Sentences with phrase «with social problems among»

Specifically, ADHD symptoms were not associated with social problems among adolescents who reported low levels of depressive symptoms, but the association between ADHD symptoms and social problems was significant at higher levels of depression.

Not exact matches

The authors claimed that an «Increasing numbers of academic studies are finding that mental health problems have been soaring among girls over the past 10 - and in particular five - years, coinciding with the period in which young people's use of social media has exploded.»

Even among those who profess to value good manners (which frequently turns out to mean that they dislike being treated rudely without necessarily being willing to behave politely themselves), it is widely held that the decline of etiquette is a problem to be dealt with only after the panoply of more serious social problems has been solved.

Its four - part series «Hunger in Africa» (November 27 - 30, 1984), which concluded with a list of relief agencies to which donations could be sent, and the recent series «Exiles Among Us: Poor and Black in America» (November 13 - 20, 1986) are instances in which it has contributed significantly to public understanding of social problems.

Thus, the central challenge posed by black theology is that neoclassical metaphysics consider the realities of oppression as among the most important, if not the most important of the relevant empirical facts to be used together with non-empirical principles for the illumination of value problems of personal and social life.

Academic problems are common among abused children, as are difficulties with concentration and social interactions.

In addition, there are in nearly every congregation employers who have alcoholics in their businesses or plants, workers who know of untreated alcoholics in their unions, professional people with alcoholics among their clients or patients, public schoolteachers and opinion molders who through social prestige, political leadership, or involvement in the mass media help to create new images of public problems.

Labour issued an apology and extended the deadline by three hours, but there were numerous complaints on social media about problems with signing up and worries, especially among Corbyn supporters, that they could be excluded.

Modeling the relationships among these variables, Lewis found that childhood conduct problems were associated with economic / political discontent in adulthood, even after parental social class and childhood intelligence were taken into account.

Among the three types of abuse, psychological maltreatment was most strongly associated with depression, general anxiety disorder, social anxiety disorder, attachment problems and substance abuse.

First author Professor Esme Fuller - Thomson, Sandra Rotman Endowed Chair at University of Toronto's Factor - Inwentash Faculty of Social Work and Director of the Institute for Life Course & Aging explains, «this link between migraine and generalized anxiety disorders in the past year was partially explained by the disturbingly high prevalence of debilitating chronic pain (30 %) and problems in managing household responsibilities (28 %) among those with migraine.»

Among those skills: the social and emotional ability to understand and work with people from diverse cultures; the creativity to develop sustainable solutions to complex problems; and a sense of confidence that individuals can (and are obligated to) make a...

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

«This brief offers relevant, scholarly research directly from the education community to help college access practitioners mitigate the problem of low college completion rates, especially among underrepresented student groups,» said IHEP President Michelle Asha Cooper, Ph.D. «With an increased national focus on postsecondary degree completion, understanding the role of social supports can be the key to providing college access practitioners with strategies to create comprehensive structures and increase self - efficacy, which in turn, improves student success.&raWith an increased national focus on postsecondary degree completion, understanding the role of social supports can be the key to providing college access practitioners with strategies to create comprehensive structures and increase self - efficacy, which in turn, improves student success.&rawith strategies to create comprehensive structures and increase self - efficacy, which in turn, improves student success.»

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

With dogs we can see this manifested as hostility to strangers, unpredictable behavior, separation anxiety, and an inability to understand social cues from other dogs, among other behavior problems.

These are among the most numerous and the most serious and important problems with which society must deal, and it is imperative that society provide strong courts and efficient social services in order to deal with them.

We do little to resolve the social and economic problems prevalent among those in conflict with the law.

... group of former Facebook, Google and Mozilla executives have joined forces with the Time Well Spent advocacy group to establish the Center for Humane Technology (CHT), a new organization dedicated to combating the growing problem of addictive behavior among social media users.

A group of former Facebook, Google and Mozilla executives have joined forces with the Time Well Spent advocacy group to establish the Center for Humane Technology (CHT), a new organization dedicated to combating the growing problem of addictive behavior among social media users.

Violence and Aggression in the Lives of Homeless Children Anooshian Journal of Family Violence, 20 (6), 2005 View Abstract Examines the role of violence and aggression in the lives of children in homeless families, focusing on possible connections among family violence, children's aggression, and children's problems with social isolation and rejection.

Many studies link inept parenting by resident single parents with a variety of negative outcomes among children, including poor academic achievement, emotional problems, conduct problems, low self - esteem, and problems forming and maintaining social relationships.

There is now ample consensus among social scientists that certain risks (such as academic failure, early psychiatric problems, and language delays) are highly correlated with poor outcomes.

For example, some have found significant differences between children with divorced and continuously married parents even after controlling for personality traits such as depression and antisocial behavior in parents.59 Others have found higher rates of problems among children with single parents, using statistical methods that adjust for unmeasured variables that, in principle, should include parents» personality traits as well as many genetic influences.60 And a few studies have found that the link between parental divorce and children's problems is similar for adopted and biological children — a finding that can not be explained by genetic transmission.61 Another study, based on a large sample of twins, found that growing up in a single - parent family predicted depression in adulthood even with genetic resemblance controlled statistically.62 Although some degree of selection still may be operating, the weight of the evidence strongly suggests that growing up without two biological parents in the home increases children's risk of a variety of cognitive, emotional, and social problems.

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partamong non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partamong girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partAmong the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

Since attachment styles play one of the most fundamental roles in the individual's attitude towards himself and relationship of people with each other and are also one of the effective factors in relationships and acquisition of identity, identification of attachment styles and related problems is among the important and essential issues, particularly with regard to the cultural - social context of society.

Prince William also wrote that he believes talking about feelings with children can curb other social problems like addiction and suicide among teenagers and young adults.

Given the documented presence of social - emotional / behavioral problems and lower social competence among toddlers with language delays (e.g., Irwin, Carter, & Briggs - Gowan, 2002), it is important to examine overlap between positive BITSEA scores and low language skills.

On social - emotional measures, foster children in the NSCAW study tended to have more compromised functioning than would be expected from a high - risk sample.43 Moreover, as indicated in the previous section, research suggests that foster children are more likely than nonfoster care children to have insecure or disordered attachments, and the adverse long - term outcomes associated with such attachments.44 Many studies of foster children postulate that a majority have mental health difficulties.45 They have higher rates of depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems, such as aggression and impulsivity.46 Additionally, research has documented high levels of mental health service utilization among foster children47 due to both greater mental health needs and greater access to services.

Among the various biological and psychosocial risk factors, maternal mental health problems, maternal educational status, and a small number of close social relationships correlated significantly with child outcome variables.

High frequency of physical aggression (PA) is the central feature of severe conduct disorder1 and is associated with a wide range of social, mental, and physical health problems.2 - 4 The origin of PA problems can be traced back to early childhood, and studies have specifically shown that maternal characteristics, especially low levels of education, are among the best predictors of high PA from early childhood to adolescence.5 - 9

Play therapy has been widely researched as an effective and developmentally appropriate method for working with children dealing with the following types of concerns, among others: depression, grief and loss, social adjustment problems, speech difficulties, trauma, hospitalization, reading difficulties, selective mutism, enuresis and encopresis problems, fear and anxiety, abuse and neglect, aggression / acting out behaviors, attachment difficulties, autism, chronic illness and disability, and parental separation or divorce.

CD is among the most frequent clinical conditions in child and adolescent mental health [1], with a host of social, emotional, and behavioural problems with high costs for the community.

Longitudinal analysis of the relationship between unsupportive social interactions and psychological adjustment among women with fertility problems

Anxiety disorders are among the most common mental disorders during childhood and adolescence, with a prevalence of 3 — 5 % in school - age children (6 — 12 years) and 10 — 19 % in adolescents (13 — 18 years); 1, 2 and the prevalence of anxiety disorders in this population tends to increase over time.3 Anxiety is the most common psychological symptom reported by children and adolescents; however, presentation varies with age as younger patients often report undifferentiated anxiety symptoms, for example, muscle tension, headache, stomachache or angry outbursts.4 According to the standard diagnostic systems, there are various types of anxiety disorders, for example, generalised anxiety disorder (GAD), social phobias (SOP), social anxiety disorder (SAD), panic disorder (PD), overanxious disorder, separation anxiety, post-traumatic stress disorder (PTSD), obsessive - compulsive disorder (OCD).5 Anxiety disorders in children and adolescents often occur with a number of comorbidities, such as autism spectrum disorders, 6 depressive disorders, 7 conduct disorder, 8 substance abuse9 or suicide - related behaviour.10 Youths with anxiety disorders experience serious impairment in social functioning (eg, poor school achievement; relational problems with family members and peers).11, 12 Childhood and adolescent anxiety disorders can persist despite treatment, 1 and they are associated with later adult psychopathology.13, 14

The framework of focusing on the inappropriate social behaviors of children with ADHD to explain their peer impairment is not only apparent when reviewing the existing literature, but also reflected in the most commonly used interventions for peer problems among children with ADHD.

Disorders considered herein include anxiety disorders (agoraphobia, generalized anxiety disorder, obsessive - compulsive disorder, panic disorder, posttraumatic stress disorder, social phobia, specific phobia), mood disorders (bipolar I and II disorders, dysthymia, major depressive disorder), disorders that share a feature of problems with impulse control (bulimia, intermittent explosive disorder, and adult persistence of 3 childhood - adolescent disorders — attention - deficit / hyperactivity disorder, conduct disorder, and oppositional - defiant disorder — among respondents in the 18 - to 44 - year age range), and substance disorders (alcohol and drug abuse and dependence).