Sentences with phrase «assists child abuse and neglect»

The toolkit assists child abuse and neglect prevention, family support, and parenting programs in evaluating their effectiveness in improving outcomes for children and families.

Not exact matches

Homicide by Child Abuse — Either 1) causing the death of a child under the age of eleven while committing child abuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elChild Abuse — Either 1) causing the death of a child under the age of eleven while committing child abuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elAbuse — Either 1) causing the death of a child under the age of eleven while committing child abuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elchild under the age of eleven while committing child abuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elchild abuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elabuse or neglect, and the death occurs under circumstances manifesting an extreme indifference to human life; or (2) knowingly assisting another person to commit child abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elchild abuse or neglect, and the child abuse or neglect results in the death of a child under the age of elabuse or neglect, and the child abuse or neglect results in the death of a child under the age of elchild abuse or neglect results in the death of a child under the age of elabuse or neglect results in the death of a child under the age of elchild under the age of eleven.

They assisted clients in many different areas of law including cases involving children who were abused and neglected, two appellate pro bono cases, a gaming card denial, a case involving a senior who was ripped off by a plumbing company that didn't complete the work, an illegal repossession case, and other consumer fraud cases.

Responsible to assist child welfare specialist to foster care arrangements, protect neglected or abused children and with adoption placement

Department of Social Services 1990 — 1991 Social Worker and Family Counselor Performed counseling and assisted families / individuals to overcoming specific social barriers such as alcohol and substance abuse, domestic violence issues and child abuse and neglect.

✔ Track record of investigating suspected child abuse and neglect, handling cases of child abuse and assisting in child placement if needed

Family Service Worker — Department of Human Services, Bentonville, AR 2001 - 2004 Family Services Worker in the Department of Children and Family Services (CPS), in «Investigations» (conducted interviews and investigated Child Abuse Hotline reports), «Protective Services» (monitored safety of children maintaining in their homes and facilitated resources for families with «true findings» of abuse or neglect, and «Foster Care» (assisted in meeting the daily needs of foster children and foster care proChildren and Family Services (CPS), in «Investigations» (conducted interviews and investigated Child Abuse Hotline reports), «Protective Services» (monitored safety of children maintaining in their homes and facilitated resources for families with «true findings» of abuse or neglect, and «Foster Care» (assisted in meeting the daily needs of foster children and foster care providAbuse Hotline reports), «Protective Services» (monitored safety of children maintaining in their homes and facilitated resources for families with «true findings» of abuse or neglect, and «Foster Care» (assisted in meeting the daily needs of foster children and foster care prochildren maintaining in their homes and facilitated resources for families with «true findings» of abuse or neglect, and «Foster Care» (assisted in meeting the daily needs of foster children and foster care providabuse or neglect, and «Foster Care» (assisted in meeting the daily needs of foster children and foster care prochildren and foster care providers).

New study white paper issued January, 2016 demonstrates that Make Parenting A Pleasure ® is effective in improving outcomes for stressed families, assisting highly stressed families in improving Protective Factors that are associated with reducing the risk of child abuse and neglect, such as parental resilience, social connections, knowledge of parenting and child development and the social and emotional competence of children.

Her specialty is working with children and families who are involved with Child Welfare Services; assisting individuals in overcoming their emotional and / or life's challenges, providing crisis intervention, parenting skills, anger management, domestic violence education for families whose children are at risk of abuse / neglect.

Pediatricians can assist caregivers by helping them recognize the abused or neglected child's altered responses, formulate more effective coping strategies, and mobilize available community resources.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Preventing Child Maltreatment: A Guide to Taking Action and Generating Evidence (PDF - 868 KB) World Health Organization & International Society for Prevention of Child Abuse and Neglect (2006) A guide to assist countries to design and deliver programs for the prevention of child maltreatment by parents and caregiChild Maltreatment: A Guide to Taking Action and Generating Evidence (PDF - 868 KB) World Health Organization & International Society for Prevention of Child Abuse and Neglect (2006) A guide to assist countries to design and deliver programs for the prevention of child maltreatment by parents and caregiChild Abuse and Neglect (2006) A guide to assist countries to design and deliver programs for the prevention of child maltreatment by parents and caregichild maltreatment by parents and caregivers.

The Safe Children Coalition (SCC) is a community coalition blending available resources to assist abused and neglected children and their families in reaching permanency in a safe and stable enviChildren Coalition (SCC) is a community coalition blending available resources to assist abused and neglected children and their families in reaching permanency in a safe and stable envichildren and their families in reaching permanency in a safe and stable environment.

Child Welfare League of America: CWLA is an association of more than 1,100 public and private nonprofit agencies that assist over 3.5 million abused and neglected children and their families each year with a wide range of services.

Programs coordinated by school districts, alternative learning programs, and family service collaboratives assist pregnant and parenting adolescents to make significant academic gains; prevent child abuse and neglect; reduce long - term dependence on public assistance; and improve the outcomes for adolescent parents and their children.

The National Alliance of Children's Trust and Prevention Funds (ACT) initiates and engages in national efforts that assist state Children's Trust and Prevention Funds in strengthening families to prevent child abuse and neglect.

This publication aims to assist communities to develop the strength to talk about and respond to domestic violence, focusing on the impact on children of family violence, child abuse and neglect.

SANDAPP's goals are to improve health outcomes for pregnant and parenting adolescents and their children; increase the rate of high school graduation; enhance parenting skills; prevent child abuse, neglect and family violence; promote youth development; and assist to prevent second unplanned pregnancies.

The Family Enrichment Service Program (FES), offered by the Child and Family Guidance Center in Bridgeport, is an in - home parenting workshop.3 The workshop assists in educating parents whose children are or have been put at risk by neglect, abuse, or other similar problems.

The IFBS program is based on the Homebuilders ® Family Preservation Model and on the premise that it is best for children to grow up in their own families, and where there is child abuse and / or neglect skilled professionals can assist families to learn more appropriate ways to care for their children.