Not exact matches
These educators know that today's students need to leave school possessing important
skills for success — how to
find information, critically assess its accuracy, be
adaptive, collaborate with others, and creatively solve problems.
We
find that schools which have a number of people embracing and using the
skills learned in
adaptive schools are much more successful at implementing any changes that come their way.
I help individuals develop
adaptive coping
skills, regain direction, live healthier, and
find hope.»
According to Benard, «we are all born with innate resiliency, with the capacity to develop the traits commonly
found in resilient survivors: social competence (responsiveness, cultural flexibility, empathy, caring, communication
skills, and a sense of humor); problem - solving (planning, help - seeking, critical and creative thinking); autonomy (sense of identity, self - efficacy, self - awareness, task - mastery, and
adaptive distancing from negative messages and conditions); and a sense of purpose and belief in a bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness)» (Benard, 1991).
For children who do not present with a history or evidence of neurological disorders, parental depression was
found to be associated with communication and daily living
skills domains of the Vineland
Adaptive Behavior Scale.
Similarly, while impairments in
adaptive behaviour, and specifically daily living
skills (DLS), are key areas of deficit in autism, some studies have reported a relationship between better DLS and lower parenting stress (Tomanik et al. 2004; Green and Carter 2014) and others have
found no association (Lecavalier et al. 2006; Estes et al. 2009, 2013; Peters - Scheffer et al. 2012).
Impovements in
adaptive behaviour (i.e. daily living
skills and communication) was
found to predict less behaviour problems, and parental stress over time.