Sentences with phrase «academic adjustment problems»

Older studies showed boys had greater social and academic adjustment problems than girls.

Not exact matches

Such information is important because the development of social competencies during middle childhood has been linked to adjustment to schooling and academic success, while the failure to develop such competencies can lead to problem behavior that interferes with success in school (Bennett et al. 2003; Carlson et al. 1999; Farrington 1989; Fors, Crepaz, and Hayes 1999; Malecki and Elliot 2002; McCord et al. 2000; Najaka, Gottfredson, and Wilson 2001; O'Donnell, Hawkins, and Abbott 1995; Trzesniewski et al. 2006; Wentzel 1993).»

(3) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors, or by certified teaching assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and

(a) In grades K - 6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively in their current and future educational programs, to help students who exhibit any attendance, academic, behavioral or adjustment problems, to educate students concerning avoidance of child sexual abuse, and to encourage parental involvement.

* Guide and counsel students with adjustment or academic problems, or special academic interests.

Guide and counsel students with adjustment and / or academic problems, or special academic interests.

Individual or group counseling for gifted children whose emotional problems are interfering with their social or academic adjustment.

Counseled students when adjustment and academic problems arose and conferred with parents as appropriate

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

In particular, counselors and academic advisors should equip themselves with the knowledge of coping so that they are capable of advising students how to effectively use coping strategies to reduce stress in confronting adjustment problems.

College adjustment issues such as: homesickness, academic problems, and long distance relationships.

Maternal depression is demonstrated to contribute to multiple early child developmental problems, including impaired cognitive, social and academic functioning.3 - 6 Children of depressed mothers are at least two to three times more likely to develop adjustment problems, including mood disorders.3 Even in infancy, children of depressed mothers are more fussy, less responsive to facial and vocal expressions, more inactive and have elevated stress hormones compared to infants of non-depressed mothers.7, 8 Accordingly, the study of child development in the context of maternal depression is a great societal concern and has been a major research direction for early childhood developmental researchers for the past several decades.

Those NICHD SECCYD children whose families were always poor scored lower on measures of academic, language, and cognitive performance, and were rated by their teachers as having more adjustment problems than other children throughout the early elementary grades.

Such problems often result in significant impairments in the individual's emotional, social, academic, and occupational adjustment.

It would be relevant understanding the separated role, the position and the weight of each factor (i.e., low academic self - concept, high peer rejection, and high behavioral problems) in determining the children general school adjustment.

Results indicated that adolescents in the intervention group improved key family, peer, and academic correlates of juvenile sexual offending and improved existing adjustment problems in individual family members.

Children from dissolved families generally have more internalizing and externalizing problems, lower academic achievements and poorer social adjustment, compared with children from intact families (Frisco et al. [2007]; Størksen et al. [2006]; Sun and Li [2002]-RRB-, and the negative association between parental divorce and adjustment persist into adulthood (Amato and Sobolewski [2001]; Størksen et al. [2007]-RRB-.

In children who are having school problems, comprehensive psychoeducational testing assesses the child's development background, academic history, psychosocial adjustment and cognitive and achievement skills.

Similarly, you should also bring evidence supporting all of your claims, such as relevant communications with your ex, police reports, your child's academic records and anything else that demonstrates your child's adjustment to the environment you provide or the problems posed by your ex's parenting.

His primary research interests include the development and prevention of child antisocial behavior and related problem behaviors, such as substance use and abuse, academic failure, and high risking sexual behavior; Coercion Theory; the development of preventive interventions for incarcerated parents, their children, and the caregivers of their children; early childhood education and intervention; youth mentoring; preventive interventions for physical health problems; and the development and prevention of adjustment problems during adulthood, including substance abuse, intimate partner violence, and suicidality.

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52

I have worked as a school Social Worker since 1992, helping students of all ages and their families deal with emotional, behavioral, and academic issues, such as ADHD, learning problems, conduct disorders, peer relationships, and adjustment issues.

Findings indicate that, regardless of age, children of authoritative parents perform better in school, display fewer conduct problems and show better emotional adjustment than those raised in non-authoritative homes.12 Adolescents with authoritative parents who balance appropriate levels of supervision, nurturance and democratic decision - making tend to achieve better psychosocial outcomes.12 Studies reveal that adolescents with authoritative parents are associated with less psychological distress, higher self - esteem, higher academic achievements, lower levels of delinquency and less substance use.13 Gray and Steinberg13 found that emotional and behavioural problems tended to be associated with the degree of behavioural control and supervision or monitoring.

After accounting for adolescent's mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student).

These competencies provide a foundation for better adjustment and academic performance in students, which can result in more positive social behaviors, fewer conduct problems, and less emotional distress (Durlak et al. 2011).