Related Skills Research Articles

Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome.

There is an increased call for studies analyzing how implementation quality influences Social and Emotional Learning (SEL) program effectiveness. The current dissemination study analyzed the effectiveness of the Positive Attitude Upper Middle School SEL program on a Portuguese nationwide sample composed of 813 middle school students (7th and 8th grade; 51.7% boys; Mage = 12.41, S.D. = 1.06), from 36 classrooms (Mclassroom = 22.58; S.D. = 2.86), distributed between the control group (179 students), and three intervention groups (643 students) that reflected low, middle, and high implementer experience (respectively, Gulbenkian Academies of Knowledge, Positive Attitude Cadaval and Positive Attitude Torres Vedras). Dosage and fidelity (as implementation quality dimensions), gender, and classroom size (as individual and classroom-level variables) were also analyzed. Self-report questionnaires were administered pre- and post-intervention and at a 6-month follow-up. Multilevel models were employed, and results showed that participating in the PAUMS SEL program led to more positive trajectories in self-control, social awareness, relationship skills, and responsible decision-making when compared with control groups. Regarding implementation quality, only the implementer's experience impacted the effectiveness of the PAUMS SEL program; students in the Gulbenkian Academies of Knowledge intervention group displayed a less positive trajectory in self-control than students in the Positive Attitude Torres Vedras intervention group. Altogether, results showed that the PAUMS SEL program is ready for dissemination in Portugal, although a higher level of implementer experience is needed to achieve the best effectiveness, and they support the importance of analyzing implementer experience in SEL programs' effectiveness studies.

New Challenges In Teaching Spoken English For Employment At The Undergraduate Level

The employment sector in India is diversifying with the liberalization of the economy. Education at the undergraduate level is however at present, not in tune with the requirements of the job market. In order to provide employment related skills to the undergraduate students, more stress needs to be placed on linking education with work. This is applicable to the teaching of Spoken English also.
 This paper addresses the need to give more importance to the development of the speaking skills in English, which is the most neglected skill among the language skills taught at the undergraduate level. The paper examines the following:
 
 The notion of spoken English as it is taught in the undergraduate level.
 The nature of spoken English taught through the existing English courses at the undergraduate level.
 The scope of spoken English taught through the option vocation-oriented Functional English course
 
 4. The work-related skills that need to be linked with the teaching of spoken English at the undergraduate level Based on the observation: a three stage approach for co-ordinating the efforts to relate spoken English to employment needs is suggested.

Impact of Multiple Intelligences and 21st Century Skills on Future Work Force

In an era where the success of our schools is determined by standardized examinations, it is critical to allow students to utilize their creativity and the power of technology to enhance vital skills and learn in innovative ways. In today’s fast-paced technological environment, we are on the verge of a technology revolution that will modify and unfold several professions in realm of education. It is critical that the educational system make an instructional transition in order for pupils to prosper as future innovators. In order to understand how students’ talents may have been impacted by various intelligences by engaging in the real-world experiences that may boost confidence and self-esteem, this article examines the 4Cs of 21st century skills in relation with Bloom and Digital Bloom’s Taxonomy. It also emphasizes how a 21st-century education will enable students to be creative and critically examine situations, allowing them to improve academic and social skills as they communicate and collaborate with others to organize their ideas, preparing these young minds for the workforce once they graduate. The intention of suggesting the 21st century plan to the school management and detailing the potential benefits of the educational system is to prepare the upcoming young generation for the future workforce in today’s fast growing competitive and challenging environment.

놀이를 활용한 공감적의사소통프로그램의 효과성 검증

Objectives The purpose of this study is to verify how an empathic communication program using play affects children’s emotional regulation ability, emotionality, and peer relationship skills as perceived by teachers, thereby providing foundational data for development programs of children's emotional regulation ability, emotionality, and peer relationship skills.
 Methods The subjects of the study were a total of 30 children who are five years old, 15 children in the experimental group and 15 in the control group, respectively, and the subjects were attending a kindergarten in N-gu, Seoul, and their parents expressed concerns about their children's adaptation to school after entering elementary school in a situation where they could not use educational institutions due to social distancing measures due to COVID-19. For the young children subjected to the experiment, the empathic communication program using play was implemented 9 times; for the young children in the control group, free choice play in the NURI Curriculum was conducted. The collected data were subjected to independent sample t-test and analysis of covariance (ANCOVA) using SPSS 21.
 Results The research results are as follows. The empathic communication program using play had a significant effect on children’s emotional regulation ability, emotionality, and peer relationship skills perceived by teachers. This suggests that the higher the empathic communication ability of young children, the higher their emotional regulation ability, emotionality, and peer relationship skills. These findings indicate that young children have the ability to accurately recognize their own emotions through empathetic communication using play in a social environment, in addition to being able to control and utilize them appropriately. Also, it can be identified that emotional exchange, which refers to children empathetically communicating when they express negative emotions, is effective in emotionality, and children with developed peer relationship skills demonstrate effective empathetic communication and cooperate with each other, which indicates that they can participate in mutually-cooperative play.
 Conclusions This study is significant research in that, despite the period of COVID-19, the study showed that pro-social skills are helpful to preschoolers about to enter elementary school based on a teaching-learning method that verifies the effectiveness of children's emotional regulation ability, emotionality, and peer relationship skill development. Furthermore, this study is meaningful in that it confirmed the value of empathetic communication programs using play.

Fighting Aggression in the Schools: Evaluating the Second Step Curriculum

Safety concerns, increased staff turnover, emotional problems, and truancy are just a few outcomes of aggressive behavior in schools (Ellis, 2019). Schools should consider implementing prevention-based aggression programs to obtain long-term benefits (James et al., 2019). Some prevention programs focus on social–emotional (SE) skills like emotional awareness, empathy, regulation, and relationship skills (Taylor et al., 2017). Others address deficits in executive functioning (EF) such as inhibitory control, working memory, and attention (Diamond & Ling, 2016). Second Step was designed to address both EF and SE skill deficits. These early skills have been found to be more important to overall educational achievement than interventions for learning basic numbers and letters (Upshur et al., 2019). The goal of Second Step is to promote interpersonal and intrapersonal competencies while reducing social, emotional, and behavior problems in school settings (Moy & Hazen, 2018). Second Step is an early intervention and prevention curriculum designed to teach children from preschool through eighth grade. Second Step is heavily rooted in social learning theory (SLT), which describes how children learn from observing others (Ahn et al., 2019). The program uses SE strategies to help students learn to recognize and control emotions, gain empathy, form healthy relationships, engage in effective decision making, and deal with challenging situations (Moy & Hazen, 2018).

Executive functions in understanding certain disabilities within an African context

Cognitive and social functioning are important aspects of the development of all children. In the transition from one stage of development to another, children are expected to master related skills. There is sufficient literature depicting that children with learning disabilities often experience challenges in a range of executive functions, which are necessary for the successful negotiation of their educational and life-related tasks. As a result, they may require appropriate intervention measures to enable them to address possible limitations. This paper examines the cognitive and social skills deficits that impact on the planning and decision-making outcomes of children with disabilities, using an Afrocentric approach. The Afrocentric paradigm is central in studying and understanding African experiences from an African perspective. Afrocentricity is used as an alternative knowledge system, which places the needs of Africans at the center of focus. In contrast to Eurocentric tendencies, the holistic being, in the African context, is understood and constituted as body, mind, and spirit. While there is sufficient Western literature acknowledging similar holistic views, and biopsychosocial and spiritual dimensions, this paper points out on the lack of emphasis on the latter dimension. The paper concludes that without providing relevant interventions on learner executive functions, the impairment of cognitive and social functioning is likely to continue.

Technology enablement of the skills ecosystem

PurposeAs the skills economy becomes the norm, learning focused on skills, learners who understand those skills and can iterate the learners to potential employers, and hiring personnel who prioritize skills when making personnel decisions create a visible currency that can be leveraged by all the stakeholders. This paper seeks to analyze those emergent skills, show the skills' impact on the self-organizing skills ecosystem and illustrate how the skills provide a conduit to wholesale global change by creating a talent pipeline designed to generate economic vitality.Design/methodology/approachThrough a system thinking lens and by exploring related skills ecosystem literature, this paper explores the concept of the self-organizing learn-earn skills ecosystem and the role technology plays in the development, implementation and continuation of the process. Tools such as customer, actor, transformation, worldview, owner and environment (CATWOE) and levers have been implemented to probe the maturity, challenges and opportunities the emerging ecosystem provides.FindingsAs the ecosystem evolves, there is much to be done to align stakeholders to reach the ecosystem's full potential. However, by applying a systems lens to the work in progress, greater clarity and definition can be achieved, thereby generating more forward momentum to propel the skills movement toward the intended outcomes.Originality/valueWhile there are many recent publications that define the elements, parameters and attributes of the referenced skills ecosystem, this article aggregates information, through a system thinking lens, to provide a deeper, more cohesive analysis.

Longitudinal Patterns of Multidimensional Violence Exposure and Adolescent Early Sexual Initiation.

Early sexual intercourse is associated with sexually transmitted infections, pregnancy, and depressive symptoms, and delay of intercourse allows adolescents opportunities to practice relationship skills (Coker et al., 1994; Harden, 2012; Kugler et al., 2017; Spriggs & Halpern, 2008). Thus, understanding predictors of early sexual intercourse is crucial. Prior research has suggested that violence exposure is associated with early initiation of sexual intercourse in adolescence (Abajobir et al., 2018; Orihuela et al., 2020). However, most studies have looked only at a single type of violence exposure. In addition, little research has examined longitudinal patterns of violence exposure in order to determine whether there are particular periods when the violence exposure may have the strongest impact on sexual behavior. Guided by life history and cumulative disadvantage theories, we use longitudinal latent class analysis and data from the Future of Families and Child Well-being Study (N = 3,396; 51.1% female, 48.9% male) to examine how longitudinal patterns of multiple types of violence exposures across ages 3 to 15 are associated with early sexual initiation in adolescence. Findings suggest that experiencing persistent physical and emotional abuse across childhood was associated with the greatest prevalence of early sexual initiation. Early exposure to violence was not consistently associated with greater likelihood of sexual initiation; instead, early abuse was more strongly associated with sexual initiation for boys, while late childhood abuse was more strongly associated for girls. These findings suggest that gender-sensitive programs are highly needed to address unique risk factors for boys' and girls' sexual behaviors.

Acquiring life skills at therapeutic recreational based camp among Hungarian youth

Even though a considerable number of studies proved that specialty camps working with therapeutic recreation (TR) have several psychosocial benefits for children and adolescents with serious illness, less is known about outcomes of the camp experience in the long term. The main purpose of this research is to investigate which life skills youth living with serious illness consider important in their daily life and how they perceive thatcamp was critical in the acquisition of those skills. Our sample consisted of (N = 60) alumni members aged 18–25 from Hungarian Camp of Courage (Bátor Tábor) with a previous medical diagnosis of childhood cancer, hemofilia, diabetes mellitus, inflammatory bowel disease, or juvenile idiopathic arthritis. The research applied a retrospective online survey method. The questionnaire was developed based on previous interviews with camp alumni and included a set of questions regarding subjective importance and the camp’s role in the acquisition of 18 life skills. Descriptive analysis and principal component analysis were applied. Results showed that perseverance, the ability to live close to peers and to appreciate diversity, empathy, relationship skills, self-confidence and teamwork were the areas that are subjectively important for youth and also attributed to camp in their development. Participants rated the camp’s role important in developing all 18 skills, especially the development of individual growth skills and the ability to enjoy the moment with an empathic open presence. Significant correllations between demographic groups were observed both on the daily importance of the skills as well as in the camp’s role in their acquisition. Results were discussed in the framework of Basic Needs Theory and implications were made to camp program planning based on the found demographic differences.

Pengaruh Layanan Bimbingan Kelompok Teknik Sosiodrama Terhadap Kemampuan Hubungan Interpersonal Di Panti Asuhan Al-Ghasyiyah Bathin Solapan Duri Riau

This research departs from the phenomenon of interpersonal relationships that are owned by the children of the Al-Ghasyiyah Orphanage which are still low and medium, this is marked by the orphans who do not know each other closely, do not understand each other's personal characteristics, are not familiar, lack of cooperation, orphans they still lack the courage to express their ideas or opinions, there are still social conflicts between them, they close themselves off because they lack confidence in getting along with other orphans, they lack a sense of initiative in making friends and working together. Researchers try to provide group guidance services with sociodrama techniques to orphanages to improve interpersonal relationships, the goal to be achieved in this study is to find out whether or not there are significant differences in the interpersonal relationships of orphanage children before and after being given sociodrama technique group guidance services, as well as effective whether or not the sociodrama technique group guidance services to improve the interpersonal relations skills of orphans at the Al-Ghasyiyah Bathin Solapan Duri Orphanage, Riau. This research is classified as a pre-experimental study using a one group pretest posttest design. The population in this study was the adolescent children of the Al-Ghasyiyah Bathin Solapan Duri Orphanage, Riau. The population is young women at the Al-Ghasyiyah Bathin Solapan Duri Riau Orphanage, totaling 20 people. The sample is adolescents who are indicated to have a poor level of interpersonal relations, namely 8 people, sampling based on purposive sampling technique. The instrument used was a Likert scale questionnaire. Data analysis used non-parametric statistical tests using the Wilcoxon signed rank test method with the help of Statistical Product and Service Solutions (SPSS) version 20.00. pretest and posttest. From the results of the Wilcoxon test calculation, a significant p-value of 0.011 < α (α = 0.05) is obtained, which means that Ha is accepted and Ho is rejected. From the results of the calculation of the Wilcoxon test, it can be interpreted that the interpersonal relationship skills of the orphans increased after being given treatment, namely the sociodrama technique Group Guidance Service.

Explicit Relational Reasoning Skills: An Index for Fostering Thinking in Biology Textbooks

Even in the 21st century, textbooks can play a significant role in fostering higher-order thinking skills (HOTs) for effective learning and understanding. Still, HOTs like analogies used in biology textbooks may miss their purpose in promoting in-depth understanding. Since most analogies are presented implicitly or partially explicitly, they lack an explicit mapping to explain the analogical pattern between the source and the target. This study examines the degree to which implicit and explicit expressions of four Relational Reasoning skills (RRs): Analogy, Antinomy, Anomaly, and Antithesis, appear in three biology textbooks taught in Israel's junior high school. Qualitative content analysis crosses four predetermined criteria (C1-C4): RRs' type, texts' type (T1, T2, T3), 'mapping process', and 'use-skill indication'. The quantification of the findings provided information on the RRs' distribution and prevalence. The study's findings indicate that only 14% of texts appear with explicit expressions for RRs, mainly in antinomies questions (T2). Although about 32% of the various texts in biology include instructions for learners to activate HOT by using RRs, they are presented at a partially explicit level. Moreover, less than 2% of activities (T3) explicitly enable HOT by using RRs to solve problems. This study expands the theoretical knowledge of analogies to all four RRs. Methodologically, the study presents explicit mapping processes developed for antinomies, anomalies, and antitheses. The implications of the RRs' degree of explicitness are discussed as an effective index of learners' scientific understanding

An Experimental Study of the Impact of Co-Curricular First-Year Experience Programming

The paper uses an experimental approach to investigate whether co-curricular first-year experience programming can have a positive impact on student success related attitudes, skills, and behaviors for first-year university students. We argue that co-curricular first-year experience training in first-year seminars are comparable to stand-alone first year seminars. Using an experimental study design, we found that students who receive a co-curricular first year feel they have more success in understanding the course material, academic performance, managing time, working in groups, and relating to their professors, compared to their counterparts in the control group. Interestingly, we also found that these students achieved a higher level of academic performance during the semester when learning transitioned from in person to online learning. These results suggest that co-curricular training not only helps students develop attitudes, skills, and behaviors associated with student success, but also helps students to work more effectively in online learning environments.

Transformational leadership improves nursing documentation self-efficacy

Transformational leadership improves nursing documentation self-efficacy

Team-Based Project Implementation in Public Relations Learning Through PR Campaign Video Analysis

This study aims to analyze the implementation of the Team-Based Project Learning method in Public Relations learning for Office Administration students of the Economics Faculty at Universitas Negeri Semarang. Some difficulties faced by office administration students in developing their skills become more complicated after the pandemic due to online learning. Online learning focuses more on lecturers than students, so it has not been able to solve the difficulties in developing their public relations skills. Team-Based Project Learning is implemented because it demands the ability of the students themselves to solve problems in working as public relations, while teachers as facilitators of ideas for problems that must be solved through PR-Campaign Video. This research uses a qualitative descriptive approach. Data analysis uses Milles and Huberman with data collection, data reduction, and conclusion. The data sources used are observations, interviews, and documentation. The results of this study showed that students who usually learn passively, produce active abilities in their groups because each of the students has a role in the groups to analyze the PR-Campaign video. Each group in team-based project learning has various ways of analyzing the project and has different creativity to present the results.

Effectiveness of Adapted Program for the Education and Enrichment of Relational Skills (PEERS) in Adolescents with ASD

PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. Objective: To examine the effectiveness of the PEERS intervention in Pakistani adolescents with ASD. Methods: Total 98 parents (Mage = 41.60, SD = 3.90), and 63 teachers (Mean age = 36.63, SD = 7.80) of 98 adolescents (Mean age = 14.39, SD = 1.80) with ASD were recruited from two schools of Islamabad and one school of Rawalpindi via purposive sampling. Results: Findings demonstrated significant improvements in social skills knowledge of adolescents with adopted PEERS, F (1, 93) = 36.38, p<.001. Conclusions: Results indicated that PEERS is an effective program to enhance the overall socialization of Pakistani Adolescents with ASD.

Associations between basic motor competencies, club sport participation, and social relationships among primary school children

Children learn and deepen their motor competencies in a social context. Basic motor competencies (BMC) enable children to actively co-act and participate in sports situations with peers. Participation in club sport activities has a positive influence on the development of motor and social competencies. The purpose of this study is to describe the connection between basic motor competencies, club sport participation and interpersonal relationship skills among 6 to 8 years old children. In the present study, the BMC of N = 880 first and second grade primary school children (48.9% girls, aged M = 90.36 months, SD = 6.90) in Switzerland were tested in the competence domain of self-movement and object movement. The children’s club sport participation and the relationship skills were recorded from the parents’ perspective. Data was analysed using correlations and mixed regressions. The results show a connection between relationship skills, basic motor competencies and club sport participation in school children. For boys, significant correlations were found between relationship skills and BMC (r = .186, p ≤ .01) so as with the club sport frequency (r = .184, p ≤ .01). For girls, only the correlation between relationship skills and club sport frequency (r = .137, p ≤ .01) was significant. The frequency of club sport participation (β = .13, p = .009), motor competencies (β = .09, p = .016) and sex (β = .10, p = .004) of the children were found to be predictors for the relationship skills. The results of this study suggest that children with higher motor competencies and children who participate more often in club sport seem to have better relationship skills. These findings are relevant as they indicate a link between motor competencies and interpersonal relationship skills in middle childhood.

Socioemotional competencies and behaviour management at school: An exploratory socio-educational intervention

Socioemotional competencies are based on self-knowledge, self-regulation, social awareness, relational skills and responsible decision-making, presenting a close relationship with the efficient management of behaviours in the classroom. In collaboration with 3 schools in the interior of Portugal, an exploratory socio-educational intervention project was developed over a period of 3 months, with the purpose of promoting the socioemotional competencies of 41 primary school children, as a basis for building classroom behaviour management strategies that would facilitate the teachers’ educational action. The intervention involved a process based on collaborative work between teachers, psychologists and educologists, having been able to produce 8 activities that promote socioemotional competencies. Ethnographic procedures, namely, the use of participant observation, field notes and informal interviews, were used to produce scientifically valid and socially useful knowledge. The results show that each activity works on more than one socioemotional skill. The data allowed to outline 6 efficient strategies to manage classroom behaviour. This exploratory project, besides contributing to enriching the educational project of these schools, proved to be a production of knowledge capable of contributing to filling the gap in terms of guidelines for socioemotional education in Portugal based on field evidence.

How entrepreneurial competencies influence the leadership style: A study of Saudi female entrepreneurs

This study examines a group of women entrepreneurs of small and micro businesses in Hail, Riyadh and Eastern regions of Kingdom of Saudi Arabia. The study aims to identify the particular style of leadership displayed by these women entrepreneurs; and whether all their competencies have the same or different influence on their task-oriented or people-oriented leadership styles. The respondents were initially identified through various organizations such as Wa’ed (Aramco’s entrepreneurship centre), MISK Foundation and Monsha’at. Subsequently, we finalized female-owned small businesses that are operating for minimum two years in their respective business area as our target respondents. The survey questionnaire was sent to 310 women entrepreneurs after obtaining their approval. A total of 211 filled surveys were received. The responses having repetition or missing data were deleted which resulted in 174 surveys which were analyzed using SPSS. Surprisingly, the results indicate that our respondents exhibit a higher score of task-oriented leadership style. The female entrepreneurs who possess high degrees of business and management, relationship, entrepreneurial and human relation skills are found to incline towards task-oriented leadership style. The relationship and entrepreneurial competencies show a positive influence on the people-oriented leadership style. On the other hand, business and management, as well as entrepreneurial and human interactions, show a positive influence on task-oriented style of leadership.

Patients’ perceived satisfaction with nursing care in a medical-surgical emergency unit

Background: Assessing patient satisfaction allows obtaining relevant indicators to implement strategies for improving the quality of care and, consequently, patient satisfaction. Objective: To identify patients’ perceived satisfaction with nursing care and assess its association with sociodemographic and professional variables. Methodology: Analytical, cross-sectional, and exploratory study with a quantitative approach. The Escala de Satisfação do Cidadão face aos Cuidados de Enfermagem (Citizen Satisfaction with Nursing Care Scale) was applied to a sample of 100 patients in a medical-surgical emergency unit. Results: The mean perceived satisfaction was 217 ± 57.8. In this sample, 41.8% of participants had high perceived satisfaction, 23.2% had moderate perceived satisfaction, and 35.3% had low perceived satisfaction. A statistically significant correlation was found between satisfaction and education level: participants with lower education levels had higher perceived satisfaction (239 ± 60.8). Conclusion: Technical, relational, and communication skills training is important to improve the quality of care and increase satisfaction with nursing care at an individual and institutional level.

Klinikai neuropszichológiai tesztek magyarországi normatív adatai II.

One basis of clinical neuropsychology is the application of objective, standardized measurements. Several internationally widespread measurements of memory and learning do not have normative data of the Hungarian population, hence it is crucial to provide a basis for future reference. The purpose of this study was to provide normative data about neuropsychological instruments measuring executive functions, memory and verbal learning skills in relation to demographic factors. Rey Auditory Verbal Learning Test (RAVLT), Montreal Cognitive Assessment (MoCA) and Prospective and Retrospective Memory Questionnaire (PRMQ) were administered to an adult, Hungarian representative sample (age, sex, education). Higher educated participants performed better on PRMQ, MoCA and RAVLT. Participants with primary education were identified as a risk group for poor verbal learning skills, executive functions and they committed more memory errors. Age had no significant effect on the results of PRMQ, while on MoCA and RAVLT a significant decline in performance was observed with the passage of lifetime. Females performed better in immediate and delayed recall on RAVLT. Application of the presented neuropsychological tests is recommended in clinical practice and scientific research as well. The presented normative data could be a valuable reference point for future studies and practical application, furthermore a basis for early identification of neurocognitive deficits. Orv Hetil. 2023; 164(16) 618-629.