Development Of Psychosocial Skills Research Articles

Therapeutic Patient Education and Retention of People Living With HIV within the Healthcare Area of Emana (Yaounde, Cameroon)

Introduction: Therapeutic patient education (TPE) helps individuals suffering from chronic illnesses to become capable of managing their disease, produce health benefits, and make financial savings. However, many healthcare providers lack the necessary abilities to educate their patients. Objective and method: In this study, we aim to answer the following research question: Does therapeutic patient education influence the retention of people living with HIV (PLHIV) within the healthcare area of Emana? In doing so, we wanted to verify the hypothesis that therapeutic patient education influences the retention of PLHIV within the healthcare area of Emana. Results: The context plays an essential role in understanding and assimilating new information, encompassing both the physical environment and the social, cultural, and psychological elements that influence the learner; The development of psychosocial skills becomes crucial as a person's ability to maintain mental well-being by adopting appropriate and positive behavior in relationships with others, their own culture, and their environment; A strong sense of self-efficacy can have significant benefits in various situations, including the belief in one's ability to achieve goals and overcome obstacles; and information alone is not sufficient to help patients manage their illness on a daily basis. Conclusion: Our study allows us to note that learning the practice of TPE influences the retention of PLHIV within the healthcare area of Emana; and that the role of healthcare actors in practice influences the retention of PLHIV within the healthcare area of Emana.

Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School-Based Anxiety Prevention Program During the COVID-19 Pandemic

Anxiety disorders have been on the rise among adolescents over the past decade. The COVID-19 pandemic appears to have contributed to this increase, putting further pressure on often already overburdened health systems. Universal prevention programs may offer a potential solution, but few have been evaluated in the context of a pandemic. The objective of this article is to measure the impact of a universal prevention program—the HORS-PISTE program—on several anxiety-related variables in the context of a pandemic. The HORS-PISTE program consists of 10 workshops spread over the two first years of high school, secondary 1 and 2 (grade 7 and 8 equivalent). Workshops are held in a classroom setting and focus on the development of psychosocial skills. The study was conducted in Quebec with 1,202 secondary 1 and 2 students (48.7% girls, 51.3% boys) with an average age of 12.58 years ( SD = 0.75). They completed an assessment protocol before and after participating in the HORS-PISTE program in the autumn of 2020. Their answers were subjected to descriptive analysis and multivariate analysis of variance. Results indicate a significant decrease in symptoms for several of the measured variables between the two measurement times, such as those associated with panic disorder, generalized anxiety disorder, and test anxiety. The results also show a decrease in some variables related to the interference of anxiety symptoms and the cognitive and behavioral vulnerabilities targeted by the program. The discussion highlights possible explanations for the results, as well as how universal prevention programs may contribute to the prevention of anxiety during adolescence, especially in a pandemic context.

Learning Experiences of Future Healthcare Support Workers Enrolled in a Dual Mode Vocational Training Programme.

With life expectancy increasing, there is a growing need to train healthcare support workers who provide care for dependent people in healthcare centres and at home. This qualitative study, based on Gadamer's hermeneutic philosophy, aimed to understand the learning experiences of future healthcare support workers currently enrolled in an intermediate, dual modality vocational training programme with regard to caring for dependent people. Convenience sampling was used to recruit the participants, who were all students enrolled in an intermediate level vocational training programme in care for dependent people. Fourteen in-depth interviews and one focus group session were conducted with the students. Atlas.ti 8.0 software was used to analyse the participants' accounts. The students highlighted the vocational nature of their studies and the need to feel competent and useful as a healthcare support worker for dependent people. Practice-based learning and the need for training in core competences are complementary and essential elements of the training process. The participants' previous experiences were key in determining their academic trajectory and reflect their motivation and interest to learn. However, they feel vulnerable, unprotected, and lack training in psychosocial skills. Educational institutions should focus training programmes on the practice and development of psychosocial skills that motivate students to acquire transversal competences.

Mind the gap: Environmental influences on player psychosocial needs and development in an elite youth football academy

The Premier League football academy environment plays a significant role in shaping the psychosocial needs and development of youth footballers. The first author conducted a qualitative case study within a category one academy over nine-months using multiple methods (observation, field notes, interviews, focus groups, and document analysis). The holistic ecological approach (HEA) was used as a framework to capture the complexity of academy life. Analysis revealed a disparity between the awareness of the importance of psychosocial skills within the environment and the approach to embedding and prioritising their development. Environmental factors at both a micro and macro level resulted in an intention-action gap which inhibited psychosocial skill development. From the results of this study we suggest that sport psychology practitioners (SPPP) should incorporate environmental level factors in their work to better facilitate players’ psychosocial development.

Technology Talent Development: Beyond an Hour of Code

As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in rich and complex authentic projects (Housand et al., 2017). As stakeholders present opportunities for open-ended, creative processes and products, the Computer Science Teachers Association (CSTA; 2017) and International Society for Technology in Education (ISTE; 2016) Standards can form guidelines for gifted students to self-direct their education through technology. Learning to code results in both cognitive and psychosocial skill development, including creative and critical thinking, logical and systematic reasoning, positive risk-taking and processing of feedback, perseverance through challenges, social skills, and collaboration.

All the Roles of School Bullying and Empathy in an Experimental Intervention Approach

The writing presents an experiential intervention approach, focusing on all the roles of school bullying, and empathy”. In an incident of school bullying, the attitude of all those present towards the protagonists determines the development and outcome of the incident. Cognitive and emotional empathy is the mediating factor in bullying and victimization behaviors. Through the experiential approach, it is sought to educate the public, students, pupils, teachers, and parents to understand with empathy all the roles of those present in school bullying and to actively transform their attitude. The method applied is Forum Theater and Storytelling techniques, role play and frozen image and Transformation of History in Forum Theater. Dramatized scenes and frozen images facilitate the Recognition, Understanding, Labeling, Expression, and Resilience (RULER) of thoughts, and feelings, through these develops empathy and resilience. The facilitator prompts the participants to talk in a supportive and complementary way to the victimized student and the bully. It is expected the development of psychosocial skills and conflict coping strategies.

Patients’ perspectives of the effects of a group-based therapeutic patient education program for bipolar disorder: a qualitative analysis

BackgroundFew qualitative studies have explored the impact of group-based psychoeducation programs from the perspective of patients with bipolar disorder, and no studies to date have examined the effects of such programs on patients’ personal recovery. The aim of this study was to explore the effects of a group therapeutic education program on the personal recovery of people with bipolar disorder and its determinants.MethodsThree professionals conducted semistructured interviews with 16 patients who participated in 9 weekly sessions of four separate bipolar therapeutic education programs. The interviews were transcribed verbatim and analyzed inductively by two of the professionals using the thematic analysis method.ResultsThree main themes emerged from the interviews: the elements of therapeutic education, the experience of therapeutic education and the changes facilitated by therapeutic education. The changes reported by the participants included the evolution of the patient’s relationship with the disorder, improvement in the patient’s knowledge of the disorder, improvement in disorder management throughout daily life in general, and development of psycho-social skills and social relationships.ConclusionsThis study provides support for the beneficial impact of group therapeutic education programs on the personal recovery of people with bipolar disorder. These programs improve all dimensions of recovery according to the CHIME model, with connectedness, hope and empowerment being the main dimensions impacted. Our results indicate that therapeutic group education programs can be beneficial for people with bipolar disorder at any point during their experience of the disorder, with the potential exception of periods of thymic decompensation.

Psychosocial skills of ICU healthcare staff providing care to patients with COVID-19

IntroductionThe COVID-19 crisis has imposed deep improvements in ICU responsiveness face to unprecedented and uncertain situations. In addition to strengthening logistics resources, this responsiveness required the development of psychosocial skills of healthcare providers, especially in ICU.ObjectivesTo assess extrinsic factors interfering with psychosocial skills of the staff working in COVID-19 ICU and to analyze the different dimensions of these skills.MethodsThis is an observational descriptive study conducted at the COVID-19 ICU of an Academic Hospital, during a one-month period. All healthcare providers were enrolled. Data collection was based on a self-administered questionnaire including: socio-demographic factors; the general perception of work in covid-19 ICU and psychosocial skills. Six dimensions were explored separately, then by a standardized scale ranging from 0 to 100.Three levels of satisfaction were considered.ResultsFifty-five healthcare providers were enrolled. The average age was 32 years. The sex ratio was 0.25. Mean scales of satisfaction were 53.6 for professional status and occupational security; 62.4 for working conditions and 69.8 for relational aspects. The most altered extrinsic factors were satisfaction regarding the salary and satisfaction regarding the administration policy with mean scores of 15 and 10 respectively. Satisfying psychosocial skills were creative and critical thoughts, self-awareness and empathy for others, communication and interpersonal relationships. Whereas the most impaired skills were stress management and problems solving, with mean scales of 49.6 and 68.3 respectively.ConclusionsPsychosocial skills were generally acceptable. However, they could be improved by specific actions targeting extrinsic factors.DisclosureNo significant relationships.

A Theoretical Analysis of Managerial Growth in the Context of Organizational Change

In analyzing the theoretical literature on managerial growth in the context of organizational change, an absence of research has been observed, especially that which comprehensively analyzes growth prospects and opportunities at the micro (individual), meso (group), and macro (organizational) levels, which considers organizational, social, emotional, and spiritual aspects. Therefore, one of the outstanding problems of this research was to select the relevant scientific literature to synthesize the theory and create a conceptual theoretical model based on it. The aim of this paper is to explore the context and preconditions for managerial growth during an organizational change at different levels and aspects of organizations. Therefore, six theoretical approaches from the fields of management, psychology, and education were chosen (Hiatt, Kotter, Kübler-Ross, Goleman, Mezirow, and Marcia). Conclusions provide insights into the context, aims, and directions of managerial growth within organizational change. First, the context of organizational change is understood as an educational environment that creates incentives for managerial growth at the macro, meso, and micro levels and encompasses the development of personal and professional skills and the conscious evolution of inner perceptions related to work. Second, managerial growth in the context of organizational change is targeted toward three objectives at the organizational, group, and individual levels: productivity, connection, and self-realization. Third, managerial growth in the context of organizational change is directed toward three dimensions: (1) the strategic-operational dimension overlaps with the development of leadership skills to ensure successful change implementation in the organization; (2) the social-emotional dimension overlaps with the development of psychosocial skills, enabling coping with challenges through relationships and an emotionally supportive workplace environment; and (3) the perceptual-spiritual dimension overlaps with the development of personal maturity and professional motivation, disclosing authentic performance during organizational change. These findings become a framework for further research but also provide practical guidelines for managers, HR specialists, and organizational leaders.

Mindfulness as a prevention tool in addiction

The development of psychosocial skills in children is considered an important element in the promotion of health and well-being. Mindfulness meditation in schools is a promising start in managing emotions and preventing addictions. A report from an addiction nurse on the experience of children inthe fourth and fifth grades.

Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children.

Children who are deaf or hard of hearing (DHH) are likely to exhibit difficulties in development of psychosocial skills, pragmatic language skills, and use of hearing for social communication in real-world environments. Some evidence suggests that pragmatic language use affects peer-relationships and school engagement in these children. However, no studies have investigated the influence of functional auditory performance and use of language and speech in real-world environments on children’s behavior and emotion, and on their health-related quality of life. This study explored the relationship in DHH children at 9 years of age. Data from 144 participants of the Longitudinal Outcomes of Children with Hearing Impairment study were analyzed. Parent reports were obtained on quality of life, behavior and emotion, pragmatic language skills, and auditory functional performance of children in real life. Children’s spoken language abilities and speech intelligibility were assessed by research speech pathologists. On average, performance of children in all domains was within the range of typically developing peers. There were significant associations among functional auditory performance, use of speech and language skills, psychosocial skills, and quality of life. Multiple linear regression analyses revealed that better auditory functional performance and pragmatic language skills, rather than structural language abilities, were associated with better psychosocial abilities and quality of life. The novel findings highlight the importance of targeted intervention for improving functional hearing skills and social communication abilities in DHH children, and emphasize the importance of collaborative approaches among medical, audiology, allied health, and educational professionals to identify those at risk so that timely referral and intervention can be implemented for improving psychosocial health and well-being in DHH children.

Dysménorrhées primaires et ressources psychologiques mises en jeu par les adolescentes : étude observationnelle auprès de 247 lycéennes dans le Finistère

IntroductionPrimary dysmenorrhea affects 60% of adolescent girls between 14 and 19 years of age and higher rates of depression and absenteeism are found in these young women. Having developed a sense of coherence (SOC) protects against depression associated with and improves the experience of primary dysmenorrhea. The aim of the study was to describe the association between primary dysmenorrhea and SOC. MéthodsA multicentric and cross-sectional study was performed on 247 high school girls from Finistère (France). ResultsSixty point seven per cent of high school girls suffer from primary dysmenorrhea: average VAS greater than or equal to 4 out of 10 with an improvement in pain by analgesics if severe pain (greater than 7 out of 10) to eliminate secondary dysmenorrhea (3.6% suspected). Thirty five point six per cent do not present dysmenorrhea (VAS between 0 and 3). This study shows that having a high SOC reduces menstrual pain (P=0.014). The main treatments used are not those recommended by Clinical practice guidelines. DiscussionInterventions based on Comprehensive Sexuality Education, medical consultations respecting salutogenic model would provide a better quality of life for adolescent girls by promoting the development of psycho-social skills.

The Efficacy of Primavera, a Prevention Programme on Alcohol and Tobacco Use among 10-12-Year-Old Schoolchildren: A Randomized Controlled Cluster Study.

Alcohol and tobacco use is a major health problem and one of the first causes of the burden of disease and mortality. School-based alcohol and tobacco use prevention programmes that have demonstrated efficacy are most often based on psychosocial skill development, individuals’ experiential learning strategies, and community resources. Furthermore, early and prolonged interventions have been recommended. Primavera is a pluri-annual, generic, multimodal, experiential-oriented prevention program. It runs over a three-year period from the last year of primary school to the second year of secondary school. This randomized controlled cluster study aimed at assessing the effects of the Primavera programme compared to a control prevention intervention among schoolchildren from 10 to 12 years in eight secondary schools in a particular French geographical area. The primary outcomes were lifetime tobacco use and past-month alcohol use. Data were collected at baseline and over three follow-up time points. In all, 287 and 266 questionnaires, respectively, were collected at baseline from the Primavera group and from the control group. Attrition was 45% and 41%, respectively. The SARS-COV2 pandemic crisis made it impossible for questionnaires to be collected during the final year. After adjustment, children from the Primavera group were less likely to report current alcohol use at the end of the first year (odds ratio = 0.39, 95% CI: 0.18–0.78) and past-month alcohol use at the end of the second year (odds ratio = 0.07, 95% CI: 0.01–0.66) compared to those from the control group. The results for psychosocial skills and alcohol and tobacco use denormalization were contrasted. Primavera is shown to be effective in reducing alcohol use among schoolchildren.

Mediating Effects of Mental Health Problems in a Clinical Sample of Adolescents with Obesity

Introduction: The prevalence rates of obesity have increased in recent decades; despite leveling off in recent German studies among children and adolescents, obesity rates remain high. Psychosocial factors have an adverse impact on the maintenance of obesity. Hence, this study examined the mediating effects of mental health problems on the relation between the body mass index standard deviation score (BMI-SDS) and global health-related quality of life (HRQoL) among adolescent inpatients with obesity while controlling for gender and age-group. Methods: Three simple mediation analyses with gender and age-group as covariates were conducted for n = 313 adolescents with obesity (n_female = 193, 61.7%) aged 12–17 (M = 14.19, SD = 1.52; BMI-SDS: M = 2.67, SD = 0.52). The adolescents were asked to report their global HRQoL at admission, and their parents estimated the children’s mental health problems at home prior to inpatient rehabilitation. Results: Emotional, peer-related, and conduct problems mediated the unfavorable effects of BMI-SDS on global HRQoL, showing high, moderate, and small effect sizes, respectively (completely standardized indirect effect of emotional problems: β = −0.09, SE = 0.03, 95% B-CI = −0.15 to −0.04; conduct problems: β = −0.03, SE = 0.02, 95% B-CI = −0.06 to −0.01; peer-related problems: β = −0.10, SE = 0.03, 95% B-CI = −0.16 to −0.05). Conclusion: Mental health problems may be one salient pathway through which BMI-SDS impairs global HRQoL among adolescents with obesity. Hence, inpatient rehabilitation programs for adolescents with obesity should increase their focus more on the development of psychosocial skills. Thus, the promotion of emotion regulation and social-emotional competencies is suggested.

“Knowing That This Is My Place Is Very Positive”: The Case of a Swedish Table Tennis Club

This case study is guided by the holistic ecological approach and aimed at (a) providing a holistic description of an athletic talent development environment using a table tennis club in Sweden as a case study and (b) examining the factors perceived as influential to the effectiveness of the club’s talent development. The holistic ecological approach’s two working models informed the data collection (through interviews, observation, and analysis of documents) and were subsequently transformed into empirical models, acting as a summary of the case. Findings revealed that the environment’s success in talent development can be seen as an outcome of the following key features: (a) flexible and supportive training groups, (b) opportunities to learn from senior elite athletes, (c) support through the club and sport-friendly schools, (d) support of the development of psychosocial skills, (e) regular and intensive training, (f) focus on long-term development and athletes as whole persons, (g) strong and coherent organizational culture centered around the basic assumption, “we are a community of committed members,” and (h) integrated efforts among the club and sport-friendly schools to support athletes’ development. This case study can inform other athletic talent development environments on how to optimize talent development processes.

Effects of early childhood otitis media and ventilation tubes on psychosocial wellbeing – A prospective cohort study within the Danish National Birth Cohort

BackgroundOtitis Media (OM) is one of the most common infections among children in developed countries and may result in temporary conductive hearing loss (HL) if accompanied by middle ear effusion (MEE). Ventilation tube insertion (VTI) is recommended as treatment for recurrent acute OM or chronic MEE with HL. HL may lead to impaired development of psychosocial skills. However, evidence for the developmental consequences of OM and the effect of VTI is inconsistent. The objectives of this study were to investigate 1) whether OM in early childhood is associated with long-term consequences of psychosocial development and 2) if VTI prevents the possible negative consequences of OM. MethodsThis study examined prospectively collected data from 52.877 children registered in the Danish National Birth Cohort (DNBC). Information about previous OM-episodes and VTI was obtained through systematic follow-up interviews at seven years, and The Strength and Difficulties Questionnaire (SDQ) containing questions about psychological wellbeing was completed. Five groups were defined based on OM-exposure and the presence of VTI. Baseline characteristics were analysed, and comparison of mean SDQ-scores for the five exposure groups was conducted. Means were adjusted for à priori defined confounding factors. ResultsData from 52,877 children in the DNBC showed an association between OM and poorer SDQ-scores. VTI was associated with an additional increase, i.e. worsening, of the SDQ-score for boys, and only a slight beneficial effect on the girls' outcome. The groups differed in their baseline characteristics in e.g. maternal education, socio-economic status, breastfeeding, and prematurity. ConclusionSignificant associations between parent-reported OM in early childhood and later psychosocial health difficulties were found. VTI did not resolve this association.

Psychosocial skill development among community levels workers working with children in difficult circumstances

Community Level Workers (CLWs) are the first respondents to Children in Difficult Circumstances/Need of Care and Protection (CDCs/CNCP). The study aims to develop community resource building on preventive and promotive psychosocial interventions for children in difficult circumstances. The study adopted a quasi-experimental research design with pre & post assessment carried out among the trained CLWs after 16 hours of capacity building program conducted through two days residential training. The training programme was conducted in nine different places across Kerala where Jyothis Charitable Society, Kottayam, Kerala (Reg no: k368/2008) is extending its services. The training focused on Life Skills Education (LSE) & Student Enrichment Program (SEP) for CDCs/CNCP, facilitated by Master Trainers (MTs) with the hand holding support from NIMHANS. A total of 207 female with a mean age of 40.42 ± 12.64 years and had 10.30 ± 8.97 years of experience working as CLWs. Majority of the participants were teachers (64%). The mean knowledge score of the participants increased from 2.04 to 7.78 (P Keywords: Capacity building, Psychosocial interventions, Children in difficult circumstances, Community level workers.

Anxiety and depression and their relation to the use of electronic devices among secondary school students in Al-Khobar, Saudi Arabia, 2018-2019.

BACKGROUND:Adolescence is a critical transitional period for the development of mental illnesses such as depression or anxiety, and these days, adolescents spend less time playing outside than they do using electronic devices. The aim of this study was to examine the relationship between the use of electronic devices and anxiety and depression in female secondary school students in Al-Khobar City, KSA.MATERIALS AND METHODS:This cross-sectional study included 903 female students selected from the four educational districs (Al-Khobar, Al-Thuqbah, Al-Dhahran and Al-Rakah). Data was collected using a self-administered anonymous questionnaire that included questions related sociodemographics and the use of electronic devices, the Beck Depression Inventory, and the Generalized Anxiety Disorder 7-item scale. Data analysis included descriptive statistics frequencies and percentages for categorical variables, and mean and standard deviation for continuous variables. Chi-square test was performed to test for significance for association between categorical variable. Odds ratios were calculated for association of anxiety and depression with various independent variables including the use of electronic devices. A binary logistic regression model was used to determine factors associated with anxiety and depression. All test were performed at 5% significance level.RESULTS:The mean age of the participants was 16.29 years (SD=0.84). About 98% reported using electronic devices; 67.3% used electronic devices 2 or more hours daily, and 81.5% used them at bedtime. About 66% students had moderate-to-severe anxiey and 70/5% had mild-to-severe depression. The logistic regression model showed that users of electronic devices at bedtime were 1.524 more likely to have anxiety (P=0.026), while spending more than 2 hours on the devices at bedtime were significantly associated with depression.CONCLUSION:The high prevalence of anxiety and depression among female students is worrisome. Finding suggests that adolescents might benefit from a restricted use of electronic devices. It is necessary to develop age-specific guidelines regarding duration of the use of electronic devices and to integrate the development of psychosocial skills into the school curriculum.

Co-curricular Activities and Its Contribution for Psychosocial Skills Development of Students in Upper Primary Schools of Sinana Woreda, Bale Zone, Oromia, Ethiopia

The purpose of this research article was to explore co-curricular activities and its contributions for psychosocial skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia. Pragmatic research paradigm that require mixed research approach more specifically a quantitative dominateconcurrent triangulation research design was used to assess co-curricular activities and its contributions for psychosocial skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia.. The study population consisted of 36 upper primary schools, 2484 co-curricular member students,and 180 co-curricular activity coordinating teachers. Systematic and simple random sampling design were used to select samples of 332 students and ten schools. From the selected ten schools, ten vice directors and 50 selected co-curricular activity coordinating teachers were purposively and simple random sampling techniques were used to approach individual samples The instruments used in data collection were questionnaires and interview questions.Data were collected and analyzed using descriptive statistics such as frequencies tables, mean, and standard deviation and inferential statistics, F-test of one-way ANOVA. Qualitative data collected by means of interview were analyzed by means of narration, direct quotations and paraphrasing of the response of the respondents. The analysis made showed that there were active students’ engagement and practicing different types of activities in co-curricular activity program in upper primary schools of Sinana Woreda.In addition, the findings of the study revealed that were accounts for more than 78.9% revealed that co-curricular activities held in upper primary schoolsof Sinana Woreda were contributed much to the psychosocial skills developmentof the students. However, there were unresolved challenges that hindered students’ effective and efficient devotion to their fullest capacity to do well in co-curricular activities. Therefore, to overcome such challenges and further enhance student’s role in co-curricular activities, it was suggested that students, co-curricular activity coordinating teachers, school administration, and school community together with woreda education office have to give special attention to actively engage students,follow up, monitor, and provide all necessary financial and material supply for co-curricular activities. Keywords: Co-curricular, Psychosocial, Practice, Challenges, and Skill development DOI : 10.7176/RHSS/9-23-03 Publication date: December 31 st 2019

Benchmarking Psychosocial Skills Important for Talent Development.

How can high potential in childhood be transformed into outstanding adult accomplishment? Research indicates that individuals who become outstanding performers and producers have more than just raw talent in the domain or opportunities to develop their talent-they have the will, drive, and focus to take advantage of the opportunities with which they are presented, and the capacity to persist through failures even as the bar for success gets higher. Despite the importance of these psychosocial facilitators, they are among the least well understood in the field of gifted and talented research. In this study, we reviewed existing literature in order to build comprehensive list of the psychosocial variables associated with talent development across domains (visual art, dance, sports, academics, music, acting, medicine, and software engineering). With the help of psychologists with expertise in these domains, we completed an initial categorization of these skills and asked the experts to indicate at which of the three stages in talent development-the transition of abilities into competencies, competencies into expertise, and expertise to creative productivity or eminence-each psychosocial skill was important. We found promising general patterns of commonality as well as variation by domain and stage of talent development, and discuss the implications of this study on future research into psychosocial skill development.