Sentences with phrase «live in residential settings»

Therapy won't be effective if a child continues moving from foster home to foster home or if he continues living in a residential setting with inconsistent caregivers.

Charlesworth et al11 assessed whether patient rejection predicted relapse defined as moving to a higher more intensive level of care over a 6 - month period in 84 patients living in residential settings.

Thus, it did not analyse rates of attachment styles found in studies conducted while children were still living in residential settings, and it includes both studies of institutionalised and post adoption children but no study of foster care.

Not exact matches

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Therapeutic boarding schools and residential treatment centers are specifically designed to help troubled teens get their lives back on track when they can no longer be in traditional school or home setting.

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The HKS - designed MeadowView of Marion senior care complex is registered to pursue WELL Certification through the multifamily residential and commercial kitchen pilot programs, and is set to become one of the earliest WELL Certified ™ assisted living facilities in the world.

Placements 75 % (52,050) of children looked after on 31st March 2015 were living with foster carers 9 % (6,570) were living in secure units, children's homes or hostels 5 % (3,510) were placed with their parents 5 % (3,320) were placed for adoption 3 % (2,280) were with another placement in the community 3 % (1,750) were placed in residential schools or other residential settings Unaccompanied Asylum Seeking Children 2,630 unaccompanied asylum seeking children were looked after on 31st March 2015 — See more at: http://www.childprotectionresource.org.uk/for-what-reasons-do-other-countries-allow-adoption-without-consent/#comment-62844

There is no set age in Colorado laws that states when a child can stop having visitation with a parent or can go live with the parent who doesn't have residential custody.

BESD / Behavioural Teacher - Sheffield - Long - term Temp - Start ASAP Your new company Your new job will be with a secondary school in Sheffield that works with excluded or at - risk children in a residential setting, offering education and care to the pupils who live there.

Serves as a member of a behavior resource team providing positive behavior support for individuals living in community based residential settings

Labeling / Creative Language: An Important Tool / Leadership (1) / Leadership (2) / Leadership (3) / Leadership in a therapeutic environment (1) / Leadership in a therapeutic environment (2) / Leadership styles / Learning (1) / Learning (2) / Learning basic skills / Learning environment / Learning in residential care / Learning in the experiential group / Learning to care for others (1) / Learning to care for others (2) / Learning to dance / Learning to listen / Levels of intervention / LGBTQ youth / Life in group care / Life space (1) / Lifespace (2) / Life space interventions / Life space interview (1) / Life space interview (2) / Life space interview (3) / Life space interviews / Life space supervision (1) / Life space supervision (2) / Lifespace work / Life span in care practice / Lifestyles / Limits / Listen to youth / Listening (1) / Listening (2) / Listening to children (1) / Listening to children (2) / Living relationship / Locked confinement / Loneliness / Longitudinal studies / Looked after children / Loss and grief / Love in residential settings / Love is not enough / Love is vulnerable / Loving the unlovable

/ «Get tough» responses / Getting involved / Giving ego support / Giving responsibility / Global messages / Good moves / Grateful student / Group (1) / Group (2) / Group care (1) / Group care (2) / Group care (3) / Group care (4) / Group care (5) / Group care (6) / Group care practice / Group home / Group living environment / Group moods / Group setting / Group work / Groups and families / Growth and development / Guiding philosophy in residential care

/ 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 /

In this article I have used the term «life space worker» to describe all those who work in the life space of children and young people and this would include all those who work in residential child care and residential school settings but I think the concept of the life space interview is of value to all those who work to help and support children and young peoplIn this article I have used the term «life space worker» to describe all those who work in the life space of children and young people and this would include all those who work in residential child care and residential school settings but I think the concept of the life space interview is of value to all those who work to help and support children and young peoplin the life space of children and young people and this would include all those who work in residential child care and residential school settings but I think the concept of the life space interview is of value to all those who work to help and support children and young peoplin residential child care and residential school settings but I think the concept of the life space interview is of value to all those who work to help and support children and young people.

It has much more in common with parenting than with social work or social care, as social pedagogues working in residential settings share all aspects of the children's everyday lives.

I provide training for staff in a variety of child care settings: residential, foster, day care, etc. & I provide family life coaching services.

My clinical experience includes working with children ages 9 +, adolescents, and adults in the following treatment settings: residential living facilities, schools, community agencies, and private practice.

She has provided therapy in a variety of setting including in - home, residential, private practice, school based and college settings, and she brings a wealth of life experience to her counseling, including her experience as a military spouse.

«I have worked in a variety of mental health settings over a period of 20 + years including residential treatment for children and adults, supported living services for adults with mental illness, chemical dependency treatment, emergency / crisis counseling, biblical counseling in church settings, hospital programs for adults with chronic mental illness and vocational counseling.

A study from the English and Romanian Adoption study sample in the United Kingdom by Roy and colleagues (22) examined the social behavior of primary - school — aged children living in a residential care setting compared with children reared in a foster family.