Traduction de «programme des enfants et des adolescents » (Français → Anglais) :

Children and Youth Agenda

Convention concerning Medical Examination of Children and Young Persons for Fitness for Employment in Non-industrial Occupations

Convention concerning Medical Examination for Fitness for Employment in Industry of Children and Young Persons

Because Life Goes On: Helping Children and Youth Live with Separation and Divorce: a Guide for Parents [ Because Life Goes On: Helping Children and Youth Live with Separation and Divorce ]

Directory of Street Proofing and Safety Programs for Children and Youth

International Committee of Children's and Adolescents'Movements | ICCAM [Abbr.]

Definition: An ill-defined disorder of uncertain nosological validity. The category is designed to include a group of children with severe mental retardation (IQ below 35) who show major problems in hyperactivity and in attention, as well as stereotyped behaviours. They tend not to benefit from stimulant drugs (unlike those with an IQ in the normal range) and may exhibit a severe dysphoric reaction (sometimes with psychomotor retardation) when given stimulants. In adolescence, the overactivity tends to be replaced by underactivity (a pattern that is not usual in hyperkinetic children with normal intelligence). This syndrome is also often ...[+++] associated with a variety of developmental delays, either specific or global. The extent to which the behavioural pattern is a function of low IQ or of organic brain damage is not known.

Definition: The main feature is a specific and significant impairment in the development of reading skills that is not solely accounted for by mental age, visual acuity problems, or inadequate schooling. Reading comprehension skill, reading word recognition, oral reading skill, and performance of tasks requiring reading may all be affected. Spelling difficulties are frequently associated with specific reading disorder and often remain into adolescence even after some progress in reading has been made. Specific developmental disorders of reading are commonly preceded by a history of disorders in speech or language development. Associated ...[+++]emotional and behavioural disturbances are common during the school age period. | Backward reading Developmental dyslexia Specific reading retardation

Definition: States of subjective distress and emotional disturbance, usually interfering with social functioning and performance, arising in the period of adaptation to a significant life change or a stressful life event. The stressor may have affected the integrity of an individual's social network (bereavement, separation experiences) or the wider system of social supports and values (migration, refugee status), or represented a major developmental transition or crisis (going to school, becoming a parent, failure to attain a cherished personal goal, retirement). Individual predisposition or vulnerability plays an important role in the risk of occurrence and the shaping of the manifestations of adjustment disorders, but it is nevertheless ...[+++]assumed that the condition would not have arisen without the stressor. The manifestations vary and include depressed mood, anxiety or worry (or mixture of these), a feeling of inability to cope, plan ahead, or continue in the present situation, as well as some degree of disability in 9the performance of daily routine. Conduct disorders may be an associated feature, particularly in adolescents. The predominant feature may be a brief or prolonged depressive reaction, or a disturbance of other emotions and conduct. | Culture shock Grief reaction Hospitalism in children

Assessment and therapy program for dysfluent children

Ms. Elaine Morris, Project Mental Health Worker, Children's Medication Follow Up Project, Brandon Mental Health Programs and Brandon School Division, Mental Health Programs of the Brandon Regional Health Authority: The Child and Adolescent Treatment Centre is a facility that is in Brandon for young children.

(Return tabled) Question No. 422 Ms. Kirsty Duncan: With respect to nutrition in child and adolescent populations in Canada: (a) does government policy include recognition and acceptance of the principle that Canada’s children and adolescents are entitled to nutritious food (i) regardless of where they live, (ii) regardless of their family income, (iii) particularly when economic forces undermine efforts by parents and caregivers t ...[+++]o ensure healthy eating; (b) given that the 1992 World Declaration on Nutrition, to which Canada was a signatory, states that access to nutritionally adequate and safe food is a right of each individual, what specific actions have the Canadian Institutes of Health Research (CIHR) and Health Canada undertaken for children and adolescents in order to fulfill this commitment; (c) what percentage of children and adolescents in Canada is food insecure, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (d) what percentage of children and adolescents lives below the poverty line, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (e) what percentage of children and adolescents has, as a result of living below the poverty line, (i) poor nutritional status, (ii) poor health outcomes due to their poor nutritional status; (f) what percentage of members of each of the following groups is food insecure, (i) child and adolescent newcomers, (ii) children and adolescents who live in poverty, (iii) children and adolescents who live in priority neighbourhoods, (iv) Aboriginal children and adolescents; (g) what percentage of children and adolescents (i) involuntarily misses meals, (ii) lacks healthy variety in its diet; (h) does the government have information, and, if so, what is that information, concerning (i) how (g)(i) and (g)(ii) impact the caloric a ...

7. Stresses the need for specific online data protection measures to protect children and minors; reiterates that media and ICT literacy should be an essential element of formal education in order to instruct children and minors on how to act responsibly and safely in the online environment;

– (DE) Madam President, standing as I do, not in a full Chamber, but in more of a family atmosphere, I rejoice that this is a good day for the millions of women, children and young people who are on the receiving end of violence, for we have adopted, in an accelerated procedure, the Daphne programme for the prevention and combating of violence and for the protection of its victims, for the 2007-2013 period as a part in its own right of the framework programme for fundamental rights and justice.