July Parent and Caregiver Guide
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Oral Defensiveness
ORAL DEFENSIVENESS Oral Defensiveness is an aversive response to touch sensations in and around the mouth that may cause extreme sensory, emotional and behavioural responses when eating. Treatment Principles • In all instances, approach oral defensiveness in a fun and playful way. • Rapport must be well established with the child. • Intervention should be carried out at times other than meal times. • Allow the child to be an active participant in therapy as much as possible. • Take turns at playing the games with the child or include siblings. • Slow and steady wins the race. • Establish a routine - Performing the routine the same way in each session helps a child to know the expectations. • Take it one step at a time - For severely orally aversive children you may not even be able to start near their mouth. Work your way from the outer perimeter of the face in toward the mouth, then the outside of the mouth, and gradually work your way into the mouth • Reinforce all positive responses. Give verbal praise and tangible reinforcement Therapy should be directed toward reducing the sensory problems that triggered the food refusal. However, the general strategy is to influence the sensory processing system, not just the mouth. Many of the strategies used in Sensory Integration programs are effective. These include use of vestibular input(movement through space), deep- pressure touch, and proprioceptive input through the joints. Rhythmical, organizing music and sound can also influence the auditory-vestibular system. Most of these strategies can be incorporated in the family routine to prepare. For example, spoon feeding can be introduced while providing vestibular input in a rocking chair, or using specific types of organizing music during the meal. -
ACT Early Milestone Moments
Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months .............................................................. -
Your Little Bit Matters
Your Little Bit Matters Bob Setzer, Jr. Pastor Knollwood Baptist Church Winston Salem, NC www.knollwood.org November 11, 2018 1 Kings 17:8-16; Mark 12:38-44 In his book, All Over but The Shouting, Rick Bragg writes about growing up poor in Alabama. Once when his daddy left again and his brave but heartbroken mama was nearly defeated, there was a knock at the door. It was a little boy, “the color of bourbon. He said his mama had some corn left over and please take it ma’am, we’d like it.” “They knew,” Bragg continues. “They were poor, very poor. Living in unpainted houses that leaned. But for a window in time, they had more than us.” “It may seem like a little biddy thing by 1990s reasoning. (But) this was a time when out of pure meanness, it was routine to take a young black man for a ride and leave him cut, broken, or worse on the side of some pulp wood road, just for sport, for fun. “This was a time of horrors in Birmingham, in the back woods of Mississippi; this was a time when the whole damn world was on fire. That was why it mattered so.” Jesus told the story of a widow who did a little biddy thing. She dared to drop her two copper pennies into the temple treasury while others dropped in their fistfuls of cash. But for Jesus, it wasn’t the size of the widow’s gift that grabbed his attention and stole his heart. -
Meher Baba Journal, Vol. 3, No. 7
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SOMK Manual Contains the Information You Will Need to Start Your Own SOMK Program
How to Use This Manual This SOMK manual contains the information you will need to start your own SOMK program: Section I - Background. What is the 4-H/Army Youth Development Project (AYDP) Section II - Overview of program - Operation: Military Kids Section III - Provides a list of SOMK goals, outcomes, and life skills. What do we expect will happen as a result of this program? How do these outcomes enhance youth life skills? Section IV - Provides information about whom to involve in SOMK. What is the job description? How do we recruit youth participants? Section V - Provides an overview of the training portion of SOMK. How do SOMK participants learn about issues facing military families? What skills do they need to master before they form the Speakers Bureau? Section VI - Provides suggestions for making connections with other groups. Who else should be involved? Section VII - Provides information about establishing and managing the Speakers’ Bureau. What do we do once youth participants are trained? How do we maintain the program? How do we book engagements? How do we document our success? Section VIII - Provides information about evaluation. What do we need to keep track of? Section IX - Provides a brief list of things to consider as you begin the program. How do we manage the emotional nature of the topic? Appendix A - Contains complete lesson plans for conducting an SOMK Kick-Off Training. Appendix B - Contains sample training schedules. Appendix C - Contains sample marketing materials. 2 Speak Out for Military Kids Speak Out for Military Kids (SOMK) Written by: A. Huebner, Ph.D., Associate Professor Department of Human Development Virginia Tech Speak Out for Military Kids is a support program for Operation: Military Kids. -
Child Sex Rings: a Behavioral Analysis for Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation
If you have issues viewing or accessing this file contact us at NCJRS.gov. NATIONAL CENTER FOR MISt.f9IN(. 1~"I"j('lrl'l~I) -----1.---' CHI L D R E N Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation In cooperation with the Federal Bureau of Investigation ------------------ 149214 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material has been grantedNaElona1 by • center f'or Mlsslng . & Exploited Chi1dren/DOJ/FBI to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permission of the copyright owner. Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual Exploitation April 1992 Second Edition Kenneth V. Lanning Supervisory Special Agent Behavioral Science Unit Federal Bureau of Investigation FBI Academy Quantico, Virginia © National Center for Missing & Exploited Children Dedication This book is dedicated to the victims of child sex rings and to the memory of two FBI agents who devoted their professional lives to helping sexually exploited children. Leo E. Brunnick FBI Boston, Massachusetts Alan V. MacDonald FBI Boston, Massachusetts Contents Author's Preface v 1. Historical Overview 1 "Stranger Danger" 1 Intrafamilial Child Sexual Abuse 2 Return to "Stranger Danger" 2 The Acquaintance Molester 3 Satanism: A "New" Form of "Stranger Danger" 3 2. -
June Parent and Caregiver Guide
Big Heart World Parent & Caregiver Guide Similarities & Differences Released June 2021 What is Big Heart World? Big Heart World helps families learn together about social and emotional skills — what it means to have a big heart and how to grow one. This means: ● Learning about me (self) ● Learning about you (others) ● Learning about us (relationships) Learning social and emotional skills is always important to children’s development. From the time babies are born, they are learning about who they are, developing confidence, compassion, and a sense of what is right and what is wrong. Parents are particularly concerned about their children’s social and emotional development now due to transitions and school closures brought about by COVID-19. If you’re wondering how to help your child express their feelings, figure out friendships, share, enter a classroom environment, or learn what makes them special, Big Heart World is for you. If you’re feeling overwhelmed by the pandemic and endless change and transition, Big Heart World is for you. If you feel like you can’t handle one more tantrum and you want to know what your child is really trying to tell you when they act out, Big Heart World is for you. This guide walks you through what is available on Big Heart World this month and what you can do with it. Learn more: www.BigHeartWorld.org Big Heart World is produced by Sparkler Learning with support from Noggin, the Walton Family Foundation, and many non-profit partner organizations. 1 Similarities & Differences: The Third Unit of Big Heart The world is made up of different people — people of different races/ethnicities, religions, traditions, languages, abilities, and talents. -
501 Critical Reading Questions
501 Critical Reading Questions 501 Critical Reading Questions ® NEW YORK Copyright © 2004 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 critical reading questions.—1st ed. p. cm. ISBN 1-57685-510-4 (pbk. : alk. paper) 1. Reading (Secondary)—Examinations, questions, etc. 2. Reading comprehension— Examinations, questions, etc. 3. Readers (Secondary) I. Title: Five hundred one critical reading questions. II. Title: Five hundred and one critical reading questions. III. LearningExpress (Organization) LB1632.A16 2004 428.4'07'12—dc22 2004001114 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-510-4 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com The LearningExpress Skill Builder in Focus Writing Team is comprised of experts in test preparation, as well as educators and teachers who specialize in language arts. LearningExpress Skill Builder in Focus Writing Team Marco A. Annunziata Freelance Writer New York, New York Elizabeth Chesla English Instructor Language Arts Expert Harleysville, Pennsylvania Brigit Dermott Freelance Writer English Tutor, New York Cares New York, New York Margaret Muirhead Freelance Writer Arlington, Massachusetts Patricia Mulrane Freelance Writer New York, New York Lauren Starkey Freelance Reference Writer Essex, Vermont C Reed Test Preparation Expert Burbank, California Contents Introduction ix 1 Popular Culture 1 2 U.S. History and Politics 27 3 Arts and Humanities 59 4 Health and Medicine 87 5 Literature and Literary Criticism 121 6 Music 155 7 Science and Nature 181 8 Sports and Leisure 211 9 Social Studies 245 Source Materials 267 vii Introduction Why Should I Use this Book? Schools and employers know that students and workers who reason criti- cally about what they read are better students and more valuable employ- ees. -
Your Child's Development
24 to 30 Months Your Child’s Development This is an exciting time as older toddlers are using their growing language skills to tell you what they are thinking and feeling. They are also building friendships with other children. And their growing physical skills—walking, running, and climbing—help them explore the world in more adventurous ways. What do you find most amazing about your child’s development at this stage? What Your Toddler Can Do What You Can Do I use my body to get me places! Go on a neighborhood walk. Let your child • I can walk up stairs one foot at a time. stop to check out what’s interesting to her. • I can walk backward. Play “island hop.” Line up pieces of paper • I can balance on one foot which helps me climb. on the floor and help your child jump from one to the next. I am using language to tell you what I’m feeling Ask about your child’s ideas: What part of and thinking. the book did you like? • I can make longer sentences: Mama play truck? Acknowledge feelings and teach social skills • My favorite words may be no, me, and mine. at the same time: I know the doll stroller is • I may get overwhelmed by my strong feelings your favorite toy, but Thomas would like a turn and have trouble putting them into words. pushing it. I might need your help to calm down. Help your child recover from a tantrum. Some children respond to being comforted. Others do better with some alone time in a safe, quiet place. -
Helping Your Child Through Early Adolescence (PDF)
Helping Your Child through Early Adolescence U.S. Department of Education To order copies of this publication in English or Margaret Spellings Spanish write to: Secretary ED Pubs First published in August 2002. Education Publications Center Revised 2005. U.S. Department of Education P.O. Box 1398 This booklet is in the public domain. Jessup, MD 20794–1398 g Authorization to reproduce it in whole Helpin or in part for educational purposes is or fax your request to: 301–470–1244 granted. While permission to reprint this publication is not necessary, the or email your request to: [email protected] citation should be: Your Child or call in your request toll-free: 1–877–433–7827 U.S. Department of Education (1–877–4ED-PUBS). If 877 is not yet available in Office of Communications your area, call 1–800–872–5327 through Early Adolescence and Outreach (1–800–USA–LEARN). Those who use a Helping Your Child through Early Adolescence telecommunications device for the deaf (TDD) or a Washington, D.C., 2005 teletypewriter (TTY), should call 1–800–437–0833. or order on-line at: for parents of children from 10 through 14 www.ed.gov/pubs/edpubs.html. This publication is also available on the Department’s Web site at: www.ed.gov/parents/academic/help/hyc.html On request, this publication is available in alternate formats, such as Braille, large print, audiotape or computer diskette. For more information, please contact the Department’s Alternative Format Center 202–260–9895 or 202–205–0818. Books, magazines and programs are mentioned in U.S. -
The Tooro City Publisher Empaango Empaako Meaning KRC
1 TOORO LifeStyle Magazine 2 EDITION TWO Publisher Empaango Empaako meaning KRC Bio - Refinery Baylor Good Work The Tooro Suuka elegance FortPortal - The Tooro City 3 When we love somethings, emotions often drive our actions. This is the gift and the challenge entrepreneurs face everyday. The companies we dream of and build from scratch are part of us and intensely personal. They are our families. Our lives. But the entrepreneur journey is not for everyone. Yes. The high are high and the lows can be heart breaking. Entrepreneurs must love what they do to such degree that doing it is worth sacrifice and, at times pain. But doing anything else, we think would be unimaginable. CEO, STARBUCKS. oing into the last quarter of the year, we bring you the Gsecond edition of Tooro Lifestyle magazine. Its been a challenging but very interestingly amazing journey. I take this time to thank all of you for the love, the drive, the enthusiasm, thank you for believing in the brand and also supporting the Tooro Lifestyle clothing line. As we look forward to the festive season around the corner, and a new year ahead, we promise to get better, grow bigger, reach wider au- dience, and an opportunity to work with many more of you. God Bless you all. Enjoy the second edition. peter, MAANI TOORO LifeStyle Magazine 4 ear our es- teemed readers, we are pleased Dto unveil the sec- ond edition of the Tooro Life Style Magazine. I hope the first edition was a good read. He is a familiar face on the music scene. -
Buckle Up: Booster Seats
Buckle Up: Booster Seats September 2014 What to Know about Booster Seats Booster seats protect children who are too big for a car seat but too small for a seat belt. 56 Seat belts don’t fit children properly until they are at least 57” (4’9”) tall and weigh between 55 80 and 100 pounds. 54 53 Motor vehicle crashes are the of these children second-leading cause of death were riding 52 for children 4 to 10 years old. without a restraint that could have saved 51 340 children this age died in their lives. 50 motor vehicle crashes in 2012. 49 Although seat belts are safer than Booster seats can 48 nothing at all, children who should be in reduce the risk of 47 booster seats but wear only seat belts are serious injury by at risk of severe abdominal, head and 45 percent compared 45% 46 spinal injuries in the event of a crash. to seat belts alone. 45 Safe Kids Worldwide surveyed 1,000 parents of ? 57" 44 4 to 10 year olds. The study found seven in ten parents do not know that a child should be at 43 least 57 inches (4’9”) to ride in a car using a seat 42 belt without a booster seat. 41 The study revealed 9 out of 10 parents move their child from a 39 booster seat to seat belt before their child is big enough. 38 37 One in five parents whose children carpool say they “bend the rules” when driving, letting 36 children ride without seat belts and without the 35 car seat or booster seat they would normally use.