Sentences with phrase «positive emotional levels»

The University of Pittsburgh surveyed 1,399 participants and found that going on vacation regularly contributed to higher positive emotional levels and less depression among the participants.

Not exact matches

Based on his extensive experience with troubled families, Ackerman declares: «Under optimal conditions it is possible to achieve a level of positive emotional health beyond that which characterized the families - of - origin.

These children have positive, measureable outcomes: higher education attainment levels, better emotional and physical health, and greater self - esteem.

The effect of these kinds of supports on home visitors has not been well studied, but some research on similar interventions indicates implementation of evidence - based practices with fidelity monitoring and supportive consultation predicts lower rates of staff turnover, as well as lower levels of staff emotional exhaustion relative to services as usual.29, 30,31 Moreover, a supportive organizational climate has been associated with more positive attitudes toward adoption of evidence - based programs.32

It's fantastic for conditioning your abs and legs... You really learn how to have a positive, strong mindset and this helps to control emotional eating, stress levels and anxiety,» Hall says.

When people pay close attention to positive stories they tell themselves and / or positive emotional memories, serotonin levels may increase.

HTP has a positive effect on emotional well - being by encouraging brain serotonin levels that lead to positive effects on emotional well - being, appetite control, and sleep cycles.

Positive effects on emotional well - being, stress, weight loss, sleep / wake cycles and appetite control are encouraged by the healthy serotonin levels Pure Encapsulations 5 - HTP provides.

Listen to your body — looks for signs like healthy digestion (regularity, lack of gas and bloating), good energy levels, healthy skin, and positive emotional health.

Interestingly, husbands were more likely to give their marriage a positive rating and reported much higher levels of emotional support and lower levels of marital strain than wives.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

When teachers use strategies to reduce stress and build a positive emotional environment, students gain emotional resilience and learn more efficiently and at higher levels of cognition.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well - being, and better achievement; the culture, ethos and environment of a school influences the health and well ‑ being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

The availability of positive behavioral intervention and support systems that result in positive school and classroom climates and high levels of school safety; students with effective interpersonal, problem - solving, and conflict resolution skills; and staff with the skills to complete functional assessments and implement strategic and intensive interventions for students with pivotal social - emotional / behavioral needs.

Five conceptual domains, integrated in a hierarchical manner, are included in PATHS lessons at each grade level: self - control, emotional understanding, positive self - esteem, relationships, and interpersonal problem - solving skills.

Other research has shown a strong correlation between higher levels on the CLASS and more positive social and emotional development and higher academic achievement.

The FY2019 budget invests an additional $ 250,000 towards completing the refresh of all high school weight rooms, and another $ 250,000 towards the continued support of the cultural experience program and continues investments in both social and emotional learning and positive behavioral interventions and supports at previous year levels.

The right remedy can bring permanent positive change on all levels — physical, mental and emotional.

I can safely say that this game regularly makes me smile, and that it's an uplifting and positive experience, just on an emotional level.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

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.

Professional Duties & Responsibilities Proven caretaker who consistently offers excellent support to busy families Creates a healthy, positive, and safe environment for infants, youth, and young adults Ensures that client family values are a fundamental part of child care services Skilled in proper nutrition, education assistance, and recreation Proficient in support services including diapers, laundry, and medication provision Meets all school deadlines, health care appointments, and other scheduled events Provides excellent emotional support, encouragement, and understanding Appreciates personal challenges and offers sound guidance to those in my care Maintains the highest levels of professionalism in stressful situations Handles multiple tasks, clients, and events with ease Serves as a support system for family leaders with numerous demands on their time Willing to offer additional support to on - the - go families as needed

Funded by the County of San Diego to promote social and emotional wellness in children, the Jewish Family Service of San Diego's (JFS) implementation of three levels of the Triple P — Positive Parenting Program achieved improvements for most families who participated in the program.

3) Mothers» emotional communication was related to the degree to which children displayed positive affect with peers: Mothers who were low in derisive humor, criticality and intrusiveness had children whose peer interaction tended to have higher levels of laughter and joy than mothers who were higher in these negative parenting behaviors.

Children's levels of emotional sensitivity vary, and when some children are separated from positive people in their lives they can feel distressed.

RCT evidence (1 −) reported that home - support programmes, where parents are visited and given emotional and practical support regularly for the first year and for up to 3 years afterwards, lead to significantly reduced parental stress levels, a greater positive effect on maternal behaviour and greater interactions with their preterm infant.

To address this need, we created a population - level measure that (1) allows for an examination of associations between children's social and emotional well - being and assets across multiple contexts, (2) is focused on the developmental period of «middle childhood,» (3) includes consideration of both positive and negative outcomes, and (4) gives children a voice in reporting on their own experiences and well - being.

Specifically, negative emotional reactivity has been found to predict both internalizing problems (e.g., anxiety, depression) and externalizing problems (e.g., aggression, rule - breaking).1 Fearfulness predicts internalizing problems, and self - regulation difficulties predict externalizing problems.1 The large literature on parenting2 generally shows that high levels of warm and firm parenting are associated with positive child development.4

Temperament — Parenting: There is some, but not much, evidence that child positive emotional reactivity may elicit higher levels of parental warmth.6, 7 There is also a little evidence of the opposite direction of effects, suggesting that parental warmth gives rise to more child positive emotionality.8, 9 We do not yet have enough evidence to know whether child positivity and parental control influence one another.

High levels of hope have been linked with a variety of positive social, emotional, and academic outcomes in adults and youth [8][9].

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).

Other data showed that there is a significant positive correlation between a high level of family intimacy as well as emotional expression and a high level of self - esteem and self achievement of adolescents (Li et al., 2006); the extent of closeness of family members and the parental expectations might affect the self - esteem and self - concept of the college freshmen (Wu and Ye, 2009).

When used correctly, «I» statements can help foster positive communication in relationships and may help them become stronger, as sharing feelings and thoughts in an honest and open manner can help partners grow closer on an emotional level.

Other research has shown a strong correlation between higher levels on the CLASS and more positive social and emotional development and higher academic achievement.

The research shows that level 1 is crucial because managing conflict well requires a positive and solid «emotional bank account» that can be built through exercises designed to help couples nurture the friendship and connection, build a culture of appreciation and praise, keep affection (romance and sex) alive, turn towards one another rather than away (or against), and maintain a ratio of positives to negatives in the relationship of 5:1 or better.

According to Diana Baumrind's studies, and many parenting studies made since then, authoritative parenting is the parenting style that has been most consistent terms of being associated with positive outcomes for children: high level of self esteem, good academic performance, well - developed social skills, good emotional control etc..

For positive emotional faces, considering the spreading effects of activation of secure base schema, it was assumed that both levels (high and low) of attachment anxiety are associated with increased activities in brain circuits that are responsible for positive emotions and the regions belonging to the reward system.

Secondly, to our knowledge, no empirical research exists addressing the question of how children with various levels of CU traits, anxiety and ODD symptoms process positive emotional faces, such as happy expressions.

In accordance with the positive and negative affect models, we expect that expression of criticism will be associated with short term dissolutions, while low levels of emotional support will predict long term dissolutions.

The first parameter is Mean TL - BS and is a bi-dimensional parameter, calculated twofold for each of the congruent and incongruent set of trials, in the case of each participant; Mean TL - BS positive (Mean TL - BS Toward) indicates individual differences in the degree to which the attention is oriented toward the emotional face or to which the mean TL - BS > 0 ms, whereas Mean TL - BS negative (Mean TL - BS Away) reflects individual differences in the degree to which the attention is oriented away from the emotional face or the degree to which TL - BS < 0 ms.. The second parameter is Peak TL - BS, which is also bi-dimensional and calculated twofold; Peak TL - BS positive (Peak Toward) shows the individual differences in the maximum phasic expression of the trial - level orientation toward the emotional face, while Peak TL - BS negative (Peak Away) indicates the individual differences in the maximum phasic expression of the trial - level attention away from the emotional face.

Based on previous findings on attention to emotional stimuli in children with disruptive behaviors (e.g., Kimonis et al., 2012; Hodsoll et al., 2014), we hypothesized that higher levels of CU traits would be associated with reduced attention toward fearful and angry faces, while higher levels of ODD - related problems would be associated with greater attention toward both negative and positive (happy) emotional faces.

Furthermore, to our knowledge, the present study is the first addressing the question on how children with various levels of CU traits, anxiety and ODD - related problems process both negative and positive emotional faces, by indexing attentional orientation patterns toward these stimuli through a dynamic computation procedure.

Another contributing factor to the putative relationship between attachment insecurity and lower levels of mindfulness may be attentional control, which can be thought of as the general capacity to regulate attention in relation to positive as well as negative emotional processes (Derryberry & Reed, 2002).

Barnes and colleagues assert these associations may be due to the positive relationship between mindfulness and one's perceptions of the partner as well as lower emotional stress responses or lower levels of perceived relationship stress.

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6

Results showed that parent positive behaviors, and low levels of parent anxious affect, during the stressful laboratory task for youth buffered youth negative emotional reactivity to real - world negative peer events, but not non-peer events.

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

Third, and related, the isolated focus of earlier studies on the amount of positive and negative emotions might overlook that (in) adaptive levels of expressiveness depend on the emotional demands of the context.

We hypothesised that patients with BN would show lower emotional regulation functioning, expressed by higher levels of positive emotion and reduced anger than healthy controls, which might improve after remission.