Sentences with phrase «social work practice as»

It signifies expertise in the diagnosis and treatment of emotional and mental disorders based on advanced knowledge of human development, the causation and treatment of psychopathology, psychotherapeutic treatment practices, and social work practice as defined in advanced social work.

Not exact matches

Third, many women theologians are using insights and practices from feminist theology in order to address broader social and ethical questions confronting the church, such as globalization, care of the earth, and the shifting patterns of work and family.

Orwin goes on to say that Liberal Democracy doesn't work like that in practice because it actually assumes a particular conception of the good: «For so long as you observe prevailing liberal democratic norms on all fundamental social questions, you're free in merely secondary matters to continue in the ways of your ancestors.»

For example, it is easy, and in part correct, to mock bankers who defend their practices as «God's work», but a well - run banking system is much more a sign of social solidarity than of untrammelled individualistic greed.

But a body of newer work on the apostle — including, perhaps, as Hurtado notes, Wright's own new books (which I haven't had the chance to finish reading yet)-- reveals that Paul may, after all, look less like a liberal Westerner than the New Perspective has taught us to think and more like a Christ - haunted figure whose radical social practices arose directly from his pioneering, innovative thinking about the identity and achievement of Jesus Christ.

It will focus on best practices for social audits and issues such as working and living conditions, among other topics.

Prior to her consulting practice, Arianna worked on maternal health issues for over a decade as a health educator, a social worker in a mental health clinic, a reproductive health researcher, and a yoga therapist.

Six good practice «taster sessions» from our conference At the Fatherhood Institute's Engaging fathers as partners conference in central London on Thursday 11 November 2010: Martin Clement, team manager from the Children in Need service at Islington Children's Services talked about the «Breaking down barriers» project, which is attempting to bring fathers to the fore in social work practice.

Attending USC for Masters in Social Work Certified Gentle Sleep Coach Practicing as a CSC: since 2010

As a Licensed Clinical Social Worker with a private parent coaching practice, Mercedes has worked with adoptive families, foster families, teen parents, parents navigating the child protective services system, and children living with mental illness.

Katie Bartley Katie Bartley: Sleep Consultant 512-789-0603 www.katiebartley.com Education: BS Human & Organizational Development Minor in Business from Vanderbilt University in 2000 Masters of Social Work with Clinical Concentration from The University of Texas at Austin in 2005 LMSW, currently inactive Practicing as a CSC: since 2010

As a clinical social worker in private practice, Annalise works within a broad systems viewpoint, balancing attention to culture, environment, family, and individuals to achieve a sense of harmony and cohesion.

Liu Qian Grace Maternal and Infant Service LTD (086) 150 - 9209 -1139 WeChat ID: «NobleWomenInstitute» Email: [email protected] Education: Master in Sociology: Nanjing University of Science and Technology, China Bachelors of Social Work: Nanjing University of Science and Technology, China Practicing as a CSC: since 2016

My doula practice is an extension of my political beliefs and work as an organizer and activist around issues of social justice.

Liberty is honored to have received FOUR PROMISING PRACTICES AWARDS to date and is continuing to improve upon Character Education implementation as our focus is to work to encourage students to develop positive, intrinsic values and social skills that will be important to their future success as good citizens.

Children will have the opportunity for live practice in a supportive group environment as they work on age - appropriate social skills such as:

Our work within education and to promote social integration has also been viewed as a model of best practice.

This event is intended to work toward the development of a social science of what has come to be known as Web 2.0 - a much heralded transition in Web media characterised by social practices of «generating» and «browsing», «tagging» and «feeds», «commenting» and «noting», «reviewing» and «rating», «blogging», «mashing - up» and making «friends».

As a scholar of science and technology studies (a social science field that aims to understand the social processes of knowledge production), I focused the 4 years of my Ph.D. on studying how the academic landscape in which today's postdoctoral life scientists develop their careers influences their working practices.

My Ph.D. research was part of a larger study — Living Changes in the Life Sciences: Tracing the «Ethical» and the «Social» within Scientific Practice and Work Culture — at the University of Vienna's Department of Social Studies of Science, with Ulrike Felt as project leader.

Vadhan pointed to regression, machine learning, and social network analysis as areas where there are very promising theoretical results, but challenges remain to making differential privacy work well in practice.

Traditionally, cognitive behavioral therapists have helped people process unresolved trauma, but more recently psychiatrists, psychologists, clinical social workers — many working with US military veterans — acknowledge that embodiment practices such as yoga enriched with mindfulness practices can have more impact in alleviating the symptoms that lead to both reactive behaviors and stress related disease.

It may not all be transparent, but I aim to work with as many brands who have a social, environmental and or ethical code of practice.

Her work focuses on teacher professional development and training, pedagogical practices in and out of the classroom, english language learners, equity & social justice and media literacy as a means for professional development.

Symonds chose to include Social Thinking vocabulary and strategies into its common language and practices to strengthen children's ability to think about others as they work and play.

Mike leads great learning with teachers and schools across the United States and the world on topics such as choice - based differentiated learning, blending social - emotional learning into daily academic work, supporting students with effective and respectful discipline practices, and teacher wellness and balance.

At the international event, Javier Collado had the opportunity to let experts know about his work «Global Citizenship Education and Sustainable Development Goals: A Transdisciplinary and Biomimetic Perspective ``, a research that seeks to integrate eco-ethics as a pedagogical practice in the implementation of the GCED: identifying the vital axises that constitute the interdependence of ecosystems to make a biomimetic application in social, political, and educational structures of human systems.

While at HGSE, Harrison has been working as a school and community restorative practices intern with the Cambridge Rindge and Latin Schools, the Cambridge community, and the MBTA police, focusing on how change can be a catalyst for social justice.

candidate in the Prevention Science and Practice (PSP) Program, Harrison is learning more about how to help students work through personal struggle, trauma, and societal challenges, as well as gaining insight into social - emotional learning.

We don't have to do this at the expense of kids, nor do we have to put the brakes on looking at our practice as teachers, but we do need to expand our attention to include the social and emotional health of the adults who work in schools.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.

«New York Assembly Bill 3873 will change the course for a generation of students by ensuring schools work with families to promote positive discipline strategies and social emotional learning; practices collectively known as restorative justice,» said Claudia Whittingham, special education teacher at PS 59 in Brooklyn and member of E4E - New York.

Her consulting work creates alliances and collaborative efforts that bridge research, policy, and practice with the focus on advancing social and emotional learning as an integral part of basic education and healthy youth development.

Currently, she is engaged with the community schools initiative in Baltimore as a supervisor to student interns and as a consultant to schools implementing restorative practices through the University of Maryland School of Social Work.

The successful candidate will work effectively as a team member to plan and implement an educational program that meets the social, emotional, physical and cognitive needs of individuals and the whole class through developmentally - appropriate practices.

Researchers in the field of social emotional learning are working to understand how schools can effectively implement and sustain practices that meet students» social and emotional needs as well as provide them with the opportunity to learn adaptive skills and strategies to succeed both inside and outside of the classroom.

The No Child Left Behind Act and other legislation have gone as far as to mandate the use of practices supported by research and billions of dollars are spent on research in the social sciences — yet much of this high - quality research has not made it into the hands of practitioners working to improve our nation's schools.

He has worked for over 20 years as a classroom teacher, technology integration coach and administrator and has offered professional development for educators on educational technology, data privacy and In 2013 he published his dissertation Building Social Capital Online: Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their practice.

The Ounce works to integrate healthy social - emotional developmental practices as well as services in a range of settings where young children are seen.

Rosiris also worked as the editorial coordinator in Prensa Comunitaria - a nonprofit organization centered in the practice of social journalism — where she was able to assign and cover news about some of most disadvantage communities in the island.

As Executive Director of the Social - Emotional Learning Alliance for Massachusetts, Vetter works to help all young people succeed socially, emotionally and academically by advancing and supporting effective social and emotional learning programs, policies and practices in schools and communities throughout MassachuSocial - Emotional Learning Alliance for Massachusetts, Vetter works to help all young people succeed socially, emotionally and academically by advancing and supporting effective social and emotional learning programs, policies and practices in schools and communities throughout Massachusocial and emotional learning programs, policies and practices in schools and communities throughout Massachusetts.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Some individuals within human health professions, such as clinical psychology, social work, occupational therapy, physical therapy, and / or nursing, have incorporated animal - assisted activities and therapy with therapy dogs into their professional practice.

In that spirit, this exhibition explores the work of 35 dynamic Brazilian artists — many of whom have never been widely exhibited in the US — whose practices and influences are as varied as the social, racial, and geographical composition of the country itself.

Artists working in all mediums (including — but not limited to — video and film, new media, installation, painting, social practice, sculpture and performance), as well as curators, are encouraged to submit exhibition proposals.

In this lecture, Steffen Krüger will use the works and artistic practice of Alex Israel as springboards into a discussion on digital media culture, social networking, self - valorisation and identity.

In parallel with his studio work, Bradford is deeply engaged with social issues, as co-founder of Los Angeles - based nonprofit organization Art + Practice, which encourages education and culture by supporting the needs of foster youth predominantly living in South Los Angeles, and providing access to free, museum - curated art exhibitions and moderated art lectures to the community of Leimert Park.

In the late 1980's, after eleven years of public policy work for the California Arts Council, where Purifoy initiated programs such as Artists in Social Institutions, bringing art into the state prison system, Purifoy moved his practice to the Mojave desert.

The layers of ideas the artist explored in his early performance art, conceived of as existential explorations and social commentaries, have carried through to the more traditional studio practice he embraced upon moving to Shanghai in 2005, after living and working for eight years in New York City.