Emotional Availability. Emotional Availability (EA) will be assessed using the fourth edition of the Emotional Availability Scales (EA; Biringen‚ 2008b; 2008c) and will be coded from laboratory separation-reunion episodes. Its theoretical framework integrates attachment theory with perspectives of EA taking into account the affective qualities of the dyadic relationship. Two versions of EA coding will be used in the current study due to the variations in age (i.e.‚ the infancy/early childhood version
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Falls Among Community-Dwelling Older Adults Every 18 seconds‚ an older adult is in the emergency room because of a fall‚ according to the Center for Disease Control and Prevention (CDC). That translates into a person 65 or older dying‚ due to a fall‚ every 35 minutes‚ according to the CDC. Falling in adults 65 and older is a complex problem confronting public health‚ the health care system and families. Statistics alone do not begin to measure the pain‚ suffering and loss of independence that
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The separate paths that my husband and I took prior to our marriage could be the textbook examples for the concepts of the "emotional cocoon" and "the opposite process of the emotional cocoon." This marriage is the second for each of us and we lived through similar pain but with different origins to get where we are today. Joe’s first marriage was a very happy one but his first wife had been through a lot and was emotionally fragile (as he puts it). To "protect" her they centered their lives
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In the first year of life a child has a crisis between whether to trust or to distrust other people. The significant relationship at this stage is that of mother and/or carer. If the person or people caring for the child are consistent and reliably cater for the child’s need the child will learn that people are to be trusted and they will develop an optimistic view of the world and their lives 2. In the second year of life the child faces the crisis between whether they gain a feeling of autonomy
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help guide their Work with older adults. Clinicians need to know more about this age group because the number and proportion of older adults in the population are Increasing and more psychologists will be called upon to deliver psychological services to them. Older adults are defined as persons 65 years of age and older. The population of older Americans is itself getting older. The “Oldest old” group‚ those 85 years and older‚ is increasing faster than any other age group. Unfortunately‚ there
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PERSONAL COMPETENCE SELF-AWARENESS 1. Emotional Awareness-- People with this competence: Know which emotions they are feeling and why Realize the links between their feelings and what they think and say Recognize how their feelings affect their performance Have a guiding awareness of their values and goals 2. Accurate Self-Assessment -- People with this competence: Are aware of their strengths and weaknesses Reflective‚ learning from experience Open to candid feedback‚ new perspectives
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thinks‚ “She was frightened by the thought of having a baby once more. Needing to be good enough‚ alert enough‚ strong enough‚ that caring – again… Lord‚ deliver me. Unless carefree‚ motherlove was a killer‚” showing that she cannot move past the emotional trauma of murdering Beloved to begin again
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things are likely to develop into social‚ behavioural and emotional difficulties. Families will have different views on the expectations of a child’s behaviour this can be either from family to family or between one parent and another in the same household. Problems can arise through the mixed messages and inconsistencies. Children will become confused and will not understand the boundaries which are very important in a child’s development. Children need attention from adults and unfortunately‚
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Emotional intelligence is defined as the ability to recognize emotions in one-self and others and to use this knowledge to improve self-management and relationships with others (Goleman‚ 1995). There are various definitions‚ but most authors define EI as a miscellaneous concept involving a wide range of skills and behaviors. EI skills and behaviors are within the area of self-awareness‚ self-regulation‚ motivation and social awareness. (Cherniss and Goleman 2001; Hood and Lodge 2004; Urch Druskat
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the teacher working in conjunction with external team members such as administrators‚ specialists and family members has always been a vital component for success. This especially holds true when working with students who have been classified with emotional and/or behavior disorders (EBD). This paper will examine a group of educational team members for a student with EBD and the challenges they face in regards to diagnostic concerns in conjunction with the way EBD is defined‚ and their ability to provide
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