Sentences with phrase «school for behavioral problems»

Not exact matches

Before he could reach for the school's front door, a group of 12 - year - olds — held back three school years because of serious behavioral problems — would pounce on and strip him.

Are effective in both school and after - school settings for students with and without behavioral and emotional problems.

Fathers are cited more than mothers in issues such as psychological maladjustment, substance abuse, depression and behavioral problems, according to research done by Ronald Rohner, director of the Center for the Study of Parental Acceptance and Rejection in the School of Family Studies at the University of Connecticut, and his colleague Robert Veneziano.

1 -2-3 Magic: Effective Discipline for Children 2 - 12 A well written book that provides the basics of creating a positive parent - child relationship with the tools to motivate children to master the basic communication, problem solving and behavioral skills necessary for success at home, school and in the community.

Mental health agencies, schools, hospitals, and private practitioners have utilized Play Therapy as a primary intervention or as supportive therapy for: Behavioral problems, such as anger management, grief and loss, divorce and abandonment, and crisis and trauma.

A study supervised by Columbia University School of Nursing professor Nancy Reame, MSN, PhD, FAAN, and published in the Journal of Behavioral Health Services & Research, identifies the PCOS complications that may be most responsible for psychiatric problems.

We also work closely with the child developmental behavioral health program for additional consultation on school - related problems.

Co-occurring conditions Your child should be evaluated for co-occurring conditions, like learning disabilities, sensory integration problems, and other physical and mental disorders that may cause behavioral problems or poor school performance.

E-schools would be able to admit students best situated to take advantage of the unique elements of virtual schooling: flexible hours and pacing, a safe and familiar location for learning, a chance for individuals with social or behavioral problems to focus on academics, greater engagement from students who are able to choose electives based on their own interests, and the chance to develop high - level virtual communication skills.

After a year of mixed - ability grouping at Cloonan Elementary School in Stamford, Conn., teachers reported fewer behavioral problems and better grades for struggling students.

i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal for Academic Development International Journal for Educational and Vocational Guidance International Journal for Mathematics Teaching and Learning International Journal for Research in Learning Disabilities International Journal for Research in Vocational Education and Training International Journal for Technology in Mathematics Education International Journal for the Advancement of Counselling International Journal for the Scholarship of Teaching and Learning International Journal for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - 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Project ACHIEVE also assists schools to implement effective and efficient problem solving and strategic intervention processes for students with academic and behavioral difficulties, while improving the staff's professional development and effective instructional interactions, and increasing the quality and quantity of parent and community involvement and engagement.

The availability of positive behavioral intervention and support systems that result in positive school and classroom climates and high levels of school safety; students with effective interpersonal, problem - solving, and conflict resolution skills; and staff with the skills to complete functional assessments and implement strategic and intensive interventions for students with pivotal social - emotional / behavioral needs.

The Unified Discipline (UD) program, a preventive, school - wide approach for improving student behavior has been shown to be effective in reducing behavioral problems and the need for specific, individualized behavior interventions in one elementary school..

Their advice to school boards and district officials: prioritize the importance of increasing minority male educators and recognize that they offer a solution to many of the education problems facing adolescent boys; and don't automatically focus on these educators in a behavioral capacity instead of the educational capacity for which they were trained and hired and may prefer.

Are effective in both school and after - school settings and for students with and without behavioral and emotional problems.

One - fifth of the middle schoolers in Providence, Rhode Island, for example, entered kindergarten in 2003 suffering from some level of lead poisoning, which disproportionately affects the poor and is associated with intellectual delays and behavioral problems such as ADHD.

The unique high school is designed for nontraditional students, those who have dropped out of school because they had to work, had a baby, had behavioral problems or for other reasons.

In my classroom I found that integrating SEL into school experiences can have a profound impact: increasing the academic success of students, reducing behavioral problems, lowering emotional stress, encouraging students to make better decisions, and ultimately fostering a better learning environment for everyone.

Zero Tolerance & Alternative Strategies: A Fact Sheet for Educators & Policymakers (National Association of School Psychologists) Prevalence of; problems associated with zero tolerance policies; impact on students; alternatives including violence prevention, social skills training and positive behavioral supports, early intervention strategies.

Recognizing the District of Columbia's need for a school that serves students at risk of dropping out of school, Kingsman Academy welcomes all students, especially those who are over-aged and under - credited, have attendance problems, or have behavioral or emotional challenges.

This unsupervised time puts children at risk for negative outcomes such as academic and behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.

Your students may experience behavioral problems that negatively impact academic performance and create long - term costs for your school.

CORE ACADEMY, Huntington, WV July 2008 — Mar 2013 Educator • Created and implemented a sophisticated interactive learning program, increasing student interest substantially • Introduced career and education counseling services within the school premises to provide high school students with career and education options for the future • Observed behavioral issues and addressed them appropriately • Served as a point of contact for students and teachers in duress and ensure that their problems are resolved in a prompt manner while maintaining confidentiality • Communicated with parents and guardians regarding students» progress and provide assistance in cases of problems regarding low grades

Future studies should attempt to determine the mechanisms responsible for the impact of TM on school - related conduct problems and attendance by assessing possible changes in perceived negative affective and / or behavioral impact of stressors and / or utilizing mock conflict - evoking scenarios to determine possible changes in behavioral response patterns.

Science now understands how the human brain grows and develops during childhood, and how inter-related brain systems for emotion, motivation, communication, authority, and social relationship operate to determine children's social, behavioral, and emotional expressions; and we now know how to resolve many of the traditional problems of childhood, including excessive anger and defiance, impulsivity, depression and withdrawal, and poor self - motivation at home and school.

Mental health agencies, schools, hospitals, and private practitioners have utilized Play Therapy as a primary intervention or as supportive therapy for: Behavioral problems, such as anger management, grief and loss, divorce and abandonment, and crisis and trauma.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Responses were collapsed into 6 treatment sectors: (1) mental health specialty (eg, psychiatrist or psychologist); (2) general medical (eg, primary care physician, nurse, or pediatrician); (3) human services (eg, counselor, crisis hotline, or religious / spiritual advisor); (4) complementary - alternative medicine (eg, self - help group, support group, or other healer); (5) juvenile justice (eg, probation or juvenile corrections officer or court counselor); and (6) school services (eg, special school for emotional / behavioral problems, school counseling, or school nurse).

Excessive media exposure in early childhood poses many developmental and behavioral health risks.1 Exposure to television (TV) and videos before 3 years of age is associated with later problems with language development, 2 — 4 cognition, 5 attention, 6,7 executive functioning, 8 and school achievement.9 These effects may be more pronounced in low - income populations, where high media exposure is more prevalent.2 Proposed mechanisms for these detrimental effects include replacement of enriching activities with caregivers, 10 reduced language - based and play interactions with parents, 11 — 13 and less creative child play14 while the TV is on.

Though I am primarily schooled in Cognitive Behavioral Therapy (the reigning psychotherapeutic approach for most mental health problems), I use a variety of methods.

Thus, in developing a plan for children with conduct problems, the primary health care provider should request that the school (1) evaluate the child for academic difficulties and (2) provide appropriate educational services to address those needs and other behavioral needs.

The Transcendental Meditation program was effective in reducing psychological distress in teachers and support staff working in a therapeutic school for students with behavioral problems.

A total of 40 secondary schoolteachers and support staff at the Bennington School in Vermont, a therapeutic school for children with behavioral problems, were randomly assigned to either practice of the Transcendental Meditation program or a wait - list control School in Vermont, a therapeutic school for children with behavioral problems, were randomly assigned to either practice of the Transcendental Meditation program or a wait - list control school for children with behavioral problems, were randomly assigned to either practice of the Transcendental Meditation program or a wait - list control group.

, Emerging school - based approaches for children with emotional and behavioral problems: Research and practice in service integration (pp. 7 - 36).

This study (NIDA #R01DA025616) is a randomized clinical trial (RCT) that will compare an experimental treatment (OutPatient Treatment for Adolescents) to an «active placebo» on key indices (drug use; mental health; behavioral, school, peer, and family functioning; and consumer satisfaction) from pre-treatment through 18 months in order to evaluate its efficacy for youth referred to outpatient treatment of co-occurring substance use and internalizing problems.

Some parents prefer to consult with one another only on big issues such as academic and behavioral problems at school, while others choose to confer about every detail in a child's life from homework and bedtime routines to rules for the use of electronics and cell phones.

Children are referred for play therapy to resolve their problems which can include behavioral problems such as acting out at school or in the home, emotional difficulties such as depression, anxiety, or OCD, or poor social skills.

School - based intervention program for adolescent suicide behavior which may include of psycho - education, coping strategies training, problem - solving skill, and cognitive - behavioral therapy.

Many children with behavioral or mental health problems are already struggling in school and can not take extra time outside of the school day for transportation to and from therapy.

This situation may put them at greater risk for emotional and behavioral problems — e.g., poor school performance, anxiety, uncontrollable anger, and depression.

In addition to counseling, I provide parent coaching for school, family and behavioral problems.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study provided long - term follow - up data for children with sexual behavior problems from a randomized trial comparing the 12 - session Children with Sexual Behavior Problems Cognitive - Behavioral Treatment Program: School - Age Group and group play therapy (based on a combination of client - centered and psychodynamic play therapy prinproblems from a randomized trial comparing the 12 - session Children with Sexual Behavior Problems Cognitive - Behavioral Treatment Program: School - Age Group and group play therapy (based on a combination of client - centered and psychodynamic play therapy prinProblems Cognitive - Behavioral Treatment Program: School - Age Group and group play therapy (based on a combination of client - centered and psychodynamic play therapy principles).

Dr. Jenson's interests include behavior management for severe behavior problems, behavioral assessment, school - based interventions, parent training, applied technology, and meta - analytic research.

We work closely with teachers to provide a structured environment for children to develop skills for coping with emotional and behavioral problems in school and at home.

However, as is the case in adults, chronic stress will lead to a variety of negative outcomes for children including behavioral problems, school performance issues, and relationship problems.

Counseling services are available for individuals, couples and families, addressing: caregiving and relationship challenges; loss of functioning with disability; threatened loss, death, and bereavement; cognitive impairment; couples» issues of communication, intimacy, and sexual dysfunction; adjusting to new work and family roles; illness - related behavioral or school problems; challenges of growing older, helping aging parents.

What the authors apparently missed, of course, is two decades of research attesting to the impact of father absence on the well - being of children, including increased risk for school failure, emotional and behavioral problems, juvenile crime, and teenage pregnancy.

1 -2-3 Magic: Effective Discipline for Children 2 - 12 By Thomas W. Phelan A well written book that provides the basics of creating a positive parent - child relationship with the tools to motivate children to master the basic communication, problem solving and behavioral skills necessary for success at home, school and in the community.

Jane's focus for the past year has been on working with school - aged children with behavioral problems in the school setting, many of whom have histories of developmental trauma, anxiety and neuro - developmental problems.