Despite they’re being no literature on what theory Project 11 comes from I have determined that it is based on the social cognitive theory. The reason for my decision that Project 11 comes from the social cognitive theory is because when looking at what Project 11 provides children it is all about giving them the confidence and tools to be able to learn to deal with difficult situations, hence when they eventually do move on in their later years they will hopefully have the confidence and self efficacy to be able to deal with whatever stressful scenarios that come there way. There is the dynamic interplay between the cognitive, environmental and behavioral aspects in the social cognitive theory (Lox, Ginis & Pertuzzello, 2010). The cognitive
4.2. Research design: the research design implemented for the present study was quasi-experimental design where the three group pre test and post test design was selected to compare the effectiveness of mindfulness therapy and bibliotherapy on adolescent’s developmental transitional identity anxiety among early adolescents Early Adolescent Pretest Intervention Posttest Control Group O1 No Intervention O2 Experimental Group-I O1 X1 O2 Experimental Group-II O1 X2 O2 O1- Implies level of adolescent’s developmental transitional identity anxiety among early adolescent before the intervention. X1- Mindfulness therapy. X2- Bibliotherapy O2- Implies level of adolescent’s developmental transitional identity anxiety among early adolescent after the intervention. 4.3: Schematic representation of
The respondents of this survey were kids whose ages ranged from 10-16 years old and their guardians (Finkelhor, Dziuba-Leatherman, & Asdigian, 1995). The results of this survey did show that the students who were exposed to school prevention programs did perform better on tests of knowledge of victimization than students who were not exposed to such programs. Some of the positive effects that were an outcome of these programs are that the students were more likely to use self-protection strategies, were more likely to feel that they were successful in protecting themselves and were more likely to tell people about victimization attempts (Finkelhor, Dziuba-Leatherman, & Asdigian, 1995). The fact that these studies are more likely to tell others about victimization attempts is a very important outcome of these programs. Communication plays a key role in preventing victimization at school and the workplace even as it can help shine a light on the truths about this issue.
According to the Encyclopedia of Children’s Health, special education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and twenty-one years of age. Special education is the practice of educating students with special needs in a way that addresses their individual differences and needs. Common special needs include: learning disabilities, emotional and behavioral disorders, physical disabilities and developmental disabilities. General education is the standard curriculum presented without special teaching methods. By contrast, inclusion is about the children’s right to participate in education.
High self-efficacy perceptions are also believed to make individuals engage in tasks that develop their skills and capabilities, while low-efficacy perceptions make students choose tasks that will not need development of new skills (Schunk, 1991). Pajares (1996) found that the self-efficacy of gifted students was based on their perceptions of their cognitive ability. In another study, Zimmerman and Kitsantas (2005) suggest that high self-efficacy students attribute more responsibility to learners than to teachers
In order to analyze data descriptive and inferential statistics were used. In order to examine the two groups in terms of MI & Self-esteem, academic achievement using the tools in pre, post & follow up showed an increase in self-esteem and academic achievement when provided training based on MI model after intervention. According to the results, using the training model based on MI , we can boost self-esteem & academic achievement of dyslexic students. Diane Joseph (2013)conducted a research on relevance of MI as a co-scholastic assessment and its link with academic performance among B.Ed teacher trainees in Puducherry. She suggested that traditional educational system mainly focused and assessed on cognitive and associative abilities of learners.
Parent’s involvement may have a greater effect if it focuses on the area where the child needs most. For example, Sheldon and Epstein (2005) found that movement that engage families and children in discussing mathematics at home can contribute to great academic performance in mathematics when compared to other types of involvement. Additionally, while several research suggests that parent involvement may positively affect the academic performance of secondary students (Ton, 2005), other research indicates that parent involvement has a greater impact on the academic achievement of elementary-aged pupils than of secondary school students (Cooper et al., 2000, cited in Jordan, Orozco, & Averret,
Thus, it is evident that making social and emotional learning part of teaching supports the holistic development of children. These findings provide evidence that students are not being equipped with competencies to become responsible citizens or successful students. Therefore, educators cannot overlook social and emotional learning. Teachers can set up the foundation for positive social skills. Teachers play a significant role in modeling social skills and arranging positive social environment (Lynch & Simpson, 2010).
Carroll’s finding of the children who reported higher measures of parental warmth and feeling of love in their childhood had a lower possibility of multisystem health risks. (Judith E. Carroll cited by LaBier, 2014). LaBier has gathered many other researchers’ finding of the adversity of childhood experiences to show the significant impact and provided the way to avoid the children experiencing adversity of childhood. It is important for the parents and psychologists to know the childhood development during these days. LaBier concluded that “I think the upshot of this and other findings is that they provide more empirical confirmation that everything is connected in our lives (2014)”.
Discussion and implications. What do the results suggest is important to apply in professional practice. What do the conclusions/results mean for students with learning disabilities, researchers, practitioners, teachers, or parents of students with learning disabilities. (2) It is important to note that this study found that the RtI model reduced disproportionate representation. The effect size differences suggest that when students with access to RTI were identified with LD their reading skills were more impaired than the group without access to RTI.
Senreich and Straussner (2013) state that for delivering effective treatment in working with clients it is necessary to implement evidence-based interventions. Their research suggests that students with BSW have only modest knowledge and attitudes when working with certain populations. Dorfman et al. (2008), when comparing BSW and MSW student outcomes found that students with an MSW have significantly greater knowledge in overall means and in physical, psychological, social, and economic areas. Skills
Research has shown that early interventions and treatment during the childhood have a significant impact on autistic individuals. Behavioral approaches are important to develop social interactions in autistic children who fail to interact with their family and friends in a useful manner. Research studies have proved that Applied Behavioral Analysis has shown vital improvement in the social functioning of the autistic kids (Jaffe, 2010). It is an in-depth structured approach that incorporates positive social behavior with the help of qualified personnel. Evidence-based research studies have widely supported one-to-one behavioral interaction method and group-based social skill training programs for improving autistic behaviors, positive interactions, social and behavioral skills (Downs, Downs, Johansen, & Fossum, 2007).
Basic cognitive and social skills will both be improved through higher quality care. When a child is able to perform well in school at an early age, it increases their chances of staying successful throughout their lives as a student. Researchers at the Institute for Research on Poverty concluded, “Children who attend higher-quality child care settings display better cognitive, language, and social competencies on standardized tests.” The Cost, Quality, and Outcomes in Child Care Centers Study, which began in 1993, was a study over time of children in four states, it was designed to test if child care affects a child’s readiness for school. The study population was limited to children in families that had elected center-based care and did not include personal child care facilities that people provide from their own homes. The study found that, children in center-based care tend to perform better in mathematics, language, and social skills in early elementary
The article determines that these tools and strategies are not only for children with Down syndrome, but for other students as well. Supporting the Student with Down Syndrome in your Classroom, is an article that supports learning for children with this disorder. Rather than an overview of how to support these learners, the author goes into detail of each health condition and how to promote classroom success. The article begins with an overview of Down syndrome, giving the reader some background knowledge. The overview consists of what Down syndrome is, common myths and an explanation of appropriate terminology.