Sentences with phrase «at sleep education»

But we're also looking at sleep education, to see if teaching adolescents about good sleep practices - how to get sleep, how to maintain good sleep, how to deal with stress so that it doesn't interfere with your sleep — if that improves sleep and what effect that has on attainment; and also looking to see if these two interventions combined help the effect.

Not exact matches

Melbourne Natalie Herman Natalie Herman Baby Sleep Consultancy +61 488 017 080 www.natalieherman.com Education: Bachelor of Social Science: RMIT University Melbourne, Australia Post Graduate In Human Resource Management: Monash University Melbourne, Australia Sleep Certification through Horimtv: Sleep Counselors Course at Mofet College Israel Practicing as a CSC: since 2013
Katie Bartley Katie Bartley: Sleep Consultant 512-789-0603 www.katiebartley.com Education: BS Human & Organizational Development Minor in Business from Vanderbilt University in 2000 Masters of Social Work with Clinical Concentration from The University of Texas at Austin in 2005 LMSW, currently inactive Practicing as a CSC: since 2010
Fiona Hauptman — Ben Dror — Israel Regional Rep Baby Base 00972 - 523511306 www.babybase.info Education: Bachelor degree in Physiology DIP C.O.T Occupational; Therapy ADMTUK Dance Therapist, Sleep Therapist Child Development course of 545 Academic Hours Sleep Counselors Course at Idan Horot College Israel Practicing as CSC: since 2009
New York Christina Gantcher Good Night Sleep Coaching, LLC 917-574-4980 www.goodnightsleepcoaching.com Education: B.A., Comparative Literature, University of Massachusetts at Amherst M.Sc.
One of them, Patrick S. Pasquariello Jr., director of continuing medical education at Children «s Hospital of Philadelphia, argues that learning to sleep alone is an important step in developing self - discipline.
Classes Happiest Baby, Breastfeeding Education, Newborn Sleep Seminars, Baby Planning 101, Babywearing, Greenproofing, and Infant Soothing classes are offered regularly at Eat - Sleep - Love.
Celina Cunanan - Kelly, Division Chief of Nurse Midwifery at University Hospitals, and Babies Need Boxes board member, says «We don't really think that [the box] itself is going to stop infant sleep - related deaths, but it's a way for us to give parents the education and tools to make that less likely, [and to] help them succeed!»
However, a research team at Temple University Hospital (TUH) has now found that face - to - face postpartum education about safe infant sleep, combined with the distribution of a baby box, which is a cardboard bassinet, reduced the rates of bed - sharing during babies» first 8 days of life.
«In an effort to address the common high - risk behaviors associated with infant mortality, we created the Sleep Awareness Family Education at Temple, or SAFE - T, program,» says Megan Heere, MD, Assistant Professor of Pediatrics at the Lewis Katz School of Medicine at Temple University and Medical Director of the Well Baby Nursery at TUH.
Intervention 1: «Sleep»; education sessions antenatally and at 3 weeks targeting the prevention of sleep problems, followed by an intervention from 6 months postpartum targeting the treatment of sleep proSleep»; education sessions antenatally and at 3 weeks targeting the prevention of sleep problems, followed by an intervention from 6 months postpartum targeting the treatment of sleep prosleep problems, followed by an intervention from 6 months postpartum targeting the treatment of sleep prosleep problems
She speaks regularly at schools and consults with childcare centers to help them develop policy and education initiatives regarding healthy sleep.
Johnson is a research scientist studying sleep, memory, and learning, and is the education manager for internships at the Center for Sensorimotor Neural Engineering, based at the University of Washington in Seattle.
When the way we are working starts interfering with normal functions such as sleeping, eating, relationships, social interactions, and physical health, «we know we've tipped the balance,» says Cullen, a past chair of the Division of Education and Child Psychology at The British Psychological Society.
«We've become a 24/7 culture,» says retired Cornell psychologist James B. Maas, who helped found the field of sleep education back when TV stations signed off at midnight.
«In an effort to address the common high - risk behaviors associated with infant mortality, we created the Sleep Awareness Family Education at Temple, or SAFE - T, program,» says Megan Heere, MD, Assistant Professor of Pediatrics at the Lewis Katz School of Medicine at Temple University and Medical Director of the Well Baby Nursery at TUH.
«Stress, including the stress of racial discrimination, affects cortisol levels and sleep, which are important for cognition and learning,» said study senior author Emma Adam, a professor of human development and social policy at Northwestern's School of Education and Social Policy and faculty fellow at the Institute for Policy Research.
While sleeping in is tempting, it's actually the worst thing you can do, says Sonia Ancoli - Israel, PhD, director of education at the UCSD Sleep Medicine Center: «The truth is, after one bad night of sleep you should change very little in your rouSleep Medicine Center: «The truth is, after one bad night of sleep you should change very little in your rousleep you should change very little in your routine.
• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.
Kevin: For the last five years in Sleep and Dreams we've developed a really rewarding education partnership with Menlo - Atherton High School, which is just a few short miles from our campus at Stanford.
About 40 percent of high schools in the country start earlier than 8 a.m., a phenomenon that has negative effects on teens» safety, well - being and education, according to Dr. Judith Owens, the director of sleep medicine at Children's National Medical Center in Washington D.C.
On the night of December 13, 2011, dozens of protesters slept out in the cold and rain in front of CPS headquarters at 125 S. Clark St., and on the morning of December 14 people halted the meeting of the Chicago Board of Education and held a two - hour «Peoples» Board» meeting after the Board members and the city's top education bureaucrEducation and held a two - hour «Peoples» Board» meeting after the Board members and the city's top education bureaucreducation bureaucrats fled.
DACA also had an immediate effect on acute, stress - induced medical conditions common among the undocumented: headaches, toothaches, ulcers, sleep problems and eating disorders, said Roberto Gonzales, a professor at Harvard University Graduate School of Education.
From 1990 to 1991 while a graduate student, he worked under a Ministry of Education grant at the Finnish Institute of Occupational Health in Helsinki conducting basic and applied research on the effects of sleep deprivation on human health and performance.
The artist's recent exhibitions include Cinthia Marcelle and Tiago Mata Machado: Divine Violence (Logan Center Exhibitions, University of Chicago, 2017); Education by Stone (MoMA PS1, 2016); At the Risk of the Real (12th Sharjah Biennial, 2015); and Dust Never Sleeps (Secession, Vienna, 2014).
Compared with the people in the sleep education group, those in the mindfulness group had less insomnia, fatigue, and depression at the end of the six sessions.
/ 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 /
a b c d e f g h i j k l m n o p q r s t u v w x y z