Sentences with phrase «youth care workers from»

Not exact matches

The union pointed to the murder of Buffalo - area direct care worker Renee Greco by a youth who had been inappropriately released by the state into community care as well as the shootings of Rochester and New York City police officers Anthony DiPonzio and Kevin Brennan as grim reminders of the tragic consequences that result from moving troubled youth into the community without adequate resources and supervision.

If this shift is to continue, Child and Youth Care workers will need support in moving from program to the family environment.

Education, training and future development These changes have important implications for the development of the field as Child and Youth Care moves further in to the area of working with families and as the shift continues from residential - based to community and especially in - home based approaches to working with families in which the Child and Youth Care worker assumes the role of interventionist, not just educator.

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 aggresyouth 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 aggresYouth / 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 aggresyouth 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?

Youth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hYouth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hyouth living in residential treatment facilities and group homes.

Fifty - five social workers from Child and Youth Care Centres across the Western Cape attended the two training programmes.