Sentences with phrase «from dysfunctional behavior»

This technique attempts to find the member, or members, of a family who absorb the majority of emotions and conflicts that occur between members of the family and place himself or herself at risk from dysfunctional behavior.

Not exact matches

While some of the staff were the ones responsible for all the messes — ranging from regulatory missteps to dysfunctional management to toxic workplace behaviors to legal minefields — a great swath of Uber's 16,000 staffers are blameless and just trying to do their jobs.

From the perspective of Forward, financial support of Haredi families not only diverts scarce dollars from the more deserving Jewish poor who recognize the imperative of «egalitarianism,» but also encourages what economists term «moral hazard,» the subsidizing of economically and socially dysfunctional behavFrom the perspective of Forward, financial support of Haredi families not only diverts scarce dollars from the more deserving Jewish poor who recognize the imperative of «egalitarianism,» but also encourages what economists term «moral hazard,» the subsidizing of economically and socially dysfunctional behavfrom the more deserving Jewish poor who recognize the imperative of «egalitarianism,» but also encourages what economists term «moral hazard,» the subsidizing of economically and socially dysfunctional behavior.

It's generally accepted that children learn both good and dysfunctional patterns and behaviors from their parents.

During sessions of psychotherapy the doctor may use CBT which is a type of cognitive therapy, to help solve the problems arising from dysfunctional emotions and behaviors by using a goal - oriented, systematic procedure.

Recently, I was chatting with a mom at the playground about kids» behavior, and she commented to me that kids need praise and approval from their parents, as there are too many dysfunctional adults in the world to indicate otherwise.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

Parents can learn to free themselves from dysfunctional, emotionally - charged communication or behavior by helping them adopt clearly - defined, respectful, and dispassionate approaches to problem - solving and decision - making.

I believe that one's past experiences can result in issues of depression, anxiety, codependence, addiction, and a myriad of other issues that can arise from ongoing dysfunctional beliefs and behaviors.

First, many studies have shown that parents display dysfunctional parenting with their own child diagnosed with behavior problems, but display functional parenting when coupled with a child from another parent similarly diagnosed with behavior problems (e.g., Dumas 2005).

A lot of the time we learn these maladaptive or dysfunctional patterns growing up from our families of origin, so we work with guys to take honest and direct looks at those behaviors, see what's not working, and through better awareness and insight, evolve or adopt those things so that they create more relationship success for themselves.

This personal intensive counseling experience will allow you to understand and overcome past hurts, gain freedom from dysfunctional habits and behaviors, and help you experience a greater sense of joy and contentment in your life.

Results indicate that mothers and fathers from the intervention preschool group reported significant reductions in dysfunctional parenting behavior.

In their theoretical model of intergenerational transmissions of depression from mothers to offspring, Goodman and Gotlib (2001) argue that there are four dominant mechanisms through which depressive symptoms are transferred: heritability of depression, innate dysfunctional neuroregulatory, exposure to mother's negative behaviors and affect, and exposure to stressful environments.

If a teenager starts experimenting with illegal substances, for example, dictating her own curfews and social activities, and a mother refuses to or prevents a father from setting up appropriate consequences for such behaviors, a dysfunctional transaction between the mother and daughter develops.

On one side, in fact, the massage context might have acted as a buffering factor, preventing the mothers from enacting dysfunctional behaviors that otherwise could have been adopted; on the other hand, instead, finding themselves in a new situation and being asked to do something new (massaging their babies while being videotaped) might have made interactions more challenging for these women.

There were significant improvements from pre - to post-intervention for both conditions, on measures of disruptive child behavior, dysfunctional parenting style, conflict over parenting, relationship satisfaction and communication.