Sentences with phrase «based social skills programs»

He has presented at numerous conferences throughout Minnesota on topics such as: Supervision and ethics, strategies for supporting youth, promoting self - esteem, and school - based social skills programs.

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Community - based parent support programs are based on the belief that when parents receive parenting support as well as other supports and resources, they are more likely to feel better about themselves and their parenting abilities, and in turn interact with their children in responsive and supportive ways enhancing the development of their children.3 Bronfenbrenner, 16 Cochran, 17 and others18, 19 have noted that parenting knowledge and skills are learned and strengthened by the kinds of help and assistance provided by informal and formal social support network members.

Ms. Berssenbrugge is skilled in providing evidence - based treatments, including cognitive behavioral therapy (CBT), parent - child interaction therapy for selective mutism (PCIT - SM), parent management training and the PEERS social skills program.

Based on the content of the successful Gymboree's Play & Music Programs, this book is a «recipe book» of games, finger rhymes, nursery songs, and craft exercises that parents can use to help their children develop physical, cognitive, emotional, and social skills.

A new study has found that infants and toddlers from low - income families who attended a high - quality center - based early education program do better in language and social skills after only one year than children who do not attend the program.

NYC Pre-K Thrive uses evidence - based practices to train staff and engage families to ensure students in pre-k programs are building a foundation of social - emotional skills from a young age.»

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Started by veteran teachers who were exploring creativity in children, Key Learning's program is based on the theory of multiple intelligences, pioneered by Harvard University professor Howard Gardner, which holds that each individual possesses different forms of intelligence — verbal - linguistic, musical, logical - mathematical, visual - spatial, naturalistic, body - kinesthetic, intrapersonal (such as insight), and interpersonal (such as social skills)-- to greater or lesser degrees.

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Project 2: Kernels of Practice for SEL: Evidence - Based Strategies for Social, Emotional, and Ethical Development In recent decades many school based programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth developBased Strategies for Social, Emotional, and Ethical Development In recent decades many school based programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth develoSocial, Emotional, and Ethical Development In recent decades many school based programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth developbased programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth develosocial and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth development.

Working in close collaboration with school - and community - based partners, a team of researchers and program developers at Harvard University is developing, implementing, and evaluating a dual - generation program that supports low - income children's academic and social - emotional development while simultaneously building skills and social capital among low - income parents.

SEL programs provide a developmentally appropriate combination of formal, curriculum - based instruction with ongoing, informal, and infused opportunities to develop social and emotional skills from preschool through high school.

Furthermore, research indicates that high - quality, evidence - based programs and policies that promote social and emotional skills among students can improve academic achievement as well as positive behavior, physical and mental wellbeing, college and career readiness, and economic productivity.

Schools began emphasizing social - emotional learning around 2011, after an analysis of 213 school - based programs teaching such skills found that they improved academic achievement by 11 percentile points.

The universal, classroom - based program promotes the development of students» social - emotional competence and self - regulation skills.

Jordan Posamentier is the Senior Manager of Policy & Advocacy at Committee for Children, the world's largest provider of research - based educational programs designed to advance social - emotional skills and prevent bullying and sexual abuse.

And now, during Joan's tenure as executive director since 2007, Committee for Children has become the global leader of research - based educational programs that promote social - emotional skills and prevent bullying and sexual abuse.

Our Reading Buddies program offers students the opportunity to develop social - emotional skills and collaborate with peers on reading, writing, and project - based learning activities, which are connected to our SEL vision and goals.

A 2011 meta - analysis of 213 of the best evidence - based SEL programs found that they led to significant improvements in social and emotional skills, behavior, attitudes and schoolwork.

To address these gaps, a coordinated system of programs and services needs to be crafted so that every child has access to preschool, expanded learning, summer, and work - based opportunities that enrich them as learners and help them build the important skills, networks, and social capital that will serve them in the future.

Leads programming at Open Circle, which equips elementary schools with evidence - based curriculum and training to improve school climate and teach children essential social and emotional skills

Children who attend informal home - based childcare programs develop fewer of the early academic or social skills that serve as a foundation for a successful start to elementary school.

Dr. Elias's other books include Social Decision Making Skills: A Curriculum Guide for the Elementary Grades (Author), Problem Solving / Decision Making for Social and Academic Success: A School - Based Approach (National Education Association Professional Library), Building Social Problem Solving Skills: Guidelines from a School - Based Program (Jossey - Bass), Social Decision Making and Life Skills Development: Guidelines for Middle School Educators (Aspen), Promoting Student Success Through Group Intervention (Haworth), and Social Problem Solving Interventions in the Schools (Guilford).

Conspiracy Code ™: American History was created as an appealing, interactive game - based program with the hopes of leveraging technology to effectively engage students and teach them social studies content knowledge and skills.

In 2016 - 17 WSD began development of a school - wide, value - based character education program called «The Wapiti Way,» intended to improve school culture and support development of social and life skills.

To empower youth workers and organizations with the knowledge and skills to strengthen their own programming with social emotional learning, WINGS has designed interactive and engaging professional development sessions using best practices and our research based approach to social emotional learning and behavior management.

We are the world's largest provider of research - based education programs that have helped over 9 million children in 26,000 schools develop vital social - emotional skills to avoid violence, bullying, and sexual abuse.

Before coming to UIC, Lisa was a senior researcher at Chapin Hall at the University of Chicago where she evaluated school - based programs to develop students» social - emotional skills.

Red Rover — This unique community - based social and emotional learning program is aligned with Common Core and academic state standards and helps develop perspective - taking, empathy and critical thinking skills as children explore the bond between people and animals through stories and discussion.

The Fellows program offers students an opportunity to develop art - based skills (how to write an artist statement, how to install a show, portfolio review, social action through art, community leadership, learning new media not traditionally offered in schools, etc.) while engaging with peers in a safe space.

Provided instruction to high school students with multiple severe / profound exceptionalities in the Community - based instruction (life skills) program, a self - contained setting, with emphasis on the areas of English, mathematics, science, social studies, personal health, and vocation.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

• Skilled in developing various themes and events while keeping the client's preferences in mind • Strong organizational, time management and task prioritization skills along with insightful ability to complete projects flawlessly on a strict timeline in limited budget • Excellent communication and interpersonal skills, profound ability to negotiate productive deals with vendors • Apt at idea conception, project outline development, theme approval, vendor negotiations and event marketing • Track record of delivering high quality thematic event planning services and attaining 100 % client satisfaction • Well versed in meeting with clients, discussing the event details and developing a clear understanding of their expectations • Strong presentation skills, solid ability to demonstrate sample themes using multimedia and graphic software • Great attention to detail, fully able to manage given budget effectively • Special knack for developing ample marketing strategies for social events and implementing the same real time, through social media and other advertisement channels • Diverse knowledge of different cultures of the world, hands on experience in planning cross cultural weddings and multinational conferences catering for expected norms form both sides • Expert in menu setting, venue selection, décor supervision, theme setting and project promotion • Well practiced in overseeing the team of vendors, service suppliers, photographers, caterers and helpers • Hands on experience in coordinating various non-government organization based fundraising and donor communication activities • Strong numeracy skills with proven ability to manage budgets up till $ 15M effectively • Particularly effective in devising print material, social media and TV / radio ad based campaigns for promotion of social events • Demonstrated ability to design invites, make stay and travel arrangements for the guests and remind them regarding important dates • Expert in pre-planning, onsite management and post program evaluation • Ability to work autonomously while maintaining a dynamic work environment and keeping up a motivational team spirit among the employees

• Rehabilitated 58 out of the assigned 60 cases by successfully placing members in «comfort zones» outlined in the master program • Created and implemented a needs assessment system that had a 99 % success rate in determining clients» social and emotional needs • Arranged resources for each client so that they can become functioning members of the society • Assisted in developing individual activity plans focused on the special needs of each client • Reviewed and evaluated each client's progress and made adjustments to programs based on findings • Promoted good standards for hygiene and health and social skills and independence

• Well versed in case registration and handling • Apt at youth counselling and social studies based research • Track record of devising and supervising numerous successful reintegration programs • Proven ability to coordinate various cases with corresponding agencies • Skilled in identifying people in need of help, approaching them and referring them to various reintegration programs according to their needs

Effectively managed time and caseloads based on 20 sessions per week.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Interacted with clinical staff and external resources such as school or community personnel.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Taught clients anger management techniques, relaxation skills, impulse control, social skills, emotional coping skills and functional living skills.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Created and reviewed master treatment and discharge plans for each client.Referred clients to other programs and community agencies to enhance treatment processes.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Led patients in individual, family, group and marital therapy sessions.

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Additionally up to 2 sessions with relatives of the child in most cases with the parents and subsequent computer based Treatment Program for Children with Aggressive Behavior 16 sessions with the child aiming at the reduction of peer related aggressive behavior via social skills training.

The study was designed to examine the effects of a high - quality, birth - to - age - 5, center - based early education program on children's language, social - emotional skills and parent - child interactions.

Behavioral: computer - based Treatment Program for Children with Aggressive Behavior 16 sessions with the child aiming at the reduction of peer related aggressive behavior via social skills training.

Committee for Children's research - based Second Step SEL Program gives teachers an easy - to - implement, engaging way to teach social - emotional skills and concepts.

In a world - first, nib foundation's funding support will enable Smiling Mind to conduct the largest evaluation of an app - based mindfulness intervention program - to measure the impact of their program on increasing the protective factors associated with mental health and wellbeing such as social connection, sleep quality, and developing personal coping skills and resilience to deal with the stresses of everyday life.

Our web - based, easy - to - teach social - emotional learning program addresses the challenges of early adolescence — giving middle schoolers the mindsets and skills they need to thrive in school.

This multi-family, group - based program brings together service members and veterans, spouses or parenting partners, and children, and incorporates evidence - based strategies to increase social connections, learn self - care strategies, and enhance parenting skills.

Skill - based SEL programs that are combined with professional development for teachers and with academic enrichment programs optimize social - emotional growth.

Outpatient Group Therapy Programs at Bradley Hospital include a range of evidence - based group therapy programs for children, teens and parents, from building social skills in elementary school age children to using cognitive behavior therapy to help teens overcomePrograms at Bradley Hospital include a range of evidence - based group therapy programs for children, teens and parents, from building social skills in elementary school age children to using cognitive behavior therapy to help teens overcomeprograms for children, teens and parents, from building social skills in elementary school age children to using cognitive behavior therapy to help teens overcome anxiety

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

An evaluation of three school - based whole class social skills intervention programs.