Sentences with phrase «other youth outcomes»

In launching an unprecedented effort to improve school achievement and other youth outcomes by «scaling up» evidence - based programs, the Obama administration has given education a golden opportunity on the research front.

Not exact matches

In their study, Lundgren and Adams sought understanding of the processes by which youth are socialized into gender norms and how these gender norms are associated with violence and other negative health outcomes.

This summit focuses on state and district implementation of the federal (ESSA) and the opportunity to realize the power of chronic absence data to develop systems of support that improve student attendance and other important youth outcomes.

Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.

Along with about 40 other young education advocates, she ensured that the voice of youth was integrated into the deliberations and the outcome document about the continent's education agenda.

A nonpartisan, nonprofit research, development, and service agency working with education and other communities throughout the United States and abroad, WestEd aims to improve education and other important outcomes for children, youth and adults.

Cross-boundary leadership is a philosophy that acknowledges that children, youth, and communities are served through multiple, independent systems and that leaders must forge partnerships with each other across systems to improve outcomes for everyone.

To determine the real value of rising high school graduation rates in the wider societal context, it is important to look at how youth outcomes have changed across other indicators.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

While I am not suggesting that improvements can not be made to such programs, or that child care staff, like other professionals, require supervision and support to increasingly develop a vision of their work that includes a therapeutic focus, I am suggesting that any notion that suggests that quality Child and Youth Practice is not therapeutic needs to be vigorously rejected, and is not in keeping with recent outcome research which suggests the reverse.

An Early Childhood Education and Support Intervention for Kinship Families Littlewood, Strozier, & Whittington (2014) Children and Youth Services Review, 38 View Abstract Highlights outcomes from the Kin As Teachers (KAT) Program, an early childhood education program specifically designed for children living with a grandparent or other relative.

Partnering With Families and Communities National Resource Center for Permanency and Family Connections (2013) Offers a webcast on the Prevention Initiative Demonstration Project (PIDP) in Los Angeles, CA, and discusses three strategies to support positive outcomes for children, youth, and families: decreasing social isolation by connecting families to each other; addressing issues of economic security; and increasing access to available resources.

The Ramsey County CFA Model is a conceptual map and organizational philosophy that includes definitions and explanations regarding how staff partner with families, service providers, and other stakeholders in the delivery of services to achieve positive outcomes for youth and their families.

Partnering with Families and Communities [Webcast] National Resource Center for Permanency and Family Connections (2013) Offers a webcast on the Prevention Initiative Demonstration Project in Los Angeles, CA, and discusses three strategies to support positive outcomes for children, youth, and families: (1) decreasing social isolation by connecting families to each other; (2) addressing issues of economic security; and (3) increasing access to available resources.

Youth participating in programs implemented through the PROSPER Delivery System scored significantly lower on a number of negative behavioral outcomes, including drunkenness, cigarette use, marijuana use, use of other illicit substances, and conduct problem behaviors, up to 6 1/2 years past baseline; in many cases higher - risk youth benefited Youth participating in programs implemented through the PROSPER Delivery System scored significantly lower on a number of negative behavioral outcomes, including drunkenness, cigarette use, marijuana use, use of other illicit substances, and conduct problem behaviors, up to 6 1/2 years past baseline; in many cases higher - risk youth benefited youth benefited more.

Compared to non-LD peers, youth with LD frequently report feelings of loneliness, stress, depression and suicide, among other psychiatric symptoms.15, 16 For example, in the National Longitudinal Study of Adolescent Health, the LD sample was twice as likely to report a suicide attempt in the past year.16 Longitudinal research on risk - taking indicates that, compared to non-LD peers, adolescents with LD engage more frequently in various risk behaviours.17 Therefore, the presence of LD in childhood appears to confer a general risk for adverse outcomes throughout adolescence and into adulthood.

Youth who were involved in contexts that provided positive resources from important others (ie, parents, schools, and communities) not only were less likely to exhibit negative outcomes, but also were more likely to show evidence of positive development.

Find guidelines, protocols, and resources for service providers and other stakeholders to build partnerships with families and youth to achieve permanency and promote positive outcomes for youth.

In addition, the education and child welfare systems should partner with each other to improve outcomes specifically for foster and adopted children and youth, to ensure they have greater school continuity, appropriate special education assessments and assignments, educational achievement, and academic success.

For several years, NACAC has been offering states, provinces, agencies, and others the opportunity to provide Impact of Foster Care and Adoption in Treating Children, Youth, and Families: A Training to Enhance Skills and Improve Outcomes in their area.

However, whereas some view substance use as an outcome of CD (e.g., Rhee and Waldman 2002), others suggest that substance use may increase antisocial behavior in youths by increasing exposure to deviant peers and by impairing decision - making (Loeber et al. 2002, 2003).

Results found that at 6 - month treatment outcomes youth total problem behavior in the MST plus ARC condition was at a nonclinical level and significantly lower than in other conditions.

In addition to other resources available to you through the OJJDP National Mentoring Resource Center, these modules will support you in learning the skills and infrastructure necessary to support positive youth outcomes through mentoring.

A growing body of evidence suggests that stressors associated with war - related events may predispose youth to adverse outcomes.10 - 17 This stream of research is consistent with family systems theory, which suggests that the experiences of a military - connected parent will affect the functioning of youth in that family system.18 Although some studies have considered the impact of military life during wartime, 12,17,19 to our knowledge, most researchers have examined negative outcomes associated specifically with deployments.1, 7,20 These studies have examined the psychosocial functioning of children during the deployment of a parent4, 14 or following 1 or multiple deployments.11, 13,21 Although many military - connected youth fare relatively well despite stressors, these studies concluded that a sizeable proportion appears to struggle with experiences of deployment and other war - related stressors.

Comorbidity of AUDs / SUDs with other psychiatric conditions is associated with increased disorder severity and poorer outcomes among youths [7, 9].

Given this, it is perhaps not surprising to find that none of these measures have in fact been linked to adverse general behavioral or other outcomes in youth.

Conversely, ensuring that parental monitoring measures do not include items evaluating parental limit setting, clarity of rules, or consistency in discipline will help to determine whether this particular aspect of behavioral control is more important to youth outcomes than others.

Parental monitoring behaviors are also likely to vary from illness to illness when illness - specific health status is the outcome of interest; while parents of youth with asthma may need to routinely check that the child did not spend time in environments where smokers were present, such monitoring would be less important for parents of youth with other chronic conditions.