Interpersonal Relationship Skills Research Articles

Life Skills to deal with Mental Health Issues in Women

Mental health plays a vital role in leading healthy and happy life in individuals. It refers to an overall psychological well-being, or an absence of a mental disorder. From the perspective of “positive psychology”, mental health may include an individual’s ability to enjoy life and create a balance between life activities and efforts to achieve psychological resilience. Women experience various mental health issues due to digitalization, interpersonal relationship issues and failure in daily activities such as difficulty in problem solving and decision making. In this paper, the author has attempted to shed light on the various mental health issues found in women in current scenario. Life skills training can be effective to tackle these issues. Life skills refer to the abilities that help to promote mental health and well-being. It includes abilities like decision making, problem solving and interpersonal relationship skills etc. These are found to be effective in dealing with the difficult situations which may lead to mental illness. Life skills training particularly to deal with these issues would help women to promote mental health and balance in their life. Moreover author has also attempted to establish that life skills intervention program cultivate the necessary skills that help in maintenance of mental health in women. Development of these abilities would help women to adjust with the changes in environment occurring due to digitalization, establish positive relationships and show efficiency in problem solving and decision making.

Clinical Teaching Competences of Nursing Demonstrators at Faculty of Nursing Post Intervention program

Background: Nursing demonstrators' clinical teaching competences is the application of knowledge and the interpersonal relationship, decision-making and psychomotor skills expected for the practice role. Six major categories of competency are needed for nursing demonstrator including; professional, interpersonal relationship with students, personal, teaching practice, student evaluation and availability to students competence. Aim of the study was to design, implement, and evaluate an intervention program for nursing demonstrators on clinical teaching competences. Setting: the study was conducted at all nursing departments Faculty of Nursing and nursing students' clinical training areas of Tanta Main University Hospitals.Subjects: All (75) nursing demonstrators who are responsible for students training in clinical areas. Tools of data collection :Two tools were used including actual performance of nursing demonstrators' observational checklist and knowledge about nursing demonstrators' clinical teaching competences questionnaire. Results : preprogram none of nursing demonstrators had good level of total practice score and knowledge about clinical teaching competences. Significant improvement of nursing demonstrators' practice and knowledge was found immediate post and three months post program than preprogram .Conclusion: nursing demonstrators at Tanta University Faculty of Nursing had unsatisfied level of knowledge and performance for clinical teaching competences. Those nurse demonstrators have great need to attend periodically educational program to improve their competency in clinical teaching. Recommendation: conduction pre-employment orientation and periodic educational training program and workshop about clinical teaching competences.

Development and evaluation of a Communication Enhancement Program for People with Chronic Schizophrenia: A quasi-experimental pretest-posttest design study

AimThis study aims to develop a Communication Enhancement Program for People with Chronic Schizophrenia (CEP-S), and to evaluate the effects of CEP-S. BackgroundPeople with chronic schizophrenia are characterized by core communication disturbances; therefore, a program to enhance their communication skills is necessary. As such, they are predicted to have difficulty fitting into society, such as relationships with people, due to issues such as having normal communication with others. Therefore, a program to enhance their communication skills is necessary. MethodsThis study used a non-equivalent groups design with pre- and post-tests. In order to make a preliminary evaluation of CEP-S, controlled clinical trial was performed by setting experimental group and control group. 20 participants were in the experimental group, and 21 participants were in the control group. Ten sessions of CSE-S were provided over 5 weeks. The data were analyzed using SAS 9.2. Data analysis used descriptive statistics, chi-square and t-tests, and ANCOVA. ResultsStatistically significant differences were found between the experimental and control groups in terms of the communication disturbance, emotional expression, empathy competence, communication competence, and interpersonal relationship skills. ConclusionsThe program improved the communication skills of people diagnosed with chronic schizophrenia and provided evidence for the effectiveness of interventions in improving interpersonal relationship skills. The results of this study will expand mental health care professionals' knowledge of how to increase communication skills when supporting people with chronic schizophrenia.

A COMPARISON OF LİFE SKİLL LEVELS BETWEEN STUDENTS OF EDUCATİON FACULTY AND STUDENTS OF PEDAGOGİCAL FORMATİON: THE CASE OF MUSTAFA KEMAL UNİVERSİTY, TURKEY

In this study, the life skill levels of undergraduate students of Mustafa Kemal University in 2016-2017 academic year were compared to that of students receiving pedagogical formation education in the same term. For this purpose, 75 students receiving pedagogical formation training and 242 undergraduate students, total of 317 students participated in the research. The life skill levels of students were determined by using Life Skills Scale comprising 5 factors, the groups were compared in terms of each factor and total points. Also analysis of gender, age, marital status of parents, the location at which most of the lifespan covered were used as variables to evaluate the change in life skills level, then the groups were compared according to the findings. According to the Descriptional Statistics, ANOVA, Independent Groups t Test results that are evaluated through the obtained data; the “Life Skills”, “Skills of Overcoming Emotions and Stress”, “Emphaty Establishment and Self-awareness Skills”, “Decision-making and Problem solving Skills” “Creative and Critical Thinking Skills” “Communication and Interpersonal Relations Skills” of pedagogical formation students were found to be significantly higher than that of undergraduate students. Besides, it was seen that life skill levels of both groups do not vary with gender, and while the age variable was not functional in the life skill levels of formation students, it was influential in the life skill levels of undergraduate students. The marital status of parents (divorced parents) had significant effect on undergraduate students and no significant effect on pedagogical formation students, the place where most of the lifespan was covered had no significant effect on the life skill levels of both groups of students. Article visualizations:

RELATIONAL LEADERSHIP IN DESIGN PROJECTS

Abstract – As a continuation of previous research pertaining to the self-assessed effectiveness in various interpersonal aspects by undergraduate Mechanical Engineering students as the Lassonde School of Engineering, the authors present in this paper, the findings of new research elaborating upon areas of concern surmised from the prior study. Motivation for this new research stems from the previous data relating to interpersonal and team relational skills inadequacies and the experiences of this paper, the authors present the findings of new research continue upon previous research pertaining to undergraduate students in Mechanical Engineering program self-assessment of effectiveness. The main objective of this paper is to present upon the common challenges of design team projects according to students, and the influence (or relation) effective and/or ineffective interpersonal relationship skills have upon those challenges. Results from this investigation indicates that human-related challenges experienced in team projects stem largely from ineffective manipulation of communication and relational skills and the various facets of team dynamics directly and indirectly affected by them. Additionally, research indicated that females team members had more gendered experiences with their teams. The author found there to be correlations between the negative female experiences and ineffective relational / interpersonal skills. 

The Influence of Behavioral Inhibition System on Interpersonal Relationship Skills among Employees - The Mediating Effects of Fear of Negative Evaluation and Difficulty in Naming of Emotion -

본 연구에서는 행동억제성향이 직장인의 대인관계능력에 영향을 미치는 과정에서 타인의 부정적 평가에 대한 두려움과 정서명명곤란의 매개효과를 검증하고자 하였다. 직장인 489명으로부터 자료를 수집하였고, 자료는 구조방정식 모형을 이용하여 분석하였으며, 연구 결과는 다음과 같다. 첫째, 직장인의 행동억제성향이 높을수록 타인의 부정적 평가에 대한 두려움이 높게 나타났고, 정서명명 곤란도 높게 나타났다. 그리고 타인의 부정적 평가에 대한 두려움과 정서명명곤란이 높을수록 대인 관계능력이 낮게 나타났다. 둘째, 행동억제성향과 대인관계능력의 관계에서 타인의 부정적 평가 두려움과 정서명명곤란이 완전매개효과를 가지는 것으로 나타났다. 이러한 결과를 통하여 행동억제성 향이 대인관계능력에 직접적으로 영향을 미치기 보다는 타인의 부정적 평가 두려움과 정서명명곤란을 매개하여 영향을 미친다는 사실을 알 수 있다. 이는 상담실제에서 대인관계의 어려움을 호소하는 직장인 내담자의 경우 행동억제성향뿐 아니라 매개효과가 검증된 변인들에 대한 탐색과 개입이 필요함을 시사한다. 끝으로 본 연구의 의의 및 제한점과 후속연구를 위한 제언을 논하였다.The purpose of this research is to confirm the mediating effects of fear of negative evaluation and difficulty in naming of emotion on the relationship between behavioral inhibition system (BIS) and interpersonal relationship skills among 489 employees in Korea. The main research findings were as follow. First, a higher BIS score was associated with higher levels of fear of negative evaluation and difficulty in naming of emotion, while higher scores on fear of negative evaluation and difficulty in naming of emotion were associated with lower scores on interpersonal relationship skills. Second, fear of negative evaluation and difficulty in naming of emotion completely mediated the influence of BIS on interpersonal relationship skills. The results of this research show that BIS has an indirect effect on interpersonal relationship skills through fear of negative evaluation and difficulty in naming of emotion.

The value of psychosocial group activity in nursing education: A qualitative analysis

BackgroundNursing faculty often struggle to find effective teaching strategies for nursing students that integrate group work into nursing students' learning activities. ObjectivesThis study was conducted to evaluate students' experiences in a psychiatric and mental health nursing course using psychosocial group activities to develop therapeutic communication and interpersonal relationship skills, as well as to introduce psychosocial nursing interventions. MethodsA qualitative research design was used. The study explored nursing students' experiences of the course in accordance with the inductive, interpretative, and constructive approaches via focus group interviews. Participants were 17 undergraduate nursing students who registered for a psychiatric and mental health nursing course. The collected data were analyzed by qualitative content analysis. ResultsThe analysis resulted in 28 codes, 14 interpretive codes, 4 themes (developing interpersonal relationships, learning problem-solving skills, practicing cooperation and altruism, and getting insight and healing), and a core theme (interdependent growth in self-confidence). ConclusionsThe psychosocial group activity provided constructive opportunities for the students to work independently and interdependently as healthcare team members through reflective learning experiences.

The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning

Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students’ lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruction. The aim of this study was to determine the credibility of an existing ABL student learning outcome model for use at the elementary school level in the United States. Findings indicated that the elementary students were able toconnect,value,develop, andtransferthe four IIRS over the course of the ABL unit. The findings provide plausible evidence that IIRS outcomes from the implementation of an ABL unit of instruction are possible to achieve at the elementary school level. Studies that further investigate student outcomes from participation in ABL at the elementary school level are recommended.

Developing Important Life Skills through Project-Based Learning: A Case Study

Project-based Learning (PBL) is regarded as an effective teaching method to help students develop their life skills to meet the needs of the 21st century. However, PBL has not been widely implemented in Vietnam. Therefore, this case study was conducted to explore how effective PBL was to students' life skills development. Thirty-three students and an instructor in a university participated in the study. Data were collected using six classroom observations, and semi-structured interviews with nine students and the instructor. The study showed that PBL dramatically helped improve the students' problem-solving, critical-thinking, time-management, and interpersonal relationship skills. PBL also promoted some students' creativity, information technology (IT), research, leadership and film-making skills. The benefits and difficulties they encountered while doing projects motivated them to love projects that they even suggested that the school should incorporate more projects into the curriculum. The study recommends that PBL should be more widely implemented to maximize the development of students' life skills at universities.

Mental Health Through an Attribution Retraining Intervention in Students with Epileptic Disorder

This experimental study aimed to examine the effects of a 7-weeks training program on psychosocial problems. 20 students with epileptic disorder were randomly allocated to an intervention (n=12) and control group (n=8) with pre- and post-training assessments. Our study hypothesized that an increase in dependencies on others in order to meet the personal needs would lead to more psychosocial problems in the control group, but not in the experimental group, due to the attribution retraining intervention. Our study found positive effects of the intervention on psychosocial problems, perceived individual ability, used external resources, interpersonal relationship skill and problem-solving skill in the experimental group. The results showed that a attribution retraining intervention program can protect students with epileptic disorder from an increase in psychosocial problems in order to meet the personal needs.

Impact of a self-control promotion program on nursing students

ObjectiveTo describe the characteristics of positive mental health in nursing students, and to determine the impact of a self-control promotion program. MethodA quasi-experimental controlled trial including 72 second-year of Vitoria-Gasteiz University Nursing School. ResultsThe lowest scores in every measurement were for the self-control factor (F3). There were no statistically significant differences in self-control (F3) between the groups. ConclusionThis program shows higher scores in inter-personal relationship skills.

Application of second classroom in the education of "Geriatric Nursing"

Objective To explore the effect of the second class on improving teaching results in Geriatric Nursing. Methods A total of 53 junior college nursing students of Capital Medical University were selected by purposive sampling from September 2014 to February 2015. They were randomly divided into observation group (n=28, traditional teaching method + the second class teaching) and control group (n=25, traditional teaching method) . The learning effects were evaluated with the self-rating scale for self-sirected learning (SRSSDL) and the theoretical achievements of Geriatric Nursing. Results The theoretical achievements of Geriatric Nursing all improved. The average of the theoretical achievements was (80.28±6.15) in observation group and (72.33±9.78) in control group with a significant difference (t=4.43, P<0.05) . The scores of SRSSDL in learning awareness, learning behavior, learning strategy, learning evaluation, interpersonal relations skills in observation group were all better than those in control with significant differences (t=4.198, 8.314, 10.237, 12.639, 5.109; P<0.05) . Conclusions The second class in Geriatric Nursing provides a platform for innovation, demonstration, practice and knowledge aftertaste. It can effectively inspire students' learning interest in the major, be in favor of cultivation in humanistic concern and improve the self-directed learning capacity of junior college nursing students. Key words: Geriatric nursing; Second class; Self-directed learning capacity; Humanistic concern

The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher-children relationships and children's social competence in Turkey.

This quasi-experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social-emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48-72 months) and teachers in Izmir participated in the intervention, and 280 children (48-72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social-emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro-social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children.

Skills for Successful Ageing in the Elderly. Education, well-being and health

Abstract Introduction. Lifelong learning and education are necessary for the social and cultural integration of elderly individuals. In order to ensure their participation in these programs, a new mentality is needed and these offerings must be adapted to their specific needs, expectations and interests in order to successfully attract them to the numerous training offerings of their educational centres. Objectives. To describe the creation and implementation of an educational program directed at individuals over the age of 55, designed to improve their interpersonal relationship skills and healthy lifestyle habits, elements that may be key determinants of their psychological well-being. Methodology. Experimental design with a control group. Based on a random sample of 200 individuals over the age of 55, an education program was implemented over a three- month period in Active Participation Centres of the province of Almeria (Spain). The Scale of Subjective Psychological Well-being (Sanchez Canovas, 1998) and the self-concept of Garaigordobil (2011) were used. Results. Data analysis indicates that the program could have a positive influence, with statistically significant differences being observed between the control and experimental groups for the majority of the evaluated variables. Conclusions and Recommendation. These data reveal the benefits of lifelong learning programs for elderly individuals, serving to improve their psychological well-being and the integration of skills that promote healthy and active ageing.

A Portrait of Social and Emotional Learning Within Sequoia National Park

Outdoor adventure–based experiences allow students to engage in physical activities and process learning tasks within a novel, open environment that is unlike any classroom. Past outdoor adventure–based research has indicated two primary participant outcomes: intrapersonal and interpersonal relationship skills or IIRS (Moore & Russell, 2002). The body of literature involving the promising outcomes from outdoor adventure–based experiences designed for college students is growing (Bailey & Kang, 2015; Frauman & Waryold, 2009; Lien & Goldenberg, 2012; Rude, Bobilya, & Bell, 2017; Vlamis, Bell, & Gass, 2011; Wolfe & Kay, 2011). One noticeable gap in the adventure-based literature is research on participants’ lived experience through a conceptual lens of social and emotional learning (SEL). The purpose of this study was to explore college students’ perceptions of their SEL competencies based on a 3-day adventure-based experience to Sequoia National Park. The participants experienced and expressed in a short time frame in the adventure setting the SEL core competencies of relationship skills and social awareness . The findings are encouraging, suggesting that the adventure-based experience to Sequoia National Park provided the participants an opportunity to develop SEL that involved the themes of friendship and mindfulness . Subscribe to JOREL

Graduate skills requirements for effective performance in the banking sector

This paper aimed to explore the graduate skills requirements in the banking sector. In-depth interviews were carried out with twenty-five managers in ten companies in the banking industry in Turkey. The results show that 40 percent of managers thought universities do not provide their graduates with the skills necessary to be successful in their jobs. Soft skills (i.e. communication, interpersonal relationship, and teamwork skills) are particularly sought after, and managers would also like to see more training in analytical thinking skills. Researchers are recommended to study the subject in different counties using quantitative methods. Based on results, bank executives are advised to communicate and collaborate with educators to make sure their needs are known and met. This paper filled the gap in research on the skills the banking sector needs in new graduates.

Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare

Background. Community-based education research and service (COBERS) is a platform for embedding progressive transformative leadership and research-related medical education in Uganda. The leadership development programme (LDP) developed at Mbarara University of Science and Technology (MUST), Uganda is a key component of COBERS. Health science students at MUST are equipped by means of the LDP with leadership knowledge and skills, and a positive attitude towards leadership and rural communities. The programme involves employing interactive learner-centred education techniques, with the opportunity to implement these skills in a community setting immediately after the training. Objective. To assess the students’ self-reported perception and effectiveness of the precommunity placement LDP at MUST and its impact during the community clinical placement, and to measure the self-reported improvement of students’ knowledge and their application of leadership skills in the community. The results of the evaluation will improve and build on this educational programme. The study also evaluated the effectiveness of the preplacement leadership training course for undergraduates at MUST, as reported by students. Methods. The programme evaluation of the LDP used quantitative pretest and post-test measures and qualitative data from focus group discussions to enrich the evaluation. Data were collected from students before and after the 1-week leadership training course using the same self-administered questionnaire. Variables were then compared to evaluate the impact of the LDP. Results. Prior to the intervention, only 14% of the participants had ever attended a leadership training session. There was significant self-reported change in the task accomplishment skills, interpersonal relationship skills and quality of leadership. Conclusion. The results suggest that the LDP may increase leadership skills among health science students to improve healthcare in Uganda. Our study recommends that this leadership programme be considered for use by Ugandan medical training faculties and similar environments elsewhere.

Influence of nursing students' personal factors on the teaching effect of nurse patient communication experience

Objective To explore the effect of students' factors on the teaching effect of nurse patient communication experience. Methods A questionnaire survey was conducted among 208 students who received nurse-patient communication experience teaching. Research content included students' subjective factors and objective factors, and non-technical expertise. The training effect factors affecting the personal factors questionnaire, self-made demographic characteristics questionnaire and nursing soft skills assessment scale were adopted to make evaluation and SPSS 17.0 was used to make correlation analysis to the obtained data. Result For respondents, the factors such as one-child in general demographic characteristics and social work experience had correlation with the teaching effect (r=0.270, 0.725; P=0.000, 0.010). Nursing students' non-professional and technical capacity, personal characteristics and the teaching effect were correlated with the teaching effect, among which the students' interpersonal relationship, organization and management skills, self-efficacy, learning power had the correlation co-efficients with the teaching effect of 1.000, 0.725, 0.192 and 0.470, P<0.05, respectively. Conclusion In the teaching process, it has positive effect on the teaching effect to create the practice condition, increase the favorable factors, and guide the self awareness of students. Key words: Experiential learning; Individual factors; Teaching effect; Empirical study

Dimensions of Maternal Self-Concept at Three Stages of Motherhood

The present study, based on a sample of 1649 mothers in Korea, examines dimensions of maternal self-concept and their differences across a broad range of motherhood phases i.e., among mothers of preschoolers (ages 2–5), school-aged children (ages 6–12), and adolescents (ages 13–18). Overall, seven dimensions of maternal self-concept were identified across the three stages of motherhood. Among them only two dimensions, knowledge and skills in parenting and interpersonal relationships, were found in all three groups of mothers. The most notable differences lie in the self-as-individual dimensions (i.e., self-development, self-reflection, and independence); they were manifested among mothers of pre-schoolers or school-aged children, but not among mothers of adolescents. This study also documents differences in predictive relationships between maternal self-concept and mothers’ well-being according to the ages of their children. We conclude that maternal self-concept and its predictors are different at different stages of child development.

Life Skills among Senior Secondary School Students of Jaipur District

Adolescence is a critical transitional period between playful childhood and responsible adulthood. Largenumbers of changes in physical, psychological and social domains of life are present at this time. Life skills education can facilitate adolescent‘s practices and reinforcepsychosocial skills in a culturally and developmentally appropriate way; it contributes to the promotion of personal and social development, the prevention of health and social problems, and the protection of human rights in young peoples. Life skills education promotes mental well-being in young people and equips themto face the realities of life. The purpose of the study was to assess the impact of Life Skills Education subject among 11th grade students of Government Senior Secondary School of Jaipur district. Life Skills Education is a compulsory subject offered in eleventh standard; therefore 400 students were randomly selected from 16 Government Senior Secondary School of Jaipur District in Rajasthan. The data was collected by using the Life Skills Assessment Scale (LSAS). Pre-test and post-test method was used for data collection. Results depict that there is a significant difference in LSE in pre and post-test phases. Students‘ scores were better in post-test as compare to pre-test, thus it is concluded that over the period of six months the learners Life Skills were improved. In post-test phase students moved from low scores categories to high scores categories. Maximum improvement was noticed in interpersonal relationship skill and minimum was observed in problem solving skill. Correlation results show that many skills are correlated but yet coping with stress skill needs more individual attention as it does not reflect good correlation.