Sentences with phrase «meeting the needs of their family groups»

The extent of their knowledge of the working of these agreements can have bearing on the extent of leverage they obtain in meeting the needs of their family groups and broader communities.

Not exact matches

The Pagnato - Karp Group is a family wealth financial services firm that focuses on meeting the unique needs of the nation's high - net - worth individuals and their families.

First, build a support group — a set of relationships with other adults and families to meet your needs for adult companionship and your child's need for relationships with adults of both sexes.

JULIE: So, um, I have a business, we call it, Herself Moms, and it's a group of professionals that have come together and we just tried to create a place where prenatal moms and postpartum families can come and either get support or have some educational needs met or some lactation services and overall I'd say, within all of that, the biggest part is the development of community.

At the same time, family and friends with babies, social service agencies, nonprofit groups, and support groups can be good sources of hand - me - downs and can help you meet the needs of your babies.

So there is evidence that some services are not meeting needs because of gendered and racial assumptions and that these are disproportionately affecting vulnerable groups, such as young families and minority ethnic groups.

Following every math night, the group meets to review each activity and adapt and improve the experience to better serve the needs of the families and students.

Recognizing that our students and families have many needs to be met in order to effectively access our educational program, OUMS will provide social / emotional and mental health support, both individually and in small group settings, a nutritional program that couples access to healthy food with a curriculum to support students» awareness of all aspects of health and nutrition.

Urban school boards partner with religious organizations, charities, civic groups, and local government agencies to rally community resources to meet the needs of students and their families.

Technical: process for selecting students; setting expectations for students, staff, and students» parents; supervision and mentoring of students; scheduling student meeting times to respect core instruction; determining affinity groups and aligning them with needs of the school community; determining projects & aligning work to Programme of Inquiry, and Learner Profiles and Attitudes; bridging Student Ambassador experiences with SEL systems and processes that support students with special needs and their families (ex: IEPs, 504s, MTSS, etc.).

Title I — using a comprehensive needs assessment process, funding is targeted at meeting the identified needs of children from low - income families and other disadvantaged groups, and for the already identified Priority Schools, supplying additional family and community engagement personnel and specialized training for principals, the first year, and other personnel in the following years based on needs.

To that end, the Early Childhood Consultancy Group has met over the last four months to: 1) determine the most important information early childhood parents need to know about children's academic progress; 2) review the current structure of APTT and recommend changes to the substance of meetings so they better serve parents of young children; and 3) create tools, videos, and tip sheets about developmentally appropriate activities families can do at home with their young children.

In this role, José guides the research and professional development that specifically serves to meet the needs of diverse student, family, community, and organizational groups.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

The rooms offer the choice of everything from a king bed to a twin bed and easily meet the needs of groups of friends or families traveling together.

This home is well suited for your corporate meeting, church group, family reunion, or just about anyone who needs plenty of space for all to relax and enjoy each others company.

So the Storay Advocacy Group, P.A. was actually established to provide affordable and quality legal services, it was my intent and my heart's desire to meet the needs of those individuals who are representing themselves in family law matters, civil cases, et cetera.

Whether it be to assist in the negotiation and finalization of a Cohabitation Agreement or Marriage Contract, or to provide legal assistance through the often difficult post-separation period, our Family Law Group members appreciate the need for empathy, cost - effectiveness and timeliness to be adopted in meeting our clients» interests.

Dr Fröhlich takes great pride in meeting the needs of a complex, diversified business organisation on a daily basis, ranging from highly complex M&A transactions, over the day - to - day business of an internationally active and consciously growing diversified group spontaneously arising in a family - owned business.

Whether you are travelling with your family, a group of friends, alone, or as a twosome, there are travel insurance options available from Travel Guard to meet your travel needs.

The company's vision was to meet the needs of southern farmers and their families, a group they felt was underinsured.

Whether you're planning on going solo or with a group of friends or family, TravelInsurance.com can help you find an appropriate domestic or international travel insurance policy that meets your needs.

The work responsibilities of the social worker includes writing assessments, conducting interviews to clients and their families to know the type of problem, providing counseling support, recommending best solutions ion particular cases, coordinating and making referrals to different agencies, participating in meetings like child protection seminars or mental health, maintaining records needed in preparation of legal action, guiding evidence to be used in court, helping clients through individual or group conferences, developing and implementing written materials for educational purposes, conducting workshops and providing psychiatric social work.

• Assess each assigned client to determine his or her needs for community rehabilitation and inclusion • Create and implement individualized plans to meet the requirements of each client • Meet with each client on a regular basis to identify and discuss any problems or issues • Provide support and advice through well - placed counseling services, in a one on one or group sessions • Refer to clients to appropriate specialists or community agencies, depending on their individual requirements • Act as an advocate of assigned clients, in front of families and government departments • Ascertain that the residential facility is conducive to clients» wellbeing and health • Intervene in crises situations, placing special focus on clients» safety and emotional wellbmeet the requirements of each client • Meet with each client on a regular basis to identify and discuss any problems or issues • Provide support and advice through well - placed counseling services, in a one on one or group sessions • Refer to clients to appropriate specialists or community agencies, depending on their individual requirements • Act as an advocate of assigned clients, in front of families and government departments • Ascertain that the residential facility is conducive to clients» wellbeing and health • Intervene in crises situations, placing special focus on clients» safety and emotional wellbMeet with each client on a regular basis to identify and discuss any problems or issues • Provide support and advice through well - placed counseling services, in a one on one or group sessions • Refer to clients to appropriate specialists or community agencies, depending on their individual requirements • Act as an advocate of assigned clients, in front of families and government departments • Ascertain that the residential facility is conducive to clients» wellbeing and health • Intervene in crises situations, placing special focus on clients» safety and emotional wellbeing

Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to meet the educational needs of participating parents • Proactively provide professional instruction and delivery of information to families implementing specified curriculum • Coordinate services with community programs to meet the individual needs of each parent education program • Assess the needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such as seminars and meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances

Social Worker — Duties & Responsibilities Successfully serve as a psychiatric social worker and practice manager for multiple institutions Perform crisis intervention, adult, geriatric, child, and adolescent case management and therapy Counsel patients facing depression, substance abuse, bipolar disorder, dementia, and schizophrenia Serve survivors of domestic violence, rape, robbery, child abuse, suicide, and other traumatic events Responsible for 24 hour on call crisis intervention for multiple hospital emergency rooms Complete psychosocial assessments to ensure appropriate patient diagnosis and care Design and implement treatment plans including medication and individual / group / family therapy sessions Attend weekly team meetings to assess patient progress and document in the DAP system Review psychometric and psychological reports and provide feedback to patients and families Provide clients and family members with guidance and referrals to community resources Maintain contact with family members and encouraged their involvement in patient treatment Performed discharge planning including nursing home placement, home health, medication needs, transportation and Passport screening, extended in - patient and out - patient mental health services Serve as public speaker, referral development committee member, and marketing / financial advisor

At our Minnetonka campus, St. David's Center offers individual, group and family therapies to meet the diverse needs of families.

The Innovation Fund of $ 30 million over three years is intended to assist child care programs and community groups in meeting the multifaceted challenges of providing flexible child care to meet the needs of families working non-regular hours and to support development and sustainability in the non-profit child care sector.

Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?

I also offer a counseling group for women who grew up in families where the children's needs were not adequately met for a variety of reasons, including, among others, parental alcoholism, mental illness, or chronic physical illness, or possibly the death or absence of one or both parents.

When parents highlighted the need for families to meet each other, some members of the Action Team met with the Catholic schools parent stakeholder group (Federation of Catholic Schools Parent Communities) and decided to establish a new structure.

Hopewell Psychological offers treatments that are supported in the research and we offer a range of therapy services are available to meet all your needs — individual, couple, family, and group therapies.

Keeping these needs in mind, your social worker will work with you to explore the strengths of your family and discuss how you might best meet the needs of the child or sibling group.

The PRIDE Model of Practice is based on five essential competency categories for foster / adoptive parents, developed from a comprehensive national analysis of the roles of foster and adoptive parents and grouped into the following five categories: (1) Protecting and nurturing children (safety child welfare outcome); (2) Meeting children's developmental needs and addressing developmental delays (well - being child welfare outcome); (3) Supporting relationships between children and their families (permanency child welfare outcome); (4) Connecting children to safe, nurturing relationships intended to last a lifetime (permanency child welfare outcome); and (5) Working as a member of a professional team (essential to achieve the above four categories).

To help us to plan our group meetings to best meet the needs of prospective and current adoptive families, we have enclosed a questionnaire.

CNLT offers a full range of services to meet the emotional needs of clients including: individual counseling; family counseling; counseling for caregivers; general bereavement support groups; widows and widowers support groups.

The objectives of this mental health outreach service were to provide assessment and treatment to a vulnerable group of families who could not access mental health services, 10 to liaise with appropriate agencies, and to train hostel staff.24 The evaluation of this service was faced with constraints and limitations, particularly the mobility and engagement of the population and the resulting sample size, 11 the major environmental changes in the lives of these families during their contact with the service, hence their potentially confounding effect, and the need for an eclectic mental health intervention to meet the needs of children and their parents.

These services meet the unique and ever - changing needs of children and the families that care for them and may include information and referral; education (e.g., parenting skills, advocacy skills with school systems, etc.); clinical and therapeutic services; access to material resources; and access to community - based supportive networks (e.g., support groups, recreational activities, and respite care).

Continuing the process, Sesame Workshop conducted focus groups with parents and service providers to ensure that all of the resources effectively meet the needs of children and families.

Young children under age 6 are more likely than any other age group to be poor, with nearly one - quarter of children living in poverty and nearly half living in low - income families.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bfamilies.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bFamilies (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bfamilies meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bfamilies like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced by half.4

The New Generation PRIDE integrates the strengths of in - person group sessions, family assessment (home study) consultations, and online self - paced training to meet the needs of diverse families and agency resources.

Through a series of group meetings, collaborative professionals use an interest - based approach to identify the individual needs of each participant and the family.