Sentences with phrase «peer culture groups»

These youth from different Positive Peer Culture groups share how helping others fosters prosocial change.1

Positive Peer Culture groups help members to learn helpful and nondelinquent ways of handling themselves and meeting their needs.

Not exact matches

They are honestly, in my observations having been around them, being around them, as family and aquaintances, very much like I knew many of them to be as tween - agers, then teen - agers, then young adults, following a shallow pop culture of their peer group, and pop Christian happens to be where they are right now.

Is it possible to go against the flow, crowd, peer - group, discipline, tradition, convention, culture, custom, box, bubble without anguish?

School highlights gifted education, inquiry - based learning, creative problem - solving, engaged peer groups, and collaborative culture.

Organization Goals From it's beginnings in 1994 as a local Washington DC parent group to its growth as an international, multi-region support resource, FRUA continues to focus on the following goals: * To improve the lives of children * To strengthen families * To share the culture and heritage of our children * To provide peer group support for our children * To provide peer group support for parents * To promote a reality - based perception of our children

Think creatively about effective outlets where this practice could influence school culture: coaches and sports teams, freshman and senior trips, peer advisory groups, service groups, and extracurricular clubs and teams.

Sociologists tend to emphasize the roles of peer groups and school cultures.

San Diego, CA — The Museum of Contemporary Art San Diego announces its newest membership level, Avant Garde, a special interest group for young collectors and art enthusiasts to network with artists, curators, and peers while experiencing the best in contemporary art and culture.

At a time when external systemic forces peer groups and mass culture are at least as powerful in defining the adolescent's world as the internal family system, the old primary family system, once figuring so dramatically in therapy, has become a shadow of its former self, often exerting less pull on the teen's heart, mind and hormones than the second family of the peer group.

Peer group treatment, sometimes called Positive Peer Culture (PPC), has systematically utilized «helping others» as its mantra.

/ Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatPeer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatPeer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatPeer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatPeer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisaPeers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisatpeer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisapeers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisation?

By the time teens and young adults reach us, they've spent years seeking out intense attachments in the second family of the peer group and pop culture; yet for all the relational good that happens between kids every day, these are often dysregulated bonds, fraught with techno - driven highs and instant - feedback lows.

Group socialization theory offers an alternative explanation: Culture is not passed directly to individual children from individual parents but to a group of children from a group of parents — their own parents and the parents of their pGroup socialization theory offers an alternative explanation: Culture is not passed directly to individual children from individual parents but to a group of children from a group of parents — their own parents and the parents of their pgroup of children from a group of parents — their own parents and the parents of their pgroup of parents — their own parents and the parents of their peers.

Children also start to create their own «cultures» by about nine months and before the age of five the need for, and organization of, adult and peer cooperation radically change.9, 10,11 Early in development, children are incapable of regulating the social organization of their interaction, but as middle childhood approaches, greater autonomy of child groups becomes possible.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study evaluated the effectiveness of Positive Peer Culture (PPC) for the treatment of behavioral problems and delinquency in a sample of adolescent males in residential treatment.

But these 10 practices, especially taken together, can help to shape a school and peer - group culture that maximizes the motivation to learn and achieve, even in students who might not bring such dispositions to the classroom.