Sentences with phrase «internal social worlds»
Social class is a pervasive part of individuals» internal social worlds.
https://www.wcwonline.org/ Not exact matches
It is no paradox that we use the term «modern» to refer both to the external material and social forces that transformed the world, and to the internal intellectual and expressive movements that wrestled with, and often deplored, the human costs of that same transformation.
Groups interpret the world by the same code that orders their individual and internal social activity.
A great many internal and external portents (political and social upheaval, moral and religious unease) have caused us all to feel, more or less confusedly, that something tremendous is at present taking place in the world.
The primary mechanism for mediating between the «internal» self and the «social» world is language.
When internal critics have argued that Labour must adapt to Britain's changing role in the world and its changing social composition, Labour has tended to respond with exclusions and expulsions.
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While making allusions to the American Dream, consumerism, and pressures of compliance to the social norms, she humanizes a stigmatized disease by relating her internal struggles to universal pains that many people face when trying to find their place in the world.
Remember how an internal audit of the World Bank's International Finance Corporation showed that it violated its own procedures in lending to palm oil companies — the social and environmental impacts of
It is not about catered food, expensive social outings, internal chat tools, your ability to travel all over the world, or your never - ending self - congratulation.
This allows a wider family and social perspective within individual psychotherapy work while retaining a central focus on each client's own internal world and attachment style.
I am your neighbour / Ideas about the family / Ideals and limitations / Identities / Identity and relationship / Identity vs role confusion / Image of social care / Immediacy / Impediments to permanency / Importance of cooperation / Importance of fathers / Impulsivity and irrational beliefs / In - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too long
The program is linked to the current PDHPE syllabus and aims to develop children's social and emotional learning, resilience, wellbeing and leadership through topics such as: developing a growth mindset; identifying values and understanding behaviours that help / hinder progress; recognising thoughts and emotions and developing emotional regulation; training our minds through mindfulness meditation; using imaginations and exploring creativity; having an «Attitude of Gratitude»; enhancing communication skills and the power of body language; having the courage to fail; building resilience by knowing and understanding your «internal» world»; and planning for the future.
She is particularly passionate about Committee for Children «walking the talk» of social - emotional learning in its internal workings and its advocacy and partnership among colleague organizations in order to fully realize the organization's vision: safe children thriving in a peaceful world.
The book is organized in chapters along major therapeutic goals as follows with specific tools described to meet these objectives: The challenge of therapeutic engagement with reluctant children; relational strategies to engage heart and mind; the therapeutic use of symbols to access the internal and relational worlds of the child or teen; building the therapeutic alliance with strategies that honor strengths; strategies to strengthen the self - observer; facilitating empathy for self and others; strategies to access the pain of social rejection; tools to address grief and traumatic loss; the «quest for home» strategies; and the delicate operation of facilitating hope.
The book is organized in chapters along major therapeutic goals as follows with specific tools described to meet the objectives: the challenge of therapeutic engagement with reluctant children; relational strategies to engage heart and mind; the therapeutic use of symbols to access the internal and relational worlds of the child or teen; building the therapeutic alliance with strategies that honor strengths; strategies to strengthen the self - observer; facilitating empathy for self and others; strategies to access the pain of social rejection; tools to address grief and traumatic loss; the «quest for home» strategies; and the delicate operation of facilitating hope.