Sentences with phrase «youth in residential settings»

Not exact matches

Joseph Wehby, Ph.D., Associate Professor in Vanderbilt's Department of Special Education, received his Ph.D. from Vanderbilt after having taught children and youth with learning and behavior problems in a residential setting.

Counselor for court - involved adolescents and their families on mental health and substance abuse issues, at a non-profit agency in, out - patient setting, short - term, emergency residential shelter (where clients were in the custody of either Youth Services, Human Services, or were «run - aways»).

Our professional counselors, social workers and staff provide youth services through an array of reputable and proven programs designed to offer services that help children and troubled youth thrive in residential and home settings in Wisconsin.

He is experienced in working with «at risk youth» in a mental health residential setting and community / school based mental health setting, providing individual, group and family therapy.

On average, youth referred to TFC have spent 4 years in a variety of placements and residential settings prior to entering the TFC placement (Timbers, 1990).

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

The seven habits of reclaiming relationships This exploratory study identified seven elements of caring relationships as perceived by youth in residential treatment settings.

Community - based interventions Delinquency - prevention programs in community settings can be created for various purposes such as diverting youth out of the juvenile justice system, serving youth placed on informal or formal probation, or serving youth on parole who are returning to the community after a residential placement.

/ 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 /

He has over 10 years of experience working with at - risk youth in a variety of residential and out - patient settings.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This article describes the feasibility, utility and efficacy of Attachment, Self - Regulation and Competency (ARC)[now called Attachment, Regulation, and Competency (ARC)- Client], in 2 residential treatment settings serving female youth with histories of complex childhood trauma.

The Future of Family Engagement in Residential Care Settings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carResidential Care Settings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential care sSettings Affronti & Levison - Johnson (2009) Residential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carResidential Treatment for Children and Youth, 26 (4) View Abstract Reviews the literature on the use of family engagement practices and family - centered practices in residential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carresidential programs and treatment centers in order to identify evidence - based and best practices and recommend specific strategies and critical steps needed to promote a culture and practice change initiative within residential carresidential care settingssettings.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This article describes the feasibility, utility and efficacy of Attachment, Self - Regulation and Competency (ARC)[now called Attachment Regulation, and Competency (ARC)-RSB- in 2 residential treatment settings serving female youth with histories of complex childhood trauma.

The relationship between psychopathic traits and delinquency among adolescents in residential care (i.e., residing non-juvenile justice youths) is unknown, as studies in these settings are scarce.