Sentences with phrase «between emotional behavior»

Not exact matches

«Speech in its embryonic stages as exemplified in animal and human behavior,» he says in Modes of Thought, «varies between emotional expression and signaling» (MT 52).

Other developmental outcomes (such as motor development and social - emotional behavior) also failed to differ between the two groups.

But there's a difference between typical toddler behavior that's driven by emotional responses, and the cool and calculated reactions of people who are struggling internally.

This study investigated parent emotional expression as a potential mechanism in the relationship between low mindful parenting and adolescent risk behaviors.

«We have largely focused on the connections between the amygdala and prefrontal cortex because of the very large changes we have observed there across childhood and adolescence and their central role in emotional behaviors.»

Drawing on a set of public tweets made between 2009 and 2010, the researchers used established emotional dictionaries, as well as automatically generated clusters of words reflecting behaviors and attitudes, to analyze a random sample of tweets from individuals who had made their locations available.

Participants were screened for risk - taking behaviors, such as drug and alcohol use, sexual promiscuity, and physical violence and underwent functional MRI (fMRI) scans to examine communication between brain regions associated with the emotional - regulation network.

The study, conducted by Francesca Filbey, Ph.D., Director of Cognitive Neuroscience Research of Addictive Behaviors at the Center for BrainHealth and her colleagues, shows that risk - taking teens exhibit hyperconnectivity between the amygdala, a center responsible for emotional reactivity, and specific areas of the prefrontal cortex associated with emotion regulation and critical thinking skills.

Using an animal model of this syndrome, scientists from the Florida campus of The Scripps Research Institute (TSRI) have discovered that mutations in PTEN affect the assembly of connections between two brain areas important for the processing of social cues: the prefrontal cortex, an area of the brain associated with complex cognitive processes such as moderating social behavior, and the amygdala, which plays a role in emotional processing.

Age is only a number until there is a correlation between one's emotional age and their behavior.

Extensive research shows a positive correlation between the skills taught throughout social - emotional learning programs and positive behavior, academic achievement, and healthier life choices.

This sort of response promotes caring and supportive relationships between teachers and students — a key to reducing both student behavior problems, possibly by as much as 30 percent, and teachers» emotional exhaustion.

Figure 2 shows the correlations between school - average social - emotional skills and key indicators of academic performance (GPA and state test scores) and student behavior (the percentage of students receiving suspensions and average absence rates) across CORE district middle schools.

«BASE is a social emotional - web based program that is saving Lives, Changing behaviors, and Creating Honest Relationships between adults and hard to reach teens.

Bullying — Any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim; involves a real or perceived power imbalance between the aggressor or aggressors and victim; and is repeated over time or causes severe emotional trauma.

This study examined the effects of the Second Step social - emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior.

For example, the student questionnaire on the National Assessment of Educational Progress, or NAEP, will gather information on students» social - emotional skills in 2017.51 Researchers intend to use these data to analyze the relationship between SEL and academic achievement on the NAEP exam.52 Districts and schools may find this information particularly useful to inform local interventions and improve student performance and behavior.

(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?

Based on years of successful counseling of couples, he gives advice on how to counteract these differences in communication styles, emotional needs and modes of behavior to promote a greater understanding between individual partners.

Beyond: Two Souls» ideas are occasionally inept, sometimes brilliant, and often an unstable in - between overloaded with emotional ephemera, predatory clichés, and unconscious behavior.

Burton, an advocate for making art personal and social, once said of the experience he desired for the seated audiences of his Behavior Tableaux works, ``... what I want people to become aware of is the emotional nature of the number of inches between them.»

Despite the CDC's characterization of a «scientific gap» between social, emotional, and cognitive impairment and the adoption of health - risk behaviors, there is empirical evidence for a link between the two.

For example, some have found significant differences between children with divorced and continuously married parents even after controlling for personality traits such as depression and antisocial behavior in parents.59 Others have found higher rates of problems among children with single parents, using statistical methods that adjust for unmeasured variables that, in principle, should include parents» personality traits as well as many genetic influences.60 And a few studies have found that the link between parental divorce and children's problems is similar for adopted and biological children — a finding that can not be explained by genetic transmission.61 Another study, based on a large sample of twins, found that growing up in a single - parent family predicted depression in adulthood even with genetic resemblance controlled statistically.62 Although some degree of selection still may be operating, the weight of the evidence strongly suggests that growing up without two biological parents in the home increases children's risk of a variety of cognitive, emotional, and social problems.

Christine Buchanan, Eleanor Maccoby, and Sanford Dornbusch found that adolescents had fewer emotional and behavior problems following divorce if their mothers remarried than if they cohabited with a partner.31 Similarly, two studies of African American families found that children were better off in certain respects if they lived with stepfathers than with their mother's cohabiting partners.32 In contrast, Susan Brown found no significant differences between children in married and cohabiting stepfamilies.33 Although these data suggest that children may be better off if single mothers marry their partners rather than cohabit, the small number of studies on this topic makes it difficult to draw firm conclusions.

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

The correlation between the theoretically - related scales of «empathy» and «prosocial behavior» (r =.36) was significantly4 higher than these scales» correlations with any other construct in the Social and emotional development domain, except for the correlation between empathy and self - concept (r =.34).

Interventions to Improve the Literacy Functioning of Adolescents With Emotional and / or Behavior Disorders: A Review of the Literature Between 1965 and 2005

Greater emotional vitality was significantly associated with less smoking, higher alcohol consumption, and more physical activity; after including these behaviors in the models, the relationship between emotional vitality and incident CHD was attenuated.

Although the experience is not commonplace, foster children are also maltreated by their foster parents.70 The association between problematic parenting behaviors and the social - emotional maladjustment of foster children has been documented in several studies.71

The chapter illustrates with a sampling from the findings in the ACE Study, the long - lasting, strongly proportionate and often profound relationship between adverse childhood experiences and important categories of emotional state, health risks, disease burden, sexual behavior, disability, and healthcare costs.

Thus, illicit drug use may serve as an avenue to escape or dissociate from the immediate emotional pain, anxiety, and anger that likely accompany such experiences.46, 47 The current findings are supported by previous studies that have reported associations between forms of childhood abuse and substance abuse in adolescents.46, 48,49 The adverse developmental and emotional impact of these interrelated childhood experiences, combined with behaviors inherent among this age group, 19 — 21 all may contribute to the especially strong graded relationship that we found in this age group.

An important distinction between ECMHC and other types of mental health interventions is the emphasis on improving child outcomes indirectly by enhancing caregivers» abilities to nurture children's social and emotional development and address challenging behaviors.

This approach emphasizes exploring the relationship between thoughts, feelings and behaviors, and recognizes that people's interpretations of events, rather than the events themselves, tend to drive their emotional responses and lead to distress.

Can one base a theory on a measurement that highlights several minutes of reunion behavior in an unnatural and unfamiliar laboratory setting to reveal an emotional history between parent and child of a whole year?

Emotional responsiveness and feeding responsiveness, respectively, are socialization processes that mediate the association between maternal and child regulation behaviors [11, 18, 22].

Second, in the case you describe, the «emotional cheating» is something between them — the person who is hurt (Partner 1) is hurt by the behavior of the other (Partner 2), and Partner 2 needs to understand the reasons for Partner 1's pain.

Extensive research shows a positive correlation between the skills taught throughout social - emotional learning programs and positive behavior, academic achievement, and healthier life choices.

Attachment therapy focuses on trust, empathy, reciprocal behaviors, attunement, touch, communication, physical and emotional closeness and humor and playfulness between the parent / s and child.

For example, the Minnesota study (2005) followed participants from infancy to late adolescence and found continuity between early attachment and later emotional / social behavior.

Organized to serve the public purpose of advocating the healthy development of children, it is the mission of CRC to minimize the emotional, physical and economic abuse, neglect and distress of children and the development of at - risk behaviors following relationship breakups between parents involved in highly conflicted marital disputes.

A large number of studies have stressed the relationship between physical aggression and emotional disorders in young people, compared to other forms of antisocial behaviors [24].

Dr. Jakupcak will review theories and research specific to emotional dysregulation as an overlapping and core feature of trauma responses and discuss the associations between emotional dysregulation and high - risk behaviors.

A psychological assessment examines the relationships between your child's behaviors, academic abilities, cognitive functioning, and emotional functioning.

Typically, as a result of these alienating behaviors, a physical, emotional and many times psychological divide is created between that parent on the outside and their children.

[jounal] Tull, M. T. / 2007 / role of emotional inexpressivity and experiential avoidance in the relationship between posttraumatic stress disorder symptom severity and aggressive behavior among men exposed to interpersonal violence / Anxiety, Stress, & Coping: An International Journal 20: 337 ~ 351

For example, work has explored the role of emotional security of the child as a mediator of the link between family conflict and child adjustment such as depression and behavior problems (Davies and Cummings 1998; Restifo and Bogels 2009).

The treatment group displayed a statistically significant reduction in hyperactivity; however, there were no statistically significant differences between the treatment and control groups on measures of conduct problems, peer problems, social — emotional competence, or disruptive behaviors.

No significant differences were found between groups for emotional problems, hyperactivity, peer problems, or prosocial behaviors.

Specifically, under conditions of high fire stress, emotional support mitigated the relationship between stress and prosocial behaviors.

Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors.