Sentences with phrase «approaches life skills training»

Comparing the effectiveness of two approaches Life Skills training and Imago Therapy on improving Bushehr young couples communication «patterns.

Not exact matches

You will also learn how most of us have been trained to approach our goals and future in a limited way and that by engaging «right brain'thinking, there is a natural expansion of effectiveness, problem - solving skills, and the ability to overcome challenges in all aspects of your life.

Earlier, for his Ph.D., he used his physics training to study biological interactions at the molecular resolution — but for his postdoc he changed approaches dramatically, turning to cell biology and applying his skills to the development of high - resolution functional imaging of DNA transcription in living cells.

The College's active learning approach helps young people move forward with further education, training and other employment routes by instilling valuable core values and life skills that are transferable to a range of vocations.

Extracurricular activities such as sport and the arts, participation in school councils or classroom management, and life skills and workplace training for adolescents are also highlighted as approaches shown to have a positive impact.

Here, at the Institute of Positive Education we have tailored our training to equip teachers with the tools and skills necessary to assist them to impart a 21st century approach not only to their teaching, but their lives.

At the Institute of Positive Education, we have tailored our training to equip teachers with the tools and skills necessary to assist them to impart a 21st century approach not only to their teaching, but their lives.

The Motivational Preparation College for Training (MPCT) group, which helps young people to build life skills, self - confidence, and physical fitness through an «active learning» approach, scooped the top prize at the Times Education Supplement (TES) Further Education Awards 2017.

In schools where these lessons and principles are integrated into daily life and institutional culture, teachers and administrators learn to approach students as whole people who need skills training and a supportive environment to truly flourish.

Our highly trained technicians are now trained to: • Rapidly recognize patients with cardiopulmonary arrest • Properly administer high - quality chest compressions using the most up - to - date approaches in dogs and cats • Provide mouth - to - snout or intubated ventilation according to current evidence - based guidelines • Utilize effective communication and team skills that will improve our ability to manage emergent and critically ill patients • Choose the most useful monitoring devices for patients in cardiopulmonary arrest • Read and interpret the data from the various monitoring devices • Rapidly diagnose the arrest ECG rhythm to help choose the best ALS therapies for the patient • Administer the most effective drugs and other adjunctive therapies for patients with cardiopulmonary arrest • Perform life - saving procedures such as venous cutdowns, intraosseous catheter placement, use of defibrillator, and open chest CPR

All proceeds earned by the restaurant are directed back to EGBOK that provides a 3 - step approach to trainees: Introduction to Hospitality; Vocational Training, Life Skills and Social Support; and Job Placement and Professional Development.

Chopra Center Coaching is a unique life coaching program that pairs skilled practitioners trained to guide clients toward the realization of their life's dreams using a holistic mind, body, and spirit approach.

Our unique approach was pioneered by Aetna Life and Casualty and has been used to train millions of drivers in defensive driving skills and techniques since program inception.

Dr. Francisco's approach is family - focused with an emphasis on action - oriented interventions such as Cognitive Behavioral Therapy (CBT) and skills training in the areas of Social Communication, Executive Functioning, and Independent Living.

/ 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. organisation?

Social skills support, life skills training, self - care training and emotional self - regulation approaches often come into play with this population.

Another treatment approach is social skills training, which seems to improve the skills that are explicitly taught, but fails to generalize to daily life (White et al. 2007).