Developing and Validating a Game-Based Training Program Based on ARCS Model: A Case of an Insurance Company

2020 ◽  
Vol 22 (2) ◽  
pp. 33-59
Author(s):  
Gi-Sung Kwon ◽  
Min-Jeong Kim
Keyword(s):  
Training Program ◽  
Insurance Company ◽  
Arcs Model

RELATIVE CONSTANCY OF PERSONALITY CHARACTERISTICS AND EFFICACY OF A 12-MONTH TRAINING PROGRAM IN FACILITATING COPING STRATEGIES

2002 ◽  
Vol 30 (8) ◽  
pp. 773-783 ◽  
Author(s):  
Torsten Norlander ◽  
Henrik Bergman ◽  
Trevor Archer
Keyword(s):  
Training Program ◽  
Coping Behavior ◽  
Coping Resources ◽  
Personality Characteristics ◽  
Insurance Company ◽  
Personality Variables ◽  
Life Orientation Test ◽  
Life Orientation ◽  
New Ideas ◽  
The Stability

The present study reports a sublongitudinal experiment involving 15 employees (4 male and 11 female) of an insurance company all of whom underwent a 12-month program of intensive mental training and physical coaching in order to ascertain whether or not certain characteristics of personality, attitudes, beliefs or performance would be altered. Each participant was assessed on a battery of different questionnaires including: background variables, Change and Stability, Life Orientation test, Coping Resources Inventory and the Gordon personal profile and inventory. There was no change in Dispositional optimism or ten other related personality traits. Only four of the personality variables were altered on completion of the training program: the participants' self-evaluations were elevated, the stability of their norms and system of values was reinforced, their emotional stability was reinforced also, and their receptivity to new ideas/innovations was reinforced. These results are discussed in the context of the relative constancy of personality characteristics and the suitability of the observed changes, after the 12-month program, in promoting strategies of coping behavior.

Tuesday Evening

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1357-1357
Keyword(s):  
Life Insurance ◽  
Insurance Company ◽  
Life Insurance Company ◽  
Local Committee ◽  
Tuesday Evening

On Tuesday evening the members of the Association, and attending members of their families, were entertained with a buffet supper at the Queen City Club at 7:30 p.m. at the invitation of Messrs. Joseph S. Graydon, John J. Rowe, and other Cincinnati friends of the Association. Following this supper an entertainment arranged by the Local Committee was presented in the Hall of the Western and Southern Life Insurance Company. Attendance: about 900.

Training program in maxillofacial prosthetics for medical artists

1975 ◽  
Vol 39 (11) ◽  
pp. 716-721
Author(s):  
A Katz ◽  
S Pruzansky
Keyword(s):  
Training Program

Vanderbilt dental auxiliary training program

1971 ◽  
Vol 35 (10) ◽  
pp. 641-641
Author(s):  
SJ Gibbs ◽  
L Zucker
Keyword(s):  
Training Program

A rater training program in removable prosthodontics

1984 ◽  
Vol 48 (5) ◽  
pp. 251-257 ◽  
Author(s):  
Weaver ◽  
W Saeger
Keyword(s):  
Training Program ◽  
Rater Training

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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