Academic literature on the topic 'Male coping skills'
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Journal articles on the topic "Male coping skills"
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Mckeown, Annette, Jane Clarbour, Rebecca Heron, and Nicholas D. Thomson. "Attachment, Coping, and Suicidal Behavior in Male Prisoners." Criminal Justice and Behavior 44, no. 4 (December 26, 2016): 566–88. http://dx.doi.org/10.1177/0093854816683742.
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The present study explored the differences between adult male prisoners with and without a history of suicidal behavior on adult attachment dimensions, coping styles, and hopelessness. The role of adult attachment and coping styles as predictors of hopelessness was also explored. The sample included 206 male prisoners from two Category B prisons in the United Kingdom. The Attachment Styles Questionnaire (ASQ), Coping Styles Questionnaire (CSQ-3), and Beck Hopelessness Scale (BHS) measured attachment, coping, and hopelessness. Prisoners with a history of suicidal behavior reported significantly higher levels of attachment anxiety, attachment avoidance, and maladaptive coping strategies. Elevated levels of attachment difficulties and maladaptive coping styles were associated with heightened levels of hopelessness. Emotional coping strategies mediated the influence of attachment anxiety and attachment avoidance on hopelessness. The study highlights the potential utility of adult attachment conceptualizations and coping skills interventions with prisoners at risk of suicidal behavior.
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Bailey, B. E., M. C. Meyers, and N. D. Ryan. "ATHLETIC COPING SKILLS AND MOOD STATE RESPONSE OF COLLEGIATE MALE GOLFERS." Medicine & Science in Sports & Exercise 30, Supplement (May 1998): 122. http://dx.doi.org/10.1097/00005768-199805001-00693.
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Smith, Ronald E., Robert W. Schutz, Frank L. Smoll, and J. T. Ptacek. "Development and Validation of a Multidimensional Measure of Sport-Specific Psychological Skills: The Athletic Coping Skills Inventory-28." Journal of Sport and Exercise Psychology 17, no. 4 (December 1995): 379–98. http://dx.doi.org/10.1123/jsep.17.4.379.
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Confirmatory factor analysis was used as the basis for a new form of the Athletic Coping Skills Inventory (ACSI). The ACSI-28 contains seven sport-specific subscales: Coping With Adversity, Peaking Under Pressure, Goal Setting/Mental Preparation, Concentration, Freedom From Worry, Confidence and Achievement Motivation, and Coachability. The scales can be summed to yield a Personal Coping Resources score, which is assumed to reflect a multifaceted psychological skills construct. Confirmatory factor analyses demonstrated the factorial validity of the ACSI-28, as the seven subscales conform well to the underlying factor structure for both male and female athletes. Psychometric characteristics are described, and preliminary evidence for construct and predictive validity is presented.
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Shweta Gupta. "Life Skills Of Pre-Service Teachers: A Comparative Study." Research Inspiration: An International Multidisciplinary e-Journal 6, no. II (March 30, 2021): 13–25. http://dx.doi.org/10.53724/inspiration/v6n2.04.
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Teachers have a pivotal role in our education system. However, inefficiency in teachers can affect the very foundation of this education system and which in turn will lead to the downfall of society and the nation. It is well said that the quality of education depends on the quality of teachers, so it is essential to prepare a quality teacher. As the teacher acts as transmitter of knowledge, motivator, and manager so it is dire need to train the prospective teacher in Life skills. According to WHO life skills have been defined as “the abilities for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life”. The present study include ten Life skills as suggested by WHO i.e. Self-awareness skill, Interpersonal skill, Effective Communication skill, Problem Solving, Decision Making, Critical Thinking, Creative Thinking, Coping with Stress, Coping with Emotion, and Empathy. A descriptive survey method is used for this study. The data of 100 pre-service teachers in which 40 female and 60 male pre-service teachers, were collected by random cluster sampling technique from two B.Ed. colleges of Ghaziabad affiliated to C.C.S. University Meerut in Ghaziabad district. Moreover, t-test is used as a statistical technique to compare the life skills between male and female pre-service teachers. However, the investigator found no significant difference between the male and female pre-service teachers in their Life Skills.
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Monti, Peter M., Damaris J. Rohsenow, Anthony V. Rubonis, Raymond S. Niaura, Alan D. Sirota, Suzanne M. Colby, Perilou Goddard, and David B. Abrams. "Cue exposure with coping skills treatment for male alcoholics: A preliminary investigation." Journal of Consulting and Clinical Psychology 61, no. 6 (December 1993): 1011–19. http://dx.doi.org/10.1037/0022-006x.61.6.1011.
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Rider, Steven P., and Robert A. Hicks. "Stress, Coping, and Injuries in Male and Female High School Basketball Players." Perceptual and Motor Skills 81, no. 2 (October 1995): 499–503. http://dx.doi.org/10.1177/003151259508100228.
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Past research has identified a positive relationship between life-event stress and football injuries, but research in other sports has yielded more ambiguous results. It seems, then, that the relation of life stress and injury may be sport-specific and that different sports must be studied separately before such a relationship is assumed. The present investigation examined the relationships among life-event stress, coping skills, social support, and injuries of male and female high school basketball players. Contrary to the hypothesis, the number of days missed due to injury was not significantly related to life-event stress. As expected, the injury measure was negatively correlated with both the coping-skills and social-support variables, but these correlations did not reach statistical significance. Recommendations for research are discussed.
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Von Guenthner, Shannon, and Jon Hammermeister. "Exploring Relations of Wellness and Athletic Coping Skills of Collegiate Athletes: Implications for Sport Performance." Psychological Reports 101, no. 3_suppl (December 2007): 1043–49. http://dx.doi.org/10.2466/pr0.101.4.1043-1049.
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In exploring the relationship between wellness and athletic performance, this study assessed the link between wellness, as defined by a high score on five wellness dimensions of emotional, social, spiritual, intellectual, and physical well-being, with psychological variables thought to be related to athletic performance as measured by athletes' self-report of specific athletic coping skills. 142 collegiate athletes completed a survey composed of the Optimal Living Profile to measure wellness dimensions and the Athletic Coping Skills Inventory to measure specific psychological variables. Analysis indicated that athletes scoring higher on the dimensions of wellness also scored significantly higher on athletic coping skills. Specifically, male athletes who scored higher on wellness also reported higher scores on coachability, concentration, goal setting/mental preparation, and peaking under pressure, and female athletes who scored higher on wellness also reported higher scores in coping with adversity, coachability, concentration, goal setting/mental preparation, and freedom from worry. Various dimensions of wellness seem related to better performance by involving the athletic coping skills of intercollegiate athletes. Implications for coaches and sport psychologists are also discussed.
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Abdi, Mansour, and Atefeh Sharyati. "Comparing the training effects of problem-solving and coping skills with stress." Global Journal of Psychology Research: New Trends and Issues 9, no. 1 (March 31, 2019): 16–22. http://dx.doi.org/10.18844/gjpr.v9i1.4110.
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This research compares the effect of problem-solving and stress management skills by two methods, tradition and workshop, in reducing tendency to addiction on male studentsin the academic years 91–92. The research population included all male students in the College of literature, Science and humanities in Arak University, in which, 30 students were selected by available sampling method. The students were placed in two groups with random selection. The first group were trained by the traditional method of problem-solving and stress management skills, and the second group were trained each skills with workshop method. Statistical analysis of the data demonstrated that training problem solving and stress management skills using both traditional and workshop method have been effective in reducing the tendency to addiction. Providing training on the problem-solving and stress management skills can enable individuals behave effectively, and thus, as a coping strategy, prevent them from tendency to addiction.
Keywords: Problem-solving skills, traditional training methods, tendency to addiction.
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Miranda, Renato, Danilo Reis Coimbra, Maurício Gattás Bara Filho, Márcio Vidigal Miranda Júnior, and Alexandro Andrade. "BRAZILIAN VERSION (ACSI-28BR) OF ATHLETIC COPING SKILLS INVENTORY-28." Revista Brasileira de Medicina do Esporte 24, no. 2 (March 2018): 130–34. http://dx.doi.org/10.1590/1517-869220182402160980.
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ABSTRACT Introduction: Coping is defined as a process based on motor, behavioral, and cognitive effort to deal with the psychophysical demands that exceed an individual’s capacity. One of the instruments used most often for evaluating coping skills is the Athletic Coping Skills Inventory-28 (ACSI-28). Objective: This study aimed to validate the Brazilian version of the Athletic Coping Skills Inventory-28 (ACSI-28). The ACSI-28 is a multidimensional inventory developed to evaluate the different methods used by athletes to cope with sports pressure. Methods: The sample comprised 667 Brazilian athletes: male (n = 467; 70%); female (n = 200; 30%) with mean age 25 ± 5 years and eight (± 5) years of experience in individual sports (n = 182; 27.3%) or team sports (n = 485; 72.7%). Results: For construct validity, the relational structure of the items that comprise the original version of ACSI-28 was analyzed using EFA. The Kaiser-Meyer-Olkin measure (KMO = .83) and the Bartlett sphericity test (p <.0001) indicated adequate adjustment of the data to the factorial analyses. The reliability of the instrument was assessed by measuring internal consistency and by the stability of the measurement (test-retest). Conclusion: The Brazilian version of Athletic Coping Skills Inventory-28 was preliminarily considered valid. Level of Evidence III; Retrospective comparative study.
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Smith, Neringa Luscombe, Erica Frydenberg, and Charles Poole. "Broadening Social Networks for Girls and Particularly for Boys: Outcomes of a Coping Skills Program." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 22–35. http://dx.doi.org/10.1017/s1037291100004714.
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This study is a report of an evaluation of the effectiveness of a school based coping skills program on a sample of 83 adolescents (14–17 years) recruited from a secondary school in metropolitan Melbourne. All participants completed the Adolescent Coping Scale (Frydenberg & Lewis, 1993a) on three occasions: prior to program implementation, 1 week after program completion and 6 months after program completion. The results indicated a significant increase in the coping style, “reference to others”, with males increasing their use of this coping style more than females upon completion of the program. The findings are discussed in terms of the benefits increased use of seeking support from others has on male adolescents and of the importance of using programs as part of a comprehensive approach to health promotion within schools.
Dissertations / Theses on the topic "Male coping skills"
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Stewart, Matthew F., and n/a. "Some younbg men's discourses on coping." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20061109.085803.
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My interest in coping and survival of young men is my main motivation for
undertaking the field study which this thesis describes. It developed from my concern at the
continuing high level of young male suicide. I begin with some background discussion which
shows some examples of how the community has been informed, particularly on youth
suicide, by reviewing some of the media and government attention to these issues.
Because suicidal behaviour is a gendered social phenomenon, this is followed by a
discussion of some of the problems inherent in the hegemonic masculinity of young men. I
then set out the underlying assumptions, the purpose, aims and theoretical framework of the
study. The main theoretical underpinnings of the study are the theory of poststructuralism, as
explained by the noted writer on gender and education, Bronwyn Davies. The other major
components are Aaron Antonovsky's concepts of Salutogenesis and the Sense of
Coherence. Minor but nevertheless important reference is also made to Edward Sampson's
idea of the dialogic nature of the self.
Following this are two critical reviews of relevant literature. The first addresses
studies of resiliency and coping, while the second examines papers given at recent
Australian conferences on suicide prevention.
Following that I describe the methodology of the study before undertaking an
analysis and interpretation of selected transcripts of interviews.
This is an exploratory attempt at applying postructuralist discourse analysis to the
social problem of male coping skills and male youth suicide. The results describe various
discourses young men used in unstructuied interviews to explain how they cope when they
feel down or depressed.
The main conclusion from the results is that formation of small, confidential,
supportive discussion groups for marginalised young men can be useful for sharing and
developing coping skills and improving their management of stressors, which are everpresent
in the environment. It is argued that the proliferation of such support groups for
young men could have long term benefits in reducing the statistics of young male suicide by
encouraging young men to share their techniques or behaviours of coping with their peers.
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Cone, Jason C. Golden Jeannie. "The effectiveness of a group intervention to improve coping skills for emotion regulation in preadolescent and adolescent males with attachment difficulties." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1898.
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Thesis (M.A.)--East Carolina University, 2009.Presented to the faculty of the Department of Psychology. Advisor: Jeannie Golden. Title from PDF t.p. (viewed May 3, 2010). Includes bibliographical references.
Books on the topic "Male coping skills"
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The male couple's guide to living together: What gay men should know about living with each other and coping in a straight world. New York: Perennial Library, 1988.
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Carter, Bryan D., William G. Kronenberger, and Eric L. Scott. Children's Health and Illness Recovery Program (CHIRP). Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070472.001.0001.
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Being a teenager with a chronic illness can be challenging. The symptoms of an illness, particularly pain and fatigue, can interfere with just being a normal teen. The Children’s Health and Illness Recovery Program, or CHIRP, was developed to teach teens and their family strategies to help them live as normal a life as possible while coping with the effects of their chronic illness. The skills acquired in the CHIRP intervention are life skills almost every teen can use, and these skills can be especially valuable for those working to overcome the negative effects of chronic illness. The CHIRP Teen and Family Workbook provides evidence-based activities shown to improve coping skills, stress management, communication skills, and functioning in teens with chronic medical conditions. In addition, family-based activities included in CHIRP assist teens and parents in developing more effective ways to communicate about their illness and increase teen confidence and independence in both managing their illness and their lifestyle. These skills are important building blocks to help teens move toward recovery and improve functioning and quality of life as they approach young adulthood. The skills acquired in the program also serve as a guide and motivation for continuing the gains that teens and their families make in CHIRP.
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Cleaver, Laura. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802624.003.0006.
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Modern scholars are fond of likening the task of attempting to reconstruct the medieval past to trying to do a jigsaw puzzle with very few pieces. This study has focused on the more colourful pieces of medieval history. Some of the pieces fit together neatly, through the processes of copying that were central to both the development of text and medieval book production. New histories were composed with reference to and often from existing ones, and comparison of surviving volumes sometimes permits us to track the circulation of a work over time. Other pieces of the puzzle are less obviously connected, but can nevertheless be situated within a larger picture of book production and circulation in the Middle Ages. The manuscripts considered here are united both in the themes of their contents and in the complex processes involved in their manufacture, from the production of parchment to the composition of text, and from the planning of pages to the execution of their contents. Although medieval histories could be the work of individuals, who acquired parchment, composed and wrote text, and added any decoration, history books were usually created through the collaboration of authors, scribes, and artists. The decisions made about the investment of resources of time, skills, and materials in these manuscripts seem also to be linked to real or potential patrons, and thus manuscripts were planned with consideration of the experience of the intended owner. The surviving volumes vary significantly in size (both of the folios and the amount of content), and in their appearance. Some manuscripts were made for a local readership, within a monastic community. Others were probably created for historians whose primary interest was in the text, but the most extensively decorated volumes, whether narrative histories, chronicles, or cartularies, can often be linked to a desire to impress powerful patrons. At the same time, new texts were less likely to be copied in manuscripts that required a significant investment of resources, though higher-quality copies might be made once their value was recognized....
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Carter, Bryan D., William G. Kronenberger, Eric L. Scott, and Christine E. Brady. Children's Health and Illness Recovery Program (CHIRP). Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070267.001.0001.
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Adolescents with chronic illness, particularly when accompanied by debilitating, painful, and/or fatiguing symptoms, face challenges that are disruptive to their normal physical, psychological, and social development. The Children’s Health and Illness Recovery Program (CHIRP) is an evidence-based program specifically designed to address the skills needed by adolescents with chronic illnesses to become more confident and independent in coping and managing their illness and lifestyle. The flexible 12-session format of CHIRP can be administered with individual teens and their families or conducted in teen groups with a parallel parent group component. CHIRP integrates and adapts effective treatment components from behavioral family systems therapy, cognitive behavioral therapy, coping strategies intervention, interpersonal psychotherapy, assertiveness training, among others, into therapeutic activities in the companion CHIRP Teen and Family Workbook. This CHIRP Clinician Guide provides detailed instructions for implementing the manualized treatment protocol in the workbook. CHIRP was developed from both a careful review of the evidence-based literature on treatments for adolescents with chronic physical illness and the authors’ more than six decades of combined experience in helping children and families improve their quality of life and independence while coping with a chronic illness. Clinical outcome data on teens who have completed CHIRP demonstrate significant improvement in independent functioning and reduction in symptoms of fatigue and chronic pain; longitudinal data suggest these improvements not only persist but that teens continue to make gains on these factors beyond the completion of treatment, allowing them to pursue meaningful life goals as they transition to young adulthood.
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Cook, Melodie, and Louise Kittaka, eds. Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12.
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The purpose of this book is show how research on families can be used to offer inspiration, suggestions, and guidance to intercultural families choosing to school their children in the regular Japanese school system. Each chapter is written by a parent or parents who are themselves researchers and thus bring their skills to the task of writing about issues which have affected their families, and are likely to affect other families in similar ways. There are also suggestions for other non-Japanese parents coping with similar issues. The book is divided into three sections: The first, “Finding our own way”, deals with children’s and parents’ struggles with identity and inclusion in Japanese schools and society. The second, “Dealing with the Japanese school system”, offers narratives and advice on such topics as coping with homework and dealing with more than one school system, as well as what government-accredited Japanese overseas schools have to offer. The third section, “Coping with challenges”, examines the experiences of families where children are “different” because they have physical or intellectual challenges, or live with foster or adoptive families. The book concludes with a narrative about a family who made the decision to remove their children from the Japanese system entirely and send them abroad for schooling. The authors of the chapters in this book are all current or former university faculty, living in different areas of Japan. Some, who live in highly-populated urban areas, have had ample opportunities to locate educational options for their children, while others, living in rural communities, have had to struggle to advocate for their children’s inclusion in mainstream classes. Their stories are all compelling and their advice is certain to be helpful to those planning to or already raising children in Japan. This book will also be of value to researchers and educators, particularly those with an interest in bilingualism, intercultural families, and cross-cultural issues, along with anyone wishing to learn more about contemporary Japanese society.
Book chapters on the topic "Male coping skills"
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Ronen, Tammie. "The Role of Coping Skills for Developing Resilience Among Children and Adolescents." In The Palgrave Handbook of Positive Education, 345–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_14.
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AbstractChildren and adolescents experience rapid changes due to development and growth processes, thereby necessitating adaptation and flexibility. In addition, young people also often face environmental crises or traumas, human-made catastrophes, or individual (chronic illness) or family (parent divorce, death of a loved one) crises. In the past, to facilitate young people’s adaptation to change, major aims of parents, teachers, and therapists focused on protecting children and adolescents from harm and helping them grow up in a secure environment. Over time, modern life and the influence of the positive psychology orientation have led to a shift in those aims, which now focus more on helping young people feel happy, flourish, and use their own strengths. A key element in making this process of adaptation to change successful is resilience. This chapter deals with the effects of changes, crises, and traumas on children and adolescents, while focusing on the importance of resilience at the individual, family, and environmental levels. This approach directs adaptation to change efforts towards the present rather than towards the past, thereby meeting the important need of treating children and adolescents who have experienced crisis and trauma by imparting them with skills for better coping today in their major natural environments.
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Carter, Bryan D., William G. Kronenberger, and Eric L. Scott. "Session 4: Thought-Challenging and Thought-Changing Skills." In Children's Health and Illness Recovery Program (CHIRP), 43–50. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070472.003.0005.
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Session 4 builds on “Managing the Impact” coping skills by helping you learn to apply “Challenging Your Thoughts” skills to the stressful situations identified earlier and recorded on the “Thought-Changing Skills” Worksheet from the previous session. The goal of this session is to assist you in more accurately identifying those distortions in your assumptions, beliefs and thinking that underly distressful and uncomfortable emotions/feelings, which in turn can amplify unpleasant symptoms such as energy level and pain intensity. Common thinking errors such as hopelessness, catastrophic thinking, and mind reading are introduced and applied to your own identified automatic thoughts. This is followed by introducing strategies for challenging those often unsubstantiated and disabling thoughts that serve as barriers to setting goals, expectations, and motivation, which make it difficult to get your coping and lifestyle back on track.
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"Adolescent Health Management." In Psycho-Socio-Physical Dimensions of Adolescent Health Management, 118–59. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7384-5.ch005.
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The present state of affairs of adolescent health status clearly shows that the condition of today's youth has significantly deteriorated as revealed by severe malnutrition, poor reproductive health, high aggression, increased depression, increased suicidal rates, drug use, substance abuse, etc., which are the clear indications of the challenges that adolescents are facing. No doubt that they are at risk because they lack social support to seek accurate information and services. In such a scenario, there is an urgent need to provide today's youth with new set of ways and systems to deal with the changing demands of life. It is essential that the adolescents be helped to develop skills inherently to handle a wide variety of choices, changes, and the stressors. It calls for a need of life skill education for adolescents so as to enable them to develop psycho-social competencies and interpersonal skills which help them to make informed decisions, communicate effectively, and develop coping and self-management skills so as to enable them to lead a healthy and productive life.
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Treisman, Glenn J. "Identifying and Assessing Overlapping Chronic Pain and Mental Illness." In Overlapping Pain and Psychiatric Syndromes, edited by Glenn J. Treisman, 79–91. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190248253.003.0006.
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Psychiatric comorbidity profoundly affects outcomes in chronic pain. Chronic pain alters the clinical appearance of psychiatric conditions. Problems of poor coping, limited life skills, poor social and behavioral modeling, limited resources, and poor self-efficacy all can complicate and exacerbate chronic pain disorders. Operant and classical mechanisms with inadvertent rewards for illness-related behaviors condition the behaviors associated with chronic pain. Iatrogenic addiction can also make it difficult for patients to engage in functional rehabilitation. Features of temperament, including extraversion and instability, lead to maladaptive responses to managing pain and difficulty engaging with physicians and health care professionals. Lastly, diseases of mood decrease the normal capacity to experience rewards associated with healthy behavior and divert patients toward avoidance coping, nihilistic views of recovery, and disengagement from support systems and medical care. A coherent and comprehensive diagnostic formulation including these elements leads to effective interdisciplinary rehabilitative pain treatment.
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Carter, Bryan D., William G. Kronenberger, and Eric L. Scott. "Session 7: Assertiveness and Relationships." In Children's Health and Illness Recovery Program (CHIRP), 73–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070472.003.0008.
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In Session 7 you are introduced to the concept of avoidant coping. We all use avoidance at times in dealing with stressful, unpleasant and uncomfortable situations. However, if we use avoidance as the major way to cope with these challenges, it will have a negative impact on our ability to function physically, emotionally, and in school and social situations. In order to make sure we don’t fall into the trap of over-using avoidance in dealing with the challenges of a chronic medical problem, CHIRP uses activities that teach you strategies that can disrupt this cycle by improving your skills and confidence in dealing with stressful situations you may encounter socially and in your daily life. Key skills you will learn include improving interpersonal communication and assertive behaviors. Increasing your skills and comfort in communicating and asserting your wants and needs with others is a primary goal of this session.
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Biesecker, Barbara B., Kathryn F. Peters, and Robert Resta. "Relational Genetic Counseling." In Advanced Genetic Counseling, 125–42. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190626426.003.0008.
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This chapter emphasizes the importance of the relational components of a psychotherapeutic approach to genetic counseling. It outlines the steps to developing a therapeutic alliance with a client that are implied but not stated in the Reciprocal Engagement Model. Reinforced are the need for safety and trust for the client, conveying respect, and being genuine in the relationship. Contracting is described as an exchange between the counselor and client to establish the session goals. Relational counseling skills are used to establish a relationship that fully addresses the implications of genetic information. These skills include asking open-ended questions, followed by closed-ended questions; clarifying understanding; paraphrasing; reflecting feelings; and summarizing the client’s perceptions and needs. They constitute the process used to establish a therapeutic relationship that is essential to addressing the threat of genetic information and clients’ related fears and hopes. What results from this process is an empathic connection with clients where informed decisions are made, coping is enhanced, and/or adaptation is facilitated.
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Baporikar, Neeta. "Understanding Entrepreneurial University." In Examining the Role of Entrepreneurial Universities in Regional Development, 93–112. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0174-0.ch005.
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Universities globally are facing new challenges and rapid changes like the increased pace of technological progress, demographic shifts, reduced funding, new skills requirement, competition, etc. These challenges and changes call for academic revolution in universities. This implies a need to make these organizations more entrepreneurial in their thinking and approaches, hence the term entrepreneurial universities. Further, they are expected to create the future by educating those to whom the future belongs and by generating the ideas and discoveries that can transform the present and build a better world. In the current context, educating those to whom the future belongs means providing them with solid knowledge and entrepreneurial skills for coping with future challenges, generating ideas and innovations and transferring them to build a better world. Adopting a qualitative approach with an in-depth literature review, the aim is to understand the entrepreneurial university and its role, and to provide a framework for their development in emerging economies.
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Brandoff, Rachel. "Creativity in Art Therapy." In Advances in Media, Entertainment, and the Arts, 327–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0504-4.ch015.
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Art therapists help to access and awaken their clients' personal, latent creativity by promoting art making by the client (Snyder, 1997). Art Therapists aid clients by re-establishing creative thought and flow. They encourage the use of art materials, assist with the engagement in the art-making processes, and facilitate reflection on art made in the context of psychotherapy (Lombardi, 2014). Exercising creativity in therapy is an effective way to develop problem-solving and original thinking approaches, and it ultimately enables clients to generalize these skills towards other areas of life (Lowenfeld & Brittain, 1987). It is not uncommon for people to lose touch with creativity as a result of coping with life stressors, transitions or trauma. Through engagement with art making in art therapy, clients can potentially address psychological blockages that might inhibit or prevent access to creative thinking.
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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Cases on Professional Distance Education Degree Programs and Practices, 28–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch002.
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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.
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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Online Course Management, 1550–65. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch081.
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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.
Conference papers on the topic "Male coping skills"
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Zelenova, M. E., A. A. Lekalov, V. S. Lim, and E. V. Kostenko. "Hardiness in regulation of functional positions of pilots." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.506.516.
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An empirical study is aimed at identifying psychological resources that contribute to negative mental states regulation and preserve the working capacity and health of professionals performing work in high level of uncertainty conditions and the actions under extreme environmental factors. The level of hardiness and the level of professional skill were considered as predictors of stress resistance of specialists in difficult conditions of activity. Participants in the study were pilots. Violations of physical health of respondents were determined on the basis of medical records based on the results of medical-flight check up. Standardized psychological techniques were used to diagnose signs of negative mental states and to identify the fullness of the pilots’ everyday life with stressful events. The results of the study made it possible to identify statistically significant relationships between indicators of psychological well-being and health of pilots, on the one hand, and indicators of vitality, professional skill, constructive strategies for overcoming behavior, on the other. It was found that the lower the level of stress, burnout and fatigue, the higher the vitality indicators. The characteristics of professionalism (“experience”, “flying hours” and “classiness”) are closely related to the level of fatigue, working capacity, burnout and the structure of the copying profile. The higher the grade score, the higher the resilience components of Risk Acceptance and Control. The physical health index is closely related to fatigue indices, burnout (reduced motivation to work), impulsivity and the presence of family and children at pilots. The results of statistical processing showed that professional skill and vitality can be considered as independent groups of internal resources for regulating the internal wellbeing of pilots, operating in conjunction with coping strategies.
Reports on the topic "Male coping skills"
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.
Full textAbstract:
The main recommendations of the panel report can be summarised under four key headings: High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on. Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors. Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month. Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.