Almost everything we do involves either interacting with other persons or inhibiting interactions with other persons. If we fail to follow the often unspoken rules about these interactions, the consequences will be clear: others will judge us to be socially incompetent. Social competence and the resultant social affiliation have both an individual and a collective social impact. While public schools can certainly not take responsibility for the entire cultural capacity for social affiliation, they can and should take a responsibility for the social competence of those they teach. Administrators will need to determine whether a restructuring of the culture of the school is necessary to achieve socially competent children.
Changing paradigms is not easy. But focusing on problems avoids focusing on solutions. The questions is ‘Who’s solutions shall we provide?’. LaZara has posed the question of problems from the perspective of business management. This article examines the implications for the helping professions administrators.
This paper was developed in response to the need to coordinate a single system for all children including the family, school and community into a cohesive response system.
The following ‘white paper’ was developed as a guide to help solve the problems caused by government expenditures and the ineffective results. While written decades ago, the issues still remain relevant.
The working presumption of this endeavor is that people will feel better about themselves and about their work if they believe that they are successfully performing an important job at a high level of quality.