Sentences with phrase «using positive role models»

This means using positive role models to inspire altruistic behavior and providing opportunities at every grade level to perform acts of school and community service.

It uses a positive role model (A...

Not exact matches

They just don't want to debase it by using it as a cheaper alternative to seeing a movie, or (for boys) as a way of asserting machismo in the absence of positive male role models, or (for girls) as a desperate ploy to hold on to a boyfriend — or any of the other sad, dead — end abuses of sex that become common whenever a society sheds its «repressed Victorianism.»

Along with the cheap fabrication of art, there was a smattering of drug use, one - night stands, shady financial deals and egos run amok by artists who would jump on stage, flip on a switch and «praise the Lord,» often giving canned speeches between songs that drove soccer moms to the merch table to pick up an album so their kids could have «positive role models.»

I really resonated with your opinion that you are trying to be a positive role model for your children, by living a full - life, using your brain, and standing up for what you believe in.

In addition to learning specific relationship skills and practical information & ideas about effective parenting and co-parenting, the incarcerated fathers in this program are provided with positive role - models, motivational concepts, and discussion points through our innovative use of digital video storytelling called Virtual Visitors.

Turns out, Annika could really use a positive female role model and her dad Craig (Sam Rockwell) is hip and single so, you know, cool.

The use of profanity as every day speech is rampant in the film, and Tonya has no one as a positive role model, so becomes a shadow of her mother, in some behaviors and attitude.

Staff at GCC decided to use peer mentoring at the school to provide a positive role model for the students, especially the girls.

Ratings of SEL skills and character can be used as early indicators of students at risk or who may be able to serve as positive role models and resources for their peers.

Throughout school year, counselors or other specially trained instructors — using methods such as modeling, role playing, self - monitoring, and generalization strategies — teach students to interact socially in a positive way.

Recommended Strategies: Supportive Provide opportunities for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and student - centered classrooms Set high expectations of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substantive ways

Some [of the students I worked with at the alternative school] could use more positive male role models.

They use sport and art through local community projects to protect and empower at risk children and young people and provide them with positive role models.

Even negative role models can inspire us, they reveal to us the downfall of using such strategies and highlight the importance of finding positive role models.

Using a variety of lessons and activities, students learn about the physical and mental development that occurs during adolescence, analyze the consequences of personal choices on health and well - being, learn that they have nonviolent options when conflicts arise, and evaluate the benefits of being a positive family and community role model.

Based on Fredrickson's Broaden - and - Build Theory of Positive Emotion, we explored the role of school affect (i.e., positive affect in school and negative affect in school) in connecting gratitude, prosocial behavior, and school satisfaction among a sample of 324 (176 males) elementary school students in grades 4 to 6 by using structural equation mPositive Emotion, we explored the role of school affect (i.e., positive affect in school and negative affect in school) in connecting gratitude, prosocial behavior, and school satisfaction among a sample of 324 (176 males) elementary school students in grades 4 to 6 by using structural equation mpositive affect in school and negative affect in school) in connecting gratitude, prosocial behavior, and school satisfaction among a sample of 324 (176 males) elementary school students in grades 4 to 6 by using structural equation modeling.

Studies show that children who are mentored have a better chance of graduating from high school, have a lower risk of drug use, gain improved interpersonal communication skills, and have higher self - esteem.3 Big Brothers Big Sisters of the Ozarks provides mentoring opportunities that connect caring adults with children who may not have a positive adult role model in their life.

The key treatment objectives of CARES are: (a) to enhance attention to critical facial cues signalling distress in child, parents and others, to improve emotion recognition and labelling; (b) improve emotional understanding by linking emotion to context, and by identifying contexts and situations that elicit child anger and frustration; (c) teach prosocial and empathic behaviour through social stories, parent modelling, and role play; (d) increase emotional labelling and prosocial behaviour through positive reinforcement; (e) and increase child's frustration tolerance through modelling, role - playing, and reinforcing child's use of learned cognitive - behavioural strategies to decrease the incidence of aggressive behaviours.