Understandingthe threephasesofdeploymentcanassist
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There are three phases of deployment for military families: pre-deployment, deployment, and reunion. During pre-deployment, children experience anxiety about the upcoming separation from their parent(s). While the parent is deployed, schools can help keep the deployed parent connected to their child's life. The reunion phase begins before the parent returns, as children experience mixed emotions. It is important for schools to understand each phase and provide counseling support, activities to involve deployed parents, and help the child and family adjust to reunions.
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A great passion of mine is to advocate for child abuse and neglect. Research shows that
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efforts is child abuse and neglect as I am passionate about the well-being and safety of all
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The article makes several points about the ability to think clearly and effectively. This is sometimes called critical thinking. Here is a definition of critical thinking:
Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research.
Once you have read the article, answer the following questions in a new thread:
1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum)
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This course provided Kristina Williams with knowledge on developing her professional identity as an early childhood educator. She learned about the importance of being an advocate for children and engaging parents. Williams gained an understanding of child development, learning styles, and signs of abuse or neglect. She plans to continue her education, attend conferences, and use what she has learned to provide an enriching environment for children.
Diversity
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
This week in mcfp march 4, 2011 (2)
This document provides a summary of various events and initiatives from the Military Community & Family Policy organization for the week of March 4, 2011. It includes information on a congressional hearing on preventing abuse of tuition assistance, a robotics competition for DoDEA students in Germany, DoDEA schools participating in Read Across America day, the availability of the online summer workshop application for teachers, various spouse and family fitness programs from MWR, an upcoming military family conference in Chicago, a meeting to discuss support for families with special needs, and an employment skills program for military youth.
April 24 novel comm. tools
Novel Communication Tools: Using Text4Baby & Just In Time Parenting to Meet the Needs of Parents WEBINAR
Location: https://learn.extension.org/events/1459
Presenters of this 2 hour webinar will highlight how parents today are less likely to attend traditional parenting programs, provide research showing that parents are increasingly seeking information online, through social media and mobile devices and promote the use of two FREE, effective and innovative resources that can meet the needs of parents with young children.
Building Effective Student Mental Health Identification and Response Systems
Building Effective Student Mental Health Identification and Response SystemsCalifornia School-Based Health Alliance
The document discusses building effective student mental health identification and response systems in schools, including improving early identification through universal screening, developing multi-source referral systems using multidisciplinary teams, and establishing information sharing agreements to monitor intervention access and effectiveness. Effective referral pathways clearly define roles and responsibilities, share information efficiently, and make intervention decisions collaboratively with the priority being student wellbeing. The presentation also provides an overview of the School Mental Health Referral Pathways toolkit for establishing comprehensive systems.DR Grantee OK DHS
This document outlines goals and objectives for a collaboration between the Oklahoma Department of Human Services and the University of Oklahoma to establish Bridge Resource Families (BRF). BRF would provide temporary care for children in the foster system and support reunification or adoption. The collaboration would assess foster family resources and barriers, develop training, improve customer service and recruitment, and evaluate outcomes for children's safety, permanency, and well-being. Key objectives include surveying foster families; partnering with community organizations; creating a rapid response center, warm line, and family support services; and implementing targeted recruitment strategies.
Ch8
The document discusses various school-based programs that aim to promote parent involvement and collaboration. It describes programs like Head Start, Title I, and Comer's School Development Program that provide resources and services to families. Effective collaboration is characterized by open communication between parents and schools to support students' education and development.
Week6
This action research project aims to study the impact of military life changes such as deployments and permanent changes of duty station on students' academic performance. The researcher plans to form an online support network for at-risk students in Department of Defense school districts. Data will be collected anonymously through surveys, phone calls, and emails to evaluate how participation in the network affects grades and well-being. If shown to be effective, the goal is to partner with educators to formally integrate academic support into the network.
CSE Primer as of 13 January 2020 parents &guardians.pdf
This document provides a primer for parents and guardians on comprehensive sexuality education (CSE). It includes activities and discussions for CSE topics tailored to different grade levels. For kindergarten to grade 3, it focuses on correctly naming private body parts and establishing personal boundaries. Sample activities include a sentence completion game to identify body parts and a discussion on the importance of using proper names and teaching children about safe, unsafe, and unwanted touches. The goal is to strengthen the partnership between teachers and parents in promoting children's safety, well-being, and understanding of their bodies.
CSE Primer as of 13 January 2020 [LATEST].pdf
This document provides a primer for parents and guardians on comprehensive sexuality education (CSE) in schools. It includes session outlines and activities for CSE orientation sessions for parents/guardians of learners from kindergarten to grade 12. The first session outline is for parents/guardians of learners in kindergarten to grade 3 and focuses on naming private body parts correctly and establishing personal boundaries. It includes pre-exercises, processing activities, input on CSE, and a deepening activity to help parents reflect on common scenarios related to children's sexuality education. The primer aims to strengthen the partnership between teachers and parents in promoting child well-being and safety through CSE.
ELbrochure2015
The Whatcom Center for Early Learning (WCEL) is a non-profit that provides early intervention services to children ages birth to three with developmental delays in Whatcom County. WCEL follows the Individuals with Disabilities Education Act (IDEA) Part C and the Washington State Early Support for Infants and Toddlers (ESIT) program. It contracts with the Opportunity Council and receives additional funding from sources like United Way. WCEL provides family-centered services using a primary service provider model to help children develop skills and support parents through coaching.
Developmental Psychology And National Occupational Standards
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
We Are Family-Parent Engagement
This document outlines strategies for engaging parents in mentoring and afterschool programs. It discusses defining parent engagement, challenges to engagement, and best practices supported by research. Effective approaches involve parents as partners through collaboration, engage and serve families by addressing their needs, and incorporate parents in meaningful ways while respecting their roles and strengths. The document provides discussion topics, scenarios, and resources for programs to improve engagement practices.
2.7 Sharon McDonald
Early childhood home visiting programs can help address the needs of young homeless children and families by targeting services to high-risk populations. Several proven home visiting models, such as Early Head Start and Nurse-Family Partnership, focus on child development, healthcare access, and parenting support. Successful partnerships have integrated housing/homelessness services with child development interventions to meet families' long-term needs. States are encouraged to prioritize home visiting services for at-risk groups including low-income families, teenage parents, those with substance abuse issues, and families involved with child welfare.
2015 2016 program manual
The School & Classroom Program supports the development of globally minded and culturally competent students. If you are a teacher of students ages 4-18, we invite you to register your class or youth group. After registering, we will match you with the teacher of students of a similar age group in another country. Registration is open July through October each year.
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