Sentences with phrase «risk of abuse or neglect»

A controlled trial of an intensive home visiting programme and social support programme for vulnerable families where children could be at risk of abuse or neglect reported a cost per unit improvement in maternal sensitivity and infant cooperativeness of # 3246 (2004 prices)(Barlow et al., 2007; McIntosh et al., 2009).

It is expected that a person would be recommended for income management because the Commission found their child to be at risk of abuse or neglect, or because their child was not enrolled or not meeting school attendance requirements.

Parent Training Programs that Address Child Abuse and Neglect are defined by the CEBC as parent training services for parents / caregivers that have a goal of reducing the risk of abuse or neglect.

Target Population: Parents and their children ages 0 - 17 who need skills to reduce family conflict and the risk of abuse or neglect, including substance abusing parents, those already reported for child maltreatment, and those who need skills to deal with a disruptive child

Barnardos This organisation supports children experiencing or at risk of abuse or neglect.

Questions remain, however, about how best to enable improvements in parenting in vulnerable families where parenting skills are poor, social and environmental risk factors are high, and a considerable risk of abuse or neglect exists.

Under the amendments, rescues are qualified as long as they can provide food, water, shelter, appropriate exercise, and necessary veterinary care and treatment; have a protocol for containing and managing contagious illness and disease; actively tries to find homes or placement for animals, and can keep animals safe and and so they are not at risk of abuse or neglect or for use in fighting or research.

Not exact matches

As I said in http://phdinparenting.wordpress.com/2008/07/05/no-cry-it-out/#comment-129"rel = «nofollow» > Comment 8, «If someone else is on the verge of having a complete breakdown, is at extreme risk of neglecting or abusing themselves or their kids during the day due to nighttime problems or feels that their marriage is going to fall apart, then they need to do something about their sleep situation.

There are many uses for such a questionnaire, such as: a) helping place at - risk children (e.g., abused, neglected, diagnosed) with safe and nurturing parents, b) potentially reducing the number of failed adoption placements, c) protecting children from at - risk adults, and d) screening foster / adoptive families to reduce the possibility of abuse and / or neglect.

As long as no one's children are at risk of being neglected or abused (or their choices affect the well - being of your children), live and let live — just don't talk about it.

Is the risk of attachment disorder related to age at adoption, time spent in an orphanage, or is it just deprivation / abuse / neglect?

The $ 1 million contract audited by the comptroller involved preventive services: home visits and counselling to families that the Department of Social Services has determined are at risk of having children placed in foster care because of child abuse or neglect.

«Children and adolescents who live in homeless shelters, are victims of abuse or neglect or live in urban or rural areas where access to high - quality food is difficult, are thought to be at increased risk for undernutrition.»

Although the proportion of families whose children were identified with abuse or neglect was low, the researchers found there was an elevated risk of abuse and neglect specifically during the six months immediately following a soldier's one - time deployment.

High - quality early childhood education has the greatest positive effect on children from lower socioeconomic status and children who are at risk because of family or community circumstances such as poverty and abuse / neglect, and children with disabilities and special needs (Stegelin, 2004).

Full - time emoyee of eligible public or private nonprofit child or family service agency which directly provides services to high - risk children (people under the age of 21 who have suffered emotional or physical abuse / neglect or children with severe mental or behavioral disturbances) from low - income families or communities

You are a full - time employee of an eligible public or private nonprofit child or family service agency which directly provides services to high - risk children (people under the age of 21 who have suffered emotional or physical abuse / neglect or children with severe mental or behavioral disturbances) from low income families or communities

New Life Boxer Rescue is dedicated to the preservation and enhancement of the lives of Boxers who are at risk of being neglected, abused or forced to find new homes for reasons not in their control.

The STAR Project is a 501 (c) 3 organization formed to bring change to the lives of animals who are at risk for unnecessary euthanasia, have suffered abuse and neglect, deemed special needs, rapidly deteriorating in the shelter, or facing breed discrimination.

We are committed to the rescue of homeless dogs, dogs given up by their owners due to difficult circumstances or those in danger of abuse or neglect, and dogs in shelters that are at risk of euthanasia.

We are dedicated to rescuing dogs and cats left homeless for whatever reason — animals in public shelters where they are at high risk of euthanasia due to pet overpopulation, animals given up by their owners because of difficult circumstances, and those in danger of abuse or neglect.

Founded in January of 2017, we are dedicated to rescuing dogs left homeless for whatever reason — dogs in public shelters where they are at high risk of euthanasia due to pet overpopulation, dogs given up by their owners for whatever reason, and those in danger of abuse or neglect.

Our organization raises awareness and helps animals who have been abused, neglected, deemed special needs, at risk for euthanization, or part of BSL (Breed Specific Legislation).

One of the many benefits of humane education is that it helps teachers identify at risk children — those who need help because they are being abused or neglected and who may now or in the future commit violence out of rage at their own lack of power.

We are dedicated to rescuing cats left homeless for whatever reason — cats in municipal shelters where they are at high risk of euthanasia due to animal overpopulation, abandoned and homeless strays, cats surrendered by their owners because of difficult circumstances, and those in danger of abuse or neglect.

They are dedicated to rescuing dogs left homeless for whatever reason, dogs in public shelters where they are at high risk of euthanasia due to pet overpopulation, dogs given up by their owners because of difficult circumstances, and those in danger of abuse or neglect.

We are dedicated to the rescue and rehabilitation of dogs in public shelters who are at high risk of euthanasia due to overpopulation and those in danger of abuse or neglect.

These programs include providing humane education in local schools with an emphasis on spay / neuter, hosting mobile shelter adoptions, and rescuing animals that have been abused, neglected and / or are at risk of euthanasia.»

Dogs that have been neglected or abused, either physically or emotionally, are at an increased risk of developing this disorder.

clean, sanitary and appropriate shelter; food, water, appropriate exercise, necessary veterinary care and treatment, including parasite control and vaccinations; and a safe environment; a protocol for containing and managing contagious illness and disease, an active adoption or placement program or facilities for long term placement, the ability to manage animals to minimize risk of injury to the animals and the public, and manages its operations so that animals are not at risk for abuse or neglect or for use in animal fighting or research, experimentation or testing.

This may include parents of children who are at risk of being abused or neglected.

If you are a parent of a child and you believe the other parent is abusing or neglecting the children to the extent that such abuse or neglect places a child in imminent risk of serious harm, you may file an Emergency Petition to modify or suspend the other parent's parenting time with the child.

A Parenting Coordinator shall inform the parties that the Parenting Coordinator will report any suspected child abuse or neglect and any apparent serious risk of harm to a family member or a third party to child protective services, law enforcement, or other appropriate authority.

If you have an elderly loved one in a nursing home, he or she may be at greater risk of elder abuse and neglect now that the new administration has...

Elderly and / or sick residents are particularly at risk for becoming victims of nursing home abuse or neglect because many of them are too weak or not lucid enough to know that they are being abused.

One of the worst possible things that can happen in family court is for a credible witness to testify that they believe the parent seeking custody will pose a serious risk of future neglect or abuse.

The NPRM would have allowed covered entities to disclose protected health information without individual authorization to: (1) A public health authority authorized by law to collect or receive such information for the purpose of preventing or controlling disease, injury, or disability, including, but not limited to, the reporting of disease, injury, vital events such as birth or death, and the conduct of public health surveillance, public health investigations, and public health interventions; (2) a public health authority or other appropriate authority authorized by law to receive reports of child abuse or neglect; (3) a person or entity other than a governmental authority that could demonstrate or demonstrated that it was acting to comply with requirements or direction of a public health authority; or (4) a person who may have been exposed to a communicable disease or may otherwise be at risk of contracting or spreading a disease or condition and was authorized by law to be notified as necessary in the conduct of a public health intervention or investigation.

Protective custody is also often ordered for children when there is a well founded fear that they are at risk of ongoing or imminent abuse or neglect.

Her specialty is working with children and families who are involved with Child Welfare Services; assisting individuals in overcoming their emotional and / or life's challenges, providing crisis intervention, parenting skills, anger management, domestic violence education for families whose children are at risk of abuse / neglect.

If the child is in an environment of maternal depression, he or she is at risk for attachment issues, failure to thrive, abuse / neglect, and, ultimately, developmental delay.

The authors were not able to determine whether the increased risk was due to abuse or neglect on the part of the mother, the social father, or another caregiver.

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

Culturally appropriate targeted suicide prevention services for individuals and families at a higher level of risk including those with mental illness, who are in or discharged from custody, with histories of alcohol and drug abuse or of domestic violence, and some people with histories of neglect and abuse.

Felitti and colleagues1 first described ACEs and defined it as exposure to psychological, physical or sexual abuse, and household dysfunction including substance abuse (problem drinking / alcoholic and / or street drugs), mental illness, a mother treated violently and criminal behaviour in the household.1 Along with the initial ACE study, other studies have characterised ACEs as neglect, parental separation, loss of family members or friends, long - term financial adversity and witness to violence.2 3 From the original cohort of 9508 American adults, more than half of respondents (52 %) experienced at least one adverse childhood event.1 Since the original cohort, ACE exposures have been investigated globally revealing comparable prevalence to the original cohort.4 5 More recently in 2014, a survey of 4000 American children found that 60.8 % of children had at least one form of direct experience of violence, crime or abuse.6 The ACE study precipitated interest in the health conditions of adults maltreated as children as it revealed links to chronic diseases such as obesity, autoimmune diseases, heart, lung and liver diseases, and cancer in adulthood.1 Since then, further evidence has revealed relationships between ACEs and physical and mental health outcomes, such as increased risk of substance abuse, suicide and premature mortality.4 7

Rutter & Quinton (1977) found that factors existing in children's social environment were linked to health - risk behaviors later in life, and were the first researchers to describe neglect, abuse, and other forms of maltreatment (what would later be considered adverse childhood experiences, or ACEs) in terms of their cumulative effect, range of adversity, and wide - reaching impact on both mental and physical health over the course of an individual's lifetime.

Main outcome measures: Mother — child interaction, maternal psychological health attitudes and behaviour, infant functioning and development, and risk of neglect or abuse.

Children with a history of physical, sexual or emotional abuse are more at risk of breakdown than neglected children (Barber et al., 2001; Webster et al., 2000).

In addition, all programs recruited families either prenatally or around the time of the child's birth, which is important because risk for child abuse and neglect is greatest among infants.14 We do not include programs beginning in preschool or later.

Several have included families involved with child maltreatment or at high risk of maltreatment, but hardly any have included families who were the subject of child abuse and neglect reports.41 The Incredible Years (IY) is considered to be one of the most effective interventions for reducing child conduct problems.42 Jamila Reid, Carolyn Webster - Stratton, and Nazli Baydar examined IY, randomly assigning children to the IY program or to a control group that received usual Head Start services.43 Children with significant conduct problems and children of mothers whose parenting was highly critical — arguably those dyads most at risk for child maltreatment — benefited most from IY.

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)