Sentences with phrase «assessments of both adults and children»

These services include psychological treatment for a variety of difficulties, as well as psychological assessments of both adults and children.

Not exact matches

The Basic level is almost the only level used by the banks for assessment of a four - person family (two adults and two school - age children), it estimates household expenses (including everything apart from rent / mortgage debt costs) of $ 32,400 per year.

A darker assessment of current child well - being would accord more consistently with what Mintz's entire history reveals: that economic and social trends afflicting adults» lives have an even more negative impact upon the lives of children.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in gradesChildren learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in gradesChildren and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in gradeschildren approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

In her 24 years of clinical work with children, adolescents, and young adults, she has emphasized the critical importance of integrating neuropsychological assessment findings to the application of accommodations to the classroom and home environments in a «user - friendly» manner.

Assessments accommodate any combination of adults that constitutes «a family» to the child, including single mums, single dads, couples and separated and reconstituted families.

The good news is that the Home Office did acknowledge that babies and children have different needs to adults, the bad news is that the assessment seems to be a rough and ready setting off against economies of scale.

The study, Cancer and non-cancer health effects from food contaminant exposures for children and adults in California: a risk assessment also discussed in this article, Kids may risk cancer from toxins in food looked at cumulative toxin load in children for 11 food based toxins in 44 foods and found that all of the 364 children exceeded cancer benchmark levels for arsenic, dieldrin, DDE (a DDT metabolite), and dioxins.

The government must commit to a full assessment of the current transition arrangements between child and adult mental health services.

Dr. Steve Seidel, an expert on alternative student assessment, has been named Director of Harvard Project Zero (HPZ), a research group at the Harvard Graduate School of Education that explores the development of learning in children, adults, and organizations.

Specifically to: 1) collaborate with Crittenton Women's Union (CWU) to create video resources that demonstrate its family skill - building model as a means of building adult capabilities to improve child outcomes; 2) create an initial set of materials for practitioners and leaders of family service - provision systems to be used with caregivers to improve serve - and - return interaction as well as self - regulation and executive function skills; and 3) test these materials as part of a qualitative needs assessment of practitioners who wish to build the capabilities of adults who care for children birth - to - five, with an emphasis on birth - to - three.

An expert in portfolio assessment, Seidel is director of both the Arts in Education program and Project Zero, a long - lived research HGSE group that investigates the development of learning processes in children, adults, and organizations.

In addition, the programs would offer many of the benefits of private school pre-kindergarten programs, including small class sizes, high adult - to - child ratios, and assessment of the programs provided.

JCQ would arrive to inspect his coached cheating in MFL controlled assessments, the exam boards would check his scripts for plagiarism... and in creative, team based work such as A level drama, the audiences would be invisible... Pupils» voice isn't something to be trifled with; it sits at the heart of resilient, community based successful schools, where adults arrive du die cent children come to work together to serve each other.

These Standards provide a content framework for courses and delineate proficiency requirements for practical application of this content (e.g., interpretation of assessments, delivery of differentiated instruction, and successful intervention with a child or adult with a reading disability).

Includes information about dyslexia testing and assessment, teaching dyslexic children, advice for parents of a dyslexic child, coping techniques for dyslexic adults, free magazine articles, research, and much more!

She has worked for GDC as an Associate since 1997 providing assessments of gifted children and young adults.

To challenge the labeling of students from minority groups as disabled, assessment must focus on (a) the extent to which children's language and culture are incorporated into the school program, (b) the extent to which educators collaborate with parents in a shared enterprise, and (c) the extent to which children are encouraged to use both their first and second languages actively in the classroom to amplify their experiences in interaction with other children and adults.

(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?

Euro NCAP awarded the car the full five stars in its crash tests in 2014, and the Sorento achieved high scores in all four areas of the assessment: 90 per cent for adult occupant protection, 83 per cent for child occupant protection, 67 per cent for pedestrian protection and 71 per cent in the safety assist section.

The rating is even more significant considering that since 2009, EuroNCAP has adopted new judgment criteria composed of four areas of accident assessment, namely Adult Occupant, Child Occupant, Pedestrian Protection and a new area: Safety Assist.

From 2009, Euro NCAP's new overall rating covers Adult Occupant Protection, Child Occupant Protection, Pedestrian Protection and a new area of assessment: Safety Assist.

She specialises in assessments of children, adolescents, adults and families and provide expertise in the diagnosis of neurodevelopmental disorders including ASD, Dyslexia, Dyspraxia, Dyscalculia and ADHD and has over 20 years» experience in the field of psychological assessment.

Jonathan has considerable experience of dealing with the full range of health and community care matters, including challenges to service reorganisations and funding decisions, human rights challenges, inter-authority disputes, challenges to the provision of services for adults and children and age assessment cases.

Once Mr. Khadr is repatriated, it will be up to officials in the Canadian justice system to conduct an independent assessment of admissible evidence against him, to determine whether this evidence supports charges under Canadian law, and if so, whether he should be tried as an adult or a child.

She has been assessing and treating children, adults, and families since 1986, and has been qualified as an expert witness in British Columbia in custody and access issues, parental capacity assessments, parental alienation, interviewing children, child and family matters, intimate partner violence, child abuse issues, sexual abuse, clinical and forensic psychology, developmental disabilities, substance abuse, and professional issues relating to the practice of psychology.

Conducted IQ Assessments, Learning Difficulty Assessments, Projective tests and Psychometric testing for both children and adults ranging from 3 to 45 years of age.

Provided assessment of physical, mental, pain and psychosocial health status of the infant, child, adolescent, adult and geriatric patient populations.

Assist with the coordination of medical nutrition therapy assessments, care plans, and menus as provided by the registered dietitians for individuals of all age categories (neonates, infants, children, adolescents, adults, and seniors).

Social Worker — Duties & Responsibilities Successfully serve as a psychiatric social worker and practice manager for multiple institutions Perform crisis intervention, adult, geriatric, child, and adolescent case management and therapy Counsel patients facing depression, substance abuse, bipolar disorder, dementia, and schizophrenia Serve survivors of domestic violence, rape, robbery, child abuse, suicide, and other traumatic events Responsible for 24 hour on call crisis intervention for multiple hospital emergency rooms Complete psychosocial assessments to ensure appropriate patient diagnosis and care Design and implement treatment plans including medication and individual / group / family therapy sessions Attend weekly team meetings to assess patient progress and document in the DAP system Review psychometric and psychological reports and provide feedback to patients and families Provide clients and family members with guidance and referrals to community resources Maintain contact with family members and encouraged their involvement in patient treatment Performed discharge planning including nursing home placement, home health, medication needs, transportation and Passport screening, extended in - patient and out - patient mental health services Serve as public speaker, referral development committee member, and marketing / financial advisor

Both specialize in the assessment and treatment of a wide range of mental health issues for children, adolescents, adults, couples, and families.

Her interests center around the assessment of children, adolescents and young adults on the autism spectrum, and providing treatments to support individuals with high - functioning autism and anxiety, depression, and ADHD.

In family court cases ISWs are most commonly commissioned to provide assessments of parenting capacity, assessments of risk that adults may pose to children, and assessments of attachment relationship between adults and children or between siblings.

Ivan Haskell, Ph.D., is the Executive Director of the Joseph J. Peters Institute, an outpatient assessment, treatment and prevention program serving survivors of sexual abuse and offenders with specialized programs for children, adolescents and adults in Center City Philadelphia.

Judicial responses to alienation include: ordering an assessment; ordering supervised access on a permanent basis; intervention in the early stages of the dispute, before the problem has had time to become «true» alienation, or in the early years of a child's development; changing custody on a temporary basis; determining whether «pure» or «mixed» alienation is taking place; keeping the courts involved; suggesting counselling; making a finding of contempt; making a no - contact order; involving the Children's Aid Society; not making a parallel parenting order; meeting with the children; and in extreme cases, putting the alienating parent's actions on court record, in hopes that if the child revisits the issue as an adult, they may be able to see what actually tooChildren's Aid Society; not making a parallel parenting order; meeting with the children; and in extreme cases, putting the alienating parent's actions on court record, in hopes that if the child revisits the issue as an adult, they may be able to see what actually toochildren; and in extreme cases, putting the alienating parent's actions on court record, in hopes that if the child revisits the issue as an adult, they may be able to see what actually took place.

We offer a variety of services for children, adolescents, and adults including psychotherapy, psychological assessments, sport psychology, and medication management.

The comprehensive assessments are performed by licensed clinicians, who are trained in the unique needs of children and adults, who have a dual diagnosis.

«Hamptons Psychological Assessments, PLLC conducts comprehensive evaluations of children, adolescents and adults.

«I specialize in the neuropsychological assessment of both children and adults.

I work with children, adolescents and adults utilizing a collaborative approach to treatment that involves exploration of concerns, development of strategies and skills to manage or overcome difficulties and ongoing assessment of therapeutic progress.»

This is true in children for a variety of interviews3 and in adults for the current recommended standard — the Composite International Diagnostic Interview.4 The best of these studies usually compare assessment data generated by lay interviewers versus clinicians.

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)

«I am a licensed psychologist who specializes in neuropsychological assessment of children and young adults.

While clinically trained in evaluation, assessment and treatment of adults and children of all ages, I have specialized in early childhood mental health.

The book includes guidelines for the assessment of child maltreatment, discusses therapy to address child maltreatment, and addresses treatment of adult survivors of childhood maltreatment.

In her practice, Dr. Limbrunner provides therapy and assessments for children, adolescents and adults with a variety of concerns.

«Dr. Enochs specializes in psychoeducational, neuropsychological, and psychological assessment of children, adolescents, college students, and adults.

«I provide state of the art assessment, consultation and treatment services to adolescents and adults addressing issues from everyday life [marital, child - parent, workplace problems], to matters across a broad range of mental health, sexual health, and behavioral medicine concerns.

I have my doctorate in psychology and specialize in the assessment and treatment of both children and adults struggling with depression, anxiety, trauma, relationship issues, and adjustment to life stressors.»

Later life parental divorce and widowhood: Impact on young adults» assessment of parent - child relations