Related Skills Research Articles

Connecting the threads: the role of multiplicative thinking in algebraic, geometrical, and statistical reasoning

ABSTRACT Making connections within and between different aspects of mathematics is recognised as fundamental to learning mathematics with understanding. However, exactly what these connections are and how they serve the goal of learning mathematics is rarely made explicit in curriculum documents with the result that mathematics tends to be presented as a set of discrete, disconnected topics. Interest in establishing a more coherent approach to the teaching and learning of school mathematics has led to a focus on big ideas. That is, networks of related concepts, skills and ways of thinking that facilitate learning mathematics with understanding. Research on learning progressions has helped identify what these big ideas are and how they serve to build connections within and between different aspects of mathematics. This paper draws on research that provides an evidenced-based learning progression for multiplicative reasoning to illustrate the connective role of multiplicative thinking in the development of algebraic, geometrical, and statistical reasoning.

How to improve firm performance using big data analytics capability and business strategy alignment

The current fascination with big data has some organizations make big data analytics activities to improve firm performance. Thus, regarding big data analytics capability, it might work for some companies but not for others. It seems that almost no one has made a significant difference through big data. To address this challenge, this study suggests a big data analytics capability model based on the resource-based theory and the entanglement view of socio-materialism. The results show the big data analytics capability hierarchy, which has three basic components (i.e., management, technology, and employee capability) and eleven subcomponents (i.e., planning, investment, coordinating, controlling, connectivity, compatibility, modularity, technology management skills, technical skills, business skills, and relational skills). Through Delphi studies together with online surveys of business analysts at the organization, the entanglement perspective of the high-order big data analytics capability model and its impact on firm performance was affirmed. This article investigates how organizations capitalize on big data analytics to create a sustainable competitive edge and progress business efficiency through big data analytics. On the other hand, the study delineates different resources and sub-capabilities which it takes to develop the big data analytics capability.

Educational game as a practice for developing students' critical thinking skills regarding manipulations on the Internet

Introduction. Expanded digitalization widens the gap between the increasing immersion of young people in the digital space and their ability to identify, manage and resist the destructive potential of the information flow of the Internet environment. Increasing threats to personal security and improved technologies for manipulating public opinion and consciousness makes developed critical thinking skills and increased resistance to manipulative and destructive online content particularly relevant for the young generation The paper aims to determine the potential of an educational game in developing critical thinking skills among students in relation to manipulations on the Internet. Materials and methods. 147 students of Tomsk State University (Russian Federation) took part in the pilot study. Research methods were: 1) a questionnaire for self-assessment of the ability to identify manipulative techniques and assess the impact of information on own psycho-emotional state; 2) a test task for forming skills in recognizing manipulative techniques. Statistical data was processed using the Mann Whitney U test and the Wilcoxon t-test. Research results. A pilot experimental study revealed the following: 1) respondents tend to overestimate their ability to determine the manipulative potential of Internet content, as well as their ability to resist it and realize its impact on their psycho-emotional state; 2) after the game, the experimental group demonstrates increased skills in identifying all the five manipulation techniques (the number of respondents able to recognize a conspiracy theory increased by 6.8 times, emotional speech by 1.4 times; scapegoating by 7.6 times; attacking by 1.3 times, and a false dichotomy by 10.7 times); 3) in recognizing three manipulation techniques, the experimental and control groups show significant differences (p <0.001). After the game, the participants demonstrate the skills of accurately recognizing conspiracy theory, scapegoating, and false dichotomy. Conclusion. The suggested gaming practice has a high potential for developing critical thinking skills in relation to manipulation techniques on the Internet (in the context of digital interaction and information impact).

THE EFFECTIVENESS OF TEACHING ACCORDING TO THE PROBLEM -SOLVING-BASED MODEL ON ALGEBRAIC THINKING AND THE ATTITUDE TOWARDS MATHEMATICS AMONG FEMALE STUDENTS IN EIGHTH GRADE

The study aimed to investigate the effectiveness of teaching using the Problem-SolvingBased model on the algebraic thinking and the attitude towards mathematics among eighthgrade female students. The study used a quasi-experimental approach and had a total of 69 participants from the Governorate of Muscat in the Sultanate of Oman, divided into an experimental group 34 students and a control group 35 students. The study constructed teaching materials based on the problem-solving- based model and used two reliable tools to gather data: The Algebraic Thinking test made up of 14 items and the Attitude Towards Mathematics Scale consisting of 24 items. The results of the data analysis related to the effectiveness of the teaching program showed that there were statistically significant differences at the significance level (α ≤ 0.05). The mean scores of the experimental group were higher than the mean scores of the control group regarding the total algebraic thinking test and all its related skills and the total mean scores of the attitudes towards mathematics scale and two of its dimensions, particularly: realizing the value of learning mathematics and enjoying learning mathematics. Considering the previous findings, the research proposes several recommendations. The foremost recommendation is to utilize the teaching guide that was developed by the researcher in this study. Additionally, teachers should be introduced to algebraic thinking skills and techniques to advance them. It is also crucial to consider students' attitudes towards mathematics, as it positively impacts academic achievement and enhances their motivation to learn. The study suggests conducting further research to explore the efficacy of problem-based teaching models on various researc

Intimacy as a competency: information-seeking practices in (marriage) migration online support groups

This article explores the use of online social networks for seeking and sharing information about marriage migration. In Europe, since the 1990s, this migration has faced heightened scrutiny. Laws and administrative practices have added complexity to immigration procedures. Manifold screening methods gauge the authenticity of relationships aligning with the host nation’s concept of a suitable family for integration. In this context, informal self-help groups emerged to offer support to those facing burdensome formalities and local administrative intricacies. Based on extensive qualitative fieldwork, this article examines the significance of these support groups, drawing on the concept of intimacy as a shared competency. Here, intimacy is conceived as an active relational skill that counterbalances the limitations of migration policies. The analysis transcends the division between online and offline modes of living, shedding new light on intimacy and extimité – the sharing of one’s intimate self with others for validation – in doing family.

Development of an online skills training platform for autistic adults: A participatory approach

PurposeThe voices of adults living on the autism spectrum are being increasingly heard, yet interventions that can be adjusted to their individual needs are urgently required. This paper reports on the first phase of a project that aims to have adults with autism participate meaningfully in co-designing an engaging digital skills development platform incorporating micro-skills training programs and digital tools to enhance wellbeing and social-emotional functioning. MethodsAdults with autism were recruited in Australia to participate in an online survey (N = 17) and/or focus groups or interviews (N = 11) designed to establish preferences for content, presentation, and functionality of the platform. ResultsParticipants highlighted the importance of integrating communication, social, relationship, employment, and organisational skills with content presented via graphics/diagrams and text. In addition, a consistent finding across both quantitative and qualitative data was the preference for content delivered by peers. ConclusionThere are few evidence-based interventions designed to improve the lives of adults with autism. Key areas of focus were identified, with the importance of personalising the platform to ensure it caters to varying levels of ability and the different preferences of adults with autism also noted.

Comparing Mediators and Moderators of Mental Health Outcomes from the Implementation of Group Problem Management Plus (PM+) among Venezuelan Refugees and Migrants and Colombian Returnees in Northern Colombia.

Colombia hosts the largest number of refugees and migrants fleeing the humanitarian emergency in Venezuela, many of whom experience high levels of displacement-related trauma and adversity. Yet, Colombian mental health services do not meet the needs of this population. Scalable, task-sharing interventions, such as Group Problem Management Plus (Group PM+), have the potential to bridge this gap by utilizing lay workers to provide the intervention. However, the current literature lacks a comprehensive understanding of how and for whom Group PM+ is most effective. This mixed methods study utilized data from a randomized effectiveness-implementation trial to examine the mediators and moderators of Group PM+ on mental health outcomes. One hundred twenty-eight migrant and refugee women in northern Colombia participated in Group PM+ delivered by trained community members. Patterns in moderation effects showed that participants in more stable, less marginalized positions improved the most. Results from linear regression models showed that Group PM+-related skill acquisition was not a significant mediator of the association between session attendance and mental health outcomes. Participants and facilitators reported additional possible mediators and community-level moderators that warrant future research. Further studies are needed to examine mediators and moderators contributing to the effectiveness of task-shared, scalable, psychological interventions in diverse contexts.

Improving patient-centred counselling skills among lay healthcare workers in South Africa using the Thusa-Thuso motivational interviewing training and support program.

We developed a motivational interviewing (MI) counselling training and support program for lay counsellors in South Africa-branded "Thusa-Thuso-helping you help", commonly referred to as Thusa-Thuso. We present the results of a pilot study to determine the program's impact on MI technical skills and qualitatively assess the feasibility of a training-of-trainers (TOT) scale-up strategy among counselling staff of non-governmental (NGO) support partners of the human immunodeficiency virus (HIV) treatment program in South Africa. We enrolled adult (≥ 18 years) lay counsellors from ten primary healthcare clinics in Johannesburg (South Africa) selected to participate in the Thusa-Thuso training and support program. Counsellors attended the ten-day baseline and quarterly refresher training over 12 months (October 2018-October 2019). Each counsellor submitted two audio recordings of mock counselling sessions held during the ten-day baseline training and two additional recordings of sessions with consenting patients after each quarterly contact session. We reviewed the recordings using the MI treatment integrity (MITI) coding system to determine MI technical (cultivating change talk and softening sustain talk) and relational (empathy and partnership) competency scores before and after training. After 12 months of support with pilot site counsellors, we were asked to scale up the training to NGO partner team trainers in a once-off five-day Training of trainers (TOT) format (n = 127 trainees from November 2020 to January 2021). We report TOT training experiences from focus group discussions (n = 42) conducted six months after the TOT sessions. Of the 25 enrolled lay counsellors from participating facilities, 10 completed the 12-month Thusa-Thuso program. Attrition over the 12 months was caused by death (n = 3), site exclusion/resignations (n = 10), and absence (n = 2). MI competencies improved as follows: the technical skills score increased from a mean of 2.5 (standard deviation (SD): 0.8) to 3.1 (SD: 0.5), with a mean difference of 0.6 (95% confidence interval (CI): 0.04, 0.9). The MI relational skills score improved from a mean of 3.20 (SD: 0.7) to 3.5 (SD: 0.6), with a mean difference of 0.3 (95% CI: -0.3, 8.5). End-point qualitative data from the counsellors highlighted the value of identifying and addressing specific skill deficiencies and the importance of counsellors being able to self-monitor skill development using the MITI review process. Participants appreciated the ongoing support to clarify practical MI applications. The TOT program tools were valuable for ongoing on-the-job development and monitoring of quality counselling skills. However, the MITI review process was perceived to be too involved for large-scale application and was adapted into a scoring form to document sit-in mentoring sessions. The Thusa-Thuso MI intervention can improve counsellor motivation and skills over time. In addition, the program can be scaled up using an adapted TOT process supplemented with fidelity assessment tools, which are valuable for skills development and ongoing maintenance. However, further studies are needed to determine the effect of the Thusa-Thuso program on patient ART adherence and retention in care. Trial registration: Pan African Clinical Trials Registry No: PACTR202212796722256 (12 December 2022).

Youth Work, Youth Studies, and Co-design: Sustaining a Dynamic Nexus to Progress Youth Participation

Youth work practitioners and youth researchers both share a keen interest in the lives, experiences, and well-being of young people; however, the skills and expertise held by practitioners and researchers have not always been mutually valued leading to tensions and a research-practice gap. The rise of co-design methods that prioritise relational skills and ethics appears to mark a moment for closing or reducing this gap. Rather than accepting this convergence at face value, in this paper, we examine some of the key tensions around (1) relational ethics and decision-making, (2) holding multiple roles and expertise, and (3) structures that constrain or sustain participation to argue for sustaining a dynamic research-practice nexus. Drawing on our experience and practitioner-researchers, we argue that rather than simply overlooking the practical and ethical tensions between practice and research, sustaining a dynamic nexus comprising of continuing dialogue and collaboration can foster and progress co-design methods in pursuit of the aims of youth participation.

Social and emotional competencies of students with special educational needs in inclusive education

AbstractThe social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers (N = 54) assess the social and emotional competencies of both students with SEN (N = 54) and students without SEN (N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal‐directed behaviour and self‐management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal‐directed behaviours and self‐management of students with SEN.

Technology-enhanced training for central venous catheter insertion training: a reflective essay

Abstract With the advancement of innovative technology, healthcare professionals stand to benefit from adjustments to procedural skills training/assessment introduced during the COVID-19 pandemic. In this essay, we reflect on the development of a virtual reality (VR)-based training programme to support medical and nursing staff in procedural skills for central venous catheter (CVC) insertion, related communication skills and situation awareness. The remote delivery was a direct response to the impact of the pandemic and is likely to remain as an educational strategy on our centre.

Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications.

Letters of recommendation (LOR) are an integral component of physical therapy residency applications. Identifying the influence of applicant and writer gender in LOR will help identify whether potential implicit gender bias exists in physical therapy residency application processes. Several medical and surgical residency education programs have reported positive, neutral, or negative LOR female gender bias among applicants and writers. Little research exists on gender differences in LOR to physical therapy education programs or physical therapy residency programs. Seven hundred sixty-eight LOR were analyzed from 256 applications to 3 physical therapy residency programs (neurologic, orthopaedic, sports) at one institution from 2014 to 2020. Thematic categories were developed to identify themes in a sample of LOR. Associations between writer and applicant gender were analyzed using summary statistics, word counts, thematic and psycholinguistic extraction, and rule-based and deep learning Natural Language Processing . No significant difference in LOR word counts were found based on writer or applicant gender. Increased word counts were seen in sports residency LOR compared with the orthopaedic residency. Thematic analysis showed LOR gender differences with male applicants receiving more positive generalized recommendations and female applicants receiving more comments regarding interpersonal relationship skills. No thematic or psycholinguistic gender differences were seen by LOR writer. Male applicants were 1.9 times more likely to select all male LOR writers, whereas female applicants were 2.1 times more likely to choose all female LOR writers. Gender differences in LORs for physical therapy residencies were found using a comprehensive Natural Language Processing approach that identified both a positive recommendation male applicant gender bias and a positive interpersonal relationship skill female applicant gender bias. Applicants were not harmed nor helped by selecting LOR writers of the opposite gender. Admissions committees and LOR writers should be mindful of potential implicit gender biases in LOR submitted to physical therapy residency programs.

Mechanisms of Action Promoting Social Emotional Learning in Sport and Recreation Program for Socially Vulnerable Youth

While sport and recreation programs have capacity to contribute to social emotional learning, there is a lack of clarity regarding how to achieve this. To address this void, we used constructivist grounded theory to identify the mechanisms of action promoting social emotional competencies captured by the Collaborative for Academic, Social, and Emotional Learning (CASEL) model (i.e. self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) in sport and recreation program for socially vulnerable youth. Data collection included in-depth interviews with 12 youth participants and 13 practitioners. The findings show that the key mechanisms driving skill development include the adoption of new roles (leading to leadership opportunities, accountability, and exposure to diversity), interaction with caring program practitioners (providing feedback, mentorship, and trust-building), and the program’s context (offering a culture of safety, inclusivity, responsibility, and positivity). This study contributes to theory and practice on social emotional learning in sport and recreation programs.

Employment needs of and barriers for Chinese youth and young adults with Autism Spectrum Conditions in Ontario, Canada

BackgroundCultural-based literature focusing on Asian autistic immigrants living in Western countries is very limited. AimsThe present study is a quality improvement exercise aiming to fill the gap by investigating the employment needs of and barriers for Chinese autistic youth and young adults in Ontario, Canada. Methods & procedures71 individuals diagnosed with autism and 24 diagnosed with other mental illnesses, aged 12–29, participated in an online survey regarding their work readiness, work skills, interests, health and cultural concerns. Analyses were conducted to compare the autistic group and the mental health group. Outcomes & resultsResults show that the autistic sample has inferior (1) work habits related skills, (2) work style related skills, (3) level of independence, (4) skills to perform routine daily activities, (5) interpersonal skills at work, and (6) ability to tolerate visual and moving stimuli in the work environment. It is also found that the autistic group has more symptoms of depression, anxiety, and autism than that of the non-autistic group. Conclusions & implicationsThe study shed light into the unique needs and barriers of Chinese autistic young adults and the service gap in supporting their transition to employment.

Psychological Skills in Relation to Academic Achievement through Swimming Context

This study aimed to investigate: (1) the level of psychological skills among students enrolled in swimming courses at the Physical Education faculties in the Jordanian Universities. (2) the relation between their psychological skills and academic achievement. (3) the differences in these psychological skills according to gender. The descriptive approach was used to conduct this study. The study sample consisted of (260) male and female students enrolled in intermediate and advanced level swimming courses at the School of Sport Sciences/ University of Jordan. Students’ final academic achievement records in addition to the “Life skills through swimming context” scale was used to collect required data. The results of the statistical analysis revealed an average level of psychological skills, significant differences in psychological skills level in favor of female students, A level students, and JU students, and a positive significant relation between psychological skills and academic achievement. In conclusion, it is important to design comprehensive psychological skills-based study plans for swimming courses and in different sports fields. Also, to conduct specified training and guidance courses in this domain to improve psychological skills, teaching competencies, and academic achievement.

Students’ Constructions of Professional Judgement in Teacher Education, Medical Education and Police Education

Professional higher education encompasses the development of relational skills and professional judgement, especially in welfare professions where close contact with people is essential, such as policing, teaching and health care. In the current article, using a cross-professional analysis, we explore how students from three different professional education programmes – teacher education, police education and medical education – construct professional judgement in group discussions and interviews. The results show that participants construct professional judgement as a relationship between three different dimensions: personal ethics, educational standards and professional practice. The examples in this article show how students utilise these three different dimensions when discussing professional dilemmas to account for choices that they (would) make as being morally or ethically sound. We argue that these results shed light on the importance of providing students with opportunities to reflect openly on professional judgement in different ways, even though this may not currently be examined or graded in their education. Furthermore, the analysis demonstrates similarities between the three examined programmes, as well as similar student reflections on essential aspects of the professions.

Pre-service teachers’ relationship skills and beliefs about social-emotional learning

We examined (a) links between pre-service teachers’ relationship skills and beliefs about their future comfort with and commitment to social-emotional learning (SEL), and (b) whether skills and beliefs vary across years of training or gender. A battery of self-report questionnaires was completed by 197 pre-service teachers to examine these variables. Correlation and multiple regression analyses revealed comfort beliefs were related to initiation and emotional support skills. Commitment beliefs were not related to any skill. MANOVAs revealed that women reported higher commitment beliefs than men. Findings can inform teacher education programs providing interventions or curricula targeting relationship skills and SEL beliefs.

Peer and land-based approaches for fostering empowering and healthy relationships with Indigenous and northern young people in the Northwest Territories.

Indigenous and Northern women in Canada experience high rates of intimate partner violence (IPV), and this is particularly true in the Northwest Territories (NWT). Adolescents are also at increased risk of IPV, which has far-reaching, lifelong effects. Indigenous youth are particularly vulnerable to IPV due to ongoing effects of intergenerational trauma caused by colonialism, racism and residential school legacies. We explored attitudes towards IPV and the healthy relationship knowledge, skills, and experiences among participants of Fostering Open eXpression among Youth (FOXY) and Strength, Masculinities, and Sexual Health (SMASH) Peer Leader Retreats in the NWT. Multi-method approaches included quantitative surveys youth completed before and immediately following retreats. Quantitative analysis from retreats (2018-2021) included 240 participants aged 12-19 (mean age 14.5) who reported ever having an intimate partner. Most were from the FOXY program (64.2%), Indigenous (69.6%) and heterosexual (66.4%). Qualitative methods included Focus Group Discussions (FGD) (n = 69) conducted with peer leaders and apprentices (n = 311) and youth and adult staff (n = 14 FGDs, n = 165 participants). We thematically analysed FGDs to explore healthy relationship knowledge and skills, alongside paired t-tests to examine pre/post retreat changes in attitudes towards IPV. Qualitative findings suggest that leadership and embodied learning were effective in equipping youth with violence prevention and healthy relationship skills. While young women were committed to sharing knowledge and skills about healthy relationships in their communities, young men resonated with values of respect and appreciated support to identify and express emotions. Participants across programmes demonstrated their belief that healthy intimate relationships have communal, relational and intergenerational benefits. Quantitatively, we found a statistically significant reduction in attitudes accepting of IPV among young women, but no changes were noted among young men. Findings contribute to emergent evidence on strengths-based, culturally-responsive IPV prevention programming. Components of effective IPV prevention programming with young men merit further exploration.

Coach-athlete relationships and life skills development among Brazilian handball players: A prospective study

This study was to examine the prospective associations between coach-athlete relationship (CAR) and life skills development in youth handball players. This study employed a longitudinal research design. A total of 78 male handball players completed the Life Skills Scale for Sport and the Coach-Athlete Relationship Questionnaire over three waves of data collection: start of the season; midseason and end of the season. Data were analyzed using multivariate analysis of variance Pearson’s Correlation and Linear Multiple Regression (p<.05). The findings indicated the three dimensions of CAR seem to have higher effect on life skills subscales as the season progressed (i.e., higher effect on life skills at T3 compared to T2 and T1). Commitment and Complementarity were positively associated with several life skills subscales at all three timepoints. Results suggest that the quality of the CAR is an important determinant for the development of life skills in youth handball players across the sports season.

Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting

PurposeChildren with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.Design/methodology/approachSix children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.FindingsTypical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.Originality/valueThis study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.