...Improving Academic Performance and Achievement of children and youth in foster care Joanna Bermudez Mercy College Summer 2013 Introduction and Problem Statement Approximately fifty percent of adolescents in this country’s foster care system are graduating from high school each year. In NYS, less than forty-four percent of adolescent’s in the foster care system graduate from high school yearly. The outcomes of youth who leave the foster care system between the ages of 18 and 21 are statistically grim; less than 50% of these youth are equipped with a high school diploma (Scannapeieco, Connel-Carrick, and Pinter, 2007), and with-in two years of leaving the system, 25% of them face unemployment, homelessness, and/or incarceration (Krinsky, 2007). For all children, especially children in foster care, having the proper advocacy, stability, educational coordination and guidance are vital in ensuring their academic success. Unfortunately, children in foster care are less likely to receive these components to assist them in becoming successful in academia, which in turn affects their chances to live a productive adult life. The needs of the children and youth in foster care are in need of reformation across each state throughout the nation. Since the development of foster care, the focus of intervention has and continues to be a reactive approach, instead of a tactical approach. The intervention of foster care seeks to ensure the physical safety and well-being of each child...
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...starting date, time, and location, extent of the trauma, the violator and parent or caregiver involvement. Seeming between 2005 to 2006, there was an estimated 1.25 million children who experienced some form of trauma (U.S. Department of Health and Human Services, 2010). These traumas led to the Social Service Department interjecting. The children traumatic scares lie deep within, it is believed that a child with sexual trauma, can leave it buried in the subconscious, until therapy awakens it. Doctors refers to this as hysteria setting in. However, when the child is in treatment he or she can discuss, the abuse and behavior and he or she would be better understood. The child will be taught coping skills, this is a key core component of TF-CBT and it is also taught to parents. It is very important to have all parties involved for a holistic approach on the healing process and to develop a safe environment for all parties. Why should society and social work in particular be concerned? All parties need to be concerned because the level of impact is greater than just the individual and their family, it affects the community in which the victims lives, worships and plays. Children that experience different levels of trauma develop behavioral issues, emotional disorders and others can become violent. It is clear to all parties involved that different individual reacts different to their given trauma. In this reading, given studies and theories, the focus is for one to understand the...
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...formulated from eight principles in which Axline drew on the work of Carl Rogers’s (1951 as cited in Rye, 2010) client-centered therapy. Modern child centered play therapy has it owns theoretical framework and research base evidence but uses other relevant fields as a guide. For example, attachment theory provides the understanding of the child’s current difficulties but also the presenting problems. Bowlby (1982 as cited in Rye, 2010) was first to develop this approach and since then other continued to build on his work and developed their own ideas and techniques, figuring out the ways attachment theory influences or foster relationships amongst individuals. Based upon the cognitive triangle, trauma focus- cognitive behavioral therapy (TF-CBT) an employed a framework that builds an understanding of the relationship between a person’s thoughts, feelings and behaviors (Child Welfare Information Getaway, 2012). In order to identify negative thought patterns and behavior cycles, therapist guides the client while gaining positive coping skills and helping clients learn new ways of replacing maladaptive thoughts,...
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...At the beginning of treatment, it became evident to the family based team that Gustavo’s mother’s limited English undermined her hierarchy with the children. She came to United States 14 years ago at the age of 24; however, it appears that due to depression, memory problems, and some cognitive challenges, in addition to being immersed in the Hispanic Culture, she hasn’t learned English. When she would struggle to understand something, the children would point out that the information was basic and she is “stupid” for not understanding. During treatment, Roberta worked with the team towards increased supports and differentiating, and for the first time, she joined an English class which she enjoyed and attended quite frequently, explaining that...
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...in the middle of summer if there is availability. Naudia's mother stated, "I have not received any phone calls from the school lately." QP has assessed Naudia has made limited progress with maintaining positive academic performance, as indicated by Naudia's behavior improving; however, her academics have not improved, so summer school is needed. Goal 4: Naudia will comply with the treatment recommendations of her medical and mental health providers. Naudia's mother agreed with the step-down plan of OPT plus for Naudia. Naudia's mother reflected on Naudia being off her medication for the summer. Naudia's mother stated, "I will put Naudia back on the medication once school resume." Naudia's mother asked if she would be able to keep the TF-CBT therapist Naudia is currently working with for OPT Plus and the QP said yes. Naudia's mother reported, "I will schedule the dental appointments after Naudia finishes EOG testing." QP has assessed Naudia has made moderate progress complying with treatment recommendations, as indicated by Naudia being engaged throughout treatment and Naudia's mother agreeing to discharge recommendations....
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...When we fail to invest early, children suffer from a range of problems—they are at higher risk for being abused, becoming teen mothers, dropping out of high school and misusing alcohol and illegal drugs. They are less likely to be healthy and more likely to be criminals Child Abuse $30K – $200K Teen Pregnancy $120K – $138K High School Dropout $250K – $450K Illegal Drug Abuse $250K – $740K Alcohol Abuse $230K – $690K NOTES: The low-end present value figures reflect only tangible costs; the high-end figures add intangible costs. Because each bar includes individual and societal costs that may overlap with others, they cannot be tallied to produce a total. FIGURE 1 The researchers divide the societal costs of each outcome into two categories: tangible, which covers items such as prison beds that are easier to measure and calcuate in dollars; and intangible, which includes consequences like a crime victim’s pain and suffering that clearly have costs but must be estimated using more complex methods. The average per-person tangible costs, as described below, are substantial: Child Abuse: Societal costs for medical and mental health care and services such as foster care total more than $30,000 for a child who is abused. Teen Parenthood: When a teenager has a child, the nation pays $120,000 for expenses including medical care, social assistance programs and efforts to deal with higher rates of abuse and neglect among these young parents. High School Dropout:...
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...Child abuse Child abuse is the physical, sexual or emotional mistreatment or neglect of a child or children. Child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. There are four major categories of child abuse: neglect, physical abuse, psychological/emotional abuse, and child sexual abuse. Different jurisdictions have developed their own definitions of what constitutes child abuse for the purposes of removing a child from his/her family and/or prosecuting a criminal charge. According to the Journal of Child Abuse and Neglect, child abuse is "any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation, an act or failure to act which presents an imminent risk of serious harm". Types Child abuse can take several forms: The four main types are physical, sexual, psychological, and neglect. There are many effects of child neglect, such as children not being able to interact with other children around them. The continuous refusal of a child's basic needs is considered chronic neglect. Physical abuse Physical abuse involves physical aggression directed at a child by an adult. Most nations with child-abuse laws consider the deliberate infliction of...
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...Handouts and FACEX Scenarios Page Handouts for Lesson 1 Handout #1. Sources of Support and Assistance for Army Families 51 Handouts for Lesson 2 Handout #2. TF Falcon Scenario #1 53 Handout #3. TF Falcon Task #1 57 Handout #4. TF Falcon Task #2 59 Handout #5. FAC Equipment Supply Checklist 61 Handout #6. FAC Stations General Equipment Setup Instructions 63 Handout #7. Equipment Considerations—Telecommunications and Transportation 65 Handout #8. Staffing the FAC for 24-Hour Operation 67 Handout #9. Sample Standing Operating Procedure (SOP) 69 Handouts for Lesson 3 Handout #10. TF Falcon Scenario #2 85 Handout #11. TF Falcon Task #3 87 Handouts for Lesson 4 Handout #12. Sample Appointment Order for Family Assistance Team Members 89 Handout #13. FAC Client Case Record (DA Form 5897) 91 Handout #14. Community Services Flowchart 93 Handout #15. FAC Client Intake and Referral Sheet 95 Handout #16. Workshop Evaluation 97 Handout #17. TF Falcon Scenario #3 99 Handout #18. TF Falcon Task #4 101 Scenarios for the Family Assistance Center Activation Exercise (FACEX) 103 Handout #1 Sources of Support and Assistance for Army Families 1. Army Community Service (ACS). ACS is the principal family readiness resource for soldiers, DoD civilians, and Army family members on or near installations. It is staffed by volunteers and paid professionals. Among the services ACS provides are:...
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...Handouts and FACEX Scenarios Page Handouts for Lesson 1 Handout #1. Sources of Support and Assistance for Army Families 51 Handouts for Lesson 2 Handout #2. TF Falcon Scenario #1 53 Handout #3. TF Falcon Task #1 57 Handout #4. TF Falcon Task #2 59 Handout #5. FAC Equipment Supply Checklist 61 Handout #6. FAC Stations General Equipment Setup Instructions 63 Handout #7. Equipment Considerations—Telecommunications and Transportation 65 Handout #8. Staffing the FAC for 24-Hour Operation 67 Handout #9. Sample Standing Operating Procedure (SOP) 69 Handouts for Lesson 3 Handout #10. TF Falcon Scenario #2 85 Handout #11. TF Falcon Task #3 87 Handouts for Lesson 4 Handout #12. Sample Appointment Order for Family Assistance Team Members 89 Handout #13. FAC Client Case Record (DA Form 5897) 91 Handout #14. Community Services Flowchart 93 Handout #15. FAC Client Intake and Referral Sheet 95 Handout #16. Workshop Evaluation 97 Handout #17. TF Falcon Scenario #3 99 Handout #18. TF Falcon Task #4 101 Scenarios for the Family Assistance Center Activation Exercise (FACEX) 103 Handout #1 Sources of Support and Assistance for Army Families 1. Army Community Service (ACS). ACS is the principal family readiness resource for soldiers, DoD civilians, and Army family members on or near installations. It is staffed by volunteers and paid professionals. Among the services ACS provides are:...
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...Clin Soc Work J (2014) 42:323–335 DOI 10.1007/s10615-014-0496-z ORIGINAL PAPER Trauma Through the Life Cycle: A Review of Current Literature Shulamith Lala Ashenberg Straussner Alexandrea Josephine Calnan • Highlight every key term that refers to the following key concepts: 1) "trauma" generally a) "large T trauma" b) "micro-trauma" 2) "resilience" Published online: 31 May 2014 Ó Springer Science+Business Media New York 2014 Abstract This paper provides an overview of common traumatic events and responses, with a specific focus on the life cycle. It identifies selected ‘‘large T’’ and ‘‘micro’’ traumas encountered during childhood, adulthood and late life, and the concept of resilience. It also identifies the differences in traumatic events and reactions experienced by men compared to women, those related to the experience of immigration, and cross generational transmission of trauma. Descriptions of empirically-supported treatment approaches of traumatized individuals at the different stages of the life cycle are offered. Keywords PTSD Á Large-T and micro-traumas Á Neurobiology Á Gender differences Á Immigrants Á Treatment approaches The past is never dead. It’s not even past. William Faulkner The conflict between the will to deny horrible events and the will to proclaim them aloud is the central dialectic of psychological trauma. Judith Lewis Herman S. L. A. Straussner (&) Silver School of Social Work, New York University, 1 Washington...
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...ate Aptitude Test in Engineering GATE 2014 Brochure Table of Contents 1. Introduction .............................................................................................................1 2. About GATE 2014 ......................................................................................................1 2.1. Financial Assistance ............................................................................................................................ 1 2.2 Employment ............................................................................................................................................ 2 2.3 Administration ....................................................................................................................................... 2 3.1 Changes Introduced in GATE 2013 that will continue to remain in force for GATE 2014 .......................................................................................................................................................... 3 4.1 Eligibility for GATE 2014 ................................................................................................................... 4 4.2 GATE Papers ............................................................................................................................................ 5 4.3 Zone-Wise List of Cities in which GATE 2014 will be Held ................................................... 6 4.4 Zone-Wise List of Cities for 3rd...
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...Researched, compiled and published by Woods & Seaton International Automotive Systems Customer Relationships Management - “CRM” May 2009 ★ ★ ★ ★ ★ ESTABLISHED ★ 1973 ★ ★ ★ ★★★ International Automotive Systems - “CRM” - 2009 For the sole, internal use of Aspen Marketing Services, Inc. - Contact: Bill Ewing. Researched, compiled and published by Woods & Seaton page 123 International Automotive Systems Customer Relationships Management - “CRM” May 2009 Copyright Notice All rights reserved. This document is supplied for the sole, internal use of... Aspen Marketing Services, Inc. - Contact: Bill Ewing. No part may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holder. Any questions from Subscribers to Woods & Seaton Automotive Systems Information about this study should be addressed to Mike Seaton, Automotive Systems & Communications, Wash Hill House, ★ ★ ★ ★ ★ Wooburn Green, ESTABLISHED ★ 1973 ★ Buckinghamshire ★ ★ England, HP10 0JA. ★ ★ ★ Telephone: 44 (0) 1628 525 960 E-Mail address . . . mikeseaton@woods-seaton.com Web Site . . . http://www.woods-seaton.com © Woods & Seaton 2009 Tel. 44 (0)1628 525 960 E-mail: mikeseaton@woods-seaton.com www.woods-seaton.com Subscribers to Woods & Seaton Automotive Systems Information are automatically included on our e-mail Briefings list ...
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...NYSE Listed Eligible Options by Symbol Eligible Options by Symbol as of 25 Oct 2010 Symbol A AA AAI AAN AAP AAPL AATI AAV AAWW AB ABAT ABAX ABB ABC ABFS ABK ABMD ABT ABV ABX ACAD ACAS ACC ACCL ACE ACGL ACGY ACH ACI ACL ACM ACN ACOM ACOR ADBE ADI ADLR ADM ADP ADS ADSK ADTN ADY AEC AEE AEIS AEM AEO AEP AER Name Agilent Technologies Inc. ALCOA, INC AirTran Holdings, Inc. Aaron's, Inc. ADVANCE AUTO PARTS INC Apple Inc. Advanced Analogic Technologies, Inc. Advantage Oil & Gas LTD. Atlas Air Worldwide Holdings, Inc. AllianceBernstein Holding, L.P. Advanced Battery Technologies, Inc. Abaxis Inc ABB Ltd. AmerisourceBergen Corp. Arkansas Best Corp AMBAC Financial Group Abiomed Inc Abbott Laboratories AmBev Compamhia De Bebidas Das Ame Barrick Gold Corp. Acadia Pharmaceuticals Inc. American Capital Ltd American Campus Communities, Inc. Accelrys, Inc. ACE Limited Arch Capital Group Ltd Acergy S.A. Alum Corp of China Limited Arch Coal, Inc. ALCON Aecom Technology Corporation Accenture PLC Ancestry.com, Inc. Acorda Therapeutics, Inc. Adobe Systems Inc Analog Devices, Inc. Adolor Corp Archer-Daniels-Midland Co Automatic Data Processing Alliance Data Systems Autodesk Inc Adtran Inc AMERICAN DAIRY INC Associated Estates Realty Ameren Corporation Advanced Energy Industries Inc Agnico-Eagle Mines Ltd. American Eagle Outfitters American Electric Power Aercap Holdings N.V. NYSE Arca Lead Market Maker UBS SECURITIES, LLC MORGAN STANLEY & CO CITADEL SECURITIES LLC CITADEL SECURITIES LLC...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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