/ 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 /
The General Assembly, Guided by the purposes
and principles of the Charter of the United Nations,
and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different,
and to be respected as such, Affirming also that all peoples contribute to the diversity
and richness of civilizations
and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines,
policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable
and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization
and dispossession of their lands, territories
and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs
and interests, Recognizing the urgent need to respect
and promote the inherent rights of indigenous peoples which derive from their political, economic
and social structures
and from their cultures, spiritual traditions, histories
and philosophies, especially their rights to their lands, territories
and resources, Recognizing also the urgent need to respect
and promote the rights of indigenous peoples affirmed in treaties, agreements
and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social
and cultural enhancement
and in order to bring to an end all forms of discrimination
and oppression wherever they occur, Convinced that control by indigenous peoples over developments
affecting them
and their lands, territories
and resources will enable them to maintain
and strengthen their institutions, cultures
and traditions,
and to promote their development in accordance with their aspirations
and needs, Recognizing that respect for indigenous knowledge, cultures
and traditional
practices contributes to sustainable
and equitable development
and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands
and territories of indigenous peoples to peace, economic
and social progress
and development, understanding
and friendly relations among nations
and peoples of the world, Recognizing in particular the right of indigenous families
and communities to retain shared responsibility for the upbringing, training,
education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements
and other constructive arrangements between States
and indigenous peoples are, in some situations, matters of international concern, interest, responsibility
and character, Considering also that treaties, agreements
and other constructive arrangements,
and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples
and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social
and Cultural Rights (2)
and the International Covenant on Civil
and Political Rights, 2 as well as the Vienna Declaration
and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status
and freely pursue their economic, social
and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious
and cooperative relations between the State
and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination
and good faith, Encouraging States to comply with
and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation
and cooperation with the peoples concerned,