Sentences with phrase «practices in a residential setting»

Not exact matches

Rev Dr Emma Ineson, principal of Trinity College, Bristol, agrees that whether training takes place in a residential or non-residential setting, it is essential that theology is worked out in practice.

AHOEC centres are at the forefront of delivering innovative, real, and exciting experiences to young people across the UK, its key aims being to promote all - round personal development through outdoor education and residential experience; to develop, establish and maintain good and safe practice in outdoor education; to encourage awareness of, and active respect for the environment; and to foster greater confidence and regard for others through a series of adventurous challenges requiring cooperation set in the outdoors.

It marked the date for the first residential projects, in which Corban Walker, Claudia Fernandez, Benjamin Torres, Amy Feldman, and Michael Joo are set to weave their artistic practice with Southeast Mexican realities.

One of its latest projects is to create a set of province - wide precedent materials which lawyers can use and adapt for their residential condominium practice, which sufficiently informs the clients, sets out the parties» duties and obligations and manages the risk inherent in the condominium transaction.

The Voluntary Code of Practice, available at Government Services or on its website, sets out how the Residential Tenancies Act is to be interpreted by Alberta Government Services and is another useful guide in this area of the law.

Since leaving Cheshunt Building Society in 1991 Allan set up his own financial services practice specialising in mortgages, both residential and commercial.

Leah has experience working with individuals, couples, families, and teens in outpatient, private practice, and residential settings.

Labeling / Creative Language: An Important Tool / Leadership (1) / Leadership (2) / Leadership (3) / Leadership in a therapeutic environment (1) / Leadership in a therapeutic environment (2) / Leadership styles / Learning (1) / Learning (2) / Learning basic skills / Learning environment / Learning in residential care / Learning in the experiential group / Learning to care for others (1) / Learning to care for others (2) / Learning to dance / Learning to listen / Levels of intervention / LGBTQ youth / Life in group care / Life space (1) / Lifespace (2) / Life space interventions / Life space interview (1) / Life space interview (2) / Life space interview (3) / Life space interviews / Life space supervision (1) / Life space supervision (2) / Lifespace work / Life span in care practice / Lifestyles / Limits / Listen to youth / Listening (1) / Listening (2) / Listening to children (1) / Listening to children (2) / Living relationship / Locked confinement / Loneliness / Longitudinal studies / Looked after children / Loss and grief / Love in residential settings / Love is not enough / Love is vulnerable / Loving the unlovable

/ Relationships (1) / Relationships (2) / Relationships (3) / Relationships (4) / Relationships (5) / Relationships (6) / Relationships (7) / Relationships (8) / Relationships (9) / Relationships (10) / Relationships (11) / Relationships (12) / Relationships at risk / Relationships: Beginnings / Relationships, human resources / Relationships or shortcuts / Relative care / Remedial experiences / Remembering Redl / Removed children / Reparenting / Reparenting with respectful discipline / Report writing / Research / Research with children / Resident community / Resident group / Residential care (1) / Residential care (2) / Residential care (3) / Residential care (4) / Residential care (5) / Residential care (6) / Residential care (7) / Residential care and mental health / Residential care and personnel / Residential care in Spain / Residential care in Sweden / Residential care: Panacea to pariah / Residential care staff / Residential child care (1) / Residential child care (2) / Residential care: Media perceptions / Residential education / Residential educators / Residential placements / Residential practice / Residential settings or own environment?

The focus of the analysis is to demonstrate practice that promotes healthy sleeping patterns for vulnerable young people in the residential setting.

/ «Get tough» responses / Getting involved / Giving ego support / Giving responsibility / Global messages / Good moves / Grateful student / Group (1) / Group (2) / Group care (1) / Group care (2) / Group care (3) / Group care (4) / Group care (5) / Group care (6) / Group care practice / Group home / Group living environment / Group moods / Group setting / Group work / Groups and families / Growth and development / Guiding philosophy in residential care

/ 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 /

«I am a Licensed Independent Mental Health Practitioner, (three years in a residential setting and 12 years in private practice).

I have experience working with adolescents and adults in residential, outpatient, school - based, and private practice settings.

«I am trained as a Clinical Psychologist and have worked with individuals, couples, families, and groups in various settings, including community mental health clinics, residential treatment centers, an emergency shelter, outpatient clinics, a college counseling center, and private practice.

She has practiced in various therapeutic settings that included residential, intensive outpatient, and private practice providing therapy to children, teens, young adults, and families.

Our graduates have pursued careers in mental health clinics, private practice, hospitals, social services, residential treatment facilities, corrections and many other community settings.

Interventions presented in the training can be used in individual, family, or group therapy and applied in numerous settings: private practice, schools, residential or community programs.

Dr. Goudzwaard has practiced in a diverse range of settings including: elementary, middle and high schools, teen homeless shelter, community mental health center, residential drug treatment center, out - patient drug treatment center, and primary care offices.

Since that time, she has worked in various clinical settings from school counseling, residential care, foster - care, outpatient clinics and private practice.

Dan has worked in a variety of mental health settings including community mental health, substance abuse treatment, adult detention centers, child and adolescent residential treatment centers, university counseling centers, animal assisted counseling programs, and is currently the clinical director of Paradise Creek Counseling and Consulting, a child and family focused practice in Moscow, Idaho.

The Future of Family Engagement in Residential Care Settings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carResidential Care Settings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential care sSettings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carResidential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carresidential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carresidential care settingssettings.

Dr. Margolies has worked in inpatient, outpatient, residential and private practice settings.

I have 14 years of experience in the field and have had the opportunity to work in a variety of settings including private practice, outpatient therapy centers, residential treatment, correctional facility, school based, and community mental health.

I went on to obtain my masters degree in counseling psychology from New York University, and have since worked in residential mental health settings, outpatient substance abuse agencies, and private practices.

Nancy Wesson, Ph.D., is a licensed psychologist (Psy9621) and Certified Group Psychotherapist (by the American Group Psychotherapy Association) with over 25 of experience leading psychotherapy groups in diverse settings including residential treatment, schools, mental health agencies, and private practice.

Having clinical experience in a variety of settings including Salvation Army residential care, Red Cross disaster relief services, foster care and private practice has given me wide range experience providing couples counseling, teen & child therapy, family counseling and individual therapy for a variety of issues.

10:30 - 11:00 A.M. Psychoeducational groups in HMO, private practice, inpatient, residential, and private practice settings.

The stop - gap model is a multi-tiered system of support designed to promote the adoption and implementation of evidence - based practices in residential treatment settings.

Cynthia's experiences include working in private practice, Serving as an adjuct professor at the University of Maryland, social services, inpatient adolescent residential treatment, and medical and family service settings, which allow her to work effectively with children, adolescents and adults.

My clinical experience includes working with children ages 9 +, adolescents, and adults in the following treatment settings: residential living facilities, schools, community agencies, and private practice.

She has provided therapy in a variety of setting including in - home, residential, private practice, school based and college settings, and she brings a wealth of life experience to her counseling, including her experience as a military spouse.

I practiced for many years in both private practice and adolescent residential treatment settings in Southern California.

Dr. Scarth has worked in various settings including foster care, nursing homes, private practice, residential treatment facilities, community mental health centers, sexual trauma treatment centers, schools, partial hospitalization programs, emergency shelters, juvenile justice facilities, and colleges.

He has practiced in a variety of mental health settings, including inpatient, residential, partial hospital and outpatient programs.

The result of May's nearly four decades of working with children and families in foster care settings, adoptive homes, residential treatment facilities, and clinics, Family Attachment Narrative Therapy was officially established as a practice in 1995, The current treatment model, according to May, has been informed by hundreds of caregivers, whose narrative work contributed to the refinement of the theory and its practice.