Sentences with phrase «improve social behaviour»
In addition, such lighting solutions can reduce motor restlessness, support alertness in the morning and improve social behaviour.
http://www.educationbusinessuk.net/ Not exact matches
But, as University of Chicago professor James Heckman discovered in 2001, going over Perry Pre-School Project (Ypsilanti, Mich.) student success rates, certain character traits and social behaviours were a much better predictor of improved life outcomes.
In addition, his research has involved the remarkable effects of continuous emotional and social support for the mother by a skilled labor support woman (the doula) on decreasing the complications of labor, changing the psychology of the mother and improving her behaviour with her infant.
Parent support programs have a common goal — to improve the lives of children and their parents — and a shared strategy — to affect children by creating changes in parents» attitudes, knowledge and / or behaviour through a variety of social and practical supports.
World experts from the fields of social, biological and medical science will today (Monday 25 June 2012) gather in Edinburgh to discuss how they can cooperate to improve our understanding of the way behaviours and life experiences can influence how our genetic inheritance is expressed (epigenetics).
The Portman Group explains how Local Alcohol Partnership Schemes work to reduce alcohol misuse and anti social behaviour in town centres, improve high streets and grow local economies
Mr Salifu Saeed, the Northern Regional Minister said the adoption of positive behaviours that could improve the lives of children, women and the society had been too slow as a result of deep - rooted social and cultural norms.
These include such things as increased sociability, a reduction in repetitive behaviour, and improved social communication: all hugely beneficial to the life of an ASD sufferer.
The collective behaviour also allows the worms to act as a kind of dynamic «social seaweed» that may improve their stability, colonising sandy areas that regular types of seaweed can't because of a lack of places to anchor themselves.
«Although most preterm children catch up with their full term peers during early elementary school, future interventions to improve friendships and social interaction skills should start before school entry to prevent later psychopathology and behaviour problems.»
«We found that, compared to a placebo, oxytocin did not significantly improve emotion recognition, social interaction skills, repetitive behaviours, or general behavioural adjustment,» says Professor Dadds.
Research evidence shows that a quality music education can improve self ‑ confidence, behaviour and social skills as well as improve academic achievement in areas such as numeracy, literacy and language.
Benefits of arts education In addition to economic benefits of investment in arts education for students in the primary and secondary sectors there are a plethora of social and intellectual benefits: • encouraging self expression and self awareness • building confidence and self esteem • thinking creatively and conceptually • problem solving • increasing motivation and improving behaviour • developing organisational skills • being able to work collaboratively and independently • developing multiple learning styles • building maturity and appreciation • developing observational skills • raising global awareness and respect for other cultures • promoting literacy through analysis and interpretation • increasing enjoyment and fun in learning • developing spatial and visual skills • encouraging qualitative awareness • seeing different perspectives • openness to subtlety, nuance, flexibility and imagination
Social and Emotional Aspects of Learning programmes, which focus on improving student behaviour and attitudes, and on the ethos of the school
Her ability to speak and her social behaviour towards other children has improved.
Aspects of parenting with an adverse effect on health are surprisingly common in all social groups.12 The content of parenting programmes which could maximise health is therefore somewhat different from that of those which aim to improve behaviour.
It adopts a strengths based approach to ensure policies and programs improve health, social and emotional wellbeing, and resilience and promote positive health behaviours.
At 1 year, the preventive programme led to improved outcomes for child social cognition and reading (effect sizes 0.23 to 0.54, p ≤ 0.04); child peer relations and social competence (effect sizes 0.27 to 0.28, p < 0.02); parenting behaviour (effect sizes 0.23 to 0.32, p ≤ 0.03); and child aggressive and disruptive behaviour (effect sizes 0.26 to 0.31, p ≤ 0.02) compared with no intervention; the effect sizes are shown for outcomes with ≥ 80 % follow up.
In children at high risk of developing long term antisocial behaviour, the Fast Track preventive programme improved some measures of social, emotional, behavioural functioning, and academic skills at 1 year
There also is sufficient research to conclude that child care does not pose a serious threat to children's relationships with parents or to children's emotional development.1, 2,9 A recent study of preschool centres in England produced somewhat similar results: children who started earlier had somewhat higher levels of anti-social or worried behaviour — an effect reduced but not eliminated by higher quality.17 In the same study, an earlier start in care was not found to affect other social measures (independence and concentration, cooperation and conformity, and peer sociability), but was found to improve cognitive development.
Overall, the Incredible Years Programme aims to: promote positive parenting, improve parent - child relationship, reduce critical and physical discipline and increase the use of positive strategies and help parents to identify social learning theory principles for managing behaviour improve home - school relationships.
Promote the use of play, creative arts therapies and filial coaching as ways of enabling children to reach their full potential by alleviating social, emotional, behaviour and mental health problems and improve child / parent relationships, where they are deficient;
The benefits of stimulant medication included symptom relief and improved overall behaviour, social functioning, interpersonal relationships and academic performance.
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.
Although parenting programs based on social learning models have been remarkably successful in assisting parents to change their children's behaviour and improve their relationships with their children, there is still a great deal to learn about how to promote concurrent change across the cognitive, affective and behavioural domains of parenting.
Five major themes emerged: awareness of physical activity; sustaining physical activity behaviour change; improved health and well - being; enhanced social networks; and embedding physical activity in the workplace culture.
These programmes improve family functioning, organization, communication and interpersonal relationships and have been found to have multiple positive outcomes for children and adolescents including decreased alcohol and drug use, increased child attachment to school and academic performance, decreased child depression and aggression, increased child social competence and pro-social behaviour and decrease d family conflict.
Parent support programs have a common goal — to improve the lives of children and their parents — and a shared strategy — to affect children by creating changes in parents» attitudes, knowledge and / or behaviour through a variety of social and practical supports.
The key treatment objectives of CARES are: (a) to enhance attention to critical facial cues signalling distress in child, parents and others, to improve emotion recognition and labelling; (b) improve emotional understanding by linking emotion to context, and by identifying contexts and situations that elicit child anger and frustration; (c) teach prosocial and empathic behaviour through social stories, parent modelling, and role play; (d) increase emotional labelling and prosocial behaviour through positive reinforcement; (e) and increase child's frustration tolerance through modelling, role - playing, and reinforcing child's use of learned cognitive - behavioural strategies to decrease the incidence of aggressive behaviours.
Could scale - up of parenting programmes improve child disruptive behaviour and reduce social inequalities?
After - school programmes succeeded in improving youths» feelings of self - confidence and self - esteem (0.34), school bonding (positive feelings and attitudes towards school, 0.14), positive social behaviours (0.19), reduction in problem behaviours such as aggression, non-compliance and conduct problems (0.18) achievement test scores (0.18), school grades (0.11) and school attendance (0.10).