Sentences with phrase «communication skills interventions»

This is a 12 - week cognitive behavioral anger management group treatment.The treatment model described is a combined Cognitive Behavioral Therapy (CBT) approach that employs relaxation, cognitive, and communication skills interventions.

The treatment model used is a combined CBT approach that employs relaxation, cognitive, and communication skills interventions.

Not exact matches

In the US, the pilot phase of an outstanding multi-site intervention which aims to equip low income couples with relationship / communication skills is reporting significant positive results.

Topics covered include: Introduction to doula labor support; Importance of birth memories; Hormones of pregnancy, labor, and birth; Emotional support for birth; Communication skills, values, and cultural sensitivity as a doula; Physical support for birth; Doula's role with interventions, Cesarean and VBAC; Doula's role during immediate postpartum and with the newborn; Breastfeeding support; DONA certification process and membership; Prenatal and postpartum doula visits; Setting up your doula business and birth community involvement.

Each child's specific intervention plan should be tailored to address his / her own strengths and weaknesses with the goals of improving skills in the areas of social skills, communication, and play behaviors, and decreasing repetitive and maladaptive behaviors.

Topics include, but are not limited to: establishing and maintaining trust with families, goal setting, completing necessary paperwork the role of the home visitor, communication skills, intervention strategies, etc..

The studies tested interventions such as training GPs in specific communication skills to establish patients» concerns and beliefs about the need for antibiotics, their harms and benefits, and to agree a management plan with patients.

A UCLA - led study has found that the communication skills of minimally verbal children with autism can be greatly improved through personalized interventions that are combined with the use of computer tablets.

Early intervention is recommended to teach alternative communication skills.

Virtual - school teachers need training on a variety of software applications, basic hardware maintenance, effective communication strategies (such as effective writing techniques for web - based lessons), information management skills, and instructional intervention strategies.

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) takes a «systems approach,» targeting a school's overall social culture and providing intensive behavior supports, such as functional behavioral assessments, identifying contexts where behaviors occur, and teaching communication, social, and self - management skills, as needed.

+ Maintain professional relationships with pupils, parents, colleagues and supervising staff members + Keep anecdotal records about student behavior and progress for use when generating IEPs and in conferences with parents Voices Academies Intervention Teacher candidates will have the following Requirements Required Qualifications: + Bachelor's degree required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and Spanish.

(g) Language development and communication skills to include normal sequence of expressive and receptive language development and identification of communication deficits and appropriate interventions;

Highly developed planning and organizational skills Excellent communication and problem solving skills Belief that every student will learn Proven ability to use interventions and individualization strategies to increase student learning.

Specifically, participants who received the animal - assisted social skills intervention exhibited fewer social skills deficits overall, fewer restricted and repetitive behaviors, and more typical social communication following the intervention.

With an undergraduate degree in psychology, a doctorate in law and over fifteen hundred hours of training in mediation, collaboration, interest based negotiation, psychology, and communication skills, Rosemarie has limited her law practice primarily to mediation and collaborative divorce law where she facilitates settlements without court intervention.

Highly skilled and knowledgeable Special EducationProgram Specialist has extensive understanding of all learning disabilities and appropriate laws concerning individualized planning.Has excellent writing assessment and communication skills.Has a Master's Degree in Special Education a Bachelor's Degree in Educationwith K - 12 certification a Certificate in Crisis Intervention and more than ten years of Special EducationProgram Specialist experience.

Those interested in an Intervention Specialist career should be able to demonstrate the following skills throughout their resumes: education expertise, excellent communication and interpersonal skills, problem solving, patience, English skills, and being able to create an environment which fosters learning.

Working with children as well as adults at Rainbow, I have acquired necessary skills such as reviewing behavioral interventions and managing medication plans along with documenting client progress, maintaining communication with clients and their families.

CEPT's speech - language therapy consists of specialized interventions to gain appropriate communication, language, articulation, feeding and oral motor planning skills.

Offer one to one strength based clinical care for the purpose of addressing daily living, social, interpersonal, intervention and communication skills.

Research Parental Intervention: A Factor to Child's Academic Progress Training / Certification Training in DOS Award Teacher of the Year Award Professional Membership College of Arts and Sciences, Department Head Skills Excellent verbal and written communication skill Skilled in class management Critical thinker, flexible and patient Strong Spanish speaking Skills Excellent verbal and written communication skill Skilled in class management Critical thinker, flexible and patient Strong Spanish speaking skillsskills

Experienced with excellent patient care and leadership skills, I'm currently enrolled in the Registered Nurse program, keen observation, communication, and intervention skills.

Tags for this Online Resume: Crisis Intervention, Interpersonal communication skillsr, Direct, delegate and mentor, Excell and Microsoft word, Critical thinking and problems solving skills, Teamwork

Strong interpersonal skills, Conflict resolution, AED / CPR Certified, Crisis intervention, DNA collection, Scanning and Filing, Multitasking, Strong written communication skills, Experience writer of departmental policies and procedures, report writing, safety oriented, POSC training, OC, Baton, and Tazer Certified

Focusing on Blended Families and a Deeper Look at Trauma and Resilience Designed for Mediators and others Interested in deepening Their Personal Understanding Understanding Relational Conflict Theory and the Transformative Approach for Family Mediation, Negotiation and Communication Hands - On Conflict Intervention Skills Transformative How - To's Psychological, Emotional and Cognitive aspects of Separation, Divorce and Second Marriages The reorganization of Blended Families Psychological Considerations for Young, Adolescent and Young Adult Children Relationships and Identity: Heterosexual, Same Sex, Transgender Spousal / Partner Typologies Betrayal and Trauma...

Topics include, but are not limited to: establishing and maintaining trust with families, goal setting, completing necessary paperwork the role of the home visitor, communication skills, intervention strategies, etc..

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.

An initial randomized trial evaluated a protocol for on - site nurse - administered intervention (PONI) relative to enhanced usual care (EUC) in children with behavior problems.13 PONI involved co-location of a nonmental health nurse trained as a care manager (CM) to implement a modular intervention (eg, parenting, child social skills, family problem solving, and communication) with minimal PCP involvement.

Although some therapeutic interventions (such as family therapy, play therapy, psychotherapy) may be formally structured to occur at certain times and places and by people with specific skills, working alongside a child or family in the prolonged experience of daily life presents its own opportunities for therapeutic management and communication.

After all, every therapeutic intervention you can name, whether medical or psychological, will necessarily involve some degree of skilled — and suggestive — communication with an individual within the context of a therapeutic alliance.

To achieve this, the project centred on the combined delivery of the Parents Plus Adolescents Programme (an intervention teaching relationship - building, positive communication, and conflict resolution skills to parents) and the Working Things Out programme (a small group mental health intervention for young people, promoting positive mental health and building coping capacity) to families targeted in mental health and school settings.

Several interventions have been demonstrated to be effective in reducing the prevalence of behaviors that place adolescents at risk for acquisition of human immunodeficiency virus (HIV).1 — 6 These programs have in common a small - group and face - to - face method of delivery, an emphasis on skills development referent to decision making, communication, negotiation and condom use, use of a wide variety of instructional formats and approaches to intervention delivery, and grounding in social learning theory.2 — 6 Despite the encouraging results that accompany these studies with reference to adolescent risk reduction, new challenges have emerged.

Consistent with this line of reasoning, future studies regarding adolescent HIV risk reduction interventions should include a parental component but one that is more developmentally specific (eg, targets parenting skills at different ages) and that includes more examples and practice relevant to parent - adolescent communication about sexual intercourse and condom use.

Specifically, one such type of intervention focusing on communication skills would have a medical student interact with a stand - in patient in a recorded session.

If fact, most early autism intervention experts stress the importance of child centered play therapy for language development and social communication skills.

This analysis found that some successful interventions focused on communication skills and roleplaying.

Results showed that children in the intervention condition showed improvement on BASC scores for improvement in behavior, social problem - solving skills, and communication abilities.

This study examined the optimal timing (infancy, toddler — preschool, or both) for facilitating responsive parenting and the intervention effects on maternal behaviors and child social and communication skills for children who vary in biological risk.

Though Relationship Education (RE) programs are often viewed as an intervention for couples, or for adolescents as they begin their dating experiences, the communication and problem - solving skills taught also benefit the relationship between parent and child.

This volume will help clinicians and educators gain access to the most current theories and research to better understand children with ASD and be exposed to guidelines for developing innovative intervention approaches to enhance social, communication, and language skills in these children.

Community agencies implementing positive behavior support design interventions that focus on teaching, prompting, and practicing social and communication skills.

Developed by top behavior experts, PTR - F is a highly effective intervention model that helps families prevent behavior problems in children ages 2 — 10, teach proactive communication and social skills, and reinforce positive behavior.

These include fostering «safe, healthy, supportive, and drug free environments that support student academic achievement,» helping to prevent bullying and harassment, improving «instructional practices for developing relationship - building skills, such as effective communication,» providing «mentoring and school counseling to all students,» and «implementation of schoolwide positive behavioral interventions and supports.»

Appendix A: Sample Communication Skills Teaching Plans Appendix B: Sample Social Interaction Skills Teaching Plans Appendix C: Sample Independent Play and Daily Living Skills Teaching Plans Appendix D: Sample Cognitive Skills Teaching Plans Appendix E: Sample Positive Behaviors Teaching Plans Appendix F: Sample Intervention Plans for Targeted Routines Appendix G: Blank Forms for Assessment, Goal Setting, and Data Collection

The intervention includes family systems techniques such as reframes, relabels, and relational interpretations; communication skills training; and conflict resolution, but also therapeutic case management in which systems outside the family are directly targeted.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

Various interventions are directed towards increased communication skills, deeper understanding of one another, conflict resolution, and development of emotional intimacy.

Common features of FPE interventions include involvement of the person with the condition, a practitioner attitude towards families that is non-blaming and collaborative, an acknowledgement of each individual family member's needs, sharing information about the condition and the impact of illness on relationships, the development of relapse prevention plans and the teaching of communication and problem solving skills.

The bulk of the training (approximately 2.5 hours) will consist of a detailed review of the each of the 8 core CBT skills contained in the CWD - A intervention (i.e., mood monitoring, pleasant activities, social skills, relaxation, cognitive restructuring, communication, problem - solving, relapse prevention).