Workshop zur Diagnostik sozial-emotionaler Kompetenzen : SEC-I und SEC-SJT in der Anwendung

Der modular aufgebaute Workshop bietet eine wissenschaftlich fundierte Einführung in das Konzept sozial-emotionaler Kompetenzen. Der Schwerpunkt liegt dabei auf Möglichkeiten der Erfassung derartiger Kompetenzen im Rahmen der psychologischen Diagnostik in Einrichtungen zur beruflichen Förderung von Menschen mit Lernbehinderungen. Dementsprechend ist der Workshop in erster Linie als anwendungsorientiertes Training für Fachkräfte in der beruflichen Bildung zu verstehen, welche die an der Universität Bamberg entwickelten diagnostischen Verfahren SEC-I und SEC-SJT (Inventar und Situational Judgement Test zur Erfassung sozial-emotionaler Kompetenzen bei jungen Menschen mit (sub-)klinischer kognitiver bzw. psychischer Beeinträchtigung) anwenden bzw. mit der Anwendung betraute Personen schulen möchten. Der Workshop umfasst sieben Themenbereiche, die je nach Bedarf flexibel zusammengestellt werden können: Theoretische Grundlagen und verschiedene Definitionen sozial-emotionaler Kompetenz, Grundlagen psychologischer Diagnostik, Potenzielle Schwierigkeiten beim Einsatz der diagnostischen Verfahren, Anwendung des Fragebogens zur Selbsteinschätzung bzw. des Situational Judgement Tests, Anwendung des Fragebogens zur Fremdeinschätzung und objektive Verhaltensbeobachtung. Allgemeines Ziel des Workshops ist es, den sicheren Umgang mit den diagnostischen Verfahren zu erlernen und praktisch einzuüben.

Non-technical attributes in paramedicine: Is situational judgement testing the solution?

<span>Non-technical attributes have been identified as important and desirable qualities for all paramedics. Despite this, there is currently little research exploring the assessment of non-technical attributes in paramedicine. Situational judgement tests (SJT) have been identified as a valid and reliable assessment of non-technical attributes in medical education, however, it appears there is no research exploring the use of SJTs in the field of paramedicine. This paper outlines the background information on SJTs, what they are and their successful implementation in medicine. Additionally, this paper identifies potential uses for SJTs in paramedicine including admission and mental health screening based of previous research in medical education. This paper concludes that SJTs could be utilised in the field of paramedicine to measure non-technical attributes.</span>

Career planning

Chapter 56 provides advice on early career planning, with specific reference to Foundation Programme applications, Academic Foundation Programme applications, and career taster opportunities. The Foundation Programme application process is summarized, with details about the types of application, timeline of application, online submission, educational performance measures used, situational judgement tests, and top tips to maximize the chance of a successful outcome. The situational judgement test forms a significant part of the overall score: the chapter covers example questions and the rationale for the preferred response. Academic Foundation Programmes allow additional scope and funding for research and form the early stages of the academic career pathway. Career taster weeks allow an opportunity to look closely at a career of interest by spending a week in that specialty. Advice on how to organize a taster week, what to ask about, and top tips in organizing your own career taster are provided. A comprehensive list of resources is provided for the reader.

Assessing Personality–Situation Interplay in Personnel Selection: Toward More Integration into Personality Research

Over the years, the personnel selection field has developed methods to assess trait expression in particular situations, but these approaches have evolved mostly outside the field of personality psychology. In this article, I review available personnel selection evidence regarding two such approaches: (i) situational judgement tests that present short scenarios and ask job candidates how they would handle the situations and (ii) assessment centre exercises requiring candidates to display behaviour in specified interactive situations. I describe these approaches and discuss their relations with personality research. I posit that adapting these approaches to personality research creates methodological diversity to address key research themes related to within–person variability, trait–behaviour links, personality disorders, and personality expression and perception. Copyright © 2017 European Association of Personality Psychology