Blue:
No, handing them money will not alone solve their problems, yet their being "handed" money by the public assistance programs that do that without question solves the problem of making sure their most basic of needs are met. You see, all the stuff I do would have little to no value if the kids aren't being housed, fed, clothed, shod, etc. One cannot rationally expect a kid to give a damn about laying the foundations for what their life will bring five years from now when today they have no food in their belly and they have no idea where they'll get food tomorrow. Public assistance isn't mean to solve every problem its recipients have; it's mean to solve the most basic ones so the recipients can act on their own (or with help such as that I give my mentees) to solve the rest of their problems.
Well, that's how it
should work at least. LOL Having grown-up partially on public assistance, I can assure you the system is set-up (intentionally or not) to de-incentivize people from improving their "lot in life". Unless of course one does so in a dramatic enough way as to off-set the "penalties" (sorry can't think of a better word) for working.
Let me give you an example. When my Mother would want to earn some extra money to provide something special for us, she would have to work "off the books", usually for a friend that owned a motel. That money would have to stay as cash and never appear in her bank account, otherwise her "assistance" would be lowered by that exact amount. Likewise, when friends or relatives would give money to me or my siblings as gifts, it would have to stay as cash, lest her "benefits" be reduced. We even had to put our (us kids) savings accounts under relatives' names in order to keep them. I understand some things have changed since that time, but have they really changed that much in this regard?
What you've described is clearly a problem; however, it's still an aspect of the money/tangible resources variable of the equation. The point I made is that having the money to secure one's basic needs is just one part of the the problem folks face. The other part of the problem is learning the skills and habits that lead to success (life-living success
and financial success); it's acquiring a set of intangible skills and resources and applying them effectively.
When, for example, a person thinks to themselves, "I enjoy doing XYZ. I want a job that lets me do XYZ," and they don't know what kinds of careers incorporate or consist mainly of doing XYZ, they are stuck with entering a career whereby they do none of XYZ. Now, the individual can commence to research careers to find out which of them entails what they want to do, but when they have no idea where or how to conduct that investigation, they won't get very far.
Another example is just in identifying what they want and understanding what about it they like, and why they want what they want. I've seen this among young people at every economic level of society. Ask young folks a question about why they want something (of importance) they've said they want, and "I don't know" is quite often their reply. Ask them what they want to do "when they grow up," and they'll reply by telling you what job they think they want to perform. Ask them what they think they like about being a "whatever" and eight of ten kids (I'm talking high school juniors and seniors) will respond, "I don't know." Ask them if they've bothered to find out just what the work of a "whatever" entails on a day to day basis. Fewer than 1% of them will be able to answer "yes," unless their parents or other close relative happen to have the career the kids want to pursue.
Those are but two examples of what I mean when I say that tossing money at the problem solves only part of the overall problem. And just to be clear, the overall problem from a political and public policy perspective isn't that people don't have money; it's that the county has a lot of people who have no idea of, or have ill conceived ideas of, how to self-actualize, that is, how to go about making their dreams come to fruition. Showing/helping people figure out how to do that is the thing that's needed in addition to money for basic needs.
Now as for the issue you specifically noted, well, that's a program design issue in a sense; however, I also understand why the program is designed that way. As we both agree:
- One obtains public assistance in order to have food, clothing, shelter and other basic needs met.
- With those needs met, recipients of public assistance must devote all their efforts toward building the skills and habits needed to no longer need public assistance.
Now what that means is that "little extras" just don't have a place in the picture while one receives public assistance. I understand that a parent will want to make those extras available from time to time. I know that the system isn't structured to give those "little extras" legitimacy among the priorities of individuals receiving public assistance. That one obtains, via one's own toil, money to pay for those extras necessarily raises the question, "Why should taxpayers provide one with that sum when one can obtain it on one's own?" You see, the system is currently designed to provide for non-extras so that one does not need to devote time to doing so and one can instead devote one's time to acquiring the intangible resources (skills, habits and so on) that one must have to no longer need public assistance. The sooner one accomplishes that, the sooner the extras can enter the picture.
Understanding that is the model upon which U.S. public assistance programs are based is what makes the mentoring I do effective. I don't have to like that's how the programs are designed; my mentees and their parents don't have to like it. But insofar as they are dependent on it, what they must do to get out of the system is "play the game" they way the system intends it to be played. When the game is football and one plays it like soccer, one will lose. The same principle applies to public assistance.
I provide my mentees with the things that money doesn't buy. If I weren't to provide my mentees (sometimes their parents too) with the types of guidance I described earlier, they'd have to acquire them elsewhere. Seeing as they are skills and abilities that one can't buy at Walmart, and they are traits that have to be learned, applied and seen to bear fruit, it's highly unlikely my mentees will learn them if someone doesn't make a point of teaching them. My parents taught them to me, but my parents are also high achieving individuals: Mother was a doctor in private practice; Daddy was an engineer and still is a business owner. They both understood the intangibles and they passed them on to me. My mentees and their parents, and their parents before them, don't have anyone to show them those things. That is, I think, the situation for most folks. (And no, I don't think they are stupid for not sussing out the intangibles on their own.)