FREE ESSAY ON INTERVENTION - A PLAN FOR INTERVENTION - DEALS WITH THEORIES OF STRAIN, LABELING, ASSOCIATION, SOCIAL CONTROL.

INTERVENTION - A PLAN FOR INTERVENTION - DEALS WITH THEORIES OF STRAIN, LABELING, ASSOCIATION, SOCIAL CONTROL.

Wassaf Shemyafeh
Midterm Exam
March 25, 1999
Take-home Midterm Exam - Part Two
INTERVENTION
In order to prevent children from growing up in environments that produce deviant
behavior we can take certain crucial steps while they are still receptive to social
molding. Through the plan of intervention that I propose, we are assured that the next
generation of our society's children will not be plagued by the problems described by the
theories of Labeling, Differential Association, Social Control, and Strain. The program I
propose involves inserting highly-trained mentors into our elementary, junior high, and
high schools. The objective is to have these mentors, or role models, develop a personal
relationship with their students, and through that relationship they will provide the
guidance, support, and counseling that each student requires.
As there are no funding limitations, it is possible to have the abundant amount of
mentors that is necessary. With each mentor dedicated to his group of about 10 students,
an ample amount of time and attention is guaranteed to each student. The mentor, who must
first pursue a college education in the areas of psychology, sociology, and child
development, as well as specialized 'mentor training' will be well-suited and educated to
help guide the children into good social standing. Each mentor will first be introduced
to their group of children at the beginning of each educational institution (i.e.
elementary school, junior high, high school), and then stay dedicated to that group for
the remainder of their stay at the institution. The point of this aspect of the program
is to provide time for the mentor and group to develop a trusting and respectful
relationship; hopefully, a bond will develop between each member of the group, as well as
between each member and the mentor.
From the theory of Differential Association, we learn that people are often pushed into
deviant behavior as a result of the deviancy of the people around them - bad influences.
The mentor program resolves this problem by providing a constant source of 'good'
influences and guidance, from both the mentor, and the other group members. If one child
within the group begins adopting socially deviant behavior, the others within the
tight-knit group or the mentor will become aware, and intervene to prevent further
deviancy. By associating with the members of the group, who are led by the mentor, each
member of the group is guaranteed to stay away from other, negative, influences. Also,
since each school, in each district, will adopt the program there will be much fewer
sources of negative influence (aggregate). This can also alieviates the problem by
providing external Social Control. However, internal Social Control is also provided
through the constant reassurance and support that the mentor provides. By spending ample
time with the group each day, both in and out of school, the mentor becomes a living
example of morals and good judgement that the children may emulate and internalize. This
is especially crucial if the child's parents are absent or just do not provide this
important training. 
The program also fights the negative labels that are assigned to people, which as we know
from the Labeling theory, can lead to an internalization of those labels, consequently
producing deviant behavior. This is done through the daily meetings between the mentor
and children, both on an individual basis - for discussing more personal matters, and as
a group - to provide a forum for discussion and sharing of thoughts and emotions. Often
the labels that are so destructive are not even true; hopefully, by shedding light on the
matter and by sharing each other's feelings, or labels, the children will be able to
realize that those labels are untrue or can be overcome. 
The social problem presented by the Strain theory is a much harder one to overcome. When
examining this problem and seeking a solution it is important to realize that every
person feels a certain amount of strain, regardless of their social standing, and that is
normal. Although strain is a problem that will probably not plague the younger members of
our society, it is important to encourage students to talk about their feelings of strain
from the point they are old enough to be affected by it. This means that the mentor must
also help them find and take advantage of whatever opportunities exist for them. By
simply making sure that they continue with school and try to do well, the mentor is
providing the children with the greatest opportunity that they have: education. By
ensuring each student graduates from high school, and by providing information about, and
encouragement to participate in programs that help the child achieve their goals, the
mentor is guaranteeing that the level of strain felt is kept to a minimum.
The "Mentor" program herein proposed is based upon the model of parents. The mentor is
not designed to replace the parents, but instead to supplement whatever job they perform.
The most crucial part of the mentor program is that each group of children 'grow up' with
the mentor and eachother; this provides a strong sense of belonging as well as instilling
the important concepts of trust and ethics in their character. The students graduate
together and with their mentor, hopefully keeping the bond they have built for many years
to come.