Positive Youth Development for OST, Afterschool, and Summer Camp childcare providers. It reviews resiliency, protective factors, developmental assets, and more.
National Safe Place: Implementing Positive Youth Development into ProgrammingNational Safe Place
This webinar with discuss practical application of the Positive Youth Development philosophy into your youth shelter, street outreach and afterschool programming. Facilitated by Adrian Burnim, National Clearinghouse on Families and Youth
Search Institute's Developmental Assets Profile: What It Is and How to Use ItSearchErika
This document provides an overview of the Developmental Assets Profile (DAP), which is a survey developed by Search Institute that measures the presence of developmental assets in youth. The DAP can be used for clinical assessments, evaluation research, and individual or group assessment. It has been translated into several languages and used in over a dozen countries. A version for younger students is being developed. The document discusses Search Institute surveys, guidelines for DAP qualification, an example DAP assessment form, and future directions for the DAP.
This document provides an overview of positive youth development (PYD). It defines PYD as striving to identify and promote conditions where teens thrive. Two prominent PYD frameworks are described: the Five C's model and Search Institute's 40 Developmental Assets. The document discusses practical strategies for implementing PYD, including creating a physically and psychologically safe environment, building supportive relationships, and providing leadership opportunities. It emphasizes listening to youth and addressing their needs in a caring, inclusive manner.
Abrea Johnson is applying for the position of 4-H Youth Development Educator in Collier County. She has a Master's degree in Public Health and a Bachelor's degree in Human Development and Family Studies. Her professional experience includes working as a Program Assistant for 4-H Youth Development at Ohio State University Extension, where she organized programming and assisted extension educators. She is passionate about 4-H Youth Development and believes the program helps youth develop competence, confidence, character, connection, and caring.
The document discusses key aspects of nurturing youth development through understanding stages of development, setting goals, and using positive reinforcement. It outlines Erikson's stages of development, highlighting important adult roles at each stage. These include providing a loving environment in early childhood, and support for exploration, initiative and social development in later stages. The importance of goal setting, character education and positive reinforcement for youth is discussed. Goals should be specific, challenging, attainable and committed to in writing.
The document discusses strategies and actions for assertive youth development in India. It outlines key elements of positive youth development programs, including viewing youth as partners rather than clients, and facilitating supportive environments through collaboration between families, schools, and communities. It also discusses frameworks for measuring developmental assets in youth's lives, and outlines objectives of India's National Youth Policy to instill values, develop citizenship, and facilitate access to opportunities and services for youth.
Building developmental assets in our schoolsScott Krahling
The document discusses building developmental assets in schools. It defines developmental assets as positive experiences and qualities that help young people become caring adults. Building assets in schools energizes staff, boosts achievement, and reduces discipline problems. The most important assets are relationships, which are essential for learning and development. The document provides a six-step model for building caring relationships with students and outlines how building assets can prevent risk behaviors and promote well-being.
National Safe Place: Implementing Positive Youth Development into ProgrammingNational Safe Place
This webinar with discuss practical application of the Positive Youth Development philosophy into your youth shelter, street outreach and afterschool programming. Facilitated by Adrian Burnim, National Clearinghouse on Families and Youth
Search Institute's Developmental Assets Profile: What It Is and How to Use ItSearchErika
This document provides an overview of the Developmental Assets Profile (DAP), which is a survey developed by Search Institute that measures the presence of developmental assets in youth. The DAP can be used for clinical assessments, evaluation research, and individual or group assessment. It has been translated into several languages and used in over a dozen countries. A version for younger students is being developed. The document discusses Search Institute surveys, guidelines for DAP qualification, an example DAP assessment form, and future directions for the DAP.
This document provides an overview of positive youth development (PYD). It defines PYD as striving to identify and promote conditions where teens thrive. Two prominent PYD frameworks are described: the Five C's model and Search Institute's 40 Developmental Assets. The document discusses practical strategies for implementing PYD, including creating a physically and psychologically safe environment, building supportive relationships, and providing leadership opportunities. It emphasizes listening to youth and addressing their needs in a caring, inclusive manner.
Abrea Johnson is applying for the position of 4-H Youth Development Educator in Collier County. She has a Master's degree in Public Health and a Bachelor's degree in Human Development and Family Studies. Her professional experience includes working as a Program Assistant for 4-H Youth Development at Ohio State University Extension, where she organized programming and assisted extension educators. She is passionate about 4-H Youth Development and believes the program helps youth develop competence, confidence, character, connection, and caring.
The document discusses key aspects of nurturing youth development through understanding stages of development, setting goals, and using positive reinforcement. It outlines Erikson's stages of development, highlighting important adult roles at each stage. These include providing a loving environment in early childhood, and support for exploration, initiative and social development in later stages. The importance of goal setting, character education and positive reinforcement for youth is discussed. Goals should be specific, challenging, attainable and committed to in writing.
The document discusses strategies and actions for assertive youth development in India. It outlines key elements of positive youth development programs, including viewing youth as partners rather than clients, and facilitating supportive environments through collaboration between families, schools, and communities. It also discusses frameworks for measuring developmental assets in youth's lives, and outlines objectives of India's National Youth Policy to instill values, develop citizenship, and facilitate access to opportunities and services for youth.
Building developmental assets in our schoolsScott Krahling
The document discusses building developmental assets in schools. It defines developmental assets as positive experiences and qualities that help young people become caring adults. Building assets in schools energizes staff, boosts achievement, and reduces discipline problems. The most important assets are relationships, which are essential for learning and development. The document provides a six-step model for building caring relationships with students and outlines how building assets can prevent risk behaviors and promote well-being.
The document discusses how school culture can profoundly impact students' self-perception and learning as well as teachers' views of their role in change initiatives. It states that all school cultures stem from underlying assumptions about power and influence, motivation, thinking and learning styles, and how change should occur. The document also discusses how psychological success in training is achieved through setting challenging yet self-determined goals that relate to one's self-concept, and how coaching promotes personal development through learning in relationships, being open to learning what one needs to, and developing self-monitoring skills to drive continuous improvement.
This document discusses strategies for promoting holistic development in students. It defines holistic readiness as developing personal resources like motivation, agency, and a college-going identity. Current college access programs often don't address helping students cultivate these internal skills and capacities. The document recommends opportunities to support students' holistic development, especially for those who lack self-motivation or don't see themselves as college material. Specific strategies proposed include building agency, initiative, intrinsic motivation, and commitment over time through engagement and activities.
This document discusses characteristics of Millennials and provides tips for understanding and managing them. It outlines that Millennials are optimistic, team-oriented achievers who expect constant feedback and seek balance between work and play. The document advises supervisors to challenge Millennials, develop respectful working relationships, make tasks fun, and create a flexible environment to motivate them. The goal is for different generations to understand each other and work effectively together in the workplace and classroom.
This document discusses how to build a team player in the teaching profession and develop students' talents. It outlines objectives of being a team player to help guide younger generations and develop their hidden talents. Talent is defined as a natural skill or ability. The document provides tips for identifying talents in students such as observing them and fostering a growth mindset. It also discusses stages of talent development in students from ages 3 to 22. Finally, it outlines qualities of a team player like commitment, flexibility, and support for others, and how to develop talents by acting as a talent scout.
This document summarizes key points from a book about leadership in an aging workforce. It discusses how the US workforce is aging as lifespans increase. By 2030, millennials will outnumber baby boomers. Each generation has different traits that affect their work styles. As the workforce becomes more diverse in age, gender, ethnicity and other factors, managers must consider varying perspectives. The future will require adapting to technological changes and retaining both older and younger employees. Leaders need self-awareness and must develop different skills to effectively manage a multigenerational workforce.
This document discusses considerations for professionals working with adolescents. It notes that professionals come from diverse backgrounds and may lack formal training. When working with adolescents, it is important to understand adolescent development, individuality, and the importance of relationship building. Effective relationships allow workers to be more influential. The document also discusses motivational interviewing techniques that are non-confrontational and help clients consider change. It stresses thinking innovatively when providing case management for adolescents.
The document summarizes the key points from a character education workshop held by the Chinese YMCA of Hong Kong. It discusses the definition of character and good character, and ways to build character through rules, habits, and positive role models. It also provides an overview of the CHARACTER COUNTS! program, which identifies six pillars of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. The workshop covered activities and strategies for teaching each of these character traits.
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
Using evidence based practices along with biblical principles to support young people and equip them for SUCCESS. Presentation addresses:
- Challenges youth are facing today
- What youth said locally
- 40 Developmental Assets
- Biblical Principles for building successful young people
- India has a large youth population, with over 460 million youth comprising 40% of India's total population and 65% of India's population being youth. This youth bulge provides India an opportunity for continued economic growth.
- Young Indians today value education and believe it is key to career success. However, they face challenges of employment and skills gaps in the education system.
- Perceptions of youth have changed from valuing hard work alone to recognizing hard work and smart work are needed for success. Youth also prefer modern lifestyles over traditional ones and value financial success.
An overview of the Guys Only (GO) Program, a young men's empowerment program. It is run at Norwich University by Northfield & Roxbury Drug-Free Communities
Child development is complex as issues can arise without notice in early stages. Development progresses through tentative stages with latent factors that may require professional help. Child development lays the foundation for adulthood and influences related subjects like parenting, psychology, and education. The document raises questions about dependencies that could harm children, the effects of doing everything for children, consequences of not reaching potential, and impacts of absence on development.
This document discusses various techniques for working with young children, including ensuring they are seen and heard, child-focused interviewing, counseling, and helping children recognize emotions. It provides guidance on interacting respectfully with children, preparing structured yet open-ended interviews, using active listening and problem-solving skills in counseling, and employing creative therapies to help children express themselves. Common challenges mentioned are potential leading questions, conflicting information from parents, and imposing one's own interpretations.
This document discusses youth development and the important needs and elements that contribute to positive development. It outlines that youth development is a natural process that occurs through daily experiences and interactions, but is also an intentional process that provides opportunities, relationships, and support. Key needs of youth include physiological needs, safety, belonging, competence, independence, self-worth, and enjoyment. Positive youth development involves building competencies in health, personal skills, cognitive abilities, and citizenship through opportunities that foster belonging, mastery, independence, and generosity.
This document discusses various topics related to youth rights, responsibilities, violence, motivation, ethics, and preparing youth for the future. It provides an overview of the key rights of youth including survival, protection, development and participation. It also outlines responsibilities of youth to themselves, their families, workplaces/education, and society. The document discusses causes and prevention of youth violence and how to motivate young people through goal setting, socialization, and teaching them to learn and finish tasks. It defines ethics and considers how culture, religion and environment can influence a person's ethics. It suggests how to guide youth for a better future through education, role models, and rules.
Dwight Reimer excelled in his role as department chair, earning praise from faculty and administration for his skills as an administrator and teacher. He is upbeat, collaborative, and always willing to take on additional tasks with a positive attitude. Dr. Coleman recommends Dwight without reservation, describing him as a wonderful colleague and mentor who deeply cares about students and colleagues. Dwight prioritizes relationships above all else and is committed to transforming lives through his kindness and tireless support of others.
The document provides guidance for chaperoning youth at events. It emphasizes maintaining appropriate boundaries, being a positive role model, and ensuring youth safety. Chaperones should clarify expectations upfront, communicate openly, and use a team approach when uncertain situations arise. Having clear policies on boundaries, accountability, and responding to issues promotes a safe and nurturing environment for youth.
The document discusses the relationship between sport and positive youth development. It notes that sport can enable positive youth development by building skills like self-esteem, emotional control, and social skills, but only if the context and opportunities for growth are intentionally planned. Positive youth development involves considering youths' ability to change and adapt over time within different social environments and contexts. For sport to truly support positive outcomes, it must create contexts that foster skills like goal-setting and allow youth to transfer learning to other areas of life. Mindfulness practices can also align with positive youth development by cultivating attention, acceptance, and compassion.
Group 3- FSIE Typical and Atypical Development.pptxAbegailCope
Typical and Atypical development in Children. Typical development in children gives a generic picture of progress compared to same-age peers. Atypical development appears when a child either lags behind or jumps ahead of typical peer progress, in any regard -- physical, cognitive, social or in adaptive life skills.” (Anita Holms, 2000).
The document discusses how school culture can profoundly impact students' self-perception and learning as well as teachers' views of their role in change initiatives. It states that all school cultures stem from underlying assumptions about power and influence, motivation, thinking and learning styles, and how change should occur. The document also discusses how psychological success in training is achieved through setting challenging yet self-determined goals that relate to one's self-concept, and how coaching promotes personal development through learning in relationships, being open to learning what one needs to, and developing self-monitoring skills to drive continuous improvement.
This document discusses strategies for promoting holistic development in students. It defines holistic readiness as developing personal resources like motivation, agency, and a college-going identity. Current college access programs often don't address helping students cultivate these internal skills and capacities. The document recommends opportunities to support students' holistic development, especially for those who lack self-motivation or don't see themselves as college material. Specific strategies proposed include building agency, initiative, intrinsic motivation, and commitment over time through engagement and activities.
This document discusses characteristics of Millennials and provides tips for understanding and managing them. It outlines that Millennials are optimistic, team-oriented achievers who expect constant feedback and seek balance between work and play. The document advises supervisors to challenge Millennials, develop respectful working relationships, make tasks fun, and create a flexible environment to motivate them. The goal is for different generations to understand each other and work effectively together in the workplace and classroom.
This document discusses how to build a team player in the teaching profession and develop students' talents. It outlines objectives of being a team player to help guide younger generations and develop their hidden talents. Talent is defined as a natural skill or ability. The document provides tips for identifying talents in students such as observing them and fostering a growth mindset. It also discusses stages of talent development in students from ages 3 to 22. Finally, it outlines qualities of a team player like commitment, flexibility, and support for others, and how to develop talents by acting as a talent scout.
This document summarizes key points from a book about leadership in an aging workforce. It discusses how the US workforce is aging as lifespans increase. By 2030, millennials will outnumber baby boomers. Each generation has different traits that affect their work styles. As the workforce becomes more diverse in age, gender, ethnicity and other factors, managers must consider varying perspectives. The future will require adapting to technological changes and retaining both older and younger employees. Leaders need self-awareness and must develop different skills to effectively manage a multigenerational workforce.
This document discusses considerations for professionals working with adolescents. It notes that professionals come from diverse backgrounds and may lack formal training. When working with adolescents, it is important to understand adolescent development, individuality, and the importance of relationship building. Effective relationships allow workers to be more influential. The document also discusses motivational interviewing techniques that are non-confrontational and help clients consider change. It stresses thinking innovatively when providing case management for adolescents.
The document summarizes the key points from a character education workshop held by the Chinese YMCA of Hong Kong. It discusses the definition of character and good character, and ways to build character through rules, habits, and positive role models. It also provides an overview of the CHARACTER COUNTS! program, which identifies six pillars of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. The workshop covered activities and strategies for teaching each of these character traits.
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
Using evidence based practices along with biblical principles to support young people and equip them for SUCCESS. Presentation addresses:
- Challenges youth are facing today
- What youth said locally
- 40 Developmental Assets
- Biblical Principles for building successful young people
- India has a large youth population, with over 460 million youth comprising 40% of India's total population and 65% of India's population being youth. This youth bulge provides India an opportunity for continued economic growth.
- Young Indians today value education and believe it is key to career success. However, they face challenges of employment and skills gaps in the education system.
- Perceptions of youth have changed from valuing hard work alone to recognizing hard work and smart work are needed for success. Youth also prefer modern lifestyles over traditional ones and value financial success.
An overview of the Guys Only (GO) Program, a young men's empowerment program. It is run at Norwich University by Northfield & Roxbury Drug-Free Communities
Child development is complex as issues can arise without notice in early stages. Development progresses through tentative stages with latent factors that may require professional help. Child development lays the foundation for adulthood and influences related subjects like parenting, psychology, and education. The document raises questions about dependencies that could harm children, the effects of doing everything for children, consequences of not reaching potential, and impacts of absence on development.
This document discusses various techniques for working with young children, including ensuring they are seen and heard, child-focused interviewing, counseling, and helping children recognize emotions. It provides guidance on interacting respectfully with children, preparing structured yet open-ended interviews, using active listening and problem-solving skills in counseling, and employing creative therapies to help children express themselves. Common challenges mentioned are potential leading questions, conflicting information from parents, and imposing one's own interpretations.
This document discusses youth development and the important needs and elements that contribute to positive development. It outlines that youth development is a natural process that occurs through daily experiences and interactions, but is also an intentional process that provides opportunities, relationships, and support. Key needs of youth include physiological needs, safety, belonging, competence, independence, self-worth, and enjoyment. Positive youth development involves building competencies in health, personal skills, cognitive abilities, and citizenship through opportunities that foster belonging, mastery, independence, and generosity.
This document discusses various topics related to youth rights, responsibilities, violence, motivation, ethics, and preparing youth for the future. It provides an overview of the key rights of youth including survival, protection, development and participation. It also outlines responsibilities of youth to themselves, their families, workplaces/education, and society. The document discusses causes and prevention of youth violence and how to motivate young people through goal setting, socialization, and teaching them to learn and finish tasks. It defines ethics and considers how culture, religion and environment can influence a person's ethics. It suggests how to guide youth for a better future through education, role models, and rules.
Dwight Reimer excelled in his role as department chair, earning praise from faculty and administration for his skills as an administrator and teacher. He is upbeat, collaborative, and always willing to take on additional tasks with a positive attitude. Dr. Coleman recommends Dwight without reservation, describing him as a wonderful colleague and mentor who deeply cares about students and colleagues. Dwight prioritizes relationships above all else and is committed to transforming lives through his kindness and tireless support of others.
The document provides guidance for chaperoning youth at events. It emphasizes maintaining appropriate boundaries, being a positive role model, and ensuring youth safety. Chaperones should clarify expectations upfront, communicate openly, and use a team approach when uncertain situations arise. Having clear policies on boundaries, accountability, and responding to issues promotes a safe and nurturing environment for youth.
The document discusses the relationship between sport and positive youth development. It notes that sport can enable positive youth development by building skills like self-esteem, emotional control, and social skills, but only if the context and opportunities for growth are intentionally planned. Positive youth development involves considering youths' ability to change and adapt over time within different social environments and contexts. For sport to truly support positive outcomes, it must create contexts that foster skills like goal-setting and allow youth to transfer learning to other areas of life. Mindfulness practices can also align with positive youth development by cultivating attention, acceptance, and compassion.
Group 3- FSIE Typical and Atypical Development.pptxAbegailCope
Typical and Atypical development in Children. Typical development in children gives a generic picture of progress compared to same-age peers. Atypical development appears when a child either lags behind or jumps ahead of typical peer progress, in any regard -- physical, cognitive, social or in adaptive life skills.” (Anita Holms, 2000).
Dr. Arun Patil - President/Vice Chancellor- Amity University RajasthanMonika Bakshi
1. Academic leadership involves creating a vision and mission based on research, setting creative ideas, and promoting teamwork. It is the process of guiding teachers, students, and parents toward common educational goals.
2. Effective leaders perform roles like being a role model, visionary, motivator, coach, and change agent. They are inspiring visionaries concerned with people and opportunities, not just managers.
3. Communication, emotional intelligence, and adapting to challenges are keys skills for academic leaders. Facing conflicts directly, maintaining objectivity, and finding opportunities for collaboration can help leaders address external challenges.
This document discusses coaching and mentoring. It defines coaching as "a teaching process in which an individual is supported while achieving a personal or professional goal" and mentoring as "an ongoing relationship of learning dialogue and challenge." The document then discusses qualities of good coaches and mentors, why coaching is valuable, and a model for coaching called the star model which involves building rapport, listening, using intuition, feedback, and asking questions. It provides examples from companies like Innocent and Toyota on how they implement coaching and mentoring.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.
Mentoring is a key resource for promoting positive youth development. The document outlines several aspects of positive youth development including the importance of developmental assets and ecological assets in a young person's life. The most important ecological asset is mentors. Effective mentoring and youth development programs incorporate sustained positive adult-youth relationships, life skills building, and youth participation. These programs help develop competence, confidence, character, connection, and caring in youth.
The revised Early Years Foundation Stage: what does it mean for children with...Dr Julian Grenier
The document discusses changes to the Early Years Foundation Stage (EYFS) and how they may impact children with special educational needs and disabilities (SEND). Key changes to the EYFS include simpler assessment of new Early Learning Goals, removal of the "exceeding" level, and more guidance for reception year. The document emphasizes that early identification and the right support are important to help all children progress, including those who may struggle or be behind developmental expectations. Assessment should focus on essential building blocks and understanding causes of difficulties rather than just end goals. An inclusive curriculum and scaffolding techniques can help children learn.
This document summarizes a presentation on understanding child development stages and what parents must do to maximize a child's potential. It discusses major developmental theories, including Erikson, Piaget, Freud, and Kohlberg. It emphasizes that understanding development stages helps parents support children's physical, intellectual, and moral growth. Research shows non-academic factors like socioeconomic status, parenting, and inequality impact outcomes. The presentation advises parents to cultivate high aspirations, self-belief, learning skills, and focus in their children through nurturing values, setting goals, having high expectations, and providing support.
The document discusses Robert J. Havighurst's developmental tasks theory, which proposes that individuals progress through life in stages defined by their successful completion of developmental tasks typical for their age and culture. These tasks influence an individual's psychological, social, and biological development, and successful mastery provides satisfaction and approval while unsuccessful attempts can lead to difficulties. The document applies this theory to examine an 11th grade student's progression through developmental tasks and readiness for the transition from adolescence to adulthood.
This document outlines key aspects of effective peer education programs. It discusses the rationale for peer education, including that peers are influential sources of information for teenagers. Several behavioral change theories that support peer education are described. Standards for effective programs include careful planning, recruitment, training, supervision, and management. Challenges that may be encountered and strategies for overcoming common objections are also addressed.
This document provides information about guidance counseling. It defines guidance as helping students set worthwhile goals and develop abilities. It discusses the objectives, types (educational, vocational, personal), tools, advantages, principles, and need for guidance. Guidance aims to help students understand themselves, make informed choices, and adjust to their environment. It is a continuous process that should be provided to all individuals during different stages of development.
The document defines life skills as "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life." It discusses life skills in the context of WHO, UNICEF, EFA, and emphasizes skills like decision making, problem solving, critical thinking, effective communication, coping with stress and emotions, and interpersonal relationships. Developing these skills empowers adolescents to make informed choices and take care of their mental and physical well-being. Life skills education aims to impart such skills through experiential learning techniques.
This document outlines the objectives, outcomes, and assessment of a positive psychology course. The course aims to help students understand what contributes to happiness, recognize the role of positive emotions and traits, and understand how vocation, relationships, and values enhance well-being. On completing the course, students are expected to understand positive psychology as a discipline, apply concepts of happiness and forgiveness, analyze skills to enhance positive thinking, measure applications of positive psychology concepts, and create plans for positive coping strategies. Students are assessed through tests, papers, quizzes, engagement and an exam.
The document defines life skills as psychosocial abilities that allow people to deal with everyday challenges. Life skills education teaches knowledge, attitudes, and skills to support healthy behaviors through an interactive learning process. It aims to develop important tools for students' overall development, such as decision making, communication, and coping with stress. Some key life skills mentioned include problem solving, self-awareness, leadership, and effective communication. The objectives of life skills education are to clearly express thoughts and feelings, settle disagreements without hurting others, and contribute to well-being.
This document provides an introduction to positive youth development. It discusses how positive youth development focuses on nurturing positive outcomes in young people rather than just preventing problems. The manual explains that research shows young people need to have their basic needs met, feel safe, develop skills to feel prepared for adulthood, and feel engaged and connected to thrive. This represents a shift from just providing youth services to taking a broader community approach to create opportunities for youth development. The goal is for communities to support youth development, not just youth programs.
This document discusses using the Danielson Framework for Teaching to change school culture. It recommends analyzing the current culture, decoding the framework to develop common understandings, creating an observation and coaching system, and encouraging personalized professional development. The framework can shift from an evaluation tool to one that drives cultural change when school leaders work with teachers to define expectations for each component, develop artifacts of proficient practice, and facilitate goal-setting focused on growth. Regular observations and meaningful conversations about practice can then support teacher development and transformation of the school culture.
Similar to Positive Youth Development for Childcare Providers - Philadelphia DHS (20)
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
Planning Structured Activities - Project-Based Learning, Service Learning, an...PhillyOST
This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.
Structured Activities - Planning Projects - Project Based Learning, Service L...PhillyOST
This presentation joins an interactive workshop conducted about developing projects that include service learning, experiential learning, and project-based learning. It covers the ideas and concepts for the project approaches, as well as the documentation that is needed to complete it effectively. It covers positive youth development, education, curriculum, and more.
Creating a Positive Program Culture for Youth Development Programs 10-13-14 P...PhillyOST
A positive program culture is the foundation for high quality classroom management and program management. This presentation is not as interactive or as explicative as the workshop itself.
Classroom Management: Transition Games, Energizers, Attention Getters and Pos...PhillyOST
If high quality activities are the motor for a great classroom, then transitions and positive reinforcement are the valves and gears that keep it moving smoothly. This interactive presentation reviews some principals behind transitions and positive reinforcement, as well as many games, attention getters and positive reinforcers. (This is workshop is more meaningful when live and interactive-- contact the Philly OST Project to attend a workshop or visit PhillyOST.org
Technology-based Literacy Program for afterschool and OST Providers 12-17-13PhillyOST
This presentation promotes a literacy program that incorporates Achieve 3000 reading system with afterschool and OST programming. It was a featured presentation for the Social Innovations Leadership (SIL) group, a cooperation between Public Health Management Corporation, the Philadelphia Social Innovations Journal, and The University of Pennsylvania.
Middle School / High School After School Program Design - Philly OST ProjectPhillyOST
The Philly OST Project developed a presentation around middle school and high school program design for the after school and OST setting. It features these models: university, arts-based, college prep, enrichment clubs, and more.
Penn SACCA Coaching For Program Improvement 11 8-13 v4PhillyOST
This deck reviews best practices to define coaching for quality improvement, provide the right mindsets for coaching individuals, tools to engage staff members in the process, and the opportunity to plan to implement a CQI process. This is an approach from the DHS-PHMC OST Project in Philadelphia, PA.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. Workshop Objectives
1. Define resiliency
2. Provide a basic definition of Positive Youth Development
3. Explain at least two things that make the Deficit Model
different from the Positive Youth Development Approach
4. List the three protective factors associated with resiliency
and PYD: 1. Relationships 2. Expectations and 3.
Opportunities.
5. Give three examples of how they DO or CAN use a PYD
strategy in their programs.
4. DHS Outcomes
• Improve Life Skills
• Improve Relationships
• Increased Engagement in Learning
• Increased Engagement in School
• Aspires to Academic Excellence
• Prepared for College and Career
6. A Working Definition of PYD
Positive Youth Development (PYD) is an intentional strategy or
framework for helping young people meet their basic
developmental needs (moral, social, cognitive, emotional &
physical) by focusing on the whole child, not just a single
problem that needs to be ‘fixed’. It builds off of young people’s
strengths (assets) and is age/developmentally appropriate. PYD
is grounded in the desire to help young people be/become
resilient and views three key things as protective factors to help
build resiliency:
1. Positive relationships
2. Clear, fair & high expectations and
3. Opportunities to connect, navigate and be productive.
8. Resiliency Research of the 1990s
The research showed that kids were able to ‘bounce
back’ from adversity if they have three protective
factors:
1. Caring relationships with adults & peers
2. Clear, fair and high expectations
3. Opportunities to connect, navigate & be productive
9. The Shift in the 1990’s
PYD Model
•Good for ALL kids
•Build resiliency
•Draws from STRENGTHS
(Assets)
•Focuses on WHOLE child (S,
M, C, P, & E) development)
•Age/developmentally
appropriate
•An approach/strategy that can
be used in almost any setting
Deficit Model
•Divides kids into
groups (‘at risk’)
•Tries to fix a single
problem (teen
pregnancy)
•Doesn’t address the
WHOLE child
•Often relies on
resources/systems
outside the community
10. Glass half full or half empty?
Deficit Model
Positive Youth Development
14. Reflecting on Resiliency:
Relationships, Expectations & Opportunities
• Think of a time when you were between 11-15 and an
adult had high expectations of you. What was that like?
• (How) did they set you up for success?
• Think of a time when you were between 11-15 and the types
of opportunities you had to CONNECT with others,
NAVIGATE new experiences and be PRODUCTIVE
(CONTRIBUTE)
• Think back to a time between the ages of 11-15.
• What relationships were important to you?
• Which ADULT relationships were important to you?
16. Elements of Your News Cast
1. Define PYD
2. Explain the 3 protective factors that
develop/support resiliency
3. Examples of what the camera crew sees as
evidence of PYD in action
4. Tips for how programs can implement PYD in their
programs and help build resiliency in participants
5. How a positive youth development approach helps
to meet at least ONE DHS Outcome
19. References
Community Network for Youth Development Guide (2001)
Different Kind of Child Development Institution: The History of
After-School Programs for Low-Income youth, Robert Halpern
(2002)
40 Developmental Asset Video
overviewhttps://www.youtube.com/watch?
v=jk6ius0qLv4&index=1&list=PLBBA7B129078E873D
Peter Benson TedTalk about Sparks & Assets:
https://www.youtube.com/watch?v=TqzUHcW58Us
Editor's Notes
Ask who is familiar with the DHS outcomes?
Tell people throughout the workshop we will be talking about how PYD can help to meet DHS Outcomes.
Positive Youth Development (PYD) is an intentional a strategy or framework for helping young people meet their basic developmental needs (moral, social, cognitive, emotional & physical) by focusing on the whole child, not just a single problem that needs to be ‘fixed’. It builds off of young people’s strengths and is age/developmentally appropriate. PYD is grounded in the desire to help young people be/become resilient and views three key elements as protective factors to help build resiliency: 1. Positive relationships 2. Clear, fair & high expectations and 3. Opportunities to connect, navigate and be productive.
Positive Youth Development (PYD) is an intentional a strategy or framework for helping young people meet their basic developmental needs (moral, social, cognitive, emotional & physical) by focusing on the whole child, not just a single problem that needs to be ‘fixed’. It builds off of young people’s strengths and is age/developmentally appropriate. PYD is grounded in the desire to help young people be/become resilient and views three key elements as protective factors to help build resiliency: 1. Positive relationships 2. Clear, fair & high expectations and 3. Opportunities to connect, navigate and be productive.
There is a move in the field as a result of resiliency research, from a deficit model to the positive youth development model.
Deficit model showed NO long term effects. So there was a study called: Resiliency Research that asked the question: What enable kids to bounce back in the face of adversity?
This is what the study of resiliency found (resiliency research)
There is a move in the field as a result of resiliency research, from a deficit model to the positive youth development model.
Deficit model showed NO long term effects. So there was a study called: Resiliency Research that asked the question: What enable kids to bounce back in the face of adversity?
Mission driven programming
Expectations for high-quality programming
Viable workforce/career option
Continuous Quality Improvement (CQI)
Tensions still exist: Funding, deliverables/outcomes, staffing, etc.
If we want young people to develop the qualities we listed at the beginning we MUST use a PYD approach; we must help them to be/become resilient. We can use the three protective factors as a check-in for our work.
Are we building positive relationships?
Are our expectations clear, fair & high?
Do we create opportunities for young people to connect, to navigate & be productive
And we know that these things can be seen, felt and heard in our programs.
We are going explore that more in the 2nd half of the session.
Show slide and give people 3 minutes to brainstorm reactions to this activity.
Congratulations a news crew is coming out to your site to capture PYD and resiliency building in action.
Your job is to create a news cast (skit) that will feature PYD in action. Here is the criteria for your skit/news cast.
Take this time to reflect on the day- what have you learned? What are you taking back with you?