Sentences with phrase «how social interventions»

Understanding how youth's sharing of their stories, and how those are experienced by others in the group, would further knowledge about how narrative identity development evolves and how social interventions can effectively influence the process.

One after the other, he recounted how the social intervention programs put out by previous governments have helped the country fend off poverty and its related hardships.

Not exact matches

Though you can not completely eliminate your teenager's chances for depression, consider whether your child participates in physical and extracurricular activities, maintains a positive social life and understands how to cope with stress, suggests John Curry, professor of psychiatry and behavioral sciences at the Center for the Study of Suicide Prevention and Intervention at Duke University in Durham.

The confederation's intervention comes amid intense government discussions involving David Cameron about how to improve the health and social care bill after the Liberal Democrat spring conference's call for major changes.

«Before policy makers can integrate energy considerations into food security interventions, it is necessary to consider the state of wood fuel research and how it might be expanded to better serve social needs,» Mendum said.

MarYam Hamedani (Stanford University) will discuss work on how difference - education interventions can successfully educate students about social difference and improve first - generation college students» grades.

As new data is added to the algorithm, the researchers hope it will adapt to changing conditions, revealing how social networks evolve during the course of the intervention program.

Also fueling Clinton - Sherrod's excitement about social psychology was her participation in a research project that focused on how social support — safe houses, counseling, intervention programs, and so on — helps people dealing with difficult social issues.

«Our research suggests that scientists, policymakers, and activists need to understand how culture shapes the psychological antecedents of action to develop policies, campaigns, and interventions that address important social issues.»

The HOPE intervention, she says, has «potential for informing how social media and new technologies can be leveraged to deliver low - cost, novel interventions to prevent prescription opioid abuse and overdose.»

Drawing from education research on self - regulated learning and evidence from social psychology on effective approaches to interventions, Chen and colleagues developed a brief exercise for students aimed at guiding their thinking about how they use learning resources.

The researchers were surprised by the strength of these emergent effects, which were as large as or even larger than the direct effects that triggered them: «It really makes you wonder how often we underestimate the full impact of social interventions,» says Powers.

They subsequently outline the production process that leads to good evidence, explaining how the causal impact of educational and social interventions can be estimated from quantitative data.

Its strategy draws on advances in the biological, behavioral, and social sciences to: (1) identify causal mechanisms that influence developmental trajectories; (2) formulate theories of change about how to produce better outcomes; and (3) design and test new intervention approaches and measure their effectiveness in reducing barriers to learning and strengthening the foundations of lifelong physical and mental health.

In the Prevention Science and Practice (PSP) Program at the Harvard Graduate School of Education, you will explore the many risk and protective influences on child and adolescent development, and learn how to design strengths - based interventions that promote well - being across academic, social - emotional, and health domains.

Although my overall goal is still the same, I have transformed the way in which I see how social entrepreneurship, behavioral science, and economic interventions play an important role in addressing some of Latin America's most pressing educational challenges.

With every course I took, I would try to find a way to relate my research back to picture books — from using class projects to write and illustrate various drafts, to researching how intervention programs use picture books to facilitate class discussions around social - emotional learning.

Gold notes, for example, how the demand that urban schools intervene directly to overcome the effects of poverty on achievement results in a proliferation of site - based social - service programs — clinics, counseling, rehab centers, family interventions — whose maintenance can overwhelm the instructional mission of the school.

In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social - emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10 % (59 % vs. 69 % for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 (Dodge et al., 2014).

As far as how to work on the problems of social inequities and racial injustices, Collins believes in the power of interventions and education that re-examine the relationships and concepts of color, and redefine community.

Drawing from education research on self - regulated learning and evidence from social psychology on effective approaches to interventions, Chen and colleagues developed a brief exercise for students aimed at guiding their thinking about how they use learning resources.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

-- Define social & emotional learning (SEL) and why it is essential to students» success — Understand key research relating SEL skills to student success — Relate district / organization goals to SEL — Integrate SEL into existing district / organization frameworks and protocols — Design a comprehensive approach to screening, assessing, promoting, and evaluating SEL competencies using the DESSA — Select a quality SEL curricula aligned to your specific needs — Learn how to integrate SEL - supporting practices into everyday interactions — Use SEL data to plan for instruction and intervention

In addition, in October 2016, the Department of Education issued new guidance on the Every Student Succeeds Act describing how funds from Title IV, Part A's Student Support and Academic Enrichment Grants can help state and local educational agencies provide all students with access to a well - rounded education.42 According to this guidance, local educational agencies «may use funds for activities in social emotional learning, including interventions that build resilience, self - control, empathy, persistence, and other social and behavioral skills.»

Abstract In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low - progress readers, and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence.

This piece, originally featured in Stanford Social Innovation Review Winter 2011, discusses how large - scale social change requires broad cross-sector coordination, yet the social sector remains focused on the isolated intervention of individual organizaSocial Innovation Review Winter 2011, discusses how large - scale social change requires broad cross-sector coordination, yet the social sector remains focused on the isolated intervention of individual organizasocial change requires broad cross-sector coordination, yet the social sector remains focused on the isolated intervention of individual organizasocial sector remains focused on the isolated intervention of individual organizations.

In this article I will outline how custom mobile learning solutions can be used for primary learning (formal training) and informal learning (performance support intervention and social learning) to provide the required performance gain you seek.

For the study, Morris and her team examined three very different interventions, with different underlying theories of how to improve social and emotional learning.

Her research focuses on how targeted social - psychological interventions based in motivation theory can be implemented to promote equitable outcomes in higher education, especially for first - generation college students and students of color.

The dissertation investigates how low - income youth in Rio de Janeiro have come to participate in such interventions — largely couched in neoliberal ideas of individual responsibility and carried out by public - private partnerships — and the ways in which youth subvert and redirect these interventions and middle - class social identities into new forms of personhood and political agency.

This intervention creates an opportunity to engage with the architecture in a new way — prompting questions about how we experience color, light, and space and how those elements alter the social and physical environment.

Even if, for argument's sake, there were to emerge a broad consensus that the impacts of SRM could be accurately predicted (which seems highly unlikely and endlessly contestable), the social and political impacts of such an intervention are essentially un-knowable, meaning that whatever level of physical scientific certainty or engineering know - how we might gain in this area, the whole enterprise will remain radically unpredictable and risky.

Demand and supply - side interventions have different ethical implications, with ethics being the social discourse about how we manage our own agency or agencies (our «doing») in the light of what is best or better for us or for a greater community or some combination thereof.

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

How best to structure these is an open question; recent findings from Rites of Passage, an early intervention programme for Aboriginal young people which includes resilience - building camps and increasing access to mental health services, suggest that boys may be more difficult than girls to engage in social and emotional well - being programmes (Robinson R, Schuster L, Williamson A. Rites of Passage: evaluation if a pilot study if an early intervention program for Aboriginal young people.

Here you will find information about communications technologies and social media and how to use them to support young people; reviews of current online services and interventions like ReachOut.com, MoodGym, and eCouch; interviews with mental health experts on their work; teaching resources and lesson ideas; and the Reach Out Teachers Network which gives you access to self - paced online training on youth mental health and wellbeing.

The record linkage will also incorporate data on the quality and extent of implementation of mental health promotion and early intervention programmes in NSW schools, affording an opportunity to examine how delivery of such programmes may modify individual pathways of social, emotional and behavioural function between early and middle childhood.

What an intervention design reveals about how parents affect their children's academic achievement and social competence.

I've written a lot about how interventions like Social Emotional Learning can help, but they're not enough (see The manipulation of Social Emotional Learning and The Best Articles About The Study Showing Social Emotional Learning Isn't Enough).

Becoming Involved in Raising a Relative's Child: Reasons, Caregiver Motivations and Pathways to Informal Kinship Care Gleeson, Wesley, Ellis, Seryak, Talley, & Walls Child and Family Social Work, 14 (3), 2009 View Abstract Describes a dynamic process that influences how children come to live with a relative other than their parent and discusses how these influences may shape policies, programs, and interventions to support families as they consider whether to care for a relative's child.

Source: National Center for Children in Poverty The aim of the study reported in this brief was to determine how states leveraged different policy choices to support integration of social - emotional developmental strategies into early intervention services.

My primary program of research concerns the application of social psychological theory to illness prevention and health promotion and is comprised of a synthesis of basic research on how people process and respond to health information with the development and evaluation of theory - based interventions to promote healthy behavior.

The presenter will discuss how we use instruction, assessment, progress monitoring, and targeted intervention to ensure that all children are developing academic, behavioral, and social competence.

During this one - hour webinar, the presenter will describe how DIAL ™ -4 data are used to identify the early intervention and support that will enable a child to develop academic, behavioral, and social competence.

The use of somatic interventions for regulating autonomic arousal and affect dysregulation to calm the body will be explored as well as how to integrate interpersonal neurobiology and social engagement techniques into the treatment.

Later chapters report on studies investigating the extent of the phenomenon in different countries and how it varies with age and gender, outline key intervention programmes to prevent bullying, and describe the Social and Emotional Learning approach adopted by ENABLE in its work with young people.

Challenges for the young pre-schooler about to enter kindergarten have been well documented.3, 4,5 What makes this an especially important developmental transition period is the consistent evidence for a «trajectory hypothesis» in both middle - class and low - income samples: how children fare academically and socially in early elementary school is a strong predictor of their academic, social, and mental health outcomes throughout high school.6, 7,8 These findings imply that interventions to improve the child's relative standing at school entrance could have long - term payoff.

I've written a lot about how interventions like Social Emotional Learning can help, but they're not enough (see The manipulation of Social Emotional Learning and The Best Articles About...

In your post, you asked whether the interventions in our paper discuss how students» experiences might differ based on social class background.

The aims of the project are to (1) develop a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems, (2) evaluate implementation feasibility and initial efficacy of the intervention in a pilot study, (3) develop and refine measurement methods for assessing Latino individual family processes, and (4) test an integrative theoretical model that hypothesizes how social and acculturation contexts, family stress processes, and parenting practices are linked to predict Latino youngster adjustment.