scholarly journals Enhancing emotional competencies with law students

2016 ◽  
Vol 23 (4) ◽  
pp. 53
Author(s):  
Colin James ◽  
Felicity Wardhaugh
Keyword(s):  
Professional Development ◽  
Emotional Intelligence ◽  
Statistical Analysis ◽  
Intervention Group ◽  
Law Students ◽  
Control Group ◽  
Training Module ◽  
Emotional Competencies ◽  
Emotional Intelligence Training ◽  
The University

<p>Research was conducted at the University of Newcastle Legal Centre (Australia) over 2013 and 2014 involving an emotional intelligence training module designed to improve the emotional competencies of law students on placement in a legal centre working with real clients. An earlier paper (Wardhaugh &amp; James, IJCLE 2014) described the project and preliminary findings of Stage One. This paper provides the findings and ultimate conclusions of Stage Two. Overall the statistical analysis of variance between Stage One (control group in 2013) and Stage Two (intervention group in 2014) was not significant, the qualitative results from Stage Two produced valuable insights into enhancing professional development by leveraging the student experience of interviewing real clients in a clinic setting. Overall learnings from the project are discussed, including suggestions for further research.</p>

scholarly journals A Client-Focused Practice: Developing and Testing Emotional Competency in Clinical Legal Interviews

2014 ◽  
Vol 20 (2) ◽  
pp. 633
Author(s):  
Felicity Wardhaugh ◽  
Colin James
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Emotional Competence ◽  
Legal Education ◽  
Relevant Information ◽  
Law Students ◽  
Emotional Competencies ◽  
Research Project ◽  
Emotional Competency ◽  
The University

<p>Law students learn interviewing skills as part of their clinical legal education. Teaching this skill to students involves helping students relate to clients. Recent suggestions for teaching students have included adopting a client centred approach to legal interviewing. Similarly, in the face of growing concerns about the adversarial culture of lawyers there have been calls for lawyers to develop relationship-centred competencies.</p><p>Typically, law students attending law schools are in their early twenties and, in terms of experience and developmental capacities, many may not be at a stage where thinking about the client comes naturally. Students interviewing clients tend to ignore visual or spoken clues from the client. A law student, observed by one of the authors, recently demonstrated this tendency whilst interviewing a client at the University of Newcastle Legal Centre (UNLC). The client’s gaunt physical appearance made it clear that the client was unwell. The student took instructions for a Will without asking any questions about the client’s motivation for seeking legal help. It later transpired that the client needed advice about a terminal illness claim.</p><p>If law students can learn how to improve their emotional competency whilst interviewing a client, they may relate better to clients in a clinical legal setting and be able to obtain more relevant information. We have found no recent research in the discourse on clinical legal education as to whether training in emotional intelligence can improve law students’ performance in a client interview. At the University of Newcastle we have designed a research project to test whether training students in emotional competence (applied Emotional Intelligence) can produce a measurable change in the client’s experience of a legal interview.</p><p>One of the major challenges in researching this question is the lack of guidance in the literature as to how best to train law students for emotional competence. Many publications have focused on the validity or measurement of emotional intelligence and less on the functional aspect of how to increase emotional competencies. Part of the research project therefore involves designing a training program to assist clinical law students to develop emotional competencies.</p><p>This paper is in two parts. The first part discusses the background to the research and some preliminary findings from stage one of the research. The second part discusses a proposed outline for the training program.</p>

scholarly journals To assess the Effectiveness of Positive Parenting Teaching on the Development of Self-Esteem among Primary Caregivers of Pre-Adolescence

2021 ◽  
pp. 162-169
Author(s):  
Shabnam Sayyad ◽  
Jaya Gawai ◽  
Pooja Kasturkar
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Intervention Group ◽  
Primary Caregivers ◽  
Sampling Technique ◽  
Self Esteem ◽  
Positive Parenting ◽  
Control Group ◽  
Transnational Parenting ◽  
And Control

Background: Scientific research agrees that parenting, especially during their early childhood years, is one of the greatest influences on children. Early childhood interactions form the basis of brain construction and scientists now realize that the contact between infants with their parents or guardians is a significant component in this brain growth process. Parents who are trained to support the wellbeing and wellbeing of their young child with the awareness and expertise they need. The multi-disciplinary and transnational parenting literature explicitly shows that parents are one of the most important variables in the growth of infants. Aim: The study aim is to assess the effectiveness of positive parenting teaching on the development of self-esteem among primary caregivers of pre-adolescence. Methodology: It is an interventional study and the primary giver of preadolescence are the participants of this study with intervention and control group. The primary giver of preadolescence will be selected as per inclusion and exclusion criteria and the sampling technique will be selected as non-probability convenient sampling technique. Data will be collected by demographic variables of participants and the modified self-esteem scale will be used to assess the self-esteem level of primary caregivers and preadolescence. Sample Size: 100(50-intervention group and 50-control group). Results: For statistical analysis of demographic figures will be going used frequency and mean, mean percentage, standard deviation, descriptive and inferential statistics. Positive parenting teaching may be very effective for the development of self-esteem among primary caregivers of pre-adolescence.  Conclusion: The conclusion will be drawn from the statistical analysis.

scholarly journals The Effectiveness of Bioskills Training for Simulated Open Lumbar Laminectomy

2017 ◽  
Vol 7 (8) ◽  
pp. 794-800 ◽  
Author(s):  
Barrett S. Boody ◽  
Brett D. Rosenthal ◽  
Tyler J. Jenkins ◽  
Alpesh A. Patel ◽  
Jason W. Savage ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Medical Center ◽  
Academic Medical Center ◽  
Intervention Group ◽  
Training Session ◽  
Senior Resident ◽  
Control Group ◽  
Junior Resident ◽  
Training Module

Study Design: Randomized, prospective study within an orthopedic surgery resident program at a large urban academic medical center. Objectives: To develop an inexpensive, user-friendly, and reproducible lumbar laminectomy bioskills training module and evaluation protocol that can be readily implemented into residency training programs to augment the clinical education of orthopedic and neurosurgical physicians-in-training. Methods: Twenty participants comprising senior medical students and orthopedic surgical residents. Participants were randomized to control (n = 9) or intervention (n = 11) groups controlling for level of experience (medical students, junior resident, or senior resident). The intervention group underwent a 40-minute bioskills training module, while the control group spent the same time with self-directed study. Pre- and posttest performance was self-reported by each participant (Physician Performance Diagnostic Inventory Scale [PPDIS]). Objective outcome scores were obtained from a blinded fellowship-trained attending orthopedic spine surgeon using Objective Structured Assessment of Technical Skills (OSATS) and Objective Decompression Score metrics. Results: When compared with the control group, the intervention group yielded a significant mean improvement in OSATS ( P = .022) and PPDIS ( P = .0001) scores. The Objective Decompression Scores improved in the intervention group with a trend toward significance ( P = .058). Conclusions: We conclude that a concise lumbar laminectomy bioskills training session can be a useful educational tool for to augment clinical education. Although no direct clinical correlation can be concluded from this study, the improvement in trainee’s technical and procedural skills suggests that Sawbones training modules can be an efficient and effective tool for teaching fundamental spine surgical skills outside of the operating room.

scholarly journals The Effectiveness of Training on Auscultation of Heart with a Simulator of Cardiology in Medical Students

2021 ◽  
Vol 9 (E) ◽  
pp. 1055-1060
Author(s):  
Gulbakit Koshmaganbetova ◽  
Saulesh Kurmangalieva ◽  
Yerlan Bazargaliyev ◽  
Azhar Zhexenova ◽  
Baktybergen Urekeshov ◽  
...  
Keyword(s):  
Medical Students ◽  
Diagnostic Accuracy ◽  
Intervention Group ◽  
Control Group ◽  
Mitral Insufficiency ◽  
Training Module ◽  
Real Patient ◽  
Fourth Year Medical Students ◽  
Effectiveness Of Training ◽  
Clinical Conditions

Abstract The purpose of this study was to determine whether the training module with a simulator of cardiology improves auscultation skills in medical students. Methods. Medical students of the third year after completing the module of the cardiovascular system of the discipline “Propaedeutics of internal diseases, passed a two-hour or four-hour training module in clinical auscultation with retesting immediately after the intervention and in the fourth year. The control group consisted of fourth-year medical students who had no intervention. Results. The diagnostic accuracy in two-hour training was 45.9% vs 35.3% in four-hour training p <.001. The use of a cardio simulator significantly increased the accurate detection of mitral regurgitation immediately after training on a simulator (more than 73%) p <.001. The next academic year, regression was observed in the diagnostic accuracy of mitral insufficiency in the intervention group after six months of observation by 4%. The auscultation skills of students at the bedside of real patients did not increase after training on a simulator: the accuracy of diagnosis of the auscultatory picture of the defect was equally low in the intervention group and the control group (35.0% vs 30.8%, p = 0.651). Conclusions. Two-hour training was more effective than four-hour training. After training on cardiac auscultation using a patient’s cardiological simulator, the accuracy rate was low in a situation close to the clinical conditions and a clinic on a real patient.

scholarly journals UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eunike R. Rustiana
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Primary School ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Positive Attitudes ◽  
Before And After

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 

scholarly journals Effects of cranial osteopathic techniques in the symptoms of benign positional paroxistic vertical

2020 ◽  
Vol 18 ◽  
pp. 1-5
Author(s):  
Otávio Augusto do Nascimento Oliveira ◽  
Laiana Sepúlveda de Andrade Mesquita ◽  
Maurício Rocha Mendes ◽  
Lílian Maria Magalhães Costa de Oliveira ◽  
Laís Cristina Almeida
Keyword(s):  
Statistical Analysis ◽  
Benign Paroxysmal Positional Vertigo ◽  
Intervention Group ◽  
Control Group ◽  
Common Cause ◽  
A Value ◽  
Positional Vertigo ◽  
Before And After ◽  
Temporal Bones ◽  
Paroxysmal Positional Vertigo

Background: The benign paroxysmal positional vertigo (BPPV) is the most common cause of dizziness among the population. The osteopathy is a practice of manual therapy which is guided by a holistic perspective of human being, the cranial osteopathy affirms that the respective bones of the cranium represent mobility. Objective: To investigate the effect of the cranial osteopathy techniques on the benign paroxysmal positional vertigo. Methods: The current study included 20 female subjects, each one of them with benign paroxysmal positional vertigo, distributed in two groups, an intervention group and a control group (placebo); in order to detect the BPPV, was applied the Dix-Hallpike test before and after the interventions. Three techniques of cranial osteopathy were used on the structures related to vestibule and to the temporal bones: mobilization of temporal bones, tensioning of cerebellar tentorium and mobilization of eyeball. All statistical analyzes were performed using the GraphPad Prism 6.0 software (GraphPad Software, CA).Results: Among the intervention group, 7 of 10 individuals were negative to the Dix-Hallpike test, whilst individuals of the control group remained positive to the test. In the statistical analysis verified that the intervention with osteopathic techniques had a significant effect in compared to the control group, with a value p=0.0261. Conclusion: The cranial osteopathy appears to be able of produce effects on the vestibular activity, whereas were able to reduce, in a significant means, the symptoms concerning to BPPV.

scholarly journals Pengaruh Pelatihan Emotional Intelligence Terhadap Burnout Pada Petugas Kepolisian

2020 ◽  
Vol 2 (1) ◽  
pp. 13-24
Author(s):  
Akhmad Kunaefi Muarif ◽  
Maria Goretti Adiyanti
Keyword(s):  
Emotional Intelligence ◽  
Service Sector ◽  
Life Quality ◽  
T Test ◽  
Control Group ◽  
Gain Score ◽  
Significant Difference ◽  
Emotional Intelligence Training ◽  
And Control ◽  
Experimental Group

Burnout merupakan suatu sindrom psikologis yang menyebabkan gangguan psikologis dan fisiologis yang lebih banyak diderita oleh pekerja sektor pelayanan. Salah satu gangguan yang terjadi adalah munculnya kelelahan emosional. Jika kondisi ini terjadi pada individu dalam jangka waktu yang lama dan terus menerus, maka akan berdampak pada penurunan kualitas hidup penderitanya sehingga berimplikasi pada penurunan kualitas pelayanan dan menghambat produktifitas organisasi. Diperlukan suatu intervensi yang efektif untuk mereduksinya. Tujuan penelitian ini untuk mengetahui pengaruh pelatihan emotional intelligence dalam mereduksi burnout. Metode penelitian menggunakan eksperimen dengan desain Untreatedpretest-postest control group. Subyek penelitian ini anggota polisi di Polda Banten berjumlah 28 orang (14 orang kelompok eksperien dan 14 orang kelompok kontrol). Analisis data menggunakan metode Independent sample t-test gain score, untuk melihat pengaruh pelatihan terhadap kelompok eksperimen dan kelompok kontrol anatara sebelum dan sesudah perlakuan. Hasil uji hipotesis penelitian ini berdasarkan hasil Independent sample t-test gain score,(t =-2.281;p 0.036), (p kurang dari 0.05) terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Abstract: Burnout is a psychological syndrome that leads to both psychological and physiological disturbance which is most likely suffered by the workers in the service sector. One of the example, which appeared is emotional exhaustion. If the condition occurred on individuals for a long time and continuously, it will affect the reduction of sufferer life quality and in consequence, results in the digression of service quality and organization productivity. The purpose of this research was to know the influence of emotional intelligence training in reducing burnout. The method of this research was by conducting an experiment by the design of the untreated pretest-postest control group. The subjects of the research were members of policemen at Banten Regional Police as much as 28 people (14 people in the experimental group and 14 people in the control group). Data analysis was using independent sample t-test gain score methods, to know the influence of the training towards both experimental group and control group, before and after it applied. The results of the hypothesis testing of the study showed the value of independent sample t-test gain score resulted (t= -2.281; p 0.036), (p less than 0.05) means there is a significant difference between the experimental group and control group.

scholarly journals An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

2022 ◽  
Author(s):  
Justin MacLochlainn ◽  
Karen Kirby ◽  
Paula McFadden ◽  
John Mallett
Keyword(s):  
Professional Development ◽  
Compassion Fatigue ◽  
Intervention Group ◽  
School Personnel ◽  
Control Group ◽  
Whole School ◽  
Trauma Informed Care ◽  
Quality Of Life Scale ◽  
Professional Development Training ◽  
Trauma Informed

AbstractStudents’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

Changing University Students’ Alcohol Culture with a web-based intervention: Clustered Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Jane Greve ◽  
Rune Vammen Lesner ◽  
Stefan Bastholm Andrade
Keyword(s):  
Alcohol Consumption ◽  
University Students ◽  
Alcohol Intake ◽  
Intervention Group ◽  
Control Group ◽  
First Year Students ◽  
Personal Benefit ◽  
Drinking Culture ◽  
The University ◽  
The Impact

BACKGROUND In most Western countries, excessive alcohol intake among university students is a cause of concern. The majority of students view drinking as a cornerstone of university life, and many find it difficult to go against the dominant drinking culture. While digital health interventions have been shown to reduce drinking among university students, no intervention has been aimed at changing the overall university drinking culture. This intervention provided the students with tools that helped them make pre-commitment strategies and change their views on the social norms that prevent excessive alcohol intake. OBJECTIVE Our objective is to evaluate the impact of an intervention aimed at reducing the excessive drinking culture among Danish university students. As a secondary outcome, we measured the impact of the intervention on two individual motivational factors for participating in the drinking culture at the university: alcohol consumption as both a personal benefit and a facilitator of socialization. METHODS To evaluate the impact of the intervention, we conducted a cluster randomized controlled experiment among university students at Aarhus University. The students were stratified by gender and self-reported binge drinking. Each student was assigned to either a control or an intervention group. A baseline questionnaire was sent to the participants when school started in September 2019, and a follow-up questionnaire was sent out two months later. The primary outcomes were measured with the Alcohol Use Disorder Identification Test (questions 1-3). To examine the mechanisms underlying the effect, we analyzed two motivational factors for participating in the drinking culture at the university: alcohol consumption as both and a personal benefit and a facilitator of socialization. RESULTS In total 961 students signed up, and 509 of them completed the follow-up questionnaire. Compared to the students in the control group, the students in the intervention group had a 15.8% (P<.001) reduction on their monthly level of alcohol intake two months after the intervention. The result is driven by a large effect on male and first-year students. The intervention had no effect on binge drinking, alcohol addiction, or severely harmful alcohol consumption. Our results also showed that while the students in the intervention group found it less difficult to say “no” to drinking there were no difference in the assessment of being part of the student environment between the students in the intervention and control Group. CONCLUSIONS The intervention had a significant and reducing impact on the students’ monthly alcohol intake. That the effect of the intervention was largest among the young and first-year students, who will be the responsible for the drinking culture at the University in the coming years, suggest that small nudging-based interventions can potentially have significant long-term beneficial effects. CLINICALTRIAL American Economic Association’s registry for randomized trials with RCT ID: AEARCTR-0004703. https://www.socialscienceregistry.org/trials/4703.

scholarly journals Web-Based Software to Assist in the Localization of Neuroanatomical Lesions

2011 ◽  
Vol 38 (2) ◽  
pp. 251-255 ◽  
Author(s):  
Evan Cole Lewis ◽  
Melanie Strike ◽  
Asif Doja ◽  
Andy Ni ◽  
Jonathan Weber ◽  
...  
Keyword(s):  
Intervention Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Rank Test ◽  
Control Group ◽  
Educational Effectiveness ◽  
Web Based ◽  
Standard Textbook ◽  
The University ◽  
Study Participants

Objective:To evaluate the educational effectiveness of a novel, web-based neuroanatomical localization application.Methods:A prototype version of a neuroanatomical localization application was developed, limited to lesions involving Cranial Nerve (CN) VII. Second year medical students at the University of Ottawa were recruited to participate in the study. Participants were exposed to a didactic teaching session on CN VII anatomy. They were subsequently randomized to two groups - one group was granted access to the localization application (the “intervention group”), while the other group was given a booklet of standard textbook resources (the “control group”). Participants then completed a case-based multiple choice test on localization of neurologic lesions associated with CN VII, followed by a questionnaire regarding the experience.Results:Thirty-nine students volunteered to participate. Twenty were randomized to the intervention group and 19 to the control group. There was a mean test score difference of 1.3 (CI.95 = 0.2, 2.3) that was significantly higher in the intervention group when compared to the control group. Significance was determined by aWilcoxon rank test (p = 0.028). Questionnaire results were similar for both groups, showing an overall favourable evaluation of the localization application.Conclusions:The results support our hypotheses that students using the application would perform better on the multiple choice question (MCQ) test and there would be an overall preference for its use. The demonstrated educational benefit of the application, in addition to the demand for such a resource expressed by the participants, warrant further investigation into the development of a neurological localization application.

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