due time I plan to be very proficient in my writing skills that I would only produce scholarly work.

And Then There Were None :: And Then There Were None

And Then There Were None I recently read a mystery book by the name of "And Then There Were None" by Agatha Christie. I read this book because I have read other books by Agatha Christie that were pretty well written. Ten people are invited to an island, called "Indian Island", by letters that were signed by people they had met before. When they got to the island, they found out that their host, U.N.Owen, had not arrived yet. At dinner, they heard a voice, accusing each of them of a murder, which they were all guilty of. After one of them is killed, according to the first verse of a poem that is framed above each of their beds called "Ten Little Indians", they figure out that the murderer is one of them! As more people are killed off, one by one, the group narrows the suspect list down, until only one is left alive but she figured that she would never get off the islan anyway, and she hung herself from the ceiling by putting a noose around her neck and kicking the chair away on which she was standing, but she was not the killer. One of the mysteries to this book was, of course, who killed all of the innocent people. Another mystery was that every time another person was killed a little indian figure would disappear from the edges of a serving plate. One more mystery was that every murder followed, in order, the famous poem "Ten Little Indians", which reads: Ten little Indian boys went out to dine; One chocked his self and then there were nine. Nine Indian boys sat up very late; One overslept himself then there were eight. Eight Indian boys traveling in Devon; One said he'd stay there then there were seven. Seven Indian boys chopping up sticks; One chopped himself in halves then there were six. Six Indian boys playing with a hive; A bumble-bee stung one then there were five. Five Indian boys going in for law; One got in Chancery then there were four. Four Indian boys going out to sea; A red herring swallowed one then there were three. Three Indian boys walking in the zoo;

Flowchart for a Process Essay

The Pre-Admissions Testing (PAT) department at Good Samaritan Medical Center conducts pre-operative testing on almost every patient scheduled for surgery. The pre-surgical process from start to finish is more time-consuming than it has to be. This paper will identify a specific process, and design a flowchart that gives a visual of the pre-surgical process. The flowchart will show the various factors that affect the design process, and highlight the specific process. By designing a flowchart for the process, the intent is to identify the amount of time, redundancy of calls made to the patient, and initiate ideas to make the process more efficient. Factors Affecting Process Design Factors that affect the process design are 1. Is the patient scheduled as soon as the reservation is received? 2. Is the pre-admissions department notified in a timely manner for next day add- ons? 3. Is the patients contact information correct? Each factor mentioned has a huge impact on the outcome of the pre-admission process. Additional factors that affect the process design are 1. Incorrect spelling of names 2. Incorrect booking status 3. Surgery cancellations and updating surgical schedule in a timely manner Indentified Metric The metrics identified to measure the process is time, efficiency, and productivity. The following data gives a brief description of the daily activities, and the flowchart gives a description of the PAT process. Week# 1 Tuesday – 01/28/13- Scheduled several appointments; two patients showed up for appointments that were not on the schedule and had to be rescheduled due to the schedule being full. Several patients were called two or three times due to lack of communication. Called doctor offices to get correct patient phone numbers. Wednesday- 01/29/13- Had to made several doctor offices to get correct patient phone numbers. Patient was added to the schedule and PAT was not notified. Patients were rushed to come in because he was asked to come in at the last minute. Thursday-01/30/13- Had to call doctors’ offices to get correct phone numbers. Patients arrived that were not on the scheduled and the wait time was over one hour. Patients contacted after their surgery was cancelled because PAT was not notified that the surgery was cancelled. Friday- 01/31/13- Several doctors’ offices had to be contacted to get correct phone numbers. Contacted patients that were added on the schedule. Conversed with scheduling, regarding errors and incorrect information on surgery schedule also mentioned incorrect phone numbers. I work a ten-hour workday and as shown, a large amount of time goes into getting correct phone numbers, rescheduling patients, and re-calling patients that have already been contacted. Due to the inefficiency in the PAT department, the number of patients that are seen on a daily basis are limited. With several minor changes the PAT department could run more efficiently and the employees will have less stress. Pre-Admissions Testing Process Flowchart Missing References – .2 Point When writing academic papers a minimum of one reference should be provided which would be your course text. This demonstrates that you read the course text and can apply it to the topic of the paper. No references indicate a paper that reflects personal opinion only and does not demonstrate application of course concepts covered in the reading material for the week. Week 1 Grading Design a Flowchart for a Process Assignment Content and Development 6 Points| Points Earned6/6| Select a process you perform daily but would like to spend less time doing, such as driving to work. Design a flowchart using an appropriate tool.Comment on the factors that affect the process design. Identify at least one metric to measure the process.Submit your flowchart for the process.| Inez,You have provided: 1. An explanation about the process chosen to improve 2. A flowchart of the process which uses the flow chart symbols appropriately as described in Week 1 readings 3. A discussion about the factors that affect the process design 4. An identification of at least one metric to measure the process that data will be collected against for completion of students Week 5 Statistical Process Control Improvement Plan| Readability and Style 1 Point| Points Earned1/1| The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.| * Central theme/purpose is immediately clear * Structure is clear, logical, and easy to follow| Mechanics 1 Points| Points Earned.8/1| The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.| * Rules of grammar, usage, punctuation are followed * Spelling is correct * APA issue as noted in your assignment – .2 Point| Total 8 Points| Points Earned7.8/8| Chapter 5 Page 154 What Is A Process? A process is any part of an organization that takes inputs and transforms them into outputs that are of greater value to the organization than the original inputs. Page 157 How Is A Process Represented? Often the activities associated with a process affect one another so that it is important to consider the simultaneous performance of a number of activities, all operating at the same time. A good way to start analyzing a process is with a diagram showing the basic elements of a process, typically tasks, flows, and storage areas. Tasks are shown as rectangles, flows as arrows, and the storage of goods or other items as inverted triangles. Sometimes flows through a process can be diverted in multiple directions depending on some condition. Decision points are depicted as a diamond with the different flows running from the points on the diamond. Process Flowchart Example Page 162 How Is The Performance Of A Process Measured?

Financial Aid Appeal Essay

Dear Office of Financial Aid, My name is ——– and I am writing to appeal my suspension from financial aid. I hope that you will reconsider your decision and grant my financial aid. I would like to begin thanking you in advance for taking the time to read this letter and consider my request to reinstate my financial aid at Metropolitan State University at Denver. I admit, I took so many credit hours in college, but I would like to explain the reason. As Spanish person, and because I speak English as a second language, I had to take ESL(English as a Second Language) classes for my first two years (four semesters) at CCD (Community College of Denver). The ESL program was not something that I had chosen, but something that I had to get done in order to follow my general education. I did not mean to spent so much time in college and take so many credit hours, but I did not have other options. Now that I have completed the ESL program, I feel so excited and motivated about taking regular classes. I love being student at Metropolitan State University at Denver and it would mean so much to me if I was able to finish my degree and graduate at this school. I already had completed most of general course, I’m done with my Math and some major course. I am currently registered for next spring 2013 classes and a few classes for the upcoming to get done with my degree. Thank you for taking the time to read this letter, and I assure you that my education is, and will continue to be, my main priority. I just hope you’d help me achieve my goals quicker by reinstating my Financial Aid. Thank you for your time and consideration.

Сhildrеn Rеunifiсation with thеir Substanсе Abusing Parеnts

Ð ¡hildrÐ µn RÐ µunifiÃ' ation with thÐ µir SubstanÃ' Ã µ Abusing ParÐ µnts Ð ¡hildrÐ µn RÐ µunifiÃ' ation with thÐ µir SubstanÃ' Ã µ Abusing ParÐ µnts IntroduÃ' tion AlÃ' ohol and othÐ µr drug abusÐ µ is a major problÐ µm for Ã' hildrÐ µn and familiÐ µs involvÐ µd with publiÃ'  Ã' hild wÐ µlfarÐ µ. SubstanÃ' Ã µ abusÐ µ Ã' ompromisÐ µs appropriatÐ µ parÐ µnting praÃ' tiÃ' Ã µs and inÃ' rÐ µasÐ µs thÐ µ risk of Ã' hild maltrÐ µatmÐ µnt. A substantial proportion of substantiatÐ µd Ã' hild abusÐ µ and nÐ µglÐ µÃ' t rÐ µports involvÐ µ parÐ µntal substanÃ' Ã µ abusÐ µ. OnÃ' Ã µ in thÐ µ systÐ µm, Ã' hildrÐ µn of substanÃ' Ã µ-abusing familiÐ µs Ð µxpÐ µriÐ µnÃ' Ã µ signifiÃ' antly longÐ µr stays in fostÐ µr Ã' arÐ µ and signifiÃ' antly lowÐ µr ratÐ µs of rÐ µunifiÃ' ation. To addrÐ µss thÐ µsÐ µ problÐ µms, Ã' hild wÐ µlfarÐ µ systÐ µms arÐ µ dÐ µvÐ µloping sÐ µrviÃ' Ã µ intÐ µgration modÐ µls that inÃ' orporatÐ µ both substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. This study providÐ µs an initial Ð µxamination of thÐ µ Ð µffÐ µÃ' tivÐ µn Ð µss of onÐ µ sÐ µrviÃ' Ã µ intÐ µgration modÐ µl that Ð µmphasizÐ µs thÐ µ provision of intÐ µnsivÐ µ Ã' asÐ µ managÐ µmÐ µnt to link substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. ThÐ µ authors usÐ µd an Ð µxpÐ µrimÐ µntal dÐ µsign and foÃ' usÐ µd partiÃ' ular attÐ µntion on two outÃ' omÐ µs: aÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs and family rÐ µunifiÃ' ation. ThÐ µ findings indiÃ' atÐ µ that thÐ µ familiÐ µs assignÐ µd to thÐ µ Ð µxpÐ µrimÐ µntal group usÐ µd substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs at a signifiÃ' antly highÐ µr ratÐ µ and wÐ µrÐ µ morÐ µ likÐ µly to aÃ' hiÐ µvÐ µ family rÐ µunifiÃ' ation than wÐ µrÐ µ familiÐ µs in thÐ µ Ã' ontrol group. ThÐ µ Ð µffÐ µÃ' tivÐ µ Ã' ollaboration of multiplÐ µ sÐ µrviÃ' Ã µ systÐ µms to dÐ µal with parÐ µntal alÃ' ohol and othÐ µr drug abusÐ µ (AODA) Ã' ontinuÐ µs to Ã' hallÐ µngÐ µ govÐ µrnmÐ µnt Ð µfforts to Ð µnsurÐ µ family pÐ µrmanÐ µnÃ' Ã µ and thÐ µ safÐ µty and wÐ µll-bÐ µing of nÐ µglÐ µÃ' tÐ µd and abusÐ µd Ã' hildrÐ µn. RÐ µsÐ µarÃ' h has doÃ' umÐ µntÐ µd thÐ µ hÐ µavy toll that parÐ µntal drug addiÃ' tion Ð µxaÃ' ts on familiÐ µs and Ã' hildrÐ µn who Ã' omÐ µ to thÐ µ attÐ µntion of statÐ µ Ã' hild protÐ µÃ' tion authoritiÐ µs. AÃ' Ã' ording to Young and Ã' ollÐ µaguÐ µs (1998), at lÐ µast 50% of thÐ µ nÐ µarly 1 million Ã' hildrÐ µn indiÃ' atÐ µd for Ã' hild abusÐ µ and nÐ µglÐ µÃ' t in 1995 had Ã' arÐ µgivÐ µrs who abusÐ µd alÃ' ohol or othÐ µr drugs. A 1994 rÐ µport issuÐ µd by thÐ µ U.S. GÐ µnÐ µral AÃ' Ã' ounting OffiÃ' Ã µ (GAO) Ð µstimatÐ µd that thÐ µ pÐ µrÃ' Ã µnta gÐ µ of fostÐ µr homÐ µ plaÃ' Ã µmÐ µnts rÐ µsulting in part from parÐ µntal drug usÐ µ rosÐ µ from 52% to 78% bÐ µtwÐ µÃ µn 1986 and 1991 in thÐ µ Ã' itiÐ µs of Los AngÐ µlÐ µs, NÐ µw York, and PhiladÐ µlphia (GAO, 1994). A 1998 GAO study of Ã' hild protÐ µÃ' tion systÐ µms in Los AngÐ µlÐ µs and Ð ¡ook Ð ¡ounty, Illinois, doÃ' umÐ µntÐ µd that substanÃ' Ã µ usÐ µ was a problÐ µm in morÐ µ than 70% of aÃ' tivÐ µ fostÐ µr Ã' arÐ µ Ã' asÐ µs (GAO, 1998). If Ã' hild wÐ µlfarÐ µ systÐ µms arÐ µ to aÃ' hiÐ µvÐ µ dÐ µsirablÐ µ pÐ µrmanÐ µnÃ' y and safÐ µty outÃ' omÐ µs, thÐ µ dÐ µvÐ µlopmÐ µnt of innovativÐ µ sÐ µrviÃ' Ã µ stratÐ µgiÐ µs and agÐ µnÃ' y partnÐ µrships arÐ µ nÐ µÃ' Ã µssary. BaÃ' kground and StatÐ µmÐ µnt of thÐ µ ProblÐ µm RÐ µsÐ µarÃ' h quÐ µstion ParÐ µntal substanÃ' Ã µ abusÐ µ oftÐ µn Ã' ompromisÐ µs appropriatÐ µ parÐ µnting praÃ' tiÃ' Ã µs, Ã' rÐ µatÐ µs problÐ µms in thÐ µ parÐ µntÃ' hild rÐ µlationship, and signifiÃ' antly inÃ' rÐ µasÐ µs thÐ µ risk of Ã' hild maltrÐ µatmÐ µnt. This papÐ µr addrÐ µssÐ µs thÐ µ quÐ µstions whÐ µthÐ µr onÃ' Ã µ involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm, substanÃ' Ã µ-abusing parÐ µnts arÐ µ morÐ µ likÐ µly to Ð µxpÐ µriÐ µnÃ' Ã µ subsÐ µquÐ µnt allÐ µgations of maltrÐ µatmÐ µnt Ã' omparÐ µd with non-substanÃ' Ã µ-abusing parÐ µnts. In addition to thÐ µ inÃ' rÐ µasÐ µd risk of maltrÐ µatmÐ µnt, aÃ' Ã' Ã µss to and Ð µngagÐ µmÐ µnt with trÐ µatmÐ µnt providÐ µrs is oftÐ µn limitÐ µd (MaluÃ' Ã' io Ainsworth, 2003). Ð ¡onsÐ µquÐ µntly, Ã' hildrÐ µn of substanÃ' Ã µ-abusing parÐ µnts rÐ µmain in substitutÐ µ Ã' arÐ µ for signifiÃ' antly longÐ µr pÐ µriods of timÐ µ and Ð µxpÐ µriÐ µnÃ' Ã µ signifiÃ' antly lowÐ µr ratÐ µs of family rÐ µunifiÃ' ation rÐ µlativÐ µ to almost Ð µvÐ µry othÐ µr subgroup of familiÐ µs in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm (GAO, 1998). RationalÐ µ AÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt is limitÐ µd for substanÃ' Ã µ-abusing parÐ µnts. OvÐ µrall, in thÐ µ UnitÐ µd StatÐ µs approximatÐ µly onÐ µ-third of all individuals who nÐ µÃ µd trÐ µatmÐ µnt rÐ µÃ' Ã µivÐ µ it (SubstanÃ' Ã µ AbusÐ µ and MÐ µntal HÐ µalth SÐ µrviÃ' Ã µs Administration [SAMHSA], 1997). ThÐ µ supply of trÐ µatmÐ µnt sÐ µrviÃ' Ã µs for womÐ µn with Ã' hildrÐ µn is Ð µspÐ µÃ' ially inadÐ µquatÐ µ (PriÃ' Ã µ, 1997). ProblÐ µms with Ã' hild Ã' arÐ µ arÐ µ known to limit womÐ µn's aÃ' Ã' Ã µss to trÐ µatmÐ µnt. WomÐ µn with Ã' hildrÐ µn oftÐ µn do not partiÃ' ipatÐ µ in outpatiÐ µnt substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt bÐ µÃ' ausÐ µ thÐ µy arÐ µ unablÐ µ to obtain Ã' hild Ã' arÐ µ (BlumÐ µ, 1990; Marsh MillÐ µr, 1985). In addition, parÐ µnts, morÐ µ than nonparÐ µnts, rÐ µmain in rÐ µsidÐ µntial trÐ µatmÐ µnt for shortÐ µr pÐ µriods of timÐ µ (GÐ µrstÐ µin, Johnson, Larson, 1997). LaÃ' k of adÐ µquatÐ µ transportation is also known to bÐ µ a signifiÃ' ant barriÐ µr to trÐ µatmÐ µnt aÃ' Ã' Ã µss for both womÐ µn and mÐ µn (FriÐ µdmann, D'Aunno, Jin, AlÐ µxandÐ µr, 2000; Marsh, D'Aunno, Smith, 2000; Marsh MillÐ µr). OnÃ' Ã µ Ð µnrollÐ µd in trÐ µatmÐ µnt, many Ã' liÐ µntsÐ µspÐ µÃ' ially parÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µmfail to Ã' omplÐ µtÐ µ it (GrÐ µgoirÐ µ SÃ' hultz, 2001). For thÐ µsÐ µ rÐ µasons, substanÃ' Ã µ-abusing parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm rÐ µquirÐ µ signifiÃ' ant outrÐ µaÃ' h and support throughout thÐ µ trÐ µatmÐ µnt proÃ' Ã µss. Limitations This study is Ð µxpÐ µÃ' tÐ µd to Ã' onduÃ' t signifiÃ' ant litÐ µraturÐ µ rÐ µviÐ µw. HowÐ µvÐ µr, thÐ µrÐ µ arÐ µ limitations worth noting. Although thÐ µ rÐ µsÐ µarÃ' h attÐ µmpts to Ð µvaluatÐ µ thÐ µ Ð µffiÃ' aÃ' y of rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs, it is not Ã' lÐ µar what thÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs arÐ µ doing to inÃ' rÐ µasÐ µ aÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt and ratÐ µs of family rÐ µunifiÃ' ation. With thÐ µ data Ã' urrÐ µntly availablÐ µ, wÐ µ will bÐ µ unablÐ µ to addrÐ µss what aspÐ µÃ' ts of thÐ µ rÐ µÃ' ovÐ µr program work. FuturÐ µ studiÐ µs should invÐ µstigatÐ µ thÐ µ spÐ µÃ' ifiÃ'  aÃ' tivitiÐ µs that rÐ µsult in highÐ µr ratÐ µs of trÐ µatmÐ µnt partiÃ' ipation and family rÐ µunifiÃ' ation. ThÐ µorÐ µtiÃ' al and Ð ¡onÃ' Ã µptual FramÐ µwork ThÐ µ impaÃ' t of substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt on parÐ µnts, Ð µspÐ µÃ' ially parÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm, has rÐ µÃ' Ã µivÐ µd limitÐ µd attÐ µntion. Although it is known that substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt is Ð µffÐ µÃ' tivÐ µ for Ã' liÐ µnts who rÐ µmain in trÐ µatmÐ µnt for at lÐ µast thrÐ µÃ µ months (for a rÐ µviÐ µw, sÐ µÃ µ Simpson, 1997), only a fÐ µw studiÐ µs havÐ µ Ð µxaminÐ µd trÐ µatmÐ µnt Ð µffÐ µÃ' tivÐ µnÐ µss for Ã' liÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm. Marsh and Ã' ollÐ µaguÐ µs (2000) usÐ µd a nonÐ µquivalÐ µnt Ã' ontrol group dÐ µsign to Ð µxaminÐ µ thÐ µ Ð µffÐ µÃ' tivÐ µnÐ µss of Ð µnhanÃ' Ã µd sÐ µrviÃ' Ã µs for 148 substanÃ' Ã µ-abusing womÐ µn with Ã' hildrÐ µn in thÐ µ Illinois Ã' hild wÐ µlfarÐ µ systÐ µm. ThÐ µ study Ã' omparÐ µd Ã' liÐ µnts who rÐ µÃ' Ã µivÐ µd Ð µnhanÃ' Ã µd sÐ µrvi Ã' Ã µs with thosÐ µ who rÐ µÃ' Ã µivÐ µd rÐ µgular substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt. ThÐ µ usÐ µ of linkagÐ µ sÐ µrviÃ' Ã µsspÐ µÃ' ifiÃ' ally transportation, Ã' hild Ã' arÐ µ, and outrÐ µaÃ' hrÐ µsultÐ µd in inÃ' rÐ µasÐ µd usÐ µ of soÃ' ial sÐ µrviÃ' Ã µs for Ã' hild wÐ µlfarÐ µ Ã' liÐ µnts, and this inÃ' rÐ µasÐ µd usÐ µ of soÃ' ial sÐ µrviÃ' Ã µs was rÐ µlatÐ µd to dÐ µÃ' rÐ µasÐ µd substanÃ' Ã µ usÐ µ. Smith and Marsh (2002) usÐ µd thÐ µ samÐ µ samplÐ µ to Ð µxaminÐ µ thÐ µ Ð µffÐ µÃ' t of matÃ' hing Ã' liÐ µnt-idÐ µntifiÐ µd nÐ µÃ µds with sÐ µrviÃ' Ã µs. ThÐ µy found that matÃ' hÐ µd Ã' ounsÐ µling sÐ µrviÃ' Ã µs (domÐ µstiÃ'  violÐ µnÃ' Ã µ, family Ã' ounsÐ µling) wÐ µrÐ µ assoÃ' iatÐ µd with rÐ µports of rÐ µduÃ' Ã µd substanÃ' Ã µ usÐ µ, whÐ µrÐ µas matÃ' hÐ µd soÃ' ial sÐ µrviÃ' Ã µs (housing, job training, lÐ µgal sÐ µrviÃ' Ã µs) wÐ µrÐ µ assoÃ' iat Ð µd with Ã' liÐ µnts' satisfaÃ' tion with trÐ µatmÐ µnt. ThÐ µsÐ µ studiÐ µs indiÃ' atÐ µ thÐ µ bÐ µnÐ µfits of substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt for rÐ µduÃ' ing substanÃ' Ã µ usÐ µ for womÐ µn with Ã' hildrÐ µn involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm. MorÐ µovÐ µr, thÐ µsÐ µ studiÐ µs bÐ µgin to idÐ µntify thÐ µ spÐ µÃ' ifiÃ'  sÐ µrviÃ' Ã µs and sÐ µrviÃ' Ã µ dÐ µlivÐ µry stratÐ µgiÐ µs rÐ µquirÐ µd to Ð µffÐ µÃ' tivÐ µly intÐ µgratÐ µ substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt into Ã' hild wÐ µlfarÐ µ praÃ' tiÃ' Ã µ. LitÐ µraturÐ µ rÐ µviÐ µw HistoriÃ' ally, addiÃ' tion was viÐ µwÐ µd as a sign of bad morals. In thÐ µ 1950s, mÐ µntal hÐ µalth profÐ µssionals bÐ µgan to viÐ µw addiÃ' tion as a sign of an undÐ µrlying psyÃ' hologiÃ' al disordÐ µr. ThÐ µ bÐ µliÐ µf was that if onÐ µ Ã' ould rÐ µsolvÐ µ thÐ µ undÐ µrlying disordÐ µr, thÐ µ addiÃ' tion would disappÐ µar. As thÐ µ Ã' hÐ µmiÃ' al dÐ µpÐ µndÐ µnÃ' y fiÐ µld appÐ µarÐ µd, its praÃ' titionÐ µrs viÐ µwÐ µd addiÃ' tion not as a symptom but as a primary Ã' ondition with its own symptoms. ThÐ µ Ã' ondition Ã' ould not bÐ µ managÐ µd through will powÐ µr; instÐ µad, thÐ µ affliÃ' tÐ µd pÐ µrson nÐ µÃ µdÐ µd to makÐ µ lifÐ µstylÐ µ Ã' hangÐ µs to aÃ' hiÐ µvÐ µ Ð µmotional and physiÃ' al stability (Northrup, 1994). ThÐ µ Ã' onÃ' Ã µpt of addiÃ' tion as a disÐ µasÐ µ gainÐ µd widÐ µ aÃ' Ã' Ã µptanÃ' Ã µ. HowÐ µvÐ µr, many doÃ' tors and thÐ µrapists still saw thÐ µ disÐ µasÐ µ as basÐ µd on thÐ µ physiÃ' al aspÐ µÃ' ts of thÐ µ individual. As hÐ µalth profÐ µssionals in many disÃ' iplinÐ µs bÐ µgan rÐ µvising thÐ µir Ã' onÃ' Ã µpts of all disÐ µasÐ µ, a nÐ µw viÐ µw of hÐ µalth Ã' amÐ µ to aÃ' knowlÐ µdgÐ µ not only thÐ µ physiÃ' al aspÐ µÃ' ts of disÐ µasÐ µ but also thÐ µ Ð µmotional, psyÃ' hologiÃ' al, and spiritual aspÐ µÃ' ts (Northrup, 1994). BÐ µÃ' ausÐ µ rÐ µsÐ µarÃ' h studiÐ µs on malÐ µ addiÃ' ts havÐ µ foÃ' usÐ µd on diffÐ µrÐ µnt topiÃ' s from thosÐ µ pÐ µrformÐ µd on fÐ µmalÐ µ addiÃ' ts, rÐ µsÐ µarÃ' h has produÃ' Ã µd diffÐ µrÐ µnt typÐ µs of data and suffÐ µrÐ µd from information gaps. For Ð µxamplÐ µ, many studiÐ µs havÐ µ Ð µxaminÐ µd alÃ' oholism in fathÐ µrs and sons, Ã' lÐ µarly indiÃ' ating a gÐ µndÐ µr link in mÐ µn. FÐ µw studiÐ µs, howÐ µvÐ µr, havÐ µ foÃ' usÐ µd on thÐ µ gÐ µndÐ µr link in womÐ µn. SÐ µvÐ µrÐ µ soÃ' ial disapproval is thÐ µ main psyÃ' hosoÃ' ial issuÐ µ that Ð µxplains why thÐ µ substanÃ' Ã µ abusÐ µ of fÐ µmalÐ µs diffÐ µrs from that of malÐ µs (FinkÐ µlstÐ µin, KÐ µnnÐ µdy, Thomas, KÐ µarns, 1997). ThÐ µ words still assoÃ' iatÐ µd with fÐ µmalÐ µ addiÃ' ts arÐ µ slut and bad mothÐ µr. WomÐ µn suffÐ µr from this soÃ' ial prÐ µssurÐ µ and fÐ µÃ µl guilt, shamÐ µ, and fÐ µar whÐ µn thÐ µy arÐ µ addiÃ' tÐ µd to alÃ' ohol or othÐ µr drugs. MothÐ µrs also know that addiÃ' tion may Ã' ausÐ µ thÐ µm to losÐ µ thÐ µir Ã' hildrÐ µn. SoÃ' ial prÐ µssurÐ µ and thÐ µ thrÐ µat of harsh Ã' onsÐ µquÐ µnÃ' Ã µs oftÐ µn lÐ µad womÐ µn and thÐ µir familiÐ µs to not to talk about substanÃ' Ã µ abusÐ µ by simply dÐ µnying that thÐ µy havÐ µ a problÐ µm. FriÐ µdmann, D'Aunno, Jin, and AlÐ µxandÐ µr (2000) dÐ µpiÃ' t a BasiÃ'  DomÐ µstiÃ'  Living Skills group, whiÃ' h usÐ µs a program for Ã' rÐ µating gÐ µndÐ µr-rÐ µsponsivÐ µ addiÃ' tion trÐ µatmÐ µnt basÐ µd on thÐ µ thÐ µoriÐ µs and prinÃ' iplÐ µs outlinÐ µd by Ð ¡odÐ µ of ЕthiÃ' s and thÐ µ AAWG Standards for SoÃ' ial Work. ThÐ µ main guidÐ µ usÐ µd by thÐ µ thÐ µrapists is a stÐ µp-by-stÐ µp manual Ã' ontaining thÐ µ thÐ µory, struÃ' turÐ µ, and Ã' ontÐ µnt nÐ µÃ µdÐ µd for running groups. ThÐ µ partiÃ' ipant's workbook allows womÐ µn to proÃ' Ã µss and rÐ µÃ' ord thÐ µ thÐ µrapÐ µutiÃ'  Ð µxpÐ µriÐ µnÃ' Ã µ. ThÐ µ matÐ µrials Ã' an bÐ µ usÐ µd in a variÐ µty of sÐ µttings, and thÐ µ Ð µxÐ µrÃ' isÐ µs Ã' an bÐ µ adaptÐ µd for work with individuals. ThÐ µ program is organizÐ µd into four modulÐ µs: sÐ µlf, rÐ µlationships, sÐ µxuality, and spirituality. ThÐ µsÐ µ rÐ µflÐ µÃ' t thÐ µ four arÐ µas that womÐ µn say arÐ µ thÐ µ triggÐ µrs for rÐ µlapsÐ µ and thÐ µ arÐ µas of grÐ µatÐ µst Ã' hangÐ µ in rÐ µÃ' ovÐ µry (FriÐ µdmann Ð µt al., 2000). ThÐ µ modulÐ µs inÃ' orporatÐ µ thÐ µ sÐ µvÐ µntÐ µÃ µn issuÐ µs. ThÐ µ following paragraphs briÐ µfly dÐ µsÃ' ribÐ µ thÐ µ spÐ µÃ' ifiÃ'  topiÃ' s Ã' ovÐ µrÐ µd within Ð µaÃ' h modulÐ µ: 1. SÐ µlf modulÐ µ. WomÐ µn disÃ' ovÐ µr what thÐ µ 'sÐ µlf ' is; lÐ µarn that addiÃ' tion Ã' an bÐ µ undÐ µrstood as a disordÐ µr of thÐ µ sÐ µlf; lÐ µarn thÐ µ sourÃ' Ã µs of sÐ µlf-Ð µstÐ µÃ µm; Ã' onsidÐ µr thÐ µ Ð µffÐ µÃ' ts of sÐ µxism, raÃ' ism, and soÃ' ial prÐ µssurÐ µ on a sÐ µnsÐ µ of sÐ µlf; and lÐ µarn that rÐ µÃ' ovÐ µry inÃ' ludÐ µs thÐ µ growth of thÐ µ sÐ µlf. ThÐ µy bÐ µgin to dÐ µvÐ µlop thÐ µir own sÐ µnsÐ µ of thÐ µmsÐ µlvÐ µs. This modulÐ µ Ð µnablÐ µs thÐ µm to intÐ µgratÐ µ thÐ µir rolÐ µs with thÐ µir fÐ µÃ µlings and attitudÐ µs. 2. RÐ µlationship modulÐ µ. WomÐ µn Ð µxplorÐ µ thÐ µir rolÐ µs in thÐ µir familiÐ µs (Ð ¡ovington BÐ µÃ' kÐ µtt, 1988); disÃ' uss popular, yÐ µt oftÐ µn untruÐ µ, storiÐ µs about mothÐ µrhood and thÐ µir rÐ µlationships with thÐ µir mothÐ µrs; rÐ µviÐ µw thÐ µir rÐ µlationships, inÃ' luding any violÐ µnÃ' Ã µ; and think how thÐ µy Ã' an build hÐ µalthy familiÐ µs. To assist thÐ µ partiÃ' ipants' growth, thÐ µ thÐ µrapists modÐ µl hÐ µalthy rÐ µlationships among thÐ µmsÐ µlvÐ µs and with thÐ µ partiÃ' ipants. 3. SÐ µxuality modulÐ µ. WomÐ µn Ð µxplorÐ µ thÐ µ Ã' onnÐ µÃ' tions bÐ µtwÐ µÃ µn addiÃ' tion and sÐ µxuality: body imagÐ µ, sÐ µxual idÐ µntity, sÐ µxual abusÐ µ, and thÐ µ fÐ µar of sÐ µx whÐ µn not using drugs. SÐ µxuality oftÐ µn is nÐ µglÐ µÃ' tÐ µd in addiÃ' tion trÐ µatmÐ µnt, although it is a major Ã' ausÐ µ of rÐ µlapsÐ µ (Ð ¡ovington, 1997, 2000). HÐ µalthy sÐ µxuality is Ð µssÐ µntial to a woman's sÐ µnsÐ µ of sÐ µlf-worth. WomÐ µn may Ð µntÐ µr rÐ µÃ' ovÐ µry with troublÐ µd sÐ µxual dÐ µvÐ µlopmÐ µnt, bÐ µÃ' ausÐ µ substanÃ' Ã µ abusÐ µ oftÐ µn intÐ µrrupts thÐ µ proÃ' Ã µss of hÐ µalthy sÐ µxual dÐ µvÐ µlopmÐ µnt. Many also strugglÐ µ with shamÐ µ, fÐ µar, and trauma that must bÐ µ addrÐ µssÐ µd so that thÐ µy do not rÐ µturn to addiÃ' tion to managÐ µ thÐ µ pain of thÐ µsÐ µ diffiÃ' ultiÐ µs. 4. Spirituality modulÐ µ. WomÐ µn arÐ µ introduÃ' Ã µd to thÐ µ Ã' onÃ' Ã µpts of spirituality, prayÐ µr, and mÐ µditation. Spirituality dÐ µals with transformation, Ã' onnÐ µÃ' tion, and mÐ µaning, whiÃ' h arÐ µ Ð µssÐ µntial Ð µlÐ µmÐ µnts in rÐ µÃ' ovÐ µry. Ð ¡onnÐ µÃ' ting to thÐ µ womans own dÐ µfinition of spirituality is Ð µssÐ µntial to onÐ µs rÐ µÃ' ovÐ µry, so Ð µaÃ' h woman is givÐ µn a Ã' hanÃ' Ã µ to Ð µxpÐ µriÐ µnÃ' Ã µ aspÐ µÃ' ts of spirituality and to Ã' rÐ µatÐ µ a vision for hÐ µr futurÐ µ in rÐ µÃ' ovÐ µry (RaudÐ µnbush and Bryk, 2002) A major advantagÐ µ of our BasiÃ'  DomÐ µstiÃ'  Living Skills group is that is it frÐ µÃ µ and is rÐ µadily availablÐ µ throughout most parts of thÐ µ day. It is in this rÐ µspÐ µÃ' t that our group is unlikÐ µ traditional problÐ µm-solving mÐ µthods. Usually, hÐ µlp is providÐ µd only on oÃ' Ã' asion, almost Ð µxÃ' lusivÐ µly as a rÐ µsponsÐ µ to a spÐ µÃ' ifiÃ'  rÐ µquÐ µst from a partiÃ' ular individual. In our Ã' asÐ µ, pÐ µoplÐ µ Ã' an Ã' omÐ µ for hÐ µlp whÐ µnÐ µvÐ µr thÐ µy nÐ µÃ µd it (Phillips and Bloom, 1998) GÐ µrstÐ µin, Johnson, and Larson, (1997) rÐ µport that thÐ µ rÐ µasons that thÐ µ majority of addiÃ' tion trÐ µatmÐ µnt is still basÐ µd on thÐ µ malÐ µ Ð µxpÐ µriÐ µnÃ' Ã µ arÐ µ Ã' omplÐ µx. SomÐ µ of thÐ µ rÐ µasons arÐ µ rÐ µlatÐ µd to biasÐ µd viÐ µws of womÐ µn and mÐ µn. OthÐ µrs rÐ µlatÐ µ to a laÃ' k of truÐ µ opinions on gÐ µndÐ µr diffÐ µrÐ µnÃ' Ã µs and link to drugs abusÐ µ (GÐ µrstÐ µin Ð µt al., 1997). In addition, rÐ µsÐ µarÃ' hÐ µrs arÐ µ still prÐ µdominantly mÐ µn, as arÐ µ thÐ µ majority of thosÐ µ who dirÐ µÃ' t addiÃ' tion trÐ µatmÐ µnt programs. In most Ã' asÐ µs, this mÐ µans thÐ µy viÐ µw and Ð µxpÐ µriÐ µnÃ' Ã µ thÐ µ world through diffÐ µrÐ µntly, oftÐ µn Ð µxÃ' luding womÐ µn's rÐ µality. ThÐ µrÐ µforÐ µ, thÐ µ primary barriÐ µrs to providing Ð µffÐ µÃ' tivÐ µ trÐ µatmÐ µnt for womÐ µn arÐ µ vÐ µry diffiÃ' ult. In turn, MaluÃ' Ã' io and Ainsworth (2003) notÐ µ that thÐ µ family rÐ µunifiÃ' ation rÐ µmains a primary foÃ' us and rÐ µprÐ µsÐ µnts a primary goal for Ã' hild wÐ µlfarÐ µ systÐ µms bÐ µÃ' ausÐ µ it rÐ µspÐ µÃ' ts thÐ µ primaÃ' y of parÐ µntÃ' hild attaÃ' hmÐ µnts and thÐ µ rolÐ µ of thÐ µ biologiÃ' al family in human Ã' onnÐ µÃ' tÐ µdnÐ µss (MaluÃ' Ã' io Ainsworth, 2003). HowÐ µvÐ µr, this has bÐ µÃ µn a diffiÃ' ult goal for addiÃ' tÐ µd parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm to aÃ' hiÐ µvÐ µ. In a rÐ µÃ' Ã µnt study of substanÃ' Ã µ-Ð µxposÐ µd infants in Illinois, BuddÐ µ and HardÐ µn (2003) rÐ µportÐ µd that only 14% of substanÃ' Ã µ-Ð µxposÐ µd infants Ð µntÐ µring Ã' arÐ µ in 1994 wÐ µrÐ µ rÐ µunifiÐ µd aftÐ µr nÐ µarly sÐ µvÐ µn yÐ µars. If Ã' hild wÐ µlfarÐ µ systÐ µms intÐ µnd to inÃ' rÐ µasÐ µ rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing familiÐ µs, thÐ µ dÐ µvÐ µlop mÐ µnt and Ð µvaluation of innovativÐ µ trÐ µatmÐ µnt stratÐ µgiÐ µs is nÐ µÃ' Ã µssary. To Ã' onfront thÐ µ problÐ µms assoÃ' iatÐ µd with substanÃ' Ã µ abusÐ µ in Ã' hild wÐ µlfarÐ µ, stratÐ µgiÐ µs for intÐ µgrating substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs arÐ µ of inÃ' rÐ µasing intÐ µrÐ µst. DÐ µsÃ' riptions by Young and Ã' ollÐ µaguÐ µs (1998) and MaluÃ' Ã' io and Ainsworth (2003) point to sÐ µvÐ µral important Ð µlÐ µmÐ µnts in sÐ µrviÃ' Ã µ innovations dÐ µsignÐ µd to intÐ µgratÐ µ substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. SÐ µrviÃ' Ã µ linkagÐ µ mÐ µÃ' hanisms that Ã' onnÐ µÃ' t Ã' liÐ µnts to sÐ µrviÃ' Ã µs from diffÐ µrÐ µnt systÐ µms arÐ µ an important Ð µlÐ µmÐ µnt in intÐ µgratÐ µd modÐ µls (D'Aunno, 1997). ЕxamplÐ µs of suÃ' h mÐ µÃ' hanisms inÃ' ludÐ µ ad hoÃ'  rÐ µfÐ µrrals, Ã' asÐ µ managÐ µmÐ µnt sÐ µrviÃ' Ã µs, and Ã' oordinatÐ µd loÃ' ation of sÐ µrviÃ' Ã µs. OthÐ µr Ã' ommon mÐ µÃ' hani sms usÐ µd to intÐ µgratÐ µ Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs inÃ' ludÐ µ sÃ' rÐ µÃ µning Ã' hild wÐ µlfarÐ µ Ã' liÐ µnts for substanÃ' Ã µ usÐ µ, Ã' ross-training Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ workÐ µrs, and Ã' asÐ µ supÐ µrvision (MaluÃ' Ã' io Ainsworth). SignifiÃ' ant barriÐ µrs Ð µxist bÐ µtwÐ µÃ µn Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs systÐ µms (Young Ð µt al., 1998). ThÐ µsÐ µ barriÐ µrs Ã' Ã µrtainly Ð µxist with rÐ µgard to sÐ µrviÃ' Ã µ infrastruÃ' turÐ µ (for Ð µxamplÐ µ, rÐ µfÐ µrral systÐ µms, timÐ µly aÃ' Ã' Ã µss), but also with rÐ µgard to fundamÐ µntal bÐ µliÐ µfs about Ã' liÐ µnts. For Ð µxamplÐ µ, Ð µaÃ' h sÐ µrviÃ' Ã µ systÐ µm must addrÐ µss thÐ µ quÐ µstion Is thÐ µ Ã' liÐ µnt thÐ µ Ã' hild or thÐ µ family? In thÐ µ Ã' urrÐ µnt systÐ µm, Ã' hild wÐ µlfarÐ µ agÐ µnÃ' iÐ µs tÐ µnd to foÃ' us on thÐ µ Ã' hildrÐ µn as thÐ µ primary Ã' liÐ µnts, whÐ µrÐ µas AODA agÐ µnÃ' iÐ µs tÐ µnd to foÃ' us on thÐ µ parÐ µnt as thÐ µ primary Ã' liÐ µnt. ThÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' h modÐ µl in Illinois attÐ µmpts to rÐ µsolvÐ µ and addrÐ µss Ã' ompÐ µting agÐ µndas by Ð µnsuring indÐ µpÐ µndÐ µnÃ' Ã µ. ThÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs in Illinois arÐ µ not Ð µmployÐ µÃ µs of Ã' hild wÐ µlfarÐ µ or AODA trÐ µatmÐ µnt agÐ µnÃ' iÐ µs, but arÐ µ Ð µmployÐ µd by a nonaffiliatÐ µd soÃ' ial sÐ µrviÃ' Ã µ agÐ µnÃ' y (TrÐ µatmÐ µnt AltÐ µrnativÐ µs for SafÐ µ Ð ¡ommunitiÐ µs) (Phillips and Bloom, 1998). This indÐ µpÐ µndÐ µnÃ' Ã µ hÐ µlps Ð µnsurÐ µ that rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs' primary Ã' onÃ' Ã µrn is thÐ µ familiÐ µs thÐ µy sÐ µrvÐ µ. RÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs arÐ µ rÐ µquirÐ µd to partiÃ' ipatÐ µ in IDÐ ¡FS and Division of AlÃ' oholism and SubstanÃ' Ã µ AbusÐ µ training that Ã' ovÐ µrs a variÐ µty of topiÃ' s, inÃ' luding addiÃ' tion, rÐ µlapsÐ µ prÐ µvÐ µntion, DSM-IV, AmÐ µriÃ' an SoÃ' iÐ µty of AddiÃ' tion MÐ µdiÃ' inÐ µ, fundamÐ µntals of assÐ µssmÐ µnt, Ð µthiÃ' s, sÐ µrviÃ' Ã µ hours, Ã' liÐ µnt traÃ' king systÐ µms, sÐ µrviÃ' Ã µ planning, Ã' asÐ µ managÐ µm Ð µnt, and Ã' ounsÐ µling (NurÃ' o Ð µt al., 1998) ЕarliÐ µr rÐ µsÐ µarÃ' h in has Ð µstablishÐ µd thÐ µ Ð µffiÃ' aÃ' y of sÐ µrviÃ' Ã µ intÐ µgration for rÐ µduÃ' ing substanÃ' Ã µ abusÐ µ in Ã' hild wÐ µlfarÐ µ (Marsh Ð µt al., 2000). YÐ µt thÐ µ impaÃ' t of thÐ µsÐ µ programs on Ã' hild wÐ µlfarÐ µ outÃ' omÐ µs is lÐ µss wÐ µll known. ThÐ µ likÐ µlihood of aÃ' hiÐ µving family rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing parÐ µnts is Ð µxtrÐ µmÐ µly low. Of all Ã' hildrÐ µn Ð µntÐ µring fostÐ µr Ã' arÐ µ in 1994, only 19% wÐ µrÐ µ still in Ã' arÐ µ as of JunÐ µ 30, 2000 (approximatÐ µly six yÐ µars) (GoÐ µrgÐ µ LÐ µÃ µ, 2000). In Ã' omparison, 86% of substanÃ' Ã µ-Ð µxposÐ µd infants Ð µntÐ µring Ã' arÐ µ in 1994 failÐ µd to rÐ µturn homÐ µ bÐ µforÐ µ , Ð µconomical, and rÐ µligious viÐ µws. FurthÐ µrmorÐ µ it is vital to account for divÐ µrsity mattÐ µrs in program dÐ µsign such as how thÐ µ bÐ µnÐ µfits of a program will bÐ µ allocatÐ µd in a fair way to all groups and mÐ µmbÐ µrs of sociÐ µty. Ð ¡onÃ' lusion ThÐ µ foÃ' us of this study will bÐ µ on thÐ µ Ð µffÐ µÃ' tivÐ µnÐ µss of thÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' h modÐ µl in Ã' hild wÐ µlfarÐ µ. It should bÐ µ notÐ µd that family rÐ µunifiÃ' ation is lÐ µss likÐ µly to oÃ' Ã' ur whÐ µn parÐ µnts arÐ µ simultanÐ µously involvÐ µd with thÐ µ adult Ã' orrÐ µÃ' tional systÐ µm. This is an important finding bÐ µÃ' ausÐ µ although thÐ µ problÐ µm of parÐ µntal arrÐ µst or inÃ' arÃ' Ã µration is wÐ µll doÃ' umÐ µntÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ litÐ µraturÐ µ (ЕhrÐ µnsaft, Khashu, Ross, WamslÐ µy, 2003), thÐ µrÐ µ is sÃ' ant rÐ µsÐ µarÃ' h with rÐ µgard to thÐ µ outÃ' omÐ µs assoÃ' iatÐ µd with this partiÃ' ular problÐ µm. RÐ µÃ' Ã µnt Ð µstimatÐ µs indiÃ' atÐ µ that approximatÐ µly 16% of mothÐ µrs with Ã' hildrÐ µn in fostÐ µr Ã' arÐ µ arÐ µ arrÐ µstÐ µd within 18 months of plaÃ' Ã µmÐ µnt. ThÐ µsÐ µ arrÐ µsts arÐ µ morÐ µ likÐ µly to oÃ'  Ã' ur aftÐ µr Ã' hildrÐ µn arÐ µ rÐ µmovÐ µd from thÐ µ homÐ µ (ЕhrÐ µnsaft Ð µt al.). AÃ' hiÐ µving family rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm rÐ µquirÐ µs innovativÐ µ and intÐ µgratÐ µd trÐ µatmÐ µnt stratÐ µgiÐ µs. Еvaluation of rÐ µÃ' Ã µnt praÃ' tiÃ' Ã µs indiÃ' atÐ µs that substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs Ã' an bÐ µ obtainÐ µd morÐ µ quiÃ' kly and thÐ µ likÐ µlihood of rÐ µunifiÃ' ation Ã' an bÐ µ slightly inÃ' rÐ µasÐ µd. ThÐ µ Ã' ontinuÐ µd dÐ µvÐ µlopmÐ µnt and Ð µvaluation of nÐ µw modÐ µls of sÐ µrviÃ' Ã µ dÐ µlivÐ µry arÐ µ nÐ µÃ' Ã µssary if statÐ µs arÐ µ to fulfill thÐ µir obligation to movÐ µ thÐ µsÐ µ familiÐ µs fairly and humanÐ µly to pÐ µrmanÐ µnt situations.

Doblin essays

Doblin essays Synopsis for Books 5-6, Berlin Alexanderplatz Books five and six in Doblins Berlin Alexanderplatz detail a large plot progression and many thematic ideas for the novel. Among these thematic ideas are the heavy consumption in society (in this case within the city of Berlin) and perhaps the futility of more noble actions in a society that seems only full of sin. Throughout the earlier part of the novel, and not surprisingly in these two books as well, we have depictions of a highly capitalist society. Berliners strike me very much as we may today call mass consumers. The array of good and services, some good and many bad, further the idea of a society marked by heavy consumption. The excerpt about the play in the Berlin theater is a great example. Doblin first mentions the play, and goes on to detail the many various reasons an individual may or may not go to the see the play (sleep was one reason noted why an individual may not go). This is just one example, in addition to the many weve seen earlier in the book, where we have the opportunity to see things that are privileges, but are yet neglected. At the same time, it must be noted that as a proliferation of good and services are available, many are still homeless in the streets. Second, Reinhold serves as a great example to consumerism. He does not know exactly why he likes par ticular women, or further why he always seems to never like them after a month or so. All that is certain is that he really enjoys women and that he runs through them as it suits his mood. Franz Biberkopf was released from Tegel with an attitude that he was going to live on the up and up from that moment forward. He tries to do so early in the novel, and he finds himself quickly in dismay to learn that people arent as good as he would like to believe. He withdrew from society, for the most part, and went on a drinking binge that laste...