Personal Development Training Research Articles

Mindful self-compassion for psychological distress -associated with skin conditions: An online intervention study.

Background Chronic skin conditions are different from internal illnesses since they are often immediately visible to others. Patients feel self-conscious and often go through depression, anxiety, fear of stigma and a substantial psychological, social and economic impact. It is crucial for healthcare professionals to gather information about various strategies and psychosocial interventions that can be used to manage psychological distress associated with skin conditions and avoid it from being neglected amidst other health conditions. Mindful Self-Compassion (MSC) can be used for this. It is a resource-building mindfulness-based self-compassion training programme that uses a combination of personal development training and psychotherapy designed to enhance one's capacity for self-compassion by cultivating spacious awareness as a basis for compassionate action. Aims This study examined the impact of mindful self-compassion on depression, anxiety, stress, dermatology-specific quality of life, self-esteem and well-being in a sample of 88 adults aged 18-55 years suffering from chronic skin conditions. Methods This study used an experimental waitlist control design. Participants were recruited from two skin clinics using purposive sampling in Mumbai, Maharashtra. Pre-test data was collected through self-reported questionnaires on psychological distress, dermatology-specific quality of life, self-esteem and well-being. Participants who were experiencing psychological distress were randomly assigned to either the experimental or waitlist control group. The intervention named 'mindful self-compassion' was delivered through an online platform, twice a week, over a period of 4 weeks. Post-test data was collected later on all variables. Results ANCOVA was utilised where pre-test scores were used as covariates. Differences in pre-test and post-test scores between the intervention group and waitlist control group for depression, anxiety, stress, dermatology-specific quality of life, self-esteem and well-being were analysed. Participants in the intervention group were found to have lower levels of depression, anxiety and stress as compared to the waitlist control group and also had enhanced levels of self-esteem, well-being and dermatological quality of life. These differences were found to be statistically significant (p < 0.001). Limitations The sample reflected heterogenous skin conditions, not a specific skin condition. The study was quantitative in nature, and we could not use any qualitative methods to assess the subjective experience of participants. Due to time constraints, follow-up data could not be gathered from participants to assess long-term effects on participants. Conclusion Mindful self-compassion can be effectively used to manage psychological distress in skin conditions. Dermatologists can become acquainted with basic signs of mental distress and the importance of psychological interventions. By collaborating with mental health professionals, patients can be given holistic treatment.

Development of a Professional Training Model for Tutors at Learning Activity Centers in Enrekang Regency

This research aims to (1) describe the needs for developing a professional training model for tutors at Learning Activity Centers, (2) describe the prototype of the professional training model for tutors at Learning Activity Centers, (3) explain the validity and practicality of the professional training model for tutors at Learning Activity Centers, and (4) explain the effectiveness of the professional training model for tutors at Learning Activity Centers. The research design used in this study is research and development (R&amp;D) with a 4D design model (Define, Design, Development, and Dissemination). The data were analyzed quantitatively and qualitatively.&#x0D; The results of the research show that the needs for developing a professional training model for tutors at Learning Activity Centers are: (1) personal development training, and (2) innovative work training. The data show that the most needed training is innovative work with a percentage of 77% and personal development skills training with a percentage of 62%.&#x0D; Secondly, the prototype produced in this study is a designed product of a training model developed in the form of a curriculum and teaching materials, and learning videos based on Google sites and Video Builder App. The Google sites application provides detailed materials that can be accessed freely through QR codes. The Video Builder App contains brief explanations of the material that can be accessed through the Umaruddin Umar Youtube channel.&#x0D; Thirdly, based on the validation results from two expert models, the model developed is considered valid and suitable for use in professional training for tutors at Learning Activity Centers.&#x0D; Fourthly, based on the results of the small group trials conducted on 15 participants in the Enrekang District, the professional training model for tutors at Learning Activity Centers obtained an interest score of 3.09, with a percentage of 77%, presentation score of 3.2, with a percentage of 80%, and language score of 3.17, with a percentage of 79%. Therefore, the overall aspect score obtained an average of 79%, which is considered appropriate.&#x0D; Based on the results of the large group trials conducted on training participants, the necessary criteria were met with an interest score of 3.39, with a percentage of 84%, a presentation score of 3.36, with a percentage of 83%, and a language score of 3.31, with a percentage of 83%. Hence, the overall aspect score obtained an average of 84%, which is considered very suitable.&#x0D; Based on the facilitator response, the content aspect obtained an average score of 6.75, with a percentage of 84%, the learning media aspect obtained an average score of 6.00, with a percentage of 75%, the appearance aspect obtained an average score of 7.7, with a percentage of 96%, and the language aspect obtained a percentage of 87%. Hence, the overall aspect score obtained an average of 85%, which is considered very suitable.&#x0D; Therefore, the developed model is effective for use in professional training for tutors at Learning Activity Centers.

Мысли о подготовке будущих педагогов к воспитательной деятельности

The questions of what and how to teach are traditional in education. Since knowledge in modern pedagogical science is concentrated around approaches, familiarity with them should form a meaningful basis for the training of future teachers. Pedagogy in its essence is the science and art of managing the processes of development and formation of an individual’s personality. This prompts us to pay attention primarily to instrumental approaches: personal, situational, activity-based and environmental. Their strength lies in the means to which they “owe” their name. However, while familiarizing themselves with these approaches, students face a number of difficulties. They are caused by the following facts: the place and significance of each approach in the system of pedagogical knowledge is uncertain; the methodology and theory of approaches are detached from technology and techniques; predisposition and willingness of students to study the content of the approaches in a certain order are neglected; departments have a limited capacity for carrying out training in accordance with the approaches themselves. These reasons make it difficult to understand the role of each approach in personal development training. They prevent students from mastering the theory and instrumental base of the approaches. The latter prevents them from starting personal development training. The ideas formulated in this article are the author’s answer to these problems. In addition, the historical precedent given in the article, which later developed and took shape in the doctrine of the environmental approach, is intended to help comprehend the situation with the organization of personal development training in pedagogical universities.

Education of purposefulness of students of higher education in the process of sectional classes

The article examines the content of education of purposefulness of students of higher education in the process of sectional classes. Scientific research devoted to the aspects of solving the problems of raising the moral and volitional qualities of pupils and students in the process of sectional classes and physical culture is highlighted. It is revealed how the main concepts of the researched category are interpreted in the scientific literature, namely, what is "will", "individual purposefulness", "education of purposefulness in physical culture and health activities". It is thoroughly described what knowledge and skills we tried to form among student youth in the process of sectional classes (awareness by students of higher education of purposefulness as an important moral and volitional quality and understanding of the need to cultivate this quality in modern conditions; interest in sectional classes in swimming, gymnastics and volleyball, sports history of Ukraine and traditions; the desire to systematically attend and participate in sectional classes; students' readiness for purposefulness as an important moral and volitional quality in the process of sectional classes, willful desire; students' ability to show purposefulness, responsibility in practice, etc.). It is emphasized that the experimental work was based on the subject-subject interaction of the learner-teacher-coach from the chosen sport. The process of raising the purposefulness of students of higher education in the course of sectional classes is built on the basis of psychological and pedagogical concepts: personally oriented education, personal development training; principles: visibility, accessibility, systematicity, subject-subject interaction. The most effective methods of educating higher education seekers in the process of sectional classes are: the method of creating a situation of success, competition, game method, encouragement, assignments, the method of problem situations and requirements, the method of personal example, persuasion, and others. The results of experimental work on the studied phenomenon show that the use of updated content in unity with traditional and modern educational methods during swimming, gymnastics, and volleyball classes is effective.

Личностно-развивающее обучение как основа формирования профессиональной компетентности будущего педагога

Личностно-развивающее обучение как основа формирования профессиональной компетентности будущего педагога

Воспитание в цифровую эпоху

The discussion about the changes in teaching is shaped by the ideas of what impact digitalization has on the development and socialization of the younger generation. These processes are closely related to personal development training. Personal development training is under ever expanding influence of digitalization, and researchers notice the gap between traditional teaching methods and work models and their poor reproducibility under such conditions. The aim of the study is twofold: to analyze how personal development training tasks are implemented in the current climate of digitalization, and to determine the major tendencies of the changes in personal development training. The methodology of the study is based on the provisions of the following theories: the theory of social education in the context of socialization (A. V. Mudrik), theories of personal development training systems (L. I. Novikova, N. L. Selivanova), and the network approach. Apparently, in the modern post-industrial digital society, a virtual community can become the space for personal development training. There emerge new subjects of personal development training (digital technologies, subcultural communities, network groups, voluntary assistants, volunteers, parents, etc.). This will “require” a change in the professional language and teacher’s professional functions. The intention to enable productive behavior of an individual to solve their own problems should remain an important component of personal development training. In order to do this, the life of an educational organization should be enriched with a variety of social practices that encourage interaction and joint productive activities; an educational organization should develop forms of self- and co-management, and introduce a variety of extracurricular activities. The search for forms of personal development training relevant to the needs of the modern teenager is being reinforced. Moreover, globalization raises the issue of how global and eternal values are compatible with the values of digital culture, i.e. the culture of the virtual augmented world. The authors note that in the current climate of the digital world, the boundaries of personal development training are constantly changing geographically, organizationally, meaningfully. As a result, the task of creating, developing and retaining the personal development training environment acquires significance not only at the content level, but also at the organizational level, including the virtual one.

The impact of skills and training on local development

The impact of skills and training on local development

Experiences of dental core trainees and specialist registrars before and after redeployment during the COVID-19 pandemic at the Eastman Dental Hospital.

Introduction The coronavirus disease 2019 (COVID-19) pandemic resulted in an unprecedented shut down of all elective dental services, with normal training activity being suspended. This questionnaire-based survey reports on the experiences of a cohort of dental trainees who participated in redeployment during the pandemic.Materials and methods The questionnaires were distributed via Survey Monkey to 47 trainees, before and eight weeks after redeployment.Results A total of 29 trainees completed the questionnaire before redeployment and 32 completed it eight weeks after redeployment finished. The majority of trainees, before the redeployment, reported that inadequate information was given about the redeployment and a minority reported that they were struggling to cope with the pandemic. The post-redeployment questionnaire showed that all trainees felt that they had been well supported, with structured induction and help being given by the hosting service. They also stated that they had learnt skills beyond what they would have obtained as part of their training, with 86% of trainees saying that they would be happy to be redeployed again.Conclusion This survey shows that despite the initial anxiety expressed by the dental trainees at the outset, they had an overwhelmingly positive experience, enhancing their personal development and overall training experience. The survey highlights the need to ensure that appropriate and timely information and guidance is available for trainees, to help support their general and mental wellbeing when unprecedented events occur.

Postgraduate pharmacist development- an evaluation of Jordanian pharmacist experiences to inform and shape an evidence-based professional development policy.

Building capacity for developing skills as leadership, teamwork, and continuous academic support has become essential for fulfilling a successful pharmacy career. This study aims to assess Jordanian pharmacists’ views on professional development, namely: the continuous education infrastructure, strategies and programs for personal development, leadership skills, incentive schemes, drug information resources and digital services. As well as exploring options for better academic support delivered to pharmacists. To capture participant’s views, an online validated and reliable survey was developed. Non-probability sampling design was used. Participants were qualified pharmacists working at Royal Medical Services (RMS) and Community Pharmacists (CP). Comparison and descriptive statistics were used to report the results. A total of 271 pharmacists participated, 144 from RMS (8% more than the needed sample) and 127 CP (7% more than the needed sample). There was a strong desire amongst both RMS and PC groups for continuous educational training particularly in the following areas, first: Advanced counselling and communication skills (means = 8.99±0.145, CI 95% = 3.70–4.28 and 9.37±0.096, CI 95% = 4.18–4.56). Second: Personal development skills (mean = 8.92±0.142, CI 95% = 3.64–4.20 and 9.02±0.145, CI 95% = 3.73–4.30). Third, Pharmaceutical health promotion (mean = 8.05±0.180, CI 95% = 2.70–3.41 and 8.57±0.159, CI 95% = 3.26–3.89). Only 19.4% and 18.1% of the RMS and CPs respectively reported the presence of a written policy for personal development and leadership in their workplace. There were few incentives for pharmacists to participate in research. Few pharmacists used the available drug information and toxicology centers. The professional and continuous personal development of pharmacists support an evolving healthcare system. This study emphasizes the need for a tailored and documented postgraduate educational strategy, personal development, and leadership skills training in Jordan. Implementing a well-defined scheme of incentives should be encouraged to engage pharmacists in continuous professional development programs and pharmaceutical research. Such strategy and training should enhance both professional and personal performance.

ATTITUDE OF TEACHERS AND ITS IMPACT ON THEIR INSTRUCTIONAL PRACTICE

&lt;p&gt;This study investigated the attitude of Integrated Science Teachers in Senior High Schools and its impact on their instructional practice. The study employed the quantitative research approach adopting the descriptive survey design. The study employed the use of questionnaire and observation checklist to collect data from 138 participants. This attitude towards the subject stems from the perception these respondents have had about the subject for so many years since perception influences one's attitude towards an event. These attitudes also influence their expectations of how their teaching can effectively help students learn which adversely affects their attitude towards the instructional process. It was also realised that persons’ attitude towards instruction affects the demeanour and how the person carries out the instruction. The study therefore concludes that teacher’s competency and positive attitude towards instructional practice could contribute to effective teaching and students’ achievement. Knowledge on the subject matter of the curriculum that the teachers are required to teach influence the teachers’ own perception of the subject that influences their attitude. Integrated Science teaching skills is highly technical therefore; teachers’ personal development training enhances the content knowledge of teachers in Integrated Science as well as classroom management skills should be enhanced as this will go a long way to impact on the teachers’ attitude in the classroom. &lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0888/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Designing for Growth and Development – A co-designed course for homeless people

Abstract Background In many developed countries, homelessness remains an intractable challenge for intersectoral policies. People who are homeless struggle with a myriad of problems. They frequently experience stigmatisation and social marginalisation. Physical and mental health may be severely compromised, and it could be challenging to retain a sense of personal agency. Objectives. To co-design a personal and organisational development training course, in collaboration with clients and staff of a homeless service provider. To ensure that homeless individuals develop strategies and supports to help them navigate complex life circumstances. 6 three-hour workshops, informed by design-thinking. Each workshop session was co-designed (2 clients of a homeless charity, one staff member of staff, and two academics) in Ireland. Workshops followed the design cycle, starting with empathy exercises, then moved to define specific life challenges related to homelessness. Solution-focused ideation sessions followed. The team proceeded then to build a testable 'prototype'. Results The team jointly developed a high degree of creative confidence and shared responsibility for different sessions. The team developed a 'peer-support programme' as a tangible output. Academic team members gained deep insights into the lived experience of homelessness; client members deployed skills and experiences and gained renewed confidence in their abilities. The homeless charity proceeds with testing the 'peer-support' programme prototype. Conclusions We expect the Access and Life-Long learning programme at the university will offer the programme as a credit-bearing course. Its acceptability and usability will be tested. Key messages Homeless individuals can be meaningfully involved in designing services that empower them to navigate complex systems. Design thinking yields personal and organisational benefits.

Research Mentorship Crowdsourcing Contest: Toward Global Health Good

As one of the six consortia funded through the NIH Fogarty International Center, the University of North Carolina at Chapel Hill, Johns Hopkins University, Morehouse School of Medicine, and Tulane University (UJMT) Fogarty Global Health Fellows Program provides postdoctoral trainees and doctoral students support and training for yearlong research attachments at selected low- and middle-income countries. To understand the current impact of this global health research training opportunity, the UJMT consortium conducted a crowdsourcing contest to gather creative messages to promote and improve the impact of the program in partnership with Social Entrepreneurship to Spur Health. Between January and March 2019, the contest received a total of 47 submissions from 14 countries; 44 were found eligible. After judging, 19 (41.2%) submissions received a mean score of 7 or higher. We examined both textual and descriptive submissions for emergent themes and identified a range of facilitators who can be used to further improve the training programs; examples include exceptional mentorship, acquisition of research skills, career development, personal development, and multisite training opportunities. In conclusion, the crowdsourcing mentorship contest demonstrated the feasibility and acceptability of leveraging existing research networks for community engagement and how useful information can be effectively collected to highlight the effectiveness of a program and expand the reach.

Assessing the Training Needs of Teachers on the 21st Century Pedagogical Skills and Personal Development

The study identified and assessed the training needs of teachers on the 21st century pedagogical skills and personal development. The participants included randomly selected 92 (30%) of 307 elementary school teachers from the Department of Education in Alicia, Isabela. In gathering data, the researchers administered a survey questionnaire and informal interview. Data analysis focused on descriptive statistics such as frequency, percentage and mean. Findings revealed that teachers need professional training on the following 21st century pedagogical skills: content knowledge, use of ICT, strategies for developing critical and creative thinking, and research-based knowledge and principles in teaching and learning. They also need personal development training in stress management, interpersonal and communication skills and balancing work and family. They have moderate to high level of training need. They prefer presentation format like demonstration, lecture, use of videos and field trip, and flexible schedule. The study may help school administrators to develop and implement a contextualized training and development program package for a specific group of teachers.

Развитие профессионально важных качеств машинистов локомотивов в ходе реализации тренинга личностного роста

Развитие профессионально важных качеств машинистов локомотивов в ходе реализации тренинга личностного роста

Was Statement of Facts a Threat?

A few days before an election among faculty at a private school, Chief Operating Officer Marty Griffith sent an email to an employee detailing numerous favorable employment conditions, such as pay increases, personal development days, and hiring and training flexibility. The email also asked the employee to consider several “facts,” including the following.

COMPETENT APPROACH IN THE DEVELOPMENT OF THE PERSONALITY OF A MODERN TEENAGER

The problems of youth have always attracted the attention of researchers, but they have become particularly relevant in recent times. Consequently, adolescence, on the one hand, is a difficult transition from childhood to maturity, and on the other hand, sometimes the most complete development of personality abilities and opportunities of a young person. The orientation on revealing of own models of development the potential of the child, inherent precisely for its methods of cognitive and creative activity is provided. This is achieved in the process of reorienting the educational process to active methods of teaching and education, involving senior mentors and children in search and research activities, diagnosis and psychological prognostication by means of predicting the results of psychological and pedagogical influence, designing the development of the child's personality. The previous features of adolescence, the requirements for constructing educational and educational environment and modern works of scientists on the competence approach formed the basis of our Alternative personal development training program developed by us. The Alternative training program for personal development consists of four blocks of six classes each, aimed at both knowledge of oneself and the acquisition of the necessary knowledge, skills and abilities. Each of them performed diagnostic techniques in order to obtain information about their own psychological peculiarities and to diagnose work dynamics. The indicators were normalized in 53 participants (60.9%). The indicators have significantly improved in terms of efficiency and personal growth in 30 children (34.4%). The results were stabilized in the direction of the unequivocal choice of the profession in 84 participants (96.5%). The fact of the dynamics of individual growth within the framework of targeted socio-psychological impact through cyclic training in the Alternative program is evident.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСНОВИ КОРЕКЦІЙНО-ВИХОВНОЇ РОБОТИ З ДІТЬМИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В КОНТЕКСТІ ТЕХНОЛОГІЧНОГО ПІДХОДУ

Corrective and educational work is considered as a system of complex measures of psychological and pedagogical influence on various features of anomalous development of the individual as a whole, since each defect negatively affects not only a separate mental function, but also reduces the social adaptation of the child in all its manifestations. In the technological aspect, the correctional and educational process has its own specificity, depending on the particulars of the child and the chosen learning option for her. In general education, modern methods and technologies typical for the educational process of a secondary school can be effectively applied: technology of upbringing a successful person, collective creative affairs, personal development technology, training, interactive, information and communication technologies, etc. In the case of a complex defect in a child, or a combination of several defects, when training is conducted in a compensatory-adaptive or abolition variant, the leading advocates are medical correction and health-saving technologies. Separately allocated technologies which can be successfully applied at any type of training, for example, gaming and technologies of art therapy. The effectiveness of the correctional direction of education can be assessed by the following criteria: qualitative and quantitative easing of the structure of the defect; correction of defects and transition of corrected defects to positive opportunities of the child; conscious use of the children's experience; accumulation and positive change in personality properties.

Formation of norms for the future translators professional behavior at the professional research lesson in the higher education system

The article touches upon an urgent problem to improve the quality of the personnel practical training, for which the author offers solutions to shape norms for future translators professional behavior at the professional research lesson in the higher education system. On the basis of theoretical and methodological analysis of the works of domestic and foreign scientists the author considers it necessary to modernize the technology of organizational process on the basis of needs of employers and individual needs of students. At the same time the main activity of students at the professional research lesson should be autonomous cognitive activity focused on their future profession, the realization of which the article offers a detailed description of different types of students group activities aimed at processing foreign language professionally significant information in professionally given situations under the supervision of a teacher at the professional research lesson. The author, based on many years of experience teaching activities in the university confirms that this type of lesson promotes the acquisition by students of professional experience, the formation of organizational and production skills and provides personal development training, which ultimately contributes to the intensive and high-quality practical training of translators in the system of higher education.

Improving the well-being level by participating in a personal development training using therapeutic techniques

Improving the well-being level by participating in a personal development training using therapeutic techniques

Exploring NIRSA Championship Series Professional Development Opportunities: Understanding Their Perceived Value to the Association

The NIRSA Championship Series (Series) is a significant component of NIRSA: Leaders in Collegiate Recreation (NIRSA). Demonstrated, in part, by the fact that many campus recreational professionals contend the events directly relate to both their institution and the association's mission. The purpose of this study was to gain an understanding of how NIRSA professionals perceive the value of volunteer experiences at Series events. The research team conducted semistructured interviews with thirteen campus recreation directors. The participants had a median of 28 years in the profession, ( SD = 7.4), and represented all six NIRSA regions. In describing the benefits of volunteerism at Series events, the directors identified three broad themes, each with numerous subthemes: Personal Experience (Lifelong learner, Mentors, and Networking), Professional Development (Teamwork, Leadership, Communication, and Training), and Ideal Job Characteristics (Attitude and Organizational Citizenship Behaviors). The themes, subthemes, and implications for Series events are discussed. In addition, the authors present suggestions for future research.