Sentences with phrase «youth care staff»

Consultation as a complement to the clinical supervision of youth care staff.

It also reduces competition between parents and youth care staff, which can arise when youth care workers are perceived as filling the role of substitute parents (Garland, 1987; Littauer, 1980; VanderVen & Stuck, 1995).

Not exact matches

Camp staff are carefully selected for their enthusiasm, caring attitude toward children, and ability to interact with youth in an outdoor setting.

Greater New York Labor Religion Coalition New York State Assembly NYS Assembly Community Resource Exchange (CRE) SCO Family of Services HCCI Chinese American Planning Council, Inc Heights and Hills Citizen Action of New York ROCitizen New York Association on Independent Living ATLI - Action Together Long Island NYSCAA New York Immigration Coalition Catholic Charities of Chemung & Schuyler Counties CDRC Labor - Religion Coalition of NYS Catholic Charities Professional Staff Congress Catholic Charities of Chemung / Schuyler Family Reading Partnership of Chemung Valley New York State Network for Youth Success NAMI Albany County Central Federation of Labor Food & Water Watch Jewish Family Service Metro New York Health Care for All Alliance for Positive Change MercyFirst Center for Independence of the Disabled in New York, Queens (CIDNY) SiCM — Schenectady Community Ministries Coalition for the Homeless CIDNY Citizen Action of NY PEF Retiree Urban Parhways, Inc Community Food Advocates PSC / CUNY AFT Local 2334 New York StateWide Senior Action Council Early Care & Learning Council Urban Pathways African Services Committee Day Care Council of New York New York State Community Action Association Supportive Housing Network of New York, Inc The Radical Age Movement United Neighborhood Houses

List of Supporting Organizations: • African Services Committee • Albany County Central Federation of Labor • Alliance for Positive Change • ATLI - Action Together Long Island • Brooklyn Kindergarten Society • NY Immigration Coalition • Catholic Charities • Catholic Charities Brooklyn and Queens • Catholic Charities of Buffalo • Catholic Charities of Chemung / Schuyler • Catholic Charities of Diocese of Albany • Catholic Charities of the Roman Catholic Diocese of Syracuse • CDRC • Center for Independence of the Disabled NY • Children Defense Fund • Chinese - American Planning Council, Inc. • Citizen Action of New York • Coalition for the Homeless • Coalition on the Continuum of Care • Community Food Advocates • Community Health Net • Community Healthcare Network • Community Resource Exchange (CRE) • Day Care Council of New York • Dewitt Reformed Church • Early Care & Learning Council • East Harlem Block Nursery, Inc. • Family Reading Partnership of Chemung Valley • Fiscal Policy Institute • Food & Water Watch • Forestdale, Inc. • FPWA • GOSO • GRAHAM WINDHAM • Greater New York Labor Religion Coalition • HCCI • Heights and Hills • Housing and Services, Inc. • Jacob A. Riis Neighborhood Settlement • Jewish Family Service • Labor - Religion Coalition of NYS • Latino Commission on AIDS • LEHSRC • Make the Road New York • MercyFirst • Met Council • Metro New York Health Care for All • Mohawk Valley CAA • NAMI • New York Association on Independent Living • New York Democratic County Committee • New York State Community Action Association • New York State Network for Youth Success • New York StateWide Senior Action Council • NYSCAA • Park Avenue Christian Church (DoC) / UCC • Partnership with Children • Met Council • Professional Staff Congress • PSC / CUNY AFT Local 2334 • ROCitizen • Schenectady Community Action Program, Inc. • SCO Family of Services • SICM — Schenectady Community Ministries • Sunnyside Community Services • Supportive Housing Network of New York, Inc • The Alliance for Positive Change • The Children's Village • The Door — A Center of Alternatives • The Radical Age Movement • UJA - Federation of New York • United Neighborhood Houses • University Settlement • Urban Pathways, Inc • Women's Center for Education & Career Advancement

Education in the form of professional development for all school staff, child welfare providers, health care professionals and mental health providers is essential in ensuring that our youth are receiving culturally responsive services.

The study, which comes out of the National Institute on Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development in children.

Finding enough staff to care for and ensure the safeguarding of pupils on the National Citizen Service is a «challenge» for the government's flagship youth programme as it continues to expand, a senior member at the organisation has admitted.

These youth are assisted by our staff and volunteers who help them train and bathe dogs, care for cats, and perform basic cleaning tasks such as laundry and cleaning kennels.

As Managing Attorney, she supervised a team of 20 staff attorneys, legal advocates, and volunteers who represent clients in matters involving housing, social safety - net benefits, healthcare access, domestic violence and sexual assault prevention, and consumer protection, as well as wrap - around legal help to low - income immigrants, veterans, seniors, formerly incarcerated individuals, and youth in foster care.

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

PROJECT FOR PRIDE, Kingston, NH (Mar 2013 — Jan 2016) Youth Program Coordinator • Held 3 team building exercises, resulting in increased efficiency in terms of meeting program deadlines • Created and implemented a series of youth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proYouth Program Coordinator • Held 3 team building exercises, resulting in increased efficiency in terms of meeting program deadlines • Created and implemented a series of youth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of proyouth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of programs

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

The critical ingredient: Caring youth - staff relationships in after - school settings.

This revolutionary program is for any responsible adult who cares about the welfare of children and particularly appropriate for training staff and volunteers of youth - serving organizations (sports leagues, day care centers, after school programs, children's clubs, church groups and more).

The Family Support Program is staffed entirely by child care counsellors with degrees or diplomas in Child Care / Youth Development or a directly related ficare counsellors with degrees or diplomas in Child Care / Youth Development or a directly related fiCare / Youth Development or a directly related field.

While I am not suggesting that improvements can not be made to such programs, or that child care staff, like other professionals, require supervision and support to increasingly develop a vision of their work that includes a therapeutic focus, I am suggesting that any notion that suggests that quality Child and Youth Practice is not therapeutic needs to be vigorously rejected, and is not in keeping with recent outcome research which suggests the reverse.

Thus, while a supervisor's learning may naturally be expected to affect interactions with staff, it is also true that interactions between child care workers and youth may affect the supervisor's experience, as the following example demonstrates.

Experience with many homeless youths has demonstrated that caring relationships are the essential ingredient and staff members need to know how important every interaction is in the total healing process.

/ Masculinity / Mealtimes / Meaning / Meaning - making (1) / Meaning - making (2) / Meaning - making (3) / Meaning - making (4) / Meaning of behaviour / Meaning of being in care / Meaning of games / Meaning of life / Media and youth crime / Media perceptions / Men as dads / Men in caring work / Men in child and youth care / Men in children's lives / Men in social care work / Mental health (1) / Mental health (2) / Mental health (3) / Mental health needs of looked after children / Mental health of looked after children / Mental health of young people in state care / Mentoring programs / Messages (1) / Messages (2) / Messages we give / Metaphors of care / Milieu (1) / Milieu (2) / Milieu (3) / Milieu (4) / Milieu staff / Milieu treatment / Mirror exercise / Mixed developmental stages / Montagu on Neill / Moral judgment (1) / Moral judgment (2) / Moral restraint / Morality / More than a file / Mother love / Mothering / Motivating / Motivation and learning / Motivation and youth in care / Motives / Movement / Moving beyond conflict / Moving beyond the walls / Mulberry Bush School / Music therapy / Mutual helping / My care experience / My safety in care / My self / Myth

/ 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 /

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

A concomitant of this is that we must recognize that the most important «therapy» is often carried out hy residential staff (youth workers, child - care workers, nurses) in their day - to - day interaction with young people.

Planned Parenthood of Greater Ohio provides health promotion services to direct - care staff working with youth residing in foster care and / or involved with juvenile justice agencies in Region 4.

WASHINGTON — Hundreds of Planned Parenthood staff and youth leaders from across the country rallied in Washington, D.C. this morning before heading into meetings with their elected officials to discuss the need for more access to health care, not less.

I also served on staff part - time from 2008 - 2011 at Highland Park Presbyterian Church in Dallas, TX where I was primarily responsible to care for the youth staff, provide crisis counseling for students and families in the youth department, and teach bi-monthly parenting classes for parents of youth.

• Remind parents that it's okay not to know how to do everything • Learn the signs for post-partum depression and how to help • Share articles, tips and / or resources in your newsletter about coping with parenting challenges • Encourage and support parents in getting involved and increasing their connections • Make it a tradition to bring new parents meals to help make the transition to parenthood easier • Offer financial support or goods to families who are struggling • Host family - friendly events • Train staff and volunteers to create safe environments for children • Offer space for parenting classes or support groups in your community • Get involved in developing the missing services needed by children and families in your community • Support youth who are leaving the foster care system • Become a mentor for a young mother or father • Conduct a parenting book drive for the local library

«At SAFY, we equate abuse to a child who has experienced a traumatic event in their life, and our clinical staff and foster parents provide what is called trauma - informed care to youth.

The CEBP works with staff at early care and education settings, schools, mental health centers, first responders, pediatric practices, and other community settings serving high - risk youth and families.

This section includes resources and information to aid caseworkers with screening children, youth, and families for co-occurring issues and trauma; help staff engage families with cultural humility and competence; grow their understanding of the appropriate use and oversight of psychotropic medications for children and youth in foster care; and build networks of support that will strengthen families, keep children safe, and increase family well - being and wellness.

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12 to 18) who is experiencing a mental health or addictions challenge or is in crisis.

For many years, our staff have worked on building the leadership capacity of adoptive parents, adoption professionals, and youth who were adopted or have been in foster care.

Adult caregivers (foster / adoption parents) and child care staff who experience difficulty in parenting or managing the behaviors with which grieving and traumatized children and youth present

Her current work includes evaluations of a DCFS pilot to support pregnant and parenting youth in care with home visiting services, a DCFS evaluation pertaining to the National Youth in Transition Database (NYTD), and an evaluation of the Fussy Baby Network ® Facilitating Attuned Interactions (FAN) training and implementation with home visiting syouth in care with home visiting services, a DCFS evaluation pertaining to the National Youth in Transition Database (NYTD), and an evaluation of the Fussy Baby Network ® Facilitating Attuned Interactions (FAN) training and implementation with home visiting sYouth in Transition Database (NYTD), and an evaluation of the Fussy Baby Network ® Facilitating Attuned Interactions (FAN) training and implementation with home visiting staff.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The current study examined the impact of Children and Residential Experiences (CARE) on the interactional quality among staff and youth in therapeutic residential cCARE) on the interactional quality among staff and youth in therapeutic residential carecare.

Program is provided in a residential treatment center with direct care staff (ratio: 1 staff / 8 youths)

This provides youth with the opportunity to socialize with other youth in out - of - home care and to practice social skills under the supervision of staff and mentors.

CCC Staff participate in collaborative partnerships including Alternatives to Incarceration (ATI) San Diego, Opportunity Network, CAST, San Diego Compassion Project, SDPD Southeastern Division Juvenile diversion, SDDA CARE and community youth court, and Community Mentor Certificate Program of Alliant University.

For the next 12 months, K - Town staff continued to work with the Steering Committee of organizations, youth and families to lay the framework for System of Care sustainability in Knox County.

Containment and Holding Environments: Understanding and Reducing Physical Restraint in Residential Child Care Steckley (2010) Children and Youth Services Review, 32 (1) View Abstract Describes a Scottish study of the views of residential care staff and inpatient youth affected by physical restraCare Steckley (2010) Children and Youth Services Review, 32 (1) View Abstract Describes a Scottish study of the views of residential care staff and inpatient youth affected by physical restrYouth Services Review, 32 (1) View Abstract Describes a Scottish study of the views of residential care staff and inpatient youth affected by physical restracare staff and inpatient youth affected by physical restryouth affected by physical restraint.

We help parents, teachers, principals, managers, social workers and direct care staff to strengthen their interaction skills and maximize performance so that children, youth and families thrive.