Not exact matches
For the past seven years I have written extensively on indicators of malignant ministers and toxic organizational
systems, principles and practices for personal recovery from traumatizing
abuse of
spiritual authority, and constructive
system solutions for dealing with destructive organizations.
I came out of an abusive church situation, and very close after the realization that I'd been spiritually
abused came the realization that as a leader in that
system, I too had been a
spiritual abuser, repeating the pattern that had been taught to me.
But it's that very
system that created the capacity for
spiritual abuse.
I do believe
spiritual abuse is rampant, that
systems perpetually pull towards inhumane policies and treatment of people, and that all kinds of harmful ideas, attitudes and behaviours run rampant inside
systems, including the church.
But the point is that IN THAT CONTEXT Calvinist theology was a much - needed pastoral and communal approach that helped people to break from the shackles of long - established
systems of
spiritual abuse by offering a different story to live by and a different kind of community to live in.
He loved the legalist in me as He loved the rebel who, honestly, didn't want to rebel against God, but against a disease - causing religious
system with its
spiritual abuse and against those who once
abused me sexually.
/ 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 /