The document describes The Incredible Years parent training programs, which aim to strengthen parenting skills, promote children's social and academic skills, and reduce behavioral problems. The programs include group sessions led by trained clinicians and cover topics like positive discipline, emotional regulation, and cooperative behavior. They have been shown to effectively reduce conduct problems in children ages 0-12 based on empirical research. The programs were developed by Dr. Carolyn Webster-Stratton and are widely used internationally.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also utilized, such as golden time, raffle tickets for good playground behavior, and naming a star student of the week from each class. The school also implements a house system and circle time lessons to promote respect, trust and community. Staff are trained to use positive handling strategies safely if a student threatens violence and cannot calm down otherwise.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also employed, such as golden time, raffle tickets, and stars of the week. The school aims to foster core values like respect, trust, and tolerance through a caring atmosphere.
The letter provides a recommendation for Jessica Macias, praising her work as the Extended Care Coordinator at The Harker School from 2014 to 2016. It describes how she improved the challenged program by listening to goals and quickly implementing changes. Under her leadership, teaching dynamics and parent connections improved, the space was enhanced, and children's experiences became more constructive. The letter also highlights her strong interpersonal skills with children and parents, collaboration with colleagues, and overall dedication and leadership in her role. The director recommends Jessica for early childhood positions due to her skills.
The document discusses the important role of parents in their children's education. It states that parents are the first teachers and their engagement is crucial to children's learning and development. Some benefits of parental involvement include more effective learning, increased motivation, confidence and better social skills in children as well as improved grades. The document also provides suggestions for how schools and teachers can partner with and support parents to be engaged in their children's education.
Creating Parent- Teacher Partnership in Promoting Learningiosrjce
Children and young people are proud of their learning, their progress, attainment and achievements.
Their work is displayed well in classrooms, in public areas and where possible in the wider community.
Learners and their families receive supports through the provision of effective behaviour support programmes.
It is no news to proffer a way to letting the pupils/students learn appropriately for better future for them but be
determined to achieve the fact that tomorrow is more promising than today if excellent partnership is built
between parents and teachers for promoting children’s learning. This paper sets out to find out how parents and
teachers network and form synergy to provide an enhancement for school students or pupils to learn
appropriately and positively for learning goals to be achieved. In conclusion, a range of formal and informal
activities contribute to the development of positive attitudes and self-assurance amongst learners.
This document discusses factors that can contribute to students' poor performance in learning, including lack of motivation, family issues, low confidence, and classroom environment. It outlines specific causes for each factor, such as students avoiding difficult tasks if they have a poor self-image or living in poverty distracting from academics. Solutions are provided for parents to help with motivation, create a study space at home, communicate with teachers, and build their child's confidence by allowing independence. Effective classroom management is also highlighted as important for reducing disruptions.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also utilized, such as golden time, raffle tickets for good playground behavior, and naming a star student of the week from each class. The school also implements a house system and circle time lessons to promote respect, trust and community. Staff are trained to use positive handling strategies safely if a student threatens violence and cannot calm down otherwise.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also employed, such as golden time, raffle tickets, and stars of the week. The school aims to foster core values like respect, trust, and tolerance through a caring atmosphere.
The letter provides a recommendation for Jessica Macias, praising her work as the Extended Care Coordinator at The Harker School from 2014 to 2016. It describes how she improved the challenged program by listening to goals and quickly implementing changes. Under her leadership, teaching dynamics and parent connections improved, the space was enhanced, and children's experiences became more constructive. The letter also highlights her strong interpersonal skills with children and parents, collaboration with colleagues, and overall dedication and leadership in her role. The director recommends Jessica for early childhood positions due to her skills.
The document discusses the important role of parents in their children's education. It states that parents are the first teachers and their engagement is crucial to children's learning and development. Some benefits of parental involvement include more effective learning, increased motivation, confidence and better social skills in children as well as improved grades. The document also provides suggestions for how schools and teachers can partner with and support parents to be engaged in their children's education.
Creating Parent- Teacher Partnership in Promoting Learningiosrjce
Children and young people are proud of their learning, their progress, attainment and achievements.
Their work is displayed well in classrooms, in public areas and where possible in the wider community.
Learners and their families receive supports through the provision of effective behaviour support programmes.
It is no news to proffer a way to letting the pupils/students learn appropriately for better future for them but be
determined to achieve the fact that tomorrow is more promising than today if excellent partnership is built
between parents and teachers for promoting children’s learning. This paper sets out to find out how parents and
teachers network and form synergy to provide an enhancement for school students or pupils to learn
appropriately and positively for learning goals to be achieved. In conclusion, a range of formal and informal
activities contribute to the development of positive attitudes and self-assurance amongst learners.
This document discusses factors that can contribute to students' poor performance in learning, including lack of motivation, family issues, low confidence, and classroom environment. It outlines specific causes for each factor, such as students avoiding difficult tasks if they have a poor self-image or living in poverty distracting from academics. Solutions are provided for parents to help with motivation, create a study space at home, communicate with teachers, and build their child's confidence by allowing independence. Effective classroom management is also highlighted as important for reducing disruptions.
How Our Early Childhood Projects Help Strengthen Program Quality and School R...Brookes Publishing
This document summarizes resources from Brookes Publishing that can help strengthen Head Start programs. It provides descriptions of books and tools covering various domains of school readiness including social-emotional development, language and literacy, mathematics, and more. The resources are research-based and aligned with Head Start standards and the Early Learning Outcomes Framework. They include screening tools, curricula, guides for working with dual language learners and children with disabilities, and more.
Assignment 1 positive relationships with parentsDamion Young
The document discusses the importance of developing positive relationships between teachers and parents, teachers and students, and teachers and other teachers. It provides tips for communicating effectively with parents, showing interest in students' lives outside of school, making learning fun and engaging for students, and treating all parties with respect. Building trust and focusing on students' success are keys to forming strong relationships.
Great principals take responsibility for school success by identifying challenges, developing solutions, and finding creative ways to implement programs despite limited budgets. They lead teaching and learning by understanding student needs, supporting instruction, and using data to improve achievement. Excellent principals hire, develop, and retain teachers by actively recruiting, providing professional development, observing classrooms, and ensuring teachers feel valued and supported. Finally, principals build a strong school community by making the school welcoming, communicating with parents, and encouraging involvement.
This document discusses the benefits of incorporating physical activity into classroom learning. It notes that physical activity helps students pay attention and stay focused, supports brain development, and is associated with better test scores and fewer behavioral issues. The document provides examples of how teachers can add physical activity such as having students jog or do jumping jacks during lessons. It recommends that schools prioritize physical activity given the academic and health benefits it provides students.
Community integration of adhd and autism children scurtGrundtvig Project
1. Children with autism or ADHD and their families often struggle with interacting in unfamiliar communities and environments like public schools.
2. A lack of resources and teacher training to support these children can lead to inefficiencies and frustrations for teachers, students, and the children themselves.
3. With good communication between teachers, support staff, parents and the child, as well as information and socialization activities to explain autism to other students, public schools can help foster understanding and progress for children with autism or ADHD.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
Parental support in children's learning means parents working together with schools for the best educational outcomes. When parents are involved beginning in early childhood, the effects are powerful. Parental support includes communicating with schools, volunteering, helping with homework, and making educational decisions. Benefits include improved student achievement and behavior, as well as strengthened home-school relationships. However, barriers like lack of time, confidence, and familiarity with school systems can limit parental involvement. Schools and parents should work to establish routines, monitor activities, express high expectations, and encourage reading to best support children's learning.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
HighScope is an early childhood education organization that has been a leader in the field since 1970. It is known for developing a research-validated preschool curriculum and comprehensive teacher training programs. HighScope uses an active learning approach that has been shown through research to improve child outcomes and provide a high return on investment. It offers a total solution for early education comprising curriculum, teacher training, child assessment, and program evaluation.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
Lacey Spence is an experienced lead teacher seeking a role as a preschool teacher. She has 10 years of experience in early childhood education and is committed to helping children develop cognitively, physically, and emotionally. She maintains certifications in early childhood development, first aid, and CPR. Her skills include developing age-appropriate curriculum, managing schedules, resolving conflicts, and fostering open communication with parents.
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Homework, Effects on Student Achievement (2010)Jennifer Kaupke
This document summarizes a teacher's implementation of a new classroom policy that eliminated required homework for 5th grade students. The teacher conducted research on the effectiveness of homework which showed mixed or no benefits for younger students. A survey of parents found that most supported the new policy, and observed their children engaging in more independent learning activities at home. By removing required homework, the teacher aimed to reduce frustration and start each school day positively rather than dealing with incomplete homework.
This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Move with Me offers video classes and materials to promote physical fitness, emotional stability, and learning in young children. Their programs integrate active play, self-regulation techniques, and curriculum activities to address rising obesity and developmental needs. Videos and lessons build motor skills, literacy, focus, and impulse control through story-driven movement. Evaluations show benefits for fitness, learning, behavior, and social-emotional skills.
How Our Early Childhood Projects Help Strengthen Program Quality and School R...Brookes Publishing
This document summarizes resources from Brookes Publishing that can help strengthen Head Start programs. It provides descriptions of books and tools covering various domains of school readiness including social-emotional development, language and literacy, mathematics, and more. The resources are research-based and aligned with Head Start standards and the Early Learning Outcomes Framework. They include screening tools, curricula, guides for working with dual language learners and children with disabilities, and more.
Assignment 1 positive relationships with parentsDamion Young
The document discusses the importance of developing positive relationships between teachers and parents, teachers and students, and teachers and other teachers. It provides tips for communicating effectively with parents, showing interest in students' lives outside of school, making learning fun and engaging for students, and treating all parties with respect. Building trust and focusing on students' success are keys to forming strong relationships.
Great principals take responsibility for school success by identifying challenges, developing solutions, and finding creative ways to implement programs despite limited budgets. They lead teaching and learning by understanding student needs, supporting instruction, and using data to improve achievement. Excellent principals hire, develop, and retain teachers by actively recruiting, providing professional development, observing classrooms, and ensuring teachers feel valued and supported. Finally, principals build a strong school community by making the school welcoming, communicating with parents, and encouraging involvement.
This document discusses the benefits of incorporating physical activity into classroom learning. It notes that physical activity helps students pay attention and stay focused, supports brain development, and is associated with better test scores and fewer behavioral issues. The document provides examples of how teachers can add physical activity such as having students jog or do jumping jacks during lessons. It recommends that schools prioritize physical activity given the academic and health benefits it provides students.
Community integration of adhd and autism children scurtGrundtvig Project
1. Children with autism or ADHD and their families often struggle with interacting in unfamiliar communities and environments like public schools.
2. A lack of resources and teacher training to support these children can lead to inefficiencies and frustrations for teachers, students, and the children themselves.
3. With good communication between teachers, support staff, parents and the child, as well as information and socialization activities to explain autism to other students, public schools can help foster understanding and progress for children with autism or ADHD.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
Parental support in children's learning means parents working together with schools for the best educational outcomes. When parents are involved beginning in early childhood, the effects are powerful. Parental support includes communicating with schools, volunteering, helping with homework, and making educational decisions. Benefits include improved student achievement and behavior, as well as strengthened home-school relationships. However, barriers like lack of time, confidence, and familiarity with school systems can limit parental involvement. Schools and parents should work to establish routines, monitor activities, express high expectations, and encourage reading to best support children's learning.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
HighScope is an early childhood education organization that has been a leader in the field since 1970. It is known for developing a research-validated preschool curriculum and comprehensive teacher training programs. HighScope uses an active learning approach that has been shown through research to improve child outcomes and provide a high return on investment. It offers a total solution for early education comprising curriculum, teacher training, child assessment, and program evaluation.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
Lacey Spence is an experienced lead teacher seeking a role as a preschool teacher. She has 10 years of experience in early childhood education and is committed to helping children develop cognitively, physically, and emotionally. She maintains certifications in early childhood development, first aid, and CPR. Her skills include developing age-appropriate curriculum, managing schedules, resolving conflicts, and fostering open communication with parents.
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Homework, Effects on Student Achievement (2010)Jennifer Kaupke
This document summarizes a teacher's implementation of a new classroom policy that eliminated required homework for 5th grade students. The teacher conducted research on the effectiveness of homework which showed mixed or no benefits for younger students. A survey of parents found that most supported the new policy, and observed their children engaging in more independent learning activities at home. By removing required homework, the teacher aimed to reduce frustration and start each school day positively rather than dealing with incomplete homework.
This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Move with Me offers video classes and materials to promote physical fitness, emotional stability, and learning in young children. Their programs integrate active play, self-regulation techniques, and curriculum activities to address rising obesity and developmental needs. Videos and lessons build motor skills, literacy, focus, and impulse control through story-driven movement. Evaluations show benefits for fitness, learning, behavior, and social-emotional skills.
A perenting programme for parents with learning disabilities and/or difficultiesBASPCAN
The document provides information about the Mellow Futures parenting programme for parents with learning disabilities and/or difficulties. It was piloted in two sites in the UK from 2012-2015. The programme aims to support parents by providing early intervention services and increasing community support. It involves parenting courses, mentoring support, and evaluating the impact on children's outcomes, parent well-being, and local service provision. Evaluation of the programme found it increased parents' confidence and understanding of child development, though some adaptations were needed. Referrers also reported positive impacts, but the complex needs of families meant ongoing support was still required.
Generic introduction to evidence bundles for placement (1)Lee Hazeldine
The document provides guidance for student teachers on collecting evidence bundles to demonstrate their impact on student learning and progress against the Teachers' Standards. It advises that evidence bundles should track the progress of all students and groups of students over time through lessons and assessments. Student teachers should plan which area to focus each evidence bundle on, collect relevant data, and reflect weekly with their mentor on progress and next steps.
This document outlines Developmentally Appropriate Practice (DAP) in early childhood programs. It discusses the key principles of DAP according to the National Association for the Education of Young Children (NAEYC). DAP is based on what is known about child development and learning, individual children, and the social and cultural contexts in which children live. The document provides guidelines for DAP, including creating a caring community, teaching to enhance development, planning curriculum, assessing children, and establishing relationships with families. It emphasizes the importance of intentional teaching and ongoing observation of children to individualize instruction.
This document discusses group education programs for various types of atypical families, including expectant parents, unmarried mothers, parents of special needs or disabled children, families dealing with emotional/behavioral issues, adoptive parents, foster parents, and single parents. It outlines the goals of these programs, which generally aim to provide information, support, and skills to help parents understand their child's needs and build self-awareness as they navigate the challenges of parenting in non-traditional family situations.
4 Reasons Why You Should Enroll Your Child In An After School Math ProgramUCMAS USA
UCMAS is a global after-school mental abacus program for children between 4 and 12 years. They have 6000 centers spread across 80+ countries. It is designed to boost brain power and stimulate young minds using an abacus and mental arithmetic in a way that children find engaging and fun.
This document describes a series of workshops for parents of gifted and talented students called "Parent Matters Workshops" delivered by Potential Plus UK. The workshops cover topics such as understanding what giftedness means, parenting gifted children, working with schools, raising aspirations, and supporting social-emotional needs. They are designed to provide parents with information and strategies to support their gifted children at home. The workshops typically last 2 hours, include small group work and discussion, and can be delivered individually or as a series. Potential Plus UK also offers professional development for teachers on identifying and teaching gifted learners.
Emotional and Behavioural Problems in Children - Counselling and Family Thera...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Innovations in Autism Treatment From NJ: The Garden Academy ModelGarden Academy
This presentation will describe the Garden Academy model* of service delivery and several important and sometimes innovative elements therein.
Garden Academy uses a curriculum that is informed by Lovaas’ published and unpublished curriculum, the curriculum from Princeton Child Development Institute, the VB-‐ MAPP and current behavior-‐analytic research.
Our program includes regular and required parent training, both at school and in the home; individualized, analog functional analyses when needed and resulting function-‐based treatment; language acquisition programs informed by Skinner’s verbal operants; feeding assessment and intervention; BCBA candidate supervision and a close working relationship with the ABA faculty at Caldwell College.
School development and possible future directions will also be discussed. This presentation may be helpful for practitioners in or considering clinical or leadership positions in behavior-‐analytic service delivery settings.
*Note: It would be impossible to adequately explain our program on a website or slideshow. The information on our site and on related links is intended to provide a general background.
The document summarizes key aspects of early childhood education professionalism including shaping children's development, providing specialized knowledge and quality care, engaging in lifelong learning and professional development, implementing developmentally appropriate and individualized programs, following administrative policies and procedures, applying professional ethics, and continually assessing one's own performance to improve the quality of care and education provided to young children.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
Community Allied Health Service Centre specialising in Sensory Processing Disorder, Autism, ADHD, Anxiety and General Learning Difficulties. Assessment, Diagnosis and Therapy.
The document outlines several strategies for engaging parents in youth programs, including supporting parents to improve their skills through topic-specific forums, parenting classes, and peer support groups. It also discusses engaging parents through consistent communication, involving parents as volunteers in activities like special events and facility maintenance. A further strategy involves engaging parents to create learning environments at home through parent education classes on topics like GED, ESL, and cooking. The final strategy is to engage parents as decision-makers, such as including them as paid staff, on committees and boards, and seeking their input on program and policy design.
Strengthening the mother-child relationship following domestic abuseBASPCAN
This document summarizes the evaluation findings of an innovative 10-week programme called Domestic Abuse Recovering Together (DART) that aims to rebuild the mother-child relationship following domestic abuse. The mixed-methods evaluation found that mothers who completed DART reported greater self-esteem, more confidence in parenting, and warmer relationships with their children. Children of mothers in DART displayed fewer behavioral and emotional difficulties compared to a comparison group. The evaluation identified some barriers to the program such as a lack of flexibility in the original manual and disruptive contact with perpetrators, but concluded that DART is an effective approach with potential to support recovery after domestic abuse.
Parent seminar student guide -part 1--laying a foundation for learningSKMadsen
This is Part 1 of a seminar titled: "Hand in Hand for Education--How Parents Help Children Succeed in School. Part 1 is titled: "From the Earliest Years, Parents Lay a Foundation for Learning." Topics addressed include: Cultivating Positive Attitudes and Social Skills, Fostering Good Work Habits, Building Academic Skills, and Embracing Spiritual Gifts.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. Incredible Years Parent Training Programs
(2008)
The Incredible Years parent training intervention é uma série de
programas centrados no fortalecimento das competências parentais (monitoring,
positive discipline, confidence) e fostering o envolvimento parental nas experiências
escolares das crianças para promover as competências académicas, sociais e
emocionais das crianças e reduzir os problemas de comportamento. Os Programas
Parentais agrupam-se de acordo com a idade. Babies & Toddlers (0-3 anos), BASIC
Early Childhood (3-6 anos), BASIC School-Age (6-12 anos) and ADVANCE (4-12
anos).
The Leader's manuais para estes programas incluem questões comummente
colocadas pelos pais, tempestade de ideias e values exercises, sugestões de práticas
de role play, actividades home e handouts. Estes manuais podem ser usados quando o
programa estiver a ser auto administrado por um pai ou professor em casa, clínica ou
escola.
Os programas parentais são recomendadaos pela American Psychological Association
Task Force as meeting the stringent quot;Chambless criteriaquot; for empirically supported
mental health intervention for children com problemas comportamentais.
Experts in Action: Parent Program Sessions
Group leaders/clinicians who have received the initial training
workshop for the BASIC Parenting Program will find these tapes an invaluable resource
for furthering their group leadership skills. These tapes can be used for self-study or
viewed with other group leaders and used as a trigger for discussion of group
leadership skills.
View a 1 minute video clip
(This clip is from a Cross-Cultural Parent Group Program session)
2. About Us
Os Programas The Incredible Years foram desenvolvidos por Carolyn Webster-
Stratton, M.S.N., M.P.H., Ph.D., Professor e Director da Parenting Clinic na
Universidade de Washington.
É enfermeira Licenciada em Psicologia Clínica e tem
publicado numerosos artigos científicos avaliando
programas de treino para ajudar famílias e professores
com crianças altamente agressivas, desobedientes,
hiperactivas e desatentas. Tem tido longas experiências
clínicas, ajudando mais de 1,000 famílias cujas crianças
foram diagnosticadas com problemas de comportamento
e défice de atenção.
Ainda, tem oferecido o seu programa de treino a professores e pais que as escolas e
intervenções baseadas na comunidade designaram para a prevenção da escalada dos
problemas de comportamento da infância para a adolescência. Este currículo tem sido
adoptado por muitos centros de saúde mental de crianças, centros Head Start,
agencias protectoras de crianças e escolas throughout the U.S., Canadá e Reino
Unido.
O Professor Webster-Stratton é o recipient do prestigiado National Institute of Mental
Health Research Scientist Award.
BASIC – Programa para o Pré – Escolar/Early
Childhood
3 aos 6 anos de idade – Treino composto pelos Programas 1 a 4. O programa centra-
se no fortalecimento das competências parentais e consiste em componentes which
build upon one another.
3. Programa 1 – Fortalecimento das Competências Sociais das
Crianças, Regulação Emocional e Competências School
Readiness
Programa 2 – Recorrer a Praise e Incentivos para Encorajar o
Comportamento Cooperativo
Programa 3 – Disciplina Positiva - Regras, Rotinas e Effective Limit Setting
Programa 4 – Disciplina Positiva - Handling Misbehavior
Materiais do Programa:
• 9 DVD's (9 horas no total) que podem ser exibidos em 18 a 20 sessões de
grupo semanais (2 horas cada)
• comprehensive leader manual (consiste em mais de 800 páginas de quot;Comoquot;,
incluindo questões leader para discussão, actividades para casa e
interpretação de vídeos)
• “notas “ semanais para pais quot;refrigerator notesquot; (breves pontos para lembrar
durante a semana)
• Pais take-home practice assignments para actividades para casa
• Livro para pais intitulado de The Incredible Years: A Troubleshooting Guide
for Parents (também disponível em CD áudio - 15 capítulo em 8 CD's)
• refrigerator magnets
• poster da piramide – a piramide mostra como o programa constroi
inicialmente uma fundação positiva, enfatizando as competências para
relações, antes mesmo de começar a discussão das estratégias de disciplina
BASIC Visitas Domésticas na idade pré – escolar – manuais para
Treinadores e Pais
O Programa para pais de crianças em idade pé-escolar desenvolveu um modelo de
treinador ao domicílio. Este modelo de interacção pai-treinador é uma opção para pais
quenão podem estar presentes nos grupos parentais because of schedule conflicts ou
se o programa de grupo não está disponível no memento necessário ao inicio da
intervenção na família. O modelo pode ainda ser usado para pais que frequentam um
grupo Incredible Years mas que precisam de treino adicional em casa com as suas
crianças. Os pais que beneficiam destas visitas ao domicílio do treindor podem inserir-
se nos seguintes contextos:
• pais sinalizados ou com ordem de frequentar o Programa IY devido a abuso
ou negligência das crianças
4. • pais que faltaram a algumas sessões de grupo IY por motivo de doença ou
work schedules
• pais que frequentam os grupos IY e que têm dificuldades em compreender e
aplicar as técnicas parentais recomendadas com as suas crianças e/ou não
cumpriram os home assignments
• pais com developmental delays ou doença mental
Estas visitas a casa podem ser feitas por quot;treinadores ao domicílioquot; que têm recebido
treino autorizado nos conceitos e princípios do Incredible Years. Durante etas visitas a
casa os treinadores ajudam os pais a praticar targeted estratégias parentais as quais
têm tido dificuldade em implementar com as suas crianças. Os treindores podem ainda
apresentar alguns videos adicionais additional video vignettes not covered nos
gruppos, de forma a reforçar a sua aprendizagem. Adicionalmente aos protocolos para
10 áreas tópico topic areas, existem ainda mauais para pais relativos aos 4 tópicos
centrais, para que os pais possam manter track of their goals para cada sessão,
brainstorming decisions, values exercises, leituras e práticas com as suas crianças. (os
Pais usam os manuais do programa Self-Administered)
5. Incredible Years Series Training Program News
Sample Sessions - An Invaluable Tool for Group Leaders, Therapists
and Teachers
Preschool BASIC Parent Training Program -
Group leaders/clinicians who have received the initial training workshop for the BASIC
Parenting Program will find these tapes an invaluable resource for furthering their
group leadership skills. These tapes can be used for self-study or viewed with other
group leaders and used as a trigger for discussion of group leadership skills.
View a video clip from a Parent Program sample session
Child Dinosaur Small Group Sample Sessions for Group
Leaders/Therapists -
Group leaders will find this set of 7 2-hour group sessions covering each of the
dinosaur session topics an invaluable resource for furthering their group leader skills.
These videos can be used for self-study or viewed with other group leaders and used
as trigger for discussion of group leadership skills. A detailed manual accompanies
these DVDs.
View video clips of the Dina Dinosaur Child Training Program (Small Group) sample
sessions
Child Dinosaur Classroom Sample Circle Time Lessons for Teachers -
Group leaders will find this set of lessons covering each of the dinosaur session topics
an invaluable resource for furthering their delivery of the dinosaur curriculum. These
videos can be used for self-study or viewed with other teachers and used as trigger for
discussion and sharing ideas. A detailed manual accompanies these DVDs.
View a video clip of a Dinosaur Classroom Child Program sample session
New Babies and Toddler Parent Training Programs!
6. The Incredible Years Parents and Babies and Toddlers programs support parents in
specific ways by learning how to observe and read babies’ cues and signals and
understanding babies as intelligent learners. And understanding how to use emotion
coaching to build toddlers' emotional vocabulary and encourage their expression of
feelings. Read more about these new programs
New September 2007 - Updated and Fully Revised Programs for
Children Ages 6-12 Years in DVD
We have recently released the revised and updated new video vignettes (VHS and
DVD) and leader’s manual for the School Age and Advance Programs. Programs have
been expanded to include children ages 6-12 years. Vignettes include multi-cultural
parents including Hispanic, African American, Asian and Caucasian mothers and
fathers.
Program Eight: Supporting Your Child’s Education (4 Parts)
• Showing interest in school and homework
• Coaching children’s math and spelling homework
• Promoting reading skills
• Motivating children who are discouraged
• Setting up predictable after school homework routines
Program Nine: Promoting Positive Behaviors in School Age Children (4
Parts). Topics include parents:
• Building positive relationships with children through “special time” including
parents participating in outside sports, cooking, reading, games and special
projects with children
• Using academic and persistence coaching to encourage children’s continued
efforts with a difficult or frustrating task
• Coaching children’s social and emotional self-regulation skills
• Promoting positive sibling interactions and family teamwork
• Understanding ways to promote children’s positive cultural identity
• Involving other family members in helping children feel cared for
Program Ten: Reducing Inappropriate Behaviors in School Age Children (4
Parts)
• Monitoring and setting up after-school routines
7. • Establishing family rules, responsibilities and routines
• Setting limits around computer and TV use
• Being respectful and clear with limit setting
• Practicing how to take a time out to calm down
• Talking to children about drugs and alcohol
• Monitoring children’s whereabouts
• Imposing logical consequences for breaking household rules
• Supporting children’s homework routine and school success
New October 2007 Updated and Fully Revised Advance Programs in
DVD
• Family communication skills
• Single parents problem solving and getting support
• Learning strategies to cope with stress, anger and depression
• Learning how to collaborate with teachers to help children succeed in school
• Planning for successful parent-teacher conferences
• Using 5 problem solving steps to develop children’s behavior plans
• Parents teaching children to problem solve
• Family problem solving meetings regarding household chores, morning and
after school routines, homework, computer use, and drug use
Coming March-April 2008 Updated and Fully Revised Preschool
Programs 1-4 (ages 3-6 years)
We have revised and updated VHS and DVD for the Basic Preschool Program.
Vignettes include families representing multi-cultural groups including Hispanic,
African American, Asian and Caucasian mothers and fathers. New topics include:
• Social and emotional coaching
• Academic and persistence coaching to promote school readiness skills
• Understanding how to cope with children’s tantrums and defiance
• Helping children learn emotional self-regulation
8. • Training children for cooperative behavior - in the grocery store, while on the
telephone, dressing, or being out in public
• Using child-directed approaches to promote learning in a variety of situations
including- cooking together, setting and clearing the table, dish washing
• Learning self-care hygiene routines including teeth brushing, flossing,
bathing and hand washing routines
• Establishing predictable routines including dressing in the mornings, getting
ready for school, going to bed, doing homework, and handling separations
and reunions
• Promoting enjoyable family mealtimes and polite meal time manners
• Fostering children’s responsible behavior
• Building positive sibling interactions and family teamwork
• Understanding ways to promote children’s positive cultural identity
Involving other family members in helping children feel cared for
Incredible Years Series Training Programs
The Incredible Years: Parents, Teachers, and Children Training
Series is a comprehensive set of curricula designed to promote social competence and
prevent, reduce, and treat aggression and related conduct problems in babies,
toddlers, young children, and school-aged children. The interventions that make up
this series—parent training, teacher training, and child training programs are guided
by developmental theory concerning the role of multiple interacting risk and protective
factors (child, family, and school) in the development of conduct problem.
To read more about each training program - click the menu choices at left.
9. View a graphic representation of the Incredible Years Programs (PDF)
Incredible Years Series - Program Goals
The Incredible Years Parents, Teachers, and Children Training Series has two long-
range goals.
The first goal is to provide cost-effective, early prevention programs that all families
and teachers of young children can use to promote social, emotional, and academic
competence and to prevent children from developing conduct problems. The second
goal is to provide comprehensive interventions for teachers and parents that are
targeted at treating and reducing the early onset of conduct problems in
young children (ages two to eight years).
The short-term goals of the series are to:
1. Strengthen children's social skills and appropriate play skills (turn taking, waiting,
asking, sharing, helping, complimenting).
2. Promote children's use of self-control strategies such as effective problem solving
steps
3. Increase emotional awareness by labeling feelings, recognizing the differing views
of oneself and others and enhancing perspective taking.
4. Boost academic success, reading and school readiness.
5. Reduce defiance, aggressive behavior, and related conduct problems such as
noncompliance, peer aggression and rejection, bullying, stealing and lying.
6. Decrease children's negative cognitive attributions and conflict management
approaches.
7. Increase self-esteem and self-confidence.
The long-term goals of these early prevention programs are to:
1. Reduce violence, drug abuse and delinquency in later years.
10. 2. These short- and long-term goals are accomplished by promoting parent, teacher
and child competencies.
Promote parent competencies and strengthen families:
1. Increase positive and nurturing parenting.
2. Reduce critical and violent discipline approaches by replacing spanking with
positive strategies such as ignoring, using logical and natural consequences,
redirecting, adequate monitoring, and problem-solving.
3. Improve parents' problem-solving skills, anger management, and communication
skills.
4. Increase family support networks and school involvement.
5. Help parents and teachers work collaboratively to ensure consistency across
settings.
6. Increase parents' involvement in children's academic-related activities at home.
Promote teacher competencies and strengthen home-school
connections:
1. Strengthen teachers' effective classroom management skills, including proactive
teaching approaches.
2. Increase teachers' use of effective discipline strategies.
3. Increase teachers' collaborative efforts with parents and promotion of parents'
school involvement.
4. Increase teachers' ability to teach social skills, anger management, and problem-
solving skills in the classroom.
5. Decrease levels of classroom aggression.
Targeted Risk and Protective Factors
1. Parenting Practices. Harsh or ineffective parenting skills (such as spanking), a lack
of parental monitoring and nurturing relationship with children and low
involvement in school-related activities are related to the development of children's
aggressive behavior, poor social skills, and academic underachievement (which in
themselves are important risk factors for the development of violence,
delinquency, and substance abuse). Training in effective parenting can not
only reduce violence and boost parents' self-confidence but also contribute to
children's enhanced social competence, which will then in turn promote stronger
bonding and relationships with parents (which are linked to positive child
outcomes).
2. Teaching Practices. Harsh and critical teaching approaches, a poorly managed
classroom and failure to collaborate with parents contribute to escalating classroom
aggression, which, in turn facilitates the ongoing development of aggression, the
child's poor attachment to the teacher and school, and eventual school dropout.
Training in effective classroom management strategies and curriculum related to
promoting emotional and social literacy can not only reduce aggression
and rejection but also contribute to children's enhanced social competence and
stronger school bonding.
3. Child Social Competence: Young children with poor social skills are more likely to
be rejected by their peer group and to become lonely, isolated and unhappy. Over
time this exclusion provides fewer and fewer socialization opportunities with other
children which in turn contributes to their social and emotional lags. Eventually
such children may develop friendships with other children who are isolated,
depressed and aggressive and form deviant peer groups. Training children with
poor social competence in skills such as how to play with other children, affective
awareness, how to be friendly and talk to peers as well as in self-control and how
to problem solve conflict situations can result in less aggressive responses, more
11. positive friendships and belonging to more prosocial groups (which in themselves
are important protective factors).
Targeted Outcome Variables
Child Conduct Problems. Young children with high rates of
aggressive behavior problems have been shown to be at greatest risk for continuing on the
trajectory to deviant peer groups, school drop out, delinquency, substance abuse, and
violence. Ultimately the aim of the teacher, parent and child training programs is to
prevent and reduce the occurrence of aggressive and oppositional behavior, thus reducing
the chance of developing later delinquent behaviors. Each of the programs in the
Incredible Years Series seeks to alter the quality of relationships between parents and
children, teachers and children, teachers and parents, group facilitators and parents, and
children with their peers.
Incredible Years Training Series Program
Objectives
Overview of the Incredible Years Training Programs. Clicking on a specific program will
display a table detailing the content and objectives of each training program for that
group. (These are PDF documents)
Overview of the Incredible Years Parent, Teacher, and Child Training Programs
The links below open pages within the full Objectives Table PDF that includes all
Parent Programs.
Sett
ings
Per
son Targ
Trai
eted
Interventions Skills Targeted ned
Incredible Years Par
Babies & Toddlers ent
Hom
Program
e
12. Program Name: Parenting Skills - Baby
Babies & Toddlers • Getting to know your baby
Program (Ages 0-3) • Understanding how babies learn
• Providing physical, tactile & visual
Babies Content &
stimulation
Objectives
• Understanding how to help babies feel
loved & secure
• Learning how to talk & play with babies
Toddler Content & • Understanding baby development
Objectives • Learning how to keep babies safe
• Parents developing support systems
Parenting Skills - Toddler
• Child-directed play skills
• Descriptive commentary, social &
emotional coaching
• Praise & encouragement
• Establishing clear & predictable routines
& adequate monitoring
• Setting developmentally appropriate
limits
• Using distractions, redirections & ignore
effectively
Incredible Years Par
BASIC Parent ent
Hom
Training Programs
(Programs 1-4) e
Program Name: Early Parenting Skills - Preschool
Childhood BASIC • Child directed play skills
Program (Ages 3-6) • Academic persistence
• Social & emotional coaching
Early Childhood
• Praise & incentives to
Content & Objectives
encourage cooperative
behavior
• Establishing rules, predictable routines &
promoting responsibility
• Setting clear respectful limits-following
through
• Learning how to manage misbehavior
• Helping children learn to calm down &
self-regulate
• Teaching children time out
• Teaching children beginning problem
solving steps
Program Name: Parenting Skills - School Age
School Age BASIC • Parents' special time with children
Program (Ages 6-12) • Academic, persistence, emotional & social
(Programs 9,10) coaching
• Using praise incentives effectively
School-Age Content
• Household rules, routines &
& Objectives
responsibilities
• Monitoring children & whereabouts
• Use of ignore & consequences
• Using time out for destructive behavior &
extreme oppositional behavior
• Imposing logical & natural consequences
Program Name: Academic Skills
Supporting Your • Academic stimulation
13. Child's Education • Learning routine after school
Program • Homework support
• Reading
Content &
• Limit setting
Objectives
• Involvement at school
• Teacher conferences
Incredible Years
Par
ADVANCE Parent
ent
Training Programs Hom
(Programs 5-7)
e,
Wor
k,
Com
mun
ity,
Sch
ool
Program Name: Interpersonal skills
ADVANCE Parent • Problem Solving
Training Program • Anger management
(Ages 4-12) • Communication
• Depression control
ADVANCE Content
• Giving and getting support
& Objectives
Incredible Years Tea
Hom
Teacher Training che
Programs r
e,
Sch
ool
Classroom management skills
• Promoting parent involvement
Program Name:
• Proactive teaching strategies
Teacher Classroom
• Effective praise & incentive systems
Management
• Managing misbehavior
Content & • Promoting social skills &
Objectives Problem solving
Program Name: Dina Social skills
Dinosaur Social Skills • Sharing
and Problem-Solving • Helping
Curriculum • Waiting, taking turns
• Teamwork, cooperation
Content &
Objectives
Self-Regulation Skills
• Anger management
*Curriculum available
• Calm-down strategies
for prevention
• Problem-solving
(classroom) or small
• Waiting
group treatment
Classroom Behavior
14. • Quiet hand up
• Compliance
• Listening
• Stop-look-think-check
• Concentrating
Download Complete Treatment Objectives (7 Tables)