Sentences with phrase «youth social service system»

Discussions with, and for, young people, parents and professionals who care about the youth social service system.

Not exact matches

The bus system faces route cuts practically every year, and crucial social services, such as youth programs, are often threatened by budget shortfalls.

«Having personal experience with the criminal justice system and now working with at - risk youth to develop consequential thinking skills, this population is extremely vulnerable to the negative influences and trauma of incarceration, resulting in re-offending and potentially prolonged mental and social instability,» explained M.A.D.E Transitional Services Executive Director Toney Earl, Jr..

Emmanuelle Bercot's Standing Tall was a fairly well - executed account of a troubled youth's journey through France's judicial and social - services system and as such was hardly standard opening - gala fare, but in the end it did provide an improbably feel - good, literally paternalistic resolution.

These laboratories, Reville hoped, would work to reimagine and implement new, personalized systems of education and youth development, focusing on expanding access to out - of - school learning, integrating health and social services into schools, and individualizing education to suit the needs of every child.

A mismatch in the definition of foster youth between the California Department of Education and Department of Social Services as well as the failure to track foster youth who become involved in the juvenile justice system are making it difficult to determine the number of foster youth students in each district.

In response, Massachusetts has created a Child and Youth Readiness Cabinet, a panel that will share health, social services, and education information in a student data system.

Leveraging Public Dollars to Support Community School Outcomes: An example from Youth Ventures Joint Powers Authority of Oakland, CA Josephina Alvarado Mena, Chief Executive Officer, Youth Ventures Joint Powers Authority - PowerPoint Presentation - Safe Passage Joint Powers Authority One - pager - Elev8 Oakland One - pager - Stanford Social Innovation Review - Integrating Youth Services Preparing High School Students for Post-Secondary Success Jimmy Casas, Principal, Bettendorf High School Joy Kelly, Associate Principalt, Bettendorf High School Tim Carlson, Principal, Sycamore Community School District 427 - Creating Career Academies PowerPoint Presentation Project - based Learning Jaime Stephanidis, Consultant, American Institute for Research Fausto Lopez, Consultant, American Institute for Research - PowerPoint Presentation - Essential Elements of Project Based Learning - Project Planning Form - Tips for Effective Facilitation - Things to Consider When Developing a Project Ensuring a Continuum of Care and Support for Students: How one community is developing a strategic collaboration between their middle schools and high schools Fanny Diego, Contracts Administrator, Enlace Chicago P - 20 Council: A systems - level scale - up of education initiatives across Illinois Miguel del Valle, Chair, Illinois P - 20 Council - Illinois P - 20 Council Executive Report - Illinois P - 20 Council Full Report - Illinois P - 20 Org.

Innovative strategies, such as Leaders for Today and Tomorrow (which develops and supports school, district, and community - based leaders with an emphasis on equity, social justice, and authentic family engagement) and the Youth Service Professionals Initiative (a comprehensive initiative to build staff skills and system capacity) demonstrate continued commitment to cross-boundary leadership.

(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?

While in Toronto, she grew her portfolio as a social advocate and community builder, engaging with the Native Canadian Centre as a youth and social services worker and court worker, assisting Indigenous people in the court system.

Latino Families and the Public Child Welfare System: Examining the Role of Social Support Networks Ayón Children and Youth Services Review, 33 (10), 2011 View Abstract Examines Latino families» social networks and the role they play when a family is involved with the public child welfare sSystem: Examining the Role of Social Support Networks Ayón Children and Youth Services Review, 33 (10), 2011 View Abstract Examines Latino families» social networks and the role they play when a family is involved with the public child welfare sSocial Support Networks Ayón Children and Youth Services Review, 33 (10), 2011 View Abstract Examines Latino families» social networks and the role they play when a family is involved with the public child welfare ssocial networks and the role they play when a family is involved with the public child welfare systemsystem.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

Assessing Outcomes among Dual - System Welfare and Child Welfare Involved Families U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau University of Denver, Graduate School of Social Work, The Butler Institute for Families (2012) View Abstract Describes improvement outcomes of children and families involved in TANF (Temporary Assistance for Needy Families) and the Jefferson County Division of Children, Youth and Families (CYF) programs.

Instructor: Jamie Blair Echevarria, LMFT, LCSW Multi-Problem Families (2 credit hours): Treating families with high - risk youth and other challenges, expanding family system to include working systemically from a strength - based perspective at multiple levels within the child's system: parents, siblings, peers, extended family, social services, probation, schools, courts, etc..

Developed by Dr. David Hawkins and Dr. Richard Catalano of the Social Development Research Group in Seattle, Washington and facilitated by the U.S. Department of Substance Abuse and Mental Health Services Administration (SAMHSA), the CTC system is a way for members of a community to work together to efficiently and effectively promote positive youth development and prevent youth problem behaviors such as substance abuse, delinquency, teen pregnancy, school drop - out and violence.

Strategies: Promote respect fro traditional family values and systems of authority through formal recognition; support and resource forums, camps and activities that address social wellbeing for youth, men and women; identify demographic needs at the regional and local level, establish targets and performance standards and revisit State based policies; monitor effectiveness of parenting programs; ensure that information about existing government assistance programs and services is made available to all communities, organisations and individuals.