Sentences with phrase «general parenting strategies»

Assuming the mental health professional has backgrounds in child development and general parenting strategies, he or she would assist in educating the parents on how to better address their parenting methods to the particular developmental needs of their children.

The program contains culturally - specific parenting strategies, general parenting strategies, basic parenting skills taught in a culturally - sensitive manner, using African American language expressions and African proverbs, and special program topics such as single parenting and preventing drug abuse.

Not exact matches

Sometimes it's nice — it's a parenting strategy in general, specifically as relates to food — if I I don't put all my eggs in one basket [by serving only one vegetable].

While benchmarking is not a wise parenting strategy in general, it is particularly toxic in athletics.

Among the general strategies he offers to parents and educators about how to talk to children about difficult events:

(ii) Analyzing individual ongoing, child - level assessment data for all children birth to age five participating in the program and using that data in combination with input from parents and families to determine each child's status and progress with regard to, at a minimum, language and literacy development, cognition and general knowledge, approaches toward learning, physical well - being and motor development, and social and emotional development and to individualize the experiences, instructional strategies, and services to best support each child.

Study: Broader Data Use Could Improve Parent Involvement Education Week, May 30, 2013» «Unfortunately, because of a general lack of expertise in using data to guide strategy, sensitivity to releasing performance data publicly, and the political unpopularity of using scarce resources on analysis and [information technology] systems, relatively few large agencies have fully tapped the power of the data they have to better manage the performance of their schools,» says Jon Fullerton, the executive director of Harvard University's Center for Education Policy Research.»

The Special Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as assigned.

In general this strategy below is best applied for those who have significant savings and income high enough to disqualify them from any financial aid, and with parent's whose income is high enough to disqualify them from the American Opportunity Credit (that is, household income over $ 180,000).

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

DAI is developing and implementing an advocacy strategy to inform policymakers and the general public about the critical significance of PAS, as well as mobilizing a grassroots parent / youth network to share their compelling stories of the need for benefits and lack of PAS.

STAR Parenting provides parents (and anyone who works with children) with a problem - solving process, 5 general strategies, and 15 practical tools.

It includes a series of public seminars that provide general tips on everyday parenting issues; one - off discussion groups addressing the most common parenting problems; brief and short - term primary care consultations for specific problems; group or online courses for a comprehensive understanding of Triple P strategies; a one - on - one personal support program for tackling serious behavior problems; and two high intensity programs that deal with complex family and / or mental health issues, including the risk of child maltreatment.

The 17 primary parental alienation strategies fall into five general categories: (1) poisonous messages to the child about the targeted parent in which he or she is portrayed as unloving, unsafe, and unavailable; (2) limiting contact and communication between the child and the targeted parent; (3) erasing and replacing the targeted parent in the heart and mind of the child; (4) encouraging the child to betray the targeted parent's trust; and (5) undermining the authority of the targeted parent.

The chart [in this publication] provides general guidance on developmentally appropriate behavior in children, behaviors of the child or parent that may be a cause for concern, and positive parenting strategies.

Given that lower behavioral inhibition, in general, is associated with greater intake of palatable foods (26) and weight gain during childhood (27), parents of children with lower inhibitory control may need alternative strategies that not only effectively limit children's intake of palatable foods but that also support their self - regulation development.

In general, case management, i.e. helping parents identify and access needed services, was not an effective strategy.

A large number of individuals with moderately increased risk levels contribute more cases than a small number with extreme risk levels.41 Parenting programmes that target high - risk populations therefore miss a substantial number of families who develop the problem even though they are not currently in the elevated risk group.3, 9,11 The potential impact of such programmes at the population level is therefore minimal as only a small proportion of families in the general population participate in evidence - based programmes.10, 11 As Rose emphasized more than a decade ago, strategies that focus on high - risk individuals will deal only with the margin of the problem and will not have impact on the general population.

According to the contextual social - cognitive model, adolescents learn to rely on aggression as a general strategy when interacting with others through distorted cognitive processes, impaired problem - solving, and negative perception of social cues that develop in the context of suboptimal parenting (Lochman and Wells 2002; Lochman et al. 2000).

Reducing the prevalence of adolescent behaviour problems will require that a large proportion of the population be reached with effective parenting strategies.8, 11 A population approach to parenting programmes for parents of adolescents seeks to optimize impact and reach a larger proportion of the general population.