The lens through which I create and share content is unique as it relates to the perspective of children in a school setting.
As an adult, I have never played ‘house’. I do not have children, nor have I ever been married.
I have spent a significant portion of my life in a school setting. Children grow and develop in these settings as most spend a significant amount of their childhood in a school setting.
I have now been a school social worker for as long as I was a teacher. I taught at high school level. I have been a SSW at all grade levels. As a high school SSW, it was apparent that if the schools were going to contribute to the social-emotional wellbeing of youth, it was going to begin early. This thinking landed me at the elementary level for the last eight years.
I have observed patterns and outcomes at the high school level, and I have observed what appear to be origins of patterns at the elementary level.
As a human, I embody qualities that fit under the Social Work umbrella: Validate the ‘underdog’. Advocate for the ‘underdog’. Humanize. Disrupt power differentials.
Many humans embody qualities that fit under the Social Work umbrella. Social Workers value the dignity and worth of human beings.
I am curious about youth culture and what it means to work in a school setting where children are growing and developing into their unique qualities, strengths, and abilities. I wonder if growing young people into their unique ‘flavors’ and contributions is different than parenting children. I wonder if ‘parenting’ children in a school setting is different than growing, facilitating, and anticipating positive growth outcomes of unique individuals.
A school setting is a place where children can grow and develop into who they are here to be.
So many sweet spots.
All humans are born with unique skills, talents, and abilities that contribute to greater good. The gifts are already inside.
What is the difference between parenting in a home setting, and growing and developing children in a school setting? Are the two settings same or different?
If one is getting paid to do a job in a school setting, is the child the client? What does that mean? Is the child part of a youth culture? Is it helpful to understand youth culture if one is serving youth culture?
Autonomy of choice. Autonomy of interests and preference. How does it grow? How does it develop?
No one is born wrong. No one is born bad.
To inhibit is to restrain. Impulse control. The urge to control conditions.
What if the well-intentioned human who works with children in a school setting, or home setting, was curious about the uncondition. The voice. The inherent skills, tools, and abilities one is born with to contribute to greater good. To grow and develop the uncondition of those we serve.
Care about yourself enough to recognize your own dignity and worth. Develop your voice. You have opinions. You have preferences. You have your own unique set of strengths, talents, and abilities that contribute to greater good. Grow them. The young people will benefit in the essence of one who is aligned with their truest self.