Sentences with phrase «emotional outcomes of children»

Training prevention practitioners, school guidance and adjustment counselors, and applied researchers to improve the educational, social and emotional outcomes of children and adolescents.

Not exact matches

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment — not only to invest in our children's bright futures, but to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness and other outcomes of early unhealthy attachment.

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment - not only to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness, and other outcomes of early unhealthy attachment, but to invest in our children's bright futures.

The research confirms that a father's emotional engagement — not the amount of time fathers spend with children, rather how they interact with them — leads to multiple positive outcomes, and serves as a significant protective factor against high risk behaviors in both girls and boys.

A well - established body of research confirms that a father's active participation and emotional engagement with his children leads to improved social, emotional, academic and behavioral outcomes.

A lack of involvement of fathers is associated with negative emotional, social, academic and behavioral outcomes for children.

With the goal of improved health outcomes for children through increased emotional engagement of fathers, our research is anticipated to lead to new evidence - based standards for intervention.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

Poor nutrition during these critical growth and developmental periods places infants and children at risk of impaired emotional and cognitive development and adverse health outcomes.

Longitudinal studies have included educational outcomes and parent or teacher completed screening measures of child emotional and behavioural problems.

This is in spite of the wealth of evidence that poverty can devastate children's life chances by damaging their cognitive, emotional and social development, physical and mental health, and educational outcomes.

«My study shows, among other things, that the children of mothers who drank small quantities of alcohol — 90 units or more — during their pregnancies show significantly better emotional and behavioral outcomes at age seven compared to children of mothers who did not drink at all.

With the current study only following children up to age 7.5 years, the researchers said longer term studies will be needed for a more complete understanding of the developmental, emotional and social outcomes for children with prenatal methamphetamine exposure.

Studies suggest that the emotional involvement of parents throughout childhood affects the outcome of the child's emotional competence.

This study is designed to identify family and school factors that drive the development of children's socio - emotional skills and how these skills in turn help improve children's future outcomes.

A new study that looked at a more than 20 - year - old program designed to build social and emotional skills in young children found a surprising outcome: Participants had a higher likelihood of voting later in life.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Dr David Armstrong, PwC partner and one of the authors of the independent report said the review provided evidence that the activities of the Achieving Schools programme were effective: «If we focus on wider outcomes, such as improving self - esteem and confidence, and interventions that seek to address poor behaviour, these can contribute to achieving emotional intelligence in children and young people.

The verdict: a decade of research and evaluation studies confirms that children and youth who participate in afterschool programs can reap a host of positive benefits in a number of interrelated outcome areas — academic, social - emotional, prevention, and health and wellness.

Three big factors will increasingly differentiate student outcomes: (1) development of students» self - motivation (2) effectiveness addressing learning barriers, like time - management, emotional disruptions, and social pressures that affect learning even among advantaged children; and (3) students» higher - order capabilities like analytical, conceptual and creative thinking, especially as applied to solve real problems.»

The Risk and Prevention Program has been renamed Prevention Science and Practice (PSP) / Counseling C.A.S.. Although the curriculum and educational experience of students will not change, the new name, says program director Mandy Savitz - Romer, better reflects the integrated nature of the program and its mission to prepare graduates to improve the social, emotional, and academic outcomes of children and youth.

Using a three - arm cluster randomized control trial, we assess the impact of PC on children's social - emotional skills (e.g., executive function, emotion regulation, social competence) and academic outcomes (e.g., literacy, math scores).

Research demonstrates that family mealtimes are a strong predictor of positive physical, social, emotional and academic outcomes for children and their families.

Early childhood mental health, or healthy emotional well - being, has been clearly linked to children's school readiness outcomes, and research estimates that between 9 percent and 14 percent of young children experience mental health, or social and emotional, issues that negatively impact their development.

The authors of the study hold out hope that the positive finding on kindergarten retentions means that the TN - VPK had a positive effect on children's social / emotional development, which will lead to long term positive outcomes like those that were found in the famous Perry Preschool Project (in which, for example, participants were less likely than nonparticipants to have had encounters with the criminal justice system as adults).

The research and professional standards presented in this brief identify elements of early education programs that contribute to strong academic and social - emotional outcomes for children.

Just as an emphasis on the whole child consistently yields higher academic outcomes, happier students, and increased positive behaviors, we have seen that attention to the social - emotional needs of adults leads to productive, happier teachers who enjoy their colleagues and their time at work.

Over the past 30 years, Joan Cole Duffell has been an educator, writer, and leading advocate for positive outcomes for children, focusing on promoting children's social - emotional skills and the prevention of child abuse, bullying, and other forms of violence.

Three years ago, U.S. Secretary of Education Arne Duncan created a dedicated Office for Early Learning with the ambitious goal of «improving the health, social - emotional, and cognitive outcomes for children from birth through third grade.»

Patterns of Family Context and Their Associations With Child Cognitive and Social - Emotional Outcomes

The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social - Emotional Skills.

Her piece in the Washington Post spoke of what she saw and heard in classrooms and from leaders that reinforced to her that educating the «whole child» (or also known as social - emotional learning) isn't just jargon or a fad, but a shift in the mindset of leaders and teachers that is yielding real impact on student outcomes (and is supported by emerging data - based research).

A meta - study of after - school programs around the country concluded that afterschool improves social, emotional and academic outcomes.7 Closing the achievement gap in STEM is critical for the children and youth of Massachusetts,

The research answered questions related to impact of the WINGS program on children's relationships, behaviors, and person - centered competencies.The evaluation also collected an exploratory set of building block measures of early cognitive and emotional skills to better understand the underlying developmental mechanisms leading to the outcomes.

The implementation aspect of this study showed that the adult social emotional skills are essential to delivering a program that results in measurable child outcomes.

The authors [1] look at the skills that help to drive children's future outcomes, [2] describe how policy - makers, schools and families acknowledge the importance of fostering social and emotional skills development and the gap with the available teaching practices, [3] present an approach to the study of social and emotional skills and the underlying conceptual framework, and [4] highlight future work in this area.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Once you have chosen the topic for your college paper (Pros of Abortion), you need to develop the thesis statement (Abortion is ethically right because fetus is not a child, women can decide what to do with their bodies, and negative emotional outcomes of having an abortion are much overemphasized).

Having thus neutralized the partialities of his emotional nature, he proceeds with a certain natural and enforced erectness of mental attitude to the investigation, knowing well that some of his intellectual children will die before maturity, yet feeling that several of them may survive the results of final investigation, since it is often the outcome of inquiry that several causes are found to be involved instead of a single one.

While the law permits the courts and the family «the widest discretion» (CA Fam Code § 3040) in identifying the best possible outcome for the child, it also requires that «the child's need for continuity and stability» be addressed and the «established patterns of care and emotional bonds» be preserved.

I expect that healthy families are more stable; that the children of healthy families have better educational and emotional outcomes; that healthy families produce higher levels of functional literacy and educational attainment; and, that healthy families consume fewer social resources and contribute more to the economy.

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment — not only to invest in our children's bright futures, but to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness and other outcomes of early unhealthy attachment.

New study white paper issued January, 2016 demonstrates that Make Parenting A Pleasure ® is effective in improving outcomes for stressed families, assisting highly stressed families in improving Protective Factors that are associated with reducing the risk of child abuse and neglect, such as parental resilience, social connections, knowledge of parenting and child development and the social and emotional competence of children.

This risk analysis allows stakeholders to develop initiatives to address the upstream social determinants of downstream physical and emotional health outcomes for children experiencing adverse events.

The work will support the positive outcomes of children aged 0 - 12 by giving them and their carers access to better emotional and financial support.

To our knowledge, this is the first systematic review of interventions that enhance health services to improve child development outcomes including social and emotional well - being outcomes in the very early years.

Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional, language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6

Mothers were eligible to participate if they did not require the use of an interpreter, and reported one or more of the following risk factors for poor maternal or child outcomes in their responses to routine standardised psychosocial and domestic violence screening conducted by midwives for every mother booking in to the local hospital for confinement: maternal age under 19 years; current probable distress (assessed as an Edinburgh Depression Scale (EDS) 17 score of 10 or more)(as a lower cut - off score was used than the antenatal validated cut - off score for depression, the term «distress» is used rather than «depression»; use of this cut - off to indicate those distressed approximated the subgroups labelled in other trials as «psychologically vulnerable» or as having «low psychological resources» 14); lack of emotional and practical support; late antenatal care (after 20 weeks gestation); major stressors in the past 12 months; current substance misuse; current or history of mental health problem or disorder; history of abuse in mother's own childhood; and history of domestic violence.

The impact of fathers on a wide range of child outcomes — from social emotional development to health and school readiness — is well - documented.

Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well - being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge.