Sentences with phrase «supervision processes focus»

Not exact matches

Rating: 3 - The focus of the criteria and processes of supervision and evaluation is improving professional practice throughout the agency.

The focus of the criteria and processes of supervision and evaluation is improving professional practice throughout the agency.

• Decreased external risks for projects by ensuring that all module officers are in sync with each other, leading to an increase in coordination between departments • Developed and implemented community - focused responses for development projects • Established quantitative staffing models to communicate staffing resource levels to higher management • Developed dedicated analytic tools to outline resources requests, strategy choices and tradeoff needs • Assisted in identifying trends and shifts within execution patterns • Ensured that any changes or adjustments are informed to the higher management • Performed research work to provide input for development of new resources and processes • Ascertained that the project lifecycle is appropriately controlled through proper management and supervision

In addition, the structured and time limited nature of manual - based treatments often results in more focused treatments that facilitate patients» active engagement in the treatment process.3 In a similar vein, treatment manuals make supervision easier and facilitate dissemination of psychotherapies.

/ 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 /

Focus on the development of the group is not apparent in these studies, yet the term «group supervision» is defined with an emphasis on the use of group process to enhance learning.

Lego ® Serious Play ® (LSP) is an innovative facilitated methodology, using brick building and metaphoric story telling that has been successfully utilized in business, training, eduction, family and mentor con) process for use in individual and group play therapy supervision, with a targeted focus on play therapist professional identity.

Her focus during supervision with trainees and newly qualified therapists is to work with clinical assessment, risk assessment, contracts, fee structure (if any), formulations and treatment plans, the relational process, relating theory to practice, the development of the supervisee enabling them to be more experiential during sessions, as well as, looking at transference issues (parallel process and / or objective identification).

Primary focus: Development of the therapist's self through integrating theory and practice; continued learning through the dynamics of group process with an emphasis on using group experience to enhance self understanding within a practical and theoretical framework, supervision of clinical work.