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        1-12 of 109 results for 'Social and Emotional Learning'

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        The Nguudu Barndimanmanha Project-Improving Social and Emotional Wellbeing in Aboriginal Youth Through Equine Assisted Learning

        We observed improvements in self-regulation, self-awareness, and socialization skills, evident from the photography recording and the questionnaire data ...

        Research

        The association between playgroup participation, learning competence and social-emotional wellbeing for children aged four-five years in Australia

        This study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families. ...

        Research

        Review of the quality of evidence for preschool and school-based programs to support social and emotional skills, perseverance and academic self-concept

        Tess Gregory TG BSc (Hons), PhD (Psychology) Senior Research Fellow +61 8 6375 6113 tess.gregory@telethonkids.org.au Senior Research Fellow Tess is a Senior Research Fellow at the Telethon Kids Institute with a background in Psychology and ...

        Research

        Protecting and Promoting Young People’s Social and Emotional Health in Online and Offline Contexts

        Young people's use of mobile phones and access to the Internet have increased dramatically in the last decade, especially among those aged 9-15 years. ...

        Research

        Leading excellence through equity: Social emotional learning for a Fair Go

        Australia likes to call itself the land of the "Fair Go". But what does a Fair Go mean for students from backgrounds of deep disadvantage? The UN Sustainable Development Goals for 2030 aim to ensure "inclusive and equitable quality education and [to promote] lifelong learning opportunities for all" (United Nations, 2015). ...

        Research

        Friendly schools’ bullying prevention research: Implications for school counsellors

        Bullying varies in frequency, intensity, duration and hence severity, and contributes uniquely and directly to mental health problems, with severe and long-lasting consequences. Almost a half of school-age students report being bullied in the past year. ...

        Research

        Online Moral Disengagement, Cyberbullying, and Cyber-Aggression. Cyberpsychology, Behavior, and Social Networking

        The study of moral disengagement has greatly informed research on aggression and bullying. ...

        Research

        Does Gender Moderate the Association Between Children's Behaviour and Teacher-Child Relationship in the Early Years?

        The purpose of this study was to examine whether teachers’ reports of relationship quality were associated with children's behaviour and gender. ...

        Research

        International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles

        Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. ...

        Research

        Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying

        The lack of skills in managing future bullying and particularly cyberbullying incidents reported by pre-service teachers has social and emotional implications for young people ...

        Research

        Building social and emotional wellbeing through the arts

        Leanne Robyn Karen Karen Sarah Fried Johnston Lombardi Forde Falconer LF RJ KL KF SF BSc DipEd MSpEd EdD BSc, Post Grad Dip, PhD BHSc (Hons), PhD BHlthSc (Hons 1A) BSc, MPH Senior Research Fellow Senior Research Officer Research Fellow Project ...

        Research

        Disruptive mood dysregulation disorder in ICD-11: a new disorder or ODD with a specifier for chronic irritability

        This letter congratulates Mulraney et al. regarding their paper on disruptive mood dysregulation disorder in children with ADHD. ...

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