Downloads & Free Reading Options - Results

Over a period of three years, the National Consortium for Humanizing Education worked with teachers and students in two states to test hypotheses drawn from a model in which student outcomes (including good mental health) were seen as the results of a learning process occurring between individuals rather than as the product of an institutionalized situation. In this model, mental health is assumed to be learned in much the same way that other capabilities are learned; that is, as the result of an interdependent interpersonal interactive process. The goal of the applied research program was to devise, demonstrate, and document Interpersonal Skills Training for Teachers. This summary document presents an overview of the total project, and discusses 15 basic studies. Conclusions from each of the studies indicate an over-all effectiveness of the Interpersonal Skills Training for Teachers. (Author/PC)

This scoping review explores the published evidence relating to the outcomes of interpersonal skills training in pre-registration physiotherapy programmes.

This scoping review explores the published evidence relating to the outcomes of interpersonal skills training in pre-registration physiotherapy programmes.

This document discusses an action research project undertaken to decrease inappropriate social behavior that was found to impede normal school day functions during the Freshman Seminar program. The targeted population consisted of ninth grade students in a suburb of a midwestern metropolitan area. A student survey was used to document incidents of disrespect; verbal abuse; inappropriate language; play fighting; name-calling; and teasing. Analysis of the probable cause data revealed that students lacked the skills and knowledge to change inappropriate behaviors. Reviews of probable causes suggested that: unclear behavior expectations; lack of social skills; student disengagement; and traditional discipline methods were reasons why students acted inappropriately. Implementation of several strategies combined with an analysis of the problem setting resulted in an increased curricular emphasis on interpersonal skill development and teacher modeling of appropriate behaviors. Post intervention data revealed a decrease in some of the inappropriate behaviors and in student referrals written for inappropriate behavior. (Contains 31 references.) (JDM)

This document discusses an action research project undertaken to decrease inappropriate social behavior that was found to impede normal school day functions during the Freshman Seminar program. The targeted population consisted of ninth grade students in a suburb of a midwestern metropolitan area. A student survey was used to document incidents of disrespect; verbal abuse; inappropriate language; play fighting; name-calling; and teasing. Analysis of the probable cause data revealed that students lacked the skills and knowledge to change inappropriate behaviors. Reviews of probable causes suggested that: unclear behavior expectations; lack of social skills; student disengagement; and traditional discipline methods were reasons why students acted inappropriately. Implementation of several strategies combined with an analysis of the problem setting resulted in an increased curricular emphasis on interpersonal skill development and teacher modeling of appropriate behaviors. Post intervention data revealed a decrease in some of the inappropriate behaviors and in student referrals written for inappropriate behavior. (Contains 31 references.) (JDM)

This document discusses an action research project undertaken to decrease inappropriate social behavior that was found to impede normal school day functions during the Freshman Seminar program. The targeted population consisted of ninth grade students in a suburb of a midwestern metropolitan area. A student survey was used to document incidents of disrespect; verbal abuse; inappropriate language; play fighting; name-calling; and teasing. Analysis of the probable cause data revealed that students lacked the skills and knowledge to change inappropriate behaviors. Reviews of probable causes suggested that: unclear behavior expectations; lack of social skills; student disengagement; and traditional discipline methods were reasons why students acted inappropriately. Implementation of several strategies combined with an analysis of the problem setting resulted in an increased curricular emphasis on interpersonal skill development and teacher modeling of appropriate behaviors. Post intervention data revealed a decrease in some of the inappropriate behaviors and in student referrals written for inappropriate behavior. (Contains 31 references.) (JDM)

This document discusses an action research project undertaken to decrease inappropriate social behavior that was found to impede normal school day functions during the Freshman Seminar program. The targeted population consisted of ninth grade students in a suburb of a midwestern metropolitan area. A student survey was used to document incidents of disrespect; verbal abuse; inappropriate language; play fighting; name-calling; and teasing. Analysis of the probable cause data revealed that students lacked the skills and knowledge to change inappropriate behaviors. Reviews of probable causes suggested that: unclear behavior expectations; lack of social skills; student disengagement; and traditional discipline methods were reasons why students acted inappropriately. Implementation of several strategies combined with an analysis of the problem setting resulted in an increased curricular emphasis on interpersonal skill development and teacher modeling of appropriate behaviors. Post intervention data revealed a decrease in some of the inappropriate behaviors and in student referrals written for inappropriate behavior. (Contains 31 references.) (JDM)

This article is from Iranian Journal of Nursing and Midwifery Research , volume 17 . Abstract Background:: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods:: This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings:: Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). Conclusions:: The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them.

This article is from Iranian Journal of Nursing and Midwifery Research , volume 17 . Abstract Background:: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods:: This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings:: Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). Conclusions:: The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them.

This article is from Iranian Journal of Nursing and Midwifery Research , volume 17 . Abstract Background:: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods:: This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings:: Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). Conclusions:: The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them.

This article is from Iranian Journal of Nursing and Midwifery Research , volume 17 . Abstract Background:: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods:: This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings:: Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). Conclusions:: The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them.

The purpose for this project is to explore the effect of a 6-year integrated professional training program in clinical psychology on key therapeutic competencies. We will work towards this aim through four work packages: We will use longitudinal data from full cohorts of students to explore the effect of a 6-year clinical training program on interpersonal skills (WP1), clinical self-efficacy, and uncertainty tolerance (WP2). We will then explore how these therapeutic competencies are related to client outcome (WP3), and how students experience their own skill acquisition process (WP4).

The purpose for this project is to explore the effect of a 6-year integrated professional training program in clinical psychology on key therapeutic competencies. We will work towards this aim through four work packages: We will use longitudinal data from full cohorts of students to explore the effect of a 6-year clinical training program on interpersonal skills (WP1), clinical self-efficacy, and uncertainty tolerance (WP2). We will then explore how these therapeutic competencies are related to client outcome (WP3), and how students experience their own skill acquisition process (WP4).

The purpose for this project is to explore the effect of a 6-year integrated professional training program in clinical psychology on key therapeutic competencies. We will work towards this aim through four work packages: We will use longitudinal data from full cohorts of students to explore the effect of a 6-year clinical training program on interpersonal skills (WP1), clinical self-efficacy, and uncertainty tolerance (WP2). We will then explore how these therapeutic competencies are related to client outcome (WP3), and how students experience their own skill acquisition process (WP4).

In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group designation, followed by assessments of content recall, application, and transfer. Results indicate that paragraph length has a significant effect on content application and transfer, but not on content recall. These results are interpreted within the current literature on text comprehension and computer screen eye fatigue.

In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group designation, followed by assessments of content recall, application, and transfer. Results indicate that paragraph length has a significant effect on content application and transfer, but not on content recall. These results are interpreted within the current literature on text comprehension and computer screen eye fatigue.