Sentences with phrase «emotional needs of the adult»

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.

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.

Take care of the emotional needs of the adult community.

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.

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.

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.

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 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.

«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.

«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

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.

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.

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.

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.

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.

(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..

«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).»

Professional Duties & Responsibilities Proven caretaker who consistently offers excellent support to busy families Creates a healthy, positive, and safe environment for infants, youth, and young adults Ensures that client family values are a fundamental part of child care services Skilled in proper nutrition, education assistance, and recreation Proficient in support services including diapers, laundry, and medication provision Meets all school deadlines, health care appointments, and other scheduled events Provides excellent emotional support, encouragement, and understanding Appreciates personal challenges and offers sound guidance to those in my care Maintains the highest levels of professionalism in stressful situations Handles multiple tasks, clients, and events with ease Serves as a support system for family leaders with numerous demands on their time Willing to offer additional support to on - the - go families as needed

Avoidant Attachment Style — similarly to anxiously attached adults, avoidantly attached adults may have experienced a lack of attention to their emotional needs as children and now struggle to allow themselves to be vulnerable with others.

I am a Licensed Mental Health Counselor with many years experience helping adults, adolescents, children, and families with a wide range of needs, including behavioral issues, emotional difficulties, relationship struggles, trauma (including PTSD), substance abuse, etc..

At the same time, courts must recognize the initial seeds of alienation and seek information about family structure to examine the degree of risk in the family: Are the adults using or manipulating the children in furtherance of their own emotional needs?

Where the limitations of RCW 26.09.191 are not dispositive of the child's residential schedule, the court shall consider the following factors: (i) The relative strength, nature, and stability of the child's relationship with each parent; (ii) The agreements of the parties, provided they were entered into knowingly and voluntarily; (iii) Each parent's past and potential for future performance of parenting functions as defined in RCW 26.09.004 (3), including whether a parent has taken greater responsibility for performing parenting functions relating to the daily needs of the child; (iv) The emotional needs and developmental level of the child; (v) The child's relationship with siblings and with other significant adults, as well as the child's involvement with his or her physical surroundings, school, or other significant activities; (vi) The wishes of the parents and the wishes of a child who is sufficiently mature to express reasoned and independent preferences as to his or her residential schedule; and (vii) Each parent's employment schedule, and shall make accommodations consistent with those schedules.

Fact:» [N] ot only is violence in families pervasive but that both the children who are victims of violence and those that witness violence that occurs between their parents suffer a great deal and are themselves at risk of using violence as adults (Jaffe, Wolfe & Wilson, 1990; O'Keefe, 1995; Pagelow, 1993; Saunders, 1994; Johnson, 1996)... infants suffer from having their basic needs for attachment to their mother disrupted or from having the normal routines around sleeping and feeding disrupted... Older children come to see violence as an appropriate way of dealing with conflict... These children can suffer from serious emotional difficulties...»

New research needs to emphasize psychosocial approaches to the prevention of depression in high risk women and to the treatment needs of depressed mothers and their families.4, 7,11 Most studies of treatment have focused primarily on the mother's depression, relying on medication or individual psychotherapy, 12 rather than on the mother's needs more broadly, including her relationship with her baby and the role of the father (or other responsible adult) in providing emotional support and practical help with child care.

The Kinship Treatment Foster Care Initiative Toolkit (PDF - 1,659 KB) Foster Family - based Treatment Association (2015) Promotes the use of public - private partnerships to assist children in kinship care with their social, behavioral, and emotional challenges (treatment needs) while they remain in a stable environment with a relative or adult.

By understanding the specific goals of Social and Emotional Learning (SEL) and showing children how we as adults use the skills effectively, children can more readily develop the social and emotional skills they need to learn and have to be successfulEmotional Learning (SEL) and showing children how we as adults use the skills effectively, children can more readily develop the social and emotional skills they need to learn and have to be successfulemotional skills they need to learn and have to be successful in life.

All together, social and emotional skill development and practice, pro-active information about risk - taking behaviors, and learning from mistakes in the presence of caring adults in a supportive community provide most students with the skills they need to learn and be successful in their lives.

For adults, healthy relationships also boost well - being, providing practical assistance and emotional support and strengthening hope and confidence, all of which are needed to survive and weather stressful situations.

Districts conduct a needs and resource assessment focused on social and emotional learning (SEL) prior to implementation to take stock of what the district is doing relative to SEL for students and adults, and to build on those strengths when implementing SEL systemwide.

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.

The Department of State Health Services has said that one - third of adults with serious and persistent mental illness receive the services they need, while the percentage is worse for children with a severe emotional disturbance.

This term, which was coined by Dr. Jonice Webb, refers to experiences in childhood of not having your emotional needs met by the adults who took care of you.

All the knowledge that had already transformed our parenting styles — our ways of interpreting our kids» need for emotional connection — began to be applied to adult love relationships.

While adult relationships shield kid's emotional systems from the worst parts of their day, there will still be tears that may need to be shed.

«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.

«You can't assume that, just because they're adults, they have the skills and the mindsets they need to model healthy behaviors and understand the core knowledge of social - emotional learning.

For about 50 % of adults, there is «continuos secure attachment», meaning that early childhood emotional needs were met sufficiently enough to produce secure attachment which continues on into adulthood.

We have concluded that children need at least one responsible, caretaking adult who has a positive emotional connection to them and with whom they have a consistent relationship... We share the concern that many men in U.S. society do not have a feeling of emotional connection or a sense of responsibility toward their children.