Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

Integration Paper: Disadvantage Children and Families

Marcus Monteiro
PSY 352
April 26, 2015
Professor Joshua Michael Becker

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

Integration Paper
This integration paper is designed to review the many aspects, thoughts and
emotions I have encountered during this course in Community Psychology (CP) as it
relates to the Interventions for Children and Families: Ecological and Empowerment.
Taking into account or summarizing the many insights I have gained from this course in
community psychology has brought about a deeper understanding of self and the
personal perspectives and connection I have to the community of the disadvantages or
underprivileged population.
Initially I chose chapter 22s Disadvantaged Children and Families to write my
integration paper with the thought that I would encounter aspects of this subject with
familiarity. For the past seven weeks Ive been caught off-guard by the various aspects
surrounding CP. This integration paper will include material covered in chapter 22 along
with previous chapters covered in this course. It is my opinion that chapter 22 has
intertwined all that I have learned from the previous chapters which covered values,
interventions, and research methods of Community Psychology. Chapter 1, Geoff and
Isaac use the metaphor of a journey as a means of explaining the context of CP.
(Nelson & Prilleltensky, 2010, p. 478) Being a part of a community of the disadvantage
is defined as a journey filled with needs not being met. This is a concept that I can relate
to on a personal level. It is true that the disadvantaged have been blamed for the
unfortunate circumstances of which they find themselves. It is also true that many, if not
the majority of the disadvantaged find themselves in a never-ending cycle of despair
never finding a resolution or road to the high grounds of the privileged. As the title
suggest, this chapter places a lot of emphasis on the disadvantaged children. I ask why
start with the children? After all, they are helpless to change their circumstances. They

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

do not have the power to choose their parents or the income status of their parents.
Children also do not have the power to choose the community in which they live or the
school districts they are assigned to. After all, Within society, children are relegated to
a subordinated position; they possess neither political nor economic power. (Nelson &
Prilleltensky, 2010, p. 478)
A segment in chapter 22 referenced the experience written in McIntoshs (1990)
insightful article White Privilege: Unpacking the Invisible Knapsack. The experience
was that of the writers personal journey of what it was like to grow up as a white and
privileged mother of one child. She spoke of the many programs available to her that
met her needs during and after her pregnancy. On a micro level, these programs
included, prenatal classes and public health nurses connections upon the return from
the hospital, the provision of in-home care visits, a family physician who also provided
prenatal, delivery and postnatal care, the services of a breast feeding clinic at a local
hospital for eight weeks, a free resource in teaching and support to become successful
at nursing her son, and access to many free and fee-based programs in the community
that provide opportunities for stimulation and social connection. At the macro level,
benefits were provided from various social policies. Universal health insurance granted
her access to free prenatal, delivery and postnatal care and parental leave policies
which enabled her to take a year off from her doctoral program to spend with her son.
(Nelson & Prilleltensky, 2010, pp. 480-481)
I literally had to pause my reading at this point due to the overwhelming flood of
emotions and tears welling up in my eyes. Even at this point of writing, I continue to feel
the sting of having been on the side of the disadvantaged. Although throughout my life I

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

have always been cognitive that at both the micro and macro level, I was amongst the
disadvantagedI truly was not aware that it was to this extent. Im asked How will this
new information help me shape my future personal or professional endeavors? I must
first ask how could it be that those who are privileged from the onset receive such
benefits while those who are disadvantaged and suffering the most are unaware of a
majority of the programs profited by those who do not have the need? Unfortunately, I
am convinced that a lot of research has been and continues to be conducted to find the
cause and cure for the less fortunate. The solution to the problems has never
deviatedwe need assistive programs. However, we speak of individualism which
includes initiative, independence, personal responsibility and freedom of choice which
can be transferred onto families. It suggest that those that are living in an impoverished
neighborhood tighten up their bootstraps by drawing on the strengths of their relatives
and community to help themselves by way of such things as: having a grandparent
babysit for them,(grandparents need financial assistance too); having a community
initiative to help each other, (those community members are in fear of their own
neighbors due to high crimes). Disadvantaged families are excluded from participating
in their communities due to their inability to pay for many services and opportunities
such as recreational activities, summer camps and training courses. (Nelson &
Prilleltensky, 2010, p. 484) Im in agreement with the writers statement that, it
would not be unreasonable for a community service worker to feel powerless to assist in
a meaningful way, given the complexity of challenges. (Nelson & Prilleltensky, 2010, p.
482)

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

Prevention and promotion is aimed at interventions which focus on such matters

as social and coping skills; networks of social support; and developing self-esteem and
self-efficacy (Albee, 1982). The concept of prevention and promotions has been around
for a great number of years yet positive outcomes from this concept which encompass
the vast majority of the less fortunate has yet to materialize. The World Health
Organization, 1986 suggest interventions that include but are not limited to efforts
directed towards decreasing or removing stressors in socialization settings, reducing the
presence of risk factors in the environment that lead to increased poor health issues
such as poor prenatal care, and exposure to hazardous substances. We still fall short of
implementation of such programs that we can say are beneficial across the board. Early
on in this course I stated, Completing or solving a jigsaw puzzle, cannot be
accomplished with just one puzzle piece, but you would obviously have to start there.
The same can be said while addressing solving issues within a community. By starting
with an individual, and then bringing him/her together in a group setting branching out
first with the immediate family and friends, neighbors to eventually bring about
knowledge and social changes within that community. (Monteiro, 2015) I voiced a very
optimistic view of the various avenues which could be taken towards addressing and
solving issues within the communities. This is obviously in stark contrast to the views I
have stated here at the courses end.
Although there are many caring and compassionate practitioners who have
dedicated their working lives to helping disadvantaged families, there is not, nor will
there ever be, a sufficient number of professionals trained to deal with the needs of the
population ( Albee, 1959). (Nelson & Prilleltensky, 2010, pp. 484-485)

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

I am also asked to reflect on how my learning experience will impact how I view
my population or issues of disadvantaged children and families? In being honest and
keeping true to myself, I must first state that I must regroup at this point. Ive been
exposed to a great number of idiosyncrasies that I did not know existed. As an example,
I was taken aback at how surprised I was that some of my classmates really did not
have a clue to what I consider to be my real world of being oppressed. I had to take a
step back to realize that not everyone has been exposed to the adversities associated
with living in a community where oppressions, prejudices, and injustices are prevalent. I
dont know why this surprises me because not even my own grandchildren can see the
full impact of the consequences they face in this complex society. My family does not
live in a community of the impoverished; however, we remain thrust in a micro and
macro world of old elements that hold onto its purpose of maintaining a society which
includes both the privileged and underprivileged. This type of a society also ensures
that there will always be a hierarchy of power, (the privileged with the power and the
powerlessness of the underprivileged). I would like to say that the needs of the
disadvantaged children and families being met is on the horizon but Ive been living
through the wait for a very long timeI just dont see it happening anytime soon. After
all, Disadvantage, or oppression, can be considered in contrast to well-being, as a
state of affairs in which values, resources, policies and/ or programs are not satisfactory
to meet the needs of children and families. (Nelson & Prilleltensky, 2010, p. 478)

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

In Conclusion
In referencing an earlier statement I made relative to chapter 3, I found Table
3.1 on page 54 very interesting that it lays out the specifics of sources, Vision, Context,
Needs, and Actions but stopped short of Understanding and Implementation.
(Monteiro, 2015) What is the use of a philosophical framework that does not reflect the
living realities of people? (Nelson & Prilleltensky, 2010, p. 58)
There remains a lot of unspoken thoughts I hold of which I could write a book
about here. I think the most important is to state that although the current state of
affairs, relative to CP, hold complexities for me, I have learned a lot in understanding
matters which were previously unclear. From the onset, my goal has been to obtain my
BA in Psychology and return to helping troubled teens through counseling. CP has
strengthened my conviction toward this goal. Although it is not possible for me to
change the complexities of society, I do however have the power to be an instrument of
hope to many underprivileged children. I have always been and will continue to maintain
an optimistic outlook on life in this complex society.

Running head: INTEGRATION PAPER: DISADVANTAGED CHILDREN AND FAMILIES

Works Cited
Monteiro, M. (2015). Community Psychology Culgural Global Perspectives.
Nelson, G., & Prilleltensky, I. (2010). Community Psychology: In Pursuit of Liberation and Well-Being. In
G. N. prilleltensky, Community Psychology: In Pursuit of Liberation and Well-Being (pp. 477-497).
London: Palgrave MacMillan.