Sentences with phrase «supporting positive child outcomes»

'' [O] ur research with divorced, never - married, and remarried fathers has taught us that a wide variety of family structures can support positive child outcomes.

Not exact matches

Challenge events, through which staff morale can be enhanced around a shared goal and positive outcome of supporting children exploited in the UK and Europe.

If you are well - informed and well - supported, no matter what the outcome of your birth (natural childbirth with no medical intervention, pain relief, induced labor, or Caesarian birth) you are more likely to have a positive birth experience and to be more present to your newborn child.

In recent years there has been much debate about the positive outcomes of fathers involvement in their children's education and upbringing and the barriers men face in accessing parental support services (see Ghate et al 2000, Ryan 2000).

Outcomes relating to child (ren): has desired level of access to child (ren) and contact with mother; considers himself part of a family unit; has a positive relationship with child (ren); is involved in decisions about child (ren); can provide financial support for child (ren); has involvement in child (ren)'s future; is a positive role model for child (ren)

Support services usually take place in child / caregiver dyads, offering opportunities for positive outcomes for both the child and the caregiver.

The research that supports the Principles has been shown to promote healthy parent - child relationships and positive child outcomes.

Regarding child development and school readiness outcomes, more recent studies show promise in impacting these outcomes indirectly through promoting positive parenting practices and home supports for early learning.

Findings in the majority of research syntheses indicate capacity - building helpgiving practices are related to a host of positive parent, family, parent — child, and child outcomes.22, 27,5 Both relational and participatory helpgiving practices were found to be related to participant satisfaction with program and practitioner supports, program resources, informal and formal supports, parent and family well - being, family functioning, and child behaviour and development.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

It explores what early years and childcare professionals can do to support parents to provide a positive home learning environment to improve outcomes for children.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

Our well educated Head Start teachers and home visitors create high - quality learning environments and promote successful curriculum implementation that supports positive educational and social outcomes for children ages 2.9 to 5.

Using Child Assessment Data to Achieve Positive Outcomes is a video by the Colorado Department of Education that shows administrators and teachers illustrating how they use authentic child assessment data to: 1) inform funders, 2) inform classroom level instruction, 3) support teachers, and 4) meet the needs of individual children and their famiChild Assessment Data to Achieve Positive Outcomes is a video by the Colorado Department of Education that shows administrators and teachers illustrating how they use authentic child assessment data to: 1) inform funders, 2) inform classroom level instruction, 3) support teachers, and 4) meet the needs of individual children and their famichild assessment data to: 1) inform funders, 2) inform classroom level instruction, 3) support teachers, and 4) meet the needs of individual children and their families.

The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all.

(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?

There is a wealth of empirical evidence — both qualitative and quantitative — that supports the claim that alternative schools for pregnant teens can have a positive impact on not only the educational outcomes of teen parents, but also the health outcomes of both parents and children.

This framework was development by the Early Childhood Technical Assistance Center (ECTA Center) answers the question «What does a state need to put into place in order to encourage / support / require local implementation of evidence - based practices that result in positive outcomes for young children with disabilities and their families?»

Assist parents with understanding, creating and implementing The Individual Family Support Plan to encourage and promote self - sufficiency as well as positive development outcome for their children.

Mission: To expand the mentoring field's regional capacity to reach more school - aged children with caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and behavioral outcomes for youth.

The work will support the positive outcomes of children aged 0 - 12 by giving them and their carers access to better emotional and financial support.

«We also know that providing support to parents can have a positive impact on other behavioral and adaptive outcomes in children.

Clinical practice is moving toward the promotion of factors that support optimal child development and broadening its focus to include the healthy outcomes that arise from positive childhood experiences.

Early Childhood - Child Welfare Partnerships U.S. Department of Health and Human Services, Administration for Children and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famiChild Welfare Partnerships U.S. Department of Health and Human Services, Administration for Children and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their fChildren and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famiChild Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famichild welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their fchildren, prenatal to age 8, and their families.

Research shows that high - quality father involvement and support are associated with a number of positive child outcomes, including decreased delinquency and behavioral problems, improved cognitive development, increased educational attainment, and better psychological wellbeing.8 Children with involved fathers, on average, perform better in school, have higher self - esteem, and exhibit greater empathy, emotional security, curiosity, and pro-social behavior.

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.

Paternity establishment is linked to higher levels of subsequent paternal involvement and support, as well as a host of positive child outcomes.

Positive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older cPositive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older cpositive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older children.

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.

Parenting has an impact on emotional, social, and cognitive development, playing an important role in the aetiology of mental illness, educational failure, delinquency, and criminality.1 Parenting is to some extent socially patterned, 2,3 and interventions to support the development of «helpful» parenting therefore have a role to play in combating social inequalities in health.4 The best mental health and social outcomes are achieved by parents who supervise and control their children in an age appropriate way, use consistent positive discipline, communicate clearly and supportively, and show warmth, affection, encouragement, and approval.5 — 8

«Foundations for Life: What Works to Support Parent Child Interaction in the Early Years» is an assessment by the Early Intervention Foundation of 75 early intervention programmes aimed at improving child outcomes through positive parent child interactions in the early yChild Interaction in the Early Years» is an assessment by the Early Intervention Foundation of 75 early intervention programmes aimed at improving child outcomes through positive parent child interactions in the early ychild outcomes through positive parent child interactions in the early ychild interactions in the early years.

• Collaboration — we share knowledge, establish and maintain respectful and trusting relationships with others to support the achievement of positive outcomes for children.

In an early impact study on the effectiveness of «skills - based relationship education programs designed to help low - income married couples strengthen their relationships and, in turn, to support more stable and more nurturing home environments and more positive outcomes for parents and their children,» MDRC reported [20] «Overall, the program has shown some small positive effects, without clear indications (yet no clear negative proof) for improving the odds to stay together after 12 months.»

The second considers how we share what we observe with families to offer positive and empowering support that can assist them in achieving the best outcomes for their children.

The funds are being invested in post-adoption services, kinship caregiver services and services to support positive placement outcomes for children at risk of entering foster care.

Drawing on the full breadth of intellectual resources available across Harvard University's schools and affiliated hospitals, the Center is designed to generate, translate, and apply knowledge in the service of closing the gap between what we know and what we do to support positive life outcomes for children, particularly those who are vulnerable, in the United States and throughout the world

The service is run in collaboration with local authorities and aims to inform, support and empower kinship carers to provide stable homes and achieve positive outcomes for children.

Research also suggests that professionals promote positive outcomes in children when they are well trained and receive ongoing mentoring and / or coaching support.

«We have a proven model that results in positive outcomes for children and their families and also has the potential to actually reduce the costs of services to the state as a whole, so it's being smart both in terms of getting the results we want, and in doing it effectively and doing it efficiently,» said Peter Berliner, managing director at Mission Investors Exchange, a Seattle - based organization supporting the feasibility study.

The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to test the effectiveness of a skills - based relationship education program designed to help low - income married couples strengthen their relationships and, in turn, support more stable and more nurturing home environments and more positive outcomes for children.

The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to test the effectiveness of a skills - based relationship education program designed to help low - and modest - income married couples strengthen their relationships and to support more stable and more nurturing home environments and more positive outcomes for parents and their children.

Taken together, the five articles provide fresh evidence supporting the impact of home visiting programs on positive outcomes for children, families, and their communities.

Programs also seek to promote family well - being and strengthen families» protective factors (e.g., parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children), which studies have demonstrated increase the likelihood of positive outcomes for children and families.

Building Strong Relationships with Families (6 hours) Promoting positive outcomes for children is best achieved when the whole family is accepted and supported in an approach that strengthens the family.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study utilizes information from Dishion et al. (2008) to examine the longitudinal effects of the Family Check - Up (FCU) on parents» positive behavior support and children's school readiness competencies in early childhood.

The Office of Prevention and Family Support, within the Division, works in partnership with community - based organizations committed to reducing the incidence of child abuse and neglect by implementing evidence - based prevention and early intervention techniques to ensure positive outcomes for children and families.

Here are outline eight guiding principles for effective investments in early childhood development that promote positive social and economic outcomes by building a «scaffolding of support» around disadvantaged young children and their families.

Samantha most recently worked as the Director of Youth Mentoring at Children's Friend and Family Services, a division of Justice Research Institute (JRI) where she collaborated with young people, families, and volunteers to support productive youth adult relationships, positive community engagement, and healthy social emotional outcomes for young people throughout Essex County.

However, with appropriate supports, programs and policies in place, we can counter or prevent negative early experiences and ensure children are on the best pathway for positive outcomes.