The Relationship Foundation aims to provide students with tools for healthy relationships through their Healthy Relationships 101 program, which discusses topics like bullying, self-esteem, and building relationships. They want to expand this program by developing Safe Relationships 101 to specifically focus on preventing sexually abusive relationships through teaching empathy. They plan to conduct a 3-year longitudinal study at a New York City high school to gather data on the links between relationship education and abuse prevention. Their goal is to establish Safe Relationships 101 as a new addition to their successful Healthy Relationships 101 curriculum and distribute it nationally with the help of their partnership with Scholastic Inc.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
A guide to integrating Social Emotional Learning and Academics at Verita International School Romania. An integrated approach to advanced education and the development of a whole child.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Social and emotional learning (SEL) is the process of providing kids with chances throughout the school day to develop good behaviors and attitudes, such as goal-setting, demonstrating empathy, nurturing relationships, making responsible decisions, and regulating their emotions.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
"Building Strong Bonds: Effective Habits for Nurturing Healthy Parent-Child Relationships" is an insightful and comprehensive guide that delves deep into the dynamics of parent-child relationships, offering a roadmap to fostering lasting connections built on trust, communication, and mutual understanding. Authored with wisdom and empathy, this book presents a treasure trove of strategies, actionable advice, and real-life anecdotes that resonate with parents, caregivers, and educators alike.
With a focus on creating a nurturing environment, the book emphasizes the power of communication as a foundation for building strong parent-child bonds. It encourages open dialogue, active listening, and empathy, teaching readers to truly connect with their children on an emotional level. By guiding parents through effective communication techniques, the book equips them with tools to navigate challenges, resolve conflicts, and strengthen the parent-child bond.
Through the lens of positive parenting, the book sheds light on the importance of setting healthy boundaries and cultivating a sense of respect within the parent-child relationship. It advocates for a balance between authority and understanding, encouraging parents to provide guidance while allowing space for their children's individual growth and autonomy. By instilling these values, the book empowers parents to shape their children's character and values with care and intention.
"Building Strong Bonds" goes beyond theory, offering practical steps to implement within everyday routines. From quality time spent together to shared activities that encourage collaboration and creativity, the book presents a myriad of ways to create memorable experiences that strengthen familial ties. It emphasizes the significance of quality over quantity and inspires parents to be present in their children's lives in meaningful ways.
The book recognizes that modern challenges, such as technology and busy schedules, can strain relationships. It offers insights into managing screen time, nurturing a healthy work-life balance, and ensuring that technology enriches rather than hinders parent-child interactions. By addressing these contemporary issues, the book equips parents with strategies to adapt and thrive in today's fast-paced world.
Anchored in research and expert opinions, "Building Strong Bonds" tackles a range of topics, from discipline and emotional intelligence to fostering a growth mindset. It showcases the transformative impact of positive reinforcement and highlights the significance of role modeling for children. The book underscores the role of self-awareness and self-care for parents, emphasizing that nurturing one's own well-being is essential for fostering healthy parent-child relationships.
Throughout the book, readers encounter relatable scenarios, actionable exercises, and reflective prompts that encourage self-discovery and personal growth.
I love to work with schools and nonprofits. I'm the kind of design weirdo who thinks annual booklets are fun! I thoroughly enjoyed this entire project, from sketch, to design, to press checks.
Treating Traumatized Children Israel Trip 1 2009 Finalpaseinc
NEW YORK CITY – January 9, 2009: Dr. Shelly Wimpfheimer, LMSW, the executive director of the Partnership for After School Education (PASE), recently traveled to Jerusalem to present on PASE’s Partners in Healing program, which builds the capacity of community-based organizations to help youth deal with traumatic experiences.
REQUEST for PROPOSAL FOR SEMESTER PROJECT.docxkellet1
REQUEST for PROPOSAL
FOR
SEMESTER PROJECT
Mental Health Service project
PREPARED BY
Your Name
Name of University
October 2018
PART 1
Needs Statement
Goals
Objectives
NEED STATEMENT
The rising international trend in the number of parents who separate or divorce is raising concerns about long-term consequences for child and youth well-being and adjustment to adulthood.
Separation and divorce may increase risks for negative outcomes in physical, mental, educational and psychosocial well-being during childhood and later, as youth transition to adulthood. Most children of separated and divorced families do not have significant or diagnosable impairments.
Most children and youth experience initial painful emotions including sadness, confusion, fear of abandonment, anger, guilt, grief, and conflicts related to loyalty and misconceptions. Although many children and youth of separating or divorcing parents experience distressing thoughts and emotions, the overwhelming majority do not experience serious outcomes. However, even small negative effects constitute a serious public health problem when multiplied by the millions of individuals who experience separation or divorce.
Due to the effect of the divorce on the kids, they tend to be stubborn and are wild and erratic in behavior which is usually harmful to the children. It affects their daily relationship, academics, and personal lives.
Divorce can increase the risk of mental health problems in children and adolescence. Regardless of age, gender, and culture, studies show children of divorced parents experience increased psychological problems. Divorce may trigger an adjustment disorder in children that resolves within a few months. But, studies have also found depression and anxiety rates are higher in children from divorced parents.
According to our research conducted, children of divorced parents scored significantly lower than children of continuously married parents on measures of academic achievement, conduct, psychological adjustment, self-concept, and social relations. More recent research continues to suggest an ongoing gap between children of divorced parents and continuously married parents. The negative impact of divorce can reach into adulthood and even later in adult married life, with potential increases in poverty, educational failure, risky sexual behavior, unplanned pregnancies, earlier marriage or cohabitation, marital discord, and divorce
The extent to which the negative outcomes associated with parental divorce reflect dysfunctional processes that arise before parental separation, such as interparental conflict.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
A guide to integrating Social Emotional Learning and Academics at Verita International School Romania. An integrated approach to advanced education and the development of a whole child.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Social and emotional learning (SEL) is the process of providing kids with chances throughout the school day to develop good behaviors and attitudes, such as goal-setting, demonstrating empathy, nurturing relationships, making responsible decisions, and regulating their emotions.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
"Building Strong Bonds: Effective Habits for Nurturing Healthy Parent-Child Relationships" is an insightful and comprehensive guide that delves deep into the dynamics of parent-child relationships, offering a roadmap to fostering lasting connections built on trust, communication, and mutual understanding. Authored with wisdom and empathy, this book presents a treasure trove of strategies, actionable advice, and real-life anecdotes that resonate with parents, caregivers, and educators alike.
With a focus on creating a nurturing environment, the book emphasizes the power of communication as a foundation for building strong parent-child bonds. It encourages open dialogue, active listening, and empathy, teaching readers to truly connect with their children on an emotional level. By guiding parents through effective communication techniques, the book equips them with tools to navigate challenges, resolve conflicts, and strengthen the parent-child bond.
Through the lens of positive parenting, the book sheds light on the importance of setting healthy boundaries and cultivating a sense of respect within the parent-child relationship. It advocates for a balance between authority and understanding, encouraging parents to provide guidance while allowing space for their children's individual growth and autonomy. By instilling these values, the book empowers parents to shape their children's character and values with care and intention.
"Building Strong Bonds" goes beyond theory, offering practical steps to implement within everyday routines. From quality time spent together to shared activities that encourage collaboration and creativity, the book presents a myriad of ways to create memorable experiences that strengthen familial ties. It emphasizes the significance of quality over quantity and inspires parents to be present in their children's lives in meaningful ways.
The book recognizes that modern challenges, such as technology and busy schedules, can strain relationships. It offers insights into managing screen time, nurturing a healthy work-life balance, and ensuring that technology enriches rather than hinders parent-child interactions. By addressing these contemporary issues, the book equips parents with strategies to adapt and thrive in today's fast-paced world.
Anchored in research and expert opinions, "Building Strong Bonds" tackles a range of topics, from discipline and emotional intelligence to fostering a growth mindset. It showcases the transformative impact of positive reinforcement and highlights the significance of role modeling for children. The book underscores the role of self-awareness and self-care for parents, emphasizing that nurturing one's own well-being is essential for fostering healthy parent-child relationships.
Throughout the book, readers encounter relatable scenarios, actionable exercises, and reflective prompts that encourage self-discovery and personal growth.
I love to work with schools and nonprofits. I'm the kind of design weirdo who thinks annual booklets are fun! I thoroughly enjoyed this entire project, from sketch, to design, to press checks.
Treating Traumatized Children Israel Trip 1 2009 Finalpaseinc
NEW YORK CITY – January 9, 2009: Dr. Shelly Wimpfheimer, LMSW, the executive director of the Partnership for After School Education (PASE), recently traveled to Jerusalem to present on PASE’s Partners in Healing program, which builds the capacity of community-based organizations to help youth deal with traumatic experiences.
REQUEST for PROPOSAL FOR SEMESTER PROJECT.docxkellet1
REQUEST for PROPOSAL
FOR
SEMESTER PROJECT
Mental Health Service project
PREPARED BY
Your Name
Name of University
October 2018
PART 1
Needs Statement
Goals
Objectives
NEED STATEMENT
The rising international trend in the number of parents who separate or divorce is raising concerns about long-term consequences for child and youth well-being and adjustment to adulthood.
Separation and divorce may increase risks for negative outcomes in physical, mental, educational and psychosocial well-being during childhood and later, as youth transition to adulthood. Most children of separated and divorced families do not have significant or diagnosable impairments.
Most children and youth experience initial painful emotions including sadness, confusion, fear of abandonment, anger, guilt, grief, and conflicts related to loyalty and misconceptions. Although many children and youth of separating or divorcing parents experience distressing thoughts and emotions, the overwhelming majority do not experience serious outcomes. However, even small negative effects constitute a serious public health problem when multiplied by the millions of individuals who experience separation or divorce.
Due to the effect of the divorce on the kids, they tend to be stubborn and are wild and erratic in behavior which is usually harmful to the children. It affects their daily relationship, academics, and personal lives.
Divorce can increase the risk of mental health problems in children and adolescence. Regardless of age, gender, and culture, studies show children of divorced parents experience increased psychological problems. Divorce may trigger an adjustment disorder in children that resolves within a few months. But, studies have also found depression and anxiety rates are higher in children from divorced parents.
According to our research conducted, children of divorced parents scored significantly lower than children of continuously married parents on measures of academic achievement, conduct, psychological adjustment, self-concept, and social relations. More recent research continues to suggest an ongoing gap between children of divorced parents and continuously married parents. The negative impact of divorce can reach into adulthood and even later in adult married life, with potential increases in poverty, educational failure, risky sexual behavior, unplanned pregnancies, earlier marriage or cohabitation, marital discord, and divorce
The extent to which the negative outcomes associated with parental divorce reflect dysfunctional processes that arise before parental separation, such as interparental conflict.
1. 1. Briefdescription ofyour organization and overall focus.
The Relationship Foundation is an educational initiative that combines the tools of Social and Emotional
Learning and Nonviolent Communication to address real issues students encounter, in order to help
students navigate the complex pressures and decisions they face on a day-to-day basis. In our program,
Healthy Relationships 101, we discuss and discover new ways of addressing bullying prevention, self-
esteem and body image, the effect of the media, excessive use of technology, and of course, learning how
to build healthier relationships with family, friends, peers,and partners. Our mission is to build safer,
more harmonious communities by establishing relationship education as a core component of the learning
process.
We have been teaching Healthy Relationships 101 in New York City high schools, community colleges,
and four-year colleges for the past seven years. The program has been successfulacross a wide variety of
school cultures – private, public, charter,single sex, faith based, and multilingual institutions. Thus, we
have taught students from a range of socioeconomic and cultural backgrounds. Remarkably, our program,
Healthy Relationships 101, has received an abundance of positive feedback in every school with which
we have worked. Our program’s ability to reach a large and diverse audience has proven to us not only
the absolute need for relationship education in schools, but specifically that our program can do it right.
2. The critical question(s) your proposed work/project is designed to address.
Our focus has been to provide students, as well as teachers,with the tools they need to communicate in a
more effective way that encourages relentless empathy for others; we believe empathy is the blueprint for
healthier relationships. We have already found that teaching empathy is extremely useful in detecting
abusive relationships, but we want to take our program a step further: we hypothesize that an early
intervention program of empathic understanding and communication may be a key to preventing sexually
abusive relationships.
In order to incorporate sexual abuse prevention more fully into our program, it is imperative we answer
essential questions in safe relationship education: how do we teach children to see that sexual abuse 1)
impedes others’ needs and 2) is an ineffective was to have their own needs met? Our own experience with
students and a copious amount of qualitative and observational data has shown this correlation to be
probable, but we want to provide ourselves and other safe relationship educators with hard data. The goal
of our project is to gather quantitative research in a longitudinal evidence based study over a three-year
period, exploring the links between safe relationship education and sexual abuse prevention. We will
work in collaboration with teachers,students, parents,and staff at John Adams High School in Ozone
Park,Queens, NY,where our Healthy Relationships 101 program has previously been implemented, as a
research site for our work. We hope to test and develop safe relationship practices,drawing from the
successes of our current curriculum, with the end goal of establishing a new and crucial addition to our
Healthy Relationships 101 program, entitled Safe Relationships 101.
Our preliminary research,as carried out through our current program over an eight year period, suggests
that TRF can offer a multifaceted approach to sexual abuse prevention: examining students’ own needs
and feelings allows them to reflect on their actions and decisions (self-empathy); encouraging students to
recognize others’ needs and feelings promotes a respectfulenvironment (empathy); using the language of
needs and feelings allows teachers,social workers, and responsible adults to better help the victims of
sexual abuse, as well as better understand perpetrators and prevent them from using abuse to fulfill their
social and emotional needs in the future. Thus, Safe Relationships 101 will heavily rely on teachings in
empathic understanding to help students gain social and emotional literacy. As our founder Michael Jascz
tells administrators employing Healthy Relationships 101 at their schools, “Abuse is no longer a concept
in the mind of a child who finishes our program. Learning empathy changes their neural pathways so that
2. it is absolutely unthinkable to hurt another human being, physically or verbally.” We would like the
opportunity to build on our existing program in relationship education and to fully develop a safe
relationship program, bringing it to the same level of success as our Healthy Relationships 101 has
experienced.
We believe the fundamental aspects of our Healthy Relationships 101 program can be incredibly useful
for promoting safe relationships. The far-reaching impact of our work was explored in Atlanta, Georgia
last year, during a workshop Michael led at the Empowered Living Academy,a safe haven for young
women who have been sexually exploited and/or at a risk of exploitation. A personal development and
independent living coach at the academy, Kayla Merritt, who participated in Michael’s workshop, firmly
believes in the usefulness of our program in building safer and more meaningful relationships: “The
Empowered Living Academy has been using The Relationship Foundation’s Needs and Feelings and
Empathy material for some time now in their work with survivors of sexual exploitation and trafficking.
We have seen great growth and movement in the maturity of their relationships and communication
among the women we serve. Severalwomen reported that they are thinking about their needs and how
they feel before reacting in their closest relationships. We are happy to incorporate this material into our
curriculum at the Academy and are invested in the fruit that it produces.”
In line with our Safe Relationships 101 rationale, the federalgovernment believes sexual abuse
prevention to be an expected result from relationship education: The Teach Safe Relationships Act of
2015 passed this week in Congress as an amendment to the Every Child Achieves Act (ECAA). The
amendment permits public schools to spend funding on teaching safe and healthy relationship education
for the express purpose of “preventing sexual assault, domestic violence, and dating violence.”
Safe Relationships 101 will make use of activities and exercises that have been successfulin our Healthy
Relationships 101 programs and workshops: dynamic classroom activities, such as role-plays, active
discussions, and student journals; and contemporary media analyses, such as videos, and articles. We
have seen students’ excitement over learning about our relationship techniques and reflecting on their
own relationships through these methods. However,we would also like to research the effectiveness of a
complimentary digital application to Safe Relationships 101 to aid students in safe relationship education
even after the in-person classroom sessions have been completed. More and more, high school and
college students interact with each other through technology and we hope to better relate to them by using
a digital application of relationship education.
3. What you hope to learn as a result ofthis work and what impact you hope to achieve.
We hope to learn how to best develop and include Safe Relationships 101 into the already flourishing
Healthy Relationships 101 curriculum. We want to move from qualitative analysis to a quantitative
assessment of our work through a long-standing study of safe relationship education. The impact we hope
to achieve is a national distribution of safe and healthy relationship education, beginning in urban areas,
then expanding nationwide. Through an educational collaborative we have just established with
Scholastic Inc., we can implement our best practices in Safe Relationships 101 on a national scale.
Scholastic has agreed to make available to schools our program, Healthy Relationships 101. Therefore,
updating our curriculum to include well-researched and developed Safe Relationships 101 will actualize
abuse-free relationship education on a large scale – Scholastic has 100% penetration in schools in the
United States and is a trusted name with students, teachers and parents.
Safe Relationships 101 will build on our success of Healthy Relationships 101, a success that we have
seen in a multitude of school environments, helping to meet the growing need for relationship education
from a student’s point of view. Furthermore, the Center for Disease Control (CDC) provides another way
3. to explain our program’s accomplishments. Healthy Relationships 101 meets the standards of an effective
prevention program that the CDC outlines in their Principles of Prevention:
1) Our program offers comprehensive services, addressing social, emotional, and academic
learning, including a variety of activities, such as discussions, lecture, journals, and role-play.
2) We use practiced and varied teaching methods, such as incorporating hands-on experience to
develop skills in empathic understanding and communication of needs.
3) We ensure the proper follow up is administered to assess the effect of our classroom programs
through student and teacher evaluations.
4) We heavily draw from the theories of Social and Emotional Learning and Nonviolent
Communication, both of which close the gap between unfulfilled needs and how to fulfill them
through clearer communication and more meaningful relationships.
5) We advocate for positive relationships, but not only between peers; relationship education
helps teachers better relate to students, fostering closer relationships between students and the
responsible adults in their lives.
6) Psychologically, we have found high school students are emotionally capable of the
concentrated self-reflection we encourage, and intellectually mature enough to address sensitive
subjects, such as abuse.
7) Relationships are relevant to humans’ lives, so we have found that relationship education is
more than socioculturally relevant, it is necessary. The United States Congress has also
concluded this, as seen by their passing of The Teach Safe Relationships Act of 2015.
8) Our process of evaluations has allowed student-input to be at the forefront of program
development, shaping the curriculum to best fit students’ needs.
9) Moreover, our staff is under the guidance of Michael Jascz, a relationship coach practicing for
the last fourteen years,who has studied with important figures of the social and emotional
learning world, like Marshall Rosenberg, and Harville Hendrix.
We know how to build a preventative program, and we hope to take what we’ve learned in Healthy
Relationships 101 to create Safe Relationships 101. We can use the qualitative analysis the Principles of
Prevention outline to design a safe relationships program, but with this grant we hope to gather
quantitative data to concretely prove our effectiveness over an extended period of time, something we
have heretofore been unable to carry out.
4. Description ofthe team ofpeople that will lead this work.
-Michael Jascz.
Founder and Executive Director, The Relationship Foundation (TRF); BA Honors Program, Ohio State.
-Michael Anthony Hopkins.
Director, TRF; Writing Corps Curricular Director, Harlem Children’s Zone; BA, UC Berkeley; MA,
NYU Steinhardt.
-Amy Killingsworth, Kayla Merritt,Monique Overstreet.
PersonalDevelopment and Independent Living Coaches,Wellspring Living -Empowered Living
Academy, Atlanta, GA; experts in working with survivors of sexual exploitation and trafficking who
incorporate Healthy Relationships 101 materials in their work.
-Rebecca Kuhn.
NYCDOE,High School Spanish teacher,faculty team leader, PBIS, Positive Behavioral Interventions
and Support, John Adams High School, Ozone Park, Queens; BA.,PACE,MA. Institute of Education,
University College, London, in progress. Rebecca has previously worked in curriculum development with
TRF and was instrumental in bringing Healthy Relationships101 to John Adams High School where our
team is planning to work on site with students, staff, faculty and parents.
-Risa Nagel.
4. Research Assistant,and Writer TRF; BA, Hamilton College, in progress.
-Mike Carlino.
Manager,and Grant Administrator TRF; BA,Baruch College.
-Susan Stratton.
Project Manager; deep executive, content and business development experience with a special interest in
educational innovation; BA, University of Illinois, Urbana-Champaign.
5. Howthis work and approach is aligned with JBC’s priorities.
TRF engages communities beyond education and awareness to address specific changes in practice.
Our Safe Relationships 101 program will not only educate students,but also provide them with concrete
tools to help them discover and build healthy, abuse-free relationships with the development of a new
curriculum and vocabulary. We have found that the curriculum and vocabulary we teach fundamentally
changes the way students communicate with each other, and therefore,shapes their consciousness: we
believe that learning empathy, in addition to understanding needs and feelings, will make the idea of
hurting peers an unthinkable deed for students now and, because of the lasting impression of this work, in
the future.
We mobilize communities around this issue to shift cultural norms.
It is a tenet of the Healthy Relationships 101 program that expressing needs and feelings changes the
normal patterns of conversation. Getting students to change the way they relate to each other now will
prevent this emotional blindness later on in life. If we are able to examine the correlation between
addressing needs and feelings over a long period of time, empathic abilities, and the likelihood of students
to be complicit in sexual abuse, we can truly change the normalization of abusive relationships.
We could offer newapproaches and solutions to ending child sexual abuse.
The immense benefits of social and emotional learning through our existing and future programs can only
occur when students are interested in the material and find meaning in its practice. In this way,we think
our program is unique by getting students excited about learning, discussing, and applying healthy
relationship techniques. We have a relaxed approach to teaching that separates relationship education
from typical health classes,and more formal studies. Further, our program appeals to students by
discussing topics they find important (their lives, family, and friends), harnesses their enthusiasm and
focus, and from there, builds on their engagement to achieve real breakthroughs. We are also pushing for
innovation with dissemination of early intervention Safe Relationships 101 educational materials digitally
and through existing major distributor Scholastic Inc. to students, teachers and parents.