Sentences with phrase «social aggression used»

Not exact matches

Social aggression refers to intentionally harming someone using nonphysical means.

Social psychologists focus on societal concerns that have a powerful influence on individual wellbeing as well as the health of society as a whole, including problems such as substance use, crime, prejudice, domestic abuse, public health, bullying, and aggression.

The emotional language of the tweets was measured in two ways: the use of common terms associated with anger, anxiety, and «positive and negative social relationships» and groups of words reflecting certain attitudes and experiences, including hostility and aggression, boredom and fatigue, optimism, and happy memories.

More than two decades of research document that well - designed, effectively implemented SEL programs enhance students» social and emotional skills, self - esteem, bonding to school, classroom behavior, and academic achievement; and reduce disruptive classroom behavior, aggression, bullying, and substance use (Durlak et al., 2011; Greenberg et al., 2003; Sklad, Dieskstra, De Ritter, Ben, & Gravesteijn, 2012; Zins et al., 2004).

For decades, a myth has been perpetuated that bullies are outcasts who use aggression because they lack social savviness and empathy.

Being cruel to others by sending or posting harmful material or engaging in other forms of social aggression online or using other -LSB-...]

Professor Weissberg has published about one hundred articles and chapters focusing on preventive interventions with children and adolescents, and has coauthored nine curriculums on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

For multiple cat households, Feliway MultiCat can be used to reduce social tension and conflict, redirected aggression and bullying, as well as general stress and anxiety.

Other factors implicated in dog aggression are selective breeding and raising of dogs for elevated aggression, whether for protection, use in dog fighting competitions, social status or financial gain (Bradley, 2006); abuse and neglect (Delise, 2007); and inadequate obedience training and supervision (Shuler et al., 2008).

Research indicates that when the Second Step Program is used in middle school, students exhibit less aggression, [1] make better choices, and experience social and academic success.

Poverty, living in homes and / or communities in which violence, drugs, and other negative risk factors are present, abuse, violent or delinquent behavior, low self - efficacy, academic failure, truancy / suspension from school, avoidance of reading or other «academic» endeavors, depression, short attention span, withdrawal, lack of appropriate social skills, anger, substance use, aggression, sexual activity / teen pregnancy, and grief

This study investigated the influence of maternal problems in reciprocal social behavior and PDS on infantile aggression at 18 months of age using a birth cohort in Japan.

Next, we conducted a mediation analysis using the SEM to test whether the association between maternal problems in reciprocal social behavior and infantile aggression at 18 months of age could be explained by maternal PDS (the bottom of Figure 1).

The results of mediation analysis using structural equation modeling showed that maternal problems in reciprocal social behavior directly increased infantile aggression (estimate = 0.100, 95 % CI [0.011, 0.186]-RRB-, and indirectly increased infantile aggression via maternal postpartum depressive symptoms (estimate = 0.027, 95 % CI [0.010, 0.054]-RRB-, even after controlling for covariates.

Although some of these social currencies, such as verbal and physical aggression relate to negative aspects of the peer group, Emond found that these «were used with far less frequency than many of the other currencies identified» (Emond, 2003, p. 327).

Research also reveals that the excessive use of corporal punishment has been associated with a number of adult social and psychological problems, including physical aggression and depression (Swinford et al, 2000).

Using data from a Japanese birth cohort, the current study tested whether maternal problems in reciprocal social behavior were associated with increased infantile aggression at 18 months of age, and whether maternal PDS mediated the association between maternal problems in reciprocal social behavior and infantile aggression.

Children with social emotional challenges may demonstrate difficulties connecting with caregivers and peers, use physical aggression to communicate their needs, and internalize strong emotions resulting in behavior problems.

These problems include attention deficit disorder; externalizing problems such as aggression, anger, conduct disorder, cruelty to animals, destructiveness, oppositional behavior and noncompliance, and drug and alcohol use; internalizing problems such as anxiety, depression, excessive clinging, fears, shyness, low self - esteem, passivity and withdrawal, self - blame, sadness, and suicidal tendencies; symptoms of post-traumatic stress disorder such as flashbacks, nightmares, anxiety and hypervigilance, sleep disturbances, numbing of affect, and guilt; separation anxiety; social behavior and competence problems such as poor problem - solving skills, low empathy, deficits in social skills, acceptance, and perpetration of violence in relationships; school problems such as poor academic performance, poor conduct, and truancy; somatic problems such as headaches, bedwetting, insomnia, and ulcers; and obsessive - compulsive disorder and other assorted temperamental difficulties.

More than two decades of research document that well - designed, effectively implemented SEL programs enhance students» social and emotional skills, self - esteem, bonding to school, classroom behavior, and academic achievement; and reduce disruptive classroom behavior, aggression, bullying, and substance use (Durlak et al., 2011; Greenberg et al., 2003; Sklad, Dieskstra, De Ritter, Ben, & Gravesteijn, 2012; Zins et al., 2004).

They may try to maintain a sense of power or control by distancing themselves from adults and using threat, coercion and aggression to manage social situations.

Grounded in social learning theory, this study investigated sex differences in and correlates of premarital sexual aggression using two operational definitions of sexual aggression.

Despite these modifications, consistencies with data from other developed nations were apparent: children's reports of Social Integration at school were similar to those reported previously in primary school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ - C.20

Relational aggression is a form of psychological social aggression that uses various forms of falsehood, secrecy, and gossip to commit covert violence.

Using the social learning theory these two factors are also critical in the development of aggression.

Weissberg has authored more than 260 publications focusing on preventive interventions with children and adolescents and has developed curricula on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

Research demonstrates that social and emotional learning programs raise students» standardized test scores by an average of 11 percentile points, while improving attitudes, behavior, and interpersonal communication, and decreasing problematic conduct, such as drug use, high - risk sexual interaction, and aggression.

Recent research indicates social and emotional learning programs can raise students» standardized test scores, build attachment to school, improve interpersonal attitudes, and decrease problem behaviors, such as drug use, high - risk sexual behavior and aggression.

Until such methodological problems can be overcome, reliance will have to be placed on a variety of sources of information, including retrospective data, to study G × E. Third, we used a self - report measure of aggression, and the social desirability bias of some subjects might have affected their self - reporting of aggression.

Use the acronym - ADDIDDAS to remember the effects of maternal deprivation: Aggression, Delinquency, Dwarfism, Intellectual retardation, Depression, Dependency, Affectionless Psychopathy, Social maladjustment.

The Relational Aggression scale measures your use of social sabotage strategies (i.e., gossip, spreading rumors, getting people to take your side against others) and love withdrawal strategies (i.e., pouting, silent treatment, withholding affection) when trying to resolve conflict.

Child risk factors such as behavioral and mental health problems (overt and covert aggression, autism spectrum disorder, oppositional defiant disorder, criminality or delinquent behavior, depression, school failure, lack of social and academic skills, etc.); family and parental problems such as parental depression, substance use disorder, and criminality, or family violence and child maltreatment and sexual abuse.

The behavioral and developmental approach used with children focuses on teaching academic, recreational, and social / behavioral competencies, decreasing aggression, increasing compliance, developing close friendships, improving relationships with adults, and building self - efficacy.

Outcome indicators included child - reported levels of aggression (using the Aggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family sociaaggression (using the Aggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family sociaAggression Questionnaire), depression symptoms (using the Depression Self Rating Scale) and perceived family social support.

In your daughter's case, you will want to be sure that the IEP team evaluates the link between her language processing difficulties and her behavior in stressful circumstances with peers when she does not understand social cues or how to use words rather than physical aggression.

These programmes improve family functioning, organization, communication and interpersonal relationships and have been found to have multiple positive outcomes for children and adolescents including decreased alcohol and drug use, increased child attachment to school and academic performance, decreased child depression and aggression, increased child social competence and pro-social behaviour and decrease d family conflict.

Using relational - cultural and social role theories, the current study identifies the risk and promotive factors associated with adolescent female aggression.

For example, during the cognitive process of response in social interactions, PA children selected instrumental goals and were more confident in the use of aggression compared to reactive children [24].

This study examined the factors contributing to the self - reported use of social and overt aggression among 745 10 — 14 - year - old European American and Latino adolescents.

Behavioural adjustment — positive social behaviours (e.g. expression of feelings, positive interactions, assertiveness), problem behaviours (e.g. aggression and rebelliousness) and drug use, legal and illegal

Developmental patterns of six indices of peer relations (including group acceptance, group rejection, having a reciprocated best friend, social support from best friend, conflict with best friend, and the aggressiveness of the best friend) were examined as predictors of aggression and delinquency using logistic regression analyses.