Identification Of Competencies Research Articles

Examining mediating and moderating influences among career competencies and leadership aspiration

PurposeThe purpose of this study is to explore the relationship between career competencies and leadership aspiration among women IT/ITeS professionals in South India, examining the mediating effects of work role salience and occupational self-efficacy, along with the moderating effect of achievement aspiration.Design/methodology/approachThe sample consists of 348 women professionals working in the IT/ITeS industry in South India. The study adopts a descriptive methodology and employs a cross-sectional research design.FindingsThe result shows that work role salience mediates the relationship between career competencies and leadership aspiration and that this mediation is moderated by achievement aspiration. Additionally, occupational self-efficacy is found to have a supplementary effect on leadership aspiration, further contributing to the model.Research limitations/implicationsDespite the limitations of online data collection, the study showcases adaptability, providing valuable insights into women's career aspirations. It acknowledges opportunities for future research improvements, such as implementing longitudinal frameworks and incorporating a more diverse sample, to enhance the robustness and applicability of findings.Practical implicationsThe study offers valuable insights for managers, researchers and academia, aiding in the identification of crucial competencies for women aspiring to leadership roles, and fostering the retention of top talent in a diverse and inclusive work environment. Individuals can leverage these insights for enhanced career development by recognizing and emphasizing strengths while addressing weaknesses through accurate self-assessments.Originality/valueThis study offers a novel perspective by identifying the essential competencies that are crucial for women to achieve leadership positions, thus making a valuable contribution to the existing literature in the field.

Sustainable strategies, employee competencies and social outcomes: are they aligned?

PurposeThe present paper contributes to the development of sustainable strategies by focusing on the social perspective and the role played by HRM. Specifically, we identified and compared the employee competencies that supported the compliance strategy as well as the innovative/proactive sustainability strategies – and their impacts on social outcomes.Design/methodology/approachAfter formulating hypotheses, we tested them on a sample of 179 companies from the chemical and metallurgical industries using the bootstrap method.FindingsThe results revealed that both sustainability strategies were present in the sample. The compliance sustainable strategy showed to be negatively associated with employee competencies, whilst proactive sustainable strategy firms presented a positive relationship with employee competencies. We also found that compliance strategies failed to have any impact on social outcomes, but proactive strategies had a positive effect on social outcomes. Indeed, normative and foresighted thinking competencies acted as mediating variables in such a relationship.Originality/valueThe originality of this paper lies in three aspects hitherto unaddressed in the literature: first, the conceptualisation and assessment of sustainable strategies focused on a social dimension; second, the identification of individual competencies required developing sustainable strategies; and third, the demonstration that it is only the firms that adopt proactive sustainable strategies that obtain positive social outcomes.

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

The aim of the Framework for Teacher Competence Management is to provide school leadership with an empirically tested protocol on how to determine teachers’ professional development needs for teaching 21st century skills. Both quantitative and qualitative research methods were applied to collect and analyze data through three cycles of design-based implementation research over a period of three years, from 2017 to 2019, and by collaborating with staff from 15 schools. The Framework for Teacher Competence Management was developed through adapting a competence management model from the business environment to the school setting. The framework includes three steps: Competence identification, assessment and development; school developmental goals and education reform priorities; and the action and information flows between teachers and school leadership team members. The Framework for Teacher Competence Management has been operationalized through the design and validation of a method to identify teachers’ professional development needs and competence assessment tools, such as performance level descriptors, knowledge tests, and self-assessment questionnaires. The research outlines significant differences in teacher performance within a single school, emphasizing the necessity of gathering school-based evidence for planning more personalized professional development solutions to address professional development needs for different teacher groups.

Unveilling the hidden skillset: exploring non-technical skills in surgical education across spanish medical universities.

Non-Technical Skills (NTS) are cognitive, social, and personal resource skills that are crucial in complex and high-risk environments. The aims of our research are to determine the prevalence and content of NTS in the surgical rotation teaching guides of the Medicine Degree programs in Spanish Universities, to identify the most prevalent types and subtypes of NTS, and to analyze factors associated with the prevalence of surgical NTS in Medical Schools in Spain. Descriptive observational cross-sectional study involving the identification and collection of competencies outlined in the surgical rotation teaching guides of Spanish Medical Schools. Information regarding university performance was obtained from the Foundation for Knowledge and Development Ranking webpage. The "Non-Technical Skills for Surgeons" (NOTSS) system was used to classify each competency in the teaching guides as NTS (categories and elements) and technical skills. Disagreements were resolved through group consensus. A total of 1,846 competencies were analyzed in surgical rotations of the Medicine Degree programs across 40 Spanish Universities, with 99 competencies identified as surgical NTS, accounting for 5% of the total. The most frequently identified surgical NTS were "Decision Making" (46%), "Communication & Teamwork" (25%), and "Leadership" (19%). Additionally, several NOTSS were not identified in any institution. Public universities and those including a greater number of competencies had a higher rate of surgical NTS competencies, and we did not find a correlation between surgical NTS competencies and quality indices of University Centers. There is a limited presence of surgical NTS in the educational plans of Spanish Universities.

MANAGEMENT OF COMPETITIVENESS OF AN INDUSTRIAL ENTERPRISE

The general approach to assessing competitiveness is based on competitive advantages analysis. However, it is not applicable to the military-industrial complex due to specific characteristics of such enterprises.
 The authors propose an empirical solution to this problem — the use of а competent approach with the following algorithm:
 — identification of core competencies of the enterprise;
 — compliance of core competencies with the Prahalad and Hamel's three tests;
 — quantitative assessment of the specific parameters from such tests;
 — assessment of significance of the specific parameters, the weights of such parameters.
 Gathered information together with the Quantitative Strategic Planning Matrix allow to calculate а quantitative index of the competitiveness of а particular enterprise.
 The index can bе compared with the results in previous periods or can bе set as а target for the future periods. The index is important from the point of view of internal management and for investors when looking for possible investments.

Feasibility Analysis of Subject Specific Pedagogy Physics Learning Module Based on Project Based Learning Integrated with Merdeka Curriculum on Alternative Energy Material

This study aims to analyse the feasibility of Subject Specific Pedagogy Physics tools based on Project Based Learning (PjBL) integrated with Merdeka Curriculum on alternative energy material for grade X high school students. This research uses the Research and Development (RnD) method with the 5D model (Define, Design, Develop, Disseminate, and Evaluate) which is limited to the devalope stage. The Define stage includes needs analysis and identification of competencies that must be achieved by students. The Design stage includes designing learning module in the form of modules and student worksheets. The Develop stage includes the development and validation of learning modules by experts in the aspects of material, learning, language and limited testing. The results showed that the PjBL-based Physics Subject Specific Pedagogy device integrated with the Merdeka Curriculum on alternative energy material for grade X high school students had high feasibility based on expert review in terms of material, learning, and language aspects. In addition, students also gave positive responses to the developed learning module. Therefore, the learning module is suitable for use in the Physics learning process in high school.

The significance of sustainability in higher education: a view to the curricular proposal at a Colombian University

PurposeThis paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.Design/methodology/approachQualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.FindingsIt was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.Research limitations/implicationsMany people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.Practical implicationsThe paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.Social implicationsThis study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.Originality/valueThis idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Resource-Oriented Work With Traumatized Patients

Already since the period following World War 1 until the Vietnam War, criteria of traumatization aftermath of the Vietnam war, the criteria for traumatization have been identified and psychotherapeutic aids have been tested and validated. With its possibility of resource activation, Positive Psychotherapy has made another approach available for analyzing the trauma-triggering triggers, for the identification of competencies that are already being used and for the activation of existing, unused abilities, which leads the patient into a stabilizing process and integration of his/her experiences and thus, together with the cross-school psychotherapeutic interventions, promotes the process of individual recovery.

Cultivating Inclusive Leadership in Management Education: Bridging the DEI Competency Gap

Diversity, Equity and Inclusion (DEI) in management education is a critical subject that has increasingly become important in preparing future leaders for a diverse world. The research problem is the lack of knowledge on how management education programmes develop inclusive leadership skills by identifying and building necessary capabilities. This study aimed at identifying DEI competencies, evaluating existing approaches to teaching and learning and analyzing the factors that hinder or facilitate the development of inclusive leadership skills. By conducting a conceptual literature review, it examined academic journals and authoritative sources while focusing on DEI in management education. Historical development towards more inclusive practices, identification of core competencies required for an inclusive leadership model, and efficacy of different teaching methods are the major points. It therefore calls for incorporation of DEI principles into management education; providing innovative ways to overcome these barriers. The study thus has serious implications for management education as it provides an influential framework for improving educators’ preparation of future leaders who can navigate through diverse and inclusive workforces.

초등예비교사의 공간적 시민성 함양을 위한 커뮤니티매핑 활용 가능성 모색

The purpose of this study is to explore the possibility of using community mapping project to foster spatial citizenship among elementary pre-service teachers. In this study, the pre-service teachers themselves selected a project topic suitable for fostering spatial citizenship, established a plan for implementation, and carried out the project according to the plan. Then, we analyzed the project cases and examined the preservice teachers' responses. As a result of analyzing the pre-service teachers' reflections and project evaluation sheets, the participants were able to analyze social issues from the perspective of spatial citizenship education through the community mapping process and understand the utility of community mapping as a geospatial technology. The following implications and limitations can be drawn. First, it seems that continuous checks and appropriate feedback are necessary to understand spatial attributes such as social organization and relational understanding of space during the project implementation process. Second, it is necessary to expand educational opportunities in elementary education institutions so that pre-service teachers can be equipped with geographic information technology utilization and spatial analysis skills. Third, it is necessary to provide various participation opportunities in connection with the local community so that pre-service teachers can solve real-world problems as spatial citizens. Fourth, it is necessary to find ways to continue utilizing the community mapping results of this project. Fifth, it is necessary to develop a measurement tool to facilitate the identification of spatial citizenship competences. Despite the implications and limitations of this study, this study is meaningful in that it sought to explore the possibility of utilizing a community mapping project to foster spatial citizenship in elementary pre-service teachers.

Identification of the core competencies of pediatric hematology-oncology nurses: A Delphi study

PurposeTo identify the core competencies of the pediatric hematology-oncology nurse. MethodsA Delphi study was conducted. After identifying the competencies of the pediatric hematology-oncology nurse through a literature review, a questionnaire was created to be administered to a panel of experts to obtain consensus. The panel of experts consisted of 19 nurses. For each competence identified, it was necessary to evaluate the competence in terms of “understanding” and “relevance”, assigning a score from 0 (not at all) to 4 (completely), according to a Likert scale. Then, the experts identified what could be the necessary “level of work experience” within which a nurse should become autonomous in every competency choosing among the levels: beginner, intermediate, expert. Consensus among the experts was reached in two rounds. ResultsAfter submitting the document to two rounds, a final document was obtained with a total of 126 competencies, divided into nine areas. Fifty-eight competencies fall into the “beginner” level, 46 competencies into the “intermediate” level and 22 competencies into the “expert” level. ConclusionsThe document produced by this study could be a starting point for organizing specific training courses for nurses in the pediatric hematology-oncology department. A clear description of specific competencies for pediatric hematology-oncology nurses would help ensure the best care for the child.

A computer vision-based system for real-time component identification from waste printed circuit boards

With an exponential increase in consumers' need for electronic products, the world is facing an ever-increasing economic and environmental threat of electronic waste (e-waste). To minimize their adverse effects, e-waste recycling is one of the pivotal factors that can help in minimizing the environmental pollution andto increase recovery of valuable materials. For instance, Printed Circuit Boards (PCBs), while they have several valuable elements, they are hazardous too; and therefore, they form a large chunk of e-waste being generated today. Thus, in recycling PCBs, Electronic Components (ECs) are segregated at first, and separately processed for recovering key elements that could be re-used. However, in the current recycling process, especially in developing nations, humans manually screen ECs, which goes on to affect their health. It also causes losses of valuable materials. Therefore, automated solutions need to be adopted for both to classify and to segregate ECs from waste PCBs. The study proposes a robust EC identification system based on computer vision and deep learning algorithms (YOLOv3) to automate sorting process which would help in further processing. The study uses a publicly available dataset, and a PCB dataset which reflect challenging recycling environments like lighting conditions, cast shadows, orientations, viewpoints, and different cameras/resolutions. The outcome of YOLOv3 detection model based on training of both datasets presents satisfactory classification accuracy and capability of real-time competent identification, which in turn, could help in automatically segregating ECs, while leading towards effective e-waste recycling.

Identification of Key Competences in Management: Case Studies from Poland

The paper aims to identify a set of key competencies essential for managerial practice based on the case studies from Poland. We divided the paper into four main parts: introduction and theoretical background, methodology, results and discussion, and conclusion. The first part defines key skills, key competences and key qualifications, and the second part addresses the methodology. The third part identifies good boss features, bad bosses’ negative behaviour, features that the bosses lack, how the bad boss became your boss, reasons why employees do not quit despite a bad boss, and health consequences of having a bad boss. Statista is a leading provider of market and consumer data. It constantly develops successful new products and business models, so it was chosen as the primary source of the paper’s data. For the paper, we use the term boss as a synonym for manager. Manager’sfeatures are considered equivalent to competences. The paper uses analysis, synthesis, generalisation, induction and deduction to compare the research results and conclude.

GENERIC COMPETENCES OF THE PhD STUDENTS IN THE VIEW OF MODERN STUDIES

The article deals with the modern approaches of national and foreign researchers to the identification of important generic competences in the preparation of Doctor of Philosophy degree students. In modern society, the role of science is constantly growing. Science becomes a peculiar identifier of the society development, a guarantor of its sustainable progress, and a driving force of rapid changes in all spheres of human activity. Due to science, the world is changing rapidly, and with it, the demands to the specialists are also altering. The problem of determining important competences that employees need to master has become one of the most urgent not only for educators, but also for employers, businessmen, and politicians. It is well known that the competences that are part of the generic competences are interconnected, over time they may lose their significance or, on the contrary, become more relevant. The rapid development of modern society requires the identification of new important knowledge, skills and abilities necessary for a highly qualified specialist, and the constant analysis of the structure of generic competences, including the one in the context of their significance and relevance. The problem of identification and development of important competences that future PhD students need to master during their studies in an educational and scientific program is one of the most urgent not only for educators, but also for society as a whole. The development of transversal competences gives the future scientist universality and opens up opportunities for the implementation of their projects both in the academic and non-academic spheres, and enables complete realization in public, political, economic and personal life. The analysis of modern scientific literature proved that the issue of training doctors of philosophy in the context of developing the structure of the generic competences, has been given considerable attention in the modern scientific space by national and foreign scientists. The scientific results under the review, regarding the central vector of our research, convinced us of the presence of different approaches to the determination of the studied competences. Scientists have presented clusters of such competences that differ in number and structure. It has been established that when determining the relevant competences in the context of the preparation of candidates for the degree of Doctor of Philosophy, researchers do not always use the names of competences for skills outlined in the List of general competences, based on the results of the Tuning project, which is recommended for use in the development of educational programs. As a result of it, there is a need for clarification of the semantic meaning of definitions and constructs chosen by scientists to outline the most significant competences in the training of students of the third educational and scientific level. Summarizing the presented approaches of scientists, we note that researchers most often emphasize the need to develop independence, the capacity to generate new ideas, skills in the use of information and communication technologies, the ability to communicate both orally and in writing in the native language, initiativity, the ability to work autonomously, and professional mobility. It has been found out that the competences which draw the attention of modern researchers as the most important ones are not in a state of contradiction with each other and do not exclude each other, but they can be considered as complementing each other, or even depending on each other. For example, academic mobility cannot be considered separately from the availability of knowledge and understanding of the subject area, understanding of the profession, the ability to apply knowledge in practical situations, skills in using information and communication technologies, the ability to conduct research at an appropriate level, the ability to be adapted and act properly in a new situation, the ability to work in an international context, etc.

Social Work Professional Competencies and Educational Programs Specialized Practice. Theoretical Analysis

The practice of social work starts from the period of university education – bachelor and master educational programs, where students are guided, supervised by experienced professionals to develop the competencies and skills of relating to clients of social work services, step by step. The purpose of this work is to theoretically analyze the relation between specialized education programs during bachelor's and master's studies and the desired competencies of social workers. We will refer to the international literature to understand a global perspective on the practice of social work from the perspective of education in the field. We will focus on the identification of key competencies of social workers, in Romanian and American social work practice and educational system

Developing Health Management Competency for Digital Health Transformation: Protocol for a Qualitative Study

Background Globally, the health care system is experiencing a period of rapid and radical change. In response, innovative service models have been adopted for the delivery of high-quality care that require a health workforce with skills to support transformation and new ways of working. Objective The aim of this research protocol is to describe research that will contribute to developing the capability of health service managers in the digital health era and enabling digital transformation within the Australian health care environment. It also explains the process of preparing and finalizing the research design and methodologies by seeking answers to the following three research questions: (1) To what extent can the existing health service management and digital health competency frameworks guide the development of competence for health service managers in understanding and managing in the digital health space? (2) What are the competencies that are necessary for health service managers to acquire in order to effectively work with and manage in the digital health context? (3) What are the key factors that enable and inhibit health service managers to develop and demonstrate digital health competence in the workplace? Methods The study has adopted a qualitative approach, guided by the empirically validated management competency identification process, using four steps: (1) health management and digital health competency mapping, (2) scoping review of literature and policy analysis, (3) focus group discussions with health service managers, and (4) semistructured interviews with digital health leaders. The first 2 steps were to confirm the need for updating the current health service management curriculum to address changing competency requirements of health service managers in the digital health context. Results Two initial steps have been completed confirming the significance of the study and study design. Step 1, competency mapping, found that nearly half of the digital competencies were only partially or not addressed at all by the health management competency framework. The scoping review articulated the competencies health service managers need to effectively demonstrate digital health competence in the workplace. The findings effectively support the importance of the current research and also the appropriateness of the proposed steps 3 and 4 in answering the research questions and achieving the research aim. Conclusions This study will provide insights into the health service management workforce performance and development needs for digital health and inform credentialing and professional development requirements. This will guide health service managers in leading and managing the adoption and implementation of digital health as a contemporary tool for health care delivery. The study will develop an in-depth understanding of Australian health service managers’ experiences and views. This research process could be applied in other contexts, noting that the results need contextualization to individual country jurisdictions and environments. International Registered Report Identifier (IRRID) DERR1-10.2196/51884

Uncovering Digital Competence in Language Instruction: A Study of Pre-Service English Teachers in Saudi Arabi

the role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programmes across 8 universities in Saudi Arabia. These learners are considered pre-service English language teachers, as they are near graduation. The findings demonstrated participants’ highest and lowest digital competences, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. From these findings, the researcher concluded that the identification of competencies is essential for instructors, educators, administrators, and policymakers, in order to design more effective and appropriate training programmes for teachers in each context. Finally, the findings provided realistic analysis of the components and sub-components related to digital competencies among the target audience.

Identifikasi Kompetensi Emosional dan Sosial Bagi Anggota DPR RI yang Secara Efektif Terpilih Lebih dari Satu Kali oleh Rakyat: Studi Kasus pada Anggota DPR RI Periode 2019-2024

From the main duties of members of the DPR RI and how members of the DPR RI can be elected for several periods as well as the results of interviews with members of the DPR RI who have been elected more than once. From table 1 it can be analyzed that with a total of 11 commissions and the average number of members of each commission is 53 members. So from the data obtained, the number of members of the DPR RI who were elected for more than 1 period still dominates in the 2019-2024 elections. Of the 575 elected members of the DPR RI, as many as 286 people or 49.74 percent are non-incumbents. (only once elected) as many as 298 people or 50.26 percent are incumbents (elected more than once). Of course, for members of the DPR who have been elected several times, they have abilities that can be realized and felt by the people who voted for them. SWOT Analysis Identification of Social and Emotional Competencies for Members of the Indonesian House of Representatives who were Effectively Elected by the People More than once (Study on Members of the Indonesian House of Representatives for the 2019-2024 Period) In analyzing the data collected, using SWOT analysis (Strengthness, Weakness, Opportunities, Threatment). The basic concept of this SWOT approach is to first identify the strengths and weaknesses as well as opportunities and threats so that the problems faced, how to achieve them and the actions that need to be taken to maximize strengths and seize existing opportunities and overcome weaknesses and threats can be identified. As for the factors of social competence and emotional competence for members of the DPR RI who have been effectively elected more than once. Emotional Self Awareness, describes how members of the DPR RI understand their own emotions so that they do not have an impact on others. The results of interviews with sources at the Democratic Party, Golkar and PDIP can explain that as a member of the DPR, one must be able to have self-comfort, the ability to think positively, recognize one's weaknesses to be able to control oneself. The second dimension in this study is self-management, with three measurements, namely self-control, achievement orientation and positive outlook. Self-control measures the efforts of members of the DPR RI in facing work challenges and criticism, the results of interviews that have been conducted explain that challenges must be faced, for that it is important for members of the DPR RI to equip themselves with knowledge and information in order to be able to face work challenges. The third dimension in this research is Relationship Management. Where relationship management is measured by four measurements, namely Communication to Influence, Conflict Management, Inspirational leadership and Negotiation. In the Communication to Influence measurement, analyzing the efforts of members of the DPR RI who were elected more than once in building communication with other people in overcoming problems in order to achieve an agreed solution .The fourth dimension in this study is Social Awareness, with four measurements, namely Empathy, Teamwork, Organizational awareness and National Adhesives. The results of the interview explained that as a member of the DPR RI, it is necessary to understand the problems presented by other people, receive messages with a calm attitude so that with a calm attitude they can find the best solution.

Model Asesmen Sumatif dengan Menggunakan Metode Library Research untuk Mata Pelajaran Pendidikan Agama Islam (PAI) pada Kurikulum Merdeka

The independent curriculum is still relatively new in the learning process, where many teachers are still not able to maximize the process of implementing the independent curriculum, especially in the realm of summative assessment for PAI subjects. The aim of this research is to find out what the summative assessment model for PAI subjects in the Merdeka curriculum is so that teachers can better understand the Merdeka curriculum. This research uses a qualitative approach with a library research method, where in the process of searching for data for this research, references will be used in literature studies. The results of this research are that the summative assessment model for PAI subjects in the independent curriculum has many steps and studies to be implemented. This research produced eight steps in summative assessment in the independent curriculum, namely (1) competency identification; (2) selection of assessment format; (3) assessment instrument specifications; (4) determining the assessment scale; (5) assessment scheduling; (6) the summative assessment is carried out according to schedule; (7) data processing and analysis; and (8) feedback and reporting.

Recognition of facial emotions training in autistic children - Clinical trial study

Introduction. Disability to recognize emotional and mental states from other people’s facial expressions is acknowledged as one of the major developmental-behavioral problems in autistic children. Therefore, this study aimed to investigate the effect of traditional and computer emotional facial training on the recognition of facial emotional states in children with autism and mother-child relation and parental competence in mothers of autistic children. Material and Methods. The present was clinical trial study. The children in the both groups were trained during 10 sessions. In traditional group children training using 40 images related to four situations as happiness, sadness, anger, and fear. The children in the computer group trained with the Let’s Face It software. These questionnaires were completed one day before and one day and one week after performing the intervention. The data were analyzed using SPSS software. Results. Findings showed that emotional state training has improved the identification of emotional states (p = 0.01), mother-child relation (p = 0.001) and parental competence (p = 0.001) in the both groups. There was also a statistically significant difference between the scores of identifying face emotional states (p = 0.01), mother-child relation (p = 0.001) and parental competence (p = 0.001) in the both groups. But training in traditional group was effectiveness than computer grope. Conclusion. Teaching emotional face to children with autism improved the recognition of emotional states by these children, and subsequently improved the mother-child relationship and motherly sense of competence in the mothers of these children.