Sentences with phrase «other carers support»

Not exact matches

Fast - forward seven years and Ali is now a volunteer for the Young Carers project, supporting other young cCarers project, supporting other young carerscarers.

We offer a wide range of public and in - house training courses (some accredited), and work in partnership to help agencies develop effective approaches to support children's relationships with their fathers and other male carers.

Browning House's philosophy is to support mums, dads and other carers to recognise the needs of their child through example and demonstration, education, observation and positive encouragement.

Other major accomplishments included developing educational and promotional materials on Young Carers, creating public awareness, and delivering a limited number of programs especially designed to support Young Carers.

The Low Incomes Tax Reform Group (LITRG) is urging parents and carers to check their position before applying for the new Tax - Free Childcare (TFC) as they may find other benefits they currently receive are stopped or that other childcare schemes can offer more financial support than TFC.

Teachers and other professionals working with children have a legal duty to identify young carers and refer them to the local authority to be assessed for support.

Sane provides care and emotional support for people with mental health problems, their families and carers as well as information for other organisations and the public.

To support, assist or help individuals suffering from melanoma To support the families and carers of, and any other persons interested in, sufferers from melanoma To undertake education and the dissemination of information in relation to melanoma generally To establish and maintain mole clinics to assist in the early detection and prevention of melanoma

The setting is near future Detroit, where androids are built as carers and other support staff.

Whether you are a prospective adopter, adoptive parent or long - term foster carer, our membership lets you connect safely with other adopters and gives you access to additional information and support on all aspects of adoptive parenting.

A monthly support group facilitated by Leeds City Council, giving you the opportunity to chat to other carers involved in kinship care over tea and coffee.

Kinship Connected is a support service for Special Guardians and other kinship carers now running in the boroughs of Barnet, Bromley, Camden, Enfield, Hackney, Haringey, Islington and Southwark.

Children may need extra support from parents, other family members, carers and teachers.

The journal is seeking papers including research articles, case studies and reviews of literature that explores how interventions involving parents and other carers in the family as change agents can influence the functioning of family members across diverse populations, with the aim of furthering the understanding of how to best support the mental health of children and adults.

They join an ever - increasing number of other health organisations that have publicly stated their support for marriage equality and / or opposition to the plebiscite, including for example a broad coalition of LGBTIQ organisations, Victorian AIDS Council, cohealth, Drummond Street Services, Indigenous Allied Health Australia, The Australian Sociological Association, Relationships Australia, Mental Health Carers NSW / ARAFMI, MIND Australia, Australian Psychological Society, Australian Medical Students Association, Australian Nursing and Midwifery Federation, Royal Australian and New Zealand College of Psychiatrists, among many, many others.

Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profeCarers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profeCarers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profeCarers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profecarers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profecarers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?

To understand what the Statement should cover and the supports that the early childhood sector and families want, ECA is consulting with educators, carers, leaders and others and planning more ways for the sector to engage with the topic.

The report is based on a survey of 310 grandparents and other kinship carers who are members of Grandparents Plus Grandparents Plus Support Network and includes 420 children.

The runs playgroups and provides parenting advice and other family support to foster and kinship carers of Aboriginal and Torres Strait Islander children throughout Tasmania.

In this video, grandparents who care for grandchildren talk about support groups, meeting other grandparent carers and working with family support workers.

Whether families have one parent or two, whether they include step - parents, grandparents or other carers, children can experience strong, positive family relationships that promote family wellbeing and support children's mental health.

The highest priority will been given to carers without access to similar respite or carer support through other government funded services.

For the Year 11 subsample, peer support was a relatively stronger mediator of parent / carer - based measures, and access was a relatively stronger mediator of the area - based SEIFA measure, than for the other subsamples.

Other Strengthening Families Projects include counselling and support for families with a young person who has a drug problem and Indigenous specific projects that help young aboriginal people and their families affected by substance abuse, including kinship carers.

The report is based on a survey of 310 grandparents and other kinship carers who are members of Grandparents Plus Grandparents Plus Support Network and includes 420 children.Read more

You can meet other carers at grandparent and kinship carer support groups.

Tasmania The runs playgroups and provides parenting advice and other family support to carers of Aboriginal and Torres Strait Islander children throughout Tasmania.

MHR: CS supports carers of people with mental illness, whose health and wellbeing, or other impediments, are negatively impacting their ability to provide care.

Note: Someone using a foster carer to look after the child, can be eligible for childcare support in tax credits if the foster carer, like any other childcare provider, is registered with the Social Care and Social Work Improvement Scotland

Parents and carers may find it difficult to communicate with schools and other health and support services.

Anyone who wants to support and encourage parents and other carers and who enjoys hosting a group can run the courses.

Provide opportunities for families to socialise with others at the ECEC service and build connections (e.g., hold a morning tea for parents and carers, or a lunch so families can get to know each other, invite parents and carers into your service to help support children's learning).

It is often very reassuring for children as well as for parents and carers to know that teachers or other school staff understand their difficulties and are ready to provide support.

For example, being supported by other people can inspire parents and carers to make healthy lifestyle decisions.

In difficult situations resilient parents and carers can draw on both their own skills and flexibility and the support of others to help them cope.

Support may come from talking with teachers or other school staff, or from making connections with other parents and carers.

School staff can give young carers (children under 12 years - of - age who help care for family members with an illness, disability, mental health issue or alcohol or other drug problem) the following number to contact 1800 242 636 if they require support.

Having opportunities to get to know other parents and carers, to find out how to support your children's learning, or to get involved in class activities can help parents and carers feel connected to the school.

the carer or older person is dependent on the other person for support, for example, financially, socially, or physically.

Parents and carers of children with special needs can talk to their children's teachers about how to support their strengths and about encouraging other children to include them.

Provide opportunities for families to socialise with others at the school or ECEC service and build connections (eg hold a morning tea for parents and carers, or a lunch so families can get to know each other, invite parents and carers into your service to help support children's learning).

The school provides opportunities for parents and carers to connect with each other and develop support networks, and actively seeks to minimise barriers to participation.

In Target Area 3, this involves the school providing opportunities for parents and carers to connect with each other and develop support networks, and actively seeking to minimise barriers to participation.

On request, kinship carers receive a one - off call from a Someone Like Me volunteer to offer emotional support and, where appropriate, signpost to other services and support.

Support groups in the North East have helped a groundbreaking project supporting grandparents and other family members who are raising a relative's child (as «kinship carers») reach a new milestone — supporting its 500th carer.

A groundbreaking project supporting grandparents and other family members who are raising a relative's child (as «kinship carers») across the north east of England was celebrated at an event in Newcastle yesterday, ahead of a new bid to expand the project across the country.

Q: So if there were other kinship carers out there thinking about getting involved with Grandparents Plus or going to support groups, would you encourage them?

«During the course of the consultation DfE officials met with special guardians and other kinship carers in Gateshead and Middlesbrough who are supported by our Relative Experience project and listened to their experiences.

Our kinship carer support network is there to keep carers connected, with us and each other.

A commitment to supporting permanent homes in all of their forms, including guaranteeing long term financial support for those carers with Special Guardianship Orders and others who need it, would be life changing for the thousands of kinship carers currently struggling to make ends meet.