Sentences with phrase «positive social adjustment»

Not exact matches

For example, such things as life adjustment counseling; community social action; marriage and family life education and counseling; social, religious, and therapeutic group experiences; and the after - care of patients by means of a supporting, redemptive fellowship contribute to positive mental health.

After adjustment for IQ at age 11 and social class, a robust positive association remained between drinking ground coffee (filter or espresso) and reading performance.

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

She said that even anxious cats are trainable, and the social interaction they have when training and executing commands may be beneficial to their positive adjustment in shelters and in new homes.

Programs designed to teach such children how to effectively work with and train dogs have been shown to have positive outcomes in terms of social adjustment and life skills (62, 63, 64).

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).

More importantly, stress tackling through problem - focused coping, along with seeking social support and positive thinking which were found significantly increased in this study, has been suggested to enhance psychological adjustment to the disease (McCabe et al., 2004).

Trained as a social psychologist, she studies the impact of positive emotion on adjustment to health - related and other life stress.

There is good evidence that a child's readiness for school and a positive transition has a very positive flow - on effect to positive adjustment in the school setting and positives in their academic and social development.

This «baseline adjustment» measure will enable us to measure positive and negative changes in coping strategies over time, in relation to unknown political and social changes.

Chronic exposure to the negative (e.g. rejection / victimization by peers or teachers, friendlessness) or positive aspects of these social experiences (e.g. peer - group acceptance) has greater consequences for children's psychological and school adjustment than transient exposure.

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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.

Most importantly, child support payments generally provide an easier adjustment for children; the payments also have a positive effect on a child's well - being, performance in school and overall social adjustment.

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

Personal therapy had positive effects on broad components of social adjustment (role performance, p = 0.02) which included normalisation of functioning in expressive (relationship) and instrumental (activity) roles, decreasing levels of manifest illness, and the resolution of negative symptoms.

Personal therapy had positive effects on broad components of social adjustment but had few differential effects on symptoms, and these patients remained more anxious than those receiving family or supportive therapy.

These include children's self - esteem, psychological well being, and social adjustment, and parents» self - esteem, psychological adjustment, and positive investment in children.

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).

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).

Behavioural adjustment — positive social behaviours (e.g. expression of feelings, positive interactions, assertiveness), problem behaviours (e.g. aggression and rebelliousness) and drug use, legal and illegal

These studies suggest that social support may act as a buffer against the negative impact of stressors, with social support found to be associated with lower maternal distress, depression, negative affect, and stress, and greater use of positive coping strategies and adjustment [6, 29, 30 • •, 38, 53, 70, 72, 78].