Keep in mind, too, that success always depends on many factors, including how many cigarettes you smoke, your motivation level, and
the strength of your support network.
«Many factors can influence who receives ADHD treatment, including socioeconomic factors, health care access,
the strength of support networks and disorder severity,» Quinn said.
Not exact matches
R.S. Burt, «Structural Holes: The Social Structure
of Competition» (Cambridge: Harvard University Press, 1992); P. Caligiuri and M. Lazarova, «A Model for the Influence
of Social Interaction and Social
Support on Female Expatriates» Cross-Cultural Adjustment,» International Journal
of Human Resource Management 13, no. 5 (August 2002): 761 - 772; M.S. Granovetter, «The
Strength of Weak Ties,» American Journal
of Sociology 78, no. 6 (May 1973): 1360 - 1380; and M.S. Granovetter, «The
Strength of Weak Ties: A
Network Theory Revisited,» Sociological Theory 1 (1983): 201 - 233.
Finding my local chapter
of ICAN [International Cesarean Awareness
Network] really helped fuel my
strength in what I had recently learned and brought me
support throughout my pregnancy.
Cuomo isn't in any way totally cut off from normal Democratic areas
of strength, finding
support at a rally celebrating a successful unionization effort by nurses at the Albany Medical Center, and using his appearance at Al Sharpton's National Action
Network convention to announce the plan to restore voting rights for parolees.
Fundamentally, while many people involved eschewed help from others and relied more on their
strengths, in part for fear
of appearing weak, accessing
support networks was critical for others.
The study also revealed the
strengths of family
networks in
supporting people to manage their diabetes.
The programme also introduces children to the skills
of assertiveness and problem solving, and helps them build their «resilience muscles» through identifying their
strengths, social
support networks, sources
of positive emotions and reflection on previous experiences
of resilience and self - efficacy.
«We speak to many people who are concerned about breast cancer through our 24/7 YourShoes Breast Cancer
Support Center,» said Margaret C. Kirk, CEO, Breast Cancer
Network of Strength (formerly known as YME National Breast Cancer Organization).
NCTR offers targeted
support to existing teacher residency programs, both inside and outside
of the NCTR
network, helps identify
strengths and challenges, refine programming, create opportunities for professional growth for resident - teachers, mentors, residency staff, and evaluate impact and outcomes.
Providing desktop application and server and
network support to a large array
of client stations, and ensuring continuity, security and maintenance for each
network and station are areas that my core
strengths lie in.
Professional Summary IT professional with ten years
of experience in providing User / Helpdesk
support and customer service in a
network environment Demonstrated
strength in rapidly trouble - shooting and resolving clients» issues Research technical manuals, guides and participate on online training courses to adequately respond to users.
A review
of the literature suggests at least three pathways by which
strengths - based practices benefit clients: 1) by influencing the extent
of clients» engagement in program services; 2) by increasing family efficacy and empowerment; and 3) by enhancing families» relationship - building capacity and social
support networks (Green, McAllister, & Tarte, 2004).
With a theme
of Strength in Diversity, next year's conference will provide researchers, family
support practitioners and those looking for best - practice examples
of implementation
of the Triple P — Positive Parenting Program with a unique opportunity to learn from and
network with the best in the field.
As another test
of discriminant validity, we examined whether the
strength of connectivity in any
of the amygdala
networks correlated with other self - report measures
of sociality including perceived social
support and life satisfaction.
The goals
of the program are to assess the
strengths and needs
of the families served, to develop positive relationships, to improve family problem solving, and to provide
support, mentoring, and assistance in helping families connect to their own resource
networks.
/ 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
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
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
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 /
G.E.A.R. Parent
Network Offers parents and families online and phone support that uses a parent - to - parent sharing network to empower parents of children with behavioral health needs to build on their family strengths and advocate for the needs of the
Network Offers parents and families online and phone
support that uses a parent - to - parent sharing
network to empower parents of children with behavioral health needs to build on their family strengths and advocate for the needs of the
network to empower parents
of children with behavioral health needs to build on their family
strengths and advocate for the needs
of the family.
Get on the Fast Track to Getting Your Kids Back is a three - hour workshop where parents learn the importance
of reducing their own stress by focusing on the 3S approach — Strategies for staying organized, keeping documentation, following through on commitments; gaining
Strength, and building a
network of positive
Support.
Family
Strengths Network — Family
Strengths Network offers a wide array
of community programming related to family enrichment, from their Resource and Toy Lending Libraries to classes and
support groups.
Social intimacy may be more related to other predictors and outcomes, such as
strength of couples» social
support networks, introversion vs. extroversion, or individual's well - being.