A) By using Thematic and Interdisciplinary Unit Designs, I plan to introduce problem-solving techniques and resources for the “Unnurtured Child.” The unit will address the study and concept of delinquency, the doctrine of Parens Patriae and Legal Responsibility, and the changing concepts of Juvenile Delinquency. Learning the nature of the Juvenile process and the foundation of the Judicial Branch of government (while understanding its partnership with the Legislative and and Executive Branches) are extremely imperative when presenting the diversity within the Connecticut Justice System. Juveniles should be made aware of their “confidentiality rights.” One must understand that there are special rules and safeguards which protect the rights and privacy of those who are brought before the Juvenile Court. One must also understand that their rights can be waivered to adult court for committing serious and violent crimes. However, there is hope at the end of the tunnel, and the juvenile offender can have a new beginning. Teaching responsibility and theory enables juveniles to desire human rights that they are entitled to in order to live a decent and dignified life.
B) I intend to provide a list of aftercare programs and services to be used as a source of reference by the juvenile. My students are ignorant of their rights and unaware of the opportunities that are still available to them under state law. I plan to teach them the correlation between programs and their future benefits, so as to enhance the student’s long-term adjustment.
C) Adolescent aggression may be a result of lack of family nurturance. Many diversionary recreational activities are excellent ways to help relieve adolescent aggressions. Students will examine the myriad circumstances that precipitate stress in families and have an understanding of/ and solutions to human dilemmas, a means of accepting and adapting to problems as opposed to becoming overwhelmed by them through social development problem solving strategies, the thrill of completing their genealogical trees, the suggesting of active and sedentary activities for both indoor and outdoor, for teams and individuals.
D) Mainly, my focus will be on the theme of “Freedom,” my goal is to motivate youth to stay free and respect freedom. This effort will be approached by introducing the students to nations who lived under the oppressive system of apartheid and slavery. I believe the majority of these juveniles are giving up their right to remain free among the “normal population” by committing senseless crimes for sport. Even though juveniles experience at length isolation from their families and peers, the recidivism rate is increasing. Despite vivid, well-planned presentations, the juveniles are too far removed from situations to understand the tribulations of slavery. This curriculum will be designed to teach the hardships and triumphs of African-Americans, Jews and South Africans. In spite of their struggles, these steadfast nations, are currently being persecuted for the color of their skin and religion. “Tough times will vanish, tough people will not.” The study of other cultures offers students the opportunity to understand people’s differences and commonalities.
E) My mission statement is to provide each student with the opportunity for empowerment. “What I have learned is that the purpose of education is to allow each individual to come into full possession of his or her personal power.” (John Dewey, Father of Democratic Education) I plan to empower each student to develop their “personal power”. through designing a plan book, with the following questions addressed;
1) Who am I? (Identity) 2) Why am I here? (Purpose) 3) Where am I going? (Direction) 4) How do I get there? (Academics)