An Effective Vocational Rehabilitation Strategy for the severe disabled

- Supported Employment program -

Kyung-Min Park, a Down’s syndrome man, is 25 years old. He has mainly staid his home all day with watching TV, surfing the Internet, playing the cyber game since graduating special school for the students with an intellectual disability. He does never have friends and job until 25 years old. At some day in 2001, he and his mother visit me to ask his vocational rehabilitation. Like the other people with an intellectual disability he also has complicated troubles such as education, job, sex, marriage, and the others. However, he is a good and pure man. First of all, he has a good healthy unlike the other Down’s syndrome. After I performed suitable vocational counseling and assessment, I decide that he participate my supported employment program.

There are many issues in a vocational rehabilitation field for the people with an intellectual disability. First, there is controversy about quality of vocational rehabilitation services. A services’ quality is determined by not service provider's judgment but customers' service satisfaction. Unlike present the number of vocational rehabilitation agencies in the community is very scarce in the past; therefore, rehabilitation agencies do not feel necessity to care their services' quality and customer’s service satisfaction. However, recently because service quality competition is highly raised between rehabilitation agencies and consumerism concept begin to be used in rehabilitation fields, rehabilitation agencies have to care their services' quality and customer service satisfaction. Second, how is vocational rehabilitation service effectively achieved in the economical side? Namely, how many benefits can vocational rehabilitation agencies give to the disabled people? In fact, an effectiveness of every social welfare service including rehabilitation program was criticized from neoconservatives especially when country has an economic crisis. Accordingly issue of rehabilitation service's cost and benefit is a very critical problem. Third, what are differences of role between professionals and non-professionals? Unlike national economy and defense because social welfare is not universal and major issue but marginal and minor issue, its available resources is very limited. Accordingly not only professionals but also non-professionals such as family members, businesses and volunteers have no choice but to participate in the rehabilitation processes. Consequently role share and cooperation between professionals and non-professionals is very important issue in the rehabilitation fields. Finally, how much does rehabilitation service contribute for the disabled people’s social integration? Actually ultimate purpose of rehabilitation is a complete social integration for the disabled people. However many rehabilitation programs have been still provided under the separated training and service setting.

Supported employment program is more effective program than any other vocational

rehabilitation program for the people with an intellectual disability in the above all issues. First, supported employment program is the best suitable program for mentally retarded people’s characteristic. Second, supported employment program is more economical than traditional vocational rehabilitation programs. Third, supported employment program uses a variety of community resources such as business members, family members, and volunteers throughout whole rehabilitation process. Finally, supported employment program pursues social integration of the people with an intellectual disability through vocational rehabilitation.

Traditional Vocational Rehabilitation Strategy and Supported Employment Program

Generally, supported employment compares with traditional vocational rehabilitation approaches. According to the Renzaglia, A, & Hutchins, M. (1988) they explain that supported employment is more community referenced program than traditional vocational rehabilitation programs. Namely, traditional approaches are based on institution centered paradigm and individual model about the disability while supported employment is bases on community centered paradigm and social model about the disability. Also assessment, curriculum, training method/settings, and placement/follow-up ways are different each other. Traditional approaches use standardized assessment instruments, simulated jobs, work adjustment skills, and time-limited follow-up while supported employment uses informal assessment procedures targeted community-based employment, a systematically select skill training, on-the-job training, and ongoing support.

Definition and History of Supported Employment

There are a variety of definitions about supported employment. However, definition of the Rehabilitation Act Amendment of 1986 is the most general definition received by rehabilitation professionals. According to the definition of this act supported employment is defined as “competitive work in integrated work settings for individuals with severe handicaps for whom competitive employment has not traditionally occurred, or for individuals for whom competitive employment has been interrupted or intermittent as a result of a severe disability, and who because of their handicap, need ongoing support services to perform such work”. Supported employment is a combination of employment and ongoing serves. It is a powerful and flexible way to ensure normal employment benefits, provide ongoing and appropriate support, create job opportunities, and achieve full participation, integration, and flexibility.
Supported employment program began to appear around the beginning of 1970s. Most rehabilitation services’ histories go with history of the United State’ law development. In 1973, the Rehabilitation Act included regulations about supported employment for the first time in the U.S. and then enactment of the Development Disabilities Act (1984) and amendment of the Rehabilitation Act (1986) became an important turning point and chance for development of supported employment. Recently many developing countries as well as the U. S. use supported employment as an effective vocational rehabilitation strategy for the severe disabled people

Stages and Models of Supported Employment

Commonly, process of supported employment program can classify basic five stages such as job development, job analysis, client-to-job matching, on-the-job training, and worker evaluation. Fadely, D. C. (1987) explains five process of supported employment program through describing job coach’s role. First, job coach locates competitive jobs in the community for the severe disable people. Second, job coach performs task analysis or break down of a specific job step by step. Third, job coach tries to match client and job based on results of vocational assessment and job analysis. Fourth, the people with a severe disability take part in on-the-job training in the workplaces. Lastly, job coach conducts ongoing and intensive evaluation and supports for the people with a severe disability.

There are four typical models of supported employment such as individual placement model, enclave model, mobile work crew model, and small business model. First, an individual placement model is the most typical model of the supported employment models. In this model, only 1 job coach provides ongoing and intensive supports to a person with a severe disability in the workplace; therefore service quality provided by job coach is better than any other supported employment model. Second, enclave model is a type to place 2-3 disabled people and 1 job coach in one workplace at the same time. In this model, the people with disability can help each other and because 1 job coach charges 2-3 disabled people at the same time, it is more economical than an individual model. Third, mobile work crew model makes mobile group which is consist of the people with a severe disability. This model mainly uses service industry such as building cleaning work or park maintenance work. Finally, small business model is to operate small business being consist of the people with a severe disability in a private enterprise. This model has an advantage employing many people with a severe disability at the same time while it has a disadvantage reducing integration chance more than other modes relatively.

Criticism of Supported Employment

Opponents claim that supported employment is not useful for most severe disabled people. Because supported employment pursues competitive employment excessively, many severe disabled people cannot get proper employment chances. Also, they insist that supported employment may plunder opportunities participating sheltered workshop program of the severe disabled people under the pretence of social integration and human lights. In fact, supported employment program is not a panacea. However, effectiveness of supported employment has proven through many researches (Wehman, P., Sale, P., Parent, W, S. 1998 ; Ronald, W, C & Jack, H, N. 1990) and the fact that many vocational rehabilitation agencies and most countries prefer to use supported employment program for the severe disabled people’s vocational success exhibit supported employment’s benefits and effectiveness well.

Benefits of Supported Employment

Supported employment program has a lot of benefits more than traditional vocational rehabilitation approaches.

First, supported employment program is the best suitable program for mentally retarded people’s characteristic. According to the AAMR (American Association on Mental Retardation)’ definition the person with an intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Also this disability originates before age 18; therefore, they need to ongoing and intensive supports throughout their all life. Supported employment program began to base on mentally retarded people’s characteristic. Job coach’s role, assessment and training method and ongoing support system display supported employment program’s such features well. Job coach’s role is one of the most important facts in supported employment processes. Success or failure of supported employment is determined by job coach’s ability. Job coach already understands the person with intellectual disability’ characteristics fully and responds to the disabled people’s needs continuously. Assessment and training method in supported employment also design and perform on the workplaces considering intellectual disability’ characteristics. Also, one of the most important benefits in supported employment program is the fact that it provides the people with a severe disability unlimited services.

Second, supported employment program is more economical than traditional vocational rehabilitation programs. First, using supported employment program can make a retrenchment in the budgets which are spent for vocational rehabilitation. Traditional vocational rehabilitation approaches are based on institution or agency. In other words, because these strategies have to equip special training setting for the people with disability and change the facilities and equipment frequently regarding changes of training lesson and contents, these strategies need many budgets to provide appropriate services for the people with disability. On the other hand, supported employment program is one of the most economical programs in vocational rehabilitation field because this program chiefly performs in the real workplaces which do not need additional facilities and equipment. Also, using supported employment program can help the disabled and rehabilitation agency to save time during the vocational rehabilitation process. In traditional vocational rehabilitation programs the people with a severe disability have wasted useless time performing simulated work and participating boring rehabilitation programs. However, the people with disability who participate supported employment program can use time effectively without wasting time through training and employment performing at the workplace or business.

Third, supported employment program uses a variety of community resources such as business members, family members, and volunteers throughout whole rehabilitation process. Generally, traditional vocational rehabilitation programs such as sheltered workshop program, vocational adjustment training program and work activity center program perform nearly every activity in the agency or institution; therefore, almost all services and supports are provided by professional. On the other hand, because supported employment program mainly performs all services and supports in the workplace and community, it uses a variety of community resources such as business’s workers, family members, and volunteers. There is one concept, a natural supports, to explain such various community resources for the people with a severe disability. The term natural supports refer to the inherent resources in community environments that can be used for rehabilitative and supportive purposes. West, M.D., and his colleagues (1997) explain that “natural supports within the supported employment service context were intended to included to include; (a) individuals at the job site, such as employers, supervisors, or co-workers, (b) friends or family members in supportive roles, and (c) volunteers or members from work or the community”. Business members are the most important natural supporters in supported employment. They play a role as trainer, supervisor, evaluator, and advocator for the people with a disability. Job coach tries to transfer a critical role as a trainer and evaluator to business members such as employers, supervisors, or co-workers. Accordingly business members’ role is very important for supported employment’s success. Family members well know the people with a disability’s characteristics and preferences better than any other supporter. Sometimes positive parents may become more wonderful mentor and supporter than vocational rehabilitation professionals for the people with an intellectual disability. They are a great supporter not only in the job world but also in the daily life. Finally, many volunteers such as students, friends, and neighbors can play a role as a good assistant. Specialists in supported employment field positively have to use such volunteers to lead supported employment successfully. Although there are many community resources, they can contribute for supported employment’s success effectively when they actively cooperate and communicate each other targeting the people with a disability’s vocational success. In the other words, cooperation and communication between community resources is vary important factor for an appropriate support and supported employment’s success.

Finally, philosophy and principle of supported employment program pursue social integration of the people with an intellectual disability. First of all supported employment program performs at the integrated workplace in the community; therefore, it provides the people with a disability more social integration opportunities than any other vocational rehabilitation program. The people with a disability work and communicate with the people without disability. They can integrate society automatically through their vocational life. Next, because supported employment positively uses a variety of community resources such as business members and volunteers, the people with an intellectual disability who participate supported employment program can obtain chances contacting mainstream or society, in other words, it can help the people with an intellectual disability’s social integration more effectively than any other vocational rehabilitation programs. Finally, supported employment program is a community-based vocational rehabilitation program. Whole processes of supported employment perform in the people with disability’s community. Job coach tries to find jobs for the disabled people in the community and the disabled people train and work for companies and workplaces in the community. Accordingly, the disabled people who use supported employment program can work and live under the most familiar environment.

In conclusion, every people with a disability have abilities which can do something. However, for the long time they have been ignored form mainstream of society and they have been excluded from majority group of society. Obviously, it is a social discrimination, inequality, and prejudice. Supported employment program will save the people with a disability from such discrimination and unfairness through ongoing and intensive supports. Supported employment program is the most effective program of the vocational rehabilitation programs for the people with an intellectual disability. First, supported employment program is the most appropriate program for the people intellectual disability because this program considers the mentally retardation’s characteristics thoroughly. Next, supported employment program performs economically through training and support in workplace and community. Third, supported employment program positively attempt to use not only job coach but also community resources to achieve the disable people’s vocational success. Finally, supported employment program completely intent on social integration for the people with an intellectual disability

In the future, not only rehabilitation specialists but also community resources should endeavor to improve supported employment program’s quality. First of all, vocational rehabilitation specialists try to observe philosophy and principle of supported employment thoroughly. In fact, most vocational rehabilitation specialists have trouble keeping philosophy and principle of a good rehabilitation program because there are a lot of barriers such as agency’s bureaucratic authoritarianism, social prejudice and the others preventing specialists’ attempts and efforts. Also specialists try to develop new job types and new supported employment models. Even though the disabled people can do a lot of tasks and jobs in the world, they have not entered these jobs for the long time because of social prejudice and physical barriers. If specialists develop more job fields and training models for the disabled people, the more disabled people would obtain employment opportunities. Next, business should provide the disable people an equal employment opportunity without prejudices about the disabled people’s ability. It is the most reasonable accommodation provided by businesses. Finally, family member’s role also is very important. Especially, parents need to understand labor market’s actual condition and vocational rehabilitation processes precisely. If family does not understand both factors, they have unrealistic vocational needs or do not become appropriate supporters.

Kyung-Min Park is one of the most successful cases through supported employment. A government agency located near his house provides him building maintenance job without prejudice. His parent and older sister play an important role as a wonderful trainer and assistant. Vocational rehabilitation professionals also serve ongoing and intensive services faithfully. Working for his company for the 6 years, Kyung-Min Park become a great tax-payer be not depended on his parent and rehabilitation agencies any more.


References

Fadely, D. C. (1987). Job Coaching in Supported Work Programs, Menomonie, Wisconsin 54751, Materials Development Center Stout Vocational Rehabilitation Institute School of Education and Human Services University of Wisconsin-Stout.

Grossi, T., Banks B., Pinnyei D. (2001). Facilitation Job Site Training and Supports: The Evolving Role of the Job Coach, (pp.75-91) Wehman, P. (Ed.). Supported Employment in Business; Expanding the Capacity of Workers With Disabilities. St. Augustine, Florida, Training Resource Network, Inc.

Hagner, D. & Dileo, D. (1993). Working Together: Workplace Culture, Supported Employment, and Persons with Disabilities. Cambridge, MA. Brookline Books.

Karen E. Gibson., Kelly Kane-Johnston., (1998). Maximizing Community and Workplace Supports: Defining the Role of the Employment Specialist, (pp. 183-216) Wehman, P., Kregel, J., (Ed). More than a Job-Securing Satisfying Careers for People with Disabilities, Paul H. Brookes Publishing Co.

Parent, W., Wehman, P., Bricout, J. (2001). Supported Employment and Natural Supports, (pp.93-112) Wehman, P. (Ed.). Supported Employment in Business; Expanding the Capacity of Workers With Disabilities. St. Augustine, Florida, Training Resource Network, Inc.

Renzaglia, A., Hutchins, M. (1988). A Community-Referenced Approach to Preparing Persons with Disabilities for Employment, (pp.91-110). Wehman, P., Sherril Moon, M (Ed). Vocational Rehabilitation & Supported Employment. Baltimore, Maryland, Paul H. Brookes Publishing Co.

Ronald, W, C & Jack, H, N (1990). Benefit-Cost Analysis of Supported Employment, (pp.271-288). Rusch, F. R. (Ed) Supported Employment Model, Methods, and Issues, Sycamore Publishing Company.

Rusch, F. R. (1990). Supported Employment Model, Methods, and Issues, Sycamore Publishing Company.

Wehman, P. (1988). Supported Employment -Toward Zero Exclusion of Persons with Severe Disabilities, (pp.3-14). Wehman, P., Sherril Moon, M (Ed). Vocational Rehabilitation & Supported Employment. Baltimore, Maryland, Paul H. Brookes Publishing Co.

Wehman, P., Sale, P., Kregel, J. (1998). Supported Employment: Growth and Impact, (pp. 3-28). Wehman, P., Sale, P., Parent, W, S. (Ed). Supported Employment: Strategies for Integration of Workers with Disabilities

Wehman, P. & Bricout, J. (2001). Supported Employment; New Directions for the New Millennium (pp.3-22). Wehman, P. (Ed.). Supported Employment in Business; Expanding the Capacity of Workers With Disabilities. St. Augustine, Florida, Training Resource Network, Inc.

West, M. D., Kregel, J., Hernandez, A., Hoch, T. (1997). Everybody’s Doing It: A National Study of he Use of Natural Supports in Supported employment.

A Critical Review About Job Coaching in Supported Work Programs

This article, “Job Coaching in Supported Work Programs ", which is written by Diane C. Fadely , a professor of University of Wisconsin-Stout, argues supported employment program's value and job coach role's significant for supported employment program's success. Author insists that supported employment program is more effective than any other vocational rehabilitation program and job coach's role is the most important for supported employment's success. Author tries to introduce a lot of information about supported employment program and describe detail job description for the job coach. However, Author fails to delivery readers her own major points effectively because this article has problems both the constructive side and the content side.

This article's most critical purpose is to emphasize significance of job coach's role in the supported employment program. First, author introduces radical change in rehabilitation and related philosophy with introducing supported work and transitional employment and criticizing the remedial approach for the disabled. Second, author describes transitional employment which somewhat differ to supported employment because of time-limited program or unlimited program. Like supported employment transitional employment also emphasizes job coach's role and performs fundamental 6 processes such as job development, job analysis, client-to-job matching, on-the-job training, and worker evaluation. Third, author introduces problems of other vocational rehabilitation models such as train-place worksites model, cooperative or apprenticeship program, and sheltered employment program to exhibit supported employment program's advantages. Especially, author criticizes sheltered workshop program's problems such as separation with the mainstream population and poor wage and benefit packages. Fourth, author introduces supported employment program's benefits and job coach' role significance with describing job description for the job coach. Fifth, author introduces service oriented jobs which are mainly engaged by the disabled people. Finally, author explains requirements and qualities for job coach and argues supported employment program's basic philosophy and premise.

Although author provides much information related to supported employment program and introduces job coach's role explicitly, author fails to argue her own main point effectively and locally. First, author explains and emphasizes significance of job coach's role through describing detail job description effectively. However, this article's construction is not logical and clear because article's logical arrangement is not appropriate. Finally, author fails to exhibit supported employment program's advantages effectively because author dose not compare traditional vocational rehabilitation paradigm with supported employment paradigm clearly.

First, author tries to stress job coach's role in the vocational rehabilitation processes for supported employment program's success. First of all, author explains job coach's detail roles and duties through introducing supported employment program's basic 5 processes. Such concrete explanation can give a lot of helps for vocational rehabilitation specialists managing supported employment program in the vocational rehabilitation field. Also, author provide readers concrete information about requirements and qualities for becoming professional job coach. It will provide great advices not only vocational rehabilitation specialists but also prospective professionals.

Second, even though author tries to explain supported employment program’s advantages and significance of job coach’ role, author does not delivery such two concepts to readers effectively. First of all, author failed to make an appropriate article flame or outline to develop author’s argument. Author does not explain necessity of supported employment program fully in the article’s introduction. Author suggests significance and necessity of supported employment program in the philosophical side and human rights side not in the beginning but in the ending. Next, author leads to much confusion in argument processes because author use too much concepts related supported employment program such as transitional employment, train-place worksites model, cooperative or apprenticeship program, and sheltered employment program. Especially, using ‘transitional employment’ concept which is very similar to supported employment concept deepens confusion understanding supported employment’s concept and benefit. Lastly, author inserts types of jobs for the supported employment participants regardless of article’s logical evolvement.

Finally, author fails to argue necessity advantages of supported employment program convincingly. First of all, in the beginning dividing 3 types of traditional vocational rehabilitation models is a big mistake because author’s argument becomes ambiguous with explaining each program’s concept and problem. If author want to explain necessity and benefit of supported employment program more effectively, author should try to explain either selecting one program of three programs or integrating three programs. Next, to stress advantages of supported employment program author should describe problems of traditional vocational rehabilitation strategies more concretely. Never does author suggest concrete and detail example about problems of traditional vocational rehabilitation strategies.

In conclusion, author tries to introduce profits of supported employment program and importance of job coach in this article. In other words, author fails to express author own intention fully. Concretely, author fails to make a suitable logical construction for her own argument and to compare problems of traditional vocational rehabilitation strategies to benefits of supported employment program.
To become more logical and effective article several reformations are required. First, author should modify whole logic outline. Author should consider each paragraph ordering of the article. It should be restructured more logically. Namely, in the beginning necessity of supported employment program should be stressed and body paragraph’s arrangement should be reorganized. Next, in the first part of the article author should remove contents related transitional employment, on the other hand, author should integrate three types of traditional vocational rehabilitation models. Then author should try to compare supported employment model and traditional vocational rehabilitation model simply and definitely. Finally, to define differences between supported employment model and traditional vocational rehabilitation model author may refer to a concept of individual model and social model about the disability.

References
Fadely, D. C. (1987) Job Coaching in Supported Work Programs, Menomonie, Wisconsin 54751, Materials Development Center Stout Vocational Rehabilitation Institute School of Education and Human Services University of Wisconsin-Stout.

A Hot Controversy About Ability Differences Between Male And Female

This article, “Sex Ed: The Science of Difference", which is written by Steven Pinker argues a hot issue about essential ability differences between male and female through introducing Harvard President Lawrence Summers' controversy.
Basically author admits the fact that essential ability differences between male and female exist. However, author emphasizes that ability differences between male and female not only derive from innate sex differences, but also arise out of social discrimination, prejudices, education, and the others. Author introduces two side opinions about differences between men and women. First of all, author shows Lawrence Summers’s analysis of gender disparities. Summers raised the possibility of innate sex differences at a conference and it derived from a hot controversy about female's ability. Next, author also displays various social reactions about Summers’s analysis. Many academics, columnists, and social organization criticize Summers’s analysis because his analysis can deepen a prejudicial view about social role and ability of women. However, social reactions about Summers's analysis is a gross misunderstanding regardless of Summers's real intension. Finally, author emphasizes that sex differences, especially ability differences between men and women, are understood by not only biological view but also social view and context.

It is clear that essential ability differences between male and female do not exist. Excessively emphasizing the possibility of innate sex differences between male and female is Summers's big mistake. Summers’s view is dangerous because it can be misused to deepen social prejudice about ability of women. In fact, sex differences are not biological products but social products. Sex differences are deepened by postnatal factors such as education provided by parents, a wrong school education system, and social prejudices about social role of men and women.

First, education provided by parents generally tries to make women womanly and men manly. Such typical child-rearing ways can suppress women’s normal development and growth. Most of the parents definitely have different view about girl and boy’s education. Parents give daughters pretty Cinderella doll and sons gigantic robots and sports equipment. Also, parents show children typically different role models. Namely, sons mainly learn social role from their fathers, whereas daughters generally learn social role from their mothers. Eventually, regardless of children’s thought and opinion, they grow up as a typical man and woman by parents’ unsuitable education.

Next, wrong school education environment and system also can deepen social discriminations between male and female. Usually, children' sexual difference and role are determined from the beginning of school life. Schoolgirls relatively prefer static subjects like art, literature, ballet and the others while Schoolboys are mainly interested in dynamic and enterprising subjects such as politics, economics, history, and the others; therefore, it decisively influences their future plan such as major and job. Eventually, schoolboys play a socially important role such as the President, CEO (chief executive officer), and lawyer while schoolgirls play extremely ordinary roles just like housewives.

Finally, our society has a fixed idea about gender role. In other words, our society has obviously divided roles between male and female since the beginning of history. For the long time, men nearly monopolize social power, while women mainly perform roles as men’s supporter or housekeeper. Such historical background has caused social stereotypes about role difference between men and women. Under the social prejudices women never become president, engineer, lawyer, doctor, professor, and even soldier. Social stereotype is so dangerous because it can deepen social discrimination through restraining women’s normal development and social involvement.

In conclusion, essential differences between men and women do not exist. In modern society, women’s inferior status is a product of social prejudice and discrimination. If government and society provide an appropriate supported system for women’s social participation, women can achieve success and obtain socially high status such as men. First, parents’ inappropriate education way interrupts their daughters’ successful growth. Second, inflexible school education system and environment also are one of main factors deepening ability differences between male and female. Finally, social prejudices about social role of women may deepen social discrimination for women; therefore sexual ability difference is not innate characteristics but products molded by social influences such as improper parents' education, wrong school education environment, and social prejudice and discrimination. In fact, we can never imagine the fact that woman become a candidate for the presidency in the U. S. However, Hillary Clinton, a senator of New York State, is running as a promising Democratic candidate for the presidency. To eliminate social prejudices and discrimination for women the nation may anticipate Hillary Clinton’s winning.


References
Pinker, S. (2005, 14 February). Sex Ed: The Science of Difference. Gender Differences: How Real Are They?

Catch Me If You Can

“I served my time and paid my debt to society”
This movie and novel are funny stories. However, the reality is not funny story. Really, can you imagine bank tellers who lose their job because of Frank’s scam? Can you imagine women’s life which gets swindled by Frank? Although audiences and readers enjoy this movie and novel, many victims who get swindled by Frank Abagnale in the real world have a lot of suffers and difficulties in their life. Accordingly, Frank has to serve for victims, victim’s family, and society. In fact, Frank’s lecture to prevent counterfeit checks is never sufficient to reward many victims’ suffers.
In fact, what is this movie and novel’s lessons for audience and readers? This story describes a wonderful and attractive criminal from beginning to end. We can find just the fact that family’s love is a very important factor for children’s normal growth. In the interview, Frank also emphasizes significance of family with explaining his parent especially his father. As describing about his father in the movie, Frank Abagnale expresses strong love and respect about his father and mentions love for his wife and three sons in the interview. Also he confesses the fact that his criminal comes from his family problem with explaining his leaving home. As family is important for Frank Abagnale, his victims’ family also is very important. If I am Steven Spielberg, I do never make a poor movie because this movie gives a lot of suffers and displeasures for Frank’s victim and their family again.