Resources for Family and Human Development
Title | Available As | Summary | Date | ID | Author |
---|---|---|---|---|---|
Discipline for Young Children: To Prevent Misbehavior | Apr 8, 2019 | 350-113 | |||
Discipline for Young Children: To Prevent Misbehavior | Apr 8, 2019 | 350-113 | |||
Balancing Life: Sheltered in Place with Young Children | Apr 17, 2020 | ALCE-195NP | |||
Balancing Life: Marital Relationships While Social Distancing | Apr 17, 2020 | ALCE-196NP | |||
Balancing Life: Teens, Stress, and Anxiety | Apr 22, 2020 | ALCE-197NP | |||
Balancing Life: Older Adults | Apr 23, 2020 | ALCE-198NP | |||
Balancing Life: Working and Schooling From Home Part I - Working | Apr 23, 2020 | ALCE-199NP | |||
Balancing Life: Family Fun For All Ages | Apr 30, 2020 | ALCE-200NP | |||
COVID-19: Teen Stress Assessment Tool | May 1, 2020 | ALCE-201NP | |||
Farm Stress and Grief in the Time of COVID-19: Strategies and Resources | May 1, 2020 | ALCE-202NP | |||
Balancing Life: Resiliency in the Face of Adversity | May 11, 2020 | ALCE-203NP | |||
Balancing Life: Supporting Teen and Adult Mental Health During COVID 19 (Special Session) | May 12, 2020 | ALCE-204NP | |||
Balancing Life: Treat Yourself (Self-Care Ideas) | May 27, 2020 | ALCE-205NP | |||
Balancing Life: Boundary Issues During COVID-19 | Jun 5, 2020 | ALCE-208NP | |||
Engaging Youth Voices: Session 2 - Youth Voice: A Key Component to Healing Communities | Aug 18, 2020 | ALCE-214NP | |||
Balancing Life: K-12 Schooling Q&A Session | Aug 3, 2020 | ALCE-216NP | |||
Balancing Life: Back to School? | Aug 3, 2020 | ALCE-217NP | |||
Balancing Life: Managing Stress in Uncertain Times | Sep 8, 2020 | ALCE-223NP | |||
Balancing Life: Healthy Meals and Packed Lunches in Busy Times | Preparing to load the yellow bus or power up the laptop? Between schedules, work spaces, routines and adjustments, getting into a rhythm that works for your family can be a huge relief. In this session, our presenter shares ideas that may spark thoughts that you can use in your household. |
Nov 8, 2020 | ALCE-227NP | ||
Balancing Life: Strengthening Family Relationships During Tough Times | Nov 11, 2020 | ALCE-229NP | |||
Best Practices in Intergenerational Programming: Practice 1 | Intergenerational programs are most effective when staff members of the adult and child programs collaborate to plan activities. Practically speaking, collaborating takes a concerted effort. Merely setting aside time to discuss plans is a hurdle. Children and adults of different ages have different interests, strengths, and needs. Staff members can review the developmental strengths and needs of children and adults in the program to inform activities for the two age groups. Staff members benefit from their partner’s expertise, which makes planning easier. Participants will benefit from plans that best match their interests and abilities. |
May 3, 2019 | FCS-34P (FCS-80P) | ||
Best Practices in Intergenerational Programming: Practice 2 | Intergenerational programs are most effective when participants are involved in decision-making about the activity and during activities. When activities are offered, adults and children should have the choice of deciding if and how to be involved. |
May 3, 2019 | FCS-35P (FCS-89P) | ||
Best Practices in Intergenerational Programming: Practice 3 | May 8, 2019 | FCS-36P (FCS-90P) | |||
Best Practices in Intergenerational Programming: Practice 4 | Intergenerational programs are most effective when participants are prepared ahead of time and reflect on activities afterward. |
May 3, 2019 | FCS-37P (FCS-81P) | ||
Best Practices in Intergenerational Programming: Practice 5 | A social history is basically the accounting of an individual’s life — their interests, career, relationships, the ways they have coped, and how they have defined themselves. |
May 1, 2019 | FCS-38P (FCS-82P) | ||
Best Practices in Intergenerational Programming: Practice 6 | Although all children are different, there is a predictable sequence in their development. Age- and role-appropriate educational opportunities are critical to a quality early childhood education program. |
May 3, 2019 | FCS-39P (FCS-83P) | ||
Best Practices in Intergenerational Programming: Practice 7 | The partners in intergenerational programs are the adults and the children. Individually, children may not have developed particular skills in their thinking or motor functioning. |
May 3, 2019 | FCS-40P (FCS-84P) | ||
Best Practices in Intergenerational Programming: Practice 8 | Successful programs carefully design the physical space, the program, and related policies to be flexible. |
May 3, 2019 | FCS-41P (FCS-85P) | ||
Best Practices in Intergenerational Programming: Practice 9 | Intergenerational programs are most effective when facilitators consider the social environment, including the role of staff members. |
May 3, 2019 | FCS-42P (FCS-86P) | ||
Best Practices in Intergenerational Programming: Practice 10 | There is a chance that clients in an intergenerational program will need adaptive equipment. The primary reason to consider adaptive equipment is to remove barriers to participation. |
May 3, 2019 | FCS-43P (FCS-87P) | ||
Best Practices in Intergenerational Programming: Practice 11 | Documentation starts with careful observation, then evolves into a display of learning processes. Documentation has grown in popularity as a way to review children’s work at various stages of completion. Photographs, work samples, transcripts of conversations, and comments accompany the display. This documentation is then shared with parents as well as discussed among teachers. |
May 1, 2019 | FCS-44P (FCS-88P) | ||
Toolkit of Behavioral Change Facilitation Skills | This toolkit provides an overview of facilitation techniques to promote behavior change, along with specific instructions and resources for educators to learn and apply skills necessary to implement them. |
Oct 23, 2024 | HNFE-811P |