Sentences with phrase «positive social settings»

Not exact matches

The Avon Valley now has its own industrial park which is set to make a positive impact on employment and social development in the Wheatbelt region.

Some barriers include the negative attitudes of women and their partners and family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.

Without a hint of irony, First Lady Melania Trump declared that adults need to embrace «positive habits on social media» to set an example for the next generation.

The call to action comes from a group of clinicians, scientists, social entrepreneurs and crossbench peers writing in The Lancet and setting out a manifesto for a health - creating society — a positive vision of how the UK can promote and improve health and at the same time strengthen the economy of the country.

It may be true that a child's zombielike stare at the TV set is a sign of focus, as he writes, but the positive implication inherent in this statement pales in the face of a large amount of research that links young children's excessive television viewing with attention, learning and social problems during childhood and teen years.

But both sets of results, she says, support the core idea that Pennebaker proposed: that the act of matching another person's language style reflects and amplifies attention to social cues, whether positive or negative.

Model and body positive champion Iskra Lawrence set out to prove that things aren't always as they seem on social media with side - by - side images of herself — one raw and the other retouched.

We set out to build a business that creates value, and a positive social utility.

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.

Positive youth development strategies that support goal - setting and underscore characteristics such as grit and compassion link to key social and emotional learning (SEL) skills, which research proves contribute to classroom success.

As part of a new approach supported by the Chan Zuckerberg Initiative (CZI), Harvard Graduate School of Education Professor Stephanie Jones and the Ecological Approaches to Social Emotional Learning Laboratory (EASEL) will develop and pilot a new set of evidence - based kernels of practice — strategies and activities that have potential to promote specific, positive behavior changes.

Lessons include: exploring issues of self image and online identity in the age of the selfie; thinking about online representation and digital footprints; sharing personal information and deciding what to post online; making positive contributions to social networks and online communities; privacy settings and setting app restrictions; cyberbullying; game and app age restrictions and screen time as well as evaluating when health websites are reliable sources and when they are just trying to sell something.

«This is perfect for our school because we've been immersing students this year in setting learning and social goals to help them achieve positive growth as individuals,» said Ms Cascio.

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.

From this perspective, pastoral care can assist students to develop positive self - esteem, healthy risk taking, goal setting and negotiation, thus enhancing their strengths and other protective factors contributing to their resiliency as well as developing a sense of social cohesion that together can improve their overall health and wellbeing (Nadge, 2005 and Doll & Lyon, 1998).

This book is focused on a set of strategies that have a positive effect on student learning and attachment to schooling, in spite of real and powerful social inequalities.

According to Collaborative for Academic, Social and Emotional Learning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.&Social and Emotional Learning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.&social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

According to CASEL (the Collaborative for Academic, Social and Emotional Learning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible deciSocial and Emotional Learning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisocial - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

«Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

By helping children learn empathy, we raise the odds they will have strong positive social relationships, truly care for others, and be able to set appropriate limits in their own lives without using angry behaviors or words.

Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Social - Emotional Learning: The «process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions,» is the definition of SEL according to CASEL.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines social emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions responSocial and Emotional Learning (CASEL) defines social emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions responsocial emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions responsibly.

According to CASEL (the Collaborative for Academic, Social, and Emotional Learning), students who have strong social and emotional skills have the ability to self - regulate, understand, and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible deciSocial, and Emotional Learning), students who have strong social and emotional skills have the ability to self - regulate, understand, and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisocial and emotional skills have the ability to self - regulate, understand, and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

The goal of their Spring 2017 and upcoming 2018 design challenge is to «construct and refine a set of key design principles that should guide the development of novel direct assessments and, ultimately, to stimulate the development and adoption of social emotional assessments that support effective instruction and positive student development.»

focuses on helping students and staff «acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions» [Collaborative for Academic, Social, and Emotional Learning (CASEL)-RSB-.

At the same tim, there is increased research and attention being paid to social and emotional learning (SEL) skills and mind sets like recognizing and managing emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically.

We set out to build a business that creates value, and a positive social utility.

• the applicants had not attacked any particular piece of legislation, which is both problematic in and of itself and leads to a s. 1 analysis being extremely difficult if not impossible; • courts are ill - suited to reviewing how governments set social priorities; • it appears unlikely that government action is the cause of the situation in which the applicants have found themselves; and • though the door has not been definitely closed, Canadian courts have been extremely reluctant to embrace such «positive rights.»

Make sure that your profile and your posts leave a positive impression and consider adjusting your privacy settings if you don't want potential interviewers to have full access to your social life!

/ over seas operations Oversaw team of 35 multi media designers & SEO officers Successful launch of quarterly... management Website / Ecommerce design set up and social media developer Generated positive profit margins over

• 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

We set out to build a business that creates value, and a positive social utility.

A combination of positive social science research and sympathetic public opinion has set the scene for a fresh attempt to make equal shared parenting (ESP) the default position in... Read more

Through the group setting of the classroom, your child will develop positive social relationships.

Children with disabilities who are included in general education settings are more likely to exhibit positive social and emotional behaviors than their peers in segregated settings.

These positive developments align with the steps I set out in my Social Justice Report 2008 as being necessary for government to re-set the agenda for Indigenous affairs.

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 is perfect for our school because we've been immersing students this year in setting learning and social goals to help them achieve positive growth as individuals,» said Ms Cascio.

To teach students how to optimistically manage set - backs and failures through learning specific social and problem solving skills, strengthening coping mechanisms and building a positive lifestyle.

Peer group paradigms have also generated positive results in creating productive social group living environments and have helped reduce aggressive behaviors in group living settings.

At the same tim, there is increased research and attention being paid to social and emotional learning (SEL) skills and mind sets like recognizing and managing emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically.

As a Positive Discipline school, we strive to ensure all of our students thrive academically, while developing the social - emotional skill set to be successful well beyond their Unity years.

These include social support from others and a set of positive beliefs, namely optimism, mastery, and self - esteem, that have been found to confer protection against psychological and physiological damage from stress (27, 28).

Provide skills that set them up for positive social and emotional development — in childhood and beyond.

Through positive dyadic exchanges, children have the opportunity to improve their social and emotional learning which in turn sets the stage for positive interactions within the peer groups.

It encourages positive relationships between the parents and children through group - based, weekly sessions.19 The programme teaches parents how to play with their children in a child directed way but with a specific focus on strategies that encourage these children to engage with other people; to develop their children's social and emotional regulation skills; and how to use positive discipline to set limits and handle misbehaviour.

Each of these broad categories is likely supported by applications we know and love in the positive psychology toolbox, such as good decision - making, building of habits, goal - setting, grit, deliberate practice, active constructive responding, learning your ABC's, a strong social circle, a connection to something larger than oneself, and the like.