scholarly journals Enhancing Social-Skills through Social Learning Intervention among Rural Underprivileged Adolescents

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Prof. Dr. A. Velayudhan ◽  
Palanisamy. V
Keyword(s):  
Social Learning ◽  
Rural Area ◽  
Communication Skills ◽  
Life Skills ◽  
Tamil Nadu ◽  
Leadership Skills ◽  
Training Session ◽  
Learning Intervention ◽  
Post Test

Rural underprivileged youth from India are mostly failing to get decent job due to lack of life-skills. The chances are very less for rural underprivileged adolescents to acquire necessary skills from their cultural context. Hence Indian Adolescents from rural area presently requiring basic life skills for complete their education effectively and get a suitable job in India or abroad. As attaining this task present study examined the effectiveness of social learning intervention on enhancing self-leadership skills and communication skills among rural adolescents. Purposive sampling method was used to select the sample (N=50), it included 25 female and 25 male adolescents from underprivileged category. The sample was selected from the Government higher secondary school located in rural area of Coimbatore district in Tamil Nadu. This study consists following four phases which are Pre-test, Intervention, Post-test, and follow up phases. The social learning intervention was designed based on Bandura’s social learning theory therefore modeling, role play, and constructive feedback methods were used. Weekly one training session was taken totally 12 training sessions, 2 hour for each session. Revised self-leadership questionnaire and communication locus of control scale were used to collect the data in pre-test, post-test, and follow up phases. Mean, SD, repeated measure of ANOVO and Post-Hoc test was used to analysis the data and the results shows that self-leadership skills and communication skills was significantly improved after social learning intervention.

scholarly journals Communication Skill Development for Rural Adolescents through Social Cognitive Intervention

2019 ◽  
Vol 2 (5) ◽  
pp. 26-33
Author(s):  
Dr S Gayatridevi ◽  
Dr. A. Velayudhan ◽  
Palanisamy V.
Keyword(s):  
Rural Area ◽  
Communication Skills ◽  
Social Cognitive ◽  
Skill Development ◽  
Cognitive Intervention ◽  
Test Phase ◽  
Rural Adolescents ◽  
Post Test ◽  
Social Cognitive Intervention

Communication skills are playing an important role in predicting individual’s employability in work place. Youth from the rural area are not equipped with the communication and public speaking skills therefore they are struggling to get into the job market. According to social cognitive theory and Vygotsky’s theory of cognitive development individual’s immediate society and family are the major influencing factors of skill acquisition. Youth from such environmental conditions are requiring skill development trainings. The objective of the current study is to examine the effectiveness of social cognitive intervention on communication skills development among the rural adolescents. 11th grade Students from government school located in rural area of Coimbatore district were selected, totally 50 students participated in this study. Purposive sampling method was used to select the sample. Single group Pre-test, post-test and follow up experimental design was used. The study consists with four phases 1) pre-test phase 2) Intervention phase (social leaning intervention) 3) Post-test phase and 4) follow up Phase. The intervention session was conducted weekly once to the participants in 12 sessions for duration of three months period. Mean, SD, ANOVA, Post hoc tests were used to analyze the data. Results revealed that social learning intervention significantly improved the rural students’ communication skills.

scholarly journals Literature in the Garden Curriculum Effects on Life Skills of Children

2011 ◽  
Vol 21 (4) ◽  
pp. 424-428
Author(s):  
A.W. Fleener ◽  
C.W. Robinson ◽  
J.D. Williams ◽  
M. Kraska
Keyword(s):  
Decision Making ◽  
Communication Skills ◽  
Life Skills ◽  
Leadership Skills ◽  
Third Grade ◽  
Control Group ◽  
Master Gardener ◽  
Lee County ◽  
Third Grade Students ◽  
Experimental Group

Children's gardens have recently been shown to increase life skills. The purpose of this study was to assess the effects that gardening/plant activities from the Junior Master Gardener curriculum, Literature in the Garden, have on children's life skills. The life skills examined were leadership, teamwork, self-understanding, decision-making skills, and communication skills. About 130 third-grade students from a Lee County, AL, school participated in the study. Students were equally divided into control and experimental groups, and each student was given the youth life skills inventory (YLSI) as a pre- and posttest. The experimental group participated in eight gardening/plant activities after the pretest, whereas the control group did not complete the activities. No significant differences were found between pretests and posttests for teamwork, self-understanding, decision making, communication, and overall life skills. Significant decreases from pretest to posttest were found on leadership skills for the experimental group. Several trends were observed with students who read more for fun, read more each week, and read more garden books generally increasing in life skills.

scholarly journals Analisis Pengaruh Pelatihan Self-Leadership dan Motivasi Berprestasi terhadap Kinerja Kepala Desa di Kabupaten Gunung Kidul Yogyakarta

2017 ◽  
Vol 7 (1) ◽  
pp. 94
Author(s):  
Muhamad Ali Sukrajap ◽  
Dewi Handayani Harahap
Keyword(s):  
Rural Area ◽  
Achievement Motivation ◽  
Repeated Measure ◽  
Significance Level ◽  
Significant Difference ◽  
The Status ◽  
Post Test ◽  
Village Government ◽  
The Village

<p><span class="fontstyle0">Ministry of Rural Regulation No. 6 Year 2014 about rural area said that the rural area has grown so it needs to be protected and empowered to be strong, advanced, independent, and democratic area, so as to create a strong foundation to implement governance and development towards a fair, affluent, and prosperous society. In fact, the equitable distribution of infrastructure and suprastructure is not evenly distributed in each village. </span>This can be seen from the Rural Developing Index (IDM) stating the status of rural area development progress. Based on the IDM of Indonesia in 2015, that 45.57% (33,592 villages) were underdeveloped villages and 18.25% (13,453 villages) were very under-developed villages out of a total of 73,709 villages in Indonesia. The Village Head's job is to lead the administration of the Village Government. This study aims to determine the effect of Self-Leadership and Achievement Motivation Training on the Performance of Village Head in Gunung Kidul Regency of Yogyakarta Province. Based on the result of hypothesis testing by using Anova Repeated Measure, where the result shows that F = 11186,541 with significance level 0,000 (p &lt;0,01), it proves that there is a very significant difference between pre-test, post-test, and follow-up.</p>

scholarly journals Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 46
Author(s):  
Alda Elena Cortés-Rodríguez ◽  
Pablo Roman ◽  
María Mar López-Rodríguez ◽  
Isabel María Fernández-Medina ◽  
Cayetano Fernández-Sola ◽  
...  
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Self Efficacy ◽  
Elderly Care ◽  
Role Play ◽  
Patient Simulation ◽  
Interprofessional Communication ◽  
Post Test ◽  
Standardised Patient

This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.

AAC Supports for Individuals With Rett Syndrome Across the Lifespan

2015 ◽  
Vol 24 (3) ◽  
pp. 74-85
Author(s):  
Sandra M. Grether
Keyword(s):  
Rett Syndrome ◽  
Communication Skills ◽  
Preliminary Analysis ◽  
Multidisciplinary Approach ◽  
Motor Deficits ◽  
Complex Profile ◽  
Communication Behaviors ◽  
The Individual

Individuals with Rett syndrome (RS) present with a complex profile. They benefit from a multidisciplinary approach for diagnosis, treatment, and follow-up. In our clinic, the Communication Matrix © (Rowland, 1990/1996/2004) is used to collect data about the communication skills and modalities used by those with RS across the lifespan. Preliminary analysis of this data supports the expected changes in communication behaviors as the individual with RS ages and motor deficits have a greater impact.

Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht

2016 ◽  
Vol 30 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Helvi Koch ◽  
Nadine Spörer
Keyword(s):  
Good Practice ◽  
Post Test

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.

LRS-Elterngruppenprogramm: Teilnehmerzufriedenheit und subjektive Effektivität

2016 ◽  
Vol 5 (1) ◽  
pp. 44-57
Author(s):  
Anke Buschmann ◽  
Bettina Multhauf
Keyword(s):  
Goal Attainment ◽  
Goal Attainment Scaling ◽  
Eine Hohe ◽  
Post Test

Zusammenfassung. Das Ziel vorliegender Studie bestand in einer Überprüfung der Akzeptanz und Teilnehmerzufriedenheit eines Gruppentrainings für Eltern von Kindern mit Lese- und/oder Rechtschreibschwierigkeiten. Zudem sollten erste Indikatoren bezüglich der Wirksamkeit des Programmes untersucht werden. Dazu wurden Daten von 25 Müttern zu 2 Messzeitpunkten (Post-Test, 3-Monats-Follow-up) analysiert. Die Probandinnen nahmen über einen Zeitraum von 3 Monaten an 5 Sitzungen des Programms «Mein Kind mit Lese- und Rechtschreibschwierigkeiten verstehen, stärken und unterstützen: Heidelberger Elterntraining zum Umgang mit LRS» teil. Ein Paper-Pencil-Fragebogen diente zum Post-Test der Erhebung von Teilnahmeparametern, der Zufriedenheit mit dem Training, der Relevanz einzelner Themen und der wahrgenommenen Veränderungen in wichtigen Zielbereichen. Zusätzlich kam eine für das Gruppensetting adaptierte Form des Goal Attainment Scaling zum Einsatz, um das Erreichen persönlich relevanter Ziele unmittelbar nach dem Training sowie 3 Monate später zu erfassen. Die Analyse des Fragebogens zeigte eine hohe Partizipationsbereitschaft der Mütter. Die Rahmenbedingungen des Trainings (Gruppengröße, Dauer des Trainings und der Sitzungen) sowie die didaktischen Methoden wurden als ideal und die Themen als relevant eingeschätzt. Die Mütter sahen sich in der Lage, die Inhalte im Alltag anzuwenden und nahmen positive Veränderungen hinsichtlich Einfühlungsvermögen, Unterstützung des Kindes, Hausaufgabensituation und Beziehung zum Kind wahr. Das Ausmaß des Erreichens individueller Ziele zum Post-Test variierte je nach Zielbereich: Einfühlen und Verstehen (75 %), Optimierung der Hausaufgabensituation (76 %), Unterstützung psychosozialer Entwicklung (86 %), Lese-Rechtschreibförderung (60 %) und war auch 3 Monate später noch vergleichbar hoch. Die Überprüfung der Wirksamkeit hinsichtlich einer Belastungsreduktion und Kompetenzstärkung seitens der Eltern erfolgt aktuell im Vergleich zu einer unbehandelten Kontrollgruppe.

The effectiveness of positive training on happiness, aggression and hope in adolescents with leukemia in Ahvaz

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Marzieh . Shamkhani ◽  
Ali . Khalafi
Keyword(s):  
Sampling Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Post Test ◽  
Aggression Questionnaire ◽  
Experimental Group ◽  
Period Measurement

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, and Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective.

Melatih Kepemimpinan Perangkat Desa Kebonharjo Kulonprogo: Membangun Sikap Anti Korupsi

2018 ◽  
Vol 1 ◽  
pp. 107
Author(s):  
Adi Heryadi ◽  
Evianawati Evianawati
Keyword(s):  
Transformational Leadership ◽  
Data Collection ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Sample Test ◽  
Corruption Perception ◽  
Measuring Tool

This study aims to prove whether transformational leadership training is effective for building anti-corruption attitudes of villages in Kebonharjo village, subdistrict Samigaluh Kulonprogo. This research is an experimental research with one group pre and posttest design.Subject design is 17 people from village of 21 candidates registered. Measuring tool used in this research is the scale of anti-corruption perception made by the researcher referring to the 9 anti-corruption values with the value of reliability coefficient of 0.871. The module used as an intervention made by the researcher refers to the transformational leadership dimension (Bass, 1990). The data collected is analyzed by statistical analysis of different test Paired Sample Test. Initial data collection results obtained sign value of 0.770 which means> 0.05 or no significant difference between anti-corruption perception score between before and after training. After a period of less than 1 (one) month then conducted again the measurement of follow-up of the study subjects in the measurement again using the scale of anti-corruption perception. The results of the second data collection were analysed with Paired Samples Test and obtained the value of 0.623 sign meaning p> 0.05 or no significant difference between post test data with follow-up data so that the hypothesis of this study was rejected.

Children change their answers in response to neutral follow-up questions by a knowledgeable asker

2019 ◽  
Author(s):  
Elizabeth Bonawitz ◽  
Patrick Shafto ◽  
Yue Yu ◽  
Sophie Elizabeth Colby Bridgers ◽  
Aaron Gonzalez
Keyword(s):  
Social Learning ◽  
Belief Revision ◽  
Correct Answer ◽  
New Information ◽  
Common Practices ◽  
Parent Child

Burgeoning evidence suggests that when children observe data, they use knowledge of the demonstrator’s intent to augment learning. We propose that the effects of social learning may go beyond cases where children observe data, to cases where they receive no new information at all. We present a model of how simply asking a question a second time may lead to belief revision, when the questioner is expected to know the correct answer. We provide an analysis of the CHILDES corpus to show that these neutral follow-up questions are used in parent-child conversations. We then present three experiments investigating 4- and 5-year-old children’s reactions to neutral follow-up questions posed by ignorant or knowledgeable questioners. Children were more likely to change their answers in response to a neutral follow-up question from a knowledgeable questioner than an ignorant one. We discuss the implications of these results in the context of common practices in legal, educational, and experimental psychological settings.

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