Sentences with phrase «residential youth care»
Adolescents who attend special education for behavioural problems (SEB) and adolescents who live in a residential youth care institution (RYC) are characterised by behavioural disorders and problematic family backgrounds and have an increased risk for substance use.
https://link.springer.com/ Not exact matches
Main Products and Services: Residential treatment center, emergency shelter care, parent - child interaction therapy, therapeutic behavioral services, crisis mobile response, education, health care, wraparound, transitional and emancipated foster youth services
Today, the organization supports more than 8,500 children and families across five counties in southern California and offers residential care, community - based programs, foster care and adoptions and a therapeutic school for children and youth with special needs.
Chautauqua County is also home to a wide array of human service programs which assist local residents who may be seeking quality childcare, youth development programs, in - home care for adults, and a range of day and residential services for the developmentally disabled.
Considered high needs youth, these teens took multiple psychotropic medications and lived and attended school in residential care foster facilities, which essentially are locked group homes, when the study began.
At - risk of homelessness is defined as: an individual who is in a doubled - up living arrangement where the individual's name is not on the lease, boarding house, eviction notice, halfway house, residential treatment program, rent or utilities in arrears, transitional housing, or youth transitioning out of foster care, or being discharged from an institution or correctional facility without a place to live.
About Blog Methodist Children's Home provides services to children and youth through our residential community program at the Waco campus and Boys Ranch near Axtell as well as foster care and family outreach services.
either Youth Services, Human Services, or were «run - aways»), and 3) long - term residential facilities (therapeutic foster care group home or substance abuse treatment transitional group home).
Direct Childcare Worker — Marlene B. Vinson Home of New Beginnings, Baltimore, MD; Behavior Counselor and Teacher's Assistant — Hattie Sam's Learning Ctr., Baltimore, MD; Youth Advocate — Trinity Advocacy Program, Inc., Baltimore, MD; Teacher's Assistant — Board of Child Care, Strawbridge School, Baltimore, MD; Youth Counselor — The Place for Children, Baltimore, MD; Overnight Residential Counselor — Community Services of Maryland, Baltimore, MD; Counselor II — X. Gallagher, Timonium, MD; Special Educational Teacher's Assistant — Baltimore City Public Schools System, Northern High School and William, & Bear, Baltimore, MD
I provided residential care for the youths that were admitted to the residents for residential care.
Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth
The Moderating Effect Between Strengths and Placement on Children's Needs in Out - of - Home Care: A Follow - up Study Sim, Li, & Chu (2016) Children and Youth Services Review, 60 Compares the effect of placement in residential care and foster care situations in children based on their resiliency and strength levCare: A Follow - up Study Sim, Li, & Chu (2016) Children and Youth Services Review, 60 Compares the effect of placement in residential care and foster care situations in children based on their resiliency and strength levcare and foster care situations in children based on their resiliency and strength levcare situations in children based on their resiliency and strength levels.
Highly flexible, the Friends Volunteer Program provides practical assistance to children and their carers across a number of Anglicare Victoria programs including foster care, residential care, kinship care and youth accommodation.
Group and residential care Offers resources about group and residential care, including assessment and placement decisions, licensing, intensive and secure residential treatment, practice issues, transitioning children and youth from residential care, supporting families, and outcomes.
Transition planning is critical for children and youth with emotional and behavioral conditions when they leave residential care.
The Youth Treatment Center also offers shelter care, which is a short - term, non-secure residential care and physical custody of children whose cases are pending court action.
Rancor / Reading (1) / Reading (2) / Reading together / Reading to children / Real - time communication in residential care / Reality rubbing / Receivers and providers of care / Recent ramblings / Reclaiming / Reclaiming environment / Reconstruction of parenthood / Recording / Rediscovering lost truths / Redl seminars / Reductive praxis / Re-Education / Re-engineering group care / Reflection (1) / Reflection (2) / Reflection (3) / Reflections on Dr. Albert Trieschman / Reframing / Reinforcement theory / Regular exercise / Regular supervision / Reintegrative shaming / Rejected youth / Relatedness and control / Relating / Relating to the relationship / Relating to the resister / Relational interventions / Relational - based interventions / Relation - based interventions / Relationship (1) / Relationship (2) / Relationship (3) / Relationship (4) / Relationship (5) / Relationship (6) / Relationship (7) / Relationship (8) / Relationship (9) / Relationship beachheads (1) / Relationship beachheads (2) / Relationship building / Relationship difficulties (sexually abused young people) / Relationship - resistant child / Relationship resistant youth / Relationship strategies / Relationship work or «quick - fix» methods?
On the development of family work in residential programs, Journal of Child and Youth Care.
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
Our youth residential treatment centers treat all individuals in our care with dignity.
Residential care and treatment of youths with conduct disorders: Conclusions of a conference of child care workers.
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
This chapter proposes a wav of looking at the daily life experience in group care that will enable programs serving children and youths in residential treatment to capitalize on the phenomenon of group life as a positive, developmentally appropriate, growth - producing experience.
The seven habits of reclaiming relationships This exploratory study identified seven elements of caring relationships as perceived by youth in residential treatment settings.
According to the law, residential care is a measure of the youth welfare system whose purpose is «to support the development of children and adolescents by means of an association of everyday life with educational and therapeutic provisions» (Section 34 of the KJHG), thus contributing to the young person's ability to realize his or her «right to support in his or her development and to an upbringing into a personality capable of bearing responsibility and living in a community» (Section I, Subsection 3, KJHG).
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.
The professional Child and Youth Care practitioner is constantly thinking about how to maximize the possible therapeutic benefit of experiences, whether these experiences occur within the context of a residential milieu, or within the broader context of the social milieu that exists within the community.
/ 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 /
Moving to youth care family work in residential programs: A supervisor's perspective on making the transition.
Residential child and youth care is fundamentally about team work.
Garfat, T. (2004) Moving to Youth Care Family Work in Residential Programs: A Supervisor's Perspective on Making the Transition.
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) / Awareness (2)
A concomitant of this is that we must recognize that the most important «therapy» is often carried out hy residential staff (youth workers, child - care workers, nurses) in their day - to - day interaction with young people.
Introduce families to peer youth advocates and parent mentors who previously had children in residential care.
We are currently seeking enthusiastic and skilled youth workers to join a dynamic team in our Residential care house.
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 JusCare, 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 JusCare, 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 Juscare, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice
Knowledge utilization in residential child and youth care practice.
In Knowledge utilization in residential child and youth care practice, (pp. 65 - 82).
- Gharabaghi The immediacy of childhood - Freeman New conversation partners for residential services - Gharabaghi Putting the «home» in group home and the «care» in youth care: My journey - Crooks
Their goal was to expand Colorado's continuum of care and reduce the number of children and youth in out - of - home care who live in a residential treatment facility or a group home.
Defining and describing the child and youth care worker's role in residential treatment.
Considering Residential Treatment for Youth in the Continuum of Care: A Systems Perspective Kott (2010) Residential Treatment for Children and Youth, 27 (1) View Abstract Provides recommendations for clearly defining residential treatment services and measuring the effectiveness of the programs at Orion House, Inc., in NResidential Treatment for Youth in the Continuum of Care: A Systems Perspective Kott (2010) Residential Treatment for Children and Youth, 27 (1) View Abstract Provides recommendations for clearly defining residential treatment services and measuring the effectiveness of the programs at Orion House, Inc., in NResidential Treatment for Children and Youth, 27 (1) View Abstract Provides recommendations for clearly defining residential treatment services and measuring the effectiveness of the programs at Orion House, Inc., in Nresidential treatment services and measuring the effectiveness of the programs at Orion House, Inc., in Newport, NH.
The following resources provide information to assist child - serving agencies in working with children and youth in residential care and with their families.
Improving Residential Care for Children and Youth in Out - of - Home Care (PDF - 188 KB) National Resource Center for Family - Centered Practice and Permanency Planning (2008) Collects guidelines, models, research, articles, and State and local examples that deal with improving residential care for children and youth in the foster cResidential Care for Children and Youth in Out - of - Home Care (PDF - 188 KB) National Resource Center for Family - Centered Practice and Permanency Planning (2008) Collects guidelines, models, research, articles, and State and local examples that deal with improving residential care for children and youth in the foster care sysCare for Children and Youth in Out - of - Home Care (PDF - 188 KB) National Resource Center for Family - Centered Practice and Permanency Planning (2008) Collects guidelines, models, research, articles, and State and local examples that deal with improving residential care for children and youth in the foster care syYouth in Out - of - Home Care (PDF - 188 KB) National Resource Center for Family - Centered Practice and Permanency Planning (2008) Collects guidelines, models, research, articles, and State and local examples that deal with improving residential care for children and youth in the foster care sysCare (PDF - 188 KB) National Resource Center for Family - Centered Practice and Permanency Planning (2008) Collects guidelines, models, research, articles, and State and local examples that deal with improving residential care for children and youth in the foster cresidential care for children and youth in the foster care syscare for children and youth in the foster care syyouth in the foster care syscare system.
Innovations in Implementation of Trauma - Informed Care Practices in Youth Residential Treatment: A Curriculum for Organizational Change (PDF - 236 KB) Hummer, Dollard, Robst, & Armstrong (2010) Child Welfare, 89 (2) Reviews the literature on trauma and children in the child welfare system and discusses a study of trauma - informed practices in out - of - home care treatment programs and a curriculum that resulted from study findiCare Practices in Youth Residential Treatment: A Curriculum for Organizational Change (PDF - 236 KB) Hummer, Dollard, Robst, & Armstrong (2010) Child Welfare, 89 (2) Reviews the literature on trauma and children in the child welfare system and discusses a study of trauma - informed practices in out - of - home care treatment programs and a curriculum that resulted from study findicare treatment programs and a curriculum that resulted from study findings.
Youth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hYouth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and gResidential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hyouth living in residential treatment facilities and gresidential treatment facilities and group homes.
If children and youth adopted from foster care must live away from their adoptive family in either residential treatment or foster care, the family should not be required to take on financial responsibility beyond any state, provincial, or federal adoption assistance payment they may receive.
Main Products and Services: Residential treatment center, emergency shelter care, parent - child interaction therapy, therapeutic behavioral services, crisis mobile response, education, health care, wraparound, transitional and emancipated foster youth services
Currently, in many cases, adoptive families must place their children and youth back in foster care to receive residential treatment.
Enhancing Family Engagement in Interventions for Mental Health Problems in Youth Herman, Borden, Hsu, Schultz, Carney, Brooks, & Reinke (2011) Residential Treatment for Children and Youth, 28 (2) View Abstract Describes a method for promoting initial and sustained parent participation in residential care servicResidential Treatment for Children and Youth, 28 (2) View Abstract Describes a method for promoting initial and sustained parent participation in residential care servicresidential care service delivery.