RUNNING HEAD: THE CHILDREN ARE OUR FUTURE

The Children are our Future Nicole Powell Georgia State University

THE CHILDREN ARE OUR FUTURE

In recent years the oppression of children has been acknowledged in an appalling light. Children are being kidnapped at astronomically high rates. Some of these abducted children are held against their will for lengthy sentences at the mercy of their captors while others are trafficked and sold for sex or servitude. Many children are also being removed from their homes and placed into foster care homes that can have equally or substantially higher detrimental conditions than their previous situations posed. Vulnerable children who are taken advantage of on a regular basis can face instability and emotional unrest as they move into their earlier years. As children move into their teen and adult years with no sense of support, care and love they can project negative self images that can be destructive and unproductive. (Bass et.al 2004) In light of this information I feel compelled to be the ally for these children. I want to provide protection, a sense of direction and a model of hope and change that can provide children with empowerment. In order to do this I will have to implement a plan of social action with a team of culturally competent individuals dedicated to advocating for the betterment of children. In addition my team and I must insure the utilization of the NASW (2001) Standards for Cultural Competence in Social Work Practice, which will be addressed in greater detail in the subsequent sections. Social Action Plan The necessary social action goal being constructed has a focus on fixing a broken system with the goal of creating a new system that truly benefits the current and future generations of children. After the acquirement of the Bachelors of Social Work degree I will be able to enter employment positions in youth protective services that will allow me to become familiarized me with rules, regulations and operations as well as deficiencies and oversights that may need modification. Working first hand with children I want to take the time to listen to their interpretations, suggestions, goals and overall needs. During my integration into the field of social work I will foster camaraderie with fellow social workers and skilled professional whose values compliment that of my own. It is quite possible that despite the diligent effort put forth by a team of competent and dedicated allies, the substantial change desired will not be achieved. In the chance of this occurrence I will use my years of grassroots service and knowledge acquisition as qualification skills to obtain a position as a state inspector of foster care agencies across the state or as a criminal investigator who investigates violations of the federal and state laws, rules and regulations. In this position I will be able to visit a broader realm and address deficiencies as well as stipulate the necessary modifications. If youth institutions fail to adhere to the guidelines presented in a timely manner I will take further action to ensure those institutions are reconfigured with new staff and agenda or dismantled similar to title one of the No Child Left Behind Act (NCLB). In the case of this event a detailed plan of revision must be ready for implementation. This plan of revision is currently a

THE CHILDREN ARE OUR FUTURE

conceptualized work in progress. However, as I proceed through the social work masters degree program the revisionary secondary system I intend to implement will evolve from conceptualization to operationalization.

THE CHILDREN ARE OUR FUTURE

References National Association of Social Workers. (n.d.). Code of Ethics of the National Association of Social Workers. Retrieved August 11, 2008, from http://www.socialworkers.org/pubs/code/code.asp Bass, S., Shields, M.K., Behrman, R. E. Children, Families, and Foster Care: Analysis and Recommendations. Journal Issue: Children, Families, and Foster Care Volume 14 Number 1 Winter 2004 No Child Left Behind. Elementary and Secondary Education Act (ESEA) Retrieved December 2013, from http://www2.ed.gov/nclb/landing.jhtml