Sentences with phrase «problem in its social context»

Not exact matches

The «Critical incidents among women entrepreneurs» study cited above, claims that «the main challenges they (women) face in their professional context are: difficulties concerning acceptance, lack of affective and social support, difficulty operating on the international market, problems balancing personal, family, and professional matters,» among others.

I believe that the maximal public principle provides an alternative to liberalism in the context of which a thorough statement of this problem may be formulated and a renewed social and political order advanced.

Unfortunately, they view this urgent set of problems in strictly individualistic terms, and ignore the historical background and social context of the current crisis.

In this context of increasing injustices in the world, the religions could be a light to make us all aware of the false values of capitalistic globalization that can not bring happiness and peace to persons or a lasting solution to our social and economic problemIn this context of increasing injustices in the world, the religions could be a light to make us all aware of the false values of capitalistic globalization that can not bring happiness and peace to persons or a lasting solution to our social and economic problemin the world, the religions could be a light to make us all aware of the false values of capitalistic globalization that can not bring happiness and peace to persons or a lasting solution to our social and economic problems.

Significantly too, it was in this context — as an answer to the social problem of relations between the circumcised and the uncircumcised in the church and not as a solution to individual guilt and fear of judgment — that Paul first wrote the formula, «justification by faith and not by the works of the law» (Galatians 2:16).

Whitehead's thought developed in close relation to science and mathematics and in the context of modern social and political problems.

We understand the pluralism of our social context in part because it reflects the variety of ways in which we understand our own experiences.The problem of being the church is acute for us not only because we must live side by side with those of other religious communities, but because the church is only one of the communities in which we live.

I believe in many suicide cases the social problem is the context within which the personal one is exacerbated.

Infant and Early Childhood Mental Health (IECMH) is a field of practice devoted to promoting healthy social and emotional development, preventing future mental health problems, and treating mental health problems of very young children in the context of their families.

Whereas Olds» work has focused on the challenges of becoming a parent (i.e. program limited to first - time parents), Webster - Stratton has targeted the late preschool period and the transition to formal schooling, when children's emotion regulation skills are becoming more stable and tested in the context of full - day school settings.6, 22 A central focus of Webster - Stratton's program is parent management training to promote child social competence and prevent the development of conduct problems.

Yet the narrative of scientific discovery is placed in the context of «real problems affecting real people, without abandoning our concern for broader social policies and fundamental philosophical questions».

The study links a greater incidence of behavioural problems in foster children with various factors, such as emotional relationships within the social and family context and the educational style of foster carers, given that they are experiences that can trigger the appearance of maladaptive behaviour in the children.

But, they add, their findings suggest that sleep problems should perhaps be viewed — and treated — in a broader context that takes into account the patient's relationships and social interactions.

Another problem with online dating is that you don't meet people in a social context like you do in real life, through a friend of a friend, say.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

Building student agency beyond exercising grit and self - determination, to recognize injustice in current and historical contexts while building school climates that make it safe for students to employ SEL — empathy, perspective - taking, self - regulation, and social problem - solving skills — to humanely and effectively address injustice when they encounter it

At Fenway High School in Boston, an in - district Pilot school with freedom over curriculum and assessment, the curriculum often embraces critical pedagogy, or examining problems within social contexts and power structures, taking constructive action, and reflecting.

In order to increase teacher candidates» awareness of the potential of geospatial technologies, I took the existing course goals and worked to augment them through the incorporation of geospatial technology - based activities that added real - word context to educational content and standards, allowed for creative work, and prompted a reorientation to problems in the social and physical worlIn order to increase teacher candidates» awareness of the potential of geospatial technologies, I took the existing course goals and worked to augment them through the incorporation of geospatial technology - based activities that added real - word context to educational content and standards, allowed for creative work, and prompted a reorientation to problems in the social and physical worlin the social and physical world.

Wang goes on to explain that it is of paramount importance to understand the local context in which an artwork originates and an artist operates in order to really grasp its meaning and significance, as «every country has its own specific problems, [therefore] the social problems which attract the attention of artists also vary».

Ravetz argues that there is a new class of epistemic problems that are dominated by uncertainty in the context of social and ethical concerns.

Problem - oriented basic research will evaluate the possible effects of CE on natural and social systems and international relations, study the challenges in research and governance strategies and communication between scientists and the public, and analyze the possible impact on climate policy in the context of CO2 reduction and adaptation.

The approach is still the same — energy innovation — we have no problem with cheap and abundant energy — and a fast mitigation multi-gas strategy in the context of rational social and economic development strategies.

Participating in critical reflection and rounds encourages students to help one another and themselves in learning how to problem solve, situate their legal practice within a broader social context, and support their self - care.

This approach is not effective to deal with what government faces in the context of «wicked» problems and complex adaptive social systems (think homelessness, hunger, poverty, climate change, family justice).

Problems exist in the context of the family, the work place, the social network, and the society at large.

Provides a context for students to consider in depth the connections between government, policy, and families, with an emphasis on the construction of family problems and the social construction of their solutions.

Comprehensive theoretical models of adolescent problem behavior propose risk and promotive factors at multiple levels of the social environment, including the family, peer, school, and neighborhood contexts.1 — 3 In addition, growing attention is focused on promoting positive youth development, encouraging health - promoting behavior, and investing in resources for youth.4 — 7 Thus, a holistic and comprehensive approach to optimizing adolescent development requires an understanding of factors related to both reducing problem behavior and increasing positive, competent youth behavioIn addition, growing attention is focused on promoting positive youth development, encouraging health - promoting behavior, and investing in resources for youth.4 — 7 Thus, a holistic and comprehensive approach to optimizing adolescent development requires an understanding of factors related to both reducing problem behavior and increasing positive, competent youth behavioin resources for youth.4 — 7 Thus, a holistic and comprehensive approach to optimizing adolescent development requires an understanding of factors related to both reducing problem behavior and increasing positive, competent youth behavior.

Since attachment styles play one of the most fundamental roles in the individual's attitude towards himself and relationship of people with each other and are also one of the effective factors in relationships and acquisition of identity, identification of attachment styles and related problems is among the important and essential issues, particularly with regard to the cultural - social context of society.

In this section we discuss the role of positive self - esteem as a protective factor in the context of stressors, the developmental role of negative self - esteem in mental and social problems, and the role of self - esteem in models of health behavioIn this section we discuss the role of positive self - esteem as a protective factor in the context of stressors, the developmental role of negative self - esteem in mental and social problems, and the role of self - esteem in models of health behavioin the context of stressors, the developmental role of negative self - esteem in mental and social problems, and the role of self - esteem in models of health behavioin mental and social problems, and the role of self - esteem in models of health behavioin models of health behavior.

Maternal depression is demonstrated to contribute to multiple early child developmental problems, including impaired cognitive, social and academic functioning.3 - 6 Children of depressed mothers are at least two to three times more likely to develop adjustment problems, including mood disorders.3 Even in infancy, children of depressed mothers are more fussy, less responsive to facial and vocal expressions, more inactive and have elevated stress hormones compared to infants of non-depressed mothers.7, 8 Accordingly, the study of child development in the context of maternal depression is a great societal concern and has been a major research direction for early childhood developmental researchers for the past several decades.

Emphasis on skills training for emotional intelligence (e.g., improved self regulation of emotions, thinking, sensori - motor experience, behavior, reflective process, view of self in context) and social intelligence (view of self and other, secure attachment, leadership, collaborative problem solving).

While some individuals turn to a psychologist, social worker of psychiatrist, others want support and the opportunity to discuss their problems or illness in a spiritual context.

It is not simply another method of treatment, but an all - encompassing theoretical orientation that views the family as a social system, with assessment and treatment of the problems of an individual member in the context of the family as an interactive unit.

In the context of a warm, authentic clinical relationship, I provide therapy based on social science research: treatments that have been proven to help people find real solutions to real problems.

Infant and Early Childhood Mental Health (IECMH) is a field of practice devoted to promoting healthy social and emotional development, preventing future mental health problems, and treating mental health problems of very young children in the context of their families.

A potential concern is that (1) by framing the problem as one of family adaptation to caring for a child with ID and (2) by treating the social and ecological context in which families live as a background given, research on the resilience of families caring for a child with ID has certain predictable outcomes.

Individual problems occur in a social context.

Whereas Olds» work has focused on the challenges of becoming a parent (i.e. program limited to first - time parents), Webster - Stratton has targeted the late preschool period and the transition to formal schooling, when children's emotion regulation skills are becoming more stable and tested in the context of full - day school settings.6, 22 A central focus of Webster - Stratton's program is parent management training to promote child social competence and prevent the development of conduct problems.

Family therapy addresses the problems people present within the context of their relationships with significant persons in their lives and their social networks.

The aims of the project are to (1) develop a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems, (2) evaluate implementation feasibility and initial efficacy of the intervention in a pilot study, (3) develop and refine measurement methods for assessing Latino individual family processes, and (4) test an integrative theoretical model that hypothesizes how social and acculturation contexts, family stress processes, and parenting practices are linked to predict Latino youngster adjustment.

Elias and colleagues present five main characteristics that contexts must have: (1) a school climate that articulates specific themes and values such as respect, responsibility and honesty, and conveys an overall sense of purpose for attending school; (2) explicit instruction and practice in skills for participatory competence; (3) developmentally appropriate instruction so as to promote health and prevent specific problems; (4) services that enhance students» coping skills and provide social support; and 5) widespread, systematic opportunities for positive contributory service (Elias et al., 2015, p. 35).

Because of the significant role that peer relationships and the school context play in normative development and adjustment to challenges that disrupt the family, problems with social functioning for siblings of children with cancer may be particularly detrimental.

Each session includes 1) classroom instruction and discussion about specific social and problem - solving skills, 2) skills practice in small and large groups, 3) free play in the context of the GBG group cooperation game, and 4) review and presentation of daily rewards.

Systems for psychosocial care have been designed so that specific care types focus on specific child and family problems, depending on levels of problem severity and co-occurrence of problems in the social and / or economic context of the child [8, 9, 10].

Problems remain in the need to theoretically specify structural models and to combine analyses of transactions in the parent — child relationship with transactions in the broader social contexts.

A growing body of research has shown that adolescent girls in the context of affluence face a series of unique pressures that may increase social - emotional problems.

According to the contextual social - cognitive model, adolescents learn to rely on aggression as a general strategy when interacting with others through distorted cognitive processes, impaired problem - solving, and negative perception of social cues that develop in the context of suboptimal parenting (Lochman and Wells 2002; Lochman et al. 2000).

Evidence indicates that familial context (i.e. parents educational level or occupational status) and residence in deprived neighborhoods, with more exposure to deviant peer behavior and lower social support, are more related to externalizing problems [54, 55].