Youth homelessness is one of the biggest societal issues that cause the youth’s social behavioral problems, such as drug and alcohol abuse, and physical and mental health problems in individuals. Homeless youth, as defined by Wingert, Higgitt, and Ristock, are individuals aged twelve to twenty-four who have no permanent shelters and supportive care (549). Most of them leave home due to traumatic reasons—escaping violence and seeking love and security elsewhere. The number of homeless youth is increasing and as reported by the National Alliance to End Homelessness, “between 5 and 7 percent (between 1 million and 1.5 million adolescents) of the general teenage population experiences at least one episode of homelessness each year” (“Youth”). Our societies need to be aware of the seriousness of the issue, find the root of youth homelessness, and prevent homelessness in youth through the improvement of quality preventive services. Several developmental aspects (physical, emotional, and social) influence the youth’s growth from adolescence to young adulthood, and because of this, our societies have an obligation to lead them on the right path and in their transition as socially responsible adults.
Homeless youth prevention programs are commonly created to provide the youth with stability, guide the development of adolescents into young adults, and prevent the recurrence of homelessness. However, many homeless youth prevention programs are inefficient and do not meet the needs of the youth–many shelter programs are only temporary (15-day stay limitation) and do not provide life skill education. What homeless youths need is a comprehensive homeless prevention program. Supportive housing programs, with incorporation of resident services such as life skill education, health care, and educational support, should be required for all homeless youth because they build a sense of community, safeness and stability, and provide permanent housing. Thus, the youth grow up to become independent and responsible members of society.
Having a permanent shelter to come home to brings about a sense of security. With the inclusion of life skill education, youths are given the opportunity to grow into independent adults. Pope presents four housing models which appropriately respond to the broad needs of youth as “they learn and test independent living skills during their transition to adulthood” (2). The community-based group homes “provide a stable home and family-like environment.” In terms of independence, the model of the shared house “promises to build and enhance self-sufficiency.” The shared houses approach provides a firm residential figure as shifting in the staff is not encouraged. In terms of living on their own, supervised apartments and scattered-site apartments are distinct examples. Autonomy is the main goal of these houses. The difference is that in scattered-site apartments, youths live on their own, and staff only comes to visit. The youths are given more environmental control, and can still seek counseling with visiting social workers. All housing models employ skills training, however, the critical role of a “supervising figure” has been pointed out in each model. These models are too ideal, and the reality of shelter homes presents another picture.
With the recognition on the problem with homeless youth, the Runaway and Homeless Youth Act was hereafter created. The aim of the law is to give provisions for shelters and other related programs. The federally funded shelters are temporary ones. Some shelters offer “services to youths aged 12-17 years old for maximum stay of 15 days while older adolescents can live in transitional homes for 18 months only” (Greene et al. 549). The enacted law presents a narrow scope on how the problem of homelessness must be addressed. The solution is not a temporary house, but a permanent place for adolescents to develop their capacity. Without proper education and training, adolescents have little chance of making it into the competitive world of adulthood. Shelters, then, are not the sole solution to the problem. Seeing the failing patterns reveals that no matter how many shelters are provided, adolescents still require other types of assistance.
Runaway adolescents leave their homes due to a variety of reasons. Commonly, the need to escape the instability and abuse experienced in their homes forces them on the streets. These young individuals seek a stable environment that is both trusting and secure. Despite the assurance that shelters provide food and security, most adolescents refuse them. There is a conflict on what the welfare system sees as right from how the youths foresee their need. Some runaway adolescents are returned to their dysfunctional homes, while other youths are turned over to foster care. In these situations, the continuing cycle of inconsistent environment leads to doubt and mistrust on the system. Another problem is in the policy wherein adolescents aged 16 years old are no longer admitted in youth shelter homes (Fitzgerald 718). The priority shifts from providing support to meeting the meager resources of the system. This further creates a gap between the government and the youth.
Homeless youths who are from dysfunctional families tend to become emotionally disturbed themselves. Most shelters do not provide support for emotional difficulties and behavioral problems. In other cases, shelters are viewed as inadequate because of the implemented house rules and regulations (Caton 113). Adolescence is the stage where they challenge people in authority. Homeless youth prefer their independence and autonomy acquired in their stay on the streets rather than the cloistered atmosphere in shelter homes. Even if life skills prove to be effective, without the willingness of adolescents to submit themselves in shelter homes, no skill will be taught in the process—hence, its futility.
The ideal setting in a shelter home is to employ a number of life skills educations and some health care treatment. The problem of health is only a small factor in the overall problem that homeless youths face each day. Burt, Aron, Lee, and Valente explained that interventions for homeless individuals depend on the pattern of homelessness (161). For those who are newly homeless, cheaper interventions are used. Finding a stable shelter, with social networking assistance, is sufficient for they still retain some positive dispositions since they recently live in a home. There is a necessity to understand that life skills training is not significant for those who are recently homeless. What the recently homeless need more is financial assistance. The short-term intervention shows that life skills training is not applicable in all occasions of homelessness.
The other type of homeless youth fall under the category of chronically homeless—inhabits the streets for years. They are the ones who are emotionally unstable and with low educational skills (Fitzgerald 720). Such negative patterns require comprehensive interventions. What chronic adolescents need is “skills training and education, prolonged health care, and permanent housing support” (Fitzgerald 722). The government only provides crises interventions and emergency houses, but these solutions are not enough. According to UNODC, United Nations Office on Drugs and Crime, life skills are necessary for developing individuals, such as the homeless youth, for it molds not only the cognitive aspect, but also areas in personal character and skills development (“Module 7: Life Skills” 3). In incorporating life skills in the guidance of homeless youth, youths are able to make better choices in health, weigh how situations are appropriately handled, and approach life in a positive way. With assistance in health, those who are drug-addicted are given opportunities to be treated, hence, a chance for improvement. All of the interventions must work together to form a strong framework in assisting the adolescents who have been homeless for too long.
Housing programs are more successful if there is an accompanying utilization of life skills training, health treatments and education for employment. The transition phase from adolescence to young adults seemed to have stalled in the case of homeless youths. The harshness experienced on the streets brings about poor social interactive capacity, and because the focus is more on finding food, education had not been pursued. In this context, social interactive capacity is diminished, as social isolation tends to dominate adolescents with low self esteem (Wingert, Higgitt, and Ristock). The lack of education and the stigma that youth receive pushes these young individuals lower into the puddle of poverty. Although homeless youths may seem to be surviving adequately on the streets, several aspects in their development have sorely fallen short of normal development.
In employing the concept of continuing education and life skills training, runaway adolescents have a better chance of improving their situations. Self-awareness and achieving improved social and emotional dispositions are objectives in life skills training (“Module 7: Life Skills” 6). Having self confidence is one way in facing mainstream society. A part of life skill education is employment training, which aids the potential young workforce in finding steady careers (Wingert, Higgitt, and Ristock 68). In this way, the monetary problem is taken care of in less stressful surroundings. Moreover, the ongoing medical and legal counseling enables the youth to make better decisions regarding their emotional problems. Indeed, if the application of life skill education is properly integrated into long-term homes, youths will have a positive chance at living in a more secure home base.
The point in formulating supportive houses may seem to focus on the significance of integrating life skills, education for employment, and health interventions; however, they only touch the surface of things. They are more instruments in making the lives of the homeless youth smoother. However, the caring aspect in the intervention has been ignored. In the first place, most youths run away to escape the violence in their homes, leaving behind the hopelessness of being uncared for(Canton 23). Even Rew agreed that “a caring environment boosts the morale of homeless youths, enabling them to experience a better sense of well being” (47). In this instance, permanent homes with life skills education may assist the youth in surviving in society, but only with the presence of a socially caring connection can these runaway individuals thrive successfully in a community, bringing the fulfillment of safe and secured feeling in a permanent home.
Homelessness in youth can be likened to a festering wound, it can be seen but its treatment takes a while to heal. The problem with homelessness has been going on for several years, yet the solution is gradually taking effect. The incorporation of life skills education and health treatment in supportive housing projects may possibly address most of the needs of the adolescents, in terms of material things, but other aspects must also be considered. Yes, life skills can help in transforming adolescents into mature and responsible young adults, but the emotional need to belong and be cared for is not being fully met. Granted that such material stability brought by good health and being skilled can create a sense of security in the society, but it can never replace the satisfaction of knowing that a person really belongs, and is not placed as mere spectator in the background. All in all, the inclusion of a caring role model in supportive housing programs with life skills training and health education can build a secured sense of community and a permanent home base for homeless youth.
Youth homelessness is one of biggest societal issues that cause the youth’s social behavioral problems, such as drug and alcohol abuse, and physical and mental health problems in individuals. Homeless youth, as defined by Wingert, Higgitt, and Ristock, are individuals aged twelve to twenty-four who have no permanent shelters and supportive care (549). Most of them leave home due to traumatic reasons—escaping violence and seeking love and security elsewhere. The number of homeless youth is increasing and as reported by the National Alliance to End Homelessness, “between 5 and 7 percent (between 1 million and 1.5 million adolescents) of the general teenage population experiences at least one episode of homelessness each year” (“Youth”). Our societies need to be aware of the seriousness of the issue, find the root of youth homelessness, and prevent homelessness in youth through the improvement of quality preventive services. Several developmental aspects (physical, emotional, and social) influence the youth’s growth from adolescence to young adulthood, and because of this, our societies have an obligation to lead them in the right path and in their transition as socially responsible adults.
Homeless youth prevention programs are commonly created to provide the youth with stability, guide the development of adolescents into young adults, and prevent the recurrence of homelessness. However, many homeless youth prevention programs are inefficient and do not meet the needs of the youth–many shelter programs are only temporary (15-day stay limitation) and do not provide life skill education. What homeless youths need is a comprehensive homeless prevention program. Supportive housing programs, with incorporation of resident services such as life skill education, health care, and educational support, should be required for all homeless youth because they build a sense of community, safeness and stability, and provide permanent housing. Thus, the youth grow up to become independent and responsible members of the society.
Having a permanent shelter to come home to brings about a sense of security. With the inclusion of life skill education, youths are given the opportunity to grow into independent adults. Pope presents four housing models which appropriately responds to the broad needs of youth as “they learn and test independent living skills during their transition to adulthood” (2). The community-based group homes “provides a stable home and family-like environment.” In terms of independence, shared houses model “promises to build and enhance self-sufficiency.” The shared houses approach provides a firm residential figure as shifting in the staffs is not encouraged. In terms of living on their own, supervised apartments and scattered-site apartments are distinct examples. Autonomy is the main goal with these houses. The difference is that in scattered-site apartments, youths basicallyyouths live on their own, and staff only comes to visit. The youths are given more environmental control, and can still seek counseling with visiting social workers. All of housing models employ skills training, however, the critical role of a “supervising figure” has been pointed out in each model. These models are too ideal, and the reality of shelter homes presents another picture.
With the recognition on the problem with homeless youth, the Runaway and Homeless Youth Act were hereafter created. The aim of the law is to give provisions for shelters and other related programs. The federally funded shelters are temporary ones. Some shelters offer “services to youths aged 12-17 years old for maximum stay of 15 days while older adolescents can live in transitional homes for 18 months only” (Greene et al. 549). The enacted law presents a narrow scope on how the problem on homelessness must be addressed. The solution is not a temporary house, but a permanent place for adolescents to develop their capacity. Without proper education and training, adolescents have little chance in making into the competitive world of adulthood. Shelters, then, are not the sole solution to the problem. Seeing the failing patterns reveals that no matter how many shelters are provided, adolescents still require other types of assistance.
Runaway adolescents leave their homes due to a variety of reasons. Commonly, the need to escape the instability and abuse experienced in their homes forces them on the streets. These young individuals seek a stable environment that is both trusting and secured. Despite the assurance that shelters provide food and security, most adolescents refuse them. There is a conflict on what the welfare system sees as right from how the youths foresee their need. Some runaway adolescents are returned to their dysfunctional homes, while other youths are turned over to foster care. In these situations, the continuing cycle of inconsistent environment leads to doubt and mistrust on the system. Another problem is in the policy wherein adolescents aged 16 years old are no longer admitted in youth shelter homes (Fitzgerald 718). The priority shifts from providing support to meeting the meager resources of the system. This further creates a gap between the government and the youth.
Homeless youths who are from dysfunctional families tend to become emotionally disturbed themselves. Most shelters do not provide support for emotional difficulties and behavioral problems. In other cases, shelters are viewed as inadequate because of the implemented house rules and regulations (Caton 113). Adolescence is the stage where they challenge people in authority. Homeless youth prefer their independence and autonomy acquired in their stay on the streets rather than the cloistered atmosphere in shelter homes. Even if life skills prove to be effective, without the willingness of adolescents to submit themselves in shelter homes, no skill will be taught in the process—hence, its futility.
The ideal setting in a shelter home is to employ a number of life skills educations and some health care treatment. The problem of health is only a small factor on the overall problem that homeless youths face each day. Burt, Aron, Lee, and Valente explained that interventions for homeless individuals depend on the pattern of homelessness (161). For those who are newly homeless, cheaper interventions are used. Finding a stable shelter, with social networking assistance, is sufficient for they still retain some positive dispositions since they recently live in a home. There is a necessity to understand that life skills training are not significant for those who are recently homeless. What the recently homeless need more is is more on the financial assistance. The short-term intervention shows that life skills training are not applicable in all occasions of homelessness.
The other type of homeless youths fall under the category of chronically homeless—inhabits the streets for years. They are the ones who are emotionally unstable and with low educational skills (Fitzgerald 720). Such negative patterns require comprehensive interventions. What the chronic adolescents need is “skills training and education, prolonged health care, and permanent housing support” (Fitzgerald 722). The mentioned interventions sum up what homeless adolescents require. The government only provides crises interventions and emergency houses, but these solutions are not enough. According to UNODC, United Nations Office on Drugs and Crime, life skills are necessary in developing individuals, such as the homeless youth, for it molds not only the cognitive aspect, but also areas in personal character and skills development (“Module 7: Life Skills” 3). In incorporating life skills in the guidance of homeless youth, youths are able to make better choices in health, weighing how situations are appropriately handled, and approaching life in a positive way. With assistance in health, those who are drug-addicted are given opportunities to be treated, hence, a chance for improvement. All of the interventions must work together to form a strong framework in assisting the adolescents who have been homeless for too long.
Housing programs are more successful if there is an accompanying utilization of life skills training, health treatments and education for employment. The transition phase from adolescence to young adults seemed to have stalled in the case of homeless youths. The harshness experienced on the streets brings about poor social interactive capacity, and because the focus is more on finding food, education had not been pursued. In this context, social interactive capacity is diminished, as social isolation tend to dominate adolescents with low self esteem (Wingert, Higgitt, and Ristock). The lack of education and the stigma that youth receive pushes these young individuals lower into the puddle of poverty. Although homeless youths may seem appear to be surviving adequately on the streets, several aspects in their development have d sorely fallen short from normal development.
In employing the concept of continuing education and life skills training, the runaway adolescents have a better chance of improving their situations. Self-awareness and achieving improved social and emotional dispositions are objectives in life skills training (“Module 7: Life Skills” 6). Having the self confidence is one way in facing the mainstream society. A part on life skill education is the employment training, which aid potential young workforce in finding steady careers (Wingert, Higgitt, and Ristock 68). In this way, monetary problem is taken care of at less stressful surroundings. Moreover, the on-going medical and legal counseling enables the youth to make better decisions regarding their emotional problems. Indeed, if the application of life skill education is properly integrated in long-term homes, youths will have a positive chance at living in a more secured home base.
The point in formulating supportive houses may seem to focus on the significance of integrating life skills, education for employment, and health interventions; however, they only touch the surface of things. They are more instruments in making the lives of the homeless youth smoother. However, the The caring aspect in the intervention has been ignored. seemed to be left much out. In the first place, most youths run away to escape the violence in their homes, leaving behind the hopelessness of being uncared for(Canton 23). Even Rew agreed that “a caring environment boosts the morale of homeless youths, enabling them to experience a better sense of well being” (47). In this instance, permanent homes with life skills education may assist the youth in surviving in society, but only with the presence of a socially caring connection can these runaway individuals thrive successfully in a community, bringing the fulfillment of safe and secured feeling in a permanent home.
Homelessness in youth can be likened to a festering an infesting wound, it can be seen but its treatment takes a while to heal. The problem with homelessness has been going on for several years, yet the solution is gradual to take effect. The incorporation of life skills education and health treatment in supportive housing projects may possibly address most of the needs of the adolescents, in terms of material things, but other aspects must also be considered. Yes, life skills can help in transforming adolescents into mature and responsible young adults, but the emotional need to belong and be cared for is not being fully met. Granted that such material stability brought by good health and being skilled can create a sense of security in the society, but it can never replace the satisfaction of knowing that a person really belongs, and not placed as mere spectator in the background. All in all, the inclusion of a caring role model in supportive housing programs with life skills training and health education can build a secured sense of community and a permanent home base for homeless youth.
References
Burt, Martha, Laudan Y. Aron, Edgar Lee, and Jesse Valente. Helping America’s Homeless: Emergency Shelter or Affordable Housing? Washington, DC: The Urban Institute Press, 2001. Print.
Caton, Carol L.M. Homeless in America. New York: Oxford University Press, 1990. Print.
Fitzgerald, Michael D. “Homeless Youths and the Child Welfare System: Implications for Policy and Service.” Child Welfare 74.3 (1995): 717-725. Print.
Greene, Jody M., Christopher L. Ringwalt, and Ronaldo Iachan. “Shelters for Runaway and Homeless Youths: Capacity and Occupancy.” Child Welfare 76.4 (1997): 549-554. Print.
“Module 7: Life Skills.” United Nations Office on Drugs and Crime. UNODC, n.d. Web.
Pope, Lakesha. “Housing for Homeless Youth.” National Alliance to End Homelessness. National Alliance to End Homelessness, 2009. Web.
Rew, Lynn. “Caring and Connecting with Homeless Adolescents.” Fam Community Health 31.1 (2008): 42-51. Web.
Wingert, Susan, Nancy Higgitt, and Janice Ristock. “Voices from the Margins: Understanding Street Youth in Winnipeg.” Canadian Journal of Urban Research 14.1 (2005): 54-69. Print.