Teaching Self-Management Skills to Learning Disabled Adolescents

1989 ◽  
Vol 12 (4) ◽  
pp. 275-287 ◽  
Author(s):  
Edward S. Shapiro
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Training Program ◽  
Management Training ◽  
Learning Disabled ◽  
School To Work ◽  
Work Environments ◽  
Self Management ◽  
Management Skills ◽  
The Impact

Learning disabled adolescents often display deficiencies in problem-solving and interpersonal social skills. These deficiencies tend to pose particular difficulties for successful transitions from the school to work environments. The present 3-year study investigated the impact of a self-management training program for LD adolescents ( N = 67 across all three years) who were attending a vocational-technical school. The study specifically examined changes in subjects' problem-solving and job-related social skills. Results showed significant and substantial improvements in LD students who received the self-management training program compared to both LD and non-learning disabled students who were not trained. Implications for enhancing the curriculum for LD adolescents as well as the potential limitations of the findings are discussed.

Evaluation of an Internet Diabetes Self-Management Training Program for Adolescents and Young Adults

2007 ◽  
Vol 9 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Ben S. Gerber ◽  
Marla C. Solomon ◽  
Tracie L. Shaffer ◽  
Michael T. Quinn ◽  
Rebecca B. Lipton
Keyword(s):  
Young Adults ◽  
Training Program ◽  
Management Training ◽  
Adolescents And Young Adults ◽  
Self Management

The Impact of a Comprehensive Airway Management Training Program for Pulmonary and Critical Care Medicine Fellows. A Three-Year Experience

2015 ◽  
Vol 12 (4) ◽  
pp. 539-548 ◽  
Author(s):  
Jarrod M. Mosier ◽  
Joshua Malo ◽  
John C. Sakles ◽  
Cameron D. Hypes ◽  
Bhupinder Natt ◽  
...  
Keyword(s):  
Critical Care ◽  
Airway Management ◽  
Training Program ◽  
Management Training ◽  
Critical Care Medicine ◽  
The Impact

The effectiveness of self‐management training in organisations from two culturally different countries

2009 ◽  
Vol 28 (7) ◽  
pp. 633-646 ◽  
Author(s):  
Indira Pattni ◽  
Geoffrey N. Soutar
Keyword(s):  
Repeated Measures ◽  
Low Cost ◽  
Reliability And Validity ◽  
Management Training ◽  
Field Investigation ◽  
Retail Banking ◽  
Self Management ◽  
Content Type ◽  
The Two Cultures ◽  
The Impact

PurposeThe purpose of this paper is to examine the impact of short training in self‐management skills on employees' efficacious beliefs and skills across cultures.Design/methodology/approachA longitudinal pre‐post field investigation repeated measures analysis is used to compare the effectiveness of the self‐management training between employees from Australia (individualistic country) and Kenya (collectivistic country).FindingsThe results suggest that there is a significant improvement in the learning of skills and efficacious beliefs post‐training (24 weeks). However, there are no significant differences in improvement between the two cultures and the training is similarly effective in both cultures.Research limitations/implicationsTraining focus is based on previous research that is primarily individual focused and further studies need to explore the training ethos. The assessments are developed for the study and need further examination to test their reliability and validity in other contexts. The individualistic and collectivistic criteria are drawn from Hofstede's work and may need further investigation as Hofstede's sample size of the Kenyan population is small. Finally, the results are unique to retail banking.Originality/valueThe effectiveness of this low‐cost training for enhancing employee efficacy has positive organisational outcomes, especially for those that have a multicultural workforce. It may be particularly useful for organisations in developing countries where cost is of concern.

scholarly journals Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

2017 ◽  
Vol 19 (1) ◽  
pp. 29 ◽  
Author(s):  
Diego Muñoz Campos
Keyword(s):  
English Language ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Self Management ◽  
Learning Activity ◽  
Cultural Issues ◽  
Management Skills ◽  
Research Knowledge ◽  
The Impact

The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

scholarly journals The Impact of a Self-Control Training Program on Enhancement of Social Skills in Students with ADHD

Psychology ◽  
2012 ◽  
Vol 03 (08) ◽  
pp. 616-620 ◽  
Author(s):  
Ahmad Beh-Pajooh ◽  
Sayyed Mohsen Fatemi ◽  
Bagher Ghobari Bonab ◽  
Hamid Alizadeh ◽  
Ghorban Hemmati
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Self Control ◽  
Students With Adhd ◽  
The Impact

scholarly journals Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Liena Hačatrjana ◽  
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
Problem Solving ◽  
Goal Orientation ◽  
Quantitative Methods ◽  
Well Being ◽  
Self Management ◽  
Management Skills ◽  
School Students ◽  
Problem Solving Skills

As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.

Sign in / Sign up

Export Citation Format

Share Document