Sentences with phrase «social violence based»

Not exact matches

While Smedes and the other editors of The Reformed Journal do not deny the need or desirability of Christian acts of compassion, they argue that structural violence demands social redress that goes beyond benevolence, being based first of all in the human rights of the victims.

The forcible imposition of ideological categories on humanity inevitably gave rise to a perverted social order based on violence and lies.

Looking primarily to models based on quantitative research methodologies to provide a clear direction for policy in regulating media and violence can also distract policy makers from coming to grips with other difficult but more important value questions that impinge on the issue of media and violence, such as the purpose of broadcasting, issues of ownership and control of media, the international context of Australian media, the dominant economic nature of most of Australia's social communications, the distinctive ways in which the media reproduce and reconstruct myths and symbols of violence from within the culture, and how audiences use and respond to media myths and symbols.

Michigan: Custody is awarded based on the best interests of the child, based on the following factors: moral character and prudence of the parents; physical, emotional, mental, religious and social needs of the child; capability and desire of each parent to meet the child's emotional, educational, and other needs; preference of the child, if the child is of sufficient age and maturity; the love and affection and other emotional ties existing between the child and each parent; the length of time the child has lived in a stable, satisfactory environment and the desirability of maintaining continuity; the desire and ability of each parent to allow an open and loving frequent relationship between the child and other parent; the child's adjustment to his / her home, school, and community; the mental and physical health of all parties; permanence of the family unit of the proposed custodial home; any evidence of domestic violence; and other factors.

Mankessim (C / R), Jan. 28, GNA — Mrs Dela Sowah, the Deputy Minister for Gender, Children and Social Protection, has expressed worry over the increasing rate of Sexual and Gender Based Violence (SGBV) cases in the country.

Nana Oye, however, said statistics from DOVVSU showed that out of 1,547 sexual and gender - based violence cases sent to court in 2014, convictions were secured for 160 cases, representing 10.3 per cent and asserted that the way forward was to ensure that the laws were enforced and implementation tracked through an effective monitoring system, in addition to building the capacities of law enforcement institutions, social services and healthcare providers.

A Bronx social worker has written a play about the horrors of domestic violence, based, in part, on her own abusive marriage.

«The task for the year ahead,» Kraut says, «is to continue to demonstrate to those on the Hill what all of us in the community already know, that the nation's most pressing problems — the violence of terrorism, economic well - being, learning and literacy, international negotiations, ethnic and minority group discrimination — all have at their core a social and behavioral base that simply can not be addressed without the knowledge from the social and behavioral research that NSF supports.»

The article «Gamification for Behavior Change: Lessons from Developing a Social, Multiuser, Web - Tablet Based Prevention Game for Youths» illustrates how gamification concepts and principles were applied to the development of an online, multiuser, substance abuse, and relationship violence prevention game for youths.

His recent work quantitatively analyzes the origins and impacts of market crashes, social unrest, ethnic violence, military conflict and pandemics, the structure and dynamics of social networks, as well as the bases of creativity, panic, evolution and altruism.

Somalia's clan based social system doesexpose women and girls from socially and economically marginalised clans «to violence due to their social isolation, poor living conditions and work opportunities» (Ibid).

«Stephanie Jones is a gifted researcher whose work on the effects of poverty and violence on social and emotional development has already influenced policy and practice around bullying prevention and comprehensive school - based interventions,» Dean Kathleen McCartney said.

Adequate staffing (such as counselors, psychiatrists, psychologists, and social workers) of coordinated school - and community - based mental health services for individuals with risk factors for violence, recognizing that violence is not intrinsically a product of mental illness;

The SSAE program will enable state and local school districts to provide a number of important services to students including school - based mental health programs, drug and violence prevention programs, physical education programs, social - emotional learning, AP, accelerated learning, art and science, technology, engineering, and mathematics (STEM) courses.

During the strike, Chicago Teachers Union president Karen Lewis said she was concerned that «too much of the new evaluations will be based on students» standardized test scores,» and argued there were «too many factors beyond our control which impact how well some students perform on standardized tests, such as poverty, exposure to violence, homelessness, hunger, and other social issues beyond our control» (Chicago Teachers Union, 2012, para. 5).

Organized by the Community Coalition, the groups presented a comprehensive, data - driven «Student Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based on need.

We are the world's largest provider of research - based education programs that have helped over 9 million children in 26,000 schools develop vital social - emotional skills to avoid violence, bullying, and sexual abuse.

Effective social - emotional learning (SEL) is a transformative and evidence - based educational process that teaches children, from pre-k through 12th grade, the mental skills that will significantly reduce emotional stresses that lead to violence and addiction, improve problem - solving skills, enhance empathy, raise academic test scores and increase resiliency.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Gender based violence is a social and economic problem in Myanmar, for which the national criminal justice system requires new measures to respond effectively.

• Monitored the childcare program on daily basis • Ensured that the program is implemented as per policy • Coordinated with teachers, parents and supporting families for enhancement • Documented and maintained each child's social services and health files • Revised the curriculum in order to bring in innovation • Initiated several domestic violence awareness programs • Provided CPR and first aid

• Assess family's financial, medical and parenting needs • Develop and implement family goals of services to support objectives • Conduct 2 - 4 home visits on a daily basis • Organize workshops for parents to teach them regarding parenting and social interaction • Help parents and children in creating and maintaining a positive home environment • Work hard to develop trust between family and district to support child's educational • Create and maintain record of cases • Resolve conflicts between parents, teachers and students to increase the ratio of student's success • Ensure the privacy and confidentiality • Document case reports and file the cases for court hearings, furnishing the attorneys with all necessary documents • Provide counseling services to families in need of assistance • Perform regularly scheduled home visits and on - site inspection to probe certain suspected child abuse or family violence cases

Committee for Children develops evidence - based programs for the prevention of violence, child abuse, and bullying, and to promote social, emotional and academic development.

Home - Based Intervention for High - Risk Rural Families: A Randomized Clinical Trial Lwin (2012) McGill University, School of Social Work, Centre for Research on Children and Families, Canadian Child Welfare Research Portal View Abstract Illustrates the effectiveness of using a home - based child maltreatment prevention program for families in rural communities struggling with substance use, intimate partner violence, and depression, factors that increase the risk of child abuse and negBased Intervention for High - Risk Rural Families: A Randomized Clinical Trial Lwin (2012) McGill University, School of Social Work, Centre for Research on Children and Families, Canadian Child Welfare Research Portal View Abstract Illustrates the effectiveness of using a home - based child maltreatment prevention program for families in rural communities struggling with substance use, intimate partner violence, and depression, factors that increase the risk of child abuse and negbased child maltreatment prevention program for families in rural communities struggling with substance use, intimate partner violence, and depression, factors that increase the risk of child abuse and neglect.

Morningside is a well respected organization based on Manhattan's Upper West Side that has evolved as a national leader in the field of social and emotional learning in part because of its approach to restorative circles, proven by a Columbia University study to have helped reduce aggression and violence in children and youth.

Davis is passionate about the opportunity to help build viable, community - based, cross-systems strategies to promote the social and emotional wellbeing of children and families and prevent violence and adversity in all the places where people live, work, learn and play.

Her career is focused on improving outcomes for the highest risk youth through effective implementation of evidence - based youth development programs, social emotional learning, violence prevention, and intervention within a frame of well - being and normal childhood and adolescent development.

-- Founding and managing substance abuse centers for 20 years (1997 - present)-- Founding and managing HIV counseling and testing center, Hayat, in Giza Egypt (2009 - present)-- Seven years consultant in UNDP HIV / AIDS Program in The Arab States (HARPAS) including conducting training workshops and research activities in middle east and African Horn countries (2005 - 2012)-- One year experience with UNHCER in Syria (2011 - 2012)-- Two years consultant with COSV organization (Italian organization) working with Syrian refugees and Syrian civil activists in Lebanon and Turkey (2013 - 2014)-- Conducting training and supervision work with a group of psychologists and psychiatrists working with children and families living with HIV (UNICEFF Egypt 2016)-- Main consultant trainer with psychologists and social workers working with Gender Based Violence refugee children in Egypt (Terre Des Hmmes 2017)-- Three years weekly TV program on marriage and couple relations (2014 - present)-- Experience with three TV series by acting and writing (2015,2016,2017)-- Board member in the Association of Evolutionary Psychiatric and Group Work, and the Egyptian Association of Group Therapies and Processes

VPO major functions are: (a) Coordination of the development, implementation, and evaluation of two major programs: the ACT / Raising Safe Kids Program (parenting skills training and child maltreatment prevention program) and The Effective Providers for Child Victims of Violence Program (training for mental health and other professionals on trauma, assessment tools and treatment models for children victimized by violence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of vViolence Program (training for mental health and other professionals on trauma, assessment tools and treatment models for children victimized by violence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of vviolence); (b) Development of training and educational materials, technical assistance and training to professionals and organizations participating in both programs; (c) Dissemination of research - based knowledge, information, and materials to professionals and the general public on violence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of vviolence, prevention and related topics through Web (www.actagainstviolence.apa.org), Facebook page www.Facebook.com/ACTRaisingSafeKids and other social media outlets; (d) Collaboration with other national associations, national collaboratives, and federal agencies to promote the contributions of psychology and psychologists to the understanding and prevention of violenceviolence.

-- Main consultant trainer with psychologists and social workers working with Gender Based Violence refugee children in Egypt (Terre Des Hmmes 2017)

The SSAE program will enable state and local school districts to provide a number of important services to students including school - based mental health programs, drug and violence prevention programs, physical education programs, social - emotional learning, AP, accelerated learning, art, and science, technology, engineering, and mathematics (STEM) courses.

The Native Title and Social Justice Reports talk about the following options for us to address lateral violence in our families and communities through establishing strong structural foundations and principles based on the Declaration.

Before entering private practice, Erica worked at a Dallas area non-profit social service agency providing counseling and case management services to a diverse client base, including Hurricane Katrina evacuees and victims of domestic violence.

Strategies: Promote collaboration on specific issues (such as health, mental health, youth, elderly, domestic violence) among diverse interest groups in communities; identify and publicise successful cases of community based solutions and positive management of social development; support community based advocacy of school curriculum and practices; boost mentoring, homework support and family support for Indigenous secondary and post - secondary students; negotiate with stakeholders to improve school to work transitions programs.

Second Step is a school - based social skills curriculum for preschool through junior high that teaches children to change the attitudes and behaviors that contribute to violence.

Each of the five ABS areas will deliver science - and evidence - based preventative programmes that comprise ante and postnatal support programmes targeting one or more of the following: (1) social and emotional development — by addressing perinatal mental health problems, substance dependency and domestic violence as well as encouraging parenting practices that promote attachment; (2) language development by encouraging parents to talk, read and sing to, and particularly to praise — their babies and toddlers, and by ensuring local childcare services emphasise language development; and (3) nutrition and obesity by encouraging breast feeding and promoting good nutritional practices.

A school - based violence prevention program designed to reduce aggression and improve social competence.

Social skills training for children, parent training programs, and early interventions were the most promising prevention strategy, whereas school - based anti-bullying or violence prevention programs had lower effect sizes.

Research conducted on this transmission of DV, further perpetuation the «cycle of violence» is based largely on Social Learning Theory.

Study findings have implications for the primary prevention of youth violence, including the use of family - based approaches that build relationships and parental monitoring skills and community - level change approaches that promote informal social control and reduce neighborhood concerns about safety.

Seattle - based nonprofit Committee for Children's research - based educational programs, including the award - winning Second Step program, teach social - emotional skills to prevent bullying, violence, and abuse and improve academics.

However, based on the conversations that I have had with people and the emerging international literature around social and emotional wellbeing and cultural safety, [141] I think it would be remiss to ignore lateral violence as part of the complex mix of factors that impact negatively on social and emotional wellbeing.