Children of school-going age run the greatest risk of becoming delinquents unless the right measures are put in place to ensure that they are brought up using the appropriate ways. The most important issue is the need for a close working relationship between parents and teachers to ensure that children do not adopt hostile behavioral tendencies at all, whether at home or at school. Since aggressive behavior has been rampant among children, finding out whether a comprehensive counter program such as the Linking the Interests of Families and Teachers (LIFT) program can work to correct the problem is a step in the right direction.
This paper explores the efficacy of LIFT in helping school children avoid aggressive behaviour and so prevent them from potentially becoming delinquents in latter life. This survey is particularly intended for non-white school children and entails the use of a case study of six schools. Is the LIFT Program Sufficiently Effective in Reducing Aggressive Behavior Among Non-White Children in Order to Prevent Potential Delinquency in the Future? Key words 1. LIFT program – Linking the Interests of Families and Teachers.
A program that seeks to address childhood aggressive behaviour by encouraging the collaboration between teachers and parents in the behaviour training of school children. 2. Delinquency – deviant or antisocial. 3. Potential – having the ability to do something. 4. Sufficiently – enough or adequate. 5. Future – days or times to come. 6. Prevent – avoid. 7. Children – juveniles or non-adults. Young people. 8. Reducing – minimizing the symptoms. 9. Aggressive behavior – tendencies or life patterns that are beyond normal. Extreme behavior.
10. Non-white – belonging to all the other races except the white race. Introduction Juvenile delinquency has for a long time remained a problem that has caused this government a lot of concern (Adams, 2005). Other civil and non-governmental organizations have also tended to be very instrumental in seeking to find a solution that is not only workable but also sustainable. Every parent, upon giving birth to a child, desires to see that child growing up to become a very active member of the society and to be useful and dependable.
The last thing that any parent desires is to see a child who has been made to engage in behavior that is unbecoming. Therefore, seeking to find the appropriate solution to juvenile delinquency has been a priority in this country. A key starting point for addressing the problem is identifying the specific behavior that is being exhibited by the juvenile (Schmalleger, 2007). Aggressive behavior has been very rampant and is among the leading forms of juvenile delinquency in need of urgent addressing. This behavior has been especially common among non-white children of school going age.
These children have been known to experience problems and to struggle coping at school; and the challenge has been seeking to know what program can work for them. The LIFT program (Linking the Interests of Families and Teachers) has in the past been proved to work extremely well with white children but has never been tried on non-whites. Therefore, it cannot be assumed that it will work for the latter just because it worked for the former given the many differences that exist between these two groups of children (Schmalleger, 2007).
Racial and economic differences are critical factors in determining the success of the program because culturally it has been difficult for non-white parents to work closely enough with teachers of their children. Rather, all disciplinary measures are left to the teacher while the homecare matters are left to the parent. There is a separation of roles as opposed to working together. For instance, requiring that a teacher pays frequent visits to the child while at home and vice versa can really mean a lot of strain on some parents and teachers (Lawrence & David, 1999).
Seeking to understand how these issues affect each other might help understand the efficacy of the LIFT program. However, the program has been proved to greatly reduce problem behaviors and to encourage good and generally acceptable virtues in children such as social self-efficacy, assertiveness, and initiative. To be able to understand whether LIFT can work for non-white children to help them grow up without aggressive behavior and so not end up as delinquents, this research will apply experimental case studies of six schools.