Children and ADHD A Theatrical Approach - Free Essay Example

Sample details Pages: 9 Words: 2644 Downloads: 7 Date added: 2019/10/30 Category Medicine Essay Level High school Tags: ADHD essay Did you like this example? INTRODUCTION Theatre arts offers children performance-based activities and the opportunity to improve many life skills that affect them daily. Each individual child will benefit differently in a theatre setting and children with Attention Deficit/Hyperactivity Disorder (ADHD) could benefit greatly learning in a theatre setting. Children with ADHD suffer from lack of focus, impulsive behavior, hyperactivity and are easily distracted. Don’t waste time! Our writers will create an original "Children and ADHD: A Theatrical Approach" essay for you Create order Performance-based activities in a theatre setting offer constant movement and the opportunity for students to share ideas and create characters fostering self expression. An education in theatre arts can be an advantage to children, including those with ADHD, by providing an active, performance-based experience which fosters self expression, improves self discipline and focus and enhances self esteem. Not only can performance-based learning happen in a theatre setting, but it can happen in the classroom as well. When a child is struggling with ADHD symptoms it is important to find what helps control those symptoms with or without medication. Performance based learning improves self-discipline, focus, self-expression and self-esteem; all skills that children with ADHD struggle with. Exposing them to theatre and performance-based learning will inevitably improve those skills and ease the symptoms of ADHD. THEATRE ARTS Theatre arts is a collaboration of movement, voice, words and visual elements. Performance is a creation of work to express, in a visual way, a story. Performance based learning can happen in many ways. Theatre games are tools to help teach the basics of performing. Focus and self-discipline are important when learning and playing theatre games. It is important for the actor to see and listen to what is going on around them and be able to act accordingly. Theatre games are most often fast paced and require physical acting. Theatre games are a great tool to help teach theatre basics such as improvisation, pantomime, character and scene work. An actor has to be able to think fast when living in the moment. A great example of how quick thinking and mental agility occurs is with the improvisational game Freeze and Justify. The game starts with two actors performing a random scene based on the positions they are posed in before the game begins. After a few minutes any student can yell freeze and take one person out of the scene and start a completely new scene based on the position the previous actor was in when freeze was yelled. The constant changes in ideas and actors in this game require the actor to think quickly and be able to adjust to the ever-changing ideas and information within a scene. Greg Atkins (1994) states that quick thinking and mental agility can only be acquired by practice and rehearsal. The actor has to be ready for any scenario, to listen, analyze the scene, react and make decisions w ithout hesitation (6). There are a number of exercises to help an actor improve their listening skills. Viola Spolin (1979) outlines a game called Relating an Incident. The first actor tells a short story while the second actor listens. The second actor must retell the story but add color into it. (238) Another game that helps improve listening skills is Story Telling. Five students stand in a line on stage and the instructor points to one student and that person begins telling a story. With no particular time limit, the instructor randomly points to another student and that person must continue the story right where the previous student left off; whether it is at the end of a phrase or mid-sentence. As they are story telling the students create a beginning, middle and end. Both of these exercises help the actor understand the importance of listening to what is happening around them. Teaching the actor how to listen not only helps them on stage, but off stage as well. I have learned that the art of listening is not easy and must be practiced. I have been teaching theatre for over eight years and I spend a lot of class time with my students explaining the importance of listening to each other while on stage. Many of my students have not taken the time to hear what their acting partner is saying, and the scene goes nowhere. It is a struggle for some of them to even listen to me when I am giving directions. Theater games designed to help with listening skills have helped me explain what listening is and how it is important in life and on stage. Spolin (1979) states When an actor sees, direct contact with others is the result (175). I believe that in order for an actor to really see what is happening they must be fully aware of their surroundings. Not only should an actor be aware of the physical surroundings, but also aware of the other actors on stage with them. All the actors are trying to create a scene with a plot and character, so each actor has to watch for all types of movement from the actors and the changes that naturally occur within the scene. Daniel Sklar (1991) explains that detail is an important component when acting. Focusing on details is what makes a scene more exciting for the audience and the actor (25). When performing, boredom can occur if details are not present. Detailed expressions and movement create compelling scenes and captures the audiences attention. Since performing is based around expression, it is a vehicle for children to help express their own feelings through characters. In turn, self esteem improves because they are learning new ways to express emotion whether it is their own or their characters. A positive theatre experience fosters growth and is an outlet for children to learn about themselves and the world. ADHD All children at some point struggle with self expression, self discipline, focus, and self esteem. A child with ADHD struggles more because their symptoms prevent them from developing these skills properly. Performance based learning is one tool that can help a child with ADHD develop these skills and alleviate the symptoms of ADHD. Attention Deficit/Hyperactivity Disorder is a developmental disorder that affects as many as 1.6 million children. The symptoms of ADHD are distractibility, hyperactivity, impulsive behaviors, and the inability to remain focused. The number of children being diagnosed with the disorder has steadily increased over the last ten years. Many of these children are at risk for developing long lasting problems that can affect their daily lives such as frustration levels, social relationships, academics, professional success and self esteem. Children with ADHD who go untreated will suffer socially, academically and may damage their self esteem. Dr. Jan Strydom and Susan du Pleiss (2001) explore the history of ADHD and explain that ADHD has been around for over one hundred twenty years. The name has changed over the years along with various treatments. Eighty percent of children diagnosed with ADHD do not show symptoms most of the time. They behave normally in many real-life settings. In many classroom settings, where the child gets to choose their learning activity, it is difficult to distinguish the diagnosed children from the other children. Children diagnosed with ADHD behave normally when they are involved in activities that interest them, are unique and are highly stimulating (25-26). Although medication has been the most commonly used method of treatment, there are alternative therapies. A child with ADHD needs structure and alternative therapies like behavior modification, cognitive-behavioral therapy, psychotherapy, family therapy and social skills training all help control the symptoms and offer the child stability and structure. Medication alone is not the best solution when treating the symptoms of ADHD. Alternative treatments help control the symptoms in a different way. It offers ways to help the child learn how to manage their symptoms and take control of their bodies. Along with alternative therapies medication is another treatment to explore. Although medication is often used for the treatment of ADHD it has not been proven that it is the best method of treatment. Many medications such as Ritalin are surrounded by conflict. Studies have shown that they are highly addictive and may cause future health problems. According to the Duke University Medical Center the number of children being diagnosed with ADHD has increased over the last ten years. Researchers continue to study the symptoms, causes and history of ADHD, but a cure or the best type of treatment for the disorder is still in question. Nutrition, alternative therapies, and medication are still the focus in researching the disorder and how to treat it. Even without a definitive solution to the ADHD epidemic, the use of alternative therapies has proven to be beneficial. Giving a child the opportunity to explore ways to control their impulses and learn how to manage their symptoms is an impor tant step in learning how to deal with the disorder. The Gale Encyclopedia of Mental Health states that behavior modification is based on operant conditioning developed by behaviorist B.F. Skinner. This concept is designed to shape behavior by reinforcement. Behavior modification is used to encourage positive behavior and discourage unwanted behavior. Techniques used are positive reinforcement and reward systems and in some cases a contract can be developed to lay out the terms of a reward system. This approach has been used in treating many children with ADHD (126). Having a plan set up to encourage appropriate behavior is important when dealing with a child with ADHD. ADHD is a disorder that creates chaos in the mind of a child. They are easily distracted, have difficulties focusing and have very little impulse control. Structure and balance are important to help them maintain some sort of control. A behavior plan can give a child with ADHD the structure and balance that is needed to function during the day. THEATRE AND ADHD Children with ADHD would benefit greatly from performance-based learning. The symptoms of ADHD can be controlled by medication but taking part in theatre is an alternative therapy that benefits a child diagnosed with ADHD. Two of the strongest symptoms of ADHD are the lack of focus and self-discipline. Performance requires strong focus and discipline and exposing a child with ADHD in a setting that requires those skills the symptoms will lessen. In an active performance-based experience, a child with ADHD will learn how to control their impulsive behavior, stay more focused, and enhance their self-expression and self-esteem. Children can learn about the world and how to interact with each other through performance and can incorporate their own lives and ultimately process through emotions and life experiences in an affirming, collective way. The theatre games mentioned earlier are a great resource for teaching theatre. Since most theatre games are designed to encourage the actor to focus and be creative, a child with ADHD would do well playing these games. In performance, an actor must remain constantly focused in order to be prepared for what may happen next. A child with ADHD needs constant stimulation. It is difficult for them to remain focused or attentive if their environment is not in constant motion or if they have nothing to do. In a theatre setting there is constant movement and activities. Performances change on a regular basis, creating a stimulating environment that an ADHD child needs to be able to participate fully. This type of environment feeds their energy giving them a sense of accomplishment. Self esteem is a prominent issue with children diagnosed with ADHD. When a child has difficulties focusing or socializing appropriately with others their self esteem will suffer. Not only is a theatre setting a stimulating environment it also gives a child a sense of family. When a group of students collaborate on a performance they form a close bond called a cast family. This bond is an important step in the theatre process. Children with ADHD are often criticized because they have a hard time socializing and they can often become an outcast. A child with ADHD has an abundance of energy. In a regular classroom setting where high energy would be frowned upon, in a theatre setting it would be embraced as a skill needed for class and performance. In most cases children are working closely together to accomplish a common goal and during that process relationships are formed. Building positive relationships with fellow cast members builds self-esteem and gives a child many opportunities to socialize in a positive way. The use of medications and alternative therapies, including drama therapy, benefit children with ADHD. Medication helps control the symptoms and various therapies are used to help maintain structure and balance. Through expression, language, and emotion, theatre explores the human condition. An actors movement between real and fiction in a theatre setting ultimately results in an effective balance between emotion and thought. Theatre provides a language that can help a child verbalize and identify certain emotional experiences and various thought processes. A child with ADHD is constantly struggling with this type of balance and theatre gives them tools such as self-awareness, listening skills, and language that helps them to organize and manage thoughts and feelings, to begin to try and understand and manage their personal struggles with the disorder. A child with ADHD struggles with learning and a theatre setting is different from a regular classroom, giving a child with ADHD the opportunity to be away from a desk. Participating in theatre not only provides a stimulating environment it also provides skills such as listening and self discipline needed to learn in a regular classroom as well. Through theatre a child is constantly working with others and has to be in control of his body and has to pay close attention to what is going on around him. When these skills are gradually learned with theatre the child begins to use the skills in the classroom. Group drama therapy is another strategy in dealing with ADHD. Lee R. Chasen (2005) explores differently themed groups geared toward specific problems children are experiencing. Children with behavioral issues such as ADHD may be working towards an unhealthy sense of power. By participating in role playing with others they build a positive vocabulary in dealing with emotional expression resulting in a healthy sense of personal power rather than power over someone else or at someone elses expense (162). Through this process, children are learning how to connect with others in a positive way. Role playing can be manipulated to focus on any particular behavior, issue or emotion that a child may be going through. Self-esteem begins to grow, and self-discipline and expression are learned. In my classroom I have several students diagnosed with ADHD. I have witnessed the benefits of theatre in their lives and have strived on a daily basis to help make their theatre experience a positive one. During class we play theatre games and I focus my lessons on keeping my students busy with performing to keep the energy up in the classroom. There is constant movement including dance and physical acting which creates a stimulating environment. I rarely see the ADHD symptoms during class. CONCLUSION The information I have researched would be beneficial for teachers and parents who have children diagnosed with ADHD. Performance based learning is a positive alternative therapy to help control the symptoms of ADHD. I have shown that a stimulating environment is required for a child with ADHD and performance-based learning provides that environment to help maintain focus, self discipline, and self expression and will ultimately enhance self esteem. REFERENCES Fundukian, L. J. (2008). The Gale encyclopedia of mental health. Thomson Gale. Greg Atkins. (1994). Improv!: A handbook for the actor. Heinemann Drama. Sklar, D. J. (1991). Playmaking: Children Writing and Performing Their Own Plays. Teachers and Writers Collaborative, 5 Union Square West, New York, NY 10003. Spolin, V. (1979). Improvisation for the Theater. Strydom, J., Du Plessis, S. (2001). The Myth of ADHD and other Learning Disabilities: Parenting without Ritalin. Huntington House. Weber, A. M., Haen, C. (Eds.). (2005). Clinical applications of drama therapy in child and adolescent treatment. Psychology Press.

GCSE English Coursework The Crucible Essay - 1437 Words

GCSE English Coursework: The Crucible The Crucible. Arthur Miller, ‘The Crucible’ is a play based upon the events of Salem, Massachusetts in 1692. The story is about a religiously motivated town. The story is about a group of girls’ who are led by Abigail, who blamed witchcraft for their troubles. Being a strict Christian society the people of Salem believed in the girl’s stories. In conclusion this led into 20 people being falsely accused, and hung. The girl’s stories were easy to believe because of many reasons. Salem town was filled in a Puritanism belief. Everything they did was for God; they were doing God’s work. With this they believed that the bible was the ultimate answer to any question. When something went†¦show more content†¦During McCarthyism there was a fear in the US about communism. This is Arthur Miller got his inspiration from because both time periods had fear of others and both are alike. Both the societies are very similar. The girl’s stories could easier be believed; the bible says that children are pure innocent people. It mentions how adults should be more like children because of their innocence. The girl’s could easily be believed. If the society hadn’t of been religious then the stories probably would not of been believed. The people had religious attitudes. Because of superstition and old grudges, people would accuse people of witchcraft for ridiculous things. When Mrs Putman lost her babies she accused Rebecca Nurse because she had lots of children of her own and thought she was using witchcraft. She mentions, â€Å"You think its God’s work you should never loss a child, her grandchild either, and I bury all but one?† This clearly shows how jealous she was of her and led into her being hung. Other reasons for the hangings were people’s personal differences and grudges towards other people. Also personal differences complicated issues to do with the witchcraft also. John Proctor had an affair with Abigail Williams who was their former slave. Elizabeth Proctor fired when she figured out that they were having an affair. Abigail used this to her own advantage. As a physical appearance, Abigail is a â€Å"strikingly beautiful girl† but she is a person who

Social Entrepreneurship in the Developing World

Question: Discuss about theSocial Entrepreneurship in the Developing World. Answer: Introduction Social Entrepreneurship involves using of technology by a start-up company with entrepreneurs for non- profit to start, fund and implement solutions to social, cultural, or environmental issues. These concepts will vary from aims, beliefs, innovation, market orientation and even sizes of the social enterprises formed. These entrepreneurs pursue poverty alleviation goals with the zeal of any profitable company that they may start up.AS Bill Drayton says whenever society is stuck or has an opportunity to seize a new opportunity, it needs an entrepreneur to see the opportunity and then turn that vision into a realistic idea and then a reality and then ,indeed, the new pattern all across society. Social entrepreneurship is tailored to directly and ultimately make an impact on social value.The world is fast changing with major challenges being social ones. Social entrepreneurship is a relatively new, but rapidly growing field in business and corporate social responsibilities. Social entre preneurs set out to use their entrepreneurial skills to bring about positive change in society. They do this by developing, funding and implementing solutions to social, cultural and environmental issues. The phenomenon has been about to bring about profound change in societies around the world. Through these initiatives, it is easier to have society conserve the environment, start projects which can economically sustain them, and even enable a large unbanked population to access financial services. An example of this was implemented by the Bangladeshi banker, Muhammad Yunus, whose Grameen Bank has been credited with opening up access to the unbanked in Bangladesh, in the process equipping them with the necessary tools to defeat poverty (Yunus Jolis, 2007). There are different approaches to social entrepreneurship. In some instances, the approach may be done as a purely nonprofit making organization. In other instances, it may blend nonprofit and profit making approaches, blending typical business approaches with more conventional not for profit endeavors. While some social entrepreneurs start their businesses solely to help the poor and to highlight some social issues, others are conventional business people who decide to start a side project which is dedicated to looking after the needs of the poor. Research Problem While social entrepreneurship is a well-developed phenomenon in the developed world, this idea is only starting to become prevalent in the developing world. As locals start to take matters in to their own hands, they have started to build their own projects to deliver their people out of poverty. However, the practice has not yet taken root. This paper aims to show the reasons why social entrepreneurship in Africa, Asia, Latin America and Eastern Europe still lags behind and are the unit of investigation. It will also attempt to find out what can be done to help spur this practice, and what the effect of existing initiatives has been so far. Research Questions The research questions are designed to lead to answers for the problem indicated in the above section. The questions will be as follows: What stands in the way of social entrepreneurship in the developing world and Eastern Europe? The second question will involve solutions for this, and will be stated as follows: what can be done to spur social entrepreneurship in these regions? The third question will look at what the social entrepreneurs have already achieved, so as to justify even more investment. It will read: what has so far been achieved through these initiatives in the mentioned areas? Literature Review The latest report from World Bank indicate, that the worlds population is living under the poverty lines. This being 902 million people though, this might fall depending on efforts that the millennial development goals and beyond will contribute to the development progress. Poverty is a pervasive problem in the world today. One in six people is currently malnourished, and unable to access clean drinking water. A bigger number, 2.4 billion people as of 2003, are unable to access proper sanitation. This results in the death of 10 million children every year due to preventable diseases. The gap between the poor and rich continues to grow, such that 50% of the worlds population controls only 5% of the total global income. This means that several governments are unable to provide the services which are necessary to guarantee a decent livelihood for their people. Instead of stepping up their efforts and helping to fight poverty, several governments around the world are dedicated to forcing self sustenance, so that social investment is decreased. The result has been that few people are able to come out of poverty, unless they find alternative means (Nicholls, 2006). The circumstances above are not a new phenomenon. In fact, they are only getting better, form the days when a bigger population of the worlds population was actually poorer, and faced stark odds in trying to lead a healthy life. This is especially the case in the United States, where the actions of a few citizens were instrumental in enabling their people to learn how to read and write. In other countries, people were able to dedicate their efforts to the public good, spending vast amounts in research, and thereby discovering cures which drastically improved the quality of life of their people. In this way, social entrepreneurship in its basic form was developed in the west. Through t, individuals and corporate were able to step in and effect social changes which fundamentally changed the prospects of their societies in a positive way (Praszkier Nowak, 2012). The great start to social entrepreneurship was however not reflected in other countries around the world. The developed work does not lack in imagination and the drive required in making social entrepreneurship. And while there have been many people who have come out to engage in corporate social programs, their ability to bring about real change is inhibited by their lack of knowledge in local problems, and lack of the needed funds to effect development. Inversely, others have come up with the notion that perhaps, the problems of the third world are too many to be resolved simply using social entrepreneurship. Therefore, their efforts to become are in many insignificant drops in an ocean of want and underdevelopment (Singh, 2016). In the case of India for instance, the government has been spending only around 1% of the GDP on health. Only about 10% of the whole population has medical insurance. All this happens in a country which has the worlds fourth largest economy. In a population of 1.2 billion, this means that a vast majority of the country is vulnerable to health problems. It also means that a huge investment than what the government currently commits is required to ensure better healthcare, accompanied by political will (Singh, 2016). In the developed world, as well as in the developing world, social entrepreneurs face the problem of having to navigate through complicated laws. The case of Canada however shows that the government has not yet provided their social entrepreneurs with the necessary facilities to make a more profound impact on their societies. In the developing world, the situation is much worse. Governments have not had the political will or the necessary technical ability to change the law, and come up with a framework which actively enables social entrepreneurship. One such area is taxation. While corporate tax is in many cases punitive, the same should not be similar with other versions social businesses. These businesses are therefore unable to actively provide the services they need to provide to their people. More importantly, they do not have any incentive to engage in social entrepreneurship (Rykaszewki, Ma Shen, 2013). Social entrepreneurs are in many cases inspired to resolve issues which occur in countries or regions and societies besides theirs. In this case, they are unable to properly address the issues which affect these people. In other cases, the social entrepreneur is not clear on what he wants to achieve in the society. Therefore, lofty ideas may be floated, and even implemented. However, they are not in any way aligned to the immediate needs of the people they are meant to help. For instance, it may be more practical to help a community in maize growing area with farm inputs and mechanized agriculture, instead of tools to make their sheep healthier, if this is not their main economic activity (Seanor Meaton, 2008). The issue with entrepreneurship, when it is done in absentia as is the case in many of the initiatives, is that it results in the social entrepreneurs having to rely on third parties to implement their agenda. This leads to a situation whereby trust is relied on, and at the same time, it is betrayed. The entrepreneurs therefore find that the work which they set out to accomplish in the society is diluted, and has minimal impact (Seanor Meaton, 2008). The failure of entrepreneurs to come up with the right plans for their initiatives is another reason why there may be lower numbers of businesses in the developing world, and why the organizations they set up eventually fail. The society in many places does not give their people the necessary support to be successful in social entrepreneurship. In these circumstances, entrepreneurs are unable to come up with the necessary funds and skills needed. The society needs to help develop the social entrepreneurship skills. At the same time, the society may not properly value the impact that social entrepreneurs add to their communities. Therefore, besides making it unattractive to become social entrepreneurs, the society does not give their people any chance in terms of skills to have an impact in bettering the lives of other people (Atsan, 2016). Social entrepreneurship in the third world has also been the subject of unethical conduct accusations. People and institutions who present themselves as social entrepreneurs may actually be taking advantage of the circumstances to enrich themselves, or to bolster their images, and in other cases, increase their public relations image. In these circumstances, social entrepreneurs have been able to abuse their position, and dilute the impact of the projects they are expected to implement. In other instances, they act as the agents of real entrepreneurs who are located away from the area of focus. They may be able to siphon funds aimed for use in the community for their own needs (Chell et al, 2016). As discussed earlier, the circumstances in the developing world are not helped by stringent government regulation. In addition however, social entrepreneurs are faced with endemic corruption. They sometimes discover that a significant amount of the money they intend to spend is in actual sense spent in bribes and navigating through barriers before they can start their operations (Chell et al, 2016). Culture may also have a negative effect on entrepreneurship. Some people are generally suspicious of outside interference. This is especially so if the people have a negative experience with foreigners, leading them to look at every person with doubts, regardless of how noble their intentions are. Under such an environment, it is unlikely for the entrepreneur to have great success in the community. They may be faced with sabotage, and general lack of public support necessary to drive their agenda ahead. Under these circumstances, it is impossible for the entrepreneur to be successful. More importantly however, it communicates to other entrepreneurs that they are not welcome in the community. This will in time deprive the community of entrepreneurs, whether they come from outside the particular society, or are indigenous to it (Malunga, Iwu Mugobo, 2014). It is however not all gloom and doom in these areas. In Africa for instance, it has been noted that social entrepreneurship is drastically increasing. This has been powered on by the actions of business personalities across the continent taking on a more corporate responsible role, whereby they have been at the forefront in helping the underprivileged in society better themselves. The focus is not only on economic empowerment. They are also investing in issues such as maternal healthcare and basic education, thereby helping empower communities. While some of the initiatives have been started with the intention of generating profits, they are also helping transform the communities within which they operate. They do this by being able to close the gap between what the government provides its people in terms of education and healthcare, and what the people realistically need (CNBC Africa, 2017). As has been mentioned before, the developing world is pulled back from social entrepreneurship by the presence of serious impediments to trade. These include corruption, and the lack of enabling legislation which would make the countries easier for organizations to operate in. However, this is changing,. Countries have awoken to the powerful force of business in instituting economic and social change in their societies, and set out to make it as easy as possible to open and operate businesses. Additionally, more enabling tax regimes have been legislated, such that social entrepreneurs only need to pay a small amount of their income in taxes, and therefore have much more to invest in communities. The economic situation in Africa is also improving, as is awareness. It is therefore becoming easier for social programs by social entrepreneurs to have an impact. People are less distrustful of foreigners, for instance, and opportunities to start businesses are likelier than before to delive r people out of poverty (Rivera-Santos et al, 2015). Methodology The paper is a secondary research. It will mainly look at already existing literature, so that it can then synthesize the necessary information and make necessary recommendations. The paper has reviewed peer reviewed journals, books written by eminent social entrepreneurship scholars, and other important information generated by the internet. The paper is also determined to be as balanced as possible. In doing so, it will ensure that the recommendations reached are also unbiased, and are meant to help in the growth of social entrepreneurship. The Google search terms were social entrepreneurship, reasons for low social entrepreneurship in the developing world, and current trends in social entrepreneurship in the developing world. Findings and Analysis Social entrepreneurship in the developing world is alive and well. However, it faces serious challenges, which have profoundly affected its impact on the lives of the worlds poorest individuals. While it may be argued that the reason for this is poverty, the statistics paint a different picture. It has been shown for instance, that while India is the fourth largest economy in the world, only 10% of its 1.2 billion strong populations can access insurance. This means that it is not a question of lack of material wealth, but how this can be translated into programs which positively affect the lives of the common man, whether or not these programs are led by the government or private entities. The cultural, economic and political realities on the ground also ensure that social entrepreneurship does not leave a mark in the developing world as it has done in the West. While the environment suggests that this should be the case, and that there is the necessary man power, will and capital needed to mount a successful social entrepreneurship initiative, the circumstances on the ground are different. The presence of corruption has served as a huge impediment to the implementation of social implementation programs, as has the presence of legal restrictions, which are not friendly to social entrepreneurship. Despite these situations, the environment is changing. The economic realities in the developing world are vastly different to what they were years ago. Strong economies have arisen, backed by governments which appreciate the importance of social entrepreneurship. These governments also understand the limitation of their initiatives in alleviating poverty. As a result, they are more supportive. As information becomes more accessible, the distrust which has for a long time been the character of much of the third world is slowly disappearing. Many of these societies are increasingly more open, enabling social entrepreneurship to flourish. The most important lessons to have in mind for growing and starting social entrepreneurs include innovation, recruiting and mobilizing people, infrastructure and business linkages, different terrains, financing sources. Innovation is a costly but necessary part in any business and in this case social entrepreneurship, development options have to be made available for an easier production of new technologies this way research and development costs are reduced or taken care of. The barriers of entry are very high since the social enterprises have to create their own infrastructures and business linkages as this is not available for them but on the other hand, actually available for the large businesses but are taken for granted. With regard to institutional terrains, social enterprises dont fit in well as compared to private sectors which are easy to deal with. Lastly, they fully rely on the governments or philanthropists for funds as this sector virtually has no financing sectors to h elp them with capital or credit requirements. Recommendations Social entrepreneurs in developing countries are rarely known and this is not because that they lack entrepreneurial talent but because many who initiate the process and projects to empower their lives out of poverty go unnoticed. In this time and age this should stop and they should be given support and resources to actualize their entrepreneurial skills. It is clear that despite the steps that have been made in making social entrepreneurship a common theme in the world, and specifically the less developed countries, much more needs to be done. To help this, governments have to play a central role. This should start with their ability to set enabling legislation. These rules and regulation will help the economy to function effectively and efficiently and thus delivery of goods and services to the public will be faster. The issue of taxation should be done in a way which acknowledges those who spend all or most of their income on social initiatives. This should also include laws whic h make it easier to open and operate a social entrepreneurship project in the said countries. In addition to this, the government, in collaboration with other education partners should improve access to entrepreneurial education. Its ability to alleviate poverty should be highlighted, to ensure potential social entrepreneurs are able to implement their ideas. It is also recommended that there should be greater cooperation between the social entrepreneurs and the communities within which they aim to work with. They should for instance ensure that the plans they want to implement are workable, and will actually result in a positive change for their people. Additionally, they should ensure that they properly involve the people, so that the projects they come up with are actually able to have a positive impact on the community, instead of dying off due to impracticability. Conclusion Global entrepreneurs council is responsible for promoting social entrepreneurship worldwide. Once they put they efforts together with global influencers and other world leaders a lot of social entrepreneurship will be appreciated as they would give support and do promotions on same. A lot of small and big programs help the to enlighten the community to make a difference in the society. Through technology programs, a big geographical region is able to be reached easily and if the partnerships are stronger, it would also be sustainable. The phenomenon of social entrepreneurship might be the best bet for poor people who no longer trust that their governments can come up with the necessary tools to enable them lead a better life. While governments are shrinking, the social entrepreneurs are taking their place, increasingly succeeding in creating positive change in society. It is therefore clear that in future, a major driver of development and human empowerment will be social entrepreneu rship activities started by private entities. Lastly social entrepreneurs build sustainable ventures and have a clear guiding rule not only to assist the people who are in dire need but mostly to empower them to develop themselves on a personal level, local and further the whole countries economy. It is more of Give a man a fish and you will feed him for a day. Teach a man how to fish and you will feed him for a lifetime. References Nicholls, A. (2006). Social Entrepreneurship: New Models of Sustainable Social Change. Oxford: Oxford University Press. Yunus, M., Jolis, A. (2007). Banker to the poor: the autobiography of Muhammad Yunus, founder of Grameen Bank. New Delhi: Penguin. Praszkier, R., Nowak, A. (2012). Social Entrepreneurship: Theory and Practice. Cambridge: Cambridge University Press. Singh, A. (2016). The Process of Social Value Creation. New Delhi: Springer India. Rykaszewski, S., Ma, M., Shen, Y. (2013). Failure in Social entreprises. University of Toronto, 1-29. Seanor, P., Meaton, J. (2008). Learning from failure, ambiguity and trust in social enterprise. Social Enterprise Journal, 4(1), 24-40. Rivera-Santos, M., Holt, D., Littlewood, D., Kolk, A. (2015). Social Entrepreneurship in Sub-Saharan Africa. Academy of Management Perspectives, 29(1), 72-91. Atsan, N. (2016). Failure Experiences of Entrepreneurs: Causes and Learning Outcomes. Social and Behavioral Sciences, 236(2016), 435-442. Chell, E., Spence, L., Perrini, F., Harris, J. (2016). Social Entrepreneurship and Business Ethics: Does Social Equal Ethical? Journal of Business Ethics, 133(4), 619-625. Malunga, P., Iwu, C., Mugobo, V. (2014). Social Entrepreneurs and community development. A literature analysis. Mediterranean Journal of Social Studies,5 (16), 18-27.