Patricia Murphy is requesting a $40,000 grant from the Althea Foundation for Josie's Place, a bereavement counseling program she directs. Josie's Place provides monthly support groups for grieving children, teens, and their caregivers. It also offers annual volunteer training and high school outreach on grief. Research shows unresolved childhood bereavement can lead to problems like isolation, substance abuse, and gang involvement. Josie's Place aims to help bereaved youth and families work through grief in a healthy way to prevent later issues. The grant would fund art supplies and staffing for the counseling groups.
1) The document outlines PhilHealth's strategic goals to achieve universal healthcare in the Philippines, including financial risk protection through expanded enrollment, improved access to quality healthcare facilities, and attainment of health-related UN Millennium Development Goals.
2) PhilHealth's vision is for "Every Filipino [to be] a Member, Every Member Protected, Our Health is Secure" and its mission is to provide "Fair Benefits for Every Member, Quality Service for All."
3) PhilHealth aims to enroll the entire population for basic healthcare needs coverage and contribute to all medical transactions so patients can utilize benefits packages without financial fears of illness.
This letter requests relief goods from the Secretary of the Department of Social Welfare and Development to aid victims of Typhoon Ondoy. It outlines a collaborative approach involving local governments, non-profits, communities, and churches to provide disaster relief, psychosocial intervention, livelihood training, and rehabilitation. The psychosocial intervention aims to reduce distress and promote well-being through art, music, dance, and play therapy. It also describes plans to provide livelihood skills training and small business development assistance. The letter requests relief goods to distribute to over 36,000 affected individuals in 11 barangays in Tanay, Rizal.
The document summarizes the Special Program for Employment of Students (SPES) which helps poor students and out-of-school youth pursue their education through summer or Christmas employment. It outlines the program participants as students aged 15-25 from low-income families and out-of-school youth, and employers with 10+ employees. Students are employed for 20-52 days during summer or 10-15 days over Christmas at 60% wage paid by employers and 40% by DOLE education vouchers for tuition.
The document provides information on how to register a cooperative with the Cooperative Development Authority (CDA) in the Philippines. There are 9 steps to registering a cooperative: 1) organize members, 2) reserve the cooperative name, 3) prepare an economic survey, 4) prepare bylaws, 5) prepare articles of cooperation, 6) secure bonds for accountable officers, 7) execute a treasurer's affidavit, 8) complete cooperative education, 9) register with CDA. Registration fees vary from 500 PHP for primary cooperatives to 3,000 PHP for tertiary cooperatives. The CDA is the sole agency responsible for registering all types of cooperatives in the Philippines.
This document outlines the Child and Youth Welfare Code of the Philippines which establishes rights and responsibilities for children and parents. Some key points include:
- The Code declares that all children have inherent rights and are assets to the nation that should be protected. It outlines specific rights for children's welfare, development, education and protection.
- Parents have joint authority and responsibilities to provide children with care, guidance and support in their development. Grandparents and other relatives may assist if parents are absent.
- The Code details parental rights and duties to nurture children physically, mentally and socially, including through discipline, education and encouraging community involvement.
- The welfare and best interests of the child are to be considered param
Historical Development of Social Work in the PhilippinesJoel Serrano
This document provides a historical overview of the development of social work in the Philippines from the pre-Hispanic period through the American and post-war periods. It discusses the establishment of early hospitals, orphanages, and schools during the Spanish period and the expansion of health, education and welfare programs introduced by Americans. It also summarizes the relief efforts during World War 2 and the reorganization of social welfare under the Social Welfare Administration after the war.
1) The document outlines PhilHealth's strategic goals to achieve universal healthcare in the Philippines, including financial risk protection through expanded enrollment, improved access to quality healthcare facilities, and attainment of health-related UN Millennium Development Goals.
2) PhilHealth's vision is for "Every Filipino [to be] a Member, Every Member Protected, Our Health is Secure" and its mission is to provide "Fair Benefits for Every Member, Quality Service for All."
3) PhilHealth aims to enroll the entire population for basic healthcare needs coverage and contribute to all medical transactions so patients can utilize benefits packages without financial fears of illness.
This letter requests relief goods from the Secretary of the Department of Social Welfare and Development to aid victims of Typhoon Ondoy. It outlines a collaborative approach involving local governments, non-profits, communities, and churches to provide disaster relief, psychosocial intervention, livelihood training, and rehabilitation. The psychosocial intervention aims to reduce distress and promote well-being through art, music, dance, and play therapy. It also describes plans to provide livelihood skills training and small business development assistance. The letter requests relief goods to distribute to over 36,000 affected individuals in 11 barangays in Tanay, Rizal.
The document summarizes the Special Program for Employment of Students (SPES) which helps poor students and out-of-school youth pursue their education through summer or Christmas employment. It outlines the program participants as students aged 15-25 from low-income families and out-of-school youth, and employers with 10+ employees. Students are employed for 20-52 days during summer or 10-15 days over Christmas at 60% wage paid by employers and 40% by DOLE education vouchers for tuition.
The document provides information on how to register a cooperative with the Cooperative Development Authority (CDA) in the Philippines. There are 9 steps to registering a cooperative: 1) organize members, 2) reserve the cooperative name, 3) prepare an economic survey, 4) prepare bylaws, 5) prepare articles of cooperation, 6) secure bonds for accountable officers, 7) execute a treasurer's affidavit, 8) complete cooperative education, 9) register with CDA. Registration fees vary from 500 PHP for primary cooperatives to 3,000 PHP for tertiary cooperatives. The CDA is the sole agency responsible for registering all types of cooperatives in the Philippines.
This document outlines the Child and Youth Welfare Code of the Philippines which establishes rights and responsibilities for children and parents. Some key points include:
- The Code declares that all children have inherent rights and are assets to the nation that should be protected. It outlines specific rights for children's welfare, development, education and protection.
- Parents have joint authority and responsibilities to provide children with care, guidance and support in their development. Grandparents and other relatives may assist if parents are absent.
- The Code details parental rights and duties to nurture children physically, mentally and socially, including through discipline, education and encouraging community involvement.
- The welfare and best interests of the child are to be considered param
Historical Development of Social Work in the PhilippinesJoel Serrano
This document provides a historical overview of the development of social work in the Philippines from the pre-Hispanic period through the American and post-war periods. It discusses the establishment of early hospitals, orphanages, and schools during the Spanish period and the expansion of health, education and welfare programs introduced by Americans. It also summarizes the relief efforts during World War 2 and the reorganization of social welfare under the Social Welfare Administration after the war.
The document describes the research method, respondents, instrument, and data collection procedure used in a study. Specifically:
- A descriptive research method was used to analyze problems encountered by student teachers. Convenience sampling was used to select respondents.
- The respondents were student teachers conveniently available to answer a researcher-made survey questionnaire containing questions about demographics and problems in five areas.
- The questionnaire was validated by experts and pre-tested before distribution. Data was collected after securing permission, by distributing and collecting the completed questionnaires.
This social case study report documents a family seeking assistance. It identifies the grantee and family members, describes the presenting problems from the client and case worker's perspectives, and provides background on the client's bio-psycho-social history and the family's socio-economic status and environment. The report assesses the family's current functioning, strengths and limitations, prioritizes problems, and outlines intervention plans to address economic sufficiency, program compliance, health, and education goals. Recommendations for priority actions complete the report.
The document discusses several aspects of human rights. It begins by defining some fundamental human rights like the right to life, liberty, security of person and property, and equal protection under the law. It gives examples of specific rights like freedom of occupation, religion, political participation, and association. It also mentions that these rights are guaranteed by documents like the Bill of Rights and Universal Declaration of Human Rights. The document goes on to discuss the Philippines' own tradition of human rights prior to Western influence as exemplified in ancient codes. It also outlines the Armed Forces' position of respecting human rights through disciplined behavior and observance of regulations.
The document provides samples of basic legal forms used in Philippine courts, including captions, acknowledgments, affidavits, and negotiable instruments. It describes the types of courts established after the Judiciary Reorganization Act of 1980 and provides examples of captions for each court. It also provides templates for acknowledgments, jurats, affidavits, verifications, and certifications. Finally, it includes examples of promissory notes and bills of exchange as samples of negotiable instruments.
Barangay Governance and Youth Participation in Philippine Governance;
Functions and Duties of Barangay Captain, Kagawad, SK Chairman and Kagawad;
Responsibility, Transparency, and Accountability; and
SK Reform and Abolition
Newest 2 byelaws of cashville multi purpose cooperative society limitedNigeria Iilmed
This edition of our reviewed and hereby posted bye laws was amended on August 1,2015.
Its comprehensively insightful and in-depth and therefore recommended for all actual and potential members of our Cooperative,worldwide.
The document defines and discusses the National Service Training Program (NSTP) established by the NSTP Act of 2001 for tertiary level students in the Philippines. The NSTP aims to develop civic consciousness, defense preparedness, and patriotism in youth through training in one of three program components: the Reserve Officers' Training Corps (ROTC), Literacy Training Service (LTS), or Civic Welfare Training Service (CWTS). It provides details on the objectives, requirements, implementation, and organization of graduates for each NSTP component.
The philosophical values and foundations of social workShaarotto Yoora
this ppt. is my report during college days so please spare the poor use of backgrounds and graphic charts... hoping that the ppt. can help the students like me before.
The Tubao Credit Cooperative was established in 1966 with 39 members and 314 pesos in capital. Over 46 years it has grown tremendously, now serving over 25,000 members with over 629 million pesos in total assets. Originally serving only residents of Tubao, La Union, membership is now open to those living in La Union, Baguio City, and nearby areas. Members receive competitive interest rates on deposits as well as access to affordable loans for personal, business, and housing needs. Through prudent management and a commitment to serving members, the cooperative has become a shining example of success.
The students at a school are organizing a Relay for Life event for the Canadian Cancer Society. In the letter, they request a donation from a company to help make the event a success. They provide details about the event and what they are requesting. They will follow up next week and provide a Fair Market Value Letter for tax purposes in exchange for the donation.
This document provides information about cooperatives, including their purpose, principles, and operational requirements. It discusses reasons for forming cooperatives such as addressing community issues like lack of jobs and income. It also summarizes the key principles of cooperatives based on the International Cooperative Alliance, including voluntary membership, democratic member control, member economic participation, autonomy and independence, education/training, cooperation among cooperatives, and concern for community. Additionally, it outlines requirements for cooperative registration and ongoing reporting obligations.
The document summarizes the key provisions of the Solo Parent Welfare Act of 2000 (Republic Act No. 8972) in the Philippines. It defines who qualifies as a solo parent and outlines various employment-related benefits for solo parents such as 7 days of annual paid parental leave, flexible work schedules upon request, protection against work discrimination, and entitlement to existing statutory benefits for maternity protection.
The document provides guidelines for the credit policies of the LIPAD Multi-Purpose Cooperative. To be eligible for loans, members must be in good standing by meeting requirements such as being a bona-fide member with minimum paid-up share capital. The cooperative offers different types of loans including productive, provident, and special loans. Current loan offerings include petty cash loans and short-term loans. The guidelines outline loan terms, interest rates, application procedures and other policies to effectively provide competitive loan services to members.
Implementing Rules of the Local Government Code of the PhilippinesHarve Abella
This document outlines rules and regulations for implementing the Local Government Code of 1991 in the Philippines. It discusses policies around decentralization and local autonomy. It also establishes guidelines for creating, dividing, merging, and altering the boundaries of local government units (LGUs) like provinces, cities, municipalities, and barangays. Requirements are outlined for income, population, and land area needed to create or reclassify LGUs. The process involves petitions, certifications, and plebiscites.
This document discusses Philippine citizenship and suffrage. It defines key concepts like citizenship, nationality, subject, alien, and outlines the general ways of acquiring citizenship through involuntary and voluntary means. It discusses the principles of jus sanguinis and jus soli that govern citizenship by birth. It also summarizes the qualifications, rights, and obligations of citizens and how citizenship can be lost or reacquired. The document provides examples and exercises to illustrate citizenship scenarios. It concludes by defining suffrage as the right and obligation of qualified citizens to vote in elections.
Rights, Duties, and Responsibilities of the Youthsameng
The document outlines the rights, duties, and responsibilities of youth as established by the United Nations Convention on the Rights of the Child. Some key rights of children include the right to life, survival and development through access to basic services like healthcare and food; the right to have their views considered; freedom of expression, religion, and association; and the right to rehabilitation from abuse or trauma. Duties include obeying parents and developing one's potential through education. Responsibilities of youth include striving for virtue, respecting customs and the law, and participating in civic life.
The document discusses the concept of human dignity from several perspectives. It argues that all human persons have equal fundamental worth and dignity regardless of attributes like age, gender, religion or race. While humans share a common humanity, each person is also unique. It then examines notions of human dignity in Christian teachings from the Bible and how respect for human dignity requires upholding basic human rights for all.
The document discusses the history and role of nongovernmental organizations (NGOs) and civil society organizations (CSOs) in the Philippines. It notes that the 1987 Constitution recognizes CSO participation and empowerment. During martial law under Ferdinand Marcos, many CSOs built relationships with communities or went underground. The People Power Revolution restored democracy and favorable laws were passed for CSOs. The number of CSOs grew rapidly during the administration of Corazon Aquino. The document outlines the types of activities CSOs engage in and how some register with different government agencies. It also discusses principles of accountability and standards for NGOs, as well as government efforts to promote CSO participation in areas
The document summarizes key amendments made by R.A. 10630 to strengthen the juvenile justice system in the Philippines. It establishes "Bahay Pag-asa", 24-hour child-caring institutions to be managed by local governments and NGOs, providing short-term care for children in conflict with the law. It also creates Intensive Juvenile Intervention and Support Centers to house children who committed serious crimes. The law transfers administrative supervision of the Juvenile Justice Welfare Council to DSWD, establishes Regional Juvenile Justice Welfare Councils, and requires local budgets to allocate funds for juvenile intervention programs and "Bahay Pag-asa" facilities. It also establishes a centralized registry and information management
Richard D. Lago expressed his intention to lease the food stand/canteen located in front of the Engineering Building at Southern Leyte State University in Sogod, Southern Leyte. He wrote a letter to Dr. Jude A. Duarte, Vice President for Administration and Finance and Chairman of the Bids and Awards Committee, to inform him of his interest in leasing the food stand/canteen.
The Center for Grieving Children was founded in 1987 to provide peer support for children struggling with grief and loss. It has since expanded to serve over 300 families annually through programs like bereavement support groups. The Center relies on over 150 trained volunteers who donate over 20,000 hours of service each year. Research shows that supporting children through grief can help prevent later mental health issues by allowing them to process their emotions. The Center aims to make its peer support model using volunteers widely available to help foster resilience in grieving children.
Love our children usa reading project #1choughtaling
Love Our Children USA is a national nonprofit organization founded in 1999 that works to prevent violence against children. It aims to break the cycle of violence by promoting positive changes in parenting attitudes and behaviors through public education. The organization informs and empowers communities, families, and children in order to strengthen families and keep children safe. It analyzes how to improve child safety by focusing on information sharing, advocacy, leadership, community involvement, and accountability.
The document describes the research method, respondents, instrument, and data collection procedure used in a study. Specifically:
- A descriptive research method was used to analyze problems encountered by student teachers. Convenience sampling was used to select respondents.
- The respondents were student teachers conveniently available to answer a researcher-made survey questionnaire containing questions about demographics and problems in five areas.
- The questionnaire was validated by experts and pre-tested before distribution. Data was collected after securing permission, by distributing and collecting the completed questionnaires.
This social case study report documents a family seeking assistance. It identifies the grantee and family members, describes the presenting problems from the client and case worker's perspectives, and provides background on the client's bio-psycho-social history and the family's socio-economic status and environment. The report assesses the family's current functioning, strengths and limitations, prioritizes problems, and outlines intervention plans to address economic sufficiency, program compliance, health, and education goals. Recommendations for priority actions complete the report.
The document discusses several aspects of human rights. It begins by defining some fundamental human rights like the right to life, liberty, security of person and property, and equal protection under the law. It gives examples of specific rights like freedom of occupation, religion, political participation, and association. It also mentions that these rights are guaranteed by documents like the Bill of Rights and Universal Declaration of Human Rights. The document goes on to discuss the Philippines' own tradition of human rights prior to Western influence as exemplified in ancient codes. It also outlines the Armed Forces' position of respecting human rights through disciplined behavior and observance of regulations.
The document provides samples of basic legal forms used in Philippine courts, including captions, acknowledgments, affidavits, and negotiable instruments. It describes the types of courts established after the Judiciary Reorganization Act of 1980 and provides examples of captions for each court. It also provides templates for acknowledgments, jurats, affidavits, verifications, and certifications. Finally, it includes examples of promissory notes and bills of exchange as samples of negotiable instruments.
Barangay Governance and Youth Participation in Philippine Governance;
Functions and Duties of Barangay Captain, Kagawad, SK Chairman and Kagawad;
Responsibility, Transparency, and Accountability; and
SK Reform and Abolition
Newest 2 byelaws of cashville multi purpose cooperative society limitedNigeria Iilmed
This edition of our reviewed and hereby posted bye laws was amended on August 1,2015.
Its comprehensively insightful and in-depth and therefore recommended for all actual and potential members of our Cooperative,worldwide.
The document defines and discusses the National Service Training Program (NSTP) established by the NSTP Act of 2001 for tertiary level students in the Philippines. The NSTP aims to develop civic consciousness, defense preparedness, and patriotism in youth through training in one of three program components: the Reserve Officers' Training Corps (ROTC), Literacy Training Service (LTS), or Civic Welfare Training Service (CWTS). It provides details on the objectives, requirements, implementation, and organization of graduates for each NSTP component.
The philosophical values and foundations of social workShaarotto Yoora
this ppt. is my report during college days so please spare the poor use of backgrounds and graphic charts... hoping that the ppt. can help the students like me before.
The Tubao Credit Cooperative was established in 1966 with 39 members and 314 pesos in capital. Over 46 years it has grown tremendously, now serving over 25,000 members with over 629 million pesos in total assets. Originally serving only residents of Tubao, La Union, membership is now open to those living in La Union, Baguio City, and nearby areas. Members receive competitive interest rates on deposits as well as access to affordable loans for personal, business, and housing needs. Through prudent management and a commitment to serving members, the cooperative has become a shining example of success.
The students at a school are organizing a Relay for Life event for the Canadian Cancer Society. In the letter, they request a donation from a company to help make the event a success. They provide details about the event and what they are requesting. They will follow up next week and provide a Fair Market Value Letter for tax purposes in exchange for the donation.
This document provides information about cooperatives, including their purpose, principles, and operational requirements. It discusses reasons for forming cooperatives such as addressing community issues like lack of jobs and income. It also summarizes the key principles of cooperatives based on the International Cooperative Alliance, including voluntary membership, democratic member control, member economic participation, autonomy and independence, education/training, cooperation among cooperatives, and concern for community. Additionally, it outlines requirements for cooperative registration and ongoing reporting obligations.
The document summarizes the key provisions of the Solo Parent Welfare Act of 2000 (Republic Act No. 8972) in the Philippines. It defines who qualifies as a solo parent and outlines various employment-related benefits for solo parents such as 7 days of annual paid parental leave, flexible work schedules upon request, protection against work discrimination, and entitlement to existing statutory benefits for maternity protection.
The document provides guidelines for the credit policies of the LIPAD Multi-Purpose Cooperative. To be eligible for loans, members must be in good standing by meeting requirements such as being a bona-fide member with minimum paid-up share capital. The cooperative offers different types of loans including productive, provident, and special loans. Current loan offerings include petty cash loans and short-term loans. The guidelines outline loan terms, interest rates, application procedures and other policies to effectively provide competitive loan services to members.
Implementing Rules of the Local Government Code of the PhilippinesHarve Abella
This document outlines rules and regulations for implementing the Local Government Code of 1991 in the Philippines. It discusses policies around decentralization and local autonomy. It also establishes guidelines for creating, dividing, merging, and altering the boundaries of local government units (LGUs) like provinces, cities, municipalities, and barangays. Requirements are outlined for income, population, and land area needed to create or reclassify LGUs. The process involves petitions, certifications, and plebiscites.
This document discusses Philippine citizenship and suffrage. It defines key concepts like citizenship, nationality, subject, alien, and outlines the general ways of acquiring citizenship through involuntary and voluntary means. It discusses the principles of jus sanguinis and jus soli that govern citizenship by birth. It also summarizes the qualifications, rights, and obligations of citizens and how citizenship can be lost or reacquired. The document provides examples and exercises to illustrate citizenship scenarios. It concludes by defining suffrage as the right and obligation of qualified citizens to vote in elections.
Rights, Duties, and Responsibilities of the Youthsameng
The document outlines the rights, duties, and responsibilities of youth as established by the United Nations Convention on the Rights of the Child. Some key rights of children include the right to life, survival and development through access to basic services like healthcare and food; the right to have their views considered; freedom of expression, religion, and association; and the right to rehabilitation from abuse or trauma. Duties include obeying parents and developing one's potential through education. Responsibilities of youth include striving for virtue, respecting customs and the law, and participating in civic life.
The document discusses the concept of human dignity from several perspectives. It argues that all human persons have equal fundamental worth and dignity regardless of attributes like age, gender, religion or race. While humans share a common humanity, each person is also unique. It then examines notions of human dignity in Christian teachings from the Bible and how respect for human dignity requires upholding basic human rights for all.
The document discusses the history and role of nongovernmental organizations (NGOs) and civil society organizations (CSOs) in the Philippines. It notes that the 1987 Constitution recognizes CSO participation and empowerment. During martial law under Ferdinand Marcos, many CSOs built relationships with communities or went underground. The People Power Revolution restored democracy and favorable laws were passed for CSOs. The number of CSOs grew rapidly during the administration of Corazon Aquino. The document outlines the types of activities CSOs engage in and how some register with different government agencies. It also discusses principles of accountability and standards for NGOs, as well as government efforts to promote CSO participation in areas
The document summarizes key amendments made by R.A. 10630 to strengthen the juvenile justice system in the Philippines. It establishes "Bahay Pag-asa", 24-hour child-caring institutions to be managed by local governments and NGOs, providing short-term care for children in conflict with the law. It also creates Intensive Juvenile Intervention and Support Centers to house children who committed serious crimes. The law transfers administrative supervision of the Juvenile Justice Welfare Council to DSWD, establishes Regional Juvenile Justice Welfare Councils, and requires local budgets to allocate funds for juvenile intervention programs and "Bahay Pag-asa" facilities. It also establishes a centralized registry and information management
Richard D. Lago expressed his intention to lease the food stand/canteen located in front of the Engineering Building at Southern Leyte State University in Sogod, Southern Leyte. He wrote a letter to Dr. Jude A. Duarte, Vice President for Administration and Finance and Chairman of the Bids and Awards Committee, to inform him of his interest in leasing the food stand/canteen.
The Center for Grieving Children was founded in 1987 to provide peer support for children struggling with grief and loss. It has since expanded to serve over 300 families annually through programs like bereavement support groups. The Center relies on over 150 trained volunteers who donate over 20,000 hours of service each year. Research shows that supporting children through grief can help prevent later mental health issues by allowing them to process their emotions. The Center aims to make its peer support model using volunteers widely available to help foster resilience in grieving children.
Love our children usa reading project #1choughtaling
Love Our Children USA is a national nonprofit organization founded in 1999 that works to prevent violence against children. It aims to break the cycle of violence by promoting positive changes in parenting attitudes and behaviors through public education. The organization informs and empowers communities, families, and children in order to strengthen families and keep children safe. It analyzes how to improve child safety by focusing on information sharing, advocacy, leadership, community involvement, and accountability.
Love our children usa reading project #1choughtaling
Love Our Children USA is a national nonprofit organization founded in 1999 that works to prevent violence against children. It aims to break the cycle of violence by promoting positive changes in parenting attitudes and behaviors through public education. The organization informs and empowers communities, families, and children in order to strengthen families and keep children safe. It analyzes how to improve child safety by focusing on information sharing, advocacy, leadership, community involvement, and accountability.
2017 Emotional Resiliency for Teens in Foster CareLisa Dickson
This document provides an overview of a workshop on adolescents in foster care and emotional resiliency. It discusses how foster youth experience trauma from displacement and removal from their homes, which can lead to PTSD. It also explores how foster youth develop survival behaviors and how the foster care system can further traumatize them. Additionally, it emphasizes the importance of emotional support for foster youth through stable relationships and permanency. The document advocates for foster youth to have a voice and be active agents in their care.
The With Hope Foundation was started in 2005 after a 14-year-old girl died by suicide. The foundation aims to prevent suicide through education and support services. It provides educational programs in schools and the community to teach about suicide prevention and mental health. The foundation is run by both adult and teenage boards and fundraises to support its educational outreach efforts. Its goal is to eliminate teen suicide by providing resources for those experiencing suicidal thoughts. There is a great need for the foundation's work as suicide is a leading cause of death among youth.
Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation
and
Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit
Persuasive speech directed toward prospective volunteers. Information includes an example of a client whose life was changed by a mentor at the Safe Harbor organization and how being a mentor can influence teens in need.
GENaustin was originally called The Ophelia Project and was created in 1996 by 12 mothers in Austin, Texas who were concerned about declining self-esteem in middle school girls. Their goal was to empower girls and address issues like eating disorders, depression, and risky behaviors. They provide an after school program called ClubGEN led by trained high school students to help middle school girls build confidence and life skills through discussions of topics like body image, relationships, and media literacy. Studies show the program helps improve girls' school performance and reduce disciplinary issues.
This document provides an overview and materials from a workshop on demystifying emotional resiliency. The workshop covers 4 parts: 1) behavior in context, 2) trauma and survival behaviors, 3) networks of emotional support, and 4) teens as active agents in their healing. It discusses how trauma impacts foster youth, the importance of relationships and permanency. Activities are included to help participants understand the experiences of displaced children and how to support their emotional resiliency. The document also lists competencies around caring for traumatized youth.
The document discusses ways to support tweens and teens in foster care. It notes that during this developmental period, youth want to fit in but being in foster care can make them feel different. It provides suggestions for foster parents to help youth feel more typical, including participating in extracurricular activities, having peer groups, getting a job, dating (with supervision), learning to drive, and applying for college. The goal is to provide structure, support, and guidance during this challenging time.
Housing Families Inc. provides shelter, housing, and support services to homeless families with children in the Greater Boston area. The newsletter discusses the organization's programs that provide tutoring, therapy, and skills workshops to help families gain stability and independence. These programs are made possible through donations and support from the community, including local businesses and volunteers. The newsletter highlights specific success stories and expresses gratitude to donors who help transform the lives of homeless children and families.
A presentation on Family Finding given by Armando Ontiveros, M.A. Regional Executive Director;
Joel Martinez, B.A., Family Finding Specialist;
Linda Librizzi, LCSW Hollygrove Family Finding Program of EMQ FamiliesFirst.
This presentation was given at the Children's Network Conference in Ontario, CA on September 30th, 2010.
ISocw 6000 week 6Discussions posted by students1.Dorel.docxchristiandean12115
I
Socw 6000 week 6
Discussions posted by students
1.
Dorella Fountain
RE: Discussion 1 - Week 6
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An outsider might not know that I’m a lesbian and that I am married to a woman. Social Workers additional knowledge of the culture of a member of the LGBTQ community would be very beneficial for not only the Social Worker but more importantly the client. King et al. (2007) argues that (as cited in Alessi, 2013, p. 224)” therapists and counselors still require specialized knowledge to understand how to support a range of sexual identities such as bisexuality; how sexuality is understood by families and how they respond; the difficulties encountered by sexual minority youth; therapist expertise and sensitivity regarding LGBTQ issues; and the effect of therapists’ sexual orientation on the treatment process.” LGBTQ community members endure unique difficulties as those of other cultures so it is very important for Social Worker and others in the helping profession to be culturally aware.
While is it almost impossible to know every single detail regarding a specific culture, having the aware of the differences between cultures is important. Some potential consequences due to a lack of cultural awareness would be possible loss of clients trust and cooperation, doing more harm than good to clients, possible loss of job and even license. Social Workers who are not culturally aware could unintentionally make a discriminatory or prejudice statement resulting in the client/Social Worker relationship being harmed.
Reference
Alessi, E., J. (2013). Acknowledging the impact of social forces on sexual minority clients: Introduction to the special issue on clinical practice with LGBTQ populations. Clin Soc Work J, 41, 223-227. DOI 10.1007/s10615-013-0458-x
2. Demetria Smith
Demetria Smith
RE: Discussion 1 - Week 6
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A social worker would need to know about what your race, religion, ethnicity, sexual orientation, and socioeconomic status. I am an African American female. I was raised up in church. I am a Christian. I believe in the power of prayer. The foods that I grew up eating are collard greens, peas, pig tails, pig feet, corn bread, chicken, neckbones, and pork chop. I was talk to respect everyone no matter what their age are. My mother did not work. She received food stamps, TANF, and Medicaid to help provide for her family. My mother also received child support. My grandmother and uncle raised me because my mother was always going somewhere. Some consequences of a lack of cultural awareness on the social worker’s part are if you do not know about different religions, you might say something wrong without knowing it. A social worker may offend a client without knowing it by talking to them using a certain tone of voice. You must to set aside culture differences. You cannot be judgmental. You must to be empathetic.
REFERENCES
Laureate Education (P.
Connie Siskowski founded the Caregiving Youth Project after becoming the primary caregiver for her grandfather as a child. She witnessed the difficulties faced by other children in similar situations. Despite initial resistance, she started support groups and resources for young caregivers. Her organization has since expanded and received recognition, though still requires more funding to meet all needs. Siskowski's persistence and caring nature have helped bring attention to hidden child caregivers.
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SFK-NY 2009 Success for Kids or too Successful to SucceedTheodore Vallas
- SFK-NY is a non-profit organization that provides social-emotional learning programs to children in New York City.
- The Executive Director called an emergency meeting with staff and the Advisory Board to address a funding shortfall, as SFK-NY has grown rapidly but operating budget has not kept pace.
- Suggestions are sought on how to finance further growth through alternative revenue sources or delivery methods for programs.
CHOC is a children's hospital in Orange County, California whose mission is to nurture, advance and protect children's health and well-being. Their HELP ME GROW program connects children aged 0-5 with developmental services and identifies gaps in care. CHOC offers many specialty programs and services to meet community needs. They are committed to serving all children regardless of ability to pay. Through fundraising events and donations, CHOC is able to continue its work of saving children's lives and helping families cope with health issues.
This document discusses challenges faced by youth who age out of foster care, including a lack of permanency and family support systems. It notes that foster youth often develop survival behaviors and experience trauma that can impact their mental and physical health as adults. The document emphasizes the importance of exit plans and ensuring youth have life skills, permanency pacts, and documents to successfully transition to independence.
Children of the Night is a nonprofit organization that assists children ages 11-17 who are forced into prostitution. It provides housing, education, counseling, and life skills training to help the children exit prostitution and live independently. The organization has a board of directors, over 150 volunteers, and relies on donations. It operates a residential program where children receive medical care, education, and help developing long-term goals and plans for independent living. Graduates often go to college or secure jobs and housing on their own. There is a continuing need for the organization as hundreds of thousands of children in the US are at risk of sexual exploitation.
The document discusses several individuals and the volunteer organizations they are involved with. It provides details about their roles, reasons for volunteering, and experiences volunteering. The volunteers are involved with organizations helping children, families in need of assistance, and various community programs. Their reasons for volunteering include making a positive impact, helping others in need, and being involved in their community.
1. Patricia Murphy
Josie’s Place
San Francisco Study Center
3288 21st Street. No 139
San Francisco CA 94110
The Althea Foundation
3701 Sacramento Street #436
San Francisco, CA, 94118
info@thealtheafoundation.org
RE: Request of a Grant for Josie’s Place
Dear Mrs. Julie Moore:
I am writing this letter to request seed money for Josie’s Place, an initiative under the
San Francisco Study Center. Josie’s Place was started a little over year ago to provide
counseling services for bereaved adolescents and younger children. Josie’ Place believes
all children have a right to grieve over the loss of a loved one in a safe, healthy
environment. The effects of unresolved grief on children and adolescents in particular
can lead to dysfunctional behavior and disruption of healthy development into
adulthood. Josie’s Place feels that healthy grieving for adolescents and younger children
will resolve many problems for our kids now and in the future. Because of your support
of mental health and bereavement issues with adolescents, Josie’s Place feels the Althea
Foundation is an ideal partner to help adolescents and younger children express and
find resolution to their grief.
If you have any questions or concerns, feel free to call or e-mail me. I look forward to
building a productive and positive relationship with you and your organization.
Thank you.
Sincerely,
Patricia Murphy
3. Josie’s Place
San Francisco Study Center
3288 21st Street
No 139
San Francisco CA 94110
info@josiesplace.org
(415) 513-6343
We gratefully accept donations payable to:
San Francisco Study Center/Josie's Place
3288 21st Street, #139
San Francisco CA 94110
USA
4. Table of Contents
Executive Summary 1
Introduction 2
Statement of Need 3
Goals, Objectives, and Outcomes 5
Programs and Services 6
Evaluation 7
Conclusion 8
Budget 9
Reference List 10
Appendix A Research Articles
5. Executive Summary
Childhood bereavement is a serious dilemma. Children are not often able to handle the
grief over the death of a loved one. The issue is even more problematic in adolescents.
The effects of bereavement in adolescents can lead to isolation, drug-abuse, alcoholism,
gang involvement, and more. Josie’s Place, an initiative under the San Francisco Study
Center a 501(c)(3) non- profit corporation, has developed programs to combat the issue
of children and adolescent bereavement. Teens, children, and their caregivers meet in
separate groups once a month. These “Talk Circles” allow adolescents, children, and
their caregiver an opportunity to explore and express their grief. In addition, caregivers
are given information about childhood bereavement and how to support their kids.
Josie’s Place also hosts a once-a-year training seminar for volunteer facilitators for the
“Talk Circles;” as well as, offering high school outreach discussions about bereavement
and its impact. Josie’s Place is a new organization seeking $40,000 in seed money for art
supplies and staff payroll.
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6. Introduction
Mission
Josie’s Place provides bereavement programs in a safe and caring environment that
supports children, teens, and their families in the San Francisco Bay Area who are
grieving the death of a family member or friend.
We support participants through education, compassion and understanding as they
integrate loss into their lives at their own pace.
Philosophy
Josie’s Place is founded on the belief that all children deserve the opportunity to grieve
in a supportive and understanding environment.
• We believe that grief is a natural reaction to the loss of a loved one.
• We believe that individual have the inner ability to heal himself/herself.
• We believe that the grieving process is unique for each individual, both in terms
of intensity and duration.
• There is no “right” way to grieve.
• We believe that understanding, compassion, caring and acceptance aid families
with their grief process.
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7. Organization
Josie’s Place offers bi-monthly, open-ended grief support groups in the evening for
teens, children, and their families free of charge. Patricia Murphy, who is on the board
of director’s along with Arlyne Charlip, founded Josie’s Place.
Josie’s Place is a program of the San Francisco Study Center, a 501(c)(3) non- profit
corporation. Since 1971, the Study Center has been a resource for organizers by
providing public records research, grant writing and a City Hall Newsletter. The Study
Center focuses on helping Non-Profits in organizational development and publishing.
Josie’s Place is based on the model created by the Dougy Center in Portland, OR. Since
1981, the Dougy Center has helped organizations by offering a wide variety of training
sessions and workshops on child grief-counseling programs. The Center currently
serves 350 children and their 200 family members. Through their national training
program, they have developed 165 programs modeled after the Dougy Center.
Statement of Need
Robert lost his mother to cancer at age 14. After her death, he was struck with an acute
loneliness. He explained this feeling by saying, “I felt that a piece of me was missing.”
Robert still felt alone though the grief had passed. He began writing poetry to help
capture “a very distant memory.” In an interview with researchers at New York’s
Memorial Sloan-Kettering, Robert recalls that “it took a couple of weeks” to pass
through the deepest pain but it helped to “get back into the normal groove of things.”
(Black, 2005)
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8. We all grieve when a family member passes on. It is in our nature to mourn the loss of a
loved one. Grieving allows us to acknowledge our loss and express our feelings for a
loved one. Many forget that children grieve also. They are called the “forgotten
mourners,” (Smith, 1999) those whose silent grieving is reflected in their future
behavior.
In many cases, children perceive the death as a traumatic event, which may lead to
post-traumatic symptoms and behavioral problems. Depending on their age, children
will react differently to the loss of a loved one. A child might begin to be more sullen,
shun the company of others, or act out at home and school. In adolescents, this post-
traumatic reaction to a death can be more severe. (National Child Traumatic Stress
Network,2004) A teenager, as a result, may become involved in drugs , alcoholism,
promiscuity, or gangs.
Gangs are a significant problem for bereavied adolescents, a problem that not only
affects them and their families but their community as well. A survey of 300 teenagers
incarcerated at the California Youth Authority Facility showed 96 percent
acknowledging they had someone significant in their lives die. (Cunningham, 1996)
Another survey done by the YWCA showed 141 out of 150 female offenders at the
Indianapolis Juvenile Correctional Facility had experienced at least one painful loss
before incarceration. (YWCA Indianapolis,1993). Additionally, 35 percent admitted to
engaging in self-mutilation and 61 percent admitting to alcohol and/or drug abuse as a
way to deal with their sorrow. (Indianapolis Grief & Loss Consulting & Educational
Services, 2003).
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9. These are the future leaders of our world. These are the people who will live and work
in, and build our communities in the future. Without proper outlets for their emotions,
they will express themselves through destructive behavior both to themselves and the
neighborhood around them. In adulthood, they may become dysfunctional and unable
to cope with their community, even becoming a problem to their neighborhood—such
as those who’ve fallen into the ranks of local gangs.
It is important that children learn how to express their feelings of loss before
dysfunctional behavior begins. In a study on bereaved children, 21 percent of parentally
bereaved children demonstrated dysfunctional behavior within two years after the
death of a loved one (Worden & Silverman, 1996), while 37 percent showed signs of a
major depressive disorder within a year after the death of a loved one (R. A. Weller et
al., 1991).
Our teenagers are the future of our community. Keeping them emotionally healthy is
not only important for them, but also our communities as well. We all suffer when a
loved one passes but in kids, the emotional impact can be critical. We all want the best
for our children. It starts by making sure they develop into healthy adults, physically
and emotionally.
Goals, Objectives, and Outcomes
The goal of Josie’s Place’s is to reduce the sense of isolation internalized by adolescences
after the death of a family member or friend. We wish to ensure the mental health of all
children and adolescents along with their families throughout the bereavement process
to allow healthy development into adulthood.
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10. Specifically, these objectives are:
• To build positive social and emotional behaviors of bereaved adolescence in ages
13 to 17.
• To create a safe and nurturing environment where children, adolescents, and
their families explore and express their grief.
• To train and prepare volunteers to facilitate bereavement counseling groups with
compassion and patients.
• To educate local San Francisco High School students about the effects and
characteristics of bereavement.
The outcome of the services of Josie’s Place’s services is to help adolescents (as well as
younger children) and their families to experience some sense of emotional resolution
after the death of a loved one.
Programs and Services
Josie’s Place provides several services to help the bereaved children of San Francisco
communities. The key elements are counseling and education. Josie’s Place has three
counseling groups, one training program, and one high school outreach program.
Structure of Groups
Each group meets for 90 minutes in the evening, twice a month. Trained facilitators host
each group by creating a safe and supportive environment. All groups meet
simultaneously.
6
11. Children and Teen Groups
These groups meet in “Talking Circles” where participants tell their own stories of loss
while recollecting their departed loved ones. Everyone has an opportunity to express
feelings associated with bereavement. Discussions concerning loss and activities like
letter writing, art projects, and dramatic play help participants reflect and express their
grief in a peer group environment. In addition, there is free time that includes games
and dramatic plays of the children’s choice. This allows them to take a time out from
their grief or simply to let off steam.
The children’s group hosts no more than 16 kids, with one facilitator for every two
children. The teen’s group hosts no more than 12 teens, with two facilitators.
Adult Group
This group is for parents or caregivers of the grieving children and teens. They meet at
the same time the children’s and teen’s groups meet. The group receives information
about childhood bereavement and how to support children during bereavement. The
format of this group also offers an opportunity for group members to express their own
feeling of bereavement through talks and creative activities that allows them to express
themselves.
The adult group hosts all parents and caregivers with one to two facilitators.
Volunteer Training
Once a year, Josie’s Place hosts a training seminar for future volunteer facilitators.
Training will prepare future volunteers to work with children, teens, and adults.
Volunteers will learn how to mediate conversation and activities focused on the
7
12. grieving process. In addition, they will learn to create a safe, friendly, and open
environment where everyone concerned can feel open and secure to talk about their
feelings.
High School Outreach
Josie’s Place hosts talks at high schools throughout San Francisco concerning
bereavements. Talks include:
• The grieving process.
• The effects of dysfunctional grieving.
• How the bereaved effect people around them.
• Why it is important to express grief over the death of a loved one in a healthy
and safe manor.
• The benefit of grief counseling.
Evaluation
Josie’s Place is dedicated to making a difference in our community and to creating
programs that are both nurturing and effective. To that extent, Josie’s Place developed a
method to evaluate the effectiveness of their bereavement groups. They believe the best
indicators of successful therapy are the participants and their parents or caregivers. To
that existent, Josie’s Place has developed a series of evaluation surveys:
• A self-evaluation for participants to evaluate their mental, emotional, and
physical state of being.
• A program evaluation for parents or caregivers to evaluate their children or teens
mental, emotional, and physical state of being.
8
13. • A parent or caregiver evaluation for themselves to evaluate their mental,
emotional, and physical state of being.
All evaluations are handed out before the first group meeting begins to establish their
current state of being, then after the last group meeting to establish their new state of
being.
Conclusion
Children suffering grief over the death of a loved one can suffer from post-traumatic
stress and behavioral problems. In adolescents, the consequences can be more serious.
Bereavement issues could lead to isolation, drugs, gangs, and other issues. Josie’s Place
counseling and outreach programs focus on healthy exploration and expression of grief.
Research has shown that programs helping bereaved adolescents to mourn in a healthy
manner are successful and can help restore an adolescent’s mental and emotional
health. The UCSB Project Loss has found in one initiative that out of 24 teenagers 83
percent had a deeper appreciation for life, 79 percent had more caring for loved ones,
and 75 percent had greater emotional strength (Jimerson & Kaufmarn, No Date).
Children are sometimes called “the forgotten mourners.” By funding Josie’s Place, you
help keep our children in the foreground. Children are our future. By keeping them
healthy,--physically and emotionally—so do we keep our future.
9
15. Reference List:
Black, S. (2005). Wen Children Grieve. American School Board Journal, Reprint, 27.
Cunningham, L. (1996). The subject of anger. Newhall, CA: Teen Age Grief, Inc. Retrieved
September 4, 2001, from http://www.smartlink.net/~tag/anger.html
Indianapolis Grief & Loss Consulting & Educational Services.
(2003). Lojj study. Indianapolis: Author.
Jimerson, S & Kaufman, A (No Date). Evaluation of Grief Support Services for Bereaved
Youth: An Overview and Update on the UCSB Project LOSS National Collaborative Retrieved
April 24, 2008 from:
http://www.google.com/url?sa=t&ct=res&cd=1&url=http%3A%2F%2Feducation.ucsb
.edu%2Fjimerson%2FFeaturedConferencePresentations%2FProject_LOSS_NSCGS_2002.
ppt&ei=Gr4oSOOyG4OKpwSQ4OWpCw&usg=AFQjCNFIEaIXqTY2064XfG2RmFhGB
v79nA&sig2=Gces0bdyXj9E13wHbCYW4g
National Child Traumatic Stress Network. (2004). Tasman Childhood Traumatic Grief
Educational Materials From:
http://www.nctsnet.org/nctsn_assets/pdfs/reports/childhood_traumatic_grief.pdf
Smith, S. (1999) The Forgotten Mourners. Philadelphia: Jessica Kingsley Publishers.
Weller, R. A, Weller, E. B, Fristad, M. A, & Bowes, J. M. (1991). Depression in
recently bereaved prepubertal children. American Journal of Psychiatry,
148(11), 1536–1540.
Worden, J. W. & Silverman, P. R. (1996). Parental death and the adjustment of
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16. school-age children. Omega: Journal of Death and Dying, 33(2), 91–102.
YWCA Indianapolis. (1993). [Survey responses of incarcerated female adolescents at the Eliza
Hendricks School in the Indianapolis Juvenile Correctional Facility]. Unpublished data.
12