Sentences with phrase «develop effective parenting skills»

The intervention, led by a trained facilitator and co-facilitator, is delivered primarily through eight multi-parent groups and four family sessions that aim to develop effective parenting skills.

Parents who have experienced separation or divorce, custody battles, or are otherwise at - risk can participate in one of a number of programs that focus on developing effective parenting skills and providing a caring home in which children can grow and develop.

It is based on research demonstrating that intervening early in life and developing effective parenting skills are critical ways to prevent violence in the lives of children.

Not exact matches

Many clients seek help in developing more effective coping or parenting skills.

Some parents have learned more effective skills for managing behavior, and have worked hard to develop what James calls a culture of accountability in their homes.

But part of becoming the most effective parent you can is to begin to develop parenting skills that combine your intuition, your strengths, and the values most important to you.

In fact, effective parenting helps your child learn to be accountable — to both accept responsibility for meeting the expectations of your family, and to develop the skills they need to meet those expectations.

Effective parenting techniques focus on holding your child accountable for misbehavior and on developing better problem solving skills.

LaRosa Parent Coach provides individualized parenting support for parents interested in learning more about infant and child development, developing more effective skills for managing everyday challenges as well as managing life transitions.

In her view, an important element of effective parenting was developing a social network consisting of people with a variety of skills and learning to delegate.

Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills and involving parents.

Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

DORA Spanish / EDELL provides an effective means of comparing students» first language Spanish abilities with their developing second language English reading skills, and allows parents and teachers to best utilize those Spanish reading skills to further develop English reading skills.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needsEffective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needseffective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

LEADERSHIP • Effective hiring, training, team building, and controlling skills • Highly developed verbal communication skills • Demonstrated high standard of literacy and written communication skills • Ability to maintain liaison with teachers and parents • Sound knowledge of administrative functions within a day care facility

Professional Experience National Association Family Institute (Waterbury, CT) 8/2009 — Present Program Coordinator • Formulate and implement appropriate IEP goals while employing effective assessment techniques to record progress and develop data - driven prediction of instruction success • Produce creative and effective student accommodations, focusing on the integration of significant 1:1 time • Communicate effectively with speech / occupational / physical therapists on student progress, including areas of strength / weakness as well as behavioral and emotional considerations • Develop and leverage supportive relationships with parents to promote the creation of a 24/7 learning environment, including the organization and involvement in class trips to foster vocationaldevelop data - driven prediction of instruction success • Produce creative and effective student accommodations, focusing on the integration of significant 1:1 time • Communicate effectively with speech / occupational / physical therapists on student progress, including areas of strength / weakness as well as behavioral and emotional considerations • Develop and leverage supportive relationships with parents to promote the creation of a 24/7 learning environment, including the organization and involvement in class trips to foster vocationalDevelop and leverage supportive relationships with parents to promote the creation of a 24/7 learning environment, including the organization and involvement in class trips to foster vocational skills

PROFESSIONAL EXPERIENCE Warren G. Harding Middle School — Philadelphia, PA Autistic Support Teacher (2004 - 2008, 2009 - Present)-- Grades 6th, 7th and 8th - Formulated and implemented appropriate IEP goals, employed effective assessment which was monitored, graphed and used in predicting instruction, produced creative and effective accommodations, administered multiple standardized tests, developed supportive relationships with parents and staff, organized class trips to foster vocational skills, created a system to ensure 1 on 1 time, worked collectively with speech, occupational, and physical therapists.

«The results show that developing the skills and knowledge of parents is a particularly effective and impactful approach to changing and improving outcomes for children.»

«The results show that developing the skills and knowledge of parents is a particularly effective and impactful approach to changing and improving outcomes for children,» Dr Doyle said.

One primary goal of the parenting coordinator is to empower parents to develop and utilize effective parenting skills so that they can resume the parenting and decision - making role without the need for outside intervention.

Parental over - involvement / protection (i.e., shielding from natural challenges in life) and / or harsh discipline (i.e., smacking and yelling) predict young children's internalising symptoms.19, 24 Therefore the main goal of early intervention and prevention programs is to develop parents» skills to identify and respond to their child's emotionally distressed behaviours in effective ways.

Parenting expertise develops over time, and helping young mothers to learn skills through finding effective ways to work with them is key.

Development and evaluation of programs to assist parents in developing effective skills in parenting adolescent children, including skills in providing support and guidance during transition periods.

I provide help to expectant parents, enabling them to develop skills required for effective parenting while maintaining a fulfilling marital relationship.

These programs are designed to help fathers develop healthy parenting skills, a secure father - child attachment relationship, and effective intervention strategies.

BSFT is a strategic approach that uses pragmatic, problem - focused, and planned interventions that improve relationships in the family and helps parents develop strong, consistent, and effective parenting skills.

McKinney added, «The parent and child learn and grow together through playtime where the parent is able to help develop the child's skills through effective parenting practices.»

Each component of TIPS - MAPP is designed to enable participants to develop ability and skills to be effective and satisfied foster parents or adoptive parents, as well as to assess their willingness and readiness to assume the roles.

Several behavioral parent training programs have been developed that teach a number of different skills including attending, rewarding, giving effective instructions, ignoring, and time - out.

P.E.T.'s purpose is to offer parents a set of skills for developing and maintaining effective relationships with their children and others.

However, non punitive parenting tools such as Time In are really effective in helping children develop life long skills such as regulating emotions and making decisions.

An experienced child therapist can offer you new insight and parenting tools as well as help your child develop effective emotional regulation and communication skills that can be used now and throughout his or her life.

Strategies are presented to: design an optimally effective classroom environment; establish a schoolwide discipline plan; manage teacher - student interactions effectively; conduct social skills training for entire classrooms of students; involve parents; identify students at risk for developing antisocial behavior patterns; develop a pull - out intensive social skills instruction program which includes «normal» peers; prevent escalated hostile teacher - student confrontations; and improve the antisocial student's social interactions, peer relations, and ability to abide by playground rules.

Effective parenting techniques focus on holding your child accountable for misbehavior and on developing better problem solving skills.

Through the academy, parents can network with other families, participate in support groups, learn effective and therapeutic communication techniques, develop cooperative discipline skills, and gain access to a wide array of resources4.

Empowering parents to be effective by working collaboratively with them to develop adaptive coping skills (i.e., anger management, relaxation, assertiveness, etc.) to assist them in remaining calm while interacting with their children, to develop non-violent conflict resolution skills, to develop a variety of problem - solving skills related to child rearing, and non-coercive child behavior management skills.

In that role, I help conflicted parents develop more effective parenting relationships — again, offering advanced therapeutic skills to family sessions.

Treatment of ODD may include: Parent Training Programs to help manage the child's behavior, Individual Psychotherapy to develop more effective anger management, Family Psychotherapy to improve communication, Cognitive - Behavioral Therapy to assist problem solving and decrease negativity, and Social Skills Training to increase flexibility and improve frustration tolerance with peers.

Instead, develop better skills at these parent - education classes, such as effective communication techniques, win - win problem - solving methods, and promoting (not destroying) self - esteem.