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By Edward P. Eismann

Unitas is an outreach healing software serving Hispanic and African American kids within the South Bronx. it's a advanced institutional constitution established upon philosophical, mental, and sociological perspectives of ways interpersonal family will be formed within the curiosity of a kid's fit social and emotional existence. To acheive what Unitas calls the therapeutic of the kid's brokeness,the application has created a community of symbolic households composed of kids and youths residing within the comparable neighborhoods. the teens play the jobs of symbolic and surrogate mom and dad and turn into the caretakers and, certainly, therapists of the more youthful young children. using those fictive nuclear and prolonged households offers institutional intending to the Unitas trend of mutual support. This quantity is a glance contained in the application via its valuable player, Dr. Edward Eismann. Eismann, founder and director of Unitas, presents the reader with a wealthy, first-hand account of ways he went approximately mobilizing the formative years who might later develop into the center of his winning application. He additionally bargains many of the rules within the social sciences and therepeutic literature which encouraged the shaping of Unitas. Unitas additionally contains a sequence of teaching modules for folks drawn to replicating this kind of social software.

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Unitas--building healing communities for children

Unitas is an outreach healing software serving Hispanic and African American teenagers within the South Bronx. it's a complicated institutional constitution established upon philosophical, mental, and sociological perspectives of the way interpersonal kinfolk will be formed within the curiosity of a kid's fit social and emotional existence.

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Very few kids stayed around. Frightened, they ran home and their mothers would not let them out. Windows were filled with people. Neighbors came out onto the street. Everyone was on edge. The fury I felt and sat with for days after this immobilized me. The pivotal question was: Is the vision of creating a healing community of children and teenagers in a neighborhood a fantasy reflective of my own needs rather than an innovative and objective approach for healing dysfunctioning children? The vision seemed objectively sound.

Part of me was still clinging to institutional thinking: looking for a place already prepared for me and which offered supervision and a clear framework within which to function officially. The realization of my vision involved separation from dependency on the thinking and approval of my mentors and launching out, breaking into full scale belief in my own insights and creative leanings. What finally released the vision into reality was my friendship with a little boy named Ray. During that summer, Ray sat in the schoolyard each morning, playing by himself with his toy cars.

During the school year that followed, I maintained my relationships with the community of children on Fox Street by meeting with them in their schools. I suggested they bring me into their schools and let me meet their teachers. And so I was introduced to the principal, the guidance counselors, and the teachers by some of the older Page 7 children. In this way I gained entry to their schools as a friend and not as a professional seeking referrals. Maintaining these bonds served three purposes: to reinforce the children's bonding with me as a "helping friend"; to use their relationship with me as a way of bonding others together with us in building a healing community; and to select and build up a cadre of older boys and girls who would start meeting with me regularly to learn how to take care of the children on their street and each other.

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