Sentences with phrase «adults at school care»

and «The adults at my school care about me.»

Assure him that you, his teachers, and the other adults at school care about him and will do everything possible to keep him safe.

Not exact matches

Twice each year, I take two bus - loads of high school students on retreats at which they worship, walk labyrinths, talk in small groups with adults who care about them, and «hang out» in Christian community.

The act covers the government's reimbursements to school districts for school meals; food served at many day care facilities for children and adults; and the Women, Infants and Children program, which provided food to more than 8 million people in 2007.

Kids may not necessarily tell their parents or other adults such as caregivers or coaches, but children who are excluded from peers or don't have friends at child care or school could suffer lasting psychological damage.

Together with more than 100,000 members, we care for 35,000 acres of conservation land, provide school, camp, and other educational programs for 225,000 children and adults annually, and advocate for sound environmental policies at local, state, and federal levels.

Completing twenty years at the school after taking two further classes, George currently works supporting children in therapeutic foster care, and adults in shared living.

«We found that in young healthy mice the immune system overreacted to the influenza virus, which led to more inflammation, greater lung damage and increased mortality compared to healthy adults exposed to the virus,» says lead author Bria Coates, MD, Critical Care physician at Ann & Robert H. Lurie Children's Hospital of Chicago and Assistant Professor of Pediatrics at Northwestern University Feinberg School of Medicine.

In a study of 58 adults seeking outpatient eye care, researchers at New York University School of Medicine found that contact lenses make the eye microbiome more skin - like, with higher proportions of the skin bacteria Pseudomonas, Acinetobacter, Methylobacterium, and Lactobacillus and lower proportions of Haemophilus, Streptococcus, Staphylococcus, and Corynebacterium.

Virtual schooling could also exacerbate existing inequalities in education, since it is available only to families who can afford to have an adult at home to perform the duty of care normally assumed by teachers.

«As the world's population ages, it is becoming increasingly important to develop ways to support successful prospective memory functioning so that older adults can continue to live independently at home without the need for assisted care,» said Nathan Rose, lead investigator of the study and now a research fellow in the School of Psychology at the Australian Catholic University in Melbourne.

The Roger C. Lipitz Center for Integrated Health Care at the Johns Hopkins Bloomberg School of Public Health is offering free technical assistance to help primary care practices and health care organizations, including accountable care organizations (ACOs), improve the quality and outcomes of health care for older adults with chronic illnesCare at the Johns Hopkins Bloomberg School of Public Health is offering free technical assistance to help primary care practices and health care organizations, including accountable care organizations (ACOs), improve the quality and outcomes of health care for older adults with chronic illnescare practices and health care organizations, including accountable care organizations (ACOs), improve the quality and outcomes of health care for older adults with chronic illnescare organizations, including accountable care organizations (ACOs), improve the quality and outcomes of health care for older adults with chronic illnescare organizations (ACOs), improve the quality and outcomes of health care for older adults with chronic illnescare for older adults with chronic illnesses.

These meetings also lay the foundation for the types of relationships that make students believe that adults at school really do care about them.

The Making Caring Common Project, based at the Harvard Graduate School of Education, offers resources to adults to promote caring, respect, and responsibility in children and Caring Common Project, based at the Harvard Graduate School of Education, offers resources to adults to promote caring, respect, and responsibility in children and caring, respect, and responsibility in children and teens.

They need adults who will help them become caring, respectful, and responsible for their communities at every stage of their childhood,» the [Harvard Graduate School of Education] researchers write.

This means all forms of safety and security while at school — food if hungry, clean clothes if needed, medical attention when necessary, counseling and other family services as required, and most of all, caring adults who create an atmosphere of sincere support for the students» well - being and academic success.

Often, the difference between a student who graduates from high school and goes on to college and one who does not is a relationship with a caring adult at school who knows him well, believes in his ability to succeed, and will not let him fail.

The second thing I think is principals need to communicate is as students will learn if they have a sense of belonging and this is engendered by an adult who's at the school who cares about kids, who encourages them and supports them to achieve what they want to do.

Kids enter at one end in Baby College or preschool, move integrated after - school programs and mentoring, with hand - offs to caring adults along the way.

These included feelings of safety and connection, caring relationships with adults, meaningful student participation, and low rates of bullying, drug use, delinquency and discrimination at school.

In addition to having worked in residential care, Christine has worked at psychiatric hospitals as an Art Therapist, co-facilitating groups for mentally ill adult patients as well as out - patient clinics and schools as a marital and family therapist.

And those students with fewer caring relationships with adults are less likely to feel appreciated or welcome at school.22 When education leaders cultivate positive and inclusive learning environments, however, students are more likely to have a firm sense of belonging.23 This, in turn, improves their beliefs about their learning ability and enhances their classroom performance.24

Services that support student's academic success may be offered at or near the school building, and can include primary, mental, and dental health care; family engagement, including adult education; preschool learning; academic enrichment; expanded afterschool or summer programming; mentoring; postsecondary education; and career options awareness.

In schools, online, at home, with a tutor or through a combination of services, school choice gives caring adults the ability to meet every child's educational needs, whatever the setting.

Here are some excerpts: A safe and caring school climate includes feeling safe at school, feeling part of decision — making, and having a sense of school connectedness, which «is the belief by students that adults and peers in the school care about their learning as well as about them as individuals» (CDC, 2009b, SAMHSA Toolkit, p. 12).

When students have at least one caring adult in their schools so much more becomes possible for student success.

Published in The Washington Post Every weekday, 700 children from some of the poorest parts of the Atlanta area stay after school for three hours with Wings for Kids, a program that aims to bolster not only academic performance but also social skills, relationships with caring adults and a sense of belonging at school.

As detailed in an earlier column, many students at - risk of dropping out or who have already left high school are more likely to remain or return if they can develop a relationship with a caring adult.

The stereotypes and biases we are exposed to can affect the way students are viewed; left unchecked, students of color are disproportionately disciplined, left behind academically, and are overwhelmingly represented among the students who can't identify a single caring adult at school.

If we applied the 2013 - 2015 California Healthy Kids survey statistic to the 6.2 million students in California, that would mean over 2 million students would not be able to identify a single caring adult at school.

While school environment plays a huge role in the educational experience of a student, a student can overcome a lot of this through a solid relationship with at least one adult that can show genuine care for the student and provide the student with advice.

At public and private schools, scouting troops, special needs groups, local libraries, various community youth organizations as well as adult organizations, the Humane Society of Greater Miami teaches the young and old appropriate lessons about kindness to animals, empathy, responsible pet care and the causes and results of pet overpopulation.

Complete at least nine months of an ACT approved high school or adult learning curriculum designed to prepare students for employment in the animal care industry.

Our staff regularly educates children and young adults about pet care and the veterinary field on «Reading Day» at local schools, at SPCA Kids Camps and Vet Camp at ARF.

Babysitting jobs aren't just for high school and college students; older adults and stay - at - home parents who want to earn extra income are also caring for kids.

In the United Kingdom family group conferences are mainly used in child welfare, particularly when a child is at risk of going into care, although some local areas are using the approach to prevent school exclusions, tackle anti-social behaviour, address youth offending and in planning for vulnerable adults.

I have worked with many populations: Severe and Persistent Mentally Ill, Homeless, At Risk Youth, Adolescents, Foster Care Families, Abused Children, School Age Children, Fatherhood, Parenting, Marriages in trouble, Divorce, Couples, The Elderly and Caregivers as well as Substance Addicted Adults and Youth Seeking Recovery.»

/ 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 views /

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Over 12 months in 2013 - 2014, at least 2,831 parents (or other adults such as school or child care staff) attended at least one Triple P session.

Now 22, Christina is a confident and caring adult who is giving back by mentoring two young girls at the same school she met Elaine at.

Seedling's Promise program pairs children ages 5 - 18 with a caring adult who meets them at the school.

These include the Child Study, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary school.

«The housing improvements that communities make using these grants will help prevent illnesses and injuries, reduce associated health care and social services costs, reduce absentee rates for children in school and adults at work, and reduce stress, all of which help to improve the quality of life,» HUD notes in its release.

The housing improvements will help communities prevent injuries and illnesses, reduce associated health care and social services costs, reduce absentee rates for children in school and adults at work, and reduce stress — all which help to improve the quality of life.»