The Child Log (CL) provides a systematic record of child contacts. This information is often used to indicate the range of helping services provided. Such logs may be required by funding sources.
The Background Information Form (BIF) provides a systematic way to gather child information that can be used for mental health programs, special education, general education, and research and evaluation. Once collected, the information can be used to better understand the child and to develop program goals. BIF data also provides a collective picture of children served.
The Associate-Child Rating Scale (A-CRS) is a 20-item child-rating instrument that assesses both a child's relative strengths and weaknesses compared to other program-referred children. It is completed by the service provider.
The AML-R Behavior Rating Scale (AML-R) is a 12-item, teacher-competed quick-screening tool that aids in identifying children experiencing school adjustment problems.
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Why does it seem like the shortest month of the year is actually the longest? It could be because of those cold, short winter days that encourage us to cocoon in our homes. However, the best ways to fight off the winter blues involve getting out!
How do social emotional skills play a part in the day-to-day functioning of your facility/program?Building the social emotional skills of our youth is an essential part in what we do, from intake to discharge. Whether we complete formal assessments or engage in teachable moments via daily interactions, our goal is to support youth and families in increasing self-awareness, and empowering them to take control over their lives. A secondary goal, no less critical, is supporting staff in understanding their own needs and triggers so as a team we can provide better service to families by developing better understanding of ourselves and our communities.
It’s early January – a time of contradictions and conflicting emotions. It’s that time of year when we simultaneously want to refresh, renew, and try new things AND want to curl up on the couch and wait out the cold. It’s a time when we want our students and youth participants to buckle down and get back into work yet we get as excited about the prospect of a snow day as they do. We crave routine and order yet miss the chaos and excitement of the holidays as the winter stretches out with no good excuse to eat chocolate anywhere on the horizon.
With the holiday season upon us, it’s always fun to reflect on what makes this time of year special. We asked the Children’s Institute staff what were their favorite holiday traditions growing up, and as an adult what do they look forward to. There are a few clear themes, the stuff we always think about at Christmas, yummy treats and presents. It’s also clear that as we get older, but even as children, we appreciate this time of year for the chance we get to see our loved ones and enjoy spending time with each other.
“It’s the most wonderful time of the year” . . . or is it? Whether you work with young people in schools, afterschool programs, or early education centers, for many children, the holidays bring with them stress and anxiety. Often the young people we work with are worrying about money, family situations, gift-giving, being “different” in their beliefs or traditions, and loss. All of these factors can cause children to feel anxiety or sadness at a time when the mainstream media (not to mention their family and friends) is screaming, “Joy! Happiness!! Merriment!!!” As educators, what can we do to help them embrace this season with hope rather than trepidation?