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Working With the Client Who is Suicidal - Ministry of Health

2.10.3 Lesbian, Gay, Bisexual or Transgender Clients 2.10.4 Young Adults & Students 2.10.5 Elderly Clients 2.10.6 Developmental Disabilities 2.10.7. Concurrent Disorders 3. Identifying and Assessing Suicide Risk 3.1 Identifying Risk Definitions Understanding Risk and Protective Factors Risk Factors 3.2 The Continuum of Risk for Suicide

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Best Practices for Hand Hygiene - British Columbia

www.health.gov.bc.ca

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My Voice: Expressing My Wishes for Future Health …

www.health.gov.bc.ca

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Guiding Children's Behaviour - British Columbia

www.health.gov.bc.ca

Canadian Cataloguing in Publication Data Developed in cooperation with the British Columbia Day Care Action Coalition and the Early Childhood Educators of B.C. Includes bibliographical references: p.

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Preventing Injury in Child Care Settings - British …

www.health.gov.bc.ca

Canadian Cataloguing in Publication Data Main entry under title: Preventing Injury in Child Care Settings Includes bibliographical references; p. 26

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Health Care Providers' Guide to Consent to Health …

www.health.gov.bc.ca

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Provincial End-of-Life Care Action Plan for British …

www.health.gov.bc.ca

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Continuum of Community Mental Health and …

www.health.gov.bc.ca

Page 2 of 18 List of Services for People with Severe Addictions and Mental Illness (SAMI) General Health System Primary care Assessment, treatment services

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Best Practice Guidelines For Cleaning, Disinfection …

www.health.gov.bc.ca

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Evidence Review: Prevention of Mental Disorders

www.health.gov.bc.ca

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Model Core Program Paper: Mental Health Promotion and ...

www.health.gov.bc.ca

to support mental health promotion and the prevention of mental disorders. It is intended, as part of the BC Core Functions in Public Health, to reflect evidence-based practice and support continuous performance improvement.

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APA Guidelines for Psychological Practice with Boys and Men

www.apa.org

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Practice-Informed Research: Contemporary Challenges and ...

jswve.org

students to be prepared and trained to operate in a dual function and “engage in practice-informed research and research-informed practice” (CSWE, 2015, p.8). This standard ensures that social workers are trained to utilize practice and research proactively within their work. While social work students are

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