Sentences with phrase «social skills issues»

Kelly has extensive experience working with children and teens on issues such as divorce, grief and loss, self esteem, and social skills issues, as well as adults suffering from depression, anxiety, parenting and relationship problems, and other mental health concerns.

She works with youngsters who have learning, behavior, medical, and / or social skills issues.

Students in school - wide interventions that prevent and respond to school discipline and social skills issues.

In his practice, he sees children with learning problems, anxiety, obsessive - compulsive disorder, fears and social skills issues.

I have experience treating depression, anxiety, defiant teens, parenting issues, ADHD, social skill issues, addiction, anger management, families and relational problems»

Not exact matches

She said her «now 5 yr old daughter suffered from gluten ataxia from 3.5 yrs until 4.5 yrs — lost much of her hair, lost language / social skills, had serious balance issues, lethargy, severe bone / muscle pain, and finally inflammation in her brain (detected by MRI).»

Time for some brutal honesty... this team, as it stands, is in no better position to compete next season than they were 12 months ago, minus the fact that some fans have been easily snowed by the acquisition of Lacazette, the free transfer LB and the release of Sanogo... if you look at the facts carefully you will see a team that still has far more questions than answers... to better show what I mean by this statement I will briefly discuss the current state of affairs on a position - by - position basis... in goal we have 4 potential candidates, but in reality we have only 1 option with any real future and somehow he's the only one we have actively tried to get rid of for years because he and his father were a little too involved on social media and he got caught smoking (funny how people still defend Wiltshire under the same and far worse circumstances)... you would think we would want to keep any goaltender that Juventus had interest in, as they seem to have a pretty good history when it comes to that position... as far as the defenders on our current roster there are only a few individuals whom have the skill and / or youth worthy of our time and / or investment, as such we should get rid of anyone who doesn't meet those simple requirements, which means we should get rid of DeBouchy, Gibbs, Gabriel, Mertz and loan out Chambers to see if last seasons foray with Middlesborough was an anomaly or a prediction of things to come... some fans have lamented wildly about the return of Mertz to the starting lineup due to his FA Cup performance but these sort of pie in the sky meanderings are indicative of what's wrong with this club and it's wishy - washy fan - base... in addition to these moves the club should aggressively pursue the acquisition of dominant and mobile CB to stabilize an all too fragile defensive group that has self - destructed on numerous occasions over the past 5 seasons... moving forward and building on our need to re-establish our once dominant presence throughout the middle of the park we need to target a CDM then do whatever it takes to get that player into the fold without any of the usual nickel and diming we have become famous for (this kind of ruthless haggling has cost us numerous special players and certainly can't help make the player in question feel good about the way their future potential employer feels about them)... in order for us to become dominant again we need to be strong up the middle again from Goalkeeper to CB to DM to ACM to striker, like we did in our most glorious years before and during Wenger's reign... with this in mind, if we want Ozil to be that dominant attacking midfielder we can't keep leaving him exposed to constant ridicule about his lack of defensive prowess and provide him with the proper players in the final third... he was never a good defensive player in Real or with the German National squad and they certainly didn't suffer as a result of his presence on the pitch... as for the rest of the midfield the blame falls squarely in the hands of Wenger and Gazidis, the fact that Ramsey, Ox, Sanchez and even Ozil were allowed to regularly start when none of the aforementioned had more than a year left under contract is criminal for a club of this size and financial might... the fact that we could find money for Walcott and Xhaka, who weren't even guaranteed starters, means that our whole business model needs a complete overhaul... for me it's time to get rid of some serious deadweight, even if it means selling them below what you believe their market value is just to simply right this ship and change the stagnant culture that currently exists... this means saying goodbye to Wiltshire, Elneny, Carzola, Walcott and Ramsey... everyone, minus Elneny, have spent just as much time on the training table as on the field of play, which would be manageable if they weren't so inconsistent from a performance standpoint (excluding Carzola, who is like the recent version of Rosicky — too bad, both will be deeply missed)... in their places we need to bring in some proven performers with no history of injuries... up front, although I do like the possibilities that a player like Lacazette presents, the fact that we had to wait so many years to acquire some true quality at the striker position falls once again squarely at the feet of Wenger... this issue highlights the ultimate scam being perpetrated by this club since the arrival of Kroenke: pretend your a small market club when it comes to making purchases but milk your fans like a big market club when it comes to ticket prices and merchandising... I believe the reason why Wenger hasn't pursued someone of Henry's quality, minus a fairly inexpensive RVP, was that he knew that they would demand players of a similar ilk to be brought on board and that wasn't possible when the business model was that of a «selling» club... does it really make sense that we could only make a cheeky bid for Suarez, or that we couldn't get Higuain over the line when he was being offered up for half the price he eventually went to Juve for, or that we've only paid any interest to strikers who were clearly not going to press their current teams to let them go to Arsenal like Benzema or Cavani... just part of the facade that finally came crashing down when Sanchez finally called their bluff... the fact remains that no one wants to win more than Sanchez, including Wenger, and although I don't agree with everything that he has done off the field, I would much rather have Alexis front and center than a manager who has clearly bought into the Kroenke model in large part due to the fact that his enormous ego suggests that only he could accomplish great things without breaking the bank... unfortunately that isn't possible anymore as the game has changed quite dramatically in the last 15 years, which has left a largely complacent and complicit Wenger on the outside looking in... so don't blame those players who demanded more and were left wanting... don't blame those fans who have tried desperately to raise awareness for several years when cracks began to appear... place the blame at the feet of those who were well aware all along of the potential pitfalls of just such a plan but continued to follow it even when it was no longer a financial necessity, like it ever really was...

Her unique combination of skills from both the birthing community and the violence against women sector has spurred a high demand for her workshops aimed at informing other medical and allied health and social service professionals around the complex issue of trauma and the childbearing years.

I hope you practice better social skills than you demonstrate here — or your children will have issues besides autism.

They also should continue to build self - esteem, resiliency, social skills and assertiveness skills so their kids can deal effectively with bullying issues in college and later in the workforce.

I've seen children and teens dealing with a variety of issues including: depression, anxiety, anger, family conflict, screen time, social skills, emotional dysregulation, self - destructive behaviors, and more.

Integrating relational psychotherapy approaches with mindfulness practices and adaptive skill building, Dr. Eastwood has worked extensively with issues of anxiety disorders, trauma, impulse control disorders / ADHD, mood disorders, and social / behavioral concerns among youth.

Formerly a Coordinator for the Department of Global Health and Social Medicine at Harvard Medical School, Sarah is able to use her language skills and interest for international health and social issues for community outreach, and to engage with French - speaking clSocial Medicine at Harvard Medical School, Sarah is able to use her language skills and interest for international health and social issues for community outreach, and to engage with French - speaking clsocial issues for community outreach, and to engage with French - speaking clients.

In middle and high school, these issues can emerge as major challenges — particularly for a child who is coping with a disorder such as ADHD, which has an impact on her behaviors, thought processes, and social skills.

If your tween has absolutely no close friends despite having attended the same school for months, he may be having a problem with social skills or some other type of emotional issue.

Below is an excerpt from her About Me page: «Since 2007 I have been working with families and children to help them develop healthy communication skills, manage severe emotional issues, develop coping skills to manage behaviors, create dynamic parent - child bonds, and navigate social media & technology as a family.

Become familiar with the classic symptoms of autism, such as social issues including not looking at people or connecting, sensory issues like being overly sensitive to tactile things, sounds or tastes, repetitive actions like rubbing things in their hands or rocking, or loss of developmental skills.

A therapist could help uncover potential mental health issues, skill deficits, or social problems that may be driving your teen's behavior.

We will cover: Developmental changes and psychological issues Switching parenting styles from teacher to coach Communication and problem - solving skills to end power struggles and keep your relationship close Reducing high - risk behaviour Navigating social media, gaming and technology Attitude, motivation, and performance issues (homework etc.) Testimonials from Workshop Attendees «Your insights are spot on — the way you answered questions really showed your expertise and passion....

they always have someone to play with, they learn to share and learn social skills dealing with issues in a group.

The Department for Business, Innovation and Skills has championed reform of corporate reporting to highlight companies» records on environmental and social issues.

She told the Commons» business, innovation and skills committee that while current listing requirements do not cover a company's record on environmental and social issues, Britain's corporate governance rules provide the public oversight needed.

Pupil with social, emotional mental health issues improved their motor skills by average 185 % compare to pupils without SEMH issues who increased by 72 %.

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Throughout her 25 - year career as a network leader, instructional coach, teacher and consultant, Hillary has drawn on her social and emotional skills to help organizations, schools, and teachers improve performance by framing issues, building teams, leading difficult conversations, and facilitating problem solving.

Social and emotional issues also are high on the list, from bullying and teasing to dealing with tattling or weaknesses in emotional intelligence, problem solving, friendship skills, or self - management and self - control.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

In the November 2014 issue of Phi Delta Kappan, I wrote an article on how social - emotional skills can boost implementation of the Common Core.

The Roundtable also provides skills - based training in areas such as inclusion or social - emotional learning, and a forum for discussion around larger issues of diversity or education reform that will shape our work moving forward.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

Puvidham students have started on a path to social activism through their theater skills, too: Older students write and perform skits in neighboring villages about relevant local and environmental issues, such as land degradation, chemical farming, and water conservation.

These educators are preparing a generation of global citizens with knowledge of global issues and developing their skills to work towards positive social change.

You can discuss social - emotional issues while teaching close - reading and speaking skills like annotation, note taking, coming up with critical questions, and practicing discussion techniques.

National education charity Future First — which works to break down barriers caused by social mobility issues — has partnered with Greenergy, the UK's leading road fuel supplier and Europe's largest manufacturer of biofuel from waste, to inform state school students about the skills necessary to succeed in the energy and fuel industry.

Frame the issue in terms of building students social and emotional skills and character, and creating a positive and productive school climate, of which preventing bullying is a part.

2) Create a recipe book o f lesson plans and advice pages for study skills or social / emotional issues similar to those you find on teen magazines etc..

A new study published in the May 2002 issue of the journal Psychological Science finds that better caregiver training and lower staff - child ratios in childcare settings lead to improvements in children's cognitive skills and social competence.

The guidelines will provide for a sequential course of study for each of the grades kindergarten through 12 and must include, at a minimum, the following: (1) knowledge of the research process and how information is created and produced; (2) skills in using information resources and critical thinking about those resources; (3) the abilities to evaluate information critically and competently, to recognize relevant primary and secondary information, and to distinguish among facts, points of view, and opinions; (4) access to information and information tools; and (5) an understanding of economic, legal, and social issues surrounding the use of information, and how to use information ethically and legally.

James S. Rickards High School (Tallahasse, Fl) uses PeaceJam to instill civic engagement, peacemaking skills, and the understanding of social justice issues in its students.

The skills and community students and adults build through The 4Rs can lay the groundwork for a school - wide shift to social and emotional learning (SEL) and restorative practices, leading to fewer discipline issues and a closer, kinder school climate.

Promote social - emotional learning as a critical issue in workforce development, working closely with employers to identify and promote the skills that employees need in order to be competitive for the jobs of the future and successful in the workplace.

Having the knowledge, skills and dispositions to solve problems and resolve issues individually and collectively that sustain ecological, economic and social stability.

The key is to do both, to challenge our students to develop their literacy skills while examining difficult histories and issues of social justice.

Spending 20 minutes at the start of the school day to help students talk through issues they may be having and practice social and emotional skills can have positive effects on their academic achievement.

Adopt a more holistic approach to fostering positive school culture and climate and promoting healthy behavior, rather than legislating and operating in a reactionary way to specific issues such as bullying, substance abuse, violence, crime, teen pregnancy, and other behaviors more likely to arise in the absence of social - emotional skills.

These are important considerations for educators to keep in mind when they are trying to help students graduate; learn about social issues; train students to do a particular job; teach life skills to students; make policies and regulations for students; and much more.

For our founding teachers, this was an issue of social justice - being able to provide multiple opportunities for students to achieve mastery of skills over time was simply more equitable.

In schools and afterschool programs, efforts to help children develop social and emotional skills should focus on skills that are relevant to the particular age group, according to the spring issue of The Future of Children.

Not every student's barrier to learning is the same; allowing students to build social and emotional skills around issues salient to them is critical.

In addition, in October 2016, the Department of Education issued new guidance on the Every Student Succeeds Act describing how funds from Title IV, Part A's Student Support and Academic Enrichment Grants can help state and local educational agencies provide all students with access to a well - rounded education.42 According to this guidance, local educational agencies «may use funds for activities in social emotional learning, including interventions that build resilience, self - control, empathy, persistence, and other social and behavioral skills.»