James Garbarino - Children and Families in the Social Environment

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Children and Families in the Social Environment

First published 1992 by Transaction Publishers

Published 2017 by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice:

Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Catalog Number: 91-44558

Library of Congress Cataloging-in-Publication Data

Garbarino, James.

Children and families in the social environment / James Garbarino with

Robert H. Abramowitz...[et al.].2nd ed.

p. cm. (Modern applications of social work)

Includes bibliographical references and indexes.

ISBN 0-202-36080-6 (cloth)ISBN 0-202-36079-2 (pbk.)

1. Children. 2. Child development. 3. Family. 4. Human ecology. 5. Child welfare. 6. Social policy. I. Title. II. Series.

HQ767.9.G38 1992

305.23dc20 91-44558 CIP

ISBN 13: 978-0-202-36079-9 (pbk)

Children and Families in the Social Environment

Second Edition

James Garbarino

To our familiespast, present, and future

Contents

Foreword

Garbarino and his colleagues have done the social welfare field a service. Painting in broad brushstrokes, they provide a useful and integrative schema for understanding child development in context. As with the first edition, the writing is straightforward and clear. Practice examples abound at both micro and macro levels. New material on cultural diversity, neighborhood and community factors, and public policy make this volume an even more attractive option for courses in human behavior and social environment.

In examining the risks and opportunities present in the various environments that both affect and are influenced by the developing child, the authors cause us to frame the problems that beset children abuse and neglect, for example, and family violencein new and different ways. This approach in turn forces us to consider novel solutions at the level of the individual family, neighborhood, and community, and ultimately at the level of society itself. For Garbarino and his colleagues, the link between the proximate and distal environments of childhood is apparent, as is the connection between case intervention and broad-scale policy reform. Such an integrative approach is particularly welcome at a time when the human services field struggles with the question of balancing social treatment and social reform.

Urie Bronfenbrenners seminal ideas on the ecology of human development are everywhere apparent in this volume. Garbarino and his colleagues have extended and deepened our understanding of the meaning of that construct for practice. Students, instructors, and human services practitioners will find much of value here. As noted in the earlier edition, the present authors have extended to the world of human services the ecological perspective articulated by Lewin and elaborated by Bronfenbrenner. As practical theorists of their own day, Garbarino and his colleagues have succeeded in providing a benchmark volume in human behavior and social environment for all those who provide care, treatment, and nurture for children and families.

James K. Whittaker

Seattle, Washington

Preface

No man is an island is a message that we need to hear repeated over and over again in this individualistic culture of ours. We Americans need to understand that our successes and our failures come to us as much by the efforts of others as they do by our own actions. The people close to us on a day-to-day basis play a large role in how well we channel our impulses into constructive activity, as well as in how we define ourselves. Likewise, people we may not know or even ever see exert significant influence over our lives through their institutional power and authority. This lesson on interdependence is vital to learn if we are to meet the environmental and political challenges of the twenty-first century.

Our success as parents depends in large measure on the character and quality of the social environment in which we bear and raise our children. Likewise, as professional helpers we need to understand how the social environment works for children and families, and why it sometimes fails to work on their behalf. We need an appreciation for how the practitioner and the policymaker can cooperate with and enhance social support systems in the familys environment. This book sets out to relate basic knowledge about human development to the problems of social risk and opportunity in a manner that is accessible and useful to the professional helper or the student in training for a professional role.

In writing the first edition of this book, I assembled a group of talented professionals, all graduate students at The Pennsylvania State University where I served as a faculty member. Each student shared special responsibility with me for at least one chapter, and all contributed to the overall writing of the book. Thus, this book reflects a collective orientation in form and process as well as content. The book is organic to the group, and its success is a credit to its collective wisdom and knowledge. As senior member of the group, I assumed responsibility for its faults. No book can be all things and in every way complete, so I assumed responsibility for deciding what we would not say as well as much of what we would.

The Afterword was a very personal statement on my part.

Since 1985, I have been President of Erikson Institute for Advanced Study in Child Development. In this capacity I have expanded my understanding of child development in several ways that motivated and guided the preparation of this revised edition of the book.

Coupled with the new research available during the 1980s and the changes in American society in the past 10 years, this growth on my part led to the current version of our book. Some of the original authors were unavailable to participate in the second edition. Those who did participate included Joanne Benn, Mario Gaboury, Anne Garbarino, and Margaret Plantz. In addition, a colleague from Erikson Institute, Kathleen Kostelny, joined us to prepare the revised manuscript.

Our goal in the second edition has been to update each chapternew research, historical changes, and stylistic improvementsand to include a greater emphasis on ethnic, cultural, and racial issues in a new chapter. In doing so, we have responded to suggestions made by readers and users of the book over the past decade.

We have tried to speak clearly, without jargon. As teachers all, we have sought to present ideas, principles, and human lessons first, and recite facts only second, as necessary to illustrate and validate our view of the issues. Each chapter contains research and practice capsules, questions for exploration, and annotated suggestions for further reading. We hope these will aid the student reader to make good use of the book.

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