Sentences with phrase «example for youth development»

I understand the pressure surrounding us to win but Juve has not being a good example for youth development for some years now.

Not exact matches

«This report is yet another example of what we have seen over and over again from this government: big promises, but no clear direction, and ultimately no real change for children and youth,» said New Democrat children and family development critic Carole James.

Our youth development, for example, is going to be the foundation of this football club going forward.

For example, aspiration 6 of Agenda 2063 speaks to «An Africa whose development is people - driven, relying on the potential of African people, especially its women and youth, and caring for children&raquFor example, aspiration 6 of Agenda 2063 speaks to «An Africa whose development is people - driven, relying on the potential of African people, especially its women and youth, and caring for children&raqufor children».

Also speaking in his capacity as a UN Youth Champion, President Mutharika underscored that he is «More than committed to the promotion of youth development and harnessing the demographic dividend in Malawi, across the African Continent and beyond,» and called upon world leaders to follow the example of AU adoption of Demographic Dividend as its theme for Youth Champion, President Mutharika underscored that he is «More than committed to the promotion of youth development and harnessing the demographic dividend in Malawi, across the African Continent and beyond,» and called upon world leaders to follow the example of AU adoption of Demographic Dividend as its theme for youth development and harnessing the demographic dividend in Malawi, across the African Continent and beyond,» and called upon world leaders to follow the example of AU adoption of Demographic Dividend as its theme for 2017.

To run an effective afterschool program for adolescent urban youth, for example, teachers and mentors need to understand the specific challenges of adolescent development as well as cultural variations in child - adult relationships.

«While we have used the Internet before as a place to extend our work, for example through online discussions,» Barry Joseph of Global Kids explains, «Teen Second Life has offered us the first place online where we can bring the entirety of our youth - development curriculum, without cutting corners, and then take it in new directions.»

To ask and call for the engagement and participation of youth and stipulate that they should pick up the tab where sustainable human development is concerned, seems a bit off; we need to live the right example and show that it takes effort and commitment in making sure that we work together; young and older, to make this work.

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For example, Washington's Youth Development Executives of King County and the Road Map Project, as well as All Hands Raised in the Portland area, have begun to examine positive youth development through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for young peopFor example, Washington's Youth Development Executives of King County and the Road Map Project, as well as All Hands Raised in the Portland area, have begun to examine positive youth development through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for young peYouth Development Executives of King County and the Road Map Project, as well as All Hands Raised in the Portland area, have begun to examine positive youth development through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for yoDevelopment Executives of King County and the Road Map Project, as well as All Hands Raised in the Portland area, have begun to examine positive youth development through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for young peyouth development through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for yodevelopment through the lens of noncognitive factors as they identify ways that schools, communities, and families can collaborate more intentionally to create supportive learning environments for young peopfor young people.

As an example, it is estimated that 50 % to 96 % of urban youth directly witness violence within their community.1 The significant, recurrent, and chronic nature of these stressors may overwhelm the capacity to cope acutely and chronically, 2 which is required for healthy development and positive trajectories.

For example, in the Gehres» study (1997) of former residential youths the subjects believed that their development was mostly influenced by the relationships with the staff.

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

Research related to optimal youth development has begun to delineate critical dimensions of important social contexts.8 — 11 For example, some researchers propose 3 basic experiences (ie, connection, regulation, and autonomy) to define youth's main associations with their environment that can be measured across multiple settings.8, 12,13 Others have articulated similar concepts and expanded the number of dimensions to include characteristics, such as adequate nutrition, health, and shelter; physical and psychological safety; adequate and appropriate supervision and motivation; supportive relationships; support for efficacy and opportunities for skill building; and integration of family, school, and community efforts.10,For example, some researchers propose 3 basic experiences (ie, connection, regulation, and autonomy) to define youth's main associations with their environment that can be measured across multiple settings.8, 12,13 Others have articulated similar concepts and expanded the number of dimensions to include characteristics, such as adequate nutrition, health, and shelter; physical and psychological safety; adequate and appropriate supervision and motivation; supportive relationships; support for efficacy and opportunities for skill building; and integration of family, school, and community efforts.10,for efficacy and opportunities for skill building; and integration of family, school, and community efforts.10,for skill building; and integration of family, school, and community efforts.10, 11

For example, using data from 977 participants in the Study of Early Child Care and Youth Development, Anderson and colleagues [36] found that lower maternal attachment and sensitivity, assessed objectively during the preschool years, were associated with higher prevalence of obesity during adolescence.