Sentences with phrase «youth voices kids»
Community service and action Global youth voices Kids on the Wire annual highlights Media and arts School reform Small schools Science, environment, and technology Straight talk and first - person accounts Written and spoken word Youth and politics
http://www.whatkidscando.org/ Not exact matches
Eschewing the extremes occupied by the loudest voices in the national concussion and youth sport conversation, the ones who either deny there is a serious issue that needs to be addressed (who they characterize as the «just a knock to the head» crowd) or have become so convinced that contact sports inevitably result in lifelong disability that they are so fundamentally unsafe that they should be abolished, they opt instead for the common sense middle ground - a place where MomsTEAM and I have been all along - a magical place where it is possible to have a «more thoughtful, science - based» dialog about the role of sports in our kids» lives.
As the online voice of Ask, Listen, Learn: Kids and Alcohol Don't Mix and manager of #TalkEarly, Genevieve Adams, Manager Communications, has always had a philanthropic spirit and enjoys working for a non-profit that positively impacts our nation's youth.
Produced by youth voice org What Kids Can Do, which offers more resources on their spinoff site, How Youth Lyouth voice org What Kids Can Do, which offers more resources on their spinoff site, How Youth LYouth Learn.
/ 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 /
Letting Kids Be Kids: Promoting Normalcy for connecticut's Youth in Foster Care (PDF - 1,587 KB) Connecticut Voices for Children (2016) Discusses State - specific normalcy requirements and current child welfare practices.