Sentences with phrase «youth work theory»

UK About Blog Youth & Policy offers a critical space for the discussion of youth policy and youth work theory and practice.

UK About Blog Youth & Policy offers a critical space for the discussion of youth policy and youth work theory and practice.

Not exact matches

Back in my youth, many eons ago, there was the theory that pastoral Hebrews simply did not like having to work at building projects, as was custom during the lean seasons, in exchange for food from Egyptian stores (remember the Joseph story?)

Submitted for publication in The Changing Landscape of Youth Work: Theory and Practice for an Evolving Field, K. Pozzoboni & B. Kirshner (Eds.).

While I think the goal might change a bit in the long term, I feel pretty confident that working to create my own holistic intervention for youth, with a solid theory of change, is on top.

«Even though I was always really gung - ho about my youth - serving projects and programs — and they got done, with varying levels of success — I knew that I needed to learn more of the theory and research to improve my practice, and gain the skills to develop programs that would effectively serve the unique needs and assets of the kids I work with, many of whom come from pretty tough circumstances,» she says.

Publications include Nihilistic Optimistic, published by Blain Southern London on the occasion of the inaugural exhibition at Hanover Square of the same title October 2012 with an interview by Hans Ulrich Obrist, an essay by Jon Savage and foreword by Gustav Metzger; Turning the Seventh Corner, published by Blain Southern, London, 2011, with texts by David Adjaye and James Putnam which comprehensively documents the conception and realisation of the artists» exhibition at Blain Southern, Berlin, 2011; British Rubbish, an updated survey of the artists» work from 1996 to 2010 with an essay by Jeffrey Deitch, and new texts by Michael Bracewell and Nick Cave, published October 2011 by Rizzoli, New York; Polymorphous Perverse, a documentation of works exhibited at the Freud Museum, London, providing a fascinating insight into Freud's theories and how they relate to art practice with critical essays from the distinguished American art historian Linda Nochlin and James Putnam, published by Other Criteria, London, 2008; and Wasted Youth, a survey of the artists» work from 1996 to 2006 with essays by Jeffrey Deitch and Sir Norman Rosenthal, published by Rizzoli, New York in 2006.

This manuscript focuses on the complexities of working with undocumented immigrant youth and the importance of using specific multicultural theories when providing career counseling in the school setting.

This manual provides an overview of substance use in Ireland, theories of substance use, information on youth work and its substance use interventions and prevention.

Rancor / Reading (1) / Reading (2) / Reading together / Reading to children / Real - time communication in residential care / Reality rubbing / Receivers and providers of care / Recent ramblings / Reclaiming / Reclaiming environment / Reconstruction of parenthood / Recording / Rediscovering lost truths / Redl seminars / Reductive praxis / Re-Education / Re-engineering group care / Reflection (1) / Reflection (2) / Reflection (3) / Reflections on Dr. Albert Trieschman / Reframing / Reinforcement theory / Regular exercise / Regular supervision / Reintegrative shaming / Rejected youth / Relatedness and control / Relating / Relating to the relationship / Relating to the resister / Relational interventions / Relational - based interventions / Relation - based interventions / Relationship (1) / Relationship (2) / Relationship (3) / Relationship (4) / Relationship (5) / Relationship (6) / Relationship (7) / Relationship (8) / Relationship (9) / Relationship beachheads (1) / Relationship beachheads (2) / Relationship building / Relationship difficulties (sexually abused young people) / Relationship - resistant child / Relationship resistant youth / Relationship strategies / Relationship work or «quick - fix» methods?

With the emerging popularity of Attachment theory in the 80's and 90 «s, and the thriving literature of Child and Youth Care Work, which stressed relatedness and synchronicity (Fewster, 1990: Garfat, 1998: Weisman, 1999), my thinking began to change.

/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?

One also needs to reflect on how one works, how one conceptualizes the practice of youth care, and how well theory and practice fit.

Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?

Changing their Ways: Youth Work and «Underclass Theory».

In line with family systems theory, 90 it is also possible that alternative parenting constructs, such as parent - adolescent relationship quality, parental monitoring, or the marital relationship itself, may interact with communication to predict sexual behavior among youth.39 Future work will benefit from in - depth analyses of the role that parental communication may play in adolescent sexual decision making within these multiple domains of influence.

Activities and Play, Addiction, Administration, Adolescents, Attachment, Assessment / Outcomes, Behaviour, Boundaries, Bullying / Teen violence, Child Abuse, Children's Rights, Community, Competence, Conflict, Culture / Society, CYC: The Profession, Delinquency, Development, Discipline, Education, Engaging, Ethics, Family, Foster Care, History, Humour, Intervention, Juvenile Detention, Life Space Work, Love, Milieu, New CYC Workers, Outdoor Education, Parents and Parenting, Peers, Philosophy, Practice, Programs, Punishment, Relational Practice, Residential Care, Resilience, Restorative Practice, Runaways / Homelessness, School, Self, Sexual Issues, Strengths, Stress and Self - care, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice

Attachment theory is one of the core informants of child and youth care work.

This two - day didactic and experiential workshop providesrationale, theory, and practice for clinicians who work with traumatized children and youth, and their families.

His work is influenced by ideas from developmental psychology, positive youth development, mentoring, and attachment theory.

Ecodevelopmental theory consists of three overlapping components: (a) a social — ecological framework, based on the work of Bronfenbrenner (1979), that incorporates four levels of social context; (b) a developmental perspective emphasizing the changing nature of youth and families across time as a function not only of the current social context but also of changing conditions in the social context over time; and (c) a focus on social interactions between and among individuals in the youth's and family's social context.