Bullying in schools has become a nationwide concern, with many anti-bullying practices being implemented in every state. Social and emotional learning (SEL) can provide an effective foundation for reducing bullying in schools. Practicing SEL skills will create a school environment that fosters positive interactions. Here are four characteristics of SEL, that aim to curb bullying in schools: […]
When it comes to improving performance. building self-esteem, good sportsmanship, and camaraderie, one of the most important aspects of sports psychology is positive self-talk. Research suggests that positive self-talk is associated with better performance. In fact, the Australian Sports Commission has carried out research that demonstrates the detrimental impact negative self-talk has on performance and […]
Parenting is a big project and can be challenging under any circumstances; after divorce, however, it can become even more complex due to the new dynamics between family members. Most parents want to ensure their children continue to thrive, socially, emotionally and academically at all times. To help with this process, we have compiled some […]
Children present with a whole range of interesting characteristics. Amazing vocabularies, confidence in the company of adults, endless creativity and emotional intelligence beyond their years. While others struggle with background noise and refuse to put pen to paper due to sensory issues and perfectionism. The start of a new school year is often when parents […]
One of the ways in which children develop an ability to manage their emotions is by watching their parents and mimicking their coping strategies (Cole, 1994). Naturally children develop those emotional regulation skills gradually and parents need to consider suitable modeling strategies for the different developmental stages. A three-year-old, for example, may express anger by throwing a […]
ADHD which affects approximately 7.2% of children worldwide (Thomas, 2015) presents as either the hyperactive-impulsive, inattentive or combined subtype (Willcutt, 2012). It is often first suspected by classroom teachers who witness the symptoms of hyperactivity and inattention. An interesting new study suggests that students with ADHD are more attentive when allowed to fidget. While behaviour modification efforts, especially in […]
