Sentences with phrase «course on adolescent»

If he wants his license back he must take a college - level course on adolescent development, a state report showed.

Bill Martin, LCSW, a core CCFH faculty member, has taught in certificate program courses on Adolescents and their Families and in the Families, Illness & Collaborative Healthcare Program.

Not exact matches

According to Selman, the course — a yearlong apprenticeship that provides opportunities for students to gain hands - on experience by participating in ongoing faculty research and evaluation projects at several child - and adolescent - focused prevention and intervention sites — makes research «lovable, or at least understandable.

This past fall Ippolito began working as an assistant professor at Salem (Mass.) State College, where he teaches courses on educational leadership and school change, as well as adolescent literacy and curriculum...

This past fall Ippolito began working as an assistant professor at Salem (Mass.) State College, where he teaches courses on educational leadership and school change, as well as adolescent literacy and curriculum design.

There have been, of course, winners and losers on both sides throughout this long discussion, as our high schools have grown into multibillion - dollar institutions serving, or ill serving, hundreds of millions of American adolescents.

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

The Secondary Teaching program uses an interdisciplinary approach by combining course work from Weinberg College of Arts and Sciences (WCAS) in a chosen field — such as English, history or math — with School of Education and Social Policy courses on such topics as child and adolescent development, educational philosophy, and methods of instruction.

To become a Certified CORE Associate Trainer, in addition to the Training of Trainers course noted above, participants will receive four to eight days (depending on number of in - district trainers) of in - district support and mentoring from CORE experts and will be observed delivering their first in - district Adolescent Solutions.

This course is recommended for health care professionals, especially psychologists, counselors, social workers, and nurses who provide services to or seek knowledge on child and adolescent mental research.

The authors wish to acknowledge the contributions of Ilana Attie for her work on previous phases of the study; Roberta Paikoff, Richard Fox, Claire Holderness, Alice Michael, and Jamie Traegger, for their assistance with the follow - up project; the staff at Educational Testing Service in Princeton, New Jersey; and the staff of the Adolescent Study Program for their assistance over the course of the project.

Wim Meeus and several colleagues report that parental influence on adolescent offending is strongest when an adolescent has no intimate partners; parental support did not influence delinquency for youth who consistently had a romantic partner over the course of the six - year study.88 In another recent study of serious adolescent offenders, girls who self - reported delinquent behavior were more likely to be strongly encouraged in that behavior by their current romantic partner.89 Interestingly, the association between partner encouragement and self - reported offending was strongest among youth reporting warm relationships with their opposite - sex parent.

Some observers have argued that female offenders can, in theory, be either adolescent - limited or life - course - persistent and that the relative scarcity of early - onset aggression in females indicates that they are generally less likely to follow the latter pathway.56 Others, however, have argued that the relative prevalence of adolescent - onset aggression in girls (compared with childhood - onset) indicates that persistent delinquency simply manifests at a later age in girls than it does in boys.57 In Persephanie Silverthorn and Paul Frick's model, girls and boys are influenced by similar risk factors during childhood, but the onset of delinquent behavior in girls is delayed by the more stringent social controls imposed on them before adolescence.

This study will be the first to examine the effects of longer - term sleep loss (in both quality and quantity) on adolescent males» mental health across the course of a school term.

The main aim is to determine the impact of changes in sleep quantity and quality on adolescent mental health and well - being over the course of a school term.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study focused on adolescents and their families who completed a course of Multidimensional Family Therapy (MDFT) as part of a controlled clinical trial.

PSY 391 Child Psychopathology and Behavior Disorders This course focuses on a biopsychosocial approach to the classification, etiology and treatment of abnormal behavior patterns in infants, children and adolescents.

Grounded in theory and research on complex childhood traumas, this course examines «ARC,» a comprehensive framework for intervention with children and adolescents and their caregivers.

The course will emphasize the importance of positive friendships and dating relationships, and present approaches for helping adolescents develop healthy relationships built on honesty and trust.This program includes an informational booklet and review questions.

The course must include information on the following issues: (1) the emotional effects of divorce on parents; (2) the emotional and behavioral reactions to divorce by young children and adolescents; (3) parenting issues relating to the concerns and needs of children at different development stages; (4) stress indicators in young children and adolescents; (5) conflict management; (6) family stabilization through development of a co-parenting relationship; (7) the financial responsibilities of parenting; (8) family violence, spousal abuse, and child abuse and neglect; and (9) the availability of community services and resources.

Research has not been conducted on how to implement Adolescent Coping With Depression Course (CWD - A).

Since Adolescent Coping With Depression Course (CWD - A) is rated on the Scientific Rating Scale, information was requested from the program representative on available pre-implementation assessments, implementation tools, and / or fidelity measures.

Linda Nielsen, Ph.D., professor of education and adolescent psychology at Wake Forest University, has been studying father - daughter relationships for more than a decade and even teaches a college course on the topic.

A: The courses we offer are for continuing education and enrichment purposes only and focus on creative, action - oriented and sensory - based trauma - informed practice, counseling, and psychotherapeutic approaches with children, adolescents, adults, families and groups with an emphasis on Expressive Arts Therapy.

This course is the second of two clinical classes on specialized interventions with children, adolescents and families.

This course is focused on commonly used treatment modalities with children, adolescents, and families, that can be used in a variety of settings.

Despite legitimate concerns about the harmful effects of peer influences on adolescent development in high - poverty settings, 1,2,29 our results suggest that parental practices can affect the developmental course of sexual risk behavior beyond the preadolescent years.