Not exact matches
A professor with
poor communication or
social skill or who give homework
during examination time is known as «Bad professor».
Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic
skills including
poor literacy
skills, as well as attention problems,
social problems, and aggression, placing them at significant risk for
poor school achievement, which is associated with
poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs
during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.
Greater cell phone use has been associated with greater loneliness and
poorer social skills than for those who have more face - to - face communication interactions.1 For example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more
social media use, text messaging, and cell phone / video use the girls had, the more negative their
social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk
during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussion.
During the prenatal and infant periods, families have been identified on the basis of socioeconomic risk (parental education, income, age8, 11) and / or other family (e.g. maternal depression) or child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low parental educational attainment and work
skills,
poor housing, low
social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings on early predictors of low - income children's
social and emotional
skills.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years,
poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated
social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational
skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure
during infancy go on to develop significant
social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
For example, behavioral inhibition in and of itself was not related to high
social anxiety
during adolescence, but in interaction with
poor social skills it could lead to a particularly
poor outcome.