Identify - F. Identifies physical, cognitive, language and communication, social and emotional, and creative development benchmarks. 

Apply - C. Communicates about physical, cognitive, language and communication, social and emotional, cultural and creative differences among children and youth. 

Physical, Social/Emotional, and Cognitive Development 

Identify - A. Recognizes that change, stress, and transition affect social and emotional development and behavior.  

Apply - B. Implements strategies to develop young people’s self-awareness, social awareness, self-management, relationship-building and responsible decision-making skills, C. Models healthy interactions and guides children and youth in self-awareness, social awareness, relationships, and responsible decision making, D. Incorporates activities promoting cognitive, social, emotional, and physical development, E. Is responsive and encourages learning through questions, active listening, problem-solving activities, and conversations, F. Adapts cognitive and physical activities and interactions to support diverse needs, abilities, and interests, G. Supports children and youth in developing a sense of self, H. Facilitates learning and other opportunities that reflect the cultures and values represented in the local community. 

Individual Child / Youth Guidance 

A. Provides a supportive environment in which children and youth can learn and practice pro-social behaviors, B. Guides child/youth behavior in positive, developmentally, and culturally responsive ways, C. Shows self-respect and respect for others, D. Practices positive, healthy interactions and guides children and youth in self-awareness, social awareness, relationship building, and responsible decision making.  

Enhancing Group Experiences 

Apply - D Identifies child/youth abilities and corresponding positive guidance techniques to support successful group experiences. 

Youth Engagement Voice and Choice 

Apply - E. Develops the capacity for self-reflection, communication, empathy, and appreciation of the various cultures and diverse opinions of children and youth. 

I-E. Creating Safe Spaces: I-E-1. Foster positive climate, I-E-2. Convey warmth and respect, I-E-3. Provide support for safe space, I-E-4. Demonstrate positive group management style, I-E-5. Demonstrate mutual accountability, I-E-6. Show active inclusion.  

II.G. Emotion Coaching: II.G.1. Acknowledge emotions, II.G.2. Support young people to name emotions, II.G.3. Discuss constructive handling.   

II.H. Scaffolding Learning: II.H.2. Model skills.   

II.I. Fostering Growth Mindset: II.I.1. Guide young people to self-correct, II.I.2. Use non-evaluative language, II.I.3. Attribute achievement to effort.   

II.J. Active Engagement : II.J.1. Staff actively involved with young people.  

III-K. Sense of Belonging : III-K.1. Young people get to know each other, III-K.2. Inclusive relationships  

III-L. Fostering Teamwork: III.L.1. Promote active collaboration. III.L.2. Establish shared goals.     

III-M. Promoting Responsibility and Leadership: III.M.1. Assign responsibility for tasks, III.M.2. Support carrying out responsibilities independently, III.M.3. Provide mentoring opportunities, III.M.4. Provide leadership opportunities  

III-N. Cultivating Empathy: III.N.1. Structure activity for sharing and listening, III.N.2. Encourage understanding other’s emotions. III.N.3. Structure activities for showing kindness, III.N.4. Support valuing of differences. 

IV.P. Supporting Young People’s Interests: IV.P.1. Provide open-ended choice, IV.P.2. Provide multiple opportunities for choice, IV.P.3. Support creativity. 

IV.R. Reflection: IV.R.1. Intentional reflection, IV.R.2. Multiple reflection strategies, IV.R.3. Young people make presentations. IV.R.4. Structured opportunities to provide feedback

Upon successful completion of this training series and follow up assignment(s), the participant will earn 21 clock hours (2.1 CEUs) of training.

If requesting CEUs, participants must check the box below and enter their registry ID number.

Participants must be Prime Time registry members in order to receive CEUs for trainings.

Participants must complete all assignments satisfactorily, attend all sessions of this training series, miss no more than 10 minutes of total training time and actively participate during training sessions to receive CEUs  for this training series. 

Should you have any questions please contact Prime Time's Professional Development administrative coordinator pdassistant@primetimepbc.org.

Participants must be Prime Time registry members in order to attend trainings.

If you are not a registry member, please choose "no" and enter your information on the following page.  After you press submit there will be directions on how to sign up for a registry orientation.

If you are a registry member, please choose "yes" and enter your registry member number to proceed with registration.

Should you have any questions please contact Prime Time's Professional Development administrative coordinator pdassistant@primetimepbc.org.

I hereby grant and authorize Prime Time Palm Beach County the right to take, edit, alter, copy, exhibit, publish, distribute and make use of any and all video taken of me via Zoom as I attend Prime Time's virtual professional development trainings and/or virtual events to be used for any and all marketing purposes. 

This authorization extends to all languages, media, formats and markets now known or later discovered.  This authorization shall continue indefinitely, unless I otherwise revoke this authorization in writing.  I waive the right to inspect or approve any finished product in which my likeness appears.

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