Sentences with phrase «problems connecting with their children»

I also think some men just have problems connecting with their children when they're tiny and not so interactive yet.

Not exact matches

It is known that marital conflict and parental depression are causally related and connected with elevated adjustment problems in children, but relatively little is known about fathers» depressive symptomology, marital conflict, and child development (Cummings et al, 2010)

Even though living with both father and mother is connected to fewer «externalizing behavioural problems», fatherhood that involved dads engaging with their children on a regular basis also led to a wide range of positive results in the children's lives.

Working as part of the team helping the child succeed, the Match Support Specialist can help identify problems, brainstorm solutions, and connect the family with essential services.

She talked about how important it is to build relationships with your children, and to connect first — validate their feelings, hug one another, listen more than talking — and then to help them problem solve.

However, you don't want to see problems within the mechanism that connects your child to the stroller, the wheels, or the parts that come directly into contact with your child.

My passion is to show how you can inspire and encourage your own child's creativity and to connect with your child through hands - on learning and problem - solving with STEAM activities.

Children who feel connected also are more willing to talk to their parents about problems with friends or in school.

And if you don't like my solution and you're dealing with the same problem, another idea some of our friends use is to connect the pacifier via a baby pacifier clip to your child.

If loneliness, isolation, and extremely fragile families are big parts of the poverty problem, then connecting poor children with thriving families and communities can be part of the solution.

«Before she came in there, if a teacher had a problem with her child, you can call back to the school and connect you to that teacher's classroom,» the parent, who wished to remain anonymous, said.

Musing on things that brought her joy as a child, Smith constructed a fun - filled place for children to independently problem solve by connecting and playing with others while navigating this intricate exhibition.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

And because they truly understand how to listen and connect with their children, they will raise a generation of involved, creative, visionary problem solvers who will transform the world.

To combat these problems, Early Childhood Mental Health Consultation connects a trained mental health professional with child care program staff, parents and children to prevent and / or intervene in mental health issues that may occur in the early childhood program.

/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

Children with social emotional challenges may demonstrate difficulties connecting with caregivers and peers, use physical aggression to communicate their needs, and internalize strong emotions resulting in behavior problems.

The Bringing Baby Home Master Trainers will teach you how to recognize the four warning signs of relationship meltdown, practice the four steps of constructive problem solving, recognize the importance of fathers, understand baby blues, postpartum mood disorders and other mental health issues, how to connect with your children, preserve intimacy and romance in your relationship, and create shared meaning, values and rituals of connection.

The book offers ways to connect with parents as well as children and devotes particular focus to helping parents out from under guilt and self - blame in order to better appreciate their children's uniqueness and free up their own creativity and problem - solving abilities.

Hand In Hand Parenting has articles, free teleseminars, blog posts with parents writing success stories about how they use these tools and the 100s of kinds of problems they've solved by connecting with their children.

The EXPECT IT - PLAN IT - TEACH IT - SOLVE IT technology integration framework holds great potential for the early childhood field given that it connects UDL to elements of planning and teaching technology - supported classroom activities, as well as problem solving for young children with disabilities.

Build a culture of attendance through parent education, rewarding good attendance and connecting at - risk children with school staff who will intervene early when absenteeism first becomes a problem.

Support groups help parents connect with other people who have similar problems and concerns with their ADHD children.

Research has shown that when teachers have access to behavioral health consultants the likelihood of expulsion is greatly reduced.28 Investing in teacher training and support programs can help educators recognize behavioral problems and connect children with early intervention services.

While the mechanisms responsible for behavioral maladjustment may derive from problems connected with prenatal or postnatal brain development (Breslau, Chilcoat, Del Dotto, Andreski, & Brown, 1996), research indicates that environmental conditions experienced by LBW / PT children, such as family conflict, add significant risk to the development of behavior problems (Adams, Hillman, & Gaydos, 1994; Miceli et al., 2000).

Items are allocated to six domains of parenting skills: providing direction and following up (4 items), encouraging good behavior (5 items), discouraging undesirable behavior (24 items), monitoring activities (13 items), connecting positively with the child (3 items), and problem solving orientation (4 items).