Poverty has affected Michael's emotional health and academic progress on a variety of levels. Emotionally, he is often acting out and engaging in delinquent behavior as a result of his basic lack of role models. His father has been an inadequate role model, as his mismatching actions and words have negatively affected Michael's sense of trust. It appears that he feels he can trust only himself, and is therefore unsusceptible to leadership by adults.

The school district and Sue Wilson both want Michael to succeed academically. Sue believes that this can only be achieved by means of building a positive relationship with Michael. She is attempting to help Michael reach the school's requirements by providing him with positive input on a regular basis.

3.

In the short-term, both Sue Wilson and the school district are working to help Michael understand the consequences of his behavior. He is beginning to understand that negative behavior leads to negative consequences, and that the reverse is also true. The short-term should mainly include goals to repair Michael's emotional wounds. Academic goals should be the focus of long-term therapy.

4.

Michael and those like him should be provided with programs to support them on both an emotional and academic basis. Professional psychological assistance should be used to ensure the emotional health and continued well-being of these children. This can then be used as a basis to implement academic programs to help children flourish in their schooling and careers later in life.

5.

Local, state and national programs need to be implemented to address the problem of homeless families. May of these families are the victims of abuse and other factors beyond their control. The stigma surrounding homelessness should also be removed. Only when fundamental changes occur on a widely social level can children like Michael begin to flourish.