Caring for Every Child's Mental Health. SAMHSA's "Caring for Every Child's Mental Health" public awareness effort was created in 1994 with the mission to increase awareness around children's mental health. The "Caring for Every Child's Mental Health" team works to support SAMHSA-funded sites through the strategic use of social marketing and communications strategies.
The overarching purpose of the team is to stimulate support for a comprehensive system of care approach to children's mental health services. Watch and Share these PSAs These videos are about how positive mental health is essential to a child’s healthy development from birth. Young adults with mental health challenges can prosper when they have involved allies. Talk About It: Educators' role in supporting young adults with mental health challenges. Young children are affected by traumatic events and can be helped.
Socialization for small children: "More Than Just Knowing Their ABCs" (watch video) YMCA Camp Carson. Family Resources. What is the Week of the Young Child? Nashville’s Week of the Young Child is sponsored by the Nashville Area Association for the Education of Young Children (NAAEYC), Vanderbilt University, and Nashville organizations. NAAEYC is an affiliate of the National Association for the Education of Young Children and is dedicated to improving the quality of early childhood education and services for young children and their families. The purpose of the Week is to focus attention on the rights and needs of young children while raising awareness about community resources that promote their healthy development. For information call NAAEYC at 383-6292; www.naaeyc.org.
Take Action Good health habits start early. Cultural Inquiry Process Steps: Overview. Cultural Inquiry Process Steps: Overview This page introduces you to the Cultural Inquiry Process (CIP). The page titled, " Cultural Inquiry Process Steps: Conducting Your Own CIP Study ," helps you understand how to use the Guidebook section of this Web site to support conducting your own CIP study. As you read these pages, you may want to use the links provided to read the items they describe. If you do follow a link, please remember to return to these introductory pages and finish reading both of them before starting your own CIP study. Cultural Inquiry Process (CIP) steps The Cultural Inquiry Process (CIP) has seven basic steps: Select as your focus one or more students and identify your puzzlement(s) about the student(s) .
As the summary of Step 7 and the CIP logo suggest, the end of the CIP takes you back to the beginning, with new understandings, but possibly also with new puzzlements. Moving through the CIP steps In general, you will proceed through the CIP steps one step at a time. CIP Resources: Introduction. As you follow the Cultural Inquiry Process, you may find it helpful to locate resources related to specific characteristics of the student(s) or resources on specific school subjects and cultural influences.
The following resources have been compiled to assist you in locating such information. Each of these sites has been screened using specific criteria for Evaluating Web Sites . Take the Tutorial on Using Resources in the Cultural Inquiry Process to help you select among the resources listed here, locate additional relevant resources, and integrate your information within your inquiry. Changes to ERIC : The Educational Resources Informational Center (ERIC) website will be restructured during 2004.
If a CIP Resource link does not function, notify Evelyn Jacob at ejacob@gmu.edu . General Print Resources Lists some edited books about cultural influences on education. General Web Resources Resources for Racial or Ethnic Characteristics Resources for Other Student Characteristics. Sydney Gurewitz Clemens' website. Discussing the News With 3 to 7 Year-Olds by Sydney Gurewitz Clemens [Click HERE for a PDF version] After any important event occurs, the TV repetition makes sure the children will know something is going on that captures the attention of everyone.
It is important, I think, that teachers and parents of young children allow the children time to express what is on their minds. (Unfortunately, some people think that the children, in their innocence, will not know about these world events. Considering this problem over the past 20 or more years, I haven't found that to be the case.) The following recommendations are based on what I have done with children 3 and up and would do this week about the current bombing.
In circle, if I had one, or with small groups repeatedly, until I got to everyone, I'd ask a provocative question, such as, "Did anyone hear anything about an explosion? " Resist the temptation to correct errors as the children explain what they think is going on. Sydney Gurewitz Clemens' website.
Art in the Classroom: A Special Part of Every Day By Sydney Gurewitz Clemens Published in Young Children, January 1990; Slightly revised by the author, 1999; 2001 Note: After the article come several additions: Tom Drummond has a short video on his website which will show you some of what's suggested in this article. Art has the role in education of helping children become more themselves instead of more like everyone else. A daily program that immerses children in the arts is developmentally appropriate.
I offer children artwork as a preventive measure, a benign alternative to letting them express themselves in destructive ways. Offering the Materials At home or at school, children three and up should have easy access to basic art materials. Since not everything can be set up every day, we tell the children that if they ask for an art activity they will be able to have it either that day or, at worst, the next. Why no precut or patterned activity? Look around you in a group. Blocks Bubbles. Much Too Early by David Elkind, Ph.D. "Children must master the language of things before they master the language of words" —Friedrich Froebel, Pedagogics of the Kindergarten, 1895 In one sentence, Froebel, father of the kindergarten, expressed the essence of early-childhood education.
Children are not born knowing the difference between red and green, sweet and sour, rough and smooth, cold and hot, or any number of physical sensations. The natural world is the infant's and young child's first curriculum, and it can only be learned by direct interaction with things. There is no way a young child can learn the difference between sweet and sour, rough and smooth, hot and cold without tasting, touching, or feeling something. Learning about the world of things, and their various properties, is a time-consuming and intense process that cannot be hurried. Yet there is a growing call for early-childhood educators to engage in the academic training of young children. Giants of the Preschool Complex Understandings Current Practice.
Sydney Gurewitz Clemens' website. Observing for Possibilities by Leslie Gleim Observation Sheet WITH NOTES (39KB PDF) Observation Sheet WITHOUT NOTES (14KB PDF) I have created this sheet as a tool for shifting my work into a more reflective and deeper way of observing children. The Possibilities Sheet also forces me to stay close to the work of the children! I have sent this to you in two versions. So please note- 1. 2.all the notes in blue are my reflections and rational for why I have things inserted as such. 3. the YELLOW NOTES are terms as defined by Dr.
The second version (which is the smaller of the two files) is without my notes Please let me know what you think or if you find it of any value to you! Thanks… Leslie Gleim The Carousel Center Portsmouth, Ohio 45662 If you have any questions please contact me at lesliegleim@yahoo.com. PDP - Video Library. Sydney Gurewitz Clemens' website. Bookstore There's a shopping cart and order form in usual web fashion (if you want to pay with a credit card), or you can send me a check for the cost of the book(s) plus $5 postage and handling for one or two books, $2.50 each for additional books.
E-mail me at sydney@eceteacher.org or telephone me at 415.586.7338 for further ordering information. Send direct orders to me at 73 Arbor Street, San Francisco, CA 94131-2918. The shopping cart buttons will open a new browser window. You may continue to add items after the window is opened by selecting "Continue Shopping," or by returning to this page. You can continue to add items to the cart, even if that window is closed.
NOTE: Sometimes you can find USED copies of my books at www.abebooks.com, if the price for the new one is too high. Books I have Written Also visit, Articles and Reviews for more material that I have written The Sun's Not Broken, A Cloud's Just in the Way: On Child-Centered Teaching Centering on the Children Geoglyph Puzzle. Pennies for Peace. Reading Rockets: Tell Me About the Story: Comprehension Strategies for Students with Autism. Many a teacher has asked a student to "tell about the story" only to be met with a blank stare. This may be particularly true for students with autism. Some students with autism simply do not have the communication skills to be able to answer the question, others don't know how to communicate the information they do have, and still others don't understand enough about the story to respond.
Reading comprehension is often a concern for the teachers of students with autism. Many teachers tell me that their students with autism can read but that "they don't understand anything. " It is always tricky to respond to such statements as many students with autism do understand what they read but cannot effectively express what they know. That is, some students with autism only appear incapable of comprehending text. Because students with autism have movement and communication differences, they may struggle to answer questions and express ideas in traditional ways.
Build background knowledge Drama. EVIDENCE-BASED Practice at Social Work Policy Institute. Partnerships to Promote Evidence-Based Practice Evidence-based practice (EBP) is a process in which the practitioner combines well-researched interventions with clinical experience and ethics, and client preferences and culture to guide and inform the delivery of treatments and services. The practitioner, researcher and client must work together in order to identify what works, for whom and under what conditions. This approach ensures that the treatments and services, when used as intended, will have the most effective outcomes as demonstrated by the research.
It will also ensure that programs with proven success will be more widely disseminated and will benefit a greater number of people. This Web resource was partially funded by a contract to IASWR from NIMH. It seeks to promote the integration of evidence-based mental health treatments into social work education and research. Evidence-Based Practice Resources Evidence-Based Practice: Registries and Databases Return to Top. EVIDENCE-BASED Practice at Social Work Policy Institute. Partnerships to Promote Evidence-Based Practice Evidence-based practice (EBP) is a process in which the practitioner combines well-researched interventions with clinical experience and ethics, and client preferences and culture to guide and inform the delivery of treatments and services. The practitioner, researcher and client must work together in order to identify what works, for whom and under what conditions. This approach ensures that the treatments and services, when used as intended, will have the most effective outcomes as demonstrated by the research.
It will also ensure that programs with proven success will be more widely disseminated and will benefit a greater number of people. This Web resource was partially funded by a contract to IASWR from NIMH. Evidence-Based Practice Resources Evidence-Based Practice: Registries and Databases The Evaluation Center’s EBP Me Return to Top Online Resources and Research. EVIDENCE-BASED Practice at Social Work Policy Institute. Partnerships to Promote Evidence-Based Practice Evidence-based practice (EBP) is a process in which the practitioner combines well-researched interventions with clinical experience and ethics, and client preferences and culture to guide and inform the delivery of treatments and services.
The practitioner, researcher and client must work together in order to identify what works, for whom and under what conditions. This approach ensures that the treatments and services, when used as intended, will have the most effective outcomes as demonstrated by the research. It will also ensure that programs with proven success will be more widely disseminated and will benefit a greater number of people. This Web resource was partially funded by a contract to IASWR from NIMH. It seeks to promote the integration of evidence-based mental health treatments into social work education and research. Evidence-Based Practice Resources Evidence-Based Practice: Registries and Databases Return to Top. Telling Time Worksheets (Clocks) STW Filing Cabinet Logged in members can use the Super Teacher Worksheets filing cabinet to save their favorite worksheets.
Quickly access your most commonly used files AND your custom generated worksheets! Please login to your account or become a member today to utilize this helpful new feature. :) [x] close This document has been saved in your Super Teacher Worksheets filing cabinet. Here you can quickly access all of your favorite worksheets and custom generated files in one place! Click on My Filing Cabinet in the menu at the upper left to access it anytime! Grade Level Estimation Title: Grade Level Estimation: 1st2nd3rd4th5th Grade level may vary depending on location and school curriculum. Common Core Standards Common core standards listing.
All common core standards details. If you think there should be a change in the common core standards listed for this worksheet - please let us know. [x] close Very Basic - Nearest Hour What Time Is It? Write the time shown on each clock. I have... E-Cards. Best of Building Assets Together. Great Group Games. Great Group Games : 175 Boredom-Busting, Zero-Prep Team Builders for All Ages. Great Group Games offers 175 enjoyable games and activities that will gently disband group-busting cliques, help newcomers feel welcome, and turn your participants into friends who can count on each other. Authors Ragsdale and Saylor, experienced trainers and youth development leaders, have compiled games that are perfect for classrooms, retreats, workshops, and groups on the go. Each game includes details on timing, supplies, set up, suggested group size, game tips, and reflection questions. Best of all, the games are far from mindless.
Games like "Tiny Teach," "Common Ground," and "The Winding Road" will really make your group members think. These low-prep activities work for small or large groups and can be done anywhere. You'll make every moment meaningful and every game great! Download Sample Pages #1 "An infinitely usable guide. " —Youth Today #2 "Encourage cooperation and develop team spirit with the activities in this book. " —Learning #4 "If it's not fun, it's not functional.
Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com. Publications: Special Education Rights. Harrisburg Project - Goalmine. Idiom and Phrase Quiz - 3. Idiom and Phrase Quiz - 2. Idiom and Phrase Quiz - 1. Everymin. Behavior Management & Social Skills. When a Child Misbehaves. Reading Rockets: Recommended Books for Kids by Theme. NASP Center. UCLA School Mental Health Project. Classroom Management Topics Index | Power Tools | How-To. Poster Contest to Promote Bicycling Launched « League of Illinois Bicyclists. National Center for School Crisis and Bereavement. The Gifted Underachiever. Speak Up | National Clearinghouse on Families & Youth. Teen Talking Circles Home. Lessons, Strategies, etc.
Intervention Central | Creating Safe Playgrounds: A Whole-School Approach. Magination Press Children's Books. Bibliotherapy. Signupheader1. DuPage Regional Office of Education. Safer Internet Day - Insafe. Imagination Playground Newsletter. "3 Musketeers for Student Success!" - Celebrating National School Counseling Week. Clip Art Gallery. Siemens We Can Change The World Challenge.
"The Colors of US" Revisited. SFCIPP. Lutheran Social Services of Illinois - The Storybook Project. Programs | Hope House DC. Resources | Hope House DC. Children of Prisoners Library | FCN. FCN. Resources | FCN. Unique Activities and Ideas for Elementary Students. Free-Spirited Structured, Multisensory Learning. EdHelper.com - Math, Reading Comprehension, Themes, Lesson Plans, and Printable Worksheets. Untitled Document. Coloring Printables - Coloring Pages to Print and Free Coloring Pages for Kids. Awesome Library. Stuttering_stan. S Paint By Idioms Game. Beantime Stories / A Paper Chain for Edgar and Andrew / Title. Halloween Ghost Walk / Pumpkin Faces 02. Shops / Bakery / Help Make Pizzas. Shops / Pizza Faces. CBeebies - Home. Teachers Guide / Social Skills Development.
The Official Brain Gym Website. Brain Gym® Exercises. Thank You for Visiting SAMHSA's Building Blocks Web Site. Prevention Activities for School, Families, and Community. Cyberbullying Package. CASEL | Welcome to CASEL. Character Education Program: CHARACTER COUNTS! - Lesson Plans, Training, Resources. Strategies for Empowering Students - Activity Index. Obesity and Overweight for Professionals: Childhood | DNPAO | CDC. Playground Rules at Building Blocks. Prevention Platform. Request Children's Foundation Information | Miracle Ear. Bibliotherapy Booklists, Carnegie Library of Pittsburgh. Bibliotherapy. Bibliotherapy. Dealing with Tattling.