Caregivers in promoting group skill generalization.

2011 ◽  
pp. 43-54
Author(s):  
Linda A. Reddy
Keyword(s):  
Group Skill

Measuring Changes in Groupworking Skills in Undergraduate Students After Employer Involvement in Group Skill Development

2001 ◽  
Vol 26 (4) ◽  
pp. 367-380 ◽  
Author(s):  
Phyllis Laybourn ◽  
Judy Goldfinch ◽  
Jennifer Graham ◽  
Lucy MacLeod ◽  
Sheila Stewart
Keyword(s):  
Undergraduate Students ◽  
Skill Development ◽  
Group Skill

Developing and Implementing a Group Skill Training Intervention to Reduce HIV/AIDS Risk Among Sexually Active Adolescents in Detention

1996 ◽  
Vol 1 (1) ◽  
pp. 71-103 ◽  
Author(s):  
Cheryl A. Richey ◽  
Mary Rogers Gillmore ◽  
Mary Lou Balassone ◽  
Lorraine Gutierrez ◽  
Jane Hartway
Keyword(s):  
Skill Training ◽  
Training Intervention ◽  
Sexually Active ◽  
Aids Risk ◽  
Group Skill ◽  
Hiv Aids

scholarly journals A Curriculum to Enhance Resilience in Internal Medicine Interns

2017 ◽  
Vol 9 (5) ◽  
pp. 600-604 ◽  
Author(s):  
Amber-Nicole Bird ◽  
Michelle Martinchek ◽  
Amber T. Pincavage
Keyword(s):  
Internal Medicine ◽  
Small Group ◽  
Chief Resident ◽  
Clinical Events ◽  
Resilience Scale ◽  
Before And After ◽  
Letting Go ◽  
Group Skill ◽  
Additional Support ◽  
Skill Building

ABSTRACT Background  Burnout is a serious concern in graduate medical education. While enhancing resilience in trainees is considered beneficial, there are few studies showing successful interventions. Objective  We developed and implemented a curriculum to teach resilience skills to internal medicine (IM) residents. Methods  Our resilience curriculum focused on 4 small group skill-building workshops: setting realistic goals, managing expectations, letting go after stressful clinical events, and finding gratitude. All sessions were delivered by a chief resident during dedicated teaching time, and combined lectures, group discussions, reflection, and simulated skill-building exercises. Participants were assessed before and after the curriculum using the Connor-Davidson Resilience Scale. Results  Over a period of 2 years, 81 interns participated; 75% (61 of 81) responded prior to participating in the curriculum, and 79% (64 of 81) responded after participation. The majority thought sessions should continue the following year (75%, 48 of 64). Postsession, participants were more comfortable talking about stress and burnout (70%, 44 of 63), were more comfortable talking about medical errors (73%, 46 of 63), and had learned new ways to approach challenges (64%, 41 of 64). Mean resilience scores were lower after the curriculum (72.54 ± 10.18 versus 68.65 ± 10.14, P = .034). Feedback from participants indicated that the sessions fostered a sense of togetherness among peers and provided them with an additional support system. Conclusions  Small group resilience workshops were feasible over 2 years and well received by IM interns, who noted gaining new skills to approach challenges. There was no improvement in resilience scores after the sessions.

scholarly journals Analisis Kompetensi Softskill Pada Staff Pengajar Perguruan Tinggi Swasta di Kota Medan

2019 ◽  
Vol 4 (2) ◽  
pp. 167
Author(s):  
Dhian Rosalina ◽  
Kartika Yuliari
Keyword(s):  
Teaching And Learning ◽  
Soft Skills ◽  
Sampling Technique ◽  
Individual Performance ◽  
Teaching Profession ◽  
Teaching Staff ◽  
Soft Skill ◽  
Purposive Sampling ◽  
Organizational Skills ◽  
Group Skill

Soft skills are interpersonal and intrapersonal skills that can boost individual performance, including the teaching profession. The purpose of this study was to determine the profile of soft skills held by lecturers as teaching staff in tertiary institutions. This research was conducted in Medan, North Sumatra. The research method used is research with a qualitative descriptive approach. The sampling technique used was purposive sampling with the number of respondents of one hundred and twenty people. The results of this study are the variables forming soft skills such as leadership, communication, effort, ethics have been perceived well by the respondents, and have become daily behavior, although there are a few behaviors that require improvement, such as discipline in the lecture time, while the soft forming variables are skills such as Organizational skills and group skills are perceived to be lacking in teaching and learning activities by the respondents. Soft skill adalah ketrampilan interpersonal dan intrapersonal yang dapat mengembangkan dan memaksimalkan kinerja termasuk profesi dosen. Tujuan dari penelitian ini adalah mengetahui profil softskill yang dimiliki oleh Dosen sebagai staff pengajar di perguruan tinggi. Penelitian ini dilaksanakan di Medan, Sumatera Utara. Metode penelitian yang digunakan adalah penelitian deskriptif  kualitatif . Teknik sampling yang digunakan adalah purposive sampling dengan jumlah responden sebesar seratus duapuluh orang. Hasil dari penelitian ini adalah  Variabel pembentuk soft skill seperti Leadership, komunikasi, effort, ethics sudah dipersepsikan baik oleh para responden, dan telah menjadi perilaku sehari hari, meskipun ada sedikit perilaku yang memerlukan perbaikan, seperti kedisiplinan terhadap waktu perkuliahan., sedangkan Variabel pembentuk soft skill seperti Organizational skill dan  group skill dipersepsikan kurang dilakukan dalam kegiatan belajar mengajar oleh para responden.

scholarly journals Predictors of welfare dependency at 1, 3 and 5 years after first visit to a jobs and benefits office due to mental health related sickness absence: A Danish cohort study

2021 ◽  
Author(s):  
Harald Hannerz ◽  
Mari-Ann Flyvholm
Keyword(s):  
Mental Health ◽  
Cohort Study ◽  
Sickness Absence ◽  
Industrial Sector ◽  
Skill Level ◽  
Welfare Benefits ◽  
Health Related ◽  
Group Skill ◽  
Job Group

Abstract Background The cost of mental ill health in the EU-28 nations was estimated at approximately 4.1% of the total gross domestic products (GDP). Improved rates of return to sustainable employment among people who are sick-listed due to mental ill health would decrease spending on welfare benefits and costs associated with lost productivity. The present cohort study provides statistical information that may be helpful in the design and prioritizing of efforts aimed at reducing the burden of sickness absence due to mental ill health among employees in the general working population of Denmark. Our primary aim was to estimate odds of receiving health and non-health related welfare benefits, respectively, (compared to being self-reliant) at 1, 3 and 5 years after a first visit to a jobs and benefits office due to mental health related sickness absence, as a function of industrial sector and job group skill level at baseline. A secondary aim was to analyse these odds as a function of baseline age, gender, type of mental ill health, family type and employment status. Methods The study population consisted of all 20–54 year-old persons on long-term sickness absence due to mental health problems in 21 Danish municipalities in 2010–2012 (N = 19,660). Odds ratios were estimated by use of multinomial logistic regression. The outcomes were ascertained through national registers. Results We did not find any statistically significant association between baseline industrial sector or job group skill level and welfare dependency at follow-up. In the secondary analyses, the estimated odds of health and non-health related welfare dependencies at follow-up tended to increase with unemployment, age, being single and being on sick leave due to self-reported anxiety or depression versus stress/burnout at baseline. The odds ratios for welfare dependencies among men versus women were not statistically significant. Conclusions We did not find any significant association between baseline industrial sector or job group skill level and welfare dependencies at 1, 3 or 5-year follow-up after first visit to a jobs and benefits office due to mental health related sickness absence in Denmark.

scholarly journals EXPLORING TENNIS COACHES’ INSIGHTS IN RELATION TO THEIR TEACHING STYLES

2016 ◽  
Vol 3 (102) ◽  
pp. 30-43 ◽  
Author(s):  
Shane Pill ◽  
Mitchell Hewitt ◽  
Ken Edwards
Keyword(s):  
Content Analysis ◽  
Teaching Styles ◽  
Skill Level ◽  
Self Awareness ◽  
Age Group ◽  
Practical Application ◽  
Structured Interviews ◽  
Theoretical Sampling ◽  
Junior Tennis ◽  
Group Skill

Background. The aim of this study was to explore junior tennis coaches’ insights in relation to teaching styles they employ as well as the motivations and reasons that underpin these practices. Methods. The research consisted of implementing interviews with the 13 tennis coaches. It employed purposive or theoretical sampling. Semi-structured interviews commenced with a prearranged group of questions to permit scope in direction so that the interviewer may follow what is considered as pertinent to the interviewee. The coaches were filmed during three 30 minute sessions. Prior to the interviews, each of the coaches was requested to view a portion of their video-recorded sessions. The interview data were analysed via deductive content analysis. Results. The results highlighted a lack of knowledge concerning the theoretical and practical application of various teaching styles required for coaching tennis to junior players. The coaches lacked self-awareness with regard to their own coaching performance and were incapable of accurately describing the reasons why they implement particular ways of coaching. Coaches used an assortment of terms to identify the way they coach and that their decision to employ certain ways of coaching did not alter as a function of the age group, skill level or ability of the players they were coaching. Observing and/or discussing aspects of coaching with a mentor as well as playing experience had a greater influence on current coaching behaviour than attending an accreditation course. Conclusion. The finding from this study is that the personally anticipated coaching behaviour of the coach was not what they realised upon observation of their coaching.

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