Development Of Social Skills Research Articles

Developing Effective Counseling Strategies for Visually Impaired Students: Personal, Social, Career, and Academic Perspectives

This study examines the guidance and counseling needs of visually impaired students, emphasizing the importance of tailored programs to address their unique challenges. Using a qualitative approach complemented by quantitative data collection, the research surveyed visually impaired students at SLB – A Karya Murni Medan. The findings reveal that personal needs, such as independent daily living activities, are the highest priority, followed by career needs, including career guidance and decision-making skills. Social needs, involving communication and social interaction, and academic needs, covering fundamental educational skills, were also significant. The analysis underscores the necessity of a comprehensive counseling program designed to support visually impaired students in achieving personal independence, career readiness, social skills development, and academic success. This program should incorporate a thorough understanding of students' needs, clear objectives, and robust implementation strategies to ensure their overall well-being and development.

Implementation of Human Resources Management at Autism Café Project Malaysia to Improve the Performance of Student With Autism

Autism is a developmental disorder that affects communication ability, social interaction, and behavior. The Autism Café Project Malaysia is a social initiative aimed at empowering individuals with autism through training and employment opportunities. Effective Human Resource Management (HRM) is crucial to enhancing the performance of autistic students in the workplace. This initiative aims to implement HRM at the Autism Café Project Malaysia to improve the performance of autistic students. Additionally, it aims to provide practical experience for students and faculty in applying HRM concepts in real-world contexts. The activity took place at Sultan Salahuddin Abdul Aziz Shah Polytechnic, Selangor, Malaysia, involving 80 participants including autistic students, students, and faculty members. Methods included preparation, training implementation, practice and simulation, as well as evaluation and monitoring. Training covered personal and social skills development, HRM application, job skills, and entrepreneurship. Through this initiative, autistic students demonstrated improved performance in various tasks at the Autism Café Project. Students gained a better understanding of applying HRM in real situations, while faculty successfully guided and provided constructive feedback. This activity also fostered a more inclusive and supportive community.

Social and Emotional Learning (SEL) and Academic Outcomes: Teacher Support during Classroom Interactions

Social and emotional learning (SEL) is crucial for children’s development of social and emotional skills, including relationships, communication, decision-making, self-esteem, and behavior. It can help reduce the attainment gap between slow-learners and their peers. The study examines the relationship between social-emotional learning (SEL), Academic Outcome and the social dimensions of teacher support during classroom interactions, based on Lev Vygotsky’s socio-cultural learning theory. Vygotsky’s theory suggests that empathy and the ability to articulate thoughts are crucial for deep learning. The study aims to understand the perceived levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents. The study also seeks to determine if there is a significant relationship between SEL and academic outcomes and teacher support during classroom interactions. It comes to light that by actively scaffolding classroom interactions and integrating social-emotional learning into the regular academic schedule, teachers can support their students.

La Robótica Educativa: Potenciando el pensamiento matemático y habilidades sociales en el aprendizaje

In educational environments, trends are addressed that allow learning to be acquired in various ways, among these is educational robotics, which has become a versatile tool capable of enhancing student performance at various stages of their learning. The purpose of this document is to explore the aspects related to educational robotics that contribute to the development of social skills and mathematical thinking in students. To achieve this objective, an exhaustive search was carried out that includes articles and publications related to the topic, classification and documentary analysis. This research allowed us to identify the possible contributions of educational robotics to social skills and mathematical thinking, in addition to establishing that it is a growing trend in different educational and social areas. The analysis carried out highlights that educational robotics is an effective tool to promote mathematical thinking. The literature supports the idea that students involved in the manipulation and use of robots experience significant improvements in their understanding of mathematics. In addition, it has been observed that this practice also enhances socio-emotional skills, such as empathy, cooperation, communication and collaboration among students. The period for the documentary review was established between 2015 and 2023, consulting a total of 50 articles from the databases of Dialnet, Redalyc, SciELO, Latindex, Google Scholar and institutional repositories, 28 studies were related to this work

Metaverse ve Psikiyatri: Bir Gözden Geçirme

Today, with the development of technology, the concept of the virtual world is gaining more and more importance. "Metaverse", which has become popular in recent years, aims to provide an environment where people can interact, do business, have fun and even live in the digital world. Metaverse, which has become increasingly popular in recent years, offers many different uses in the field of mental health. However, we do not yet have enough information about the effects of this technology on mental health. The effect of Metaverse on mental health has been the subject of many researches that it can be used in areas such as the treatment of psychological disorders, stress reduction, self-confidence, and development of social interaction skills. The biggest advantage of using Metaverse for psychiatric treatment is that the virtual world is separated from the real world. Therefore, the stress, anxiety and other emotional reactions experienced during treatment have no real-life consequences. In addition, the therapist is easier to access in the virtual world and can help patients adapt to treatment more easily. However, the use of Metaverse for psychiatric treatment also has some disadvantages. For example, this method of treatment may be an unrealistic experience for some patients and not effective enough for others. Also, this treatment modality has limited accessibility as it requires high cost equipment and technology. In particular, there has not been enough research on the relationship between the use of Metaverse in the diagnosis and treatment of psychiatric diseases. More research is needed on the effect of Metaverse on mental health. In particular, more studies are needed on its long-term effects and effects on different people. In this review, studies investigating the potential relationship between Metaverse technology and psychiatry and how this technology can be used in the psychiatric field are reviewed.

APPLICATION OF PRACTICE-ORIENTED EDUCATION TECHNOLOGIES IN TRAINING STUDENTS IN ENGINEERING AND SCIENCE SPECIALTIES

Modern social, economic, technical transformations make adjustments in the organization and training of personnel in engineering and natural science specialties, in the basic elements of the structure and content of educational programs. Adjustment of educational programs taking into account modern trends allows providing graduates with competitive advantages in the labor market. At the same time, the problems related to the imbalance of theoretical and practical training, the gap between the skills and competencies formed in students and the needs of the industrial sector, non-adaptation of technologies and teaching methods to the specifics of academic disciplines and expected learning outcomes are still relevant in engineering and science education. Accordingly, the aim of the work was to analyze the peculiarities of application of practice-oriented learning technologies in engineering and science training. In this work the most important learning outcomes for students and employers were determined, the main deficiencies in the skills and competencies of graduates were identified, students' satisfaction with the quality of organization and conduct of practical classes and professional practices was assessed, practice-oriented educational technologies used in teaching professional disciplines were ranked by the degree of importance. Based on the obtained results, a significant correlation between the responses of students and employees of companies/enterprises has been established, the effectiveness of the application of practice-oriented educational technologies to increase students' motivation for learning and responsibility for learning outcomes has been shown, it has been established that employees of companies/enterprises attach greater importance to learning outcomes related to the development of students' personal, social and technical skills and competencies.

Systematic analysis of artificial intelligence integration in robotics learning in secondary education

Integrating artificial intelligence (AI) into robotics learning is a field of study that offers a range of significant benefits. A qualitative approach was employed, along with the PRISMA methodology, to ensure an appropriate selection of academic and scientific material. The results demonstrated that AI contributes to student performance and fosters the development of cognitive and social skills. It facilitates optimal assimilation of knowledge through projects, problem-solving, and knowledge integration among peers. Furthermore, it promotes learning through trial and error, enabling students to tackle challenges before entering the workforce. AI resources also enable the customization of the educational experience, tailoring it to individual student needs and enhancing their engagement in the learning process.

Primary Education in Southeast Asia: A Comparative Analysis between Indonesia and Philippines School Curriculum

This study aims to compare the implementation of elementary curricula in the Philippines and Indonesia, focusing on ten key aspects: Curriculum Function, Curriculum Vision, Aims and Objectives, Values and Principles, Philosophy of Teaching and Learning, Curriculum Architecture, The Importance of Competency, Areas of Learning, Teaching Methodology and Strategies, and Assessment. The objective is to describe and analyze the differences between the curricula of these two countries. A qualitative approach with a multi-site case study design was employed, involving elementary schools in both Indonesia and the Philippines. Data collection methods included surveys, in-depth interviews with staff from six schools in each country, lesson observations, and document analysis. Informants were selected using purposive sampling to ensure the inclusion of experienced individuals from the Education office, school principals, and teachers, totaling 12 informants from both Indonesia and the Philippines. The findings reveal notable differences in the curricula across the ten aspects studied. The Indonesian education curriculum emphasizes the development of character, morals, and social skills, whereas the Philippine education curriculum prioritizes the enhancement of students' cognitive abilities.

Analisis Peran Tari Dalam Mengembangkan Keterampilan Sosial Anak Di TK Anline

This research aims to analyze the role of dance in developing children's social skills at Anline Kindergarten. Social skills are an important component in early childhood development which includes the ability to interact, communicate, work together and manage emotions. The method used in this research was observation and interviews with teachers at Anline Kindergarten. The research results show that dance activities significantly help children improve verbal and non-verbal communication skills, build self-confidence, and facilitate positive social interactions among peers. In addition, dance also contributes to the development of empathy and appreciation for individual and cultural differences. The implementation of dance programs in kindergarten has proven effective in creating an inclusive learning environment and supporting children's holistic social development. This research suggests that dance activities should be made an integral part of the early childhood education curriculum to support the development of better social skills.

A Self-Narrative Study: Changes in Physical Ability and Social Communication in Children with Autism through Taekwondo Training with Elements of Music Therapy from the Parents' Perspective.

Autism spectrum disorder (ASD) significantly affects social and motor skills development in early, middle or even late childhood. To promote social and motor skills development among autistic children, an intervention consisting of Taekwondo and elements of music therapy was designed and implemented in Hong Kong. The objective of the current study is to investigate the effectiveness of this training, based on parents' observations of their children who had completed the key stage of the training. Thirteen parents or caregivers (n = 13) whose children with autism participated in our Taekwondo training for two months were interviewed. Three major themes were identified by thematic analysis: (A) social skills-related change after the intervention, (B) motor skills-related change after the intervention, (C) characteristics of the intervention (i.e., session arrangement, tutor/coach attitude). Our findings show that our training was perceived by parents to have a significant impact on the promotion of physical ability and social communication in autistic children.

Effectiveness Of a Psychoeducational Program for The Development of Social Skills in Children

Social skills play a fundamental role in the integral development of children, influencing their emotional well-being and future interpersonal relationships. Therefore, the objective of this research was to evaluate the effectiveness of a psychoeducational program in the development of social skills in primary education students. The research approach was quantitative, the design was experimental and the type was pre-experimental. The sample was made of 35 students of the fifth grade of primary education from a state educational institution in the city of Puerto Maldonado (Peru). A psychoeducational program of social skills was applied during 15 sessions and to evaluate its effectiveness, a questionnaire was administered before and after the intervention, which had adequate psychometric properties. The results indicate that there are statistically significant differences (p<0.05) between the general scores of the average before (138.69) and then (158.94) of the application of the psychoeducational program. Regarding the scores of the dimensions, statistically significant differences were also reported between the scores of the average before and after (p<0.05). It was concluded that the application of the psychoeducational program was effective in the development of the social skills of primary education students.

Online chasing action recruits both mirror neuron and mentalizing systems: A pilot fNIRS study

Engaging in chasing, where an actor actively pursues a target, is considered a crucial activity for the development of social skills. Previous studies have focused predominantly on understanding the neural correlates of chasing from an observer's perspective, but the neural mechanisms underlying the real-time implementation of chasing action remain poorly understood. To gain deeper insights into this phenomenon, the current study employed functional near-infrared spectroscopy (fNIRS) techniques and a novel interactive game. In this interactive game, participants (N = 29) were tasked to engage in chasing behavior by controlling an on-screen character using a gamepad, with the goal of catching a virtual partner. To specifically examine the brain activations associated with the interactive nature of chasing, we included two additional interactive actions: following action of following the path of a virtual partner and free action of moving without a specific pursuit goal. The results revealed that chasing and following actions elicited activation in a broad and overlapping network of brain regions, including the temporoparietal junction (TPJ), medial prefrontal cortex (mPFC), premotor cortex (PMC), primary somatosensory cortex (SI), and primary motor cortex (M1). Crucially, these regions were found to be modulated by the type of interaction, with greater activation and functional connectivity during the chasing interaction than during the following and free interactions. These findings suggested that both the MNS, encompassing regions such as the PMC, M1 and SI, and the mentalizing system (MS), involving the TPJ and mPFC, contribute to the execution of online chasing actions. Thus, the present study represents an initial step toward future investigations into the roles of MNS and MS in real-time chasing interactions.

A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes

Teacher talk in language classes plays a crucial role in students' understanding and development within the discipline. This study systematically reviews previous research on teacher talk and its impact on students' learning outcomes in English language classrooms. 25 articles, published between 2018 and 2023, focusing on teacher talk and students' learning outcomes, were selected and reviewed. The aim was to discern the publication trends regarding teacher talk and its influence on students' learning achievement. The results indicated that research on teacher talk is predominantly welcomed in English-speaking countries. Additionally, the study participants in the 25 selected articles are primarily teachers and students from kindergarten, primary, and secondary schools. The research outcomes vary across the selected articles, with the majority highlighting the positive effects of teacher talk on students' learning outcomes, such as enhancement of English language skills and development of social and emotional skills, although some articles also report null or negative effects. Further research is recommended to investigate the detailed characteristics of teacher talk and their impact on student learning outcomes in secondary school and university classrooms.

PENCEGAHAN KENAKALAN REMAJA MELALUI IR/EDUCATION

Juvenile delinquency is an act / crime / offense committed by adolescents that is unlawful, anti-social, anti-moral, and violates religious norms. Juvenile delinquency occurs because it is influenced by internal factors and external factors can have an impact on the teenager himself, family, and the community. Efforts made in tackling juvenile delinquency behavior can be grouped into preventive, curative, corrective and preservative actions can be carried out in the family, school and community environment. This PKM activity aims to provide understanding to adolescents regarding the prevention of juvenile delinquency in the form of education. The implementation of this PKM was carried out at SMK Bina Mandiri Depok on January 26, 2024 in the Classroom which was attended by 64 students and class XII students. Implementation method with lectures, discussions, active participation, questions and answers, evaluation and follow-up. This activity was attended by adolescents, the majority of the female sex 64.06%, the majority of adolescents aged mid-15-17 years 92.19%. Dedication material on Introduction to Juvenile Delinquency, Negative Impact of Juvenile Delinquency, Driving Factors of Juvenile Delinquency Solution and Prevention, Family Role, Social Skills Development, Importance of Education. The evaluation results showed an increase in knowledge related to juvenile delinquency with the pre-test score result was 53.78 after the activity there was an increase in the post-test score results to 91.78. The good response of the participants was seen with enthusiasm to follow it from the beginning to the end of the activity. There is an increase in adolescent knowledge. It is expected that adolescents increase self-awareness, provide a strong foundation, become responsible and productive individuals.

QOL-33. CANCER WORRY AND PSYCHOPATHOLOGICAL SYMPTOMS IN ADOLESCENTS AND YOUNG ADULTS SURVIVORS OF PEDIATRIC BRAIN TUMORS

Abstract BACKGROUND Adolescent and young adult (AYA) survivors of pediatric brain tumors may experience cancer-related worries, defined as concerns about relapse and late effects of treatment. Late psychological effects include psychological distress, depression, immaturity, and poor development of social skills. Furthermore, pediatric brain tumor survivors (PBTS) are more vulnerable to developing long-term neurocognitive and psychosocial consequences compared both to the general population and survivors of other types of childhood cancer. The purpose of the study was to identify the presence of cancer worry and psychopathological symptoms in AYA survivors of pediatric brain tumors. METHODS AYA survivors were assessed using the Cancer Worry Scale and Child Behavior Checklist questionnaires. Neurocognitive evaluation was performed using the age-appropriate Wechsler Scale. RESULTS Among 22 AYA survivors (M =14; F=8), the diagnosed tumor types were: germ cell tumor (10/22), low-grade glioma (4/22), embryonal tumor (3/22), high-grade glioma (2/22), craniopharyngioma (2/22), and mesenchymal tumor of the meninges (1/22). Survivors received the assessment at a median age of 20.2 years (range 13.6-28.7), with a median of 92 months after diagnosis. Cancer worry was reported in 50% of patients. The psychological evaluation showed clinical levels of internalizing problems in 17% and externalizing problems in 8%. Depressive and anxiety problems were reported in 25% of our cohort. Neurocognitive assessment demonstrated an average tIQ of 104. CONCLUSIONS As reported in the literature, cancer worry can influence the psychosocial adjustment process, alter self-image, and influence lifestyle decisions in PBTS. These concerns can affect their life prospects and their ability to successfully complete developmental tasks. Therefore, these issues must be early identified to prevent, through targeted psychosocial interventions, the onset of troubles in having romantic relationships, finishing school, entering the job market, and obtaining a good quality of life.

Development of Students' Social Skills in Indonesia

Criticism of the school's disregard for the universal value of the knowledge it imparts and of its ability to guarantee the possibility of social mobility. This research aims to improve the development of students' social skills in Indonesia through digital comics. The research used was the 4D Research and Development Model from Thiaharajan and Semmel, namely Define, Design, Develop, Disseminate, which was carried out at SMA N 1 Padang Tualang with a total of 34 students. Data collection techniques use Observation, Questionnaires and Tests. Learning outcomes with data analysis techniques using Gain Score improve students' social skills. This research produces a product in the form of a digital comic that is suitable for use by fulfilling the Valid requirements as seen from the content suitability percentage of 83% in the very good category, presentation expert 61% in the good category, linguist expert 93% in the very good category.

Social Sciences Learning Model

The aim of this research is to evaluate various social studies learning models implemented in elementary schools, see the effectiveness of each model, and identify the challenges faced in their implementation. Qualitative research methods were used by conducting classroom observations, interviews with teachers, and analysis of documents related to the curriculum and learning materials. The research results show that various social studies learning models, such as cooperative learning, project-based learning, problem-based learning, and skills-based learning, have their respective advantages and disadvantages in the context of learning in elementary schools. However, in general, it was found that project-based learning and problem-based learning had a more positive impact on students' understanding of social studies concepts and the development of social skills.

Towards a dynamic, idiographic approach to describing, explaining, and enhancing the development of SEL

Human development involves intraindividual changes across the life span. Developmental changes may involve instances of change common to all individuals (nomothetic change), change common to only some groups of individuals (differential change), and change specific to an individual (idiographic change). All three types of change must be measured to obtain a holistic and integrated understanding of any facet of human development. To date, most studies of the development of social and emotional learning (SEL) skills have focused on assessing nomothetic and differential change. The analysis of data derived from this research is variable-focused, and longitudinal studies with such a focus typically do not have enough time points to model intraindividual trajectories with sufficient power. Such trajectories require analysis wherein each individual is compared to themselves across time (ipsative analyses). Change-sensitive measures used within intensive longitudinal designs and analyses are suitable for ipsative analyses of participants and enable direct comparisons of whether intraindividual trajectories are reflected in group data. We discuss research findings reflecting that meaningful idiographic changes are not reflected in group data. We also argue that future studies of SEL should integrate idiographic data with differential and nomothetic data in the service of understanding the holistic development of SEL.

Peer Relationship and Social Skills Development among Grade 6 Teachers

Peer Relationship and Social Skills Development among Grade 6 Teachers

Pengembangan Keterampilan Sosial dan Akademik Siswa Melalui Strategi Pembelajaran Kooperatif

This study aims to explore the effectiveness of cooperative learning strategies in developing students' social and academic skills in high schools in Padang City. Cooperative learning involves students working in small groups to achieve specific learning goals. The main characteristics of this strategy include direct face-to-face interaction, individual and group accountability, cooperation, social skills development, and group evaluation. The implementation of techniques such as Jigsaw, Think-Pair-Share, Group Investigation, and STAD shows significant improvements in students' social and academic skills. The study results indicate that cooperative learning not only enhances academic understanding but also enriches students' interpersonal skills, which are crucial for character and competence development in the future.