Sentences with phrase «academic family health»

The Health Justice Initiative is a partnership between ARCH, St. Michael's Hospital Academic Family Health Team, St. Michael's Hospital, and legal clinics Aboriginal Legal Services Toronto, HIV & Aids Legal Clinic of Ontario (HALCO), and Neighbourhood Legal Services.

In partnership with our clients, community groups, and patient - population at St. Michael's Hospital Academic Family Health Team, we engage in the following activities to fulfill our mission:

We provide legal information, advice, assisted referrals and select representation to patients of the St. Michael's Academic Family Health Team who are low - income and are have legal issues affecting their well - being, such as experiences of discrimination, personal safety, and problems with employment, housing, etc..

Not exact matches

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

In most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improve.

Throughout their academic careers, students at the school have access to social supports: after - school tutoring, a teen arts center, family counseling, and a health clinic.

SEI is committed to helping youth and families realize their full potential through learning opportunities in the areas of academics, health and wellness, and performing arts.

It's a set of skills that helps you and your family handle conflicts, behavior issues, academic concerns, peer issues, family disruption, mental health diagnoses, parenting shame, and everything else thrown at your family in a way that keeps you connected and healthy together.

Social services, counseling and mental health supports, and targeted academic interventions are intended to engage entire families.

The results of the new study are notable because positive effects of an intervention, especially one that aims to improve self - regulation and academic achievement, can be difficult for researchers to find, said McClelland, the Katherine E. Smith Healthy Children and Families Professor in the College of Public Health and Human Sciences.

A family - centered, school - based intervention in pre-kindergarten programs developed at NYU Langone Medical Center, known as ParentCorps, has a positive and lasting impact on mental health and academic performance, according to new research published online October 3 in JAMA Pediatrics.

This work was supported in part by the Center for Research in FOP and Related Disorders, the International FOP Association, the Ian Cali Endowment, the Weldon Family Endowment, the Penn Center for Musculoskeletal Disorders, the Isaac and Rose Nassau Professorship of Orthopaedic Molecular Medicine, and the Deutsche Forschungsgemeinschaft (SFB760 to P. Seemann and S. Mundlos); by Health and Labour Science Research Grants for Research on Measures for Intractable Disease Research and the Academic Frontier Project of Saitma Medical University Research Center for Genomic Medicine, both from the Ministry of Education, Culture, Sports, Sciences, and Technology of Japan (to T. Katagiri); and by grants from the Rita Allen Foundation and the NIH (R01 - GM056326 to M.C. Mullins; R01 - AR40196 to F.S. Kaplan and E.M. Shore).

As a part of the Wake Forest Baptist family, Wilkes Medical Center offers the resources of a nationally recognized academic medical center, enabling the facility to provide world - class health care here, close to home.

The JPL promotes academic and cultural For Adults Living Distantly from their Aging Parents; Mental Health Specialists; Mental Health First Aid; Families Helping Families - A Chicken for Shabbat

More than half of families — or 61 percent, according to one national provider — are fleeing a situation that wasn't working for their child's academic, social, or health needs.

The team involved reviewed existing research about resilience and also drew on the expertise of four key groups: a taskforce comprising 10 children resilience experts; an expert panel comprising 25 academic researchers and leaders in business and community; school aged children (6 - 12 years) and their parents; and practitioners in the health, education and community services sectors who work with children (0 — 12 years) and families.

«In a push to target (New York) city students who suffer from mental health conditions, schools chancellor Dennis Walcott plans to open 20 new school - based health clinics... The schools will partner with hospitals to help students and their families deal with mental health issues that «impede academic achievement.»»

The research team launched their study into four different stages to assess student coping skills, academic engagement, family engagement, expectations, mental health symptoms, and alcohol and drug use while discovering what the main cause of chronic stress was for today's youth.

Richard Abernathy — Executive Director, Arkansas Association for Educational Administrators Senator Shane Broadway — Arkansas State Legislature John Brown, III — Executive Director, Windgate Foundation Senator Steve Bryles — Arkansas State Legislature Gary Compton — Superintedent, Bentonville Public Schools Debbie Davis — Director, Arkansas Leadership Academy Melanie Fox — Little Rock School Board Luke Gordy — Executive Director, Arkansans for Education Reform Jerry Guess — Superintendent, Camden - Fairview School District Frank Holman — Superintendent, Lincoln School District Senator Jimmy Jeffress — Arkansas State Legislature Laura Kellams — Arkansas Advocates for Children and Families Tom Kimbrell — Commissioner, Arkansas Department of Education Alice Mahony — Arkansas State Board of Education Matt McClure — Superintendent, Cross County School District John Pijanowski — University of Arkansas, College of Education and Health Professions Representative David Rainey — Arkansas State Legislature Vicki Saviers — Arkansas State Board of Education Quentin Suffren — Chief, Academic Officer, The Learning Institute Valerie Tatum — Executive Director, Covenant Keepers Charter School Representative Bruce Westerman — Arkansas State Legislature

Research shows that when schools prioritize health and social well - being in tandem with academic goals, and extend their mission to involve families and surrounding communities, students thrive.

True educational equity comes from comprehensive school reform, which incorporates academic improvements along with health care, housing policy, funding changes, family support and other policies that allow students to go to class safely and actually focus on their work, and that provides teachers with a work environment and enough support to operate creatively, not like infantilized robots.

• Overwhelming parental support for the following elements of an education agenda: Provide extra resources to turn around struggling neighborhood schools; hold charter schools accountable; provide more support / training for struggling teachers; expand / improve new - teacher mentoring; reduce class sizes, especially in the early grades; make public schools hubs of the neighborhood with longer hours, academic help and health services for families; provide extra pay for teachers in hard - to - staff schools; and ensure access to high - quality preschool for all 3 - and 4 - year - olds.

Depending on how they answer this fundamental question, they may choose to focus on any number of priorities, such as ensuring that young children are ready to learn, improving student attendance, strengthening family involvement in the school, promoting physical and mental health, or providing opportunities for academic enrichment.

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

For years, Philadelphia advocates have been fighting for adequate and equitable school funding, particularly to support the development of full - service community schools that provide wraparound academic, health and social services to students and their families.

Again, using a whole - child approach, middle schools have for generations ensured that students experience encores or specials that expose them to technology, family and consumer sciences, art, music, health, and other coursework that increases their awareness of academic fields of study and potential career options.

Community Schools offer an integrated focus on academics, health and mental health services, youth development, expanded learning opportunities and family and community supports to ensure students are ready and able to learn.

We specialize in serving students ages 12 - 16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement.

Extensive research documents the impact on academic achievement of poverty - related family and community factors such as lack of school readiness, disproportionate physical and mental health needs, and summer learning loss.

Rather than exacerbate the financial strain on the district by opening more charter schools, the city should invest in its public schools so they can provide vital wraparound academic, health and social supports for students and their families.

Teachers and parents, community leaders and business owners, have great power in creating alliances that go beyond the academic to respond to societal factors, family circumstances, poverty, and health problems.

It can cause poor academic performance, social and emotional developmental delays, disengagement from family and school, and even poor health in adulthood.

2012 KIDS COUNT Data Book The Annie E. Casey Foundation's new 2012 KIDS COUNT Data Book finds that, despite the increasing economic hardship on U.S. families, students» academic achievement and health conditions have improved in most states.

Then their efforts kicked into higher gear in 2014 when P.S. 123 became part of New York City's broad efforts to turn around dozens of low - performing schools by injecting them with a range of health, social - emotional, and academic support services for students and their families.

Services that support student's academic success may be offered at or near the school building, and can include primary, mental, and dental health care; family engagement, including adult education; preschool learning; academic enrichment; expanded afterschool or summer programming; mentoring; postsecondary education; and career options awareness.

The SBHC at his school makes sure students and their families have access to health care, but it also provides valuable health education — beyond what many teachers are able to do in the classroom — so students and parents can make better decisions that positively impact physical health, behavior, and academic success.

That means a sufficient number of social workers, school psychologists, health centers, extra academic help and support for children and families, as well as a rich and varied curriculum.

Rather than merely a place to meet academic needs, the school has become a place for families to come for assistance with needs such as groceries, utility bills, and health care.

Their reasons are as varied as the families who choose home schooling — from reinforcing religious and moral instruction to dissatisfaction with public school climate and academics to addressing special needs or mental health concerns.

Families» engagement in children's learning at home and in early care and education programs can impact lifelong health, developmental and academic outcomes.

Blackstone Valley Prep is committed to the academic success, social and emotional growth, and health and wellness of 100 % of scholars in an intentionally diverse school that celebrates the racial, ethnic, socioeconomic, gender, and sexual - orientation differences of our scholars, staff, and families by actively engaging in courageous conversations about the value of peoples» differences; raising awareness of self and society's structural inequities; and empowering all people to engage in an open and honest dialogue with an active voice.

Poverty levels, family structure, health and nutrition, emotional well - being, and all manner of other outside factors impact academic performance and school quality.

Posted by Webmaster on Feb 6, 2012 in Academics, Community, Extended Learning, Family Engagement, Featured, Health and Wellness, News, Partners 0 comments

Sarah is excited to combine her experience in public health and education with her commitment to social justice to advance Flamboyan's efforts for empowering D.C. teachers and families to partner together and accelerate academic achievement for children.

The U.S. Maternal and Child Health Bureau, for example, might have chalked up a better record improving the academic record of low - achieving children in American families than has the U.S. Department of Education if it had been tasked by Congress to improve maternal skills in reading and writing and given similar funding.

The resolution specific defines community schools as providing culturally relevant and rigorous curricula, as well as academic, social and health services for students, families and communities.

During the briefings, school health practitioners shared how health and physical education, student support services, family and community engagement, and a positive social and emotional climate increase academic outcomes.

Measuring Social Return on Investment of Community Schools Children's Aid Society & The Finance Project, 2013 Community schools make an invaluable contribution to student academic achievement, children's social and emotional health, family participation and community engagement - in districts around the country and the world.

CEC is a member of the Partnership for Resilience, an organization that aims to transform and integrate education, healthcare, and community organizations to create a trauma - informed, family - focused system that measurably improves academic, health, and social outcomes for children impacted by ACEs.

Schools partner with Milwaukee area community - based organizations to provide students with academic enrichment, health and nutrition, social competence, recreation and family support.