Sentences with phrase «regulating social behavior»

This is the region responsible for planning complex behavior, decision - making and regulating social behavior, all of which are important when practicing a new behavior.

Young, who is world - renowned for his work on the role of neuropeptides in regulating social behavior, uses voles to investigate the neurobiological and genetic mechanisms underlying social behavior.

«We don't know at this point whether these genes are involved in regulating social behavior in the general population, or whether their involvement is specific to Williams syndrome,» said Bellugi.

This is an exciting possibility that builds on evidence that gut microbiota can regulate social behavior and is being investigated by Huhman and Chassaing.

The brain regulates social behavior differently in males and females, according to a new study published in the Proceedings of the National Academy of Sciences.

«Brain regulates social behavior differently in males and females, study reveals.»

Among them, there is the investigation centered on the understanding of the ecological context that regulates social behaviors, in an attempt to show how the physical and social characteristics of the environment have influence on the relationship between people and vice-versa.

Self - regulation enables people to make plans, choose from alternatives, control impulses, inhibit thoughts, and regulate social behavior (updated reviews in refs.

Not exact matches

• adjustment difficulty (e.g., new school) • anxiety • autism spectrum disorder * • challenging behavior (e.g., tantrums, aggression) • depression • developmental delays • expressing and regulating emotions • family changes (e.g., divorce, new sibling) • high sensitivity • learning differences • loss and trauma • routines (e.g., bedtime, mealtime) • social skills • twice exceptional (2e) profile

«This shows that there are more cells that modulate signals and exert temporal control in areas regulating reproductive, social and parenting behaviors in females than in males, with one exception so far,» says CSHL Associate Professor Pavel Osten, the team leader.

Social behaviors are regulated, in part, by two hormones in the body — oxytocin and vasopressin.

Taken together, the findings show that the new class of oxytocin - responsive neurons regulates an important aspect of female social behavior in mice.

To help solve the paradox of aggregation and pair bonding, the researchers examined the striatum, a brain area that regulates both social and sexual behaviors and that encodes reward signals via a molecule called dopamine.

Among the second - generation offspring, one gene linked to nest building stood out — it regulates the hormone vasopressin, which, like oxytocin, has a strong effect on social and bonding behaviors in mammals and birds.

Using a range of chemical and biological methods, the researchers discovered that this social fluid contains a diverse array of chemicals, including growth -, digestion -, and immune - related proteins; nest mate recognition cues; and a juvenile hormone, important for regulating ant reproduction, development, and behavior.

«Here we not only have shown hyper - social behavior as a hallmark symptom that follows a characteristic developmental course in Williams syndrome, but we may be closer to identifying the genes involved in regulating that behavior.»

The objective of this study is to identify the determinants of attraction that regulate the collective behavior in social fish species when swimming together in a water tunnel.

Oxytocin and the neural mechanisms regulating social cognition and affiliative behavior.

The gut also produces 95 % of the body's serotonin — a.k.a. «the happy hormone» — which helps regulate mood, social behavior, appetite, digestion, sleep, memory, and sexual desire.

When we study the inability of many children to control emotions and regulate behaviors, we begin to address the specific organic components of ADD and the social repercussions affecting many students at all hours of the day.

Summary: This article looks at how urban districts in Cleveland are implementing social emotional learning as district - wide data - driven learning plans that aim to boost students» ability to make responsible decisions, regulate their own emotions and behavior, and build healthy relationships with their peers.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.&Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.&social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

Together, these competencies address students» ability to recognize and regulate their emotions and behaviors, empathize across differences, maintain healthy relationships, and make respectful choices in social interactions.14

In part, that's because of the growing evidence that social - emotional learning — including learning how to regulate one's behavior — is critical to student success.

Social - emotional development is a large term used to describe one's growth and acquisition of a variety of skills needed to successfully interact with others as well as to self - regulate emotions and behavior in a positive way.

I can help your child increase positive behavior and school success, improve social skills and relationships with peers, improve self - esteem, decrease worry / anxiety, regulate emotions, and express grief or anger in healthy ways.»

Across cultures and historical eras, parents have made overt attempts to influence children's mating behavior, such as arranging their marriages, or more subtle attempts at influence, such as bribing, regulating children's social environment, or facilitating children's interactions with others [14].

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.&Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.&social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

The social - emotional abilities a child acquires before age 5 — such as regulating emotions and behavior, setting goals, solving problems, getting along with peers, and asking for and accepting help — are as important as academic skills in preparing him or her for school.

Similar toTurnaround for Children, the dispositions include a growth mindset, a sense of social efficacy, and the ability to regulate academic behaviors.

Meanwhile, the brain's regulatory networks seek to maintain the organism in an organized and well - regulated mid-range comfort zone, and there are a variety of brain systems that act to maintain the integrated regulation of our emotions, behavior, and social relationships.

And while the specific underlying patterns of language are acquired during a time - limited sensitive period of early childhood, we nevertheless use these underlying patterns of language throughout our lifespans to regulate our emotions, behavior, and social interactions.

The attachment system likewise acts to regulate our emotions, behavior, and social relationships throughout our lifespans, with a particular focus on regulating our emotionally close and intimate relationship bonds.

Such disruptions in parenting practices can, over time, undermine children's ability or willingness to regulate emotion and behavior, leading to social withdrawal or disruptive behavior when confronted with stressors.

Board games help with learning cooperative play, expected and unexpected social behaviors, and regulating emotions when things do not go their way.

Although researchers have long recognized the relations between children's emotional competence and peer social preference (e.g. Cillessen and Mayeux 2004; Contreras and Kerns 2000; Gottman et al. 1996), it is only recently that integrated theoretical models have been articulated in which the child's ability to regulate emotional arousal is identified as a key factor influencing the child's social behavior and peer social preference.