Sentences with phrase «related social intervention»

According to Mr. Cudjoe, MASLOC and its related social intervention programmes often «tend to become scams.»

Not exact matches

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.

While IQ is not easily changed, a solution could be to find effective interventions to increase some personality traits — doing well in social interactions, for example, or being industrious — or interest in activities related to the arts and sciences, Damian said.

Because they are portrayed more frequently in YouTube videos, it may be useful to target men with future interventions debunking alcohol - related myths propagated on social media.»

It was shown that environmental, social and psychological interventions like social activities and contact were superior to antipsychotics for the treatment of aggression and agitation related to dementia.

The theoretical framework for the two active interventions was based on social cognitive theory and incorporated behavioral self - management approaches designed to help participants set weight - related goals, self - monitor weight and weight - related behaviors (exercise and reduced calorie intake), increase self - efficacy and social support, and solve problems.

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.

Thus, a natural host for such an intervention would be a consortium of colleges and universities or a related organization with social goals.

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

Assessment - related products and supplies, including social and emotional learning diagnostic tools, such as Aperture Education's Evo Social / Emotional Assessment and Intervention System, are allowable purchases with Migrant Education funds provided that the purchase adheres to the guidelines of the federal program (s) that Migrant Education funds are combinedsocial and emotional learning diagnostic tools, such as Aperture Education's Evo Social / Emotional Assessment and Intervention System, are allowable purchases with Migrant Education funds provided that the purchase adheres to the guidelines of the federal program (s) that Migrant Education funds are combinedSocial / Emotional Assessment and Intervention System, are allowable purchases with Migrant Education funds provided that the purchase adheres to the guidelines of the federal program (s) that Migrant Education funds are combined with.

Her current interests include teacher support and professional development, school climate and culture, research to practice, academic and social - emotional interventions, and systematic review writing in related areas.

Proponents of alternative approaches to keeping order in schools support various interventions, most of them based on an approach called social and emotional learning, or SEL, which develops students» skills in recognizing and discussing emotions, relating to and empathizing with others, and defusing and resolving conflict.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Her research employs social psychological interventions and social network analysis to understand and address real - world problems related to group identity, stigma, and psychological threat in educational settings and beyond.

We also consider evidence directly connected to the intervention in question (for instance, studies of a particular implementation in an animal advocacy context) as well as evidence more distantly related (for instance, from general psychological studies or from sociological work done on other movements for social change).

Padilla attorneys work closely with criminal and family defense attorneys and staff in an early intervention model, providing immigration - related advice as early as the client's arraignment and coordinating with court staff, prosecutors, social workers, and client families to promote the best possible outcome for the criminal, family, and / or immigration cases.

The paper concludes with discussions of the gaps in current intervention research, of barriers encountered in the implementation and evaluation of family - based prevention programs, and of the implications for future preventive intervention research and for social policy related to family - based preventive interventions.

Whereas long - term social, political, and economic changes may be necessary to improve children's socioeconomic conditions, 53,54 available interventions targeting childhood maltreatment55 and social isolation56 can be more readily implemented to prevent age - related disease.

Observations lasted for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management methods was observed in intervention classrooms, as discussed elsewhere.38 Teachers» use of the experimental instructional and management methods has been found to predict short - term variation across classrooms in students» levels of social development constructs related to school bonding.38

The intervention used strategies addressing the social and emotional well - being of the youth served, based on three compatible theories: 1) social learning theory (Bandura, 1977, 1997, 2004); 2) the theory of reasoned action (Ajzen & Fishbein, 2005; Fishbein, 2008); and the related theory of planned behavior (Hartman, 2009; Romano & Netland, 2008).

We believe the life course trajectory of maltreated children can be improved through ongoing research efforts that span from neurobiology to social policy, identifying mechanisms responsible for the etiology of depression and other stress - related psychiatric disorders, and systematically testing interventions to improve the system of care for these children.

Social Service Institute's sole agency in providing training courses — «The Art of Cyber Wellness», for Social Work Practitioners on intervention methods for cyber related issues.

The long - term economic outcomes of health and social care service use and health - related quality of life will be assessed for the intervention group only at the 12 and 18 months postrandomisation data collection points.

Related topics include: developmental considerations, social and cultural factors of interpersonal issues of adolescents, gender specific and LGBT issues, multicultural family systems, use of diagnostic criteria, treatment planning issues, counseling interventions, relational and career issues, chemical and process addictions, technology, trauma focus and attachment, justice involved adolescents, sexually maladaptive behaviors and legal and ethical considerations.

The trial will also allow exploratory analyses of the effectiveness of the IY - ASLD programme compared with the control condition as well as the economic costs, including intervention set - up, delivery costs, participant health and social care service use, and parental health - related quality of life.

The services include screenings, evaluations and medically related early intervention services, such as nutritional, psychological, audiological, nursing, developmental, social work, speech language pathology and parent training.

Continuing education programs for Psychologists, Social Workers, Marriage and Family Therapists, other Licensed Professional Counselors, Certified Addictions Counselors, Licensed Nurses, and Employee Assistance Professionals, Behavior Analysts, Behavioral Health Technologists, DUI Educators, Domestic Violence Intervention Specialists and other allied and related health professionals.

To help address this gap, the Head Start CARES demonstration evaluated the implementation and impacts of three interventions that included classroom - based social - emotional strategies, along with professional development (teacher training and coaching) and related supports for scaling up the program, in Head Start classrooms across the country.

«An authoritative review of the science, issues, and interventions related to the promotion of young children's social competence... an essential resource for researchers and professionals.»

Dr. Whitcomb works with several school districts on their implementation of School - wide Positive Behavioral Interventions and Support, and her current research efforts include investigation of quality implementation features and consultation related to school - based behavioral and social - emotional learning efforts.

Other areas of interest are (a) supporting the learning of other professionals who work with infants and their families (e.g. Social Workers, Early Intervention specialists, etc.); (b) materials development relating to infant mental health; and (c) extending her work with those who work in early care and education to include the parent communities that surround them.

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.

In fact, disabled children often require systematic and individually planned interventions or teaching strategies to promote peer - related social competence, and a key feature that determines the success of these interventions is access to a socially competent group.

He also served as co-investigator with OSLC scientist Dr. Charles R. Martinez, Jr. (now director of the Center for Equity Promotion in the College of Education at the University of Oregon) on a variety of projects through the Oregon Social Learning Center Latino Research Team, including the Latino Youth and Family Empowerment Project I and II, which developed and tested a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems; the Adolescent Latino Acculturation Study, which was designed to learn more about how Latino families and their middle school youth who have immigrated to the U.S. adapt to life in this country; and PREVENIR, which developed and refined a culturally specific parent and teacher training program in four countries in Central America.

This study is a product of an ongoing collaboration between the OSLC Latino Research Team and Centro LatinoAmericano (the largest social services agency for Latino families in the local area) to address significant gaps in prevention science and intervention services to evaluate and address the needs of Latino families with youngsters at risk for substance use and related problems.

The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment.Conclusion: Preschool teachers» definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional.

Given that the strongest correlates of distress among both partners and patients are family based, interventions that move beyond disease - related issues to issues that address the family social context of disease management may provide additional leverage for clinical intervention.

Members offer training and consultation to social service agencies on a wide variety of topics related to separation and divorce including: s. 30 parenting plan assessments, the impact of separation / divorce on children and adolescents, domestic violence, high conflict dynamics and personalities, the differentiation of parent - child contact problems, including alienation and justified rejection, and effective clinical interventions.