Sentences with phrase «positive emotional adjustment»

On one hand, moderate levels of behavior control have been associated with positive emotional adjustment in children (Barber et al. 2005).

Not exact matches

Only a small number of research studies have used positive emotional outcome measures, well - being, positive affect, happiness or life satisfaction, to quantify emotional adjustment, but 22 used a negative emotional outcome measure.

She focuses on helping her clients create optimal hormonal balance and emotional well - being through functional nutrition, positive psychology, and lifestyle adjustments so they can flourish in motherhood and in life physically, emotionally, and spiritually.

target specific goals, such as bullying prevention; academic achievement and positive adjustment to school; conflict resolution; alcohol, tobacco, and other drug prevention; character development; social and emotional learning; and more

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

The parent, peer, teacher and school subscales correlate with measures of social adjustment and emotional functioning in the expected direction (e.g positive correlations between parental attachment and emotional adjustment).

Mentors can contribute to a positive self - image, assist with emotional adjustments and life transitions and add to a child's psychological well - being.

This study examined a cumulative model of risk / protective factors at the individual level (child's sense of coherence; attachment with father) and family level as manifested by fathers» emotional resources (fathers» negative / positive affect; attachment avoidance / anxiety), to explain socioemotional adjustment among children age 8 — 12 years with or without learning disabilities (LD).

Category: Building a Positive Family Environment Tags: alternatives to detention, alternatives to punishment, best of 2017, Kids and stress, kids coping, kindergarten adjustment, kindergarten transition, Parents as servant leaders, Servant leadership, Social and Emotional Development, stories and children, tired kindergartners

However, US research on older age groups found that length of residence, as well as adolescents» positive socio - emotional adjustment and relationship with the mother, all appeared to make it easier to relate to a resident non-biological father figure (King, Amato & Lindstrom, 2015; King, Thorsen & Amato, 2014).

Recent UK research on young children attempts to plug some of these research gaps, and supports the idea that more frequent father involvement and fathers» more positive attitudes towards their parental role benefit young children's socio - emotional adjustment (Flouri et al., 2016; Kroll et al., 2016; McMunn et al., 2015; Opondo, Redshaw, Savage - McGlynn & Quigley, 2016).

These findings support and extend recent research examining the positive impacts of classroom - based social and emotional learning (SEL) programs on children's social development and behavioral adjustment.

a. Social - emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children.

On the positive side, early caregiving characterized as sensitive, responsive, involved, proactive and providing structure has been associated with positive socio - emotional adjustment.

Higher levels of positive development in emerging adulthood were associated with stronger family and peer relationships, better adjustment to the school setting, higher family socioeconomic status, and better emotional control.

These competencies provide a foundation for better adjustment and academic performance in students, which can result in more positive social behaviors, fewer conduct problems, and less emotional distress (Durlak et al. 2011).

Results: Adolescent mothers who experienced high prenatal stress and high parenting stress had lower maternal adjustment (i.e., fewer positive feelings about motherhood, less infant care, and low parenting competency) and high postpartum emotional distress.

There is a paucity of research using positive emotional outcome measures (e.g. well - being, positive affect, happiness or life satisfaction) to quantify emotional adjustment.

The least frequent outcome measure used was well - being, explored by only one study (Lowyck et al., 2009), revealing a notable lack of published research that has explored positive aspects of emotional adjustment, such as life satisfaction, happiness, well - being or marital quality.

There is also a paucity of research using positive emotional outcome measures (e.g. well - being, positive affect, happiness or life satisfaction) to quantify psychological adjustment.

They also only reviewed psychosocial risk factors, e.g. those associated with increased (di) stress levels, and did not include any positive emotional outcome measures of emotional adjustment such as well - being, positive affect, happiness or life satisfaction, which are just as significant to health and for quality of life as the prevalence of negative emotions (Folkman and Moskowitz, 2000; Steptoe and Wardle, 2005; Rutten et al., 2013).