The evaluation report assessed the effectiveness of the Manadoob self-esteem program through surveys of participants, parents, educators, and teachers. The results showed remarkable personal growth in participants, including seeing value in others, understanding bullying, and believing in themselves and education. Before the program, less than a third of participants felt positive about these areas, but after the program the majority agreed they had gained self-esteem, social awareness, and confidence in their abilities and future success. The evaluation provides strong evidence that Manadoob is helping children of all backgrounds improve their self-esteem.
Children in the military are often faced with more emotional challenges than children in the general population. In numerous studies, results show that approximately 33% of the military children surveyed reported symptoms of anxiety, higher than the percentage reported in other studies of children.
Children in the military are often faced with more emotional challenges than children in the general population. In numerous studies, results show that approximately 33% of the military children surveyed reported symptoms of anxiety, higher than the percentage reported in other studies of children.
Krista Howell is applying for a position and provides her resume and cover letter highlighting her experience working with children in various education settings. She possesses strong communication, management, and community outreach skills from roles such as managing a parent education program and serving on advisory boards. Her resume further details her education background and work history as a teacher for both public and private schools.
Francine Goundry served as the Program and Student Support Coordinator at The Branch School for two years where she monitored special needs students, including the writer's son who has ADHD. Due to her attention to detail and ability to adapt to his developmental changes, the writer's son thrived under her care. She also oversaw educational outreach and competition programs on local, state, and national levels, demonstrating strong leadership. The writer routinely observed Francine displaying a positive attitude in difficult situations, quickly adapting to circumstances with clever solutions, having in-depth knowledge of teaching methods, maximizing value with limited resources, and focusing on solutions over problems through timely communication.
Assessment method used by english teachers in assissting struggling learners ...Moses Altovar
This document discusses a study on common assessment methods used by English teachers to assist struggling learners in private and public secondary schools in Catanauan, Quezon, Philippines. It includes the statement of the problem, theoretical framework, research paradigm, methods and procedures, conclusions and recommendations. The study aims to determine the demographic profile of student and teacher respondents, assessment methods used by teachers, and causes of student struggles. It used descriptive research methods including surveys. Key findings were that performance tasks and question/answer were most effective, and poor study skills and lack of motivation were main causes of student struggles. Recommendations included verifying student success, engagement, and understanding individual learning styles.
Lynsie Mumfrey believes that the early childhood period is crucial for development and learning. She aims to provide a loving, nurturing, and safe environment to help children learn and develop key skills at each stage. Her objectives are to help children achieve developmental milestones like language, motor skills, self-concept, and mathematics. To measure her effectiveness, she will observe the children's growth and get feedback from families on improvements.
This document describes a community health program aimed at educating adolescents and young adults about healthy and unhealthy relationships. The program provides information to help them recognize the signs of abusive relationships and how to seek help. It notes that adolescent girls are especially at risk of dating violence due to lack of education on healthy relationships. An evaluation found that most participants had not previously received training on relationships, but after the program almost all reported learning to identify healthy and unhealthy relationships and would recommend the program to others.
This document discusses several ways that a teacher can help foster healthy self-esteem in English language learning (ELL) students to promote optimal learning. The teacher proposes incorporating aspects of students' native cultures and backgrounds into lessons, encouraging storytelling, and using technology to help build connections between students. The teacher also suggests scaffolding lessons, providing praise and guidance individually, and designing lessons to engage different learning styles. Lastly, the teacher stresses the importance of understanding students' families by conducting home visits and casual communication to gain cultural insights.
Children in the military are often faced with more emotional challenges than children in the general population. In numerous studies, results show that approximately 33% of the military children surveyed reported symptoms of anxiety, higher than the percentage reported in other studies of children.
Children in the military are often faced with more emotional challenges than children in the general population. In numerous studies, results show that approximately 33% of the military children surveyed reported symptoms of anxiety, higher than the percentage reported in other studies of children.
Krista Howell is applying for a position and provides her resume and cover letter highlighting her experience working with children in various education settings. She possesses strong communication, management, and community outreach skills from roles such as managing a parent education program and serving on advisory boards. Her resume further details her education background and work history as a teacher for both public and private schools.
Francine Goundry served as the Program and Student Support Coordinator at The Branch School for two years where she monitored special needs students, including the writer's son who has ADHD. Due to her attention to detail and ability to adapt to his developmental changes, the writer's son thrived under her care. She also oversaw educational outreach and competition programs on local, state, and national levels, demonstrating strong leadership. The writer routinely observed Francine displaying a positive attitude in difficult situations, quickly adapting to circumstances with clever solutions, having in-depth knowledge of teaching methods, maximizing value with limited resources, and focusing on solutions over problems through timely communication.
Assessment method used by english teachers in assissting struggling learners ...Moses Altovar
This document discusses a study on common assessment methods used by English teachers to assist struggling learners in private and public secondary schools in Catanauan, Quezon, Philippines. It includes the statement of the problem, theoretical framework, research paradigm, methods and procedures, conclusions and recommendations. The study aims to determine the demographic profile of student and teacher respondents, assessment methods used by teachers, and causes of student struggles. It used descriptive research methods including surveys. Key findings were that performance tasks and question/answer were most effective, and poor study skills and lack of motivation were main causes of student struggles. Recommendations included verifying student success, engagement, and understanding individual learning styles.
Lynsie Mumfrey believes that the early childhood period is crucial for development and learning. She aims to provide a loving, nurturing, and safe environment to help children learn and develop key skills at each stage. Her objectives are to help children achieve developmental milestones like language, motor skills, self-concept, and mathematics. To measure her effectiveness, she will observe the children's growth and get feedback from families on improvements.
This document describes a community health program aimed at educating adolescents and young adults about healthy and unhealthy relationships. The program provides information to help them recognize the signs of abusive relationships and how to seek help. It notes that adolescent girls are especially at risk of dating violence due to lack of education on healthy relationships. An evaluation found that most participants had not previously received training on relationships, but after the program almost all reported learning to identify healthy and unhealthy relationships and would recommend the program to others.
This document discusses several ways that a teacher can help foster healthy self-esteem in English language learning (ELL) students to promote optimal learning. The teacher proposes incorporating aspects of students' native cultures and backgrounds into lessons, encouraging storytelling, and using technology to help build connections between students. The teacher also suggests scaffolding lessons, providing praise and guidance individually, and designing lessons to engage different learning styles. Lastly, the teacher stresses the importance of understanding students' families by conducting home visits and casual communication to gain cultural insights.
This document outlines a 6-week group counseling curriculum to develop healthy social skills in adolescents. The goals are to enhance students' social skills, communication skills, ability to cope with stress and peer pressure, and decision making. Students will learn how to open up, communicate face-to-face and online, acknowledge peer pressure and ways to deal with it, discuss common stressors and coping strategies. The curriculum follows ASCA standards and will screen students to recruit a diverse group of males and females ages 14-18 with different personalities to benefit from the group experience.
The article discusses the results of a survey given to students who participated in the PA eMentoring program. The program aims to help students prepare for life after high school. A survey called "about eMentoring" was given to 175 students to determine how the program impacted them. The survey found that 40% of students felt the program helped them set higher expectations, have a better attitude towards school and identify necessary courses for careers. Additionally, 20% strongly agreed it helped with writing and 36% said it helped identify interesting careers. Nearly 50% agreed it helped them understand future career options and educational requirements. While pleased with the results, the program aims to make further improvements.
This document summarizes a survey of occupational therapy program directors regarding how their programs prepare students to address clients' mental health needs in school-based practice. The survey found that while most programs address this topic to some degree, many directors felt it could be strengthened. Suggested improvements included providing more instruction in pediatric mental health, helping students recognize their role in mental health, and addressing emerging topics like trauma care. Direct exposure to psychosocial fieldwork placements was also seen as important for preparing students in this area.
This document summarizes a behavior transformation program called "Going Against the Grain" that aims to enhance integrity, decision-making, and student retention. The program teaches critical thinking, rational reasoning, and objective understanding. It takes participants on a personal discovery journey through lessons, exercises, and self-assessment. A study found the program improved students' GPAs and behavior ratings, with greater improvements seen in female students. The program focuses on social, developmental, intellectual, cultural, relational, financial, and economic areas through 26 weekly lessons. It aims to help individuals reconnect with their identity and efficacy.
The Urgent Need for School-based Primary Prevention Programsnoblex1
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
Youth leadership is important for developing skills like responsibility, teamwork, and healthy habits. It teaches children to handle challenges, spend free time productively, and stay mentally and physically fit. Leadership programs build self-esteem while reducing risks. The experience gained can also help get into universities or jobs later in life. The most effective youth programs offer skill-building opportunities, integrate family and community, and promote safety, belonging, and positive social norms.
The document summarizes an education pilot program that used an online learning tool called DESTY to help children ages 7-11 develop social and emotional skills. The 3-month pilot involved 20 teachers who used the 3 DESTY modules with individual students. Module 1 focused on self-awareness, Module 2 on emotional vocabulary, and Module 3 on coping strategies. Teachers reported positive impacts on self-esteem, communication, and emotional awareness. Children provided feedback that DESTY helped them feel calmer and recognize trusted adults. Scores from behavior assessments showed an average decrease of over 5 points from before to after the program. Overall, the summary concludes that DESTY provides an engaging way for children to explore feelings and strengthen
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock) KNAER-RECRAE
This document summarizes the findings of a study examining the changing nature of vice-principals' work in Ontario public schools. It describes the methodology used, which included focus groups and an online survey of over 800 vice-principals. The findings section details how vice-principals spend their time, their duties and responsibilities, accountability and influences on their work, well-being and job satisfaction, challenges they face, and their use of professional learning. Overall, the study provides insight into the complex and demanding role of vice-principals in contemporary schools.
Presented January 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
The document summarizes a study that evaluated the impact of implementing the CARE framework on the social and emotional development of children aged 3-7. The study found that after using CARE for 5 weeks:
1) Parents perceived increases in children's positive interactions with parents and peers, as well as improved emotion regulation.
2) Emergent themes from interviews with parents were positive behavior modification and interplay between social and emotional development.
3) Based on the findings, an intervention program called "Brigada Pamilya" was created to further develop children's socio-emotional skills through family-focused activities.
1) The study aimed to evaluate the impact of implementing the CARE (Consistent Appreciation Recognition and Empowerment) framework on the social and emotional development of children aged 3-7.
2) Data was collected through questionnaires and interviews with 10 parents before and after using the CARE framework for 5 weeks. The study sought to identify factors contributing to social-emotional development and any changes observed after using CARE.
3) Key findings included increased positive parent-child interaction, better connection with peers, and improved emotion regulation in children. A positive behavior modification theme also emerged, showing links between social and emotional development. An intervention program was subsequently developed based on the findings.
The document summarizes the key findings from a new meta-analysis on youth mentoring programs and a webinar discussing its implications. The meta-analysis found that mentoring has modest positive effects on youth outcomes, especially when targeting at-risk youth and matching mentors and youth based on shared interests. The webinar highlighted that mentoring works best when mentors adopt teaching and advocacy roles and receive support to work with high-risk youth.
This document discusses how mentoring can help improve academic achievement among American youth. It notes that 1 in 5 youth do not graduate high school, and many require remedial college courses. Mentoring relationships have been shown to increase the likelihood that youth stay in school and complete homework. Studies show mentored youth are 52% more likely to stay in school. Mentors can help youth develop skills to overcome barriers to academic success by providing academic support, developing non-cognitive skills, and connecting youth to community resources. Investing in high-quality mentoring programs can help address the critical need to improve educational outcomes in the U.S.
The Child and Family Institute aims to purchase Great Hollow Wilderness School to expand their mental health services. The wilderness program has helped many children through therapeutic, academic, and adventure activities. Purchasing the property would allow CFI to create new programs addressing issues like bullying, obesity, substance abuse, and autism. CFI seeks investors and donors to preserve the natural area and support the community's well-being through these therapeutic programs.
The document summarizes research on the impact of nature workshops on child development. [1] It finds that the workshops improved children's self-esteem, confidence, and emotional literacy according to evaluations from parents, teachers, and the children. [2] Using evaluation tools like the Emotional Literacy Checklist showed gains in resilience. [3] The workshops were well-attended and participants enjoyed them and wanted more, indicating nature-based learning supports well-being.
1) The document summarizes research on building community and sense of belonging for youth. It discusses how connectedness to families, schools, and communities leads to better health outcomes and less risky behaviors for adolescents.
2) Positive youth development programs that provide a supportive environment for youth have shown small benefits for academic achievement and psychological adjustment compared to programs focused solely on activities.
3) Community interventions like parenting programs that encourage collaboration and mutual support between community members have been associated with positive outcomes for families and youth.
Community Health Assessment Evaluation Report FINALJessica Tokunaga
This document describes an evaluation of the impact of a community health assessment course on MPH students' learning and experience. The course involved students conducting health assessments of public housing communities in partnership with HOPE SF and the SF Department of Public Health.
The evaluation found that the course helped students develop concrete public health skills like research, data analysis, and stakeholder engagement. It also helped shape students' professional identities and understanding of their career interests in public health. Students reported gaining skills in areas like interviewing, report writing, and teamwork. The hands-on experience applying concepts to a real community assessment was valuable for students' learning and professional development.
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
Manadoob screen friendly for teachers slideshowmanadoob
The Manadoob Program is an educational program that uses storytelling and activities to build children's self-esteem and teach empathy, kindness, and social awareness. It addresses challenges children face like bullying, obesity, divorce, death, and more through animal characters. The program includes a novel, workbook, and guidance from animal stones. It has been successfully implemented in schools and clubs across various countries and has helped reduce bullying while improving children's confidence and social skills according to facilitator testimonials.
This document outlines a 6-week group counseling curriculum to develop healthy social skills in adolescents. The goals are to enhance students' social skills, communication skills, ability to cope with stress and peer pressure, and decision making. Students will learn how to open up, communicate face-to-face and online, acknowledge peer pressure and ways to deal with it, discuss common stressors and coping strategies. The curriculum follows ASCA standards and will screen students to recruit a diverse group of males and females ages 14-18 with different personalities to benefit from the group experience.
The article discusses the results of a survey given to students who participated in the PA eMentoring program. The program aims to help students prepare for life after high school. A survey called "about eMentoring" was given to 175 students to determine how the program impacted them. The survey found that 40% of students felt the program helped them set higher expectations, have a better attitude towards school and identify necessary courses for careers. Additionally, 20% strongly agreed it helped with writing and 36% said it helped identify interesting careers. Nearly 50% agreed it helped them understand future career options and educational requirements. While pleased with the results, the program aims to make further improvements.
This document summarizes a survey of occupational therapy program directors regarding how their programs prepare students to address clients' mental health needs in school-based practice. The survey found that while most programs address this topic to some degree, many directors felt it could be strengthened. Suggested improvements included providing more instruction in pediatric mental health, helping students recognize their role in mental health, and addressing emerging topics like trauma care. Direct exposure to psychosocial fieldwork placements was also seen as important for preparing students in this area.
This document summarizes a behavior transformation program called "Going Against the Grain" that aims to enhance integrity, decision-making, and student retention. The program teaches critical thinking, rational reasoning, and objective understanding. It takes participants on a personal discovery journey through lessons, exercises, and self-assessment. A study found the program improved students' GPAs and behavior ratings, with greater improvements seen in female students. The program focuses on social, developmental, intellectual, cultural, relational, financial, and economic areas through 26 weekly lessons. It aims to help individuals reconnect with their identity and efficacy.
The Urgent Need for School-based Primary Prevention Programsnoblex1
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
Youth leadership is important for developing skills like responsibility, teamwork, and healthy habits. It teaches children to handle challenges, spend free time productively, and stay mentally and physically fit. Leadership programs build self-esteem while reducing risks. The experience gained can also help get into universities or jobs later in life. The most effective youth programs offer skill-building opportunities, integrate family and community, and promote safety, belonging, and positive social norms.
The document summarizes an education pilot program that used an online learning tool called DESTY to help children ages 7-11 develop social and emotional skills. The 3-month pilot involved 20 teachers who used the 3 DESTY modules with individual students. Module 1 focused on self-awareness, Module 2 on emotional vocabulary, and Module 3 on coping strategies. Teachers reported positive impacts on self-esteem, communication, and emotional awareness. Children provided feedback that DESTY helped them feel calmer and recognize trusted adults. Scores from behavior assessments showed an average decrease of over 5 points from before to after the program. Overall, the summary concludes that DESTY provides an engaging way for children to explore feelings and strengthen
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock) KNAER-RECRAE
This document summarizes the findings of a study examining the changing nature of vice-principals' work in Ontario public schools. It describes the methodology used, which included focus groups and an online survey of over 800 vice-principals. The findings section details how vice-principals spend their time, their duties and responsibilities, accountability and influences on their work, well-being and job satisfaction, challenges they face, and their use of professional learning. Overall, the study provides insight into the complex and demanding role of vice-principals in contemporary schools.
Presented January 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
The document summarizes a study that evaluated the impact of implementing the CARE framework on the social and emotional development of children aged 3-7. The study found that after using CARE for 5 weeks:
1) Parents perceived increases in children's positive interactions with parents and peers, as well as improved emotion regulation.
2) Emergent themes from interviews with parents were positive behavior modification and interplay between social and emotional development.
3) Based on the findings, an intervention program called "Brigada Pamilya" was created to further develop children's socio-emotional skills through family-focused activities.
1) The study aimed to evaluate the impact of implementing the CARE (Consistent Appreciation Recognition and Empowerment) framework on the social and emotional development of children aged 3-7.
2) Data was collected through questionnaires and interviews with 10 parents before and after using the CARE framework for 5 weeks. The study sought to identify factors contributing to social-emotional development and any changes observed after using CARE.
3) Key findings included increased positive parent-child interaction, better connection with peers, and improved emotion regulation in children. A positive behavior modification theme also emerged, showing links between social and emotional development. An intervention program was subsequently developed based on the findings.
The document summarizes the key findings from a new meta-analysis on youth mentoring programs and a webinar discussing its implications. The meta-analysis found that mentoring has modest positive effects on youth outcomes, especially when targeting at-risk youth and matching mentors and youth based on shared interests. The webinar highlighted that mentoring works best when mentors adopt teaching and advocacy roles and receive support to work with high-risk youth.
This document discusses how mentoring can help improve academic achievement among American youth. It notes that 1 in 5 youth do not graduate high school, and many require remedial college courses. Mentoring relationships have been shown to increase the likelihood that youth stay in school and complete homework. Studies show mentored youth are 52% more likely to stay in school. Mentors can help youth develop skills to overcome barriers to academic success by providing academic support, developing non-cognitive skills, and connecting youth to community resources. Investing in high-quality mentoring programs can help address the critical need to improve educational outcomes in the U.S.
The Child and Family Institute aims to purchase Great Hollow Wilderness School to expand their mental health services. The wilderness program has helped many children through therapeutic, academic, and adventure activities. Purchasing the property would allow CFI to create new programs addressing issues like bullying, obesity, substance abuse, and autism. CFI seeks investors and donors to preserve the natural area and support the community's well-being through these therapeutic programs.
The document summarizes research on the impact of nature workshops on child development. [1] It finds that the workshops improved children's self-esteem, confidence, and emotional literacy according to evaluations from parents, teachers, and the children. [2] Using evaluation tools like the Emotional Literacy Checklist showed gains in resilience. [3] The workshops were well-attended and participants enjoyed them and wanted more, indicating nature-based learning supports well-being.
1) The document summarizes research on building community and sense of belonging for youth. It discusses how connectedness to families, schools, and communities leads to better health outcomes and less risky behaviors for adolescents.
2) Positive youth development programs that provide a supportive environment for youth have shown small benefits for academic achievement and psychological adjustment compared to programs focused solely on activities.
3) Community interventions like parenting programs that encourage collaboration and mutual support between community members have been associated with positive outcomes for families and youth.
Community Health Assessment Evaluation Report FINALJessica Tokunaga
This document describes an evaluation of the impact of a community health assessment course on MPH students' learning and experience. The course involved students conducting health assessments of public housing communities in partnership with HOPE SF and the SF Department of Public Health.
The evaluation found that the course helped students develop concrete public health skills like research, data analysis, and stakeholder engagement. It also helped shape students' professional identities and understanding of their career interests in public health. Students reported gaining skills in areas like interviewing, report writing, and teamwork. The hands-on experience applying concepts to a real community assessment was valuable for students' learning and professional development.
Similar to Manadoob Evalutation Report - 2013 (20)
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
Manadoob screen friendly for teachers slideshowmanadoob
The Manadoob Program is an educational program that uses storytelling and activities to build children's self-esteem and teach empathy, kindness, and social awareness. It addresses challenges children face like bullying, obesity, divorce, death, and more through animal characters. The program includes a novel, workbook, and guidance from animal stones. It has been successfully implemented in schools and clubs across various countries and has helped reduce bullying while improving children's confidence and social skills according to facilitator testimonials.
Make a difference in a child’s life by giving the gift of The Manadoob Progra...manadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that aims to reduce bullying and violence by teaching empathy. It uses fictional animal characters called Manadoobs to teach children skills like understanding their own and others' feelings, developing self-esteem, and connecting to their community and world. The program provides lessons and activities to build these skills and has been successfully implemented in schools and youth programs.
Make a difference in a child’s life by offering The Manadoob Programmanadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that teaches empathy, self-esteem, kindness, and social awareness through storytelling and activities. The program uses fictional animal characters called Manadoobs to help children understand their own feelings and behaviors, as well as those of others. It aims to reduce bullying and violence while improving children's well-being.
Make a difference in a child’s life by teaching The Manadoob Programmanadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that aims to teach children empathy, self-esteem, kindness, and social awareness through stories and activities centered around magical misfit animal characters called the Manadoob. The program provides over 80 lessons across 28 chapters addressing issues like bullying, obesity, divorce, grief, and more using humane education. It has been well-received by educators for its ability to engage children while enhancing reading, writing, and social skills.
The Manadoob Secret Connection Program for Self-Esteem provides a non-threatening environment for children to improve self-esteem while they learn and grow through the use of multi-cultural characters, animals, craft and imagination in the form of educational play. Academic skills in reading, writing, vocabulary, problem solving, observation, artistic expression and community outreach are enhanced. It’s fun and kids love it!!
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...
Manadoob Evalutation Report - 2013
1. The Manadoob
Program
for
Self-Esteem
An Evaluation Report
2. An Evaluation Report
For
Manadoob: An International Self-Esteem Program for
Successful Childhood Development – 2013
Prepared by:
Jamshid Damooei Ph.D.
President Damooei Global Research
Professor and Chair
Co-Director, Center for Leadership and Values
School of Business
California Luthernan University
“The results of this study provides strong evidence showing the high level of the success of the Manadoob
Program. Manadoob is an effective self-esteem program with the ultimate objective of helping children to
believe in themselves. It promotes open thought and conversations and enables children to find their inner
source of power and strength, become socially aware and be kind to themselves and others around them. The
program helps children of multicultural and diverse backgrounds to discover that every living entitiy in our
world is connected to one another, and we have seen a remarkable degree of personal growth and compassion
in the children who have completed this program.” Dr. Jamshid Damooei, Ph.D.
Manadoob Program For Self-Esteem Copyright c 2009 June A. Salin and Susan R. Cooper
All Rights Reserved. Manadoob and all related titles, logos and characters are trademarks of Sadiki LLC.
3. Self-esteem can be described as the
degree to which children feel accepted
and valued by others who are important
to them. Creation of self-esteem is
complex. It comes from within a
person and at the same time, people
around them can have positive or
negative impacts on its development.
Those who have a strong sense of
themselves are able to better manage
their lives and generally are more
content and happier.
4. Self Esteem has a distinct place in the preadolescent
psychology and education with its impact on children’s
social and academic growth. These impacts can be
traced in the following developments in the lives of
children.
Positive impact on self-esteem on
relations (peers, teachers and parents)
particularly in an adolescent population
Development of greater social skills
Reduction of anxiety and depression
Better school performance
Increase in educational and professional
aspirations
Development of healthy living habits
Improvement in race relations
Becoming kind and gentle to others and
realizing one’s inner source of power and
strength
5. Method and the Process
of Evaluation
We developed a series of thematically
appropriate surveys that were Program Participants
administered before and after the Survey – reflection
conclusion of the program as well as
an exit survey for different groups of from before and after
people who were involved in the completing the
program. Each of the surveys were
designed based on specific questions
program
that respondents were supposed to Parents’ Survey
have experienced and that helped
their personal transformation and Educators/Facilitators
emotional growth envisaged in the Survey – before
program. The teacher’s survey had
questions that could help find what
entering and after
they experienced in seeing the completion
expected change and transformation
in their pupils. Our findings show the
Teachers’ Survey
results from all four surveys support
each other adding to the significance
and reliability of the overall findings.
6. Results of the Survey,
Their Significance, and
the Impact of the
Program
7. Participants
Participants filled out the
questionnaire upon completion
of the program. They were asked
specific questions based on the
previously explained thematic
issues. The results show a
remarkable degree of
transformation in every aspect of
their academic, personal and
mental behavior.
8. Seeing value in other people is an At the start of class,
important indicator of self-esteem and only 30% of the
participants could
maturity in a young person’s easily see the value in
character. other people
After conclusion of the
program, this number
increased to 82%
By the end of the
program only one
person was still in
disagreement with this
statement and could
not easily see the value
in other people
9. Before participating
in the program only
18% could
understand why some
students bully others
After the program
was completed, 70%
could understand the
reasons for bullying
others
26% were unsure
04% still did not
know why
Bullying and behaving in a bullying manner is a national problem
which causes much suffering and sometimes tragedy in our schools.
The impact of the Manadoob Program on making children realize why
some bully others and how one should deal with it is notable.
10. Self-Acceptance and being happy with who
At the start of the
we are is the most important building block program, only 21% of
of creating self-esteem. After the program the participants were
there was a significant reversal in the state happy with who they
are
of mind and feelings.
After completion,
60% agreed strongly
or agreed with the
statement
38% were unsure
1% still felt unhappy
11. Before the program
only 30% believed
that going to school
prepared them for a
better life
After the program,
the number reached
87% of students
believed going to
school prepared them
for a better life
Only 13% were
unsure
0% disagreed
Believing in the relevance and importance of education in the
life of a young person is an important stage of reaching
balance and finding a positive path to a productive future.
12. In order for a child to succeed in the world Before the program
we need to properly develop their sense as only 24% said they
a giving human being who cares about have what it takes to
be a successful
themselves, others and the world around person
them.
After the training
72% strongly agreed
or agreed they
understood what it
takes to be successful
28% were uncertain
No one disagreed
13. Additional Findings - Participants
Before participating in the program,
only 27% felt they were good
students; at completion the percentage
increased to 61%
Before the program, 38% said they
showed respect for all types of people,
animals and plants; after the program
93% felt they showed respect
Before participation, only 25%
strongly agreed their life has meaning
and direction; after the program those
in agreement increased to 72%
At the start of the program 17% said
they can relax and not worry too much;
51% were now able to relax and not
worry too much
14. Demographics
Respondents were mainly from the age group of
10-13 (81%)
They were primarily between grades 5 to 8 (81%)
They were almost equally distributed between the
two genders of male and female
There was almost an equal distribution between
Whites and Hispanics (38% White and 35.2%
Hispanic)
4.2% were Asian and Pacific Islander
2.8% identified themselves as “other”
20% did not answer the question
*Children from all over the world have experienced the Manadoob Program.
15. Parents Survey
Parents have a great insight into the
behavior, attitude and academic
performance of their children. Their
views come from a deeper
understanding of their children and can
be more reliable than any other group
who may observe young children and
notice any positive or negative
development as they grow up. Parents
are not silent observers and often are
motivated to find out how they can help
their children, and as such, are more
interested in the lives of children than
any other age group.
16. Self confidence, empathy, feeling
comfortable and not getting overwhelmed According to 90.4% of
parents, their children
or losing one’s own focus are important have more confidence in
elements of becoming whole and at peace themselves as a result of
attending the Manadoob
with one’s own life. class
Only 4.1% of parents
were not sure
4.4% of parents
disagreed with this
statement
This is one of the
strongest pieces of
evidence of the
effectiveness of the
Manadoob Program
17. 61.1% of
parents found
improvement in
their children’s
school
performance
28.8% were not
sure
Only 4.1%
disagreed
Improving academic performance and paying attention to the
importance of education are at the core of much of our efforts within
any youth development program. Appreciating education in one’s life,
developing good learning habits, caring about school work, being
prepared to work hard and taking pride in one’s academic
accomplishments are all signs of success.
18. Additional Findings - Parents
89% of parents agreed or strongly
73% of the parents agreed or strongly
agreed their children find it easier to
agreed their children have a greater
say good things about themselves
ability to make friends
78.1% of parents agreed or strongly
78% of parents agreed their children
agreed their children seem calmer and
demonstrate greater ability to get along
less angry when things do not go their
in the family
way
72.6% of the parents agreed or strongly
89.1% said their children seem to have
agreed their children showed more
a more positive outlook on life
interest in meeting new people
74% agreed or strongly agreed their
54.7% of parents said their children
children talk more about how
seemed more interested in doing
important it is we take care of our
volunteer work
environment
72.6% of parents agreed or strongly
53.4% stated their children’s grades
agreed their children seem happier with
have improved
their appearance.
Almost 50% of parents stated their
94% of parents agree or strongly agreed
children now talk about higher
their children are more capable of
education and its importance in their
standing up for themselves
lives
19. Manadoob
Educators/Facilitators
The important feature of this survey is
that they were filled out twice for each
student. The Educator’s survey was
filled out before starting the program
and again after completion. This group
is a very diverse group in both age and
background. Strong bonds between the
educator/facilitator were apparent. The
findings of the educator/facilitator
survey has an additional important
significance; in a number of areas, the
findings can be compared with the
assessment of the people who went
through the training themselves, their
teachers and their parents.
20. Being happy and content is probably one of Only 41% in the
beginning of the
the most important achievements of the program seemed
program. happy and content
Upon completion of
the program, 86%
seemed happy and
content
This result reflects
more than 100%
increase over the
period of the training
21. At the start, only
38% of the students
were making eye
contact with the
teacher or others in
the class when they
were talking with
them
By conclusion of the
class, this rate
increased to 97%
Only one person
disagreed and 0
strongly disagreed
Making eye contact when one talks with a person, in this case
the teacher or others, in class, is very important and shows
the level of confidence in a person.
22. Additional Findings-Manadoob
Educators
Responses Before Responses After
the Program the Program
35.6% did not appear shy Increased to 91%
44% did not withdraw from a Increased to 90%
conversation if others disagreed
with them
56% were interested in the Increased to 95%
opinion of others
37% were confident to talk about Increased to 96%
themselves
42% would not shy away from
Increased to 90%
holding their ground when in a
disagreement with others
23. Additional Findings – Manadoob
Educators
Responses Before Responses After the
the Program Program
27% seemed in control of their Increased to 82%
emotions
34% seemed comfortable with Increased to 88%
themselves
80% were not behaving like a Increased to 100%
bully
37% would not let others bully Increased to 90%
them
50% of participants would not let Increased to 90%
others bully them
24. Teachers
The views of the teachers who work
with the students in the regular school
setting is very important for discovering
how the impact of Manadoob education
affected those students. The questions
on this survey were specifically
designed to use the views the teachers
had regarding the program and its
relationship to their students. The
context of the assessment was to
determine if particular students’
behavior or performance changed since
the beginning of the school year.
25. Participation in class is very In almost 90% of the
cases, teachers
important for the success of believed their students
showed some level of
the students. improvement in their
behavior in terms of
participating in class
In 18.8% of the
cases, the level of
improvement was
significant
26. In more than 80% of
the cases, students
showed improvement
in volunteering for
extra credit or more
responsibilities
Only 6.3% indicated
there was no change
6.5% stated their
students did not need
to improve
Working for extra credit and/or more
responsibilities are signs of being engaged in
classroom activities which often leads to greater
success in academic performance
27. Teachers believed
that in 91% of the
cases, academic
performance of the
students improved
In 33.3% of these
cases, the level of
improvement was
moderate
Only 4.2% did not
need improvement
Only 2.1% did not
change
An increase in academic performance after
participation in the program is quite significant in
demonstrating the importance of social and emotional
maturity in students
28. Additional Findings - Teachers
73% of the students showed 100% of the students showed
improvement in completing their improvement in terms of
homework satisfactory speaking about themselves
90% of the students were more 93.8% of the students showed
attentive in class some level of improvement in
terms of not withdrawing from
conversation if others disagreed
87.5% of the students improved with their opinion. *This shows a
in being motivated to learn high level of achievement in
helping kids to be self-confident
81.3% students made
improvement in ability to get 95% of the students showed
along with other students improvement in showing interest
in other’s opinions
73% of students showed
improvement in treating other 88.7% of the students or nine
students with respect out of 10 showed improvement in
terms of standing up for
themselves
29. Samples of Open Ended Comments from
Parents, Manadoob Educators, Teachers
Josie has shown full participation. She is always eager to share her
thoughts and responses to questions. In the last class as she was
packing her stuff to go she said “I love this class.”
Sanduni has been a very active participant in the classroom. She wants
to talk but is still not comfortable being completely open. Of all the kids
in my class, I know she could really benefit from Manadoob.
Kyle has opened up to me the most about his painful past in his extra
sessions. I never would have expected this from him.
My grandson has matured so much since taking Manadoob. He has
transformed from a child to a young man.
Amanda took Manadoob very seriously, thought deeply about many of
the subjects and learned a lot. She showed tremendous growth. Her
school teacher commented on how much she had grown, became calmer
and more confident.
Emily worked hard to understand concepts on a deep level. During the
class she became close friends with another girl in class she previously
disliked. Her emotional growth was huge!
30. Sample Comments from
Participants
f funn
ttoof fu ot IIee
lo nnoo
ad aa lo
IIhhad h ittwaas n s n ot jj yy
eed
d tths
is h i w hi is
eex e
d w is ver!
nndII w dyy oover!
aa
xpp r
eree c
i i nn
l l ea
aarread e!
ce!
II enjoyed and
enjoyed and
appreciated this
appreciated this
This program is opportunity.
opportunity.
amazing!
IIffe l
eeel lik
kids e M
other hhepp d
likeMan
a do o
anado b
owing ems.
el l ee ob
liked kn probl ppar nt
dmeekn
m kn woowmy
I same lone.
aree s
ntseev n my
h av e th e not a ddont
on’ ’tli
veenif
iftthe
heyy
I am lkkeeea h
i e ac
I know ch ooth r
thee
aany o
nym r r
more.
e.
To review the full Evaluation please visit us at www.manadoob.com