Sentences with phrase «positive social behaviors»

For students to develop the ability to understand the context of their device use, they need to observe positive social behaviors in the adults around them.

Researchers have long suspected that small schools are better able to cultivate personal connections between adults and students that promote positive social behaviors.

These programs target positive social behaviors that build the necessary skills and coping mechanisms to handle challenges more effectively and ethically.

Why is it so important to focus on teaching positive social behaviors?

Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience.

Recent studies have shown that the interaction of pets with children on the autistic spectrum may also help encourage positive social behavior.

From the benefits of service animals for veterans with post-traumatic stress, to increased positive social behaviors in children with autism when an animal is present, this groundbreaking research is helping the medical profession and the insurance industry understand the positive role pets play in improving human health.

15 Schools that implement SEL programs tend to be safer16 because socially - emotionally competent students have more positive attitudes toward themselves and others, show more positive social behaviors in school, and have fewer conduct problems.17

Lions Quest programs offer a comprehensive and coordinated approach to prevention that creates the conditions and teaches the skills to prevent risky behaviors while cultivating positive social behaviors.

Also our dogs have developed positive social behavior with Mike's help.

According to the study, authored by Marguerite O'Haire, a Ph.D. candidate at the University of Queensland in Australia, «the presence of an animal can significantly increase positive social behaviors among children with ASD.»

Created stimulating educational and recreational, environment to enrich children's minds, develop critical thinking abilities, and establish positive social behaviors

Positive self - esteem is not only seen as a basic feature of mental health, but also as a protective factor that contributes to better health and positive social behavior through its role as a buffer against the impact of negative influences.

With only 150 students, the center offers a smaller learning environment where students are able to build relationships with staff, focus on positive social behavior, and enjoy an opportunity for academic recovery.

15 Schools that implement SEL programs tend to be safer16 because socially - emotionally competent students have more positive attitudes toward themselves and others, show more positive social behaviors in school, and have fewer conduct problems.17

→ A greater emphasis on promotion of positive social behaviors and prevention of discipline problems

Improved academic performance, increased positive social behavior, improved academic behaviors, and improved climate at the school

Lions Quest programs offer a comprehensive and coordinated approach to prevention that creates the conditions and teaches the skills to prevent risky behaviors while cultivating positive social behaviors.

Improve students» social - emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress.

«We hope that learning more about the brain mechanisms of altruistic behavior and its related social behaviors we can promote the positive social behaviors that families desire; particularly in patients under rehabilitation for different forms of neurodegenerative disorders or brain injury,» says Jordan Grafman, from Brain Injury Research Program, Shirley Ryan AbilityLab, Chicago, USA.

In fact, having emotionally close relationships with child - care providers as a toddler has been linked with more positive social behavior and more complex play later as a preschooler.3 Kindergartners with close teacher relationships have been shown to be more engaged in classroom activities, have better attitudes about school, and demonstrate better academic performance.4 Thus, teacher - child relationships appear to be an important part of children's social and academic success in school.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

These programs showed significant positive benefits in terms of student self - confidence, positive social behaviors, and achievement test scores.

Improve students» social - emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress.

The sort of compassion I have in mind is akin to what the psychologist Ervin Staub described as a «prosocial orientation» (see his Positive Social Behavior and Morality, vols.

Academic Achievement and Positive Behavior Afterschool programs that build social and emotional skills measured significant improvement in grades, test scores, attachment to school and positive social behaviors.

By incorporating social emotional learning programs into afterschool programs, youth benefit from improved self - perception, positive social behaviors, reductions in student discipline, and increased achievement and attendance.

According to the study, «These programs showed significant positive benefits in terms of student self - confidence, positive social behaviors, and achievement test scores» (David 84).

Social - emotional learning (SEL) programs have been shown to improve «students» social - emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students» conduct problems and emotional distress,» according to a meta - analysis by the Collaborative for Academic, Social, and Emotional Learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

The data shows significant positive outcomes for students in afterschool programs that use the CASEL framework compared to those that do not, with particular advantages in school bonding, self - perceptions, and positive social behaviors.

What's more, evidence suggests that games like D&D foster — not competitive hostility as suggested in the trial — but positive social behavior that could serve them in the outside world.

Others like Jane McGonigal, author of Reality is Broken, prefer using game mechanics in the real world to promote innovation and positive social behavior.

The latter are critically important for a number of positive life outcomes, including school persistence, full - time employment, lifetime wages, better health and positive social behaviors.

Up to 18 years later, students exposed to SEL in school continue to do better than their peers on a number of indicators: positive social behaviors and attitudes, skills such as empathy and teamwork, and academics.

Research findings from 213 controlled studies indicate that SEL programming improves students» academic achievement and positive social behavior while reducing their conduct problems and emotional distress (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

To take just two examples, studies of hypothetical dilemmas requiring adolescents to choose between antisocial behavior suggested by their peers and positive social behavior of their own choosing show that peer influences increase between childhood and early adolescence as adolescents begin to separate from parental control, peak at age fourteen, and then decline slowly during the high school years.

The researchers found that, compared to students in the studies» control groups, students in the programs that were considered showed significantly improved social and emotional skills, caring attitudes, and positive social behaviors.

While classroom - based programs showed significant improvements across all five social measures and academics, comprehensive programs showed no significant effect on students» social - emotional skills or positive social behavior, and were less effective at improving academic performance.

The conference theme was one of «paying more attention to student's good character and beautiful souls, and on positive cognitive processing, positive emotional experiences, and positive social behaviors, so that students can become positive, healthy people.»