scholarly journals Analysis of Needs and Processes: Social Skills Program for Unemployed People with Disabilities

Psico-USF ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 463-474
Author(s):  
Camila de Sousa Pereira-Guizzo ◽  
Almir Del Prette ◽  
Zilda Aparecida Pereira Del Prette
Keyword(s):  
Social Skills ◽  
Job Interviews ◽  
Job Interview ◽  
Unemployed People ◽  
Feedback Communication ◽  
Social Skills Program ◽  
Interview Performance ◽  
Positive Feelings ◽  
Definition Of ◽  
People With Physical Disabilities

Abstract This study evaluated indicators of needs and processes in a social skills program for unemployed people with physical disabilities. The needs assessment - measured via self-reporting instruments - indicated the importance of preparing participants for job interviews and improving some social skills related to work, which would serve as a basis for the definition of the program’s objectives. The skills developed in the program were as follows: civility, feedback, communication, empathy, offering help, citizenship, assertiveness, dealing with criticism, problem solving, job interview performance, and expressing positive feelings. For the process evaluation, the program’s sessions were filmed and analyzed using indicators such as task performance. This study showed the importance of planning a program that considers the characteristics of the participants and of continuously monitoring its application to ensure the suitability of the intervention and the achievement of its objectives.

scholarly journals Evaluation of a professional social skills program for unemployed people with physical disability

2012 ◽  
Vol 25 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Camila de Sousa Pereira-Guizzo ◽  
Almir Del Prette ◽  
Zilda Aparecida Pereira Del Prette
Keyword(s):  
Social Skills ◽  
Physical Disability ◽  
Unemployed People ◽  
Social Skills Program

Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions

2021 ◽  
pp. 216514342198940
Author(s):  
Angelica Downey ◽  
Ayse Torres ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Joshua Katz
Keyword(s):  
College Students ◽  
Social Skills ◽  
Behavioral Interventions ◽  
Probe Design ◽  
Video Conference ◽  
Intellectual And Developmental Disabilities ◽  
Job Interviews ◽  
Job Interview ◽  
Multiple Probe ◽  
Job Interview Skills

College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.

Short versus long term gains of a cognitive-behavioral social skills program targeting the giving and receiving of criticism

1990 ◽  
Vol 9 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Serge Piccinin ◽  
Michael McCarrey ◽  
Ken Welburn ◽  
Lise Chislett ◽  
Guy Bourgon ◽  
...  
Keyword(s):  
Social Skills ◽  
Cognitive Behavioral ◽  
Social Skills Program

scholarly journals Attractions to Fuel the Imagination: Reframing Understandings of the Role of Distraction Relative to Well-Being in the Pediatric Hospital

2018 ◽  
Vol 12 (2) ◽  
pp. 130-146 ◽  
Author(s):  
Rebecca McLaughlan ◽  
Ahmed Sadek ◽  
Julie Willis
Keyword(s):  
Well Being ◽  
Hospital Staff ◽  
Hospital Environment ◽  
Photo Elicitation ◽  
Pediatric Hospital ◽  
Waiting Room ◽  
Positive Feelings ◽  
Definition Of ◽  
Patient Resistance ◽  
Outpatient Appointments

Objective: Ulrich’s (1991) definition of “positive distraction” includes that which “elicits positive feelings and holds attention,” implying that the capacity of an environmental feature to hold attention is a necessary component. This article examines whether, in the context of a pediatric hospital, a distraction needs to “hold attention” to secure positive benefits for patient well-being. Background: Data collected from 246 patients at Melbourne’s Royal Children’s Hospital (Australia) revealed a discrepancy between what children and young people told us they did, and valued, within the hospital, relative to the time they spent engaging in, or paying attention to, these same features. This motivated a closer interrogation of the relationship between well-being, distraction, and socialization within the pediatric context. Method: Data were collected using a mixed-methods approach that included 178 surveys, 43 drawings contributed by patients/siblings within the outpatient waiting room, 25 photo-elicitation interviews with patients, and 100 hr of spatial observations within public and waiting room spaces. This was supplemented by interviews with architects and hospital staff. Conclusions: The mechanism by which we have understood positive distraction to contribute to well-being within the pediatric hospital environment is more complex than existing models accept. Within this context, environmental features that can positively transform expectations of visiting the hospital—that can ignite the imagination and incite a desire to return—can offer significant benefits to well-being. This is particularly relevant in the context of absenteeism from outpatient appointments and in reducing patient resistance to future, or ongoing, treatments.

scholarly journals Classification Technique of Interviewer-Bot Result using Naïve Bayes and Phrase Reinforcement Algorithms

2018 ◽  
Vol 13 (02) ◽  
pp. 33 ◽  
Author(s):  
Moechammad Sarosa ◽  
Mochammad Junus ◽  
Mariana Ulfah Hoesny ◽  
Zamah Sari ◽  
Martin Fatnuriyah
Keyword(s):  
Naive Bayes ◽  
Naïve Bayes ◽  
Job Interviews ◽  
Job Interview ◽  
Interview Session ◽  
Course Material ◽  
Bayes Algorithm ◽  
Chat Bot ◽  
Listening And Speaking ◽  
Accuracy Degree

Students with hectic college schedules tend not to have enough time repeating the course material. Meanwhile, after they graduated, to be accepted in a foreign company with a higher salary, they must be ready for the English-based interview. To meet these needs, they try to practice conversing with someone who is proficient in English. On the other hand, it is not easy to have someone who is not only proficient in English, but also understand about a job interview related topics. This paper presents the development of a machine which is able to provide practice on English-based interviews, specifically on job interviews. Interviewer machine (interviewer bot) is expected to help students practice on speaking English in particular issue of finding suitable job. The interviewer machine design uses words from a chat bot database named ALICE to mimic human intelligence that can be applied to a search engine using AIML. Naïve Bayes algorithm is used to classify the interview results into three categories: POTENTIAL, TALENT and INTEREST students. Furthermore, based on the classification result, the summary is made at the end of the interview session by using phrase reinforcement algorithms. By using this bot, students are expected to practice their listening and speaking skills, also to be familiar with the questions often asked in job interviews so that they can prepare the proper answers. In addition, the bot’ users could know their potential, talent and interest in finding a job, so they could apply to the appropriate companies. Based on the validation results of 50 respondents, the accuracy degree of interviewer chat-bot (interviewer engine) response obtained 86.93%.

scholarly journals Hierarchy stability moderates the effect of status on stress and performance in humans

2016 ◽  
Vol 114 (1) ◽  
pp. 78-83 ◽  
Author(s):  
Erik L. Knight ◽  
Pranjal H. Mehta
Keyword(s):  
Stress Reduction ◽  
Stress Responses ◽  
General Pattern ◽  
High Status ◽  
Job Interview ◽  
Stress Buffering ◽  
Joint Influence ◽  
The Social ◽  
Interview Performance ◽  
And Performance

High social status reduces stress responses in numerous species, but the stress-buffering effect of status may dissipate or even reverse during times of hierarchical instability. In an experimental test of this hypothesis, 118 participants (57.3% female) were randomly assigned to a high- or low-status position in a stable or unstable hierarchy and were then exposed to a social-evaluative stressor (a mock job interview). High status in a stable hierarchy buffered stress responses and improved interview performance, but high status in an unstable hierarchy boosted stress responses and did not lead to better performance. This general pattern of effects was observed across endocrine (cortisol and testosterone), psychological (feeling in control), and behavioral (competence, dominance, and warmth) responses to the stressor. The joint influence of status and hierarchy stability on interview performance was explained by feelings of control and testosterone reactivity. Greater feelings of control predicted enhanced interview performance, whereas increased testosterone reactivity predicted worse performance. These results provide direct causal evidence that high status confers adaptive benefits for stress reduction and performance only when the social hierarchy is stable. When the hierarchy is unstable, high status actually exacerbates stress responses.

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

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