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УСЛОВИЯ ВЫБОРА ЯЗЫКОВОГО МАТЕРИАЛА УЧЕБНЫХ ИНСТРУКЦИЙ В ОБУЧЕНИИ ДЕТЕЙ С МЕНТАЛЬНЫМИ НАРУШЕНИЯМИ
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A human neurodevelopmental model for Williams syndrome.
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In: Nature, vol 536, iss 7616 (2016)
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A human neurodevelopmental model for Williams syndrome.
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In: Nature, vol 536, iss 7616 (2016)
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Dyslexia and language impairment associated genetic markers influence cortical thickness and white matter in typically developing children.
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In: Brain imaging and behavior, vol 10, iss 1 (2016)
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Rare Inherited and De Novo CNVs Reveal Complex Contributions to ASD Risk in Multiplex Families.
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In: American journal of human genetics, vol 99, iss 3 (2016)
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Dyslexia and language impairment associated genetic markers influence cortical thickness and white matter in typically developing children.
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In: Brain imaging and behavior, vol 10, iss 1 (2016)
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Neuroeconomic dissociation of semantic dementia and behavioural variant frontotemporal dementia.
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In: Brain : a journal of neurology, vol 139, iss Pt 2 (2016)
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Neural Correlates of Attention to Human-Made Sounds: An ERP Study.
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In: PloS one, vol 11, iss 10 (2016)
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Early maladaptive schemas in adult survivors of interpersonal trauma: foundations for a cognitive theory of psychopathology
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DBT for Co-Occurring Mental Health & Substance Use Disorders
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In: Master of Social Work Clinical Research Papers (2016)
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Comorbidities and recurrence of benign paroxysmal positional vertigo: Personal experience
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Beyond Words: How Learning to Read and Mental Health Are Related for Struggling Readers
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The Anxious Child: Supporting Students with Anxiety and Anxiety-related Symptoms in the Elementary Classroom
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Abstract:
Anxiety is one of the fastest growing mental health issues that Canadian children are facing today. Research has found that teachers do not commonly feel equipped to effectively support students with mental health problems, and in particular, to support students with anxiety disorders. This research study focused on how elementary teachers support students with anxiety disorders and anxiety-related symptoms in the classroom. This study was conducted using a qualitative research approach involving a literature review and semi-structured interviews with teachers working in the Greater Toronto Area who have experience teaching and supporting students with anxiety problems in the classroom. The findings suggest that teachers’ work to support students with anxiety disorders and anxiety-related symptoms yields positive academic and social-emotional benefits. The implications of these findings suggest that more needs to be done to support current and new teachers in becoming better prepared to teach and support students who are struggling with mental health issues, including anxiety, and that more effective school-wide approaches must be implemented if the education system is going to adequately respond to increasing diagnoses of anxiety in children and youth in Canada.
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Keyword:
Anxiety Disorders; Mental Health Education; Social-emotional Development; Teacher Support
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URL: http://hdl.handle.net/1807/72203
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Creatine synthesis and exchanges between brain cells: What can be learned from human creatine deficiencies and various experimental models?
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In: Amino acids, vol. 48, no. 8, pp. 1877-1895 (2016)
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Refining an asynchronous telerehabilitation platform for speech-language pathology: engaging end-users in the process
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Cognitive and social functioning deficits after anti-N-methyl-D-aspartate receptor encephalitis: an exploratory case series
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