Sentences with phrase «process of adolescent development»

To spend an academic year learning as much as possible about the normative process of adolescent development, the ways in which people were intervening, and the research that was being done in the field.

Not exact matches

First, fathers» interactive play during toddlerhood has been longitudinally associated with attachment security in later childhood and adolescence.17 Second, fathers» speech and language interactions with infants have been positively associated with language development, and paternal depression has been shown to adversely impact this process.18, — , 20 Third, discipline practices, such as corporal punishment, have been longitudinally associated with increased child aggressive behavior.21 In addition, paternal depressive symptoms have been longitudinally associated with harsh paternal discipline practices in older children and subsequent child and adolescent maladjustment.11 Finally, as an indicator of fathers» interactions with pediatric providers, we also examined the proportion of depressed fathers that reported talking with their children's doctor within the previous year.

To design models of classroom intervention that prevent literacy difficulties and promote its development in adolescents, we must establish a better understanding of the language - based processes inherent in their daily classroom experience.

And millions of years into the rituals of adolescent development for our species, today's teenager processes information in a profoundly different way due to the «mosaic» visual patterns of the electronic media to which they seem native.

«One of our key hypotheses is that early in high school, when students are developmentally younger, we might see more peer socialization as the driving force behind adolescents» ethnic - racial identity development, but then as students get older, we may see more selection processes, with students being more likely to befriend those who are more similar to them with respect to their sense of ethnic - racial identity,» said Umaña - Taylor.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

The accreditation process has standards to insure that graduates of teacher preparation programs have a deep knowledge of their field and a deep knowledge of child and adolescent growth and development.

The projects span a wide range of topics, from exploring how teacher practices cultivate learning mindsets and identity safety in K - 12 classrooms, to the relationships between learning mindsets and neural processes throughout adolescent development.

c.A minimum of 24 hours of parenting coordination training in parenting coordination concepts and ethics, family systems theory and application, family dynamics in separation and divorce, child and adolescent development, the parenting coordination process, parenting coordination techniques, and Florida family law and procedure, and a minimum of 4 hours of training in domestic violence and child abuse which is related to parenting coordination.

School represents an institution that contributes to the overall educational and socialization processes, critical in personality development of an adolescent (3).

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

According to the lead researcher from the University of New South Wales, Dr. Eva Kimonis, «We essentially found that preschoolers that show impaired development of conscience are deficient in how they process emotions, similar to what we find in older adolescent and adult populations with the same problems.»

In an approach consistent with current models of child development (Steinberg & Morris, 2001), we suggest that families meet this challenge through a transactional process in which adolescents express needs for autonomy and an increasing capacity for managing diabetes independently, while parents respond with varying levels of warmth and firm control (Anderson & Coyne, 1991; Beveridge & Berg, 2007).

Given their typical age of onset, a broad range of mental disorders are increasingly being understood as the result of aberrations of developmental processes that normally occur in the adolescent brain.4 — 6 Executive functioning, and its neurobiological substrate, the prefrontal cortex, matures during adolescence.5 The relatively late maturation of executive functioning is adaptive in most cases, underpinning characteristic adolescent behaviours such as social interaction, risk taking and sensation seeking which promote successful adult development and independence.6 However, in some cases it appears that the delayed maturation of prefrontal regulatory regions leads to the development of mental illness, with neurobiological studies indicating a broad deficit in executive functioning which precedes and underpins a range of psychopathology.7 A recent meta - analysis of neuroimaging studies focusing on a range of psychotic and non-psychotic mental illnesses found that grey matter loss in the dorsal anterior cingulate, and left and right insula, was common across diagnoses.8 In a healthy sample, this study also demonstrated that lower grey matter in these regions was found to be associated with deficits in executive functioning performance.

«Economic - stress, coercive familes process and developmental problems of adolescents», Child Development 65 (2): 541 - 561.

[jounal] Compas, B. E. / 1995 / Adolescent development: Pathway and processes of risk and resilience / Annual Review of Psychology 46: 265 ~ 293

Major interests include development of family - based interventions for adolescent drug use and delinquency, adherence and process research on family intervention models.

In the first step of the inclusion process, adolescents at increased risk for developing externalizing symptoms were oversampled, because of a specific focus of the RADAR study on delinquency development.

[jounal] Conger, R. D / 1994 / Economic stress, coercive family process and developmental problems of adolescents / Child Development 65: 541 ~ 561