Joseph E. Donnelly - "Physical Activity and Academic Achievement in Elementar...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Joseph E. Donnelly, EdD, FACSM - "Physical Activity and Academic Achievement in Elementary School Children"
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
Jane Close Conoley, Ph.D. University of California, Santa Barbaraschoolpsychology
Jane Close Conoley, Ph.D. University of California, Santa Barbara
School Psychology Misdirected: An Argument for Prevention and Capacity Building.
For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues:
· Children’s mental health is tied directly to their academic success.
· Behavioral success for children is related to instructional expertise of teachers.
Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
Joseph E. Donnelly - "Physical Activity and Academic Achievement in Elementar...youth_nex
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Joseph E. Donnelly, EdD, FACSM - "Physical Activity and Academic Achievement in Elementary School Children"
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
Jane Close Conoley, Ph.D. University of California, Santa Barbaraschoolpsychology
Jane Close Conoley, Ph.D. University of California, Santa Barbara
School Psychology Misdirected: An Argument for Prevention and Capacity Building.
For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues:
· Children’s mental health is tied directly to their academic success.
· Behavioral success for children is related to instructional expertise of teachers.
Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
School Based Mindfulness Interventions Within a Response to Intervention Fram...Innovations2Solutions
Public education is continually evolving to best meet the academic and social-emotional needs of an increasingly diverse student population. A major driving force for this change is the No Child Left Behind Act (2001), which holds schools and teachers accountable for student performance on standardized tests in reading, math, and science. In order to academically prepare students for these high-stakes tests, 43 states have adopted
the Common Core Standards. These standards hold students to a high level of performance in language arts and math that is designed to prepare them for career and college readiness. While the Common Core Standards provide a universal framework for academic standards across the United States, there is
no comparable measure for social-emotional learning standards despite the fact that approximately one in five children and adolescents either currently experience or will experience mental health issues that warrant intervention. These types of issues include both internalizing conditions such as anxiety and depression and externalizing conditions such as Attention
Deficit Hyperactivity Disorder, Conduct Disorder, and Oppositional Defiant Disorder. These disorders present a wide variety of challenges and adverse side effects for individuals who suffer from them. Some
of these negative side effects include lower academic achievement higher school dropout rates and negative peer relationships.
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
Effectiveness of Structured Teaching Programme on Promotion of Mental Health ...ijtsrd
BACKGROUND: "No health without mental health" The tender the age;more probability of getting affected"Promotion of mental health is a recommended intervention and a step lead ahead in primary level prevention. Latest National survey of childrens mental health found that 1 in 10 children and young child aged 5-16 had a clinicallyrecognizable mental disorder.OBJECTIVES OF THE STUDY:1. To assess the existing knowledge regarding promotion of mental health in children among rural mothers.2. To assess the post test knowledge regarding promotion of mental health in children among rural mothers.3. To assess the effectiveness of structured teaching programme of mental health in children among rural mothers.4. to associate the pre-test knowledge regarding promotion of mental health in their children.METHODS The modified conceptual framework for the present study was based on General System Model by Ludwig Von Bertalanffys(1968).Quasi experimental one group pretest posttest research design was adopted for the study.The structured Interview Schedule was developed to collect the data validated by various experts.Pilot study was conducted among 6 mothers in Byrohalli village-Kengeri,Bangalore to find the feasibility of the study.The main study was conducted at Somannahalli and ChikkaGolahalli rual community in Bangalore from among 60 rural mothers,who were selected by using non probability convenience sampling technique and the data collected was analyzed and interpreted based on descriptive and inferential statistics.RESULTS:the assessments of knoweldge level of mothers on mental health promotion revealed that the mean pretest was 10.81 with standard deviated 1.57. Mean posttest was 21.48 with standard deviation 1.76.INTERPRETATION & CONCLUSION:The study shows that the structured teaching programme was effective in improving the knowledge regaring promotion of mental health in children among the rural mothers.there was significant association between the knowledge scores of rural mothers who attended the structured teaching programme at p level http://www.ijtsrd.com/medicine/nursing/2472/effectiveness-of-structured-teaching-programme-on-promotion-of-mental-health-in-children-among-mothers-of-rural-community/jyoti-laxmi-chetty
School Based Mindfulness Interventions Within a Response to Intervention Fram...Innovations2Solutions
Public education is continually evolving to best meet the academic and social-emotional needs of an increasingly diverse student population. A major driving force for this change is the No Child Left Behind Act (2001), which holds schools and teachers accountable for student performance on standardized tests in reading, math, and science. In order to academically prepare students for these high-stakes tests, 43 states have adopted
the Common Core Standards. These standards hold students to a high level of performance in language arts and math that is designed to prepare them for career and college readiness. While the Common Core Standards provide a universal framework for academic standards across the United States, there is
no comparable measure for social-emotional learning standards despite the fact that approximately one in five children and adolescents either currently experience or will experience mental health issues that warrant intervention. These types of issues include both internalizing conditions such as anxiety and depression and externalizing conditions such as Attention
Deficit Hyperactivity Disorder, Conduct Disorder, and Oppositional Defiant Disorder. These disorders present a wide variety of challenges and adverse side effects for individuals who suffer from them. Some
of these negative side effects include lower academic achievement higher school dropout rates and negative peer relationships.
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
Effectiveness of Structured Teaching Programme on Promotion of Mental Health ...ijtsrd
BACKGROUND: "No health without mental health" The tender the age;more probability of getting affected"Promotion of mental health is a recommended intervention and a step lead ahead in primary level prevention. Latest National survey of childrens mental health found that 1 in 10 children and young child aged 5-16 had a clinicallyrecognizable mental disorder.OBJECTIVES OF THE STUDY:1. To assess the existing knowledge regarding promotion of mental health in children among rural mothers.2. To assess the post test knowledge regarding promotion of mental health in children among rural mothers.3. To assess the effectiveness of structured teaching programme of mental health in children among rural mothers.4. to associate the pre-test knowledge regarding promotion of mental health in their children.METHODS The modified conceptual framework for the present study was based on General System Model by Ludwig Von Bertalanffys(1968).Quasi experimental one group pretest posttest research design was adopted for the study.The structured Interview Schedule was developed to collect the data validated by various experts.Pilot study was conducted among 6 mothers in Byrohalli village-Kengeri,Bangalore to find the feasibility of the study.The main study was conducted at Somannahalli and ChikkaGolahalli rual community in Bangalore from among 60 rural mothers,who were selected by using non probability convenience sampling technique and the data collected was analyzed and interpreted based on descriptive and inferential statistics.RESULTS:the assessments of knoweldge level of mothers on mental health promotion revealed that the mean pretest was 10.81 with standard deviated 1.57. Mean posttest was 21.48 with standard deviation 1.76.INTERPRETATION & CONCLUSION:The study shows that the structured teaching programme was effective in improving the knowledge regaring promotion of mental health in children among the rural mothers.there was significant association between the knowledge scores of rural mothers who attended the structured teaching programme at p level http://www.ijtsrd.com/medicine/nursing/2472/effectiveness-of-structured-teaching-programme-on-promotion-of-mental-health-in-children-among-mothers-of-rural-community/jyoti-laxmi-chetty
فتاوى كبار علماء الأزهر الشريف حول الأضرحة والقبور والموالد والنذورOm Muktar
عنوان الكتاب: فتاوى كبار علماء الأزهر الشريف حول الأضرحة والقبور والموالد والنذور
المؤلف: مجموعة من علماء الأزهر الشريف
الناشر: دار اليسر
عدد المجلدات: 1
رقم الطبعة: 5
عدد الصفحات: 112
ΟΣΟΙ ΛΟΙΠΟΝ ΜΙΛΟΥΝ ΓΙΑ ΕΛΛΗΝΙΚΟ ΚΡΑΤΟΣ ΚΑΝΟΥΝ ΜΕΓΑΛΟ ΛΑΘΟΣ.
ΣΥΓΧΕΟΥΝ ΜΑΛΛΟΝ, ΗΘΕΛΗΜΕΝΑ ή ΑΘΕΛΑ, ΕΝ ΓΝΩΣΕΙ ή ΕΝ ΑΓΝΟΙΑ ΤΟΥΣ, ΤΙΣ ΕΝΝΟΙΕΣ ΕΘΝΟΣ ΚΑΙ ΚΡΑΤΟΣ…
ΑΣΦΑΛΩΣ Ο ΠΟΛΙΤΙΣΜΟΣ ΠΟΥ ΚΥΡΙΑΡΧΕΙ ΣΤΗΝ ΚΥΠΡΟ ΕΙΝΑΙ ΕΛΛΗΝΙΚΟΣ. Η ΚΥΠΡΟΣ ΟΜΩΣ ΔΕΝ ΕΙΝΑΙ ΔΕΥΤΕΡΟ ΕΛΛΗΝΙΚΟ ΚΡΑΤΟΣ. ΑΝ ΣΥΜΒΕΙ ΑΥΤΟ, ΤΟΤΕ ΕΙΝΑΙ ΩΣΑΝ ΝΑ ΠΑΡΑΔΙΝΟΥΜΕ ΤΑ ΚΑΤΕΧΟΜΕΝΑ ΕΔΑΦΗ ΤΟΥ ΚΡΑΤΟΥΣ ΜΑΣ ΣΤΗΝ ΚΑΤΟΧΙΚΗ ΤΟΥΡΚΙΑ... ΚΑΙ ΜΑΛΙΣΤΑ ΣΤΟ ΟΝΟΜΑ ΤΗΣ "ΑΓΑΠΗΣ" ΠΡΟΣ ΤΟΝ ΤΟΠΟ ΜΑΣ.
"The purpose of this e-book is to provide an introductory look at the various types of teen treatment opportunities that have helped thousands of young people and their families overcome issues that traditional public schools or limited outpatient therapy have not been able to adequately address."
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.
Program ProposalMorgan NielsenSeptember 21, 20.docxwkyra78
Program Proposal
Morgan Nielsen
September 21, 2014
Possible Points 30
Children need different outlets to express themselves and to harbor individual learning abilities. It has been proven that different afterschool programs have given children the help that they need to flourish in difficult times. My proposal will focus on an intervention program where children will be able to stay afterschool to harbor constructive learning and activities. Intervention is the best possible way to help children from all different backgrounds and challenges.
This proposal will focus on children with behavioral issues. Early theorists thought that people were the product of the situations they were in. Gesell believed that the child is a product of their environment (Crain, 2011). Gesell’s maturational theory will provide a background for this new afterschool program because of its beliefs. The effects of maturation are contrasted with those of the environment. Gesell believes that is it counteractive to teach children things ahead of time, thinking that it could harbor development. This program will look at behavioral issues that are starting to develop in young children and help to change them into more productive behaviors.
Children also are thought to learn best in social situations. According to Bandura (1971), social learning theory is based on observational learning that is best accomplished in groups of people. It is because of this that this intervention program will be best established with larger groups of children. Differing groups of children will also help this program. Learning is thought to occur in a gradual process in which organisms must act to learn. Bandura has studied the social learning theory on behaviors such as aggression, using this research will help to further develop the study.
References
Bandura, A., (1971). Social Learning Theory. Stanford University. General Learning
Corporation.
Crain, W. (2011). Theories of development: Conceptions and applications (6th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Running head DEVELOPMENTAL DELAY1DEVELOPMENTAL DELAY.docxsusanschei
Running head: DEVELOPMENTAL DELAY 1
DEVELOPMENTAL DELAY
Developmental Delay
Obinna Okwara
Southern New Hampshire University
Developmental Delay
Each kid unique and each grows in his or her particular pace and style. You may be concerned if your child is not yet slithering or strolling when numerous companions are as of now showing this ability. In any case, recall that there are varieties in common improvement. Is your newborn child or youngster demonstrating noteworthy postponements or diverse examples of accomplishing significant turning points? This could be an indication of a development issue. These are illustrations: children who cannot keep up sitting by the tenth month or a tyke whose legs get solid each time he tries to move over. Older children may also display atypical development if they are not ready to eat with utensils or dress or disrobe, or on the off chance that they experience difficulty cutting with scissors or drawing (Estes et al., 2009).
Developmental delay alludes to a youngster who is not accomplishing breakthroughs inside of the age scope of that typical variability. 'There are five key identifiers for the development issue that make up the formative points of the milestone. A youngster might have a formative postponement in one or a greater amount of these ranges:
Gross motor: utilizing a vast group of muscles to sit, stand, walk, and run, and so on. Keeping adjust and evolving positions.
Fine motor: using hands and fingers to have the capacity to eat, draw, dress, play, compose and do numerous different things.
Language: talking, using non-verbal communication and emotions, conveying and understanding what others say.
Cognitive: Thinking abilities including learning, understanding, critical thinking, thinking and recalling.
Social: Interacting with others, having associations with family, companions, and instructors, coordinating and reacting to the sentiments of others
Ways to identify child development delay
Development Screening: A developmental screening test is a rapid and general estimation of abilities. Its aim is to distinguish kids who need further assessment. A screening test is just intended to identify children who may have an issue. The screening test might either over-distinguish or under-recognize kids with delay (Estes et al., 2009).
Developmental Evaluation: A developmental evaluation is a long, inside and out the appraisal of a child's aptitudes and ought to be managed by an exceptionally prepared proficient, for example, a therapist. Evolution tests are used to make a profile of a child's qualities and shortcomings in every single development range (Estes et al., 2009).
Population
Commonly, there is an age extent of an entire where a child is required to take in these new capacities. In case, the customary age range for walking is 9 to 15 months, and a child still is not walking around 20 months, this would be seen as a developmental deferral. Parent of the influenced childr ...
Running head DEVELOPMENTAL DELAY1DEVELOPMENTAL DELAY.docx
Mindset
1. A Review of the Healthy Mindsets for
Super Kids Program
Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
School of Human Services and Social Work, Griffith University, Brisbane, Queensland, Australia
The notion of resilience has emerged in the 21st century as an important fac-
tor influencing children’s responses to adverse events. In the past 10 years,
resilience theory and resilience programs for children have flourished globally.
‘Healthy Mindsets for Super Kids’ is a new program aimed at building resilience
in children aged 9–14. The program features 10 modules, illustrated by super-
hero themes, on topics of communication and social skills, anger management,
grief and loss, body image, healthy relationships, and positive thinking. This
review will introduce the Healthy Mindsets for Super Kids program (Jessica
Kingsley publishers, 2014) in use by practitioners in educational, community
and mental health settings. It will describe its content, evaluation and the value
in building resilience in children at risk of mental health issues.
Keywords: Healthy Mindsets for Super Kids, Jessica Kingsley Publishers,
counselling, child and youth mental health, resilience program,
guidance counselling, mental health, preventative program
The notion of resilience has garnered significant attention in the past 10 years
and has been identified as an important factor influencing children’s responses to
adverse events. Throughout this period, resilience theory and resilience programs
for children have flourished globally. While the focus on resilience initially centred
upon the investigation of resilience of children of mentally ill parents, it continued
with other at-risk groups, such as children from low socio-economic backgrounds
and those with learning difficulties (Hunter, 2012; Nair, 2012; Werner, 1993). The
subsequent study of resilience facilitated a theoretical shift towards strength-based
models that emphasised the inclusion of a range of child populations. A range of
group-based psychosocial-education and group therapy programs addressing issues
of resilience have emerged as efficient tools. This article introduces the ‘Healthy
Mindsets for Super Kids’ program in use by professionals involved with children in
educational, community and mental health settings.
address for correspondence: Stephanie Azri, School of Human Services and Social Work,
Logan campus, Griffith University, University Drive, Meadowbrook QLD 4131, Australia. Email:
Stephanie.Azri@health.qld.gov.au
Australian Journal of Guidance and Counselling 121
Volume 24 | Issue 1 | 2014 | pp. 121–131 | C The Author(s), published by Cambridge University
Press on behalf of Australian Academic Press Pty Ltd 2014 | doi 10.1017/jgc.2014.5
2. Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
Background
Fundamentally, resilience provides a framework for understanding the factors that
influence how children respond to difficult events in different ways. For the purpose
of this article, resilience is defined as one’s ability to overcome negative events.
However, it is believed that resilience is dependent on various factors, such as
personality traits, interactions with friends and family members, environments, and
access to resources and skills (Australian Research Alliance for Children and Youth
[ARACY], 2012; Hunter, 2012; Leadbeater, Dodgen, & Solarz, 2005; Masten,
Best, & Garmezy, 1990; Nair, 2012). Inherent to the concept of resilience is the
principle that resilience should be regarded as positive and adaptive over time. At
an individual level, children’s cognitive and psychosocial functioning affects their
ability to overcome adverse events.
Additionally, it has been found that children’s social skills, self-esteem, access
to skills and resources, as well as a sense of belonging, foster resilience skills;
that is, the ability to ‘bounce back’ from negative experiences. In earlier studies
of resilience, it was argued that ‘special skills’ may help children cope with vari-
ous circumstances (Hunter, 2012; Masten, 1999; Nair, 2012; National Children’s
Home [NCH], 2007). These may include individual strategies and support from
schools, families and communities. Such skills have been described as resulting in
good outcomes, regardless of individual children’s status. Further, these skills guide
children’s ability to cope with stress, recover from traumatic incidents, and prepare
for future situations. The skills discussed in the many studies on resilience focus
on relationships, trust and assertiveness, as well as on the more complex notions
of realistic goal setting, positive self-views, and the ability to manage feelings and
impulses. Factors identified by Daniel and Wassell (2002) include having a sense
of competence, a sense of control, problem-solving skills, communication skills,
empathy, reflective behaviour, independence and social abilities, as well as trust,
and access to resources. Furthermore, three protective factors that include personal
traits, a strong supportive family, and the positive input of the community including
peers and friends, have been highlighted (ARACY, 2012; Werner, 1993).
The Healthy Mindsets for Super Kids program
The Healthy Mindsets for Super Kids program was initially developed in response
to the growing awareness that teachers and parents did not always have the time or
opportunity to teach children the necessary life skills to overcome specific challenges
in life. The formulation of the program was also influenced by the trend in Allied
Health in Australia that prioritises the administration of clinical support for a
minority population of at-risk children. While this trend is important to the care
of at-risk populations, limited attention is often given to a larger population of
children presenting ‘routine’ issues, who still require additional help in building
resilience and acquiring necessary skills of coping. The current gap in practice
concerning the idea that resilience should be regarded as a preventative notion
further inspired the development of the program under review.
Communication skills, emotional regulation, grief and loss, positive thinking, so-
cial skills and self-esteem are commonly taught in clusters throughout schools and
counselling groups; however, a preventative program encompassing fundamental
122 Australian Journal of Guidance and Counselling
3. Healthy Mindsets for Super Kids Program
building blocks of skills that can be taught in a systematic way to all children in
routine settings was developed as a potential solution and a preventative measure
for regular community populations. These skills are linked to outcomes of build-
ing confidence and wellbeing to maximise children’s opportunities for healthy,
productive and rewarding futures, as described by the Melbourne Declaration on
Education Goals for Young Australians (Ministerial Council on Education, Em-
ployment, Training and Youth Affairs [MEECTYA], 2008). Healthy Mindsets for
Super Kids emerged as an early intervention program to reduce the gap in current
practice that emphasises intervention frameworks, which focus on reactive methods
of engagement.
Healthy Mindsets for Super Kids is a preventative universal program, published
by Jessica Kingsley Publishers, teaching core resilience skills to children from 9–14
years of age. The program is divided into 10 modules:
1. Self-esteem
2. Communication skills
3. Positive thinking (part 1)
4. Positive thinking (part 2)
5. Grief and loss
6. Anxiety and stress management
7. Anger management
8. Healthy relationships
9. Peer pressure
10. Healthy minds and healthy bodies.
The program design allows for flexible delivery. For example, facilitators may
choose to teach a module over 1 hour or for up to 3 hours. Further, the program
contains worksheets and activities that may be adapted to the age group of the
children taught. The program comes with an accompanying comic book, which
introduces a new character for each skill discovered. Each module, illustrated with
its own superhero, contains a lesson, printable worksheets, interactive exercises and
a ‘hands-on’ activity that complements the core skills discussed during the module.
The hands-on activity may be craft, art, role-play or other creative segments, such as
ice breakers or interactive games. The variety of teaching methods, in conjunction
with comic art utilised throughout the whole program, serve to foster engagement
for children of varying age groups and learning styles. Modules can be offered
separately or as a whole program, depending on the needs of the participants,
facilitators or organisations. Each hands-on activity segment comes with detailed
instructions, an outline of required materials, and stated objectives that identify
the purpose of each activity. Finally, in addition to the worksheets and exercises,
each module consists of detailed instructions for facilitators, as well as discussion
ideas and a summary of teachings to be distributed to the participants at the end
of each module. This is designed to foster the involvement of parents and carers in
practising the new skills at home.
Australian Journal of Guidance and Counselling 123
4. Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
Method
Two trials of the Healthy Mindsets for Super Kids resilience program were con-
ducted in 2010 and 2011. The first trial occurred in a local community centre and
was facilitated by a clinical social worker. The second trial was conducted in a
local primary school through the oversight of a trained teacher aide. The program
was run over 10-week periods during school terms. Each group consisted of eight
to twelve children, of mixed genders and ranging from 9 to 12 years of age. Most
children attended the full program, which included the 10 modules. However, three
children attended more than one program intake.
A mixed methods approach drawing upon both quantitative and qualitative
research tools was utilised to evaluate the resilience program, and included self-
administered questionnaires and short answers/comments. Using these two method-
ological approaches allowed the researcher to gather statistical information as well
as unique and individual perspectives not captured in the self-administered ques-
tionnaires. It also served to complement the two types of data collection by ap-
proaching the research from a different angle. As stated by Creswell (2009), the
mix of research methods allows for a more concise and consistent set of results,
which in this instance supported the researcher in explaining particular answers in
the participants’ feedback. Mixed research was more flexible to administer in the
context of the delivery of the programs.
This evaluation has attempted to demonstrate a level of validity and reliability of
acceptable standards through various factors. Mixed methodology has been strate-
gically used to improve validity and reliability of the evaluative research (Creswell,
2003; Mukherji & Albon, 2010). By combining methods that involved surveys and
short answers, both of quantitative and qualitative means, triangulation of data
was achieved, which was deemed to provide strength to the method used in this
research. The data was analysed using visual graphs and statistics for the quanti-
tative aspects of this evaluation, and a summary of statements were recorded to
capture the qualitative responses. Children were accepted into the program based
on the timing of the receipt of their application. The facilitators attempted to create
homogenous groups of mixed age and mixed gender groups of children.
Child Evaluation
An evaluation of children’s experience of the program was initiated through the
use of a simple evaluation form at the end of the last module (module 10). The
evaluation form consisted of four key questions that are identified below:
1. What did you enjoy the most in the program?
2. What did you enjoy the least in the program?
3. How would you score your experience (1 ‘bad’ to 10 ‘great’)
4. Do you have any other comments about the program?
Parent Evaluation
An evaluation tool designed to facilitate more in-depth perceptions of parents of
children involved in the program was developed. The evaluation measure consisted
of six key questions:
124 Australian Journal of Guidance and Counselling
5. Healthy Mindsets for Super Kids Program
1. What feedback did you receive from your child about the program?
2. Which particular module was beneficial to your child?
3. Is there a particular module that was not well received by your child?
4. Have you noticed a difference in your child’s behaviour since the program?
5. How would you score the program (1 ‘bad’ to 10 ‘great’)
6. Do you have any other comments?
Facilitator Evaluation
To understand the experiences of facilitators involved in the program implemen-
tation, the two facilitators were invited to record their impressions about their ex-
periences in teaching each module, including their overarching perceptions about
the utility of the program design. This data was captured as ‘facilitator’ narratives
through the use of facilitator journal entries completed at the conclusion of each
module and at the end of the program.
Results
Of the entire population of child (n = 36) and parent (n = 22) participants who
engaged in the Healthy Mindsets for Super Kids program evaluation, a total of
36 children and 14 parents completed the surveys. As mentioned in an earlier sec-
tion, the two facilitators provided comprehensive feedback about their experiences
in running the program, in conjunction with their perceptions about each distinct
program module. The following section presents key findings extracted from the
various measures developed for the program evaluation.
Child Data
The first question highlighted children’s preferred aspects of the overall program
(see Figure 1). Question 2 identified key aspects that children disliked about the
program (see Figure 2). It should be noted that over a third of the participants did
not answer the question. Question 3 enabled the participants to rate the program
overall (see Figure 3).
Parental Data
The following statements provide an overview of the summary of parents’ responses
based on the first question of the parent evaluation measure:
My child was keen to attend every week. That was a good sign for him!
I only got positive feedbacks. It sounded like they had fun while learning.
I think for me, it boiled down to how my daughter learnt new strategies to deal with
everyday issues both at home and at school, and those were down-to-earth strategies.
She actually practised them.
The next question invited parents to list the modules that were well received by
their child (see Figure 4.) According to parent responses the following modules
were particularly beneficial.
Australian Journal of Guidance and Counselling 125
6. Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
Figure 1
(Colour online) What did the children enjoy the most about the program?
Figure 2
(Colour online) What did the participants enjoy the least?
126 Australian Journal of Guidance and Counselling
7. Healthy Mindsets for Super Kids Program
Figure 3
(Colour online) How did the children rate the program?
Figure 4
(Colour online) What modules were best received by your children?
In response to how parents may have observed a change in their children after
participation in the Healthy Mindsets for Super Kids program (question 4), parents
made the following statements:
Australian Journal of Guidance and Counselling 127
8. Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
Figure 5
(Colour online) How did parents rate the program?
My daughter is feeling more confident about high school now. We haven’t had tears
for a while when talking about it. This is definitely a change.
I would say the course has opened a dialogue between family members. We now just
discuss things using some of the skills he learnt and it has improved the dynamics,
simply because he doesn’t feel threatened anymore.
He does not overreact as much.
He’s been trying to manage his anger. He’s still got issues with it, but it’s the first time
I see my son actually trying!
She’s been more affectionate. She’ll just let me sit with her and hug her while we talk.
It never used to happen.
The final question invited parents of participants to rate the utility of the program
(see Figure 5). All parents who participated in the evaluation process identified a
final rating.
Facilitator Data
The facilitators’ responses were recorded through the use of a facilitator’s di-
ary/journal completed at the conclusion of each module and at the end of the
program. The summary of key themes drawn from the facilitator data is presented
below:
The modules were clear and easy to follow. I had no issues in following the instructions.
Children responded well when the hands-on activity was directly linked to lesson. I
think that the hands-on part was vital.
128 Australian Journal of Guidance and Counselling
9. Healthy Mindsets for Super Kids Program
First time a program covered all the children’s needs in one go.
I would probably advise that it would be best to keep children in similar age groups.
Brilliant psychosocial outcomes. Subtle changes were almost immediate.
Highly recommended.
The anger management, self-esteem and communication modules were the most popu-
lar. Most likely due to the hands-on activities which the kids just loved.
Discussion
This evaluation of the Healthy Mindsets for Super Kids program occurred over
2 years and two sites. Thirty-six children and 22 parents participated in this trial.
While the results were very positive about the efficacy of the program, the evaluation
displayed strengths, weaknesses and discussion points worth addressing below.
Strengths
The 36 children who participated in the Australian trial described the Healthy
Mindsets for Super Kids program as an enjoyable and engaging program. The two
facilitators involved in running the sessions commented on the utility of the pro-
gram, emphasising its sound clinical base and its user-friendly resources. Based on
parent feedback, the program demonstrated high utility in its capacity to encourage
the development of resilience in children drawn from universal community popu-
lations. Further, evaluation data demonstrated the program’s benefits for children
aged 9–14 years. The positive feedback from family, teachers, and social workers
who facilitated the trial demonstrated the program’s capacity to be utilised by a
range of professionals, including social workers in private practice, teachers and
guidance officers in school settings, and community-based groups drawn from a
range of community contexts.
Limitations
This evaluation demonstrated some limitations that need to be acknowledged in
this article. First, the evaluation consisted of a limited number of trials. Only
two sites participated in the evaluation, which included a fairly small number of
participants overall. Second, the evaluation only considered the short-term changes
and experiences of children, families and facilitators. An evaluation considering the
children’s progress after 6 months (or 1 year) post-participation would have allowed
for a more significant set of results. Finally, the lack of funding and resources
impacted on the ability of this program to be facilitated and evaluated with more
children and throughout different sites. Although the program was available online
for AUD$35, the resources and other costs could total AUD$250 for each intake.
Recommendations
Following the evaluation of the Healthy Mindsets for Super Kids, a number of
recommendations can be made that serve to inform practitioners in the provision
of preventative programs for children. First, programs that consider the improve-
ment of existing strengths in children, rather than focusing on the ‘pathology’ of
Australian Journal of Guidance and Counselling 129
10. Stephanie Azri, Jennifer Cartmel, and Stephen Larmar
particular behaviours, should be encouraged (Larmar, 2008). Second, the teach-
ing of resilience skills should be facilitated over time, in a consistent manner, and
adapted to children’s individual needs. This approach serves to reinforce learning
and encourage ongoing skills acquisition. Further, practitioners should consider the
barriers that prevent children to access such support (Australian Research Alliance
for Children and Youth, 2012; Larmar, 2008; Nair, 2012). Such consideration
would serve to highlight strategies to widen participation as a means of making
preventative programs more accessible for a range of community populations. Ad-
ditionally, social workers and other allied health practitioners should advocate for
programs to be routinely available to parents, teachers, and other allied health clin-
icians in local communities and at costs that are sustainable for regular community
groups. Finally, based on the evaluations undertaken, Healthy Mindsets for Super
Kids was found to be an efficient and practical resource suitable for professionals
in the education, clinical and community sector.
Conclusions
This article provided an overview of the Healthy Mindsets for Super Kids, a newly
published program by Jessica Kingsley Publishers. The program was designed to
target children drawn from universal community populations who may benefit
from ongoing resilience training as a preventative measure. The content of the
program was outlined and a brief overview of its structure and methods were
delineated. Further, a summary of the program’s evaluation was presented, high-
lighting the positive changes experienced by child and parent participants in terms
of the children’s general wellbeing and emotional health. Finally, recommendations
were considered that emphasise the need for resilience programs to be available to
clinicians and children across various contexts as a means of enabling children from
a range of contexts to have equal access to resilience-building skills programs.
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