BRIEF EXTRACTS, EACH SPOTLIGHTING A SINGLE IDEA

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  1  020415    Bringing our personal experiences to work
  2  020416    Difficult behaviours

  3  020417    Immediacy
  4  020418    Destruction and waste
  5  020419    Optimism
  6  020422    Competency models
  7  020423    New beginnings
  8  020424    Exclusion
  9  020425    Acceptance
10  020426    Four factors which trouble families
11  020429    Belief in interventions
12  020430    On being special and valued
13  020501    Giving responsibility
14  020502    Reading together
15  020503    Child care workers
16  020506    Care for the caregivers
17  020507    Don Bosco on Discipline
18  020508    Education and therapy
19  020509    Environment at Summerhill School
20  020510    Teachers and special kids
21  020513    Love in residential settings
22  020514    Activity programming
23  020515    A therapeutic space for children, young people
24  020516    Coercion
25  020517    Establishing a relationship
26  020520    Placed adolescents and their parents
27  020521    Heroic qualities of effective care workers
28  020522    Working with antisocial youth
29  020523    History
30  020524    Self-development
31  020527    Confidentiality
32  020528    Students, self and practice
33  020529    Blame vs. ecological perspective
34  020530    Becoming
35  020531    Satisfaction of needs
36  020603    Feelings
37  020604    Development and care
38  020605    AIDS orphans in Uganda
39  020606    Humor and healing
40  020607    Malingering
41  020610    The child, active or passive
42  020611    Ten years in care
43  020612    The counselling relationship
44  020613    Organizational development
45  020614    Promoting activities
46  020617    Caring and its discontents
47  020618    Permanency planning
48  020619    Scapegoats
49  020620    Writing about child and youth care    
50  020621    Bonding and separating out
51  020624    Steering a middle course

52  020625    What is sexuality?
53  020626    Crime: Individual or society?
54  020627    Receivers and providers of care
55  020628    On August Aichhorn and aggression
56  020701    Only people change people
57  020702    Bearing the burden of others
58  020703    Peacebuilding
59  020704    Staff integrity
60  020705    An apprenticeship of distress
61  020708    Complex problems, simple explanations
62  020709    Discipline with dignity
63  020710    First- and Second-order change
64  020711    Cross-cultural interaction
65  020712    Inter-staff relationships
66  020715    Unwanted behaviors
67  020716    Understanding youth
68  020717    The 'psychological parent'
69  020718    Not helping
70  020719    The buildings we use
71  020722    Unconditional relationships
72  020723    Significant adults
73  020724    Competence in context
74  020725    True discipline
75  020726    A better failing grade

76  020730    To meet the demands of youth
77  020731    Competence-based ecological perspective
78  020801    Family ties
79  020805    Aggression in youth
80  020806    Effective communication
81  020807    Being 'stuck'
82  020808    Reframing
83  020809    Effects of intervention
84  020812    Interactive learning
85  020813    Why did you stay in child and youth care?
86  020814    Touch
87  020815    Preoccupation with risk
88  020816    Contextual planning
89  020819    Programs for street children
90  020820    Social skills training
91  020821    Relating
92  020822    Child and youth care and mental health
93  020823    Hope and imagination
94  020826    Silent voices
95  020827    Rites of passage
96  020828    Our identity and integrity
97  020829    The experience of the children
98  020830    Shaping modifying environments
99  020902    Reintegrative shaming
100  020903   The painful art of loving
101  020904    Children's grief
102  020905    Responding professionally
103  020906    An arena for learning
105  020910    Critical moments
106  020911    Showing that life can be enjoyable
107  020912    Placement of acting-out children
108  020913    Challenging children and A. S. Neill
109  020916    The living relationship
110  020917    Children's work and child labour
111  020918    Emotions
112  020919    Field and residential workers
113  020920    Mixed developmental stages
114  020923    Adult tasks and treatment provision
115  020924    Children whose defenses work overtime
116  020925    Residential settings or own environment?
117  020926    Clinical application of humour
118  020927    Prerequisites of treatment
119  020927    Children of alcoholics
120  021001    Dominance and equality in the relationship
121  021002    Good moves
122  021003    Motivation and youth in care
123  021004    Evaluating outcome
124  021007    Positive peer culture in corrections
125  021008    The life space interview
126  021009    Succeeding with at-risk youth
127  021010    Relationship work or quick-fix methods?
128  021011    Cultural awareness in care workers
129  021014    Residential workers
130  021015    Story, time, motion, place
131  021016    Sharing and bearing with a child
132  021017    Names and roles
133  021018    Relationships
134  021021    Listening
135  021022    Health
136  021023    Job satisfaction
137  021024    Detached youth workers
138  021025    Assessment of problems
139  021028    Loving the unlovable
140  021029    Working assumptions
141  021030    Levels of intervention
142  021031    Who are the unreachables?
143  021101    Facilitating family bonds
144  021104    Attachment and attachment behavior
145  021105    Prerequisites for intervention
146  021106    Respect is earned and deserved
147  021107    Involvement of families
148  021108    Indulging the deprived child
149  021111    The milieu
150  021112    Do it this way
151  021113    New worker in a small town
152  021114    Adolescent abusers
153  021115    Attention giving and receiving
154  021118    Group moods
155  021119    Competence
156  021120    A positive context for residential placements
157  021121    Consequences
158  021122    Aggression and counter-aggression
159  021125    Rootedness and independence
160  021126    A working knowledge
161  021127    Helping
162  021128    Change and child care workers
163  021129    Social competence
164  021202    Independent living skills
165  021203    Relationships, human resources
166  021204    Relationship resistant youth
167  021205    Organizational change
168  021206    Quality of life of institutions
169  021209    Cultural competence
170  021210    Unconditional schools, relationships
171  021211    Fritz Redl
172  021212    Discipline
173  021213    Treatment philosophy
174  021216    Evaluation
175  021217    Staff and sexual orientation
176  021218    Learning to care for others
177  021219    Messages
178  030106    Re-EDucation
179  030107    Streetsmart kids
180  030108    Troubled youth

181  030109    Single cause
182  030110    Anger in a disturbed child

183  030113    Views from  Inside
184  030114    Child and youth care work unique
185  030115    Believing in fostering
186  030116    Who was Janusz Korczak?

187  030117    Young abusers
188  030120    Ego control
189  030121    Rights of children
190  030122    The meaning of games

191  030123    The routines of daily life
192  030124    Empowerment
193  030127    Containment
194  030128    No huggin' no hope
195  030129    Quality costs money
196  030130    Do schools teach aggression?
197  030131    Activity groups
198  030203    Young people's reviews
199  030204    Why they run
200  030205    Work with disparate groups
201  030206    Family centered practice
202  030207    Don't ratl the kiDS
203  030210    Isolation rooms

204  030211    Residential care
205  030212    Extracts on empathy
206  030213    Restorative justice
207  030214    Verbal maltreatment
208  030217    Ecological perspective
209  030218    Critical thinking
210  030219    Zero tolerance and alternatives
211  030220    The reclaiming environment
212  030221    The newcomer
213  030224    Lifestyles
214  030225    Philosophy on behaviour
215  030226    Assessment with care
216  030227    Play
217  030228    Ethics in practice
218  030303    Professional Pessimism
219  030304    Intercultural relationships
220  030305    Effective intervention
221  030306    Supervision
222  030307    Practice vs. organisation?
223  030310    Relationships or shortcuts?
224  030311    Freud on Aichhorn
225  030312    Reductive praxis
226  030313    Adult attention
227  030314    Relationships
228  030317    Self formation
229  030318    A divided team
230  030319    Family treatment
231  030320    Youth Involvement
232  030321    The need to be cared for
233  030324    AD/HD approaches
234  030325    Relationship
235  030326    Self awareness for facilitators
236  030327    Creating curiosity
237  030328    Unconditional love
238  030331    Carpe minutum
239  030401    Parents as partners
240  030402    Change
241  030403    The resident community
242  030404    Treasures
243  030407    Irrational acceptance
244  030408    Displays of dignity
245  030409    Children's rights
246  030410    Evaluation
247  030411    Treatment foster care
248  030414    Moral judgment
249  030415    Old and new
250  030416    Teenage pregnancy: Practical help
251  030417    Supervision and teaching
252  030418    Positive peer culture
253  030422    Gang culture
254  030423    Mother love
255  030424    Female offenders
256  030425    Pinocchio
257  030429    Global messages
258  030430    Two ethical theories
259  030501    The word 'treatment'
260  030502    Their needs and ours'
261  030505    Moving beyond the walls
262  030506    Philosophy
263  030507    Some unanswered questions
264  030508    Relating to the resister
265  030509    Remembering Redl
266  030512    Motivating
267  030513    Notes of hope
268  030514    New workers
269  030515    Rules
270  030516    Pushing buttons
271  030519    When I am little again
272  030520     Regular exercise
273  030521     Punishment
274  030522     Meaning of behaviour
275  030523     Self-blame
276  030526     Our stories
277  030527     Authority, control and respect
278  030528     Reparenting
279  030529     Physical environment
280  030530     Making caring fashionable
281  030602     Individual sessions
282  030603     The family model
283  030604     Ethics of treatment
284  030605     Systems
285  030606     The meaning of life
286  030609     Techniques
287  030610     Open to experiences
288  030611     Recent ramblings
289  030612     Worker skills
290  030613     Alternative discipline
291  030616     Cause and behavior
292  030617     Discipline and profession
293  030618     Relationships
294  030619     Relationships
295  030620     Development
296  030623     Runaways
297  030624     Trauma clients
298  030625     Staff support
299  030626     The treatment classroom
300  030627     Unattached children
301  030630     Attachment issue
302  030701     Suicide attempts
303  030702     Learning basic skills
304  030703     Art therapy
305  030704     A way of living
306  030707     New ways of listening
307  030708     Ethics
308  030709     Competency today
309  030710     Barriers to healthy lifestyles
310  030711     Uniformity
311  030714     Residential care: Panacea to pariah
312  030715     Tentativeness and commitment
313  030716     Art therapy
314  030717     The mirror exercise
315  030718     Management of anxiety
316  030721     Residential Care
317  030722     Personnel
318  030723     Authority
319  030724     Working with families
320  030725     Of theory
321  030728     Small groups
322  030729     Working environment
323  030730     ECD principles
324  030731     CYC 20 years ago
325  030801     Restorative justice
326  030804     Threat and hostility
327  030805     The art of leadership
328  030806     Developing alternatives
329  030807     The dependence cycle
330  030808     Relationships
331  030811     Detached youthwork
332  030812     Questions about practice
333  030813     The need for love
334  030814     Taking our place
335  030815     Reality rubbing
336  030818     The dialectic of care
337  030819     Listen to youth
338  030820     Ideas about the family
339  030821     The meaning of being in care
340  030822     The courage to care
341  030825     Behaviour support plans
342  030826     Community capacity
343  030827     Developing an identity
344  030828     The resident group
345  030829     Direct care practice
346  030901     Planning
347  030902     Culture and models
348  030903     Kurt Hahn on education
349  030904     Teamwork
350  030905     Independent living
351  030908     Parenting
352  030909     A visit from Dr. Korczak
353  030910     Development and care
354  030911     Their needs and ours
355  030912     Promoting resilience
356  030915     Growth and development
357  030916     Programming
358  030917     Successful careers
359  030918     Child's play
360  030919     Therapeutic humor
361  030922     Montagu on Neill
362  030923     Perceptions
363  030924     One child's story

364  030925     Impediments to permanency
365  030926     Recording
366  030929     Common needs
367  030930     Social Pedagogy
368  031001     Powerful environment
369  031002     Self-injury
370  031003     Restorative justice
371  031006     Developmental work
372  031007     Positive peer culture
373  031008     True discipline
374  031009     Limits
375  031010     Storybook reading
376  031013     Awareness
377  031014     Assessing strengths
378  031015     Facilitation
379  031016     Life space interview
380  031017     Conflict resolutions
381  031020     Suicide risk
382  031021     Care worker turnover
383  031022     Socratic questioning
384  031023     Childcare workers in Ireland
385  031024     Parents as partners
386  031027     Countering depression
387  031028     Owning supervision
388  031029     Help seeking behaviour
389  031030     Affiliation of rejected youth
390  031031     Child in pain
391  031103     Fighting
392  031104     The profession
393  031105     Supervision
394  031106     Children's rights
395  031110     Youth crime
396  031111     Family work
397  031112     The group
398  031113     Effective teamwork
399  031114     You, me and us
400  031117     Family work
401  031118     Health records
402  031119     Four steps
403  031120     The inner world
404  031121     Defining emotional abuse
405  031124     Caring relationships
406  031125     School restorative conferencing
407  031126     Testing period
408  031127     Ego breakdown
409  031128     Interpersonal responses
410  031201     Virginia Axline
411  031202     Organizational process
412  031203     Ideals and limitations
413  031204     Prepackaged consequences
414  031205     Experiences of adoption
415  031208     The detached worker
416  031209     Family work
417  031210     Remedial experiences
418  031211     Teacher-pupil contacts
419  031212     Needs of parents
420  031215     Child behaviour and family functioning
421  031216     Bodily comfort

422  031217     Systems vs developmental views
423  031219     Identity vs role confusion
424  031222     Changing a child's world view
425  040105     Competency promotion
426  040106     Crafting strategy
427  040107     Questions
428  040108     Interview
429  040112     Families
430  040113     Family support
431  040114     Unhelpful contexts
432  040115     Individual demands
433  040119     Intergenerational programs
434  040120     Needs of young men
435  040121     Getting involved
436  040122     Program size
437  040123     Irish view
438  040126     Carers
439  040127     Motivating staff
440  040128     Commitment to care
441  040129     Young offenders
442  040130     Children's stress
443  040202     The parents
444  040203     Janusz Korczak
445  040204     Rejected youth
446  040205     Professionalization
447  040206     Staff selection
448  040209     Learning to listen
449  040210     Family foster care
450  040211     Teamwork
451  040212     Competence
452  040213     Structure of activities
453  040216     Masculinity
454  040217     The management dilemma
455  040218     Awareness
456  040223     A way of living
457  040224     Thinking, feeling and behaving
458  040225     Supervision
459  040308     Child carers
460  040309     Words
461  040310     Control and relating
462  040311     Movement
463  040312     Listening to children
464  040315     Principles
465  040316     Mealtimes
466  040317     Activities
467  040318     Building relationships
468  040319     Working with families
469  040322     Rights and Advocacy
470  040323     Interest contagion
471  040324     Context
472  040325     Anxiety
473  040326     Having an effect
474  040329     Gangs
475  040330     'Unlovable' kids
476  040331     Relative care
477  040401     Rancor
478  040402     Culture
479  040405     Identities
480  040406     Learning
481  040407     Nicholas Hobbs
482  040408     Teaching
483  040412     Justice for children
484  040413     Group work
485  040414     Exclusion
486  040415     Adultism
487  040416     Values behind theories
488  040419     Quality-of-care
489  040420     Homelessness
490  040421     Fostering
491  040422     Writing
492  040423     Acceptance
493  040426     Care worker role
494  040427     Leadership styles
495  040428     Albert Trieschman
496  040429     Affirmation
497  040503     Foster placement disruption
498  040504     Space under threat
499  040505     Frustration
500  040506     The dining room
501  040507     The right questions
502  040510     Community capacity
503  040511     Ego disorganization
504  040512     Introducing supervision
505  040513     Street children
506  040514     Youth workers
507  040517     Adult attitudes
508  040518     Temperaments
509  040519     Projections
510  040520     Children's emotions
511  040521     Truancy
512  040524     Relationships
513  040525     Excluding parents
514  040526     Ties that bind
515  040527     Child and youth care
516  040528     Role playing
517  040531     Bullying
518  040601     Reading
519  040602     Suicide
520  040603     Staff morale
521  040604     Wilderness programs
522  040607     Relatedness and control
523  040608     Troublesome adolescents
524  040609     Spirituality
525  040610     The excluded as not addressable individuals
526  040611     Flexibility
527  040614     Decision making
528  040615     Self
529  040616     Here and now
530  040617     Interpersonal dependence
531  040618     Placement
532  040621     Children and television
533  040622     Hope
534  040623     Teachers connecting with students
535  040624     Discipline and Liberty
536  040625     Trust and talk
537  040628     Self exposed
538  040629     Personal resources
539  040630     Theory and practice
540  040701     Involving families
541  040702     Five words
542  040705     Therapeutic child care
543  040706     Developing close relationships
544  040707     Burnout
545  040708     Alternatives to residential care
546  040709     Respect and authority
547  040712     Developing peer helping groups
548  040713     Discipline
549  040715     Caring
550  040716     Assessments
551  040719     Adolescent sexual abusers
552  040721     Consulting children
553  040722    
Class teacher
554  040723     Telling our stories
555  040726     Contracting
556  040727     Resilience: a third factor
557  040728     A developmental perspective
558  040729     Belonging
559  040730     Enjoyment
560  040802    
Patterns
561  040803     Separation and Loss
562  040804     Runaways
563  040805     Reversibility and recovery
564  040806     Youth work
565  040809    
Opening relationships
566  040810     Freedom and choice
567  040811     Education
568  040812     Juvenile justice
569  040813    
Resistance to change
570  040816     Street youth and prostitution
571  040817     Personal integrity
572  040818     Community
573  040819     Adults as enemies
574  040820     The cost of prevention
575  040823     Physical environment
576  040824     Personal qualities
577  040825     Family support work
578  040826     Casing
579  040827     Milieu
580  040830     Care for others
581  040831     The young child
582  040901     Burnout
583  040902     The Importance of fathers
584  040903     Family secrecy
585  040906     Significant learning
586  040907     Spatial arrangements
587  040908     The Coaching approach
588  040909     Anxious anxiety
589  040910     Pain
590  040913    
Homeless children
591  040914     A Worldwide youth culture
592  040915     New meaning
593  040916     Family group conferences
594  040917     Play, work and growth
595  040920     The points and levels dilemma
596  040921    
Interpretation as interference
597  040922    
Spiritual well-being
598  040923     Family involvement
599  040927     Discipline
600  040928     Practice
601  040929     My care experience
602  040930     Caregiver roles
603  041001     Cross purposes
604  041004     Transference and counter-transference
605  041005     Including families
606  041006     Indications for treatment
607  041007     Advocacy children and parents
608  041008     Temptation
609  041011     The milieu staff
610  041012     Three levels of child care work
611  041013     The group
612  041014     Schools
613  041015     Hypodermic Affection
614  041018     The natural world
615  041019     The relationship
616  041020    
Parents
617  041021    
Symbolic communication
618  041022     The relationship-resistant child
619  041025     Waifs for the West
620  041026     Progressive schools
621  041027     The Story Unfolding
622  041028     Permanency Planning and Residential Care
623  041029    
Ethics and legislation
624  041101     Pupils' backgrounds
625  041102     Learning to dance
626  041103    
Resilience
627  041104     Foster care
628  041105     'Get Tough' responses
629  041108     Taking a stance
630  041109     Pessimistic approaches
631  041110     Meaning-making
632  041111     Helping angry kids
633  041112     Motivation and learning
634  041115     Treatment of offenders
635  041116    
Choices in caring
636  041117    
Service user involvement
637  041118    
Honesty
638  041119     Cookies
639  041122     Children of alcoholics
640  041123     The wounded helper
641  041124     Dibs
642  041125     Unit Activity programming
643  041126     Hurdle help
644  041129     The family
645  041130     The Ecology of a Caring Environment
646  041201     Teachers duties
647  041202     Spaces
648  041203     Primary experience
649  041206     Aggression replacement training
650  041207     Stress
651  041208     Families
652  041209     Youth and/or family workers
653  041210     Families and children
654  041213     Social change
655  041214     Involving young people
656  041215     Development and care
657  050110     The bullies and the bullied
658  050111     Drug use and parental involvement
659  050112     Management at the boundary
660  050113     Distorted private logic
661  050114     Coercion and compliance
662  050117     Abuse or neglect
663  050118     Children who hate
664  050119     Diversion
665  050120     The elusive family
666  050121     St. John Bosco
667  050124     Small group living
668  050125     Effects of maltreatment
669  050126     Connotations
670  050127     Activity
671  050128     Self-expressions
672  050131     Peer pressure
673  050201     Foster Care in Ireland
674  050202     Longitudinal studies
675  050203     Celebrate
676  050204     Residential child care
677  050207     King Matt
678  050208     Self-injury
679  050209     Therapeutic communities
680  050210     Outcomes
681  050211     Leadership
682  050214     Historical
683  050215     Teachers and parents
684  050216     Delinquency programs
685  050217     Residential placements
686  050218     Adolescent male sexual abusers
687  050221     Finding our voices
688  050222     Adolescents in residential care
689  050223     Health needs
690  050224     Status of care workers
691  050225     Identity and relationship
692  050228     Image of social care
693  050301     Attachment and autonomy
694  050302     Get 'em out!
695  050303     Experience of a foster child
696  050304     Challenging behaviours
697  050307     Restraint
698  050308     Working with families
699  050309     Family reunification
700  050310     Music therapy
701  050311     The writing process
702  050314     Arts for offenders
703  050315     The school setting
704  050316     The keys to inclusion
705  050317     Child health in foster care
706  050318     Attachment
707  050321     Parents
708  050322     Care, learning and treatment
709  050323     The school's contribution
710  050324     Effects of residential group care
711  050329     Working knowledge
712  050330     Messages we give
713  050331     Self-supervision
714  050401     Transitioning from residential treatment
715  050404     Generosity
716  050405     The dynamics of aggression
717  050406     Listening to children
718  050407     Removed children
719  050408     Relationships
720  050412     Youth and Society
721  050413     Learning
722  050414     Forming Attachments
723  050415     Pleasures
724  050418     Adhesive Learners
725  050419     For all children
726  050420     Programmes & Praxis
727  050421     Street children
728  050422     Mental health of young people in state care
729  050425     Discovering the Unknown Island
730  050426     Children who hate
731  050427     Art therapy
732  050428     Institutional care in Germany
733  050429     Relationships: Beginnings
734  050503 
    Leadership in a therapeutic environment
735  050504     Helping the helper
736  050505     Coercion and compliance
737  050506     The importance of cooperation
738  050509     A guiding philosophy in residential care
739  050510     Social skills training
740  050511     Change in world view
741  050512     Learning in the experiential group
742  050513     Staff values and discipline
743  050516     Life space interviews
744  050517     Worker qualification and knowledge
745  050518     Assign appropriate responsibility
746  050519     The role of after-school
747  050520     Concurrent work with family and child
748  050523     On role models
749  050524     Homeless children
750  050525     Attachment representations
751  050526     Life Space Interventions
752  050527     A paradoxical relationship
753  050530     Hostility versus respect
754  050531     Holding back
755  050601     Men in child and youth care
756  050602     A developmental perspective
757  050603     Outdoor programmes for children
758  050606     Boundary issues in supervision
759  050607     The milieu
760  050608     Respectful discipline
761  050609     Differences and teams
762  050610     Competence
763  050613     Our role as peace educators
764  050614     Working with families
765  050615
     Why do it?
766  050616     Theory versus practice
767  050617     Crime prevention through development
768  050620
     Theory and individuals
769  050621
     Empowerment
770  050622
     Assisting transition
771  050623
     Making caring fashionable
772  050624
     What motivates behavior
773  050627     Victims and Villains
774  050628
     The inside kid
775  050629
     Children who hate
776  050630
     Understanding families
777  050701
     Restraint
778  050704
     Reflection
779  050705
     Foster care: What could have been done differently
780  050706
     Escape from Freedom
781  050707
     Adolescents and substance abuse
782  050708
     Dance
783  050711
     Students
784  050712
     The context of relationship
785  050713
     Historical approach to training
786  050714     Tension between residential and field workers
787  050718     Knowledge as 'wings'
788  050719
     Power and control
789  050720     Supervision and practice
790  050721
     A competence-centered perspective
791  050722
     Mentoring programs
792  050725
     Promoting resilience
793  050726
     The Ten C's of Teamwork
794  050727     Dimensions of programme
795  050728
     Dads
796  050729
     Powerful life events
797  050801
     The eternal umbilicus
798  050802
     A prayer
799  050803     Educational environments in care
800  050804
     Individual experiences
801  050805     Participants or 'patients'?
802  050808     Assessment
803  050810     Inclusion
804  050811     Ethical practice
805  050812     Principles of quality care
806  050815     Opportunity versus threats
807  050816     Research
808  050817     Neglect
809  050818     Connecting
810  050819     Teenagers in trouble
811  050822     Unfairness
812  050823     Life-space supervision
813  050824     Silence
814  050825     Mental health
815  050826     Sex education
816  050829     Connect, clarify and restore
817  050830     Family foster care
818  050831     Interventions
819  050902     Foster care
820  050905     Volunteers
821  050906     Family work
822  050907     Context
823  050908     Care workers (1983)
824  050909     Attachment with staff
825  050912     Supervision formats
826  050913     Abuse and the media
827  050914     Rhythmic interactions
828  050915     Being aware
829  050916     Reconstruction of parenthood
830  050919     Family intervention
831  050920     Sexual abuse in an institutional setting
832  050921     Honoring commitments
833  050922     Nonlinear approach to child care work
834  050923     The Positive Peer Culture problem-solving list
835  050926     Residential care in Spain
836  050927     Organisational/personal growth and development
837  050928     The family
838  051003     Aggressive behavior in schools
839  051004     A philosophy of care
840  051005     The elusive family
841  051006     My safety in care
842  051007     Family support services
843  051010     Points and levels
844  051011     Metaphors of care
845  051012     Externalizing behavior problems
846  051013     Doing foster care
847  051014     Self-mutilation
848  051017     Education and autonomy
849  051018     Quality of care
850  051019     Ethical decision making
851  051020     Deprivation and communication
852  051021     The effects of residential schooling
853  051024     Workers and children in control hierarchies
854  051025     Relationship
855  051026     Care and development
856  051027     Relationship beachheads
857  051028     Staff morale in children's homes
858  051031     Abused children
859  051101     What I learned
860  051102     Resilience
861  051103     Street children
862  051104     Children's homes in UK
863  051108     Responses to behaviour challenges
864  051109     What is relationship?
865  051110     Ethical development
866  051114     Men as dads
867  051115     Transference and countertransference
868  051116     Youthworkers
869  051117     Unconditional schools
870  051118     Huffing
871  051121     Violence and touch deprivation
872  051122     Empathising
873  051124     Client self-determination
874  051125     Hope and imagination
875  051128     Deficits and strengths
876  051129     Developmental rites of passage
877  051130     Groups and families
878  051201     Children's feelings
879  051202     Team supervision
880  051205     Communicating
881  051206     School counselling
882  051207     The normative principle
883  051208     Appointments: The panel interview
884  051209     Homeless youth
885  060111     Experience of group care
886  060112     Sexual abuse recovery work
887  060113     Supervision wish list
888  060116     The 'persona' of the residential center
889  060117     Meaning making
890  060118     Congruence in children's best interest
891  060119     Spiritual connection
892  060120     Developing relationships
893  060123     Offenders in residential facilities
894  060124     Youth as interviewers
895  060125     Ways of knowing
896  060127     Stress in child care work
897  060130     Rites of passage
898  060131     Support for self-harm
899  060201     Social care the field
900  060202     Teachable moments
901  060203     Supervision: Parallel process
902  060206     Waging peace
903  060207     Interpreting behaviour
904  060208     Unintegration and milieu therapy
905  060209     Kid whispering
906  060210     Residential care and personnel
907  060213     Direct care workers
908  060215     Families
909  060216     Peer pressure
910  060217     Family work demands
911  060220     Harmony vs discord
912  060223     Work with children and older adults
913  060224     Fragile learning points
914  060227     Fathering attitudes and practices
915  060302     Relationship building
916  060303     Activities
917  060306     Approach
918  060307     Messages
919  060308     Social skills training
920  060309     Developmental perspective
921  060310     Locked confinement
922  060313     Psychopathology or coping
923  060314     School or life?
924  060315     The group home
925  060316     Permission
926  060317     Containment
927  060320     Men in caring work
928  060322     Working with groups
929  060323     Competent child
930  060324     Collaboration
931  060327     Supervisor insecurity
932  060328     Process of integration
933  060329     Questions
934  060330     Sexual Abuse
935  060331     Treatment efficacy
936  060403     Knowledge
937  060404     The future of social care
938  060405     Assessment
939  060406     Programming
940  060410     Individuals and groups
941  060411     Educating
942  060412     Young people who abuse
943  060413     Residential care
944  060418     Children and power
945  060419     Street children
946  060420     Residential care
947  060421     Work with families
948  060424     Definition of need
949  060425     Residential treatment centers
950  060426     Family treatment in Denmark
951  060428     Residential care
952  060502     Homeless families
953  060503     Family collaboration
954  060504     Context
955  060505     Being there
956  060508     Behaviours
957  060509     Commissioner for children
958  060510     Care leavers
959  060511     Therapeutic involvement of adolescents
960  060512     Family engagement in group care
961  060515     Supervision and ethics
962  060516     Rites of passage
963  060517     Termination
964  060518     Nurturing belonging
965  060519     Moving beyond conflict
965  060519     Moving beyond conflict
966  060522     Healthy sexuality
967  060523     Social skills training
968  060524     Training
969  060525     Family work
970  060526     Book: residential care
971  060529     Residential education
972  060531     Love is vulnerable
973  060601     Difficulties in care
974  060602     Myth
975  060605     Supervision
976  060606     Residential treatment and offenders
977  060607     Restorative conferencing
978  060608     Peer group treatment
979  060609     Views of troubled youth
980  060612     Practice
981  060613     Direct care practice
982  060614     Report writing
983  060615     Team and restorative practice
984  060619     Loneliness
985  060620     Life space interview
986  060621     Rites of passage
987  060622     Conflict management
988  060623     The parents
989  060626     Street kids
990  060627     Parenting
991  060628     Ego disorganisation
992  060629     History of group care
993  060630     Learning to care for others
994  060703     Educating street children
995  060704     Clear thought
996  060705     Relationships
997  060706     Life space supervision
998  060707     Residential work
999  060710     Relationship beachheads
1000  060711   Child Care Workers
1001  060712   Defining our work
1002  060713   Reflections on Dr. Albert Trieschman
1003  060714   Residential work
1004  060717   Residential workers
1005  060718   Confidentiality
1006  060719   Young people's views
1007  060720   Research with children
1008  060721   Residential educators
1009  060724   Youth and society
1010  060725   Engaging
1011  060726   Using residential treatment
1012  060727   Helpers
1013  060728   Violence between young people
1014  060731   Visiting
1015  060801   Residential care
1016  060802   Looked after children
1017  060803   Intimate familiarity
1018  060804   The street corner
1019  060807   Power
1020  060808   Early adolescents in care
1021  060810   Ambiguity
1022  060811   The third millennium
1023  060814   Patient satisfaction
1024  060815   Attitude control
1025  060816   Young men and suicide
1026  060817   Relationship strategies
1027  060818   Social policy
1028  060821   Residential treatment
1029  060822   Meaning making
1030  060823   A new way
1031  060824   Treatment foster care
1032  060825   Care workers
1033  060828   Training and practice
1034  060829   Quality residential treatment
1035  060830   Insecure attachment
1036  060831   Young people in care
1037  060901   Happy people
1038  060904   Social care in Ireland
1039  060905   Narrative report
1040  060906   Humor
1041 060907    Discipline
1042 060908    Reflection
1043 060911    My self
1044 060912    Strengths
1045 060913    A Child perspective in FGC
1046 060914    Neglect
1047 060915    Reclaiming
1048 060918    Regular Supervision
1049 060919   Total Institutions
1050 060920  Historical: Homeless children
1051 060921  The need for love
1052 060922  Systems
1053 060925  Residential work
1054 060927  Leadership
1055 060928  Sadness
1056 061002  Mothering
1057 061004  Treatment
1058 061005  Selfishness / altruism
1059 061006  Classroom meetings
1060 061009  Young carers
1061 061010  Fritz Redl
1062 061011  Natural learning
1063 061012  Child and youth care education
1064 061013  Taxonomy
1065 061016  The treatment team
1066 061018  Training for therapeutic child care
1067 061019  The group setting
1068 061020  Developing an identity
1069 061023  Labeling
1070 061024  Restrained
1071 061025  Rights of passage
1072 061026  Empowerment
1073 061027  Individual antisepsis
1074 061030  Self renewal
1075 061031  Individual differences
1076 061101  Group living environment
1077 061102  Counsellors and teachers
1078 061103  Individual and residential treatment
1079 061106  The orphanage
1080 061107  Residential care staff
1081 061108  Child care and the organization
1082 061109  Street children
1083 061110  Keeping children's needs paramount
1084 061113  Discipline
1085 061114  Play
1086 061115  Finishing care
1087 061116  Values and practice
1088 061117  Men in children's lives
1089 061120  Daily living settings
1090 061121  Relationships
1091 061122  Definitions
1092 061123  Restorative Justice in Schools
1093 061124  Peers
1094 061127  Relationship
1095 061128  Foster children
1096 061129  Proactive / Reactive
1097 061130  Systems thinking
1098 061201  Depression
1099 061204  What goes right
1100 061205  Assessment
1101 061206  Reflection
1102 061207  Demonizing Youth
1103 061208  Working with Bullying
1104 061211  Restored or 'Re-storied'
1105 061212  Community child care workers
1106 061213  Activity planning
1107 061214  Structuring the relationship
1108 061215  From blue to pink - just get over it!
1109 070108  What is new
1110 070109  Family
1111 070110  Educational Diagnosis
1112 070111  Transition
1113 070112  Training
1114 070115  Residential work
1115 070116  Everyday life events
1116 070117  Prevention
1117 070118  Children who were in care
1118 070119  Maier on Redl
1119 070122  Philosophy in careworker training
1120 070123  The need for security
1121 070124  Core categories
1122 070125  Early treatment goals
1123 070126  The therapeutic relationship
1124 070129  Freedom not licence
1125 070130  Caregiver's dilemma
1126 070131  Self in family work
1127 070202  Stigma
1128 070205  Other staff
1129 070206  Outcome research
1130 070207  Men in social care work
1131 070209  Solution-focused principles
1132 070212  Communicating with guarded children
1133 070214  Being and staying
1134 070216  Symptom tolerance guaranteed
1135 070219  Loss and grief
1136 070221  Social networks in restricted settings
1137 070223  Internal/external control
1138 070226  Violence and touch deprivation
1139 070228  Helpful juvenile detention
1140 070302  Systems and spheres of influence
1141 070305  Staff training groups in institutions
1142 070307  Intuitive decision-making
1143 070309  Adolescent substance abuse
1144 070312  Planned ignoring
1145 070314  Teens and body piercing
1146 070316  Moral restraint
1147 070319  Culture and individuals
1148 070321  Practice skills training
1149 070323  Child Advocacy
1150 070326  The powerlessness of punishment
1151 070328  Individual recognition
1153 070402  Continuum of care challenged
1154 070404  Mutual helping
1155 070409  Disengaging from hostility
1156 070411  New worker
1157 070413  Change theory
1158 070416  Environments of respect
1159 070418  The child saving movement
1160 070420  Relationship
1161 070423  Supervision
1162 070425  Consultancy
1163 070427  Impulsivity and irrational beliefs
1164 070430  Work with families
1165 070502  Treatment plans
1166 070504  Relationship difficulties (sexually abused young people)
1167 070507  Humanism and other philosophies
1168 070509  Attention seeking
1169 070511  Normalisation and inclusion
1170 070514  Lifespace work
1171 070516  Out-of-home care
1172 070518  Three concepts of program
1173 070521  Retention of staff
1174 070523  Peer subcultures
1175 070525  Aggression
1176 070528  Curative education
1177 070530  Transitioning
1178 070601  Outcomes
1179 070604  Effects of residential care
1180 070606  Milieu treatment
1181 070608  Support for self-harm
1182 070611  Professional child and youth care workers
1183 070613  School restorative conferencing
1184 070615  New beginnings
1185 070618  Choices for youth
1186 070620  Trouble-makers
1187 070622  Defining the carer
1188 070625  Young people in care
1189 070627  Systemic thinking
1190 070629  Family Group Conference
1191 070701  A New Approach to Residential Child Care
1192 070704  Who needs them
1193 070706  Suicidal behaviour in GLB youth
1194 070709  The new worker
1195 070711  Alleviation of stress
1196 070713  Termination
1197 070716  Knowledge in our field
1198 070718  Reparenting with respectful discipline
1199 070720  What do you say after you say hello?
1200 070723  Helpful agency qualities
1201 070725  Family centres
1202 070727  CYC practice as psychotherapy
1203 070730  New and noteworthy pactice
1204 070801  Broad and in-depth thinking
1205 070803  Co-operation between children
1206 070806  Children in care
1207 070808  Theoretical model
1208 070810  Approach to family work
1209 070813  Attachment: Research and practice
1210 070815  Children's views
1211 070817  Psychotherapy and child & youth care
1212 070820  Families and alcohol
1213 070822  Using life experiences
1214 070824  Change
1215 070827  Professional field
1216 070829  Ecological perspective
1217 070831  Relational interventions



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