Sentences with phrase «residential school clients»
As previously reported in Law Times, Keshen was accused of several acts of misconduct, including failing to pay Indian residential school clients their full settlements within a reasonable period of time after receiving them, and transferring settlement funds for clients from his trust account to his general account «without any legal entitlement to the monies.»
http://www.canadianlawyermag.com/ Not exact matches
Justin's clients include investors, developers, builders, religious trusts and corporate entities across industries with a broad spectrum of property interests — from wind farms to golf courses, manufacturing facilities to film studios, from rail infrastructure to air ports, from swimming pool developments to corporate headquarters and residential developments, town centres, schools and sporting facilities - giving Justin a wealth of knowledge and experience to draw upon.
Its 18 lawyers work for clients including RBC Dominion Securities Inc., TD Canada Trust, College of Nurses of Ontario, Ontario Food Terminal, Canadian Broadcasting Corp., judges administering the Indian Residential Schools settlement, and the Law Society of Upper Canada.
Finally, where an Ontario lawyer seeks to represent a client in accessing a remedy prescribed under the Indian Residential Schools Settlement agreement announced by the federal government in 2006, he or she is expected to comply with the Law Society's «Guidelines for Lawyers acting in aboriginal Residential School Cases.»
Lawyers who have never had an Indigenous client are more likely to think about land claims, the Indian Residential Schools Settlement, or Gladue reports in criminal court.
Matt also has helped clients negotiate and draft contracts for a wide variety of construction projects, including multi-million dollar commercial construction projects, hospital construction projects, school construction projects, public works projects and large and small residential projects.
The team also provides ongoing alcohol licensing advice to Le Cordon Bleu with regard to a café located in the client's flagship school located in a cumulative impact zone in a highly sensitive residential area, and assisted Butcombe Brewery with the extension of its midweek hours in a city centre venue.
Understanding the history and legacy of residential schools can be a key component in understanding your client if you work with Indigenous clients, either directly or indirectly.
This free webinar is designed for both advocates and lawyers who would like to gain a better understanding of residential schools in Canada and the ongoing impact on clients.
«There are also allegations of lawyers falsifying claims on behalf of Aboriginal clients who were not in residential schools,» Sinclair said.
Regrettably, Sinclair says he's seen too many not acquitting themselves well ethically when it comes to serving the tens of thousands of Aboriginal clients eligible to file for compensation under the Independent Assessment Process, for physical and sexual abuse they suffered while wards of the residential school.
According to the decision, Cherkewich's behaviour — described as «rude and provocative» — took place in 2011 while he was representing a client who had filed a claim under Canada's Indian Residential Schools Settlement agreement.
Collaborated and coordinated services with treatment team, therapists involved with clients (residential / out - patient therapist, and local therapist if they came from out - of - town to the shelter, etc.), police, probation officers, magistrates, hospitals, CPS, schools, and other agencies.
/ 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 /
The Association for Play Therapy (APT) reports that play therapy is a treatment of choice in mental health, school, agency, developmental, hospital, residential, and recreational settings, with clients of all ages (Carmichael, 2006; Reddy, Files - Hall & Schaefer, 2005).