Sentences with phrase «teaching children and adolescents»

Dr. Saltzman has written two books A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions, and A Still Quiet Place for Teens: A Mindfulness Workbook to Ease Stress and Difficult Emotions.

To support others in discovering the joy and peace of the Still Quiet Place, Dr. Saltzman has written the book A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions and created two CDs, Still Quiet Place: Mindfulness for Young Childrenand Still Quiet Place: Mindfulness for Teens.

A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions

To support others in discovering the joy and peace of the Still Quiet Place I have written a book, A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions, and created two CDS: Still Quiet Place: Mindfulness for Young Children and Still Quiet Place: Mindfulness for Teens.

Her book, A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions, has recently been published.

In the new era of learning, technology plays a fundamental role in the processes of teaching children and adolescents.

Before coming to Butler University, Lori was an Assistant Professor at Marian University in Indianapolis and earlier on taught children and adolescents with emotional challenges in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center, and was a behavioral consultant for Methodist Hospital, in Indianapolis on the adolescent psychiatric unit.

She teaches child and adolescent mental health practitioners across Victoria, and also works as a clinical psychologist in private practice and at the Children's Court.

She teaches child and adolescent mental health practitioners across Victoria, and also works as a clinical psychologist in private practice and at the Children's Court Clinic.

Upon her move to Nashville, Rikki taught Child and Adolescent Development in the Department of Psychology at Welch College while serving her previous employer and other Texas agencies as a consultant on children's mental healthcare.

Before coming to Butler University, Lori was an Assistant Professor at Marian University in Indianapolis and earlier on taught children and adolescents with emotional challenges in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center, and was a behavioral consultant for Methodist Hospital, in Indianapolis on the adolescent psychiatric unit.

Not exact matches

The result was a report titled «Teaching Adolescents to Become Learners,» published in June 2012, which for the first time represented noncognitive skills — or «noncognitive factors,» as the report called them — not as a set of discrete abilities that individual children might somehow master (or fail to master), but as a collection of mindsets and habits and attitudes that are highly dependent on the context in which children are learning.

The report recommends that children and adolescents be taught to drink water «routinely as an initial beverage of choice» and «generally [as] the appropriate first choice for hydration before, during, and after most exercise regimens.»

Before returning to private practice, Dr. Schultz served as the Co-Director of the Center for Child and Adolescent Development at the Cambridge Health Alliance, a Harvard Teaching Hospital.

She has had a large clinical practice with an emphasis on child and adolescent problems and parenting issues, and has taught Child Development classes to graduate students at the University of California San Francisco Medical Cechild and adolescent problems and parenting issues, and has taught Child Development classes to graduate students at the University of California San Francisco Medical CeChild Development classes to graduate students at the University of California San Francisco Medical Center.

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He teaches post-graduate classes in adolescent development, psychoanalysis, neuropsychological testing, and child psychotherapy, and he has published several widely read articles on child psychotherapy.

«As caregivers, one of our tasks is to teach children how to gradually take on more responsibility, be organized and ultimately grow into adults who can take care of their own basic needs,» says Yolanda N. Evans, MD, MPH, a pediatrician at the Division of Adolescent Medicine at Seattle Children's Hospital and co-author of parenting blog Teenolchildren how to gradually take on more responsibility, be organized and ultimately grow into adults who can take care of their own basic needs,» says Yolanda N. Evans, MD, MPH, a pediatrician at the Division of Adolescent Medicine at Seattle Children's Hospital and co-author of parenting blog TeenolChildren's Hospital and co-author of parenting blog Teenology 101.

A major teaching affiliate and research center of The Warren Alpert Medical School of Brown University, Bradley Hospital is world renowned for its expertise in child and adolescent psychiatry.

A teaching hospital for The Warren Alpert Medical School of Brown University, Bradley Hospital is a national center for research in child and adolescent psychiatry.

Catherine Cook - Cottone, Ph.D., Licensed Psychologist, Registered Yoga Teacher, and Associate Professor at SUNY at Buffalo is a researcher specializing in psychosocial disorders and teaches classes in counseling with children and adolescents, mindful therapy, and yoga for health and healing.

Darcy loves teaching family yoga and children, adolescents, and adults of varying abilities and yoga experience, including pregnant women.

Abundant gardens growing fresh produce line the resort grounds, and the sound of children's laughter can be heard in the distance as the on - site Thai Child Development school teaches local adolescents with disabilities.

The middle - school movement sought to place adolescents in environments that would be sensitive to their developmental needs and, in contrast to traditional junior high schools, would focus on «teaching the child, not the subject.»

Our annual 2 - day Foundations of Child Play Therapy workshop will provide you with practical skills to apply in your current teaching or counselling practice and is also a great introduction to this innovative approach to mental health in children and adolescents.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Punch: It's one thing to know your subject matter, but something quite different to teach it to children and adolescents.

The Secondary Teaching program uses an interdisciplinary approach by combining course work from Weinberg College of Arts and Sciences (WCAS) in a chosen field — such as English, history or math — with School of Education and Social Policy courses on such topics as child and adolescent development, educational philosophy, and methods of instruction.

«If we believe that young children need teachers with special training in early - childhood education, why would we not think young adolescents need and deserve teachers trained to teach this special age group?»

Teaching requires a strong grasp of subject matter, an understanding of child and adolescent development, and the ability to spark creativity and critical thinking within a content area.

Individuals who have a teaching license and who want to become a master teacher of reading and writing to children and adolescents.

One wonders what sort of alternative universe the so - called education leaders live in these days — most whom only taught a year — if they taught at all, and who most likely never bothered to lower themselves to take one of those silly courses about child and adolescent development.

Secondly and most importantly, as educators we must offer an alternate vision about teaching and learning, one grounded in well - documented knowledge about how children and adolescents grow and learn, and design ways to assess the achievement of real growth, real learning.

Less encouragingly, typical SEL programs — which directly teach skills and invite participants to rehearse those skills over the course of many classroom lessons — have a poor track record with middle adolescents (roughly age 14 to 17), even though they work well with children.

In addition to the traditional master's degrees in Teaching (MAT), which includes an emphasis in Adolescent Literacy, Roosevelt's Bachelor of Arts in Psychology with an emphasis in Child and Family Studies offers an excellent pathway to pursuing administrative and leadership roles in the early childhood education arena that may involve counseling families with how to prepare food for and optimally parent their children.

I have a BA in child and adolescent behavior and am working towards a elementary teaching credential.

The school counseling curriculum, taught from a Biblical perspective, prepares graduates to plan, develop, implement, and evaluate comprehensive school counseling programs that are culturally sensitive and promote the career, personal, social, and academic development of children and adolescents.

Starting in the first semester you will be paired with a student for supervised tutoring in our university clinic; in the second semester, you will teach reading and writing to children or adolescents within their classroom and school settings.

They also raise awareness of the context and theory of language teaching and learning to children and adolescents.

It is quite easy — and thoroughly enjoyable — to teach young puppies to like being handled and examined by people, whereas teaching adolescent and adult dogs to accept handling, especially by children and strangers, can be time - consuming and potentially dangerous.

Fishing in the City: Learn to fish clinics teach the basics of fishing to children and adolescents ages 5 - 15.

Throughout my experience as a teaching professional, I have successfully provided adolescent learning activities that stimulate children to use their imaginations and creativity, while implementing efficient and innovative teaching solutions to the complex issues facing my employers and staff.

I am participating in a poverty programme that has established a centre to teach young children and adolescent's computer skills and how to access and surf the Internet.

Taught children, adolescents and adults appropriate coping and interpersonal skills, provided service and resource coordination, and community linkage.

With a passion for helping children and adolescents thrive, my experiences range from mentoring at - risk youth to teaching sex - ed.

Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Article: School Mindfulness Programs May Reduce Stress — And Make Teens Happier, Study Finds Article: «Mindful Moments» Program Has High School Students Begin And End Each Day With Meditation (VIDEO) Article: Why Teaching Mindfulness Benefits Students» Learning Article: The education of character: Carefully Considering Craisins Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Video: Mindful Schools In - Class Instruction Video: iBme Mindfulness Programs Transform an Oakland Public High School Video: Mindfulness In Schools — BBC World News Video: About Modern Mindfulness for Schools Video: Mindfulness: Learning to Stop the Stress (NBC Washington News) Video: Mindup Program for Children Video: Building better brains Video: Children talking about the benefits of mindfulness Video: Mindful Schools, Compassionate Schools Video: ABC news report on mindfulness in local school

This training focuses on teaching the AutPlay Therapy treatment approach, a Play Therapy and Behavioral Therapy based approach to working with children and adolescents with autism spectrum disorder, neurodevelopmental disorders, and other developmental disabilities.

Once goals are identified, important skills are taught that will help children / adolescents adjust to home and school.

In addition to an active clinical practice, she teaches and clinically supervises psychology students, marriage and family therapists, social workers, psychiatry fellows, and medical students about the application of modular cognitive behavioral therapy (CBT) for child and adolescent depression and anxiety.

Hunt has also been honored with several awards from Alpert Medical School, including the Outstanding Teaching Award in Child and Adolescent Psychiatry (2005 - 2006); the Special Recognition in Child and Adolescent Psychiatry Award (2003); and the Excellence in Teaching Award for Clinical Faculty (2003).