Sentences with phrase «emotional needs of your family members»

Loving — responding to the emotional needs of your family members.

Not exact matches

Some of the other mothers also talked about additional contributing factors, such as the stress caused by unsolicited advice, feeling trapped with family members who are insensitive to the emotional needs of a new mother, or struggling with loneliness or past history of depression as a new mother.

At 12:30 p.m., Families Together in New York State, a lead member of the Raise the Age NY campaign, holds its annual Legislative Awareness Day and Luncheon where over 400 family members, state leaders, youth and advocates from around the state will speak on issues impacting families of children with social, emotional and behavioral needs, Empire State Plaza Convention Center,Families Together in New York State, a lead member of the Raise the Age NY campaign, holds its annual Legislative Awareness Day and Luncheon where over 400 family members, state leaders, youth and advocates from around the state will speak on issues impacting families of children with social, emotional and behavioral needs, Empire State Plaza Convention Center,families of children with social, emotional and behavioral needs, Empire State Plaza Convention Center, Albany.

Most of the time there is aggression and lack of attention to needs of family members for basic emotional support

Many Apperson family members are teachers and Bill was drawn toward the social and emotional needs of school children through his daughter who teaches 1st grade.

These dogs are very intelligent and emotional: they need to feel like full members of a family, and they must have a place in it, even if it is at the bottom.

Instead, the Dobermans in our rescue program are placed in foster homes - living as members of their foster's family, and receiving the medical and emotional care they needed as we waited to find that right home.

I will take care of the emotional needs of my Shar - Pei giving proper socialization with family members and other humans as well as all other animals, especially other dogs, and also giving it stimulating activity and playtime to keep it alert.

The death of a dog or cat can be as devastating to some as the passing of a favorite aunt and many pet owners need emotional help to get them through the tragedy, a pet bereavement counselor said Monday.Jamie Quackenbush, a social worker at the Veterinary Hospital of the University of Pennsylvania, said nearly 90 percent of pet owners consider their animals members of the family and grieve the same way as they would for the death of a human.However, pet owners have an added burden, wrote Quackenbush in his book, When Your Pet Dies: How to Cope with Your Feelings.

Our goal is to encourage clients to find ways to integrate pets optimally into their family, by balancing the needs and lifestyle of the two - legged family members with the emotional and physical needs of their four - legged family members.

Our pets are part of our family, and when a member of the family needs surgery, particularly emergency surgery, it is an extremely emotional event.

The economic realities of large - scale commercial breeding of pets are in direct conflict with the early - life physical, mental and emotional needs of an animal intended to become a member of someone's family, not to mention the lifelong breeding servitude to which these animals» parents are chained.

In Virginia, a court may consider any of the following factors, among others, in making a decision: The age and physical and mental condition of the child, giving due consideration to the child's changing developmental needs; the age and physical and mental condition of each parent; the relationship existing between each parent and each child, giving due consideration to the positive involvement with the child's life, the ability to accurately assess and meet the emotional, intellectual and physical needs of the child; the needs of the child, giving due consideration to other important relationships of the child, including but not limited to siblings, peers and extended family members; the role that each parent has played and will play in the future, in the upbringing and care of the child; the propensity of each parent to actively support the child's contact and relationship with the other parent, including whether a parent has unreasonably denied the other parent access to or visitation with the child; the relative willingness and demonstrated ability of each parent to maintain a close and continuing relationship with the child, and the ability of each parent to cooperate in and resolve disputes regarding matters affecting the child; the reasonable preference of the child, if the court deems the child to be of reasonable intelligence, understanding, age and experience to express such a preference; any history of family abuse; and such other factors as the court deems necessary and proper to the determination.

We understand the emotional support needed for family members dealing with the effects of a loved one's brain injury.

The phrase «caring for or supporting a family member,» which is at the heart of the new legislation, is defined broadly to mean any one of the following acts: «providing supervision or transportation; providing psychological or emotional comfort or support; addressing medical, educational, nutritional, hygienic or safety need; or attending to an illness, injury, or mental or physical disability of a family member.»

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Emergency Department RN, September 2011 — presentCullman Regional Medical Center — Cullman, Alabama — Conducts triage on incoming patients and prioritizes treatment - Assists in implementing medical procedures and medications - Documented all symptoms and patient history for individual patients - Provides comfort to patients and their family members - Educates patients and family members on condition, treatment, follow - up care and medicationsRN Registered Nurse, April 2006 — September 2011Alacare Home Health & Hospice — Tuscaloosa, Alabama — Assessed patient's physical, psychological and social environment - Documented vital statistics and reported changes to physician - Implemented prescribed treatments, including IVs and medications - Educated patients and family members on continued care and pain managementRN Telephone Triage, November 2000 — April 2006Department of Veterans Affairs — Birmingham, Alabama — Assessed patient needs and recommended appropriate actions to promote disease management, injury prevention and emotional wellness - Offered educational advice and materials to support patients or caregivers - Documented all interactions with patients

• Communicate, facilitate, and collaborate with members of patient's health care team as well as family members to meet physical, spiritual, and emotional needs of the patient.

• Recognize a potentially explosive situation between two family members and intervene before the problem could get out of hand • Hold 15 training workshops to assist participants in learning life skills to assist them in leading a meaningful life • Assess practical and emotional needs of clients by listening to their concerns and problems • Assist with domestic tasks such as cooking, cleaning and washing • Provide assistance to clients in handling budgeting duties and determining how to spend their money • Advise clients of practical issues by providing dedicated counseling services • Provide deep therapy services to assist clients in handling drug or alcohol problems

Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T / TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social - emotional needs of young Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T / TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social - emotional needs of young emotional needs of young children.

Designed based on input from program administrators, early educators, and family members, these training modules address the social - emotional needs of young children.

Families can become overwhelmed by stage - of - life transitions, can be at a loss as to how to help their intensely emotional children, or address the special and behavioral needs of individual family members or children.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

The treatment was developed to address immediate needs, to resolve the crisis of running away, and to facilitate emotional re-connection through communication and problem solving skills among family members.

However, where such informal support is not available, or in situations when family members require more formal support, a whole - family approach to address the emotional, health and care needs of both parents and children has shown the most encouraging results (Barrett et al., 2010).

Here services need to support the mother directly but also take into account the distinct needs of the other family members; her partner (if present) and the emotional, physical and educational needs of her children especially.

Researchers in the Journal of Family Issues say of emotional work that «Family members do work to meet people's emotional needs, improve their well - being, and maintain harmony.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Families can become overwhelmed by stage - of - life transitions, can be at a loss as to how to help their intensely emotional children, or address the special and behavioral needs of individual family members, a child or youth.

«Collaborative divorce builds in value - added interdisciplinary services that meet the full spectrum of needs that every family has in divorce: emotional, legal, financial — with a constructive, respectful, creative and private focus on shared values and the best outcomes for every member of the family system,» she concluded.

Factors that may lead to impaired communication during the reintegration period include emotional numbing or avoidance in the service member secondary to post-traumatic stress or depression and unwillingness to talk about wartime experiences, including (often legitimate) concerns about exposing family members to violent or graphic contents, fears of being negatively judged, or the need to protect mission - related information (Lincoln et al. 2008; Riggs et al. 1998).

Blending two families can be difficult, but premarital counseling can help put in place the important structure and emotional and physical support all members of the family will need.