A must read for anyone concerned about teenage mental health." -- Maia Szalavitz, NYT bestselilng author of Unbroken Brain co-author of The Boy Who Was Raised as a Dog A survivor of the Troubled Teen Industry exposes the truth about the dark side of a billion-dollar industry's institutionalized abuse—and shares the story of her own fight for justice. Liz Ianelli, known around the world as Survivor993, spent years at the Family Foundation—labeled an “institution for troubled teens.” The children who went through The Family School like her were good people. They had potential and dreams, but they came out with lifelong trauma: anxious, angry, paranoid, self-hating and in pain. Most of them have suffered lives of hardship, unable to integrate back into society. Hundreds have died, mostly by overdose and suicide. I See You, Survivor is about what really happened at The Family and what continues to happen at thousands of facilities like it. Beyond the trauma, this book is about triumph, resilience, and an effort to help others, and it conveys Liz’s critical message for every survivor she sees: “You are not broken. You are not unlovable. And you are not alone. There are millions of us. And I come with a message, for you, for them, for everyone: They act strong, but we are stronger. We are worthy. We are not alone. Speak, and we will be there for you. Speak, because there is power in your testimony. Speak, and we will win.” This is a book first and foremost for survivors who can find support and community in these stories. It is also for parents, counselors, law makers and others to expose this industry for what it is: child abuse. And how that abuse has consequences for all of us.
A must read for anyone concerned about teenage mental health." -- Maia Szalavitz, NYT bestselilng author of Unbroken Brain co-author of The Boy Who Was Raised as a Dog A survivor of the Troubled Teen Industry exposes the truth about the dark side of a billion-dollar industry's institutionalized abuse—and shares the story of her own fight for justice. Liz Ianelli, known around the world as Survivor993, spent years at the Family Foundation—labeled an “institution for troubled teens.” The children who went through The Family School like her were good people. They had potential and dreams, but they came out with lifelong trauma: anxious, angry, paranoid, self-hating and in pain. Most of them have suffered lives of hardship, unable to integrate back into society. Hundreds have died, mostly by overdose and suicide. I See You, Survivor is about what really happened at The Family and what continues to happen at thousands of facilities like it. Beyond the trauma, this book is about triumph, resilience, and an effort to help others, and it conveys Liz’s critical message for every survivor she sees: “You are not broken. You are not unlovable. And you are not alone. There are millions of us. And I come with a message, for you, for them, for everyone: They act strong, but we are stronger. We are worthy. We are not alone. Speak, and we will be there for you. Speak, because there is power in your testimony. Speak, and we will win.” This is a book first and foremost for survivors who can find support and community in these stories. It is also for parents, counselors, law makers and others to expose this industry for what it is: child abuse. And how that abuse has consequences for all of us.
This book explains how education policies offering improved transitions to work and higher-level study can widen the gaps between successful and disadvantaged groups of young people. Centred on an original study of ongoing further education and apprenticeship reforms in England, the book traces the emergence of distinctive patterns of transition that magnify existing societal inequalities. It illustrates the distinction between mainly male ‘technical elites’ on STEM-based courses and the preparation for low-level service roles described as ‘welfare vocationalism’, whilst digital and creative fields ill-suited to industry learning head for a ‘new economy precariat’. Yet the authors argue that social justice can nevertheless be advanced in the spaces between learning and work. The book provides essential insights for academics and postgraduate students researching technical, vocational and higher education. It will also appeal to professionals with interests in contemporary educational policy and emerging practice.
“This book does not focus simply on the employment prospects of first generation higher education entrants but rather engages with the wider possibilities of social engagement and transformation that can arise from participation in higher education. It provides essential reading for administrators, policy-makers, managers, academics and indeed anyone else interested in how to widen the socio-economic base of higher education so that the process is informed by a significant concern with social justice and reducing inequality.” Rosemary Deem, Professor of Education, University of Bristol This book examines the proposition that parental education is a key factor contributing to the access and success of students, but that insufficient attention is paid to this by researchers, national systems and institutional interventions. Analysis of research findings from ten countries, plus a UK wide study, indicates that parental education is more important in determining access to higher education than parental employment or financial status. The book provides a clear conceptualisation of first generation entry, exploring its complex interrelationship with social class. Furthermore, it demonstrates that when first generation entry is used as a lens, it disrupts the taken for granted assumptions regarding widening participation and helps produce much more effective approaches to targeting access and supporting student success. First Generation Entry into Higher Education provides a unique and insightful examination of how first generation entrants are supported or otherwise by different national approaches and institutional responses. The book is essential reading for all with an interest in widening participation in higher education.
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