Relevant bibliographies by topics / Interpersonal skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interpersonal skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Interpersonal skills"

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Barakat, N. G. "Interpersonal skills." Libyan Journal of Medicine 2, no. 3 (January 2007): 152–53. http://dx.doi.org/10.3402/ljm.v2i3.4719.

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McConnell, Charles R. "Interpersonal Skills." Health Care Manager 23, no. 2 (April 2004): 177–87. http://dx.doi.org/10.1097/00126450-200404000-00012.

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R Liles, Clive. "Acquiring Interpersonal Skills." Physiotherapy 84, no. 6 (June 1998): 288. http://dx.doi.org/10.1016/s0031-9406(05)65531-9.

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Hough, CJ. "Teaching interpersonal skills." Nurse Education Today 10, no. 3 (June 1990): 240. http://dx.doi.org/10.1016/0260-6917(90)90042-o.

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Peate, Ian. "Communication and Interpersonal Skills for NursesCommunication and Interpersonal Skills for Nurses." Nursing Standard 24, no. 14 (December 9, 2009): 30. http://dx.doi.org/10.7748/ns2009.12.24.14.30.b995.

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Breckman, Brigid. "Communication and Interpersonal SkillsCommunication and Interpersonal Skills." Nursing Standard 23, no. 11 (November 19, 2008): 31. http://dx.doi.org/10.7748/ns2008.11.23.11.31.b839.

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Jones, Adrian. "What are interpersonal skills?" British Journal of Nursing 3, no. 19 (October 27, 1994): 992–95. http://dx.doi.org/10.12968/bjon.1994.3.19.992.

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Sobolewski, Anna, and Hilary Davies. "When interpersonal skills fail." British Journal of Midwifery 6, no. 10 (October 1998): 620. http://dx.doi.org/10.12968/bjom.1998.6.10.620.

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Hadikin, Ruth. "When interpersonal skills fail." British Journal of Midwifery 6, no. 6 (June 4, 1998): 366. http://dx.doi.org/10.12968/bjom.1998.6.6.366.

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Millis, Scott R., Sudesh Sheela Jain, Mary Eyles, David Tulsky, Scott F. Nadler, Patrick M. Foye, Elie Elovic, and Joel A. DeLisa. "Assessing Physicians’ Interpersonal Skills." American Journal of Physical Medicine & Rehabilitation 81, no. 12 (December 2002): 946–51. http://dx.doi.org/10.1097/00002060-200212000-00011.

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Dissertations / Theses on the topic "Interpersonal skills"

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Minthorn-Biggs, Mary-Beth. "Smoking cessation using an interpersonal coping skills program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41076.pdf.

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Fischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.

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The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.

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Forsberg-Ödmark, Helena. "Hur kan musicerande bedömas på högstadiet? : En studie om bedömningar inom musikämnet." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92606.

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I studien har undersökts vilka kunskaper och färdigheter som elever i årskurs 9 värdesätter och anser som mest väsentliga att bedöma inom sång och ensemblespel och relatera dessa bedömningar till de nationella mål och kriterier som har fastställts för ämnet musik. Jag har använt mig av kvalitativ samtalsintervju som undersökningsmetod och begränsat mig till att undersöka sexton elever, 8 pojkar och 8 flickor, som jag undervisar i musik på en högstadieskola i Mellansverige. Undersökningen utgår från ett fragmatiskt- och sociokulturellt perspektiv på lärande. Resultatet belyses också utifrån formativ bedömning i undervisning och betydelsen av att använda bedömningsmatriser för att tydliggöra för eleverna vad som de förväntas lära sig. Resultatet visar att en gemensam syn på bedömning är viktig för att eleverna ska veta på vilken kunskapsnivå de befinner sig på men även för att de ska veta vad de behöver förbättra. Bedömning är en förutsättning för betygsättning och det finns en stor enighet om vad eleverna anser som väsentligt att bedöma inom musikämnet. Vissa olikheter existerar mellan vad respondenterna anser om att bli bedömda i sång. Andra anser att det är alltför personligt och svårt för en del elever att lära sig sjunga.
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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.

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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.
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Tatlilioglu, Kasim, and Nadiya Senchylo. "Active Listening Skills as an Element of Interpersonal Communication." Thesis, Талком, 2020. http://er.nau.edu.ua/handle/NAU/43410.

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Active listening is an important element of the communication process and key to success. Listening is an integrative action physical, psychological, emotional, social, intellectual and environmental inputs. It ensures effective and healthy communication between individuals and institutions. On the other hand, it has an mportant effect on the prevention of communication conflicts. It is know importance by everyone but being gnored effective listening skills is communication process. So in this studying will be refer active listening skills and importance.
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White, Codi. "Interpersonal Safety Skills: Assessing and Evaluating Outcomes for Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371212.

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The safety of children is a priority within society. Programs have been created to boost young children’s interpersonal safety skills, including teaching children how to recognise and avoid risky situations and when to disclose to safe adults. However, behavioural outcomes of these programs have rarely been evaluated, so general knowledge about children’s use of these skills following program participation remains limited. Few standardised measures exist to assess these behavioural outcomes of risk avoidance or disclosure. To fill this gap, a new measure of children’s interpersonal safety skills, the Observed Protective Behaviours Test (OPBT), was developed and three studies were conducted that used the OPBT. The OPBT included a simulated lure that assessed children's motor and verbal responses to the lure, as well as their disclosure. In Study 1, 611 children in Year 1 (5 to 7 years; 50% male), attending schools either allocated to receive Learn to be safe with Emmy and friendsTM or on a waitlist, completed three assessments over seven months. Children were individually interviewed at each assessment and parents completed surveys at home. When compared to waitlist, the program was effective in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills from preto post-program. At a 6-month follow-up improvements were retained, with children who participated in the program also reporting increased disclosure confidence compared to children on the waitlist. However, improvements in intentions to disclose and safety identification skills, as well as interpersonal safety skills as measured by the OPBT, did not differ between program and waitlist conditions. In Study 2, the participants were 281 children who were assessed as part of Study 1. Two strata of children, those in Learn to be safe with Emmy and friendsTM or on a waitlist, were randomly assigned to participate in the OPBT (i.e., an in-situ training; IST) or not. Thus, four groups were compared: Waitlist, IST alone, Program alone, and Program+IST. All children completed two assessments separated by seven months. The IST was found to produce improvements, with children in the IST alone condition showing a greater increase in intentions to disclose compared to Waitlist, and children who participated in Program+IST showing greater improvements in disclosure intentions than those who received Program only or Waitlist, as well as displaying significantly greater increases in disclosure confidence compared to children who received Waitlist. In Study 3, the participants were 118 children who had participated in the OPBT without any other intervention component in Study 1. Prevalence of interpersonal safety skills as measured by the OPBT (withdrawal from an unknown confederate, verbal refusal of an abduction lure and disclosure of confederate presence) were summarised, and correlates of OPBT responses were examined. In total, 27% children withdrew from the confederate, 48% refused the lure and 83% disclosed the presence of the confederate. The only significant correlate of these skills was anxiety, with children who had greater anxiety disclosing earlier and being more likely to accept the lure. Overall, findings provide new information regarding training and correlates of interpersonal safety skills in young children. The Learn to be safe with Emmy and friendsTM program was effective in increasing safety knowledge, parent-rated safety knowledge and skills, and disclosure confidence. Further, using the OPBT as an IST resulted in greater increases in children's intentions to disclose and confidence in disclosure. However, whilst great variability was found in children’s use of interpersonal safety skills as measured by the OPBT, the only significant predictor found for these skills was anxiety. Several avenues for further research are suggested, including examining further predictors for interpersonal safety skills, expanding the OPBT to represent more interpersonal situations, evaluating the effectiveness of booster IST components on other interpersonal safety programs and expanding the age range of children examined.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Russo, James Alan. "The relationship of interpersonal problem-solving skills to adjustment." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618848.

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This experimental study examined the effects of different methods of training and verbal cognitive ability on second-grader's acquisition of social problem-solving skills and teacher-rated behavioral adjustment. Subjects were assigned by classroom to either classroom training only, classroom training with parent training, classroom training without parent training (those parents who were offered training but did not participate) or control. The 25-lesson Rochester Social Problem-Solving curriculum was taught three times per week for nine weeks by classroom teachers and a four session parent training component was taught by mental health prevention staff members and this researcher. Consistent with previous research, classroom instruction in Social Problem-Solving produced significantly greater increases in problem-solving skills for subjects in the classroom training, classroom training/parent training and classroom/no parent training groups than for subjects in the control group. In addition, all treatment groups improved on both behavioral adjustment variables while the control group scores decreased. Significant pre to post results were also seen on the problem variable for subjects in the classroom and classroom/parent training groups while similar gains were seen on the competency variable for subjects in the classroom training group. No correlation was discovered between social problem-solving skills and verbal cognitive ability, however a significant correlation was evident between the problem-solving and behavioral adjustment variables.;The significant cognitive problem-solving skills/behavioral adjustment relationship was believed due to the use of experienced teachers, the use of dialoguing by teachers and the age of the students.;The lack of consistent improvement of subjects cognitive and behavioral skills as the result of different training methods is thought to be due to the shortness of parental training, the need for increased behavioral practice and the brief time between the completion of training and posttreatment assessment.;Suggestions for further research in social problem-solving include an examination of subjects sociodemographic characteristics and the set of cognitive problem-solving skills as they relate to students adjustment, the generalization of cognitive and behavioral skills beyond training, the development of alternative and more psychometrically sound instruments to measure this construct, and improved methods for parent training. Finally, implications for education and counseling are explored.
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Pope, Sharon A. "Strategies for Developing Interpersonal Communication Skills for Business Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1916.

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Strategies for Developing Interpersonal Communication Skills for Business Students by Sharon A. Pope M.B.A., Cleveland State University, 1995 M.S.H.P/A., University of Cincinnati, 1983 B.Ed., University of Toledo, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Research has shown that interpersonal communication skills (ICS) are important for employment success, particularly if they are learned by students during college. A private university in Ohio identified the need to enhance students' ICS; however, the university's faculty lacked strategies to teach those required skills. The purpose of this qualitative case study was to investigate perceptions of key administrative staff (KAS), faculty, and alumni about the implementation of ICS instruction to foster students' work-ready skills. Guided by the social skill component of Goleman's emotional intelligence theory and related research, this study examined key applications of ICS including communication, collaboration, conflict management, and cross cultural awareness. Three KAS with extensive knowledge of university practices were purposefully sampled to take part in a focus group addressing current and recommended ICS instructional strategies. Network sampling, informed by the KAS, identified 23 faculty members who completed an open-ended online questionnaire and 4 alumni who participated in semi-structured interviews targeting their perceptions of ICS in the classroom. In addition to these sources of data, the researcher's reflective journal was analyzed to examine implementation and perceptions of current and alternate ICS instructional strategies. Data were transcribed, reviewed, then coded inductively without a prior list of codes resulting themes of presenting, self-branding, group/team work, networking, global awareness, and diversity. These findings were used to create a faculty professional development series on effective ICS instruction that can be used to promote positive social change for the university, students, and community by preparing graduates ready for success in the workforce.
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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Drury, Val. "Interpersonal difficulties and theory of mind skills in acute psychosis." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247087.

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Books on the topic "Interpersonal skills"

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Williams, D. Interpersonal skills. [S.L.]: [S.N.], 1987.

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Burnard, Philip. Acquiring Interpersonal Skills. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-7015-2.

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Burnard, Philip. Teaching Interpersonal Skills. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3.

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A, Sommers Michael. Great interpersonal skills. New York: Rosen Pub. Group, 2008.

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Technology, Agency for Instructional. Developing interpersonal skills. Cincinnati, OH: South-Western Educational Pub., 2000.

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Interpersonal skills at work. 2nd ed. London: Prentice Hall, 1995.

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Bacon, Terry R. Interpersonal and interactive skills. Durango, CO (1130 Main Ave., Durango 81301): Self-Management Institute, 1996.

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Andrews, Rashidah, and Chanelle Wilson. Interpersonal Skills and Communication. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2022. http://dx.doi.org/10.4135/9781071900161.

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Interpersonal skills in organizations. Toronto: McGraw-Hill Ryerson, 2008.

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O, Dowd Karen, and Schneider Beth Z, eds. Interpersonal skills in organizations. 3rd ed. Boston: McGraw-Hill Irwin, 2009.

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Book chapters on the topic "Interpersonal skills"

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Tyson, Will. "Interpersonal Skills." In Teaching and Learning Employability Skills in Career and Technical Education, 109–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58744-4_6.

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Lubwama, Roni. "Interpersonal Skills." In The Inside Track to Excelling As a Business Analyst, 79–110. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5543-8_7.

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Niven, Neil. "Interpersonal Skills." In The Psychology of Nursing Care, 8–46. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20944-2_2.

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Interpersonal Skills." In Encyclopedia of Autism Spectrum Disorders, 1647. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_93.

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Niven, Neil, and Jill Robinson. "Interpersonal skills." In The psychology of nursing care, 7–38. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23703-6_2.

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Al Hashmi, Waddah S. Ghanem, and Rob Cooling. "Interpersonal skills." In The 10 Step MBA for Safety and Health Practitioners, 143–55. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315743011-11.

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D’souza, Newton. "Interpersonal skills." In The Multi-Skilled Designer, 85–111. New York : Routledge, 2020. | Series: Research in architecture: Routledge, 2019. http://dx.doi.org/10.4324/9781315651231-5.

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Gupta, Deepika, Manju Mehta, and Rajesh Sagar. "Interpersonal Skills." In A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 91–107. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2241-5_5.

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Herrala, Jeffrey. "Interpersonal Skills." In The Ultimate Medical School Rotation Guide, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63560-2_1.

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Bauminger-Zviely, Nirit. "Interpersonal Skills." In Encyclopedia of Autism Spectrum Disorders, 2524–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_93.

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Conference papers on the topic "Interpersonal skills"

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Vale, Daniel Couto, and Vivien Mast. "Key interpersonal communication skills for wheelchairs." In 2012 IEEE 3rd International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2012. http://dx.doi.org/10.1109/coginfocom.2012.6422018.

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Campbell, Julia, Mark Core, Ron Artstein, Lindsay Armstrong, Arno Hartholt, Cyrus Wilson, Kallirroi Georgila, et al. "Developing INOTS to support interpersonal skills practice." In 2011 IEEE Aerospace Conference. IEEE, 2011. http://dx.doi.org/10.1109/aero.2011.5747535.

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Törlind, Peter, and Lars Eklöf. "STRATEGIC DEVELOPMENT OF PERSONAL AND INTERPERSONAL SKILLS." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.39.

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Osborne, Randall, Paul Kriese, and John Davis. "It Can Be Taught: Explorations into Teaching the Foundations for Multicultural Effectiveness." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2011. http://dx.doi.org/10.4087/lnpt8368.

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Connections are drawn between the development of intercultural sensitivity, interpersonal skills, and critical thinking. A case is made that fostering particular critical thinking skills in courses enhances interpersonal skills, and that enhanced interpersonal skills facilitate movement along Bennett’s (1993) proposed continuum of development of intercultural sensitivity. Discussion centers on how to integrate these qualities (e.g., critical thinking, intercultural sensitivity, and interpersonal skills) and facilitate them in courses. Furthermore, it introduces a call for research on how to test these assumptions with experiences beyond the classroom.
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Nakano, Sachiko, and Tomoko Tanaka. "The Implications of Social Skills on the Formation of Relationships Between Indonesian Muslims and Japanese." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2018. http://dx.doi.org/10.4087/tsyi1904.

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This study aims to investigate social skills adopted by Japanese people in Indonesia relevant to developing satisfactory interpersonal relationships with Indonesian Muslims. Twenty-seven Japanese people living in Indonesia were questioned on coping strategies used to overcome interpersonal difficulties (Nakano & Tanaka, 2016, July) and behaviors used to form satisfactory relationships. The results indicated that the subjects used two coping strategies: (1) <em>cognitive</em>, which involves understanding and tolerating cultural and religious characteristics or differences; and (2) <em>behavioral</em>, which involves accommodating one’s behavior to characteristics and differences, observation, and mimicry. It was also revealed that three specific skills are needed: a) Religious consideration, b) Frank self-expression, and c) Well-mannered behaviors and common sense. The narratives of informants showed that these skills are used to resolve the stress and problems in interpersonal relationships with Indonesian Muslims and to have comfortable relationships. This study was able to identify specific social skills that proved effective in maintaining interpersonal relationships with Indonesian Muslims. In future research, it is necessary to examine these behaviors among native Indonesian Muslims and to enhance the credibility of the skill list.
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Sitanggang, Nathanael, Putri Luthan, and Abdul K. "Principal’s Interpersonal Skills of Vocational Senior High School." In Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.31-8-2021.2313723.

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Petani, Rozana, and Nikolina Krajinović. "DIMENSIONS OF INTERPERSONAL TEACHERS’ SKILLS IN SCHOOL ENVIRONMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0351.

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Correro Bermejo, Alba, Pilar Bas Sarmiento, Martina Fernández Guitiérrez, Sonia De la Torre Moyano, Pablo Sergio Soler Martins, Cristina León Argibay, and Rafael Valdivia Díaz. "EFFECTIVENESS OF LEARNING CAPSULES IN INTERPERSONAL COMMUNICATION SKILLS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1248.

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Fallon. "Use of managerial interpersonal skills to improve teaching performance." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69415.

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Papoutoglou, Maria, Georgia M. Kapitsaki, and Nikolaos Mittas. "Linking Personality Traits and Interpersonal Skills to Gamification Awards." In 2018 44th Euromicro Conference on Software Engineering and Advanced Applications (SEAA). IEEE, 2018. http://dx.doi.org/10.1109/seaa.2018.00042.

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Reports on the topic "Interpersonal skills"

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Precoda, Kristin. Key Findings for Interpersonal Skills. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada605475.

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Elliott, Kari A., Michael D. Erickson, Edward T. Fowler, John K. Gieseking, and Mary P. Weiss. An Identification of Interpersonal Skills for Building Army Civilian Leaders. Fort Belvoir, VA: Defense Technical Information Center, September 2006. http://dx.doi.org/10.21236/ada456949.

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Leponiemi, Lasse, Josephine Lister, Pukhraj Ranjan, Jessica Spencer-Keyse, Saku Tuominen, Frederika Warren, and Lauren Wilson. Yearbook 2019. HundrED, November 2018. http://dx.doi.org/10.58261/zwff4176.

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When showcasing education innovations we consider three fundamental characteristics: innovativeness, impact and scalability. Innovations can be scaled on these concepts which have shown to be critical in supporting transformation education worldwide. We have found that innovations from around the globe have numerous benefits, such as learning outcomes, quality of education provision, motivation, efficiency and interpersonal skills. The HundrED 2019 yearbook summarizes the impact of HundrED and showcases the incredible work of the Inspiring Innovations of 2019.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Symonenko, Svitlana V., Viacheslav V. Osadchyi, Svitlana O. Sysoieva, Kateryna P. Osadcha, and Albert A. Azaryan. Cloud technologies for enhancing communication of IT-professionals. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3861.

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The paper deals with the urgent problem of enabling better communication of IT-specialists in their business and interpersonal interaction using information and communication technologies, including cloud technologies. It is emphasized, that effective communication is an integral part of the successful professional work of IT-professionals, but in recent years it has undergone significant transformations, which have been expressed in new forms and means of communication, its content changes, its complications and volume increases, the need to improve its accuracy, and the level of understanding for a wide range of people. Certain peculiarities of communication in the IT-environment have been discussed. It is noted that typical forms of communication in the IT-environment are synchronous and asynchronous ones. The authors insist that during their professional career IT-specialists communicate in the professional community from a variety of positions and common types of task formulation can be expressed through verbal or symbolic communication means. Due to the specifics of their professional activities, IT-professionals often need to communicate using synchronous communication (chats, video chats, audio chats, instant messaging) and asynchronous communication (email, forums, comments) tools, hence there is a demand to teach corresponding communication skills at universities. Certain practical examples of teaching communication skills using modern technologies are given. Advantages of cloud technologies for better communication within a company or an educational institution are presented. Microsoft Office 365 services, which can be successfully used to enable better communication and collaboration within a company or an educational institution are analyzed.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Life skills: Psychosocial and interpersonal skills for adolescent girls in urban Ghana—Mentor's guide. Population Council, 2010. http://dx.doi.org/10.31899/pgy13.1003.

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Reproduction of 'Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment*'. Social Science Reproduction Platform, April 2024. http://dx.doi.org/10.48152/ssrp-2927-1863.

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Experience with clinical training in postabortion care in Egypt: Improving medical and interpersonal skills. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1019.

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The Population Council’s Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project is collaborating with AVSC International to incorporate the addition of improved postabortion care procedures into the ongoing Safe Reproductive Health Care project. An element in the next phase of the program’s evolution was a two-day seminar held in Alexandria, Egypt. This seminar provided an opportunity for staff from ten hospitals that participated in the 1996–97 expansion program to present their own experience and impressions of the postabortion case-management procedures, and to discuss their strengths and weaknesses. This report presents an overview of this meeting’s presentations and discussions.
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START NOW: a cognitive behavioral skills training for adolescent girls with conduct or oppositional defiant disorder – a randomized clinical trial. ACAMH, January 2024. http://dx.doi.org/10.13056/acamh.26034.

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Open Access paper from the JCPP - 'Here, we aimed at confirming the efficacy of START NOW, a cognitive-behavioral, dialectical behavior therapy-oriented skills training program aiming to enhance emotion regulation skills, interpersonal and psychosocial adjustment, adapted for female adolescents with CD or ODD.' Christina Stadler (pic) et al.
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