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1
Halton, William. "Group Relations: Achieving a New Difference." Organisational and Social Dynamics 10, no. 2 (October 31, 2010): 219–37. http://dx.doi.org/10.33212/osd.v10n2.2010.219.
Повний текст джерелаАнотація:
This paper explores the possibilities of achieving a new difference in relation to personal identity through group relations conferences. It gives a theoretical exposition of a group relations conference as an empty organisational structure with the primary task of reflection. Three routes for achieving a new sense of personal identity are described. One is the self-challenge of trying out new roles; the second is through assimilating a diversity of ‘big pictures’; the third is by creating new models of working in response to negative feedback. A critique of the traditional Leicester model in relation to contemporary organisations identifies two missing elements, leading to two new events that explore the dynamics of delegated authority and on-task competition. The link with a new training group is described.
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McGinty, Jenny, Chris Ninness, Glen McCuller, Robin Rumph, Andrea Goodwin, Ginger Kelso, Angie Lopez, and Elizabeth Kelly. "Training and Deriving Precalculus Relations: A Small-Group, Web-Interactive Approach." Psychological Record 62, no. 2 (April 2012): 225–42. http://dx.doi.org/10.1007/bf03395799.
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Greene, Les R. "Object Relations Group Psychotherapy: The Group as an Object, a Tool and a Training Base." International Journal of Group Psychotherapy 42, no. 1 (January 1992): 161–64. http://dx.doi.org/10.1080/00207284.1992.11732588.
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Mullan, Hugh. "Object Relations Group Psychotherapy: The Group as an Object, a Tool and a Training Base." American Journal of Psychotherapy 44, no. 4 (October 1990): 611–12. http://dx.doi.org/10.1176/appi.psychotherapy.1990.44.4.611.
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ACKLIN, MARVIN W. "Object Relations Group Psychotherapy: The Group as an Object, a Tool, and a Training Base." American Journal of Psychiatry 148, no. 9 (September 1991): 1255—a—1256. http://dx.doi.org/10.1176/ajp.148.9.1255-a.
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Barwick, Nick. "Bearing Witness: Group Analysis as Witness Training in Action." Group Analysis 37, no. 1 (March 2004): 121–36. http://dx.doi.org/10.1177/0533316404040999.
Повний текст джерелаАнотація:
This paper argues that productive and co-operative thinking best happens in the context of spatial, rather than linear relations. The latter is characterized by illusions of merger and polarity, the former by a capacity to tolerate similarity and difference. This capacity is manifested in the activity of ‘bearing witness’; an activity vital to the mature psychological development of the individual and the development and maintenance of a just society. The author seeks to develop Foulkes’s ‘model of three’ with insights gained from contemporary group-analytic and post-Kleinian thinking. The paper concludes that the witness, in bearing and being the bearer of difference, is key in the development of a mature, thinking group.
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Heinskou, Torben. "Organizational Psychology Programme at the Institute of Group Analysis (Copenhagen): A Training Programme in Group Analysis and Group Relations." Group Analysis 35, no. 2 (June 2002): 271–86. http://dx.doi.org/10.1177/0533316402035002843.
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Toji, Hideki, Kensaku Suei, and Masahiro Kaneko. "Effects of Combined Training Loads on Relations Among Force, Velocity, and Power Development." Canadian Journal of Applied Physiology 22, no. 4 (August 1, 1997): 328–36. http://dx.doi.org/10.1139/h97-021.
Повний текст джерелаАнотація:
The effects of different training programs on the force-velocity relation and the maximum power output from the elbow flexor muscles were examined in 12 male adults. The subjects were divided into two equal groups (G30 + 100 and G30 + 0), In the G30 + 100 group, training was performed with five, repetitions at 30% maximum strength (Fmax) and five isometric contractions (100% Fmax) and in the G30 + 0 group with five repetitions at 30% Fmax and five contractions with no load (0% Fmax). Training was performed 3 days a week for 11 weeks. Maximum power increased significantly in both groups after training. The power increase was significantly greater in the G30 + 100 group. Maximum strength was significantly higher only in the G30 + 100 group, while maximum velocity increased in both groups. No significant difference in strength or velocity gain was observed between the two groups. These results suggest that isometric training at maximum strength (100% Fmax) is a more effective form of supplementary training to increase power production than no load training at maximum velocity. Key words: muscle training, force-velocity relation, muscle power
9
Assaf Bitan, Racheli. "From an intrapsychic to an interpersonal symptom: Relations Training in Action." Group Analysis 53, no. 4 (September 10, 2020): 515–29. http://dx.doi.org/10.1177/0533316420955038.
Повний текст джерелаАнотація:
This article proposes a conceptualization of symptoms from an interpersonal perspective and advocates group analysis as an appropriate medium for treatment. Psychoanalytic theory has traditionally conceptualized symptoms using the language of intrapsychic conflicts in the individual’s mind. In this article, drawing on ideas from group analysis and contemporary psychoanalytic theories, I propose an interpersonal conceptualization of symptomatic phenomenology. In addition, I introduce a concept that describes a treatment process based on this perspective: Relations Training in Action1. I will argue that a symptom occurring in one person symbolizes an inadequate interpersonal relations pattern, and that recognition of the pathological relations pattern in therapy enables a process which paddles the creation of healthier communication. Furthermore, I suggest group therapy as a space which offers a rich set of opportunities for the repetition and reparation of relations disorder (Friedman, 2007), and that the transition from the language of intrapsychic symptoms to the language of relationships plays a significant role in broadening the areas of interpersonal communication (Foulkes, 1964). Therapy based on an interpersonal perspective regarding symptoms will facilitate participation in a meaningful and significant relationship with the other, improve the mental health of patients and decrease their need to cling to the symptom.
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Малгожата, Франц. "INTERPERSONAL RELATIONS IN THE EMPLOYEE TEAM." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 20, no. 2 (November 23, 2021): 159–68. http://dx.doi.org/10.35387/od.2(20).2021.159-168.
Повний текст джерелаАнотація:
Interpersonal relationships depend on: linguistic competence (biologically determined), communicative competence (socioculturally determined), knowledge of the principles of effective interpersonal communication and personal skills of interpersonal communication. As it turns out, the potential of linguistic knowledge, knowledge of the rules of communication and the effectiveness of their application are necessary, but insufficient. Interpersonal skills become the element that ensures the achievement of a better level of cooperation.Interpersonal relationships in the group/team are also due to: intellectual and emotional interaction of team members, group norms, a common goal, social structure of the team (social roles), a sense of originality of the team in relation to other groups. The effectiveness of the activities carried out by the team depends largely on the interpersonal relationships in the work team. Establishing these relationships and improving them is possible through the author's training «Interpersonal relationships in the team».The article presents the theoretical purpose of the author's training, which allows establishing interpersonal relationships in the work team; cognitive purpose in terms of describing the author's training and analysis of its components; practical purpose in terms of establishing interpersonal relationships that have developed in the work team, analysis of difficulties in establishing and maintaining proper interpersonal relationships, measures aimed at eliminating or minimizing incorrect interpersonal relationships, when it is necessary for the benefit of the team and its effectiveness; recommendations to the head of the working team on the application of author's workshop.Key words: interpersonal communication; interpersonal relations; working team; communication styles in the organization; workshop.
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Рыжов and Boris Ryzhov. "The possibility of psychological training on the formation of group cohesion in the educational collectives of specialized educational institutions." Applied psychology and pedagogy 1, no. 2 (August 30, 2016): 7. http://dx.doi.org/10.12737/19080.
Повний текст джерелаАнотація:
The article is devoted to the analysis of possibilities of application of psychological training to enhance group cohesion cadets (students) enrolled in specialized educational institutions. Some aspects point to the necessity of training work with the students. It is shown that in conditions of high degree of regulation of relations in the military (educational) groups, the severity of the statutory relationship and high training loads, psychological training allows not only to optimize the socio-psychological climate, to rally the students, but also improve the efficiency of learning.
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Bryson, Sandy, and Carolyn J. Asher. "Building capacity for leadership and teamwork: developing, delivering and evaluating an experiential group relations conference." Psychiatric Bulletin 32, no. 5 (May 2008): 189–92. http://dx.doi.org/10.1192/pb.bp.107.017699.
Повний текст джерелаАнотація:
Aim and MethodsSpecialist registrars in psychotherapy, at various stages of their training, attended a 1-day experiential group relations conference. The aim was to provide a training context in which trainees could reflect, through direct experience, on their capacity for leadership and teamwork, and the difficulties in taking up one's own authority in role.ResultsParticipants rated (on a 5-point Likert scale) the various structured elements of the conference as being greater than moderately useful for their learning. At 9-month follow-up, median scores were 4, indicating that the conference had a moderate to high impact on the participants' learning in four key dimensions: effective communication, taking up a leadership role, dealing with task-and role-related anxiety, and containing others' psychological projections.Clinical ImplicationsThere is often little time to reflect on one's experiences or behaviour in professional environment. The study demonstrates that learning about one's behaviour, capacity for leadership, performing various roles and the ability to act with authority, in a facilitated experiential learning environment can make a significant contribution to the development of future consultant psychiatrists in psychotherapy. In the light of the new curriculum (Royal College of Psychiatrists, 2006), this training model may facilitate the achievement of core and general competencies for all trainee psychiatrists.
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Chubareva, Marina Vladimirovna, and Dayana Vyacheslavovna Sokolova. "SOCIOGRAM OF INTERPERSONAL RELATIONS IN A GROUP OF COLLEGE STUDENTS." Chronos 7, no. 11(73) (December 13, 2022): 55–59. http://dx.doi.org/10.52013/2658-7556-73-11-15.
Повний текст джерелаАнотація:
The aim of the study is to study interpersonal relationships in a group of college students and build a sociogram. The study was conducted in a group of college students consisting of 29 people, including 15 girls and 14 boys aged 17-18 years. In order to clearly see the picture of the degree of cohesion of the group, a study was conducted in the form of group testing, for this a sociometric technique developed by J. Moreno was chosen. This technique involves the diagnosis of emotional ties, likes and dislikes within the group, the identification of a leader, the detection of intra-group cohesive formations. Based on the sociogram presented in the article, we see that there are no isolated guys in the group, which is an indicator of a good and full-fledged group. Forecasting the general prospects for the development of the educational team is actively moving in a positive direction, since none of the members of the group regrets that they entered this particular specialty, the forecast can be as follows: after training, at least 70% of students will graduate, they will already be mature personalities, find a job in their area of specialization.
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Menninger, Roy W. "A Retrospective View of a Hospital-Wide Group Relations Training Program: Costs, Consequences, and Conclusions." Human Relations 38, no. 4 (April 1985): 323–39. http://dx.doi.org/10.1177/001872678503800403.
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Lebedeva, Nadezhda M., Elena Makarova, and Alexander Tatarko. "INCREASING INTERCULTURAL COMPETENCE AND TOLERANCE IN MULTICULTURAL SCHOOLS: A TRAINING PROGRAM AND ITS EFFECTIVENESS." Problems of Education in the 21st Century 54, no. 1 (June 20, 2013): 39–52. http://dx.doi.org/10.33225/pec/13.54.39.
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This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training's effectiveness are discussed. Key words: intercultural competence, tolerance, training, students.
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Kannikar, Phudit, Panita Wanpirun, and Prachayanan Nilsuk. "Multicultural Competency Training Model for Digital Publicists." International Education Studies 15, no. 3 (May 22, 2022): 140. http://dx.doi.org/10.5539/ies.v15n3p140.
Повний текст джерелаАнотація:
The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.
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Пивоваров, Ф. Ю. "GENERIC FORENSIC CHARACTERIZATION OF CRIMES INFRINGING ON RELATIONS IN THE FIELD OF SPORTS, ACCOMPANYING TRAINING AND COMPETITIVE RELATIONS." Digest of research works "Criminalistics: yesterday, today, tomorrow", no. 1(25) (March 31, 2023): 164–76. http://dx.doi.org/10.55001/2587-9820.2023.42.67.015.
Повний текст джерелаАнотація:
К текущему моменту преступность в сфере физической культуры и спорта мало изучена, а большинство научных исследований посвящено именно преступлениям, касающимся непосредственно соревновательно-тренировочного процесса. Мы предлагаем произвести более подробный анализ преступных посягательств, затрагивающих не непосредственно соревновательно-тренировочный процесс спортсменов и тренеров, а правоотношения, сопутствующие таковому и обусловленные широким разнообразием. Целью настоящего исследования является анализ особенностей правоприменительной практики, результатами которого выступает выделение наиболее типичных характеристик обозначенной группы преступлений на основе современной структуры криминалистической характеристики. На основе результатов указанного анализа нами предложены положения самостоятельной родовой криминалистической характеристики указанной группы преступлений, включающие типичные способы преступлений, особенности типичного преступника, объекты, содержащие криминалистически значимую информацию, ряд типичных обстоятельств, которые, по нашему мнению, могут быть установлены прежде всего в результате назначения и производства разного рода судебных экономических экспертиз, а также непосредственный объект преступлений. To date, crime in the field of physical culture and sports has been little studied, and most of the scientific research is devoted specifically to crimes related directly to the competitive and training process. We propose to make a more detailed analysis of criminal encroachments that affect not directly the competitive and training process of athletes and coaches, but the legal relations that accompany it and are due to a wide variety. The purpose of this study is to analyze the features of law enforcement practice, the results of which are the selection of the most typical characteristics of a designated group of crimes based on the modern structure of forensic characteristics. Based on the results of this analysis, we propose the provisions of an independent generic forensic characterization of this group of crimes, including typical methods of crimes, features of a typical criminal, objects containing forensically significant information, a number of typical circumstances that, in our opinion, can be established primarily as a result of the appointment and the production of various kinds of forensic economic examinations, as well as the direct object of crimes.
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Linde, Katja, and Dorothee Alfermann. "Single Versus Combined Cognitive and Physical Activity Effects on Fluid Cognitive Abilities of Healthy Older Adults: A 4-Month Randomized Controlled Trial With Follow-Up." Journal of Aging and Physical Activity 22, no. 3 (July 2014): 302–13. http://dx.doi.org/10.1123/japa.2012-0149.
Повний текст джерелаАнотація:
Background:Physical and cognitive activity seems to be an effective strategy by which to promote age-sensitive fluid cognitive abilities in older adults.Method:In this randomized controlled trial, 70 healthy senior citizens (age 60–75) were allocated to a physical, cognitive, combined physical plus cognitive, and waiting control group. The trial assessed information processing speed, short-term memory, spatial relations, concentration, reasoning, and cognitive speed.Results:In contrast to the control group, the physical, cognitive, and combined training groups enhanced their concentration immediately after intervention. Only the physical training group showed improved concentration 3 months later. The combined training group displayed improved cognitive speed both immediately and three months after intervention. The cognitive training group displayed improved cognitive speed 3 months after intervention.Conclusions:Physical, cognitive, and combined physical plus cognitive activity can be seen as cognition-enrichment behaviors in healthy older adults that show different rather than equal intervention effects.
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Ari Budiarti and Ahmad Toni. "Implementation of Public Relations Strategy Mix in Media Academy." Jurnal Spektrum Komunikasi 10, no. 4 (December 30, 2022): 366–77. http://dx.doi.org/10.37826/spektrum.v10i4.392.
Повний текст джерелаАнотація:
In the formation of an organization or company, from the beginning to its development, it is always inseparable from the ongoing process of interaction with various parties. Training institutions need a targeted and effective management strategy to compete with similar competitors. Media Academy is a training institution that is a new business unit in the Media Group corporate company utilizes the role of Public Relations to expand cooperation and establish relationships so that the company can be known more widely by the public. Public Relations Mix can be abbreviated as PENCILS, is one of the strategies of Public Relations related to the duties, roles, and functions depending on the path and the components possessed in this concept are related to the work carried out by Public Relations. This study aims to determine and analyze the implementation of the Public Relations Mix strategy at the Media Academy. The method used by researchers in this study is a qualitative descriptive approach. Data collection techniques in qualitative research are by conducting interviews, observations, and documentation studies. It can be concluded that the Public Relations strategy used by Media Academy has been successful because Media Academy has implemented seven PENCILS strategies as a Public Relations Mix strategy. It can be said that Public Relations is an integral part of the overall growth process of Media Academy as a new business unit in the Media Group corporate company.
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Weidong, J., Z. Guoquan, T. Hua, H. Peirong, G. Yunqing, C. Hao, W. Donghua, and C. Guoyuan. "The effect of cognitive flexibility on skill rehabilition training of schizophrenics in community." European Psychiatry 26, S2 (March 2011): 438. http://dx.doi.org/10.1016/s0924-9338(11)72145-9.
Повний текст джерелаАнотація:
ObjectiveTo study the effect of cognitive flexibility on skill rehabilition training of schizophrenics in community.Methods150 schizophrenic outpatients in their rehabilitation stage were randomly divided into skills training group (100 cases) and control group (50 cases with five drop of). The training lasted for 24 weeks and the patients were followed up for 12 weeks. The assessing instruments included PANSS (positive and negative symptom scale), MRSS (morning. side rehabilitation stage scale) and cognitive flexibility (WCST, Stroop test and Trail making).Results133 subjects completed the trial. The scores of PANSS, the negative subscale, the General Psychopathology subscale in both groups decreased signifieantly after treatment (P < 0.05∼P < 0.01). The scores of MRSS, Dependency subscale, Inactivity subscale, effects of Current Symptoms and Deviant Behavior Subscale in the skills training group decreased significantly after treatment (P< 0.05∼P < 0.01); the reductions of PANSS, MRSS between two groups were not significant different; Relapse rate was lower in the skills training group than that in the control group, without a statistical significant. Within skills training group, the numbers of continuous error (WCST) and correct error in effective group was better than those in ineffective group.ConclusionCommunity reintegration skill is of benefit to rehabilitation of schizophrenics in decreasing symptoms, improving social function and decreasing defect. The cognitive flexibility and the effect of skill training rehabilitation in chronic schizophrenia patients has certain relations.
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Green, Amelia Hoover. "Armed group institutions and combatant socialization." Journal of Peace Research 54, no. 5 (September 2017): 687–700. http://dx.doi.org/10.1177/0022343317715300.
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Ex-combatants who fought with the Salvadoran Army during El Salvador’s 1980–92 civil war often recall being ‘captured’, rather than recruited, suffering beatings and humiliation in the course of training, and fighting without a sense of purpose or direction. Those who served with rebel forces, by contrast, recall fatigue and frustration with new routines, but seldom hazing or abuse; most also recalled deep, ongoing instruction about the purpose and goals of the war. This comparison highlights the broad variation in armed groups’ formal institutions for socialization, a topic that political scientists have only recently begun to examine in depth. The Salvadoran case also emphasizes some shortcomings of the existing literature, which may elide the differing effects of different formal institutions, treat individual institutions as operating independently on combatant behavior, and/or fail to map complex causal processes intervening between institutions and behavior. This article takes as its starting point the observation that many armed group institutions – including recruitment, military training, political training, and disciplinary regimes – are components of the process known more generally as ‘combatant socialization’. Examining specific institutional processes associated with combatant socialization allows for the generation of more refined and specific theories of combatant socialization as both a causal variable and an outcome. At the same time, treating armed group institutions as related elements of a broader process, rather than as fully separate institutions, may also advance understandings of the effects of these institutions. I demonstrate that the implementation and content of formal institutions for socialization varied significantly both across and within groups in El Salvador; building on this analysis, I lay out several potential directions for comparative research.
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Beauchesne, Hervé, B. Comte, Jean-Jacques Grapin, and F. Lavaux. "Approche corporelle et groupe dans la formation." Revue de psychothérapie psychanalytique de groupe 12, no. 1 (1989): 143–51. http://dx.doi.org/10.3406/rppg.1989.1024.
Повний текст джерелаАнотація:
A corporal approach to the training group. The use of group dynamics and corporal expression in therapy currently runs the risk of creating a number of illusions, in particular with respect to psychanalysis during the period of sensitivation and development of human relations. The use of corporal techniques (in this particular case, dance) is proposed in training sessions having to do with group psychoanalysis. This leads to the possibility of analysing the narcissistic and archaic dimensions, provided that the framework is clearly defined. The modes and contingencies of this framework and its effects are considered in this paper along with the limitations, reasonable reservations and criticisms as well as the real potential of this type of session. Finally, the conditions necessary for remaining within a truly psychoanalytical perspective are examined.
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Joseph, Janelle, Barbara Williams, and Tanya Lewis. "The exploring difference workshop: group relations methodology to deepen anti-racist education in Toronto, Canada." Twentieth Anniversary Special Issue 21, no. 1 (June 30, 2021): 40–55. http://dx.doi.org/10.33212/osd.v21n1.2021.40.
Повний текст джерелаАнотація:
Though the Tavistock group relations paradigm is now more than seventy years old, its unique conceptualisation of unconscious group processes remains nonetheless essential for understanding and affecting this volatile, uncertain, complex, and ambiguous time. An adapted Tavistock group relations event called the Exploring Difference Workshop (EDW) takes place in the context of: 1) increasing attention to endemic racism within Canadian society; and 2) increasingly obvious limitations of dominant modes of anti-racism training framed within discourses of equity and multiculturalism. This article discusses new contributions group relations methodology can provide through the EDW to engage with the intractable and painful aspects of talking about racism in "the here and now". The article offers an analysis of key themes emerging from the workshops and the consultations supporting participants' learning about "difference" and self–other relationships. It proposes that the EDW enables deeper understanding of, and dialogue about, the (un)conscious processes affecting racism and anti-racism education, and offers a means for enhancing collaboration across difference in these times.
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Stadnichenko, Nadiya. "Formation of subject-subject relations in the educational group in the process of future actor professional training." Visnik Zaporiz'kogo naciohai'nogo universitetu. Pedagogicni nauki 1, no. 30 (2018): 134–39. http://dx.doi.org/10.26661/2522-4360-2018-1-29-24.
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Mendoza, Leanne K., Jason M. Ashford, Victoria W. Willard, Kellie N. Clark, Karen Martin-Elbahesh, Kristina K. Hardy, Thomas E. Merchant, et al. "Social Functioning of Childhood Cancer Survivors after Computerized Cognitive Training: A Randomized Controlled Trial." Children 6, no. 10 (September 27, 2019): 105. http://dx.doi.org/10.3390/children6100105.
Повний текст джерелаАнотація:
Childhood cancer survivors are at risk for cognitive and social deficits. Previous findings indicate computerized cognitive training can result in an improvement of cognitive skills. The current objective was to investigate whether these cognitive gains generalize to social functioning benefits. Sixty-eight survivors of childhood cancer were randomly assigned to a computerized cognitive intervention (mean age 12.21 ± 2.47 years, 4.97 ± 3.02 years off-treatment) or waitlist control group (mean age 11.82 ± 2.42 years, 5.04 ± 2.41 years off-treatment). Conners 3 Parent and Self-Report forms were completed pre-intervention, immediately post-intervention and six-months post-intervention. Piecewise linear mixed-effects models indicated no significant differences in Peer Relations between groups at baseline and no difference in change between groups from pre- to immediate post-intervention or post- to six-months post-intervention (ps > 0.40). Baseline Family Relations problems were significantly elevated in the control group relative to the intervention group (p < 0.01), with a significantly greater decline from pre- to immediate post-intervention (p < 0.05) and no difference in change between groups from post- to six-months post-intervention (p > 0.80). The study results suggest cognitive gains from computerized training do not generalize to social functioning. Training focused on skill-based social processing (e.g., affect recognition) may be more efficacious.
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Perbawasari, Susie, Yanti Setianti, Aat Ruchiat Nugraha, Dian Wardiana Sjuchro, and Ayu Indra Wardhani. "PELATIHAN MARKETING PUBLIC RELATIONS BAGI STAKEHOLDERS PARIWISATA DI OBJEK WISATA STONE GARDEN BANDUNG BARAT." Jurnal Pengabdian UntukMu NegeRI 3, no. 1 (May 30, 2019): 52–60. http://dx.doi.org/10.37859/jpumri.v3i1.1144.
Повний текст джерелаАнотація:
The trend of Muslim tourism continues to increase along with the awareness of Muslims to apply the Muslim lifestyle. The Muslim lifestyle affected the demands of halal tourism packages — one of the attractions that are trying to hold a halal tour package, namely Stone Garden. Several obstacles are found related to the realization of Stone Garden into halal tourist destinations, namely the limited human resources, infrastructure, facilities, and coaching patterns from the manager. To foster human resources in the activities of tourism services and tourism promotion needs to be improved through the implementation of Marketing Public Relations training for tourism destination managers in facing the challenges of the increasingly globalized tourism market. The training held at the Stone Garden Tourism Awareness Group secretariat with participants from tourism agents, tourist managers, and tour guides. The training methods used are discussion, lecture, and case simulation. The results of the training showed that the knowledge and communication skills of Marketing Public Relations communication among the actors, managers, and tour guides in the Stone Garden area experienced a considerable increase which was shown by participants understanding the importance of communication in community-based tourism management.
Keywords: Marketing Public Relations, Training, Tourism, Stakeholders, Halal Tourism
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Brooks, John O., Leah Friedman, and Jerome A. Yesavage. "A Study of the Problems Older Adults Encounter When Using a Mnemonic Technique." International Psychogeriatrics 5, no. 1 (March 1993): 57–65. http://dx.doi.org/10.1017/s1041610293001395.
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This study explored problems older adults experience when using a mnemonic technique known as the method of loci. Older subjects received six hours of imagery, judgment, and relaxation pretraining followed by mnemonic training for either four or six hours (Regular or Extended training, respectively). At the end of training, subjects were given a list of the constituent steps of the method of loci and asked to indicate which, if any, were problematic. The factor structure of the relations among the problems varied according to the length of the training subjects received. Specifically, the factor structure of the difficulties reported by the Regular training group reflected problems with using the steps involved in the application of the method of loci, whereas for the Extended training group the factor structure reflected problems with abilities called upon in using the technique. Thus, even with Extended training, subjects may need additional pretraining to develop specific abilities necessary for the successful application of the mnemonic.
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Jemielnik, Joanna. "Dialogue or compromise – in search of new pedagogical relations in music education." Konteksty Kształcenia Muzycznego 6, no. 1 (10) (June 30, 2020): 85–102. http://dx.doi.org/10.5604/01.3001.0014.2351.
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The article was written based on the evaluation research conducted in one of music schools in eastern Poland, examining the quality of education in violin and piano classes. After the introduction presenting problems related to learning in an art school, the author showed the research purpose and description of the researched group, characteristics of the region and research method. The study group was asked questions concerning the quality and manner of students’ practice, methods of a teacher’s work with primary music school pupils, factors that contributed to and hampered effective instrument performance training, school relations and communication. The collected data, free statements and suggestions of students, teachers and parents, were described, categorized and confronted in the main part of the article. The comparison of opinions and voices from the three perspectives enabled to formulate conclusions on the changes undergoing in a contemporary music school, first of all – in relation to the perception of instrument performance training, methods of teachers’ and pupils’ work as well as the pupil – pedagogue – parent relation.
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Dryzhak, V. V. "ORGANIZATIONAL AND PEDAGOGICAL FUNDAMENTALS OF PROBATION PROGRAMS IMPLEMENTATION." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 2 (October 3, 2022): 76–93. http://dx.doi.org/10.32755/sjeducation.2022.02.076.
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The article examines the peculiarities of the application of individual and group training forms and methods of working with probation subjects in the process of implementing probation programs. At the same time, attention is focused on ways of increasing motivation and activation of cognitive activity of training participants, methods of establishing working socio-psychological communication, mechanisms of providing feedback. The purpose of the article is to reveal the peculiarities and methodological foundations of the organization and conduct of training classes as the main didactic technology for the implementation of probation programs. The methodology is based on modern provisions of the methodology of formation of new professional skills of probation bodies personnel. Conclusions. According to the results of the research, we can note that training, as an interactive form of group work, ensures quite effective interaction of participants not only with each other, but also with the surrounding world, which undoubtedly contributes to the achievement of success in various fields of activity, communication, contributes to the formation of a person’s confidence in his knowledge, actions, behavior, contributes to the creation of rational and harmonious relations with the environment, i.e. ensures confidence in oneself and in one’s professional training. Key words: probation program, subjects of probation, individual training, group training, training exercises, training groups, rules of behavior in the group.
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Tleulessova, Ardak, and Dinara Bismildina. "Methods of organizing group work in higher." InterConf, no. 46(205) (June 19, 2024): 138–44. http://dx.doi.org/10.51582/interconf.19-20.06.2024.016.
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This article deals with the issue of methods of organizing group work in higher educational institutions. During the active training, the role of group work in improving the quality of students knowledge was determined. The educational institution specifies the procedure for organizing group work. Working in a group, students have a search competition in the media. Information about group training. It describes how group work affects students. In the educational process, the emphasis is on creating a group in the process of organizing group work. The efficiency of the new work contributed to the correct and successful creation of the group. The size of the group is different, depending on the content and nature of the work, it changed from 3 to 6, in the older groups, the active work of all members of the group was not provided. Working in a group allows students not only to learn, but also to see themselves together, to rationally organize the teacher's guiding role in the group. In the process of group work, self-respect is brought up. Other mutual respect for each other, friendly relations, personal relationships; psychological solidarity reigns in the team. It becomes possible to avoid the necessary losses. In higher education institutions, you can learn how to divide students into groups for group work. Organization of group work in accordance with the requirements, improving the methodological skills of future teachers.
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Barsky, Rosalind D., and Margie E. Lachman. "Understanding of Horizontality in College Women: Effects of Two Training Procedures." International Journal of Behavioral Development 9, no. 1 (March 1986): 31–43. http://dx.doi.org/10.1177/016502548600900103.
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Previous research has shown that many college females cannot correctly represent the horizontal on the Piagetian water-level task. The present study focuses on some possible reasons for this and attempts to determine if performance on the task can be modified. Sixty-eight college women were tested on the water-level task and on related measures of verticality, spatial relations, and cognitive style. Those failing the water-level task (N = 49) were assigned to one of three conditions: (a) physical knowledge training, (b) Euclidean reference training, or (c) a control group, and then were retested on the same measures. As predicted, both training groups improved on the water-level task while the control group did not. However, contrary to predictions, reference training did not show transfer to related measures. The results have implications for understanding the role of experience in spatial abilities.
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Lagos, Javiera, Manuel Rojas, Joao B. Rodrigues, and Tamara Tadich. "Perceptions and Attitudes towards Mules in a Group of Soldiers." Animals 11, no. 4 (April 3, 2021): 1009. http://dx.doi.org/10.3390/ani11041009.
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Mules are essential for pack work in mountainous areas, but there is a lack of research on this species. This study intends to assess the perceptions, attitudes, empathy and pain perception of soldiers about mules, to understand the type of human–mule relationship. For this, a survey was applied with closed-ended questions where the empathy and pain perception tools were included and later analyzed through correlations. Open-ended questions were analyzed through text mining. A total of 73 soldiers were surveyed. They had a wide range of ages and years of experience working with equids. Significant positive correlations were found between human empathy, animal empathy and pain perception. Soldiers show a preference for working with mules over donkeys and horses. Text mining analysis shows three clusters associated with the mules’ nutritional, environmental and health needs. In the same line, relevant relations were found for the word “attention” with “load”, “food”, and “harness”. When asked what mules signify for them, two clusters were found, associated with mules’ working capacity and their role in the army. Relevant relations were found between the terms “mountain”, “support”, and “logistics”, and also between “intelligent” and “noble”. To secure mules’ behavioral and emotional needs, future training strategies should include behavior and welfare concepts.
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Dartington, Tim. "Greed, hatred, and delusion in organisational life." Organisational and Social Dynamics 20, no. 1 (June 30, 2020): 106–17. http://dx.doi.org/10.33212/osd.v20n1.2020.106.
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Following the Tavistock tradition of psychoanalytic thinking, object relations theory, group relations training, and a systems psychodynamic approach to the study of organisational life, I broaden that perspective to inquire into the relevance of an upsurge of interest in Buddhist philosophy and practice, with its influence on mindfulness programmes to counter stress in contemporary life, as well as classical philosophy, for example Stoic writings on material success and attitudes to mortality. Why this interest at this time? What are we looking to learn?
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Amongin, Helen, Peter Baguma, Joseph Oonyu, and Emeritus Lassen. "Interpersonal Relations and Non-Academic Achievement among University Upgrading (Grade V) Teacher Students." International Journal of Online and Distance Learning 5, no. 2 (April 8, 2024): 1–18. http://dx.doi.org/10.47604/ijodl.2473.
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Purpose: Given the challenges faced by distance and life-long education students engaging in non-academic activities, combined with the common assumption that adults are good at interpersonal relations, this study explores the relationship between interpersonal relations (IR) and non–academic achievement (NAA) in Ugandan universities.
Methodology: This was a qualitative study. Data included a population of teacher students from Makerere University and Uganda Christian University, Mukono and a sample of 75 upgrading Grade V teacher students from Makerere University and Uganda Christian University, Mukono, obtained through purposive sampling technique, The Researcher formulated (vetted by 07 Professors and pilot tested) Group interviews, an observation schedule for the students’ sample, and in-depth interviews for Lecturers were used to collect data.
Findings: Data was presented using tables, graphs and figures. Results showed that positive interpersonal relations were very critical in non-academic activities and thus positively influenced achievement among university upgrading (Grade V) teacher students. Data analysed using NVIVO showed that interpersonal relations were very important in terms of team spirit, group work, field activities and collegial relations. In conclusion, strengthening interpersonal relations is very important in the 21st century with research stressing collaborative approaches. The practical non-academic activities not only refresh the body but enhance positive interactions that are useful in the NAA for common purpose and goals in life.
Unique Contribution to Theory, Practice and Policy: As a contribution to policy and practice, the study suggests that teachers need to have an all-round curriculum for training interpersonal relations for better non-academic achievement. Knowledge of negative and positive perceptions of interpersonal relations is critical for learning, training, field activities and research. Ministry of Education and Sports thus, needs to be intentional in including aspects of interpersonal relations and non-academic achievement at higher educational institutions and universities. Interpersonal relations and self-determinism theories need to be made more relevant in universities.
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Moradi, Sara, Asghar Aghaei, and Mohsen Golparvar. "Effectiveness of Training Based on Healthy Human Theory and Emotion-Focused Therapy in Marital Happiness." Caspian Journal of Health Research 6, no. 3 (September 1, 2021): 81–90. http://dx.doi.org/10.32598/cjhr.6.3.6.
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Background: Psychological factors affect marital conflict and happiness; in other words, they strengthen and shape marital relations. The present study aimed to investigate the effectiveness of training based on Healthy Human Theory (HHT) and Emotion-Focused Therapy (EFT) in marital happiness of couples living in Isfahan City, Iran. Materials & Methods: This research has a pretest-posttest control group design. The statistical population included all couples referring to mental health centers in Isfahan in 2020. The study sample consisted of 39 couples selected by the convenience sampling method. The participants were randomly divided into two experimental groups (training based on HHT and EFT) and control group (n=13 couples per group). The research instrument included the marital satisfaction scale. Follow-up was performed after 90 days. Repeated-measures ANOVA in SPSS software was used to analyze the data. Results: The results showed that training based on HHT significantly affected marital happiness compared to EFT and control group (P=0.001). The Mean±SD of the posttest scores of marital happiness in the HHT-based training, EFT, and control groups were 97.92±1.54, 87.50±5.56, and 75.38±8.71, respectively. There was no significant difference between the effects of HHT-based training and EFT on happiness in couples. Conclusion: Based on the results, the HHT-based training and EFT are appropriate methods for improving marital happiness.
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Verweij, Marco, Petya Alexandrova, Henrik Jacobsen, Pauline Béziat, Diana Branduse, Yonca Dege, Jakob Hensing, et al. "Four Galore? The Overlap between Mary Douglas’s Grid-Group Typology and Other Highly Cited Social Science Classifications." Sociological Theory 38, no. 3 (September 2020): 263–94. http://dx.doi.org/10.1177/0735275120946085.
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Recently, neuroscientists have argued that elementary ways of organizing, perceiving, and justifying social relations lurk behind the diversity of social life. In developing grid-group typology, anthropologist Mary Douglas proposed such universal forms. If these are universal, then we could expect other widely cited classifications to overlap with grid-group typology. We tested this expectation by examining to which extent the elements of Douglas’s typology overlap with those of 39 highly influential classifications proposed since 1970. We established overlap by calculating the interrater agreement among 11 coders. Fair to good interrater agreement, despite a complex coding exercise and minimal training, suggests that such overlap exists. Nevertheless, limits to our research design call for further studies. These findings should contribute to a rekindling of the question whether universal forms of organizing and perceiving social relations exist and to a further consideration of whether Douglas has managed to uncover these.
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Lees, Jan, Rex Haigh, Aldo Lombardo, and Barbara Rawlings. "Transient therapeutic communities: the “living-learning experience” trainings." Therapeutic Communities: The International Journal of Therapeutic Communities 37, no. 2 (June 13, 2016): 57–68. http://dx.doi.org/10.1108/tc-05-2015-0016.
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Purpose – The purpose of this paper is to describe transient therapeutic communities (TCs) and their value for training. Design/methodology/approach – This is a descriptive account which includes the findings of two field study evaluations, and direct participant feedback. It is an exploration of the application of TC and group analytic theory to transient TCs. Findings – The transient TC format is an excellent training format for creating a powerful and effective environment for learning and personal development in the very short time frame of three days. Practical implications – These courses are a very efficient and effective way of promoting reflective practice, enabling environments, and emotionally safe working practices. The trainings are useful for a wide range of people from mental health professions, those working in human resources, and those in senior positions in industrial, commercial and public sector fields. Social implications – This paper will raise awareness that target-driven training is insufficient to improve quality of services beyond a certain point. A relational focus of training is needed to deal with issues of complexity which cannot be resolved by simple managerial methods. This experiential training can help to meet the need for inculcating compassion, kindness, and empathy in its participants. Originality/value – Although other psychotherapy and group relations courses exist, and are used beyond the mental health field, the focus on generating an experience of belonging, emotional safety and democratic empowerment in the relational field of the course itself – by use of TC methodology – is novel, and could be of considerable value more widely.
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Qiao, Xiao-Feng, Qian Ren, Xin Li, Tong-Li Li, and Redentor S. Mariano. "Analysis of subjective perception and influencing factors of different inclusive education models among prelingually deaf children with a cochlear implant." Journal of International Medical Research 48, no. 6 (June 2020): 030006052092985. http://dx.doi.org/10.1177/0300060520929855.
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Objective We aimed to explore the educational outcome and influencing factors of ongoing verbal rehabilitation training together with inclusive education among prelingually deaf children with a cochlear implant. Methods Prelingually deaf children who underwent cochlear implantation, rehabilitation, and had inclusive education placement were randomly divided into two groups: one group received continuous verbal rehabilitation training under inclusive education status; the other group did not receive this training. Speech discrimination scores were determined. Results Among 60 included children, subjectively perceived academic adaptability, peer relations, initiative communication, and teacher’s involvement under inclusive education, as well as speech discrimination scores, were all significantly different between groups. Continuous verbal rehabilitation training influenced the subjective perception of children and resulted in higher speech discrimination scores and more positive subjective perception. Subjective perception was not significantly correlated with chronological age, sex, age at the time of cochlear implantation, or duration of inclusive education. Conclusion Ongoing verbal rehabilitation training within inclusive education can largely improve the education placement outcomes of prelingually deaf children with cochlear implants.
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Karaatmaca, Ceren, Fahriye Altinay, Zehra Altinay, and Gokmen Dagli. "The Role of Sensitivity Training for Managing Diversities in Sustainable Smart Societies." European Journal of Sustainable Development 9, no. 3 (October 1, 2020): 13. http://dx.doi.org/10.14207/ejsd.2020.v9n3p13.
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Entrepreneurial attempts play a key role to make behaviors in a global connected context. In this attempt, it is crucial to manage diversities and extend the capacity of the understanding and knowledge on the sensitivity for making sustainable and smart societies. This research aims to evaluate the perceptions of members of Non-Government Organizations (NGOs) on sensitivity training and sheds a light on description, content and benefits on sensitivity and its’ training in order to create mutual understanding from life experiences on different types of NGOs. As qualitative research was employed in this research, interview and word association methods were used as data collection methods. As the study group, 35 members of various NGOs participated the research and their reflections on sensitivity training as a managerial and organizational perspective were analyzed using interview and word association methods coding through content analysis. In this respect, for data analysis, computer-aided qualitative data analysis software (RQDA) was conducted that R package was used. This research revealed firstly that the most frequently mentioned words for sensitivity definition were empathy which is related with interpersonal relationships and emotional intelligence (EQ); self-knowledge which is related with awareness and conscious; and the viewpoints of oneself like perception and bias. Secondly, to examine the suggestions of the different NGO participants suggesting the managers for raising awareness on sensitivity among their employers in a workplace, themes were identified as managers' own personal approach that is being their own example, trainings and the approach of the human resources department. Thirdly, the benefits of an education for sensitivity skill to sustainable smart societies for global citizenship and its contribution to the development of the sustainable smart societies are overlooked. The main themes were collected under the headings of communication, productivity and respected organization. In the light of the findings it can be stated that with sensitivity training in the workplace, social relations and group atmosphere improve and at the referred point, when benefits of sensitivity training is overlooked,very useful results are reached for individuals, groups and organizations that are directly related for sustainable and smart societies. The sensitivity training is an activity to determine the tasks to be carried out in order to achieve certain goals, to determine the personnel to perform this function, to determine the competencies and responsibilities and organizational relations of global citizens in smart societies. Keywords: Empathy, Global Citizenship, Management Sensitivity, Smart Society, Training
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Aryani, Dwi Nita, Bunyamin Bunyamin, Kadarusman Kadarusman, Nunung Nurastuti, Ali Lating, Fera Tjahjani, Sugeng Hariadi, et al. "Meningkatkan Laba Melalui Networking." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 2, no. 1 (July 6, 2023): 01–04. http://dx.doi.org/10.31004/jerkin.v2i1.76.
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One of the company's goals is to increase profits. To increase profits can be done through increasing network relations (Networking). This community service is intended to provide insight into the importance of establishing networking so that business profits increase. Participants were given training and practice establishing relationships for 1 day. There were 20 MSME owners in Kampoeng Kajoetangan Malang who participated, then divided into 4 groups. Each group practices how to build relationships. From the training, the participants increased their knowledge and knew how to do or establish relationships. There are many ways to improve networking, namely attending training, attending exhibitions, social media, joining the community.
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Patton, W. David, and Connie Pratt. "Assessing the Training Needs of High-Potential Managers." Public Personnel Management 31, no. 4 (December 2002): 464–84. http://dx.doi.org/10.1177/009102600203100404.
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Two important issues prompting the creation of comprehensive management development programs in state government are the promotion of technically competent employees to supervisory positions who have not been prepared to manage, and the impending loss of state managers to retirement and the need for succession planning. With these issues in mind, training needs assessment (TNA) is necessary to understand both the needs of the organization for competent managers and of the individuals who are to be prepared to manage in state government. In this case study, we review the advantages and disadvantages of various TNA techniques and select focus groups to conduct the training needs assessment for a comprehensive management development program. Through several focus group sessions, the perspective of practicing managers was solicited for management training needs throughout the state. Alternatives were widely discussed and a synergy of ideas created through the group discussion format. State managers became more informed about the plan for management development and support for the concept was generated among important stakeholders. State managers clearly wanted training that would be immediately applicable to their job duties and wanted the training delivered in a way that is conducive to adult learning. We found that managers are most concerned with effectively performing their roles and responsibilities as managers, and that they must demonstrate leadership and human relations skills in the performance of their responsibilities.
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Dai, Mengyan, Xiaochen Hu, Lindsey Thomas, and Robert Kenter. "The short-term and long-term impacts of the procedural justice training." Policing: An International Journal 43, no. 5 (October 1, 2020): 689–705. http://dx.doi.org/10.1108/pijpsm-06-2020-0087.
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PurposeThis study examines the short- and long-term changes in officers' attitudes toward four elements of procedural justice (i.e. trustworthiness, respect, neutrality and voice) after a department-wide procedural justice training program.Design/methodology/approachThis study utilized the pretest–posttest, single-group design to evaluate the training with two waves of officer surveys and conducted multivariate analyses to assess the factors that could have an impact on the training effects.FindingsThe training was effective in increasing officers' support for all four elements of procedural justice immediately, and the effects remained significant over 18 months. In addition, the analyses found that there were racial differences in officers' attitudes before and after the training, and the immediate supervisors' priority played an important role in the training effects.Originality/valueThere has been limited systematic research on police training. This study contributes to the understanding of how procedural justice training can help improve police-community relations and reduce the attitudinal differences between White officers and minority officers.
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Kiselev, S. "Visuospatial training has positive effect on language abilities in children with Delirium diagnoses and inclusion of delirium-specific." European Psychiatry 64, S1 (April 2021): S501—S502. http://dx.doi.org/10.1192/j.eurpsy.2021.1342.
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IntroductionIt was shown that children with specific language impairments (SLI) have deficits not only in producing and understanding language but also in visuospatial abilities (Kiselev et al., 2016). We assume that training programs that are aimed to develop the visuospatial abilities can help children with SLI.ObjectivesThe goal of this study was to assess the impact of visuospatial training on the language abilities in 6–7 years old children with SLI.MethodsThe participants were 20 children aged 6–7 years with SLI. Children were randomly assigned to the intervention and comparison group. Children from intervention group participated in 8 weeks of visuospatial training. This programme trains the child to do different visuospatial exercises both on motor and cognitive level. This programme is built on the conceptual framework derived from the work of Luria’s theory of restoration of neurocognitive functions (Luria, 1963, 1974). We used the subtests from Luria’s child neuropsychological assessment battery to assess language abilities in children before and after the intervention period.ResultsAnalysis of covariance tested the effect of visuospatial training programme on five language subtest from Luria’s child neuropsychological assessment battery. Group differences (p<.05) were found for subtest that assess understanding prepositions that describe the spatial relations between objects. Posttest mean for the intervention group were significantly (p<.05) greater than the control group.ConclusionsIt can be assumed that visuospatial training in children with SLI benefits specific language abilities for understanding sentences with spatial prepositions.
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Nugraha, Aat Ruchiat, and Hanny Hafiar. "MOTIVASI ANGGOTA IPRAHUMAS INDONESIA DALAM PENULISAN KARYA TULIS ILMIAH." Jurnal Manajemen Komunikasi 7, no. 1 (October 30, 2022): 73. http://dx.doi.org/10.24198/jmk.v7i1.40059.
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Professional development must be carried out to increase the value of quality and the professional welfare of functional workers in government institutions. Professional development efforts can be made by writing published scientific papers (KTI). The existence of scientific work becomes essential and is a prerequisite for those who want to improve the hierarchy of ranks and positions in government institutions. Scientific works published in scientific journals on behalf of individuals and groups that discuss social and public relations phenomena can be used as the performance standards barometer for government public relations functional employees to get income incentives. This study aims to identify and explain the instructional communication strategies and motivations of the Iprahumas Training participants in writing scientific papers. The research method used is the form of a survey in the form of a census of all participants of the training in writing scientific papers, namely the public relations institutions who are members of the Indonesian Public Relations Official Association (Iprahumas). The data collection technique was carried out by giving questionnaires to the participants, which were equipped with observation guidelines, interviews, and literature studies. Research shows that the motivation of Iprahumas scientific papers writing training participants is still low, namely 71.4% are unable to write scientific papers. That is because participants have limited knowledge and experience writing scientific papers in scientific journals. The participants tried to be able to implement communication strategies in the form of continuous technical guidance regularly with mentors through the WhatsApp social media group. The study's conclusion showed that the participants' understanding of scientific writing through scientific writing training was still low, which had implications for the participants' motivation to decrease. Only a few participants prepared the type of scientific article writing during the scientific writing workshop.
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Carvalho, Richard. "Object Relations Group Psychotherapy: the Group as an Object, a Tool and a Training Base. By Ramon Ganzarain. Madison: International Universities Press. 1989. 1363 pp. $40.00." British Journal of Psychiatry 158, no. 6 (June 1991): 874. http://dx.doi.org/10.1192/s0007125000141790.
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Tainsri, Rutchana, and John A. Axelson. "Group sensitivity training with Thai workers and managers as a process to promote inter- and intrapersonal relations, and work performance." International Journal for the Advancement of Counselling 13, no. 3 (July 1990): 219–26. http://dx.doi.org/10.1007/bf00118486.
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Cooper, Lowell, and Carl Mack. "Notes on Consulting to Racism: Linking Individual, Group and Organisational Contexts." Organisational and Social Dynamics 12, no. 1 (June 30, 2012): 1–18. http://dx.doi.org/10.33212/osd.v12n1.2012.1.
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This paper frames an ongoing conversation about dealing with race in consultation with organisations. In addition to organisation development, we are utilising a psychodynamic approach that recognises that two levels are at play in every group: the ‘group as a whole’ and the interplay between individuals' (pair) dynamics. We provide situational narratives to shape a discussion about the topic of racism under five sub-headings: • Addressing and dealing with the hatred of racial differences. • The system is more than just race. • Consulting to the difference between policy and practice when it comes to race. • Providing incentives for change. • Using group relations conferences as training for dealing with race. We provide examples from our own consultation experiences as a way of engaging the reader in a consideration of their own work with racial differences in ongoing organisational interventions. Using these experiences we suggest consulting stances for future work and theoretical horizons that integrate organisation development and psychodynamic consulting traditions.
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Krushelnitskaya, O. B., and S. O. Kursov. "Features of General and Social Practical Intelligence in the University Students with Different Status." Psychological-Educational Studies 6, no. 4 (2014): 46–55. http://dx.doi.org/10.17759/psyedu.2014060405.
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We discuss the problem of the relationship of general and practical intelligence with social status of university students in the study group. We present theoretical and empirical analysis of the features of general and social practical intelligence in the students with different status who are at the initial and final stages of training in high school. In an empirical study we proved the hypothesis that the level of the general and social practical intelligence of the students is a significant condition of their in-group status differentiation. In order to determine the position of the student in the attractions relationship system, social and practical intelligence is more important, and the position in the structure of relations is defined by general, as well as social and practical intelligence. We show the differences in the relationship of intra-group status and mental abilities of students in the initial and final stages of training. The study included full-time students of I and V Moscow university courses (167 people).
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Kostikova, L. P. "DEVELOPING CONCEPTUAL AWARENESS OF THE FUTURE PROFESSION IN THE STUDENTS OF INTERNATIONAL RELATIONS THROUGH FLT." MGIMO Review of International Relations, no. 4(31) (August 28, 2013): 323–27. http://dx.doi.org/10.24833/2071-8160-2013-4-31-323-327.
Повний текст джерелаАнотація:
The article is devoted to the issues of professional language training of the students majoring in International Relations. Conceptual awareness of the future professional activity of a specialist in international relations is presented as a part of the new modern professional training paradigm. It is shown that there are various effective ways of preparing students for intercultural communication in professional discourse in the process of teaching and learning a foreign language. A matter of great importance is to develop for students the conceptotermino- systems in questions of international politics, economics, science and war technologies, humanitarian, ideological and international issues of culture and education. This multisided process is complex, value-determined, social, practically-oriented, culturally focused. The author proposes a system of pedagogical support for this process which is based on the integration of different kinds of educational activity: study, research and social activities. All this should work at different levels, that of an individual, group, department, university, cooperation between universities either within the country or in different countries of the world. The ideas of life-learning education should also be carefully developed in this respect. The importance of the student-centered teaching is shown. The leading role of MGIMO(U) educationalists in the professional language training development is accepted.
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Wuang, Yee-Pay, Chien-Ling Huang, and Ching-Shan Wu. "Haptic Perception Training Programs on Fine Motor Control in Adolescents with Developmental Coordination Disorder: A Preliminary Study." Journal of Clinical Medicine 11, no. 16 (August 15, 2022): 4755. http://dx.doi.org/10.3390/jcm11164755.
Повний текст джерелаАнотація:
Somatosensory and haptic perception deficit was commonly found in developmental coordination disorder (DCD) and was closely related to fine motor functions, and the intervention strategies should thus emphasize improving the underlying haptic functions. This study was intended to investigate the effects of haptic perception training programs on fine motor functions in adolescents with DCD. A total of 82 DCD participants were assigned to either the haptic perception training program (HTP; n = 42, 16 females, mean age = 13.32 ± 2.85 years) or standard occupational therapy (SOT; n = 40, 16 females, mean age = 13.41 ± 3.8 years) group. Both groups were given 12-week training, twice a week, 30 min per session. Outcome measures were: Jebsen-Taylor Hand Function Test (JTFHT), Bruininks–Oseretsky Test of Motor Proficiency-Second Edition (BOT-2), Test of Visual-Perceptual Skills- Fourth Edition (TVPS-4), and Vineland Adaptive Behavior Scale -Chinese Version (VABS-C). After the intervention, the HTP group outscored the SOT group on most fine motor control (JTFHT and BOT-2) tasks and all TVPS-4 and VABS-C items. The HTP group had greater pre–post changes on fine motor integration, fine motor precision, manual dexterity, and writing. TVPS-4 reached significant intervention gains on visual spatial relations, visual memory, and visual sequential memory. The haptic perception training programs demonstrated benefits in enhancing fine motor control in adolescents with DCD. It could be used as an easy and effective alternative to hospital or school-based therapy during the pandemic.