Self-reported cochlear implant management skills: development and validation of the self-administered Cochlear Implant Management Skills (CIMS-self) survey

2016 ◽  
Vol 42 (1) ◽  
pp. 164-171
Author(s):  
R.J. Bennett ◽  
D.M.P. Jayakody ◽  
R.H. Eikelboom ◽  
M.D. Atlas
Keyword(s):  
Cochlear Implant ◽  
The Self ◽  
Skills Development ◽  
Management Skills ◽  
Development And Validation

PLAYING WITH THE COLORS-PRE-SCHOOL CHILDREN’S SELF-DIRECTED DRAWING EXPERIANCE

2019 ◽  
Vol 2 ◽  
pp. 585
Author(s):  
Antra Randoha
Keyword(s):  
Preschool Children ◽  
The Self ◽  
Self Management ◽  
Skills Development ◽  
Drawing Process ◽  
Management Skills ◽  
Psychological Literature ◽  
Meaningful Activity ◽  
Observation Results

At the pre-scool age, playing is the main key to the child’s way to express them selfs in drawing process. In order to ensure the self-directed drawing, there is a need for the availability of diverse naterials throughout of the day, enabling the child to act and play in accordance with his intentions. In a drawing process, trying out different techniques, tools,mixing colors, trying to discover new ways of expression, observing and imitating other (children’s or adult) actions, provides the basic conditions for meaningful activity of a child. The aim of the thesis is to find out theoretically and practically the essence of self-directed drawing activity of preschool children and possibilities of the improvement of it in the pedagogical process. Materials and methods. Used the analysis of pedagogical and psychological literature on the possibilities of self-management skills development in the pedagogical process - drawing and accomplished pegogical observation. Results. The essence of self-directed drawing activity of preschool children was updated and possibilities of improvement reviewed .

scholarly journals Development and Validation of the Self-Acceptance Scale for Persons with Early Blindness: The SAS-EB

PLoS ONE ◽  
2014 ◽  
Vol 9 (9) ◽  
pp. e106848 ◽  
Author(s):  
Fabiane Frota da Rocha Morgado ◽  
Angela Nogueira Neves Betanho Campana ◽  
Maria da Consolação Gomes Cunha Fernandes Tavares
Keyword(s):  
The Self ◽  
Acceptance Scale ◽  
Self Acceptance ◽  
Development And Validation ◽  
Early Blindness

scholarly journals Development and validation of a spectro-temporal processing test for cochlear-implant listeners

2018 ◽  
Vol 144 (5) ◽  
pp. 2983-2997 ◽  
Author(s):  
Alan W. Archer-Boyd ◽  
Rosy V. Southwell ◽  
John M. Deeks ◽  
Richard E. Turner ◽  
Robert P. Carlyon
Keyword(s):  
Cochlear Implant ◽  
Temporal Processing ◽  
Development And Validation

Development and validation of the self-care counseling rubric (SCCR) to assess student self-care counseling skills

2019 ◽  
Vol 11 (8) ◽  
pp. 774-781 ◽  
Author(s):  
Aleda M.H. Chen ◽  
Stephanie Cailor ◽  
Thad Franz ◽  
Neal Fox ◽  
Phillip Thornton ◽  
...  
Keyword(s):  
Self Care ◽  
The Self ◽  
Counseling Skills ◽  
Development And Validation

scholarly journals Assessing Final-Year Practical Work Through Group Projects; A Further Study

2020 ◽  
Author(s):  
Philippa Cranwell ◽  
Elizabeth M Page
Keyword(s):  
Research Problem ◽  
The Self ◽  
Practical Work ◽  
Skills Development ◽  
Project Outcomes ◽  
Motivation And Engagement ◽  
Group Projects ◽  
The University

The use of a group-based approach to project working has been shown to provide significant advantage to students in terms of project outcomes, motivation and engagement. The Department of Chemistry at the University of Reading has recently explored the use of group projects for final year practical work. In this model, students are presented with a research problem that they investigate within a team of three to five students. Students are expected to divide the work and share results in a manner that closely resembles project working in industry. This paper will report the experiences and attitudes of final-year BSc students towards this group-based approach, and outline the self-identified skills development of these students.

scholarly journals Development and Validation of the Self-Conscious Emotion Regulatory Efficacy Scale (SCERES)

SAGE Open ◽  
2016 ◽  
Vol 6 (3) ◽  
pp. 215824401666477
Author(s):  
Yan Wu ◽  
Qimin Liang ◽  
Bi Li
Keyword(s):  
The Self ◽  
Development And Validation

Parenting Support and the School System

2017 ◽  
pp. 252-261
Author(s):  
Julie Hodges ◽  
Karyn L. Healy
Keyword(s):  
School Setting ◽  
Well Being ◽  
Shared Responsibility ◽  
The Self ◽  
Triple P ◽  
Management Skills ◽  
Factors Affecting ◽  
Parenting Support ◽  
Self Confidence ◽  
System P

Children’s academic and well-being outcomes are influenced by both the home and the school environments. This means that parents and schools have a shared responsibility for promoting children’s development. Research shows that when parents and schools work together, students, parents, and teachers all benefit. One way in which schools can engage parents in their child’s education is by offering parenting support through parenting programs like the Triple P—Positive Parenting Program. Triple P can assist parents to develop effective morning, afternoon, and bedtime routines and to help students gain the self-management skills and the self-confidence necessary to succeed at school. This chapter discusses strategies and considerations for successfully implementing Triple P in schools, taking into account the school setting, workforce, and factors affecting parent participation.

Development and Validation of the Self-Harm Reasons Questionnaire

2008 ◽  
Vol 38 (1) ◽  
pp. 104-115 ◽  
Author(s):  
Stephen P. Lewis ◽  
Darcy A. Santor
Keyword(s):  
The Self ◽  
Self Harm ◽  
Development And Validation
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