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Journal articles on the topic 'Helping skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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8

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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10

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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11

Abbott, Gerry. "Reading skills and terrorism." English Today 19, no. 3 (July 2003): 14–18. http://dx.doi.org/10.1017/s0266078403003031.

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12

Enright, Brian, John Beattie, and Bob Algozzine. "Helping Mainstreamed Students Develop Successful Test-Taking Skills." Diagnostique 17, no. 2 (January 1992): 128–36. http://dx.doi.org/10.1177/153450849201700204.

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13

Howell, Jennnifer Johnson, and John L. Luckner. "Helping One Deaf Student Develop Content Literacy Skills." Communication Disorders Quarterly 25, no. 1 (December 2003): 23–27. http://dx.doi.org/10.1177/15257401030250010401.

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14

Van Devender, Evelyn M. "Helping Students Acquire Thinking Skills Through Mathematics Instruction." School Science and Mathematics 92, no. 6 (October 1992): 331–33. http://dx.doi.org/10.1111/j.1949-8594.1992.tb15599.x.

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15

Blunt, Elizabeth. "Helping Expand Nurse Practitioner Students' Clinical Skills Repertoire." Nurse Educator 26, no. 4 (July 2001): 162–63. http://dx.doi.org/10.1097/00006223-200107000-00009.

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16

Jarman, Elizabeth. "Helping adults to improve numeracy and reading skills." Early Years Educator 5, no. 11 (March 2004): 53–54. http://dx.doi.org/10.12968/eyed.2004.5.11.14302.

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Watts, Sarah, Jen Hall, Gloria A. Pedersen, Katherine Ottman, Kenneth Carswell, Edith van‘t Hof, Brandon A. Kohrt, and Alison Schafer. "The WHO EQUIP Foundational Helping Skills Trainer's Curriculum." World Psychiatry 20, no. 3 (September 9, 2021): 449–50. http://dx.doi.org/10.1002/wps.20880.

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Magistarina, Elrisfa, Rahayu Hardianti Utami, Nurmina Nurmina, Mutiara Fitriani, and Ratih Permata Sari. "Pengembangan Helping Skill Pada Remaja Smp N 2 Sungayang Kabupaten Tanah Datar." PLAKAT (Pelayanan Kepada Masyarakat) 1, no. 2 (December 12, 2019): 153. http://dx.doi.org/10.30872/plakat.v1i2.2894.

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Helping skills adalah kemampuan dasar yang seharusnya dimiliki oleh setiap orang, begitu juga pada remaja. Hal ini disebabkan karena pada remaja yang berada pada tahapan identity vs. identity confusion mengalami banyak permasalahan sehingga tidak sedikit dari mereka merasa kurangnya nyaman untuk menceritakannya kepada orang dewasa. Adanya kemampuang helping skill terhadap teman sebaya dapat berguna untuk mereka agar saling membantu, karena remaja lebih dipengaruhi oleh teman sebayanya. Untuk meningkatkan pengetahuan dan kemampuan helping skills, maka dilakukan pelatihan konseling teman sebaya. Pelatihan ini dilakukan di UPT SMP N 2 Sungayang Kabupaten Tanah datar. Peserta pelatihan adalah 30 orang siswa kelas VII, VIII, dan IX. Metode yang digunakan berupa pemberian materi, tanya jawab, simulasi, dan role play. Berdasarkan hasil evaluasi, peserta mampu melakukan attending dan listening skill, menjaga kerahasiaan permasalahan yang diceritakan teman sebayanya, merasa bertanggung jawab untuk membantu teman sebayanya, serta mampu melakukan probing.

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19

Page, Anita. "Helping Students Understand Subtraction." Teaching Children Mathematics 1, no. 3 (November 1994): 140–43. http://dx.doi.org/10.5951/tcm.1.3.0140.

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A friend, who e adult mathematical skills enable him to balance his checkbook and decide which brand of coffee is a better buy, still remembers the trauma of first grade. “There I was, happily adding away,” he says. “Then one day they hit me with subtraction.”

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20

Makhzoum, Violla, and Lama Komayha. "The Role of Critical Thinking in Helping Students Cope with Problems." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (November 3, 2020): 198–217. http://dx.doi.org/10.47631/mejress.v1i2.107.

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Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

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21

Haley, Judy E. "Experience Shown to Affect Communication Skills of Nurse Case Managers." Care Management Journals 8, no. 2 (June 2007): 50–57. http://dx.doi.org/10.1891/152109807780845582.

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A quantitative study investigated nurse case managers’ perceptions of their own communication skills used in client teaching. Using surveys based on the conceptual framework of Heron’s six-category intervention analysis, data were collected from 40 nurse case managers in 4 organizations. Results show that nurse case managers with more than 5 years of experience perceive themselves to be more skilled in facilitative communication categories than less experienced case managers. Overall, the less experienced study participants ranked themselves higher in authoritative communication skills. Facilitative skills are associated with helping clients become self-reliant and responsible for their care; therefore these skills are essential for effective case management. The study findings suggest additional training is needed for nurse case managers in the use of communication skill options.

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22

Villares, Elizabeth, and Greg Brigman. "College/Career Success Skills: Helping Students Experience Postsecondary Success." Professional School Counseling 22, no. 1b (January 2019): 2156759X1983444. http://dx.doi.org/10.1177/2156759x19834444.

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An essential component of the school counselor’s role is to provide support for all students to be college and career ready. This article provides an overview of the College/Career Success Skills (CCSS) program developed to help students successfully transition to postsecondary settings. The CCSS intervention teaches students’ critical skills in the areas of content knowledge, transition knowledge and skills, learning skills and techniques, and cognitive strategies known to boost college and career success.

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23

Hite, Robert E., Joseph A. Bellizzi, and John W. McKinley. "Attitudes of Marketing Students With Regard to Communications Skills." Journal of Marketing Education 9, no. 2 (June 1987): 20–24. http://dx.doi.org/10.1177/027347538700900204.

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The purpose of this study was to determine marketing student attitudes toward communication skills, and how marketing classes (and assignments) are rated in terms of helping to improve communication skills. The results indicate that students attach a significant level of importance to communication skills and that marketing classes are rated high in terms of helping students improve such skills, but that more communication instruction is desired.

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24

Li, Xu, Dennis M. Kivlighan, Clara E. Hill, Zhi-Jin Hou, and Mengfei Xu. "Helping Skills, Working Alliance, and Session Depth in China: A Multilevel Analysis." Counseling Psychologist 46, no. 3 (April 2018): 379–405. http://dx.doi.org/10.1177/0011000018763965.

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Ninety-five first-year master’s-level students in China conducted three helping sessions with two volunteer clients. After every session, clients completed measures assessing trainees’ use of helping skills, working alliance, and session depth. Results of a multilevel analysis indicated that: (a) between-trainee and between-client exploration skill use was related to better working alliance reported by the client, and between-session exploration skill use was related to greater session depth; (b) between-trainee, between-client, and between-session insight skill use was related to better working alliance, but none of these components were related to session depth; and (c) between-trainee action skill use was negatively related to client report of working alliance. We discuss theoretical and practical implications from the multilevel framework, considering the Chinese cultural context.

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25

Kurbalija, Vladimir, Mirjana Ivanović, Vojislava Bugarski Ignjatovic, and Bojana M. Dinić. "Personality Traits of Students of Helping and Non-Helping Professions." International Journal of Quality Assurance in Engineering and Technology Education 6, no. 1 (January 2017): 13–22. http://dx.doi.org/10.4018/ijqaete.2017010102.

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Personality traits are very important in choosing future profession because most professions require certain skills that are related to certain personality traits. The aim of our research was to determine which personality traits contribute the most to the distinction between the students of different professions, e.g. helping and non-helping professions. On a sample of 356 students, of which 216 study helping professions, Big Five Plus Two (BF+2) personality inventory was applied. For obtained data, the classification accuracies were tested with different combinations of 184 items and 18 subtraits of the BF+2 using Case based reasoning classifier. Results showed that the best accuracy had the set of all 18 subtraits and this set outperformed the classification of every combination of subtraits or items.

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Schmidt-Wilk, Jane, and Kathi Lovelace. "Helping Students Succeed through Engagement and Soft Skills Development." Management Teaching Review 2, no. 1 (February 1, 2017): 4–6. http://dx.doi.org/10.1177/2379298116687684.

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27

Hoover, John J. "Helping Parents Develop a Home-Based Study Skills Program." Intervention in School and Clinic 28, no. 4 (March 1993): 238–45. http://dx.doi.org/10.1177/105345129302800407.

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Watkins, Cornelia. "Advanced intonation Skills: Helping students understand what they hear." American String Teacher 54, no. 1 (February 2004): 86–90. http://dx.doi.org/10.1177/000313130405400110.

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Tolleson, Ashley M., Ramona Grad, Faith Zabek, and Melissa Zeligman. "Teaching Helping Skills Courses: Creative Activities to Reduce Anxiety." Journal of Creativity in Mental Health 12, no. 4 (March 21, 2017): 428–39. http://dx.doi.org/10.1080/15401383.2017.1281186.

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30

Castle, Alan. "Helping health professional students develop their critical thinking skills." International Journal of Therapy and Rehabilitation 16, no. 11 (November 2009): 582–83. http://dx.doi.org/10.12968/ijtr.2009.16.11.44937.

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31

Fowler, John. "Professional skills. Part 4: helping staff to be positive." Dental Nursing 8, no. 1 (January 2012): 42–44. http://dx.doi.org/10.12968/denn.2012.8.1.42.

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32

Martin, Isabel. "Essential interviewing skills for the helping professions Nicole Nicotera." Journal of Social Work 19, no. 5 (July 9, 2019): 693–94. http://dx.doi.org/10.1177/1468017319863273.

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33

Birch, David A. "Helping Prospective School Health Educators Develop Political Advocacy Skills." Journal of School Health 61, no. 4 (April 1991): 176–77. http://dx.doi.org/10.1111/j.1746-1561.1991.tb01203.x.

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34

Roberson, Janice Blair. "Coping Skills: Helping the Preadolescent Gifted Deal with Stress." Gifted Child Today Magazine 11, no. 3 (May 1988): 14–16. http://dx.doi.org/10.1177/107621758801100305.

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Thomas, Carol Chase. "HELPING STUDENTS WITH LEARNING DIFFICULTIES DEVELOP EXPRESSIVE WRITING SKILLS." Reading & Writing Quarterly 12, no. 1 (January 1996): 59–75. http://dx.doi.org/10.1080/1057356960120105.

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36

Sellick, Kenneth J. "Nurses' interpersonal behaviours and the development of helping skills." International Journal of Nursing Studies 28, no. 1 (January 1991): 3–11. http://dx.doi.org/10.1016/0020-7489(91)90044-4.

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37

Watson, Fiona L., and Barbara Lom. "More than a Picture: Helping Undergraduates Learn to Communicate through Scientific Images." CBE—Life Sciences Education 7, no. 1 (March 2008): 27–35. http://dx.doi.org/10.1187/cbe.07-07-0045.

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Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course.

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Park, Sung-Yun, and Charissa S. L. Cheah. "Korean mothers’ proactive socialisation beliefs regarding preschoolers’ social skills." International Journal of Behavioral Development 29, no. 1 (January 2005): 24–34. http://dx.doi.org/10.1080/01650250444000306.

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The purpose of the present study was to examine the proactive socialisation beliefs (goals, attributions, strategies) of Korean mothers regarding preschoolers’ social skills (sharing, controlling negative emotions, and helping others). Participants were 116 mothers in Seoul, Korea. The reasons that mothers provided for the importance of each skill, their causal attributions for the acquisition of those skills, and the socialisation strategies that would be most effective, were targeted. Korean mothers rated controlling negative emotions as less important than sharing and helping others, and were least likely to attribute the importance of social skills to social conventional reasons and provide different ratings and reasons, for the importance of children’s skills depending on the sex of their child. Specifically, mothers posit more moral reasons for girls, but more developmental reasons for boys. Also, Korean mothers made more external causal attributions than internal attributions for being good at sharing and helping, whereas emotion regulation was thought to be equally a factor of external and internal reasons. In terms of socialisation strategies, Korean mothers endorsed a higher proportion of modelling than any other strategy for the socialisation of all three social skills, regardless of the sex of the child. In conclusion, Korean mothers’ beliefs were related to both traditional and modern Korean ideologies and values in meaningful ways. This study highlights the significance of cultural ideologies regarding children and the family in the study of maternal beliefs regarding child socialisation.

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39

Suleimanova, Olga A., Albina A. Vodyanitskaya, Natalia N. Beklemesheva, and Vera I. Yaremenko. "BOOSTING COMMUNICATION SKILLS IN STUDENTS." Theoretical and Applied Linguistics, no. 4 (2019): 125–32. http://dx.doi.org/10.22250/2410-7190_2019_5_4_125_132.

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The article focuses on training students' speaking skills thus helping them integrate academically and socially. In the current information and social context, speaking competence and confidence are crucial for professional success, which makes the task of leading students to successful communication especially relevant. Various formats and strategies described in the article have proved to be effective through years of foreign language teaching. Extensive experience gives us enough grounds to argue that combining theory (e. g. Grice's maxims) and practice (helping students structure their speeches, taking part in Public speaking forums, revealing anchoring techniques) results in enhanced communication skills. As these teaching strategies appear to be only rudimentary in the Russian educational landscape, looking into their potential might be really instrumental. The development of the following skills can be seen as particularly beneficial: (i) neurolinguistic programming for capturing and keeping listeners' attention, decoding neurolinguistic mechanisms of other language speakers (including manipulation techniques), (ii) structuring speech in accordance with the international standards, (iii) building a discussion around a current event that has received massive coverage in the media.

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Brown, Paula. "Finding ways to build children's sensory skills." Early Years Educator 21, no. 10 (February 2, 2020): 24–28. http://dx.doi.org/10.12968/eyed.2020.21.10.24.

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Adamczyk, Barbara. "Teacher and pedagogue skills in working with a sexually abused child." Problemy Opiekuńczo-Wychowawcze 594, no. 9 (November 30, 2020): 17–30. http://dx.doi.org/10.5604/01.3001.0014.4866.

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The article deals with the issue of helping skills that a teacher and pedagogue should have when working with a sexually abused child. The theoretical part of the article defines helping skills essential for the process of understanding a child's difficult situation and their basic types were described. The subject of the research was the helping skills of a teacher and pedagogue in working with people who experienced sexual violence. The purpose of the study was to determine and describe the professional skills of a teacher and pedagogue ‒ strengthening the storytelling by the child and calming the emotions accompanying the story. The study used the narrative method with the use of content analysis. The research problem took the form of the question: What are the components of a teacher and pedagogue skills in helping a sexually abused child? The research was conducted in 2019 among 23 postgraduate students preparing for counselling work. The obtained research results allowed for the selection of subcategories within the studied categories that visualize the specificity and value of the helping skills described by the respondents, and for the identification of components that determine effective help and support by teachers and pedagogues for a child experiencing sexual violence. In addition, the conclusions from the research are valuable for pedagogical practice, especially in the field of enriching the educational offer for the teaching and pedagogical profession with regard to activities supporting people experiencing violence.

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42

Hill, Clara E., and Ian S. Kellems. "Development and use of the helping skills measure to assess client perceptions of the effects of training and of helping skills in sessions." Journal of Counseling Psychology 49, no. 2 (2002): 264–72. http://dx.doi.org/10.1037/0022-0167.49.2.264.

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Shotland, R. Lance, and William D. Heinold. "Bystander response to arterial bleeding: Helping skills, the decision-making process, and differentiating the helping response." Journal of Personality and Social Psychology 49, no. 2 (1985): 347–56. http://dx.doi.org/10.1037/0022-3514.49.2.347.

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44

Aladağ, Mine, and Esin Tezer. "Effects of a Peer Helping Training Program on Helping Skills and Self-Growth of Peer Helpers." International Journal for the Advancement of Counselling 31, no. 4 (September 16, 2009): 255–69. http://dx.doi.org/10.1007/s10447-009-9082-4.

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45

Lloyd, Chris, and Frikkie Maas. "Interpersonal Skills and Occupational Therapy." British Journal of Occupational Therapy 55, no. 10 (October 1992): 379–82. http://dx.doi.org/10.1177/030802269205501005.

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Carkhuff has been instrumental in defining and operationalising the core dimensions in the helping relationship. Research has shown that the level of the helper's interpersonal skills bears a direct relationship to the outcome of therapy. The interpersonal skills required in occupational therapy services are examined and suggestions are made concerning how to increase the level of interpersonal skills functioning of therapists.

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46

von Bayern, Auguste M. P., Nicola S. Clayton, and Nathan J. Emery. "Can jackdaws (Corvus monedula) select individuals based on their ability to help?" Interaction Studies 12, no. 2 (July 21, 2011): 262–80. http://dx.doi.org/10.1075/is.12.2.04bay.

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Knowing the individual skills and competences of one's group members may be important for deciding from whom to learn (social learning), with whom to collaborate and whom to follow. We investigated whether 12 jackdaws could select conspecifics based on their helping skills, which had been exhibited in a previous context. The birds were tested in a blocked-exit-situation, where they could choose between two conspecifics, one of which could be recruited inside. One conspecific had previously displayed the ability to open the exit door whilst the other individual lacked the skill. The subjects showed a significant preference for the skilled conspecific if they had previously directly benefited from this skill. If they had merely observed the skilled (and non-skilled) individual opening (or failing to open) the exit door, they did not preferably choose the skilled conspecific. Taken together, these results suggest that jackdaws are capable of assessing other individuals' competence under certain circumstances.

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47

PINHEIRO, MARCIA. "Skills for Chess." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 11–16. http://dx.doi.org/10.31686/ijier.vol5.iss4.642.

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Following our paper on Bloom’s Taxonomy and translation assignments, and that was called Translation Techniques, and the lists of skills we presented in Interpretation and Translation, volume 1, and Your Mother Tongue Is Helping Me, we now present the skills that a chess player needs to succeed in their trade. This all connects to the research project called Teaching for Freedom, which includes the book Multilevel Method. Multilevel Method has just gotten a few good words added to its list of editorial reviews with Amazon.com. The techniques used to build these results are those that involve observation, comprehension, analysis, and synthesis, for instance. The tools used are empirical observation, informal assessment, and comparative tables, just to mention a few.

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Smith, Mary A., and Marjorie Ryan. "Helping Students Cope." Nurse Educator 17, no. 3 (May 1992): 36,42. http://dx.doi.org/10.1097/00006223-199205000-00008.

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Hsieh, Ma Lei, Patricia H. Dawson, Melissa A. Hofmann, Megan L. Titus, and Michael T. Carlin. "Four Pedagogical Approaches in Helping Students Learn Information Literacy Skills." Journal of Academic Librarianship 40, no. 3-4 (May 2014): 234–46. http://dx.doi.org/10.1016/j.acalib.2014.03.012.

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Naus, June M. "Helping Hands: A World of Manipulatives to Boost Handwriting Skills." TEACHING Exceptional Children 32, no. 4 (March 2000): 64–70. http://dx.doi.org/10.1177/004005990003200410.

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