In contrast, school curricula that focus on changing students» norms to be less approving of health - compromising behaviors and on developing their skills to
resist social influences to violate those norms may require booster sessions through adolescence to maintain healthy norms or standards for behavior.
In addition, when students in both intervention conditions were in grade 6, they received 4 hours of training from project staff in skills to recognize and
resist social influences to engage in problem behaviors, and to generate and suggest positive alternatives to stay out of trouble while keeping friends.41
Principals should educate and mentor students about the dangers of tobacco and nicotine, and teach them how to
resist social influences to smoke.
-- Consisted of 15 classes in seventh grade, 10 booster sessions in eighth grade, and five booster sessions in ninth grade, and taught general «life skills» and skills for
resisting social influences to use drugs.
Not exact matches
It also left them indisposed to
resist the unjust decrees and behaviors of the Nazi regime, for fear of weakening their already uncertain
influence with the government as well as their institutional independence and
social power.
In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about
social and health practices,
resist negative peer and media
influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens.
A promising direction for future prevention studies would be to test a combination of the elementary grade interventions used here with middle school curricula that seek to promote norms against health - risk behaviors such as drug use and to enhance life skills to
resist health - compromising
social influences.3, 6,7,31
A package of interventions that trained parents and teachers to promote children's academic competencies and bonding to school, and that developed children's
social competencies and skills to
resist health - compromising
influences produced greater commitment and attachment to school, less school misbehavior, and better academic achievement 6 years after intervention.
In Part 1 of this 2 - part article, I explained some of the basics of family systems: how they are powerful sources of support, how they seek stability above all else, how family roles are created, how they enforce behavior and secrets, how they are
influenced by larger
social systems (extended family members and society) and how they
resist change — even positive change.
We used a 3 - year cross-sequential longitudinal design to examine the relations between self - efficacy judgments in three different domains (academic,
social,
resisting negative peer
influences), cultural identity, theories of intelligence, and depressive symptoms.
The resources address these through the development of skills which promote responsible decision making for their own and others» safety and seek to increase students» capacity to
resist and cope with pressure and
social influences.