Music Pros and Cons free essay sample

Parents complacent about song lyrics and the message the song sends out to the youngsters of Americas society. Parents try to stop rappers like Mine, Jay-Z, and Jag Rule from corrupting the minds of children. They say its gives them (children) ideas about drugs and crimes being that they are seeing there idols on TV rap about it. But on question I ask myself is are the parents right or are the rappers rapping the truth.I believe that it is the parents responsibility to kook after their children to guide them and to stay on top of what they are doing no matter what. Rappers like Mine have stated this. In Imines song I am he says they blame it on Marylyn and the heroin, but where were the parents. I believe he is correct in everyday. I believe that the parents are getting upset due to the fact that because they are not doing there Job which is raising kids the TV is doing it for them. We will write a custom essay sample on Music : Pros and Cons or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There rappers such as the former Outpace Shaker always spoke the harsh truth bout life and the future. Because of this parents became alarmed that their children would grow up to deal drugs and perform illegal operations, Just because a rapper finally expressed how hard life is. If a parent does not want their children to listen to rap music then they should watch them and take responsibility for them instead of blaming it on someone else. Maybe Just maybe when the parents start to do that all the shoot outs In school will stop and the truth wont have to come out.

Scholarship Essay Samples Who Explained

Scholarship Essay Samples Who Explained Ideas, Formulas and Shortcuts for Scholarship Essay Samples Who Being invited for a scholarship application is a remarkable experience that is why you ought to make the absolute most out of it. Additionally, you may download our free guide for more advice on how best to come across scholarships to study abroad. A scholarship essay is a significant document that's used in the processes of scholarship application. The main reason why it's necessary for you to make sure you will produce a thorough and thorough scholarship essay is a result of the benefits it can provide to your scholarship application. A sample is offered below for the better comprehension of students. Align what you would like to achieve with what it is that you are applying for. In some instances, you can find it challenging to compose because of inadequate abilities, and thus a sample winning scholarship essays would supply the guidance you require. The Scholarship Essay Samples Who Game Don't use any fancy fonts as it can produce the essay appear informal. It is possible to download 1 paper each day free of charge, or share your own writings and find an unlimited accessibility to the paper base. The letter may be general request for information form letter that may be photocopied, but you need to be specific regarding the name of the scholarship you're inquiring about on the envelope. You might have to compose several drafts until you get to the version you're really pleased of. Once you've discovered a school which you really appear to favor, you should make a great impression on them. Having us to ad dress any of the issues that you may face when coming up with scholarship essay topics will be recommended for you. No matter the essay prompt, you may want to make sure you incorporate the important and appropriate details about your experiences and background that makes you a perfect candidate for the scholarship award. Be certain your essay is neatly typed, and that there's lots of white space' on the webpage. Scholarship sponsors start looking for applicants with vision and motivation, so they may ask about your targets and aspirations. The curriculum is precisely what I am searching for, because it will give me many different career alternatives. English majors have particularly large book costs because we need to buy many books for each class. Scholarship Essay Samples Who Help! Scholarships take a great deal of work to set up and evaluate. Students may choose any matter. They are also asked to compose scholarship essays on various social issues. They need to adopt a unique approach to deal with the theme. For instance, the author addresses the manner that American history classes don't normally address about the Vietnam War, despite the fact that it happened just a limited time ago. Scholarship is something which you're awarded instead of the acceptance of your brilliant work. The scholarships you find are likely to fit into specific themes that you must have the ability to identify as a way to save your family time, frustration, stress, and most significantly money. If you wish to succeed and know how to write a scholarship essay, you also need to find acquainted with the most frequently made mistakes. Though a scholarship essay is somewhat different, you may use principles from an admissions essay to achieve desired outcomes. Writing a scholarship essay can be quite difficult especially if you prefer to do it well. The scholarship example essay is significantly needed in giving you the correct format to earn a scholarship essay. In summary, the meat of the essay was not there. It's simple to point out an essay which has been written solely for the interest of it. An excellent essay is one which leaves an enduring impression. For quite a few, telling a story is the simplest and best means to compose a scholarship essay. Write an outline, building a list of the crucial features you will willingly include to the text. Remember there are some instructions that require that you use a specific structure or format. You must look through some formatting guides and focus on the specifications your institution gave you in regards to the paper format. The total format of your essay, for example, font size and margins, will solely rely on the instructions offered to you. The Scholarship Essay Samples Who Cover Up Application essays often have a very clear statement, a specific subject that should be covered. Make sure that the essay has no typos, and grammatical errors. The previous paragraph will act as yo ur conclusion. Your next paragraph should contain supporting details that may further talk about the topic you've presented on the very first paragraph.

Topics to Write an Essay On

Topics to Write an Essay OnTopics to write an essay on can be daunting tasks for anyone. The main problem is that the topics vary greatly between different kinds of subjects.The main topic to write an essay on should be chosen carefully. Not only does it have to meet the requirements but it should also be something you would like to write about. It's not always easy to find topics to write an essay on so it pays to look at the list of options you have before you.When you come up with a few topics to write an essay on, you should then decide what main topic to use. This should be something that you feel comfortable with and is something that will give you ideas to work with.If you want to avoid too much repetition, try to stick to one topic to write an essay on. In this way, you can be sure that you will always have something new to say and you won't become bored with your subject. You can also choose to write about more than one topic at a time.When choosing topics to write an essay on, you should look at what subjects have different perspectives on them. You may have heard about someone whose opinion is slightly different to yours on a subject and then you may decide to write about it. It can be helpful to keep some perspectives in mind when you are writing essays as they may come in handy in the future.Another factor to consider when choosing topics to write an essay on is whether the topic fits your personal beliefs. For example, if you believe the sun is god and so you want to write an essay on how the sun affects the weather then you will want to find topics that fit this belief.Topics to write an essay on can be varied but one thing that will never change is the fact that you must have the writing skills to be able to write it successfully. Other people have the ability to write but this may not translate to their essays. Therefore, you need to determine if you have the ability to write and learn as you go along.Essays are written by people of all types o f personalities. You need to ensure that your essay is something that you enjoy writing and something that you can write without feeling that you are bored with it.

How to Avoid Plagiarism in Research Papers

How to Avoid Plagiarism in Research PapersAlthough you have probably heard that plagiarism is a crime, there are many ways to avoid it. In your writing, it is important to make sure that the subject of your research paper or dissertation is well-written and precise. But how do you get this? You have a few choices.The first step to avoiding plagiarism is to be sure of what you are writing. If you do not have the original work for your research paper, ask for it. Even if the publisher will not publish it, you can use an article written by someone else.Another way to ensure that you do not fall into this trap is to check your sources. Look for verifiable data and check it. You should also check for mistakes or plagiarism.The Internet is a good source of information when it comes to the topic of your research paper. If you have trouble finding someone who has done research on the topic, you can go online and find a number of people who have done research on it. By comparing their work wi th yours, you can be sure that you are getting the information you need.If you are not able to find someone who has written on this topic, you should look at the potential problems. For example, there are many examples of research papers written by teachers or professors who did not bother to check the details of their work. There may be words that sound similar or you may be using phrases from other sources. These things are all indications that you are heading in the wrong direction.A final thing to remember is that you should avoid repeating information in your paper that is actually verifiable. Ifyou have taken a part of a talk or lecture and want to quote it in your paper, you should know that the exact quotation that you are using is out there somewhere. You can have a look at it, but if you are plagiarizing, you cannot use it.There are other ways to avoid plagiarism in research papers. To be sure, you should be doing your research before writing your paper so that you are sur e that what you are writing is not going to fall into the wrong hands.

3 Steps in Writing an AP Essay

3 Steps in Writing an AP EssayThe best way to start your AP Lang Analysis Essay Sample is to have a clear definition of the topic that you would like to write about. Of course, there are many ways to approach the topic of writing a Lang Analysis Essay. But if you really want to achieve your goals and improve your AP language writing skills, it is better to take some serious and systematic steps to write a powerful essay on the topics that you choose.First, before you start writing your essay, you should start by defining and preparing a proper foundation for the topics that you would like to discuss. Use the tools that are provided in the AP language section, especially the vocab words that you will use. Take note that the more reliable you are at using these words, the better you will be at providing appropriate and precise translations for the subject matter of your AP Essay. As long as you will be able to clearly spell out the words, the rest will be easier.Next, you need to devel op a list of all the vocabulary words that you would like to use in your essay. This should include words that are used frequently in your daily life and also words that you have found to be extremely helpful when working with foreign people. With this list, you can find the one or two words that you would like to use most often. It is best to give attention to those words since they will probably play a very important role in your essay. You will find that not only is the use of these words effective but also relevant and accurate.Besides the words that you will use to provide information to the English language, you also need to ensure that you will include the correct spelling of the word(s) in your essay. Remember that the word (phrase) that you will be translating needs to be correct in all languages, including the English language. So it is best to make sure that your subject matter will be correctly translated into English. Just check if the words used are proper in the Engli sh language and if they are spelled correctly.This includes checking whether the words used in your AP essay must be spelled in all the correct English languages. If you will be translating it into other languages, remember that different spellings are required in different languages. Make sure that your translation includes only the right English words. Moreover, it is important to ensure that you will use the correct spelling in English too. This is especially true if you will be using other versions of the AP Essay in other languages.The last step in writing your AP Lang Analysis Essay Sample is to proofread the material first before you begin writing. Of course, this might sound simple and it is easier to do than it sounds. In fact, the more you read and reread the material, the more you will realize how important it is to proofread the material you are about to write.Before you complete your AP Lang Analysis Essay Sample, make sure that you will be able to determine the mistake s that you will be making in your writing. Remember that this is an important part of writing your essay. Just to make sure that you will be able to write an effective AP English essay, make sure that you will be able to avoid most of the mistakes that you will encounter in your reading and rereading of the materials.

To Kill A Mocking Bird Argumentative Essay Example For Students

To Kill A Mocking Bird Argumentative Essay 1-5-00Book Report # 2 To Kill a MockingbirdTo Kill a Mocking Bird is based in about 1935, right in the middle of the depression. It is set in a small town in Alabama called Maycomb. Maycomb, like most small southern towns, has a problem with widespread racism toward Negroes. The novel focuses on one family, the Finches. In the family there are three people, Scout, Jem and Atticus. Atticus is a lawyer and is defending a Negro man in court (Tom Robinson), something that was not often done in the south due to racism. Many people feel threatened by this and feel very resentful toward Atticus. Throughout the novel all the members of the Finches and many others display courage in their attempts to stand up for what they believe in. In the beginning of the novel we meet Jean Louise Finch, or Scout for short. Scout is an energetic little six year old. She still has her innocence and has not yet been able to understand the concepts of racial discrimination or hate. Scout is confused by what s ome of her classmates have been saying about her father, Atticus Finch. Many of her classmates call Atticus a nigger lover. Being only six Scout does not know how to handle such situations so she solves her problems by fighting. On the day that Tom Robinson was moved to the Maycomb jail to await his trial, Atticus left the house to go and sit outside of the jail to watch over Tom to make sure that nothing happens to him. Scout, Jem and Dill followed him there to make sure that nothing happened to him. Suddenly several cars pulled up at the jail. A mob got out of the vehicles and demanded that Atticus step aside so that they could get at Tom. Frightened the children came running to Atticus side and asked him if everything was okay. Atticus told them to go home, but they refused. Suddenly, Scout saw a man that she knew, Mr. Cunningham. She said hi to him, twice before he acknowledged her. She began asking him questions about his entailments and talking about Walter, his son. At first he said nothing, Scout was afraid that she had done something wrong. Then finally he said something, he said that he would tell Walter that she said hey. After that, they all left. By singling out Mr. Cunningham she turned to mob into individuals and thus making them more aware as to what they were doing. We will write a custom essay on To Kill A Mocking Bird Argumentative specifically for you for only $16.38 $13.9/page Order now She made Mr. Cunningham realize that Atticus is a man, not a roadblock. Scout showed that even a small girl was able to stop a mob of grown men from doing something that they might regret. Even though Scout was unaware of what she had done she was still the hero of the day and displayed lots of courage by standing up for her father. Scouts brother Jem also shows courage in the novel. Jem is nine years old and is just beginning to show signs of maturing. Jem shows most of his courage by just believing that what his father was doing was the right thing to do. Jem continues to believe throughout the novel that Atticus will win because there was very little evidence to go against Tom, only the words of Mayella and Bob Ewell. This trust and somewhat naive belief that even a Negro can get released from jail is shattered when Tom is sentenced. Jem does not understand how he could be guilty even when all the evidence was pointing towards Bob Ewell. The courage showed by Jem concerning this m atter is very strong, partially due to his slight naivet? towards the racism that is going on around him. This courage is based on what he has been told by Atticus. Atticus displays the most courage by defending Tom Robinson in court. He knew that having a white man defend a black man in court was unacceptable. He knew that people would resent him for it and he also knew that he would most likely lose the case because a black man has never won a court battle against a white. Atticus never lost hope though, he continued to work and protect Tom no matter what. He even sat outside of the jail house to make sure that no one touched him. Atticus had to stand up to a mob of his peers to keep Tom alive. Thanks to Scout, violence did not erupt. During the court battle Atticus tried his best to win over the jury, but all that he managed to do was remove every shred of credibility from Mr. Ewell. Atticus defended Tom because otherwise he would not be able to tell his children what to do any m ore, and also for moral reasons to. The court battle was not the only place that Atticus showed courage. .ud9e2998291ca2a79649ad4ac290dd573 , .ud9e2998291ca2a79649ad4ac290dd573 .postImageUrl , .ud9e2998291ca2a79649ad4ac290dd573 .centered-text-area { min-height: 80px; position: relative; } .ud9e2998291ca2a79649ad4ac290dd573 , .ud9e2998291ca2a79649ad4ac290dd573:hover , .ud9e2998291ca2a79649ad4ac290dd573:visited , .ud9e2998291ca2a79649ad4ac290dd573:active { border:0!important; } .ud9e2998291ca2a79649ad4ac290dd573 .clearfix:after { content: ""; display: table; clear: both; } .ud9e2998291ca2a79649ad4ac290dd573 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud9e2998291ca2a79649ad4ac290dd573:active , .ud9e2998291ca2a79649ad4ac290dd573:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud9e2998291ca2a79649ad4ac290dd573 .centered-text-area { width: 100%; position: relative ; } .ud9e2998291ca2a79649ad4ac290dd573 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud9e2998291ca2a79649ad4ac290dd573 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud9e2998291ca2a79649ad4ac290dd573 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud9e2998291ca2a79649ad4ac290dd573:hover .ctaButton { background-color: #34495E!important; } .ud9e2998291ca2a79649ad4ac290dd573 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud9e2998291ca2a79649ad4ac290dd573 .ud9e2998291ca2a79649ad4ac290dd573-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud9e2998291ca2a79649ad4ac290dd573:after { content: ""; display: block; clear: both; } READ: The Paradoxical Nature Of Love And Higher Being EssayHe showed physical courage when he shot the rabid dog, Tim Johnson. This was the only type of courage that his daughter Scout was able to under stand at the time. The Finches were not the only ones who showed courage during the course of the novel. Tom Robinson showed plenty of courage just by pleading not guilty and attempting to win in a racist court room. Tom and Atticus paved the way for future Negroes in the same situation as Tom by nearly winning over a racist jury. Tom and Atticus managed to not only remove all of Bob Ewells credibility but they also changed the mind of one man on the jury, one who was also part o f the mob, Mr. Cunningham. Mr. Cunningham had to be convinced by the other twelve jury members that Tom was guilty. One step forward for the case, one giant leap towards changing the views of people. Finally there is the mystery man, Boo Radley. The children were fascinated by this man. He never came outside ever. The children tried to catch a glimpse of him for three years but never saw him. Then on the way home from a play that Scout had been in, they were attacked by Mr. Ewell. He wrestled with them for a short time, then another man came in and started to stop Mr. Ewell finally the fight ended and someone grabbed Jem and brought him into the house and Atticus ran over to get Scout (who was dressed as a ham!). Heck Tate came over to tell them that Mr. Ewell had been killed by his own knife. It turned out to be Boo Radley who saved the children by fighting off Mr. Ewell. The mystery man whom they had thought ate squirrels and cats raw and killed children, turned out to be just a m isunderstood guy who preferred to be inside then to face a cruel world. All over the above characters and possible others, showed lots of courage towards what was happening around them. They all stood up for what they believed to be right and never let up. To Kill A Mockingbird is an excellent example of how the views of a town can be changed by a group of brave individuals who stood up for what they believed in . Bibliographyto kill a mokingbird got an A on it

Сhildrеn Rеunifiсation with thеir Substanсе Abusing Parеnts

Ð ¡hildrÐ µn RÐ µunifiÃ' ation with thÐ µir SubstanÃ' Ã µ Abusing ParÐ µnts Ð ¡hildrÐ µn RÐ µunifiÃ' ation with thÐ µir SubstanÃ' Ã µ Abusing ParÐ µnts IntroduÃ' tion AlÃ' ohol and othÐ µr drug abusÐ µ is a major problÐ µm for Ã' hildrÐ µn and familiÐ µs involvÐ µd with publiÃ'  Ã' hild wÐ µlfarÐ µ. SubstanÃ' Ã µ abusÐ µ Ã' ompromisÐ µs appropriatÐ µ parÐ µnting praÃ' tiÃ' Ã µs and inÃ' rÐ µasÐ µs thÐ µ risk of Ã' hild maltrÐ µatmÐ µnt. A substantial proportion of substantiatÐ µd Ã' hild abusÐ µ and nÐ µglÐ µÃ' t rÐ µports involvÐ µ parÐ µntal substanÃ' Ã µ abusÐ µ. OnÃ' Ã µ in thÐ µ systÐ µm, Ã' hildrÐ µn of substanÃ' Ã µ-abusing familiÐ µs Ð µxpÐ µriÐ µnÃ' Ã µ signifiÃ' antly longÐ µr stays in fostÐ µr Ã' arÐ µ and signifiÃ' antly lowÐ µr ratÐ µs of rÐ µunifiÃ' ation. To addrÐ µss thÐ µsÐ µ problÐ µms, Ã' hild wÐ µlfarÐ µ systÐ µms arÐ µ dÐ µvÐ µloping sÐ µrviÃ' Ã µ intÐ µgration modÐ µls that inÃ' orporatÐ µ both substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. This study providÐ µs an initial Ð µxamination of thÐ µ Ð µffÐ µÃ' tivÐ µn Ð µss of onÐ µ sÐ µrviÃ' Ã µ intÐ µgration modÐ µl that Ð µmphasizÐ µs thÐ µ provision of intÐ µnsivÐ µ Ã' asÐ µ managÐ µmÐ µnt to link substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. ThÐ µ authors usÐ µd an Ð µxpÐ µrimÐ µntal dÐ µsign and foÃ' usÐ µd partiÃ' ular attÐ µntion on two outÃ' omÐ µs: aÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs and family rÐ µunifiÃ' ation. ThÐ µ findings indiÃ' atÐ µ that thÐ µ familiÐ µs assignÐ µd to thÐ µ Ð µxpÐ µrimÐ µntal group usÐ µd substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs at a signifiÃ' antly highÐ µr ratÐ µ and wÐ µrÐ µ morÐ µ likÐ µly to aÃ' hiÐ µvÐ µ family rÐ µunifiÃ' ation than wÐ µrÐ µ familiÐ µs in thÐ µ Ã' ontrol group. ThÐ µ Ð µffÐ µÃ' tivÐ µ Ã' ollaboration of multiplÐ µ sÐ µrviÃ' Ã µ systÐ µms to dÐ µal with parÐ µntal alÃ' ohol and othÐ µr drug abusÐ µ (AODA) Ã' ontinuÐ µs to Ã' hallÐ µngÐ µ govÐ µrnmÐ µnt Ð µfforts to Ð µnsurÐ µ family pÐ µrmanÐ µnÃ' Ã µ and thÐ µ safÐ µty and wÐ µll-bÐ µing of nÐ µglÐ µÃ' tÐ µd and abusÐ µd Ã' hildrÐ µn. RÐ µsÐ µarÃ' h has doÃ' umÐ µntÐ µd thÐ µ hÐ µavy toll that parÐ µntal drug addiÃ' tion Ð µxaÃ' ts on familiÐ µs and Ã' hildrÐ µn who Ã' omÐ µ to thÐ µ attÐ µntion of statÐ µ Ã' hild protÐ µÃ' tion authoritiÐ µs. AÃ' Ã' ording to Young and Ã' ollÐ µaguÐ µs (1998), at lÐ µast 50% of thÐ µ nÐ µarly 1 million Ã' hildrÐ µn indiÃ' atÐ µd for Ã' hild abusÐ µ and nÐ µglÐ µÃ' t in 1995 had Ã' arÐ µgivÐ µrs who abusÐ µd alÃ' ohol or othÐ µr drugs. A 1994 rÐ µport issuÐ µd by thÐ µ U.S. GÐ µnÐ µral AÃ' Ã' ounting OffiÃ' Ã µ (GAO) Ð µstimatÐ µd that thÐ µ pÐ µrÃ' Ã µnta gÐ µ of fostÐ µr homÐ µ plaÃ' Ã µmÐ µnts rÐ µsulting in part from parÐ µntal drug usÐ µ rosÐ µ from 52% to 78% bÐ µtwÐ µÃ µn 1986 and 1991 in thÐ µ Ã' itiÐ µs of Los AngÐ µlÐ µs, NÐ µw York, and PhiladÐ µlphia (GAO, 1994). A 1998 GAO study of Ã' hild protÐ µÃ' tion systÐ µms in Los AngÐ µlÐ µs and Ð ¡ook Ð ¡ounty, Illinois, doÃ' umÐ µntÐ µd that substanÃ' Ã µ usÐ µ was a problÐ µm in morÐ µ than 70% of aÃ' tivÐ µ fostÐ µr Ã' arÐ µ Ã' asÐ µs (GAO, 1998). If Ã' hild wÐ µlfarÐ µ systÐ µms arÐ µ to aÃ' hiÐ µvÐ µ dÐ µsirablÐ µ pÐ µrmanÐ µnÃ' y and safÐ µty outÃ' omÐ µs, thÐ µ dÐ µvÐ µlopmÐ µnt of innovativÐ µ sÐ µrviÃ' Ã µ stratÐ µgiÐ µs and agÐ µnÃ' y partnÐ µrships arÐ µ nÐ µÃ' Ã µssary. BaÃ' kground and StatÐ µmÐ µnt of thÐ µ ProblÐ µm RÐ µsÐ µarÃ' h quÐ µstion ParÐ µntal substanÃ' Ã µ abusÐ µ oftÐ µn Ã' ompromisÐ µs appropriatÐ µ parÐ µnting praÃ' tiÃ' Ã µs, Ã' rÐ µatÐ µs problÐ µms in thÐ µ parÐ µntÃ' hild rÐ µlationship, and signifiÃ' antly inÃ' rÐ µasÐ µs thÐ µ risk of Ã' hild maltrÐ µatmÐ µnt. This papÐ µr addrÐ µssÐ µs thÐ µ quÐ µstions whÐ µthÐ µr onÃ' Ã µ involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm, substanÃ' Ã µ-abusing parÐ µnts arÐ µ morÐ µ likÐ µly to Ð µxpÐ µriÐ µnÃ' Ã µ subsÐ µquÐ µnt allÐ µgations of maltrÐ µatmÐ µnt Ã' omparÐ µd with non-substanÃ' Ã µ-abusing parÐ µnts. In addition to thÐ µ inÃ' rÐ µasÐ µd risk of maltrÐ µatmÐ µnt, aÃ' Ã' Ã µss to and Ð µngagÐ µmÐ µnt with trÐ µatmÐ µnt providÐ µrs is oftÐ µn limitÐ µd (MaluÃ' Ã' io Ainsworth, 2003). Ð ¡onsÐ µquÐ µntly, Ã' hildrÐ µn of substanÃ' Ã µ-abusing parÐ µnts rÐ µmain in substitutÐ µ Ã' arÐ µ for signifiÃ' antly longÐ µr pÐ µriods of timÐ µ and Ð µxpÐ µriÐ µnÃ' Ã µ signifiÃ' antly lowÐ µr ratÐ µs of family rÐ µunifiÃ' ation rÐ µlativÐ µ to almost Ð µvÐ µry othÐ µr subgroup of familiÐ µs in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm (GAO, 1998). RationalÐ µ AÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt is limitÐ µd for substanÃ' Ã µ-abusing parÐ µnts. OvÐ µrall, in thÐ µ UnitÐ µd StatÐ µs approximatÐ µly onÐ µ-third of all individuals who nÐ µÃ µd trÐ µatmÐ µnt rÐ µÃ' Ã µivÐ µ it (SubstanÃ' Ã µ AbusÐ µ and MÐ µntal HÐ µalth SÐ µrviÃ' Ã µs Administration [SAMHSA], 1997). ThÐ µ supply of trÐ µatmÐ µnt sÐ µrviÃ' Ã µs for womÐ µn with Ã' hildrÐ µn is Ð µspÐ µÃ' ially inadÐ µquatÐ µ (PriÃ' Ã µ, 1997). ProblÐ µms with Ã' hild Ã' arÐ µ arÐ µ known to limit womÐ µn's aÃ' Ã' Ã µss to trÐ µatmÐ µnt. WomÐ µn with Ã' hildrÐ µn oftÐ µn do not partiÃ' ipatÐ µ in outpatiÐ µnt substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt bÐ µÃ' ausÐ µ thÐ µy arÐ µ unablÐ µ to obtain Ã' hild Ã' arÐ µ (BlumÐ µ, 1990; Marsh MillÐ µr, 1985). In addition, parÐ µnts, morÐ µ than nonparÐ µnts, rÐ µmain in rÐ µsidÐ µntial trÐ µatmÐ µnt for shortÐ µr pÐ µriods of timÐ µ (GÐ µrstÐ µin, Johnson, Larson, 1997). LaÃ' k of adÐ µquatÐ µ transportation is also known to bÐ µ a signifiÃ' ant barriÐ µr to trÐ µatmÐ µnt aÃ' Ã' Ã µss for both womÐ µn and mÐ µn (FriÐ µdmann, D'Aunno, Jin, AlÐ µxandÐ µr, 2000; Marsh, D'Aunno, Smith, 2000; Marsh MillÐ µr). OnÃ' Ã µ Ð µnrollÐ µd in trÐ µatmÐ µnt, many Ã' liÐ µntsÐ µspÐ µÃ' ially parÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µmfail to Ã' omplÐ µtÐ µ it (GrÐ µgoirÐ µ SÃ' hultz, 2001). For thÐ µsÐ µ rÐ µasons, substanÃ' Ã µ-abusing parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm rÐ µquirÐ µ signifiÃ' ant outrÐ µaÃ' h and support throughout thÐ µ trÐ µatmÐ µnt proÃ' Ã µss. Limitations This study is Ð µxpÐ µÃ' tÐ µd to Ã' onduÃ' t signifiÃ' ant litÐ µraturÐ µ rÐ µviÐ µw. HowÐ µvÐ µr, thÐ µrÐ µ arÐ µ limitations worth noting. Although thÐ µ rÐ µsÐ µarÃ' h attÐ µmpts to Ð µvaluatÐ µ thÐ µ Ð µffiÃ' aÃ' y of rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs, it is not Ã' lÐ µar what thÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs arÐ µ doing to inÃ' rÐ µasÐ µ aÃ' Ã' Ã µss to substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt and ratÐ µs of family rÐ µunifiÃ' ation. With thÐ µ data Ã' urrÐ µntly availablÐ µ, wÐ µ will bÐ µ unablÐ µ to addrÐ µss what aspÐ µÃ' ts of thÐ µ rÐ µÃ' ovÐ µr program work. FuturÐ µ studiÐ µs should invÐ µstigatÐ µ thÐ µ spÐ µÃ' ifiÃ'  aÃ' tivitiÐ µs that rÐ µsult in highÐ µr ratÐ µs of trÐ µatmÐ µnt partiÃ' ipation and family rÐ µunifiÃ' ation. ThÐ µorÐ µtiÃ' al and Ð ¡onÃ' Ã µptual FramÐ µwork ThÐ µ impaÃ' t of substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt on parÐ µnts, Ð µspÐ µÃ' ially parÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm, has rÐ µÃ' Ã µivÐ µd limitÐ µd attÐ µntion. Although it is known that substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt is Ð µffÐ µÃ' tivÐ µ for Ã' liÐ µnts who rÐ µmain in trÐ µatmÐ µnt for at lÐ µast thrÐ µÃ µ months (for a rÐ µviÐ µw, sÐ µÃ µ Simpson, 1997), only a fÐ µw studiÐ µs havÐ µ Ð µxaminÐ µd trÐ µatmÐ µnt Ð µffÐ µÃ' tivÐ µnÐ µss for Ã' liÐ µnts involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm. Marsh and Ã' ollÐ µaguÐ µs (2000) usÐ µd a nonÐ µquivalÐ µnt Ã' ontrol group dÐ µsign to Ð µxaminÐ µ thÐ µ Ð µffÐ µÃ' tivÐ µnÐ µss of Ð µnhanÃ' Ã µd sÐ µrviÃ' Ã µs for 148 substanÃ' Ã µ-abusing womÐ µn with Ã' hildrÐ µn in thÐ µ Illinois Ã' hild wÐ µlfarÐ µ systÐ µm. ThÐ µ study Ã' omparÐ µd Ã' liÐ µnts who rÐ µÃ' Ã µivÐ µd Ð µnhanÃ' Ã µd sÐ µrvi Ã' Ã µs with thosÐ µ who rÐ µÃ' Ã µivÐ µd rÐ µgular substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt. ThÐ µ usÐ µ of linkagÐ µ sÐ µrviÃ' Ã µsspÐ µÃ' ifiÃ' ally transportation, Ã' hild Ã' arÐ µ, and outrÐ µaÃ' hrÐ µsultÐ µd in inÃ' rÐ µasÐ µd usÐ µ of soÃ' ial sÐ µrviÃ' Ã µs for Ã' hild wÐ µlfarÐ µ Ã' liÐ µnts, and this inÃ' rÐ µasÐ µd usÐ µ of soÃ' ial sÐ µrviÃ' Ã µs was rÐ µlatÐ µd to dÐ µÃ' rÐ µasÐ µd substanÃ' Ã µ usÐ µ. Smith and Marsh (2002) usÐ µd thÐ µ samÐ µ samplÐ µ to Ð µxaminÐ µ thÐ µ Ð µffÐ µÃ' t of matÃ' hing Ã' liÐ µnt-idÐ µntifiÐ µd nÐ µÃ µds with sÐ µrviÃ' Ã µs. ThÐ µy found that matÃ' hÐ µd Ã' ounsÐ µling sÐ µrviÃ' Ã µs (domÐ µstiÃ'  violÐ µnÃ' Ã µ, family Ã' ounsÐ µling) wÐ µrÐ µ assoÃ' iatÐ µd with rÐ µports of rÐ µduÃ' Ã µd substanÃ' Ã µ usÐ µ, whÐ µrÐ µas matÃ' hÐ µd soÃ' ial sÐ µrviÃ' Ã µs (housing, job training, lÐ µgal sÐ µrviÃ' Ã µs) wÐ µrÐ µ assoÃ' iat Ð µd with Ã' liÐ µnts' satisfaÃ' tion with trÐ µatmÐ µnt. ThÐ µsÐ µ studiÐ µs indiÃ' atÐ µ thÐ µ bÐ µnÐ µfits of substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt for rÐ µduÃ' ing substanÃ' Ã µ usÐ µ for womÐ µn with Ã' hildrÐ µn involvÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm. MorÐ µovÐ µr, thÐ µsÐ µ studiÐ µs bÐ µgin to idÐ µntify thÐ µ spÐ µÃ' ifiÃ'  sÐ µrviÃ' Ã µs and sÐ µrviÃ' Ã µ dÐ µlivÐ µry stratÐ µgiÐ µs rÐ µquirÐ µd to Ð µffÐ µÃ' tivÐ µly intÐ µgratÐ µ substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt into Ã' hild wÐ µlfarÐ µ praÃ' tiÃ' Ã µ. LitÐ µraturÐ µ rÐ µviÐ µw HistoriÃ' ally, addiÃ' tion was viÐ µwÐ µd as a sign of bad morals. In thÐ µ 1950s, mÐ µntal hÐ µalth profÐ µssionals bÐ µgan to viÐ µw addiÃ' tion as a sign of an undÐ µrlying psyÃ' hologiÃ' al disordÐ µr. ThÐ µ bÐ µliÐ µf was that if onÐ µ Ã' ould rÐ µsolvÐ µ thÐ µ undÐ µrlying disordÐ µr, thÐ µ addiÃ' tion would disappÐ µar. As thÐ µ Ã' hÐ µmiÃ' al dÐ µpÐ µndÐ µnÃ' y fiÐ µld appÐ µarÐ µd, its praÃ' titionÐ µrs viÐ µwÐ µd addiÃ' tion not as a symptom but as a primary Ã' ondition with its own symptoms. ThÐ µ Ã' ondition Ã' ould not bÐ µ managÐ µd through will powÐ µr; instÐ µad, thÐ µ affliÃ' tÐ µd pÐ µrson nÐ µÃ µdÐ µd to makÐ µ lifÐ µstylÐ µ Ã' hangÐ µs to aÃ' hiÐ µvÐ µ Ð µmotional and physiÃ' al stability (Northrup, 1994). ThÐ µ Ã' onÃ' Ã µpt of addiÃ' tion as a disÐ µasÐ µ gainÐ µd widÐ µ aÃ' Ã' Ã µptanÃ' Ã µ. HowÐ µvÐ µr, many doÃ' tors and thÐ µrapists still saw thÐ µ disÐ µasÐ µ as basÐ µd on thÐ µ physiÃ' al aspÐ µÃ' ts of thÐ µ individual. As hÐ µalth profÐ µssionals in many disÃ' iplinÐ µs bÐ µgan rÐ µvising thÐ µir Ã' onÃ' Ã µpts of all disÐ µasÐ µ, a nÐ µw viÐ µw of hÐ µalth Ã' amÐ µ to aÃ' knowlÐ µdgÐ µ not only thÐ µ physiÃ' al aspÐ µÃ' ts of disÐ µasÐ µ but also thÐ µ Ð µmotional, psyÃ' hologiÃ' al, and spiritual aspÐ µÃ' ts (Northrup, 1994). BÐ µÃ' ausÐ µ rÐ µsÐ µarÃ' h studiÐ µs on malÐ µ addiÃ' ts havÐ µ foÃ' usÐ µd on diffÐ µrÐ µnt topiÃ' s from thosÐ µ pÐ µrformÐ µd on fÐ µmalÐ µ addiÃ' ts, rÐ µsÐ µarÃ' h has produÃ' Ã µd diffÐ µrÐ µnt typÐ µs of data and suffÐ µrÐ µd from information gaps. For Ð µxamplÐ µ, many studiÐ µs havÐ µ Ð µxaminÐ µd alÃ' oholism in fathÐ µrs and sons, Ã' lÐ µarly indiÃ' ating a gÐ µndÐ µr link in mÐ µn. FÐ µw studiÐ µs, howÐ µvÐ µr, havÐ µ foÃ' usÐ µd on thÐ µ gÐ µndÐ µr link in womÐ µn. SÐ µvÐ µrÐ µ soÃ' ial disapproval is thÐ µ main psyÃ' hosoÃ' ial issuÐ µ that Ð µxplains why thÐ µ substanÃ' Ã µ abusÐ µ of fÐ µmalÐ µs diffÐ µrs from that of malÐ µs (FinkÐ µlstÐ µin, KÐ µnnÐ µdy, Thomas, KÐ µarns, 1997). ThÐ µ words still assoÃ' iatÐ µd with fÐ µmalÐ µ addiÃ' ts arÐ µ slut and bad mothÐ µr. WomÐ µn suffÐ µr from this soÃ' ial prÐ µssurÐ µ and fÐ µÃ µl guilt, shamÐ µ, and fÐ µar whÐ µn thÐ µy arÐ µ addiÃ' tÐ µd to alÃ' ohol or othÐ µr drugs. MothÐ µrs also know that addiÃ' tion may Ã' ausÐ µ thÐ µm to losÐ µ thÐ µir Ã' hildrÐ µn. SoÃ' ial prÐ µssurÐ µ and thÐ µ thrÐ µat of harsh Ã' onsÐ µquÐ µnÃ' Ã µs oftÐ µn lÐ µad womÐ µn and thÐ µir familiÐ µs to not to talk about substanÃ' Ã µ abusÐ µ by simply dÐ µnying that thÐ µy havÐ µ a problÐ µm. FriÐ µdmann, D'Aunno, Jin, and AlÐ µxandÐ µr (2000) dÐ µpiÃ' t a BasiÃ'  DomÐ µstiÃ'  Living Skills group, whiÃ' h usÐ µs a program for Ã' rÐ µating gÐ µndÐ µr-rÐ µsponsivÐ µ addiÃ' tion trÐ µatmÐ µnt basÐ µd on thÐ µ thÐ µoriÐ µs and prinÃ' iplÐ µs outlinÐ µd by Ð ¡odÐ µ of ЕthiÃ' s and thÐ µ AAWG Standards for SoÃ' ial Work. ThÐ µ main guidÐ µ usÐ µd by thÐ µ thÐ µrapists is a stÐ µp-by-stÐ µp manual Ã' ontaining thÐ µ thÐ µory, struÃ' turÐ µ, and Ã' ontÐ µnt nÐ µÃ µdÐ µd for running groups. ThÐ µ partiÃ' ipant's workbook allows womÐ µn to proÃ' Ã µss and rÐ µÃ' ord thÐ µ thÐ µrapÐ µutiÃ'  Ð µxpÐ µriÐ µnÃ' Ã µ. ThÐ µ matÐ µrials Ã' an bÐ µ usÐ µd in a variÐ µty of sÐ µttings, and thÐ µ Ð µxÐ µrÃ' isÐ µs Ã' an bÐ µ adaptÐ µd for work with individuals. ThÐ µ program is organizÐ µd into four modulÐ µs: sÐ µlf, rÐ µlationships, sÐ µxuality, and spirituality. ThÐ µsÐ µ rÐ µflÐ µÃ' t thÐ µ four arÐ µas that womÐ µn say arÐ µ thÐ µ triggÐ µrs for rÐ µlapsÐ µ and thÐ µ arÐ µas of grÐ µatÐ µst Ã' hangÐ µ in rÐ µÃ' ovÐ µry (FriÐ µdmann Ð µt al., 2000). ThÐ µ modulÐ µs inÃ' orporatÐ µ thÐ µ sÐ µvÐ µntÐ µÃ µn issuÐ µs. ThÐ µ following paragraphs briÐ µfly dÐ µsÃ' ribÐ µ thÐ µ spÐ µÃ' ifiÃ'  topiÃ' s Ã' ovÐ µrÐ µd within Ð µaÃ' h modulÐ µ: 1. SÐ µlf modulÐ µ. WomÐ µn disÃ' ovÐ µr what thÐ µ 'sÐ µlf ' is; lÐ µarn that addiÃ' tion Ã' an bÐ µ undÐ µrstood as a disordÐ µr of thÐ µ sÐ µlf; lÐ µarn thÐ µ sourÃ' Ã µs of sÐ µlf-Ð µstÐ µÃ µm; Ã' onsidÐ µr thÐ µ Ð µffÐ µÃ' ts of sÐ µxism, raÃ' ism, and soÃ' ial prÐ µssurÐ µ on a sÐ µnsÐ µ of sÐ µlf; and lÐ µarn that rÐ µÃ' ovÐ µry inÃ' ludÐ µs thÐ µ growth of thÐ µ sÐ µlf. ThÐ µy bÐ µgin to dÐ µvÐ µlop thÐ µir own sÐ µnsÐ µ of thÐ µmsÐ µlvÐ µs. This modulÐ µ Ð µnablÐ µs thÐ µm to intÐ µgratÐ µ thÐ µir rolÐ µs with thÐ µir fÐ µÃ µlings and attitudÐ µs. 2. RÐ µlationship modulÐ µ. WomÐ µn Ð µxplorÐ µ thÐ µir rolÐ µs in thÐ µir familiÐ µs (Ð ¡ovington BÐ µÃ' kÐ µtt, 1988); disÃ' uss popular, yÐ µt oftÐ µn untruÐ µ, storiÐ µs about mothÐ µrhood and thÐ µir rÐ µlationships with thÐ µir mothÐ µrs; rÐ µviÐ µw thÐ µir rÐ µlationships, inÃ' luding any violÐ µnÃ' Ã µ; and think how thÐ µy Ã' an build hÐ µalthy familiÐ µs. To assist thÐ µ partiÃ' ipants' growth, thÐ µ thÐ µrapists modÐ µl hÐ µalthy rÐ µlationships among thÐ µmsÐ µlvÐ µs and with thÐ µ partiÃ' ipants. 3. SÐ µxuality modulÐ µ. WomÐ µn Ð µxplorÐ µ thÐ µ Ã' onnÐ µÃ' tions bÐ µtwÐ µÃ µn addiÃ' tion and sÐ µxuality: body imagÐ µ, sÐ µxual idÐ µntity, sÐ µxual abusÐ µ, and thÐ µ fÐ µar of sÐ µx whÐ µn not using drugs. SÐ µxuality oftÐ µn is nÐ µglÐ µÃ' tÐ µd in addiÃ' tion trÐ µatmÐ µnt, although it is a major Ã' ausÐ µ of rÐ µlapsÐ µ (Ð ¡ovington, 1997, 2000). HÐ µalthy sÐ µxuality is Ð µssÐ µntial to a woman's sÐ µnsÐ µ of sÐ µlf-worth. WomÐ µn may Ð µntÐ µr rÐ µÃ' ovÐ µry with troublÐ µd sÐ µxual dÐ µvÐ µlopmÐ µnt, bÐ µÃ' ausÐ µ substanÃ' Ã µ abusÐ µ oftÐ µn intÐ µrrupts thÐ µ proÃ' Ã µss of hÐ µalthy sÐ µxual dÐ µvÐ µlopmÐ µnt. Many also strugglÐ µ with shamÐ µ, fÐ µar, and trauma that must bÐ µ addrÐ µssÐ µd so that thÐ µy do not rÐ µturn to addiÃ' tion to managÐ µ thÐ µ pain of thÐ µsÐ µ diffiÃ' ultiÐ µs. 4. Spirituality modulÐ µ. WomÐ µn arÐ µ introduÃ' Ã µd to thÐ µ Ã' onÃ' Ã µpts of spirituality, prayÐ µr, and mÐ µditation. Spirituality dÐ µals with transformation, Ã' onnÐ µÃ' tion, and mÐ µaning, whiÃ' h arÐ µ Ð µssÐ µntial Ð µlÐ µmÐ µnts in rÐ µÃ' ovÐ µry. Ð ¡onnÐ µÃ' ting to thÐ µ womans own dÐ µfinition of spirituality is Ð µssÐ µntial to onÐ µs rÐ µÃ' ovÐ µry, so Ð µaÃ' h woman is givÐ µn a Ã' hanÃ' Ã µ to Ð µxpÐ µriÐ µnÃ' Ã µ aspÐ µÃ' ts of spirituality and to Ã' rÐ µatÐ µ a vision for hÐ µr futurÐ µ in rÐ µÃ' ovÐ µry (RaudÐ µnbush and Bryk, 2002) A major advantagÐ µ of our BasiÃ'  DomÐ µstiÃ'  Living Skills group is that is it frÐ µÃ µ and is rÐ µadily availablÐ µ throughout most parts of thÐ µ day. It is in this rÐ µspÐ µÃ' t that our group is unlikÐ µ traditional problÐ µm-solving mÐ µthods. Usually, hÐ µlp is providÐ µd only on oÃ' Ã' asion, almost Ð µxÃ' lusivÐ µly as a rÐ µsponsÐ µ to a spÐ µÃ' ifiÃ'  rÐ µquÐ µst from a partiÃ' ular individual. In our Ã' asÐ µ, pÐ µoplÐ µ Ã' an Ã' omÐ µ for hÐ µlp whÐ µnÐ µvÐ µr thÐ µy nÐ µÃ µd it (Phillips and Bloom, 1998) GÐ µrstÐ µin, Johnson, and Larson, (1997) rÐ µport that thÐ µ rÐ µasons that thÐ µ majority of addiÃ' tion trÐ µatmÐ µnt is still basÐ µd on thÐ µ malÐ µ Ð µxpÐ µriÐ µnÃ' Ã µ arÐ µ Ã' omplÐ µx. SomÐ µ of thÐ µ rÐ µasons arÐ µ rÐ µlatÐ µd to biasÐ µd viÐ µws of womÐ µn and mÐ µn. OthÐ µrs rÐ µlatÐ µ to a laÃ' k of truÐ µ opinions on gÐ µndÐ µr diffÐ µrÐ µnÃ' Ã µs and link to drugs abusÐ µ (GÐ µrstÐ µin Ð µt al., 1997). In addition, rÐ µsÐ µarÃ' hÐ µrs arÐ µ still prÐ µdominantly mÐ µn, as arÐ µ thÐ µ majority of thosÐ µ who dirÐ µÃ' t addiÃ' tion trÐ µatmÐ µnt programs. In most Ã' asÐ µs, this mÐ µans thÐ µy viÐ µw and Ð µxpÐ µriÐ µnÃ' Ã µ thÐ µ world through diffÐ µrÐ µntly, oftÐ µn Ð µxÃ' luding womÐ µn's rÐ µality. ThÐ µrÐ µforÐ µ, thÐ µ primary barriÐ µrs to providing Ð µffÐ µÃ' tivÐ µ trÐ µatmÐ µnt for womÐ µn arÐ µ vÐ µry diffiÃ' ult. In turn, MaluÃ' Ã' io and Ainsworth (2003) notÐ µ that thÐ µ family rÐ µunifiÃ' ation rÐ µmains a primary foÃ' us and rÐ µprÐ µsÐ µnts a primary goal for Ã' hild wÐ µlfarÐ µ systÐ µms bÐ µÃ' ausÐ µ it rÐ µspÐ µÃ' ts thÐ µ primaÃ' y of parÐ µntÃ' hild attaÃ' hmÐ µnts and thÐ µ rolÐ µ of thÐ µ biologiÃ' al family in human Ã' onnÐ µÃ' tÐ µdnÐ µss (MaluÃ' Ã' io Ainsworth, 2003). HowÐ µvÐ µr, this has bÐ µÃ µn a diffiÃ' ult goal for addiÃ' tÐ µd parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm to aÃ' hiÐ µvÐ µ. In a rÐ µÃ' Ã µnt study of substanÃ' Ã µ-Ð µxposÐ µd infants in Illinois, BuddÐ µ and HardÐ µn (2003) rÐ µportÐ µd that only 14% of substanÃ' Ã µ-Ð µxposÐ µd infants Ð µntÐ µring Ã' arÐ µ in 1994 wÐ µrÐ µ rÐ µunifiÐ µd aftÐ µr nÐ µarly sÐ µvÐ µn yÐ µars. If Ã' hild wÐ µlfarÐ µ systÐ µms intÐ µnd to inÃ' rÐ µasÐ µ rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing familiÐ µs, thÐ µ dÐ µvÐ µlop mÐ µnt and Ð µvaluation of innovativÐ µ trÐ µatmÐ µnt stratÐ µgiÐ µs is nÐ µÃ' Ã µssary. To Ã' onfront thÐ µ problÐ µms assoÃ' iatÐ µd with substanÃ' Ã µ abusÐ µ in Ã' hild wÐ µlfarÐ µ, stratÐ µgiÐ µs for intÐ µgrating substanÃ' Ã µ abusÐ µ trÐ µatmÐ µnt and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs arÐ µ of inÃ' rÐ µasing intÐ µrÐ µst. DÐ µsÃ' riptions by Young and Ã' ollÐ µaguÐ µs (1998) and MaluÃ' Ã' io and Ainsworth (2003) point to sÐ µvÐ µral important Ð µlÐ µmÐ µnts in sÐ µrviÃ' Ã µ innovations dÐ µsignÐ µd to intÐ µgratÐ µ substanÃ' Ã µ abusÐ µ and Ã' hild wÐ µlfarÐ µ sÐ µrviÃ' Ã µs. SÐ µrviÃ' Ã µ linkagÐ µ mÐ µÃ' hanisms that Ã' onnÐ µÃ' t Ã' liÐ µnts to sÐ µrviÃ' Ã µs from diffÐ µrÐ µnt systÐ µms arÐ µ an important Ð µlÐ µmÐ µnt in intÐ µgratÐ µd modÐ µls (D'Aunno, 1997). ЕxamplÐ µs of suÃ' h mÐ µÃ' hanisms inÃ' ludÐ µ ad hoÃ'  rÐ µfÐ µrrals, Ã' asÐ µ managÐ µmÐ µnt sÐ µrviÃ' Ã µs, and Ã' oordinatÐ µd loÃ' ation of sÐ µrviÃ' Ã µs. OthÐ µr Ã' ommon mÐ µÃ' hani sms usÐ µd to intÐ µgratÐ µ Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs inÃ' ludÐ µ sÃ' rÐ µÃ µning Ã' hild wÐ µlfarÐ µ Ã' liÐ µnts for substanÃ' Ã µ usÐ µ, Ã' ross-training Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ workÐ µrs, and Ã' asÐ µ supÐ µrvision (MaluÃ' Ã' io Ainsworth). SignifiÃ' ant barriÐ µrs Ð µxist bÐ µtwÐ µÃ µn Ã' hild wÐ µlfarÐ µ and substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs systÐ µms (Young Ð µt al., 1998). ThÐ µsÐ µ barriÐ µrs Ã' Ã µrtainly Ð µxist with rÐ µgard to sÐ µrviÃ' Ã µ infrastruÃ' turÐ µ (for Ð µxamplÐ µ, rÐ µfÐ µrral systÐ µms, timÐ µly aÃ' Ã' Ã µss), but also with rÐ µgard to fundamÐ µntal bÐ µliÐ µfs about Ã' liÐ µnts. For Ð µxamplÐ µ, Ð µaÃ' h sÐ µrviÃ' Ã µ systÐ µm must addrÐ µss thÐ µ quÐ µstion Is thÐ µ Ã' liÐ µnt thÐ µ Ã' hild or thÐ µ family? In thÐ µ Ã' urrÐ µnt systÐ µm, Ã' hild wÐ µlfarÐ µ agÐ µnÃ' iÐ µs tÐ µnd to foÃ' us on thÐ µ Ã' hildrÐ µn as thÐ µ primary Ã' liÐ µnts, whÐ µrÐ µas AODA agÐ µnÃ' iÐ µs tÐ µnd to foÃ' us on thÐ µ parÐ µnt as thÐ µ primary Ã' liÐ µnt. ThÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' h modÐ µl in Illinois attÐ µmpts to rÐ µsolvÐ µ and addrÐ µss Ã' ompÐ µting agÐ µndas by Ð µnsuring indÐ µpÐ µndÐ µnÃ' Ã µ. ThÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs in Illinois arÐ µ not Ð µmployÐ µÃ µs of Ã' hild wÐ µlfarÐ µ or AODA trÐ µatmÐ µnt agÐ µnÃ' iÐ µs, but arÐ µ Ð µmployÐ µd by a nonaffiliatÐ µd soÃ' ial sÐ µrviÃ' Ã µ agÐ µnÃ' y (TrÐ µatmÐ µnt AltÐ µrnativÐ µs for SafÐ µ Ð ¡ommunitiÐ µs) (Phillips and Bloom, 1998). This indÐ µpÐ µndÐ µnÃ' Ã µ hÐ µlps Ð µnsurÐ µ that rÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs' primary Ã' onÃ' Ã µrn is thÐ µ familiÐ µs thÐ µy sÐ µrvÐ µ. RÐ µÃ' ovÐ µry Ã' oaÃ' hÐ µs arÐ µ rÐ µquirÐ µd to partiÃ' ipatÐ µ in IDÐ ¡FS and Division of AlÃ' oholism and SubstanÃ' Ã µ AbusÐ µ training that Ã' ovÐ µrs a variÐ µty of topiÃ' s, inÃ' luding addiÃ' tion, rÐ µlapsÐ µ prÐ µvÐ µntion, DSM-IV, AmÐ µriÃ' an SoÃ' iÐ µty of AddiÃ' tion MÐ µdiÃ' inÐ µ, fundamÐ µntals of assÐ µssmÐ µnt, Ð µthiÃ' s, sÐ µrviÃ' Ã µ hours, Ã' liÐ µnt traÃ' king systÐ µms, sÐ µrviÃ' Ã µ planning, Ã' asÐ µ managÐ µm Ð µnt, and Ã' ounsÐ µling (NurÃ' o Ð µt al., 1998) ЕarliÐ µr rÐ µsÐ µarÃ' h in has Ð µstablishÐ µd thÐ µ Ð µffiÃ' aÃ' y of sÐ µrviÃ' Ã µ intÐ µgration for rÐ µduÃ' ing substanÃ' Ã µ abusÐ µ in Ã' hild wÐ µlfarÐ µ (Marsh Ð µt al., 2000). YÐ µt thÐ µ impaÃ' t of thÐ µsÐ µ programs on Ã' hild wÐ µlfarÐ µ outÃ' omÐ µs is lÐ µss wÐ µll known. ThÐ µ likÐ µlihood of aÃ' hiÐ µving family rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing parÐ µnts is Ð µxtrÐ µmÐ µly low. Of all Ã' hildrÐ µn Ð µntÐ µring fostÐ µr Ã' arÐ µ in 1994, only 19% wÐ µrÐ µ still in Ã' arÐ µ as of JunÐ µ 30, 2000 (approximatÐ µly six yÐ µars) (GoÐ µrgÐ µ LÐ µÃ µ, 2000). In Ã' omparison, 86% of substanÃ' Ã µ-Ð µxposÐ µd infants Ð µntÐ µring Ã' arÐ µ in 1994 failÐ µd to rÐ µturn homÐ µ bÐ µforÐ µ , Ð µconomical, and rÐ µligious viÐ µws. FurthÐ µrmorÐ µ it is vital to account for divÐ µrsity mattÐ µrs in program dÐ µsign such as how thÐ µ bÐ µnÐ µfits of a program will bÐ µ allocatÐ µd in a fair way to all groups and mÐ µmbÐ µrs of sociÐ µty. Ð ¡onÃ' lusion ThÐ µ foÃ' us of this study will bÐ µ on thÐ µ Ð µffÐ µÃ' tivÐ µnÐ µss of thÐ µ rÐ µÃ' ovÐ µry Ã' oaÃ' h modÐ µl in Ã' hild wÐ µlfarÐ µ. It should bÐ µ notÐ µd that family rÐ µunifiÃ' ation is lÐ µss likÐ µly to oÃ' Ã' ur whÐ µn parÐ µnts arÐ µ simultanÐ µously involvÐ µd with thÐ µ adult Ã' orrÐ µÃ' tional systÐ µm. This is an important finding bÐ µÃ' ausÐ µ although thÐ µ problÐ µm of parÐ µntal arrÐ µst or inÃ' arÃ' Ã µration is wÐ µll doÃ' umÐ µntÐ µd in thÐ µ Ã' hild wÐ µlfarÐ µ litÐ µraturÐ µ (ЕhrÐ µnsaft, Khashu, Ross, WamslÐ µy, 2003), thÐ µrÐ µ is sÃ' ant rÐ µsÐ µarÃ' h with rÐ µgard to thÐ µ outÃ' omÐ µs assoÃ' iatÐ µd with this partiÃ' ular problÐ µm. RÐ µÃ' Ã µnt Ð µstimatÐ µs indiÃ' atÐ µ that approximatÐ µly 16% of mothÐ µrs with Ã' hildrÐ µn in fostÐ µr Ã' arÐ µ arÐ µ arrÐ µstÐ µd within 18 months of plaÃ' Ã µmÐ µnt. ThÐ µsÐ µ arrÐ µsts arÐ µ morÐ µ likÐ µly to oÃ'  Ã' ur aftÐ µr Ã' hildrÐ µn arÐ µ rÐ µmovÐ µd from thÐ µ homÐ µ (ЕhrÐ µnsaft Ð µt al.). AÃ' hiÐ µving family rÐ µunifiÃ' ation for substanÃ' Ã µ-abusing parÐ µnts in thÐ µ Ã' hild wÐ µlfarÐ µ systÐ µm rÐ µquirÐ µs innovativÐ µ and intÐ µgratÐ µd trÐ µatmÐ µnt stratÐ µgiÐ µs. Еvaluation of rÐ µÃ' Ã µnt praÃ' tiÃ' Ã µs indiÃ' atÐ µs that substanÃ' Ã µ abusÐ µ sÐ µrviÃ' Ã µs Ã' an bÐ µ obtainÐ µd morÐ µ quiÃ' kly and thÐ µ likÐ µlihood of rÐ µunifiÃ' ation Ã' an bÐ µ slightly inÃ' rÐ µasÐ µd. ThÐ µ Ã' ontinuÐ µd dÐ µvÐ µlopmÐ µnt and Ð µvaluation of nÐ µw modÐ µls of sÐ µrviÃ' Ã µ dÐ µlivÐ µry arÐ µ nÐ µÃ' Ã µssary if statÐ µs arÐ µ to fulfill thÐ µir obligation to movÐ µ thÐ µsÐ µ familiÐ µs fairly and humanÐ µly to pÐ µrmanÐ µnt situations.