Sentences with phrase «emotional life of your school»

Playground Politics: Understanding the Emotional Life of Your School - Age Child by Stanley Greenspan

Not exact matches

But it was right after my senior year in high school, after difficult emotional struggles and some substance abuse, that I prayed in the quietness of my room: «God, if you're out there, I believe in you and I want to commit my life to you.»

The neurological infrastructure is being formed that will support all of a child's future capacities, including not only her intellectual abilities — how to decipher and calculate and compare and infer — but also those emotional and psychological habits and abilities and mindsets that will enable her to negotiate life inside and outside school.

Travis Bradley is the director of the Social Emotional Learning, Early Life Stress and Pediatric Anxiety Program at Stanford University's School of Medicine.

[i] While certainly there are many factors responsible for what has become an epidemic of emotional problems, the fact is that the majority of students name «school» as the single greatest stressor in their lives.

A study from the London School of Economics draws the conclusion that «The most important childhood predictor of adult life - satisfaction is the child's emotional health....

From budding rebellion to curiosity about bodies, your grade - schooler's life is full of physical and emotional development.

Ostensibly, it is the story of a team of nine - year old hockey players in a Boston suburb, their coach, a former high school baseball coach and local sports hero, the all - male board of directors of the town's hockey club, a hockey mom concerned about her kids emotional well - being, and, at center ice, a set of adorable, identical, competitive, but sensitive twin boys who became, as is all too often the case in the adult - centered world of youth sports, the unintended but innocent victims of a real life power play.

The introduction of mindfulness and regulation practices, tools for building emotional intelligence practically and playfully, and positive discipline practices designed to be integrated into everyday life at school and / or home.

Our school fosters the intellect, nurtures the imagination, and recognizes the emotional life of each child.

What a securely attached child - OR ADULT - looks like: competent, self - confident, resilient, cheerful much of the time, anticipating people's needs (not from a co-dependent place), empathic, humorous, playful, tries harder in the face of adversity; not vulnerable to approach by strangers because won't go to strangers (as adult, out - going without being foolhardy), good self - esteem, achieving, able to use all mental, physical, emotional resources fully, responsive, affectionate, able to make deep commitments as appropriate, able to be self - disclosing as appropriate, able to be available emotionally as appropriate, able to interact well with others at school and in jobs / careers, likely to be more physically healthy throughout life, self - responsible, giving from a «good heart» place of compassion, has true autonomy, no co-dependent self, because of well developed internal modulation system, less likely to turn to external «devices» (addictions) to modulate affect

, one of the largest nonprofit behavioral healthcare organizations in the country dedicated to promoting social and emotional development, fostering resilience and building skills for school and life success in children.

Post-partum depression poses substantial adverse consequences for mothers and their infants via multiple direct biological (i.e., medication exposure, maternal genetic factors) and environmental (i.e., life with a depressed mother) mechanisms.8, 9 From the earliest newborn period, infants are very sensitive to the emotional states of their mothers and other caregivers.10, 11 Maternal mood and behaviour appear to compromise infant social, emotional and cognitive functioning.11 - 15 As children grow, the impact of maternal mental illness appears as cognitive compromise, insecure attachment and behavioural difficulties during the preschool and school periods.6,16 - 19

- Camping trips singing in the car, being there through all their childhood illnesses and hurts; emotional and physical ones, first days of school, last days of school, dinners that flopped (I am remembering the failed salmon loaf recipe), pants that were too short, too long, too old, too loose, too tight or too great to take off to wash, friends and then girlfriends / boyfriends, soccer and scouts and blue hair dye and laughter and tears and all the things that make up a life LM

Michigan: Custody is awarded based on the best interests of the child, based on the following factors: moral character and prudence of the parents; physical, emotional, mental, religious and social needs of the child; capability and desire of each parent to meet the child's emotional, educational, and other needs; preference of the child, if the child is of sufficient age and maturity; the love and affection and other emotional ties existing between the child and each parent; the length of time the child has lived in a stable, satisfactory environment and the desirability of maintaining continuity; the desire and ability of each parent to allow an open and loving frequent relationship between the child and other parent; the child's adjustment to his / her home, school, and community; the mental and physical health of all parties; permanence of the family unit of the proposed custodial home; any evidence of domestic violence; and other factors.

In interviews, the study participants relayed their perceptions of how emotional and physical abuse in childhood affected their lives, including physical health, school performance and ability to maintain employment — all factors directly linked to household income and ability to afford enough healthy food for their own children.

Mary Anne Hale Reynolds, an associate professor in the School of Nursing, focuses on adults, ages 20 - 59, and the physical, psychosocial, emotional and spiritual impacts following a life - threatening disease diagnosis.

'' [Eczema] really doesn't help in terms of the patient's emotional wellbeing and confidence,» says Gil Yosipovitch, MD, professor of medicine at the University of Miami Miller School of Medicine and author of Living With Itch ($ 19; amazon.com).

Rimm, who wasn't involved in the study, surveyed thousands of middle - school children for a 2004 book, Rescuing the Emotional Lives of Overweight Kids.

1 - lack of relaxation 2 - devitalized food 3 - unfulfilling employment (dead - end jobs) 4 - dead - end relationships (romantic or not) 5 - surgery 6 - junk food 7 - trans fats and rancid fats 8 - financial stress 9 - sedentary lifestyle 10 - excessive exercise 11 - death of a loved one 12 - alcoholism 13 - smoking 14 - illicit drug use 15 - prescription drug use 16 - toxins 17 - poor eating habits 18 - marital stress 19 - repeated traumas 20 - workaholism 21 - nutritional deficiencies 22 - hormonal imbalances 23 - oral contraceptives 24 - stimulants 25 - counterproductive attitudes and beliefs 26 - conventional hormone replacement therapy 27 - non-prescription drugs 28 - psychological stress 29 - persistent fears 30 - emotional stress 31 - lack of sleep 32 - being in denial about feelings 33 - acute or chronic infection 34 - repeated stresses 35 - persistent negative stressors 36 - fun or enjoyment deprivation 37 - allergies 38 - caffeine 39 - white sugar and white flour products 40 - antacids 41 - artificial sweeteners and colors 42 - major life events — even if perceived consciously as «good» (e.g.: graduating high school, moving, etc..)

Mature 44 yr old... Black Male... professionally minded... 190 lbs 6» 1... work out 4 - 5x a / wk... very discrete and keep my business to myself... work full time but will be re-entering school full time as well... overcame alot of tragedy in life but no real emotional baggage... my Motto: It is what it...

The Dangers of the Good Child - The Book of Life is the «brain» of The School of Life, a gathering of the best ideas around wisdom and emotional intelligence.

He tries to school Will in the ways of maintaining emotional distance from the grieving relatives, tries sharing with him his profound respect for the rules and regulations of military life and subtly tries to persuade him to stay in the army after his time is up.

Bigger Than Life (Criterion) Ostensibly a drama about prescription drug misuse and abuse and drawn from an article in The New Yorker, this portrait of a grade - school teacher and middle class father (played by James Mason, who also produced and helped develop the project) is as much about adult male masculinity and responsibility as a husband and father, and the pressure on him to live up to the ideal, as Rebel Without a Cause is about the emotional realities of being an American teenager.

Over the course of 27 years at the Harvard Graduate School of Education, Kurt Fischer established an internationally known research program that explored how neuroscience, cognitive science, and psychology illuminate cognitive and emotional development and learning throughout our lives.

Public Health England confirms the importance of supporting children in the Early Years: «There is very strong evidence that investment in promoting the emotional wellbeing and mental health of parents and children notably in the pre-school years and throughout the school aged years, can avoid health and social problems later in life.»

These top - of - the - morning meetings, which under his initiative came to take up the first 45 minutes of each school day at Bruns and later at Newell Elementary, are a central feature of a revamped curriculum that puts an emphasis on social - emotional learning — that is, development of character, empathy, selfmanagement, and other life skills that lie outside the domain of the three R's.

With pieces of themselves drawn from so many places, it's not surprising that kids seem increasingly fragmented in their emotional lives as well as in their school lives.

Within this series, we've taught important factors that have been proven to enhance the happiness and social and emotional learning of elementary school age children, giving them a significant advantage for life.

It did not stigmatize children; it imputed no shortage of intelligence, no emotional disturbance, no troubled home life, no bad schools.

Children and young people should: keep themselves fit through regular physical activity; have a positive self - image; talk about the benefits to their health through participation in physical outdoor activities; adopt a healthy lifestyle, including healthy eating appropriate to the demands of their activities; understand the risks to fitness and health posed by smoking, alcohol and drugs, and set an example in their own lifestyle; walk or cycle where this is a realistic and safe option, or take other regular exercise; want to continue their interest in outdoor activities beyond school and into adult life; independently participate in follow up courses where these are available; understand how much exercise is required to remain healthy; and are aware of the links between physical and emotional well - being.

I kept having that feeling of — I know what he's talking about, I've lived it for years as an urban educator — but I've never seen anyone make such a clear argument for the fact that schools need to focus on developing students» social and emotional skills.

We are the ones who will put the policies and practices in place in our schools that enable all young people to have their emotional and social selves welcomed, their spirits uplifted, and their inner lives nourished as a normal, natural part of their education.

School climate is often described as the «quality and character of school life», including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of stuSchool climate is often described as the «quality and character of school life», including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of stuschool life», including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of stuschool, that can positively promote behaviour, school achievement, and the social and emotional development of stuschool achievement, and the social and emotional development of students.

We are looking at important factors that influence the happiness and social and emotional learning of elementary school age children, helping students learn life skills, manage emotions, and increase empathy.

Project 2: Kernels of Practice for SEL: Evidence - Based Strategies for Social, Emotional, and Ethical Development In recent decades many school based programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth devEmotional, and Ethical Development In recent decades many school based programs have focused not only on academics but on an inter-related set of skills that fall under the headings of social and emotional learning (SEL), character education, bullying prevention, life skills, and / or youth devemotional learning (SEL), character education, bullying prevention, life skills, and / or youth development.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

By providing school cultures that emphasize life skills and attending to their social - emotional development, you can support students as they learn to take appropriate ownership of their learning.

But it is not yet known how schools and out - of - school programs can strengthen, align and deliver high - quality social and emotional learning opportunities to children, especially those living in low - income areas.

Working with a partner organization known as Transforming Education, they selected the specific social - emotional skills on which to focus based on a review of evidence on the extent to which those skills are measurable, meaningfully predictive of important academic and life outcomes, and likely to be malleable through school - based interventions.

A former student of Buddhist Studies with a master's from Harvard Divinity School, McGarvey came to the Ed School interested in how spiritual practices can influence people's lives for the better, and how they work consciously and rationally with deep emotional reactions that often overwhelm.

As a vast body of research now makes clear, young people's success in school, college, the workplace, and the rest of life depends not just on their mastery of core academic content and skills but also — and often to a greater degree — on their beliefs and attitudes, personal dispositions, relationships, emotional intelligence, creativity, nutrition, mental health, knowledge about college and work opportunities, financial resources, willingness to engage with new people and cultures, openness to new experiences, and more.

Growing research shows that Montessori schools create lasting, positive social effects.82 Since the Montessori Method focuses on personal development, Montessori students improve in their social and emotional intelligence at a faster rate than students in traditional education.83 In light of this finding, Montessori schools can be an important vehicle for integrating students of diverse backgrounds and fostering critical life and social skills needed for the 21st century.

Summary: In this article, the author who teaches college readiness at a charter school in Brooklyn, NY, advocates for the inclusion of social - emotional learning for his students as they are necessary for future success in school and in life.

Live Well is series of bilingual (English / Arabic) simple readers that was developed by the Waterloo Region District School board to support the language and psychosocial / socio - emotional needs of newcomer refugee students.

Helping K - 12 educators and administrators design, promote, and implement social - emotional learning (SEL) programs that strengthen the culture and climate of our schools, and ultimately improve children's lives.

Social and emotional learning (SEL) and mindfulness are highly complimentary of each other and together can promote students» ability to thrive in school and in life.

School and Life Success — In a 2004 book summarizing the research on Social - Emotional Learning, Joe Zins and colleagues concluded that the most important factors in students» success in school and life is their sense of attachment and commitment to school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their School and Life Success — In a 2004 book summarizing the research on Social - Emotional Learning, Joe Zins and colleagues concluded that the most important factors in students» success in school and life is their sense of attachment and commitment to school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their liLife Success — In a 2004 book summarizing the research on Social - Emotional Learning, Joe Zins and colleagues concluded that the most important factors in students» success in school and life is their sense of attachment and commitment to school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their school and life is their sense of attachment and commitment to school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their lilife is their sense of attachment and commitment to school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their school and seeing the school as a source of positive recognition, contribution, pride, and purpose in their school as a source of positive recognition, contribution, pride, and purpose in their lives.

Many young people graduate high school without proper preparation for the potential emotional health challenges of transitioning to college and adult life.

Kansas Social, Emotional, and Character Development Model Standards The purpose of the Social, Emotional, and Character Development Standards is to provide schools a framework for integrating social - emotional learning (SEL) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personalEmotional, and Character Development Model Standards The purpose of the Social, Emotional, and Character Development Standards is to provide schools a framework for integrating social - emotional learning (SEL) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personalEmotional, and Character Development Standards is to provide schools a framework for integrating social - emotional learning (SEL) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personalemotional learning (SEL) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personal success.