Sentences with phrase «staff in youth development»

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Lansing also added «The new Oneida County Youth Development and Violence Prevention Coalition will be a partnership of the area's community based organizations, school district representatives, government agency staff and law enforcement officials who will be coming together to develop the new programs, strategies and tactics necessary to address the issues raised in the new assessment and continue the progress made in our county in reducing youth violence and increasing opportunities for positive youth developYouth Development and Violence Prevention Coalition will be a partnership of the area's community based organizations, school district representatives, government agency staff and law enforcement officials who will be coming together to develop the new programs, strategies and tactics necessary to address the issues raised in the new assessment and continue the progress made in our county in reducing youth violence and increasing opportunities for positive youth dDevelopment and Violence Prevention Coalition will be a partnership of the area's community based organizations, school district representatives, government agency staff and law enforcement officials who will be coming together to develop the new programs, strategies and tactics necessary to address the issues raised in the new assessment and continue the progress made in our county in reducing youth violence and increasing opportunities for positive youth developyouth violence and increasing opportunities for positive youth developyouth developmentdevelopment.

Education in the form of professional development for all school staff, child welfare providers, health care professionals and mental health providers is essential in ensuring that our youth are receiving culturally responsive services.

The study, which comes out of the National Institute on Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development iDevelopment (NICHD) Study of Early Child Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development iDevelopment, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development idevelopment in children.

Click2Science is an interactive, professional development site for trainers, coaches, site directors and frontline staff / volunteers working in out - of - school time STEM programs, serving children and youth.

Exhibit outstanding qualities related to gifted education in the areas of teaching, curriculum development and adaptation, working with gifted children / youth, working with parents / guardians of gifted children / youth, and dealing with other staff and administrators

In addition, he provides staff development training for K — 12 educators and youth service workers throughout North America with the focus on how to be successful with even the most difficult students.

The NMFYC has been a long partner with NACA in providing training and professional development to the Out of School Time Learning Program staff around positive youth development, organizational development and leadership.

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.

High quality STEM in OST is engaging and enriching for youth and can be a valuable professional development opportunity for staff.

On October 15, 2015 youth development staff from across Oregon attended a Youth Worker Symposium in Portland, Oregon hosted by the Institute for Youth Success at Education Northyouth development staff from across Oregon attended a Youth Worker Symposium in Portland, Oregon hosted by the Institute for Youth Success at Education NorthYouth Worker Symposium in Portland, Oregon hosted by the Institute for Youth Success at Education NorthYouth Success at Education Northwest.

Join us in this dynamic, interactive staff development session for K - 12 youth program activity leaders, supervisors, and directors utilizing the «H - A-P-P-Y!!!»

Prior to those positions, she was a founding staff member at READ Alliance, a literacy and youth development organization which grew to become a thriving nonprofit serving thousands of New York City students in partnership with dozens of K - 12 schools.

Research also shows that staff who participate in ongoing professional development are more engaged and responsive to the youth they serve.

In that respect engaging the families in our communities requires a shared effort, with youth - service providers, school staff, and community members committing to reach out to parents in purposeful ways to help them support their children's developmentIn that respect engaging the families in our communities requires a shared effort, with youth - service providers, school staff, and community members committing to reach out to parents in purposeful ways to help them support their children's developmentin our communities requires a shared effort, with youth - service providers, school staff, and community members committing to reach out to parents in purposeful ways to help them support their children's developmentin purposeful ways to help them support their children's development.6

In 1994 he formed a youth counselling agency and as Executive Director provided clinical supervision, staff training, and community development for programs provided under contract to the Ministry of Children and Family Ddevelopment for programs provided under contract to the Ministry of Children and Family DevelopmentDevelopment.

Directed, empowered, and trained a volunteer staff of 30 in multiple locations to educate, motivate, and stimulate the minds of today's youth in the diverse areas of life, spirituality, and physical development.

Teacher — Duties & Responsibilities Teach college and graduate level mathematics from introductory courses to advanced Ph.D. level courses Design and implement dynamic, engaging materials to challenge and inspire students Implement multiple teaching techniques to reach audiences of varying learning styles and abilities Responsible for one on one instruction and lecture - based learning for classes as large as 50 students Experienced in both youth and adult education instruction techniques Serve as academic and Ph.D. advisor offering personal and professional guidance to students Coordinate student schedules, activities, and departmental course offerings Build and strengthen professional relationships with faculty, staff, and industry leaders Represent the university with poise, integrity, and positivity Author and publish multiple text books and papers in applied mathematics Research finite element analysis in mathematical problems in engineering and applied sciences, actuarial and financial mathematics, computer simulations of engineering problems, and other specialized mathematics Speak at multiple colleges, universities, and industry gatherings (list available upon request) Serve as advisor and editor of papers authored by students and fellow professors Dedicated to the development of students and continued professional growth

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

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.

/ 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 /

For example, in the Gehres» study (1997) of former residential youths the subjects believed that their development was mostly influenced by the relationships with the staff.

In the third stage of the development, which is referred to as BEST - YMH, Lewis, Toumbourou, Knight, Ricciardelli and Bertino — in collaboration with clinical staff of the industry partner Drummond Street Services — have drawn on the current funding for this project to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety — as well as AOD abusIn the third stage of the development, which is referred to as BEST - YMH, Lewis, Toumbourou, Knight, Ricciardelli and Bertino — in collaboration with clinical staff of the industry partner Drummond Street Services — have drawn on the current funding for this project to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety — as well as AOD abusin collaboration with clinical staff of the industry partner Drummond Street Services — have drawn on the current funding for this project to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety — as well as AOD abuse.

In the third stage of the development, which we refer to as BEST - YMH, three of the Chief Investigators (Lewis, Toumbourou and Knight)-- in collaboration with clinical staff of our industry partner Drummond Street Services — have drawn on funding from beyondblue to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety as well as AOD abusIn the third stage of the development, which we refer to as BEST - YMH, three of the Chief Investigators (Lewis, Toumbourou and Knight)-- in collaboration with clinical staff of our industry partner Drummond Street Services — have drawn on funding from beyondblue to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety as well as AOD abusin collaboration with clinical staff of our industry partner Drummond Street Services — have drawn on funding from beyondblue to further develop and evaluate BEST as a broader intervention suitable for youth who present with depression and anxiety as well as AOD abuse.

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.

After months of advocacy by Coleman Advocates for Children and Youth, on April 9 the San Francisco Board of Education unanimously approved nearly $ 1 million in funding for teacher and staff professional development on restorative justice practices, with the goal of reducing unnecessary suspensions, expulsions, school push - outs and referrals to the juvenile justice system, and improving the school climate and relationships of trust between students and faculty / staff.

What the 4 - H Program has been lacking, is the faculty / staff with an expertise in health and fitness; thus the strength of this collaborative proposal which will build an ongoing, year around opportunity for students who have been traditionally underserved by Purdue Extension and the 4 - H Youth Development Program in Lafayette, Indiana.

TVC's Statewide Youth M.O.V.E. staff worked together as coaches and mentors for youth councils by assisting in program development, activity planning, advocacy training, and mental health case manageYouth M.O.V.E. staff worked together as coaches and mentors for youth councils by assisting in program development, activity planning, advocacy training, and mental health case manageyouth councils by assisting in program development, activity planning, advocacy training, and mental health case management.

The Colorado Family Leadership Training Institute (CO-FLTI) continues to strengthen the Colorado State University Extension (CSUE) system by providing staff development and program delivery in two high need communities to improve outcomes for youth and families.