Let's repurpose that downtime to teach
street children life skills.
Not exact matches
/ 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 /
The Sesame Workshop — the not - for - profit educational organisation behind Sesame
Street - offers the global community, including mental health practitioners, innovative evidence - based resources that can be used to «teach the whole
child» valuable
life skills.
Patrons of the mission can take educational classes that focus on improving
life skills, and
children can participate in after - school programs that keep them engaged in activities that promote social and emotional development and keep them off the
streets.
Members of the Steering Group: · Mr. Noel Kelly (Chairperson), Manager, Preparing For
Life, Northside Partnership, Dublin · Ms. Noelle Spring (Vice-Chairperson), Development Director, Katherine Howard Foundation · Ms. Elizabeth Canavan, Principal Officer, Department of
Children and Youth Affairs · Ms. Catherine Hynes, Principal Officer, Department of Education and
Skills · Mr. Denis Leamy, CEO, Pobal · Ms. Mary Cunningham, Board Member, Pobal (Director, National Youth Council of Ireland) · Prof. Brian Nolan, Mount
Street Trust (Professor of Public Policy, UCD) · Ms. Jane Forman, Programme Executive,
Children & Youth, Atlantic Philanthropies · Dr. Tony Crooks, Adjunct Professor of Applied Social Studies, NUMI · Ms. Gretta Murphy, Coordinator, Kilkenny CCC · Ms. Bernie McDonnell, Equality Programme Manager, Pobal · Mr. Heino Schonfeld, Deputy Director, Centre for Effective Services · Dr. Aisling Gillen, National Specialist Family Support, Office of the Assistant National Director
Children & Families Social Services, HSE