Sentences with phrase «emotional problem for the children»
Thus creating a very serious emotional problem for the children.
https://www.petition2congress.com/ Not exact matches
When sociologists look for causes of child poverty and juvenile delinquency, they link these problems to the incarceration of parents and the resulting economic and emotional strains on families.
Such a child is also likely to experience serious problems of social and emotional adjustment, for he senses that in his language deficiency the very foundations for his participation in the life of relation — and hence for having any life worth living — are threatened.
For families with serious mental, physical or emotional health problems, or who are experiencing dire financial troubles, bearing children might best be delayed.
A recent study by the National Center for Health Statistics shows that one in five children under age 18 has a learning, emotional, behavioral or developmental problem that can be traced to the dissolution of the two - parent family.
For the period immediately following the initiation of the plan, a number of ministers (together with wives and children) took advantage of the opportunity and were demonstrated to have real mental or emotional problems.
A recent, substantial, UK / US study, which controlled for mothers» depression, found high levels of emotional and behavioural problems in children (particularly boys) aged 3.5 years associated with earlier depression in their fathers (Ramchandani et al, 2005).
They are currently looking for an American who has, «a tough, but loving, philosophy to caring for children» and the «ability to determine the roots of highly emotional relationship problems within families in desperate need for help.»
• A substantial, UK / US study, which controlled for mothers» depression and for fathers» education levels, found severe postnatal depression in fathers associated with high levels of emotional and behavioural problems in their children (particularly boys) at age 3.5 years (Ramchandani et al, 2005) and at age 7 (Ramchandani & Stein, 2008).
More recent research suggests that both the quantity and quality of father - child interactions during the early childhood years can lead to fewer behavioural problems, greater emotional self - regulation, increased language development and improved cognitive functioning for young children.
(Based on my experience with him, I always thought people who «forced» their babies to cry were heartless and selfish, and would pay for it with children with a myriad of emotional problems.)
Older children may be more sensitive to family conflict and feel more pressure to intervene, which could increase their risk for problems, but they also have more emotional resources to help them cope, which could decrease their risk.
«This positive behavior meant that the children of light and moderate drinkers had less emotional and behavioral problems through childhood and adolescence,» Dr. Monique Robinson, from Telethon Institute for Child Health Research in West Perth, Western Australia, told Reuters Health by email.
Practising Play Therapist who works with Children, Adolescents and Special Needs and as a Counsellor / Psychotherapist for Adults.I have my own private practise and I have experience working with a wide range of learning difficulties, behaviour problems, developmental delays and emotional difficulties.
The authors state: «Contrary to expectations, those children who had not had previous professional attention for emotional or behavioral problems coslept more frequently than did children who were known to have had psychiatric intervention, and lower parental ratings of adaptive functioning.
For older children other factors such as lack of emotional well being or problems at home may underlie the failure to thrive.
Indeed, many consider the development of emotional self - regulation in particular to be one of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment difficulties characteristic of childhoFor example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment difficulties characteristic of childhofor the development of different forms of behavioural adjustment difficulties characteristic of childhood.
«There have been, and still are, clinicians and others interested in children who have found it difficult to believe that accessibility or inaccessibility of an attachment figure can of itself be a crucial variable in determining whether a child (or an adult for that matter) is happy or distressed... These separations occurring when the child is young play a weighty role in the origins of many adult emotional problems.»
For instance, parents play an important role in fostering children's early learning (e.g., language and problem - solving abilities) and in shaping their social - emotional skills (e.g., emotion regulation, reactivity to stress, and self - esteem).
A parent with mental health issues or substance abuse problems, for example, may not be able to care for a child's physical or emotional needs on a consistent basis.
These strategies are especially important when children are at risk for future behavioural and / or social - emotional problems.
The breakthrough came when someone introduced me to this wonderful, great spell caster who eventually helped me out... I have never been a fan of things like this but just decided to try reluctantly because I was desperate and left with no choice... He did special prayers and used his power... Within 4 days my husband called me and he said he was sorry for all the emotional pains he had cost me, moved back to the house and we continue to live happily and our kid is happy too and we are expecting our second child... I have introduced him to a lot of couples with problems across the world and they have had good news... Just thought I should share my experience because I strongly believe someone out there need's it... You can email him through his email.
The AAP noted on potty training regression, «Far from signaling an emotional problem, regression can actually be a healthy way for a child to meet her emotional needs at a time when life feels overwhelming.»
If your child has hyperactivity, autism, or emotional problems, the protection afforded by riding in the back seat in accordance with the guidelines for all children is still the first choice.
Secondary prevention programs target fathers and families where children are at risk for future problems due to family issues, developmental challenges or signs of signficant behaviour / emotional problems.
As Welsh Liberal Democrat Cabinet Secretary for Education, Kirsty Williams has announced pilots to test approaches on early identification and intervention for children with emotional and mental health problems.
Under a plan proposed by Gov. George E. Pataki, the 46 - bed facility for children with severe emotional problems would be moved from a rural setting in West Seneca to the second and third floors of the Strozzi Building at the Buffalo Psychiatric Center.
Like adults, severely overweight children and teens are at heightened risk for a host of physical and emotional problems, including cardiovascular disease (e.g., high cholesterol and blood pressure) and diabetes, as well as poor self - esteem and depression.
Teaching children skills such as how to cope with bullying at school, poor performance or problems with their parents, for example, in the framework of general cognitive preventative treatment and resilience training in school, may help children to better deal with emotional turmoil and challenging situations during adolescence.
«Although sophisticated statistical testing did indeed demonstrate an increased risk for behavior and emotional problems following prenatal exposure to acetaminophen, it is important to remember that the overwhelming majority of children exposed prenatally to acetaminophen do not end up having any of these behavioral or emotional problems,» Adesman said.
23,020) has shown that unhealthy maternal and early postnatal dietary patterns (for example, processed and refined foods, high - sugar beverages, high - sodium snacks) elevate the risk of behavioral and emotional problems in children [13].
Childhood experiences and exposure to risks for poor mental health make some children especially vulnerable to both emotional and behavioural problems.
A recent recipient of the Sanford McDonnell Award for Lifetime Achievement in Character Education, among Dr. Elias» numerous books are ASCD's Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making / Social Problem Solving curricula for grades k - 8, the new e-book, Emotionally Intelligent Parenting (via Kindle and Nook) and a book for young children: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.comchildren: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.comChildren (www.researchpress.com, 2012).
Children also see reduced risks for failure such as decreases in conduct problems, aggressive behavior, and emotional distress (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
A central goal of the Colorado Achievement Plan for Kids (CAP4K) is to support the needs of the whole child, which includes social and emotional competencies such as 21st century skills, critical - thinking, problem - solving, communication, collaboration, social and cultural awareness, initiative, self - direction, and character.
Eagle Academy Public Charter School's mission is to build the foundation for a promising future for all students in a rich, robust learning environment that fosters creativity and problem - solving abilities, emphasizing cognitive, social and emotional growth by engaging children as active learners in an inclusive learning environment.
Didactic instruction and testing will crowd out other crucial areas of young children's learning: active, hands - on exploration, and developing social, emotional, problem - solving, and self - regulation skills — all of which are difficult to standardize or measure but are the essential building blocks for academic and social accomplishment and responsible citizenship.
i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal for Academic Development International Journal for Educational and Vocational Guidance International Journal for Mathematics Teaching and Learning International Journal for Research in Learning Disabilities International Journal for Research in Vocational Education and Training International Journal for Technology in Mathematics Education International Journal for the Advancement of Counselling International Journal for the Scholarship of Teaching and Learning International Journal for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of Development Education and Global Learning International Journal of Developmental Science International Journal of Disability, Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research & Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in Teacher Education Issues in the Undergraduate Mathematics Preparation of School Teachers
Eagle Academy's mission is to foster the building blocks for a promising future for all students in a rich, robust learning environment that fosters creativity, problem solving abilities, emphasizing cognitive, social, and emotional growth by engaging children as active learners.
Early intervention activities include strategies for building skills (e.g. coping strategies, conflict resolution) that not only address social and emotional problems, but also decrease risk factors and improve protective factors in children.
A classroom - based social emotional learning program for elementary students to reduce aggression and behavior problems in children.
Individual or group counseling for gifted children whose emotional problems are interfering with their social or academic adjustment.
Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108
Deputies received at least a dozen calls about Cruz, 19, over the years and he spent two years in a school for children with emotional and disciplinary problems before being allowed to transfer to Stoneman Douglas.
«I don't find it as surprising as it has been painted because it seems to me it's part of the type of issue a court will look at and if someone has a mental health issue or has a physical problem that makes it difficult for them to actually care for the child — running after them, bathing them and meeting emotional needs — then it's a valid inquiry for the court,» says Boulby.
Our provider, Homewood Health ™, offers counselling services for a full range of personal, family or life events and issues including, but not limited to, financial concerns, family, child and eldercare issues, communication problems, career development, health and fitness issues, psychological and emotional disorders, addiction, stress, depression or trauma.
• Interview patients and their families or caregivers to determine type and extent of behavioral issues • Design, develop and implement individually placed programs to help them in countering their behavioral problems • Assist children in acquiring their desired academic goals through counseling and support with self - help skills • Provide counseling to patients individually or in groups depending on initial analysis • Communicate with family members to provide them with insight into patients» behavior problems and possible resolutions • Observe patients to determine changes in behavior over time and to provide them with emotional support during distressing periods • Contact patients» physicians and other specialists with a view to discuss problems as part of coordinated care programs • Assist in creating instructional materials for families and caregivers • Record patient information in an accurate and confidential manner in the facility database
Watch for signs of emotional or developmental problems in children and bring problems to the attention of parents.
Read stories to the children and taught them painting, drawing and crafts.Employed a variety of materials for children to explore and manipulate in learning activities and imaginative play.Disciplined children and recommended other measures to correct behavior.Carefully monitored children's play activities.Offered detailed daily reports that outlined each child's activities.Incorporated music and art activities to encourage creativity and expression.Maintained daily records of activities, behaviors, meals and snack time.Carefully identified warning signs of emotional and developmental problems in children.Routinely picked children up from school and activities.Escorted children on outings and trips to local parks and zoos.
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.