Sentences with phrase «coping skills program»

Developed and implement a stress management coping skills program entitled The Missing Link for people living with diabetes

After earning his doctoral degree in 2000, Esteban obtained a grant from NIMH to develop and pilot - test the Family Coping Skills Program (FCSP), a depression - prevention program for Latino parents.

More recently, Esteban extended his research with two new grants: one supporting a longitudinal study of symptoms of depression among Caucasian, African - American and Latino children; and the other supporting an evaluation of a randomized control trial of the Family Coping Skills Program in a population of low - income Latina mothers.

Not exact matches

The Parenting in Pregnancy curriculum is designed to integrate parenting information into an existing traditional childbirth education program in a framework that strengthens both types of preparation because it assists parents to generalize the use of the coping skills they are learning.

Intervention programs have been designed to modify children's typical patterns of behaviour, including their self - regulation abilities, emotional competence, and coping skills.

Tough documents the devastating effects of adverse childhood experiences on children's ability to cope with stress, and he reports on recent educational programs to help students develop «non-cognitive» skills - grit, optimism, curiosity, zest, social intelligence, gratitude, and self - control — that are essential to success in life.

«Thus when we end our intervention, people are left with the skills and coping strategies that they have honed over the course of the intervention year, rather than getting discontinued from a program that they have come to rely on.»

The Periwinkle Arts in Medicine Program provides fun and educational children's art projects to encourage the development of coping skills in children with cancer and blood disorders.

The researchers found that the subjects who participated in weekly mindful yoga intervention programs developed significantly stronger coping skills, like the ability to take control of their emotions and breath.

For example, regular physical exercise, stress - reduction practices, and programs that actively build executive function and self - regulation skills can improve the abilities of children and adults to cope with, adapt to, and even prevent adversity in their lives.

School districts can enhance their vocational - education programs by placing caring and competent staff members in key positions, building in evaluations from the outset, and insuring that the curriculum covers four essential components — applied academics, vocational - technical education, job - search skills, and life - coping skills, according to a report released last month.

The ChalleNGe Program addresses the needs of the whole adolescent, as evidenced by its eight core components: leadership / followership; academic excellence (i.e., high school diplomas or GED certificates); responsible citizenship; service to the community; life coping skills; physical fitness; health and hygiene; and job skills.

Early Head Start, a federally funded childcare program that serves infants, toddlers, and their parents, indicated long - term benefits such as improved family functioning and coping skills, lower stress, reduced incidents of child abuse, and fewer child welfare encounters.

The program's primary objective is to increase access for urban youth to school - based, culturally - sensitive, and trauma - informed mental health services that are aimed at raising students» awareness of the impact of trauma on well - being, enhancing students» positive coping skills, promoting students» attitudes toward school engagement, increasing graduation rates, and improving the overall psychosocial well - being of urban youth.

The program's primary objectives are to promote a supportive learning environment, enhance students» coping skills, and create pathways toward a bright and successful future.

These programs target positive social behaviors that build the necessary skills and coping mechanisms to handle challenges more effectively and ethically.

85 % of K - 8 students will improve coping skills, healthy social - emotional behaviors, and resiliency, as reflected by assessments that measure students» perception of program safety, support, and opportunity for growth in self - awareness.

With the adoption of the new curriculum, the Leary faculty devised a plan to analyze the new program vis - à - vis character virtues, ethical decision - making, coping skills and authentic learning.

Seems to me, a good amount of U.S. education dollars are spent on social emotional programs in order to access the students need of coping skills and other behavioral issues.

School counseling programs are designed to prepare students with the skills and experience needed to counsel students, families and members of the community in areas such as coping with personal issues, academic advisement and advocacy.

Basic IT skills begin with knowing how and when to do routine maintenance and how to cope with frozen programs or damaged USB ports.

A 10 - week program that connects young newcomers with mentors to help them cope with their new life, leadership, public speaking and other skills.

Whether the solution is one lesson to teach the dog a new coping skill or a behavior modification program to ensure long - term progress towards your goals for your dog - Your Dog's Personal Trainer does it all!

Basic IT skills begin with knowing how and when to do routine maintenance and how to cope with frozen programs or damaged USB ports.

Speciality / Functional Summary * Stress Management Techniques Group Therapy Psychiatric Specialist Individual Sessions Coping Skill Development * Treatment Planning Self - Esteem Development * Versant Program Debriefer PROFESSIONAL SUMMARY St. Louis University Hospital, St. Louis, MO May 1987 - Nov 2017 Psychiatric Occupational Therapist Provided assessments for a variety of patient populations including teen, adult and geriatrics offering both individual and group therapy.

Effectively managed time and caseloads based on 20 sessions per week.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Interacted with clinical staff and external resources such as school or community personnel.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Taught clients anger management techniques, relaxation skills, impulse control, social skills, emotional coping skills and functional living skills.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Created and reviewed master treatment and discharge plans for each client.Referred clients to other programs and community agencies to enhance treatment processes.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Led patients in individual, family, group and marital therapy sessions.

Methods Families of 9 children between the ages of 3 and 8 years with TBI, injured less than 24 months earlier, participated in a pilot study of a Web - based parenting skills program designed to increase positive parenting skills and to improve caregiver stress management and coping.

In a world - first, nib foundation's funding support will enable Smiling Mind to conduct the largest evaluation of an app - based mindfulness intervention program - to measure the impact of their program on increasing the protective factors associated with mental health and wellbeing such as social connection, sleep quality, and developing personal coping skills and resilience to deal with the stresses of everyday life.

The evidence - based Second Step Program gives schools and teachers an effective method for teaching essential communication, coping, and decision - making skills that will allow adolescents to navigate common pitfalls, such as peer pressure, substance abuse, and bullying (both face - to - face and online).

A study on a mindfulness program for vulnerable children found that mindfulness improved emotion regulation, mood, empathy, confidence and self - esteem, coping and social skills, and their ability to pay attention and focus (Coholic & Eys, 2016).

Finally, further positive results were obtained by Srikala & Kishore Kumar (2010) about the application of these life skills educational programs in the promotion of adaptation at school, success, and self - esteem: so, adolescents significantly increased their levels of self - esteem, adopted more adequately coping strategies, were engaged more frequently in prosocial behaviors, and developed positive interactions with teachers at school.

The goal of the survivors programming is to interrupt unhealthy «abuse - reaction» and avoiding behaviors so that improved coping skills and healing can begin.

An intensive program designed to help with managing emotions, improving relationships, increasing mindfulness, and developing coping skills for distress.

The program helps children develop friendship skills, learn how to converse better with peers, and cope with frustration.

Arizona State University offers a free online program designed to teach positive coping skills to children dealing with divorce.

By helping mothers learn supportive parenting techniques and build healthy coping skills, EBHV programs encourage stability in the home, and are considered a highly protective and preventative strategy for positive childhood outcomes (e.g., Black, Dubowitz, Krishnakumar, & Starr, 2007; Guttentag et al., 2014; Park, 2008).

Although there was no statistically significant difference between the 2 study groups with respect to the adaptive skills composite and the internalizing composite, there were positive effects of the COPE program at 12 months (effect size:.45 and.38, respectively).

Mothers most vulnerable to these risk factors are able to learn valuable coping and response skills via participation in early intervention programs, and are subsequently more likely to foster and manage secure attachments to their infants, particularly if program enrollment occurs during pregnancy (Rubin et al., 2001).

Intervention programs have been designed to modify children's typical patterns of behaviour, including their self - regulation abilities, emotional competence, and coping skills.

The program is designed to promote healthy self - esteem, emotional awareness, coping skills, and personal resilience and is funded by the Public Health Agency of Canada.

The group program is designed to teach students coping skills and strategies to deal with everyday stressors.

Upon completion of the program you will possess the skills and information needed to recognize and cope successfully with the normal stressors of becoming a family.

The program focuses mainly on the teaching of coping skills to help children and young people respond positively to the complexity of their everyday lives.

Preventive programs designed to assist children to develop coping skills for their situations can also help to build protective factors.

Designed for both pregnant and new parents, the Bringing Baby Home Program will give you skills and information to recognize and cope successfully with the normal stressors of becoming a family.

The program and also develops active coping skills such as goal setting and problem solving, positive thinking, seeking help and working on the problem.

The program concentrates intensively on three key skill areas: awareness and strengthening of current coping methods, challenging self defeating thoughts, and assertion skills to discover needs and ask appropriately for support.

The Aussie Optimism Program was developed to provide skills and competencies to Primary School students that will enhance their mental health, coping skills and resilience.

Instructors: Stephenie Champlin, LCSW and Regina Collins, LMFT Location: Pathways to Wellness 3505 Cadillac Ave Building O Suite 109 Costa Mesa, CA 92626 Dates: June 2 & 3, 2018 October 6 & 7, 2018 Time: 9:30 am - 6:00 pm Contact: [email protected] Information: Designed for both pregnant and new parents, the Bringing Baby Home Program will give you skills and information to recognize and cope successfully with the normal stressors of becoming a family.

She has authored and co-authored over 120 academic journal articles and chapters in the field of coping, developed (with Ramon Lewis) psychological instruments to measure coping, namely Adolescent Coping Scale and Coping Scale for Adults, developed programs to teach coping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for Sucoping, developed (with Ramon Lewis) psychological instruments to measure coping, namely Adolescent Coping Scale and Coping Scale for Adults, developed programs to teach coping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for Sucoping, namely Adolescent Coping Scale and Coping Scale for Adults, developed programs to teach coping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for SuCoping Scale and Coping Scale for Adults, developed programs to teach coping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for SuCoping Scale for Adults, developed programs to teach coping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for Sucoping skills including The Best of Coping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for SuCoping (Instructor and Teacher workbooks)(co-authored with Cathy Brandon) and a CD - Rom Coping for SuCoping for Success.