Our Positive
Youth Development program helps youth ages 10 - 17 through education and awareness of health issues, community collaboration, and substance abuse prevention.
Not exact matches
«The Summer
Youth Employment
Program provides young people with meaningful work experience and also
helps them earn money that they and their families can use,» said David Mathis, Director of Oneida County Workforce
Development.
The year - round funding grants continue the Poloncarz administration's commitment to promoting
youth development and providing the
programs that will
help them to be successful.
Kyle McManus, AgriLife Extension 4 - H
youth development agent in nearby Nueces County, said more than 120 4 - H
youth and more than 50 adult 4 - H
program volunteers from that county also
helped with efforts in hard - hit communities, including those in Refugio County.
«The extensive research undertaken by OYPRA will
help inform policy and practice, and lead to more strategic investment in Australia's outdoor
programs for learning, health promotion and positive
youth development.»
Because many schools need
help navigating in the sea of
programs designed to promote these capacities — including
youth development, character education, SEL, bullying and conflict resolution
programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.
In HGSE's Prevention Science and Practice
Program, Leavitt focused on
youth development, counseling, and interventions designed to
help students succeed.
A World Fit for Kids physical activity - based
youth development training
programs are a sustainable, scalable way to
help others achieve the same results we do in our own
programs: reduced obesity, increased graduation rates, enhanced work readiness, and the
development of physical, mental and emotional well - being.
The Academic
Youth Development (AYD)
programs transform the way adolescents engage in school and
help educators create and manage a powerful learning culture.
Along with other young men from The Man Project, and Bloom, which are
programs under the Brotherhood Crusade
youth development model, we
helped the Brother, Sons, Selves Coalition (Every Student Matters Campaign) pass the School Climate Bill of Rights in Los Angeles Unified School District (LAUSD), in May of 2013.
Previously, Ms. Morgan was director of
youth programs at the Jack Kent Cooke Foundation, where she oversaw the
development and management of up to $ 7.5 million annually in grants to other nonprofit organizations as well as the foundation's scholarship
program helping low - income students attend highly selective colleges and universities.
Harvard Family Research Project working since 1983 to
help stakeholders develop and evaluate strategies to promote the well being of children,
youth, families, and their communities; within three areas that support children's learning and
development: early childhood education, out - of - school time
programming, and family and community support in education
In this presentation, Georgia Hall, Ph.D., senior research scientist at the National Institute for Out - of - School Time at the Wellesley Centers for Women, will share research findings from two studies (NICHD Study of Early Child Care and
Youth Development;
Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and program
Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time
Programs) that
help us to understand children's engagement in physical activity and how to promote involvement on an individual and
programprogram level.
(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?
About Our Funders Several sources provided grants to
help implement the Crissy Field Center's renewable energy systems and sustainability features, plus related monitoring systems and curriculum
development designed to incorporate these dynamic teaching tools into the Center's award - winning educational
programs for diverse teaching tools into the Center's award - winning educational
programs for diverse urban
youth.
High and moderate risk
youth can benefit greatly from
programs that utlilize key child
development strategies imbedded in the practice of
helping others.
Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and
youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency
programs / Democratization / Demonizing
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer
helping groups / Developing relationships /
Development (1) /
Development (2) /
Development and care (1) /
Development and care (2) /
Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?
Families and Communities Together Presents: A Data Framework for Addressing the Needs of Seminole County's Children,
Youth and Families (PDF - 611 KB) Florida KIDS COUNT (2012) Describes how data — driven policy development and program implementation will help provide a better understanding of the well - being of children, youth, and families and what needs to be done to improve their l
Youth and Families (PDF - 611 KB) Florida KIDS COUNT (2012) Describes how data — driven policy
development and
program implementation will
help provide a better understanding of the well - being of children,
youth, and families and what needs to be done to improve their l
youth, and families and what needs to be done to improve their lives.
The Fatherhood First
program offered by
Youth and Family Services is designed to
help fathers realize their important role in the
development of their children.
In this presentation, Georgia Hall, Ph.D., senior research scientist at the National Institute for Out - of - School Time at the Wellesley Centers for Women, will share research findings from two studies (NICHD Study of Early Child Care and
Youth Development;
Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and program
Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time
Programs) that
help us to understand children's engagement in physical activity and how to promote involvement on an individual and
programprogram level.
«Look for the STARS» is a five - level quality rating improvement system (QRIS) designed by New Mexicos Office of Child
Development under the Child,
Youth and Families Department (CYFD) to
help parents identify quality child care
programs.
Youth Thrive ™ is a program that has identified five different protective factors which can help advance the healthy development and well - being of youth and reduce the impact of negative life experie
Youth Thrive ™ is a
program that has identified five different protective factors which can
help advance the healthy
development and well - being of
youth and reduce the impact of negative life experie
youth and reduce the impact of negative life experiences.
Practice Components In a school - based setting, SEL
programs incorporate two educational strategies that
help to enhance school performance and
youth development.