Sentences with phrase «discipline problems in families»

Not exact matches

Beginning in middle school, African - American students are more likely than Asian and white students to say they are treated unfairly when it comes to school discipline.11 Black students are also more likely to come from family backgrounds associated with school behavior problems; for example, children ages 12 - 17 that come from single - parent families are at least twice as likely to be suspended as children from two - parent families.

These included: Student grades and academic status, whether they were from two - parent families, whether they were social isolates or not involved in extracurricular or other school - related social activities, whether they had school discipline problems or had been involved with law enforcement, whether they had threatened their eventual victims.

«When schools implement the Breakfast in the Classroom programs, not only does it create a sense of community and family for the students, but administrators see a wide range of benefits ranging from an increase in student attentiveness and attendance to a decrease in discipline and behavior problems,» said Scott DiMauro, Ohio Education Association Vice President.

I have specialized training in play therapy and trauma resolution and use these skills to resolve concerns such as: family stress, divorce, emotional and nutritional imbalances, discipline and behavioral problems, and anxiety.I bring a lifelong interest in health and healing to my work as a Licensed MFT, and I always endeavor to bring an empathetic spirit to my work with clients.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

The intervention sought to reduce specific empirically identified risk factors for adolescent health and behavior problems: persistent physically aggressive behavior in the early elementary school grades,9 - 11 academic failure, 12 and poor family management practices including unclear rules, poor monitoring of behavior, and inconsistent or harsh discipline.13, 14 Because being raised in poverty increases risk for crime, school failure, and school dropout,15 - 17 effects of the intervention on children from low - income families were of particular interest.

Certified Mediator Coordinator of Mediation Services Voice mail: [phone] E-Mail: mhawkins at samaritanps.org Office Location: Kent 409 Third Ave. S., Suite A Experience: Served as neutral (mediator and arbitrator) in resolving over 200 disputes since 2000 Practitioner of interest - based problem solving and negotiations since 1998 Group process facilitator since 1985 Educator (teacher and administrator) since 1969 Professional Interests and Specialties: Mediating family, employment, church and education disputes Conducting school discipline hearings Facilitating group discussions and problem solving Preserving relationships of parties in dispute by helping create «win - win» solutions Education: Certified as mediator by Washington Mediation Association in the following speciality areas: Domestic Relations, Education, Education of Students with Disabilities, Employment and Labor Relations M.Ed.

Marty Hawkins Served as neutral (mediator and arbitrator) in resolving more than 300 disputes since 2000 Practitioner of interest - based problem solving and negotiations Group process facilitator since 1985 and educator (teacher and administrator) since 1969 Mediates family, employment, church and education disputes Conducts school discipline hearings Facilitates group discussions and problem solving Certified by the Washington Mediation Association in the following specialty areas: Domestic Relations, Employment, Employee Relations, Education, and Education of Students with Disabilities.

The discipline is based on research demonstrating that individuals and their problems are best seen in context, and the most important contexts are couple and family relationships.

Topics include identifying individual parenting styles, how offering choices enhances self - esteem, suggestions for non-violent discipline, communicating with children in a positive way that strengthens relationships while solving problems, avoiding backing children into corners that result in power struggles, using family meetings to implement parenting strategies as well as teach values, and the often - over-looked importance of playing with children... The information is current and relevant to today's families and will be a terrific help for parents from single, dual, blended, or multi-generational families.

Marriage and family therapy is one of the core mental health disciplines and is based on the research and theory that mental illness and family problems are best treated in a family context.

This application focuses on eliminating problem symptoms in adolescents ages 10 - 18 caused by unhealthy undercurrents (e.g., inconsistent discipline, unhealthy boundaries, lack of proper parental hierarchy, lack of nurturance, etc.) that either cause or maintain chronic Misuse of Power in the family system.

Intervention effect sizes were estimated with Cohen's d. Participants in P2W reported significant improvements in parental agency, parenting practices, supervision and family cohesion, and decreases in discipline problems and parent - child conflict.

In relation to conduct problems, the results of the revised model suggest that children who live in stable lone parent or repartnered lone parent families, those with poorer general health and those who have experienced harsh discipline are all at a greater risk of their conduct problems increasing in the pre-school to primary school perioIn relation to conduct problems, the results of the revised model suggest that children who live in stable lone parent or repartnered lone parent families, those with poorer general health and those who have experienced harsh discipline are all at a greater risk of their conduct problems increasing in the pre-school to primary school perioin stable lone parent or repartnered lone parent families, those with poorer general health and those who have experienced harsh discipline are all at a greater risk of their conduct problems increasing in the pre-school to primary school perioin the pre-school to primary school period.

What I'm noticing as a common problem in the blending process is the discipline of the step children and that spouses feel as if their kids are being treated differently and unfairly in the new family structure.

In addition, the family may have some practical or concrete needs (housing, heat, transportation) that are, in turn, having an impact on parental discipline and require interventions across the family — community support system that is also a factor in maintaining the identified probleIn addition, the family may have some practical or concrete needs (housing, heat, transportation) that are, in turn, having an impact on parental discipline and require interventions across the family — community support system that is also a factor in maintaining the identified problein turn, having an impact on parental discipline and require interventions across the family — community support system that is also a factor in maintaining the identified problein maintaining the identified problem.

Home visitors meet with parents in the comfort of their home and cover a variety of topics including attachment and bonding, cognitive, gross motor, fine motor, problem solving, and social - emotional development, nutrition, positive discipline, and family specific values.

Self - report measures have proved invaluable in research assessing parental practices and discipline, with large epidemiological studies using self - report measures linking problem parenting (especially harsh and inconsistent discipline) with disruptive behaviour in children.1, 12 Self - report measures are also fundamental in research assessing parental beliefs, as they provide the only means of tapping into this important area of family functioning.

A small sample of comparison boys with emerging problems also were living in more dysfunctional families and their mothers reported using more negative discipline at age 9 years.

In a blended family, do you have problems with disciplining children, setting boundaries, or establishing couple time?