Sentences with phrase «program on child abuse»

Not exact matches

While Upbring has evolved over more than 135 years of service, our organization remains firmly focused on delivering innovative programs and services that address the root causes of child abuse and neglect.

Perusing the index of Origins, the weekly publication of representative documents and speeches compiled by Catholic News Service, our imaginary historian will note, for example, the following initiatives undertaken at the national, diocesan and parish levels in 1994 - 95: providing alternatives to abortion; staffing adoption agencies; conducting adult education courses; addressing African American Catholics» pastoral needs; funding programs to prevent alcohol abuse; implementing a new policy on altar servers and guidelines for the Anointing of the Sick; lobbying for arms control; eliminating asbestos in public housing; supporting the activities of the Association of Catholic Colleges and Universities (227 strong); challenging atheism in American society; establishing base communities (also known as small faith communities); providing aid to war victims in Bosnia; conducting Catholic research in bioethics; publicizing the new Catechism of the Catholic Church; battling child abuse; strengthening the relationship between church and labor unions; and deepening the structures and expressions of collegiality in the local and diocesan church.

She has received more than 40 grants from the National Institute of Mental Health and the National Institute on Drug Abuse to design prevention programs for children and families at high risk for HIV, mental health problems, suicide, and substance aAbuse to design prevention programs for children and families at high risk for HIV, mental health problems, suicide, and substance abuseabuse.

This program also provides coaches with information on the following forms of child abuse: child neglect, emotional abuse (verbal / psychological), grooming, philosophical abuse, physical abuse, sexual abuse and more.

From the tens of thousands of e-mails I have received over the last six years [now 14], from my conversations with mothers all across the country, including the mothers of many Olympic athletes, I believe that, first, and foremost, the vast majority of mothers (and many fathers, of course) just want to make youth sports fun again, to know that everything possible is being done to protect their children from injury and abuse and given a chance to play until they graduate high school; that if it is no longer safe for our children to learn baseball or soccer on their own on the neighborhood sandlot, the organized sports program in which we enroll our child - the «village» - will protect them and keep them safe while they are entrusted to their care.

Report on Ezzo programs from the religious task force appointed by a Child Abuse Prevention Council in Orange County CA.

HFA is a voluntary home visiting program that was founded on the ideals of excellence, trust, and transformation and was launched in 1992 by Prevent Child Abuse America (formerly known as the National Committee to Prevent Child Abuse) with funding from Ronald McDonald House Charities.

1991 — Staff from the National Committee for Prevention of Child Abuse (NCPCA) travel to Hawaii to learn about and observe the Hawaii Family Stress Center (HFSC), a center that was funded by the National Center on Child Abuse and Neglect and established one of the nation's first home - visiting programs in 1985.

Meta - analyses of studies evaluating these programs show positive effects on the competence, efficacy and psychological health of the parents, as well as on the behaviour of the children.49, 50 A recent implementation study of a strategy for parenting and family support showed that families in the treatment group had far fewer cases of substantiated child maltreatment, abuse injuries and out - of - home placements.51

«Before the Hotline... Building a Community, Building Hope» will focus on the programs and services available to families in crisis before child abuse or maltreatment occurs.

Children's Advocacy Centers (CACs) are child - focused, facility - based programs in which representatives from many disciplines work together to conduct interviews and make team decisions on cases of child abuse.

«The McMahon / Ryan Child Advocacy Center does a tremendous amount of community education and education in schools focusing on child abuse prevention programChild Advocacy Center does a tremendous amount of community education and education in schools focusing on child abuse prevention programchild abuse prevention programming.

In a Nov. 3 letter, Mr. Miller, the ranking Democrat on the House education committee, asked the attorney general to look into allegations of child abuse, human - rights violations, and fraudulent advertising under federal law by the World Wide Association of Specialty Programs and Schools, or WWASPS, and its founders.

The most recent research on the program showed that, after being visited frequently by a nurse during their child's first two years of life, the mothers were less likely to abuse or neglect their children, have another child, and abuse drugs or alcohol than mothers who did not receive home visits.

The program also set up protocols for the two systems to work together on identifying and reporting child abuse of MPS students.

When you are being abused or hearing about children and parents being abused and harassed for opting out of the unfair and discriminatory Common Core SBAC test or when you are paying more in taxes and watching important school programs and services cut, now that thanks to our elected and appointed officials we are pissing away $ 100,000,000.00 a year forcing children to take a test that will tell us that students from rich families tend to do better and student from poor families tend to do worse on standardized tests.

She serves on the board of directors of several nonprofits focused on education, early learning, and child well - being; was co-chair of the Collaborative for Academic, Social, & Emotional Learning's (CASEL) Program Provider Council; and co-chairs the Public Awareness Committee of the National Coalition to Prevent Child Sexual Achild well - being; was co-chair of the Collaborative for Academic, Social, & Emotional Learning's (CASEL) Program Provider Council; and co-chairs the Public Awareness Committee of the National Coalition to Prevent Child Sexual AChild Sexual Abuse.

The program had an estimated return on investment of $ 10 for every $ 1 spent due to savings from increased earnings, lower crime rates, reduced need for child - abuse and neglect services, and K - 12 savings from reduced special education and grade retention.

Candidates in the charter programs will also take required workshops on mandatory reporting of child abuse, on violence prevention, and on harassment, bullying, and discrimination.

Calendar of Events Career and Technical Education Career and Technical Education Programs in NJ Public Schools Career Clusters Career Opportunities Certification and Induction Certification Application Status Check Character Education Network Charter Schools Child Abuse and Neglect, What School Personnel Need to do, Reporting Child Care Development Block Grant Reauthorization Act Choice, Interdistrict Public School Chronic Absenteeism, Attendance, & Truancy Commission on Holocaust Education Commissioner, Office of Communicable Diseases — Resources Comparative Spending Guide Comprehensive Annual Financial Report (CAFR) District Report Search Comprehensive Equity Plans Comprehensive Health Education and Physical Education Comprehensive Support Networks Concussion and Head Injury Model Policy and Updates, Sports - Related Confinement — Support for Students Returning from Confinement Consolidated Monitoring Reports Coordinated School Health County Information and Services Credentials and Licensing, Educators Criminal History Review

For the prekindergarten program alone, they identified $ 92,220 in present value benefits and $ 8,512 in present value costs in 2007 dollars — a benefit - cost ratio of 10.83 to 1.22 The benefits derived mainly from reduced public education expenditures due to lower grade retention and use of special education, reduced costs to the criminal justice system and victims of crime due to lower crime rates, reduced expenditures on child welfare due to less child abuse and neglect, higher projected earnings of center participants, and increased income tax revenue due to projected higher lifetime earnings of center participants.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

She is a well - known speaker and program leader on subjects such as bully prevention, Internet safety, sexual harassment, date rape and child abuse.

Training on the AniCare Model of Treatment for Animal Abuse, the first professionally developed psychological intervention program for adults and children who have abused animals.

«It's mostly an academic group that publishes papers on issues of animals and human problems and relationships, but they started talking about Anicare as this program they had developed for intervention in cases of animal abuse, [rehabbing] the perpetrators, which could be anyone from small children to adults,» she says.

Dr. Olson helped to found many programs that foster the human - animal bond — from preventing animal and child abuse to promoting humane dog training methods to consulting for governments and industries on humane and healthful transportation of animals worldwide.

She also co-created the Therapy Animals Supporting Kids (TASK) ™ Program which sets forth guidelines on how to effectively incorporate therapy animals to help abused children, especially through the court process.

She specialized in the investigation and prosecution of child abuse, created a training program on the co-occurrence between animal abuse and intra-familial violence, authored numerous professional articles, and traveled the country training prosecutors, law enforcement and child protection professionals on best practices to benefit child victims.

Other work of mine has focussed on family law for youth with children (for the BC Council for Families), abused women (for the BC Society of Transition Houses), parents living in poverty (for the Salvation Army's defunct pro bono program), people in polyamorous relationships (for the Canadian Polyamory Advocacy Association), recent immigrants (for SUCCESS Settlement Services), grandparents caring for grandchildren (for the Parent Support Services Society of BC) and other populations.

Haverstick and his team recently represented Pennsylvania Senate Majority Leader Jake Corman in successfully suing the NCAA to revoke the NCAA's «Consent Decree» and all accompanying punishments on Penn State University, and in defending the constitutionality of a state law directing the NCAA's unprecedented $ 60 million fine of Penn State to fund child abuse programs in Pennsylvania.

Family Matters with Justice Harvey Brownstone is an online TV program with a focus on a multiplicity of issues affecting contemporary North American life, with a particular emphasis on the interplay between relationships and the justice system: internet dating, addictions, prenups, mental health, adoption, surrogate parenting, same - sex relationships, multicultural relationships, parenting after separation and divorce, mediation, child neglect and abuse, child and spousal support — and this is just the tip of the iceberg!

This a promotional video clip of Family Matters, a TV program with a focus on a multiplicty of issues affecting contemporary North American life, with a particular emphasis on the interplay between relationships and the justice system: internet dating, addictions, prenups, mental health, adoption, surrogate parenting, same - sex relationships, multicultural relationships, parenting after separation and divorce, mediation, child neglect and abuse, child and spousal support — and this is just the tip of the iceberg!

Deputy Sheriff — Duties & Responsibilities Deputy Sheriff with extensive background in child and family protective services Develop expertise in child abuse case management through extensive police and FBI training Create and lead training institute for social workers dealing with youth and young adult abuse survivors Instruct case managers in abuse investigations, witness interviews, and evidence collection Identify at risk children, follow appropriate procedures, and extricate youth from abusive situations Strictly adhere to federal / state guidelines, program policies, timelines, and budgets Represent the training institute with poise, integrity, and positivity in the public forum Interact with federal, state, and city officials, agencies, and community organizations Recruit, train, and direct large police staffs ensuring safe, effective, and professional operations Serve on multiple task forces focused on child abuse, international crime, and other specialized areas Consistently recognized and promoted for exceptional service record and dedication to the community

Their programs and services focus on individuals affected by domestic violence, child abuse, rape and sexual assault, crime, human trafficking, and stalking, as well as homeless youth and families of homicide victims.

This report, which presents 12 - month impact results from a demonstration designed to strengthen marriages among low - income married couples with children, shows that the program produced a consistent pattern of small, positive effects on multiple aspects of couples» relationships, including measures of relationship quality, psychological and physical abuse, and adult individual psychological distress.

1991 — Staff from the National Committee for Prevention of Child Abuse (NCPCA) travel to Hawaii to learn about and observe the Hawaii Family Stress Center (HFSC), a center that was funded by the National Center on Child Abuse and Neglect and established one of the nation's first home - visiting programs in 1985.

This workshop addresses, head - on, the many challenges and obstacles that staff and programs encounter when implementing child abuse reporting policies and procedures.

Together, partners evaluated Colorado's programs, services and policies based on the Strengthening Families ™ research - informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect.

It should be noted, however, that Joanne Klevens and Daniel Whittaker conclude that many child abuse prevention programs that address a broad range of risk factors have not been carefully evaluated and that those that have been evaluated have generally been found to have little effect on child maltreatment or its risk factors.33

This program reduced the high mortality rate of inner - city infants from summer diarrhea when previous efforts of private agencies had failed.5 In the late 20th century, as funding for public health nurses has declined relative to the need, home - visitation programs have focused on families with special problems such as premature or low - birth - weight infants, children with developmental delay, teenage parents, and families at risk for child abuse or neglect.6

Hawaii Healthy Start Program (HSP) Around the same time that the NFP program was getting under way in Elmira, the Hawaii Healthy Start program began in 1975 in a single site on the island of Oahu with the goal of preventing child abuse through early identification of family risks and the provision of home - based supports by trained paraprofessProgram (HSP) Around the same time that the NFP program was getting under way in Elmira, the Hawaii Healthy Start program began in 1975 in a single site on the island of Oahu with the goal of preventing child abuse through early identification of family risks and the provision of home - based supports by trained paraprofessprogram was getting under way in Elmira, the Hawaii Healthy Start program began in 1975 in a single site on the island of Oahu with the goal of preventing child abuse through early identification of family risks and the provision of home - based supports by trained paraprofessprogram began in 1975 in a single site on the island of Oahu with the goal of preventing child abuse through early identification of family risks and the provision of home - based supports by trained paraprofessionals.

A fifteen - year follow - up of the Prenatal / Early Infancy Project in Elmira, New York, showed that the nurse home visits significantly reduced child abuse and neglect in participating families, as well as arrest rates for the children and mothers.35 The women who received the program also spent much less time on welfare; those who were poor and unmarried had significantly fewer subsequent births.

-- To examine the long - term effects of a program of prenatal and early childhood home visitation by nurses on women's life course and child abuse and neglect.

Home - visiting programs focused on social issues, child abuse, domestic violence, or child development, even if cost - effective, are unlikely to save costs in the health care sector.

Previous delinquency, substance abuse, and teen pregnancy prevention programs have been provided in the late elementary or middle school grades, just prior to the ages when delinquent behavior, substance use, and sexual activity increase in prevalence.6, 7,31,32 Yet the social development model that guides the present intervention suggests that early and sustained intervention through the elementary grades should put children on a different developmental trajectory leading to positive outcomes over the long term.

The Thresholds Mothers» Project (TMP), developed in 1976, was the nation's first program for mothers with psychiatric illnesses that also offered services to children, who could live with their mothers in supportive housing or independent apartments.38 The program builds on a classic psychosocial rehabilitation base, which is a best practice for mentally ill adults according to the Substance Abuse and Mental Health Services Administration.

The concentration of beneficial nurse effects on the emotional, language, and mental development of children born to mothers with low psychological resources in the current trial is consistent with corresponding nurse effects on child abuse, neglect, and injuries among children born to low - resource mothers in earlier trials of this program.10, 17,19 The vulnerable and low - vitality emotion classifications are relevant to child maltreatment.

-- This program of prenatal and early childhood home visitation by nurses can reduce the number of subsequent pregnancies, the use of welfare, child abuse and neglect, and criminal behavior on the part of low - income, unmarried mothers for up to 15 years after the birth of the first child.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarenesAbuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarenesabuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Indeed, Jay Belsky incorporated all of these risk factors into his process model of parenting, 11 and data from multiple studies support links to child well - being.12 In an experiment on the effectiveness of a program for low - birth - weight infants, Lawrence Berger and Jeanne Brooks - Gunn examined the relative effect of both socioeconomic status and parenting on child abuse and neglect (as measured by ratings of health providers who saw children in the treatment and control groups six times over the first three years of life, not by review of administrative data) and found that both factors contributed significantly and uniquely to the likelihood that a family was perceived to engage in some form of child maltreatment.13 The link between parenting behaviors and child maltreatment suggests that interventions that promote positive parenting behaviors would also contribute to lower rates of child maltreatment among families served.