Sentences with phrase «behavior in group environments»

This highly interactive session introduces early educators to a systematic method for examining challenging behavior in group environments and provides an introduction to the book Children with Challenging Behavior: Strategies for Reflective Thinking, which can be used as an ongoing resource.

Not exact matches

It would be interesting to have a control group and see if there are things in that environment that alter their risk - taking behavior.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler developmenin cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler developmenIn addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

, 1968 Zick Rubin, «The Social Psychology of Romantic Love», 1969 Elliot Aronson, «Some Antecedents of Interpersonal Attraction», 1970 David C. Glass and Jerome E. Singer, «The Urban Condition: Its Stresses and Adaptations — Experimental Studies of Behavioral Consequences of Exposure to Aversive Events», 1971 Norman H. Anderson, «Information Integration Theory: A Brief Survey», 1972 Lenora Greenbaum, «Socio - Cultural Influences on Decision Making: An Illustrative Investigation of Possession - Trance in Sub-Saharan Africa», 1973 William E. McAuliffe and Robert A. Gordon, «A Test of Lindesmith's Theory of Addiction: The Frequency of Euphoria Among Long - Term Addicts», 1974 R. B. Zajonc and Gregory B. Markus, «Intellectual Environment and Intelligence», 1975 Johnathan Kelley and Herbert S. Klein, «Revolution and the Rebirth of Inequality: The Bolivian National Revolution», 1977 Murray Melbin, «Night as Frontier», 1978 Ronald S. Wilson, «Synchronies in Mental Development: An Epigenetic Perspective», 1979 Bibb Latane, Stephen G. Harkins, and Kipling D. Williams, «Many Hands Make Light the Work: The Causes and Consequences of Social Loafing», 1980 Gary Wayne Strong, «Information, Pattern, and Behavior: The Cognitive Biases of Four Japanese Groups», 1981 Richard A. Shweder and Edmund J. Bourne, «Does the Concept of the Person Vary Cross Culturally?»

In 1999, chimpanzee researchers reported 39 examples of behaviors that were specific to particular groups and did not seem to be determined by the environment (Science, 25 June 1999, p. 2070).

To determine how group behavior might vary between ant colonies, a team of researchers led by Raphaël Boulay, an entomologist at the University of Tours in France, tested the insects in a controlled laboratory environment.

The vast amount of video material reveals how the diversity of chimpanzee culture is still underestimated: the chimpanzee groups exhibit a surprising variety of behavior, for example in food hunting or display, which is partly shaped by their environment.

A chimp may be wise to copy all her new group's behaviors by default, assuming that in most cases, they know best how to survive in their environment.

Social psychologists are interested in the impact that the social environment and group interactions have on attitudes and behaviors.

Based on observations of a group of three young female Somali wild asses at the Saint Louis Zoo, the study provides new insight into the species» social behavior in a captive setting — a relatively good proxy environment for the early phases of wild animal domestication.

The unique contribution of this study is that previous research relied on peer and self - reported questionnaires to measure and compare personality traits, whereas, in this study, the individuals» behavior was analyzed, removing the «reference group effect» of comparing oneself to other individuals in your environment.

The teacher clearly defines the feedback context (small - group instruction and transitions), provides specific and targeted examples of the problem (calling out, causing distraction), expresses in personal terms what this means to her («As his teacher, I'm concerned...»), gives a basis for her claims by tracing the behavior's impact on others (degraded learning environment), and seeks advice from the receiver on how best to resolve the conflict («Can you offer any ideas?»).

Animals that experience high stress in shelter environments and display fearful or aggressive behavior at AHS are often transferred to local rescue groups that can provide alternative types of refuge.

For dogs suffering from serious behavior issues, such as leach reactivity or any type of aggression would not be suited in group classes environment.

At the Academy, you will work with a variety of dogs in a safe and clean environment training basic obedience, behavior modification and developing skills with groups of dogs.

* Equivalent means that your dog can reliably perform most of the behaviors taught in Family Dog Manners & Obedience in a group class environment.

Take instructions from teacher and school office on handling the classroom, manage student behavior, read and understand lesson plans, maintain a non discriminatory atmosphere in the school environment, ensure student safety, and work with multiple age groups.

Web Marketing and Analytics Consulting — Selected Duties and Responsibilities Lead through example with consistent work ethic, attitude, and professionalism, while developing marketing strategies through strategic target audience assessment and analysis Collaborate in all phases of strategic project planning and automation with senior - level management, including dashboard development, tracking code implementation, campaign execution, and report scheduling Provide guidance and leadership with respect to marketing campaign strategy development, benchmarking, implementation, post-execution analysis, and process optimization Measure the success of website and online marketing initiatives using data and related key metrics and evaluating the digital marketing maturity level, ensuring highest competitive abilities versus industry competitors Validate all data capturing processes and report populations with respective web analytics tools, ensuring the quality and integrity of all data within system as well as all generated reports Utilize experience in BFS, consumer goods, high - tech products / services, media, and digital marketing tools, along with related talent among team with focused collaboration and the promotion of a performance - based environment leveraging individual talents for group benefit Perform A / B and multivariate testing as well as behavior and outcome metrics analyses, reporting results in a clear, accurate, and meaningful manner to clients and management Address key client queries and resolve them in an expedited manner, promoting sustained revenue growth through client retention and relationship development Meet and exceed all marketing targets while tracking progress versus established internal and external industry benchmarks, focusing on both revenue generation as well as cost control Maintain a strong working knowledge of the product and respective marketplace, including pricing and regulatory trends, client requirements, competitor strategies, and product growth Act as a liaison between clients, vendors, sales and support staff, and executive management to facilitate information flow and drive operational efficiency

Professional Experience THINK Together (Santa Fe Springs, CA) 11/2007 — Present Program Leader • Lead group of 25 middle school students in educational enrichment program • Determine program goals, policies, and procedures ensuring effective operations • Create and implement engaging curriculum for varied learning styles • Research and apply multiple presentation techniques to ensure information retention • Serve as liaison between students and senior program management • Actively build relationships and foster supportive learning environment • Oversee staff and students guaranteeing safe and appropriate behavior at all times • Offer administrative support including data entry and phones as needed

Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective (1) / Ecological perspective (2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractsenvironment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractenvironments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractsEnvironment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractEnvironments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy

Peer group paradigms have also generated positive results in creating productive social group living environments and have helped reduce aggressive behaviors in group living settings.

Intervening early and providing extra individualized or targeted group instruction in social and communication skills and changing the environment in ways that prevent problem behavior is an important part of Secondary Prevention strategies.

Members gain insight about themselves and their relationships by receiving and giving honest, supportive feedback, identifying problematic behaviors, and practicing new behaviors in the safe environment of the group.

In some cases, teachers can minimize challenging behavior by conducting group time prior to situations with potential for challenging behavior (before a field trip, in the beginning of the school year, prior to implementing a change to the environment)(Costello, Wachtel, & Wachtel 2009; Pautz 2009In some cases, teachers can minimize challenging behavior by conducting group time prior to situations with potential for challenging behavior (before a field trip, in the beginning of the school year, prior to implementing a change to the environment)(Costello, Wachtel, & Wachtel 2009; Pautz 2009in the beginning of the school year, prior to implementing a change to the environment)(Costello, Wachtel, & Wachtel 2009; Pautz 2009).

Through their shared experiences and the guidance of the group facilitator / therapist, group members begin to bond as they share positive strategies that have helped them cope and challenge or therapeutically confront each other's negative thoughts or behaviors in an accepting, non-judgmental, and supportive environment.