Sentences with phrase «suicidal course»

Now the community enthusiastically rejects larger block sizes and instead embraces a suicidal course toward bitcoin centralization.
Sir: As a student of sociology and anthropology, I am aware of the suicidal course on which industrial man has set himself.
Little, it appears, can change the human race's suicidal course.
But he might also have noted that some of Trump's more intellectual defenders have been no less apocalyptic, arguing that our society was on the brink of destruction, so the absolute need to disrupt its suicidal course justified even the election of a patently unfit miscreant to the presidency.
When another Jew asked him why he was engaging in what seemed, to someone of little faith, to be a suicidal course of action, he answered with this parable: A fox was walking alongside a river and saw fish, who were forming groups in the stream.
Of course, such a suicidal course of action is now advocated only for those who are «terminal.»

Not exact matches

Of course, for Kleiner to take any action against Pao while the lawsuit is pending would be legally suicidal for the firm — it would be a prima facie act of retaliation.
Thanks to the work of several dogged journalists, and despite the NFL's best efforts to subvert the truth, we now know that repeated blows to the head experienced in the normal course of football play can lead to chronic traumatic encephalopathy (CTE), a type of brain damage resulting in early onset dementia and severe (and, in the worst cases, suicidal) depression.
Certainly, from a secular media point of view, to associate oneself unnecessarily with this scandal was an inconceivable, even borderline suicidal, course of action.
Of course everything gets bad when the manager instead of putting in another CB goes suicidal and tries to win it in style.
Knowing the difference between the two is important if you want to determine the right course of action to take to prevent your child from venturing deeper into depression, suicidal thoughts or self - harm and taking you along for the ride.
Examining the course of suicidal and nonsuicidal self - injurious thoughts and behaviors in outpatient and inpatient adolescents Glenn CR, Lanzillo EC, Esposito EC, Santee AC, Nock MK, Auerbach RP.
Although a comment relating to a desire to die of course might not be indicative of suicidal intentions or even distress, you or another professional need to talk with the student to find out if that is the case.
I can see this game — and it's very serious topics concerning depression, suicidal thoughts, and isolation — being a subject of study in a college level literature or psychology course.
/ 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 /
Mental Health First Aid (MHFA) guidelines and courses teach members of the public to give early help to people developing a mental disorder and to help in mental health crisis situations, such as assisting someone who is suicidal.
The WMHS investigated the association between childhood adversities and suicidal behaviour, 20 the persistence of suicidality over time and the extent to which associations between childhood trauma and suicidality changed over the life course.
We examined the association between childhood adversities and suicidal behaviour over the life course.
Moreover, the effects of childhood adversities on suicidal tendencies tended to differ over the life course.
The effect of childhood adversities on suicidal tendencies varied over the life course.
This course is appropriate for all levels of practitioners that encounter patients with suicidal ideation or history of suicide attempts.
This basic to intermediate course is designed for Licensed Professional Counselors, Social Workers, Psychologists, and other mental health professionals likely to gain professionally from an increased understanding of the area of suicidal behavior.
a b c d e f g h i j k l m n o p q r s t u v w x y z