Sentences with phrase «street children changed»

How working with street children changed you as a kid: It helped me realize how fortunate I was to have caring, loving parents who supported me through all my experiences and explorations, from childhood mischief to adolescent rebellion.

Not exact matches

Here is your opportunity to give your child a proper upbringing by bestowing them with a place to put all that loose change that they happen upon in - between couch pillows and on the streets.

So when Nestlé states in its report, «we also do not market complementary foods for children under six months of age», it is important to remember that it took many people monitoring and exposing Nestlé's contempt for the Resolutions, working for binding regulations and taking to the streets to force this change (the demonstration at Nestlés UK HQ was filmed by Swiss Television).

If Cuomo were serious about «bringing effective change to State government» he'd be dismantling redundant Authorities and consolidating agencies while sending the parasitic top management bureaucrats who infest them out in the street to seek private sector employment, where they belong, forcing the sale of all those SUVs issued to bigwigs at the Office of Children and Family Services to get more money into the State's coffers, and implementing other radical cost - cutting measures.

Jesse recognized the dangerous traffic pattern at Lincoln Place and New York Avenues and he worked to change it — reducing accidents, and making the streets safer for our children.

Our faculty have produced research that has exerted enormous influence on the field, from Jeanne Chall's research on literacy, which shaped the way millions of students are taught reading; to Howard Gardner's brilliant depiction of multiple intelligences, which changed the way we think of ourselves, our children, and our students; to Gerald Lesser's shaping of Sesame Street, which reaches more than 150 million viewers in more than 150 countries.

The Beautiful Tree; The Street Stops Here; Reforming Boston Schools, 1930 - 2006; The Leader in Me; Changing the Odds for Children at Risk

Concentration: Human Development and Education Tool for Change: Resiliency and street children Hometown: Mumbai, India

We launched the inaugural program, expanded to a K - 12 school, cemented our program's place in Hoboken through a real estate investment on Washington Street, survived a 4 - alarm fire, created a community of families, educated thousands of children, and changed the lives of thousands through our service learning partnerships.

Once a feral child, loose on the city streets, she is now a New York City policewoman, and not much changed — a tall young woman with green gunslinger eyes and a ferocious inner compass of right and wrong.

Whether it be a small crisis or a major disaster, a minor malady or a life changing event, bullying in hallways or terror int he streets, this session looks at how we as parents can use our wit and wisdom to nurture and enrich ourselves and our children as we navigate through the minor and major chaos in our lives Parenting through Crisis takes us further on the journey of integration, healing, and connection begun in Parenting with Wit and Wisdom.Type your paragraph here.

/ 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 /

Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective (1) / Ecological perspective (2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy