Participants who attend all 11 classes will receive a PSI Certificate of Completion in Perinatal
Social Support Network Development.
Not exact matches
Besides helping with product
development, go to market strategy and lean startup methodology at the Startup Accelerator program, Z Nation Lab plans to provide
support in pitch coach, mentoring,
networking, chartered accountants, lawyers, application and web developers and
social media marketing
support.
Before joining CRC, John was Director of
Development at
Social Venture Network, where he managed individual, corporate, and philanthropic giving to support emerging social entrepre
Social Venture
Network, where he managed individual, corporate, and philanthropic giving to
support emerging
social entrepre
social entrepreneurs.
Grantees implement programs which teach parents and early education providers about ways to strengthen families and build protective factors (such as parenting skills and resilience in times of stress; building
social connections and a
support network; and knowledge of child
development) in an effort to prevent child abuse and neglect before it begins.
The etiology of PPD is unclear and is varied from woman to woman, but certain factors are suspected to contribute to its
development: hormonal fluctuations, any preexisting medical problems, personal or family history of depression, marital dysfunction or general lack of
support and
social network, immaturity and low self - esteem, negative feelings about the pregnancy, lack of sleep, financial concerns, premature or special needs child, multiple pregnancy, traumatic birth, chronic stress factors, and neurotransmitter deficiencies.
* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration &
Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education &
Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, &
Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent
Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral
Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of
Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change
Community - based parent
support programs are based on the belief that when parents receive parenting
support as well as other
supports and resources, they are more likely to feel better about themselves and their parenting abilities, and in turn interact with their children in responsive and supportive ways enhancing the
development of their children.3 Bronfenbrenner, 16 Cochran, 17 and others18, 19 have noted that parenting knowledge and skills are learned and strengthened by the kinds of help and assistance provided by informal and formal
social support network members.
Birthing from Within Advanced Mentor Retreat with Virginia Bobro, 2017 Doula Trainings International Doula Training with Jackie Davey, 2017 Creating a Culture of Breastfeeding in the NICU with BreastfeedLA, 2017 Diversity, Determinants, and Disparities in Maternal Mental Health, 2017 Hypnobirthing for Birth Professionals with Ellie Shea, 2017 (certified 2017) Working with Diverse Populations in Maternal and Child Health with Shafia Monroe, 2017 Changing the Paradigm:
Social and Historical Trauma, 2017 Seeking Safety with Treatment Innovations, 2017 Holding Space for Pregnancy Loss with Amy Wright Glenn, 2017 Working with Childhood Trauma with Echo Parenting, 2017 Breastfeeding Full Circle with Dr. Jack Newman, 2016 Art of Sacred Postpartum and Mother Roasting with Sara Harkness, 2016 (certified 2017) Birth Story Medicine Part I with Pam England, 2016
Supporting Perinatal Mental Health as a Doula with Sonia Nikore, 2016 Prenatal and Postpartum Nutrition with Elizabeth Kotek, 2016 Sacred Blood Mysteries Online Class with Sacred Living, 2016 Birthing from Within Introductory Workshop with Virginia Bobro, 2016
Supporting Breastfeeding as a Doula with Kate Zachary, 2016 Homebirth Caesarean Workshop with Courtney Jarecki, 2016 Return to Zero Training for
Supporting Fetal and Infant Loss with Kiley Hanish and Ivy Margulies, 2016 Acupressure for Pregnancy, Labor, Birth and Postpartum with Abigail Morgan, 2016 Becoming Dad Workshop with Darren Mattock, 2015 Diversity Roundtable for Birth Workers with Debra Langford, 2015 Babywearing for Doulas with Laura Brown, 2015 Co-leader, BabywearingLA, 2014 - 2016 DASC Director of Hospitality, 2014 - 2015 Co-leader, Silver Lake meeting of the International Caesarean Awareness
Network, 2013 CAPPA Lactation Educator Training with Christy Jo Hendricks, 2013 (certified 2015, recertified 2018) Acupressure for Labor and Birth with Abigail Morgan, 2013 Essential Oils for Doulas with BluJay Hawk, 2013 Babywearing for Birthworkers with Laura Brown, 2013 Rebozo Techniques with Angela Leon, 2013 Massage Techniques for Doulas with Jenna Denning, 2013 Breeches, Twins and VBACs with Stuart Fischbein, 2013 DASC co-Director of
Development, 2012 - 2013 Co-founded Two Doulas Birth, 2012 Spinning Babies Training with Gail Tully, 2012 Featured as the Doula Expert in LA Parent Magazine, 2012 Advanced Doula Training with Penny Simkin, 2012 CAPPA Postpartum Doula Training with Darla Burns, 2012 (certified 2014, recertified 2017) Yoga Instructor, Yogavidala, Los Angeles, CA, 2011 - 2012 Billings Ovulation Method Teacher Training, 2011 CAPPA Labor Doula Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) CAPPA Childbirth Educator Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) Neonatal Resuscitation Program Workshop with Karen Strange, 2010 (certified 2010) Herbs and Homeopathics in the Care of Women and Infants, 2010 The Farm Midwifery Center Midwife Assistant Workshop with Ina May Gaskin, 2009 Birthing from Within Introductory Workshop with Pam England, 2009 Iyengar Yoga Introductory I Assessment passed, 2010 Yoga Instructor, Eastern Sun Yoga, Memphis, TN 2008 - 2011 Yoga Instructor, Evergreen Yoga Center, Memphis, TN, 2009 - 2011 Eastern Sun Yoga Iyengar Teacher Training with Lou Hoyt, 2008 - 2011 Audubon Yoga Iyengar Teacher Training with Karin O'Bannon, 2010 - 2011
Mónica is also the Director of Communications & Science Outreach for Ciencia Puerto Rico, a non-profit organization using
social networks to improve public understanding of science, transform K - 12 science education and
support the career
development of young scientists.
This belief inspired the HGSE project that would become the pilot program, Podrska ne Perfekcija — which translates to «
support, not perfection» — a 10 - week relationship - and strength - based workshop for parents in rural Serbia that teaches about child
development and positive discipline strategies, and helps build a
social support network.
The
development of peer - to - peer
networks for improving teach - ing provides teachers with better skills, but also with a
social network that can continue to
support them and the ongoing exchange of ideas and techniques necessary to increase instructional quality.
Given this potential, teacher educators and researchers should continue exploration of Twitter and other forms of
social media as tools for professional
networking and engagement to
support the ongoing
development of a future generation of teachers.
Fueled by a belief in the power of
social networks and
social capital, these educational
networks reflect the idea that when schools work together with one another or with other agencies, they can share their expertise and
support one another's
development, improvement and success more effectively than they can working on their own.
This is the first eLearning
Network and Learning &
Development Social in Herts, organised by Hemel - based eLN Board Director Joan Keevill, with
support from Michelle Parry - Slater and Katie Jenkins who are both also based in Herts.
And they enable students and families to build
social capital — the
networks and relationships that
support learning and
development, and that enable young people to envision and enjoy a successful future.
CasemakerX announced today the
development of a
social networking site which will be available to American law students, law school faculty and law librarians who register as users -LRB-(CasemakerX is a free service
supported by the Casemaker Bar Consortium and its 475,000 attorney membership consisting of State Bar Associations across the USA.
Hema Patel, learning and
development manager, Emplacement People - a specialist career
support service for the over 50s Keeran Gunnoo, of LinkedIn
social networking site Sue O'Brien, chief executive of headhunters Norman Broadbent Philip Fanthom, managing director, Jenrick IT recruitment agency
People from all backgrounds seeking part time or full time opportunities in the following areas are encouraged to inquire about our program: sales, customer service, part time, manager, accounting, clerical, management, computer, engineer, human resources, driver, security, administrative assistant, purchasing, medical, administrative, receptionist, retail, maintenance, warehouse, education, finance, director, telecommunications, real estate, engineering, insurance, data entry, project manager, information technology, part time, printing, technician, legal, automotive, teacher, winter, banking, analyst, nursing, restaurant, controller,
network, environmental, nurse, design, quality, safety, secretary, office, assistant, hotel, accountant, vice president, medical assistant, transportation, supervisor, general, advertising, writer,
social services, java, all, graphic, mba, holiday, office manager, communications, sales manager, admin, mortgage,
social work, training, cms, attorney, research, payroll, oracle, executive assistant, paralegal, courier post, drivers, pharmaceutical, operations, president, web, Rn, law enforcement, autocad, health care, executive, food, production, chef, cad, project management, tax, auto, editor, hospitality, hvac, pharmaceutical sales, it, collections, Spanish, unix, are buyer, facilities, professional, mechanical, bartender, help desk, travel, logistics, call center, truck driver, inventory, financial analyst, computers, pharmacist, police, teaching, counselor, chemist, plant manager, photography, bookkeeper, medical sales, electrical engineer, health, trader, bilingual, business analyst, recruiter, cfo, accounts payable, sports, cashier, financial, music,
social worker, publishing, project,
support, business
development, lpn, welder, clerk, technical, quality assurance, government, distribution, secretarial, sales management, mental health, nanny, child care, registered nurse, cna, Japanese, technical
support, administration, property manager, cook, shipping, pharmacy, coordinator, entertainment.
PROFESSIONAL EXPERIENCE MINA GROUP, Norwalk, IA (11/2013 to Present) Digital Marketing Manager • Assess the digital marketing needs of the company and plan and execute web, SEM / SEO, email, marketing database and
social media campaigns • Design and build the company's
social media presence and ensure that it is constantly maintained • Measure the performance of all digital marketing campaigns and assess them against company goals such as KPIs and ROIs • Identify trends and insights and optimize performance based on them • Create landing pages to optimize user experience by collaborating with internal teams • Research new online media opportunities such as
development of blogs and forums • Design banners for websites and assist with visuals, client communication and affiliate
networks • Set up tracking systems for marketing campaigns and online activities • Handle
social media strategy
development and roadmap management and
support • Vet new innovation opportunities and track appropriate success metrics • Recommend digital media strategies and tactics to senior management and prioritize and lead decisions regarding new content
Tags for this Online Resume: Operations Management, POS, PCI, Vendor Management, System Administration, Entertainment, Data Center, Resource Management, Project Management, Program Management, Customer Service, Disaster Recovery, Infrastructure, Strategy, Construction, Telecom,
Social Media, Websites, Digital Cinema, Digital Signage, Colo, Help Desk, Purchasing, Technical
Support, Retail, Fast Service, Phone Systems, MPLS, DSL, T1, ADA, Restaurants, Inventory Control, Loss Prevention, Data Wiring, Interactive Kiosks, Change Management, Email Marketing, Sponsorships, Strategic Alliances, Distributed Resources, Collaboration, Nationwide Rollouts,
Networking, Training, Policy
Development, Documentation
The higher risk for maternal postpartum depression is also associated with reduced parenting skills, which may have negative consequences for the
development of the child.28 — 30 Parents of obese children may lack effective parenting skills providing both a consistent structured frame and emotional
support.31 In women with GDM, psychosocial vulnerability including low levels of
social and family
networks is associated with more adverse neonatal outcomes, especially increased birth weight.32 Thus, there is a tight interaction between maternal lifestyle, weight status, mental health,
social support as well as between maternal and child's overall health.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self -
development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups /
Social brain (The) /
Social care in Ireland /
Social care — the field /
Social change /
Social competence (1) /
Social competence (2) /
Social Competencies: Affect /
Social networks in restricted settings /
Social Pedagogy /
Social policy /
Social skills training (1) /
Social skills training (2) /
Social skills training (3) /
Social skills training (4) /
Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the
development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff
support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental
support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity /
Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental
Support for self - harm /
Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental
Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
The Healthy Fathering Collaborative of Greater Cleveland (HFC) is a
network of public and private agencies that aims to provide education, services, and
support directly to fathers throughout the lifespan of fatherhood, from pre-conception and pregnancy to childbirth, early childhood, and parenting school - age children.85 Member agencies provide four types of services: programs that help fathers address barriers that impact their involvement with their children; supportive services for fathers; fatherhood
development programs; and father - child
social / recreational event programs.86
Specifically, my research interests include
social network support and romantic partner
support processes, romantic relationship
development and transition norms, and psychological and physiological resilience to relationship stress.
Specifically, her research interests include
social network support and romantic partner
support processes, romantic relationship
development and transition norms, and psychological and physiological resilience to relationship stress.
In addition, children's
development is influenced by wider
networks of
social support (represented in the diagram's central circles), including extended family, friends and any community, cultural or religious groups a child may be part of.
Programs vary, but components may include 1) education in effective parenting and childcare techniques; 2) education on child
development, health, safety, and nutrition; 3) assistance in gaining access to
social support networks; and 4) assistance in obtaining education, employment, and access to community services.
Collectively, they aim to create a better coordinated
network of policy and
social supports to minimize the trauma and long - term impact of homelessness on young children's
development while
supporting parents to create safe, stable, and secure households for their families.
d.) explore how professional learning
networks and
social media can build connections amongst teachers and for ongoing professional
development to provide continuous
support for implementation of technology in early education classrooms.
FrameWorks» research and message
development on early childhood development has been generously supported by the Benton Foundation, the Annie E. Casey Foundation, the David and Lucile Packard Foundation, the Working Group on Public Dissemination and Social Policy of the MacArthur Foundation, the McDonnell Foundation Research Network on Early Experience and Brain Development, the A.L. Mailman Foundation, the Center for the Developing Child at Harvard University, and the Norlien
development on early childhood
development has been generously supported by the Benton Foundation, the Annie E. Casey Foundation, the David and Lucile Packard Foundation, the Working Group on Public Dissemination and Social Policy of the MacArthur Foundation, the McDonnell Foundation Research Network on Early Experience and Brain Development, the A.L. Mailman Foundation, the Center for the Developing Child at Harvard University, and the Norlien
development has been generously
supported by the Benton Foundation, the Annie E. Casey Foundation, the David and Lucile Packard Foundation, the Working Group on Public Dissemination and
Social Policy of the MacArthur Foundation, the McDonnell Foundation Research
Network on Early Experience and Brain
Development, the A.L. Mailman Foundation, the Center for the Developing Child at Harvard University, and the Norlien
Development, the A.L. Mailman Foundation, the Center for the Developing Child at Harvard University, and the Norlien Foundation.
Poverty, employment, working conditions, education and literacy,
social status,
social support networks, housing, physical environments, geographic location, access to health services, food security, early child
development, gender, culture, and language are some of the complex and inter-related
social determinants of health.
Community - based parent
support programs are based on the belief that when parents receive parenting
support as well as other
supports and resources, they are more likely to feel better about themselves and their parenting abilities, and in turn interact with their children in responsive and supportive ways enhancing the
development of their children.3 Bronfenbrenner, 16 Cochran, 17 and others18, 19 have noted that parenting knowledge and skills are learned and strengthened by the kinds of help and assistance provided by informal and formal
social support network members.
The agency's home visitation intervention used the Parent Aides Nurturing and Developing With Adolescents curriculum.25 The curriculum was based on theories of human ecology, attachment, and
social support, which emphasize that positive child
development is promoted by nurturing, empathetic parenting and is influenced by the characteristics of families and
social networks.25 (pp1 - 9), 26 The home visitor was to use the curriculum in weekly home visits with the teenager to teach and model nurturing parenting behaviors, encourage the teenager to continue with her education, make general assessments of health and
social problems, and initiate referral for early intervention when necessary.
The specific intervention practices (content) included parenting skills (yes / no), personal skills of parents (yes / no), parents» self - confidence (yes / no), attitudes or expectations about parenting (yes / no), knowledge of typical child
development (yes / no),
social network of the family (yes / no), relationship between parents (yes / no), relationship between parent and child (yes / no), mental health problems parents (yes / no), parental empowerment (yes / no),
social or emotional
support (yes / no), well - being of the child (yes / no), child skills (yes / no), practical
support (yes / no), and motivation (yes / no).
[3] A further non-exhaustive list of organisations who have publicly expressed
support for the campaign includes: Aboriginal Medical Services Alliance Northern Territory; Amnesty International Australia; Australian Catholic Bishops»
Social Justice Committee; Australian College of Rural and Remote Medicine; Australian Council of
Social Services; Australian Council for International
Development; Australian Institute of Health and Welfare; Australian Institute of Aboriginal and Torres Strait Islander Studies; Australian Nursing Federation; Australian Red Cross; Caritas Australia; Clinical Nurse Consultants Association of NSW; Diplomacy Training Program, University of New South Wales; Gnibi the College of Indigenous Australian Peoples, Southern Cross University; Human Rights Law Resource Centre; Ian Thorpe's Fountain for Youth; Indigenous Law Centre, University of New South Wales; Jumbunna, University of Technology Sydney; Make Indigenous Poverty History campaign; National Aboriginal and Torres Strait Islander Ecumenical Council; National Association of Community Legal Centres; National Children's and Youth Law Centre; National Rural Health Alliance; Public Health Association of Australia; Quaker Services Australia; Rural Doctors Association of Australia; Save the Children Australia; Sax Institute; Sisters of Mercy Aboriginal
Network NSW; Sisters of Mercy Justice
Network Asia Pacific; UNICEF Australia; and the Victorian Aboriginal Community Controlled Health Organisation.