61. Carole Osborne-Sheets's Teaching Assistants For Prenatal And Perinatal Massage Linda has been working and teaching with Carole and Liz since 1995. She isa specialist in family issues, including pregnancy, sexual and emotional http://www.bodytherapyassociates.com/Instructors.php

Main Page Books Deep Tissue Sculpting Pre- and Perinatal Massage Therapy ... Primary Instructors Contact Us Email Carole Email Webmaster Primary Teachers Carole, Linda and Liz at a recent discussion. In 1996 she co-founded Big Sky Somatic Institute School of Massage Therapy in Helena, Montana where she is Educational Director. As primary faculty she teaches passive movement, body psychology, deep tissue muscle sculpting, somatic unwinding, business, and ethics. She is also adjunctive faculty at the University of Great Falls. In 1998 she co-founded Integrative Medicine Clinic in Great Falls, Montana where she works with a physician specializing in physical medicine, acupuncturists, family nurse practitioners, physical therapists, and a biofeedback technician in providing multidisciplinary care for all ages. Jennifer's personal mission is in empowering woman to embrace all phases of their lives. Students appreciate her passion, vision, and patient instruction. Hear what students have said about Jennifer! Liz Ellis has been a practitioner and teacher of massage therapy since 1991. She studied her craft at the Chicago School of Massage Therapy, and she was an instructor there for 7 years before moving on to her current full time practice. She continues to expand her skills and has developed an integrative body therapy practice. She has studied Neuromuscular therapy with Judith Walker-Delaney, Craniosacral work with Michael Shea, and of course pregnancy and related massage work with Carole Osborne-Sheets. She began treating pregnant, laboring and postpartum women after completing her certification in 1993. She has recently completed in-depth study and certification in Biodynamic Craniosacral therapy as well as certifying as a Labor Assistant through the Association of Labor Assistants and Childbirth Educators.

62. Center For Off-Campus Education Core Faculty Research And Teaching Interests Connie is the Academic Director of the Marriage, family, and Child Counseling Teaching Interests. Clinical issues in Latina/o Community Mental Health http://www.pacificoaks.edu/pages/755.asp

Home Contact Us Directory Index quick links Main Home Page College Home Page Gallery Future Students Current Students New Students Parents ... Off-Campus Education (COCE) Faculty Center for Off-Campus Education Core Faculty Research and Teaching Interests Faculty from nearly every Pacific Oaks Department teaches through the Center for Off-Campus Education (COCE), bringing a wealth of information, knowledge, and wisdom to their students. Laila Aaen Sue Choi Bawale Gretchen Brooke Karen Cardell ... Tim Sundeen Laila Aaen, Ph.D. Co-Academic Director of COCE email Office location: Pasadena Teaching Interests: Thesis Rescue/Thesis Completion Assessment of Life Experience Power, Identity, Culture and Society Higher Education Development Education: Ph.D. The Wright Institute in Berkeley, Psychology M.A. University of Wisconsin, Sociology B.A. Carthage College, Sociology [back to the top] Sue Choi Bawale Distance/Online Learning email Office location: San Diego Teaching Interests: Early Childhood Development and Education Language and Cross-Cultural Cognition Assessment of Life Experience Temperament and Sensory Integration Issues Education: M.A. Teachers College, Columbia University, Early Childhood Education

63. Teaching Good Manners Teaching them is a parents responsibility. and president of Better Beginnings,Inc. She is a popular speaker on family issues. Elizabeth’s newsletter http://www.thefamilycorner.com/parenting/growingpains/4.shtml

Get a Free Family Prescription Savings Card at Freebie Corner! Even insured families have an opportunity to save! FIND IN: > more tipletters FREE NEWSLETTER Work at Home Like So Many Others Stay home with your family, work your own hours, be there for your family's needs and milestones, all while creating a safer and healthier environment in your home and others! - No inventory - No selling - No home parties - No cold calling or telemarketing - No risk! Low investment, free website, training, and support. This is a team atmosphere, if you don't succeed, we don't succeed! Click here for free information What's New Education Creativity Corner Best of Web Kid's Crafts Frugality Kid's Recipes Parent Tips Contests Freebies Easy Recipes Not sure? Get details here! Subscribe Unsubscribe Great prizes! Enter to win several fun prizes in our September Giveaway Also, don't miss our Peeps and Doodlebops Giveaway for the little ones. Great prizes such as t-shirts, DVDs, and music CDs. Finally, MomsMenu has some great prizes too , don't miss them!

64. Teaching Strategies Potential Teaching Strategies. Experiential/participatory activities (eg, manner of presenting complex issues related to personal or family issues http://www.nnh.org/products/parentTeaching.htm

Teaching Strategies Unlike the prototypical adult parent, adolescent parents have special needs. For instance, when compared to adult mothers, adolescent mothers tend to lack the financial resources, social support, and child development knowledge necessary to be effective parents. Also, adolescents are in a unique stage of human development where they are struggling with questions of identity, adolescent egocentrism, a need for autonomy or more independence from the family, and the transition from concrete to formal operational thought. The ability to successfully resolve these developmental tasks is what prepares adolescents for the challenging tasks of adulthood, such as parenthood. However, adolescent parents must engage in the tasks of adulthood and adolescence simultaneously. This developmental mismatch, along with the other unique needs of adolescent parents, can make it very difficult for adolescents to parent effectively. Potential Teaching Strategies: Experiential/participatory activities (e.g., role playing, small group interaction, story telling, other creative approaches)

65. BAPPS Workgroups Teaching Strategies. Unlike the prototypical adult parent, provide a concretemanner of presenting complex issues related to personal or family issues http://www.bapps.org/workgroups/parenting/teaching.html

Teaching Strategies Unlike the prototypical adult parent, adolescent parents have special needs. For instance, when compared to adult mothers, adolescent mothers tend to lack the financial resources, social support, and child development knowledge necessary to be effective parents. Also, adolescents are in a unique stage of human development where they are struggling with questions of identity, adolescent egocentrism, a need for autonomy or more independence from the family, and the transition from concrete to formal operational thought. The ability to successfully resolve these developmental tasks is what prepares adolescents for the challenging tasks of adulthood, such as parenthood. However, adolescent parents must engage in the tasks of adulthood and adolescence simultaneously. This developmental mismatch, along with the other unique needs of adolescent parents, can make it very difficult for adolescents to parent effectively. In order to support adolescents in their ability to parent, parenting programs for adolescent parents must address these special needs. Specifically, the needs should be reflected in all program components - structure, content, delivery, etc. Program delivery, in particular, is addressed in the following list, which contains suggested teaching strategies to use when working with adolescent parents. By using the following strategies, parent educators should be more effective in meeting their program goals. Potential Teaching Strategies:

66. CanTeach: Links: Links: Illness, Diseases, Disabilities - Attention Deficit Diso legalities, teaching students with disabilities, and visual deficits. Treatment, ADD and School, Kids Area, Links, Books, family issues, and more. http://www.canteach.ca/links/linkadd.html

Resources Links Discuss Submit ... Attention Deficit Disorder: Born to Explore! The Other Side of ADD "Welcome to a site devoted entirely to exploring positive and alternative views of attention deficit disorder (ADD/ADHD)... At this site, we will explore the inter-related concepts of inborn temperament using the MBTI online temperament sorter, the link with creativity and invention, multiple intelligences, sensitivities, moodiness, giftedness, and more." A.D.D. Consults "Offers online consultation services and resources for individuals and families suffering from Attention Deficit Hyperactivity Disorder. We are working hard to become the leading referral resource to match individuals and families who need help, with ADD professionals in their area." Although they charge for an e-mail consultation there are free resources on this website, including, an ADHD directory, news and articles, and links to other resources. Attention Deficit Disorder Today ADD and ADHD Books, Journal Articles, Online Resources, News, and Chat. ADDisorder-Help Provides addresses for agencies, support groups, and advocacy groups. Also provided information on books, legal assistance, and other resources.

67. Teaching Gender Issues To Family Medicine Residents By Barbara Lent, MD, CCFP, University of Western Ontario, and Susan McNair, MD,CCFP, University of Western Ontario At the recent Section of Teachers http://www.cfpc.ca/English/cfpc/education/section of teachers/new teachers/Barba

68. Roosevelt University - Metropolitan Institute For Teaching And Learning The Center for Teaching and Learning provides resources such as workshops, periodic lectures for the university community on child and family issues. http://www.roosevelt.edu/mitl/default.htm

Contact Us Printer-friendly version Information for: Future Students Current Students Parents Information about: The University Admission Financial Aid (Tuition) Schedule of Classes ... HOME Metropolitan Institute for Teaching and Learning College of Education Teacher Quality Enhancement Program at Roosevelt University Lisa Vogt, Director for the College of Education (312) 341-2283 or lvogt@roosevelt.edu The driving mission of Roosevelt University’s Teacher Quality Enhancement (TQE) program is to positively impact high-need education in schools by improving teacher effectiveness. By enhancing the preparation of teacher candidates, increasing professional development opportunities and providing on-going support to our novice teachers, we are progressing toward our ultimate goal of increasing the successes of all Chicago area public school students. Since TQE’s inception in 1999, the College of Education and the College of Arts and Sciences have joined together to develop numerous cross-collegiate professional support programs for our teacher candidates, teacher alumni, university faculty, and local community schools. Roosevelt University’s TQE Initiatives: Education Outreach and Professional Development Schools provide ongoing educational partnerships with 10 Chicago area public schools. University resources, such as graduate level coursework for practicing teachers and faculty expertise for staff development are provided to individual schools. Student teaching field placement resources are made available to COE teacher candidates.

69. CUF.org :: Catholics United For The Faith Canonical Misconception Pope Pius IX and The Church s Teaching on Abortion,family issues. Catholic Traditions for Advent and Christmas, family issues http://cuf.org/faithfacts/View_all.asp

select) Apologetics Catechesis Church Document Family Issues General Groups/Persons Liturgy Scripture "If you have a question about Catholic teaching, Faith Facts provide a clear, accurate, and understandable explanation of what it is we believe as Catholics." Archbishop Charles J. Chaput Faith Facts provide concise, complete, and easy-to-read answers to specific questions about the Catholic faith. They explain what the Church teaches on important issues of faith, morals, and discipline. Faith Facts also explain the reasons behind these teachingsreasons that are found in Sacred Scripture, Sacred Tradition, and the documents of the Magisterium. If you have a question about what the Church really teaches, chances are there's a Faith Fact that can give you the answer you're looking for. UPDATED LAY WITNESS PROTOCOL: CUF has updated its "Lay Witness Protocol."

70. DMiracle.com - Dawud David Miracle, Healing, Spiritual Teaching, Sufism, Sufi He And for our family issues, we often don t turn to anyone, thinking, instead,that this is just the way things are. While all these solutions work to http://www.dmiracle.com/

DMiracle.com Website Skip navigation home about dawud ... contact me Healing: A Return to Balance Many of us today think of healing as the removal of a specific problem, illness or issue. We spend lots of time (and often lots of money) trying to find the cure to our ailments. If our problems are physical, we turn to health practitioners or personal trainers to help us overcome what's happening in our bodies. If our issues are mental or emotional, we turn to therapists, healers, self-help books, and even friends to "work out" our issues. For spiritual ailments, we seek the advise of gurus, ministers, and those we feel have a grasp on their spiritual lives. For work-related issues we go to seminars and trainings trying to gain the edge that will make us more successful - and hence, happier. And for our family issues, we often don't turn to anyone, thinking, instead, that "this is just the way things are." While all these solutions work - to some degree or another - they miss one vital key ingredient for most people...balance. Balance brings about healing! And you can know that you're out-of-balance by seeing how your life is working. If it's not working well, then at least some part of your life is out of balance. For instance, your body is healthy when each organ and system is working in balance with each other. Each organ is constantly working to stay in balance with all the other organs. But when something forces an organ or a system out of balance to the point that it can't easily correct itself, you get sick. Consequently, being pushed further out of balance of long periods of time can lead to more serious illnesses.

71. Ohioline, Family Resources for Managing family issues from Ohio State University Extension.Keeping It Together While You re Apart Introduction Talking About Money, http://ohioline.osu.edu/lines/fami.html

Search Ohioline Welcome It's New! ... Work/Life Fact Sheet Series Ages and Stages for Caregivers Backpack Buddies Getting Along Series Senior Series ... What Do You Know? Series Aging Elder Abuse, HYG-5308-98 Estate Planning "Honey, I'm Home!"For Good: The Transition to Retirement, HYG-5159-96 Living with Limitations: Arthritis and Flexibility, HYG-5273-05 ... Living with Limitations: Mobility, HYG-5276-05 Child Care Are Your Toys Safe?, HSC-2-03 (pdf only) Children and Play, HYG-5297-98 Containing Clutter in the Home Day Care Environment, HSC-3-03 (pdf only) Delayed Parenting, HYG-5305-98 Head Lice, Bulletin 893-01 pdf Helping Older Siblings Adjust to Their Baby Sib, HYG-5307-98 ... Home Playground Safety for Child Care Providers, HSC-6-03 (pdf only) In Praise of Older Parents, HYG-5306-98 Is Your Child Care Business Safe?, HSC-1-03 (pdf only) Parental Involvement Contributes to Child's Success in School, HYG-5304-98 Parenting: A Circle of Life, HYG-5303-98 Preventing Food Borne Illness in the Child Care Environment, HSC-5-03 (pdf only) Selecting and Using Nursery and Baby Equipment Safety, HSC-4-03

72. Acute Care Teaching Hospital MGH is a premier academic teaching hospital that prides itself on discussingissues such as advanced care planning, bereavement and other family issues. http://www.mywhatever.com/cifwriter/content/41/pe1282.html

Promoting Excellence : Acute Care Teaching Hospital Home Downloadable Version Completing the Picture What is Palliative Care? ... Paying for APN Services Pioneering Practices In Palliative Care Urban Trauma/ Emergency Center Acute Care Teaching Hospital Urban Research Cancer Center Large Inner-City Hospital ... Long-Term Care Facility Training For The Future Graduate Nursing Education In Palliative Care Palliative Care Nurse Practitioner Program Conclusion Position Statement ... References Palliative Care Service Massachusetts General Hospital Boston, Massachusetts Constance M. Dahlin, RN, CS, MSN, ANP Ten years ago, Massachusetts General Hospital (MGH) was not the place one would expect to find expert palliative care. MGH is a premier academic teaching hospital that prides itself on cutting-edge, life-saving medical treatments. Thanks in large part to the efforts of Constance Dahlin, however, palliative care has also been incorporated into MGH’s daily activity. Dahlin, a palliative care clinical nurse specialist and nurse practitioner, was one of the first members of the MGH palliative care team when it began in 1996. Today, in addition to Dahlin, the team includes two attending physicians, two physician fellows in palliative care training, a social worker, a bereavement/volunteer coordinator and an administrative assistant.

73. The Forum For Family And Consumer Issues By failing to adequately reward teaching and extension activities, To subscribeto The Forum for family and Consumer issues, send an email message to http://www.ces.ncsu.edu/depts/fcs/pub/2000/editors_corner_100.html

Volume 5, No. 1, Spring 2000 Editor's Corner Reappointment, Promotion, and Tenure for Extension and Teaching Faculty Are We Close to Getting It Right? by Carol A. Schwab Abstract: For the past twenty years, there has been a growing dissatisfaction with the way higher education rewards its faculty. While most universities give lip service to all three of their educational missions teaching, extension, and research most universities have rewarded primarily research activities. The university culture is on the brink of a major paradigm shift, with teaching and extension regaining the prestige they have historically held. The key to realizing this goal is to develop a single set of standards for judging scholarly performance, regardless of whether the activity is research, teaching, or extension. Since World War II, faculty have attained reappointment, promotion, and tenure at institutions of higher learning through the publication of research findings in refereed journals. This has been true for all faculty regardless of whether their academic appointment was research, teaching, or extension. Outstanding teachers and extension faculty have been denied tenure and/or promotion because they lacked the requisite "scholarship." The bean counters, ignoring long lists of accomplishments, have given a thumbs down on many a qualified faculty member who lacked sufficient number of refereed journal articles. The prevailing view has been that refereed journal articles are the only legitimate way of assessing "scholarship."

74. Using Live Theater In Family Development Education Teaching to the Heart and the Mind Using Live Theater in family DevelopmentEducation. The Forum for family and Consumer issues 3.3 (1998) 10 pars. http://www.ces.ncsu.edu/depts/fcs/pub/1998/theater.html

Vol. 3, No. 3, Fall/Winter 1998 Teaching to the Heart and the Mind: Using Live Theater in Family Development Education By Don Bower and Charlee Lambert "Love looks not with the eyes, but with the mind; And therefore is winged Cupid painted blind." A Midsummer Night's Dream In the 16 th Most Extension educators (and other teachers) define their professional role as translators of research and as information resources. In the behavioral sciences, however, information must be linked with motivation if behavior change is likely to occur. Witness the disappointing long-term results from the lecture-based, early days of sexuality education, as compared with today's best practices that combine information and role play. As powerful a teaching technique as role play can be, it is often impractical in Extension settings. The next best option may be vicarious role play using live theater to portray important issues in family dynamics. Georgia Extension periodically teams up with an Atlanta-based drama troupe, Educational Playmakers, Incorporated (EPI), to conduct family development programming that targets the heart as well as the mind. EPI has developed a repertoire of issue-based dramas, including topics such as family violence, substance abuse, changes in senior functioning, and others. Some of these were commissioned by agencies or foundations; others were created from the interests of EPI staff, requests from colleagues, or newsworthy trends in family functioning. When combined with didactic workshops, these dramas result in powerful learning. Most recently, EPI performed at the opening general session of the 1998 American Association of Family and Consumer Sciences preconference, "Awakening to Aging," in Atlanta.

75. Dr. Rhonda's Teaching focuses on understanding family life cycle issues from the perspective of In addition to her classroom teaching responsibilities, Dr. Richardson http://dept.kent.edu/f&cs/Faculty/Rhonda/Teaching.html

TEACHING COURSES TAUGHT: Dr. Richardson teaches at both the undergraduate and graduate levels. She teaches the following courses at least once every two years: HDFS 14027, Introduction to Human Development and Family Studies and Gerontology This course provides an introduction to human services related to human development and family studies, the career opportunities available, and the skills required to succeed in the field. HDFS 24013, Early Adolescence This course uses current research and theory in the area of early adolescent development as a basis for understanding 10-15 year olds. An ecological perspective that views early adolescence as a critical period in human development influenced by multiple domains is adopted. Topics covered include the physical, cognitive, and psychosocial changes that occur within individuals during early adolescence; changes in social contexts such as families, schools, and peer groups during early adolescence; and factors that place early adolescents at risk for engaging in problem behavior. Influences of the broader societal and cultural context in building supportive opportunities that promote healthy development for young adolescents are considered. This course is required for students majoring in Middle Childhood Education. HDFS 44020, Adolescent Development

76. Archived: Commissioned Papers: Teaching Parenting And Basic Skills To Parents - The teaching of parenting skills to parents should actively acknowledge the or intentional efforts to address, adult issues and family functioning. http://www.ed.gov/pubs/FamLit/teachp.html

A r c h i v e d I n f o r m a t i o n Family Literacy: Directions in Research and Implications for Practice January 1996 Teaching Parenting and Basic Skills to Parents: What We Know Douglas Powell Purdue University The history of programmatic efforts to influence parents' knowledge and skills regarding child rearing has a long and rich history. However, many important questions remain unanswered. Fortunately, in the past three decades there has been an important increase in the quality and quantity of studies focused on program outcomes and on parenting. While not robust, existing research collectively points directly or indirectly to the importance of five characteristics or elements of programs designed to support or change parents' behaviors. The five areas are addressed below, and lessons learned in each of the five areas are described. New Knowledge Interacts with Existing Beliefs and Practices In a review of outcome studies of 20 early intervention programs targeted at some aspect of family functioning, analysts concluded that more pervasive and sustained effects are likely to be realized when the intervention includes 11 or more contacts over at least a three-month period. Researchers suggest that a certain duration of contact is essential to the development of a trusting relationship between family and program. Research points to the value of guided opportunities to incorporate new information and skills into existing beliefs and skills related to parenting and interactions with children.

77. Psychiatry Teaching Year Six assessment of families and an understanding of the role of family issues as The teaching programme closely integrates clinical teaching and clinical http://www.psychiatry.adelaide.edu.au/teaching/year_six.html

78. Why Teach Health For example, many babies born into poor families have low birth weight, But when given the opportunity to learn and teach about health issues they http://www.worlded.org/us/health/heal/whyteachhealth.htm

Why Teach Health? Excerpt from The ABE Curriculum Framework for Health, Massachusetts Department of Education 1. Poor health interferes with the success of adult learners. Teachers have long been aware that the academic success of students relies heavily on their physical, emotional, and family health. Adult education teachers in particular have noted that many adult students miss school often due to personal or family illness so that they cannot make the academic gains they desire. In fact, many students in ABE (Adult Basic Education) and ESOL (English for Speakers of Other Languages) classes have extremely limited access to comprehensible health care information and affordable health care services. This is often due to low literacy or insufficient English language skills, and myriad social and economic circumstances. 2. Low literacy and poor health are interrelated in a number of ways. Language and culture also affect access to health services and information. People with limited literacy skills in English have trouble reading and understanding health information unless it is clearly presented and linked to their realities (although even people with higher literacy skills articulate a need for personalized health information and communication). People with limited literacy tend to have less background health knowledge and vocabulary and therefore may not understand written or verbal information. They may not know about the services available to them, and may feel powerless and intimidated in relation to health professionals and institutions.

79. Family Studies Dept @ UMD :: Department Of Family Studies Department of family Studies at UMD, a highly ranked, top rated, students andfaculty to discuss key issues relating to teaching, research, and service. http://www.hhp.umd.edu/FMST/graduate/ff_program.html

Why Study at UMCP ! Give to Family Studies Visit Us Contact Us ... Maryland Cooperative Extension We are preparing future faculty, researchers, policy-makers, and family professionals. home graduate Preparing Future Faculty and Family Professionals About the Program Preparing Future Faculty (PFF) is a campus-based and national program designed to better equip doctoral students with the information and skills they need to be successful faculty members and family professionals. The PFF program was originally developed by the Council of Graduate Schools and the Association of American Colleges and Universities. In 2003, the Department of Family Studies at UMCP began a PFF program to better prepare its doctoral students for all aspects of faculty life in institutions of higher education. In 2004, the Department expanded its program to also address the interests of doctoral students who were seeking nonacademic careers in the government, nonprofit, and private sectors. Key Goals: Learning about Life in Academia Provides opportunities to observe and experience faculty responsibilities in the areas of teaching, research, and service.

80. AALS Clinical Workshops 2005 Teaching And Supervision, Law Clinic Directors Law Session 1 Child and family issues. Moderator Daniel M. Filler, The University Session 2 Models for Teaching Lawyering and Justice issues in Clinics http://www.aals.org/clinical2005/works.html

April 30- May 3, 2005 Chicago, Illinois Works-In-Progress Monday, May 2, 2005 Five Concurrent Sessions Coordinators: Christine N. Cimini, University of Denver Elizabeth B. Cooper, Fordham University Daniel M. Filler, The University of Alabama Katherine R. Kruse, University of Nevada, Las Vegas Michael Pinard, University of Maryland Session 1: Child and Family Issues Moderator: Daniel M. Filler, The University of Alabama Protecting Victims or Respecting Autonomy: How Should Judges Decide When to Vacate Civil Protection Orders? Tamara Kuennen, University of Denver, Sturm College of Law Requiring Attorneys to Report Child Abuse Harms Victims of Domestic Violence and Their Children Adrienne Lockie, Rutgers, The State University of N.J., Newark -view paper- Adrienne Lockie details how mandatory child abuse reporting harms women with children who are fleeing abusive relationships and argues that attorneys should be exempt from mandatory child abuse reporting. She also frames the problem of mandatory reporting within the current legal debate over penalizing battered mothers for exposing their children to domestic violence. Foster Children Paying for Foster Care: Unresolved Questions After Keffeler Daniel Hatcher, University of Baltimore School of Law

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