Not exact matches
Fort Leonard Wood provides professionally managed programs ranging from sports that will provide opportunities to meet the
developmental, educational, leisure, recreational, physical and social
needs of youth, to exercise and fitness programs that focus on the five components
of fitness: cardiovascular endurance, muscle strength, muscle endurance, flexibility and body composition.
Have they decided that everything they have previously researched and published regarding
developmental needs of children and
youth are no longer valid?
Youth correctional officer is an important post and
needs a candidate who can well understand the behavioral and
developmental problems
of the youngsters.
Not only must Child and
Youth Care practitioners help adolescent parents with their
developmental needs; they must also help them to meet the
developmental needs of their children.
Until child and
youth care recognizes that it has a unique configuration
of knowledge and skills to meet the
developmental needs for caregiving and intervention
of human beings
of all ages, it will not be a profession.
/ Masculinity / Mealtimes / Meaning / Meaning - making (1) / Meaning - making (2) / Meaning - making (3) / Meaning - making (4) / Meaning
of behaviour / Meaning
of being in care / Meaning
of games / Meaning
of life / Media and
youth crime / Media perceptions / Men as dads / Men in caring work / Men in child and
youth care / Men in children's lives / Men in social care work / Mental health (1) / Mental health (2) / Mental health (3) / Mental health
needs of looked after children / Mental health
of looked after children / Mental health
of young people in state care / Mentoring programs / Messages (1) / Messages (2) / Messages we give / Metaphors
of care / Milieu (1) / Milieu (2) / Milieu (3) / Milieu (4) / Milieu staff / Milieu treatment / Mirror exercise / Mixed
developmental stages / Montagu on Neill / Moral judgment (1) / Moral judgment (2) / Moral restraint / Morality / More than a file / Mother love / Mothering / Motivating / Motivation and learning / Motivation and
youth in care / Motives / Movement / Moving beyond conflict / Moving beyond the walls / Mulberry Bush School / Music therapy / Mutual helping / My care experience / My safety in care / My self / Myth
Efforts are
needed to change the neighborhood conditions that compromise the
developmental trajectories
of poor African - American
youths and place great burdens on their parents.
By revisiting the perspectives that were elaborated by Redl and his colleagues in an earlier decade, and in the context
of more recent thinking about their programmatic implications (including the possibility
of increased family involvement, e.g., Aldgate, 1987; Carman & Small, 1988), we can recapture our own excitement and, thus, reinvigorate our capacity to serve the
developmental needs of troubled children and
youth effectively.
Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and
youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition
of need / Definitions / Delinquency programs / Democratization / Demonizing
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) /
Developmental perspective (1) /
Developmental perspective (2) /
Developmental perspective (3) /
Developmental perspective (4) /
Developmental rites
of passage /
Developmental work / Dialectic
of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions
of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays
of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?
This article compares U.S. and German schooling processes, noting how the countries socialize their
youth to adulthood and employment; mentions key elements in achieving good outcomes and preparing productive adults; recommends creating an appropriate balance between the country's labor force
needs and the
developmental needs of its individuals.
Professional Training Areas The following 15 categories represent professional training that all practitioners should receive in order to provide for the unique
developmental needs of the children,
youth and families they serve.
Both
needing of attention and seeking
of it, inappropriately or not, often reflect problematic attachment dynamics, as pointed out by Mardell in his compelling account, and by «our own» Henry Maier who offers a brilliant and sensitive discussion in his landmark book
Developmental Group Care
of Children and
Youth: Concepts and Practice (1987).
Meeting the
developmental needs of incarcerated
youth.
Promise Neighborhoods Institute PolicyLink Provides communities with the information they
need to build strong systems
of family and community support to improve educational and
developmental outcomes for children and
youth.
Many children and
youth in the child welfare system and those at risk
of abuse and neglect have a variety
of physical, mental, social, emotional, educational, and
developmental needs.
Whenever a best interests determination is required, the following factors * shall be considered in the context
of the child's or
youth's age and
developmental needs:
Emergency shelter placements
of youth up to age 18 with a variety
of behavioral and / or
developmental needs.
Foster and adoptive parents meet the
developmental and well - being
needs of children and
youth coming into foster care, or being adopted through foster care
Our licensed foster homes are designated to receive emergency shelter placements
of youth up to age 18 with a variety
of behavioral and / or
developmental needs.
Providing appropriate services to keep unaccompanied
youth safe and secure permanent housing for them requires inter-agency collaboration and strategies that recognize the unique
developmental needs and strengths
of young people.
Parenting interventions that are delivered during this
developmental period are necessary in order to capture the groups
of youth and families (i) currently experiencing problems, but who did not receive an intervention during early childhood; (ii) those who received an intervention in early childhood, but who continue to experience problems and (iii) those who are not currently experiencing problems, but are at risk for developing problems later in adulthood.7 In Steinberg's 2001 presidential address to the Society for Research on Adolescence, a concluding remark was made for the
need to develop a systematic, large - scale, multifaceted and ongoing public health campaign for parenting programmes for parents
of adolescents.8 Despite the wealth
of knowledge that has been generated over the past decade on the importance
of parents in adolescent development, a substantial research gap still exists in the parenting literature in regards to interventions that support parents
of adolescents.
In Victoria for example the Offending
Needs Indicator for Youth (ONIY) has been developed which has an emphasis on the developmental needs and well - being of the young pe
Needs Indicator for
Youth (ONIY) has been developed which has an emphasis on the
developmental needs and well - being of the young pe
needs and well - being
of the young person.