Awareness of any social behaviour might indicate this and should be investigated.
Not exact matches
Benefits
of arts education In addition to economic benefits
of investment in arts education for students in the primary and secondary sectors there are a plethora
of social and intellectual benefits: • encouraging self expression and self
awareness • building confidence and self esteem • thinking creatively and conceptually • problem solving • increasing motivation and improving
behaviour • developing organisational skills • being able to work collaboratively and independently • developing multiple learning styles • building maturity and appreciation • developing observational skills • raising global
awareness and respect for other cultures • promoting literacy through analysis and interpretation • increasing enjoyment and fun in learning • developing spatial and visual skills • encouraging qualitative
awareness • seeing different perspectives • openness to subtlety, nuance, flexibility and imagination
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self
awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination
of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size
of residential settings / Sleep / Small group living / Small groups /
Social brain (The) /
Social care in Ireland /
Social care — the field /
Social change /
Social competence (1) /
Social competence (2) /
Social Competencies: Affect /
Social networks in restricted settings /
Social Pedagogy /
Social policy /
Social skills training (1) /
Social skills training (2) /
Social skills training (3) /
Social skills training (4) /
Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement
of Purpose / Status
of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure
of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal
behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres
of influence / Systems thinking / Systems vs developmental views /
A policy is more likely to be effective if it directly addresses bullying
behaviour, raises
awareness of what constitutes bullying in the school community, up - skills staff with effective evidence - based interventions, builds consistent staff and school responses that reflect school values, respects cultural diversity and reflects the
social and emotional learning curriculum.
The concept
of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process
of, capacity for, or outcome
of successful adaptation in the context
of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range
of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk
behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits
of young people (including self - esteem, empathy and self -
awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's
social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use
of different types
of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood
of tobacco and alcohol use.
Delinquents have repeatedly been shown to have an IQ that is 8 - 10 points lower than law abiding peers - and this is before the onset
of antisocial
behaviour.24 Other traits predisposing to conduct problems include irritability and explosiveness, lack
of social awareness and
social anxiety, and reward seeking
behaviour.
Five major themes emerged:
awareness of physical activity; sustaining physical activity
behaviour change; improved health and well - being; enhanced
social networks; and embedding physical activity in the workplace culture.
Alternatively, fathers report higher levels
of stress in relation to child externalising
behaviours [39, 57], ASD symptoms [68], poor child sensory and cognitive
awareness [32] and less
social support [37].