Sentences with phrase «in the youth development field»

Not exact matches

Your primary source for trends in the camp industry; the latest research in the field of youth development; and critical management tools and innovative programming ideas.

Primetime programs primarily serve youth in need, and offer positive development opportunities, access to safe places for summer programs, and a wide range of activities including arts, community service, recreation, and field trips that are offered by the various program participants.

While expressing confidence in the ability of the national chairman of the party, Chief John Odigie - Oyegun, to conduct credible primaries in Ekiti despite claims in some quarters that there was a plot to manipulate the process, the former Commissioner for Youth, Sports and Social Development in Lagos State said that the most acceptable aspirant must be fielded by the APC if it hoped to win the election.

Oneida County Workforce Development Director David Mathis said that although youth are already assigned to important sites such as the Oneida County Public Market and Murnane Field — where they will take part in important community service projects — the program needs work sites in all parts of the county.

Antonio has an unlimited interest in the field of sports biomechanics and long - term athletic development conducting academic research and presenting at national and international events as a member the International Society of Sports Biomechanics (ISBS) and the International Youth Conditioning Association (IYCA).

The character education movement, given a boost by widespread, continuous reports of youth misbehavior, became an established part of the education landscape in the space of a few years, a surprisingly rapid development in a field that normally adopts changes slowly.

This white paper explores the ways in which the workforce sector's goal of developing a better - prepared and highly skilled workforce is aligned with the mission of the youth development field: to prepare young people to succeed.

NACA and the NM Forum for Youth in Community (NMFYC) have developed a formal partnership to place two Public Allies NM team members at our site to obtain field experience in leadership and organizational development by learning and working with a school community who serves youth and their developYouth in Community (NMFYC) have developed a formal partnership to place two Public Allies NM team members at our site to obtain field experience in leadership and organizational development by learning and working with a school community who serves youth and their developyouth and their development.

Staff members of NMFYC have extensive work and have contributed to the development of NACA's work with youth in the out of school time field.

The project addresses the issues facing underrepresented youth in entering STEM fields through teacher professional development and intensive student summer camps.

The pre-eminent journal in the field, New Directions in Youth Development, spotlighted the WINGS program.

Derived from the best of the youth development field and afterschool program providers themselves, the skills in the framework are those that research from a number of fields, including education and developmental psychology, suggests are important for success in school, college and 21st century careers.

«NIOST has a 35 - year history working as a research action project in the fields of school age child care, afterschool and youth development,» said Ellen Gannet, M.Ed., NIOST director.

This symposium serves to highlight five core themes emerging in the out - of - school time (OST) field: positive youth development as a key frame for child and youth engagement and learning both in school and beyond; the role of mentors and authentic contexts in supporting diverse populations, in particular, traditionally underserved and underrepresented children and youth; the need for meaningful professional development of youth - serving professionals; and the rise of social - emotional skills as a vehicle for 21st century learning.

Dr. Eric Hall has over 22 years of experience in the fields of education, youth development and juvenile justice.

The Belize Vocational Training Centre in Belize City provides courses for primary school teachers, while the Belize Youth Development Centre and the Belize College of Agriculture offer training for those interested in entering the field of agro-industry.

Widely regarded as a national model for environmental education and multicultural youth development, the Parks Conservancy's youth programs at Crissy Field, in partnership with the National Park Service and Presidio Trust, effectively utilize national parks as outdoor classrooms and successfully link the parks, schools and community - based youth organizations.

• Biography • Youth • Artistic Training • Introduced to Colour • Abstract Art: Multiform Paintings • Abstract Expressionism: Colour Field Painting (c.1948 - 68) • Development of Rothko's Colour Palette • Recognition From Museum of Modern Art (MOMA) • Chapel Murals at St Thomas Catholic University in Houston • Reputation and Legacy

A Master's Degree in educational development or a similar field is commonly seen in Youth Program Director example resumes.

Lead professional development efforts related to mindfulness practice, the field of mindfulness in education, the benefits of teaching mindfulness to youth, and the benefits of youth caregivers having a personal mindfulness practice.

In this podcast, Dr. Jenson describes recent advances in the field of prevention science that have led to efficacious approaches to promoting healthy youth developmenIn this podcast, Dr. Jenson describes recent advances in the field of prevention science that have led to efficacious approaches to promoting healthy youth developmenin the field of prevention science that have led to efficacious approaches to promoting healthy youth development.

The Family Support Program is staffed entirely by child care counsellors with degrees or diplomas in Child Care / Youth Development or a directly related field.

Education, training and future development These changes have important implications for the development of the field as Child and Youth Care moves further in to the area of working with families and as the shift continues from residential - based to community and especially in - home based approaches to working with families in which the Child and Youth Care worker assumes the role of interventionist, not just educator.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

While Child and Youth Care continues to be welcome in some fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care continues to be welcome in some fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family Developyouth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care employment such as schools, and within the Ministry for Children and Family Development.

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresYouth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

Through this investment we have contributed to pioneering developments in the field of perinatal depression and youth, LGBTI, mens» and older people's mental health, as well as more broadly to the field of depression, anxiety and suicide research.

We are the only entity of its kind that exists to educate and build capacity for the best demonstrated practices in the field of relationship and marriage education as it relates to the providers of marriage, parenting, fatherhood, and positive youth development services.

National Foster Youth Advisory Council Child Welfare League of America Comprising current and former foster youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveYouth Advisory Council Child Welfare League of America Comprising current and former foster youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth development, independent living, transition supports, and youth involveyouth involvement.

Mr. Lemon has extensive experience in the fields of Positive Youth Development, Counseling and Coaching.

The flexibility of the OST field, backed by its expertise in positive youth development, enrichment, and social and emotional learning, can help to fill these gaps in our school system by complementing and supporting traditional education.

Comprehensive Website — this website features quality resources for the youth mentoring field, including a wealth of evidence reviews, resources, and links to additional reading that can support practitioners, researchers and policymakers in evaluating and improving practice, understanding best practices in mentoring and supporting decisions related to the development, funding, and evaluation of youth mentoring initiatives.

With regard to the development of a culturally diverse workforce, the Now Is The Time: Minority Fellowship Program — Youth expands on the existing Minority Fellowship program to support master's level - trained behavioral health providers in the fields of psychology, social work, professional counseling, marriage and family therapy, and nursing.

Program effectiveness is based upon an initial review by Blueprints staff and a final review and recommendation from a distinguished advisory board, comprised of experts in the field of youth development.

ATN's Advisory Council is a group of experts in the areas of Child Development, Early Childhood Trauma, Attachment / Trauma Disorders, Adoption, Trauma - Sensitive Education, At - Risk Youth and other Child Welfare fields related to ATN's mission.

NIOST's work bridges the fields of child care, education, and youth development in order to promote programming that addresses the development of the whole child.

As NIOST's director, Gannett ensures that research bridges the fields of child care, education, and youth development in order to promote programming that addresses the whole child.

His current research focuses on the emerging field of youth cultural organizing, a youth development and social change strategy that engages young people as artists and change agents in their communities.

During the past 20 years, research in the child development field has increasingly focused upon identifying specific aspects of parenting that are linked to problem outcomes in youth.