Mental Sample Clauses

Mental. We strive to empower abused Indigenous women to her fullest cognitive capacity, enabling her to assess and plan an independent future with clarity, strength and hope. As advocates we shall nurture self-care as prerequisites to self-respect and a strong sense of self-worth. We provide encouragement, that she may assume courage and determination in working towards her own personal vision of empowerment. We endeavour to do this through education, referrals to other services and counselling. We believe that intellectual understanding of her victimization as as a wife and the effects of colonization as a Indigenous will provide personal and historical insight enabling her to shed low self-worth and the deleterious effects of physical, mental, emotional and spiritual abuse. Spiritual We strive to empower abused Indigenous women at her level of need, awareness and experience with the spiritual life power, strength and truth available from knowing the Great Spirit in a personal sacred manner; respecting inner illumination as dynamic over religious doctrines and dogmas. Spiritual counselling (Christian, Indigenous spirituality, etc.) and the use of the power of prayer as taught by our Elders during crisis, dysfunction, death, divorce, grief, trauma and illness is and always has been a Support base to our meaningful and vital existence. We recognize, encourage and promote the full use of the spiritual gifts attained when in unity and immersion with the Great Spirit. We Support our sisters in accessing all forms of empowerment, not disregarding the greatest avenues of empowerment obtained in union with the great Spirit. Through the avenues of charity and love, we strive to enable abused women to rediscover self-worth and self-esteem. LETTER OF UNDERSTANDING #1 BETWEEN: AND IKWE-WIDDJIITWIN INC., in the City of Winnipeg, in the Province of Manitoba, hereinafter referred to as the “Employer, UNITED FOOD AND COMMERCIAL WORKERS UNION, LOCAL NO. 832, chartered by the United Food & Commercial Workers International Union, hereinafter referred to as the "Union". The parties agree when IKWE-WIDDJIITWIN Inc. is provided grant funding outside of IKWE’s core funding, for a position that would not be or take away any work from any member of the bargaining unit, the parties will meet to discuss the conditions surrounding the position, including but not limited to: • Job description • Wage rate • Length of term • Full time/part time or casual If it is deemed that if the position is...
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Mental. Routinely requires the ability to interpret, analyze and perform critical thinking skills. Approved: March 30, 2018. Appendix G CONCURRENT COURSE APPROVAL FORM Part I- School Administration Complete NAME OF SCHOOL DISTRICT: Date: NAME OF HIGH SCHOOL: Phone: CONTACT PERSON: The above mentioned high school is requesting approval to offer the following college credit courses: SEMESTER: Fall Spring YEAR: SUBJ/COURSE COURSE TITLE INSTRUCTOR NAME NEW INSTRUCTOR Y/N # OF SECTIONS REQUESTED NUMBER OF CREDITS OFFERED CONCURRENTLY FOR 2017-2018 NUMBER OF CREDITS OFFERED CONCURRENTLY FOR 2018-2019 SEMESTER TERM DATES: TO PRINCIPAL (OR DESIGNEE): SUBJ/COURSE COURSE TITLE INSTRUCTOR ASSIGNED CRNS (Signature) Part II- FSW Director of Dual Enrollment Complete Approved Courses: DATE: FSW DIRECTOR OF DUAL ENROLLMENT: (Signature) DATE: Appendix H 2018-2020 Concurrent Course Offerings Course Number Course Name Pre-Requisites Testing Requirements English ENC 1101 Composition I No Pre-Requisite Reading & Writing ENC 1102 Composition II ENC 1101 SPC 2017 Fundamentals of Speech ENC 1101 Reading & Writing Math MAC 1105 College Algebra MAT 1033 or College level placement scores Reading & Math MAC 1114 Trigonometry MAC 1105 or 1106 with "C" or better MAC 1140 Pre-Calculus Algebra MAC 1105 with "C" or better STA 2023 Statistical Methods I MAT 1033 or College level placement Scores Reading & Math Education EDF 2005 Intro to the Teaching Profession No Pre-Requisite Reading EDF 2085 Intro to Diversity for Educators No Pre-Requisite Reading EME 2040 Intro to Technology for Educators No Pre-Requisite Reading Social Science AMH 2010 History of the United States to 1865 No Pre-Requisite Reading AMH 2020 History of the United States 1865 to Present No Pre-Requisite Reading DEP 2004 Human Growth and Development No Pre-Requisite Reading ECO 2013 Economics I No Pre-Requisite Reading POS 2041 American National Government No Pre-Requisite Reading PSY 2012 General Psychology I No Pre-Requisite Reading 2018-2020 Dual Enrollment - Course Offerings at the HS Sites Course Number Course Name Pre-Requisites Testing Requirements Natural Sciences BSC 1010 Biological Science I BSC 1005 or one year HS bio with "C" or better. Reading, Writing, Math BSC 1010L Biological Science I Lab BSC 1005 or one year HS bio with "C" or better. Reading, Writing, Math BSC 1011 Biological Sciences II BSC 1010 & 1010L BSC 1011L Biological Science II Lab BSC 1010 & 1010L BSC 1050C Environmental Biology : Our Global Environmen...
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Mental. “Space” and Reinterpretation The proper ‘digestion’ of experiences due to forgetting has the added benefit of freeing up mental “space”. Such space should not be characterised in terms of storage or capacity;
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Mental noise Stress impacts how people process information. In this model, stress can impede the line of communication [45; 46]. Negative dominance In the negative dominance model, negative and positive information is processed simultaneously, with negative information bearing more weight [45]. As such, the audience may pay more attention to negative information and this information may be retained longer [46]. Trust determination This model emphasises the essentialness of establishing trust in risk communication and how trusted groups may be able to communicate when the public are having trouble accepting information [46]. Once trust is formed, other goals can be achieved [45].
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Mental. Health Provider counts include referrals made to the RRAP by a non-CMHC Mental Health Provider, as well as referrals made to the RRAP by the CMHC’s Rapid Response Team (RRT) / CMHC Mental Health Provider.
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Mental participants learnt how to correctly throw a lacrosse ball using the lacrosse stick, how to catch a ball correctly and how to scoop a ball off the ground. Was it a Success? Xxxxxxxx was a success, as some of the students who participated stayed the whole two hours and did not go to any other station at Fun Day. The students who were leaders were respectful of the younger students and enjoyed sharing their knowledge of lacrosse. One teacher even asked how we could play more lacrosse at the school next school year. Was it Successful? Yes, the project was successful, the older students from Middle School had a leadership opportunity, and the young students from the elementary school were respectful, well behaved and really enjoyed the opportunity to play lacrosse. Might of even had a few recruits for field lacrosse in the fall. A couple of students from Xxx Xxxxxxxxx’x class also helped out. Canoe Journey – On June 26, our school enjoyed an opportunity to take some students to experience paddling in a First Nations ocean going canoe. Three parents also came with their children, as well as our Child and Youth Care Worker, Xxxx Xxxxxxxx. How it Fits into the Medicine Wheel Physical – All people who participated in the canoe day were paddling in the ocean, helping to pack the canoe into the water, out of the water, and onto the canoe trailer. It was a very physically demanding day for the participants. Mental – Participants were able to learn about the structure of paddles and how they help move the water in an efficient way. They also learnt that working together paddling is the most important part of being out in the canoe. Was It Successful? Definitely a successful journey, all paddlers had to work together harmoniously, and all the participants had an opportunity to learn about a valuable First Nations tradition. An event to do again next year!  Paddles – Our Elder, Xxxxxx Xxxxxxx and xxxxxx, Xxxxxx Xxxx came to our school to work with a small group of boys creating paddles. Xxxxxx already cut out the form of the paddle, and the participants were able to paint them using traditional west coast designs and animal symbols. Xxxxxx Xxxx shaping the paddles in the woodshop room. Students planning out their designs for the paddles A finished paddle. How it fits into the Medicine Wheel Physical – participants were able to choose from a variety of different animal forms to create paintings on their paddles. Mental – Our Elder taught the participants the different s...
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Mental. We wanted to mark a time in April’s life so that she knows that she needs to expect herself to act in a more mature fashion. Many people spoke up and gave April the encouragement she needed to make the transition from girl to young adult. Emotional – I have worked with April since elementary school, so it was very emotional for me as she is growing up into a lovely young lady. Xxxxx’s parents also felt deep emotion as they are accepting that she is going through some major changes in her life. Her support staff also felt very emotional, as they work closely with Xxxxx and support her through her changes at OMS. Was it Successful? A very successful ceremony! Gifts that we made included war bonnets, mini drums, dragonflies, paddles, sage bundles and cedar headbands. April wore her shawl that she started in elementary school with myself, and finished in middle school. The boys learned a Nuu Chah Nulth prayer song from Xxxxx Xxxxxxxxxx and the adults who work with Xxxxx at her school were able to bond with her in a positive way. Ideas for Next Year  More big sticks for the field lacrosse workshops at other schools.  Money set aside to buy butts for the lacrosse sticks, and tape, to tape them on so they don’t come off.  Another Canoe Journey, with more money set aside for food, as we barely had enough money to feed the 24 participants who came.  This year, the counselor and I decided that next year, we will sit down in the fall to decide on a gift to be given to all the new grade six’s coming into OMS. We can work on the gifts starting in October, so that by May we will have enough items made to give a gift to a new grade six student. Goal Fitting into the OMS Growth Plan One of our OMS school goals ties directly into this First Nations Cultural Program – it is:
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Related to Mental

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  • PSYCHOLOGICAL SERVICES Psychotherapy is not easily described in general statements. It varies depending on the personalities of the psychologist and patient, and the particular problems you hope to address. There are many different methods I may use to deal with those problems. Psychotherapy is not like a medical doctor visit. Instead, it calls for a very active effort on your part. In order for the therapy to be most successful, you will have to work on things we talk about both during our sessions and at home. Psychotherapy can have benefits and risks. Because therapy often involves discussing unpleasant aspects of your life, you may experience uncomfortable feelings like sadness, guilt, anger, frustration, loneliness, and helplessness. When treating insomnia specifically, therapy might cause you to experience increased sleepiness and fatigue, especially in the early phases of treatment. On the other hand, psychotherapy has also been shown to have benefits for people who go through it. Therapy often leads to better relationships, solutions to specific problems, significant reductions in feelings of distress, improved sleep, and less fatigue. But there are no guarantees as to what you will experience. Our first session will involve an evaluation of your needs. By the end of the evaluation, I will be able to offer you some first impressions of what our work will include and a treatment plan to follow, if you decide to continue with me for therapy. You should evaluate this information along with your own opinions about whether you feel comfortable working with me. At the end of the evaluation, I will notify you if I believe that I am not the right therapist for you and if so, I will give you referrals to other practitioners who I believe are better suited to help you. Therapy involves a large commitment of time, money, and energy, so you should be very careful about the therapist you select. If you have questions about my procedures, we should discuss them whenever they arise. If your doubts persist, I will be happy to help you set up a meeting with another mental health professional for a second opinion. Please note that the psychological services I provide are not for emergency situations. For emergencies, call 911 or go to the nearest emergency room. FEES My fee is $395 for an initial evaluation lasting 90 minutes, and $250 for each subsequent psychotherapy session (either in-person or over the telephone) lasting 45 minutes. I charge this same $250 per 45-minutes rate for other professional services you may need, though I will prorate the cost if I work for periods of less than 45 minutes in increments of 15 minutes, rounded to the nearest 15-minute increment (e.g., 22 minutes of service will be charged for 15 minutes whereas 23 minutes of service will be charged for 30 minutes). Other professional services include telephone conversations or email responses lasting longer than 15 minutes, and the time spent performing any other service you may request of me. If you become involved in legal proceedings that require my participation, you will be expected to pay for any professional time I spend on your legal matter, even if the request comes from another party, at the same $250 per 45-minutes rate. I do not charge for time spent writing reports and progress notes as per the standard routine of my care of you. I also do not charge for any time I may spend collaborating with your other providers. From time to time, I may institute fee increases and these will be discussed and agreed upon ahead of time with a new Treatment Contract. If it has been more than one year since our last appointment, then you will re-initiate services at my current standard fee which may be higher than the fee you were previously paying. In addition, if it has been more than one year since our last appointment, you will be scheduled for another initial evaluation (90 minutes) and charged accordingly, with subsequent 45-minute psychotherapy sessions thereafter. INSURANCE REIMBURSEMENT You are responsible for paying your full session fee. I am not in-network with any insurance companies. If you decide to submit claims to your insurance company for reimbursement for any out-of-network benefits you might have, you may do so. However, be aware that the services provided will still be charged to you, not your insurance company, and you are responsible for the full payment. I have no role in deciding what your insurance covers. You are responsible for checking your insurance coverage, deductibles, payment rates, pre-authorization procedures, etc. Missed appointments, late cancellations (i.e., cancellations within 24 hours of service), and telephone session are not typically covered by insurance companies and therefore you will likely be responsible for the full session fee in these instances. If your insurance company doesn’t reimburse you, I am not responsible for refunding you any payment you expected to be reimbursed or otherwise. I will provide you a superbill after each session with the following information that you will need to submit to your insurance company for reimbursement for any out-of-network benefits you might have:

  • Disability If the Executive's employment is terminated by reason of the Executive's Disability during the Employment Period, this Agreement shall terminate without further obligations to the Executive, other than for payment of Accrued Obligations and the timely payment or provision of Other Benefits. Accrued Obligations shall be paid to the Executive in a lump sum in cash within 30 days of the Date of Termination. With respect to the provision of Other Benefits, the term Other Benefits as utilized in this Section 6(c) shall include, and the Executive shall be entitled after the Disability Effective Date to receive, disability and other benefits at least equal to the most favorable of those generally provided by the Company and its affiliated companies to disabled executives and/or their families in accordance with such plans, programs, practices and policies relating to disability, if any, as in effect generally with respect to other peer executives and their families at any time during the 120-day period immediately preceding the Effective Date or, if more favorable to the Executive and/or the Executive's family, as in effect at any time thereafter generally with respect to other peer executives of the Company and its affiliated companies and their families.

  • Family Illness The start of a family leave for a serious health condition of a family member shall begin on the date requested by the employee or designated by Management.

  • Permanent Disability Permanent Disability" shall mean Employee's physical or mental incapacity to perform his or her usual duties with such condition likely to remain continuously and permanently as determined by Employer.

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