Sentences with phrase «adult emotional needs»

What is worse, they will tend, through loneliness, to try to satisfy their adult emotional needs in their relationship with the child.

Not exact matches

Decades later, many psychologists and therapists now believe that the principles of attachment theory not only help parents meet their children's emotional needs, but they can also help adult couples connect with each other more consistently and love more fully.

As a new study says children need better emotional support when using social media, Claire Musters says there can be damaging effects on adults... More

Founded in 1975, The Help Group is the largest, most innovative and comprehensive nonprofit of its kind in the United State serving children, adolescents and young adults with special needs related to autism spectrum disorder, learning disabilities, ADHD, developmental delays, abuse, and emotional problems.

I feel there are many adult babies out there who are now seeking to have their emotional needs met and instead of seeing their child as a human being full of promise who is designed to have his needs met by his parents, who simply wants to love and be loved, they see the child as competition who had better get with the program because now it's ALL about parent.

Even if your kids really want to, don't let them go out without adult protection until they have the knowledge and skills they need to take charge of their emotional and physical safety.

I believe the hurt comes from reacting to the behavior as if the child were an adult and not keeping in mind that most children do not have the emotional maturity to get their needs met through effective communication.

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 aADULT - 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 aadult, 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

These parents are engaged in the intense emotional work of building a new adult relationship, at a time when their children may need them the most.

I understand where she's coming from; she means that many adults have emotional and behavioral problems because growing up, they needed something from their parents that they simply didn't get (or didn't get enough of).

The focus is on the emotional and practical needs of elderly parents and adult children, with comparisons to other stages of parenting.

Babies have just as much emotional need and desire as adults.

A lot of people don't think of babies as thinking beings, but if you treat a baby as a miniature adult in terms of emotional needs, that is what the baby needs and leads to the baby being more content and well - adjusted and makes life easier as they get older.

The government is being asked to provide # 10 million to back a programme which would ensure young children are given the «social and emotional bedrock» needed to become healthy adults.

A baby's cry has been shown to cause aversion in adults, but it could also create an adaptive response by «switching on» the cognitive control parents use in effectively responding to their child's emotional needs while also addressing other demands in everyday life, adds Haley.

The authors add that further studies are needed to confirm whether this function of sleep in forming emotional memories develops with time in adults with ADHD, or whether the dysfunction persists in ADHD sufferers of all ages.

«On the whole, nature is good for us, both as children and adults,» he writes, adding that we need to cultivate an emotional bond with natural settings if we are to protect them.

«A part of the process of growing into being an adult woman is to recognise her own sexual, relationship and emotional needs, and to be able to fulfill them safely and respectfully,» Tuckwell says.

Your child's negative behavior can be a message to you that some important emotional need is not being met, and / or a limiting belief is present Both kids and adults have basic emotional needs.

«Ultimately, by suppressing emotional and behavioral signals of distress and conflict, stimulants allow adults to ignore the needs of children in favor of creating a controlled environment.

That means I need to find ways to increase BDNF more than in someone with the normal gene in order to preserve my cognitive function, memory, and emotional regulation.8 Mu, J.S., et al. «Deprivation of Endogenous Brain - Derived Neurotrophic Factor Results in Impairment of Spatial Learning and Memory in Adult... continue 9Cirulli, F., et al. «Intrahippocampal Administration of BDNF in Adult Rats Affects Short - term Behavioral Plasticity in the Morris Water Maze and... continue

Interestingly, it is the single parents that have a higher emotional need to bond with an adult who understand them and can provide them with love and security.

The second is responsibility, responding to his or her expressed and unexpressed needs (particularly, in an adult relationship, emotional needs).

I am disabled, high mobility using crutches outside the house; do not work, do voluntary work in adult education mostly using handicrafts to support adult learners with emotional needs.

Watching your adult child get ready to start dating is an emotional experience for any parent, but for parents of children with special needs,.

As an adult, not wanting to hurt his adoptive parents» feelings, Saroo (Dev Patel) suppresses his past, his emotional need for reunification and his hope of ever finding his lost mother and brother.

For children, they help stimulate brain development and serve as protection from toxic experiences; for adults, they provide the emotional and practical support needed to navigate challenging situations.

Consequences are most successful if they are focused on developing the child's social - emotional and self - regulation skills — not on the adult's wants and needs.

Never cueing students to meet your emotional needs is an important adult boundary.

As adults, we tend to have a trigger - quick reaction when worried; in order to be most helpful and effective, we need to understand the emotional space the adolescents are occupying and start there.

And when adults are responsive to their intellectual, physical, social, and emotional needs, adolescents feel this as genuine concern for their welfare, which in turn makes them feel valued.

Students who need extra social and emotional support have a quick check - in with an adult at the start and end of each day.

We don't have to do this at the expense of kids, nor do we have to put the brakes on looking at our practice as teachers, but we do need to expand our attention to include the social and emotional health of the adults who work in schools.

«Many of our students come to us without the social - emotional skills they need to become productive adults in a world that is increasingly becoming smaller and flatter.

The video wisely identifies the need to support the adults in a child's life in order to promote long - term health, both physical and emotional.

SENG: Supporting the Emotional Needs of the Gifted (SENG) An organization providing adults with guidance, information, resources, and a forum to communicate about raising and educating gifted children.

Just as an emphasis on the whole child consistently yields higher academic outcomes, happier students, and increased positive behaviors, we have seen that attention to the social - emotional needs of adults leads to productive, happier teachers who enjoy their colleagues and their time at work.

The Future of Children turns its focus on social and emotional learning, finding that these skills are essential for children and that adults need training to help children develop them.

This program provides academic and therapeutic services for children, adolescents and young adults ages 3 through 21 with extraordinary needs including Autism, Specific Learning Disabilities, Intellectual Disabilities, Traumatic Brain Injuries and Emotional Disabilities.

The primary goal of Aperture Education is to ensure members of school and out - of - school time communities, including adults, have the social and emotional skills needed to thrive.

We contend with variables most adults in private industry do not — the ever - changing emotional and academic needs of children, each of whom is struggling to find a personal identity in the school community and the larger world.

This conference offers educators to learn suicide prevention skills; understanding of and appreciation for the history and culture of the Eastern Shoshone and Northern Arapaho tribes; cultural sensitivity for educators and other adults who impact Native American students; emotional and social needs of Native American students; empowering youth to develop leadership skills and choose healthy lifestyles; and promoting understanding, building relationships and generating ideas for engaging families and the community in education of the whole child.

Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively (www.CASEL.org).

Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively.

For schools, it means raising achievement scores and graduation rates and letting teachers teach by providing extra adults to help meet students» social and emotional needs.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Some of these include programs for incarcerated youth, at - risk youth, victims of violence, veterans, special needs adults, special needs youth, emotional and / or physical injury recovery, etc..

Puppies and kittens need more physical and emotional involvement with people than adult animals do.

This suggests that adult dogs need to hear dog - relevant words spoken in a high - pitched emotional voice in order to find it relevant.

«If children are to develop the self - regulation and emotional resilience required to thrive in modern technological culture, they need unhurried engagement with caring adults and plenty of self - directed outdoor play, especially during their early years (0 - 7).»