The document summarizes a presentation on opportunities and challenges of virtual parenting education programs internationally. It discusses current virtual parenting programs in the US and globally, covering topics like positive parenting and preventing child abuse. Virtual programs offer opportunities like international collaboration but face challenges with enrollment, special populations, and ensuring program efficacy. Presenters sought questions on developing global parenting education standards and next steps.
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Case-3Many firms are using Big Data to power their decision ma.docxketurahhazelhurst
Case-3
Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.
Case Assignment
For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.
Go to
https://www.teradata.com/Resources?AssetType=Case+Studies
and select your case.
Assignment Expectations
Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 4 to 5 pages.
Background Readings
Required Reading https://youtu.be/03jCdpwmdsU
Anand, Abhijith, Coltman, Tim, & Sharma, Rajeev (2016). Four steps to realizing business value from digital data stream. MIS Quarterly Executive,15(4), 259-277. How to Find MIS Quarterly Executive
Read Chapters 2 and 3 in:
Business Information Systems (2015). Business Information Systems (2015). The Saylor Foundation. www.saylorbooks.com. Creative Commons Book.
Chen, Hong-Mei, Schütz, Roland, Kazman, Rick, & Matthes, Florian (2017). How Lufthnsa capitalized on big data for business model renovation. MIS Quarterly Executive, 16(1), 19-34. How to Find MIS Quarterly Executive
Introduction to Computer Information Systems/Information Systems, Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems
Ives, Blake, Palese, Biagio, & Rodriguez, Joaquin A. (2016). Enhancing customer service through the Internet of Things and digital data streams. MIS Quarterly Executive, 15(4), 279-297. How to Find MIS Quarterly Executive
Maring, Kristen. E (2015) Ethical issues in the big data industry. MIS Quarterly Executive, 14(2), 67-85. How to Find MIS Quarterly Executive
Mehrabani, Afshin (2014). Mongo: DB high availability: Design and implement a highly available server using the latest features of MondoDB. Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Read Chapter 8 in: Pearlson, K.E. and Saunders, C.S. (2010). Managing and using information systems: A strategic approach. John Wiley & Sons. Available in the Trident Online Library.
Ries, S. (2013). OCA Oracle database 11g (2013). Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Singh, Anna & Hess, Thomas (2017). How Chief Digital Officers promote the digital transformation of their companies. MIS Quarterly Executive, 16(1), 1-17. How to Find MIS Quarterly Executive
Van Rijmenam, Mark (2014). Think bigger: Developing a successful big data strategy for your business. San Francisco, CA: American Management Association. Available in the Trident Online Library.
Vohra, D. (2015). NOSQL web development with Apache Cassandra. Boston, MA: Cengage Learning. Available in the Trident Online Library.
Yang Lee, ...
Case-3Many firms are using Big Data to power their decision ma.docxzebadiahsummers
Case-3
Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.
Case Assignment
For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.
Go to
https://www.teradata.com/Resources?AssetType=Case+Studies
and select your case.
Assignment Expectations
Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 4 to 5 pages.
Background Readings
Required Reading https://youtu.be/03jCdpwmdsU
Anand, Abhijith, Coltman, Tim, & Sharma, Rajeev (2016). Four steps to realizing business value from digital data stream. MIS Quarterly Executive,15(4), 259-277. How to Find MIS Quarterly Executive
Read Chapters 2 and 3 in:
Business Information Systems (2015). Business Information Systems (2015). The Saylor Foundation. www.saylorbooks.com. Creative Commons Book.
Chen, Hong-Mei, Schütz, Roland, Kazman, Rick, & Matthes, Florian (2017). How Lufthnsa capitalized on big data for business model renovation. MIS Quarterly Executive, 16(1), 19-34. How to Find MIS Quarterly Executive
Introduction to Computer Information Systems/Information Systems, Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems
Ives, Blake, Palese, Biagio, & Rodriguez, Joaquin A. (2016). Enhancing customer service through the Internet of Things and digital data streams. MIS Quarterly Executive, 15(4), 279-297. How to Find MIS Quarterly Executive
Maring, Kristen. E (2015) Ethical issues in the big data industry. MIS Quarterly Executive, 14(2), 67-85. How to Find MIS Quarterly Executive
Mehrabani, Afshin (2014). Mongo: DB high availability: Design and implement a highly available server using the latest features of MondoDB. Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Read Chapter 8 in: Pearlson, K.E. and Saunders, C.S. (2010). Managing and using information systems: A strategic approach. John Wiley & Sons. Available in the Trident Online Library.
Ries, S. (2013). OCA Oracle database 11g (2013). Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Singh, Anna & Hess, Thomas (2017). How Chief Digital Officers promote the digital transformation of their companies. MIS Quarterly Executive, 16(1), 1-17. How to Find MIS Quarterly Executive
Van Rijmenam, Mark (2014). Think bigger: Developing a successful big data strategy for your business. San Francisco, CA: American Management Association. Available in the Trident Online Library.
Vohra, D. (2015). NOSQL web development with Apache Cassandra. Boston, MA: Cengage Learning. Available in the Trident Online Library.
Yang Lee, .
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Leveraging Technology to Build Positive and Effective Teacher/Family Relation...RethinkFirst
Communicating effectively with parents and care-providers is a core responsibility for special educators. As teachers we know that students will achieve best outcomes when educators and families work together. The beginning of the school year is a great time to set-up your communication practices that will lead to quality relationship building throughout the year.
This session will share ideas and resources for using technology to more effectively engage and communicate with parents and care-providers. From the simplest text message to the use of asynchronous video analysis – together we will learn how to leverage technology to get connected.
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Case-3Many firms are using Big Data to power their decision ma.docxketurahhazelhurst
Case-3
Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.
Case Assignment
For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.
Go to
https://www.teradata.com/Resources?AssetType=Case+Studies
and select your case.
Assignment Expectations
Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 4 to 5 pages.
Background Readings
Required Reading https://youtu.be/03jCdpwmdsU
Anand, Abhijith, Coltman, Tim, & Sharma, Rajeev (2016). Four steps to realizing business value from digital data stream. MIS Quarterly Executive,15(4), 259-277. How to Find MIS Quarterly Executive
Read Chapters 2 and 3 in:
Business Information Systems (2015). Business Information Systems (2015). The Saylor Foundation. www.saylorbooks.com. Creative Commons Book.
Chen, Hong-Mei, Schütz, Roland, Kazman, Rick, & Matthes, Florian (2017). How Lufthnsa capitalized on big data for business model renovation. MIS Quarterly Executive, 16(1), 19-34. How to Find MIS Quarterly Executive
Introduction to Computer Information Systems/Information Systems, Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems
Ives, Blake, Palese, Biagio, & Rodriguez, Joaquin A. (2016). Enhancing customer service through the Internet of Things and digital data streams. MIS Quarterly Executive, 15(4), 279-297. How to Find MIS Quarterly Executive
Maring, Kristen. E (2015) Ethical issues in the big data industry. MIS Quarterly Executive, 14(2), 67-85. How to Find MIS Quarterly Executive
Mehrabani, Afshin (2014). Mongo: DB high availability: Design and implement a highly available server using the latest features of MondoDB. Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Read Chapter 8 in: Pearlson, K.E. and Saunders, C.S. (2010). Managing and using information systems: A strategic approach. John Wiley & Sons. Available in the Trident Online Library.
Ries, S. (2013). OCA Oracle database 11g (2013). Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Singh, Anna & Hess, Thomas (2017). How Chief Digital Officers promote the digital transformation of their companies. MIS Quarterly Executive, 16(1), 1-17. How to Find MIS Quarterly Executive
Van Rijmenam, Mark (2014). Think bigger: Developing a successful big data strategy for your business. San Francisco, CA: American Management Association. Available in the Trident Online Library.
Vohra, D. (2015). NOSQL web development with Apache Cassandra. Boston, MA: Cengage Learning. Available in the Trident Online Library.
Yang Lee, ...
Case-3Many firms are using Big Data to power their decision ma.docxzebadiahsummers
Case-3
Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.
Case Assignment
For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.
Go to
https://www.teradata.com/Resources?AssetType=Case+Studies
and select your case.
Assignment Expectations
Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 4 to 5 pages.
Background Readings
Required Reading https://youtu.be/03jCdpwmdsU
Anand, Abhijith, Coltman, Tim, & Sharma, Rajeev (2016). Four steps to realizing business value from digital data stream. MIS Quarterly Executive,15(4), 259-277. How to Find MIS Quarterly Executive
Read Chapters 2 and 3 in:
Business Information Systems (2015). Business Information Systems (2015). The Saylor Foundation. www.saylorbooks.com. Creative Commons Book.
Chen, Hong-Mei, Schütz, Roland, Kazman, Rick, & Matthes, Florian (2017). How Lufthnsa capitalized on big data for business model renovation. MIS Quarterly Executive, 16(1), 19-34. How to Find MIS Quarterly Executive
Introduction to Computer Information Systems/Information Systems, Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems
Ives, Blake, Palese, Biagio, & Rodriguez, Joaquin A. (2016). Enhancing customer service through the Internet of Things and digital data streams. MIS Quarterly Executive, 15(4), 279-297. How to Find MIS Quarterly Executive
Maring, Kristen. E (2015) Ethical issues in the big data industry. MIS Quarterly Executive, 14(2), 67-85. How to Find MIS Quarterly Executive
Mehrabani, Afshin (2014). Mongo: DB high availability: Design and implement a highly available server using the latest features of MondoDB. Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Read Chapter 8 in: Pearlson, K.E. and Saunders, C.S. (2010). Managing and using information systems: A strategic approach. John Wiley & Sons. Available in the Trident Online Library.
Ries, S. (2013). OCA Oracle database 11g (2013). Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Singh, Anna & Hess, Thomas (2017). How Chief Digital Officers promote the digital transformation of their companies. MIS Quarterly Executive, 16(1), 1-17. How to Find MIS Quarterly Executive
Van Rijmenam, Mark (2014). Think bigger: Developing a successful big data strategy for your business. San Francisco, CA: American Management Association. Available in the Trident Online Library.
Vohra, D. (2015). NOSQL web development with Apache Cassandra. Boston, MA: Cengage Learning. Available in the Trident Online Library.
Yang Lee, .
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Leveraging Technology to Build Positive and Effective Teacher/Family Relation...RethinkFirst
Communicating effectively with parents and care-providers is a core responsibility for special educators. As teachers we know that students will achieve best outcomes when educators and families work together. The beginning of the school year is a great time to set-up your communication practices that will lead to quality relationship building throughout the year.
This session will share ideas and resources for using technology to more effectively engage and communicate with parents and care-providers. From the simplest text message to the use of asynchronous video analysis – together we will learn how to leverage technology to get connected.
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
Assignment Task PART 2Read a selection of your colleagues’ pos.docxrobert345678
Assignment Task PART 2
Read a selection of your colleagues’ posts.
Respond to at least two or more of your colleagues in any of the following ways in a 150 word response each:
· Explain an additional target area that would apply to both your and a colleague’s program or specialization.
· Offer additional support or a reference to the data to support your colleague’s target area(s).
Katheryn Gonzales
Data collection can have a significant impact on making educational and social changes for a community. According to Gonzalez-Sancho & Vincent-Lancrin (2016), longitudinal data systems incorporating administrative records, learning management platforms, and analysis and reporting tools provide significant feedback to stakeholders and diagnostic tools to help create system change. The need for longitudinal data comes from the fragmented approach of data collection that makes it difficult for policymakers, school districts, and all stakeholders to analyze and utilize data that regularly comes from educational institutions.
Grand City has collected data over time and from many different platforms, including demographics, graduation rates, test results, family information, occupational information, educational information, and early childhood educational data. Using this data, the Grand City Task Force can look for trends, compare data, and aggregate data from many sources to address different areas of concern and questions presented to the task force (Gonzalez-Sancho & Vincent-Lancrin, 2016).
Based on my specialization, Early Childhood Education, I find that three areas that need improvement include: increasing the amount of children ages three to five years old who attend preschool, increasing the amount of subsidized preschool and daycare, and working with the community outreach center to advance early literacy to improve overall K-12 English Language Arts test scores.
The first area that needs improvement is increasing the number of incoming kindergarten students attending preschool. The current data from Grand City shows that only 43% of incoming kindergarten students have participated in preschool (Walden University, 2016b). Research suggests that phonological awareness at the preschool level is a predictor of early learning success (Callaghan & Medelaine, 2012). Students who lack quality literacy instruction are at risk for future academic struggles.
Grand City data indicates a low level of students who meet the academic benchmark in English Language Arts test scores. 3rd – 5th-grade students scored as meeting or exceeding the benchmark at 25.7%. The percentage of students who scored as meeting or exceeding the standard in grades 6th – 8th dropped to 19.7%, and the rate of 11th-grade students scoring as meeting or exceeding the benchmark dropped even further to 13.5% (Walden University, 2016b). To begin to make a positive change, the Early Childhood Center and the Early Childhood Program Association will need to work with Grand City’s Community.
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 4
Research Proposal
Topic
Should social media access be limited or prevented for young children is the question debated by both parents and pediatricians on child social growth. Currently, at an early age between 7 and 13 years, it is a critical stage for the growth of interpersonal skills and social competence of a child. Therefore, the media they interact with will be very influential in their future interactions (Livingstone and Bovill, 2013). Thus the parents can either decide to allow them to be exposed to family, school, and friends as a community or the full access to the media. Occasionally, allowing the children to interact with the media is not harmful, but it is vital to monitor what they are being exposed to and reduce the amount of time they spend on the virtual systems. Some of the negative ways that the media influences children is through the recruitment into mass killings that is often associated with terrorism. Furthermore, the persons that the children admire most when they are growing, they tend to emulate their characteristics and behaviors which can either be positive or negative for a child development.
Controversy
Pediatricians have over the years advocated for exposure to media by a kid to be less than 2 hours a day so as to allow them to have functional interpersonal skills. However, critics have been raised on the notion as media has occasionally been used for education and thus the kid can still get same skills in school ad through media. The mode of exposure does not matter. This debate has left many schools in a dilemma whether to fully initiate digital learning in their schools or emphasize on the traditional education and only use digital learning in individual cases.
With today’s technology-driven world, it is almost impossible to keep the children away from the media (Strasburger, 2013). Shielding them will mean raising them in an ideal environment that support less technology, and upon maturity, they are unable to interact with their equals who were exposed to media while growing up. Therefore, parents have the responsibility of allowing the children to learn and appreciate the innovations and technologies in the press while at the same time preventing them from exposure to the risk of excessive media consumption.
Social networks are notably the teen’s largest pools of friends’ acquisition. With the current trend in the social networks, it is, therefore, important that the parents are kept in the loop on which friends the children interact with on the social sites. However, despite social networking being used for friends’ acquisition it also acts as a speculative venture of teens acquisition of friends, as the ones in the social networks are only virtual friends and there is little to no physical interactions between them as friends. Moreover, parents are noted to ensure they respect the children pool of friends be it the once they choose to a ...
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
The Benefits of Infant Massage for Parents Who Have Experienced Miscarriage o...Mary Kay Keller, MPA, PhD
Miscarriage and perinatal death are devastating events that affect a significant number of prospective parents worldwide. These experiences can result in profound grief and emotional distress, often accompanied by feelings of guilt, blame, and anxiety (Brier, 2008; Lok, 2014). While numerous support systems and therapies exist to help individuals cope with pregnancy loss, this presentation explores the potential therapeutic benefits of infant massage, a practice primarily aimed at enhancing the parent-infant bond, in the context of healing after miscarriage or prenatal death.
Infant massage is a tactile therapy involving the gentle manipulation of a baby's body, often using various oils or lotions. It has been utilized for centuries across different cultures as a means of promoting relaxation, enhancing infant development, and fostering attachment between caregivers and infants (Ferber, 2016). Infant massage may have specific applications in aiding the emotional recovery of parents who have experienced pregnancy loss.
Miscarriage and prenatal death can have a profound psychological impact on parents. Common emotional responses include grief, depression, anxiety, and post-traumatic stress disorder (PTSD) (Hughes et al., 2019; Tong, Lu, & Lee, 2012). The trauma associated with these experiences may persist long after the event itself, affecting the ability of parents to form healthy emotional bonds with subsequent children (Kersting et al., 2004).
Parents whose infant may have died post delivery have already experience pre-natal bonding (2022 IMUSA Presentation). Parents who experience miscarriage during the pregnancy experience the death of a fetus experience stages of grief.
Miscarriage and prenatal death can be emotionally traumatic events for prospective parents, often resulting in heightened levels of stress, anxiety, and depression. Infant massage, as a form of touch therapy, offers a unique opportunity for parents to bond with their newborns while potentially addressing their emotional distress.
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
Assignment Task PART 2Read a selection of your colleagues’ pos.docxrobert345678
Assignment Task PART 2
Read a selection of your colleagues’ posts.
Respond to at least two or more of your colleagues in any of the following ways in a 150 word response each:
· Explain an additional target area that would apply to both your and a colleague’s program or specialization.
· Offer additional support or a reference to the data to support your colleague’s target area(s).
Katheryn Gonzales
Data collection can have a significant impact on making educational and social changes for a community. According to Gonzalez-Sancho & Vincent-Lancrin (2016), longitudinal data systems incorporating administrative records, learning management platforms, and analysis and reporting tools provide significant feedback to stakeholders and diagnostic tools to help create system change. The need for longitudinal data comes from the fragmented approach of data collection that makes it difficult for policymakers, school districts, and all stakeholders to analyze and utilize data that regularly comes from educational institutions.
Grand City has collected data over time and from many different platforms, including demographics, graduation rates, test results, family information, occupational information, educational information, and early childhood educational data. Using this data, the Grand City Task Force can look for trends, compare data, and aggregate data from many sources to address different areas of concern and questions presented to the task force (Gonzalez-Sancho & Vincent-Lancrin, 2016).
Based on my specialization, Early Childhood Education, I find that three areas that need improvement include: increasing the amount of children ages three to five years old who attend preschool, increasing the amount of subsidized preschool and daycare, and working with the community outreach center to advance early literacy to improve overall K-12 English Language Arts test scores.
The first area that needs improvement is increasing the number of incoming kindergarten students attending preschool. The current data from Grand City shows that only 43% of incoming kindergarten students have participated in preschool (Walden University, 2016b). Research suggests that phonological awareness at the preschool level is a predictor of early learning success (Callaghan & Medelaine, 2012). Students who lack quality literacy instruction are at risk for future academic struggles.
Grand City data indicates a low level of students who meet the academic benchmark in English Language Arts test scores. 3rd – 5th-grade students scored as meeting or exceeding the benchmark at 25.7%. The percentage of students who scored as meeting or exceeding the standard in grades 6th – 8th dropped to 19.7%, and the rate of 11th-grade students scoring as meeting or exceeding the benchmark dropped even further to 13.5% (Walden University, 2016b). To begin to make a positive change, the Early Childhood Center and the Early Childhood Program Association will need to work with Grand City’s Community.
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 4
Research Proposal
Topic
Should social media access be limited or prevented for young children is the question debated by both parents and pediatricians on child social growth. Currently, at an early age between 7 and 13 years, it is a critical stage for the growth of interpersonal skills and social competence of a child. Therefore, the media they interact with will be very influential in their future interactions (Livingstone and Bovill, 2013). Thus the parents can either decide to allow them to be exposed to family, school, and friends as a community or the full access to the media. Occasionally, allowing the children to interact with the media is not harmful, but it is vital to monitor what they are being exposed to and reduce the amount of time they spend on the virtual systems. Some of the negative ways that the media influences children is through the recruitment into mass killings that is often associated with terrorism. Furthermore, the persons that the children admire most when they are growing, they tend to emulate their characteristics and behaviors which can either be positive or negative for a child development.
Controversy
Pediatricians have over the years advocated for exposure to media by a kid to be less than 2 hours a day so as to allow them to have functional interpersonal skills. However, critics have been raised on the notion as media has occasionally been used for education and thus the kid can still get same skills in school ad through media. The mode of exposure does not matter. This debate has left many schools in a dilemma whether to fully initiate digital learning in their schools or emphasize on the traditional education and only use digital learning in individual cases.
With today’s technology-driven world, it is almost impossible to keep the children away from the media (Strasburger, 2013). Shielding them will mean raising them in an ideal environment that support less technology, and upon maturity, they are unable to interact with their equals who were exposed to media while growing up. Therefore, parents have the responsibility of allowing the children to learn and appreciate the innovations and technologies in the press while at the same time preventing them from exposure to the risk of excessive media consumption.
Social networks are notably the teen’s largest pools of friends’ acquisition. With the current trend in the social networks, it is, therefore, important that the parents are kept in the loop on which friends the children interact with on the social sites. However, despite social networking being used for friends’ acquisition it also acts as a speculative venture of teens acquisition of friends, as the ones in the social networks are only virtual friends and there is little to no physical interactions between them as friends. Moreover, parents are noted to ensure they respect the children pool of friends be it the once they choose to a ...
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Similar to Delivering Parenting Education Virtually. Opportunities & Challenges.pptx (20)
The Benefits of Infant Massage for Parents Who Have Experienced Miscarriage o...Mary Kay Keller, MPA, PhD
Miscarriage and perinatal death are devastating events that affect a significant number of prospective parents worldwide. These experiences can result in profound grief and emotional distress, often accompanied by feelings of guilt, blame, and anxiety (Brier, 2008; Lok, 2014). While numerous support systems and therapies exist to help individuals cope with pregnancy loss, this presentation explores the potential therapeutic benefits of infant massage, a practice primarily aimed at enhancing the parent-infant bond, in the context of healing after miscarriage or prenatal death.
Infant massage is a tactile therapy involving the gentle manipulation of a baby's body, often using various oils or lotions. It has been utilized for centuries across different cultures as a means of promoting relaxation, enhancing infant development, and fostering attachment between caregivers and infants (Ferber, 2016). Infant massage may have specific applications in aiding the emotional recovery of parents who have experienced pregnancy loss.
Miscarriage and prenatal death can have a profound psychological impact on parents. Common emotional responses include grief, depression, anxiety, and post-traumatic stress disorder (PTSD) (Hughes et al., 2019; Tong, Lu, & Lee, 2012). The trauma associated with these experiences may persist long after the event itself, affecting the ability of parents to form healthy emotional bonds with subsequent children (Kersting et al., 2004).
Parents whose infant may have died post delivery have already experience pre-natal bonding (2022 IMUSA Presentation). Parents who experience miscarriage during the pregnancy experience the death of a fetus experience stages of grief.
Miscarriage and prenatal death can be emotionally traumatic events for prospective parents, often resulting in heightened levels of stress, anxiety, and depression. Infant massage, as a form of touch therapy, offers a unique opportunity for parents to bond with their newborns while potentially addressing their emotional distress.
The History of Children’s Human Rights: Childism and the Impact of Coercion and Control In American Culture What
Family Scientists and Future Family Scientists Need to Know Regarding the Impact of Prejudice on Children.
Prenatal Bonding through Attunement, Connection, and Engagement (ACEs) Mothers, Fathers and Siblings can practice and bond with the infant during pregnancy. Infants develop hearing and the capacity to bond earlier than you think! Check out the resources at the end as well as the information presented in the powerpoint. I provide Infant Massage Education, Sign Language and Baby Whispering to support the post partum experience to mothers, fathers, siblings and grandparents. Find me at marykaykeller.com
Infant massage benefits for infants and parents/caregivers:
A critical review.
This critical review process was achieved by a determined plan to complete a rigorous review.
The Juxtaposition of Children's Human Right and the Constitution's Right to Privacy Act - Mary Kay Keller, MPA, PhD
Presented at the 2021 America's Conference on Ending Coercive Control.
This is a PowerPoint from our University College Meeting. The Global population is currently less than 12% white. The US population is currently 70% white. This is not representative of the Global population and presents an illusion of power and control. What we are experiencing in the US is the shift. It requires transitional strategies to support mental health issues and progressive agendas for the transition into a Global Economy and Connection
This critical review was the result of reviewing 300+ articles and selecting the most rigorous studies to conduct review of Infant Massage for the Preliminary requirements into Doctoral Candidacy. This results in 33 articles, representing 13 countries, in a variety of settings.
This is a poster presentation highlighting a Critical Review of 33 Peer Reviewed Published Articles. This Critical Review was submitted successfully for my Preliminary Status into Doctoral Candidacy at Florida State University. The results were significant.
This is the first of four articles from my doctoral research. Research indicates the more fathers are involved in care giving of their infants the higher the levels of oxytocin in thier bodies! In my research Attachment and Bonding Constructs were supported by data analysis.
Father engagement and the implications of teaching father to massage their infants on bonding and attachment. For the entire conference click here! http://vidm.wikispaces.com/VIDM+2015
The TED talk can be found on my website at www.marykaykeller.com
This TEDxTalk is about what Fathers shared with me during the process of my Research. What was not in the research was as important as what was in the research. In the last 95 years we studied Attachment theory with mothers and their babies, we missed fathers. For more detailed information about my research see the previously uploaded slides. The slides alone won't make as much sense until you see the talk as the slides are simplistic representations of a the talking points. Thank you and remember to find me on almost all of the social networks. http://mkaykeller.com or http://allfamilysolutions.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. NCFR 2021 CONFERENCE
THE SCIENCE OF FAMILIES: NURTURING HOPE, HAPPINESS AND HEALTH
SYMPOSIUM 226-03: IMPACT OF SCIENCE AND TECHNOLOGY ON PARENTING AND
SERVICES FROM AN INTERNATIONAL PERSPECTIVE, NOVEMBER 3, 2021
Parenting Education Virtually: Opportunities and
Challenges
Presenters:
Debra L. Berke, Ph.D., C.F.L.E., Wilmington University
Mary Kay Keller, M.P.A., Ph.D., C.E.I.M., C.F.L.E, Wilmington University
Mary Ordonio, M.S., Wilmington University
2. OVERVIEW
• Current virtual parenting education programming (U.S.)
• Current virtual parenting education programming (Non-U.S.)
• Opportunities
• Challenges
• Questions/Next steps
• Resource list
3. TOPICS:
TRIPLE P- Positive Parenting Programs
PEP- Parent Encouragement
Parents as Teachers
Parent education for incarcerated parents or parents on parole
Nurturing Programs
Behavioral Problems
Protect children from maltreatment
TIMING/LENGTH:
Eight 2 hour sessions
16 sessions (2 separate units)
Primary Prevention (5-18 sessions)
Secondary Prevention (12-20 sessions)
Tertiary Prevention (15-25+ sessions)
METHOD OF DELIVERY:
Live Webinar
Web Page
Mobile Apps
Video Conference
Podcasts
CURRENT U.S. VIRTUAL PROGRAMMING
4. TOPICS:
Australia – Triple P Program (No digital divide)
Melbourne, Australia - Parenting Education to Prevent Adolescent Depression and Anxiety Disorders
Canada - Parent Education: Incredible Years
Finland – Strongest Families Smart Website (behavioral problems)
Netherlands - Making a healthy deal with your child (overweight)
TIMING/LENGTH:
Eight weeks of 2- hour sessions
Single Session
Sessions vary according to the age of the child
Eleven weeks
Twenty weeks
METHOD OF DELIVERY:
Web-based & Smart phones
Web-based
Technology Assisted: Video conferencing and Text messages
Web-based with Telephone Coaching
E-learning
CURRENT GLOBAL VIRTUAL PROGRAMMING
5. OPPORTUNITIES
• Future research collaborations
• International participation
• Professional networking opportunities
• Accessible to diverse lifestyles and schedules
• Spread research
• Develop a global standard for parent education
6. CHALLENGES
• Enrollment
• Special populations, e.g., people who may be at risk of child abuse (Baker, Sanders & Morawska, 2017)
• General enrollment issues (Traube et.al, 2020)
• People with disabilities (http://www.ohrc.on.ca/en/opportunity-succeed-
achieving-barrier-free-education-students-disabilities)
• Constraints of communication (Shahtalebi, S., Shatalebi, B., & Shatalebi, F.,
2011)
• Education level of the parent(s) (Doty et al., 2016)
• Audience needs/fit, e.g., content and delivery
• Relationship (connection) between the instructor and the student (Callister &
Love, 2016)
• Access to a computer, reduced social interaction, and requisite self-motivation
(Gelattt, Adler–Baeder & Seeley, 2010)
• Program efficacy issues (Cardamone-Breen et al., 2016)
7. QUESTIONS AND NEXT STEPS
• Is there a common definition of "best practices” globally?
• How can we collectively develop a global standard for parenting
education?
• Where are the gaps in virtual parenting education?
• Where and how can family scientists contribute?
• What do you see as the next steps to move this work forward?
8. RESOURCE LIST
• Baker, S., Sanders, M., & Morawska, A. (2017). Who uses online parenting support? A cross-sectional survey exploring Australian parents’ internet use
for parenting. Journal of Child and Family Studies, 26(3), 916-927. doi:10.1007/s10826-016-0608-1
• Cardamone-Breen, M. C., Jorm, A. F., Lawrence, K. A., Rapee, R. M., Mackinnon, A. J., & Yap, M. B. H. (2018). A single-session, web-based
parenting intervention to prevent adolescent depression and anxiety disorders: Randomized controlled trial JMIR Publications Inc.
doi:10.2196/jmir.9499
• Florean, I. S., Dobrean, A., Păsărelu, C. R., Georgescu, R. D., & Milea, I. (2020). The efficacy of internet-based parenting programs for children and
adolescents with behavior problems: A meta-analysis of randomized clinical trials. Clinical Child and Family Psychology Review, 23(4), 510–528.
https://doi.org/10.1007/s10567-020-00326-0
• Gelatt, V. A., Adler-Baeder, F., & Seeley, J. R. (2010). An interactive web-based program for stepfamilies: Development and evaluation of
efficacy. Family Relations, 59(5), 572-586. doi:10.1111/j.1741-3729.2010.00624.x
• Gordon, D., & Horwitch, L. Online or in person, information-based or skills based, emerging trends in parent education
for divorcing/separating families: What works?
• Harris, M., Andrews, K., Gonzalez, A., Prime, H., & Atkinson, L. (2020). Technology-assisted parenting interventions for families experiencing social
disadvantage: A meta-analysis Springer Science and Business Media LLC. doi:10.1007/s11121-020-01128-0
• Hughes, R., Bowers, J. R., Mitchell, E. T., Curtiss, S., & Ebata, A. T. (2012). Developing online family life prevention and education programs. Family
Relations, 61(5), 711-727. doi:10.1111/j.1741-3729.2012.00737.x
• Parent Education Programs. Child Welfare Information Gateway. (n.d.). Retrieved October 18, 2021, from
https://www.childwelfare.gov/topics/preventing/prevention-programs/parented/.
• Traube, D. E., Hsiao, H., Rau, A., Hunt-O’Brien, D., Lu, L., & Islam, N. (2020). Advancing home based parenting programs through the use of
telehealth technology. Journal of Child and Family Studies, 29(1), 44-53. doi:10.1007/s10826-019-01458-w
• Ristkari, T., Kurki M., Suominen, A., Gilbert, S. , Sinokki, A., Kinnunen, M., Huttunen, J., McGrath, P., & Sourander, A. (2019) J Med Internet Res
21 (4) m e111446, p.1 https://www.jmir.org/2019/4/311446
• Ruiter, E., Fransen, J., Molleman, G., Velden, K., & Engels, R. (2015) BMC Public Health (5:148 DOI 10.1186/212889-015-1394-1
• Webster-Stratton, C., & Reid, J. (2017) In A. E. Kazdin & J.R. Weisz (Eds.), The Incredible Years parents, teacher and children training series: A
multifaceted treatment approach for young children with conduct problems in evidence-based psychotherapies for children and adolescents (3rd ed.).
New York: Guildford Publications.
9.
10. CONTACT INFORMATION
Debra L. Berke, Ph.D., C.F.L.E., Wilmington University
Email: Debra.L.Berke@wilmu.edu Tele: +1.302.356.6760
Mary Kay Keller, M.P.A., Ph.D., C.E.I.M., C.F.L.E, Wilmington University
Email: MaryKay.Keller@wilmu.edu Tele: +1.302.327.4897
Mary Ordonio, M.S., Wilmington University/Behavioral Health
Email: mordonio001@my.wilmu.edu Tele: +1.916.521.5756
Editor's Notes
Slide 3 Mary
These programs were developed as face to face programs the information here is derived from the evaluations of the presentation of the program via Virtual and Technology Assisted .
AUSTRALIA
Triple P Program -Positive Parenting Program is a multi-level parenting and family support strategy. It aims to prevent severe behavioral, emotional and developmental problems in children by enhancing the knowledge, skills and confidence of parents.
The need for better access to evidence-based parenting interventions is widely recognized, as few families actually participate in parenting programs. A public health approach that includes the delivery of parenting information via the Internet could increase the reach of such interventions dramatically. However, there are concerns that web-based information is not accessible by families that face the greatest barriers to accessing “traditional” face-to-face parenting support, and therefore could benefit most from online approaches. This study used a cross-sectional survey of 459 Australian parents of 2–12 year olds to investigate parents’ use of the Internet to access parenting information, and the extent to which this information is useful for parents from a range of socio-economic back- grounds. Results indicate that the majority of parents use parenting websites (65 %) and social media (45 %) for parenting information. Users of parenting websites tended to be parents of younger children. Younger age of the child was also associated with using social media, as was younger parental age, being female, not working and spending more hours online. Parents rated a range of modalities as useful for receiving parenting information, particularly seminars and individually tailored programs. Self-directed web-based programs were endorsed by 61 % of respondents. Higher-risk parents were as likely or more likely to endorse web- based information sources as lower-risk parents. As there was almost equal access to online parenting information among families from different backgrounds, we conclude that the Internet provides an exciting opportunity for delivering evidence-based parenting support to a broad range of parents, including higher-risk families.
https://drive.google.com/drive/folders/1FiQbdubGDMbOwTON--fCLPXkdx5jK3o4
Melbourne Australia – Parenting Education to Prevent Adolescent and Anxiety Disorders
Background: Depression and anxiety disorders are significant contributors to burden of disease in young people, highlighting the need to focus preventive efforts early in life. To address this gap, we developed a single-session, Web-based, tailored psychoeducation intervention that aims to improve parenting practices known to influence the development of adolescent depression and anxiety disorders. Objective: The aim of this study was to evaluate the short-term effects of the intervention on parenting risk and protective factors and symptoms of depression and anxiety in adolescent participants. Methods: We conducted a single-blind, parallel group, superiority randomized controlled trial comparing the intervention with a 3-month waitlist control. The intervention is fully automated and consists of two components: (1) completion of an online self-assessment of current parenting practices against evidence-based parenting recommendations for the prevention of adolescent depression and anxiety disorders and (2) an individually tailored feedback report highlighting each parent’s strengths and areas for improvement based on responses to the self-assessment. A community sample of 349 parents, together with 327 adolescents (aged 12-15 years), were randomized to either the intervention or waitlist control condition. Parents and adolescents completed online self-reported assessments of parenting and adolescent symptoms of depression and anxiety at baseline, 1-month (parent-report of parenting only), and 3-month follow-up. Results: Compared with controls, intervention group parents showed significantly greater improvement in parenting risk and
protective factors from baseline to 1-month and 3-month follow-up (F2,331.22=16.36, P<.001), with a small to medium effect size at 3-month follow-up (d=0.33). There were no significant effects of the intervention on adolescent-report of parenting or symptoms of depression or anxiety in the adolescents (all P>.05). Conclusions: Findings suggest that a single-session, individually tailored, Web-based parenting intervention can improve
parenting factors that are known to influence the development of depression and anxiety in adolescents. However, our results do not support the effectiveness of the intervention in improving adolescent depression or anxiety symptoms in the short-term. Long-term studies are required to adequately assess the relationship between improving parenting factors and adolescent depression.
CANADA: The Incredible years program is a multifaceted treatment approach for young children with conduct problems.
in the early years as are two to three times more likely of becoming tomorrows seriously violent and chronic juvenile offenders. Risk factors are: ineffective parenting, family mental health and criminal history, child biological and developmental risk factors, school risk factors, and peer and community risk factors, poverty and gangs. The Incredible Years® (IY) treatment programs were designed to prevent and treat behavior problems when they first begin and to intervene in multiple settings with parents, teachers, and children. This approach to early intervention can counteract risk factors and strengthen protective factors, thereby helping to prevent a developmental trajectory toward increasingly aggressive and violent behaviors. In addition, intervention length moderated intervention effectiveness; shorter interventions yielded greater improvements in well-being, compared with longer interventions. Interventions were also associated with significant improvements in parenting (g = .38) and child behavior (g = .39). These findings provide support for the use of technology-assisted parenting interventions in populations experiencing social disadvantage.
Overall, the findings indicate that technology-assisted interventions improve parental psychological well-being, parenting, and child behavior. Further research into the relative effectiveness of technology-assisted, in-person, and integrated models is important. When comparing these models, however, one must consider the re-source advantages of digital delivery, such as increased accessibility and reduced costs of development and implementation (Hall and Bierman 2015; Jones et al. 2013).
FINLAND:
Parent training is the most effective approach to the psychosocial treatment of disruptive behavioral problems in childhood. However, no studies exist on how well Web-based training programs work when they make the transition from the
research setting to implementation in primary health care. Objective: The study aimed to examine how the randomized controlled trial (RCT) and implementation study groups of the Strongest Families Smart Website (SFSW) intervention differed in child psychopathology, family demographics and treatment-related factors, such as therapeutic alliance and parents’ satisfaction rates. The intervention was conducted in the pediatric primary health care in Finland. Both groups comprised parents whose children displayed high levels of parent-reported disruptive behavioral problems when they were screened in child health clinics at 4 years of age. Parents in both groups were provided with the SFSW intervention, which consisted of a Web-based training program with 11 weekly themes and associated telephone sessions. Results: Demographic factors or duration of behavioral problems did not differ statistically or clinically between the RCT and
implementation groups. Average coaching session 40 mins. The total time spent on the website of the program was 451 min in the implementation group and 431 min in the RCT intervention group, high level of post treatment satisfaction rates in improved parenting skills, expectations, and stress relief. Parents in both groups reported a high level of satisfaction in skills and professionalism of the telephone coaches.
NETHERLANDS
Background: Although parental support is an important component in overweight prevention programs for children, current programs pay remarkably little attention to the role of parenting. To close this gap, we developed a web-based parenting program for parents entitled “Making a healthy deal with your child”. This e-learning program can be incorporated into existing prevention programs, thereby improving these interventions by reinforcing the role of parenting and providing parents with practical tools for use in everyday situations in order to stimulate a healthy lifestyle. Here, we report the research design of a study to determine the effectiveness of our e-learning program. Methods/Design: The effectiveness of an e-learning program was studied in a two-armed cluster randomized controlled trial. Parents of children 9–13 years of age who live in the Nijmegen region, the Netherlands, and who participated in the existing school-based overweight prevention program “Scoring for Health” were invited to participate in this study. Primary outcomes included: the child’s dietary and sedentary behavior, and level of physical activity. Secondary outcomes included general parenting
style, specific parenting practices (e.g., set of rules, modeling, and monitoring), and parental self-efficacy. Discussion: We hypothesize that children of parents who follow the e-learning program will have a healthier diet, will be less sedentary, and will have a higher level of physical activity compared to the children in the control group. If the e-learning program is found to be effective, it can be incorporated into existing overweight prevention programs for children (e.g., “Scoring for Health”), as well as activities regarding Youth Health Care.
Next up is Mary Ordonio
Mary Ordonio
People with disabilities: Hearing Impaired (could read the material, however, may not be able to hear lectures etc.); Visually Impaired, (accessibility to reading apps): Mobility challenges are not a concern, (http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities)
Constraints of communication, attention to writing is essential (Shahtalebi, S., Shatalebi, B., & Shatalebi, F., 2011)
Audience needs/fit, e.g., content and delivery, online educational tools need to be learner centered rather than technology centered
Relationship (connection) between the instructor and the student It is on the instructor to engage and connect with the students. Ultimately the emotional connection is the determinant in successful online instruction, (Callister & Love, 2016).
Web based parenting programs do not increase the efficacy of the program, the distinction between efficacy of the material and web based is notable (Cardamone-Breen et. al, 2016).
Next up.: Deb Berke