Revitalization Education in Problem Areas as a Tool for the Implementation of Social Welfare
2. Materials and Methods
3.1. Genesis, Problems and Social Challenges of Problem Areas
- temporarily unemployed people;
- constantly unemployed people—that is, those persons belonging to the third group and are profiled as away from the labor market, based on the meaning described in Art. 33 from the Act dated 20 April 2004 on employment promotion and labor market institutions;
- people with low qualifications;
- people with disabilities (including mental disorders);
- excluded children and adolescents or those at risk of social exclusion;
- homeless people;
- being in an environment of socially excluded people (including families of excluded people or people at risk of poverty and social exclusion), whose participation in the project is necessary for the effective support of those at risk of poverty or social exclusion.
- On the other hand, marginalized communities are residents—especially children— who live in a negative loop that perpetuates nondevelopmental life patterns and where there is a culture of poverty and life helplessness, which is then transferred to the next generations.
- The main barriers that prevent this group from changing their social status include:
- lack of financial resources to participate in educational and cultural development activities;
- life and social burnout;
- low self-esteem;
- the feeling of a lack of competence.
3.2. Transformational Shock and Its Social Consequences in the Context of Neuroscience
3.3. Creation and Strengthening of Development Factors in Problem Areas—Revitalization Education
- not consuming “junk food” (e.g., sweets, crisps, Coca-Cola/Pepsi drinks and other highly processed foods with low nutritional value);
- parents were, in addition, asked to give their children drinking water;
- 15 min reading together. (Parents were instructed accordingly).
4. Conclusions and Recommendations
- co-financing poverty only perpetuates incorrect patterns of behavior and beliefs, thereby perpetuating the phenomenon that is to be worked through and solved;
- the instrument of change is a system of properly profiled education and properly designed educational programs—revitalization education;
- to this end, educational genetics should form a fundamental part of all educational programs for educators and people dealing with social assistance and social policy, as well as doctors and people dealing with perinatal care;
- solving social problems through financial and material help is “magical thinking”, consolidating characteristic negative and nonproductive attitudes, beliefs and values that are antidevelopmental for the concerned individual as well as for the society as a whole;
- there is a need to educate specialists in the field of revitalization activities in education and the development of social intervention programs (using the conclusions from research in the field of neurosciences and epigenetics), the aim of which is to cause a permanent change for disadvantaged and socially excluded people/groups.
- whoever invests in education also supports the health and learning capacity of future generations;
- whoever in a targeted way improves the situation of future parents, newborns and young children, does something for the later education of children and adolescents.
- investment in education starts with fighting poverty and inequality.
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Alexander C. McFarlane (Editor)
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Skubiak, B. Revitalization Education in Problem Areas as a Tool for the Implementation of Social Welfare. Sustainability 2021, 13, 11291. https://doi.org/10.3390/su132011291
Skubiak B. Revitalization Education in Problem Areas as a Tool for the Implementation of Social Welfare. Sustainability. 2021; 13(20):11291. https://doi.org/10.3390/su132011291Chicago/Turabian Style
Skubiak, Beata. 2021. "Revitalization Education in Problem Areas as a Tool for the Implementation of Social Welfare" Sustainability 13, no. 20: 11291. https://doi.org/10.3390/su132011291