Sentences with phrase «youth development outcomes»

Catalano et al. continue, «We are finding new evidence that offers an empirical demonstration of why increasing positive youth development outcomes is likely to prevent problem behavior.

This article, published in the first issue of the International Journal for Research on Extended Education, focuses on how we can measure the impact out - of - school time (OST) programs have on youth development outcomes and how we can use those outcomes to better inform OST programming in a way that will benefit the youth the program is currently serving.

To what extent does the Career Academy approach change educational, employment, and youth development outcomes for students at greater or lesser risk of school failure?

This work is grounded in a coherent rationale and designates a series of indicators that demonstrate system - level, setting - level and individual - level practices to promote smooth transitions to early grades and growth across youth development outcomes for all children.

October 6th - 8th (Saturday — Monday) FOUNDATIONS: $ 650 An introduction to Bent On Learning's history, curriculum, and impact on youth development outcomes, discussions on the role of yoga teachers in schools, and instruction on how kids learn and how to set them up for success.

, our evaluation partner in measuring social - emotional learning and youth development outcomes in our students.

Not exact matches

«While winning and losing are a natural outcome of the sports experience, fun level and skill development should be the focus of youth sports,» says Gaines.

By focusing on youth, addressing critical education and health outcomes, organizing collaborative actions and initiatives that support students, and strongly engaging community resources, the WSCC approach offers important opportunities that may improve healthy development and educational attainment for students.

Downstream, the likely outcome from depicting that bleak picture is diminishing job prospects for young people in those areas — doubtless followed by escalating demands for more and more government grants to promote business development in Labour heartlands to reduce youth unemployment.

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Interested in the academic outcomes and school experiences of bilingual and bicultural youth, particularly their literacy development.

The authors conceptualize rigorous learning as the outcome of an environment that promotes positive youth development, not changes in course offerings or testing requirements.

Learning Around the Clock: Benefits of Expanded Learning Opportunities for Older Youth identifies and describes Expanded Learning Opportunities (ELOs) that improve academic performance, college and career preparation, social and emotional development, and health and wellness outcomes for underserved yYouth identifies and describes Expanded Learning Opportunities (ELOs) that improve academic performance, college and career preparation, social and emotional development, and health and wellness outcomes for underserved youthyouth.

Shift our education culture to one of blame (not good enough, not enough $, what's wrong within the bureaucracy and within school walls) to one of ownership, where EVERYONE (individuals and organizations) reflects on how they can contribute to better outcomes for youth and how we each can play a meaningful role in the development of children from pre-natal to adulthood.

Their aim is to enable schools and adult and youth services to get the most from their investment in technology, supporting overall school development and improve learning outcomes for all.

Her current research examines the relationship between risk and protective factors, preventive interventions, and youth outcomes; the design and evaluation of tools to facilitate the use of protective factors in strength - based and evidence - informed practice; and the development of community - based infrastructures to promote and sustain the use of such tools in practice environments.

Mitra's studies (2004; Serriere & Mitra, 2012; Mitra & Serriere, 2012) have found that a key outcome of what I describe as Meaningful Student Involvement was youth development.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

Youth Development Competencies and positive outcomes such as social, emotional, behavioral, cultural, global, wellness and character

The authors of Assessing What Really Matters in Schools conceptualize rigorous learning as the outcome of an environment that promotes positive youth development, not changes in course offerings or testing requirements.

A nonpartisan, nonprofit research, development, and service agency working with education and other communities throughout the United States and abroad, WestEd aims to improve education and other important outcomes for children, youth and adults.

Two evidence based strategies, Social Emotional Learning (SEL) and Mindfulness, share similar goals and outcomes for the emotional, social, and academic development of youth.

Research shows the professional development of staff leads to better practice with youth, improves program quality, and increases positive youth outcomes.

He has developed, implemented and supported key legislation, policies and programs related to various issues such as educational opportunity and academic outcome improvements; mentoring, leadership and literacy support for targeted Milwaukee youth; poverty; neighborhood revitalization; job creation, opportunity, quality and security for Milwaukee residents; and the development, success and achievement of young men of color in Milwaukee.

As we consider potential non-academic indicators, policymakers and thought leaders should draw upon the research around positive youth development which states that positive experiences, relationships, and environments contribute to many desired youth outcomes.

Ronald J. Newell and Mark J. Van Ryzin conceptualize rigorous learning as the outcome of an environment that promotes positive youth development.

The Youth Sport Trust's Development Manager Kate Thornton - Bousfield outlines a three step approach to ensuring that your Primary PE and Sport Premium funding creates sustainable outcomes for your whole school.

Moriah Group is an international consulting firm focused on enhancing outcomes for children and youth through improved education, child and youth development, and community development strategies.

IEL's program, Right Turn Career - Focused Transition Initiative, was highlighted for its positive outcomes in supporting career development for youth that are involved with or at risk of becoming involved with the juvenile justice system.

The youth surveyed indicated that participating in Right Turn was associated with a number of positive outcomes, including gaining access to mentors, career development, jobs and resources, and social emotional skills.

(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?

Friends for Youth integrates outcome measures for the youth (e.g., academic achievement, wellness, skills development) into ongoing operatYouth integrates outcome measures for the youth (e.g., academic achievement, wellness, skills development) into ongoing operatyouth (e.g., academic achievement, wellness, skills development) into ongoing operations.

As Catalano and colleagues (2004) put it: «Youth development practitioners, the policy community, and prevention scientists have reached the same conclusions about promoting better outcomes for yYouth development practitioners, the policy community, and prevention scientists have reached the same conclusions about promoting better outcomes for youthyouth.

Judicial, legal, law enforcement, justice, social service and school professionals should understand positive youth development principles and how they can be used to achieve better outcomes for court - involved youth.

More specifically, his work examines the risk and protective factors that impact the academic and behavioral development of children and youth, with a focus on how the school and family environments influence student outcomes.

Sensitive and responsive caregiving engenders positive youth development, but the specific features that constitute high quality care may look different across cultures.13 In contexts of heightened risk, relational factors that are associated with poor outcomes in low - risk contexts may engender positive development.

Skills for Adolescence for Out - of - School Time provides staff with a positive youth development program that aligns with the six common elements of high - quality OST programming, recognized by researchers and practitioners as having the most influence on positive outcomes for young people.

Looking at long - term effects / follow up effects, follow up outcomes were collected 6 months to 18 years post intervention and demonstrated SEL's enhancement of positive youth development.

Activities and Play, Addiction, Administration, Adolescents, Attachment, Assessment / Outcomes, Behaviour, Boundaries, Bullying / Teen violence, Child Abuse, Children's Rights, Community, Competence, Conflict, Culture / Society, CYC: The Profession, Delinquency, Development, Discipline, Education, Engaging, Ethics, Family, Foster Care, History, Humour, Intervention, Juvenile Detention, Life Space Work, Love, Milieu, New CYC Workers, Outdoor Education, Parents and Parenting, Peers, Philosophy, Practice, Programs, Punishment, Relational Practice, Residential Care, Resilience, Restorative Practice, Runaways / Homelessness, School, Self, Sexual Issues, Strengths, Stress and Self - care, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

In our study we tested a contextual model derived from positive youth - development theory by examining the association of family, school, and community risk and promotive factors, with several outcome indices of both positive and negative adolescent development.

Youth who were involved in contexts that provided positive resources from important others (ie, parents, schools, and communities) not only were less likely to exhibit negative outcomes, but also were more likely to show evidence of positive development.

Positive future expectations facilitate optimal development and contribute to healthier outcomes for youth.

Internal resources and community - level factors may influence adolescent future expectations that facilitate optimal development and contribute to healthier outcomes for youth.

Robeson's vast body of work includes the NICHD Study of Early Child Care and Youth Development, which sought to determine the relationship between children's early experiences and their developmental outcomes, the Massachusetts Early Care and Education and School Readiness Study and the Ready Educators Quality Improvement Pilot.

Dr. Herzog also serves as lead faculty for the MU's Youth Development program, which focuses on training Masters level students to utilize strengths - based approaches and opportunities to encourage positive outcomes for youth in a variety of settYouth Development program, which focuses on training Masters level students to utilize strengths - based approaches and opportunities to encourage positive outcomes for youth in a variety of settyouth in a variety of settings.

A great resource for quick and effective professional development — and an ideal preservice textbook — this highly practical guide puts better outcomes for CLD youth well within reach as they navigate the road to adulthood.

Her career is focused on improving outcomes for the highest risk youth through effective implementation of evidence - based youth development programs, social emotional learning, violence prevention, and intervention within a frame of well - being and normal childhood and adolescent development.

Religion as a resource for positive youth development: Religion, social capital and moral outcomes.

As we consider potential non-academic indicators, policymakers and thought leaders should draw upon the research around positive youth development which states that positive experiences, relationships, and environments contribute to many desired youth outcomes.