Sentences with phrase «youth care practice»

He has presented internationally and published dozens of articles in journals including Child and Youth Care Online, Relational Child and Youth Care Practice, and the Journal of Child and Youth Care Work.

In Relational Child & Youth Care Practice Vol.

As the foundation of Child and Youth Care practice is based within the living space of the client and therefore mobile by nature, client location becomes virtually irrelevant.

Meaning making and intervention in child and youth care practice.

In Knowledge utilization in residential child and youth care practice, (pp. 65 - 82).

Relational Child & Youth Care Practice.

Ethical dilemmas in Child and Youth Care practice: Our code of ethics reflects our cultural values - Ricks

To be awake or not to be awake — that is the choice: Bringing presence into child and youth care practice - Palmer

Knowledge utilization in residential child and youth care practice.

Role of the Helper and Relations to Power Child and Youth Care practice is intimately concerned with the appropriate management of power.

At present, Child and Youth Care practice is a female - dominated field, which vastly limits this field's ability to serve the needs of our society's masculine segment.

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

If those choices are not in harmony with the someone else's «agenda», the child may be written off as a hopeless case or passed on to another agency, the practitioner may be dismissed, or Child and Youth Care practice considered useless.

Editorial: Everyday life opportunities for impactful child and youth care practice.

Relational Child & Youth Care Practice, Vol.17 No. 3 pp.47 - 54

Curriculum content for child and youth care practice: Recommendations of the task force of the North American consortium of child and youth care education programs (NACCYCEP), 1995.

Inviting the family into child and youth care practice.

YUVAL DROR Dror, Y. (1998) Educational activities in Janusz Korczak's Orphans» Home in Warsaw: A historical case study and its implications for current child and youth care practice.

Relational Child and Youth Care Practice, 16 (4) pp. 16

The rest of this article makes the case that quality Child and Youth Care practice constitutes the cornerstone of what may be considered an effective therapy.

As I have said elsewhere, (Garfat, 2001), we seem to want to borrow the frameworks for our supervision from other forms of practice, like social work or psychology or family therapy, and whereas we should be developing our own framework for supervision in child and youth care practice.

Outcome research provides us with the opportunity to argue eloquently for the worth of quality Child and Youth Care practice, in that the factors which are the cornerstone of our work (the relationships we establish with our young clients and the experiences we facilitate) are the very factors demonstrated to be therapeutically efficacious in bringing about change.

It became clear to me early on that cultural awareness and sensitivity were critical to effective youth care practice, and that the development of cultural sensitivity is an ongoing process, requiring continual self - examination and evaluation.

In order to be an effective social care practitioner with families, the social care worker must know, and be fully grounded, in their own profession and the way in which family is considered in social care and child and youth care practice.

The way that therapeutic relationships can continue, interrupted but not disturbed, serves as a foundation for Relational Child and Youth Care practice.

Relational Child and Youth Care Practice, 16 (2) pp.9 - 14

J. (2005) Child and Youth Care Practice as Psychotherapy.

At this point in the evolution of Child and Youth Care practice, a formal survey of this situation with young people who are in treatment settings of one sort or another would be a valuable research contribution, for Prochaska (1999) claims that therapeutic interventions need to fit with the stage of change of the client.

This article discusses the role of assessment in child and youth care practice and presents a model for differentiating between two kinds of assessment — needs assessment and risk assessment.

LEANNE ROSE SLADDE Sladde, L.R. (2002) Rural issues in child and youth care practice.

Garfat T. &, McElwee, N.C. (2001) The Changing Role of Family and Youth Care Practice.

Not exact matches

It would be ideal if every youth and high school practice and game were covered by a health care professional, such as an athletic trainer (AT).

, a set of comprehensive, sport - and issue - specific, and easy - to - understand youth sports health and safety «best practice» standards of care templates and checklists to assist youth sports programs, and the parents and

Concussion or Sports - Related Head Injury: Code 20 -2-324.1 (2013) requires each local board of education, administration of a nonpublic school and governing body of a charter school to adopt and implement a concussion management and return to play policy that includes the following components: 1) an information sheet to all youth athletes» parents or legal guardians informing them of the nature and risk of concussion and head injury, 2) requirement for removal from play and examination by a health care provider for those exhibiting symptoms of a concussion during a game, competition, tryout or practice and 3) for those youth that have sustained a concussion (as determined by a health care provider), the coach or other designated personnel shall not permit the youth athlete to return to play until they receive clearance from a health care provider for a full or graduated return to play.

A study released last month by the UCLA Williams Institute estimates some 77,000 more LGBT youth will be subjected to the practice from either a licensed health care professional or religious adviser — even though such programs have been discredited by every major health and mental health association in the country.

A streamlined behavioral therapy delivered in a pediatrics practice offered much greater benefit to youth with anxiety and depression than a more standard referral to mental health care with follow - up in a clinical trial comparing the two approaches.

«His commitment to urban youth, his eagerness to improve his practice, and his caring and support of fellow students makes him an obvious choice for this award,» she says.

Because many schools need help navigating in the sea of programs designed to promote these capacities — including youth development, character education, SEL, bullying and conflict resolution programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.

Teach and practice skills of self - management within the school curricula and extra-curricular activities to demonstrate caring and respectful behavior for positive youth development.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

Oscar's alternative school practiced the Native American concept of a circle of courage, stressing generosity, caring, belonging, and mastery to «reclaim youth at risk» (Bendtro, Brokenleg, & Van Bockern, 1990).

Encourage the use of disaggregated demographic data — such as on first - generation, low - income, racial / ethnic minority students; adult students; students with second - language backgrounds; undocumented students; veterans; students with disabilities; and foster care, disconnected, and formerly incarcerated youth — to inform the practices and policies that may hold promise for specific groups of students

«By amplifying youth voice and nurturing inter-generational dialogue,» YMP notes, «students practice citizenry and leadership to create positive and caring communities.»

She has facilitated partnerships with four Native American communities in Minnesota — Leech Lake Band of Ojibwe, White Earth Nation, Mille Lacs Band of Ojibwe, and Lower Sioux Indian Community — to deliver access to veterinary care and youth education, while providing her students with the opportunity to practice their owner - interaction and animal care skills.

She spent her youth in the very neighborhood in which she practices medicine allowing her to care for the animals of her own community.

Bradford's Art + Practice organization — an exhibition and social space in Leimert Park that, in collaboration with the youth services group RightWay, provides job training and education for teenagers coming out of foster care in south Los Angeles — is testament to an admirable ethics at the core of his activities.

WORK HISTORY Staff Psychiatrist — St. Cloud VA Health Care System 2001 to Current Psychiatrist / Locum Tenens / Psychiatrist — HIS, Tuba City Indian Medical Health Center 1998 to 2001 Psychiatrist / Locum Tenens — Ft. Leonard Wood Army Community Hospital 1998 Psychiatrist — Central Washington Comprehensive Mental Health Clinic 1997 to 1998 Psychiatrist / Hospital Privileges — Queens Hospital & Medical Center 1993 to 1997 Psychiatrist — Keith L. Brown, M.D., Private Practice 1992 to 1997 Psychiatrist II — Dept. of Corrections, Hawaii 1990 to 1997 Psychiatrist II — Women's Correctional Facility 1995 to 1996 Psychiatrist II — Youth Correctional Facility 1992

We offer educators practical skills for self - care, facilitation, and connecting with youth, providing simple, effective mindfulness practices that can be integrated into the school day and adapted for diverse environments.

Mission: To expand the mentoring field's regional capacity to reach more school - aged children with caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and behavioral outcomes for youth.

Group and residential care Offers resources about group and residential care, including assessment and placement decisions, licensing, intensive and secure residential treatment, practice issues, transitioning children and youth from residential care, supporting families, and outcomes.