Dissertations / Theses on the topic 'Helping skills'

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.

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.

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.

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.

Traditionally, research regarding social skills training has emphasized deficits in specific skill components, rather than process skills, such as being sensitive to another's behaviour. In the present study, Human Relations Training (HRT) was adapted to the treatment of socially avoidant members of the community. Training in HRT consisted of defining, modeling and practising skills of attending, empathy, self-disclosure and respect. It was expected that training in these process-like skills would encourage a focus of attention away from the self and towards the other, which in turn, may abate anxiety and foster social effectiveness. Following a stringent screening process, 52 persons (26 male, 26 female) were randomly assigned to one of three conditions: Graduated exposure plus progressive relaxation (Condition I); Graduated exposure plus progressive relaxation plus HRT (Condition II); or a Waiting list condition. Subjects in the two treatment conditions received eight weekly, two-hour training sessions in groups. The results indicated that subjects in both treatment conditions improved in the predicted direction more than those in the waiting list condition, as assessed by twenty of twenty-one dependent measures. Subjects in both treatment conditions improved significantly more than those in the waiting list condition on self-reported well-being, global skill and comfort, and functional impairment. This difference was not corroborated by objective raters. Those in the HRT condition improved significantly more than those in Condition I on several self-report measures. This improvement of HRT subjects could not be clearly attributed to an other-directed focus of attention. There was no evidence of gender differences. After three months, participants had maintained positive changes made at post assessment, but had not improved significantly since then. However, those in the HRT condition reported that they were engaging in a broader range of social activities and with greater frequency than those in Condition I. It was concluded that both treatment conditions evidenced greater improvement than those who received no treatment, as assessed by self-report measures. Further, the addition of an HRT component to a behavioural strategy proved somewhat beneficial to the well- being and social effectiveness of subjects.
Arts, Faculty of
Psychology, Department of
Graduate

This study investigated outcomes of a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS), using secondary analyses of existing data collected between May 2007 and March 2009. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of target children's behavior. Caregivers (n = 334) of children between the ages of 18 months and 5.11 years of age who were participants in the parent training program were included in the study. Measures included a pre/post knowledge test, pre/post rating scales of child problem behavior, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program, but non-significant differences between groups of participants based on various demographic variables. Prior to participation in the program, caregivers' perceptions of the severity of child problem behaviors were significantly different from that of the normative population. Following participation in the program, results showed a significant decrease in caregiver perceptions of the severity of child problem behaviors, regardless of caregiver/target child demographic variables. Caregiver feedback indicated high levels of satisfaction with the program.

The purpose of this study was to determine whether the Adaptive Behaviour group intervention effected a greater immediate positive change on 'poorly adapted' student locus of control, self esteem, group evaluation and perceived behaviour than Helping Skills, Relaxation Training or No Intervention group after eight weeks. The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions - were devised and led by the Researcher and two school counsellors respectively. Measurement of the dependent variables was by the use of the following instruments pre-test and post-test: Locus of Control Scale for Children (Nowicki Strickland 1972); Coopersmith Self Esteem Inventory (Coopersmith, 1982); and researcher designed questionnaires. A pre-test post-test group design was used in the study. The subjects were years 7-9 High School students identified by Student Year Advisers and the Assistant Principal Student Welfare as being 'poorly adapted' and 'well adapted' to the school environment. Students were randomly allocated - in year groups - to the intervention and control groups. Results indicated no short term significant positive change in locus of control for any intervention or controlgroup; no short term significant positive change in self esteem for any intervention group; no significant correlation between locus of control and self esteem scores for any intervention group; positive pre and post-test group evaluations for all groups; some positive short term change in teacher and student perceptions of student behaviour in regard to all three interventions. In some cases students' behaviour in the experimental group (Group A) was perceived more positively by teachers and students. Some recommendations for further research are: replication of the study over a longer period of time with some modification to the experimental programme, the research design and methods of measurement.

Thesis (M.S.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Este ensino clínico permitiu-nos prestar cuidados de enfermagem especializados a 16 homens com esquizofrenia em processo de reabilitação psicossocial. Na sua maioria são: adultos, solteiros, da região sul de Portugal, com uma média de 9 anos de escolaridade, com história de consumo de substâncias (álcool, tabaco, haxixe, cocaína, heroína e anfetaminas), institucionalizados na Casa de Saúde do Telhal (CST) há mais de 11 anos. Todos apresentam diagnósticos de enfermagem das várias dimensões do adoecer, com exceção da dimensão comportamental excitatória, sendo os de maior prevalência: “Conhecimento sobre Processo de doença/Cuidados na doença/Tratamento, Não Demonstrado”; Cognição, Comprometida”; “Processo Social, Alterado”; “Autoestima, Diminuída”. Foram desenvolvidos 4 programas de intervenção: consulta de enfermagem de saúde mental e psiquiatria (CESMP); atelier de estimulação cognitiva (AEC); programa de desenvolvimento de competência intrapessoais, interpessoais e profissionais (PDCIIP); programa de psicoeducação (SABER+). A satisfação global com os programas foi superior a 7 (numa escala de 1 a 10) e os resultados que foram percebidos pela maioria dos reabilitandos situaram-se acima das suas expectativas iniciais. De uma forma geral, todos registaram ganhos: no desempenho cognitivo (em particular os que beneficiaram do AEC); na adaptação psicossocial – nomeadamente ao nível do insight; os reabilitandos que beneficiaram do programa SABER+ melhoraram ainda os comportamentos demonstrados de aceitação do estado de saúde; no bem-estar psicológico – nomeadamente ao nível da autoestima (sobretudo os que beneficiaram da CESMP e/ou do PDCIIP), dos afetos positivos e dos comportamentos de motivação; nos vários domínios da qualidade de vida (QdV) medidos pelo WHOQOL-Bref em particular o domínio ambiental; todos elevaram o seu nível de conhecimentos nos 3 eixos em que que se estruturou o programa de psicoeducação (processo da doença, cuidados na doença, tratamento da doença); na adesão à medicação, sobretudo os que integraram o programa de psicoeducação, contudo todos tendem a necessitar de ajuda parcial para conseguir demonstrar conhecimento no cumprimento do esquema terapêutico e estão envolvidos em treinos supervisionados de preparação e autoadministração; ABSTRACT: This clinical training allowed us to provide skilled nursing care to 16 men with schizophrenia in a psychosocial rehabilitation setting. Most of these individuals are: adults, singles, from the southern region of Portugal, with an average of 9 years of schooling, with a history of substance abuse (alcohol, tobacco, cannabis, cocaine, heroin and amphetamines), institutionalized in Casa de Saúde do Telhal (CST) for over 11 years. We find nursing diagnoses from all of the disease dimensions with the exception of excitatory behavioral dimension, being the most prevalent: "knowledge about disease process / care / treatment, not stated"; cognition, impaired", "social process, impaired”, “self-esteem, decreased". We developed 4 intervention programs: psychiatry and mental health nursing consultation (CESMP); atelier of cognitive stimulation (AEC); intrapersonal, interpersonal and professional competences training (PDCIIP); psychoeducation (SABER+). The overall satisfaction with the programs was above 7 (on a scale of 1 to 10) and the results noticed by most patients were above their initial expectations. All registered nursing results were: in cognitive performance (particularly those who benefited from the AEC); in psychosocial adaptation - especially in terms of insight; patients who benefited from the SABER+ program demonstrated improved further acceptance of their health condition, psychological well-being, particularly in terms of self-esteem (especially those who benefited from the CESMP and/or the PDCIIP), positive affects and motivation; in the different domains of quality of life (QoL) measured by WHOQOL-Bref in particular the environmental domain; every patients raised their level of knowledge in the 3 axes in which the psychoeducational program (SABER+) was structured (disease process, care and treatment); in medication adherence, especially those who benefited of the psychoeducational program, however all the patients tend to need partial help to demonstrate knowledge in meeting the therapeutic regimen and are involved in supervised training programs for preparation and self administration.

Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.

Made available in DSpace on 2011-05-04T12:36:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2009
O objetivo desta dissertação consiste em investigar o processo de construção da identidade profissional de médicos que se dedicam à assistência a pacientes que apresentam doenças progressivas e ameaçadoras da continuidade existencial e que têm contribuído para o desenvolvimento dos Cuidados Paliativos no Brasil. Buscamos conhecer a trajetória profissional destes médicos desde a escolha da medicina como profissão até o encontro com a filosofia e a prática dos Cuidados Paliativos. Com este intuito, realizamos entrevistas semiestruturadas,colhidas segundo a metodologia de História Oral de Vida. Foram entrevistados seis médicos de diferentes especialidades que ocupam cargos diretivos em uma das associações profissionais voltadas para a disseminação e legitimação política e social dos Cuidados Paliativos no Brasil. Os depoentes se destacam no cenário nacional no que diz respeito às discussões sobre esta temática e mantêm contato com importantes instituições internacionais. Por esta razão, chamamos o conjunto de entrevistados de elite médica paliativista. Percebemos uma pobre interlocução entre os médicos paliativistas, o que se reflete na ausência de uma identidade integrada desse grupo profissional. Os entrevistados acentuaram as competências humanitárias necessárias ao bom exercício da Medicina Paliativa, mas, no entanto, não foram explicitadas as competências específicas a este campo profissional, que justificariam seu reconhecimento pelas entidades médicas competentes comouma nova área de atuação ou especialidade.

For assessment, a pre-test/post-test approach was used to measure the learning effects of the use of WebQuests. The tests assessed students' overall achievement of the target learning outcomes. Besides, the work completed by students throughout the WebQuest activities was evaluated by using four specially designed rubrics. During the implementation of the WebQuests, the physical activities and the computer screens of five working groups were video recorded. After the implementation, the five working groups were also interviewed to gather information regarding their learning processes and what they had learned throughout the WebQuests.
Information literacy is generally defined as a set of abilities enabling individuals to recognize when information is needed and have the capacity to locate, evaluate, and use effectively the needed information. As a consequence of the ongoing proliferation of information resources on the Web, information literacy is required and gains a high profile as central to education. Since the late 1990s, the concept of WebQuest has been developed to promote higher-order thinking through authentic assignments that emphasize inquiry-based and cooperative learning. The WebQuest model stresses the evaluation, analysis, and transformation of information. In linking the two concepts, there are discussions and theoretical assertions suggesting WebQuest as a useful tool for helping improve information literacy.
Owing to the suggested use of WebQuest for information literacy training, the study investigated if WebQuest activities supported the improvement of information literacy. Specifically, the research was intended to act as an empirical study for verifying the theoretical assertions. It was like a treatment study investigating whether using a set of well-designed WebQuests, as treatment, could yield significant improvement in developing students' information skills, in order to help junior secondary students achieve a set of specific learning outcomes defined in the Information Literacy Framework for Hong Kong Students.
The findings of the study have implications for future research and practice in the area of employing the WebQuest model for information literacy instruction. Concerning the growing body of WebQuest research, the findings of this dissertation work contribute to the inadequate literature by enriching the empirical data. For practical concern, information gained from this study may have significant implications and provide useful reference for implementing the Information Literacy Framework for Hong Kong Students at Junior Secondary level.
The results indicated significant treatment effect on the overall achievement of the target learning outcomes for information literacy. Individually, the test results indicated significant treatment effect on five out of the seven learning outcomes. Among the five, large effect size was found for one, and medium effect size was found for the other four. For another two learning outcomes, findings from the qualitative data showed that the primary reason for the failure was about the absence of practice for the information skills concerned owing to some sort of supports given to students, the Web materials given in the WebQuests, and the implicit learning opportunities provided in the WebQuest.
The study took place in a co-educational secondary school in Hong Kong lasting for about three months. One hundred and forty junior students constituted the sample of the research. Four self-designed and adapted WebQuests were involved in the study as instruments aiming to help students practice their information skills in order to achieve seven learning outcomes for information literacy. The WebQuests were delivered to five groups of S.2 students through the Computer lessons. Each group consisted of 20 mixed ability students representing half of a S.2 class in the school.
by Tsui, Yuen.
Advisers: Fong Lok Lee; Ho Man Lee.
Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: .
Thesis (Ed.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 250-264).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.

碩士
國立台北護理學院
護理研究所
93
Abstract Institution: Graduate Institute of Nursing,National Taipei College of Nursing Title of Thesis: The Effect of Caring and Helping Skill Training among Community-Dwelling Volunteers Advisor: Dr. Rong , Jiin-Ru Author: Liu ,Yu-Hsin This study was used experimental design method. Besides, the purpose of this evaluated study was to examine the effects of caring and helping skills training among community-dwelling volunteers on measures of caring attitude、caring skill、caring self-examination using a randomized controlled study. One hundred and nine subjects were randomly assigned to the intervention group (n=50) and comparison group (n=59). Apart from the subjects in the intervention group received the 7-weeks small group interventions that taught the skills constituting self-awareness, problem solving, helping skills and the helping belief of self-efficacy. Also, there has been two waves of data collection: pre-test（T1）, and post-test（T2）. Therefore, structured questionnaires including a Caring Skills Scale (Rong ＆Liu,2005), Helping Attitude Scale( Nickell,1998）, and Caring Self-efficacy Scale( Li,2001) were used to assess the responses. The study results have shown that participants in the experimental group experienced a significant decreased in caring attitude、caring skill、caring self-efficacy at pre-test（T1）. However, the significant improvement of the Caring and helping attitude, skills, and self-efficacy in the experimental group remained significant at the end of the experimental interventions compared with the comparison group. On the whole, the results demonstrate that the benefits of this intervention on promoting community-dwelling volunteers’ caring and helping skills. As the result, the findings suggest that the caring and helping skills training is an important intervention for promoting caring service among community- dwelling adults .Let’s get one thing straight that may facilitate mental health of community dwelling adults by using these informal supportive resources and caring and helping experience transmission between volunteer-to-volunteer, volunteer to non-volunteer . Key word: Community-dwelling Volunteers、Caring and Helping Skills training

碩士
國防大學政治作戰學院
社會工作碩士班
107
The Conflict Mediation mode is the practice mode for the restorative justice. Based on the concept of peace making, it is the restorative justice views that crime is the social conflict events and the purpose of the restorative justice is trying to fix the problems of the social conflicts that retributive justice could be incompetent. All these issues were relationship repairing and rehabilitation. This is the first instance in the world that Taiwan could apply restorative justice concept to the military and the practice mode is Conflict Mediation. This study would focus on the perspective of social work, and the approach is different from crime prevention and crime correction. This would find out how military culture affects the practice of Conflict Mediation as well as its helping process and helping skills. As qualitative research approach of this study, this article would adopt in-depth interview to 8 members of R.O.C Air Force Restorative Justice Program (RJP) and then collect the research data from the interview. By literally analyzing and classifying drafts, this article would identify that the Conflict Mediation is one of the helping works. This study shows two findings; first, the power, career planning, case type and understanding toward RJP are the four factors that affect the willingness of the parties to join the RJP. The practitioners' career background and the expressing during works would influence their application of helping skills. Secondary, the Conflict Mediation has a dedicated practice of helping process and helping skills. Based on these findings, two conclusions are being reached: Conflict Mediation is a practice mode of helping works and military culture affects the operation of RJP. The article would propose 6 suggestions to the armed forces. First, widely advocate Conflict Mediation concept and plan implementation strategy of RJP in the armed forces. Second, we should deal with human emotions before deal with the incident. Third, develop and train RJP facilitators for military. Forth, add counseling psychologists and social workers in the RJP members group since diversified members provide multiple expertise. Fifth, provide restorative justice as the part of curriculum in Fu Hsing Kang College. Sixth, make political warfare officers to learn how to sincerely support and encourage soldiers. The future research directions would be the group dynamic analysis of the conference in Conflict Mediation, the analysis of the helper skills in interview drafts, the RJP’s impacts on morale in individuals and the group of the armed forces, and the possibility of applying weighted assessment of the helping skills or other quantitative research methods, and research on restorative justice of different military service.