Sentences with phrase «supportive relationships among»

Head Start and Early Head Start directors can play a key role in developing supportive relationships among mental health consultants.

We promote public education, consumer access to EFT services, on - going counselor training, and close, supportive relationships among the professionals in our community.

Principle 2: Create a school environment in which mutually supportive relationships among students, teachers, and parents can develop.

He explains that the focus of a high - community school is respectful, supportive relationships among and between students.

Continuing long - term groups are valuable because they build strong, supportive relationships among their members.

Not exact matches

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

In contrast, teachers who have chosen to stay in the profession cite the quality of relationships among staff, a supportive principal, and opportunities to collaborate as among their most important reasons for continuing to teach.

These teachers also hold high expectations for all students and develop positive and supportive relationships with and among all students.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Among the most empirically verified asset - based factors is a teacher - student relationship that provides a socially and emotionally supportive yet demanding and high expectation classroom learning environment.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

A Marriage Enrichment Group (MEG) is an ongoing small group that provides a safe place for couples to explore their relationship among supportive peers.

A Reason, a Season, or a Lifetime: Relational Permanence Among Young Adults With Foster Care Backgrounds Samuels (2008) Chapin Hall at the University of Chicago Explores the social support networks of young adults in foster care and examines how foster care might constrain or facilitate supportive relationships into adulthood.

Among the primary goals of the NHVP was assistance in building supportive relationships with family members and friends and linking women with needed health and human services — concrete services that can also be addressed by individual mental health providers.

The Caring School Community (CSC) program focuses on building a supportive school community based on caring relationships among students, between students and teachers, and between schools and families.

A Reason, a Season, or a Lifetime: Relational Permanence Among Young Adults With Foster Care Backgrounds (PDF - 441 KB) Samuels (2008) Explores the social support networks of youth aging out of the foster care system and examines how foster care might constrain or facilitate supportive relationships into adulthood.

For example, he has found that among happily married couples, the more the wife felt that she and her husband were genuinely interested and supportive of each other's thoughts and feelings, a relationship trait called mutuality, the less stressed she felt in general, and the less her brain was activated, regardless of whether she was going it alone, holding a stranger's hand, or holding the hand of her husband.

Research indicates that emotionally fulfilling relationships are integral components of mental and physical health, and that emotionally focused interventions have the power to establish and recreate supportive bonds among individuals.

INTRODUCTION TO MARRIAGE ENRICHMENT GROUPS A Marriage Enrichment Group (MEG) is an ongoing small group that provides a safe place for couples to explore their relationship among supportive peers.

Various factors appear to compromise the development of supportive father - child relations among couple families, including a high level of family socio - economic disadvantage, adverse family events, an unsupportive partner relationship, a more disruptive or less cohesive family climate, and the presence of a non biological father figure rather than the biological father.

In addition, a moderation effect was found that was consistent with Crockenberg and Leerkes» (2003) transactional model: Among families with relatively high levels of resources and coping capacity, a reactive child temperament appeared to bring these parents together in a more supportive coparenting relationship.

Additionally, some attention has been paid in the literature to cross-cultural collaborations among students and faculty but specifics regarding what works and doesn't work, as well as implications for developing respectful, positive, and supportive faculty - student relationships are not as prevalent.

Supportive relationships between teachers and students and among students that encourage open communication and positive ways to resolve problems and conflicts.

For example, Windsor and Butterworth (2010) detected four relationship types among older and midlife married adults: Supportive, aversive, ambivalent, and indifferent.

In subsequent steps, interactions between supportive relationships and baseline risk and among the relationship variables were examined.