Ultimately these findings may therefore help understand the selective pressures that have
shaped social behaviour.
Not exact matches
A variety of studies suggest that fathers» engagement positively impacts their children's
social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational,
social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal
behaviour based on early childhood cues such as father presence, 30,31 in turn
shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual
behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative
social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35
The 2015 Study is themed Voters in Context and is designed to help our understanding of long - term political change, and the role of national and sub-national variations in the political and
social context in
shaping citizens» attitudes and
behaviour.
Unless we can start to fill in the vast gaps in our knowledge of how human
behaviours are encoded in the brain, any debate is destined to be
shaped more by
social and medical prejudices about drugs than by science.
The findings give new insights into the
social behaviour of birds and demonstrate how
social interactions can
shape other aspects of wild animals» lives, such as the environmental conditions they will experience based on their choice of home location.
Social reinforcement when norms do not exist: If peoples»
behaviour is
shaped by the actions of those around them, but it is not the norm for families in a class to engage in home reading, an alternative option for teachers is to share popular opinion as opposed to popular
behaviour, or share absolute numbers that suggest popularity (Martin, 2012).
Professor Christine Halse, Chair in Education, School of Education, Faculty of Arts & Education at Deakin University, said some of the key findings were how powerful outside of school influences were on
shaping students» attitudes and
behaviours, and how important and necessary it was for schools to consider and take into account they operate in this broader
social context.
In the open letter, whose signatories include Turner - prize winners Simon Starling, Mark Leckey, Jeremy Deller and Elizabeth Price, the artists argue that Bruguera's aim in her work «is not a question of direct political action but to open our eyes to the injustices and
social issues in the world and to expose the mechanisms of power and protocol that
shape human
behaviour».
These shared
social moments help to
shape a generation and impact generational
behaviours.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work /
Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups /
Social brain (The) /
Social care in Ireland /
Social care — the field /
Social change /
Social competence (1) /
Social competence (2) /
Social Competencies: Affect /
Social networks in restricted settings /
Social Pedagogy /
Social policy /
Social skills training (1) /
Social skills training (2) /
Social skills training (3) /
Social skills training (4) /
Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal
behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
There may be turning points when certain decisions set the scene for years to come.25 Thus it is not simply a young person's level of antisocial
behaviour per se that determines later outcome but also how the
behaviour shapes the
social world inhabited later on.
We know that peers help
shape the
behaviour and attitudes of young people offline and online, driving their
social media use.
New theory and research also warns against over interpreting the findings summarized here and the general conclusions drawn regarding
social - contextual forces
shaping parental
behaviour.
A variety of studies suggest that fathers» engagement positively impacts their children's
social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational,
social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal
behaviour based on early childhood cues such as father presence, 30,31 in turn
shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual
behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative
social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35