Interpersonal Sample Clauses

Interpersonal. The second level of the SEM includes the individual’s close relationships and social circle, such as friends and parents. Parent involvement can be a strong positive influence on adolescent sleep health. Parent-set bedtimes have been associated with earlier bedtimes, longer sleep duration, reduced daytime sleepiness, and reduced depressive symptoms in adolescents.86-88 Parents also play a key role in limiting or enabling adolescents’ technology use; parental rules on screen time were associated with reduced screen use and improved sleep duration.89,90 Additionally, parental enforcement of rules on caffeine consumption were associated with longer sleep duration.90 However, parents of older adolescents were less likely to enforce sleep-related rules than were parents of younger adolescents and children.90 Family stress and home environment may also negatively impact adolescent sleep.91 Among adolescents with high family stress, greater parental support was associated with improved sleep duration and quality.92 Peer friendships also influenced adolescent sleep, including by prompting teens to stay up late texting or hanging out with friends.93 Considered separately from total screen time, social media use was also an independent risk factor for short sleep duration, late bedtimes, and poor sleep quality.94,95

Interpersonal. The determinants of health at the individual level are important as they provide insight on the personal factors driving the high tick-borne disease rates among Greater Danbury residents. However, individuals are influenced by their surrounding environment, including various interpersonal relationships. Humans operate within a broad network of structural influences and a dynamic inter- relationship exists between the individual and subsystems of the environment. The interpersonal level of this overarching framework refers to the individual’s relationships with their physicians, peers, and young children, when applicable. Prevention strategies at this level are theoretically designed to target the importance of observational learning and reinforcements. The interpersonal level of health behavior “assumes that individuals exist within and are influenced by a social environment” (▇▇▇▇▇ & ▇▇▇▇▇, 2005). Further, individuals are influenced by “opinions, thoughts, behavior, advice, and support of the people” in their immediate surroundings. The Social Cognitive Theory outlines the social context in which there is a dynamic interaction of the person, environment, and behavior (▇▇▇▇▇ & ▇▇▇▇▇, 2005). The concepts of the Social Cognitive Theory are outlined in Table 4. Social Cognitive Theory is based on the idea that people can learn new information and behaviors by watching other people. Behavior can be understood as mediating between cognition and the environment, particularly the social environment with outlined expectations and norms (Bandura, 1989). Table 4 Social Cognitive Theory Reciprocal determinism How the individual, environment, and behavior influence each other Use multiple approaches to address individual needs Adjust the environment or influence personal attitudes Behavioral capability Knowledge and skill to perform a given behavior Identify the actions required Identify the knowledge required Create problem-based learning scenarios to help acquire necessary skills Expectations Individual’s perception of the outcome of change Model positive outcomes Use stories that demonstrate success Self-efficacy Individual’s confidence in the ability to act and overcome challenges Approach behavior change in small steps Use progressive goal-setting Observational learning Individual watches the actions of others Model correct behaviors Demonstrate positive outcomes Show how problems can be overcome Reinforcements Conditions that encourage or discourage change or li...

Interpersonal. Well-developed written and oral communication skills, interpersonal skills and advocacy skills Ability to liaise effectively with clients, community groups, other employees and external agencies. Willingness to support team members and work as part of a cohesive team across DPV Health. An ability to adapt to change, and to integrate new concepts and theories into practice Ability to negotiate and gain co-operation and support of others in a team environment Leadership: Ability to manage time, to take initiative and to work independently. Ability to define tasks, prioritise and complete tasks on schedule. Ability to facilitate the involvement of the Podiatrists as part of a multidisciplinary team Management: Not applicable Computer: Sound demonstrable knowledge of MS Outlook, MS Office (including Word, Excel, Power Point) and Internet Explorer. The capacity to learn to effectively use the DPV Health electronic records systems (for example VHIMS, TRIM, Trak Care ).

Interpersonal. For example, if your rental unit is in such bad repair that it is not livable, you would notify the landlord with the above information. Your notice to move out will be effective the day after your landlord receives it.