Sentences with phrase «focused child care setting»

Not exact matches

The second evening (April 24th) will focus on how to set up your space indoors and out, how to develop routines and transitions that work for you and the ages of children in your care, how to set up experiences for the children each day (brief introduction to How Does Learning Happen?

The residential treatment program provides intensive, temporary out - of - home care and therapeutic services for children and their families, as well as transitional shelter care for girls with a focus on sibling sets.

Focus group participants were recruited across several settings via posters inviting participation in the study, at child health clinics, child care centres and early learning centres, to obtain women with a range of experience, socioeconomic levels and occupations.

Pre-set programs that provide food and diapers, child care, and transportation assistance allow adults to focus on longer - term priorities and goal - setting, instead of worrying over logistics.

Our approach to achieving this goal focuses on three objectives: (1) to develop a reliable, predictive panel of biomarkers (including both biological and bio-behavioral measures) that can identify children, youth, and parents showing evidence of toxic stress, and that can be collected in pediatric primary care settings; (2) to conduct basic, animal and human research on critical periods in development and individual differences in stress susceptibility, thereby informing the timing and design of a suite of new interventions that address the roots of stress - related diseases early in the life cycle; and (3) to build a strong, community - based infrastructure through which scientists, practitioners, parents, and community leaders can apply new scientific insights and innovative measures to the development of more effective interventions in the first three postnatal years.

Students will take on core coursework that focuses on the psychosocial needs of children and families in health care settings and the implementation, documentation, and assessment of developmentally appropriate child life interventions.

Here you will find a variety of training resources, literature & films all focused on restorative approaches in school settings, childrens» homes and in the arena of social care, housing and youth justice.

Resume Text MICHELLE LANDRY 123 Street, City, ST, 12345 H: [phone] C: [phone] [email protected] Professional Summary Child - focused Nanny with over 10 years of experience in providing care to newborns and school age children within private home settings and during travel.

Preschool programs are often focused on play - based experiences that are driven by the children's interests and may be more similar to a day care setting.

My practice focuses on the treatment of children, adolescents, adults, and families in a warm caring private office setting.

/ 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 /

Rose, J., Gilbert, L., McGuire - Sniekus, R. and Sener, E. (forthcoming) Emotion Coaching — an emotion focused strategy for schools, early years settings and youth centres to promote behavioural self - regulation in children and young people: A pilot study, International Journal of Pastoral Care in Education.

Specifically, the Center will study three primary focus areas: the relationship between stress, neurobiology, and genetics and drug abuse, the role of fathers in the child welfare system, and an economic evaluation of a set of child welfare costs related specifically to the placement of children in out - of - home care.

While targeted supports or modifications to standards might be required to take into account specific circumstances, the focus on children's learning, development, and overall well - being can be maintained in all these child care settings.

Foster Care Placement Settings and Permanency Planning (PDF - 158 KB) The Urban Institute (2007) Focuses on placement settings and case goals for Latin American immigrant children and children of Latin American immigrants compared with Hispanic and non-Hispanic children of U.S. - born parents in the custody of the Texas Department of Family and Protective SSettings and Permanency Planning (PDF - 158 KB) The Urban Institute (2007) Focuses on placement settings and case goals for Latin American immigrant children and children of Latin American immigrants compared with Hispanic and non-Hispanic children of U.S. - born parents in the custody of the Texas Department of Family and Protective Ssettings and case goals for Latin American immigrant children and children of Latin American immigrants compared with Hispanic and non-Hispanic children of U.S. - born parents in the custody of the Texas Department of Family and Protective Services.

A recent focus of her work has been on issues related to the quality of early care and education settings and links to young children's developmental outcomes.

This brief highlights many notable and emerging successes of grantees in expanding and sustaining services for children and families in the five core Project LAUNCH strategies (screening and assessment; enhanced home visiting through increased focus on social and emotional well - being; mental health consultation in early care and education programs; family strengthening and parent skills training; and integration of behavioral health into primary care settings).

Five key strategies guide communities in creating a vision for early childhood social - emotional health with a focus on reducing physical and mental health disparities, especially among vulnerable populations: 1) Enhanced home visiting through a focus on social and emotional well - being, 2) Screening and assessment in a range of child - serving settings, 3) Integration of behavioral health into primary care, 4) Mental health consultation in early care and education settings, and 5) Family strengthening and parent skills training.

The primary focus of the Code is on daily practice with children and their families in programs for children from birth through 8 years of age, such as infant / toddler programs, preschool and prekindergarten programs, child care centers, hospital and child life settings, family child care homes, kindergartens, and primary classrooms.

Funded projects focused on mental health consultation and reflective practice within child care settings.

Over the course of her career, Allison has worked with children and families in the foster care system, within hospital settings focusing on managing chronic illness, adoption, high - risk pregnancy, neonatal intensive care, pediatrics, and psychiatry, within community mental health agencies, and private practice.