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Educators and parents share a common goal: helping children and youth become successful in school and life. The basic principles of social and emotional learning serve as the underlying principles of motivation. Motivation is what stimulates and focuses actions. It is an internal state that can be thought of as "reasons for doing". Needs, thoughts, and emotions each contribute to motivation. Research has shown that motivated students display a commitment to learning that is crucial for academic, social, and emotional development, and that leads to school and life success. By working together, parents and teachers can reinforce messages about the value of education and the importance of doing one's best. Such efforts serve the ultimate goal of helping children become knowledgeable, responsible, caring, and healthy citizens. Specific strategies for fostering motivation in the classroom by focusing on "3 Cs" are discussed: helping students feel (1) Capable; (2) Connected; and (3) in Control.

Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.

One of the key goals of the Laboratory for Student Success (LSS) is to encourage school, family, and community partnerships to improve the academic performance and socioemotional development of children and youth. Teachers face the challenge of educating an increasingly diverse student population which is growing up in varied home environments. Families and schools are both active participants in the education of children and youth. Parents/guardians and teachers need to collaborate to improve student achievement and school performance. Family members and educators each have a distinctive yet interrelated role to play, and each has an important voice to be heard. This document contains five Partnership series "brochures" aimed at teachers and parents and focus on increasing the chances of academic success and healthy development of children and youth. (AA)

Describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features for promoting students' mental health and reducing risk behaviors. Program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. (SM)

Recent research indicates that typical writing assignments given to advanced students of English as a second language do not prepare them for university level writing. However, the technique of information transfer, which involves presentation of a visual stimulus to prompt writing, can be used effectively to practice the skills most university-level writing requires--restatement and reorganization of a given body of material. Information transfer may be used to teach the various types of academic discourse commonly encountered by college students: process descriptions, narration, physical description, comparison and contrast, categorizing and listing, cause and effect, and generalizing from numerical data. When using this technique, teachers should always present the visual stimulus to the class in a series of instructional moves paralleling those leading up to a writing assignment in a content course. Six sample visuals are included. (ARH)

This opening chapter provides an overview of the book, "Healthy Children 2010: Establishing Preventive Services." The article describes the purpose of the work, which is to provide strategies to establish and successfully implement effective prevention services in key socializing settings that powerfully affect the growth an development of children. As a whole, the work emphasizes developmentally and contextually appropriate prevention service delivery models, and identifies state-of-the-art, empirically based strategies to strengthen the environments in which children develop. The article then describes the work's subsequent chapters: chapters 2 to 6 review ways to strengthen the family, child care systems, early childhood education, school-based mental health service delivery and primary prevention approaches, community-based mental health programming, and school-based health services. These chapters point out that programs with strong conceptualization, design, and implementation have potential to enhance children's social, emotional, and physical wellness, thereby reducing the incidence of problems across multiple domains. Chapter 7 focuses on the importance of theory-guided evaluation to clarify the process of program implementation, the extent of program outcomes, and the factors that enhance or diminish program effects. Chapters 8 and 9 emphasize the quality of program implementation as a critical mediator of potential program impact and highlight strategies to disseminate programs broadly while maintaining their efficacy. (SD)

Discusses trends affecting the development of counseling centers into comprehensive, developmentally oriented agencies, and describes the Counseling and Testing Center at the University of Georgia. Summarizes administrative issues and steps taken to facilitate desired changes. (JAC)

Udgivelsesdato: 2008/4

Udgivelsesdato: 2008/1

Contains fulltext : 52037.pdf (publisher's version ) (Closed access)

Contains fulltext : 52036.pdf ( ) (Open Access)