This document outlines the activities and structure for a marriage and family systems workshop. It includes:
1. Completing a RELATE questionnaire to evaluate the relationship.
2. Grocery shopping simulation to plan meals within a budget and discuss finances.
3. Caring for children if in attendance and discussing parenting styles.
4. Listening to family tradition scenarios and discussing how to handle conflicting traditions.
5. Cooking a meal together and discussing household duties and communication styles.
New Jersey resident Herbert “Herb” Tannenbaum is an expert on couples relationship therapy. A lifetime member of the American Academy of Psychotherapists, Herb Tannenbaum specializes in Imago therapy techniques and holds certification through Imago Relationships International (IRI).
A suggested first session for therapists who work with couples and want to use the skills, forms and processes taught in the Counseling for Couples Workshop provided by Cross Country Education
New Jersey resident Herbert “Herb” Tannenbaum is an expert on couples relationship therapy. A lifetime member of the American Academy of Psychotherapists, Herb Tannenbaum specializes in Imago therapy techniques and holds certification through Imago Relationships International (IRI).
A suggested first session for therapists who work with couples and want to use the skills, forms and processes taught in the Counseling for Couples Workshop provided by Cross Country Education
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
In January, Florence Crittenton Services will host a Nurturing Parenting Facilitator Training. This training will be facilitated by Dr. Stephen Bavolek himself, the principal author of the Nurturing Parenting Programs. The workshop will be held Tuesday January 25 through Thursday January 27 in Charlotte, NC. If you’re interested see the attached brochure for further information.
Dear Missionaries,
These are the life lessons I taught while in Japan. Many of you have asked for them. Hopefully, you will find them helpful. Pres. Albrecht
Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docxpetuniahita
Assignment 04
EC420 Exceptional Children
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach.
Negative reinforcement
Intrinsic reinforcement
Positive reinforcement
Natural and logical consequences
Withdrawing or withholding reinforcement
Incompatible behaviors
Catch the child being good
Reminders, redirection, reprimands
Sit and watch
Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
·
History: family history of ethnic origin, language (s), geography, and immigration
·
Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
·
Your current family or living structure
·
Values of independence or interdependence
·
Discipline approaches
·
Attitudes toward disability
·
Influence of racism
·
Family structure
·
Parents’ roles
·
Caregiver-child communication
·
Medical practices
.
How to Improve Public School Support for Transgender Studentssagedayschool
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
The Families and Child Well-Being Learning Network is a new eXtension Optimized Community of Practice (CoP) that is committed to collectively extending the public reach and engagement capacities of five individual CoPs: Alliance for Better Child Care; Family Caregiving; Families, Food and Fitness; Financial Security for All; and Just in Time Parenting.
The Families and Child Well-Being Learning Network serves as a more comprehensive online resource for family and consumer needs through the creation and dissemination of deliverables on parenting, childcare, family nutrition, finance, and caregiving. Its inaugural webcast will explore the Learning Network’s goals, mission and vision, and social media presence
Nurturing student growth and success in school works best when connections between caregivers and school personnel are marked by open lines of communication, earnest partnering, and respectful engagement. At Community Partnership School (CPS) in North Philadelphia, creating a culture of collaboration between home and school has become paramount in our ongoing work of fulfilling the school's mission. After reading The Essential Conversation by Sarah Lawrence-Lightfoot, the school redoubled its efforts at building healthy home-school partnerships, even tackling head-on the politeness and defensiveness that often operate just beneath the surface of this interaction.
Little People, Big Challenges: UX with Kids. Presented at Midwest UX 2011 in ...Carol Smith
Conducting UX activities with school-age children is fun and interesting, though it can also be frustrating at times. If you are planning a project whose user group includes children, this is the session for you. These aren’t just little people after all, they have a completely different range of emotional, physical and learning abilities than adults. In this brief session you’ll learn the characteristics of these kids and how they can affect your UX study.
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
In January, Florence Crittenton Services will host a Nurturing Parenting Facilitator Training. This training will be facilitated by Dr. Stephen Bavolek himself, the principal author of the Nurturing Parenting Programs. The workshop will be held Tuesday January 25 through Thursday January 27 in Charlotte, NC. If you’re interested see the attached brochure for further information.
Dear Missionaries,
These are the life lessons I taught while in Japan. Many of you have asked for them. Hopefully, you will find them helpful. Pres. Albrecht
Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docxpetuniahita
Assignment 04
EC420 Exceptional Children
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach.
Negative reinforcement
Intrinsic reinforcement
Positive reinforcement
Natural and logical consequences
Withdrawing or withholding reinforcement
Incompatible behaviors
Catch the child being good
Reminders, redirection, reprimands
Sit and watch
Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
·
History: family history of ethnic origin, language (s), geography, and immigration
·
Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
·
Your current family or living structure
·
Values of independence or interdependence
·
Discipline approaches
·
Attitudes toward disability
·
Influence of racism
·
Family structure
·
Parents’ roles
·
Caregiver-child communication
·
Medical practices
.
How to Improve Public School Support for Transgender Studentssagedayschool
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
The Families and Child Well-Being Learning Network is a new eXtension Optimized Community of Practice (CoP) that is committed to collectively extending the public reach and engagement capacities of five individual CoPs: Alliance for Better Child Care; Family Caregiving; Families, Food and Fitness; Financial Security for All; and Just in Time Parenting.
The Families and Child Well-Being Learning Network serves as a more comprehensive online resource for family and consumer needs through the creation and dissemination of deliverables on parenting, childcare, family nutrition, finance, and caregiving. Its inaugural webcast will explore the Learning Network’s goals, mission and vision, and social media presence
Nurturing student growth and success in school works best when connections between caregivers and school personnel are marked by open lines of communication, earnest partnering, and respectful engagement. At Community Partnership School (CPS) in North Philadelphia, creating a culture of collaboration between home and school has become paramount in our ongoing work of fulfilling the school's mission. After reading The Essential Conversation by Sarah Lawrence-Lightfoot, the school redoubled its efforts at building healthy home-school partnerships, even tackling head-on the politeness and defensiveness that often operate just beneath the surface of this interaction.
Little People, Big Challenges: UX with Kids. Presented at Midwest UX 2011 in ...Carol Smith
Conducting UX activities with school-age children is fun and interesting, though it can also be frustrating at times. If you are planning a project whose user group includes children, this is the session for you. These aren’t just little people after all, they have a completely different range of emotional, physical and learning abilities than adults. In this brief session you’ll learn the characteristics of these kids and how they can affect your UX study.
1. Karlie Parry
February 28, 2009
Capella University
HS5271 – Marriage and Family Systems
Dr. Melissa Lang
2. 40%-60% Family of Previous
Origin Experience
Divorce
Sex
Work
Children
Demands • Premarital
• Involuntary
Religion
Cohabitation
3. 1. Security and Community
2. Awareness of Relationship
3. Improve
Communication, Handle
Conflict, and Build Intimacy
4. Plan for Growth
5. Celebrate and Closure
4. Kindness and Flexibility
The RELATE is a 271-
item questionnaire
designed to
evaluate the
relationship
between
romantically linked
couples
(Busby, Ivey, Harris,
& Ates, 2007)
5. Determined by Facilitator
Workshop adapted based on
age, religion, ethnicity, culture
Recruited through different
means based on type of
participants
6. Initial Introduction
Breakfast RELATE Questionnaire
Activities
Grocery
Caring for Kids In-Laws Making Lunch Sex & Intimacy
Shopping
Conclusion
Communication Relationship Strengths Relationship Weaknesses
7. Breakfast
◦ Provide a continental breakfast in a room where
couples can mingle
RELATE questionnaire
◦ Provide a room where couples are able to use the
computer to complete the questionnaire
◦ Print out the results and discuss with couple as time
allows
8. Preparation
◦ Create a store with food items (real or fake) and the
prices
Give couple $100 budget
◦ Allow couple 45 minutes to plan and shop for a
weeks worth of meals
Present couple with the financial snapshot
and budget worksheets (Appendices A-D)
◦ Answer any questions
9. Preparation
◦ Couples and/or facilitators with children are asked
to bring them to the workshop
◦ Must have extra person to watch children during
first and final hour of workshop
Couples care for and entertain children
◦ Discuss parenting styles (Appendices E-F)
◦ Provide parenting resources
10. Preparation
◦ Pre-recorded scenarios of family get-togethers or
traditions
◦ Players and headsets
Individuals listen a taped scenario of a get-
together or tradition as if it were the
significant other’s family inviting
◦ Significant other listens to a scenario that occurs
simultaneously
Couples discuss how to handle conflicting
get-togethers or traditions (Appendix G)
11. Preparation
◦ Location to cook
◦ Recipe
◦ Ingredients
Couples will make a meal following a recipe
as well as clean up after the meal
◦ Household duties/chores (Appendix H)
◦ Communication styles (Appendix I)
◦ Lunch
12. Preparation
◦ Tables and chairs set in private, intimate settings
◦ Candles or lamps
Scenarios
◦ Based on participants, present scenario that will
initiate a discussion about sex, intimacy, and family
planning (appendix J)
◦ Birth Control Pamphlets
◦ Sex Education Information
13. Speaker
Discuss communication styles
◦
Marriage threats (appendix K)
◦
Strengths (appendix L)
◦
Weakness
◦
Skills, tools, or techniques
◦
Reiterate resource options (have pamphlets
◦
available for further resources such as individual or
couples counseling)
◦ Remain after for questions and create referrals as
needed (end of workshop evaluation)