The effects of situational variations in role-play scenes on assertive behavior

This activity aims to test the effectiveness of respect, empathy and assertive behavioral training through the role play method as an effort to prevent bullying in Al Furqon Jombang Middle School. The dedication method used is the role playing technique that is tested for success with one group pretest-posttest design. The target of devotion is 28 students of class VII Al Furqon Jombang Middle School. The result is a change in respect for behavior based on an increase in the value of the post test from the pre test value after being treated with training with role playing techniques. Empathy and assertive behavior do not change significantly after training. So there is a need for follow-up through improvements to the development of guidelines. Kegiatan ini bertujuan untuk menguji efektivitas pelatihan perilaku respek, empati dan asertif melalui metode role play sebagai upaya pencegahan bullying di SMP Al Furqon Jombang. Metode pengabdian yang digunakan adalah teknik role playing yang diuji keberhasilannya dengan one group pretest-posttest design. Sasaran pengabdian yakni 28 siswa kelas VII SMP Al Furqon Jombang. Hasilnya terdapat perubahan pada perilaku respek berdasarkan peningkatan nilai pos tes dari nilai pre tes setelah diberikan perlakuan dengan pelatihan dengan teknik role playing. Perilaku empati dan asertif tidak mengalami perubahan nilai yang signifikan setelah pelatihan. Sehingga perlu adanya tindaklanjut melalui perbaikan pada pengembangan panduan.

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Relationship between contrived in vivo and role-play assertive behavior

Journal of Clinical Psychology ◽

10.1002/1097-4679(198101)37:1<104::aid-jclp2270370119>3.0.co;2-1 ◽

1981 ◽

Vol 37 (1) ◽

pp. 104-107 ◽

Cited By ~ 10

Author(s):

Paul R. Gorecki ◽

Andrew L. Dickson ◽

Howard N. Anderson ◽

Gary E. Jones

Keyword(s):

Role Play ◽

Assertive Behavior

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SUPPLYING ADOLESCENT HEALTH CADERS THROUGH ASSERTIVITY TRAINING METHODS IN EFFORTS TO PREVENT JUVENILE DELINQUENCY IN SMPN 1 MERAK URAK TUBAN DISTRICT

Jurnal Pengabdian Masyarakat Kesehatan ◽

10.33023/jpm.v7i1.667 ◽

2020 ◽

Vol 7 (1) ◽

pp. 42-46

Author(s):

Teresia Retna P

Keyword(s):

Juvenile Delinquency ◽

Role Play ◽

Training Methods ◽

Youth Health ◽

Knowledge Based ◽

Personal Rights ◽

Behavior Skills ◽

Post Test ◽

Assertive Behavior ◽

Power Point

Youth health cadres as promoters, motivators and agents of adolescent behavior change at SMPN I Merakurak need to be equipped with assertifitas training in an effort to prevent juvenile delinquency tendencies. This activity was supported by data from SMPN I Merakurak from 663 students who violated the rules and regulations of 47.8%, 13.5% late in coming to school, 3.3% jumping fence, the students did not know that these actions lead to juvenile delinquency. participant 66 students. The training was held on 15-21 September 2020 offline and online. The training media used are power point presentations (ppt), videos, and props. Lecture training methods, role play, discussion, and practice of games with the theme of assertiveness behavior, skills evaluation. The results obtained from the knowledge that there was an increase in knowledge based on the average pre-test score of 91.45 while the post-test was 95.6, there was also an increase in skills (assertion games) which were seen from the five components, namely the ability to say "no", the ability to ask for help, the to express feelings, ability to initiate and end conversations, ability to defend personal rights. It is recommended that schools be able to hold seminars, or assertive behavior training for teachers so that all can realize the importance of behaving assertively and can apply it in everyday life and implement assertive behavior in schools so as to prevent juvenile delinquency and its impact on health.

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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Using the Theory of Planned Behavior to Predict Faking in Selection Exercises Varying in Fidelity

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000211 ◽

2018 ◽

Vol 17 (3) ◽

pp. 155-160 ◽

Cited By ~ 3

Author(s):

Daniel Dürr ◽

Ute-Christine Klehe

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Predictive Validity ◽

Group Discussion ◽

Role Play ◽

Selection Procedure ◽

High Fidelity ◽

Selection Research ◽

Play Group

Abstract. Faking has been a concern in selection research for many years. Many studies have examined faking in questionnaires while far less is known about faking in selection exercises with higher fidelity. This study applies the theory of planned behavior (TPB; Ajzen, 1991 ) to low- (interviews) and high-fidelity (role play, group discussion) exercises, testing whether the TPB predicts reported faking behavior. Data from a mock selection procedure suggests that candidates do report to fake in low- and high-fidelity exercises. Additionally, the TPB showed good predictive validity for faking in a low-fidelity exercise, yet not for faking in high-fidelity exercises.

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