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Communicative Skills (communicative + skill)
Selected AbstractsSocial skills in children with intellectual disabilities with and without autismJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 5 2005A. De Bildt Abstract Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social skills, added to a measure of basic social skills with the Vineland Adaptive Behaviour Scales (VABS), in identifying children with ID with or without autism. Method Children with mild and moderate ID, with and without autistic symptomatology were compared on basic social skills, measured with the Communication and Socialization domains of the VABS, and subtle social skills, measured with the CSBQ. Results Measuring basic social skills is not sufficient in differentiating between levels of ID. Communicative skills and subtle social skills, that concern overlooking activities or situations and fear of changes in the existing situation, seem to play a far greater role. Additionally, with respect to identifying autistic symptomatology, basic social skills do not contribute, as opposed to communicative skills and the tendency to withdraw from others. Conclusions The results implicate that the CSBQ not only has specific value as a measure of subtle social skills to identify pervasive developmental disorders, but that the instrument also has a specific contribution to differentiating between the two levels of ID. Furthermore, our outcomes imply a slight difference between limitations in subtle social skills as mentioned by the AAMR (American Association on Mental Retardation 2002) and limitations in subtle social skills as seen in milder forms of pervasive developmental disorders. Clinical and theoretical implications will be discussed. [source] A Life Jacket or an Art of Living: Inequality in Social Competence EducationCURRICULUM INQUIRY, Issue 2 2003Geert T. M. Ten Dam After a period in which the emphasis in education was on "the basics," increasing attention has been paid at the turn of the century to the "moral task of education" in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students' development as a task of the school, namely, the furthering of students' social competence. Six case studies were conducted in which projects aimed at social competence were analysed in general secondary education and prevocational education. The results show that in the general secondary education projects the emphasis was on the meaning of changes in society for students and the contribution they can make to such changes (social competence in education as an "art of living"). The prevocational education projects focused on improving the chances of students at school and in society by developing aspects of social competence that they have not acquired at home or earlier in their school careers, such as self-confidence and social and communicative skills (social competence as a "life jacket"). We interpret these different focuses in terms of the production and reproduction of social inequality and discuss how such reproduction processes can be countered in the context of educating for social competence. [source] Internet forums: a self-help approach for individuals with schizophrenia?ACTA PSYCHIATRICA SCANDINAVICA, Issue 6 2005H. Haker Objective:, To study if and how online self-help forums for individuals with schizophrenia are used. Method:, We analysed 1200 postings of 576 users in 12 international schizophrenia forums regarding communicative skills [fields of interest and self-help mechanisms (SHM)]. Results:, The forums were predominantly used by affected individuals, few relatives or friends. The fields of interest of the users concern daily problems of the illness like symptoms and emotional involvement with the illness. Self-help mechanisms mostly used are disclosure and providing information. Emotional interaction e.g. empathy or gratitude were comparatively rare. Conclusion:, Individuals suffering from schizophrenia participate in online self-help forums using the same SHM, discussing similar topics as do individuals with other psychiatric disorders as well as not affected relatives and caregivers. Therefore, this tool seems to be a useful approach to cope with alienation and isolation, albeit only a small number of schizophrenia forums are found in the Internet. [source] Families, Not Parents, Differ: Development of Communication in Finnish InfantsINFANCY, Issue 2 2009Maija Haapakoski This longitudinal study on Finnish families was conducted to identify developmental differences in family-level communication among mothers, fathers, and their infants during the second half of the infant's first year, and associations with infants' later language and communicative skills. We examined coregulated communication of parent-infant dyads during 5-min laboratory play sessions at 7 and 11 months. Few differences in mutually regulated communicative exchanges emerged between maternal and paternal dyads, and few developmental changes were found across the whole sample. Families with different communication profiles were identified, and changes rather than stability characterized communicative development at the family level. The family-level differences at 7 months predicted variation in children's language and communicative skills at 14 months. [source] Teaching repetition as a communicative and cognitive tool: evidence from a Spanish conversation classINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2004Regina F. Roebuck The development of conversational abilities in the second language depends upon the appropriation of both cognitive and communicative skills, in addition to overall linguistic improvement. In terms of needed skills, speaking is often considered at the expense of listening, which has long been thought of as a passive exercise. However, listening and speaking must be developed together as active discursive practice, that is, in the same way in which they are used in conversation. The focus of the present project is to investigate whether or not students can be taught to use a specific linguistic tool, a feature of private speech known as repetition, as a cognitive and communicative resource in order to facilitate their interactions with other learners. Analysis of students' production in several different classroom tasks suggests that learners are able to use repetition for a number of communicative and cognitive functions, in response to instruction and extended practice. [source] An analysis of narratives to identify critical thinking contexts in psychiatric clinical practiceINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 1 2010Mi Suk Mun PhD RN Mun MS. International Journal of Nursing Practice 2010; 16: 75,80 An analysis of narratives to identify critical thinking contexts in psychiatric clinical practice The development of students' critical thinking abilities is one of the greatest challenges facing contemporary nursing educators. Nursing educators should know about what kind of contents or situations need critical thinking. The research was undertaken to identify the critical thinking contexts that nursing students confront in psychiatric clinical practices. Students were asked to document their everyday experience. The narratives were analysed and interpreted from the philosophical notion of hermeneutics. Four themes emerged as critical thinking contexts: anxiety, conflict, hyper-awareness, dilemmas. Writing narratives appear to provide opportunities for reflection in addition to facilitating critical thinking and communicative skills in students. Also, for the instructor, students' clinical narratives could provide insight to understand how students are thinking and to share student's personal difficulties. [source] Social skills in children with intellectual disabilities with and without autismJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 5 2005A. De Bildt Abstract Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social skills, added to a measure of basic social skills with the Vineland Adaptive Behaviour Scales (VABS), in identifying children with ID with or without autism. Method Children with mild and moderate ID, with and without autistic symptomatology were compared on basic social skills, measured with the Communication and Socialization domains of the VABS, and subtle social skills, measured with the CSBQ. Results Measuring basic social skills is not sufficient in differentiating between levels of ID. Communicative skills and subtle social skills, that concern overlooking activities or situations and fear of changes in the existing situation, seem to play a far greater role. Additionally, with respect to identifying autistic symptomatology, basic social skills do not contribute, as opposed to communicative skills and the tendency to withdraw from others. Conclusions The results implicate that the CSBQ not only has specific value as a measure of subtle social skills to identify pervasive developmental disorders, but that the instrument also has a specific contribution to differentiating between the two levels of ID. Furthermore, our outcomes imply a slight difference between limitations in subtle social skills as mentioned by the AAMR (American Association on Mental Retardation 2002) and limitations in subtle social skills as seen in milder forms of pervasive developmental disorders. Clinical and theoretical implications will be discussed. [source] Norwegian neurology: present status and future trendsACTA NEUROLOGICA SCANDINAVICA, Issue 2009A. Storstein Diseases of the nervous system constitute a major cause of morbidity and mortality. The chronic nature of many neurological diseases demands long-term follow-up and good communicative skills. Financial conditions and compensation is closely linked to modern health care and may limit the availability of new therapeutic options. An ageing population and modern lifestyle represent challenges for neurology in the future. The participation in public debate and strategic planning of health services are crucial to improve neurological services on a national and global level. Our focus should be the promotion of special needs of patients with neurological disease. [source] | ||||||||||