Sentences with phrase «affected family structures»

Not exact matches

Among the questions: what is working, and not working, in the Build it Back program, the mayor's reaction to a report that a family he visited in the Arverne section of Rockaway is «getting close» to losing faith in the mayor, the scope / number of people still directly affected by Sandy, whether his weekend trip to Pennsylvania involved a meeting with the consultants running the Build it Back program, whether he stands by statements he made during a September visit to Far Rockaway's St. Mary Star of the Sea, whether the Bloomberg administration allocated enough money to housing from the first tranch of federal assistance, whether he agrees with Oddo's idea of acquiring land for redevelopment, the role of Michael DeLoach in Build it Back, whether New Yorkers should be concerned that they may lose desirable options under Build it Back after de Blasio completes his review and issues on elevation of existing structures v. new construction.

But epidemiologists are increasingly turning to agent - based models to include factors that the equations ignore, such as geography, transportation networks, family structure, and behavior change — all of which can strongly affect how disease spreads.

Not Quite... How Traditional Gender Roles Do Not Affect Women's Political Ambition, Lawless debunks the widely touted myth that traditional family structures and roles contribute to women's lower political ambition.

«Additionally, we have shown that the Zika virus contains structures that are unique from the viruses in the same family that affect brains, such as the West Nile virus, and also those that cause fever, such as the dengue virus.

Now plant biologists and immunologists at York have joined forces to examine a very closely related family of these small molecules (flavonoids) to establish how tiny changes to their chemical structures affect their bio-activity.

If the single - parent family structure adversely affects children's educational outcomes, then the difference in trends across income groups could possibly account for more of the growing gap in educational attainment between rich and poor children than income inequality itself.

The Committee on the Science of Research on Families will review relevant research studies that illustrate family characteristics — such as family structure, processes, relationships, and experiences — that affect children's health and development.

The OHRC has the power under the Code to request this type of information, and then make further investigations as to whether the «structures, policies, processes, decision - making practices and organizational cultures adversely affect Indigenous and Black families, and potentially violate Ontario's Human Rights Code.»

The Committee is concerned that the numerous and varied problems affecting families are not being satisfactorily dealt with under the present divided court structure.

Furthermore, low income is strongly associated with poor parental mental and physical health.40, 42 Parental irritability and depressive symptoms have been associated with fewer interactions and more conflictual interactions with older children, leading to less satisfactory emotional, social, and cognitive development.43 Specifically, the parents» emotional state and parenting has been shown to greatly affect their children's social adjustment, self - esteem, social competence, and externalizing as well as internalizing behaviors.10, 13 As noted by the Institute of Medicine, there is an intergenerational transmission of depressive symptoms.17 Whether this relationship is due to poverty, home environment, family structure, family resources, social support, or other factors warrants further research.

Advocacy, including but not limited to: Understanding the political process, governmental structure and function Organizing, lobbying, and networking Laws and regulations affecting children and families

A new wave of studies from FFCWS data has enriched understanding of how unwed parenthood affects child wellbeing Studies using the FFCWS data have shed new light on how family structure affects child well - being in early childhood.

Not everyone, however, agrees with these policies; many observers believe that it is either inappropriate, or futile, for government to attempt to affect children's family structures.

/ 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 /

Research on the effects of family structure on children The rise in the divorce rate during the 1960s and 1970s prompted social scientists to investigate how differing family structures affect children.

Using archival data drawn from a racially diverse sample of Baltimore youngsters and a seasonal analysis to separate effects of economic standing from family structure, we found that, over winter periods, neither having two parents in the home nor family resources affected growth in standardized achievement.

Family therapy is often sought due to a life change or stress negatively affecting one or all areas of family closeness, family structure (rules and roles) or communication Family therapy is often sought due to a life change or stress negatively affecting one or all areas of family closeness, family structure (rules and roles) or communication family closeness, family structure (rules and roles) or communication family structure (rules and roles) or communication style.

Given that economic hardship affects how long children remain in school, the stability of family structure, and later earning power, we hypothesized that adult attachment style scores would be correlated with education, stability of the family of origin, and current income.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Resources in this section are focused on family instability, changes in family structure, socioeconomic issues, and other issues that may affect the behavioral health and well - being of Hispanic families.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Children raised in families that experience multiple transitions do not consistently have higher levels of behavioral problems or lower test scores than do children in family types with one or fewer transitions, even when only child characteristics are controlled... Finally, maternal psychological well - being is shown to be an important mechanism by which family structure affects behavioral outcomes, but not cognitive ones.»

Second, we test mediation models namely whether the association between childhood family structure and general adulthood life satisfaction is mediated by life outcomes that may be summarized as adulthood life success, including educational attainment, employment status, occupational prestige, net income, physical health, integration into social networks, and success in romantic relationships as there is evidence that these life - circumstances are affected in a negative way by growing up in a single parent household and / or by having experienced parental divorce [5].

As family structures change, parenting styles, too, can be affected by the shifting responsibilities of two - household families.

Families are rated on these two dimensions by the structure and flexibility they display in areas such as power, parental coalitions, family mythology, goal - directed behaviour, negotiation, autonomy and family affect (Anderson & Gavazzi, 1990).

Marriage from a child's perspective: How does family structure affect children, and what can we do about it?

On the other hand, some studies have shown that family structure affects educational outcomes of children and adolescents besides other characteristics as self - efficacy and achievement orientation which may affect educational outcomes.

Although Head Start is a federal - to - local program structure, the Head Start and Early Head Start communities recognize the important role of the states in the formulation and implementation of policies and initiatives that affect low - income children and their families.

They can also be negatively affected by the change in living circumstances and the breaking up of the traditional family structure.