Academic literature on the topic 'Teacher-child Relationship; Attention Control'

Taylor, John F. Helping your ADD child: Hundreds of practical solutions for parents and teachers of ADD children and teens (with or without hyperactivity). 3rd ed. Prima Pub., 2001.

1944-, Taylor John F., ed. Helping your ADD child: Hundreds of practical solutions for parents and teachers of ADD children and teens (with or without hyperactivity). 3rd ed. Prima Pub., 2001.

The conscious parent's guide to ADHD: A mindful approach for helping your child gain focus and self-control. 2016.

Taylor, John F. Phd, and John F. Taylor. Helping Your ADD Child: Hundreds of Practical Solutions for Parents and Teachers of ADD Children and Teens (With or Without Hyperactivity) (Third Edition). 3rd ed. Three Rivers Press, 2001.

Freidenfelds, Lara. The Myth of the Perfect Pregnancy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190869816.001.0001.

Hammond, Christopher J., Marc N. Potenza, and Linda C. Mayes. Development of Impulse Control, Inhibition, and Self-Regulatory Behaviors in Normative Populations across the Lifespan. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0082.

Johansen, Bruce, and Adebowale Akande, eds. Nationalism: Past as Prologue. Nova Science Publishers, Inc., 2021. http://dx.doi.org/10.52305/aief3847.

"withdrawn, aggressive-antisocial, impulsive conduct, anxious-depressed, autism). Difficulty in making friends and getting along with peers was confirmed to be a very large problem for most of these children. One respondent noted that it was unclear whether difficulties with peers were a primary caus e or simply an effect of the other problems. Others stated that, along with other difficulties, their children lack social skills. Some component of the child's treatment plan, therefore, included the objectiv e of helping to enhance social skills toward more positive peer relating, while the child would be involved in therapy (individual or family) at the same time. In consultant work with children in schools, the author has ofte n found that a child who was in outside psychological therapy still needed direct help in the school setting to establish or maintain positiv e peer group relationships. Amon g the procedures utilized within the professional settings sampled, coaching and similar social skills instruction methods wer e well represented as were social problem solving (e.g.. Spivack & Shurc. 1974). The social problem solving procedure basically in-cludes instruction and practice in identifyin g a problem focus, generating alternative strategies, and considering the consequences of strategies. Both types of approaches often were combined with social or concrete reinforcers and a general supportive atmosphere t o enhance children's feelings of acceptance as the children were ac-quiring skills. A more typical approach, however, was to combine all oí the above methods to tailor a program considering the variety of difficulties in these children's social learning. This approach of diverse methods also included a focus on social skills that appeared to present particularly strong difficulties for children in these set-tings. The social skills goals included learning to assert oneself in orde r to be included, listened to and cooperated with; learning to cooperate and communicate more effectively, particularly in group situations: gaining control of impulsive lack of attention and of an-tisocial aggression: responding positively to peers: and participating more in activities. Direct instruction of these skills appeared to be more similar to the Oden and Asher or Ladd models, or Bornstein. Bellack. and Hersen (1977). especially with older children. Many programs also included direct cognitive training of the problem solving process, whereas perspective taking and consideration of consequences were originally more indirectly included in the coaching procedures. Role playing and use of cooperative activities (e.g.. Johnson. 1980) were also employed to enhance concrete." In Social Skills Training for Children and Youth. Routledge, 2014. http://dx.doi.org/10.4324/9781315059167-10.

Lopukhova, Olga G. "Correction Of Parent-Child Relationship Through Equine Assisted Learning «Control And Trust»." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.56.

Sitoiu, Andreea, and Georgeta Panisoara. "Conditional Parenting and its Influence on the Child’s School Activity." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.