Children of Affluent Class
By Raheel Irfan Abbasi
Not happens every time but do happen sometimes that capable children of the rich class are criticized, despite of their capability, they are knocked by the society for being born in a rich family. But one should be judged regardless of his/her financial status because child of a rich can be capable and vice versa .
In a surprising switch, the offspring of the affluent today are more distressed than other youth not because of what they have in monetary terms but for a reason that most of the people around them and sometimes even close friends and relatives don’t accept their abilities.
The fact can be turned around by saying that children of the affluent don’t think of the society in way they should or the way the depressed class deserves. This is just because that they don’t understands the sensitivity and need of the attention which a poor needs.
Here comes the role of parents.
Parents need to play an important role in early intervention services to have a significant effect on children’s developmental and social-emotional well-being. With some exceptions, the field of early intervention has failed to engage parents as active and primary mediators of the developmental services their children receive. This failure is incompatible both with the developmental theories on which early intervention services are based, as well as the substantially greater number of opportunities parents have to influence children’s learning and development compared with school personnel and intervention specialists. Furthermore, an increasing body of empirical evidence has identified parent involvement as a critical ingredient of effective developmental intervention. Theory and research findings demand that early intervention change practices related to parent involvement. Social workers in children and family services may be ideally suited to meeting the need for early intervention professionals who are committed to working with families.
The writer is a social worker based in Islamabad
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