Interpersonal Training Research Articles

A Case Study of a Juvenile Offender's Antisocial Actions and Criminal Aspirations

This case study delves into the aggressive conduct and criminal goals of Master B, a 15-year- old adolescent who has been detained in a juvenile facility for five months on murder accusations related to a family property dispute. Master B testifies to deliberately killing another individual 16 times in retribution, motivated by strong resentment and family loyalty. His violent history includes a notable episode of aggressiveness at school, in which he beat an acquaintance for verbally assaulting his girlfriend. Despite his activities, Master B shows no regret and openly professes his desire to become a gangster, claiming that he intends to do more violent acts. His separation from cultural standards, academic failure, alongside lack interest in participating in rehabilitation are evident, despite the fact that he participates in academic endeavours and recreational carrom only sometimes whilst in the juvenile centre. Master B's treatment consists of planned learning opportunities and behavioral interventions; however, his persistent antisocial tendencies indicate the requirement for specific strategies that incorporate Cognitive Behavioral Therapy (CBT), anger management, and familial therapy to address his violent impulses and criminal ambitions. Anger management, logotherapy, interpersonal training, and criminal thought treatments are all possible methods for dealing with such conduct.

Gadamer 관점에 따른 묻지마 범죄에 대한 음악치료 현장에서의 창의성 이해

Unlike traditional incidents, “Do-not-ask” crimes occur against unspecified people or an unspecified number of people without a specific cause, so anyone can become a victim of “Do-not-ask” crimes, causing serious fear in many people. And, regardless of who is involved, it is difficult to clearly distinguish between a potential perpetrator of a crime and an actual perpetrator, leading to confusion in prevention. Through research to date, it is understood that perpetrators of “Do-not-ask” crimes generally have common problems such as poor economic and family environments, cognition, thinking, impulsiveness control, and emotional control abilities. Additionally, many perpetrators of “Do-not-ask” crimes have a history of mental illness and/or have a thinking disorder due to addiction to psychotropic drugs. Rather than increasing the severity of legal punishment for perpetrators of “Do-not-ask” crimes who have these problems, it is judged that mental rehabilitation treatment that includes drug treatment, interpersonal training, art therapy, and family education is more urgent, and preemptive measures against random crimes are considered more urgent. It is believed that information sharing and the establishment of a cooperative system with various organizations are urgently needed for prevention. First of all, in terms of therapeutic approach, there may be various understandings of perpetrators of crime without question, but crime without question is understood simply as a symptom and the goal is not to reduce or eliminate symptoms, but rather the psychological state of criminals without question is a process of horizon fusion, dialectic. By understanding it as a temporary and intermediate situation, we aim to suggest a direction for healing through the formation of perpetrators' creativity and the role of art and play (Spiel) where this creativity can be actively expressed.

Meaningful connections: An education program to enhance resident-certified nursing assistant relationships

ABSTRACT Close relationships between nursing home residents and Certified Nursing Assistants (CNAs) result in positive outcomes for both residents and staff, including increased well-being for residents. However, many resident-CNA relationships remain superficial, are focused primarily on physical care, and interpersonal skill training for CNAs is sparse. The purpose of this study was to develop an education program to foster CNAs’ interpersonal skills and relationship development. We conducted a literature review on CNA interpersonal skill training and disseminated a survey to CNAs to inform the education program. Literature review findings revealed that CNAs value their relationships with residents and desire more interpersonal training, but this training is often limited. The survey, which was disseminated via social media and facility contact referrals, asked responding CNAs (n = 73) to evaluate their perceptions of empowerment, interpersonal skill competency, and learning preferences. We found that most CNAs feel confident in their interpersonal skills, but they lack training in boundary-setting and bereavement support. About one-third of respondents did not feel that their work was valued or their strengths recognized by their supervisors. Most respondents reported that they valued visual (85%), experiential (91%) learning. The final program, Meaningful Connections, includes nine modules covering topics such as person-centered caregiving, empathy, emotional intelligence, and boundary-setting. One supplementary module provides potential adaptations to the curriculum to customize the needs of each participant group. The results of this project suggest a need for more CNA relationship training and support, especially in the areas of boundary-setting and bereavement.

Evaluating the coaches’ experience in the Flip the Pharmacy program

BackgroundThe Flip the Pharmacy (FtP) program aims to transform pharmacy practice to be patient centered and professionally sustainable through hands-on peer coaching, where the peer coaches’ roles are to support their teams and provide them with feedback. There is a need to describe the coaches’ experiences in transforming pharmacy practice, to better use coaching in future programs. ObjectivesThis study aims to (1) describe peer coaches’ experiences in cohort 1 year 1 of the FtP program, (2) identify barriers and facilitators for program implementation, and (3) provide recommendations for future coaches. MethodsA qualitative design used semistructured telephone interviews with all 7 peer coaches at FtP Team Iowa. They were interviewed about their coaching approach, experiences, and perceived facilitators and barriers to FtP program implementation by 30 pharmacies. The transcripts were coded by 2 researchers independently using thematic analysis, the emergent codes were discussed until agreement was reached, and then codes were aggregated and organized. ResultsCoaches’ experience contained 3 themes: training received in preparation for the program, role clarity, and pharmacy visits (face to face vs. virtual). Themes also emerged for perceived facilitators and barriers to program implementation. Opportunities and recommendations contained 3 themes: accountability, in which the coach has clear expectations and uses consistent reporting; knowledge sharing, where peer coaches can exchange ideas and experiences; and training, where coaches can receive technical and interpersonal training. ConclusionConsistency and role clarity for the coaches can be increased by training on communication with teams, setting clear expectations, and providing a system for sharing their experiences and knowledge. Peer coaches can help establish service value that can improve contract opportunities and program execution through routinizing workflow. More research should be done about the effects of peer coaches’ roles on sustaining practice transformation for successful service execution.

PATH 2 Purpose: Design of a comparative effectiveness study of prevention programs for adolescents at-risk for depression in the primary care setting

The majority of mental, emotional, and behavioral (MEB) disorders have an initial onset before age 24, with 20% annual incidence, and with major depressive disorder (MDD) being the most common MEB. Health systems may be able to reduce costs by transitioning from the current treatment-focused model for MDD to a prevention model. However, evidence is needed for (1) the comparative effectiveness of a “scalable intervention” and (2) an implementation model for such a scalable intervention in the primary care setting. This paper describes a comparative effectiveness trial evaluating the efficacy of two evidence-based cognitive-behavioral prevention (CBP) programs: Teens Achieving Mastery over Stress (TEAMS), the “gold standard,” group therapy model, and Competent Adulthood Transition with Cognitive Behavioral, Humanistic and Interpersonal Training (CATCH-IT), a scalable, self-directed, technology-based model. Eligible adolescents, age 13–19, are offered one of these two depression prevention programs across five health systems (30 clinics) in urban and suburban Chicago, IL, rural Western IL, and Louisville, KY. We are comprehensively evaluating patient-centered outcomes and stakeholder-valued moderators of effect versus baseline at two, six, 12, and 18-month assessment points. Using a hybrid clinical trial design that simultaneously examines the implementation process, the study is also assessing adolescents', parents', and providers' experiences (e.g., efficacy, time commitment, cultural acceptability) within each intervention approach.

하브루타 본문학습의 삼각관계 구도를 적용한 성경학교 프로그램 운영 사례연구

The purpose of this study was to analyse the case and the effectiveness of the bible school program using triangular relationships in Havruta text learning. Havruta is an educational method in which Jews studied the Talmud and Torah in pairs. However, Havruta method can be utilized as providing the training in reading the Bible, interpersonal training, and self-reflection training in the relationship between text and learner, learner and learner, learner and instructor.<BR> The subjects of this study were sixty-seven elementary students. The phases of this study were sequenced by preparation, development, implementation and evaluation of the bible program. The participants in this bible program became active learners in mutual interaction, coordinating and solving tasks and problems. They looked at each other’s activities and exchanged words and created a pleasant atmosphere. The students in this bible program come to realize that they themselves and other students were very important people. Looking for God’s heart and thoughts, they confessed their faiths in God.<BR> The significance of this study is that it showed the field where elementary learners interacted with their partners and read the Bible more carefully with interest. It is also meaningful in that it showed a sample of the application in the field by directly participating in the experiences of teachers and learners about how Havruta education is being conducted from a relational point of view.

What We Really can Learn From Aviation: Checklist-based Team Time-Out in Conjunction With Interpersonal Competence Training for the Daily Management of a Surgical Department

Objective. Aviation and affiliated training concepts have gained a pioneering role in the establishment of interpersonal competence training for physicians and in particular for surgical disciplines. Strengthening interpersonal competence in conjunction with standardized processes and tools aims at implementing safety and error culture in the clinical surroundings while improving patient safety. In a surgical center, safety culture starts with decisive day-to-day management, continues with WHO team time-out and optimal surroundings for the operation, and goes beyond mortality and morbidity conferences and reevaluation of the daily work. Nevertheless, operational day-to-day management has been only little in the focus of security and error culture in surgical literature yet. Method. Interpersonal competence training has been introduced in the hospital group. In 2017, a checklist-based team time-out was implemented to optimize day-to-day management so that conflicts and collisions can be identified timely. Results. The daily completed checklist addresses changes in staff and resource availability, patient-relevant, and other organizational factors. The introduction has provided a significant level of stability and proven itself as part of the safety culture and exemplary leadership beyond the "classical" fields in surgery. Conclusion. This "simple" instrument from the aviation toolbox in conjunction with interpersonal competence training can be recommended to improve the management and safety culture in a surgical clinic to streamline operations and positively affect patient safety and staff development as well as employee satisfaction. Nevertheless, it is not sufficient to implement standard operation procedures templates and checklists, and they have to be lived daily and by everyone.

Double trouble: Therapists with low facilitative interpersonal skills and without training have low in-session experiential processes

ABSTRACT Objectives: This study examined the combined effect of therapist Facilitative Interpersonal Skills (FIS) and Training Status on experiential processes within therapy sessions. In this randomized trial of FIS and Training Status, we predicted that in-session experiential processes would be highest for the high FIS and trained therapist group and lowest for the low FIS and untrained therapists. Methods: Forty-five clients were selected from 2,713 undergraduates using a screening and clinical interview procedure. Twenty-three therapists were selected for their level of FIS (high vs. low) and Training (trainee vs. untrained) and each were assigned two clients for seven sessions each. Two different coder teams independently rated experiencing and narrative process from the third therapy session and computer analysis identified affect words from transcripts. Results: FIS×Training Status significantly interacted on the set of experiential process measures. Relative to all others, therapists who were in the low FIS / no training group had lower experiencing and reflexive content, but higher external content. Conclusions: The findings highlight the importance of therapist characteristics within therapy sessions. Therapists without training and with low interpersonal skills have sessions that are nearly devoid of content that focuses on client experiential processes and emotion.

24-Month Outcomes of Primary Care Web-Based Depression Prevention Intervention in Adolescents: Randomized Clinical Trial.

BackgroundAdolescent depression carries a high burden of disease worldwide, but access to care for this population is limited. Prevention is one solution to curtail the negative consequences of adolescent depression. Internet interventions to prevent adolescent depression can overcome barriers to access, but few studies examine long-term outcomes.ObjectiveThis study compares CATCH-IT (Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training), an internet-based intervention, to a general health education active control for depression onset at 12 and 24 months in adolescents presenting to primary care settings.MethodsA 2-site randomized trial, blinded to the principal investigators and assessors, was conducted comparing Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training to health education to prevent depressive episodes in 369 adolescents (193 youths were randomly assigned to Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training and 176 to health education) with subthreshold depressive symptoms or prior depressive episodes. Participants were recruited from primary care settings in the United States. The primary outcome was the occurrence of a depressive episode, determined by the Depression Symptom Rating. The secondary outcome was functioning, measured by the Global Assessment Scale.ResultsIn intention-to-treat analyses, the adjusted hazard ratio favoring Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training for first depressive episode was not statistically significant at 12 months (hazard ratio 0.77, 95% CI 0.42-1.40, P=.39) and 24 months (hazard ratio 0.87, 95% CI 0.52-1.47, P=.61). Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training provided preventive benefit for first depressive episode for those with mild hopelessness or at least moderate paternal monitoring at baseline. Global Assessment Scale scores improved comparably in both groups (intention-to-treat).ConclusionsA technology-based intervention for adolescent depression prevention implemented in primary care did not have additional benefit at 12 or 24 months. Further research is necessary to determine whether internet interventions have long-term benefit.Trial RegistrationClinicalTrials.gov NCT01893749; http://clinicaltrials.gov/ct2/show/NCT01893749.

Randomized Clinical Trial of an Internet-Based Adolescent Depression Prevention Intervention in Primary Care: Internalizing Symptom Outcomes.

Approximately 20% of people will experience a depressive episode by adulthood, making adolescence an important developmental target for prevention. CATCH-IT (Competent Adulthood Transition with Cognitive-behavioral, Humanistic, and Interpersonal Training), an online depression prevention intervention, has demonstrated efficacy in preventing depressive episodes among adolescents reporting elevated symptoms. Our study examines the effects of CATCH-IT compared to online health education (HE) on internalizing symptoms in adolescents at risk for depression. Participants, ages 13–18, were recruited across eight US health systems and were randomly assigned to CATCH-IT or HE. Assessments were completed at baseline, 2, 6, 12, 18, and 24 months. There were no significant differences between groups in change in depressive symptoms (b = −0.31 for CATCH-IT, b = −0.27 for HE, p = 0.80) or anxiety (b = −0.13 for CATCH-IT, b = −0.11 for HE, p = 0.79). Improvement in depressive symptoms was statistically significant (p < 0.05) for both groups (p = 0.004 for CATCH-IT, p = 0.009 for HE); improvement in anxiety was significant for CATCH-IT (p = 0.04) but not HE (p = 0.07). Parental depression and positive relationships with primary care physicians (PRPC) moderated the anxiety findings, and adolescents’ externalizing symptoms and PRPC moderated the depression findings. This study demonstrates the long-term positive effects of both online programs on depressive symptoms and suggests that CATCH-IT demonstrates cross-over effects for anxiety as well.

Seniors and mobiles: A qualitative inquiry of mHealth adoption among Singapore seniors

ABSTRACT Objective This study examines how seniors in Singapore use mobile devices for healthcare purposes. Methods Semi-structured interviews with 35 mobile phone users aged between 58–82 years old. Results Seniors regard mobile phones as important personal devices for socialization, security, and emergency purposes. Most of the seniors consider mobile telephony (voice calls and text messaging) as an accessible platform to access healthcare. Perceived usefulness, ease of use, compatibility, technology anxiety, financial cost, and self-efficacy were identified as factors affecting the use of mHealth among seniors. Although a few adopt mHealth applications and mobile Internet for health-information seeking, some younger seniors show enthusiastic attitudes toward its adoption. Additionally, some seniors also have technology anxiety and resistance toward using mHealth applications. Conclusion Seniors use mobile phones for healthcare purposes in their daily life, and its use involves several facilitators and barriers. Interpersonal training is likely to reduce their anxiety and increase mHealth literacy and adoption. Theoretical and practical implications are discussed.

Organisational commitment and culture: evidence of commitment in an independent sales force

This article analyses the relationship between organisational culture and commitment demonstrated by independent sales professionals of a firm in the electrical cables and conductors industry. This study is based on both quantitative and qualitative approaches. Participants comprised all 42 professionals working in the company's commercial division. Data were collected using interviews and documentary research. Two base scales were used to determine organisational commitment and organisational culture: IBACO and EBACO. Results indicate that a sales force, even when independent, might express commitment through the values of collaborative professionalism, and employee satisfaction and well-being, as well as the practices of fostering interpersonal relationships, external integration, rewards and training. The values and practices mentioned in this study may serve as insights for managers who wish to improve sales force commitment and consequently increase sales performance.

Teaching or Not Teaching Empathic Listening to Future Physicians? Historical Roots and Ongoing Challenges

This commentary raises questions regarding empathy training as a core objective of foundational skills courses in most U.S. medical schools. While a number of educational activities focused on the cultivation of empathy have been introduced by medical educators, students spend very little time acquiring specific key communication competencies like listening. Medical school faculty have written about the importance of empathy, but have not availed themselves of the research that truly defines empathic listening, nor have they shifted their focus to exactly how these skills can be taught. In the absence of guidance about active listening as a therapeutic micro-skill, it is unlikely that physicians-in-training can consistently produce verbal responses that allow patients to feel that they are heard and understood. Thus, medical students may have communication deficiencies, including the inability to establish meaningful rapport with patients. The predicament is maintained because most physician faculty do not reach back to draw on prior models of interpersonal sensitivity training, nor do they cross disciplinary lines beyond medical school curricula to synthesize lessons from psychology and communication studies. This is problematic, because the development of meaningful relationships with patients has been demonstrated to improve outcomes.

Zaufanie – bezpieczeństwo – rozwój. Metoda Ruchu Rozwijającego Weroniki Sherborne dla wszystkich

Zaufanie – bezpieczeństwo – rozwój. Metoda ruchu rozwijającego Weroniki Sherborne dla wszystkich. Ruch stanowi naturalny środek komunikacji, a ludzie często porozumiewają się za jego pośrednictwem. Z obserwacji i doświadczeń Rudolfa Labana wywodzi się współczesna teoria wychowania fizycznego oraz ruch rozwijający Weroniki Sherborne. Metoda Ruchu Rozwijającego zaliczana jest do niewerbalnych treningów interpersonalnych; korzysta z dotyku, ruchu i wzajemnych relacji fizycznych, emocjonalnych, społecznych; odwołuje się do wczesnodziecięcego doświadczenia człowieka. Ruch uświadamia znaczenie narządu równowagi, kontakt fizyczny stanowi źródło wrażeń dotykowych. Jego zwolenniczką i propagatorką jest prof. Marta Bogdanowicz (ur. 1973), która kształci rzesze osób zainteresowanych oraz zachęca do wdrażania metod polisensorycznych w pracy terapeutycznej. Marta Bogdanowicz to psycholog kliniczny dziecięcy, była dyrektor Instytutu Psychologii Uniwersytetu Gdańskiego, założycielka, wieloletnia przewodnicząca, a obecnie wiceprzewodnicząca Polskiego Towarzystwa Dysleksji (1990), wiceprzewodnicząca European Dyslexia Association (Europejskiego Towarzystwa Dysleksji), członek międzynarodowych towarzystw naukowych. Jest autorką ponad 300 publikacji, w tym 40 książek i publikacji zwartych, m.in.: Portrety nie tylko sławnych osób z dysleksją, Gdańsk 2008, Metoda Dobrego Startu, Warszawa 2005, Ryzyko dysleksji, Gdańsk 2005, W co się bawić z dziećmi?, Gdańsk 2004, Przytulanki, Gdańsk 2003.

Effect of Internet-Based Cognitive Behavioral Humanistic and Interpersonal Training vs Internet-Based General Health Education on Adolescent Depression in Primary Care

Although 13-20% of American adolescents experience a depressive episode annually, no scalable primary care model for adolescent depression prevention is currently available. To study whether CATCH-IT (Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training) reduces the hazard for depression in at-risk adolescents identified in primary care, as compared to a general health education attention control (HE). The Promoting AdolescenT Health (PATH) study compares CATCH-IT and HE in a phase 3 single-blind multicenter randomized attention control trial. Participants were enrolled from 2012 to 2016 and assessed at 2, 6, 12, 18, and 24 months post-randomization. Primary care. Eligible adolescents were 13-18 years with subsyndromal depression and/or history of depression and no current depression diagnosis or treatment. Of 2,250 adolescents screened for eligibility, 446 participants completed the baseline interview and 369 were randomized into CATCH-IT (n=193) and HE (n=176). CATCH-IT is a 20-module (15 adolescent modules, 5 parent modules) online psychoeducation course that includes a parent program, supported by three motivational interviews. Time-to-event for depressive episode; depressive symptoms at 6 months. Mean age was 15.4 years, and 68% were female; 28% had both a past episode and subsyndromal depression; 12% had a past episode only, 59% had subsyndromal depression only, and 1% had borderline subsyndromal depression. The outcome of time-to-event favored CATCH-IT but was not significant with intention-to-treat analyses (N=369; unadjusted HR=0.59; 95% CI 0.27, 1.29; p=0.18; adjusted HR=0.53; 95% CI 0.23, 1.23, p=0.14). Adolescents with higher baseline CES-D10 scores showed a significantly stronger effect of CATCH-IT on time-to-event relative to those with lower baseline scores (p=0.04). For example, for a CES-D10 score of 15 (significant sub-syndromal depression), HR=0.20 (95% CI 0.05, 0.77), compared to CES-D10 of 5 (no sub-syndromal depression), HR=1.44 (95% CI, 0.41, 5.03). In both CATCH-IT and HE groups, depression symptoms declined and functional scores increased. CATCH-IT may be better than HE for preventing depressive episodes for at-risk adolescents with sub-syndromal depression. CATCH-IT may be a scalable approach to prevent depressive episodes in adolescents in primary care.

Self-evaulation of personal physical health, accidents while performing duty and preventive treatment of stress in Prison Service

The purpose of the work was to assess the level of health, estimate the number of accidents during service and to identify the use and perceived effectiveness of the prevention of occupational stress in Prison Service (PS). The questionnaire survey was carried out in 2015 at the Central Prison Service Training Center in Kalisz and in selected prisons and detention centers for the group of 250 officers. The questionnaire, which had been constructed for the purpose of the cooperation with the Occupational Safety Body of the Central Board of the Prison Service, was used. There were questions about the frequency of headaches, hypertension, sleep disorders, taking painkillers, accidents during service and prevention of occupational stress. For frequent headaches, sleep disorders and hypertension complain 9-14% of officers. Every 8th officer in the period of 5 years preceding the survey had an accident during his service. Participation rate in the stress prevention and interpersonal training workshops accounted for 70%, and most officers consider them to be effective. The lack of the possibility to make holidays in accordance with the schedule represents the percentage share of 10% of the sample tested, and every 20th of the PS must stop it due to the situation in the service. It was revealed that preferences in the area of applied coping strategies turned out to be slightly differentiating between officers undertaking and not undertaking activity in the field of occupational stress prevention. Officers serving in the multi-shift system and with a longer service period should be covered by greater prevention from the PS work medicine. Conducting training in the prevention of occupational stress should take place at the beginning of the service. Med Pr 2018;69(4):425-438.

Interpersonal Behaviour – Significance and Training and Development Programme Assessment

Purpose – Attempts to draw attention of human resource professionals towards the need, significance and gaps in the area of interpersonal behaviour at the workplace. Addresses the need of Human Resource professionals to understand the dynamics of interpersonal behaviour at the workplace and demonstrate how interpersonal behavioural training and development programmes can be validated for their effectiveness. Design/methodology/approach – Uses self-evaluation of perception of employees towards their interpersonal behavioural skills and abilities. Findings – Describes a positive and significant change in the perception of interpersonal behavioural skills and abilities of employees as a result of interpersonal behavioural training and development programme. Practical implications – Highlights the importance of interpersonal behaviour, competence in interpersonal behaviour at workplace. Throws light on what impacts the interpersonal behaviour at work, what is impacted by the interpersonal behaviour, skills and abilities of employees and interpersonal conflict and deviance at the workplace. Enables personnel and training department of organisations to justify the expenditure incurred on interpersonal behavioural training and development programmes. Social implications – Advances the view that considering employee's perception of their own behavioural skills and abilities results in activation of evaluative self-influence without which no interpersonal behavioural training and development programme can be successful in bringing the change in an organisation. Originality/value – Argues that the lack of a systematic procedure to assess the effectiveness of interpersonal behavioural training and development programme often results in inadequate allocation of resources for the purpose and provides a solution to this problem.

Teaching and learning international business through X-Culture challenge

Students learn the best when they are put in to a situation and made to be part of the process. The challenges and problems of undertaking an experiential project involving global virtual teams (GVTs) are student motivation, class size and integration of X-Culture into course activities, projects and lectures. Situational challenges include interpersonal communication, cross-cultural differences, language barriers, technological issues, distance and training, time zone differences, trust issues. The data reveals that initially students are not motivated to participate in the X-Culture project and have apprehension about working in a virtual environment and its effect on their performance in class but at the end the vast majority of students perceive that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. This research suggests that online experiential exercises can be an effective approach in teaching IB, in developing cross cultural and virtual collaboration skills and attaining assessment of learning goals.

Anger expression, self-efficacy and interpersonal competency of Korean nursing students.

The purpose of this study was to determine whether self-efficacy mediated the relationship between anger expression and interpersonal competency in South Korean nursing students. Interpersonal competency allows nursing students to increase their self-confidence in caring for patients. There is evidence of complex relationships between anger expression, self-efficacy and interpersonal competency. Self-efficacy could be considered a potential mediator in the association between anger expression and interpersonal competency in nursing students. However, few studies have investigated the mediatory role of self-efficacy in this association. A descriptive, cross-sectional study was conducted. In total, 207 Korean nursing students completed a structured questionnaire. Measurement tools included the State-Trait Anger Expression Inventory, Self-efficacy Scale and Interpersonal Competence Questionnaire. Significant correlations were observed between anger expression, self-efficacy and interpersonal competency. Self-efficacy exerted a partial mediatory effect on the relationships between interpersonal competency and anger-in and anger-control within the anger expression subscales. The study demonstrated that appropriate anger expression could result in enhanced interpersonal competency via an increase in self-efficacy. The results concerning the mediatory role of self-efficacy in the association between anger expression and interpersonal competency have provided new knowledge for nursing educators, managers and researchers, allowing them to support nursing students' interpersonal competency. Nursing schools should be required to evaluate students' anger expression patterns and to increase self-efficacy when developing education programmes that provide interpersonal training for nursing students.

Concentric Circles Therapy Training: Clinical Psychology Trainee's Reflections on Participation in a Revised Interpersonal Therapy Training Group

ObjectiveThe Concentric Circles Therapy Training (CCTT) approach is a revised version of a previously developed interpersonal therapy training approach that primarily aims to develop therapist's awareness of interpersonal process. The CCTT approach enables students to take part in an interpersonal therapy training group both as a participant and as an observer. The aim of the study was to obtain in‐depth accounts of the experience of this revised approach to interpersonal therapy training.MethodsSeven Clinical Psychology post‐graduate students took part in the study, with each participant providing 6 weeks of in‐depth personal reflective journals regarding their psychotherapy training experience. Thematic analysis was used to determine the predominant themes.ResultsThree main themes emerged in the data: personal reflections, interpersonal reflections, and integration. Overall, participants indicated that being able to be both a participant and an observer was a unique and powerful learning experience, and all participants indicated that participation in the concentric circles training was an important part of their training to become psychotherapists.ConclusionThe CCTT approach was developed to provide a practical solution to enable interpersonal therapy training in clinical psychology courses where class sizes continue to increase.