Sentences with phrase «social cognitive models»

In fact, Bowlby always underlined the primary role of beliefs and cognitive schemata in orienting attachment behaviors and expectations, but it is only after the reconceptualization of attachment theory in representational terms that social cognitive models and methods have effectively been implemented in this field (Bartholomew and Horowitz, 1991; Brennan et al., 1998; Brennan and Shaver, 2002; Mikulincer et al., 2005; Shaver and Mikulincer, 2013).

However, measures were based on adolescent perceptions and reports, and that is why in most social cognitive models these perceptions are regarded within the concept of social influences, such as in the Theory of Planned Behavior (Ajzen, 1991) and Social Cognitive Theories (Bandura et al., 1977).

The role of family context in a social cognitive model for career - related choice behavior: A math and science perspective

Not exact matches

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ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

Lois Malcolm takes up her seminary's rethinking of its role in terms of an «apostolate,» distinct from the confessionalist «abbey» and cognitive «academy» models, exploring how the best of the latter two can be brought together in an institution that is also aware of its social context and oriented toward mission.

Social Cognitive Theory (Bandura, 1986), the Health Belief Model (Strecher and Rosenstock, 1997) and Gender theory (Connell and Messerschmidt, 2005) were used to inform the development and implementation of the perinatal education and support program.

Both the Health Belief Model and Social Cognitive Theory were used to provide a theoretical foundation and process support for the design of the intervention material.

The Health Belief Model guided the formative research and supported information delivery, while Social Cognitive Theory was predominately used in shaping the intervention and in facilitating understanding of the potential interaction between overestimation of new parents capacity to cope and underestimation of potential problems.

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 focus group questions were based on relevant components of two theoretical models: Social Cognitive Theory and the Health Belief Model [37, 38].

The second process of analysis used the element of Social Cognitive Theory and the Health Belief Model as an analytical framework from which identified themes were considered.

After this course, participants will be able to state empirically - supported behavioral and cognitive treatment including self - modeling, and PCIT - SM (Parent - Child Interaction Therapy for Selective Mutism) techniques for selective mutism in school, home, and public (social) settings.

The nation's defense agencies spend hundreds of millions of dollars each year funding cognitive neuroscience research, Moreno noted, citing research projects to better understand and model «human behavior in social and cultural contexts» and explore systems for «direct neural interfacing to receive and react to operationally relevant environmental, physiological and neural information.»

Researchers are beginning to apply models from psychology and behavioral economics to identify new social and cognitive devices to gently nudge clinician decision making while preserving freedom of choice.

Using an animal model of this syndrome, scientists from the Florida campus of The Scripps Research Institute (TSRI) have discovered that mutations in PTEN affect the assembly of connections between two brain areas important for the processing of social cues: the prefrontal cortex, an area of the brain associated with complex cognitive processes such as moderating social behavior, and the amygdala, which plays a role in emotional processing.

This variety of themes, models and techniques makes this laboratory a kind of unique environment that, also thanks to its link with the International PhD Program in Cognitive, Social and affective Neuroscience, is populated by scholars with different historical and geographical background.

LA JOLLA, CA — A multi-institutional team headed by Ursula Bellugi, professor and director of the Laboratory for Cognitive Neuroscience at the Salk Institute for Biological Studies, has been awarded a $ 5.5 million Program Project Grant by the National Institute of Child Health and Human Development (NICHD) to link social behavior to its underlying neurobiological and molecular genetic basis using Williams syndrome as a model.

Such models are likely relevant to the cognitive impairments (episodic memory) and negative symptoms (social functioning) of schizophrenia, and may be useful for the evaluation of novel antipsychotics.

We learn by seeing and observing models, as psychologists have shown; the fancy scientific term is «social cognitive theory.»

Social learning theory: According to Wikipedia, it integrated behavioral and cognitive theories of learning in order to provide a comprehensive model that could account for the wide range of learning experiences that occur in the real world.

Shepherd (2017) introduces a skills - based development model for L&D professionals, and explains that a skill has physical, social and cognitive dimensions.

ASCD calls on policymakers to offer healthy, nutritious meals to all students; to foster greater alignment, integration, and collaboration between education and the health sector to improve each child's cognitive, physical, social, and emotional development; and to promote the components of a coordinated school health model so that students are healthy, safe, engaged, supported, and challenged.

The model includes three tightly integrated elements of curriculum, professional development, and assessment to help children build the cognitive and social - emotional skills they need to enter kindergarten ready to thrive:

Findings suggest support for integrating cognitive processing models, developmental models, and social constructivist models.

Student Success Skills is a K - 12 evidence - based model that helps students develop key cognitive, social and self - management skills.

The new WSCC model responds to the call for greater alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development.

Over one million students have used the SSS model to help them develop the key cognitive, social and self - management skills they need to succeed.

The program is based on a «whole child» model, aimed at improving four main contributors to a child's readiness to enter regular school at age five: cognitive development; social - emotional development; medical, dental, and mental health; and parenting practices.

The underlying purpose of the Whole School, Whole Community, Whole Child (WSCC) model is to establish greater alignment, integration, and collaboration between health and education across the school setting to improve each child's cognitive, physical, social, and emotional development.

CEO and founder of Common Sense, James P Steyer, explained that these companies can implement damaging decisions: «Their business models often encourage them to do whatever they can to grab attention and data and then to worry about the consequences later, even though those very same consequences may at times hurt the social, emotional and cognitive development of kids.

Safer Choices is based on Social Cognitive Theory, Social Influence Theory, and Models of School Change.

The idea that seeing smoking modeled on screen would influence adolescent behavior4, 5 is consistent with the theoretical basis of our work.21 Social cognitive theory predicts that adolescents are responsive to smoking depicted by persons with star status.

Thus, there is certainly some evidence buttressing the notion that, as the ACE Pyramid Model suggests, childhood trauma leads to changes in the brain that are associated with social, emotional, and cognitive impairments.

URSTRONG draws on Cognitive Behavioural Therapy (CBT) and the Collaborative for Academic, Social, and Emotional Learning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationSocial, and Emotional Learning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationsocial and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationsocial awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationships.

Mind Magic Confidence Box is a social and emotional learning program based on the synthesis of theoretical and therapeutic principles of Solution Focused Brief Therapy (SFBT), the Coaching model and cognitive behavioural therapy.

The children's group is based on a social skills training model and utilises elements of behavioural, cognitive behavioural and social learning theory.

According to the social - cognitive model of transference, 3 our mental representations of significant others are stored in memory and can transfer to a new person.

The Preschool PATHS Program draws on the A-B-C-D (Affective - Behavioural - Cognitive - Dynamic) model of development, which places importance on the developmental integration of affect, behaviours and cognitive understanding as they relate to social and emotional coCognitive - Dynamic) model of development, which places importance on the developmental integration of affect, behaviours and cognitive understanding as they relate to social and emotional cocognitive understanding as they relate to social and emotional competence.

In clinical psychology, the enhancement of self - esteem became integrated into models of social competence and incorporated into the practices of cognitive behaviour modification.

Fischer and colleagues [21] proposed a theoretical framework that extends socio - cognitive models of learning [22] and the more recent General Learning Model [23], and explains elevated levels of risk taking in relation to media exposure not only through priming effects of risk - positive cognitions and emotions, but also through changes in the self - concept, due to (1) situational cues in the media that risk taking is rewarding instead of potentially dangerous, (2) through habitation processes and changes in risk - related social norms, and (3) through identification processes that are stronger in active vs. passive media consumption.

Psychosocial interventions for non-heterosexual people that draw from cognitive behavioural therapy models or increase social support may be effective in reducing depressive symptoms.

In their work they have integrated their complementary cognitive and experiential treatment approaches with social learning and developmental psychology theory to develop a group treatment model for Schema Therapy (ST).

Tags: biomedical model Cloe Madanes cognitive behavioral therapy cbt DSM field of psychotherapy future of psychotherapy insurance Kenneth Hardy Mary Pipher Mary Sykes Wylie psychotherapy field Scott Miller social workers William Doherty

Contextual social - cognitive mediators and child outcome: A test of the theoretical model in the Coping Power Program.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examined the contextual social — cognitive model on which the Coping Power Program is based.

Its basis is in cognitive behavioral approaches, social learning theory, modeling, and a strength - based emphasis on actively teaching and role - playing skills that promote positive client and family outcomes.

In order to establish if there were differential effects of brief or repeated maternal mental health on child behaviour, emotional, social and / or cognitive outcomes which were independent of socio - demographic and environmental factors, separate models were run for each of the outcomes.

The videotape was developed following principles from social cognitive theory, 35 including modeling, familiar contexts, and skill - oriented strategies.

Consistent with the principles from social cognitive theory, 35 they introduced skill - building activities, served as role models, and provided feedback to the adolescent mothers in a supportive context.