In this webinar, speaker Shea Tanis, PhD, past-chair of the National Sibling Leadership Network, co-founder of Colorado Sibling Leadership Network Chapter - Sibling Tree, and Associate Director of the Coleman Institute for Cognitive Disabilities at the University of Colorado, discusses:
- The evolution of the sibling relationship across the lifespan and generations
- Collective Family Empowerment and the importance of future planning
- The changing landscape of disability programs and services with siblings as professionals, advocates, and caregivers
- The sibling movement and how you can support siblings
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
In this webinar, Michaele Beebe, Director of Public Policy and Research at United Advocates for Children and Families will discuss:
• What certification entails.
• SB 614, the Peer Certification bill.
• Peer certification accreditation for parents, family members, consumers & youth with lived experience in the mental health, alcohol/drug abuse, foster care, juvenile justice & special education systems.
In this webinar, speaker Ibrahim “Bebo” Saab, Esq., Clients’ Rights Advocate with the Office of Clients’ Rights Advocacy (OCRA) will discuss:
- What In-Home Supportive Services is
- Who is eligible
- The kinds of services that are available
- Who can provide the services
- How to apply for IHSS
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
In this webinar, speakers Patti Uplinger (Consultant and Coordinator at the Lanterman Housing Alliance) and Kristine McCann (Executive Director of the Bay Area Housing Corporation) will discuss:
- The importance of housing planning
- Different housing options
- Subsidized housing
- SSI benefits / ABLE Act
- Statewide Housing Plan
- Sources of help / advocacy
In this webinar, Bruce Harrell, Community Program
Specialist in the Los Angeles Regional Office
of the State Council on Developmental Disabilities discusses:
- What Self-Determination is
- How it works
- How to decide if it is right for you
- How to enroll
- When it starts
In this webinar, speaker Nishanthi Kurukulasuriya, attorney with Mental Health Advocacy Services, Inc., will discuss:
- What services are available in schools
- Who provides the services
- Accommodations and modifications
- Strategies for developing an I.E.P. that meets the student’s unique needs
- How to be an effective advocate
In this webinar, Dr. Shelby Surfas, O.T.D., O.T.R./L., Associate Professor of Clinical Occupational Therapy and Director of Occupational Therapy at the U.S.C. UCEDD, will discuss:
- What is sensory processing?
- How to identify signs that a person may need an occupational therapy (O.T.) assessment
- How to get an assessment, and how to make the most out of the process
- Signs an individual is benefiting from O.T.
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
In this webinar, Michaele Beebe, Director of Public Policy and Research at United Advocates for Children and Families will discuss:
• What certification entails.
• SB 614, the Peer Certification bill.
• Peer certification accreditation for parents, family members, consumers & youth with lived experience in the mental health, alcohol/drug abuse, foster care, juvenile justice & special education systems.
In this webinar, speaker Ibrahim “Bebo” Saab, Esq., Clients’ Rights Advocate with the Office of Clients’ Rights Advocacy (OCRA) will discuss:
- What In-Home Supportive Services is
- Who is eligible
- The kinds of services that are available
- Who can provide the services
- How to apply for IHSS
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
In this webinar, speakers Patti Uplinger (Consultant and Coordinator at the Lanterman Housing Alliance) and Kristine McCann (Executive Director of the Bay Area Housing Corporation) will discuss:
- The importance of housing planning
- Different housing options
- Subsidized housing
- SSI benefits / ABLE Act
- Statewide Housing Plan
- Sources of help / advocacy
In this webinar, Bruce Harrell, Community Program
Specialist in the Los Angeles Regional Office
of the State Council on Developmental Disabilities discusses:
- What Self-Determination is
- How it works
- How to decide if it is right for you
- How to enroll
- When it starts
In this webinar, speaker Nishanthi Kurukulasuriya, attorney with Mental Health Advocacy Services, Inc., will discuss:
- What services are available in schools
- Who provides the services
- Accommodations and modifications
- Strategies for developing an I.E.P. that meets the student’s unique needs
- How to be an effective advocate
In this webinar, Dr. Shelby Surfas, O.T.D., O.T.R./L., Associate Professor of Clinical Occupational Therapy and Director of Occupational Therapy at the U.S.C. UCEDD, will discuss:
- What is sensory processing?
- How to identify signs that a person may need an occupational therapy (O.T.) assessment
- How to get an assessment, and how to make the most out of the process
- Signs an individual is benefiting from O.T.
In this webinar, Debra Hart, Director of Education & Transition at the Institute for Community Inclusion at the University of Massachusetts, Boston and Sylvia Dorsey-Robinson, Vice President of Student Services at West Hills College Lemoore, did:
• Give an update on the Higher Education Opportunity Act (HEOA), and its impact on students with intellectual disabilitites.
• Talk about the Student Success Support Program (SSSP), including how it enables access and equity to California's community colleges.
In this webinar, Bill Moore, Deputy Director of the Vocational Rehabilitation Employment Division, and Kelly Hargreaves, Chief Counsel of Legal Affairs, both at the California Department of Rehabilitation, discussed:
- How the Workforce Innovation and Opportunity Act (WIOA) differs from the Workforce Investment Act (WIA).
- What it means for people with disabilities who want to work, including a focus on youth who are preparing to work.
In this webinar, Sandy Magaña, PhD, Professor of Disability and Human Development at the University of Illinois at Chicago, will discuss:
- Research on the mental and physical health of caregivers, including that of Latinos and African Americans
- Recognizing the importance of caring for yourself as a caregiver
- Recognizing signs of stress and depression
- Including others in caregiving
- Setting health goals for yourself
In this webinar, Dr. Nora Baladerian, licensed clinical psychologist, discusses:
- The Do's and Don'ts of having sex
- Different kinds of sexuality
- Possible outcomes of having sex
- When, where and with whom it's OK to have sex
In this webinar, Fred R. McFarlane, PhD, Professor Emeritus and Co-Director of the Interwork Institute at San Diego State University, and Joe Xavier, Director of the California Department of Rehabilitation, will discuss:
• What is CaPROMISE?
• What is the goal of the study?
• What interventions are being tested?
• Who are involved in this study?
• What are the results to date?
In this webinar, speaker Peggie Webb, Manager, Forensic & Behavioral Health Services at San Diego Regional Center, will discuss:
- How people with developmental disabilities are at risk of encounters with the justice system
- What to do and what not to do when interacting with police
- What to do if your family member is arrested and charged with a crime
- What steps to expect from the justice system
In this webinar, Dr. Olivia Raynor and Kecia Weller discuss:
- What Employment First is and is not
- About some of the benefits of working
- About the California Employment Consortium for Youth with Intellectual and Developmental Disabilities (CECY)
- What things you can do if you want to work
Dr. Olivia Raynor is Director and Kecia Weller is Self Advocacy and Community Liaison at the Tarjan Center at UCLA. Dr. Raynor and Ms. Weller are also members of the Employment First Committee of the State Council on Developmental Disabilities. Dr. Raynor is also the Director of CECY.
California’s Approach for Implementing the Federal Fostering Connections to Success Ac by Lindsay Elliott from
5.8 Ending Homelessness for Youth Aging Out of Foster Care at the 2014 National Conference on Ending Family and Youth Homelessness.
"Housing First and Youth" by Stephen Gaetz from the workshop 4.6 Housing and Service Models for Homeless Youth at the 2014 National Conference on Ending Homelessness.
Despite Allegheny County’s rich array of services to prevent and address homelessness, approximately 240 young people, ages 18 through 24, are living on the street, in abandoned buildings, and in shelters. Designed to inform local leaders, this report places the local issue within a national context and provides information about local services available to these youth and ways in which our region might improve its systems to prevent chronic homelessness and better support youth while they are experiencing a housing crisis.
OHIO Youth Advisory Board presentation on “Awareness of Resources to Support Foster Care Teens & Youth Preparing to Emancipate from Care” shared during the 2012 Ohio CASA Conference.
Families Commission - Anne Kerslake Hendricks and Steve Attwoodihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
1.6 Improving Outcomes for Youth Aging Out of Foster Care
Speaker: Brenda Fonseca
Nearly 28,000 youth emancipated from foster care in 2010, and it is imperative that they have access to services, affordable housing options, education, and employment to prepare them to live independently. Communities that have extended foster care to older youth under the Fostering Connections Act and that are creatively using resources to increase housing opportunities will discuss their successes and lessons learned.
Joining Your Local Interagency Coordinating Council in MichiganEarly On Michigan
In Michigan, There are 56 intermediate school districts (ISDs) in Michigan that provide Early On® services to infants, toddlers, and their families. Each ISD has a Local Interagency Coordinating Council. The LICC advises the intermediate school district in the provision of Early On services to infants, toddlers, and their families. Each LICC meets a minimum of four times per year.
Rapid Re-Housing with DV Survivors: Approaches that Work by Kris Billhardt from the workshop Providing Rapid Re-housing for Victims of Domestic Violence at the 2014 National Conference on Ending Homelessness.
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
In this webinar, Christofer Arroyo, an advocate with the State Council on Developmental Disabilities in the Los Angeles office, will discuss:
- What a Person-Centered Plan is
- Why it is part of Self-Determination
- How it can be used with IPPs and IEPs now
- Who develops it
- How it is developed
- How it is used to plan the individual’s services
In this webinar, Evelyn Abouhassan, Esquire, the Senior Legislative Advocate at Disability Rights California, discusses:
- The steps to a bill becoming law
- The power of telling your story to representatives about your needs
- How you can make your voice heard
In this webinar, Debra Hart, Director of Education & Transition at the Institute for Community Inclusion at the University of Massachusetts, Boston and Sylvia Dorsey-Robinson, Vice President of Student Services at West Hills College Lemoore, did:
• Give an update on the Higher Education Opportunity Act (HEOA), and its impact on students with intellectual disabilitites.
• Talk about the Student Success Support Program (SSSP), including how it enables access and equity to California's community colleges.
In this webinar, Bill Moore, Deputy Director of the Vocational Rehabilitation Employment Division, and Kelly Hargreaves, Chief Counsel of Legal Affairs, both at the California Department of Rehabilitation, discussed:
- How the Workforce Innovation and Opportunity Act (WIOA) differs from the Workforce Investment Act (WIA).
- What it means for people with disabilities who want to work, including a focus on youth who are preparing to work.
In this webinar, Sandy Magaña, PhD, Professor of Disability and Human Development at the University of Illinois at Chicago, will discuss:
- Research on the mental and physical health of caregivers, including that of Latinos and African Americans
- Recognizing the importance of caring for yourself as a caregiver
- Recognizing signs of stress and depression
- Including others in caregiving
- Setting health goals for yourself
In this webinar, Dr. Nora Baladerian, licensed clinical psychologist, discusses:
- The Do's and Don'ts of having sex
- Different kinds of sexuality
- Possible outcomes of having sex
- When, where and with whom it's OK to have sex
In this webinar, Fred R. McFarlane, PhD, Professor Emeritus and Co-Director of the Interwork Institute at San Diego State University, and Joe Xavier, Director of the California Department of Rehabilitation, will discuss:
• What is CaPROMISE?
• What is the goal of the study?
• What interventions are being tested?
• Who are involved in this study?
• What are the results to date?
In this webinar, speaker Peggie Webb, Manager, Forensic & Behavioral Health Services at San Diego Regional Center, will discuss:
- How people with developmental disabilities are at risk of encounters with the justice system
- What to do and what not to do when interacting with police
- What to do if your family member is arrested and charged with a crime
- What steps to expect from the justice system
In this webinar, Dr. Olivia Raynor and Kecia Weller discuss:
- What Employment First is and is not
- About some of the benefits of working
- About the California Employment Consortium for Youth with Intellectual and Developmental Disabilities (CECY)
- What things you can do if you want to work
Dr. Olivia Raynor is Director and Kecia Weller is Self Advocacy and Community Liaison at the Tarjan Center at UCLA. Dr. Raynor and Ms. Weller are also members of the Employment First Committee of the State Council on Developmental Disabilities. Dr. Raynor is also the Director of CECY.
California’s Approach for Implementing the Federal Fostering Connections to Success Ac by Lindsay Elliott from
5.8 Ending Homelessness for Youth Aging Out of Foster Care at the 2014 National Conference on Ending Family and Youth Homelessness.
"Housing First and Youth" by Stephen Gaetz from the workshop 4.6 Housing and Service Models for Homeless Youth at the 2014 National Conference on Ending Homelessness.
Despite Allegheny County’s rich array of services to prevent and address homelessness, approximately 240 young people, ages 18 through 24, are living on the street, in abandoned buildings, and in shelters. Designed to inform local leaders, this report places the local issue within a national context and provides information about local services available to these youth and ways in which our region might improve its systems to prevent chronic homelessness and better support youth while they are experiencing a housing crisis.
OHIO Youth Advisory Board presentation on “Awareness of Resources to Support Foster Care Teens & Youth Preparing to Emancipate from Care” shared during the 2012 Ohio CASA Conference.
Families Commission - Anne Kerslake Hendricks and Steve Attwoodihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
1.6 Improving Outcomes for Youth Aging Out of Foster Care
Speaker: Brenda Fonseca
Nearly 28,000 youth emancipated from foster care in 2010, and it is imperative that they have access to services, affordable housing options, education, and employment to prepare them to live independently. Communities that have extended foster care to older youth under the Fostering Connections Act and that are creatively using resources to increase housing opportunities will discuss their successes and lessons learned.
Joining Your Local Interagency Coordinating Council in MichiganEarly On Michigan
In Michigan, There are 56 intermediate school districts (ISDs) in Michigan that provide Early On® services to infants, toddlers, and their families. Each ISD has a Local Interagency Coordinating Council. The LICC advises the intermediate school district in the provision of Early On services to infants, toddlers, and their families. Each LICC meets a minimum of four times per year.
Rapid Re-Housing with DV Survivors: Approaches that Work by Kris Billhardt from the workshop Providing Rapid Re-housing for Victims of Domestic Violence at the 2014 National Conference on Ending Homelessness.
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
In this webinar, Christofer Arroyo, an advocate with the State Council on Developmental Disabilities in the Los Angeles office, will discuss:
- What a Person-Centered Plan is
- Why it is part of Self-Determination
- How it can be used with IPPs and IEPs now
- Who develops it
- How it is developed
- How it is used to plan the individual’s services
In this webinar, Evelyn Abouhassan, Esquire, the Senior Legislative Advocate at Disability Rights California, discusses:
- The steps to a bill becoming law
- The power of telling your story to representatives about your needs
- How you can make your voice heard
In this webinar, speaker Lillibeth Navarro, Executive Director and Founder of CALIF (Communities Actively Living Independent and Free), will discuss:
- What an ILC is, and what services are available
- What “independent living” means when you have a disability
- Forward-thinking ideas about disability & services
- How contributions from people with disabilities can change the future
In this webinar, Katie Hornberger, disability rights attorney and the Director of the Office of Clients’ Rights Advocacy (OCRA) at Disability Rights California, will talk about:
* Regional centers’ requirement that you access your private insurance for certain services,
* What to do if your insurer denies coverage for an autism-related service
* Co-insurance, co-payments, and deductibles
In this webinar, Marty Ford, Senior Executive Officer of Public Policy with The Arc of the United States, discusses:
* What is the ABLE Act?
* Is the ABLE Act for everybody?
* How will I know if it’s right for me?
* What can ABLE funds be used for?
* How do I sign up?
* When will it start?
In this webinar, Roberta Newton, manager of the Los Angeles Office of the State Council on Developmental Disabilities speaks about:
> The importance of the Centers for Medicare and Medicaid Services (CMS) and Home & Community Based Services (HCBS) for people with developmental disabilities and their families.
> What changes are coming to HCBS and and how people with developmental disabilities will be affected.
> How to prepare for and participate in the development of new HCBS regulations.
In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
- What is Common Core and why was it adopted?
- How does it relate to Special Education?
- How does it affect my child's IEP?
- What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?
In this webinar, Fran Goldfarb and Debbie
Sarmento, CDC’s Act Early Ambassadors to
California, discussed:
- How the program helps in early identification of developmental delays.
- The free tools available to track milestones.
- Your role in tracking children’s development
En este seminario web, Bertha Sanchez-Hayden, abogada y directora de proyectos de familia de Bet Tzedek discute:
- Tutela
- Apoderamiento legal duradero
- Tomar decisiones acerca de educacion, finanzas y cuidado medico
- Derechos y responsabilidades
Families with People/Children/ Elders with Special Numerous are Learn for Fa...hemurathore1
Family- A family is a group of two people or more (one of whom is the householder) related by birth, marriage, or adoption and residing together; all such people (including related subfamily members) are considered as members of one family.
Family group- A family group is any two or more people (not necessarily including a householder) residing together, and related by birth, marriage, or adoption. A household may be composed of one such group, more than one, or none at all. The count of family groups includes family households, related subfamilies, and unrelated subfamilies.
Family household- A family household is a household maintained by a householder who is in a family and includes any unrelated people who may be residing there. The number of family households is equal to the number of families. The count of family household members differs from the count of family members, however, in that the family household members include all people living in the household, whereas family members include only the householder and his/her relatives.
A family dynamic is the scheme of family members’ relations and interactions including many prerequisite elements (family arrangements, hierarchies, rules, and patterns of family interactions).
Each family is unique in its characteristics; having several helpful and unhelpful dynamics. Family dynamics will ultimately influence the way young people view themselves/others and the world. It will also impact their relationships/behaviors and their future wellbeing.
“Family dynamics is the complement to the static or structural component of a family.”
-Jonathan Davis
8.1 Problem Solving with AdultsStandard 1 of NAEYCs Early Child.docxalinainglis
8.1 Problem Solving with Adults
Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others.
However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems.
Feelings
Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce.
We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic.
We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980).
Another way we learn about feelings is through social r.
"Including people with disabilities..." Congregational Practice GuideKeith Dow
An interactive and practical guide for churches as they engage with Erik Carter's best-seller "Including people with disabilities in faith communities."
Suzette Fromm-Reed, PhD & Wytress Richardson, EdD Presentation at 2016 Science of HOPE
Description:
The purpose of this presentation is to explore the implications of research that examined community buffers to Adverse Childhood Experiences (ACEs) and consider how to build and sustain organizational and community resilience. Specifically, findings will be explored indicating community buffers were at least as important as individual level resilience and are needed to sustain the impact of individual level resilience. The study examined: 1. Adult surveys from Behavioral Risk Factor Surveillance System (BRFSS), (N=30,000), 2. Youth surveys examining risk and protective factors (N= 200,000) and 3. Public agency data (from merged social, health and education agency databases) for different communities (N=120) in Washington State (all merged data for 2009-2012 by the Foundation for Healthy Generations in Seattle, funded by the Gates Foundation and presented by external consultants). The intent of this presentation is to engage in a dialogue about the implications of the findings.
In order to have citizens capable of creating peace in the world, we need stable families that instill values and capacities for peacebuilding. Marriage and the family serve a unique and essential purpose for optimum human development. Research is showing that straying from that purpose weakens the family, increasing disadvantages for the next generation and the future. Clarifying the value of the family will help us strengthen this essential building block of peace.
Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Types of families |NUCLEAR FAMILY|JOINT FAMILY|THREE GENERATION FAMILY |Functions of the family |FAMILY IN HEALTH AND DISEASE |SOCIAL AND CULTURAL FACTORS| COMMUNITY MEDICINE
Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name:Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition:12th Global Edition
author:by Hoffer
ISBN:ISBN 10: 0133544613 / ISBN 13: 9780133544619
type:solution manual
format:word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
Make the call, and we can assist you.
408-784-7371
Foodservice Consulting + Design
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
The Next Generation of Advocates Siblings of people with developmental disabilities
1. Welcome to the USC UCEDD Webinar Series
for Individuals with Disabilities & Parents
funded by grant #90DD0695 from
the Administration on Intellectual and Developmental Disabilities (AIDD)
Administration on Community Living
June 30, 2016
2. 2
Your Moderator
2
Susan Kanegawa
USC UCEDD Family Support Coordinator
skanegawa@chla.usc.edu
www.uscucedd.org
The USC University Center of Excellence in Developmental Disabilities at Children’s Hospital
Los Angeles (USC UCEDD) is one of 68 UCEDDs funded to promote systemic change, advocacy,
and capacity building in states on behalf of individuals with, or at risk for, developmental,
behavioral and/or special health care needs, and their families.
The USC UCEDD Webinar series is designed to educate the community about current policy issues
which impact the lives of people we serve and their families. Our primary audience is individuals
with special needs and their families. At this time, our webinars are in English only. We are
exploring methods to make this series available in other languages in the future.
3. 3
Structure and Logistics
3
Take notes Type your questions
Download
slides
Watch and
Share
Take
Survey
During the Webinar
After the Webinar
Give your opinion
4. 4
Poll:
Can you hear Susan and Shea?
•4
Let us know in the chat box if we need
to speak louder.
5. 5•5
Shea Tanis, PhD
Past-chair of National Sibling Leadership Network
Co-founder of Colorado Sibling Leadership Network Chapter --Sibling Tree
Associate Director of the Coleman Institute for Cognitive Disabilities at the University of Colorado
June 30, 2016
The Next Generation of Advocates
Siblings of People with
Developmental Disabilities
6. 6
About Shea Tanis
Emily Shea Tanis, PhD is past chair of National
Sibling Leadership Network, Co-founder of Colorado
Sibling Leadership Network Chapter—Sibling Tree,
and Associate Director of the Coleman Institute for
Cognitive Disabilities and faculty in the
Department of Psychiatry at the University of
Colorado Anschutz Medical Campus.
Email: shea.tanis@cu.edu
Website: http://siblingleadership.org/
The purpose of the Sibling Leadership Network is to promote a broad network of siblings who share the
experience of disability and people concerned with sibling issues by connecting them to social, emotional,
governmental, and provisional supports across the lifespan enabling them to be effective advocates with
their brother and sister, and to serve as change agents for themselves and their families.
9. Sibling relationships
“ From the time they are born, our brothers and sisters are our collaborators
and co-conspirators, our role models, and cautionary tales. There are our
scolds, protectors, goads, tormentors, playmates, counselors, sources of
envy, objects of pride. They teach us how to resolve conflicts and how not
to; how to conduct friendships and when to walk
away from them. Our siblings may be the only
people we’ll ever know who truly qualify as
partners for life.” – Jeffery Kluger (2006)
• By the time children are 11 years old, they spend
33% of free time with their siblings--more time
than they spend with parents, teachers, or friends.
• Adolescents spend at least 10 hours per week
engaging in sibling activities.
9
10. Siblings are with us for the whole journey
• Sibling relationships are characterized by emotional intensity--they are
a rollercoaster of positive and negative emotional upheavals.
• Siblings between the ages of 3-7 engage in conflict 3.5 times an hour,
siblings between the ages of 2-4 engage in conflict 6.3 times or more
every 10 minutes.
• Siblings who fight a lot as children may
become closer as adults.
• Even siblings who drift apart during
adolescence and early adulthood tend to
drift back together as they age.
• The sibling bond is no less enduring nor less
influential when one sibling has a disability.
10
11. A “Population at Risk”
Historically, research on siblings of children with disabilities has focused on the
harmful consequences:
• Anger, guilt, resentment, embarrassment and jealousy are feelings often
internalized by these children - Atkins (1989)
• These siblings often worry more than “regular” youngsters
• They often feel alone and isolated especially if they are in a two-child
family - Muchnick (2000)
• They are reluctant to approach adults
• These siblings often experience added pressure to compensate for their
sibling’s difficulties - Vadasy et al. (1984)
• “Siblings of individuals with mental retardation score higher on
measures of depression, anxiety, and scored lower on measures of
social acceptance and conduct” - Rossiter & Sharpe (2001)
• Sisters appear to be most vulnerable - Vadasy et al. (1984)
11
12. Factors that place siblings
“At Risk”
1. Parental Anxieties
2. Attitudes and Expectations
3. Family Resources
4. Gender
5. Age and Ordinal Position of the
Non-Disabled Child
6. Severity of the Sibling’s Disability
12
13. Positive effects
• A meta-analysis of sibling research from 1972-1999 found a
small significance in negative effect for having a sibling with a
disability on the typically developing sibling. “This suggests
that the generalized concern about the social and psychological development of the
siblings of individuals with disabilities has been overstated”- Rossiter & Sharpe (2001)
• “Positive aspects include higher levels of empathy and altruism, increased tolerance for
differences, increased sense of maturity and responsibility, and pride in the sibling’s
accomplishments” - NICHCY (1988)
• These siblings are more mature, self-confident, independent, responsible and patient
• They derive a greater sense of closeness to their family
• They may develop greater leadership skills, especially where understanding and
sensitivity to human awareness issues are important - Arc (2007)
• These siblings have been more inclined to join the helping professions – Atkins (1989)
• Low depression, good health and experience high reward – Hodapp & Urbano (2007)
13
14. Sibling developmental stages
• Feel confused, afraid, anxious and angry about their sibling’s disability
• Resent the time their parents spend with sibling and perceive it as rejection
• Mimic the physical or behavioral actions of the child with a disability and or
regress in behavioral development
• Prone to extremes in behavior (acting out or becoming the perfect child)
• Feel embarrassed or ashamed as they recognize differences
between their siblings and other children
• Feel protective and supportive of their sibling leading to the potential
of conflicts with peers
• Have future-oriented concerns
• Coping with anxiety about future responsibilities
• Be concerned of how the people they socialize with, date
and later marry will accept their sibling with a disability
14
15. “ Each child’s reaction to having
a sibling with a disability will
vary depending on his or her age
and developmental level.
The responses and feelings of
the non-disabled sibling toward
the sibling with a disability are
not likely to be static, but rather
tend to change over time as the
sibling adapts to having a
brother or sister with a disability
and copes with day-to-day
realities.”
- NICHCY (1988)
15
16. Adult sibling relationship
• Over time, a more positive relationship – Orsmond & Seltzer (2000)
• More involved if living near each other
• If multiple siblings, often one is identified as the most involved
• Siblings frequently become the primary caregivers when parents
are no longer able to care for their adult children – Heller & Arnold (2010)
• Reciprocity in sibling relationship
– Kramer, Hall & Heller (2013) & Burke, Lee, Arnold & Owen (2016)
• Characteristics that predict adult sibling caregiving
– Parents providing excellent care – Burke et al. (2012)
• Warm relationships with low levels of conflict – Heller & Arnold (2010)
16
19. The Mobile
19
• In family systems theory, what
impacts one member, potentially
impacts the entire family.
- Turnbull & Turnbull (1990)
• “When siblings of handicapped
children are involved in training
and therapeutic programs, the
entire family may benefit”
- Vadasy, Fewell, Meyer & Schell (1984)
22. What can be expected?
There will be a time when the routine will have to change
(caregivers, activities, living arrangements, etc.)
If there is no future plan, all members of the family will be
thrown into crisis
Planning is not easy
To improve your family’s quality of life, planning is
necessary
22
23. What is planning?
• Planning is more than having a will and special needs trust in
place
• It is more than identifying where your loved one will live
• It is more than one conversation with significant others in
your family member’s life
• It is an ongoing dialogue with other family members and
friends about long-term care
Should be reviewed every few years to ensure it reflects
the needs of the individual and family
23
24. Clear planning
• Despite the need to prepare for the future transition, only 25%-
50% of families have made concrete plans regarding future living
arrangements for their loved ones -- (Freedman, Krauss & Seltzer, 2009; Heller
& Factor, 1991)
• Adult siblings are the most likely family members to take over care
for their siblings with I/DD when their parents are no longer able,
and many siblings expect to become future caregivers…but not all
• 78% of parents who indicated that they had discussed future
situations with their adult children without disabilities, 64% of
these children remained unclear as their parent’s future plans
24
25. Futures Planning: Pieces to the Puzzle
• Identifying systems of supports
• Planning for the third-wave of transition
• Increase self-determination skills
• Specifics:
– Living situation
– Guardianship
– Work, retirement, and leisure
– Legal and financial planning
– General lifestyle choices
25
28. Chart 2. Shows the age
of family caregivers for
people with I/DD.
An estimated 24% of
caregivers are over the
age of 60, while 35% of
caregivers are between
the ages of 41 and 59.
Source: Braddock, D., et al., State of the States in
Developmental Disabilities, 2015, based on Fujiura (1998,
2013) and Larson et al. (2001).
Aging caregivers
Total: 3,556,203 Persons
28
29. Living situations
Chart 1. An overwhelming
majority (71%) live with family
caregivers.
The other places people with
I/DD live include alone in their
own home or with a roommate
and in supervised residential
settings which include public or
private institutions, group
homes, agency-owned
apartments, and foster/host
home care.
With
Family
Caregiver,
3,556,203
Supervised
Residential
Setting,
635,782
Alone or
with
Roommate,
785,925
Chart 1:
Estimated Number of People with IDD
by Living Arrangement:
FY 2013, U.S.
TOTAL: 4,977,911 Persons
16%
71%
13%
Source: Braddock, D., et al., State of the States in Developmental
Disabilities, 2015, based on Fujiura (1998, 2013) and Larson et al. (2001).
29
30. Family support
• Families are overwhelmingly the primary and often the only
source of support for their minor and adult members with I/DD.
• Over 58% of parents/caregivers spend more than 40 hours per week
providing support for their loved ones with I/DD beyond typical care,
including 40% spending more than 80 hours per week.
• These caregivers contributed approximately $450 billion in
unpaid care in 2009. Families spent approximately $6300
annually for unreimbursed out-of-pocket expenses of care, and
spend more when the family member is on a waiting list.
30
31. Only a fraction
of families receive formal supports
88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13
FISCAL YEAR
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
MILLIONSOFFAMILIES
0.10 0.16 0.29 0.38 0.41 0.48 0.46 0.46
2.89
2.99
3.14
3.32 3.38
3.48 3.51 3.56
Total I/DD Caregiving Families
Families Supported by State I/DD Agencies
Source: Braddock, Hemp, Rizzolo, Tanis, & Haffer. State of the
States in Developmental Disabilities, 2014 .
31
32. Evolution of Supports and Services
• Only 1 in 4 U.S. adults with I/DD is estimated to receive
formal, or paid, supports – Braddock et al. (2015)
• 97.9% adults with disabilities received informal supports in
the areas of recreation, employment, or housing – Burke (2016)
• Success requires a blend of formal and informal supports
• Meaningful community inclusion for all family members to
improve family quality of life.
32
35. Sibling movement
• Siblings have longest relationship
• Siblings have been traditionally overlooked
• The sibling experience is varied and important
• Siblings do not want to be surrogate parents
• Most siblings are not included in family
discussions of future planning
• Peer nature of the relationship makes siblings uniquely
positioned to support their brothers and sisters with disabilities
to lead self-determined lives.
• National Sibling Leadership Network established 2007
35
39. CaliforniaSibs
• The California Sibling Leadership Network is rapidly growing to Inform,
Support and Advocate with California Sibs. Our immediate focus is on
providing meet-ups for adult Sibs, speaking at events for both families and the
service provider community, and building a guide to the complex services
available for our siblings in California. Come join us, or stay in touch via our
website or social media links below.
• Contacts: Julie Neward (Northern California) or
Jaqueline Moreno (Southern California), Info@CaliforniaSibs.org
• For more information, visit:
Webpage: www.californiasibs.org
Facebook: www.facebook.com/californiasibs
Instagram: https://www.instagram.com/californiasibs/
Twitter: https://twitter.com/SibsCalifornia
Use Hashtags: #CaliforniaSibs, #CASLN
39
40. Sibling Involvement
• How siblings can get involved
• Organizations
• Advocacy efforts
– With and alongside brothers &
sisters
• Social networking
• Start own network
• Participating in programs & services
• Leadership opportunities
40
41. Sibling Involvement
How professionals and organizations can engage siblings in
the conversation
• Learn about the sibling relationship
• Engage siblings early in the conversation
• Seek out sibling input
• Identify sibling support programs
• Focus on the family as whole in service planning
41
42. Resources
• Sibling Leadership Network www.siblingleadership.org
• Sibling Support Project www.siblingsupport.org
– SibShops
– SibNet – For Adult Siblings
– SibKids – For Young Siblings
– SibTeen – For Teenagers
– Sib20 – For Siblings in their 20’s
• Books
http://astore.amazon.com/thesibsuppro-20
– “The Sibling Survival Guide”
– “Views from Our Shoes”
– “The Future is Now” rrtcadd.org
42
43. 43
Poll:
Do you now have a better understanding of the
unique sibling relationship, and how you can
support the collective family unit in future?
44. 44
Ask Us a Question
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45. Thank you for attending
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