Sentences with phrase «strong emotional behaviors»

Not exact matches

It's so important to find like - minded parents who can offer their «been there, done that» stories, emotional scaffolding, and specific suggestions for when you feel confused as to what to do about your child's behavior, or when you question whether this new thing you're trying, like positive discipline instead of spanking, for example, is going to work out in the long term, or how exactly to keep those family attachment bonds strong as your children grow, or how to move forward when your family encounters challenging life circumstances.

Children will learn how to become more calm and courageous with the help of ELEOS while parents develop an understanding of how to meet their child's emotional needs and learn positive and effective parenting strategies that will build both a stronger parent - child relationship and improved child behavior.

Building a strong connection with a child is the key to good behavior, high self - esteem, and good emotional development.

As we know, Attachment Parenting (AP) is a continuum of parenting behaviors centered on strong, healthy emotional bonds.

Survey of college - aged women finds that those with the strongest emotional connection to Facebook are less likely to struggle with risky dieting behaviors compared to their peers..»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

A balanced approach to teaching students social - emotional skills using a strong schoolwide foundation of Positive Behavior Intervention and Support (PBIS), coupled with specific curriculum programs such as Second Step, allows both educators and students ample opportunities to grow their EQs.

Strong social and emotional skills also contribute to decreased behavior incidents such as violence and bullying, and risky behaviors such as substance abuse.

It has been medically and psychologically shown to be an inborn trait which has strong emotional and social facets, not just educational behaviors.

Health, Delinquency, and Crime Strong social emotional skills help people lead healthy lives and avoid risky behavior that could contribute to physical and mental health problems, substance abuse, delinquency, and crime.1

When children have strong social emotional skills, positive behavior, and attend school regularly they are more likely to behave better and become more attached to middle school which creates a future hope and expectation of high school graduation.

No, the term includes strong (even overwhelming) emotional response to the feeling of isolation, and it is expressed by variety of specific behaviors.

Calm, already house trained and less susceptible to unpredictable behavior, older animals are often more easily physically managed by elderly persons than stronger, excitable younger animals; yet older pets still confer the same medical and emotional benefits on their owners as younger animals do.

Might that make a strong emotional connection with our users, something strong enough to influence behavior?

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

PROFESSIONAL EXPERIENCE Atlanta Public Schools, Atlanta • GA Year — Year Paraprofessional / Teacher & ASP Director Provided strong program insight and direction for exceptional children experiencing emotional behavior disorders and managed all facets of classroom operations that included curriculum development and structure.

Families have a strong emotional investment in their children so that when there are issues about their child's behavior they are never really ready to hear about it from you even though they may be having some of the same struggles at home.

I have a strong background working with abuse, family conflict, behavior modification, stress, relationship issues, depression and emotional issues.»

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.

Couples often seek counseling to assist them with the following: communication difficulties, intimacy, emotional expressiveness, alternatives to separation or divorce, promoting family cohesiveness and cooperation, cooperative parenting, affairs, conflict resolution, sexual difficulties, balancing relationships and family responsibilities, time management to enhance couple intimacy and satisfaction, improve marital satisfaction, couple enrichment, strengthening partnership and committment, improving the quality of life as a couple, enhancing romantic love, learning to prioritize the marriage, couples communication assessment, exploring patterns of interaction, the development of healthy patterns of communication and behavior for new couples as they strive to build a strong foundation of love, learning how to speak with respect and understanding with their partners, avoiding abusive and toxic interactions.

Thus, illicit drug use may serve as an avenue to escape or dissociate from the immediate emotional pain, anxiety, and anger that likely accompany such experiences.46, 47 The current findings are supported by previous studies that have reported associations between forms of childhood abuse and substance abuse in adolescents.46, 48,49 The adverse developmental and emotional impact of these interrelated childhood experiences, combined with behaviors inherent among this age group, 19 — 21 all may contribute to the especially strong graded relationship that we found in this age group.

We strive to accomplish improving relationships by: Identifying the sources of negative interaction styles, Correcting problematic patterns of behavior, Eliminating blockages that prevent positive emotional reciprocity, Helping rebuild strong emotional connections.

Challenging behavior in very young children can evoke strong emotional reactions in professionals who are working to respond to such incidents in a sensitive, supportive, and nurturing fashion.

When children are trained to master their emotional intelligence for instance, it results in avoidance of risky behavior, improved performance academically, strong friendships as they learn to be sensitive to others, reduction in behavior associated with violence, minimal disruptive behavior, good health and success in life among others.

Two major scientific studies found that our social and emotional learning programs have a strong positive impact on students» behavior, their social and emotional competence, and their academic performance — and improve the classroom climate for learning.

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

If your teen suffers from conditions like ADHD, dyslexia, or other conditions that affect their academic success, it's natural to feel stressed and overwhelmed, which often shows up in a teen as behavior issues, obstinacy, apathy, or strong emotional reactions to seemingly small stresses.

High expressed emotion (EE) refers to affective attitudes and behaviors toward patients characterized by critical comments, hostility, and emotional over involvement (EOI).3 The construct has traditionally been applied to the study of familial relationships, and it is well established that levels of familial EE are significant predictors of outcome across a range of psychiatric and physical health conditions.4 A substantial body of this research has been carried out with people with a diagnosis of schizophrenia, and there is strong evidence that those living in high EE environments have a much higher risk of relapse than those living in low EE environments.5 The success of family intervention studies aiming to reduce high EE and relapses add to the support for a causal relationship.6, 7

Weighted - average correlation coefficients between equivalent pairs of SDQ and Child Behavior Checklist subscales11 from 9 parent - reported studies were uniformly strong and positive (range: 0.52 < r < 0.71).10 Several studies showed strong correlations between SDQ subscales and «real world» outcomes such as clinical diagnoses (criterion validity); SDQ scores identified school - aged children with concurrent behavioral and emotional disorders, including attention - deficit / hyperactivity disorder (ADHD) and autism spectrum disorder / Asperger syndrome (ASD / AS), and predicted their occurrence 3 years later.4, 12,13 However, multitrait - multimethod analyses have not provided consistently strong evidence of discriminant validity of the school - age SDQ subscales.

You can have strong emotional reactions, impulsive behaviors, distorted perceptions, and powerful sensations in your body that can lead to emotional disconnection.

In this study there was strong support for a link between crucial variables to the psychological climate of the divorced families (e.g., parental loyalty conflict, low caring in terms of emotional coldness, indifference, neglect, and high control in terms of overprotection, intrusion, excessive contact, infantilization, and prevention of independent behavior), self - esteem and well - being in adulthood.

Lastly, Machiavellian traits showed a strong unique association with emotional dysregulation, but were not uniquely associated with externalizing behavior problems.