Sentences with phrase «supervision of a group of children»

Not exact matches

«Rampant consolidation within the sector has resulted in larger and larger groups of children being placed into single service provision centres, with very little in the way of structured supervision,» she said.

A spokeswoman for the union said the rules allow classroom assistants to teach small groups of children under the supervision of a qualified teacher, but they should not teach whole classes or prepare teaching material.

Children 18 and under are not eligible to use Lia Auto Group services without participation and supervision of a legal parent or guardian.

Especially designed for little ones, these facilities offer a fun environment for children to make new friends, always under the supervision of a group of expert professionals.

Cared for group of children housed in private institution, under supervision of superintendent of home.

• Competent in assisting in the supervision of children groups and individual children, to ensure their safety and wellbeing

I assisted in supervision of a variety of age groups of children from infants to school aged children.

Under the supervision of the Assistant Director, this is primarily an educational position with intentional role in supporting the parent's role in developing strong, positive parent / child relationships by enhancing their understanding of their child's development, health and learning and by strengthening the parent's role in their child's school and educational experiences through both group and individual strategies.

Rancor / Reading (1) / Reading (2) / Reading together / Reading to children / Real - time communication in residential care / Reality rubbing / Receivers and providers of care / Recent ramblings / Reclaiming / Reclaiming environment / Reconstruction of parenthood / Recording / Rediscovering lost truths / Redl seminars / Reductive praxis / Re-Education / Re-engineering group care / Reflection (1) / Reflection (2) / Reflection (3) / Reflections on Dr. Albert Trieschman / Reframing / Reinforcement theory / Regular exercise / Regular supervision / Reintegrative shaming / Rejected youth / Relatedness and control / Relating / Relating to the relationship / Relating to the resister / Relational interventions / Relational - based interventions / Relation - based interventions / Relationship (1) / Relationship (2) / Relationship (3) / Relationship (4) / Relationship (5) / Relationship (6) / Relationship (7) / Relationship (8) / Relationship (9) / Relationship beachheads (1) / Relationship beachheads (2) / Relationship building / Relationship difficulties (sexually abused young people) / Relationship - resistant child / Relationship resistant youth / Relationship strategies / Relationship work or «quick - fix» methods?

Labeling / Creative Language: An Important Tool / Leadership (1) / Leadership (2) / Leadership (3) / Leadership in a therapeutic environment (1) / Leadership in a therapeutic environment (2) / Leadership styles / Learning (1) / Learning (2) / Learning basic skills / Learning environment / Learning in residential care / Learning in the experiential group / Learning to care for others (1) / Learning to care for others (2) / Learning to dance / Learning to listen / Levels of intervention / LGBTQ youth / Life in group care / Life space (1) / Lifespace (2) / Life space interventions / Life space interview (1) / Life space interview (2) / Life space interview (3) / Life space interviews / Life space supervision (1) / Life space supervision (2) / Lifespace work / Life span in care practice / Lifestyles / Limits / Listen to youth / Listening (1) / Listening (2) / Listening to children (1) / Listening to children (2) / Living relationship / Locked confinement / Loneliness / Longitudinal studies / Looked after children / Loss and grief / Love in residential settings / Love is not enough / Love is vulnerable / Loving the unlovable

/ 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 /

I am your neighbour / Ideas about the family / Ideals and limitations / Identities / Identity and relationship / Identity vs role confusion / Image of social care / Immediacy / Impediments to permanency / Importance of cooperation / Importance of fathers / Impulsivity and irrational beliefs / In - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too long

The contributors to this issue of Zero to Three illustrate the diverse settings and situations that early childhood professionals confront in their work with young children and families: A busy morning in a pediatric clinic; the traumatic aftermath of domestic violence; guiltridden parents worried about the health of their infant; mothers with severe psychiatric disorders; reflective supervision in an early intervention program; and peer - group support for enhancing social and emotional development in child care settings.

Postdoctoral Fellow in Clinical Psychology (Full - Time) The Menninger Foundation Topeka, Kansas Responsibilities included individual psychotherapy with children, adolescents, and adults, inpatient hospital treatment and management, psychological testing, forensic evaluations, group psychotherapy, family therapy, hypnotherapy, clinical research, supervision of psychotherapy and psychological testing with graduate students in clinical psychology from the University of Kansas and Topeka State Hospital, consultation to local school psychologists.

Clinical Consultant Civil Custody Unit, Sonoma County Department of Probation, Santa Rosa, CA Responsibilities included clinical group supervision and case consultation to probation officers regarding child custody probation investigations.

Staff Psychologist Child and Family Services, Department of Psychiatry, Kaiser Permanente Medical Center, Santa Rosa, CA Responsibilities include individual psychotherapy with children, adolescents, and adults, family, group, and couples» therapy; psychological assessment, consultation to emergency room and medical departments; supervision and teaching of postdoctoral psychology residents; current Program Director of Dialectical Behavior Therapy Program for Suicidal Adolescents.

In a set of exploratory analyses, we examined differences of 26 variables between the 3 groups before and after the casino opened that might explain why parents who were ex-poor were able to maintain better supervision of their children; factors included single - parent or step - parent household, parental mental illness, drug abuse or crime, traumatic life events, and lack of time to spend with child because of other demands (eg, large family or working 2 jobs).

Job Summary - The Centre Director provides and coordinates the necessary support, resources, supervision and leadership to ensure the provision of nurturing care and education to young children in a group setting, in accordance with the goals and curriculum plans of the centre, the philosophy and policies of the agency, and in strict compliance with the Child Care and Early Years Act of Ontario and the local Department of Health.

Its programme will include lectures, seminars, exercises and supervisions in the field of individual, group, couple, families and children psychotherapy, addictions, somatic therapy, Mentalization Based Treatment (MBT), Intensive Short - Term Dynamic Psychotherapy (ISTDP), Emotionally Focused Therapy (EFT) and more.

The final day began again with AcroYoga, followed by workshops on advanced schema therapy 2.0 with Eckhard Roediger, individual and group schema therapy for children & adolescents with Christof Loose and Maria Galimzyanova; supervision skills with Jeff Conway and Joan Farrell; and the third day of the certification program, focused on narcissism, with Wendy Behary and Carlos Rojas.

-- Founding and managing substance abuse centers for 20 years (1997 - present)-- Founding and managing HIV counseling and testing center, Hayat, in Giza Egypt (2009 - present)-- Seven years consultant in UNDP HIV / AIDS Program in The Arab States (HARPAS) including conducting training workshops and research activities in middle east and African Horn countries (2005 - 2012)-- One year experience with UNHCER in Syria (2011 - 2012)-- Two years consultant with COSV organization (Italian organization) working with Syrian refugees and Syrian civil activists in Lebanon and Turkey (2013 - 2014)-- Conducting training and supervision work with a group of psychologists and psychiatrists working with children and families living with HIV (UNICEFF Egypt 2016)-- Main consultant trainer with psychologists and social workers working with Gender Based Violence refugee children in Egypt (Terre Des Hmmes 2017)-- Three years weekly TV program on marriage and couple relations (2014 - present)-- Experience with three TV series by acting and writing (2015,2016,2017)-- Board member in the Association of Evolutionary Psychiatric and Group Work, and the Egyptian Association of Group Therapies and Procgroup of psychologists and psychiatrists working with children and families living with HIV (UNICEFF Egypt 2016)-- Main consultant trainer with psychologists and social workers working with Gender Based Violence refugee children in Egypt (Terre Des Hmmes 2017)-- Three years weekly TV program on marriage and couple relations (2014 - present)-- Experience with three TV series by acting and writing (2015,2016,2017)-- Board member in the Association of Evolutionary Psychiatric and Group Work, and the Egyptian Association of Group Therapies and ProcGroup Work, and the Egyptian Association of Group Therapies and ProcGroup Therapies and Processes

The odds of children in the low supervision group having poor health were around twice as high as those for the high supervision group.

-- Conducting training and supervision work with a group of psychologists and psychiatrists working with children and families living with HIV (UNICEFF Egypt 2016)

Child Parent Psychotherapy training The training being offered is a combination of 3 seminars with Julie Larrieu (total of 7 days), which will be held in Adelaide; twice monthly group supervision with Julie via a web based system; and reflective supervision.

There was no change in the discipline and supervision ratio for either the KEEP group or the comparison group and there was no impact of the KEEP training on permanency outcomes for foster and kinship children.

You will gain vital child hours working with toddlers and preschoolers in school - based setting; gain experience that will be foundational for the rest of your clinical career; learn about early child development, early attachment, trauma and much more; receive comprehensive training and supervision (individual & group) in early childhood mental health from clinical supervisor who possesses training, credentials and expertise in this specialty area; earn a $ 2000 stipend upon completing the 12 - month (minimum) internship year.

I have over 15 years of extensive experience and training in child, adolescent, group, family and play therapy; trauma recovery and EMDR; grief and loss, adolescent suicide prevention; providing clinical supervision; and have worked in a variety of settings including public and private schools, community mental health, hospice, and private practice.

Children were evaluated at school, where they filled out questionnaires in groups, under the supervision of TRAILS assistants, and were assessed individually.