Sentences with phrase «for poor social skills»

In the past, academic performance could compensate for poor social skills.

Not exact matches

For others, however — such as this Australian academic who says the pressure drove her to heroin — the life of the mind is a minefield: underappreciated work, little pay, poor social skills, posturing, back - stabbing.

It needs a complete overhaul, because, as do many family relationships, it creates a blueprint for systemwide dysfunction, characterized by poor social skills, unprofessional behavior, bullying colleagues and inferiors until they become successful enough to bully others — or, if they decide to leave, cutting them off completely, disowning them like a son or daughter who's married the wrong person.

It does make you wonder, doesn't it, the huge increase in children on medication for ADHD, the children who have poor social skills and the children who have no impulse control, which we've seen increase dramatically over the past 20 years, since we have had more screens in the household — be they TV, DVD, computer, X-box etc — makes you wonder....

He divides perpetrators into three psychological categories: psychopathic (lacking empathy and concern for others), psychotic (experiencing paranoid delusions, hearing voices and having poor social skills) and traumatized (coming from families marked by drug addiction, sexual abuse and other severe problems).

«As the national debate on immigration has grown stronger, including immigrants» use of many social services, some have argued that the reason for the high child poverty rate has mostly been due to the large number of children in low - skilled, poor immigrant families,» Joo said.

But boredom has a darker side: Easily bored people are at higher risk for depression, anxiety, drug addiction, alcoholism, compulsive gambling, eating disorders, hostility, anger, poor social skills, bad grades and low work performance.

Salt cravings, sugar cravings, fast food accessibility, time, stress, low energy, lack of cooking skills or knowledge, poor social support: these are the many roadblocks for dietary changes that face everyone.

States must also meet several other conditions, including: 1) working with the public schools to define the academic and social skills that five - year - olds must possess in order to succeed in kindergarten; 2) developing preschool activities and materials that help poor children acquire these skills; 3) outlining an accountability program for determining whether four - year - olds are learning these skills; 4) maintaining state spending on preschool programs; and 5) continuing to provide comprehensive services.

The students were identified by their classroom teachers based on a few different criteria: poor social skills, difficult home lives, need for extra personal attention, or achievement deficits.

In her article Stopping Absenteeism at the Age of 5, journalist Rikha Sharma Rani cites, «Poor attendance, especially early on, can delay social and emotional learning — the development of skills like working in teams and resolving conflict that are crucial to succeeding in school — and set a pattern of behavior for future years.

Published in The Washington Post Every weekday, 700 children from some of the poorest parts of the Atlanta area stay after school for three hours with Wings for Kids, a program that aims to bolster not only academic performance but also social skills, relationships with caring adults and a sense of belonging at school.

In addition to being an outlet for energy and stress and a way to assess new dogs, playgroup can drastically improve the quality of life for dogs with poor dog social skills.

If law societies regulated fees, I suggest it would have two effects (1) increase both the availability of legal services to the poor generally, and the size of the pool of potential clients who could seriously even consider retaining a lawyer, and (2) in the long term, change the character of the legal professional (as a collection of individuals) for the better by making the practice of law more like social work, rather than drawing in the sorts of people who's skills are better employed in such fields as sales and business entrepreneurship.

It is not difficult to draw connections between how individuals with poor social - emotional skills are challenged personally, and the broader implications for their communities and our country.»

Social isolation may mean they do not develop social skills and have difficulties establishing relationships; spasmodic school attendance or lack of time for homework can result in poor academic achievement and lost opportunities in future years; physical strain may lead to health problems in later life, while emotional stress may lead to mental health proSocial isolation may mean they do not develop social skills and have difficulties establishing relationships; spasmodic school attendance or lack of time for homework can result in poor academic achievement and lost opportunities in future years; physical strain may lead to health problems in later life, while emotional stress may lead to mental health prosocial skills and have difficulties establishing relationships; spasmodic school attendance or lack of time for homework can result in poor academic achievement and lost opportunities in future years; physical strain may lead to health problems in later life, while emotional stress may lead to mental health problems.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Greater cell phone use has been associated with greater loneliness and poorer social skills than for those who have more face - to - face communication interactions.1 For example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more social media use, text messaging, and cell phone / video use the girls had, the more negative their social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussifor those who have more face - to - face communication interactions.1 For example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more social media use, text messaging, and cell phone / video use the girls had, the more negative their social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussiFor example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more social media use, text messaging, and cell phone / video use the girls had, the more negative their social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussion.

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

Children are referred for play therapy to resolve their problems which can include behavioral problems such as acting out at school or in the home, emotional difficulties such as depression, anxiety, or OCD, or poor social skills.

Authoritarian parenting is generally considered an oppressive parenting style that may have unfortunate long term consequences for children in terms e.g. of low self esteem and poor social skills

For two health outcomes (limiting long - term illness and social, emotional and behavioural difficulties) and two health behaviours (screen time and fruit and vegetable consumption), children of parents with average skills were also more likely to have poor health and poor health behaviour than children in the high parenting skills group.

High parenting skill reduced the association between adversity and health by between 33 % and 44 % for poor general health, limiting long term illness, social, emotional and behavioural difficulties, and poor dental health.

A total score less than 17 is indicative of poor social skills and is considered a clinically important cut - point for meeting IYSS criteria.

Mothers of a child with autism were highly stressed and more likely to report poor or fair mental health than mothers in the general population, even after adjustment for the child's social skills and demographic background.

During the prenatal and infant periods, families have been identified on the basis of socioeconomic risk (parental education, income, age8, 11) and / or other family (e.g. maternal depression) or child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low parental educational attainment and work skills, poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings on early predictors of low - income children's social and emotional skills.

She has translated this research into an intervention to improve the school readiness skills of children at high risk for poor academic and social adjustment: the Kids in Transition to School (KITS) Program.

One in five children enters kindergarten with poor social development skills; it's difficult for them to join others in play, they don't have the ability to make and keep friends; and they do not positively interact with their peers.

Because studies have shown that children with cognitive developmental delays exhibit poorer social skills and problem solving abilities than typically developing children (Fenning et al., 2011; Wieland et al., 2014), only children with a full - scale IQ of 85 — 115 were examined in the current study (mean IQ for the sample was 105.13; SD = 8.29).

For instance, in one study, children's peer rejection predicted their poorer social skills 1 to 3 years later, which in turn predicted exacerbated peer rejection and poor emotional adjustment 6 years later in adolescence [28].

For example, behavioral inhibition in and of itself was not related to high social anxiety during adolescence, but in interaction with poor social skills it could lead to a particularly poor outcome.

For instance, laxness, poor supervision, inconsistent discipline, and interparental conflict are negatively associated with child social skills development [34, 35].