Positive Youth Development Sample Clauses

Positive Youth Development. The peer-mentoring program is grounded in a framework of positive youth development and approaches violence prevention as a public health issue (NCCD). This framework is based on the premise that involving young adults and engaging all elements within a community to develop the skills and opportunities needed for positive development is worth the time and investment. Positive youth development is a comprehensive framework that supports young people in becoming successful individuals by offering the following benefits (NCCD): ▪ Increased protective factors ▪ Improved social and emotional outcomes ▪ Greater likelihood of contributing to their communities ▪ Less depression ▪ Increased skills to navigate a more productive life Developmental scientists suggest that positive development includes psychological, behavioral, and social characteristics that reflect the “Six Cs”; competence, confidence, connection, character, caring/compassion and contribution (ACF). The GUNS program has incorporated each of the Cs into its design in order to create an atmosphere that will lead to success. Mentors will provide modeling, guidance and supportive direction and feedback in order to improve the participant’s interpersonal skills, decision making, academic competence, skills to lead a healthy life and instill work ethic. Mentors will help develop a “life map” that individually assesses the participant’s circumstances, goals and steps for achievement. Mentors will help build a sense of positive self-worth and self-efficacy through various meetings with the participant. As the participant masters new skills and makes positive changes in their life, feelings of trust in their abilities, qualities and judgments improve. Mentors will contact the participant every day to form a positive and safe bond. Required activities and trips will be designed around opportunities where the participants interact and connect with various groups such as young children, senior citizens, disabled individuals as well as community and business leaders. Mentors will assist the participants to identify strengths and develop leadership through self-discovery and awareness. As the participant engages with their mentor and their community, a sense of respect, integrity and a better understanding of right and wrong will develop. Mentors will teach the participants how to care for themselves, how to resolve conflict without anger and violence and the virtues of altruism. Trips to talk with community memb...
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Positive Youth Development. Programming - reimbursement to the Town at 50% of properly documented, allowable expenses up to the amount of $17,066.
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Positive Youth Development. It is expected that this contract where and when relevant must be consistent with the goal of USAID’s Youth in Development Policy (2012)41 to improve the capacities and enable the aspirations of youth so that they can contribute to and benefit from more stable, democratic and prosperous communities and nations. This contract must be aligned to best practices in positive youth development and the seven guiding principles described in the policy.
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Positive Youth Development. (PYD): PYD is an approach that guides communities and organizations in the way that they organize services, opportunities and supports. In practice, this approach incorporates the development of skills, opportunities and authentic relationships into programs, practices and policies, so that young people reach their full potential.
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Positive Youth Development. This report presents information available through December 31, 2001. Comparisons are made using information collected during 1993 through 2001, and other years when available. Some agencies provided information for the fiscal years July 2000–June 2001 and July 2001–June 2002.
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Positive Youth Development. Operational policies and procedures;
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Positive Youth Development. Youth in the workforce 70 As we release Santa Xxxxxxx County’s 2002 Children’s Scorecard it seems appropriate to take a look at some of the long–term trends in the conditions of children, youth, and families. We now have data covering a considerable period of time —some for as much as ten years. All indicators must be evaluated in the context of our county’s ongoing changes in population and socioeconomic factors. The current releases of Census 2000 data provide this background and will help us assess our real progress toward Santa Xxxxxxx County’s vision for our children.
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Positive Youth Development. Impact of a School-Based Program” (Journal of School Health, 2011) used a quasi-experimental design that analyzed data from 159 low-income schools from 2001-2007. Outcomes were 5th grade student scores (n=13,109) on the California Healthy Kids Survey (CHKS), which was administered state-wide. Scores from students attending schools with Playworks programming were compared to scores from students attending schools without Playworks programming. After one year of exposure to Playworks, students showed statistically significant increases in the following four protective factors: problem-solving skills, meaningful participation in school, goals and aspirations, and physical activity. All four protective factors are associated with positive social and academic outcomes. With strong design and methodology (internal/external validity), outcomes associated with this evaluation can be generalized to schools with similar characteristics implementing the full Playworks program. Stanford University completed a quasi-experimental study of Playworks, “Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools” (Journal of School Health, January 2015), in six newly implementing schools all sharing similar characteristics including high poverty, high percentage of racial diversity and academic challenges. Qualitative (structured interviews and observations) and quantitative (teacher and student written surveys) data was collected in the fall and again in the spring to create a pre/post analysis. The study concluded that students felt more included, more connected to the school and their Playworks coach, had a higher sense of belonging at school and felt more physically and emotionally safe.
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Related to Positive Youth Development

  • Research and Development (i) Advice and assistance in relation to research and development of Party B; (ii) Advice and assistance in strategic planning; and

  • Job Development Job development/placement is individualized and shall include weekly person-to-person job search assistance, assistance with identifying job leads, interview coaching and support, and maintaining a log of job search activities for the purposes of obtaining competitive integrated employment. By mutual consent of the consumer and the THE ARC XXXXXXX COUNTY, these services may be provided in-person or by Skype, FaceTime, or other online communication tools. Job development/placement may also include arranging job trials/job shadowing for individuals with a DORS Trial Work Experience Plan, assistance with completing applications, assistance with employer follow-up after interviews, use of personal employment networks in job search, and resume update. It would include time spent calling employers, visiting and educating employers and similar activities. Job development/placement shall not be paid for using supported employment funding and shall not include the Discovery process, which is pre-vocational in nature and may be completed prior to job development. Up to 60 hours for job search assistance, authorized in 20-hour increments, may be used for job development. Additional hours of job development may be requested and require written justification by THE ARC XXXXXXX COUNTY and approval of the DORS regional/program director. Job Development Reporting. The Employment Service Progress Form is expected to be submitted to DORS on a monthly basis per consumer. This form is available on the DORS website (xxx.xxxx.xxxxxxxx.xxx).

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Staff Development As part of their induction, new staff will be made aware of this policy and will be asked to ensure compliance with its procedures at all times.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Design Development An interim step in the design process. Design Development documents consist of plans, elevations, and other drawings and outline specifications. These documents will fix and illustrate the size and character of the entire project in its essentials as to kinds of materials, type of structure, grade elevations, sidewalks, utilities, roads, parking areas, mechanical and electrical systems, and such other work as may be required.

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).