Sentences with phrase «emotional outcomes we need»

In order to fully implement Multi-Tiered Systems of Support (MTSS) and improve students» academic and social / emotional outcomes we need to know all of the supports each student is receiving.

Not exact matches

[01:10] Introduction [02:45] James welcomes Tony to the podcast [03:35] Tony's leap year birthday [04:15] Unshakeable delivers the specific facts you need to know [04:45] What James learned from Unshakeable [05:25] Most people panic when the stock market drops [05:45] Getting rid of your fear of investing [06:15] Last January was the worst opening, but it was a correction [06:45] You are losing money when you sell on corrections [06:55] Bear markets come every 5 years on average [07:10] The greatest opportunity for a millennial [07:40] Waiting for corrections to invest [08:05] Warren Buffet's advice for investors [08:55] If you miss the top 10 trading days a year... [09:25] Three different investor scenarios over a 20 year period [10:40] The best trading days come after the worst [11:45] Investing in the current world [12:05] What Clinton and Bush think of the current situation [12:45] The office is far bigger than the occupant [13:35] Information helps reduce fear [14:25] James's story of the billionaire upset over another's wealth [14:45] What money really is [15:05] The story of Adolphe Merkle [16:05] The story of Chuck Feeney [16:55] The importance of the right mindset [17:15] What fuels Tony [19:15] Find something you care about more than yourself [20:25] Make your mission to surround yourself with the right people [21:25] Suffering made Tony hungry for more [23:25] By feeding his mind, Tony found strength [24:15] Great ideas don't interrupt you, you have to pursue them [25:05] Never - ending hunger is what matters [25:25] Richard Branson is the epitome of hunger and drive [25:40] Hunger is the common denominator [26:30] What you can do starting right now [26:55] Success leaves clues [28:10] What it means to take massive action [28:30] Taking action commits you to following through [29:40] If you do nothing you'll learn nothing [30:20] There must be an emotional purpose behind what you're doing [30:40] How does Tony ignite creativity in his own life [32:00] «How is not as important as «why» [32:40] What and why unleash the psyche [33:25] Breaking the habit of focusing on «how» [35:50] Deep Practice [35:10] Your desired outcome will determine your action [36:00] The difference between «what» and «why» [37:00] Learning how to chunk and group [37:40] Don't mistake movement for achievement [38:30] Tony doesn't negotiate with his mind [39:30] Change your thoughts and change your biochemistry [40:00] The bad habit of being stressed [40:40] Beautiful and suffering states [41:50] The most important decision is to live in a beautiful state no matter what [42:40] Consciously decide to take yourself out of suffering [43:40] Focus on appreciation, joy and love [44:30] Step out of suffering and find the solution [45:00] Dealing with mercury poisoning [45:40] Tony's process for stepping out of suffering [46:10] Stop identifying with thoughts — they aren't yours [47:40] Trade your expectations for appreciation [50:00] The key to life — gratitude [51:40] What is freedom for you?

Opportunity is offered to our clients to participate in the planning and implementation of their care, as emphasis is placed on an outcome that satisfies emotional, educational, family and spiritual concerns beyond the obvious physical needs.

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.

The north - west perspective is that we need such a development, but my arguments aren't emotional; they're based on economic outcomes that are just as necessary for the country as they are for the north - west.

We identified patients with mutations that predict phenomenal outcomes in the disease; this is a group of women with endometrial cancer who won't need the financial, physical or emotional toll of chemotherapy at all — they're patients who are probably cured by surgery alone.

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.

But this one shot of an anguished Sullivan, using the visual language of tragedy in a light romantic comedy, gives the story the emotional weight needed for the audience to care about the outcome.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

Participants will learn how to address the social and emotional needs of students while improving the learning outcomes through dynamic, student - centered pedagogy and personalization.

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.

With ESEA / ESSA's greater emphasis on the social, emotional, and behavioral student outcomes, schools and districts need to more explicitly focus on the following areas:

Whether they are struggling or have advanced learning needs, MTSS is designed to improve academic, behavioral and social - emotional outcomes for all students.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

A growing body of research points to the need to understand how childhood trauma (commonly referred to as Adverse Childhood Experiences or «ACE's») impact a student's academic outcomes, social - emotional well - being and predict their likelihood of developing future chronic diseases.

(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?

The report identifies the mental, emotional, social, and physical health problems many high needs students face that could impact their classroom behaviors and education outcomes, and identifies promising practices to address these challenges.

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).

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.

We will help you find the best possible outcome while keeping in mind the children's emotional and personal needs.

The outcome of facial implant negligence is that you can have physical injuries you need to recover from, which can cause you emotional distress and can also lead to loss of earnings.

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

Our mediators specialise in fostering enhanced emotional and psychological collaborative skills and techniques ensuring that all interests and needs are represented in the mediated outcome.

Critically ill children hospitalized in intensive care units (ICUs) are especially vulnerable to a multitude of short - and long - term, negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.3 In addition, the parents of these children are at risk for the development of PTSD, as well as other negative emotional outcomes (eg, depression and anxiety disorders).4 — 6

These children are especially vulnerable to a multitude of short - and long - term negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

It outlines the key elements of «What good looks like» in terms of improving outcomes locally for the emotional wellbeing of all children and young people and children and young people with a specific mental health need.

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work thatEmotional Intervention for Young Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work thatemotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that they do.

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.

«To improve long term outcomes for emotional wellbeing, education and employment, we need evidence based interventions and health service enhancements to break the cycle.»

To address this need, we created a population - level measure that (1) allows for an examination of associations between children's social and emotional well - being and assets across multiple contexts, (2) is focused on the developmental period of «middle childhood,» (3) includes consideration of both positive and negative outcomes, and (4) gives children a voice in reporting on their own experiences and well - being.

On social - emotional measures, foster children in the NSCAW study tended to have more compromised functioning than would be expected from a high - risk sample.43 Moreover, as indicated in the previous section, research suggests that foster children are more likely than nonfoster care children to have insecure or disordered attachments, and the adverse long - term outcomes associated with such attachments.44 Many studies of foster children postulate that a majority have mental health difficulties.45 They have higher rates of depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems, such as aggression and impulsivity.46 Additionally, research has documented high levels of mental health service utilization among foster children47 due to both greater mental health needs and greater access to services.

Young children need to develop and safely express a variety of emotional responses so they can learn to adjust to new situations and achieve their desired outcomes.

Exclusionary discipline such as suspension isolates the children most in need of social - emotional development, and is associated with terrible educational outcomes.

In order to disentangle these associations, further study is needed to elucidate how emotional and feeding responsiveness influence child weight outcomes.

Complete with suggested intervention activities and case studies, this book is just what interventionists, educators, and other professionals need to support social - emotional development and improve outcomes for children and families.

TPOT ™ results show which practices are being implemented successfully — and what teachers need to focus on to ensure positive social - emotional outcomes for young children.

Programs also seek to promote family well - being and strengthen families» protective factors (e.g., parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children), which studies have demonstrated increase the likelihood of positive outcomes for children and families.

This home visiting program uses Promoting First Relationships, an evidence - based curriculum shown in rigorous clinical trials to significantly improve observed parental sensitivity, improve parent knowledge of child social and emotional needs, improve child behavior and child stress physiology, and improve child welfare outcomes.

Use culturally - sensitive, evidence - based curricula shown to: improve observed parental sensitivity, improve parent knowledge of child social and emotional needs, improve child behavior and child stress physiology, and improve child welfare outcomes, including a significant reduction in foster care placements.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.

Brooks - Gunn recently summarized the research as showing that language stimulation and learning materials in the home are the parenting practices most strongly linked to school readiness, vocabulary and early school achievement, while parent discipline strategies and nurturance are most strongly linked to social and emotional outcomes such as behaviour and impulse control and attention.3 That is, discipline practices that do not help children develop their own internalized behaviour standards can also adversely affect children's social and emotional functioning — their abilities to develop sustained social relationships and to take account of the needs and feeling of others, to control and direct their own impulses, and to focus their attention to plan and complete tasks successfully.

«Collaborative divorce builds in value - added interdisciplinary services that meet the full spectrum of needs that every family has in divorce: emotional, legal, financial — with a constructive, respectful, creative and private focus on shared values and the best outcomes for every member of the family system,» she concluded.

Given evidence relating cognitive resistance factors to psychosocial outcomes in the chronic illness population, there is a need for a valid, quantitative measurement tool to assess emotional resources across the illness trajectory.