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A short piece for the day

Archives

 

A

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)

 
B

Barriers to healthy lifestyles / Bearing the burden of others / Becoming / Bedtime stories / Behaviours / Behaviour support plans / Being and doing / Being and staying / Being aware / Being 'stuck' / Being there / Belief in interventions / Believing in fostering / Belonging / Better failing grade / Biases and labels / Blame vs. ecological perspective / Bodily comfort / Bonding and separating out / Book: residential care / Boundary issues in supervision / Brain development / Bringing our personal experiences to work / Broad and in-depth thinking / Building relationships / Buildings we use / Bullies and the bullied / Bullies and victims / Bullying(1) / Bullying(2) / Bullying(3) / Bullying in school / Burnout(1) / Burnout(2)

 
C

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 / CaringCaring 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? / 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? / Crime prevention through development / Crises as symptoms / Critical moments / Critical thinking / Cross-cultural interaction / Cross purposes / Cultural awareness in care workers / Cultural competence(1) / Cultural competence(2) / Culture / Culture and individuals / Culture and models / Curative educationCurriculum Content for Group Care Workers  / CYC practice as psychotherapy / CYC 20 years ago

 
D

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 aggression? / Doing foster care / Domestic violence and children / Dominance and equality in the relationship / Don Bosco on discipline / Don't ratl the kids / Drama / Drug use and parental involvement / Dynamics of aggression / Dynamics of groups and families 

 
E

Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective(1) / Ecological perspective(2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization(1) / Ego disorganisation(2) / Elusive family(1) / Elusive family(2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment(1) / Empowerment(2) / Empowerment(3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation(1) / Evaluation(2) / Evaluation(3) / Everyday events / Everyday life events(1) / Everyday life events(2) / Excerpt / Excluding parents / Exclusion(1) / Exclusion(2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy

 
F

Facilitating family bonds / Facilitation / Failing boys / Families(1) / Families(2) / Families(3) / Families and alcohol / Families and children / Family(1) / Family(2) / Family(3) / Family centered practice / Family centres / Family collaboration / Family engagement in group care / Family-focused practice / Family foster care / Family foster care / Family group conference / Family group conferences / Family group conferencing / Family intervention(1) / Family intervention(2) / Family involvement / Family model / Family reunification / Family secrecy / Family support(1) / Family support(2) / Family support(3) / Family support(4) / Family support(5) / Family support services / Family support work(1) / Family support work(2) / Family ties / Family treatment / Family treatment in Denmark / Family work(1) / Family work(2) / Family work(3) / Family work(4) / Family work(5) / Family work(6) / Family work demands / Family workers / Fathering attitudes and practices / Fathers / Fathers' stress / Feelings(1) / Feelings(2) / Female aggression / Female offenders / Field and residential workers / Fighting / Finding a voice / Finding our voices / Finishing care / First- and Second-order change / First impressions / Five words / Flexibility / For all children / Forming Attachments / Foster care(1) / Foster care(2) / Foster care(3) / Foster Care in Ireland / Foster care placements / Foster care: What could have been done differently / Foster carer / Foster children(1) / Foster children(2) / Foster placement disruption / Fostering / Four factors which trouble families / Four steps / Fragile learning points / Freedom and choice / Freedom – not licence / Freud on Aichhorn / Fritz Redl(1) / Fritz Redl(2) / Fritz Redl(3) / From blue to pink - just get over it! / From conflict to cooperation / Frustration / Future of social care

 
G

Gang culture / Gangs / Generosity / Get 'em out! / 'Get tough' responses / Getting involved / Giving ego support / Giving responsibility / Global messages / Good moves / Grateful student / Group(1) / Group(2) / Group care(1) / Group care(2) / Group care(3) / Group care(4) / Group care(5) / Group care(6) / Group care practice / Group home / Group living environment / Group moods / Group setting / Group work / Groups and families / Growth and development / Guiding philosophy in residential care

 
H

Happy people / Hard to serve youths / Harmonious parenting / Harmony vs discord / Having an effect / Health / Health needs / Health records / Healthy sexuality / Heart and soul / Help seeking behaviour / Helpful agency qualities / Helpful environments / Helpful juvenile detention / Helpers / Helping / Helping angry kids / Helping the helper / Helping transitions / Here and now / Heroic qualities of effective care workers / Historical(1) / Historical(2) / Historical approach to training / Historical: Homeless children / History / History of group care / Holding / Holding back / Homeless children(1) / Homeless children(2) / Homeless children(3) / Homeless children(4) / Homeless families / Homeless youth / Homelessness(1) / Homelessness(2) / Homophobic issues in residential care / Honesty / Honoring commitments / Hope(1) / Hope(2) / Hope and imagination(1) / Hope and imagination(2) / Hostility versus respect / Huffing / Humanism and other philosophies / Humor / Humor and healing / Hurdle help / Hurt children / Hypodermic affection

 
I

I am your neighbour / Ideas about the family / Ideals and limitations / Identities / Identity and relationship / Identity vs role confusion / Image of social care / Immediacy / Impediments to permanency / Importance of cooperation / Importance of fathers / Impulsivity and irrational beliefs / In-between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal/external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision-making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too long

 
J

Janusz Korczak(1) / Janusz Korczak(2) / Job satisfaction(1) / Job satisfaction(2) / Justice and fairness / Justice for children / Juvenile justice

 
K

Keeping children's needs paramount / Keeping parenting alive / Keys to inclusion / Kid whispering / King Matt / Knowing, doing and being / Knowledge / Knowledge as 'wings' / Knowledge in our field / Kurt Hahn(1) / Kurt Hahn(2) / Kurt Hahn on education

 
L

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

 
M

Maier on Redl / Making caring fashionable(1) / Making caring fashionable(2) / “Malingering” / Maltreatment / Management at the boundary / Management dilemma / Management of anxiety / Management or therapy? / 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

 
N

Names and roles / Narrative report / Natural learning / Natural world / Need and rights / Need for love(1) / Need for love(2) / Need for security / Need to be cared for / Needs and rights / Needs of parents / Needs of young men / Neglect(1) / Neglect(2) / Neill / Neill of Summerhill / New and noteworthy pactice / New approach to residential child care / New beginnings(1) / New beginnings(2) / Newcomer / New experiences / New meaning / New way / New ways of listening / New worker(1) / New worker(2) / New worker in a small town / New workers / Nicholas Hobbs / Night workers / No huggin' - no hope / Nonlinear approach to child care work / Nonlinear development / Normalisation and inclusion / Normative principle / Not helping / Notes of hope / Nurturing belonging / Nurturing talent

 
O

Occupational stress in child care work / Of theory / Offenders in residential facilities / On August Aichhorn and aggression / On being special and valued / On role models / On work with families / One child's story / Only people change people / Old and new / Open to experiences / Opening relationships / Opportunity versus threats / Optimism / Organizational change / Organizational development / Organisational/personal growth and development / Organizational process / Orphanage / Orphanages / Other staff / Other 23 hours / Our Field / Our identity and integrity / Our role as peace educators / Our stories / Outcome research / Outcomes(1) / Outcomes(2) / Outdoor programmes / Outdoor programmes for children / Out-of-home care / Owning supervision

 
P

Pain / Painful art of loving / Passion / Paradoxical relationship / Parent training / Parental discipline / Parental drug abuse / Parental involvement / Parenting(1) / Parenting(2) / Parenting(3) / Parenting(4) / Parenthood and stress / Parents(1) / Parents(2) / Parents(3) / Parents(4) / Parents as partners(1) / Parents as partners(2) / Participants or 'patients'? / Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure(1) / Peer pressure(2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / 'Persona' of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment(1) / Physical environment(2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting-out children / Planned ignoring / Planning / Play(1) / Play(2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture(1) / Positive peer culture(2) / Positive peer culture(3) / Positive peer culture in corrections / Positive peer culture problem-solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice(1) / Practice(2) / Practice skills training / Practice theory / Practice vs. organisation? / Praxis / Prayer / Preoccupation with risk / Prepackaged consequences / Prerequisites for intervention / Prerequisites of treatment / Prevention / Primary experience / Prime movers - and shakers / Principles / Principles of quality care / Proactive / Reactive / Problems to strengths / Process of integration / Profession / Professional child and youth care workers / Professional development / Professional field / Professional pessimism / Professional worker / Professionalization(1) / Professionalization(2) / Professionalization of CYC work / Program evaluation / Program size / Programming(1) / Programming(2) / Programming(3) / Programming(4) / Programmes and praxis / Programs for street children / Progressive schools / Projections / Promoting activities / Promoting resilience / Promoting resilience /  Psychodynamic approach / Psychodynamic care work / 'Psychological parent' / Psychopathology or coping / Psychotherapy / Psychotherapy and child & youth care / Punishment(1) / Punishment(2) / Punishment and reward / Pupils' backgrounds / Pushing buttons

 
Q

Quality costs money / Quality of care(1) / Quality of care(2) / Quality of life of institutions / Quality residential treatment / Questions about practice

 
R

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? / Relationships(1) / Relationships(2) / Relationships(3) / Relationships(4) / Relationships(5) / Relationships(6) / Relationships(7) / Relationships(8) / Relationships(9) / Relationships(10) / Relationships(11) / Relationships(12) / Relationships at risk / Relationships: Beginnings / Relationships, human resources / Relationships or shortcuts / Relative care / Remedial experiences / Remembering Redl / Removed children / Reparenting / Reparenting with respectful discipline / Report writing / Research / Research with children / Resident community / Resident group / Residential care(1) / Residential care(2) / Residential care(3) / Residential care(4) / Residential care(5) / Residential care(6) / Residential care(7) / Residential care and mental health / Residential care and personnel / Residential care in Spain / Residential care in Sweden / Residential care: Panacea to pariah / Residential care staff / Residential child care(1) / Residential child care(2) / Residential care: Media perceptions / Residential education / Residential educators / Residential placements / Residential practice / Residential settings or own environment? / Residential staff / Residential treatment(1) / Residential treatment(2) / Residential treatment(3) / Residential treatment(4) / Residential treatment and offenders / Residential treatment centers / Residential work(1) / Residential work(2) / Residential work(3) / Residential work(4) / Residential work(5) / Residential work(6) / Residential work(7) / Residential work(8) / Residential workers(1) / Residential workers(2) / Resilience(1) / Resilience(2) / Resilience(3) / Resilience(4) / Resilience(5) / Resilience(6) / Resilience(7) / Resilience: a third factor / Resistance to change / Respect and authority / Respect is earned and deserved / Respectful discipline / Responding professionally / Responses to behaviour challenges / Restorative conferencing / Restorative justice(1) / Restorative justice(2) / Restorative justice(3) / Restorative Justice in Schools / Restored or 'Re-storied' / Restoring social bonds / Restrained / Restraint(1) / Restraint(2) / Restraint reduction / Restrictive placements / Retention of group care workers / Retention of staff / Rethinking youthful defiance / Reversibility and recovery / Rhythmicity / Rhythmic interactions / Rhythms of care / Right questions / Rights and advocacy / Rights of children / Risk factors / Rites of passage(1) / Rites of passage(2) / Rites of passage(3) / Rites of passage(4) / Rites of passage(5) / Rites of passage(6) / Rites of passage(7) / Rites of passage(8) / Role of after-school / Role playing / Rootedness and independence / Routines of daily life / Rules / Runaways(1) / Runaways(2) / Runaways(3)

 
S

Sadness / Satisfaction of needs / Scapegoats / Scavenging / School aggression / School counselling / School or life? / 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 /

 
T

Taking a history / Taking a stance / Taking our place / Taxonomy / Teachable moments / Teacher-pupil contacts / Teachers and parents / Teachers and special kids / Teachers connecting with students / Teachers duties / Teaching / Teaching-Family model / Team and restorative practice / Team supervision / Team workers / Teamwork(1) / Teamwork(2) / Teamwork(3) / “Techniques” / Teen pregnancies / Teenage pregnancy: Practical help / Teenagers in trouble / Teens and body piercing / Telling our stories / Temperaments / Temptation / Ten C's of teamwork / Ten years in care / Tension between residential and field workers / Tentativeness and commitment / Termination(1) / Termination(2) / Termination(3) / Termination(4) / Termination(5) / Testing period / The children / Their needs and ours(1) / Their needs and ours(2) / Theoretical model / Theory and individuals / Theory and practice / Theory versus practice / Therapeutic child care / Therapeutic communities / Therapeutic community / Therapeutic humor / Therapeutic involvement of adolescents / Therapeutic management / Therapeutic process / Therapeutic relationship(1) / Therapeutic relationship(2) / Therapeutic space for children, young people / Thinking, feeling and behaving / Third millennium / Those with or without homes / Threat and hostility / Three concepts of program / Three levels of child care work / Ties that bind / To meet the demands of youth / Total Institutions / Touch(1) / Touch(2) / Training(1) / Training(2) / Training(3) / Training and practice / Training for therapeutic child care / Training in Australia / Transference and counter-transference(1) / Transference and counter-transference(2) / Transition / Transitioning / Transitioning from residential treatment / Trauma clients / Treasures / Treatment / Treatment approaches / Treatment classroom / Treatment efficacy / Treatment foster care(1) / Treatment foster care(2) / Treatment goals / Treatment of offenders / Treatment philosophy / Treatment plans / Treatment team / Trouble-makers / Troubled children teach us a lot about ourselves / Troubled youth / Troublesome adolescents / Truancy / True discipline / True discipline / Trust / Trust and talk / Two ethical theories / Two languages /

 
U

Unattached children / Understanding families / Understanding youth / Unconditional love / Unconditional relationships / Unconditional schools / Unconditional schools, relationships / Unfairness / Unhelpful contexts / Uniformity / Unintegration and milieu therapy / Unit activity programming / 'Unlovable' kids / Untapped experts / Unwanted behaviors / Use of restraint / Using life experiences / Using residential treatment 

 
V

Value assumptions / Value systems / Values and practice / Values behind theories / Verbal maltreatment / “Victims and Villains” / Victim in the dock / View from 1996 / Views from  Inside / Views of troubled youth / Violence and touch deprivation(1) / Violence and touch deprivation(2) / Violence between young people / Violence in children's narration / Virginia Axline / Vision for 2034 / Visit from Dr. Korczak / Visiting / Volunteers

 
W

Waging peace / Waifs for the West / Warehouse or greenhouse? / Way of living (1) / Way of living(2) / Ways of knowing / What do you say after you say hello? / What goes right / What I learned / What is new? / What is normal behavior? / What is relationship? / What is sexuality? / What motivates behavior / What motivates misbehavior / “When I am little again” / When parents separate / Who are the unreachables? / Who hurts? / Who needs them? / Who was Janusz Korczak? / Whole child / Why did you stay in child and youth care? / Why do I do it? / Why do it? / Why they run(1) / Why they run(2) / Wilderness programs / Wilderness vs. residential treatment / Word: 'treatment' / Words / Work(1) / Work(2) / Work(3) / Work(4) / Work with children and older adults / Work with disparate groups / Work with families(1) / Work with families(2) / Work with families(3) / Work with families(4) / Work with parents / Worker identity / Worker preparation / Worker qualification and knowledge / Worker skills / Workers and children in control hierarchies / Working assumptions / Working environment / Working knowledge(1) / Working knowledge(2) / Working with adolescent girls / Working with antisocial youth / Working with bullying / Working with children / Working with dads / Working with families(1) / Working with families(2) / Working with families(3) / Working with families(4) / Working with groups(1) / Working with groups(2) / Working with groups(3) / Working with parents / Worldwide youth culture / Wounded helper / Writing / Writing about child and youth care / Writing child and youth care / Writing process

 
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You, me and us / Young abusers(1) / Young abusers(2) / Young carers / Young child / Young children / Young men and suicide / Young offenders / Young people in care(1) / Young people in care(2) / Young people who abuse / Young people's reviews / Young people's views / Youth / Youth and/or family workers / Youth participation / Youth and society(1) / Youth and society(2) / Youth as interviewers / Youth crime / Youth Involvement / Youth suicide / Youth volunteering / Youth work / Youthworkers(1) / Youth workers(2)

 
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Zero tolerance and alternatives

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