Skills Group Research Articles

Надпрофессиональные навыки управления конфликтами как фактор успешности молодого специалиста на современном рынке труда

A modern young specialist needs to possess the softskills, which are associated with communication and leadership skills, conflict management skills to be in demand in the labor market and successful in professional activities. Softskills are part of a broader group of supra-professional skills. Modern domestic and foreign researchers in the field of education and labor pay attention to the need to reorient the education system to a deeper mastery of supra-professional skills by students. The article examines conflict management skills as part of supra-professional skills and self-management. Conflict management skills are considered from the point of view of the competence approach. A model of conflictological competence is presented. The main tasks in conflict management are considered, they are correlated with L. Gainer's organizational change management model.

Transdiagnostic skills training group of dialectical behavior therapy: a long-term naturalistic study

IntroductionDialectical Behavior Therapy (DBT) has assembled a large body of evidence for the treatment of emotional dysregulation in borderline personality disorder (BPD), but also in other disorders characterized by emotional dysregulation (e.g., bipolar disorder (BD) and ADHD). Standalone skills learning groups address the problem of limited resources in several clinical settings. Furthermore, transdiagnostic skills groups facilitate the recruitment and decrease the scattering of resources in psychiatric settings. However, few studies have focused on the pertinence of transdiagnostic standalone skills groups in naturalistic settings as well as their long-term outcomes. The goal of this study is to assess the impact of participation in a transdiagnostic DBT skills group one year after its completion.MethodTransdiagnostic DBT skills training groups were provided for BPD, BD and ADHD patients in a University Psychiatric Department (Strasbourg, France), between 2019 and 2020. They consisted of 16 group sessions of 2.5 h and 3 individual sessions. At 1-year follow-up, ad-hoc questionnaires were proposed to all participants to assess the perceived impacts, the changes in symptomatology, and the maintenance of skills learned.Result22 of the 31 participants were interviewed at the one-year post-group session (64% BPD, 41% ADHD and 27% BD). 73% participants estimated that group impact was important or very important, 64% stated using the skills learned often or very often, mainly emotion regulation skills. An improvement in emotional instability, substance use, impulsivity and suicidal thoughts was reported by respectively 100%, 91%, 86% and 85% of participants. Quality of life improved according to 90% participants. All patients reported an improvement in suicidality during the post-group year, especially in suicide attempts. Psychotropic medication decreased in 59% of participants.DiscussionOur one-year naturalistic study suggests that transdiagnostic DBT skills training groups are promising for the treatment of emotional dysregulation in people with BPD, BD and/or ADHD. The observational design and the lack of control group are the main limitations. Randomized controlled studies are required to confirm the long-term efficacy of transdiagnostic skills learning groups in naturalistic settings.

Applications of dialectical behavioural therapy in the perinatal period: A scoping review.

Psychological distress is the most common complication of pregnancy. High-risk concerns can include severe emotion dysregulation, suicidality and self-injury, and health risk behaviours, which bear substantial consequences for caregivers and families. Yet, effective, comprehensive interventions for high-risk caregivers have received limited attention. Dialectical behaviour therapy (DBT) is a frontline treatment for such concerns. Accordingly, we conducted a scoping review on the implementation of DBT in the perinatal period. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Seven studies were identified; study designs included case studies and single-arm pilot trials. Most studies used DBT-informed protocols with significant adaptations, few included multiple components of DBT (i.e. skills group, individual therapy, phone coaching and consultation team), and none met criteria for adherent delivery of all four modes of DBT treatment. Findings suggest DBT-informed interventions may be successfully implemented to treat a range of perinatal mental health symptoms, including borderline personality disorder, depression, anxiety, and post-traumatic stress, and to promote emotion regulation and positive parenting behaviours. While results provide preliminary support for perinatal DBT, this literature is scant and empirical rigour considerably lacking. Clinical implications and future directions are outlined to aid researchers and providers in addressing the ongoing perinatal mental health crisis and developing sorely needed interventions to address the needs of high-risk caregivers.

Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap

AbstractThe ability to read is fundamental in determining an individual’s academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students’ development in the intervention group significantly accelerated (Cohen’s d = .59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen’s d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p < .05; CFI = .991; TLI = .989; RMSEA = .58 (CI: .000, .114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher.

Group brief cognitive behavioral therapy for suicide prevention compared to dialectal behavior therapy skills group for military service members: a study protocol of a randomized controlled trial

BackgroundSuicide is a pressing matter for the military. Not only does it pose a health risk, but suicide also compromises operational readiness. Despite provision of suicide prevention clinical best practices, the Department of Defense suffers several challenges (e.g., clinician shortages) limiting the agency’s ability to effectively respond to service member suicide. Implementation of evidence-based suicide-specific group therapy is a possible solution to service member well-being needs and system challenges. Service members can also gain coping skills useful beyond managing suicidal thoughts and behaviors.MethodsThis 2-arm non-inferiority randomized controlled trial compares a group therapy format of Brief Cognitive Behavioral Therapy (i.e., G-BCBT) with Dialectical Behavior Therapy (DBT) Skills Group. Both therapies are delivered in-person at a United States Naval Medical Center. Participants (N = 136) are active-duty service members with recent suicidal thoughts or suicidal behavior. Evaluation features electronically delivered questionnaires at baseline, after each treatment session, and at 3- and 6-month follow-up.DiscussionThe primary outcome concerns G-BCBT impacts on suicidal ideation. Secondary outcomes of interest are suicide attempt, psychological distress (e.g., symptoms of depression, anxiety), and self-regulatory skills (e.g., emotion regulation). We also examine self-regulatory skills as treatment moderators. Clinical trial strengths and limitations are reviewed.Trial registrationThis study was registered at Clinicaltrials.gov (protocol NCT05401838).

The link between economic growth and emigration from developing countries: Does migrants' skill composition matter?

AbstractTackling the root causes of migration from developing countries through development cooperation has been suggested as an essential part of the policy mix in OECD migrant destinations. This is even though the evidence on whether economic development leads to more or less people emigrating is so far inconclusive. We investigate the relationship between income per capita and emigration to OECD countries separately for three different skill groups—low‐skilled, medium‐skilled and high‐skilled emigrants—being the first to employ panel regression approaches that account for cross‐country heterogeneity and cover a policy‐relevant time frame of about 5 years. Our findings reveal a universal negative association between income per capita and emigration for all three skill groups and for different income thresholds. This implies that policy makers should not be too concerned about potential trade‐offs between (successful) development cooperation and immigration management, at least in the short to medium run that our analysis covers. At the same time, the scope for using development cooperation as a migration policy instrument can be considered to be limited given the modest size of the estimated income effect: Taking our point estimates at face value, a 10% rise in GDP per capita would on average lead to about 3600 fewer immigrants per destination.

Обучение студентов неязыкового вуза профессионально-ориентированному чтению цифровых текстов на иностранном языке: риски и возможности

The aim of the research is to justify the need for forming students’ skills to read vocationally-oriented digital texts in a foreign language, which contributes to the development of analytical, systematic, and critical thinking at a non-linguistic university. The article explores the process of reading foreign language texts as a complex analytical-synthetic activity, describes the characteristics of digital text, notes its positive and negative properties, and substantiates the need to develop students’ skills to read vocationally-oriented digital texts in a foreign language, which fosters the development of analytical and critical thinking. A methodology is proposed for developing students’ skills to read vocationally-oriented digital texts in the process of studying foreign languages at a non-linguistic university. The scientific novelty lies in identifying five groups of skills for reading digital texts at a non-linguistic university, namely: spatial orientation in digital texts, forecasting possible phenomena, events, facts, understanding the content of digital texts, analyzing information from digital texts, and engaging in reflection and critical analysis of the material read. The study results in defining the substantive and organizational-activity aspects of the methodology for forming the skills to read vocationally-oriented digital texts for students, as well as providing methodological recommendations for their development in foreign language studies at non-linguistic universities.

The Impact of the Local Green Economy of Ghana: A General Equilibrium Analysis

The Ghanaian forestry sector has experienced a paradigm shift toward resilient and sustainable forest management practices through climate change mitigation and adaptation policies. Ghana has acknowledged the urgent need to address these issues via comprehensive policy measures as a nation that is vulnerable to the adverse effects of climate change. To assess economy-wide impacts, this paper employs a computable general equilibrium with a static specific factor model that can be readily simulated with various vectors of price changes. The model uses a competitive production structure that assumes constant returns, full employment, competitive pricing, and perfect labor mobility across sectors. Factor shares, industry shares, and substitution matrices from 2022 Labor Force Report’s data were constructed for four skilled groups (managers, professionals, service, and production) across industry, service, the rest of agriculture, and forestry sectors. Predictions of price increases from climate change mitigation policies compliance were simulated for the long run and short run. Forestry, agricultural, and industrial sectors will enjoy higher prices under a green economy, but these would not translate into higher wages. It is rather capital owners in agriculture and forestry that would benefit. Wage adjustments to the green economy are smaller than what might be expected in a partial equilibrium model.

Associations of Lifelong Exercise Characteristics with Valvular Function and Aortic Diameters in Subjects with a Bicuspid Aortic Valve

Abstract Background Whether exercise-induced hemodynamic stress accelerates the development of valvular dysfunction and aortic dilatation in subjects with a bicuspid aortic valve (BAV) is unclear. Purpose To examine the association between lifelong exercise characteristics (i.e. exercise volume, exercise intensity and type of exercise), valvular dysfunction and aortic dilatation in subjects with BAV. Methods Adults with BAV were classified as inactive (<500 metabolic equivalent of task minutes per week [MET-min/wk]), active (500-1000 MET-min/wk) or highly active (≥1000 MET-min/wk) based on their reported lifetime exercise characteristics. Subjects’ lifelong predominant exercise intensity was classified as moderate (3-6 MET) or vigorous (≥6 MET) and predominant sport type as skill, power, mixed or endurance. Transthoracic echocardiography was used to assess the presence of aortic stenosis (AS) or regurgitation (AR) and to measure aortic diameters at the sinus of Valsalva (SV) and in the ascending aorta (AA). Aortic dilatation was defined as a Z-score ≥ 2. Results 407 subjects (42±17 years old, 60% male) were included of which 133 were inactive, 94 active and 180 highly active. 61 subjects did not perform exercise, whereas 136 and 207 subjects predominantly participated in moderate or vigorous intensity exercise, respectively. Subjects performing sports were allocated to the skill (n=12), power (n=41), mixed (n=218), endurance (n=75) or non-dominant (n=24) exercise type group. Moderate-to-severe AS or AR was present in 96 (23.6%) and 81 (19.9%) subjects, respectively. SV and AA diameters were 34.8±6.6 and 36.5±8.1 mm, whereas 74 (18.2%) and 194 (47.7%) subjects had a Z-score ≥ 2. Exercise volume was not associated with valve dysfunction or aortic dilatation. Vigorous intensity exercise and mixed sports were associated with lower odds ratios for the risk of moderate-to-severe AS (ORadjusted: 0.43 (0.20-0.94) and ORadjusted: 0.47 (0.23-0.95), respectively). Exercise intensity and sport type were not associated with AR and aortic dilatation (Figure 1). Conclusions We found no deleterious associations between lifelong exercise characteristics, valvular dysfunction and aortic dilatation in subjects with BAV. In contrast, vigorous intensity and mixed sports were associated with a lower risk for moderate-to-severe AS. These observations suggest that lifelong exercise does not appear to induce deleterious cardiovascular effects in subjects with BAV.Figure 1.

Skill and experience impact neural activity during global and local biological motion processing

During biological motion perception, individuals with perceptual experience learn to use more global processing, simultaneously extracting information from multiple body segments. Less experienced observers may use more local processing of individual body segments. The parietal lobe (e.g., alpha and beta power) has been shown to be critical to global and local static stimulus perception. Therefore, in this paper, we examined how skill impacts motion processing by assessing behavioral and neural responses to degrading global or local motion information for soccer penalty kicks. Skilled (N = 21) and less skilled (N = 19) soccer players anticipated temporally occluded videos of penalty kicks under normal, blurred (degraded local information), or spatially occluded (hips-only; degraded global information) viewing conditions. EEG was used to measure parietal alpha and beta power. Skilled players outperformed less skilled players, albeit both skill groups were less accurate in the blurred and hips-only conditions. Skilled performers showed significant decreases in bilateral parietal beta power in the hips-only condition, suggesting a greater reliance on global motion information under normal viewing conditions. Additionally, the hips-only condition elicited significantly greater beta relative to alpha power (beta – alpha), lower beta power, and lower alpha power than the control condition for both skill groups, suggesting spatial occlusion elicited a shift towards more local processing. Our novel findings demonstrate that skill and experience impact how motion is processed.

Role of Civil Society in Community Development of Nepal

This study is based on the role of civil society in community development in Nepal. It is mainly prepared by using secondary sources. Data is obtained through articles/newspapers/clubs of the organization. The role of civil society in training and skill development, group formation and mobilization is assessed to be satisfactory. In the areas of health and hygiene, education, drinking water, transport and communication too, the role is likely to improve in the coming days. The relationship between groups and individuals in the community has appeared to be good. Most civil societies agree on good relationships between groups and individuals. The main problems of civil society are issues of the sustainability of their activities and political bias. Organizations depend on donor funds and activities as they propose; so there is duplication of programs and activities in the community. The activities are very short and do not have a fixed duration required by the community; it is due to the dependence of the donor for the fund. Civil society is the main subject and agent of community development. It knows the cultural, social, political and geographical situation. The process of social mobilization and mobilization of resources is the pioneering path of civil development. Group training and mobilization are found to be very good in the community. Therefore, this study shows a great need for civil society in community development. The function of civil society is very respectable. People want to expand their activities but the civil society cannot expand because of lack of funds. The ground of honor developed by civil societies in terms group formation, social mobilization, resource mobilization, and saving habits in groups is remarkable. Civil society (CS) in Nepal has played an important role in the economic and political transformation of the country over the past three decades. As Nepal changes into a three-tier federal government system, the environment in which civil society organizations (CSOs) operate is also changing.

REALIZATION OF THE COMPETENCY POTENTIAL OF THE TECHNOLOGIGAL EDUCATION FIELD IN THE CONTENT OF EDUCATIONAL LITERATURE

The article discloses general algorithms for identifying the competence approach in the content of educational literature, during the organization of the educational process of learning technologies in the New Ukrainian School.A brief overview of the issues of competence training was carried out, the concept of key competence was outlined, taking into account theoretical research and taking into account the State Standard of Basic Secondary Education. The components of key competence and its difference from the leading technological educational field are determined.Learning outcomes, which are grouped in the field of technology education, into four groups of skills, written in terms of key competencies. Here one should distinguish between leading and key competence. Leading for technological education will be a part of the “competency in natural sciences and technologies” shared with the natural branch, which can be conventionally called “competencies in technology”.The leading technology competence (or competences) is formed and developed by the teacher in the technology lessons of the same name, while other key competences are only developed. This will determine the content of the tasks in the educational literature on technologies, when the tasks, for example, on the development of mathematical competence will not contain new knowledge in mathematics, but only on the use of mathematics in practice, which will only involve the development of mathematical thinking during solving practical tasks.General approaches for identifying competence content in the technological education textbook are proposed.
 Keywords: New Ukrainian school; competence approach; technologies; technological educational sector; State standards of basic secondary education; learning results; key competence; leading competence; study guide; educational literature.

COMMUNICATION AS A PROFESSIONAL QUALITY OF THE FUTURE ECOLOGIST

The article reveals communicativeness as a professional quality of the future ecologist. It has been established that in teaching ecology, emphasis is placed on strengthening the communicative orientation of the educational process. The concept of “communicativeness”, “professional communication” is revealed. It has been proven that communication is an important component of a large group of professionally significant qualities of a young specialist, as a quality necessary for performing professional activities. The peculiarity of the applicantʼs communicativeness is established, which is his theoretical training in the field of interpersonal cognition, interpersonal relations; laws of logic and argumentation; professional, in particular language etiquette; communication technologies. The criteria of productive professional communication are disclosed: creation of a favorable psychological climate, formation of certain interpersonal relationships in the team. The organization of productive communication of future ecologists is highlighted, which implies the presence of a high level of development of communicative skills, which can be formed only in the presence of certain communicative abilities. Two groups of communication skills are distinguished: general communication skills and special professional communication skills. Blocks of laboratory and practical classes are proposed for the formation of communication skills of future ecologists. The main requirements for the formation of professional communication skills in future ecologists are revealed: the ability to form a system of theoretical knowledge on the problems of professional communication; availability of skills and abilities in theoretical development and conducting socio-psychological training; the ability to organize during production practice the inclusion of applicants in professional activity (in particular, in its communicative aspect) and to ensure its psychological analysis; willingness to organize and guide the independent work of applicants regarding the formation of professional communication skills and the ability to diagnose the level of their formation. The content indicators of the communicative core of the personality are highlighted.
 Keywords: communication; interaction; professional quality; future ecologist; favorable psychological climate; interpersonal relationships in the team; communicative training.

The effect of modified observation-teaching-discussion pedagogy combined with microteaching on the critical thinking ability of nursing interns in China: a quasi-experimental study

AimThe aim of this study is to investigate the effect of modified observation-teaching-discussion pedagogy combined with microteaching on improving the critical thinking ability of nursing interns in China.MethodsTwo hundred baccalaureate nursing students practicing in the department of neurosurgery were divided into two groups chronologically, with 100 students per group. The control group received traditional clinical mentoring while their counterparts in the intervention group received mentoring by modified observation teaching discussion pedagogy combined with microteaching. Then, we compared the two groups with respect to theoretical knowledge and nursing operation skills. The Critical Thinking Ability Scale was used to evaluate the critical thinking ability of the two groups of nursing students. Data were analyzed with SPSS 22.0 software.ResultsFollowing the internship, the scores of nurses in the intervention group were significantly higher than those in the control group for theoretical knowledge, technical skills and critical thinking ability (p < 0.05 for all).ConclusionThe application of modified observation-teaching-discussion pedagogy in combination with microteaching promoted the knowledge, technical skills and critical thinking ability of nursing students in clinical practice.

Recovering Safety: A Pilot Study of a Women’s Empowerment Group for Survivors of Intimate Partner Violence with Substance Use Disorders

ABSTRACTThis pilot study examined the feasibility and satisfaction of the Recovering Safety group, an outpatient empowerment, psychoeducational skills group for women with substance use disorders who have experienced intimate partner violence (IPV). Patient satisfaction, empowerment, and safety were assessed at three time points. Participants (N = 8) reported high satisfaction with the group and rated the IPV-informed content, women-only participants, and female therapist as important factors; empowerment increased from pre- to post-group. These results support initial feasibility; further study of such treatments is needed to examine efficacy of this group intervention.

Social Strategies in Language Learning for Promoting Speaking Skills

The purpose of this study is to investigate the use of social strategies in language learning to promote speaking skills. The study was designed in the survey model. The participants of the study were divided into three groups in a sample lesson. They were asked the question of “Why should we learn foreign language?” and were required to prepare and present a poster as a group. During the implementation phase, students were observed by the researcher through the “Speaking Skills Group Observation Form”. The results of the research showed that all three groups exhibited sufficient speaking effort, participation in activities, involving in poster presentations, and peer interaction. The results of the research revealed that social strategies tend to improve speaking skills and increase willingness to speak. It was also revealed that students were aware of the significance of foreign language education as a crucial skill in today's modern world. They associated foreign language learning with the following words: culture, democracy, education, empathy, friendship, intercultural learning, job opportunity, love, peace, open-mindedness, relationship, religion, respect, tolerance and trust. Furthermore, it was concluded that social strategies in language learning can be effectively employed in foreign language classes to reduce speaking anxiety.

ANALYSIS OF TRAINING PROGRAMS FOR SKIERS FROM AROUND THE WORLD

The article analyzes the peculiarities of building the training process of the Finnish training system and the training system of Ukrainian athletes. The analysis of the curriculum has shown that the Finnish system of training skiers is based on the creation of clubs, since this is the basic system of organizing the training process. A ski club is an attractive and stimulating environment for creating a solid foundation for a lifelong passion. The ski training system is developed in accordance with the recommendations of the Finnish Olympic Committee. The curriculum for children's and youth sports schools in Ukraine is based on many years of experience of coaches and specialists in winter Olympic and non-Olympic sports. The training program for Ukrainian skiers is aimed at systematizing the training process from initial training groups to groups of higher sports skills, providing coaches with a unified planning structure, a system of means and methods of physical education. The curricula envisage adherence to the same principles of ski training. The methods and means of training differ between schools. The requirements stipulated in the training programs for skiers in both countries are mandatory for all clubs and youth sports schools and must be implemented in accordance with training locations, climatic conditions, material and technical facilities, etc.

Long-Term Retention of Advanced Cardiovascular Life Support Knowledge and Confidence in Doctor of Pharmacy Students

ObjectiveThis study aimed to evaluate the impact of American Heart Association (AHA) advanced cardiovascular life support (ACLS) education and training on long-term retention of ACLS knowledge and confidence in Doctor of Pharmacy (PharmD) students. MethodsThis multicenter study included PharmD students who received ACLS training through different means: 1-hour didactic lecture (didactic), 1-hour didactic lecture with 2-hour skills practice (didactic + skills), and comprehensive AHA ACLS certification through an elective course (elective-certification). Students completed a survey before training, immediately after training, and at least 6–12 months after training to assess demographics and ACLS confidence and knowledge. The primary outcome was a passing score, defined as ≥ 84% on the long-term knowledge assessment. Secondary outcomes included overall knowledge score and perceived confidence, assessed using the Dreyfus model. ResultsThe long-term assessment was completed by 160 students in the didactic group, 66 in the didactic + skills group, and 62 in the elective-certification group. Six (4%), 8 (12%), and 14 (23%) received a passing score on the long-term knowledge assessment in the didactic, didactic + skills, and elective-certification groups, respectively. The median (IQR) scores on the long-term knowledge assessment were 50% (40−60), 60% (50−70), and 65% (40−80) in the 3 groups. On the long-term assessment, confidence was higher in the elective-certification group, demonstrated by more self-ratings of competent, proficient, and expert, and fewer self-ratings of novice and advanced beginner. ConclusionLong-term retention of ACLS knowledge was low in all groups, but was higher in students who received AHA ACLS certification through an ACLS elective course.

Assertive Communication Skills Group Intervention for Adolescents with Social Anxiety

National surveys show that most adolescents experience anxiety problems and anxiety disorders, but only a few seek professional help. Anxiety, especially social anxiety, can be detrimental to adolescents because of its impact on social success. If it persists, social anxiety can develop into social anxiety disorder as an adult. Thus, it is necessary to intervene in adolescents with high social anxiety. Adolescents with social anxiety often experience social situations that they cannot cope with due to a lack of social skills, especially assertive communication skills. This study aimed to see whether assertive communication skill interventions carried out in groups can improve adolescents' assertive communication skills and reduce social anxiety levels. Group interventions conducted in schools provide easy access for youth and efficiency in terms of time and cost. Group interventions also allow adolescents to voice their experiences, finding similarities and connect with others. The study participants were six teenagers aged 13-15 years with high levels of social anxiety. This study consisted of a pre-test, four intervention sessions, post-test, and follow-up. The Social Anxiety Scale for Adolescents (SAS-A) and Skala Tingkah Laku Asertif (STLA) were used to describe the participants' social anxiety and assertiveness before, after, and two weeks after the intervention. The results showed an increase in the STLA score and a decrease in the SAS-A score in most participants quantitatively and an increase in assertive communication skills and a decrease in social anxiety qualitatively in all participants. The implication of this study is that assertive communication skills intervention programs carried out in groups are beneficial in increasing assertive communication skills and reducing the level of social anxiety in adolescents, these results can be used as reference material in the intervention of adolescents with social anxiety. Survei nasional menunjukkan bahwa mayoritas remaja mengalami masalah kecemasan dan gangguan kecemasan, namun sedikit yang mencari bantuan profesional. Kecemasan, terutama kecemasan sosial, bisa merugikan karena dampaknya terhadap kesuksesan sosial. Jika berlanjut, kecemasan sosial dapat berkembang menjadi gangguan kecemasan sosial saat dewasa. Dengan demikian, perlu dilakukan intervensi pada remaja dengan kecemasan sosial tinggi. Remaja dengan kecemasan sosial seringkali mengalami situasi sosial yang tidak bisa mereka atasi karena kurangnya keterampilan sosial, terutama keterampilan komunikasi asertif. Penelitian ini bertujuan untuk melihat apakah intervensi keterampilan komunikasi asertif yang dilakukan secara berkelompok dapat meningkatkan keterampilan komunikasi asertif dan menurunkan tingkat kecemasan sosial remaja. Intervensi kelompok yang diadakan di sekolah memberikan kemudahan akses bagi remaja dan efisiensi dari segi waktu serta biaya. Intervensi kelompok juga memungkinkan remaja menyuarakan pengalaman, menemukan kesamaan, dan berkoneksi dengan orang lain. Partisipan penelitian merupakan enam remaja berusia 13-15 tahun dengan tingkat kecemasan sosial tinggi. Penelitian ini terdiri dari pre-test, empat sesi intervensi, post-test, dan follow-up. Social Anxiety Scale for Adolescent (SAS-A) dan Skala Tingkah Laku Asertif (STLA) digunakan untuk mengetahui gambaran kecemasan sosial dan asertivitas partisipan sebelum, sesudah, dan dua minggu sesudah intervensi. Hasilnya, terdapat peningkatan skor STLA dan penurunan skor SAS-A pada mayoritas partisipan secara kuantitatif dan peningkatan keterampilan komunikasi asertif serta penurunan kecemasan sosial secara kualitatif pada seluruh partisipan. Implikasi dari penelitian ini adalah bahwa program intervensi keterampilan komunikasi asertif yang dilakukan secara berkelompok bermanfaat dalam meningkatkan keterampilan komunikasi asertif dan menurunkan tingkat kecemasan sosial pada remaja sehingga dapat menjadi bahan rujukan dalam intervensi remaja dengan kecemasan sosial.

4.17 Noninferiority of a Relational Agent, Woebot, to Reduce Symptoms of Depression Relative to CBT Skills Group: A Randomized Controlled Trial Among Adolescents Seeking Outpatient Mental Health Care

4.17 Noninferiority of a Relational Agent, Woebot, to Reduce Symptoms of Depression Relative to CBT Skills Group: A Randomized Controlled Trial Among Adolescents Seeking Outpatient Mental Health Care