Sentences with phrase «youth outcomes through»

In addition to other resources available to you through the OJJDP National Mentoring Resource Center, these modules will support you in learning the skills and infrastructure necessary to support positive youth outcomes through mentoring.

Learn the skills and infrastructure necessary to support positive youth outcomes through mentoring

Not exact matches

«When it comes to understanding how well our nation is helping youth affected by autism, our situation is like driving a car through the fog with no dashboard,» said Paul Shattuck, PhD, leader of the Life Course Outcomes Research Program and an associate professor at Drexel.

The National Center of Education and the Economy, through its Center on International Education Benchmarking, is working to build a community of researchers interested in investigating how a small set of countries and states have managed to build and sustain educational systems that manage routinely to produce higher and more equitable outcomes for children and youth.

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.

Since 2013, the Department of Labor - funded program has yielded an array of powerful outcomes for youth involved with the juvenile justice system through restorative justice projects, record expungement, school retention, job placement, and more.

The consolidation of data from disparate systems and the sharing of data across agencies and organizations that serve MNPS students and families are key strategies that Hansen champions in her efforts to improve outcomes for Nashville's children and youth through a collective impact approach.

In addition to her daily work as a mentor and advocate for youth in foster care, she is passionate about equity and working to better outcomes for youth through Check & Connect, student - centered planning, and trauma - informed care.

One collaboration that ensures positive outcomes for youth is through BBF's Early Childhood Services, a comprehensive, integrated system of early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public policy.

However, the underlying mechanisms through which contact with the police and courts results in these undesirable outcomes for youth is unclear.

Cross-boundary leadership is a philosophy that acknowledges that children, youth, and communities are served through multiple, independent systems and that leaders must forge partnerships with each other across systems to improve outcomes for everyone.

Green Dot has proven it can improve outcomes for low - income, high - risk youth, by building new schools, and through turnaround efforts, and in partnership with a unionized workforce.

The Moriah Group, an international consulting firm focused on enhancing outcomes for children and youth through improved education, and the National Dropout Prevention Center / Network, the foremost resource for educators and policymakers who work to improve graduation rates, worked together to produce the paper, with the sponsorship of the Robert Wood Johnson Foundation.

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.

In a study of the distance learning programs offered through Johns Hopkins University's Center for Talented Youth, outcomes of the program for gifted students ages 5 - 17 were examined by looking at both student and parent evaluations and final grades for the courses.

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Studentsthrough Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted StudentsThrough Advocacy (1990) E478: Underachieving Gifted Students (1990)

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)

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.

Two primary outcomes are predicted: in comparison to the control treatment, BEST - YMH will produce a greater improvement in parental and youth mental health, and a larger number of youth engaging in individual treatments through the course of the family - based interventions.

We've been exploring the impact of youth leadership on e-safety outcomes over the last year through the pilot of our Childnet Digital Leaders Programme, and we found there is a clear positive impact on the whole school community.

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 study (1) briefly describes the Collaborative Problem Solving (CPS) approach, (2) describes agency - wide implementation of CPS and the challenges this agency faced, (3) reports rates of S / R across two programs in which data are available before and after adoption of CPS, and (4) presents an exploratory analysis of improved youth outcomes that may support LeBel and Goldstein's assertion that reducing S / R contributes to improved outcomes through redistribution of staff time into therapeutic activities.

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.

Critical features of MST include: (a) integration of empirically based treatment approaches to address a comprehensive range of risk factors across family, peer, school, and community contexts; (b) promotion of behavior change in the youth's natural environment, with the overriding goal of empowering caregivers; and (c) rigorous quality assurance mechanisms that focus on achieving outcomes through maintaining treatment fidelity and developing strategies to overcome barriers to behavior change.

Improvements in family functioning through reducing caregiver stress can influence the success of outcomes for anxious youths (Schleider et.

The U.S. Conference of Mayors (USCM), through its Jobs, Education and the Workforce Standing Committee and its Education Excellence Task Force, provides technical assistance and policy support to mayors seeking to improve educational outcomes for children and youth in their cities.

The ultimate outcome is a strengthened community through the civic engagement of adults and youth of diverse backgrounds.

The National Center for Systemic Improvement (NCSI) works with states to transform their systems & build capacity to improve outcomes for infants, toddlers, children, and youth with disabilities and their families, through partnerships with state and local programs, families, and communities.

Differences in diabetes outcomes have even been found between insured minority youth and White youth receiving care through the same integrated health center (Jacobsen, Black, Li, Reynolds, & Lawrence, 2014), suggesting that there are factors beyond treatment disparities affecting glycemic control.

More specifically, he has explored outcome research and process - based research; he has influenced the field through prevention, education, and intervention with low - income families and youth, particularly with African - American young adults, youth, and toddlers around problem behaviors and conduct disorders.

We are dedicated to improving outcomes for children, youth and families through strengths - based training and practice in education and social services.

Parental antisocial experiences influenced young adult outcomes and operated through youths» own developing identities.

Children and Schooling — This programme focuses on getting children to school, improving education outcomes including Year 12 attainment, improving youth transition to vocational and higher education and work, as well as, supporting families to give children a good start in life through improved early childhood development, care, education and school readiness.