Sentences with phrase «of youth workers trained»

To expand the number of youth workers trained in New York City school - age child - care programs: $ 240,000 (over three years) to the Fund for the City of New York.

Not exact matches

My hope is that it will prove useful to participants in growth groups; to professionals (clergymen, teachers, youth workers, and school counselors,) who lead small groups as one part of their jobs; to counselors and psychotherapists who desire to give stronger emphasis to the growth approach in their groups; and to nonprofessionals who are in training to lead growth groups.

Attention parents, parents - to - be, youth workers, childbirth educators, doulas, midwives, childbirth professionals, and those interested in personal healing and development: The next Birth of a New Earth Teacher Training begins June 22, 2016.

Our Summer Jobs program furthers our mission of job creation by giving businesses the resources to hire, train and foster growth in youths from underprivileged communities, creating a sense of pride for both workers and employers.»

A ground - breaking set of online training tools will help teachers, youth workers and health professionals across Europe identify and challenge controlling and abusive behaviour against young people.

In the UK, concerns were raised about the room for manoeuvre those working in schools feel they have and, while youth and community workers seemed more able to develop activities based on the training materials, it was found that the buy - in of senior managers was crucial to secure change.

Stoked exists to encourage, equip, train, teach, and coach youth workers who are in the trenches of youth ministry.

Stoked exists to encourage, equip, train, teach, and coach youth workers who are in the trenches of youth ministry.

Both President Bush and Gov. Bill Clinton of Arkansas have advocated a national program of youth apprenticeships and greater investments in worker training and retraining.

Training of Program Facilitators Graduate students in psychology, education, social work, and school counseling from our consortium of university partners, as well as experienced youth workers, serve as program facilitators for our project.

Since its inception, NAZA has continuously invested in building youth workers» capacity to provide high - quality programming through free - of - charge trainings in positive youth development, youth program quality assessment, mental health, youth engagement, project - based learning, literacy and more.

This excerpt of a report outlines existing federal training programs that operate under the Department of Labor (DOL), including Workforce Investment Act (WIA) programs, which are targeted for disadvantaged adults, disadvantaged youth, and displaced workers, and Job Corps programs, which provide vocational training and academic learning to disadvantaged youth and young adults.

Stoked exists to encourage, equip, train, teach, and coach youth workers who are in the trenches of youth ministry.

First, on Tuesday, we were welcomed to the Kamloops Aboriginal Friendship Centre to present our Parenting and Family Law pilot training to a group of more than 25 professionals who serve women fleeing abusive relationships: counsellors, social workers, advocates, child and youth workers, and more.

Stoked exists to encourage, equip, train, teach, and coach youth workers who are in the trenches of youth ministry.

Summary Five years of professional experience as a social worker working with at - risk youth with behavioral... training, BSFT Engagement, Grief, & Ethics in Social Media.

The Queensland Government response refers to general public service training on cultural awareness; training for front - line child protection and youth justice workers («Family Services Officers») in the Department of Families, Youth and Community Care in relevant matters including the history and effects of forcible removal; and, the current development of appropriate cultural modules for teacher training couyouth justice workers («Family Services Officers») in the Department of Families, Youth and Community Care in relevant matters including the history and effects of forcible removal; and, the current development of appropriate cultural modules for teacher training couYouth and Community Care in relevant matters including the history and effects of forcible removal; and, the current development of appropriate cultural modules for teacher training courses.

Happy people / Hard to serve youths / Harmonious parenting / Harmony vs discord / Having an effect / Health / Health needs / Health records / Healthy sexuality / Heart and soul / Help seeking behaviour / Helpful agency qualities / Helpful environments / Helpful juvenile detention / Helpers / Helping / Helping angry kids / Helping the helper / Helping transitions / Here and now / Heroic qualities of effective care workers / Historical (1) / Historical (2) / Historical approach to training / Historical: Homeless children / History / History of group care / Holding / Holding back / Homeless children (1) / Homeless children (2) / Homeless children (3) / Homeless children (4) / Homeless families / Homeless youth / Homelessness (1) / Homelessness (2) / Homophobic issues in residential care / Honesty / Honoring commitments / Hope (1) / Hope (2) / Hope and imagination (1) / Hope and imagination (2) / Hostility versus respect / Huffing / Humanism and other philosophies / Humor / Humor and healing / Hurdle help / Hurt children / Hypodermic affection

Education, training and future development These changes have important implications for the development of the field as Child and Youth Care moves further in to the area of working with families and as the shift continues from residential - based to community and especially in - home based approaches to working with families in which the Child and Youth Care worker assumes the role of interventionist, not just educator.

/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?

An important component of the Youth Worker role was to coordinate a learner driver mentor program, which involved recruiting and training volunteer community members to supervise novice drivers who could not access a licensed driver; almost half of Driving Change clients lived in households where there were no licensed drivers.

/ 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 /

Activities and Play, Addiction, Administration, Adolescents, Attachment, Assessment / Outcomes, Behaviour, Boundaries, Bullying / Teen violence, Child Abuse, Children's Rights, Community, Competence, Conflict, Culture / Society, CYC: The Profession, Delinquency, Development, Discipline, Education, Engaging, Ethics, Family, Foster Care, History, Humour, Intervention, Juvenile Detention, Life Space Work, Love, Milieu, New CYC Workers, Outdoor Education, Parents and Parenting, Peers, Philosophy, Practice, Programs, Punishment, Relational Practice, Residential Care, Resilience, Restorative Practice, Runaways / Homelessness, School, Self, Sexual Issues, Strengths, Stress and Self - care, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice

10 Guidelines for an open system of Education and Training for Child and Youth Workers: (So what else is new?)

The first part of the answer lies in the professional training that child and youth care workers receive in communications, counselling, family systems, program planning, delivery and evaluation, and other related courses.

Solutions on Site delivers targeted training opportunities designed to complement and enhance the skill sets of social workers, therapists, psychologists, mental health care providers, child & youth workers, chaplains, front line providers and other professionals in Health, Social and Human Services in London, Ontario.

Khululeka had the privilege of facilitating two training programmes in October for social workers who practice in Child and Youth Care Centres (CYCCs).

Most staff are trained in Mental Health First Aid which many of the youth workers incorporate in their work supporting young people on Tiwi Island.

I also met with and conducted training sessions for workers and managers within the Family Court of Australia, Family and Youth Services, SA's statutory child protection system, the Police, Attorney - General's Department, a magistrate from Adelaide's Domestic Violence Court, domestic violence services, community health services, family services, and so on.

Since youth workers in empowerment programs are likely to encounter participants who may have trauma symptoms as well as come from groups that have experienced historical trauma, they must be informed and trained on the impact of trauma on those youth.