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Journal articles on the topic 'Basic interpersonal communication skills'
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North, Alexa Bryans, and William E. Worth. "Trends in Entry-Level Technology, Interpersonal, and Basic Communication Job Skills: 1992–1998." Journal of Technical Writing and Communication 30, no. 2 (April 2000): 143–54. http://dx.doi.org/10.2190/byng-bdrb-k9an-ekr8.
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This longitudinal study was conducted to identify trends in entry-level technology, interpersonal, and basic communication competencies and skills using entry-level classified newspaper advertisements from ten standard U.S. metropolitan statistical areas. Two competencies and one skill were selected from the “Workplace Know-How's” identified by the 1991 U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS). Specifically, ads including interpersonal competencies increased for the fourth consecutive year; ads including basic communication skills increased for the second consecutive year. Ads including technology competencies decreased slightly; however, the overall trend for technology remains strong. Therefore, the workplace continues seeking the competencies and skills advocated by the SCANS authors.
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Halbach, A. "Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency." Applied Linguistics 33, no. 5 (October 4, 2012): 608–13. http://dx.doi.org/10.1093/applin/ams058.
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Barseli, Mufadhal, Kristinus Sembiring, Ifdil Ifdil, and Linda Fitria. "The concept of student interpersonal communication." JPPI (Jurnal Penelitian Pendidikan Indonesia) 4, no. 2 (January 30, 2019): 129. http://dx.doi.org/10.29210/02018259.
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<p>Interpersonal communication skills are one competency of students to interact with others. Students who experience problems in interpersonal communication will be hampered in the process of developing creativity and increasing their academic achievement at school. This shows the need for efforts by counselors to develop the counseling service practices to increase students’ understanding of the importance of interpersonal communication and the factors that influence low interpersonal communication skills. This paper will introduce the basic concepts of interpersonal communication including; the concept interpersonal communication, the characteristics of interpersonal communication, the importance of interpersonal communication, interpersonal communication criteria, factors that effect interpersonal communication, the process of interpersonal communication, the purpose of interpersonal communication and, communication this can a reference.</p>
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Khairani, Annisa, Riska Ahmad, and Marjohan Marjohan. "Contribution of self image to interpersonal communication between students in the schools." Journal of Counseling and Educational Technology 2, no. 2 (November 13, 2019): 65. http://dx.doi.org/10.32698/0721.
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Millennial generation has low social skills, is less trained in communicating directly and doesn't care about the environment. Good communication skills are needed so that the quality of relationships established with other students becomes better. There are several factors that affect students' ability to interpersonal communication, one of which is self-image. Therefore researchers conducted related research; 1) a picture of self-image and interpersonal communication between students in school and 2) examine the contribution of self-image to interpersonal communication. This research uses a quantitative approach with descriptive methods, then use simple linear regression analysis . Population at SMPN 1 Banuhampu as many as 812 students, with a sample of 282 ofthe self-selected engineering Proportional Random Sampling . The instrument used was a Likert scale , which is about self-image and interpersonal communication . Research findings show that; 1) students' self-image and interpersonal communication generally in the good category, 2) there is a contribution of self-image to students' interpersonal communication of 27.4 % (R = 0. 523 ), significance of 0.000 . This research has implications as a basis Counselor to help students to have good abilities in interpersonal communication. Millennial generation has low social skills, is less trained in communicating directly and doesn't care about the environment. Good communication skills are needed so that the quality of relationships established with other students becomes better. There are several factors that affect students' ability to interpersonal communication, one of which is self-image. Therefore researchers conducted related research; 1) a picture of self-image and interpersonal communication between students in school and 2) examine the contribution of self-image to interpersonal communication. This research uses a quantitative approach with descriptive methods, then use simple linear regression analysis . Population at SMPN 1 Banuhampu as many as 812 students, with a sample of 282 ofthe self-selected engineering Proportional Random Sampling . The instrument used was a Likert scale , which is about self-image and interpersonal communication . Research findings show that; 1) students' self-image and interpersonal communication generally in the good category, 2) there is a contribution of self-image to students' interpersonal communication of 27.4 % (R = 0. 523 ), significance of 0.000 . This research has implications as a basis Counselor to help students to have good abilities in interpersonal communication.
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Raptou, Evangelia, Panagiotis J. Stamatis, and Nikolaos Raptis. "Communication as an Educational Skill in School Units of the 21st Century: A Survey Research." Asian Education Studies 2, no. 2 (May 26, 2017): 1. http://dx.doi.org/10.20849/aes.v2i2.153.
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Awareness about values of communication skills and the necessity for their cultivation brought them into foreground of educational field. Thus, they are qualified as a basic framework for the creation of modern democratic, intercultural and open schools to the world. Communication is recognized as a basic social skill by the program P21 Framework for the 21st Century Learning and by thousands of teachers and hundreds of schools in the US and many other countries. Since communication skills are related to many aspects of modern Greek educational situation, such as teaching, school administration, evaluation and development of good interpersonal relationships, the main purpose of this paper is the presentation of a survey research about communicative behavior of secondary education teachers and school heads, the depiction and enhancement of their communication style and the assessment of their views in regards to importance of communication skills in carrying out their professional role. Results of the research showed that teachers recognize to themselves very good communication skills, including advocate active listening, collaboration development ability and empathy.
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Petretich, Deborah A. "Interpersonal Skills and the Clinical Coordinator." Journal of Pharmacy Practice 7, no. 5 (October 1994): 213–16. http://dx.doi.org/10.1177/089719009400700503.
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A clinical coordinator deals with a wide variety of people on a daily basis. Whenever two or more people are involved in a process, a relationship is formed. In order to be effective at his or her job, a clinical coordinator must be skilled at building these interpersonal relationships. Although it is easy to identify failed interactions due to lack of these skills, it is often hard to pinpoint exactly what is necessary to develop and strengthen the areas important to building effective relationships. Communication skills become an integral part of the process of interacting with others. These skills may involve actions which are very visible to those around us. They may also involve strengthening an “inner” level that drives our motivation and attitude. The key to developing these skills is practice. It involves the willingness to effect change within ourselves in an attempt to better understand others. The qualities of honesty, sincerity, and consistency are also very important in mastering the art of effective communication. These skills come not so much from having great intellect, as they do from the ability to build trust.
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NORTH, ALEXA BRYANS, and WILLIAM E. WORTH. "Trends in Advertised Entry-Level Technology, Interpersonal, and Basic Communication Job Skills, 1992-1994." Journal of Employment Counseling 33, no. 3 (September 1996): 98–105. http://dx.doi.org/10.1002/j.2161-1920.1996.tb00441.x.
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NORTH, ALEXA BRYANS, and WILLIAM E. WORTH. "Trends in Advertised SCANS Competencies: Technology, Interpersonal, and Basic Communication Job Skills, 1992-1996." Journal of Employment Counseling 35, no. 4 (December 1998): 195–205. http://dx.doi.org/10.1002/j.2161-1920.1998.tb01001.x.
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North, Alexa Bryans, and William E. Worth. "Trends in selected entry-level technology, interpersonal, and basic communication scans skills: 1992-2002." Journal of Employment Counseling 41, no. 2 (June 2004): 60–70. http://dx.doi.org/10.1002/j.2161-1920.2004.tb00879.x.
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Brahmbhatt, Krutarth, and Kaushik Lodhiya. "Teaching and assessment of basic clinical communication skills among undergraduate third year medical students in Gujarat." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1461. http://dx.doi.org/10.18203/2394-6040.ijcmph20191003.
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Background: Good communication skills are essential components of physician-training. Effective communication between the doctor and the patient leads to better compliance, better health outcomes, decreased litigation, and higher satisfaction both for doctors and patients. The acquisition of communication and interpersonal skills is recognized and documented as a core competency for physician training in many countries. In the absence of proper training, Indian medical graduates often have less than adequate communication skills and the demand for formal training in this area has often been echoed. Aim and objectives were to know the attitude and ascertain the change in attitude, assess basic communication skills, ascertain the change in basic clinical communication skills (before and after training) and to impart training regarding communication skills by using different teaching learning methods to undergraduate medical students (third year).Methods: An interventional study was conducted using convenience sampling method. Assessment of attitude, communication skills and self-competence of communication skills was done using standardized questionnaires. Data analysis was done by using appropriate statistical tests.Results: Total 60 students participated in the study. The change in the mean scores of pre-training and post-training attitude, SEGUE (set the stage, elicit information, give information, understand patient’s perspective, end the encounter) framework score and self-assessment of communication competence scores were statistically significant before and after training.Conclusions: After training undergraduate medical students by using variety of effective training methods; their attitude towards learning communication skills changed positively and their basic clinical communication skills improved significantly.
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Al Belooshi, Jalilh, and Saif Al Ma'amari. "The Skills of the Knowledge Economy Expected in the Future in the School Education in Oman: A scientific Study by Using the Delphi Method." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 229. http://dx.doi.org/10.24200/jeps.vol14iss2pp229-249.
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The study aimed to build a list of the future knowledge economy skills that should be available in Omani education in accordance with the requirements of the knowledge economy. Using the Delphi method, the data was collected by sending a list of these skills to a sample of experts representing elite decision makers, experts and local academics in the economic, technological and educational fields, in three rounds. The results showed that the skills of the knowledge economy that Omani education should focus on are divided into five main skills: first: basic knowledge skills, second: communication skills third: knowledge production, fourth: digital skills, Fifth: Vocational and life skills, and finally: organizational skills, leadership skills and responsibility. The results indicated that basic knowledge skills were at the top of the five skills, followed by life and professional skills, digital skills, interpersonal skills and communication skills. The study recommended number of recommendations.
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Woźniewicz, Władysław. "Determinanty defektywnego międzyosobowego komunikowania się w relacjach polsko-rosyjskich." Studia Rossica Posnaniensia, no. 43 (November 26, 2018): 341–54. http://dx.doi.org/10.14746/strp.2018.43.27.
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In the introductory part, the author defines the basic terms used in the article: culture, cultural norms, language-communication skills, knowledge and its deficits, intercultural communication in Polish-Russian relations and the concept of defective communication. The purpose of this article is to describe the various causes of defective communication in Polish-Russian relations. In the following sections of the article, the author describes and exemplifies symptoms of defective communication, the over-ethnic causes of communication failures, the ethnic Polish-Russian determinants of defective interpersonal communication related to knowledge deficits, Russian language skills and stricte cultural determinants of unfortunate communication in selected spheres of life.
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Kapczuk, Patrycja, Monika Gardziejewska, and Konrad Grzeszczak. "Interpersonal communication in laboratory diagnostician profession." Diagnostyka Laboratoryjna 55, no. 2 (June 28, 2019): 129–32. http://dx.doi.org/10.5604/01.3001.0013.7455.
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Interpersonal communication skills are an indispensable tool in the diagnostic and therapeutic process. The communication is divided into verbal and non-verbal, both those forms are complementary to each other, creating a completely legible message of information. The aim of the work was to show the theoretical basis of the importance of interpersonal communication in the profession of a laboratory diagnostician. Effective communication is best seen between the doctor and the patient who, through indirect or direct contact, act together in the diagnostic and therapeutic procedure. However, there is no data on interpersonal communication in the relations of a laboratory diagnostician with a patient and other medical professions. Therefore, it can be concluded from this work that efficient communication of information in health care is an indispensable tool in achieving therapeutic successes. The better communication between medical professions, the faster targeted treatment can be implemented.
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Waner, Karen K. "Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals." Business Communication Quarterly 58, no. 4 (December 1995): 51–56. http://dx.doi.org/10.1177/108056999505800410.
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Implementation of total quality management and continu ous process improvement require validation of competencies by an institution's customers. This study was designed to determine if business faculty and business professionals perceive (a) business writing skills, (b) oral/interpersonal skills, (c) basic English skills, and (d) other business com munication abilities with the same degree of importance. Four one-way analyses of variance revealed no significant difference between 35 business professionals and 30 busi ness faculty concerning the four areas. However, when the 50 competencies within the four areas were ranked, some visible differences occurred in using the telephone and intercom, asking questions, and applying confidentiality.
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Faucett, Erynne A., Hilary C. McCrary, Jonnae Y. Barry, Ahlam A. Saleh, Audrey B. Erman, and Stacey L. Ishman. "High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education." Otolaryngology–Head and Neck Surgery 158, no. 1 (October 24, 2017): 36–42. http://dx.doi.org/10.1177/0194599817737758.
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Objective The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov . Methods We used studies identified during a systematic review of all indexed years through October 4, 2016. Results Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94%) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88%) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44%) articles, specificity in 4 (22%), learner reaction and reflection in 4 (22%), action plans in 3 (20%), and balancing reinforcing/corrective feedback in 2 (13%). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.
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Jeffery, Bridget, and Carolyn Hicks. "The Impact of Counselling Skills Training on the Interpersonal Skills of Undergraduate Occupational Therapy Students." British Journal of Occupational Therapy 60, no. 9 (September 1997): 395–400. http://dx.doi.org/10.1177/030802269706000904.
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A considerable emphasis has been placed on the role of social and communication skills within the health care professions. As a result, many pre-registration education and training courses now include counselling skills modules, on the basis that these will ultimately enhance a range of interpersonal skills within clinical practice. In order to test this assumption, a study was carried out to assess whether completion of counselling skills assignments had an impact upon a range of interpersonal skills in occupational therapy. Using 36 first-year undergraduate occupational therapy students, the study investigated two related hypotheses. The first hypothesis compared the interpersonal skills performance on placement between those students who had completed the counselling skins assignment and those students who had completed an alternative. An unrelated t-test produced a non-significant result (t = 1.386, df = 34, p>0.05), which suggested that undertaking a counselling skills assignment had no effect on social skills. The second hypothesis was concerned with the relationship between interpersonal performance and the grade obtained for the counselling assignment. A Pearson's product moment correlation was carried out which also produced a non-significant result (r = 0.008, df = 34, p>0.05). This suggested that no relationship existed between performance on the counselling skills module and interpersonal skills in the clinical domain. These results challenge existing assumptions about the value of including counselling skills modules within pre-registration occupational therapy courses, and highlight the need to seek more effective alternatives for enhancing essential interpersonal skills.
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Mikhaylova, Alla, Olga Kruchina, Viktoria Skorobogatova, Antonina Drozdova, and Julia Petrunina. "Future specialists' readiness formation for communicative interpersonal interaction." E3S Web of Conferences 164 (2020): 12021. http://dx.doi.org/10.1051/e3sconf/202016412021.
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The purpose of the research is to provide interpersonal communication substantiation by exploring the "mechanics" of the process, determining its various components. The object of the study is the process organization of future specialists' readiness formation for communicative interpersonal interaction. The subject of the research is the breakthrough information technologies and their implementation in the students’ project activities. The methodological basis of the study was the ideas of domestic psychologists and teachers about the relationship between learning and communication, the understanding of the didactic process as communicative one. The authors discuss the major skills involved for effective communicative interpersonal interaction process. Thus this article provides a detailed analysis of the major components of interpersonal communication.
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Pilarska, Justyna. "Interpersonal Skills in Dealing with Multiculturalism: Bosnian Borderland Case." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 337. http://dx.doi.org/10.26417/ejser.v5i1.p337-348.
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The article tackles the issue of interpersonal skills that provide and ensure a foundation for intercultural dialogue and communication as recognized by the author within her own research project carried out in spring 2015 in Bosnia-Herzegovina. Multitude of cultures is contemporarily a part of everyday life for many democratic countries. At the same time, cultural similarities and differences have begun to play a substantial role in the public discourses and individual biographies encountering multiculturalism on a daily basis. It consequently demands from the members of such culturally diverse societies to generate given code of communication, axiology and attitudes that enable culturally heterogenic dialogue. Otherwise, we may deal with cultural antagonism that can lead to social and political tensions questioning democratic functioning of such states and countries. Taking it into consideration, the subject of research concerns interpersonal skills manifested by the members of Bosnian multicultural communities of Sarajevo, where cultural diversity occurs both within the families as well as communities in which they function. Hence, cultural differences are part of their everyday life, manifested within cultural legacy of own community, cultural system of the family, family socialization, experienced problems resulting from cultural differences within own family and beyond it, attitudes to different representatives of cultural communities, and last but not least, within values by reason of which the cross-cultural dialogue and multicultural coexistence are possible. Consequently, multicultural, interpersonal skills should be acknowledged and practiced as a potential and concurrently as a chance for recognition of the priorities of cross-cultural education, crucial for all the democratic states worldwide.
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Kruchina, Olga, Viktoria Skorobogatova, and Tatyana Smirnova. "Formation of interpersonal, group and organizational communications skills of future economists." E3S Web of Conferences 164 (2020): 12022. http://dx.doi.org/10.1051/e3sconf/202016412022.
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The purpose of the research is an identification, theoretical justification and experimental verification of pedagogical technologies that contribute to the efficiency of future specialist’s professional and communicative skills formation as well as a role justification of socio-psychological qualities in the effectiveness of the process of communicative interaction in order to determine the main indicators of readiness for communicative interpersonal and group interaction. The object of our study is interpersonal, group and organizational communications skills and the subject of this one is characteristic of communicative interaction indicators. The following paper draws on material of different psychological researches and educational normative documents. The analysis of Federal State Educational Standard of Higher Education in the directions of training 38.03.01 Economy (a bachelor degree) was provided which showed that interpersonal communication skills possession is one of necessary competence nowadays. The authors emphasized that it is important to take into consideration socio-psychological qualities of future economists as a basics of their professionalism. Scientific and methodological recommendations and conclusions are obtained based on a theoretical analysis of the socio-psychological qualities of economists that provide the efficiency of the formation process of future economists’ communicative interaction in the context of professional training.
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Kochanowska, Ewa. "Listening as (in)competence of a child at early school age in the context of contemporary learning paradigms." Problemy Opiekuńczo-Wychowawcze 578, no. 3 (March 31, 2019): 11–19. http://dx.doi.org/10.5604/01.3001.0013.2264.
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Listening is one of the basic communicative competencies and language skills that enable proper functioning of a child in the social and educational environment. This competency, depending on the educational model, is assigned a different meaning, and each of them prefers specific forms of listening. The aim of the following article is to show the need to shape and develop the skills of effective listening in the process of educating children at early school age with the teachers' recognition of the essence of the pedagogical relationship as a subject interaction. The author analyses factors conditioning effective listening, understood on the one hand as a competency conditioning interpersonal communication, and on the other ‒ as a skill whose goals are related to the performance of complex intellectual operations, measured with self-learning competency indicators.
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Turnuklu, Abbas, Tarkan Kacmaz, Dilara Sunbul, and Hatice Ergul. "Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 69–80. http://dx.doi.org/10.1375/ajgc.20.1.69.
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AbstractThe purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts.
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Panagiotopoulos, Georgios, Avramidou Sofia, and Zoe Karanikola. "Elements Making up the Profile of a Professional Teacher. A Qualitative and Quantitative Approach." International Journal of Learning and Development 9, no. 3 (September 30, 2019): 89. http://dx.doi.org/10.5296/ijld.v9i3.15554.
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This present study comes to investigate teachers' views on what constitutes teacher professionalism and whether these views are influenced by gender, age, educational level and teaching experience. Both a qualitative and a quantitative research approach were chosen. Three teachers were interviewed, whereas 83 teachers completed the questionnaire. According to the findings, professionalism is related to the teacher's knowledge, personal and interpersonal skills. In addition, a large proportion of participants associate professionalism with mastering basic communication skills, developing problem-solving strategies and utilizing appropriate teaching methods. Finally, emphasis is put on developing a culture of collaboration between colleagues and between teachers and parents.
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Vázquez-Cano, Esteban, Manuel León Urrutia, María Elena Parra-González, and Eloy López Meneses. "Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context." Sustainability 12, no. 2 (January 8, 2020): 476. http://dx.doi.org/10.3390/su12020476.
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This article analyzes Higher Education students’ development of interpersonal competences when using Information and Communication Technologies. The participating sample was made up of 1490 students from three Spanish universities: Complutense University of Madrid (Spain), Pablo de Olavide University (Spain), and National Distance Education University (UNED). The data were collected through a questionnaire called “Basic digital skills 2.0 of university students” COBADI® (Registered trademark: 2970648). A factorial analysis was performed to determine possible groupings of representative factors and subsequently the trees technique was applied by running the CHAID (Chi-squared Automatic Interaction Detector) algorithm. This made it possible to develop a map of possible differences between universities, ages, and gender of students. The results showed that university students have higher competences in communicating through interactive presentations and video-images, as well as in collaborating and working with documents online through mobile devices.
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Ternopolskaya, V. "SOCIAL AND COMMUNICATION SKILLS AS THE LEADING MECHANISM FOR THE FORMATION OF PARTNERSHIPS OF STUDENT YOUTH." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 42–45. http://dx.doi.org/10.17721/2616-7786.2018/3-1/9.
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The article analyzed peculiarities of development social and communicative skills of students as a leading mechanism for establishing partnerships. Outlined that affiliate interaction in the "student – student" system based on the relationships that provide equality of partners in the perception of each other, the orientation of subjects to the recognition of the value of the thoughts of everyone. Noted that successful formation of social and communicative skills possible provided in the educational process modeled organizational and pedagogical forms interpersonal interaction and communication. Outlined that organizational and pedagogical forms of interpersonal interaction through real experience and relevant activities of would encourage students to the detection of them social and communicative skills in daily life. Revealed that auditor and nonauditing activities must be a value-oriented character and makes on the basis of subject-subject partner interaction of participants in the educational process.
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Ковальчук Ірина Сергіївна, Суховецька Світлана Володимирівна, and Колодій-Загільська Олена Андріївна. "БАЗОВІ НАУКОВІ ПІДХОДИ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ ПІД ЧАС ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ." International Journal of Innovative Technologies in Social Science, no. 6(18) (September 30, 2019): 3–8. http://dx.doi.org/10.31435/rsglobal_ijitss/30092019/6670.
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The study was aimed to outline basic scientific approaches to the formation of communicative competence of students of non-linguistic specialties by means of English language. Scientists consider communicative competence to be one of the most important qualities of a competent specialist. It implies the ability to function successfully in the system of interpersonal relationships. Based on the research, the author's definition of communicative competence is formed as a set of knowledge, skills and the ability of an individual to apply them as well as experience necessary for effective communication in certain communication situations. The main purpose of students' training of non-linguistic specialties is to develop communicative competence while studying English. Thus the basic scientific approaches are as following: competence, humanistic, communicative, cultural and systematic.
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Smith, Elroy Eugene, and Janine Krüger. "A critical assessment of the perceptions of graduates regarding their generic skills level: an exploratory study." South African Journal of Economic and Management Sciences 11, no. 2 (September 28, 2011): 121–38. http://dx.doi.org/10.4102/sajems.v11i2.304.
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This article outlines the perceptions of potential Business Management graduates regarding their generic skills level. To achieve the aim of this article, a literature study and empirical research were undertaken. A self-administered questionnaire was distributed to 205 potential Business Management graduates at a tertiary institution. To investigate the relationship between the independent and dependent variables, thirteen null-hypotheses were tested. The results revealed some significant relationships between these variables. Seven predetermined generic skills factors, namely basic, communication, management, environmental awareness, intellectual, self and career management as well as interpersonal skills, were identified and empirically tested in this article. Skills development should take place within an overall framework providing for the coordination and progression of skills development from first to final year of study. Future curricula development should specifically focus on developing those skills lacking most by potential graduates as identified in this article.
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HAES, PUTRI EKARESTY. "Implementation of KAP Communication Model in Improving Interpersonal Communication Skill of Children with Special Needs." JCommsci - Journal of Media and Communication Science 2, no. 3 (September 13, 2019): 176. http://dx.doi.org/10.29303/jcommsci.v2i3.56.
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Article 31, paragraph (1) of the 1945 Indonesia Constitution said that every citizen has a basic right to education. The law creates a framework for the main educational goals, policies, and plans as well as aims to make education relevant to the needs of the community. It also provides the rights and obligations of citizens to get full education without discrimination including children with disabilities or children with special needs. The KAP (Knowledge, Attitude, and Practice) communication planning model is divided into three phases. The first phase is targeting the audience, messages and communication channels. The second phase is planning to design messages, produce the media (drafting) and make the trial. The third phase includes changing the knowledge, attitudes, and practice of targets that are expected to be carried out by teachers and therapists. KAP communication planning model is intended to improve the interpersonal communication of children with special needs both in the teaching and learning process and also in their daily lives in the family and community.
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Zalevskaya, Yana Gennadievna. "Real-Self and ideal-Self in the context of studying interpersonal relations of future psychologists." Психолог, no. 2 (February 2021): 77–88. http://dx.doi.org/10.25136/2409-8701.2021.2.34091.
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The goal of this research is to analyze the semantic characteristics and conformity of the real-Self and ideal-Self of future psychologists, as well as to determine the key trends in building interpersonal relations. The subject of this research is the images of real-Self and ideal-Self in the context of studying interpersonal relations of future psychologists. The ability to effectively build interpersonal relations, properly assess yourself in the course of communication is the basic skill of future psychologists, which plays a significant role for success of their professional activity. The novelty of this work consists in the analysis of semantic characteristics and coherence of the images of real-Self and ideal-Self in the context of studying interpersonal relations of future psychologists. For achieving the set goal, the author employs T. Leary’s methodology “The Diagnostics of Interpersonal Relations” (adapted by L. N. Sobchik). The conclusions consist in determination of the two opposite trends in interpersonal relations of future psychologists: dominance and cooperation (the first trend prevails in real-Self). The author also established that most octants have the optimal level of coherence between the images of real-Self and ideal-Self, which promotes the effective professional and personal development of future specialists. The acquires results can be used for improving the quality of professional education of future psychologists, as well as in counseling and coaching activities on the development of skills for building interpersonal relations and images of the real-Self and ideal-Self.
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Yuferova, Marina A. "SCHOOL MEDIATION AS A RESOURCE FOR DEVELOPING A TEENAGER'S COMMUNICATION SKILLS." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 170–76. http://dx.doi.org/10.20323/1813-145x-2020-5-116-170-176.
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The article focuses on the problem of the need to develop the communicative abilities of adolescents in highly conflicted educational environment. There is a tendency to increase cases of active intervention of parents in school conflicts in order to protect the interests of their children, which is not infrequently an obstacle to a child's experience of interpersonal interaction based on their own resources. The ability to overcome interpersonal contradictions, restore and maintain constructive communication in conflict situations is an important task of personal development at the stage of adolescence. Communication difficulties experienced subjectively by adolescents can lead to potentially conflicting patterns of behavior – avoiding contact or displaying authoritarianism in communication. Their overcoming is possible by expanding the communicative experience and behavioral repertoire of adolescents in conflict situations. The organization and activity of school mediation services for the purpose of mediation in conflicts is an opportunity for teenagers to gain experience in negotiations, develop communication skills, and form a culture of constructive communication. The author notes that mediation has a great communicative potential: through mastering the techniques of active listening, conducting partner conversations, and feedback, the mediator creates an atmosphere of correct, business-like, and rational discussion of controversial issues. Speech strategies of «mitigation», «control over the topic», «joint search for an alternative», various tactics of raising questions, allow the parties to the conflict to activate the state of reflection and turn to the analysis of their true interests in the conflict. The article presents the experience of organizing mediation training for teenagers on the basis of the municipal resource center «League of young mediators» in Yaroslavl, during which statistically significant positive results were obtained in the development of students ' communicative abilities
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Borgioli, Gina M. "Equity for English Language Learners in the Mathematics Classroom." Teaching Children Mathematics 15, no. 3 (October 2008): 185–91. http://dx.doi.org/10.5951/tcm.15.3.0185.
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Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English (Cummins 1981). In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving written or oral justifications of their problem-solving strategies in English (Clarkson and Galbrath 1992; Cuevas 1984; Cummins 1984; Moschkovich 2000; Ron 1999). A language barrier should not be mistaken for a learning problem or a deficit. English-speaking peers of ELLs should also avoid assigning them lower social and academic status because of nonnative language skills and perceived inability to perform well on social and academic tasks (Cohen et al. 2004).
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Zelenska, Zoya. "THE EXPERIMENTAL STUDY ON PSYCHOLOGICAL FEATURES OF GENERAL SCHOOL PUPILS’ COMMUNICATIVE SKILLS." PSYCHOLOGICAL JOURNAL 6, no. 12 (December 30, 2020): 92–100. http://dx.doi.org/10.31108/1.2020.6.12.9.
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The study was conducted within the All-Ukrainian research project: “The psychological principles of innovative technologies for personal development” on the basis of Kyiv-Pechersk Lyceum № 171 “Leader” (Order of the Ministry of Education and Science No 414 dated April 9, 2015). The study object: pupils’ communicative skills. The study purpose: to study experimentally the development of communicative skills of middle-age school pupils. The article describes the study principles and methodological approaches and substantiates the genetic modeling method used as the main study method. To achieve the study purpose and empirical objectives, the following standardized psychological techniques were used: the method examining poly-communicative empathy (M. Yusupov) to determine pupils’ empathic tendencies; the method examining communicative control (M. Schneider) to determine pupil’s communicative control; the method studying pupils’ communicative qualities (“Need for Communication” by O.M. Orlov) to determine development of pupils’ need for communication; “Examining emotional barriers in interpersonal communication” (VV Boyko) to determine the existing emotional barriers in pupils’ interpersonal communication. The study results: psychological features influencing development of communicative skills, in particular, pupils’ empathic tendencies, their communicative control, communicative needs (communicative qualities) and existing emotional barriers to communication were identified. The correlations among the named components of the studied system were revealed. There were no significant differences between the pupils from the experimental group (Kyiv-Pechersk Lyceum No 171 “Leader”) and the pupils from the control group (Klovsky Lyceum). This means that the obtained results can be applied to pupils from general school of any form. The revealed influence and mutual influence of the described indicators of communicative skills testify to their interdependence and complementarities. The development of one indicator reinforces other indicators and vice versa. The psychological features of communicative skills identified in the article can become the basis for a psychological and pedagogical program that develops general school pupils’ communicative skills, in particular during English lessons. Further research should include development of a psychological and pedagogical program that takes into account the identified psychological features to form of general school pupils’ communicative skills during learning foreign language vocabulary.
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Erofeeva, Maria A., Anna A. Zuikova, and Alexey I. Safronov. "Psychological and pedagogical characteristics of interpersonal communication of adolescents with an increased level of anxiety." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 293–303. http://dx.doi.org/10.32744/pse.2020.5.20.
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Introduction. Communication in adolescence is often accompanied by a manifestation of insecurity and increased levels of anxiety. The research urgency is caused by necessity of psychological-pedagogical study of the phenomenon of communication of adolescents with a high level of anxiety that will improve the work of specialists to ensure the optimal intellectual, emotional, and personal development in individuals in this age group. The purpose of the study is to compile psychological characteristics of "anxious" and "non-anxious teenagers" in the process of communication. Materials and methods of research. Empirical research was conducted in educational organizations in Kolomna and Orekhovo-Zuyevo, Moscow region, where students of grades 6-7 acted as respondents. Total sample size: 60 people: 30 girls and 30 boys. In the interests of studying the psychological and pedagogical characteristics of interpersonal communication of adolescents with an increased level of anxiety, we used the following empirical methods: the method "test of communicative skills of L. V. Michelson", which allows you to determine the level of communicative competence and the quality of formation of basic communicative skills in the study sample; the method of studying the level of communication and organizational abilities (CBS) Sinyavsky V. V., Fedoroshin V. A.); the method "Diagnostics of interpersonal relations" (DMO) T. Leary, which allows you to identify the features of interpersonal communication of adolescents; Phillips' method of diagnosing the level of school anxiety, which allows you to assess not only the overall level of school anxiety, but also the components of General anxiety associated with various areas of school life. In addition, we used statistical data processing methods: Spearman correlation analysis, Mann-Whitney comparative analysis, included in the statistical analysis package STATISTICA v. 6.0. Results. Our empirical study to identify the features of communication between adolescents with an increased level of anxiety, showed that this category of children is characterized by resorting to a dependent type of behavior in the process of communication, this indicator was found in 15 respondents (25%), which may be manifested depending on the opinion of others, the need for help and trust from others and excessive modesty, which is also characteristic of another type of communication of this category of teenagers – the submissive type. In addition, teenagers with an increased level of anxiety can choose an aggressive type in communication, this indicator was found in 9 respondents (15 % of the group), which can be expressed in intemperance, short temper and unfriendliness.
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Judd, T., and O. Sanchez. "Developing Linguistic/Cultural Competence in Heritage Languages." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1302. http://dx.doi.org/10.1093/arclin/acz029.69.
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Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Language Proficiency Skills (CALPS) or clinical proficiency. Based on our training experiences, we present a comprehensive, aspirational model of honing clinical competence in the heritage language that includes the following components: Goal settingTraining planAcademic creditMentoringPeer supportEvaluating language needsFormal language instructionInterpreter trainingLanguage Immersion experiencesClinically-directed language learningAccessing in-language professional literature, tests, and other resourcesTraining in basic cultural competenciesLearning about heritage culture academically and clinicallyEasing into in-language clinical experienceSupervisionAttention to language skills during clinical trainingContinuous learning This general model needs to be flexible in its application due to variability in the trainee’s base language skills, available faculty and resources, available clinical and research populations, individual goals, and language-specific characteristics.
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Аксёнов and A. Aksenov. "Communication as Adaptation Method for Primary Students in Residential Schools for Orphaned Children." Primary Education 2, no. 4 (August 15, 2014): 42–46. http://dx.doi.org/10.12737/5295.
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The article reveals difficulties of fostering interpersonal relations skills in orphans raised in residential schools. It refers to psychological and
pedagogical methods to recognize levels of social adaptation of orphans of various ages on the basis of school boards of experts, as well as to the
system of pedagogical support, that includes training, specific know-how programs and communicational means to reduce negative effects of
desadaptation.
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Rahman Hakim, Uky Firmansyah, and Rima Fadillah. "Anak autis sebagai mad’u dakwah: Analisis komunikasi interpersonal." Jurnal Ilmu Dakwah 40, no. 2 (December 31, 2020): 87. http://dx.doi.org/10.21580/jid.v40.2.4702.
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<p>Anak autis merupakan seseorang yang memiliki gangguan komunikasi, yang membuat penderitanya tidak mampu mengadakan interaksi sosial dengan baik. Sehingga keberadaan anak autis masih dipandang sebagai orang lain di masyarakat. Padahal, anak autis mampu melakukan komunikasi, meskipun komunikasi yang dilakukan berbeda dengan orang non-autis. Kaitannya dengan dakwah, anak autis seharusnya mampu menerima pesan-pesan dakwah, sehingga penelitian mengenai anak autis dari sudut pandang mad’u dakwah sangat penting untuk dilakukan. Penelitian ini dilakukan di SLB Autis Jalinan Hati Payakumbuh dengan tujuan mengetahui tentang apakah anak autis dapat digolongkan sebagai mad’u dakwah, dan bagaimana perkembangan sosial dan komunikasi anak autis sehingga ia mampu menerima pesan dakwah. Melalui penelitian lapangan (<em>field research</em>), penelitian ini menggunakan metode kualitatif yang bersifat deskriptif, data diperoleh dari wawancara, observasi dan dokumentasi. Hasil penelitian menujukan bahwa (1) dilihat dari pengertian dan kriteria mad’u, anak autis dapat digolongkan sebagai mad’u dakwah; (2) anak autis memiliki pola komunikasi interpersonal yang berbeda dengan anak non-autis, dalam perkembangannya ia tetap mampu melakukan komunikasi dengan orang lain, baik mengirim ataupun menerima pesan, melalui 3 tahapan, yaitu <em>the</em> <em>own agenda stage </em>(tahapan perkembangan komunikasi yang mendasar)<em>, </em><em>the requester stage</em><em> </em>(perkembangan komunikasi mengalami kemajuan yang baik, tetapi masih terbatas)<em>, </em>dan<em> </em><em>the early communication stage</em><em> </em>(tahapan kemampuan berkomunikasi sudah lebih baik).</p><p>Child with autism is someone who has a communication disorder, which makes the sufferer unable to have good social interactions. So that the existence of autistic children is still seen as another person in society. In fact, autism can communicate, even though communication is different from non-autism. With regard to da'wah, autism should be able to receive da'wah messages, so research on autism from the point of view of mad'u da'wah is very important to do. This research was conducted at SLB Autism Jalinan Hati Payakumbuh to know whether autism can be classified as mad'u da'wah, and how the social development and communication of autism so that they can receive da'wah messages. Through field research (field research), this study uses qualitative descriptive methods, data obtained from interviews, observation and documentation. The results show that (1) seen from the definition and criteria of mad'u, autism can be classified as mad'u da'wah; (2) autism has different interpersonal communication patterns from non-autism, in their development they are still able to communicate with other people, either sending or receiving messages, through 3 stages, namely the own agenda stage (basic stages of development of communication) , the requester stage (communication development has progressed well, but is still limited), and the early communication stage (the stage of communication skills is better).</p>
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Liudmyla Berezovska. "FORMATION OF COMMUNICATIVE AND SPEAKING COMPETENCE OF SOCIAL WORKERS IN THE PROCESS OF PROFESSIONAL TRAINING." World Science 3, no. 3(55) (March 31, 2020): 16–22. http://dx.doi.org/10.31435/rsglobal_ws/31032020/6986.
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The article analyses the levels of communication skills of future social workers at the final stage of the research. It is stated that implementation of communication and speaking training is conditioned by the necessity of forming a competent specialist who has deep theoretical knowledge, communication skills necessary for establishing constructive interpersonal interaction and providing assistance to different groups of clients, and operates innovative technologies methods of assistance. It is possible to achieve a high level of professional competence during training, through a specially organized educational process aimed at the development of professional, communication and speaking skills that form the basis of future work of a social worker. The results of the study showed positive changes in the students of the experimental group, which made it possible to conclude on the efficiency of the proposed experimental method of forming the communicative and speaking competence of future social workers in the process of professional training.
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Mad Kaidi, Hazilah, Nor Fazilah Mohd Hashim, Mohd Nabil Muhtazaruddin, Nurul Aini Bani, Norulhusna Ahmad, Norliza Mohamed, Rafizah Musa, and Fatimah Salim. "Strengthening Youths Skill: Wiring Workshop in Rural Area." International Journal of Engineering & Technology 7, no. 3.36 (May 6, 2018): 134. http://dx.doi.org/10.14419/ijet.v7i3.36.29093.
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Youth is known as an energetic people with a high potential, and eager to try something new. Therefore, it is such a loss if the abilities that they have been wasted and not fully utilised in a proper way. Project of the electrical wiring workshop is one of the great initiatives as it provides a knowledge base and develops skills in technology and engineering especially in a rural area. In addition, the workshop also aims to develop interpersonal, communication and lifelong learning skills. The ability of youth also increases in generating side income and entrepreneurship nowadays. Through involvement, participants in the wiring workshop have been exposed with a variety of basic installation and wiring techniques whereby they are able to shape their personalities with the advantage of skills in technology and engineering acquired. As a result, return on investment (RoI) can be achieved in the workshop which being conducted at Kampung Pasir Puteh, Kalumpang Hulu Selangor, Malaysia.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, and Iryna S. Mintii. "Professional soft competencies of future software engineers: key concepts." Освітній вимір 54, no. 2 (June 25, 2020): 101–10. http://dx.doi.org/10.31812/educdim.v54i2.3859.
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The conceptual apparatus was analyzed in the article and the interpretation of the basic concepts of different authors was considered. The analysis of scientific sources allowed to generalize the concept of “professional soft competencies” as follows: it is a set of non-specialized competencies that in one way or another relate to problem solving, interaction between people and are responsible for successful participation in the work process, high productivity and , in contrast to specialized competencies, not related to a specific area, equipment control and technical skills. They cover the following aspects of behavior: situational awareness, decision making, error management, interpersonal communication, and so on. In general, these competencies are important for software developers, as software development projects are organized on the basis of teams or groups, where software engineers make up the majority of the team.
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Rachmawati, Budi. "THE EFFECT OF ENGLISH AND CANTONESE SPEAKING ABILITY OF THE INDONESIAN FEMALE MIGRANT WORKERS IN HONGKONG TOWARD PEOPLE AROUND THEM." Journal of English Language and Literature (JELL) 3, no. 01 (October 4, 2018): 1–8. http://dx.doi.org/10.37110/jell.v3i01.60.
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The globalization era, requires some life aspects to be mastered. One of the aspects is the ability to communicate among others in any languages as communication tool to interact with the world community. The fact that Indonesia migration of labors had a big number of portion since the Dutch East Indies Government, makes the mastery of foreign language important. Most of the migrant workers of Indonesia are women. They migrate abroad because of economic difficulties. For that, they are willing to become domestic helper to improve the economic conditions of their families. Having enough and compatibel skills are very important to minimize the problems that arise with the fellow and people around them. The training for these migrant workers are conducted by Indonesian Manpower Supplier (PJTKI) where they can get such Training Center-Foreign Affairs (BLK –LN). By doing the training, the migrant workers will get some skills like basic skill and interpersonal skills. Female migrant workers get English and cantonese language, especially for those who work in Hongkong. The training is done in 4 months including daily foreign language speaking practice. The objective of the training are to help the female migrant workers in bargaining position and more appreciate existence
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Wisco, Jonathan J., Sarika Thakur, and M. Elena Stark. "Exposure to ACGME Core Competencies through Mentored Basic Science Research: A Pilot Analysis." Journal of Medical Education and Curricular Development 1 (January 2014): JMECD.S17498. http://dx.doi.org/10.4137/jmecd.s17498.
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Since 1998, the Short-Term Training Program (STTP) at the David Geffen School of Medicine at the University of California, Los Angeles has nearly tripled (from 30 to 89) in the number of first-year undergraduate medical students participants. STTP supports mentored research projects in the areas of basic sciences, clinical sciences, medical education, and public health (local and international). Although projects can be very specific in scope, the overall experience in STTP exposes students to some, if not all, of the Accreditation Council for Graduate Medical Education (ACGME) six core competencies–-Patient Care, Medical Knowledge, Practice-based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and Systems-based Practice. Thus, STTP has been an important aspect of medical education to prepare our students for residency programs. We describe and analyze the STTP as a model system to introduce the ACGME core competencies at an early point in undergraduate medical education. We conclude with a call to provide more mentored anatomical sciences basic and clinically applied research opportunities.
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Abugre, James B., and Yaw A. Debrah. "Assessing the impact of cross-cultural communication competence on expatriate business operations in multinational corporations of a Sub-Saharan African context." International Journal of Cross Cultural Management 19, no. 1 (April 2019): 85–104. http://dx.doi.org/10.1177/1470595819839739.
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This study investigated the impact of cross-cultural communication competence (CCC) on expatriates’ work outcomes in emerging economies. Using a convergent parallel design methodology of data collection comprising an in-depth face-to-face interview with 21 expatriate executives, and a quantitative survey of 204 expatriates in various subsidiaries in Ghana, a structural equation modeling and a content analysis were the basis of data analysis. Findings suggest that host country culture is related to CCC. Additionally, expatriates’ CCC is influenced by multicultural team effectiveness and their interpersonal skills. The work recommends training of expatriates in cross-cultural communication for subsidiary assignments.
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Shekhavtsov, Mykhailo, Nadiia Ahtyrskaya, and Nataliia Simonenko. "Competence in the System of Professional Training of Future Physical Education Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 61–68. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-61-68.
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This article reveals the state of development of the pedagogical phenomenon, carried out a theoretical analysis of the provisions of national and international educational documents, which allowed determining the purpose, objectives, content and structure of professional training of future teachers of physical education. As a result of the logical-semantic analysis of the conceptual-categorical apparatus the basic categories of research are revealed: "professional activity", "professional activity of the future teacher of physical culture", "interaction". The content analysis is carried out and the basic definitions are offered: "competence", "interactive competence".The concept of interactive competence is revealed in the research. It is interpreted as a professional integral quality of personality, which is manifested in its ability to interpersonal communication, presupposes its ability to intensify activities within intersubjective interaction and determines its readiness for continuous individual development a set of knowledge, skills, experience of tactful and equal communication under the created comfortable creative conditions of interaction. The professional training of a future physical education teacher is a complex multifaceted system, which is aimed at obtaining and developing a sufficient level of competence for productive professional activity in the process of higher education and practical activities.
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Assingkily, Muhammad Shaleh, and Mesiono Mesiono. "Karakteristik Kepemimpinan Transformasional di Madrasah Ibtidaiyah (MI) serta Relevansinya dengan Visi Pendidikan Abad 21." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 1 (July 16, 2019): 147–68. http://dx.doi.org/10.14421/manageria.2019.41-09.
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This paper discusses the characteristics of transformational leadership in Islamic Elementery School (MI). It focuses on how the basic concepts of this kind of leadership are relevant to the 21st century education vision, on the what are the essential steps of a transformational leader on investigaties the strengths and weaknesses of transformational leadership in developing the quality of human resources in managing a school. This research used a qualitative approach with the main data of a literary study. The results of this research indicate that (1) the characteristic of transformational leadership through idealized influence, inspirational motivation, intelectual stimulation, and individual consideration (4I) are relevant to the vision of 21st century education. The characteristics are built in the form of life and career skills, learning and innovation skills, information, media, and technological skills, (2) the steps for a transformational leader to face the vision of 21st century education are described in the concept of 4I which is combined with 4C (critical thinking and problem solving, creativity and innovation, communication, and collaboration) towards 3 vision of education in the 21st century, and (3) the advantages of transformational leadership are in cost savings, high commitment, actualization of the potential human resources, and interpersonal communication, while the weaknesses are that it requires a relatively longer time, uneven empowerment, needs intense attention, and is difficult to apply to members in the number of units.
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Barbato, A. "Effective strategies for health information, self-help and psychoeducation in bipolar disorder." European Psychiatry 26, S2 (March 2011): 2214. http://dx.doi.org/10.1016/s0924-9338(11)73917-7.
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IntroductionMany patients with bipolar disorders do not achieve clinical and functional recovery, even with good pharmacotherapy compliance. The influence of patients’ attitudes, behavior, subjective state and interpersonal environment on course of the disorder points out the importance of psychosocial interventions and patients’ active role to improve outcome.MethodsA survey of recent guidelines, systematic reviews and clinical trials of psychosocial interventions for bipolar disorders was performed.ResultsResearch evidence supports the efficacy and likely effectiveness of a number of psychosocial treatments: Individual and group psychoeducation, family-focused therapy, interpersonal and social rhythm therapy, cognitive behavior therapy. The lower cost and potential ease of dissemination of group psychoeducation suggest that this should be the first-line approach, with more complex interventions reserved to selected subgroups of patients. The following elements should be included in a basic psychoeducation package: information about the disorder and available treatment options, identification of early warning signs, encouragement of structured routines and healthy lifestyles, use of a mood diary and life-event charting to monitor mood patterns and effectiveness of intervention, improvement of communication skills, emotional self-regulation and social skills, reduction of self-stigmatization, stabilization of sleep/wake cycles, awareness of medication effects and improvement of decision-making skills on drug treatment in a collaborative way, acquisition of balanced attitudes towards the self in relation to the illness.ConclusionThe introduction of psychoeducation interventions with a focus on self-help strategies and patients empowerment and the adaptation of research models to everyday practice, can improve the outcome of bipolar disorders in real world.
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Rufeidah, Annie, Katry Anggraini, and Indri Lestari. "KOMUNIKASI INTERPERSONAL KARYAWAN PADA PELANGGAN DALAM MEMBERIKAN SERVICE EXCELLENT DI PT ZOOM & WATCH BINTARO." Jurnal Sekretari Universitas Pamulang 7, no. 2 (September 20, 2020): 100. http://dx.doi.org/10.32493/skr.v7i2.7031.
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ABSTRAK- Komunikasi Interpersonal terjadi tatap muka secara langsung, pesan tersebut melalui saluran antar personal, terjadinya adanya persaingan ketat pada berbagai bidang menjadikan pekerjaan di dalamnya selalu menginginkan yang terbaik untuk orang lain, terutama mengenai service excellent. Dalam upaya pencapaian keberhasilan suatu perusahaan tidak hanya dipengaruhi besarnya dana, penggunaan teknologi, maupun sarana dan prasarana, yaitu faktor sumber daya manusia. Pendidikan dan pelatihan sangat penting bagi karyawan dalam mengatasi permasalahan komunikasi pada pelanggan seperti pengetahuan, keterampilan, dan sikap, sehingga tidak adanya kesenjangan antara karyawan satu dengan karyawan lainnya begitu pula pada pelanggan untuk menghindari ada terjadinya masalah atau komplain. Penelitian ini memiliki 2 (dua) tujuan adalah untuk mengetahui komunikasi interpersonal karyawan dalam memberikan service excellent di PT Zoom & Watch Bintaro dan untuk mengetahui cara mengatasi hambatan yang terjadi dalam service excellent kepada pelanggan PT Zoom & Watch Bintaro. Teknik dalam mengumpulkan data melalui pendataan dilakukan secara langsung dan pengumpulan data dilakukan secara tertulis. Karyawan berkomunikasi dengan pelanggan dapat berbagai cara, tetapi secara umum komunikasi pada dua arah antara perusahaan dengan pelanggan dapat dengan tatap muka langsung atau face to face, melalui telepon, dan lewat surat/email/fax/tertulis. Cara mengatasinya karyawan harus bisa menjelaskan informasi sesuai dengan pertanyaan si pelanggan, melakukan verifikasi dengan permasalahan yang dikeluhkan dan umpan balik yang tepat terhadap pelanggan dan sebaiknya perusahaan melakukan pelatihan khusus mengenai pelatihan bahasa asing dasar secara berkala untuk karyawan, agar mengoptimalkan kinerja karyawan dalam berbicara bahasa asing. Kata-kata Kunci: Komunikasi Interpersonal, Service Excellent, Karyawan, dan Pelanggan. ABSTRACT- Interpersonal communication takes place in face-to-face contact, where messages flow through interpersonal channels. Very tight competition in various fields of work makes the work involved in it want to provide the best for others, especially with the problem of providing excellent service. The success of a company is certainly not only determined by the amount of funds owned, the technology used, or the facilities and infrastructure, but the most important thing is the human resource factor. Education and training are very important for employees in overcoming communication problems with customers such as knowledge, skills and attitudes, so that there is no gap between one employee and another employee as well as the customer to avoid any problems or complaints. This study has 2 (two) objectives to find out employee interpersonal communication in providing excellent service at PT Zoom & Watch Bintaro and to find out how to overcome obstacles that occur in excellent service to customers of PT Zoom & Watch Bintaro. The technique in collecting data through data collection is done directly and data collection is done in writing. Employees communicate with customers in many ways, but in general two-way communication between the company and its customers can be classified as: direct contact or face to face, by telephone, and by letter / email / fax / written. How to overcome them employees must be able to explain information in accordance with the customer's questions, verify with the complaints and complaints appropriate to the customer and the company should conduct special training on basic foreign language training on a regular basis for employees, in order to optimize employee performance in speaking a foreign language. Keywords: Interpersonal Communication, Excellent Service, Employees, and Customers
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Sokolova, Galina E. "Development of communication skills among foreign students on the basis of an interactive approach and training of interested communication." Tambov University Review. Series: Humanities, no. 192 (2021): 96–103. http://dx.doi.org/10.20310/1810-0201-2021-26-192-96-103.
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We justify the need to develop communication skills among foreign students studying Russian, based on an interactive approach to learning. During their internship in Russia, students should not only learn the language rules and rules, but also get acquainted with the culture, customs and traditions of our country, learn to interact at the level of collective cooperation. Teaching the interested productive communication is not introduced separately into the learning process, but is manifested as a result of joint cognitive activities as a result of group learning subjects. Interactive learning in classes on the development of oral and written speech is a comprehensive devel-opment of international students. They develop communicative competence in the cognitive field (in the form of comprehension of their own communicative behavior on the basis of knowledge gained in the classes, existing norms and approaches), in individual personal properties (tolerant perception), in behavioral patterns (mastering verbal and non-verbal communication skills, eti-quette norms), in emotional personality properties (receiving a positive charge from communica-tion, trust in the teacher and his classmates, development of sincerity, interest, emancipation, psy-chological comfort in communication). We emphasize the polydirectionality of interactive teach-ing of the Russian language to foreign students and notes the effective role of interpersonal com-munication in the development of communicative competence, representing a new, creative indi-vidual educational result.
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Mad Kaidi, Hazilah, Norulhusna Ahmad, Nor Fazilah Mohd Hashim, Fatimah Salim, Mohd Nabil Muhtazaruddin, Nurul Aini Bani, Norliza Mohamed, Rafizah Musa, Siti Armiza Mohd Aris, and Siti Zura A Jalil. "Engaging youths in skill development through network system wiring workshop in rural area." Indonesian Journal of Electrical Engineering and Computer Science 16, no. 2 (November 1, 2019): 950. http://dx.doi.org/10.11591/ijeecs.v16.i2.pp950-955.
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<span>Nowadays, youths underuse their time, energy and creativity in a vast number of other activities, which lead to almost nothing in return. Thus, to fully utilise their huge potential of skills and abilities is by offering productive ways to attract young people in educational-related activities. This paper is presenting the community project on the network wiring system workshop that has been conducted for the young generation at Kg. Serting Ulu, Simpang Pertang Jempol, Negeri Sembilan, Malaysia. The aim of participating in this project is to deliver the knowledge base and develop skills in technology and engineering. In addition, it is also intended to develop interpersonal skills, communication and lifelong learning as well as to increase the ability of a young generation to generate a side income by venturing into entrepreneurship field. Participants in this network system wiring workshop were exposed to a multitude of basic installation and wiring techniques in which they were able to shape their personalities with the advantage of acquired technology and engineering skills. As a result, the return on investment (RoI) and social return on investment (SRoI) targets for the workshop can be achieved. It was conducted at a rural area named as Kampung Serting Ulu, Simpang Pertang Jempol, Negeri Sembilan, Malaysia. </span>
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Welch, Trish, Mary Tanke, and Gerald Glover. "Multicultural Human Resource Management." Hospitality Education and Research Journal 12, no. 2 (February 1988): 337–45. http://dx.doi.org/10.1177/109634808801200233.
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As America becomes more ethnically diverse and culturally pluralistic so do the employees and consumer's of the hospitality industry. To be prepared to meet the needs of these people management must have an understanding of the cultural basis for value systems, social and interpersonal interactions, the work ethic, motivation, and communication systems. An awareness in the hospitality industry of both personnel and consumer relations within a multicultural, multiracial and multiethnic society will provide individuals with a cross cultural perspective on management styles and skills.
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Muhali, Muhali. "Pembelajaran Inovatif Abad Ke-21." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 3, no. 2 (December 31, 2019): 25. http://dx.doi.org/10.36312/e-saintika.v3i2.126.
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[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
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Khan, Kaleem Raza, and Shumaila Shafket Ali. "Gender Differences In Language Classrooms In Karachi University." Pakistan Journal of Gender Studies 1, no. 1 (March 8, 2008): 11–20. http://dx.doi.org/10.46568/pjgs.v1i1.252.
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Gender discrimination in every walk of society in Pakistan is one of the major issues now. The aim of this paper is to take this issue into a language classroom and to see if gender disparity is found there. To discover this, an English language proficiency classroom was selected where the academic activities of male and female learners of English were observed for ten weeks against eight variables, namely: awareness of personality, motivation for learning English, selection of topics for class discussion, style of presentation, peer evaluation, performance in classroom activities and problem solving, performance in single-gender and cross-gender groups, and test performance. The study revealed that female students were better at cognitiveacademic language proficiency whereas male learners were better at basic interpersonal communication skills. However, it was also discovered that some of the differences were culture specific rather than based on gender, i.e. there is little or no interaction between boys and girls beyond the family or school setting, hence hesitation in cross-gender communication in classrooms. Introduction