Sentences with phrase «youth need specific»

School - to - work programs recognize that youth need specific skills to prepare them to measure up to the larger demands of today's workplace.

School - to - work programs recognize that youth need specific skills to prepare them for the larger demands of today's workplace.

Not exact matches

I will not give specific school names but they are in the bible belt region in Alabama and Georgia and one of the youth I taught before God showed me that I needed to be in a different church she takes her bible to school anyway at the risk of getting in trouble

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

«Attending the Youth Race Director Certification class opened my mind to so many more perspectives and needs specific to youth events that should be addreYouth Race Director Certification class opened my mind to so many more perspectives and needs specific to youth events that should be addreyouth events that should be addressed.

The Oneida County team's capstone project, titled Reforming Juvenile Justice Practices in Oneida County is focused on diverting youth from the juvenile and criminal justice system by providing intervention services catered to the specific needs of the juvenile offender.

This signing is a Memorandum of Understanding to reform Juvenile Justice Practices in Oneida County focused on diverting youth from the juvenile and criminal justice system by providing intervention services catered to the specific needs of the juvenile offender.

Because many schools need help navigating in the sea of programs designed to promote these capacities — including youth development, character education, SEL, bullying and conflict resolution programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.

To run an effective afterschool program for adolescent urban youth, for example, teachers and mentors need to understand the specific challenges of adolescent development as well as cultural variations in child - adult relationships.

This brief discusses the specific needs of middle school youth, the ways afterschool programs can meet these needs, and the barriers to participation that exist among middle school youth.

As communities across the country mark National Recovery Month, Roger Jarjoura explains why recovery can be particularly challenging for youth, and how the juvenile justice system must address their specific needs.

The intent of California's Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but at the same time to create a new school finance system that recognizes that students with specific demographic factors need greater support to address their academic needs and improve educational outcomes: English Learners, low income students and foster youth.

The LCFF holds great promise for foster youth, but in order for that to become a reality, districts and counties need to develop strong goals and sets of actions specific to foster youth in their Local Control Accountability Plans (LCAP) to ensure foster youth receive the supports and services they need to succeed in school and thrive in life.

The term «gifted and talented», when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

Programs, curricula, and services for gifted and talented youth can best meet their needs, promote their achievements in life, and contribute to the enhancement of our society when schools identify students» specific talent strengths and focus educational services on these talents.

Youth Outcome Goals — Program has at least two youth outcome goals that are aligned with the mission and the needs of the youth served and have all of the following characteristics: specific, measurable, realistic and time - limYouth Outcome Goals — Program has at least two youth outcome goals that are aligned with the mission and the needs of the youth served and have all of the following characteristics: specific, measurable, realistic and time - limyouth outcome goals that are aligned with the mission and the needs of the youth served and have all of the following characteristics: specific, measurable, realistic and time - limyouth served and have all of the following characteristics: specific, measurable, realistic and time - limited.

The Javits Act uses the federal definition of «gifted and talented students,» which is located in the definitions section of the Elementary and Secondary Education Act: Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

We already have decent protection against obsolete or incorrect legal information through specific court orders, youth courts and pardons, and need this overarching invention of the EU like we need a legal requirement to forget the criminal behaviour of a certain railroad running through Quebec...

They will be working closely with the law foundation and youth to hear about their experiences and specific needs when it comes to accessing the justice system.

Sales Associate — Queen Bee Beauty Products — Philadelphia, PA — 7/2013 to Present • Provide friendly customer service and help customers find products they are looking for • Process orders quickly and efficiently and advise customers on order delivery, warranties, and return policies of every product purchased • Disperse material on sales, discounts, and reward programs to gain additional customers • Close sales successfully with 95 percent of customersSales Associate — Young's Youth Supplies — Philadelphia, PA — 5/2010 to 7/2013 • Increased the company's yearly profits by 20 percent with innovative promotions and pitching campaigns • Maintained an organized and visually engaging store floor to promote goods and make buyers feel comfortable • Explained benefits of products and answered questions concerning proper usage and specific features • Adjusted communication and sales pitching according to customers» styles and needs

• Assisted in creating and implementing youth programs to meet the individual requirements of each participant • Engaged participants in conversation to determine what their specific needs are and provided feedback to youth worker • Provided support in determining the need for intervention in issues such as drug and alcohol abuse • Assisted participants in determining the type of services and resources they needed, and arranged for them to be made available • Acted as participants» advocate in front of social services and government departments

It aims to enhance the skills of community youth workers in providing effective substance use education and support that is need - specific.

Thirdly, past representative bodies have also been plagued by tensions arising from the need to represent a diversity of Indigenous interests, including interests of both urban and rural / remote communities as well as interests of specific members of the community including, Indigenous women and youth.

Targeted experience: the client as expert Should Child and Youth Care practitioners attempt to target specific experiences to the special needs of their clients?

In collaboration with Colorado State University, MBA also developed mindfulness training programs that met the specific needs of diverse youth populations, including youth of the Confederated Salish and Kootenai Tribes in Montana, and military youth in Ft. Collins, CO..

These findings reinforce the need for broad - spectrum biopsychosocial (as opposed to problem - specific) screening and assessment procedures, and the need for multi-disciplinary, multi-agency intervention models that can provide an integrated response to multiple, co-occurring problems of youth and families.

MST works in collaboration with the caregivers as a team, enabling our therapists to tailor the work to the specific needs and situations facing the youth and their families.

The Future of Family Engagement in Residential Care Settings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential care settings.

Strategies: Establish community group / service provider partnerships; promote regional forum of community groups; develop regional agreement; convene Regional Youth Forum; facilitate development of community level service agreements committing agencies to design and delivery of services that meet specific local needs.

Our programs use a range of research and evidence supported strategies according to the program focus and specific needs of the child, youth, or family.

When parenting challenges specific to parenting an early adolescent (e.g., the need to cope with increased youth argumentativeness and moodiness) are added to the stress parents experience in other domains of life (Silverberg 1996), learning new discipline practices may be insufficient to promote adaptive coping with the changing parent — adolescent relationship.

Parental monitoring behaviors are also likely to vary from illness to illness when illness - specific health status is the outcome of interest; while parents of youth with asthma may need to routinely check that the child did not spend time in environments where smokers were present, such monitoring would be less important for parents of youth with other chronic conditions.

The results suggest the need for targeting the impact of maternal depression's gender - specific effects on early youth outcomes, and also highlight the different patterns of major depression in youth and their likely implications for future course of depression.