Development Of Interpersonal Skills Research Articles

Empowering everyday leaders

Leadership is often conceptualized and taught through famous, world-changing individuals; however, leadership spans levels of influence, from small-group projects to global initiatives. While student leaders are present at every level, existing leadership research and programs center adults. Within this article, Lisa DaVia Rubenstein, Sydney Johnson, Allison Southworth, and Gerardo Ramirez propose the 4L Continuum of Leadership, which recognizes the distinct processes and skills necessary at each level of leadership. With an emphasis on little-l leadership, they integrate specific interpersonal and strategic skill development opportunities into existing curriculum areas. This work empowers all learners to cultivate their leadership potential.

Implications of clinical simulation in motivation for learning: scoping review.

To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

Augmented reality for chemical engineering education

Augmented reality (AR) technology has emerged as a highly beneficial tool in the educational context, and its potential impact on chemical engineering teaching is notable. This study addresses AR as an accessible and effective alternative for representing complex concepts and safely visualizing industrial processes in the area. By incorporating immersive resources, AR provides an innovative means of teaching and promotes greater engagement among students, contributing to improved learning and the development of interpersonal, investigation, and autonomy skills. This study systematically reviews the literature on the application of augmented reality in chemical engineering. Twenty-two articles in the Scopus and Web of Science databases were chosen, and a bibliometric analysis was used to extract the data in the discussions. The results highlighted the success of AR applications, predominantly employed in disciplines such as molecular chemistry, unit operations, transport phenomena, and practical chemistry. Mobile devices, such as smartphones and tablets, were the most common means of implementing these applications. The positive perception of students and teachers was evident, with both agreeing that the integration of AR contributed significantly to improving learning and facilitated the understanding of more challenging concepts. As a result of this research, a framework was developed that outlines the steps necessary to develop AR applications to teach chemical engineering effectively. This framework can serve as a valuable guide for future initiatives in this field, providing a solid framework for creating and successfully implementing AR-based educational resources.

Театральне виховання та соціальний розвиток учнів з порушеннями інтелектуального розвитку (на прикладі діяльності комплексу спеціальних шкіл у Червйонка-Лещинах, Польща)

The purpose of the article is to substantiate the importance of theatre education in the social development of younger pupils of special schools. The theoretical part presents the theatre education of students with special educational needs, outlines the portrait of students with intellectual disabilities and defines the specifics of the activities of the Complex of Special Schools in Czerwionka-Leszczyny. The practical part of the article presents theatre education in the Complex of these schools based on interviews with the leaders of the drama club and group “Zetki”, on the school's journal and the results of the survey conducted amongst the members of the group. The article proves that theatrical activity promotes integration through the development of interpersonal skills and verbal and non-verbal communication, improvement of visual-hearing-motor coordination, as well as the formation of a sense of empathy and imagination of persons with disabilities. The importance of a friendly atmosphere and mutual acceptance of all participants during theatre activities is emphasised. The authors use the method of theoretical analysis of scientific sources on the research topic; the method of survey, as well as the analysis of the results of empirical research.

THE ROLE of GENERAL PRACTITIONER in PSYCHOTHERAPY of PATIENT BINGE EATING DISORDER

Introduction – Binge Eating Disorder (BED) is a condition in which an individual has repeated episodes of binge eating or episode purging type (inducing vomiting by himself or by using laxatives, diuretics, or enemas). It has happened during at last 3 months. The prevalence of binge eating disorder peaks in female adolescents aged 19-22 years and male adolescents aged 24 years. Treatment that can be given for BED includes psychotherapy, pharmacotherapy, and weight loss therapy. Psychotherapy is the first-line treatment for BED. Types of psychotherapy used in BED are Cognitive behavior therapy (CBT), Interpersonal psychotherapy (IPT), and Dialectical behavior therapy (DBT). Methods – The searching method in this article is based on several journals and textbook reviews including diagnosis of BED, and psychotherapy of BED such as Cognitive Behavior Therapy (CBT), Dialectical Behavior Therapy (DBT), and Interpersonal Psychotherapy (IPT). Results – A binge eating disorder (BED) is someone who experiences uncontrollable binge eating, and these episodes can be repeated. after that, someone is trying to get his food out or purging (inducing vomiting by himself or by using laxatives, diuretics, or enemas). This is happened during the last 3 months. Psychotherapy is a formal process that involves the interaction between 2 or more people. Several professionals in mental health use psychotherapy. Types of psychotherapy used in BED are CBT, IPT, and DBT. Discuss – The role of GP in CBT is to help patients change their patterns of thinking and what they do. CBT also helps patients develop their skills to identify, and deal with problematic thoughts, and beliefs The role of a GP in IPT is to help people manage negative feelings so they don't vent those feelings by binge eating. IPT enhances the development of healthy interpersonal skills by replacing maladaptive behavior by promoting a positive self-image. DBT is a complete therapy. it consists of many different components, which include behavior therapy such as exposure therapy, skill in taking an action (contingency), stimulus control skills, problem-solving, cognitive restructuring, and other interventions. Conclusion – The three psychotherapies are interrelated with each other, with the combination of the three therapies on BED the results will be better. Keywords: BED, CBT IPT, DBT, general practitioner.

OVERCOMING THE NEGATIVE EFFECTS OF ANXIETY AMONG UKRAINIAN UNIVERSITY STUDENTS DURING THE WAR

The effect on the general public's mental health is among the gravest effects of war. Prolonged stress has detrimental effects, one of which is a rise in anxiety. Students are one of the social groups that are most at risk in this regard. 96 % of Ukrainian university students, who were subjects to a Spielberger State-Trait Anxiety Inventory during the war, exhibited high trait anxiety, which led us to the conclusion that it was crucial to address the detrimental impacts of high anxiety in academic contexts. The analyses of the effects of anxiety and the most efficient strategies for overcoming it allowed identifying the areas of activity for addressing the detrimental effects of high levels of student anxiety in university settings in war conditions: creation of recommendations by psychologists, with the help of which students can independently diagnose the level of anxiety, monitor situations or triggers that provoke an increase in anxiety, understand the typical ways they react and behave when they become anxious, and choose suitable ways to combat anxiety; patriotic education with an emphasis on each student's understanding their role in society, the formation of an active life position, and engagement in volunteering; team work on collaborative tasks or projects will be beneficial for students who seek solace from anxious thoughts through cognitive techniques and real-world problem solving, as well as those who have a strong need for affiliation and mutual support; engagement in physical activity proved to be protective for anxiety symptoms and disorders and physical inactivity has been found to pose a risk for the emergence of anxiety as well as for other conditions like depression. Sporting events, the active work of sports departments and clubs, quick hikes or trips to learn about local history, civil safety events organized by higher educational institutions can be very helpful; implementation of healthy lifestyle principles, the acquisition of time management skills will help students to organize their daily routine. Free time management deserves special attention; the development of interpersonal communication skills will help students with high anxiety in overcoming a variety of communication barriers (cultural, gender, physical, emotional, perceptual, and interpersonal).

The Role of Emotional Intelligence in Shaping Students' Social Behavior

This research investigates the role of emotional intelligence in shaping students' social behavior by adopting a systematic literature analysis approach. Emotional intelligence, as an important dimension in individual development, has become a focus of attention in the educational context. Through a review of current research, this research aims to construct a comprehensive understanding of how emotional intelligence influences social interactions, conflict resolution, and the development of students' interpersonal skills. The main findings indicate a positive relationship between the level of emotional intelligence and students' social behavior, with significant implications for the development of holistic educational approaches. The conclusions of this study reinforce the urgency to include emotional intelligence in the curriculum, while emphasizing the need for intervention programs that can improve students' social skills. These findings also stimulate thought regarding the need to understand the role of emotional intelligence in cultural and environmental contexts. Therefore, further research that considers contextual factors is needed to gain deeper insights.

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.

Autism and general anesthesia for dental care

Autism is the fastest growing serious developmental disability. Infantile autism is associated with a characteristic cognitive, language and behavioral features. Autism spectrum disorders (ASD) have lifelong effects on areas of individual daily life functioning such as learning, relationships and independence. The future of anesthetic management of ASD will depend on how well we understand the etiology, psycho-social and medical issues with the disease. A wide spectrum of medical and behavioral symptoms is exhibited by children with autism, which makes routine dental care very difficult in them. Autism is a neurobehavioral and cognitive disorder characterized by impaired development of interpersonal and communication skills, limited interests, and repetitive behaviors. American Academy of Paediatric Dentistry's guidelines on Caries Risk Assessment has categorized them under High risk for physicians and other nondental health care providers and Moderate risk for dental providers. Attitude and knowledge of the oral health care professionals are of utmost importance while rendering oral health care to such children. The treatment rendered currently provides a long-term benefit for the patient. More focus had to be given for the long-term maintenance of oral health in special children. A 24-year-old autistic child with a history of seizures came to the operating room where he received general anesthesia for dental work. The awakening was particularly slow, as the patient's condition was characterized as severe autism with the corresponding medication, which interacts with the anesthetic drugs and makes awakening difficult.

Homeschool internship program for students’ interpersonal communication development: A descriptive study

This study examined how the senior high school internship program at ABhome helped students develop their interpersonal communication skills. It employed a descriptive-qualitative method. An internship is a course requirement that gives students the opportunity to obtain practical experience at institutions or businesses to supplement their academic studies and to develop their knowledge, abilities, and attitudes. However, despite the critical necessity for the early development of interpersonal communication skills, this practice is only common at the university level in the Indonesian educational system. Interestingly, the internship program is applicable at the high school level in the homeschooling system. It employed a descriptive-qualitative method. Data were collected through in-depth interviews with eighteen students who had participated in an internship program. The interpersonal communication between students and mentors extends beyond internship-related discussions, encompassing casual conversations about various topics. The communication between students and mentors is effective for five reasons. Mentors are open to receiving input and delivering information, empathising with students, exhibiting a positive attitude, promoting respect, and demonstrating equal communication. The finding highlighted that the interpersonal communication between ABhome students and their mentors during the internship program effectively fosters qualities such as openness, empathy, supportiveness, and positivity.

Video Modeling and Scenario-Based Learning on Interpersonal Skills and Work Readiness for Transition Age Students with Disabilities: An Interdisciplinary Approach

ABSTRACT This pretest/posttest study investigated the effectiveness of an interdisciplinary program in which occupational therapists and speech-language pathologists used a combination of video modeling, scenario-based learning, guided discussion, and reflection on the development of interpersonal skills and work readiness among students with disabilities. This study examined 20 high school and postgraduate transitional students enrolled full-time in Life Skills Support classrooms in two rural high schools. Participants completed 21 dynamic and interactive group sessions which included video modeling, scenario-based learning, guided discussion, and reflection. Sessions were completed once a week, for one hour, and focused on enhancing interpersonal skills, cognitive skills, work habits, and performance skills. Sessions were delivered via an interdisciplinary model with participants’ primary occupational therapist and speech-language pathologist. Results of the paired-samples t-test found a statistically significant increase in the Becker Work Adjustment Profile-2 scores in three categories: Cognitive Skills, Work Performance, and Broad Work Adjustment. All students showed growth on Goal Attainment Scaling (GAS) T-scores; 18 of the 20 students achieved GAS T-scores greater than threshold performance.

Challenges of nursing students during clinical training: A nursing perspective.

Clinical training plays a fundamental role in nursing students' acquisition of professional capabilities. This study aimed to explore the perceived challenges nursing students face during clinical training. An explorative cross-sectional study was applied. A proportionate, stratified, random sample was enrolled in the study with inclusive criteria, including nursing students (2nd - 4th year) and interns who attended their internship in regional hospitals. A validated electronic questionnaire was used for data collection, which consisted of three sections and 29 items. The section that focused on the difficulties experienced by nursing students during their practical training included six elements: teachers, healthcare professionals, the students themselves, tasks, time management, and the location of the training. Another section inquired about the students' perspectives on the benefits of clinical training. A three-point "Likert scale" was applied. The findings indicated that mild (24%), moderate (62%), and severe (14%) degree of challenges were perceived by the study participants. The mean score for the total challenges during clinical training was 2.00 ± 0.28, and there were variations in the perceived challenges among grade levels. In conclusion, there are variations in the perceived challenges during clinical training among different grade levels. These challenges were related to teachers, health workers, the students, tasks, the time, and the place. Enhancing the nursing curricula alignment with practical training objectives is recommended, focusing on the development of technical and interpersonal skills with appropriate guidance, alongside positive clinical settings to help nursing students learn and boost their confidence in their approach.

Implementation of the Peer Assessment Model in Mathematics Learning Evaluation: An Innovative Approach

This research explores the implementation of a peer assessment model for evaluating mathematics learning as an innovative approach to enhance student understanding and classroom dynamics. Using qualitative methods, the study employs classroom observations, document analysis, and interviews with teachers and students to assess the impact of the model. Results indicate that the peer assessment model fosters student collaboration in the mathematics teaching and learning process. Improved social interaction positively influences concept understanding, with students actively contributing to building collective knowledge. Despite increasing student engagement, challenges such as unequal comprehension levels and the need for additional teacher support were identified. Adaptation for effective integration into the existing mathematics curriculum is necessary, considering students' individual differences. The research affirms that the peer assessment model not only gauges students' final understanding but also underscores the learning process itself. Emphasizing the development of interpersonal and collaboration skills leads to a dynamic learning environment. Consequently, this study recognizes the potential of the peer assessment model as an innovative evaluation tool in mathematics learning. Although adjustments and addressing emerging challenges are required, the model holds promise for significant changes in the evaluation and teaching of mathematics, contributing to a more holistic and contextual approach to learning.

Exploring implementation guideline for teaching-learning soft skills within english literature education

This study investigates the role of English literature in fostering essential soft skills necessary for employability in the context of Bangladesh's educational system. This paper employs qualitative methods, including interviews with faculty members and senior students from tertiary-level colleges affiliated with the National University. The thematic analysis reveals that English literature contributes significantly to the development of communication, interpersonal, self-management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity skills among students. The findings underscore the importance of integrating diverse pedagogical approaches, such as constructivist teaching, literature circles, and experiential learning, to effectively nurture these skills. The study recommends prioritizing soft skills training within the curriculum to enhance graduates' employability in the face of evolving job market demands, particularly amidst the challenges posed by the Fourth Industrial Revolution.

Bridging Silos: Collaborating to Create Authentic Learning Experiences for Future Instructional Designers

Authentic learning experiences such as internships can enhance employability and support the development of interpersonal skills. Arranging internships can be challenging for instructional design and technology (IDT) education programs, involving a need for collaboration with others across disciplinary areas to connect students with real-world instructional design needs and project ideas. This paper offers a design case of a partnership of investigators from multiple disciplines at a large, urban, public university in the southwestern United States that was leveraged to create summer internships for IDT students. Interviews were conducted with participating students six months following the program. There were noted impacts of the internship on their identities as novice IDT professionals, with certain components of the internship structure more directly shaping their IDT skills for working on transdisciplinary team projects.

Interpersonal Communication in Guidance and Counseling: The Role of Teachers' Empathy, Self-esteem, and Intrapersonal Peacefulness

The aim of the research is is to investigate the influence of empathy, self-esteem, and intrapersonal peacefulness on the development of interpersonal communication skills in teachers engaged in guidance and counseling. The study's sample comprises guidance and counseling teachers who are currently employed at the junior high school and high school levels within the South Sulawesi region. The participant pool for this research consisted of 74 teachers, who were selected by accidental sampling. The present study uses four specific scales: the Interpersonal Reactivity Index (IRI), the Rosenberg Self Esteem Scale (RSES), the Self Personal Scale (SPS), and the Interpersonal Communication Scale (ICS). The presence of empathy and intrapersonal peacefulness has the potential to act as indicators for improving interpersonal communication abilities among guidance and counseling teachers in South Sulawesi. Other findings derived from the data analysis indicate that there were no statistically significant disparities observed in the duration of employment among guidance and counseling teachers across various factors, including empathy, self-esteem, intrapersonal peacefulness, and interpersonal communication. Significant disparities in levels of empathy have been identified between those identifying as female and male. Research has shown that female guidance and counseling teachers exhibit higher levels of empathy compared to their male colleagues within the same professional field. This study is the initial research in Indonesia that aims to uncover the communication abilities of guidance and counseling teachers, focusing on their individual levels of peacefulness, empathy, and self-esteem. With an emphasis on peacefulness, it is anticipated that this research will serve as a foundation for the development of new training programs designed to enhance the communication abilities of guidance and counseling teachers.

The Importance of Interactive Methods in the Development of Communication and Interpersonal Skills as Sources of Self-Awareness in Primary School Pupils

The Importance of Interactive Methods in the Development of Communication and Interpersonal Skills as Sources of Self-Awareness in Primary School Pupils

Building confidence and trust in Ireland's National Maternity Services Workforce –What matters most and how?

National surveys on care experiences are increasingly adopted as regulatory mechanisms for improving care quality and increasing public trust in healthcare services. Based on data collected as part of Ireland's 2020 National Maternity Experience Survey, this study investigates care-related factors that contribute most to confidence and trust in the professional workforce (or carers) within Irish maternity services. The survey covered the full spectrum of maternity care and received 3,206 responses which were analysed using structural equation modelling. Results show that trust in carers may be enhanced through greater attention to the quality of interpersonal aspects of maternity care in a few core areas. We found that factors related to dignity and respect (β=0.270), involvement in decision-making (β=0.186), pain management (β=0.172), and communication (β=0.151) are core determinants of confidence and trust in the professional workforce of maternity services. Perceived quality of care in these four aspects increased on average, with the women's age. Women under 29 rated their experiences in these areas as significantly lower than the average. Women with a disability also rated their experiences significantly lower than average in three core areas. Our results suggest that trustworthy, equitable, and high-quality maternity care requires ongoing development of interpersonal skills within the maternity services professional workforce particularly in caring for younger women (under 29 years) and those with a disability.

The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations.

The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students' affective learning outcomes is unaddressed in L2 research. To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers' empathy and immediacy correlate with and predict students' affective learning outcomes. The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners' affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers' empathy and immediacy could predict about 65 and 60% of changes in the learners' affective learning outcomes, respectively. Implications of the study for EFL teachers' interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.

A Whole Education Approach to Education Reform in Barbados: Effective Provision for Students with Special Educational Needs and Disabilities

Improving education provision for children with special educational needs and disabilities in Barbados is the focus of this article. It takes into account the wider historical and educational context and uses a whole education approach to conduct the analysis and propose transformation of the education system, involving three key components. First, abandoning the system of selective secondary education based on the results of a high-stakes examination, the 11 plus, and replacing it with a more equitable system of geographical zoning. Second, revamping curricula at primary and secondary schools to emphasise the development of literacy, numeracy, interpersonal and vocational skills rather than focusing mainly on preparing students for academic examinations, especially the 11 plus examination. Third, implementing comprehensive policy and procedures for the identification and effective education of children with special educational needs and disabilities in order to maximise outcomes for all students.