Children in Crisis, the Helping Professions, and the Social Responsibilities of Universities

Abstract

The children's crisis impacts upon the helping professions and the universities, and it is inseparable from other challenges affecting families, neighborhood-communities, and cities. When child advocates proclaim “a children's crisis,” many do so because of the dominant political tradition of defining and solving special categories of problems. American universities have a social responsibility to address the children's crisis and its close relations. By making strategic investments, universities also contribute to enlightened self-interest. Faculty and students can assume leadership in defining more appropriate problem domains. They also can assume lead responsibilities for the development, interpretation, dissemination, and evaluation of three “theories of change.” As they advance this work, faculty and students will strengthen, diversify, and unify teaching, research, and service activities. Universities that neglect, or abandon, this important social responsibility will nevertheless be held accountable for it, shoulder some of its costs, and miss a golden opportunity to regain public trust and moral leadership.