Development Of Interpersonal Skills Research Articles

Burn your fat—a unique DIY board game about triacylglycerol breakdown

Understanding metabolic pathways is challenging for students due to their complex nature and intricate interdependencies. To address this problem, gamification has emerged as a promising approach to make scientific concepts accessible and engaging. We present a DIY educational activity focusing on lipid and glucose metabolism to clarify the basic principles of biochemical transformations and provide practical educational resources for lecturers. The activity is designed to be accessible and requires minimal resources, using physical media such as printed boards and dice. It consists of two parts: an introductory session where students build a triacylglycerol molecule and a board game where teams compete to metabolically break down triacylglycerols and obtain ATP. The process in governed by rules based on metabolic transformations, with players taking on roles as walkers, counters, transformers, and strategists to encourage cooperation. The game aligns with the theories of cognitivism and constructivism and emphasizes knowledge acquisition, the formation of mental structures, and active learning through experience. It promotes a socio-cultural perspective and the development of interpersonal skills by encouraging teamwork, cooperation, and problem-solving. The thematic focus on obesity provides real-world context, and the DIY concept, 3D printing capability, and potential for creating extensions encourage student engagement and customization. The activity effectively teaches metabolic networks to high school students, is helpful for graduate students in visualizing experimental problems, increased engagement in the classroom and interest in the life sciences. A simplified version has also been used for the general public at science fairs, highlighting its versatility and accessibility.

Examining the personal growth of college teacher educators through the lens of human development ecology: An approach utilizing artificial neural networks (ANNs) modeling

College teacher educators play a crucial role in improving teaching quality and have a significant impact on educational development. They must engage in a process of self-growth to achieve personal development, considering the interaction between individuals and their environment. This process involves deep exploration of their knowledge, skills, and attitudes, as well as an understanding of the broader institutional and cultural contexts. Through self-reflection and continuous learning, college teacher educators can foster personal growth by acquiring new teaching strategies, developing effective communication and interpersonal skills, and cultivating a reflective and adaptive teaching practice. Collaboration with colleagues, engagement with professional communities, and involvement in educational research and innovation are also essential aspects of personal growth. Creating supportive environments that facilitate the continuous development of college teacher educators is crucial for enhanced teaching quality and educational advancement. In this study, an artificial neural network (ANN) was employed to estimate the impact of changes in knowledge and skill development and reflection and continuous learning on the acquisition of new educational strategies, development of communication and interpersonal skills, and reflective and adaptive practice. The ANN's predictions indicate that increasing reflection and continuous learning has a more positive impact on acquiring new educational strategies compared to increasing knowledge and skill development alone. Additionally, when both knowledge and skill development and reflection and continuous learning are combined, it results in substantial growth in the development of communication and interpersonal skills and reflective and adaptive practice. The accuracy of the neural network's predictions was evaluated using linear regression, showing an acceptable level of error when compared to the experimental results.

A Preliminary Curriculum to Promote Social Skills via Social Narratives and App Development in Youth With Autism

The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and teaching targeted social skills, which are often geared towards individuals with more pronounced forms of ASD. To address the gap, this paper presents the Development of Interpersonal Skills Through Narratives and Technology (DISTNT) curriculum. The DISTNT curriculum innovatively combines social narratives with technology, specifically mobile applications, to enhance social skill development in TAY with L1-ASD with a specific focus on employment. This paper outlines the curriculum’s conceptual framework, structure, and practical applications, offering insights and recommendations for practitioners seeking effective interventions for this population.

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

Interpersonal Skills And Cooperative Learning In Psychology Students Of A Private University In Guayaquil, 2023

The objective of this document is to propose a training plan based on the development of interpersonal skills with the aim of fostering cooperative learning among psychology students at a private university in Guayaquil in 2023. The research was conducted using a non-experimental design, which entailed observing and evaluating the variables or phenomena under investigation without any manipulation. The research findings indicate that inter-institutional alliances facilitate the expansion and enhancement of future psychologists' and professionals' competencies, offering them experiential learning opportunities in authentic work environments. The provision of internships in companies that offer training in this regard will be pivotal in complementing the academic training of students and better preparing them to address the issues they would encounter in professional practice. In this way, the university will not only fulfill its obligation to train competent professionals but will also become an agent of constructive social change.

Optimizing Extension Communication in The Prevention of Sexual Harrasment in Higher Education Institutions (Systematic Literature Review)

This study aims to optimize communication strategies for preventing sexual harassment in higher education institutions. Amid rising incidents of sexual harassment that threaten the safety and well-being of students, especially women aged 18-24, there is an urgent need for more effective interventions. Employing a descriptive qualitative approach, this research analyzes data from various scientific publications, official documents, and journals using content analysis techniques to identify main themes and categorize relevant information. The findings suggest that effective counseling communication strategies are crucial in preventing sexual harassment within higher education institutions. The study highlights the importance of education and awareness, development of interpersonal communication skills, provision of support resources, specialized training for facilitators, integration of a comprehensive sexual education curriculum, and the use of media and technology in counseling. These approaches aim to deepen understanding, enhance support for victims, and develop inclusive and effective prevention strategies. The discussion emphasizes the need for adapting communication strategies to match the cultural context and policies of each institution to enhance their effectiveness. Recommendations from this research include a holistic integration of approaches focusing on training, advocacy, and clear policies, as well as ongoing evaluation to assess and improve existing strategies, ensuring their effectiveness in preventing sexual harassment in university environments.

A Case Study on the Application of a STEAM Education Program for Children in a Community Child Center: Focusing on Creative Problem-Solving and Interpersonal Skills

Objectives: This study aimed to observe the behavior of early grade elementary-school children enrolled in a community child center regarding creative problem-solving and interpersonal skills during the STEAM education program using qualitative research methods.Methods: The 10th STEAM education program was conducted from May to July 2023 at a community child center. With the consent of the participants, six early grade elementary-school children from the community child center were selected. The collected data were investigated to determine qualitative changes in participants’ behavior and thinking. The data were analyzed according to the criteria for creative problemsolving and interpersonal skills.Results: This study classified three stages of change in children while implementing the STEAM education program. In the 1st to 3rd sessions, the results were classified as “Problem-solving through profound exploration and observation” and a “Lack of interest and participation motivation” in creative problem-solving skills, and “Communication lacking consideration” in interpersonal skills. In the 4th to 9th sessions, they were categorized as “Idea presentation through divergent thinking” and “Perseverance toward achieving goals” in creative problem-solving skills and “Decision-making through role allocation” and “Sharing resources and cooperative communication” in interpersonal skills. In the 10th session, they were analyzed as “Effective self-expression and acceptance of others” in interpersonal skills.Conclusion: This study is significant because it supports the development of creative problem-solving and interpersonal skills of children in a community child center through the STEAM education program. This suggests the potential to contribute to the diversity and quality improvement of community childcare programs.

Interpersonal and communication skills development in dermatology residency: Results of a single-institution needs assessment

Interpersonal and communication skills development in dermatology residency: Results of a single-institution needs assessment

Competency-Based Human Resources (HR) Development in the Digital Era

The increasingly tight global market competition requires organizations to improve their competitiveness through competency-based human resource (HR) development. This approach focuses not only on technical training, but also on the development of interpersonal skills, leadership, and adaptability. This article analyzes the implementation strategies and challenges in competency-based HR development using qualitative research methods and explores case studies to illustrate the positive impact of this approach. Qualitative research was conducted through in-depth data analysis from various organizations and previous studies that have implemented competency-based HR development. The results show benefits such as increased employee performance, organizational adaptability to change, and employee motivation and satisfaction. Digital technologies such as e-learning and virtual simulations expand the scope and effectiveness of competency development programs. Case studies and qualitative data show that organizations that successfully implement this approach can achieve competitive advantage and sustainable growth. However, challenges such as identifying relevant competencies, implementing effective training programs, and data security still need to be addressed. With a well-planned strategy and the right technology integration, organizations can optimize the potential of competency-based HR development to achieve competitive advantage and sustainable growth. This article provides a contribution in the form of an analysis of implementation strategies, challenges, and the use of digital technology in competency development programs, as well as providing relevant case studies and qualitative data, so that it is expected to be a reference for organizations that want to implement this approach.

Enhancing Health and Exercise Consultation through Scenario-Based Learning: An Approach for Interpersonal Skill Development

This practice report describes the application of scenario-based learning to improve awareness of interpersonal skills in sport and exercise students. Thirty second-year undergraduate students over two consecutive academic years engaged in three scenario-based learning activities that simulated client interviews and consultations. The consensus among the students was that the scenarios increased their awareness of active listening, recognising physical client cues, and understanding the intricate dynamics of the ‘client-practitioner’ interaction. The implementation of scenario-based health and exercise consultations provided students with an immersive and effective learning experience, which promoted the development of the interpersonal skills required for successful client consultations.

Rethinking entrepreneurship and management education for engineering students: The appropriateness of design thinking

The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.

Perceptions of vocational school students and teachers on the development of interpersonal skills towards Industry 5.0

Perceptions of vocational school students and teachers on the development of interpersonal skills towards Industry 5.0

Maintaining Playground Relationships Through Music During a Pandemic: An Action Research Inquiry

The COVID-19 pandemic’s restrictions for schools and playgrounds threatened children’s social and emotional wellbeing. In response, Grade 4/5 students created music-based activities through action research to sustain playground interactions. This study explored the crucial yet fragile playground relationships and the children’s determination to maintain them. Findings indicate that the student‑initiated projects were not only a medium for self-expression and maintaining friendships, but also served as an important tool for reinforcing the inherent social fabric of the playground setting. Notably, this study underscores the significance of collaborative learning, interpersonal skill development, and intrinsic motivation in fostering social skills and enhancing self-confidence.

A STUDY ON ONLINE EDUCATION VS TRADITIONAL FACE TO FACE ADULTS LEARNER’S LEARNING OUTCOMES COMPARE AND CONTRAST

This study explores the comparative effectiveness of online education and traditional face-to-face instruction for adult learners, with a focus on their learning outcomes, preferences, and technological proficiency. Using a mixed-methods approach, data was collected from a diverse sample of adult learners in Arunachal Pradesh, India, through surveys and questionnaires. The results reveal that online education offers flexibility and personalised learning opportunities, contributing to positive perceptions among participants. However, concerns about social interaction and engagement in online courses were noted. In contrast, traditional face-to-face education provides immediate feedback and supports interpersonal skill development but may not be as accommodating for busy schedules. The study also highlights that the majority of participants prefer online education and possess technological proficiency. These findings have implications for instructional design and policy decisions in adult education, emphasising the need to enhance engagement in online courses and explore innovative blended learning approaches.

The Role of Human Resources in Human Capital Management

This article discusses the important role of human resources (HR) in Human Capital Management (HCM) with a theoretical basis from various experts, as well as global case studies that illustrate the implementation of the role of HR in HCM. Based on the theory outlined in "Armstrong's Handbook of Human Resource Management Practice," HCM underscores the importance of managing human capital as a strategic asset that contributes to the achievement of organizational goals. Experts such as Gary Becker, David Ulrich, and Michael Armstrong state that investing in developing employee skills and knowledge is the key to increasing a company's productivity and profitability. In a global context, case studies show that the role of HR has evolved to become more strategic, not only managing employees but also adapting to current trends in human resource management. These trends include employee well-being, skills-based hiring, work flexibility, hybrid learning, ESG reporting, and interpersonal skills development. The role of HR in HCM is about transforming human resources into the main force that drives organizational growth and sustainability through effective and adaptive management strategies.

THEATRICAL ART AS A MEANS OF DEVELOPING INTERPERSONAL SKILLS IN PUPILS WITH AUTISM SPECTRUM DISORDERS

The article deals with the problem of the effectiveness of correctional work of higher education students with younger students with autism spectrum disorders. The aim of the article is to theoretically substantiate the problem and highlight the results of an empirical study on identifying the level of development of interpersonal interaction skills in primary school children with autism spectrum disorders through the means of theatrical art. The theoretical analysis of the problem has shown that the acquisition of experience of interaction, and skills of contact with children is recognized as one of the priority directions of personality development at the primary school age. In science, communication is considered as the interaction and establishment of contacts between individuals, which results in influencing each other, exchanging information, choosing a certain direction of joint action, as well as perceiving and understanding the interlocutor. It was determined that the artistic and communicative experience gained at the primary school age is a guarantee not only of the child’s general cultural development, but also of his or her liberation, confidence, and personal activity in later life. The emphasis was placed on the fact that theatrical activity proves to be an effective means of socialisation of primary schoolchildren, as it promotes comprehension of the moral implications of a literary work and participation in the game. This form of activity creates favourable conditions for development, focused on the holistic development of the personality of a child with ASD, activation of his/her creativity, and key mental processes. It is emphasised that the solution to the problem will be the implementation of a correctional and developmental program by higher education students aimed at developing interpersonal skills in primary school children with autism spectrum disorders. Under our supervision, students of Oles Honchar Dnipro National University conducted a study of the level of development of interpersonal skills in primary school children with autism spectrum disorders. The study involved primary school children with autism spectrum disorders in grades 1-A: 13 children – experimental group, and 1-B: 14 children – control group. The results of the study allowed higher education students to conclude that the development of interpersonal skills in primary school children with autism spectrum disorders can be successful under conditions of specially organised, systematised, and regular classes in the correctional and developmental program «Young Actors». The empirical study applied methods and strategies for implementing theatrical classes in the educational process with children with autism spectrum disorders. The use of theatrical art helps to improve communication skills, emotional understanding and social adaptation in children with autism spectrum disorders. The results obtained indicate the effectiveness of the correctional work of higher education students with children with autism spectrum disorders. Conclusions have been drawn regarding the effectiveness of the corrective developmental program in shaping interpersonal interaction skills in children with autism spectrum disorders through theatrical art. The practical results of the work can be useful for teachers, psychologists and parents who work with this category of children and seek to improve their quality of life and social interaction. In addition, the educational environment will contribute to social adaptation and the development of interaction skills in children with autism spectrum disorders.

The Effect of Personality Characteristics on the Development of Interpersonal Communication Skills Through One-Time Training

The importance of interpersonal communication skills in the business environment will only increase as the world undergoes trends of globalization and digitization, as well as various crises. The factors that affect interpersonal skills, such as life experience, situational factors, and individual characteristics, are difficult to isolate. Among the prominent antecedents of interpersonal communication effectiveness are personality characteristics. The current study used one-time training to examine how personality traits and interpersonal skills relate among 127 managers from a wide variety of professions in Israel. The current study confirmed the effect of personality characteristics on interpersonal communication skills, albeit weakly. A significant improvement was found in the Emotional stability following the training. Participating in the training changed the way people associate personality traits with Interaction management. An in-depth study of an intervening variable found that those with low extraversion and high conscientiousness improved assertiveness, empathy, supportiveness, openness to experience, and self-disclosure, in contrast to those with less solid personality characteristics who showed a smaller improvement or even decreased in these skills. Our findings have important implications for increasing the effectiveness of interpersonal skills training.

Examining Soft and Hard Attributes of Health Care Service Quality and Their Impacts on Patient Satisfaction and Loyalty.

Many studies have confirmed the influences of various service quality dimensions on patient satisfaction and loyalty, but no existing theoretical model accounts for variation in how different types of patients evaluate service quality's soft and hard attributes. This research gap may cause problems for administrators needing to decide how to distribute resources appropriately across multiple departments. Therefore, this study establishes a theoretical model of the differences between inpatients' and outpatients' evaluations of hard and soft qualities and compares such evaluations' influences on patient satisfaction and loyalty. Also, to supplement statistical analysis and respond to scholars' calls for more mixed-methods studies of health care quality, this research incorporates analysis of online reviews to provide a holistic, close to real-time picture of patients' service experience perceptions. This study's survey sample comprised 292 inpatients and 137 outpatients from a Taiwanese hospital. We used partial least squares structural equation modeling to test the hypothetical model and importance-performance map analysis to identify factors that were significant to the service process but performed poorly. Finally, we used a text-mining technique to scrape 536 reviews posted on Google Maps, and Leximancer Portal to perform automated content and sentiment analyses on those data, as a means of mapping the critical concepts and themes that influenced patient experiences. This study's analyses support the ideas that both hard and soft qualities are critical dimensions of service quality, and that each has different influences on inpatients' and outpatients' satisfaction and loyalty. Specifically, the sampled inpatients strongly valued the hard qualities of the hospital but were not satisfied with it. On the other hand, soft qualities attracted outpatients' attention and influenced their satisfaction and loyalty. In addition, content analysis revealed that soft qualities were the main reason patients left comments, whether positive or negative. Waiting time emerged as another critical element in triggering patients' unfavorable reviews. Patient population type, whether inpatient or outpatient, has been found to impact perceptions of service quality within health care institutions. As such, health care administrators should be cognizant of this phenomenon and make informed and tailored decisions when addressing quality within their respective services. Emphasis on the development of both interpersonal and professional skills among health care personnel may prove beneficial in enhancing the patient experience and ultimately fostering positive online reviews.

INTEGRATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING METHODS IN THE 21st CENTURY AT MA NAHDHOTUT THOLIBIN

In facing education challenges in the modern era, Islamic Religious Education (PAI) learning at MA Nahdlotut Tholibin seeks to integrate religious values relevant to the times' needs. The PAI curriculum, which still uses many traditional methods, is considered less effective in attracting the interest of students who grow up in the era of globalization, which further erodes moral and ethical values. Surveys conducted in several educational institutions found that although students understand religious concepts, they often have difficulty implementing them in real life. This research aims to develop a more relevant and applicable learning methodology which is theoretical and supports the practice of students' daily lives. This study uses a descriptive qualitative approach by conducting in-depth interviews, classroom observations, and document analysis to evaluate the application and suitability of 21st-century learning methods. Participants in this study include PAI teachers, students, and administrators from MA Nahdlotut Tholibin. The data was analyzed using content analysis techniques. The study results show that learning methods with 21st-century skills such as Communication, Collaboration, Critical Thinking and Problem Solving, and Creativity and Innovation can increase students' understanding and motivation to learn. This approach helps students become critical thinkers and practitioners of good religious values in modern society. This research provides insight into the importance of designing a curriculum responsive to changing times. It supports the development of students' interpersonal skills and strengthens their ability to integrate religious teachings into daily decision-making.

PEDAGOGICAL MECHANISMS OF PREPARING STUDENTS FOR FAMILY LIFE

The preparation of students for family life is a critical aspect of their holistic development. This article explores various pedagogical mechanisms designed to equip students with the knowledge, skills, and attitudes necessary for successful family life. The study examines contemporary educational strategies, family life education programs, and the role of teachers and parents in this process. Emphasis is placed on the integration of family life education into school curricula, the development of interpersonal skills, and the promotion of emotional intelligence.