Sentences with phrase «problems during the high school»

They provide adolescents with strategies for recognizing and addressing common problems during the high school years.

The materials provide adolescents with strategies for recognizing and addressing common problems during the high school years.

Not exact matches

The children of teenage mothers are more likely to have lower school achievement and drop out of high school, have more health problems, be incarcerated at some time during adolescence, give birth as a teenager, and face unemployment as a young adult.

Exposing infants and children to higher amounts of sugar during growth and development can produce problems with cognitive development and learning as well as create lifelong risk for obesity, diabetes, fatty liver disease and heart disease, said Goran, founding director of the Childhood Obesity Research Center at the Keck School of Medicine.

Previous studies have found a link between bullying and a higher risk of mental health problems during childhood, such as low self - esteem, poor school performance, depression and an increased risk for suicide.

Indeed, in many large cities during the 1960s and 1970s, the problems facing minority high - school students actually worsened, as their schools became battlegrounds for such issues as busing and identity politics, issues that overwhelmed more routine efforts to improve the quality of education.

Children not helped to become less aggressive during school years are at significant risk for future life problems, including a higher likelihood of anti-social behavior and legal problems as adults.

Students tackle an algebra III problem during an AVID / TOPS class at East High School last spring.

The problem here is that with a Common Core «teach to the test» mentality, it is less likely that Precalculus will be offered in high schools in the future meaning that students will not be ready to take Calculus during their first year of college.

The problem with starting in 12th grade, argues KIPP, is that it could tempt schools to push out weaker students during high school years, thus allowing the stronger students to boost the schools» college - going and college - completion rates.

This posed a problem, because I planned to apply for dual enrollment — where high school students can take courses at a local college or university — during my sophomore year.

Responsibilities: • Complete knowledge of the programs we work with and represent • Maintain friendly and professional demeanor at all times • Complete duties and responsibilities will be discussed during interview Job Requirements: • Great organizational skills • Flexible and adaptable • High energy level • Outstanding verbal and written communication skills • Honesty and Integrity • Leadership ability • Problem solving ability • High School Diploma or equivalent • 18 Years of Age Minimum

Education University of Akron Summer 2007 — Spring 2010 Bachelors of Science in Emergency Management University of Akron Spring 2006 — Fall 2008 Associates of Applied Science in Criminal Justice Technology Revere High School Fall 1997 — Spring 2001 High School Diploma Skills and Achievements n Certifications in Fema's Independent study programs o IS — 100, IS — 139, IS — 235, IS — 700 n Grant Writing n Awarded Soldier of the Year during my tour in Iraq, only four soldiers were awarded this in the State of Ohio n Combat Action Badge, Humanitarian Service Ribbon, National Defense Service Ribbon, Army Service Ribbon, Global War on Terrorism Service Medal, Army Commendation Medal, plus many more medals and ribbons n Excellent communication skills n Hard working, detail oriented n Adapt well to problem solving n Good at multi-tasking

An inventory of life events was administered during the 1985 - 1986 maternal and offspring interviews to assess life events that the youths had experienced during the past 2 years: death of a loved one, failure to achieve an important goal, high risk of being fired or laid off from one's job, parental separation or divorce, the end of a romantic relationship or rejection by a romantic partner, serious injury or illness, serious fights with family members, serious financial problems, serious problems at school or work, trouble with the law, and having experienced a crime or an assault.

The quantitative and qualitative data in the Early Intervention study come from surveys administered to nearly 7,000 youth who participated in research - based RE programs at high schools across California, during which they completed developmentally appropriate RE curricula in subjects including the characteristics of healthy vs. unhealthy relationships; empathic listening; effective confrontation; problem - solving skills; and conflict management.

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers with a history of antisocial behavior during their school years, mothers who start childbearing early and who smoke during pregnancy, and parents who have low income and have serious problems living together.

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers who have a history of antisocial behavior during their school years, who start childbearing early, and who smoke during pregnancy and have parents who have low income and serious problems living together.

«We already knew that the PROSPER program helped reduce substance abuse and conduct problems during middle and high school, but now we see its impact extending beyond school into early adulthood,» said Mark Feinberg, PROSPER's Pennsylvania principal investigator and research professor with the Edna Bennett Pierce Prevention Research Center at Penn State.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Adolescent emotional and behavioural problems result in great personal, social and monetary cost.1, 2 The most serious, costly and widespread adolescent problems — suicide, delinquency, violent behaviours and unintended pregnancy — are potentially preventable.3 In addition to high - risk behaviours, such as the use of alcohol, tobacco and other drugs; parents of adolescents also express concerns in everyday parenting issues, such as fighting with siblings, talking back to adults and not doing school work.4 These parental concerns are often perceived as normative during adolescence and the impact on family dynamics, such as parental stress and negative parent — adolescent relationships, is often undermined.