Sentences with phrase «change youth workers»

This is best expressed by one of the Driving Change Youth Workers:

Not exact matches

Changes to the country's immigration rules implemented by the federal government last year could help replenish the pool of workers available to employers, with a new emphasis on skills and youth.

She said she doesn't want any groups of students or young workers unintentionally left behind by whatever changes the Liberals ultimately decide upon, but suggested that future changes would look to target vulnerable populations like indigenous youth and new immigrants, who have a harder time accessing the job market.

This is the embattled front line in this war: shaken - up youth workers who've been confronted by armed teenagers, sombre - looking parish priests supporting grieving parents of murdered children and weary hospital chaplains who have witnessed too many life - changing injuries.

But I'm cautiously optimistic that real change is happening in Egypt, that the solidarity between Muslims and Christians, between urban elites and rural farmers, and between computer - savvy youth and illiterate workers - is sustainable.

The report also contains the results of a snapshot survey which revealed that 55 per cent of youth workers had experienced change to the services that they deliver; with 73 per cent of those replying that these changes had a negative impact on the provision of services for young people.

In the UK, concerns were raised about the room for manoeuvre those working in schools feel they have and, while youth and community workers seemed more able to develop activities based on the training materials, it was found that the buy - in of senior managers was crucial to secure change.

December 27, 2014 • A fight over the use of a soccer field in San Francisco's fast - changing Mission District pitted Latino youth against tech workers.

This manual is a guide on how facilitators, peer educators, project officers, teachers or youth workers can support young people in non-formal learning settings, both in and out of school, to take action in addressing the challenges of climate change.

The expanded definition of worker is a significant change for organizations that have traditionally utilized unpaid secondary school students through the Cooperative Education Work Experience Program, Project - based Learning Program, Specialist High Skills Major or Ontario Youth Apprenticeship Program, and / or unpaid post-secondary school students through student placements, internships or student practica.

An Aboriginal youth worker said that his opinion of non-Indigenous people has changed since the publicity surrounding Bringing Them Home.

The strength of programs like Driving Change is that they are led by local Aboriginal and / or Torres Strait Islander Youth Workers who know their community and are situated in local community organisations that provide a culturally safe environment for clients.

Two clinical social workers offer clinicians, educators, coaches, and other youth counselors the first professional book that focuses on engaging authentically with teens in order to create lasting change.

Driving Change employed a local Aboriginal and / or Torres Strait Islander Youth Worker in each community to provide clients with case management through the licensing system.

Interpersonal Skills In the work environment of the child and youth care worker, caregivers work with and through people in their roles as change agents.

Still considering in many ways that the parent was responsible for the current state or status of the young person, the role of the Child and Youth Care worker as educator was to help the parents change their own problematic behaviours in relation to the young person.

Education, training and future development These changes have important implications for the development of the field as Child and Youth Care moves further in to the area of working with families and as the shift continues from residential - based to community and especially in - home based approaches to working with families in which the Child and Youth Care worker assumes the role of interventionist, not just educator.

An important component of the Youth Worker role was to coordinate a learner driver mentor program, which involved recruiting and training volunteer community members to supervise novice drivers who could not access a licensed driver; almost half of Driving Change clients lived in households where there were no licensed drivers.

Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

Advocates for Youth, AIDS Action Baltimore, Asian & Pacific Islander Wellness Center, Center for Health and Gender Equity (CHANGE), HIV Law Project, HIV Medicine Association (HIVMA), HIV Prevention Justice Alliance (HIV PJA), HIVictorious, Inc., International Women's Health Coalition, National Council of Jewish Women, National Minority AIDS Council, Physicians for Human Rights, Professional Association of Social Workers in HIV and AIDS, Sexuality Information and Education Council of the U.S. (SIECUS), START Westminster, The AIDS Institute, The Association of Nurses in AIDS Care, and Treatment Access Expansion Project