Sentences with phrase «including social aggression»

She provides, individual, group, and family therapy, school advocacy services, and trainings to adolescents, parents and professionals on a range of issues relevant to adolescent development, including social aggression and bullying, cybersocializing, and positive school climate.

Not exact matches

As outlined in our new blog, numerous internationally respected studies make clear the importance of secure father - child attachment — including, for example, work by Dr Paul Ramchandani of Imperial College London which shows that «disengaged and remote father - child interactions as early as the third month of life» predict behaviour problems in children when they are older [1] and US research showing that «verbal exchanges between fathers and their infants and between mothers and their infants each, independently and uniquely, predict pre-schoolers» social competence and lower aggression» [2].

There are a number of reasons why girls engage in relational aggression including everything from climbing the social ladder to peer pressure.

Currently, treatments for autism are usually prescribed off - label and focus on helping treat aggression or hyperactivity with medications including Ritalin and antipsychotic medications, not social behavioral symptoms.

Body mass is also tied to an animal's physiology (including speed of metabolism and length of pregnancy), ecology (diet, home - range size) and behaviour (social status, aggression).

Social psychologists focus on societal concerns that have a powerful influence on individual wellbeing as well as the health of society as a whole, including problems such as substance use, crime, prejudice, domestic abuse, public health, bullying, and aggression.

The emotional language of the tweets was measured in two ways: the use of common terms associated with anger, anxiety, and «positive and negative social relationships» and groups of words reflecting certain attitudes and experiences, including hostility and aggression, boredom and fatigue, optimism, and happy memories.

This review indicated that interventions have a substantial impact on a variety of outcomes, including aggression and disruption, social and emotional competence, school bonding, prosocial norms, disciplinary referrals, emotional distress, and academic achievement.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The school is known for teaching alternatives to aggression through training in social skills, anger control, and moral reasoning, but the curriculum also includes core academic subjects, including arts.

Professor Weissberg has published about one hundred articles and chapters focusing on preventive interventions with children and adolescents, and has coauthored nine curriculums on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Aggressive behaviors range widely and include territorial, social, protective and possessive forms of aggression.

For a poorly socialized puppy, the risk of developing behavior problems including aggression toward other animals or humans, anxieties and phobias, and avoidance of social interactions is high.

Knowledge of dog behavioral and health issues including social development stages, multi-dog households, fear, and aggression.

Patients who have suffered a Traumatic Brain Injury, or TBI, may develop further symptoms — including seizures, vision issues, depression, suicide, aggression, endocrine dysfunction, psychosis, social isolation, dementia and premature death — six months or more after the accident.

The WHO report concludes that these social difficulties «have been shown to be related to behavioral problems, including disruptiveness, aggression, and delinquency, especially in boys.»

Social skills, including antisocial behaviors, attachment problems, low social competency, low sympathy and empathy for others, self - isolation, noncompliance, sexual maladjustment, dependency, aggression or violence, and delinquency or criminSocial skills, including antisocial behaviors, attachment problems, low social competency, low sympathy and empathy for others, self - isolation, noncompliance, sexual maladjustment, dependency, aggression or violence, and delinquency or criminsocial competency, low sympathy and empathy for others, self - isolation, noncompliance, sexual maladjustment, dependency, aggression or violence, and delinquency or criminality.

The results demonstrated that maternal problems in reciprocal social behavior was positively associated with infantile aggression (estimate = 0.123, 95 % CI [0.032, 0.215]-RRB-, after controlling for covariates including maternal age, paternal age, maternal years of education, paternal years of education, marital status, annual household income, maternal history of depression and / or anxiety disorders, and infant gender (Table 4).

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.

Research also reveals that the excessive use of corporal punishment has been associated with a number of adult social and psychological problems, including physical aggression and depression (Swinford et al, 2000).

Then, we examined whether maternal problems in reciprocal social behavior directly or indirectly influenced infantile aggression at 18 months of age by including maternal PDS into the model (see bottom of Figure 1).

Care plans are often replete with interventions for the symptoms of the problem (e.g., reductions in self harm, substance abuse, or aggression) and social skills improvements, although rarely include relational goals.

Peer victimization is a risk - factor that contributes to a variety of internalizing and externalizing problems including lower self - esteem, higher levels of social anxiety, depression or aggression, deficiencies in social skills and adjustment problems.

Addresses: Lying, Stealing, Self - Mutilation, Aggression, Defiance, Chores, Mealtimes, Hoarding / Gorging, Bedtime, Bath time, Brushing Teeth, Public Humiliation of Parents, Chattering, Clinging, Whining, No Eye Contact, No Touching, Too Much Touching, Poor Social Skills, No Conscience, Learning Difficulties and Sexualized Behaivors including Masturbation, Perpetration and Pet Perversion.

This includes working together to develop strategies, coping skills, new perspectives, and supportive therapy for youth dealing with challenges related to depression, anxiety, low self - esteem, rejection, anger / aggression, interpersonal conflict, planning for the future, social or academic pressures, and self - image / identity.»

These problems include attention deficit disorder; externalizing problems such as aggression, anger, conduct disorder, cruelty to animals, destructiveness, oppositional behavior and noncompliance, and drug and alcohol use; internalizing problems such as anxiety, depression, excessive clinging, fears, shyness, low self - esteem, passivity and withdrawal, self - blame, sadness, and suicidal tendencies; symptoms of post-traumatic stress disorder such as flashbacks, nightmares, anxiety and hypervigilance, sleep disturbances, numbing of affect, and guilt; separation anxiety; social behavior and competence problems such as poor problem - solving skills, low empathy, deficits in social skills, acceptance, and perpetration of violence in relationships; school problems such as poor academic performance, poor conduct, and truancy; somatic problems such as headaches, bedwetting, insomnia, and ulcers; and obsessive - compulsive disorder and other assorted temperamental difficulties.

[19] Studies have shown that youth with severe aggression are not likely to respond without medication and they have a better response to a multimodal approach that should include attention to the development of social skills.

This review indicated that interventions have a substantial impact on a variety of outcomes, including aggression and disruption, social and emotional competence, school bonding, prosocial norms, disciplinary referrals, emotional distress, and academic achievement.

At each time point, researchers assessed the children's cognitive development (including their IQ), their level of internalizing problems (e.g., depression, anxiety, and social withdrawal), and their level of externalizing problems (e.g., delinquent behaviors and aggression).

Dr. Patrick Markey - Science of Relationships articles Website / CV Dr. Markey's research focuses on how behavioral tendencies develop and are expressed within social relationships, including unhealthy dieting, civic behavior, personality judgment, and interpersonal aggression after playing violent video games.

Significant improvements in social, emotional, problem solving skills and lower frequency of disruptive behaviour (including verbal and physical aggression) post implementation in the classroom.

The Together Parenting Program is designed for parents with children in primary or lower secondary schools (aged 5 - 14 years) who have emotional and behaviour problems including aggression, hyperactivity, anxiety, phobias, depression, social withdrawal, sibling rivalry, difficult parent - child relationships, or problematic peer relationships.

The remaining 108 items assessed a range of child mental health and well - being constructs, including: Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at home, school and in the community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity - Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic - Like Experiences, Personality, Self - esteem, Daytime Sleepiness and Connection to Nature (engagement with natural environment).

Weissberg has authored more than 260 publications focusing on preventive interventions with children and adolescents and has developed curricula on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

Typically these would include «bonding with your baby»; «social, emotional and persistent coaching with your toddler»; «limit - setting with your school - aged child» and «power struggles, aggression, empathy and problem solving with your teenager».

With discussion of integrative play treatment of children presenting a wide variety of problems and disorders — including aggression issues, the effects of trauma, ADHD, anxiety, obsessive - compulsive disorders, social skills deficits, medical issues such as HIV / AIDS, and more — the book provides guidance on:

Until such methodological problems can be overcome, reliance will have to be placed on a variety of sources of information, including retrospective data, to study G × E. Third, we used a self - report measure of aggression, and the social desirability bias of some subjects might have affected their self - reporting of aggression.

There were no significant differences between experimental and control group teacher ratings on student's behaviors measured by the Landau scales of social climate in the classes (LASSO), including measures of rivalry between classmates, aggression against classmates, and extent of clique formation.

Research supports the effectiveness of Play Therapy with children experiencing a wide variety of social, emotional, behavioral, and learning problems, including: post-traumatic stress; conduct disorder; aggression; anxiety / fearfulness; depression, ADHD; impulsivity; low self - esteem; reading difficulties; and social withdrawal.

If replicated by future studies, these preliminary findings suggest that the MAOA - L would confer a vulnerability to negative social experiences, including early trauma, and a specific proclivity toward reactive aggression, i.e. that type of aggression triggered by exaggerated levels of negative emotion, such as anger and anxiety.

Topics examined in social psychology include: the self concept, social cognition, attribution theory, social influence, group processes, prejudice and discrimination, interpersonal processes, aggression, attitudes and stereotypes.

Additional studies that address protective factors (e.g., family and social support systems and the child's cognitive and social skills) are warranted as well as studies examining gender differences in the developmental pathways leading to adult APP which include measures tapping female types of aggression.

Outcome indicators included child - reported levels of aggression (using the Aggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family sociaaggression (using the Aggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family sociaAggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family social support.

Self - and co-regulation development for children and caregivers including cognitive, emotional modulation, focusing / concentration, and social skills and decreased likelihood of high - risk behaviors including self - abuse, suicide attempts, and aggression to others

This study found the most significant problem identified by siblings was the disruption caused by the behaviour of the child with the condition.Examples of this disruptive behaviour included physical and verbal aggression, out - of - control hyperactivity, emotional and social immaturity, academic underachievement and learning problems, family conflicts, poor peer relationships, and difficult relationships with extended family.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

This funding has supported 52 applied research intervention projects investigating school and community - based interventions to enhance the social and emotional development and reduce bullying (including cyberbullying) and aggression among children and adolescents.

At the child level, temperamental features evident in infancy and toddlerhood such as irritability, restlessness, irregular patterns of behaviour, lack of persistence and low adaptability increase the risk of behaviour problems7, 8,9 as do certain genetic and neurobiological traits.10, 11 At the family level, parenting practices including punitive discipline, inconsistency, low warmth and involvement, and physical aggression have been found to contribute to the development of young children's aggressive behaviour.12 Children who are exposed to high levels of discord within the home and whose parents have mental health and / or substance abuse issues are also at heightened risk.13 Other important correlates of aggression in children that can contribute to chronic aggression include faulty social - cognitive processes and peer rejection.14

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.