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Relevant bibliographies by topics / Helping skills

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Academic literature on the topic 'Helping skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Helping skills"

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Goff- Kfouri, Carol, and Amal Saleeby-Malek. "Helping Students Master Interview Skills." Arab World English Journal 8, no. 4 (December 15, 2017): 199–211. http://dx.doi.org/10.24093/awej/vol8no4.13.

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Schaeffer, Alice L., Naomi Zigmond, Mary Margaret Kerr, and Heidi E. Farra. "Helping Teenagers Develop School Survival Skills." TEACHING Exceptional Children 23, no. 1 (September 1990): 6–9. http://dx.doi.org/10.1177/004005999002300103.

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Etheredge, Jenny. "Helping young children acquire motor skills." Early Years Educator 4, no. 1 (May 2002): 25–26. http://dx.doi.org/10.12968/eyed.2002.4.1.15023.

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Hill, Clara E., Timothy Anderson, Kathryn Kline, Andrew McClintock, Saryn Cranston, Shannon McCarrick, Allison Petrarca, et al. "Helping Skills Training for Undergraduate Students." Counseling Psychologist 44, no. 1 (November 17, 2015): 50–77. http://dx.doi.org/10.1177/0011000015613142.

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Reynolds, Amy L., and David Altabef. "Addressing Helping Competencies in Student Affairs: Analysis of Helping Skills Course Syllabi." Journal of Student Affairs Research and Practice 52, no. 2 (April 3, 2015): 220–31. http://dx.doi.org/10.1080/19496591.2015.1018268.

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Uribe Enciso, Olga Lucia. "Helping business english learners improve discussion skills." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 127. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a08.

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Developing discussion skills is a central task in Business English (BE), as doing business involves negotiating meaning and persuasivepower in order to realize one’s transactional intentions. A group of BE learners in Colombia did not recognize L2 verbal and non-verbal turnyieldingconventions, nor did they know how to interrupt or to deal with interruptions successfully. Additionally, they did not know how to dealwith backchannels. Consequently, some classroom activities were aimed at helping learners notice how spoken communication devices workin different cultures, using mechanisms to signpost their turn and deal with unexpected interruptions, and becoming familiar with backchannels.After eight three-hour lessons learners became more sensitive to spoken discourse elements and expanded their gambits and backchannelsrepertoire.

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Hill, Clara E., Jessica Stahl, and Melissa Roffman. "Training novice psychotherapists: Helping skills and beyond." Psychotherapy: Theory, Research, Practice, Training 44, no. 4 (2007): 364–70. http://dx.doi.org/10.1037/0033-3204.44.4.364.

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Levenson, H. "Helping Skills: Facilitating Exploration, Insight, and Action." Psychotherapy Research 11, no. 1 (March 1, 2001): 124–26. http://dx.doi.org/10.1093/ptr/11.1.124.

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Kustini, Kustini. "PERBEDAAN KETERAMPILAN PERTOLONGAN PERSALINAN NORMAL ANTARA MEDIA MODEL DAN MEDIA VIDEO PADA MAHASISWA SEMESTER TIGA DI PRODI DIII KEBIDANAN STIKES MUHAMMADIYAH LAMONGAN TAHUN 2016." JURNAL KEBIDANAN 9, no. 2 (June 7, 2018): 8. http://dx.doi.org/10.30736/midpro.v9i2.24.

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Lack of midwives, knowledge and skills leads to low performance and quality of service. The effort can be done is increase the knowledge and skill, reality shows that most learning using only one kind of media and one time demonstration. The issue is using media is minimize exactly on practical helping labor and laboratories learning in STIKES Muhamadiyah Lamongan.The purpose of this study is to determine the difference skill helping normally labor using model and Video in STIKES Muhammadiyah Lamongan 2016. This research is comparative analytical study with cross sectional approach. The population is 100 students and the sample of 80 student, uses simple random sampling. Independent variable is the use of model and video, dependent variable is skill of helping normally labor.The results is more than a majority respondent who use model is able to doing skill helping normally labor, that 29 respondent (72,5%), and more than majority proficient doing skill helping normally labor, that 24 respondent (60%).Analysis using SPP 16.0 with Mann Whitney test α = 0,05, p=0.000 so p < α, concluded that there are difference skill helping normally labor between using model and video media.Seeing these results it is necessary to use a medium that is thought to correspond to the learning objectives that lead to learning motivation so that skills become better destination.Keywords: media, models, videos, normal delivery

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Parris, Diane, and Sheryl R. Gottwald. "Mentoring Graduate Clinicians as They Become Counselors." Perspectives on Fluency and Fluency Disorders 19, no. 1 (February 2009): 20–27. http://dx.doi.org/10.1044/ffd19.1.20.

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Abstract Counseling is a skill that speech-language pathologists use as they help people to change. Graduate clinicians come to the clinical process with limited knowledge about and experience in counseling. The clinical supervisor plays a primary role in helping graduate clinicians develop comfort in using counseling skills. In this article, a developmental model for acquiring counseling skills is discussed and illustrated. Techniques and tools for assessing the supervisee’s level of development in counseling and for helping supervisees acquire counseling skills are presented. Focus is placed on relationship-centered counseling in supervision to facilitate student growth.

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Dissertations / Theses on the topic "Helping skills"

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Gomez, Jill. "Developing Helping Skills in an Online Environment." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088163.

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Nasouf, Kareema. "Helping Arab American youth develop leadership skills| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526937.

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The purpose of this project was to write a grant to fund Youth for One World, a program designed to help Arab American youth predominately residing in Los Angeles and Orange counties develop leadership skills and participate in mainstream American society. The literature review described the shortages and benefits of Arab American youth involvement in leadership opportunities within mainstream America, the importance of empowering Arab American youth, and theoretical frameworks of increasing their leadership skills.

The Weingart Foundation was selected as the potential funder. The goal of Youth for One World program is to enhance leadership capabilities and promote Arab American youth by providing opportunities to build skills and proficiencies through engagement in activities that encourage and promote competence and support the involvement of Arab American youth in mainstream America activities and prospects. Actual submission and/or funding of this grant was not a requirement for successful completion of this project.

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Soutar, Rhona Ann. "Helping families develop early literacy skills in children, one school's attempts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ41819.pdf.

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Du, Preez Jani. "The evaluation of a helping skills training programme for psychometrists / J. Du Preez." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4431.

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Psychometrists have to be capable of stimulating growth and of assisting employees during psychometric assessments, seeing that the content of the instruments used might bring about psychological trauma. Graduate psychometrists often lack the interpersonal skills and knowledge, as well as the intrapersonal awareness, to sufficiently fulfil a helping role in the workplace. The objectives of this research were to conceptualise helping and the competencies associated with helping from the literature, to investigate what the content and methodology of a helping skills training programme should include, and to evaluate the effects of a helping skills training programme for psychometrists. The participants were Industrial Psychology Honours students from the School of Human Resource Sciences at the North-West University, Potchefstroom Campus. The entire population comprising 22 (N = 22) students were utilised. The stratified random sampling technique was used to divide the participants into the experimental and comparison groups. Three measuring instruments (Carkhuff scales, Personal Growth Initiative Scale and the Scales of Psychological Well-being) were administered before and after the training programme. The training programme in helping skills was administered to the experimental group first, where after their interpersonal skills and intrapersonal awareness were assessed during the post-tests. Descriptive statistics, Cronbach alpha coefficients, correlations and an Analysis of covariance (ANCOVA) were used to analyse the data. The ANCOVA analysis confirmed the statistical and practical significance of three core dimensions of helping, namely empathy, respect and genuineness among the members of the experimental group, as well as the improvement in the helping skills of Responding to content and Personalising meaning. However, the dimension of concreteness did not show significant improvement. There was also no statistical or practical significant differences between the experimental and comparison group for personal growth or psychological well-being. However, one dimension of psychological well-being, namely purpose in life, improved in the experimental group.
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.

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Maness, Michael Glenn. "An empathic helping skills program at the Gib Lewis State Prison, Woodville, Texas." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Gibbard, Deborah Jayne. "An evaluation of parental-based intervention with pre-school language-delayed children." Thesis, University of Portsmouth, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317272.

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Heppe, Dale Ray. "Individual and Organizational Coping Resources of Counselors who Survived Vicarious Trauma: A Multiple Case Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6758.

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Vicarious trauma poses a risk factor for clinicians. The purpose of this qualitative multiple case study is to examine the individual and organizational resources used by counselors who have self-reported vicarious trauma and have continue practicing their profession effectively. Two theories that comprised the framework of this study were: the social cognitive theory and the constructivist self-development theory. The sample consisted of 10 counselors who self-reported vicarious trauma. Data were collected using semi-structured interviews, observations, and then were analyzed using thematic analysis. NVivo software was utilized to come up with distinct similarities in each of the participants. These similarities were then further analyzed to reveal concrete coping strategies that helping professionals can utilize to prevent the effects of vicarious trauma. The top coping skills were discovered to be as follows: effective transition time, spiritual practices, psychological preparedness, wellness, and self-control. Furthermore, organizational skills were also examined to see the effects the organization had on vicarious trauma. The leading organizational coping skills that were acknowledged were: co-workers and supervisor involvement, self-care evenings, weekly wellness meetings, and consultation groups. This study will provide positive social change implications by enabling present and future mental health professionals to gain insight into the coping strategies used to manage vicarious trauma successfully.

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Benson, Nicole M. "Helping Youth with Autism Spectrum Disorder Succeed: Exploring the Impact of Social Skills Training Groups on Bullying Experiences." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1489582475144838.

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Enehag, Ellenor. "Helping our students with behavioral challenges by using the ALSUP/CPS and SNAP models." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28830.

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This paper presents a study of the ALSUP/CPS (The Assessment of Lagging Skills andUnsolved Problems/Collaborative & Proactive Solutions) work primarily conducted on astudent who was facing the difficulty of changing from one mind set to the current lesson.The objective of the study is to investigate and compare the outcomes of the ALSUP/CPSwork by interviewing the student, 3 teachers and the school psychologist. The outcomes ofstudent interview were compared to outcomes that emerged from the teachers interviews andthe school psychologist. The patterns that emerged showed both positive and negative results.The analysis revealed patterns that were significant to both the student and the teachers. Thestudent noticed that his behaviour changed in class which was also highlighted by all threeteachers. It also showed that the student was able to recognize his behaviour and therebymake suggestions for improvement. The ALSUP/CPS model emerged as an evidence-basedtool that is effective in investigating and gauging the student potential to recognize andovercome difficulties. The SNAP (Special Needs Assessment Profile) model underscored thefact that it would be a good and supportive tool to use for identifying the academic difficultiesthat a student may be facing; therefore, both the ALSUP/CPS and SNAP would complementeach other in the areas of behavioural and academic difficulties.

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Williams, Jillian Leigh. "Caregivers perceptions of the effectiveness of the Helping Our Toddlers, Developing Our Children's Skills parent training program : a pilot study." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002200.

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Books on the topic "Helping skills"

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Howe, Maurie. Developing helping skills. 2nd ed. Camberwell, Vic: ACER Press, 2005.

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The skills of helping. Boston: Allyn and Bacon, 1995.

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Rivers, David A., M.A., ed. Helping skills and strategies. Denver: Love Publishing Co., 2007.

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Brew, Leah. Applied helping skills: Transforming lives. Thousand Oaks, Calif: Sage Publications, 2008.

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Wilmes, David J. Helping kids learn refusal skills. Minneapolis, Minn: Johnson Institute, 1991.

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Brew, Leah. Applied helping skills: Transforming lives. Thousand Oaks, Calif: Sage Publications, 2008.

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Hill, Clara E., ed. Helping skills: The empirical foundation. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10412-000.

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Gerard, Egan, ed. Exercises in helping skills: A manual to accompany The skilled helper. 5th ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1994.

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Egan, Gerard. Exercises in helping skills: A manual to accompany The skilled helper. 7th ed. Pacific Grove, Calif: Brooks/Cole, 2002.

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Nelson-Jones, Richard. Practical counselling and helping skills: Helping clients to help themselves. 2nd ed. London: Cassell, 1988.

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Book chapters on the topic "Helping skills"

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Hill, Clara E. "Helping Skills Training." In The Wiley International Handbook of Clinical Supervision, 329–41. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118846360.ch14.

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Campbell, Elizabeth L. "Introduction to Helping." In Helping Skills Training for Nonprofessional Counselors, 1–13. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429031380-1.

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Harlen, Wynne, and Anne Qualter. "Helping progression in inquiry skills." In The Teaching of Science in Primary Schools, 165–80. Seventh edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: David Fulton Publishers, 2018. http://dx.doi.org/10.4324/9781315398907-16.

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Geldard, Kathryn, and David Geldard. "An Integrative Approach to Helping People Change." In Practical Counselling Skills, 107–21. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-22945-7_11.

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Hill, Clara E. "Interpretive skills." In Helping skills: Facilitating exploration, insight, and action (5th ed.)., 251–78. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000147-012.

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Hill, Clara E. "Introduction to helping." In Helping skills: Facilitating exploration, insight, and action (5th ed.)., 3–26. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000147-001.

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Elliott, Robert, Clara E. Hill, William B. Stiles, Myrna L. Friedlander, Alvin R. Mahrer, and Frank R. Margison. "Primary therapist response modes: Comparison of six rating systems." In Helping skills: The empirical foundation., 9–19. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10412-001.

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Hill, Clara E., Maureen M. Corbett, Bettina Kanitz, Peggy Rios, Richard Lightsey, and Maria Gomez. "Client behavior in counseling and therapy sessions: Development of a pantheoretical measure." In Helping skills: The empirical foundation., 21–40. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10412-002.

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Hill, Clara E., Janet E. Helms, Sharon B. Spiegel, and Victoria Tichenor. "Development of a system for categorizing client reactions to therapist interventions." In Helping skills: The empirical foundation., 41–60. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10412-003.

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Hill, Clara E., Janet E. Helms, Victoria Tichenor, Sharon B. Spiegel, Kevin E. O'Grady, and Elgin S. Perry. "Effects of therapist response modes in brief psychotherapy." In Helping skills: The empirical foundation., 61–86. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10412-004.

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Conference papers on the topic "Helping skills"

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Nemire, Kenneth, Joshua Beil, and Ronald W. Swan. "Virtual world for helping teens practice assertiveness skills." In Electronic Imaging '99, edited by John O. Merritt, Mark T. Bolas, and Scott S. Fisher. SPIE, 1999. http://dx.doi.org/10.1117/12.349405.

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Namsone, Dace, Līga Čakāne, Ilze France, and Anete Butkeviča. "LESSON BASED PROFESSIONAL DEVELOPMENT: HELPING PRIMARY TEACHERS TEACH 21ST CENTURY SKILLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1916.

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Milner-Bolotin, Marina. "Helping physics teacher-candidates develop questioning skills through innovative technology use." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937716.

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Fotoohi, Mahyar, and Rohit Shenoy. "Helping teach engineers real world skills through hands-on cross-disciplinary labs." In 2009 American Control Conference. IEEE, 2009. http://dx.doi.org/10.1109/acc.2009.5159783.

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Lin, Jia-Ling, Jennifer Binzley, and Manuela Romero. "Helping engineering students develop skills in content-based problem solving workshops outside classrooms." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462454.

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Share, Perry, and John Pender. "Helping tomorrow’s social professionals to learn about social robotics." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11205.

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This paper identifies that social robotics and autonomous technologies will inevitably impact on the field of care for human beings. Those currently employed in caring roles, and those about to enter these roles, are generally ill-prepared to respond to this challenge: whether it is to develop the skills to work alongside such technologies or to critically engage with their development. The paper outlines a current Erasmus+ funded international project (PRoSPEro) that brings together social roboticists, educators, learners, practitioners and policymakers in order to develop, pilot, assess and deploy innovative pedagogical materials to address the gap in provision. It also describes a locally-generated learning opportunity within futures studies that facilitates learners to engage directly with these new technologies. The paper provides ideas for strategies and techniques to successfully engage learners from social science and therapeutic-based fields to engage with urgent contemporary technological issues.

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Dean, Sean. "Helping Gasiza have a bridge for generations to come." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0232.

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<p>Gasiza Bridge provides safe access for approximately 6,000 people who live in communities adjacent to the new footbridge, over the River Cyacika in the north of Rwanda. Previously, the nearest safe crossing was 3.5km away. The new footbridge is owned by the local government and will be maintained by the local community.</p><p>As with all development work, the long term success of the bridge is dependent on local community taking ownership of it. Through various methods, the UK Team of Bridges equipped the local community with the necessary knowledge and skills.</p><p>The team conveyed safety, quality and maintenance best practices from the UK experience to the local community with the intention that the community will take ownership of the bridge, thus ensuring that this safe access will be maintained for many years to come.</p>

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Bauer, Candice. "Market Strategy Skills: A Learner-Centered Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82089.

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Market strategy skills are essential for engineers. A lesson plan that teaches introductory market strategy skills to engineering students is developed. The lesson plan is designed for junior level undergraduate students to meet some of the Accreditation Board for Engineering and Technology (ABET) 2005-2006 Criteria 3 (program outcomes and assessment). The challenge is to convey market strategies using a learner-centered approach into an engineering course. The first lesson is to demonstrate the difference between concurrent engineering and “over-the-wall” engineering. After this exercise, a discussion on key terms in product development and marketing is conducted. The key terms that are defined are core competence, continuous innovation, discontinuous innovation, dominant design, acceptability, adaptability, market entry, barriers, first to market, and late to market. Case studies are used to teach students basic marketing terms helping them to understand how to design products to solve for a need within constraints (ABET Criteria 3C), techniques to identify and solve problems (ABET Criteria 3E), and how engineering impacts society (ABET Criteria 3H). The fully developed lesson plans, best practices, and student responses are presented.

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Manresa Matas, Alba, Jasmina Berbegal-Mirabent, and Dolors Gil-Domenech1. "Challenging students to develop work-based skills: A PBL experience." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11108.

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In today’s changing world the skills and habilities required for getting a job are rapidly changing. New trends such as globalization, data science, artificial intelligence and the never ending expansion of information and technology communications are changing the demands of the labour market. Accordingly, new skills are needed in order to succeed and get a job. As noted by the OECD, educators’ challenge lies in helping students develop their unique capacity to create, innovate and add value, skills that distinguish humans from machines. With this aim in mind, this study reports the results of a challenge-based activity (based on project-based learning) targeted to undergraduate students in Business Administration. The results reveal a positive impact of the methodologies on students’ learning process, their satisfaction and a positive improvement on a series of skills, namely teamwork, writting and oral skills, digital skills, capacity to identify and solve problems, capacity to work autonomously, analytical capacity and capacity to think critically

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Pecharová, Petra. "DEVELOPMENT OF MOTOR SKILLS BY CHILD DIAGNOSED WITH CEREBRAL PALSY FROM THE PERSPECTIVE OF HELPING PROFESSIONS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1542.

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Reports on the topic "Helping skills"

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A client-centered approach to reproductive health: A trainer's manual. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1015.

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This training manual grew out of a project to improve the quality of care rendered by public-sector providers of reproductive health services. Implemented by the Population Council in collaboration with the Ministries of Population, Welfare, and Health, in Pakistan, the project extended beyond improving the quality of care provided by family planning workers and incorporated health workers who provided maternal and child health services. The success of all efforts made by the service delivery system in attracting and keeping clients depends upon the content and quality of interaction when the client comes in contact with the provider—whether the client is visiting a clinic or being visited by a community-based worker at home. To offer good quality of care, the provider should treat the client with dignity and respect, assess her reproductive health needs by asking questions rather than making assumptions based on her profile, and help her negotiate a solution appropriate to her circumstances. This training manual is oriented toward improving providers’ interpersonal skills. Emphasis is placed on the client and helping her meet her own needs rather than on meeting artificial goals or targets.

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