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Skills Training (skill + training)
Terms modified by Skills Training Selected AbstractsAN EVALUATION OF GENERIC TEAMWORK SKILLS TRAINING WITH ACTION TEAMS: EFFECTS ON COGNITIVE AND SKILL-BASED OUTCOMESPERSONNEL PSYCHOLOGY, Issue 3 2005ALEKSANDER P.J. ELLIS This study evaluated the utility of generic teamwork skills training for enhancing the effectiveness of action teams. Results from 65 4-person action teams working on an interdependent command and control simulator revealed that generic teamwork skills training had a significant and positive impact on both cognitive and skill-based outcomes. Trained team members evidenced higher levels of declarative knowledge regarding teamwork competencies and demonstrated greater proficiency in the areas of planning and task coordination, collaborative problem-solving, and communication. Furthermore, results indicated that cognitive and skill based outcomes were interrelated. Team members' declarative knowledge regarding teamwork competencies positively affected planning and task coordination, collaborative problem solving, and communication skills. However, we found that the effects of declarative knowledge differed across team members depending on their roles and responsibilities. The team benefited the most from the knowledge held by the team member who occupied the most critical position in the workflow. Implications of these findings for future research and practice are discussed. [source] Preventing depression: a randomized trial of interpersonal psychotherapy-adolescent skills training,DEPRESSION AND ANXIETY, Issue 5 2010Jami F. Young Ph.D. Abstract Background: The study evaluated the efficacy of an indicated prevention program for adolescent depression. Methods: Fifty-seven adolescents with elevated depression symptoms were randomized to receive Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) or school counseling (SC). Hierarchical linear modeling examined differences in rates of change in depression symptoms and overall functioning and analysis of covariance examined mean differences between groups. Rates of depression diagnoses in the 18-month follow-up period were compared. Results: Adolescents in IPT-AST reported significantly greater rates of change in depression symptoms and overall functioning than SC adolescents from baseline to post-intervention. At post-intervention, IPT-AST adolescents reported significantly fewer depression symptoms and better overall functioning. During the follow-up phase, rates of change slowed for the IPT-AST adolescents, whereas the SC adolescents continued to show improvements. By 12-month follow-up, there were no significant mean differences in depression symptoms or overall functioning between the two groups. IPT-AST adolescents reported significantly fewer depression diagnoses in the first 6 months following the intervention but by 12-month follow-up the difference in rates of diagnoses was no longer significant. Conclusions: IPT-AST leads to an immediate reduction in depression symptoms and improvement in overall functioning. However, the benefits of IPT-AST are not consistent beyond the 6-month follow-up, suggesting that the preventive effects of the program in its current format are limited. Future studies are needed to examine whether booster sessions lengthen the long-term effects of IPT-AST. Depression and Anxiety, 2010. © 2010 Wiley-Liss, Inc. [source] Designing Training Interventions: Human or Technical Skills Training?INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2001Eugenia N Petridou Training is seen as the key instrument in the implementation of Human Resource Management policies and practices in both the private and public sector. The choice of the type of training, focused on human or technical skills, is crucial in designing the training process. This field study investigates the personal and occupational characteristics of 444 public managers, candidates for human and technical skills training. A classification model is proposed which allows the selection and weighting of the candidate trainees' personal and occupational differences in order to participate in one of the two types of training. By means of the stepwise logistic regression method, gender, age, education, attitudes towards training, managerial level and job tenure have been identified as the significant variables associated with type of training. [source] Evaluating STORM skills training for managing people at risk of suicideJOURNAL OF ADVANCED NURSING, Issue 6 2006Linda Gask MSc PhD FRCPsych Aim., This paper reports a study evaluating the Skills Training On Risk Management (STORM) training initiative in three mental health services in the North-West of England, UK. Background., Training for health workers has been widely advocated as a key route to suicide prevention. However, reports of evaluations are scarce in the literature. In previous research, we have demonstrated that the STORM intervention results in acquisition of new skills and can be disseminated in a community setting. Method., The training was delivered during a 6-month period in 2002 by three mental health nurses who were seconded part-time to the project. The quantitative evaluation, which assessed change in attitudes, confidence, acquisition of skills and satisfaction, used a pretest/post-test design, with participants acting as their own controls. Qualitative interviews were conducted with a purposive sample of 16 participants to explore the impact on clinical practice, and with the three trainers at the end of the study. Findings., Data from 458 staff members were collected during a 6-month period. Positive changes in attitudes and confidence were shown, but previous evidence of skill acquisition was not replicated. Qualitative interviews revealed important insights into changes in clinical practice, particularly for less experienced or unqualified nursing staff, but also concerns about the lack of an educational culture to foster and support such interventions in practice within the organizations. Conclusion., STORM training for the assessment and management of suicide risk is both feasible and acceptable in mental health trusts. However, we remain uncertain of its longer-term impact, given the lack of engagement of senior staff in the enterprise and the absence of linked supervision and support from the organizational management to reinforce skill acquisition and development. We consider that regular supervision that links STORM training to actual clinical experience would be the ideal. [source] Parenting Skills Training: An Effective Intervention for Internalizing Symptoms in Younger Children?JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 2 2005Clin PsyD, Sam Cartwright-Hatton D Phil PROBLEM:,A number of interventions are effective in treating older children with internalizing symptoms. However, little is known about the efficacy of psychological interventions in treating younger children. This study examined the impact on internalizing symptoms of a parenting skills training program. METHODS:,Forty-three parents took part in a parenting skills training program. Externalizing and internalizing behaviors were measured before and after treatment and after a 6-month period. FINDINGS:,Externalizing symptoms fell after treatment. Interestingly, internalizing scores fell to an approximately equivalent degree. CONCLUSIONS:,An intervention targeted towards parenting may be efficacious in the treatment of children's internalizing symptoms. [source] Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training programJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2003Abigail A. Fagan Widespread implementation of effective programs is unlikely to affect the incidence of violent crime unless there is careful attention given to the quality of implementation, including identification of the problems associated with the process of implementation and strategies for overcoming these obstacles. Here we describe the results of a process evaluation focused on discovering common implementation obstacles faced by schools implementing the Life Skills Training (LST) drug prevention program. The evaluation was conducted by the Center for the Study and Prevention of Violence (CSPV) under the Blueprints for Violence Prevention Initiative in conjunction with the designer of the LST program, Dr. Gilbert Botvin and his dissemination agency, National Health Promotion Associates (NHPA), and was funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP). This evaluation revealed that the 70 sites involved in the project faced many obstacles when implementing this science-based program in the "real" classroom setting, outside the rigorous controls of a research trial. Nonetheless, the schools were very successful in delivering the program in its entirety and with a high level of fidelity to the program model, and we attribute much of this success to the high level of independent monitoring provided by CSPV, as well as our ongoing efforts to work with schools to identify and overcome problems associated with implementation. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 235,253, 2003. [source] Naltrexone and Cue Exposure With Coping and Communication Skills Training for Alcoholics: Treatment Process and 1-Year OutcomesALCOHOLISM, Issue 11 2001Peter M. Monti Background: Promising treatments for alcoholics include naltrexone (NTX), cue exposure combined with urge-specific coping skills training (CET), and communication skills training (CST). This study investigated the effects of combining these elements as treatment adjuncts. Methods: A 2 × 2 design investigated the effects of CET combined with CST, as compared with an education and relaxation control treatment, during a 2-week partial hospital program (n= 165) followed by 12 weeks of NTX (50 mg/day) or placebo during aftercare (n= 128). Drinking outcomes were assessed at 3, 6, and 12 months after discharge from the partial hospital. Process measures included urge, self-efficacy (confidence about staying abstinent in risky situations), and self-reported coping skills. Medically eligible alcohol-dependent patients were recruited. Results: Among those compliant with medication on at least 70% of days, those who received NTX had significantly fewer heavy drinking days and fewer drinks on days that they drank than those receiving placebo during the medication phase but not during the subsequent 9 months. CET/CST-condition patients were significantly less likely to report a relapse day and reported fewer heavy drinking days at the 6- and 12-month follow-ups than patients in the control treatment. Interactions of medication with behavioral treatments were not significant. Process measures showed that NTX resulted in lower weekly urge ratings, and those in CET/CST used more of the prescribed coping skills after treatment, reported fewer cue-elicited urges, and reported more self-efficacy in a posttest role-play test. Drinking reductions at 3, 6, and 12 months correlated with more use of coping skills, lower urge, and higher self-efficacy. Conclusions: The results suggest the probable value of keeping alcoholics on NTX for longer periods of time and the importance of increasing compliance with NTX. They also support the earlier promising effects of CET and CST as adjuncts to treatment programs for alcoholics by maintaining treatment gains over at least a year. The value of the urge-specific and general coping skills and of self-efficacy and urge constructs was demonstrated in their association with drinking outcomes. [source] Anticipatory Pleasure Skills Training: A New Intervention to Reduce Anhedonia in SchizophreniaPERSPECTIVES IN PSYCHIATRIC CARE, Issue 3 2010Jérôme Favrod RN PURPOSE., Anhedonia is a challenging symptom of schizophrenia and remains largely recalcitrant to current pharmacological treatments. The goal of this exploratory pilot study was to assess if a cognitive,sensory intervention could improve anticipatory pleasure. DESIGN AND METHODS., Five participants meeting the Diagnostic and Statistical Manual of Mental Disorders (4th edition, Text Revision) criteria for schizophrenia, presenting severe anhedonia and stabilized on atypical antipsychotic medication, received between 10 hours and 25 hours of training. FINDINGS., Results show that the patients improved on the anticipatory scale of the Temporal Experience of Pleasure Scale. Daily activities of the patients were also increased. PRACTICE IMPLICATIONS., These preliminary data need to be interpreted with caution given the small sample of the study, but they offer promising paths to develop new interventions to alleviate anhedonia in schizophrenia. [source] Skills Training in Communication and Related Topics Part 1: Dealing with conflict and changeAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 6 2009Article first published online: 8 DEC 200 No abstract is available for this article. [source] Sources of learning in student leadership development programmingJOURNAL OF LEADERSHIP STUDIES, Issue 3 2009Scott J. Allen The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development. [source] Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schoolsMEDICAL EDUCATION, Issue 2 2001Roy Remmen Objective Training in physical diagnostic skills is an important part of undergraduate medical education. The objective of this study was to study the outcome of skills training at four medical schools. Context At the time of the study, three schools had a traditional lecture-based curriculum and one school had a problem-based learning curriculum with a longitudinal skills training programme. All schools offer extended exposure to clerkships. Method A cross-sectional study in four medical schools was performed, using a written test of skills that has good correlation with actual student performance. The scores attained from four student groups were compared within and between the four medical schools. A total of 859 volunteer students from the later four years at each medical school participated in the study. Results The mean scores in the traditional medical schools increased with the start of skill training and the hands-on experience offered during the clerkships. Students from the school with the longitudinal skills training programme and the problem-based learning approach had significantly higher mean scores at the start of the clerkships, and maintained their lead in the subsequent clinical years. Conclusions Longitudinal skills training seems to offer the students a superior preparation for clerkships as well as influencing the students' learning abilities during the clerkships. The effect of the problem-based learning approach, also related to the innovative philosophy of the curriculum, could not be accounted for. [source] Pilot training program for developing disaster nursing competencies among undergraduate students in ChinaNURSING & HEALTH SCIENCES, Issue 4 2009Samantha M. C. Pang rn Abstract As nurses constitute the largest group of health-care providers, their readiness to respond to disasters and to participate in preparedness and disaster recovery activities will be significant for making a community more resilient against disaster. Concern is raised regarding how to build the capacity of all nurses with a knowledge base and a minimum set of skills in responding to various disasters. Drawing on the ICN Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training program entitled "Introduction to Disaster Nursing" was developed. Four teaching methods including action learning, problem-based learning, skill training, and lecture were used to orchestrate a series of planned activities for helping students develop the required disaster nursing competencies in a 2-week intensive training program held in Sichuan China in July 2009. The pre- and post-tests which were given to assess the students' perceived level of competencies demonstrated a significant gain in relevant knowledge and skills constituting the required competencies upon completion of the program. In the program evaluation, most students indicated their willingness and capability in disaster relief work under supervision, and they were keen to advance their competencies in the field of disaster nursing. [source] Does Education Still Pay Off in Rural China: Revisit the Impact of Education on Off-farm Employment and WagesCHINA AND WORLD ECONOMY, Issue 2 2008Haiqing Zhang I21; J24; O15 Abstract The present study considers how education affects off-farm job participation and wages. We use a nationally representative dataset from a survey conducted in 5 provinces, 101 villages and 808 households by the authors in early 2005. The empirical results show that educational attainment, skill training and years of experience of rural residents have positive, statistically significant effects on off-farm employment. The average return to a year of education is 7 percent, which is higher than those observed in previous studies. We also find the return to an additional year of schooling to be higher for post-junior high schooling than for junior high and below schooling: 11.8 versus 3.2 percent. We conclude that not only does education still pays off in rural China, but also the rate of return to education is increasing over time. [source] | ||||||||||||||||