Behavioral Competence Research Articles

ADDRESSING THE CHALLENGES FOR UNIVERSITIES IN DIGITAL ERA: A FRAMEWORK FOR E-LEADERSHIP

Higher Education Commission of Pakistan is focusing on quality and innovative approach to higher education in the country. To meet the challenges of technology era, HEC introduced its digital policy for universities, specifically Policy guidelines for online working in 2020. To implement any policy, Leaders play a key role in the organization. This study aimed to develop a framework of E- Leadership for universities to cope with the challenges of digital era. The study employed quantitative research approach. All academic and administrative staff employed in HEC (Pakistan) recognized public universities comprised the population of the study. Four public universities were selected randomly from 10 short listed universities. Universities were short listed on the specific criteria of size of the university, HEC ranking, online readiness and available technology facilities. Survey was conducted. Adapted questionnaires were used for collection of data from 650 university employees on technology usage practices, attitude, behavior and technology related competencies of the university leaders. Statistics were applied using SPSS. Study concluded that technology is playing its role in modifying the work dynamics and leadership practices in higher education. The university leaders are crucial in development of digital culture in the institution. Based on the findings, a framework for E-leadership was proposed for digital policy implementation in public universities. It was required for understanding the dynamics of work environment and leadership attribute needed in digitalized work environment. The key dimensions highlighted in the framework included E-Leadership style, E-Leadership orientation, E-Leadership competency & skills and lastly, Digital services & infrastructure.

Perceptions of nurses regarding quality of adult cardiopulmonary resuscitation in Ghana: a qualitative study

ObjectivesCardiopulmonary resuscitation (CPR) is a necessary life-saving emergency intervention for patients with cardiac arrest and other medical conditions. The study’s primary objective was to qualitatively explore nurses’ perceptions of the quality of adult cardiopulmonary resuscitation in Ghana.MethodsAn exploratory descriptive qualitative study was conducted among 13 purposively sampled nurses in Ghana. We collected thirteen face-to-face and telephone interviews using a semi-structured interview guide. Data were transcribed verbatim and analysed using the thematic analysis approach recommended by Braun and Clarke.ResultsData analysis revealed that nurses were filled with positive emotions when patients regained consciousness following resuscitation. When the otherwise happens, they tend to become tortured psychologically and filled with negative emotions. Besides, environmental factors such as the time of initiating CPR following a cardiac arrest, the availability and appropriateness of equipment and medications, workplace ergonomics, and institutional regulations affected the quality of resuscitation practices of nurses. Participants perceived that attitudes of condemnation, prejudice, apathy and skills deficiency also impacted the quality of resuscitation practices. Significant aspects of self-reported behavioural competence that affected resuscitation were knowledge and skills of CPR, confidence in initiating CPR, and the need for effort maximisation.ConclusionThis study revealed several non-medical factors that influenced the resuscitation practices of nurses from their perspective. Nurses need to maximise their effort toward seeking further education in speciality areas such as emergency nursing and critical care nursing to guide their CPR practices and other newly emerging evidence-based protocols.

The Prognostic Usefulness of Multiple Specifiers for Subtyping Conduct Problems in Early Childhood

To better describe and treat children with conduct problems (CP), grandiose-manipulative and daring-impulsive traits are proposed for subtyping CP, instead of using only a callous-unemotional specifier. However, the acclaimed benefits of having multiple specifiers for CP remain largely untested and therefore highly speculative. To fill this gap, this study tested longitudinal relations between these 3 specifiers and developmental outcomes in childhood and adolescence, independent of early childhood CP. Longitudinal data from 2 community studies were used. Teacher ratings were used to measure CP and the specifiers in 3- to 5-year-olds from Sweden (n= 2,064) and Spain (n= 2,055). Developmental outcomes were assessed by multiple informants (ie, teachers, parents, and children) 1 to 8 years later. Early childhood CP were predictive of all outcomes. Callous-unemotional traits predicted low levels of social competence and prosocial behavior, independent of CP (and age, gender, and socioeconomic status). Grandiose-manipulative and daring-impulsive traits were predictive of aggression and violent delinquency, respectively, independent of CP, but also of higher levels of prosocial behavior or social competence. The 3 specifiers are predictive of different outcomes, independent of CP, which is thought to form the basis for developing specifiers for CP. Findings tentatively challenge the centrality of callous-unemotional traits for subtyping CP, but it is premature to conclude that grandiose-manipulative and daring-impulsive specifiers are needed in future revisions of DSM and ICD. Efforts to systematically evaluate the utility of these specifiers should be welcomed to inform ongoing debates on this matter.

Promoting social-emotional skills and reducing behavioural problems in children through group psychomotor therapy: A randomized controlled trial

This RCT examined psychomotor therapy’s efficacy on promoting social-emotional skills and reducing behavioural problems. The multicentred study randomized children (1st/2nd grade) into intervention (IG) and wait-listed control groups (WG). Five children were excluded from data analysis. Overall, 28 children (Mage = 7.55 years, SD = 0.78) participated, 15 in the IG (Mage = 7.62 years, SD = 0.91) and 13 in the WG (Mage = 7.47 years, SD = 0.63). Due to the distribution of data, a non-parametric procedure (Wilcoxon-test) was used for data analysis in both groups. In pre-test and post-test, all children completed the IDS-2 functional Social-Emotional Skills Scale (IDS-2 SEK), their parents filled out the child behavioural checklist (CBCL / 6–18 R). Results: When comparing t1 (Md = 50.00) with t2 (Md = 57.00), only the IG (z = −2.217, p = 0.013, n = 14) but not the WG improved significantly in Socially Competent Behaviour. The significant improvement in the IG had an effect size of r = .57, which is defined as a large effect. Both groups improved in the functional domain Social-Emotional Skills. The CBCL showed a decrease in scores for Total Problems and Internalizing Problems in WG parents’ but not in IG parents’ reports at t2 compared to t1.

Assessment of Emergency Department Health Care Providers’ Readiness for Managing Intimate Partner Violence and Correlation With Perceived Cultural Competence

IntroductionIntimate partner violence is a public health problem, and emergency departments are often a victim’s only contact with health care providers. Despite this, recognition of intimate partner violence within emergency departments remains low owing, in part, to barriers experienced by providers. To better understand these barriers, this study examined relationships between readiness for managing intimate partner violence and cultural competence among emergency department health care providers. MethodsA cross-sectional, correlational study was conducted in 3 emergency departments. Eligible participants included registered nurses, physicians, physician assistants, nurse practitioners, and residents. Data were collected through an anonymous online self-report survey. Descriptive statistics and correlation analyses were conducted to answer study aims. ResultsOur sample included 67 respondents. More than one-third (38.8%) reported no previous intimate partner violence training. Those with previous training had higher readiness scores. Physicians were found to have higher intimate partner violence knowledge scores than registered nurses. Cultural competence scores were generally positive across domains. Aspects of intimate partner violence readiness were associated with culturally competent behaviors, communication, and practices. DiscussionOverall, participants were found to have low perceived readiness scores. Those with previous intimate partner violence training were found to have greater readiness in practice, suggesting that standardization of screening practices and intimate partner violence-related training should be the standard of care. Our data also suggest that perception of culturally competent behaviors and communication are learned skills that can increase screening rates within the emergency department.

The relationships between microbiome diversity and epidemiology in domestic species of malaria-mediated mosquitoes of Korea

Microbiota in the mosquito plays an important role in their behavior and vector competence. The composition of their microbiome is strongly influenced by the environment, especially their habitat. The microbiome profiles of adult female Anopheles sinensis mosquitoes from malaria hyperendemic and hypoendemic areas in Republic of Korea were compared using 16S rRNA Illumina sequencing. In different epidemiology groups, the alpha and beta diversity analyses were significant. The major bacterial phylum was Proteobacteria. The most abundant species in the microbiome of hyperendemic mosquitoes were the genera Staphylococcus, Erwinia, Serratia, and Pantoea. Notably, a distinct microbiome profile characterized by the dominance of Pseudomonas synxantha was identified in the hypoendemic area, suggesting a potential correlation between the microbiome profiles and the incidence of malaria cases.

Enhancing behavioral health competencies for senior center staff through workforce development and training

ABSTRACT Increases in the numbers of older adults with mental health and substance use concerns compel us to identify best practices in training to address these issues. Senior Centers are an ideal location for behavioral health education programs as they are the go-to place for many older adults. This paper describes an online certificate program in Behavioral Health and Aging offered by the Center for Aging and Disability Education and Research at Boston University School of Social Work in collaboration with the National Council on Aging to increase senior center staff knowledge and skills. A total of 228 senior center staff in Illinois, Florida, and Wisconsin completed the online certificate program. There were statistically significant changes in key competencies for all courses based on pre-post assessment. We held key informant interviews to assess the impact of training and participants stated that their knowledge, skills, and behaviors were influenced by the program.

GLOBALIZATION OF EDUCATION: MODERN EXPERIENCE

The article deals with the contemporary situation in education sphere in terms of globalization process, describing the key aspects of the globalization of education as well as the main aspects of STEM implementation. The article analyzes the positive sides of educational globalization, the main educational systems that are widely accepted all over the world, the importance and necessity of STEM learning strategy which provides students mainly with an interdisciplinary approach to learning. Both the advantageous and disadvantageous issues of this learning approach are revealed in the article. The peculiarities of STEAM learning method have also been emphasized. In the course of the study, it has been discovered that modern educational system faces lots of challenges and needs to be improved by implementing an interdisciplinary approach to learning such as STEM education. It promotes not only soft skills such as critical thinking, problem solving, higher-order thinking, but also behavioral competencies such as adaptability, cooperation, organization, and responsibility. Modern international educational projects and programs are presented in the article which represent a diverse range of approaches and goals.

The most influence factor of the medical competence achievement regarding patient management ability on medical school graduates.

A doctor's professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability. We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables. We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively. Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students' clinical skills and improve their cognitive abilities through educational programs.

Cognition and Financial Decision-Making in Older Adult Spouses

Introduction: Age-related decline in executive functioning has been found to negatively impact one’s capacity to make prudent financial decisions. The broader literature also speaks to the importance of considering interrelatedness in older spouses’ functioning, as these individuals typically represent one’s longest and closest relationship that involves an extended history of shared experiences. Accordingly, the aim of the present study was to provide the first examination of whether older adults’ financial decision-making capacity is impacted not only by their own but also by their partner’s, level of cognitive functioning. Method: Sixty-three heterosexual spousal dyads comprising older adults aged 60–88 participated. The contribution of executive functioning and perceptions of partner’s cognitive decline on financial decision-making behavior and financial competency was assessed through two actor-partner interdependence models. Results: As predicted, for both genders, one’s own executive functioning was predictive of one’s own financial decision-making capacity. However, of particular interest was the finding that for females (but not males) perceiving greater cognitive decline in their spouse predicted their own (greater) financial competency. Conclusion: Examining whether partner interdependence extends to the realm of financial decision-making is not only a theoretically but also practically important question. These data provide initial insights that such a relationship does exist and highlight further important avenues for future research.

Pediatric Behavioral Health during the COVID-19 Pandemic: Expert Advice for Preparedness, Response, and Recovery.

The COVID-19 pandemic exacerbated the child mental health crisis and existing disparities. Child anxiety, depression, suicide attempts and completions, and mental-health-related emergency department visits significantly increased. In response to this crisis, the Administration for Strategic Preparedness and Response (ASPR) developed behavioral health task forces associated with funded pediatric centers of disaster excellence. The Health Resources and Services Administration (HRSA) funded the Pediatric Pandemic Network (PPN) to prepare for future endemics and pandemics, with behavioral health identified as a priority in mitigation, preparedness, response, and recovery. This commentary provides insights from pediatric disaster preparedness and response behavioral health subject matter experts. Our roles have been to identify how to build behavioral health professional competencies across disciplines and various medical settings and to strengthen emergency interdisciplinary behavioral health care capability regionally and at the national level. Specific examples of interdisciplinary training and demonstration projects are included as models for enhancing behavioral health situational awareness and developing curricula to support preparedness and response for the current ongoing pandemic and future natural and biological disasters. This commentary also includes a call to action for workforce development to move beyond a boots-on-the-ground mentality for pediatric behavioral health disaster preparedness and response toward a more inclusive role for behavioral health providers of varied specialties. This means that behavioral health providers should become more informed of federal programs in this area, seek further training, and find innovative ways to collaborate with their medical colleagues and community partners.

Behavioral Indicator-Based Initial Flight Training Competency Assessment Model

Ensuring training safety is paramount to flight schools. In response to the inadequacy of traditional flight training assessment for comprehensive quantitative evaluation of cadet competency, an initial flight training competency assessment standard based on behavioral indicators was developed and optimized using the VENN model. Firstly, the Assessor Score Measurement Form (ASMF) was constructed according to the requirements of the Training Evaluation Worksheet specification, such as typical subjects, observations, and completion criteria. Secondly, based on the basic principles of the experience of the flight expert and the Competency-Based Training and Assessment (CBTA), a matrix of correlations between the observations and each competency-based behavioral indicator was created to construct a competency assessment matrix. In addition, a two-dimensional model for representing competency items characterized by behavioral indicators was established and an optimization model for competency assessment criteria was constructed. Finally, through combining actual flight training data, the proposed method was validated in the flight screening check phase. The results show that the optimized flight training competency assessment scheme can be well quantified and matched to real instructor ratings with an accuracy of 84%. The assessment worksheet, the assessment matrix, and the VENN competency rating model can be adapted to the different teaching requirements of each flight phase, achieving a perfect match between the behavioral indicators and the competency items, which is highly versatile. The proposed model can more accurately reflect the core competencies of flight trainees, enable quantitative assessment of behavioral indicators and competency items, and provide support for subsequent training of trainees.

Revealing contribution mechanisms of project managers' technical competencies toward success in oil and gas projects

PurposeProject managers' competencies contribute toward project success in a considerable manner. The significance of technical competencies' (TCs) contribution toward success in Oil and Gas (O&G) projects is even higher due to the complexity and the technology-intensive nature of these projects. However, technical competencies have often been overlooked in favor of behavioral competencies or simply identified and listed in terms of their significance. Thus, there is currently very limited research-based knowledge concerning the contribution mechanisms of technical competencies toward project execution success. Hence, the aim of this study is to explore the contribution mechanisms of TCs toward success in O&G projects.Design/methodology/approachA case study was employed as the research strategy through which data was collected from project professionals in O&G projects in the Kingdom of Bahrain using semi-structured interviews. Transcripts of the interviews were then analyzed through thematic analysis method with the aid of NVIVO 12.FindingsThe findings reveal six mechanisms through which technical competencies of project managers contribute toward execution success in O&G projects. TCs not only act as a launch pad toward project success, but also help in optimizing engineering designs throughout the project life cycle.Originality/valueInstead of simply identifying and listing TCs, the obtained results enhance our current understanding of their contribution mechanisms toward project success in O&G projects.

Life Skills Oriented Natural Schools

A key characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, which can be generalized to domains beyond hands-on activities. The purpose of our study was to examine whether life skills-oriented nature schools have been integrated into their students. Population and sample of 29 students of Qurani Al-Hikmah Nature School. Method: quantitative descriptive with survey approach. The life skills instrument used the Life Skills Transfer Survey (LSTS), a measure of perceived life skills transfer. The results revealed that Qurani Al-Hikmah natural school oriented life skills have been integrated into the school curriculum and given daily to students bringing changes in attitudes, thoughts and behaviors by providing a pleasant school environment .

정신장애인 창업생태계 구축방안 연구

The purpose of this study is to explore the entrepreneurial experiences of people with mental disabilities, and to seek ways to establish an entrepreneurial ecosystem that promotes entrepreneurship among them. This study utilized a qualitative research method, collected data through in-depth interviews with 8 people, including 4 people with mental disabilities and 4 applicants, who had entrepreneurship experience, recorded them, and then analyzed them. The analysis revealed three themes: firstly, the pressure and struggle of being pushed towards entrepreneurship; secondly, the entrepreneurial spirit that is displayed in overcoming the difficulties of sustaining a business; and thirdly, the significance of the personal experience and expression that comes from being an entrepreneur. Based on the analysis results and literature review on entrepreneurship experiences of people with mental disabilities and applicants, this study suggested the following directions for establishing a startup ecosystem model for people with mental disabilities. First, education on management and technology, entrepreneurship, and establishment of cooperatives, and support for strengthening mental health competency are needed to form entrepreneurial behavioral competency for entrepreneurship. Second, in order to build a social network, it is necessary to foster a intermediate base organizations, establish a network with various support organizations, and establish a network of entrepreneurs. Third, it is necessary to discover successful entrepreneurship cases and develop entrepreneurship education programs using those who have entrepreneurship experience in order to promote entrepreneurship culture. Fourth, in order to establish a physical foundation for entrepreneurship, it is necessary to improve laws and regulations for supporting undocumented mentally disabled people, alleviate requirements for recognition of companies with disabilities in social cooperatives, prepare the basis for support for specialized workplaces for mentally disabled people, and designate start-up specialized areas.

Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency

Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD.

The Influence of Perceptions of Competence on Motor Skills and Physical Activity in Middle Childhood: A Test of Mediation.

The mediating effect of perceptions of physical competence (PPC) on the relationship between motor competence and physical activity levels is documented in adolescence. However, it is unclear at what age this begins. In this study, we examined whether PPC mediated the relationship between moderate-vigorous physical activity (MVPA) or sedentary behaviour and motor competence in middle childhood. The participants were 129 children (mean age = 8.3 years) from eight elementary schools. MVPA and sedentary behaviour were measured using Actigraph accelerometers, and motor competence was assessed using the Test of Gross Motor Development, Second Edition. The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and The Self-Perception Profile for Children were used to assess PPC. In this study, PPC did not predict either MVPA or engagement in sedentary behaviours. Further, structural equation modelling revealed that PPC did not mediate the relationship between motor competence and MVPA or between motor competence and sedentary behaviour. These results suggest that at 8 years of age, children's perceptions do not influence their participation in physical activities. It is possible that factors influencing PPC, such as peer comparisons and performance outcomes, have more impact in later childhood or adolescence. In turn, those perceptions may affect children's or adolescents' choices to opt in or out of physical activities.

Mental Wellbeing and Recreational Sports – Two Together for a Healthy Win - Implications for Higher Education Institutions

The current research highlights how recreational sports enhance student wellbeing and promote physical and mental health through positive social bonding. The Indian social fabric is culturally and traditionally more interconnected as Indians thrive on social networks and engage in several festivals, celebrations, and get-togethers across the year. Therefore, the pandemic and ensuing lockdown created a vacuum. The study explored how students at higher education institutes (HEIs) engaged in Recreational Sports during the lockdown and its role in increasing social bonds, experiencing a feeling of association, positive emotions, relaxing the mind, and promoting overall wellbeing. Further, the present study identifies factors that influence the intention to continue engaging in recreation sports on an ongoing basis (a behaviour that was picked up during the pandemic to cope with lockdown and isolation). The current need is to understand how learning and developing behavioural competencies can be encouraged through active learning in open spaces to overcome social isolation as all types of physical-sports activities favor psychological wellbeing. The present study uses the TPB (Theory of Planned Behavior) framework to identify factors that influence the intention to continue engaging in recreation sports on an ongoing basis. Social contact time, with many shared experiences, has multiple benefits. It not only helps in stress release but also motivates and provides comfort in the company of friends and colleagues. Therein lies the importance and relevance of Outdoor Behavioral Experiential Learning (OBEL) and recreational sports.

Altered interaction of physiological activity and behavior affects risky decision-making in ADHD.

Adult attention-deficit/hyperactivity disorder (ADHD) is often associated with risky decision-making behavior. However, current research studies are often limited by the ability to adequately reflect daily behavior in a laboratory setting. Over the lifespan impairments in cognitive functions appear to improve, whereas affective functions become more severe. We assume that risk behavior in ADHD arises predominantly from deficits in affective processes. This study will therefore aim to investigate whether a dysfunction in affective pathways causes an abnormal risky decision-making (DM) behavior in adult ADHD. Twenty-eight participants with ADHD and twenty-eight healthy controls completed a battery of questionnaires regarding clinical symptoms, self-assessment of behavior and emotional competence. Furthermore, skin conductance responses were measured during the performance in a modified version of the Balloon Analogue Risk Task. A linear mixed-effects model analysis was used to analyze emotional arousal prior to a decision and after feedback display. Results showed higher emotional arousal in ADHD participants before decision-making (β = -0.12, SE = 0.05, t = -2.63, p < 0.001) and after feedback display (β = -0.14, SE = 0.05, t = -2.66, p = 0.008). Although risky behavior was greater in HC than in ADHD, we found a significant interaction effect of group and anticipatory skin conductance responses regarding the response behavior (β = 107.17, SE = 41.91, t = 2.56, p = 0.011). Post hoc analyses revealed a positive correlation between anticipatory skin conductance responses and reaction time in HC, whereas this correlation was negative in ADHD. Self-assessment results were in line with the objective measurements. We found altered changes in physiological activity during a risky decision-making task. The results confirm the assumption of an aberrant relationship between bodily response and risky behavior in adult ADHD. However, further research is needed with respect to age and gender when considering physiological activities.

Defining lean experts' roles and behavioral competencies during lean adoption: a case study of Groupe PSA

PurposePrevious research has managed to clearly define lean technical competencies. However, the behavioral competencies remain underestimated, and the roles of lean experts are not clearly stated: are they teachers, facilitators or technical experts? The present paper investigates lean behavioral competencies and their relationship to lean experts' roles.Design/methodology/approachThis article serves as an exploratory study built on interviews, observations and focus groups conducted during a three-year longitudinal study accompanied by a three-year follow-up. The case takes place in an international automotive company in partnership with Toyota in which lean adoption was part of a consistent strategy over a period of 20 years.FindingsThe study clarifies lean behavioral competencies related to organizational efficiency (nominal management, improvement management and respect for people) and relational efficiency (problem resolution, competencies development and systemic interactions). The study helped create a typology of lean experts' roles related to the maturity level of the environment in which they intervened. Moreover, Lean experts' roles in congruence with the environment seem to positively influence the creation of emerging human relationships that are beneficial to process improvement and competencies development.Originality/valueThis paper is the first to clarify behavioral competencies with respect to lean experts' roles and to study the temporality of the introduction of lean practices. The findings recommend that researchers better acknowledge the influence of lean behavioral competencies during lean adoption and their relationship to contextual factors and organizational performance. A practical methodology is proposed to measure the necessary behavioral adjustments of lean experts or employees.