Sentences with phrase «supported the youth team»

Up the Clarets looks forward to supporting the youth team again next season and would like to congratulate all the players for what has been a much improved season, one that has proved to be better than we could have expected.

Not exact matches

USA Hockey teamed up with Kraft Heinz on Kraft Hockeyville ™ USA to help support and raise awareness for youth hockey across the country.

We would like to thank all of the teams as well as Shaughnessy's Jerome Fournier for their generous support in raising over $ 1,250 that evening for the Vancouver Community Youth Fund!

The team is accountable to the youth leader who leads and feeds, and who acts as a resource for questions and support.

Each time the home team moves into the red zone — known as the «Kolache Factory Red Zone» - the company donates a certain percentage of its proceeds to the Houston Texans Foundation, which supports youth programs in education, character development and health and fitness.

If we were to suddenly shift from trying to develop youth players to assembling world class players in every position I'm sure we'd lose some fans but the majority would remain because regardless of what management, philosophies or transfer budget we have fans only know how to support the team when the whistle is blown.

He was required to build a new team without any support from the youth academy, and carry the club to the heights they have...

For me it's not so important that they're English, although that's nice for us who get let down every time our national team plays, it's that they're all so young; Wenger's youth policy has always had my support and at last it promises to pay rich dividends.

It seems that, despite promoting the youth team, raising money for the academy and generally supporting the team over the years, we are no longer welcome.

The CYSA Leadership Team is the «voice» of all professional youth sports administrators by providing support and direction for community youth sports programs.

Support the Serve a Village Diaper Bank by conducting a diaper drive with your work, club, team, PTA, moms group, scouting troop, youth group, religious organization, school, community center, or any other civic minded group.

I'm glad that the institutional innovations of Labour — Youth Offending Teams and the Youth Justice Board — both exist (for the time being anyway) and are able to do their valuable work in providing pre-sentencing support and advice, and where necessary, working to ensure young people in the secure estate are treated as children and that the secure estate recognises their particular needs and vulnerabilities as far as possible.

De La Rosa — who served as City Councilman Ydanis Rodriguez's former chief of staff before announcing her candidacy for the 72nd District in April — has pledged to allot $ 100 million a year for capital repairs at city - run housing and create programs for youth in that housing such as sports teams, education support systems and art.

The Committee is also expected to investigate the management of the team and events in their camp during the tournament as well as Ghana's treatment of Ghanaian football fans who were sent to support the Black Stars by the Ministry of Youth and Sports.

These elements of team - work, support and active connectedness also remind me of my favorite Yogiños: Yoga for Youth family poses, Jardin / Garden / Navasana (variation).

Teams of students aged 11 to 16, supported by a teacher or youth leader, are eligible to enter the contest and will have until Friday 3 March 2017 to submit their plans.

To start or recommit to this climate work, one strategy is to «convene a team of stakeholders who represent different parts of your school community — families, community members, teachers, support staff, and youth,» says Brion - Meisels.

This youth leadership programme offers pupils an exciting online community, structured training and ongoing support from Childnet's expert team, helping make online safety learning fun and effective and helping schools work towards an outstanding whole school community approach to online safety.

Today, the SVT is comprised of a team of self - selected middle school through college students working to elevate the voices of Kentucky youth on the classroom impact of education issues and support students as policy partners in improving Kentucky schools.

Overview The American Youth Policy Forum (AYPF) and Youthprise, with support from the Wallace Foundation, teamed up to host a half - day event in St. Paul, Minn.to learn more about building and sustaining strong afterschool systems.

As a founding team member at West Brooklyn Community High School, Nicole has been working with over-age and under - credited youth since 2006 in the roles of ELA teacher, Instructional Support Specialist, and Assistant Principal.

He created Project S.A.M.E. a US - Soviet Youth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leaYouth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leateams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leaTeams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leateams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leayouth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have learned.

Teams implement initiatives in order to redirect youth with behavioral health needs from school - justice pathways to community - based supports that foster school success.

Agency by Design Oakland team members provide professional development support through workshops, coaching, and grants to schools and youth - serving organizations.

This project supports cross systems teams of state and local leaders in developing and implementing a School Responder Model to address behavioral health needs of students through community - based services that keep youth in school and out of the justice system.

Attend Student Support Team (SST) meetings at schools (and the equivalent in youth programs) to assist in reviewing assessment results and interpreting school - wide data.

Supporting this motley crew of youth, we also have a cast of correspondents from the Conservancy Communications team who will be writing blog posts and reporting on the journey on our Facebook Page.

«By hodling bitcoin with the express goal of holding on through the 2022 and 2026 Olympic Games, the sport hopes to change from being underfunded to being able to support full teams on the World Cup level at the same time as developing grassroots youth programs to develop athletes,» Mr. Danco explained.

Participates as a member of the Multidisciplinary Team as the youth's advocate and primary support.

PROJECT FOR PRIDE, Kingston, NH (Mar 2013 — Jan 2016) Youth Program Coordinator • Held 3 team building exercises, resulting in increased efficiency in terms of meeting program deadlines • Created and implemented a series of youth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proYouth Program Coordinator • Held 3 team building exercises, resulting in increased efficiency in terms of meeting program deadlines • Created and implemented a series of youth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of programs

Skills Summary ♦ Award Winning Writer ♦ Publication Editor ♦ Youth Education ♦ Operational Support ♦ Relationship Builder ♦ Team Supervision

Volunteer Work January 2009 - current Missionary in Ethiopia - direct and coordinate the following: team activities, English and tutoring classes, child sponsorship program, monthly support distribution, children's weekly activites September 2007 - January 2009 Youth Ministry Coordinator March 2003 - September 2007 Children's Ministry Coordinator June 1998 - October 2001 - Youth Ministry Leader Served and lead multiple mission work teams in the USA and Mexico.

Skills Summary ♦ Award Winner Writer ♦ Publication Editor ♦ Youth Education ♦ Operational Support ♦ Relationship Builder ♦ Team Supervision

These CBOs — rooted in communities in California, Florida, New Mexico, New York, and Virginia — demonstrated a commitment to youth development in their localities and a readiness to strengthen academic skills, enhance social emotional learning, develop leadership training and civic education in coordination with local and national COIN support teams.

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresYouth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

We have a specialized team of clinicians, psychiatrists, and case managers who are trained in supporting children and youth with Autism Spectrum Disorders.

The Youth - Nominated Support Team for Suicidal Adolescents (version 1) intervention does not reduce suicidal attempts

Like our Adult and Peer Team, the Youth and Family Wellbeing team aim to connect people and their families to local services that can support them in times of mental health criTeam, the Youth and Family Wellbeing team aim to connect people and their families to local services that can support them in times of mental health criteam aim to connect people and their families to local services that can support them in times of mental health crisis.

Key actions of Reducing Harm, Supporting Recovery include: • Introduction of a pilot supervised injecting facility in Dublin's city centre; • Establishment of a Working Group to examine alternative approaches to the possession for personal use of small quantities of illegal drugs; • Funding for a programme to promote community awareness of alcohol - related harm; • A new targeted youth services scheme for young people at risk of substance misuse in socially and economically disadvantaged communities; • Expansion of drug and alcohol addiction services, including residential services; • Recruitment of 4 Clinical Nurse Specialists and 2 Young Persons Counsellors to complement HSE multi-disciplinary teams for under 18s; • Recruitment of 7 additional drug - liaison midwives to support pregnant women with alcohol dependency; • Establishment of a Working Group to explore ways of improving progression options for people exiting treatment, prison or community employment schemes, with a view to developing a new programme of supported care and employment.

Recent reviews have failed to demonstrate any effect on reducing repetition of self - harm among adolescents receiving a range of treatment approaches including therapeutic assessments and compliance enhancement in hospitals, youth - nominated support teams, tokens for hospital admission and home and family - focused interventions [19, 20].

Entirely youth - led and supported by a Youth Coordinator / Youth Engagement Specialist, most Councils meet monthly or bimonthly and have yearly goals that include community projects but also fun and team building activiyouth - led and supported by a Youth Coordinator / Youth Engagement Specialist, most Councils meet monthly or bimonthly and have yearly goals that include community projects but also fun and team building activiYouth Coordinator / Youth Engagement Specialist, most Councils meet monthly or bimonthly and have yearly goals that include community projects but also fun and team building activiYouth Engagement Specialist, most Councils meet monthly or bimonthly and have yearly goals that include community projects but also fun and team building activities.

The team approaches youth using a trauma informed framework to help identify needs and provide support to the child and their family to improve overall well - being.

This work was supported by the Ministry of Education of China under Grant 14YJAZH068 and Youth Team of Shandong University under Grant IFYT15008.