Self-awareness Training Research Articles

Social self-awareness training program to improve teacher performance

Social self-awareness training program to improve teacher performance

Impact of Self-Awareness Training on Students’ Emotional and Social Wellbeing

Impact of Self-Awareness Training on Students’ Emotional and Social Wellbeing

Effectiveness of self-awareness training for young adults on improving their professional skills: a Quasi-experimental study

Background: Young adulthood is a productive phase in an individual's life, marked by a shift towards achieving higher academic success and pursuing desired career paths. In this context, awareness of merits and demerits is vital in attaining desired goals. Therefore, the objective of the current study is to evaluate the differences in self-awareness skills among undergraduate students before and after participating in a life skills intervention program. Method: The study used a quasi-experimental design involving 243 students from four private undergraduate colleges. A half-day self-awareness training program was provided using activity-based participatory approaches. Data were collected pre and one-month post-intervention through a semi-structured questionnaire validated by two mental health professionals and three industry experts. Results: Of the 243 participants, 55.55% were female, and 44.44% were male. A significant number of female participants were in the age group of 18 to 20 (Male: 68 (62.96), Female: 113 (83.7), p<0.001) compared to male participants. The life skills intervention significantly enhanced participants' abilities to connect with like-minded individuals (Pre-in: 46.5%, post-in: 52.26%, p<0.01), make new friends (pre-in: 54.32%, post-in: 66.67%, p<0.002), and engage in team interaction (pre-in: 39.09%, post-in: 68.72%, p<0.001). additionally, there were improvements in adopting a positive approach towards tasks (pre-in: 62.14%, post-in: 64.2%, p<0.058) and prioritizing assignments (pre-in: 27.57%, post-in: 53.91%, p<0.001). Conclusions: Our study observed a significant improvement in the domains of harmony, self-belief, adaptability, and discipline post-intervention among students.

The Effect of the Johari Window Self-Awareness Training on Teenagers’ Self-Confidence at Aisyiyah Orphanage in Sidoarjo

This research is aimed to increase the self-confidence of teenagers living at Aisyiyah Orphanage in Sidoarjo by using the Johari Window self-awareness training. This study implemented a quasi-experimental treatment group with pre-treatment and post-treatment assessments. To test the effectiveness, this study used Paired Sample T-Test and the results showed that there was a difference in self-confidence scale between pre-test and post-test results. The hypothesis in this study was there are differences in the level of self-confidence among teenagers before and after the Johari Window self-awareness training. To test the hypothesis, an analysis of paired T-Test data using the JASP application was carried out. Based on the results of the analysis, teenagers generally experienced an increase in self-confidence by 2,200 (SE: 0,530) after the Johari Window self-awareness training. The paired sample t-test showed a significant increase in self-confidence (t (30) = -4.147, p < .001) and the Cohen's d value showed an effect of 0.757. Based on these results, the hypothesis in this study was accepted since it illustrates that experimental training using the Johari Window training method can increase self-confidence of the teenagers at Aisyiyah Orphanage in Sidoarjo.

The effect of johari window training on self-esteem of the adolescents at aisyiyah orphanage in sidoarjo

This study is aimed to increase self-esteem of the adolescents at Aisyiyah orphanage in Sidoarjo by using the Johari Window self-awareness training. Quantitative experimental approach was implemented in this study with paired samples T-test for data analysis. Data were collected from three meetings by comparing the pretest and posttest results of self-esteem scale questionnaire. An improvement in self-esteem was seen on some aspects, which were (1) self-contentment, (2) awareness on one’s strength, (3) feeling of proud and worth, and (4) positive attitude and thinking. This improvement was shown by significant change on adolescents’ self-esteem after they participated in the Johari Window training with a mean difference of 2.200, t-score =-4.147 and p = 0.001 <0.05. Besides, the Cohen's d value, which was 0.757, showed a large effect. It is concluded that the Johari Window training method can increase the adolescents’ understanding of self-esteem and motivation in spending their days in orphanage, school, and home

Correcting Postural Deviations: An Evidence- Supported Shift in Paradigm

Somatic syndromes of the spinal region may develop secondary to postural dysfunction. Traditionally, emphasis has been placed on correcting postural asymmetries by attempting to change muscle-tendon unit length. The effectiveness of this approach in providing prolonged muscle-tendon unit length changes and optimal postural outcomes has met with controversy. The time has come for a redirection of goals in conservative care for postural dysfunction of the spinal regions. An emphasis needs to be placed on continuous, self-awareness training of postural correction that will facilitate lasting neuromuscular adaptations. The purpose of this review is to rationalize the need to veer from exercises attempting to adjust the muscle-tendon unit length and recognize the evidence-supported impact of simple self-correction strategies meant to facilitate neuromuscular adjustments and correct postural asymmetries.

The Comparison of the Effects of Training Self-awareness and Problem-solving Skills on Marital Satisfaction of Married Women: A Randomized Controlled Trial.

ABSTRACTBackground: One of the most important causes of marital dissatisfaction is the lack of life skills. This study aimed to compare the effects of training self-awareness and problem-solving skills on marital satisfaction of married women.Methods: This study was a randomized field trial conducted in Gorgan since October 2019 to September 2020. A total of 105 married women were allocated to one of two interventions or a control group based on triplex block randomization. Data collection tools were the Persian version of the self-awareness questionnaire, problem-solving questionnaire and Four ENRICH Couple Scales. The participants completed the questionnaires before (T1), immediately (T2), and one month after the intervention completion (T3). The first intervention group received self-awareness skills training and the second received problem-solving skills training one session per week for four weeks. The control group did not receive any training. Data were analyzed using One-way ANOVA, Kruskal-Wallis, Chi-square, Fishers exact test, exact test, repeated measure ANOVA, and Bonferroni test, using SPSS 16. A P value <0.05 was considered significant.Results: The mean score of ENRICH Scales in the three groups, immediately and one month after the intervention, were not statistically significant (P>0.05). However, in the problem-solving group, the scale of marital satisfaction was significantly different at T2 and T3 (31.40±4.55, 33±5.21, P=0.008). In the self-awareness training group at T1 and T3, the mean of the conflict resolution scale (32.60±63.28, 33.94±5.74, P=0.03) was significantly different.Conclusion: The results showed that problem-solving skills training was more effective in increasing the score of marital satisfaction compared to self-awareness skills training.Trial Registration Number: IRCT20190721044290N1

Analysis of Women’s Leadership Program in Sport and Policy Proposals

PURPOSE This study analyzed the KSPO women’s sports leadership program and foreign cases to suggest policy proposals.METHODS A literature review was conducted involving official webpage of the programs, related technical reports, media resources, and academic articles collected from international and domestic research databases.RESULTS The major results are as follows: (1) The curriculum of current program should be examined and reconstructed to achieve the intended purpose. (2) Since selfawareness is a key factor in demonstrating effective leadership, implementing selfawareness training program should be considered. (3) Mentoring is regarded to be an effective tool in promoting women leadership; therefore, establishing sustainable women mentoring program is required.CONCLUSIONS Despite several limitations, this paper is the first study, to the best of our knowledge, to review and analyze the KSPO women’s sports leadership program comparing foreign cases for the purpose of seeking improvement. As women’s leadership in the field of sport would become even more important in the future, this program should be redesigned to be able to train and nurture leaders so that they can progress to the higher level of decision making in sport organizations.

A Prerequisite for Successful Leadership of Business Organizations-Cultivation of Managers' Self-Awareness

Explore the prerequisites for managers to lead business organizations successfully. This article through the international organization managers' self-awareness training case, explores the relationship of self-awareness and leadership, verifies the theory of leadership consists of self-awareness, self-awareness is an essential part of the leadership of the dialectical relationship between, and the characteristics of self-awareness have two sides. According to research individual - managers explore the cultivation of the individual ego method. According to the conclusion that the focus of the research is managers develop self-awareness, it is concluded that managers should focus on emotional, cognitive ability and change the decision of orientation ability to provide successful business leadership organization the ability training direction.

The Effectiveness of The Hello, Me! Program to Increase Teengaers’ Self-Awareness

During the Covid-19 pandemic, unemployment increased to 9.77 million. Youth competition in the world of work will be more challenging if they do not have soft and hard skills. Teenagers who grow up in an environment with complex social problems such as Tikungbaru, where poverty, crime, and juvenile delinquency rates are high, actually need it. Teenagers need self-awareness to select the right career. The purpose of the research was to determine the "Hello, Me!" by searching for interests and talents to increase teenagers' self-awareness. The research method uses an experimental pre-post test design with teenagers aged 12-13 years in RW 08 Tikungbaru. The intervention is the "Hello, Me!" program in tracking interests and talents through CFIT and RMIB, self-awareness training, and group counselling. The data collection uses a self-awareness scale before and after the program. Data analysis used the Parametric Paired-Samples T-test. The results show that sig (2-tailed) value of 0.000 0.05 means a significant difference in self-awareness in teenagers before and after the program. The conclusion is that "Hello, Me!" can increase teenagers' self-awareness in Tikungbaru. This research can provide literature references and program solutions to increase teenagers' self-awareness.

Increasing Emotional Intelligence (EI) Through Self-Reflection Journals: Implications for OT Students

Abstract Date Presented 04/12/21 The COVID-19 pandemic brought the need for personal connection and the use of emotional intelligence (EI) to the forefront. As EI training in accredited OT programs becomes more prevalent, it will be important to describe the benefits of and barriers to potential types of training. This study examined the relationship between EI and self-awareness training. This study’s findings add new perspectives and depth to current research and the evidence supporting the need for EI training in OT curricula. Primary Author and Speaker: Natalie A. Perkins Contributing Authors: Colleen Maher

A Case Study of Using Habit Reversal Treatment to Improve Fluency in School-Age Children Who Stutter

The purpose of this study was to investigate whether a habit reversal treatment program is effective in improving the fluency of school-aged children who stutter. Two school-age children were treated 8 times over 8 weeks. Each treatment session was 30 minutes long and was combined with 20 minutes of counselling, for a total of 50 minutes per a treatment. For both subjects 1 and 2, pre- and post-evaluations were conducted to assess the frequency of stuttering, the form of stuttering, and their speech speed. The subjects were also tested using the communication attitude scale and the characteristic anxiety scale. This evaluating was done to verify the effectiveness of the treatment. Habit reversal treatment is a program that combines self-awareness training and relaxation training together to improve fluency. The children were compared before and after treatment and their fluency had increased. There were improvements in stuttering frequency, stuttering type, and speech speed. In addition, the communication attitude and trait anxiety of the subjects exhibited an improvement after treatment. This study showed that a habit reversal treatment program can help enhance fluency in stuttering school-aged children as well as treat tic disorders. Hopefully in the future, we will be able to prove that it is possible to improve fluency and develop a positive mind for various types of stuttering subjects through continuous habit reversal treatment.

Role development in psychodrama training\u2014Findings and challenges

Moreno considered the roles in which one operates as the “tangible aspect of what is known as ‘ego’” (zit. in Leutz 1974, p. 43). Although the role concept is one of the main concepts in psychodrama there exist only a few attempts to invent handy measurements for the development of roles. This pilot study published in the Zeitschrift für Psychodrama und Soziometrie is an attempt to systematically analyse the roles of psychodrama students in their training; based on role descriptions suggested by Clayton (1994) and Daniel (2007) combined with the five dimensions of the five-factor model of the BIG FIVE. The analysis was conducted at two measurement points: after the first period of the self-awareness training (120 h) and at the end of training (240 h). The training sessions were accurately documented, including a description of all roles the students had taken. The roles were assigned to one of the five dimensions and counted. The findings suggest a notable development after each period. Although the results are promising there are still several questions waiting for answers.

Increasing Emotional Intelligence (EI) Through Self-Reflection Journals: Implications for OT Students

Abstract Date Presented 03/28/20 As the use of EI and self-awareness training within accredited OT programs becomes more prevalent, it will be important to describe and differentiate the benefits of and barriers to potential types of EI training. Therefore, this study examined the relationship between EI and self-awareness training. This study’s findings add new perspectives and depth to the current research and the evidence supporting the need for EI training in OT curricula. Primary Author and Speaker: Natalie Perkins Additional Authors and Speakers: Arlene Schmid

Self-awareness Skill Training of Mothers as the Head of the Household and the Self-efficacy of Their Sons

Background: The adults’ life is rooted in their childhood. Children living in single-parent families have less self-efficacy than others. Educating self-awareness skill reliance on the family is among the key aspects of self-efficacy promotion in early childhood. The present study aimed to determine the effect of self-awareness training of the mothers as the head of the household on the self-efficacy of their 10- to 12-year-old sons. Methods: This was a quasi-experimental study with a Pre-test-Post-test and a control group design. The study sample consisted of 10- to 12-year-old boys (N=71) from public schools of Ray City, Iran, and their heads of the family mothers. The study subjects were randomly assigned to the experimental and control groups. The Pre-test was administered to both groups. Then, the mothers of the intervention group attended four 45-minute training sessions twice a week. Moreover, the Post-test was administered to the groups three months after the end of the intervention. The required data were collected by demographic characteristics form, Self-Consciousness Scale (SCS), and Self-efficacy Questionnaire for Children (SEQ-C). Furthermore, the obtained data were analyzed by descriptive statistics, including frequency distribution, mean and standard deviation, and inferential statistics, including the Chi-squared test, Fisher’s Exact test, Independent Samples t-test, Paired Samples t-test, and Analysis of Covariance (ANCOVA) using SPSS. Results: The study results suggested a significant difference in self-awareness Mean±SD scores of the mothers in the intervention group before (41.77±10.59) and after (53.83±8.43) conducting the intervention (P&lt;0.001); however, such difference was not significantly different in the control group before (47.31±12.45) and three months after the intervention (47.05±11.76). There was a significant difference between the self-efficacy Mean±SD scores of boys in the intervention group before (61.88±9.29) and after (70.44±8.12) providing the intervention (P&lt;0.001); however, this difference was not significantly different in the control group before (65.68±11.33) and after the intervention provision (65.14±12.01). Conclusion: In this study, mothers’ self-awareness positively affected their sons’ self-efficacy. Thus, self-awareness enabled mothers to identify the emotions of themselves and their children and become aware of them and pay more attention to interacting with their children. These findings help school health nurses in providing a proper educational environment with the collaboration of mothers who are the head of the family.

Qualitative Analysis of Student Pharmacists’ Reflections of Harvard’s Race Implicit Association Test

Background and purposeIdentify and analyze pharmacy students’ perceptions about their own implicit racial biases. Educational activity and settingFirst year pharmacy students (n = 97) enrolled in a Pharmacy Practice course completed a test, Harvard Race Implicit Association Test (IAT), for homework to uncover their unconscious black-white racial bias. All students then wrote at least one paragraph reflecting on if they agreed or disagreed with their results and why. At the beginning of class, students were given a brief survey to capture their IAT results and demographic information. Retrospectively and following Institutional Review Board approval, pharmacy students’ reflections were subjected to thematic analysis with the assistance of NVivo 10 and descriptive analyses were completed of their demographic info. FindingsOut of the 97 students enrolled in this course, all completed the self-reflection. But only 90 completed the survey. From those that completed the survey, 54% (N = 49) self-identified as women. The average age was 22.6 years old. Most of the students (77%) identified themselves as White Non-Hispanic. Six percent (N = 5) identified as Black. Most students (66%) reported that their results from the Race IAT indicated some level of preference for European Americans; 13% of the students reported some level of preference for African-Americans.All students’ reflections were categorized by their agreement or lack of agreement with their implicit association test results. Those that agreed with their results cited family, friends, and community contributing to their implicit biases. Students who did not agree with their results were subcategorized as denying their results, believing that their implicit association did not affect their behavior, or believing that the Race IAT was invalid. Discussion/summaryMany pharmacy students were found to be unaware of their implicit biases and some do not believe that these biases will negatively affect the treatment of others. Pharmacy curricula should be developed to provide adequate self-awareness training and space in the curriculum so students can challenge these unconscious beliefs.

Cultural Self-Awareness Training in OBGYN Residency

OBJECTIVE: Develop and implement a training session for our OBGYN department that expands knowledge of one's own culture and fosters an awareness of the cultures of colleagues. METHODS: Needs Assessment including review of the 2014 ACGME Annual Resident Survey, which highlighted need for improved respect in the workplace. This prompted a meeting of the Designated Institutional Officer with the faculty of the OBGYN department regarding improved communication and sensitivity. An extended cultural competency curriculum was suggested from this meeting. Discussions with the institutional Director for Inclusion and Diversity Strategy confirmed that policies of inclusion and diversity are reviewed at new resident orientation; however, there is no further formal training for residents. Focus Group conducted with graduating residents to discuss their experiences during residency regarding issues of respect in the workplace and cultural sensitivity. Developed Framework for curriculum. Workshop conducted to address the specific objectives: Increase knowledge concerning cultural awareness and cultural competency; Identify personal attitudes regarding culturally sensitive issues and biases; Develop skills for addressing culturally sensitive issues. EVALUATION: Pre- and posttests developed with the Office of Diversity and Inclusion to assess knowledge, attitudes, and beliefs. Twenty-one residents and faculty attended the workshop. Nineteen of 21 (90%) of participants felt more open to learning of others' cultures and beliefs after this activity, and 18/21 (86%) felt closer to their colleagues after this activity. DISSEMINATION: Present to local “Ed Talks” conference, which promotes Educational Scholarship across the institution. Submit to MedEdPortal. REFLECTIVE CRITIQUE: The workshop was very well-received by those in attendance.

On the use of naturalistic methods to examine safety-relevant behaviours amongst children and evaluate a cycling education program

School-based cycling education programs aim to improve cycling safety and participation amongst children. Available research suggests that typical programs, which focus on bicycle manoeuvring skills, have limited effects on behaviour observed on a track or planned route. The current study uses theoretically more valid, naturalistic cycling data, to evaluate Safe Cycle, a program that incorporates hazard and self-awareness training. Soon after Safe Cycle was delivered at treatment schools, research bicycles instrumented with a rearward- and a forward-facing camera were loaned to six children from treatment schools and six children from (waitlist) control schools. In each group half the children were in Year 6, and half were in Year 7/8. Each child was instructed to ride the research bicycle instead of their own bicycle for the 1–2 weeks that they had a research bicycle. Video data were reduced using a purpose-designed coding scheme that identified whether participants performed specific safety-relevant behaviours in appropriate circumstances. While the participants controlled their bicycles well, gave way appropriately to traffic at intersections, and stopped at red lights, participants frequently removed one or both hands from the handlebars, and seldom signalled turns, conducted over-shoulder-checks when changing lanes, or looked in multiple directions at intersections (except when crossing a road). While aspects of design and small sample sizes limited evaluation findings, this research demonstrated the feasibility and potential of naturalistic data to support cycling education program evaluation. Further, the study substantially extended available naturalistic study of children’s cycling behaviour to highlight behaviours which might be targeted by cycling safety initiatives.

Professional Burnout, Early Maladaptive Schemas, and Physical Health in Clinical and Counselling Psychology Trainees.

Little is known about the personal factors that increase vulnerability to job-related stress and burnout among psychologists in training. This study was based on a large international sample and aimed to explore the role of early maladaptive schemas (EMS) in predicting vulnerability to burnout, as well as attendant effects on short-term physical health, in clinical and counseling postgraduate psychology trainees. An online, quantitative, cross-sectional survey method design was used to collect self-report data that measured burnout, EMS, and physical health from 1,297 trainees. Only the unrelenting standards (US) schema predicted high burnout among trainees. The most commonly endorsed physical health symptoms were back and neck pain and tiredness, and were more severe for those experiencing high burnout. The current study contributes to our understanding of the role of the US EMS in the evolution of burnout in trainees and has implications for the development of self-awareness training programs for this population.

Commentary: An Introduction to Leadership Self-Assessment at the Society of Neurological Surgeons Post-Graduate Year 1 Boot Camp: Observations and Commentary

Recent trends in graduate medical education have emphasized the mastery of nontechnical skills, especially leadership, for neurosurgical trainees. Accordingly, we introduced leadership development and self-awareness training to interns attending the Society of Neurological Surgeons Post-Graduate Year 1 Boot Camp in the Northeast (New England/New York/New Jersey) region in 2015. Feedback about the session was collected from interns. While neurosurgical interns conveyed a desire to receive more information on improving their leadership skills, most indicated that guidance seemed to be lacking in this critical area. We discuss some of the professional development needs uncovered during this process.