Sentences with phrase «youth outcomes including»

Now, BLOCS is focused on understanding how program quality improvement yields positive impact on youth outcomes including academic, behavioral, and college and career readiness outcomes.

Not exact matches

Topics at the summit will include injury prevention strategies in youth sports, overuse injuries, how to prevent bullying and gender influences on sport - related concussions and outcomes.

The anger and indignation being felt across the world at terrible, fraudulent outcome of 2012 elections in Ghana came alive when hundreds of Ghanaians including members of the Coalition of Ghanaians against Electoral Fraud (COGEF), the Movement for Genuine Democracy (MGD), The Progressive Youth for Change and Transparency (PYCT) and The Stop tribalism in Ghana group demonstrated outside the Ghana High Commission offices in Highgate, North London.

Officials would «begin the preparatory steps for implementing this recommendation», a spokesman said, which would «of course, be subject to the outcome of appropriate consultation, especially with young people's organisations including the Scottish youth parliament».

The H&HS Cabinet is comprised of representatives from the County's health and human services related departments, including Health (including the Division of Veterans Services), Mental Hygiene, Community & Family Services (including the Division of Youth Services), Probation & Community Corrections and the Office for the Aging, working together to coordinate service delivery to provide better outcomes for families.

That outcome was stunning given the speaker's long identification with the LGBT community — as the 1991 campaign manager and later chief of staff to Tom Duane, the Council's first out gay member; as head of the New York City Gay and Lesbian Anti-Violence Project; as a demonstrator arrested year after year in protests against the exclusion of openly gay participants in Manhattan's St. Patrick's Day Parade; and as a Council member who pursued a range of initiatives in support of the community, including a school anti-bullying law, a requirement that the city only do businesses with contractors with anti-discrimination policies in place, and funding for LGBT homeless youth services, senior services, and the capital needs of the LGBT Community Center.

The «National Autism Indicators Report: Transition into Young Adulthood» is a comprehensive report that presents new findings about a wide range of experiences and outcomes of youth on the autism spectrum between high school and their early 20s, including new safety and risk indicators for young adults with autism.

In both the fall and spring, the researchers collected three types of academic outcome measures from youth and staff, including reading skills, youth perceptions of their academic abilities, and academic engagement.

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.

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.

The webinar also highlighted the Blueprint for Change: Education Success for Youth in the Juvenile Justice System, an interactive online tool that includes 10 comprehensive goals and corresponding benchmarks to improve educational outcomes for youth in the juvenile justice syYouth in the Juvenile Justice System, an interactive online tool that includes 10 comprehensive goals and corresponding benchmarks to improve educational outcomes for youth in the juvenile justice syyouth in the juvenile justice system.

With a mission to empower youth organizations to improve outcomes and reduce social costs, IYS supports more than 190 youth programs, including camps, sports, STEM, leadership, after school, independent living, and mentoring programs.

His research focuses on strategies to increase the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies of the effects of work - based learning and CTE - based school reforms on the educational outcomes of at - risk youth.

Lastly, the author lists five recommendations for LAUSD to promote better outcomes for foster youth, including partnering with state and local agencies and stakeholders to create complimentary and comprehensive service plans and goals.

The workshop includes a brief review of the research on LGBTQ + youth health and social outcomes, including risks and buffers, appropriate responses to scenarios that professionals may encounter, resources, and referral.

At Match Education, she supported in - district high school math tutoring programs, including a gold - standard study by the University of Chicago Urban Education Lab on the efficacy of 2:1 tutoring in improving outcomes and reducing violence in at - risk youth.

UNITE - LA employs staff to specifically support strategies aimed at changing outcomes for this high need population that includes Foster Youth, Transition - Age Youth, Probation Youth and Formerly Incarcerated yYouth, Transition - Age Youth, Probation Youth and Formerly Incarcerated yYouth, Probation Youth and Formerly Incarcerated yYouth and Formerly Incarcerated youthyouth.

In their view, dual enrollment is presumed to lead to a long list of positive outcomes for all participating youth, including increasing the academic rigor of the high school curriculum; helping low - achieving students meet high academic standards; providing more academic opportunities and electives in cash - strapped, small, or rural schools; reducing high school dropout rates and increasing student aspirations; helping students acclimate to college life; and reducing the cost of college for students.

LCFF marks the first time any state has included foster youth in its school accountability and funding systems, and focuses much needed attention on improving education outcomes of foster youth.

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.

Dr. Stone's research has focused on strategies that improve the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies on the effects of work - based learning and the effect of whole - school, CTE - based school reforms on educational outcomes of youth in high - poverty communities.

Her work includes efforts to improve educational options and outcomes for the large and growing numbers of low - income youth and adults struggling in today's economy.

(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?

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examined an intensive mentoring program that focuses on youth deemed at - risk for juvenile delinquency or mental illness [now called Friends for Youth Mentoring Serviyouth deemed at - risk for juvenile delinquency or mental illness [now called Friends for Youth Mentoring ServiYouth Mentoring Services].

Research also helps us understand adolescent behaviors and system responses, including the interventions most likely to reduce youth involvement with the system and promote positive outcomes.

These programs were designed to prevent negative outcomes for some of the highest risk children and adolescents in society, including children in foster care, youth in state mental institutions, and youth in the juvenile justice system.

Group and residential care Offers resources about group and residential care, including assessment and placement decisions, licensing, intensive and secure residential treatment, practice issues, transitioning children and youth from residential care, supporting families, and outcomes.

Focusing on Outcomes for Youth: Permanent Connections National Clearinghouse on Families and Youth (2012) The Exchange, May Issue Includes articles about ways to achieve and improve permanent connections for runaway and homeless yYouth: Permanent Connections National Clearinghouse on Families and Youth (2012) The Exchange, May Issue Includes articles about ways to achieve and improve permanent connections for runaway and homeless yYouth (2012) The Exchange, May Issue Includes articles about ways to achieve and improve permanent connections for runaway and homeless youthyouth.

While I am not suggesting that improvements can not be made to such programs, or that child care staff, like other professionals, require supervision and support to increasingly develop a vision of their work that includes a therapeutic focus, I am suggesting that any notion that suggests that quality Child and Youth Practice is not therapeutic needs to be vigorously rejected, and is not in keeping with recent outcome research which suggests the reverse.

Welfare reform has disrupted Medicaid benefits for millions of children who need treatment.97, 98 Medicaid enables many youth to receive psychiatric treatment.99 Many parents who left welfare to go to work found their new jobs did not provide insurance or, when available, they could not afford copayments.100, 101 The State Children's Health Insurance Program, designed to offset the loss of Medicaid, did not fulfill its intended purpose.98, 102 Moreover, welfare reform has not substantially decreased poverty103; many poor children have become even poorer.104 Poor children are vulnerable to poor outcomes, 105 including involvement with the juvenile justice system.

The Ramsey County CFA Model is a conceptual map and organizational philosophy that includes definitions and explanations regarding how staff partner with families, service providers, and other stakeholders in the delivery of services to achieve positive outcomes for youth and their families.

Dr. Brown's research publications have included: Self - cutting and sexual risk among adolescents in intesive psychiatric treatment; Promoting safer sex among HIV - positive youth with hemophilia: Theory, intervention, and outcome; Predictors of retention among HIV / hemophilia health care professionals; Impact of sexual abuse on the HIV - risk - related behavior of adolescents in intensive psychiatric treatment; Heroin use in adolescents and young adults admitted for drug detoxification; and Children and adolescents living with HIV and AIDS: A review

The following resources address how the use of data improves outcomes for children, youth, and families, including State and local examples.

Youth in PROSPER communities can expect to have better life skills and positive peer relationships, and fewer negative behavioral outcomes including:

The data collected include information on outcomes of child abuse reports, numbers availing of family support services, numbers and categories of children in care, numbers availing of youth homelessness services, and services for separated children seeking asylum.

Youth participating in programs implemented through the PROSPER Delivery System scored significantly lower on a number of negative behavioral outcomes, including drunkenness, cigarette use, marijuana use, use of other illicit substances, and conduct problem behaviors, up to 6 1/2 years past baseline; in many cases higher - risk youth benefited Youth participating in programs implemented through the PROSPER Delivery System scored significantly lower on a number of negative behavioral outcomes, including drunkenness, cigarette use, marijuana use, use of other illicit substances, and conduct problem behaviors, up to 6 1/2 years past baseline; in many cases higher - risk youth benefited youth benefited more.

This section includes resources to help guide child welfare professionals, as well as families and youth, through the permanency process and help ensure safe, stable, and long - lasting outcomes for children.

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.

Permanency Outcomes for Toddlers in Child Welfare Two Years After a Randomized Trial of a Parenting Intervention Spieker, Oxford, & Fleming, (2014) Children and Youth Services Review, 44 View Abstract Reports on child welfare outcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a disOutcomes for Toddlers in Child Welfare Two Years After a Randomized Trial of a Parenting Intervention Spieker, Oxford, & Fleming, (2014) Children and Youth Services Review, 44 View Abstract Reports on child welfare outcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a disoutcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a discussion.

A Foster Care Practice Model: Lifelong Families Case Practice Tools The Annie E. Casey Foundation (2012) Includes resources and materials related to Lifelong Families, a practice model that is intended to serve as a method of improving foster care practice within private child welfare agencies and advancing permanency outcomes for children in care, especially older youth in treatment foster care.

Alabama Gov. Robert Bentley (R) created a children's cabinet by executive order in 2016.10 The cabinet serves as an advisory body on issues that the state's children face — formulating policy solutions and encouraging innovation.11 The cabinet focuses on developing a comprehensive strategy to early learning through a uniform approach to data collection, quality assurance, and outcomes measurement.12 The governor chairs the cabinet, which also includes the state superintendent for education, the commissioner for mental health, and the executive director for youth services.

The positive youth outcomes from high - quality, evidence - based SEL programs include improvements in behavior, attitudes, and academic outcomes.

Outcome measures included self - reports of delinquency using the National Youth Survey, parents» reports of youth substance abuse, and behavioral improvement ratings made by teachers who were not aware of the boys» treatment conditYouth Survey, parents» reports of youth substance abuse, and behavioral improvement ratings made by teachers who were not aware of the boys» treatment condityouth substance abuse, and behavioral improvement ratings made by teachers who were not aware of the boys» treatment conditions.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This article describes the feasibility, utility and efficacy of Attachment, Self - Regulation and Competency (ARC)[now called Attachment, Regulation, and Competency (ARC)- Client], in 2 residential treatment settings serving female youth with histories of complex childhood trauma.

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.

Summary: (To include comparison groups, outcomes, measures, notable limitations) In this study, the efficacy of the Strong African American Families Program (SAAF) was tested in regards to communicative parenting and youth protective factors between SAAF participants and control group members.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The purpose of this study was to examine the effect of the Strong African American Families (SAAF) on the parenting practices and the active role of youths in explaining avoidance of risky sexual activities and alcohol use of rural African American youth as they transition into adolescence.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study describes the effectiveness of the Thresholds Mothers Project Transitional Living Program (TLP) for foster care youth who are preparing to transition to independent living.

Outcome measures included number of days each month a youth was in care, on the run, in detention, or in State training school.