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Severely abused and neglected children suffer from the psychological outcomes of their abuse throughout their lives. Many of these children are unable to develop and sustain relationships. Although the results of abuse and neglect may vary, some behaviors typify this group. Helping professionals need to understand why these behaviors occur in order to provide effective treatment.

This article aims to deepen and theorise our understanding of the need for belonging among young people transitioning out of residential care. The study adopted a qualitative approach, with a sample of 31 residential care-leavers in South Africa, who were followed-up annually for seven years. It addresses the lack of theoretically informed studies and builds an indigenous theory to explain the care-leaving journey. This paper presents findings on care-leavers' deep desire for authentic belonging, their investment in building authentic relationships, and their frustration and failure in doing so. Implications for practice suggest an imperative to build care-leavers' sense of belonging after removal from home to care, which will ultimately lead to building resilience. Social workers and child and youth care workers need to co-build networks of belonging to foster young people's perceptions of themselves and the part that belonging plays in their post-care reintegration. Keywords: aging out of care, belonging, care-leaving theory, leaving care, resilience

Traditionally, delinquent girls were considered an anomaly, a rare phenomenon attracting little scholarly notice. Today, more than one in four youth offenders is female, and researchers and practitioners alike are quickly turning their attention and resources to address this challenging situation. Delinquent Girls: Contexts, Relationships, and Adaptation synthesizes what is known about girls involved in delinquent behavior and their experiences at different points in the juvenile justice system. This breakthrough volume adds to the understanding of this population by offering empirical analysis not only of how these behaviors develop but also about what is being done to intervene. Employing multiple theoretical models, qualitative and quantitative data sources, law enforcement records, and insights across disciplines, leading scholars review causes and correlates; the roles of family and peers; psychological and legal issues; policy changes resulting in more arrests of young women; and evidence-based prevention and intervention strategies. Each chapter covers its subject in depth, providing theory, findings, and future directions. Important topics addressed include: Narrowing the gender gap - trends in girls' delinquency. Girls at the intersection of juvenile justice, criminal justice, and child welfare. Trauma exposure, mental health issues, and girls' delinquency. Beyond the stereotypes: girls in gangs. Intervention programs for at-risk and court-involved girls. Implications for practice and policy. With its broad scope and solution-oriented focus, Delinquent Girls: Contexts, Relationships, and Adaptation is a must-have volume for researchers, professionals, graduate students, and social policy experts in clinical child and school psychology, social work, juvenile justice, criminology, developmental psychology, and sociology.

Intro -- Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Content -- Contributors -- Preface -- In This Book -- 1: Introduction to Management -- Management Levels -- First-Line Managers -- Mid-Level Managers -- Top-Level Managers -- Organizational Structure of a Hospital -- Functions of Management -- Branches of Management -- Management-Science and Art -- Bibliography -- 2: An Effective Manager -- Respect for Human Resources -- Establishing Relationships -- Clarifying Expectations -- Keeping Staff Motivated -- Managing an Agreement with Staff -- Providing Feedback -- Using Positive Reinforcement -- Making Staff Realize the Value of Their Work -- Building Productive Relationships with Staff -- Utilizing the Full Potential of Staff -- Ability to Deal with Poor Performers -- Acquiring Knowledge of the Subject -- Problem-Solving Skills -- Situation 1 -- Situation 2 -- Situation 3 -- Golden Rule -- Having a Concern for Work Environment -- Developing Ownership for the Organization -- Manager as a Leader -- Bibliography -- 3: Time Management -- Prioritization -- Planning -- Goal Setting -- Reviewing -- Overcoming Crisis -- Managing Procrastination -- Start Immediately -- Break the Task into Smaller Pieces -- Start with the Hardest Part -- Batch Similar Activities -- Share the Commitment -- Develop Habits -- Change Self-Perception -- Specific Situations -- Working on the Computer -- Managing Meetings -- Managing Paperwork -- Supervisory Rounds -- Dealing with Visitors -- Saying "No" -- 4: Conflict Management -- Conflict between Client and Service Providers -- Situation 1 -- Situation 2 -- Situation 3 -- Reasons for Conflicts in Hospitals -- How to Resolve Conflicts -- Controlling Reactions -- Situation 4 -- Improving Communication -- Eye Contact -- Active Listening -- Providing Feedback -- Using Soft Skills -- Focusing on the Issue.

Traditionally, delinquent girls were considered an anomaly, a rare phenomenon attracting little scholarly notice. Today, more than one in four youth offenders is female, and researchers and practitioners alike are quickly turning their attention and resources to address this challenging situation. Delinquent Girls: Contexts, Relationships, and Adaptation synthesizes what is known about girls involved in delinquent behavior and their experiences at different points in the juvenile justice system. This breakthrough volume adds to the understanding of this population by offering empirical analysis not only of how these behaviors develop but also about what is being done to intervene. Employing multiple theoretical models, qualitative and quantitative data sources, law enforcement records, and insights across disciplines, leading scholars review causes and correlates; the roles of family and peers; psychological and legal issues; policy changes resulting in more arrests of young women; and evidence-based prevention and intervention strategies. Each chapter covers its subject in depth, providing theory, findings, and future directions. Important topics addressed include: Narrowing the gender gap {u2013} trends in girls{u2019} delinquency. Girls at the intersection of juvenile justice, criminal justice, and child welfare. Trauma exposure, mental health issues, and girls{u2019} delinquency. Beyond the stereotypes: girls in gangs. Intervention programs for at-risk and court-involved girls. Implications for practice and policy. With its broad scope and solution-oriented focus, Delinquent Girls: Contexts, Relationships, and Adaptation is a must-have volume for researchers, professionals, graduate students, and social policy experts in clinical child and school psychology, social work, juvenile justice, criminology, developmental psychology, and sociology

Drawing on both academic expertise and real life case studies, this book describes how to use relationship marketing in sports organisations. Its comprehensive and instructive approach makes it an essential manual for professionals and an invaluable resource for academics

This book provides a review of the multitude of conservation concepts, both from a scientific, philosophical, and social science perspective, asking how we want to shape our relationships with nature as humans, and providing guidance on which conservation approaches can help us to do this. Nature conservation is a contested terrain and there is not only one idea about what constitutes conservation but many different ones, which sometimes are conflicting. Employing a conceptual and historical analysis, this book sorts and interprets the differing conservation concepts, with a special emphasis on narrative analysis as a means for describing human-nature relationships and for linking conservation science to practice and to society at large. Case studies illustrate the philosophical issues and help to analyse major controversies in conservation biology. While the main focus is on Western ideas of conservation, the book also touches upon non-Western, including indigenous, concepts. The approach taken in this book emphasises the often implicit strategic and societal dimensions of conservation concepts, including power relations. In finding a path through the multitude of concepts, the book showcases that it is necessary to maintain the plurality of approaches, in order to successfully address different situations and societal choices. Overall, this book highlights the very tension which conservation biology must withstand between science and society: between what is possible and what we want individually or as a society or even more what is desirable. Bringing some order into this multitude will support more efficient conservation and conservation biology. This book will be of great interest to students and scholars studying nature conservation from a variety of disciplines, including biology, ecology, anthropology, sociology, geography, and philosophy. It will also be of use to professionals wanting to gain an understanding of the broad spectrum of conservation concepts and approaches and when to apply them

In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

Little attention has been given in the literature to operating
decisions in professional service organisations. A better understanding
of the power relationships within a professional service organisation
provides insight into the way these decisions are made. A model is
proposed which categorises professional service organisations according
to the relative power of the major stakeholders: professionals within
the organisation; clients; and top management. The major factors which
affect each of these are discussed.

The emphasis on relationships - as opposed to transaction-based exchanges - is redefining the marketing domain. Sports sponsorship is an important source of income for professional sporting organisations and an effective marketing tool for companies aiming at commercial objectives through sports sponsorship. The most successful sports sponsorships are based on a good relationship between the sports entity and its sponsor. The paper describes the nature of relationships between a professional sporting organisation and its most important primary and secondary customers with special emphasis on sponsors. Based on recent studies the main factors for successful relationships in the context of sports sponsorship are identified and discussed.

Women living in abusive relationships who choose to breastfeed their infants may do so for many reasons: bonding, health benefits for the infant and themselves, economics, and so on. Along with these benefits they are also choosing to engage in an activity that is often perceived as deeply gender performative. This study examines the gender performativity through breastfeeding of mothers living with intimate partner violence (IPV) and the ways in which these mothers use breastfeeding successfully (and unsuccessfully) to achieve what Butler (2004) terms a "livable life." Semi-structured qualitative interviews were conducted with thirteen mothers who lived with abusive partners while breastfeeding. Content analysis was used to examine the women's accounts for gender performativity around breastfeeding. Gender performativity was used by these mothers successfully and unsuccessfully to attempt to stem the violence and chaos in their relationships. Mothers attempted to fulfill traditional female roles to appease abusive partners, used breastfeeding to protect themselves and their infants, and also drew strength from family, friends and medical/support professionals by fulfilling the 'good mother' role through breastfeeding.

Family therapists involved with religious communities as leaders, employees, or community members face unique challenges in evaluating the potential benefits and risks of dual relationships. Building on existing literature, we propose a three‐level model of factors for therapists to use to evaluate risk: (a) professional ethics codes and legal guidelines, (b) theory of therapy, and (c) contextual variables and relationships among the therapist, the client, and the religious community.

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by using a comprehensive dialogic, democratic peacebuilding pedagogy. The initiative embodied a broad, transformative approach to restorative justice, grounded in participating educators' identifying, articulating and applying personal core values. This professional development focused on diverse educators, their relationships, and conceptual understandings, rather than on narrow techniques for enhancing student understanding or changing student behaviour. Its core practice involved facilitated critical reflexive dialogue in a circle, organized around recognizing the impact of participants' interactions on others, using three central, recurring questions: Am I honouring? Am I measuring? What message am I sending? Situated in the context of relational theory (Llewellyn, 2012), this restorative professional development approach addresses some of the challenges in implementing and sustaining transformative citizenship and peacebuilding pedagogies in schools. A pedagogical portrait of the rationale, design, and facilitation experience illustrates the theories, practices, and insights of the initiative, called Relationships First: Implementing Restorative Justice From the Ground Up.

Improved student learning continues to be a pressing issue compelling schools and districts to undergo change. Schools are complex organizations and there are a number of interrelated factors that contribute to the success or failure of change into a new model. In Alberta, organizational change was mandated in 2003 through government acceptance of a Commission's recommendation that all schools operate as a professional learning community. The context of mandated change provided a unique opportunity to examine large scale change with factors that may have a relationship to successful change. The purpose of this quantitative study was to examine the relationship among three variables: (a) change into a professional learning community, (b) faculty trust in the principal, and (c) enabling school structures. Data collected through questionnaires was obtained from teachers of 45 schools in southern Alberta. The questionnaire contained a demographic data form and three previously developed instruments to measure the variables. Descriptive and correlation analysis was conducted to determine the relationship among the variables. The correlations among the variables were both strong and significant. It was concluded that schools imbued with high levels of trust in the principal were more successful in implementing change into a professional learning community, and more likely to possess enabling school structures. It was also concluded that schools perceived as having high levels of enabling bureaucratic structures were more successful in implementing change as a professional learning community. Overall, the variables of faculty trust in the principal and enabling school structures can be described as conditions related to successful change into a learning organization structure. The results have implications for educational stakeholders charged with instituting change in the context of reform. The conclusions implied that it is imperative for principals to recognize the importance of relationships and the foundation of trust, and attend to behaviors and processes required to build trust and relationships. There is a need for principals to understand the attributes of enabling bureaucracies and learning organizations in order to assess current capacity. Implications for system leaders include giving attention to leadership development, enabling structures at a system level, and modeling relational behaviors that foster trust.