Sentences with phrase «individuals working with young children»
Dr. Haney has co-directed or coordinated a number of national demonstrations, preservices, and in - service training programs designed to increase the skills of individuals working with young children with disabilities.
http://products.brookespublishing.com/ Not exact matches
Adele Thompson Sleep Consulting — Working with families of young children to bring sleep back to the family home through personalized sleep plans and individual coaching
«When I work with women reporting low libido, I explore the health of their relationship in terms of communication styles, if they're feeling satisfied by sexual interaction, and also individual factors such as stress indicators (work, family, life) if experiencing anxiety, depression, exhaustion, on any medications or have dietary changes and even dealing with young children.»
We also look at how we are working with parents to educate these young people about what's right or wrong and making sure that they are not in a position where they are suffering the consequences... If they choose that path of ignorance and allow their child to just use that application without any guidance from an adult, that's when they end up in trouble and then the ramifications of that are quite extreme for certain individuals.»
These questions include the potential value of having a socially and economically diverse group of children together prior to kindergarten; supporting families with working parents who require full - day care and education for their young children; and where best to serve children with special needs whose early education costs already are fully assumed (regardless of family income) by the public schools (based on the Individuals with Disabilities Education Act [IDEA]-RRB-.
Preference given to individuals who have taken classes in education and / or successfully demonstrated their ability to work with young children
Since 1948 the Southern Early Childhood Association has brought together preschool, kindergarten, and primary teachers and administrators, care givers, program directors, and individuals working with and for families, to promote quality care and education for young children.
This concentration prepares students who are interested in supervising others who work directly with young children and / or individuals who have professional goals to learn more about leadership issues and policy / advocacy in early childhood education.
[108] I am satisfied that as a result of the accident the plaintiff has gone from an independent, energetic teacher with an active and varied social life to an individual who is no longer able to work as a teacher, particularly of young children, who can no longer tolerate large groups nor the over stimulation of a variety of social situations.
Often, one or two assistants work with a lead teacher to give the individual attention that young children need.
• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations
• Comprehensive knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with school work • Adept at disciplining children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development of children by teaching basic social and cognitive skills • Track record of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally
I work with, individuals, couples and families (adults, children and young people), on a short term and long term basis, with the aim of enabling them to live their life more fully.»
«We work with young children between 4 - 12 doing play therapy (which can incorporate CBT, Choice, or Solution Focused modalities); as well as tweens and teens, and individual adult clients.
«I have spent much of my career providing counseling services to victims of abuse or assault and their families, working with adolescents and young adults and helping their parents to better understand how to communicate effectively during the child's transition into adulthood, providing services in family court cases, and helping individuals to cope with anxiety and stress.»
/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?
I have worked with a wide variety of individuals including veterans, teens and young adults, young children, and couples to process traumatic events, mood instability and relationship issues.
«Working with young children, adolescents and adults for over 35 years my focus: the individual in relationship with family, work, school and community.
My work with families gave me expertise to support parents of young and grown children as well as extensive experience helping individuals and families manage trauma and loss.
My passions are to work with children, pre-teens, adolescence, young adults, middle - aged adults and individuals with intellectual disabilities.
The main focus of the partnership was to implement the Kids Count Program, which allowed for a psychologist to work on - site with Alunga staff to strengthen educators» knowledge and understanding of the social and emotional needs of young children, build their capacity and skills in effectively responding to a child's individual needs, and recognise when a child and family may need additional psychological support and a referral to the Kids Count Program psychologist.
Viewing child and adolescent clients as a «family client,» Alex keeps the entire family in mind during individual sessions with young clients and when working with parents.
Adults working with young children should seek appropriate advice when they have a concern about a child's wellbeing, and individuals should not feel a responsibility to manage the problem on their own.
There are few research or intervention programs designed to identify and address the specific needs of sandwiched individuals like myself to help them cope better.2 We know that members of the sandwiched generation (who care for young children and aging parents) often face burnout in their marriages, 2 which is feeling emotionally, physically, and mentally exhausted about the relationship.3 One group of researchers found that sandwiched couples who withdraw socially (e.g., pull away from friends) tend to have the worst well - being compared to those who do not withdraw.4 Although sandwiched women typically reduce the their work hours (or quit their jobs altogether) more than men in order to cope with stress, 5 I have never had that luxury due to always being the sole breadwinner.
We can work with individuals, including children and young people, couples and families to build solutions that recognise the strengths, wisdom and knowledge of each person.
«I have worked with children, young adults, individuals, and families in an effort to help people live happy and fulfilling lives despite the struggles that we all inevitably face.
Individual differences in delay - of - gratification have remarkable long - term predictive value.7 Observing how young children cope with delaying gratification reveals the involvement of working memory (holding goal representations temporarily active), shifting attention (looking away from the attractive reward), and behavioural inhibition (holding the hands behind the back or under the table).
For young children, expressive therapies are helpful, and I recommend that parents seek the services of a good play or art therapist to work with their preschoolers and early school - age children should the need for individual therapy arise.
New York City Early Childhood Professional Development Institute Provides a comprehensive system of professional development for individuals who work with young children in New York City through education, training, and career development and provides research and public policy resources.
Since my graduation from the University of Michigan in 1987, my social work career has led me to work with a large range of people from young children to those who are nearing the end of their lives.I use an eclectic counseling approach to help individuals discover areas in their lives in which change can occur.
While working at the Kenneth Young Center, Sergio provided comprehensive assessments; created collaborative individualized treatment plans with children, adolescents and their families and offered individual psychotherapy across the life span.
Experience: I have 17 years of experience working with children, teens, young adults, individuals, families and couples in a variety of settings including Youth Eastside Services, Samaritan Center, schools, YMCA, camps, Young Life, Bible Study Fellowship, and chyoung adults, individuals, families and couples in a variety of settings including Youth Eastside Services, Samaritan Center, schools, YMCA, camps, Young Life, Bible Study Fellowship, and chYoung Life, Bible Study Fellowship, and church.
Expanded opportunities for professional training, as recently called for by the Surgeon General, and incentives for individuals with pertinent expertise to work in settings with young children are essential first steps toward more effective screening, early detection, treatment, and ultimate prevention of serious childhood mental health problems.»
I work with couples, individuals, teenagers, young adults and children and also teach psychology part - time at UNA.»
With every little child that I have the honor of working with, I know that their lives, their future partner's lives and their families lives will be impacted by the work this young and brave individual has decided toWith every little child that I have the honor of working with, I know that their lives, their future partner's lives and their families lives will be impacted by the work this young and brave individual has decided towith, I know that their lives, their future partner's lives and their families lives will be impacted by the work this young and brave individual has decided to do.
I specialize in using play therapy (individual and family) as a tool in working with children ages 4 through young adulthood and their families.
Laurie Grengs works with patients of all ages, including children, young adults, and adults, and she also specializes in family therapy, including individual and group sessions.
Within the span of his therapeutic career as a clinician, Ray has worked with individuals, children, adolescents and young adults, couples, pre-marital and marriage counseling, and families.
From our parent organization, National Association for the Education of Young Children www.naeyc.org/ecp: Professional development is a continuum of learning and support activities designed to prepare individuals for work with and on behalf of young children and their families, as well as ongoing experiences to enhance this Young Children www.naeyc.org/ecp: Professional development is a continuum of learning and support activities designed to prepare individuals for work with and on behalf of young children and their families, as well as ongoing experiences to enhance thChildren www.naeyc.org/ecp: Professional development is a continuum of learning and support activities designed to prepare individuals for work with and on behalf of young children and their families, as well as ongoing experiences to enhance this young children and their families, as well as ongoing experiences to enhance thchildren and their families, as well as ongoing experiences to enhance this work.
The effects of the intervention also generalized to positively influence parent and child behaviours during a shared book reading activity, even though this activity was not a specific focus of the intervention.23 The intervention worked equally well with children who were or were not at high biological risk.13, 22 This supports the notion that responsiveness facilitates learning through parental sensitivity and willingness to meet young children's individual needs.
Lisa landed in the mental health field as a case manager and individual rehabilitation specialist where she found her talent for working with young children in a therapeutic mode.
Kathy works with children, adolescents, and young adults in individual and family therapy.
In a first experience sampling study, involving 106 dual - earner couples with young children, detachment mediated the association between work stress and not only the stressed individual's, but also their partner's relationship quality.