Sentences with phrase «linked emotional behavior»
In a 13 - year - long study of married couples, the serotonin transporter gene linked emotional behavior and marital satisfaction.3
http://www.scienceofrelationships.com/ Not exact matches
Spanking was linked to later antisocial behavior despite socioeconomic status, ethnic background, parenting style, emotional warmth and other factors.
Corporal punishment has been linked with all sorts of behavior problems, including aggression, paranoia, school failure, poor emotional regulation, and low empathy (Larzelere and Kuhn 2005; Johnson et al 2006; Alyahri and Goodman 2008; Chang et al 2003; Gershoff 2002).
In an article in the latest edition of Psychology of Popular Media Culture, Karla Murdock reported that texting was a direct predictor of sleep problems among first - year students in a study that examined links among interpersonal stress, text - messaging behavior, and three indicators of college students» health: burnout, sleep problems and emotional well - being.
She emphasizes the role of the brain / weight equation and the neurological connections that link thoughts, feelings, actions, behaviors and weight, drawing on extensive professional experience in the outpatient treatment of dysfunctional eating behaviors, including emotional eating, food cravings, stress eating, disordered eating and eating disorders.
Effects of a school - based social - emotional competence program: Linking children's goals, attributions, and behavior (Abstract).
Play is linked to improvements in academic skills, classroom behavior, healthy emotional attitudes and better adjustment to school life.
According to authors of the study, the success of this simple screening tool has positive implications for schools — especially those with limited resources — because it can help to link children with early supports while allowing districts to identify which social and emotional behaviors are most commonly interpreted as contributing to overall readiness.
(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?
Behavior is closely linked to and influenced by emotions, so punishing a dog for unwanted behavior while not understanding why the behavior is happening or its emotional effect on the dog only serves to make thingBehavior is closely linked to and influenced by emotions, so punishing a dog for unwanted behavior while not understanding why the behavior is happening or its emotional effect on the dog only serves to make thingbehavior while not understanding why the behavior is happening or its emotional effect on the dog only serves to make thingbehavior is happening or its emotional effect on the dog only serves to make things worse.
Despite the CDC's characterization of a «scientific gap» between social, emotional, and cognitive impairment and the adoption of health - risk behaviors, there is empirical evidence for a link between the two.
For example, some have found significant differences between children with divorced and continuously married parents even after controlling for personality traits such as depression and antisocial behavior in parents.59 Others have found higher rates of problems among children with single parents, using statistical methods that adjust for unmeasured variables that, in principle, should include parents» personality traits as well as many genetic influences.60 And a few studies have found that the link between parental divorce and children's problems is similar for adopted and biological children — a finding that can not be explained by genetic transmission.61 Another study, based on a large sample of twins, found that growing up in a single - parent family predicted depression in adulthood even with genetic resemblance controlled statistically.62 Although some degree of selection still may be operating, the weight of the evidence strongly suggests that growing up without two biological parents in the home increases children's risk of a variety of cognitive, emotional, and social problems.
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.
Effects of a school - based social - emotional competence program: Linking children's goals, attributions, and behavior.
«Effects of a School - Based Social — Emotional Competence Program: Linking Children's Goals, Attributions, and Behavior.»
Chang and Davis, (2009) characterize teachers» emotional experiences in terms of (habitual) primary and secondary appraisals about student behavior and link these emotions to activating and de-activating coping strategies.
For example, work has explored the role of emotional security of the child as a mediator of the link between family conflict and child adjustment such as depression and behavior problems (Davies and Cummings 1998; Restifo and Bogels 2009).
Chang and Davis (2009) further elaborate on this model by explaining how teachers» implicit theory of relationships (i.e., generalized beliefs about the nature of classroom relationships) are linked to habitual appraisals of problematic student behavior and, in turn, unproductive emotional labor, compassion fatigue, and burnout.
Challenging behavior can signal difficulty with social and emotional adjustment — foundational competencies that are linked to children's school readiness and later school success (Fantuzzo et al. 2007).
Effects of a school - based social - emotional competence program: Linking children's goals, attributions, and behavior (Abstract).
Specifically, the ACE Study model relies strongly on the idea that adverse childhood experiences create a burden of psychological stress that changes behavior, cognitions, emotions, and physical functions in ways that promote subsequent health problems and illness.22 Among the hypothesized pathways, adverse childhood experiences lead to depression and posttraumatic stress disorder, which in turn can lead to substance abuse, sleep disorders, inactivity, immunosuppression, inflammatory responses, and inconsistent health care use, possibly leading to other medical conditions later in life.23, 24 Therefore, childhood behavioral and emotional symptoms very likely represent a crucial mediator linking adverse childhood experiences and the longer term health - related problems found in the ACE substudies.
In this study there was strong support for a link between crucial variables to the psychological climate of the divorced families (e.g., parental loyalty conflict, low caring in terms of emotional coldness, indifference, neglect, and high control in terms of overprotection, intrusion, excessive contact, infantilization, and prevention of independent behavior), self - esteem and well - being in adulthood.
Our results are also consistent with earlier cross-sectional research linking adolescent negative emotions and emotional variability with symptoms of depression and problem behavior in adolescents (Larson et al. 1990; Silk et al. 2003).
Different patterns of emotional reactivity characterize proactive and reactive functions of aggressive behavior, and theory also suggests a link of both types with narcissism.