Bundle of all my Human Services related products! These are great resources for any Principles of Human Services, Family and Community Services, Interpersonal Studies, Counseling and Mental Health, Family Services, Social Work or related courses. Please click below on each product for a full description. These products are a compilation of activities and worksheets used in related courses, there is no particular order for their use. Regarding any movie, tv or online video related products: *This product includes the worksheets/discussion questions to accompany the show only, not any videos. The shows are available to watch on a variety of platforms. Please ensure you can view and present this in your classroom before purchase.
Social Stories about Friendship Ah, friendship. I had a mom once say to me, 'I want my child to have a friend, not a buddy.'
Social Stories about Friendship Ah, friendship. I had a mom once say to me, 'I want my child to have a friend, not a buddy.'
Promotes cross-cultural learning within our community through workshops. Book a workshop for your business, community group or classroom.
#Rotary President-elect Stephanie Urchick revealed the 2024-2025 presidential theme, The Magic of Rotary, today: "We are not going to end polio or bring… | 27 comments on LinkedIn
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A Printable Hours Log is a practical tool that allows individuals to keep track of their time and activities in a structured and organized manner. This log serves as a reliable entity for those who need to closely monitor and manage their daily, weekly, or monthly schedules, making it an ideal resource for students, freelancers, professionals, and anyone looking to improve their time management skills.
It's hard to believe there are only 20 days of school left. But if you visited my classroom you would know right away because my little cuties ARE GOING CRAZY! And they are driving their teacher CRAZY too! I loved Reagan Tunstall's post yesterday. Read it HERE. AMEN to all she said about how crazy it is getting. I had one of my little firsties put glue all over another person's chair today. What's with that? Nothing like that has ever happen in my room before. I just keep telling myself- only 20 days, only 20 days. Seriously, I love my kiddos but I forget how CRAZY they get at the end! Anyhow, we've been working on Wants and Needs and I have a little freebie to share. It's a little class sort of some of the things we want or need. I dug around to find pictures and ended up use several graphic artists so here is credit where credit is due- Scrappin Doodles, KPM Doodles, 3 AM Teacher, and Kevin and Amanda Fonts. Their links are on my side bar. Just click on the picture below to grab a PDF copy. Click HERE to download the file. I hope someone can use it! I also downloaded a new packet to my shops. You can check it out too. It's a few of the activities we've been doing with Fact Families. Click on the word for a link to my shops. TpT or Teacher Notebook Thanks for stopping by. I hope you found something you can use in your classroom! Have a great Wednesday.
September Writing Prompts are here just in time for fall. Get your Narrative, Informative and Opinion Organizers and Draft pages today.
Social Stories about Friendship Ah, friendship. I had a mom once say to me, 'I want my child to have a friend, not a buddy.'
Children discover what community service is, along with examples, in this thoughtful worksheet.
A list of 38 impactful community service project ideas for kids of all ages. Kids will develop and grow while making an impact on the community around them.
Make your unit on goods and services even more powerful with these games, Powerpooints, lessons plans, videos and resources! #goods #services #goods and services #elementary
Note (March 2018): This 2014 post is a few years old now, and the Service Learning Cycle is gathering momentum in the school in its use by students for service learning. The current working version…
From time to time, one of you will send me this message: Why did you post a link to THAT article on ACEs Connection? What does it have to do with ACEs science, trauma-informed or resilience-building practices? So, I thought I’d riff on this a bit, especially since the ACEs movement seems to be growing to reach another level of development. We’ll soon be 25,000 strong on this social network! Although we still need to educate people about ACEs science, there’s a lot of foundational work being...
What is a service job? This worksheet helps your students think critically about the different jobs people have and what they do in those jobs. Download to complete online or as a printable!
Social prescribing is the topic of the moment. Many national organisations and individuals from policy, practice, and academia (such as NHS England, the RCGP, the Mayor of London, and National Institute for Health Research) are rightly advocating social prescriptions as an important way to expand the options available for GPs and other community-based practitioners to provide individualised care for people’s physical and mental health through social interventions. No robust figures exist but it is thought that around 20% of patients consult their GP for primarily social issues, given this and the driving forces of an ageing population, increased complex health and social needs, and increasing demand on services, social prescribing is rapidly gaining popularity. As a concept and a model for delivering health and social interventions, social prescribing has proliferated without a concomitant evidence base.1 This is partly due to resource limitations on evaluators and partly due to difficulties in conceptualising what social prescribing is and what good evidence for a complex service might look like. Here, we briefly outline different models of social prescribing, the current evidence base and its limitations, explore problems relating to what constitutes good evidence, and discuss some potential ways forward. An immediate difficulty is the range of activity that the term ‘social prescribing’ embraces. Such heterogeneity is a function of social prescribing being the demand-driven formalisation of referrals to existing community services and organisations, which is necessarily locally different. More generally, at one extreme there are narrow interventions that focus on one clinical area and aim to prevent or reduce progression to chronic disease. Such interventions tend to include targeted life-style interventions (for example physical activity, healthy eating or cooking), medicines management or group mentoring, and are typically accessed through the healthcare system. At the other extreme, a large number of schemes are …
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The word theory can become quite confusing…in social work ‘theory’ is thrown around and can often become synonymous with model, approach, or practice. Defining and understanding …
Politics can be overwhelming. A lot of people would rather not talk about it. Still, it’s a good idea to try and be informed. The problem is, the political spectrum is pretty massive. Maybe you know the broad strokes about the biggest governing “isms” but get a little foggy on the details. Luckily, infographics are perfect for […]
A day in the life of an adult transition program catering to students with moderate to severe learning disabilities. Our main focus is life skills, social skills, job skills, and community awareness.
Bronfenbrenner's Ecological Systems Theory posits that an individual's development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture). These systems include the Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem, each representing different levels of environmental influences on an individual's growth and behavior.
By Marisa Geitner, president and C.E.O. Is integration good enough for our community? Do we believe that it is OK to have people with disabilities near us — in separate homes and buildings th…
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This handout makes a great addition to your digital Social Work Tool Box (also known as the Social Work Tool Kit). Along with this hand-out, a non-scholarly narrative follows to explain this import…
Philanthropy is the practice of individuals, organizations, or groups voluntarily donating their time, resources, or financial assets to promote the well-being and welfare of others and to support …
{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
Two inclusive education experts give teachers practical tips on creating joy in your school and practicing self-care.
