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1.
Geralien A Holsbrink-Engels 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(1):53-67
The most widely practised instructional method for the development of interpersonal skills is role-play. Role-play is supposed to be a complex learning environment for novices to develop interpersonal skills. The learning environment is complex because of two factors. Firstly, the cognitive load is high during social-communicative problem solving because the execution of all steps has to be taken immediately in a goal-directed dialogue. Moreover, social-communicative problem solving is acted out in a play. A computer learning environment for initial training in dealing with social-communicative problems is suggested to simplify and facilitate learning. A learning environment with computer-based role-plays has been piloted and evaluated. Two experiments have been examined the effect of the learning environment on interpersonal skill development. The results are described. The main conclusion is that the learning environment is considered as having the potential to assist in realizing effective gradual lead- into interpersonal skill development and instruction for novices. 相似文献
2.
This study was designed and carried out to examine the effect of problem‐solving training on the acquisition of interpersonal problem‐solving skills by 5 year‐old children. The subjects consisted of 74 5 year‐olds (34 girls and 40 boys) attending a kindergarten in Ankara, Turkey. Of these children 38 were assigned to the experimental group and 36 to the control group. The procedure consisted of pre‐testing, training and post‐testing activities. The training phase involved a programme of activities that required working with children for a certain period of time every day for 14 weeks. In the statistical analysis of the data collected ‘Chi‐Square (x2) test for significance’ was used for the evaluation of the differences between the experimental and control groups. The results were also evaluated on the basis of ‘the significance test for the difference between two means’. This was used to study the relationship between variables. The results showed that problem‐solving training was effective in helping 5 year‐old kindergarten children acquire interpersonal problem‐solving skills. 相似文献
3.
93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception. 相似文献
4.
ALBERT J. SCOTT WILLIAM L. CORMIER L. SHERILYN CORMIER 《Counselor Education & Supervision》1980,19(4):259-268
This study investigated the efficacy of covert other modeling, covert self-modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty-six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self-model, written material, and delayed-treatment control. Written pretest, posttest, retention test measures, and role-play pre- and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre- to post- testing and from pre- to retention testing. On the role-play measure, the performance of the three treatment groups also increased significantly from pre- to posttesting. The performance of the control group on pre- and posttesting for the written and role-play measures did not increase significantly. 相似文献
5.
Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support 
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下载免费PDF全文 The association between interpersonal relationships, perceived social support, and depressive symptoms in adolescents was investigated in the present study. The Center for Epidemiologic Studies Depressive Symptoms Scale (CES‐D‐SF), Multidimensional Scale of Perceived Social Support (MSPSS), and Interpersonal Relationship Scale (IRS) were administered to 1,573 high school students. There were four main findings: all three types of interpersonal relationships (same‐sex peer, opposite‐sex peer, and teacher–student relationship) and perceived social support had direct effects on depressive symptoms; perceived social support was a mediator in the relationship between interpersonal relationships and depressive symptoms; gender differences were present in the relationship between interpersonal relationships and depressive symptoms; and the three types of interpersonal relationships exerted different effects on depressive symptoms between adolescent boys and girls. Same‐sex relationships exerted the strongest effect on depressive symptoms among girls, whereas teacher–student relationships exerted the strongest effect among boys. 相似文献
6.
Marion Porath 《High Ability Studies》2001,12(1):113-126
This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys. 相似文献
7.
The effects of individual and group performance on children's evaluations of themselves and in- and out-group were examined. 128 girls and boys aged 3, 5, 7, and 9 years were randomly assigned to alleged "fast" or "slow" teams and asked to make various self, interpersonal, and intergroup evaluations. These showed strong developmental changes. Intergroup comparisons were made as early as 3 years, and this age group was sensitive to the relative standing of their team. However, the 5-year-old children showed markedly high self-evaluations, very strong in group bias in their evaluations of the 2 teams, and a high level of group cohesion irrespective of their own team's alleged performance. Gender differences were observed in self-evaluations after team assignment (boys responding more than girls to their team's alleged performance). The implications of these findings for recent work based on cognitive-developmental and social identity theories are discussed. 相似文献
8.
Joseph S. Roucek 《The Educational forum》2013,77(3):338-346
Classroom management is a crucial skill for any teacher. It is a skill that many new teachers struggle with, especially those who enter the profession through an alternate-route program. Alternate-route teachers often lack the training, support, and student teaching offered through traditional teaching programs. As such, this essay offers a guide for training alternate-route -teachers on effective classroom management strategies through the use of role-play simulation. 相似文献
9.
Young Children''s Coping with Interpersonal Anger 总被引：8，自引：0，他引：8
Although interest in children's stress and coping has increased, little attention has been paid to children's interpersonal coping. During free-play periods, we observed and recorded the causes of preschoolers' (M age = 55.43 months) anger and how they reacted to these provocations (n = 69). Measures of social competence and popularity also were obtained. Preschoolers' coping with interpersonal anger varied in meaningful ways in different contexts and varied for boys and girls. For example, boys tended to vent more than girls, whereas girls tended to actively assert themselves more than boys. Moreover, the findings supported the conclusion that socially competent and popular children coped with anger in ways that were relatively direct and active and in ways that minimized further conflict and damage to social relationships. Results were discussed in light of current research on children's abilities to regulate emotions and social interactions and how these may be related to children's anger-related coping responses. 相似文献
10.
This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question. 相似文献
11.
教师教学能力协作式行动学习训练模式的构建 总被引：1，自引：0，他引：1
国内外对教师教学能力都给予了极大的关注和重视。将“例中学”、“做中学”和反思等几种已被证明是十分有效途径的思想合理地融入教学能力训练当中,构建了教师教学能力的协作式行动学习训练模式,使信息技术更好地促进教师教学能力的培养,旨在为教师教学能力训练提供可参考的新型培养模式。 相似文献
12.
李全彩 《淮北职业技术学院学报》2007,6(1):62-65
社会工作专业的目的是培养社会工作者.中国文化价值下的社会工作者要求具备的角色特征主要表现为:积极的职业认同感,良好的心理素养,真诚的合作态度,无条件的尊重,助人自助的理念,熟练的心理工作技能.社会工作者角色的培养要在角色的扮演和角色实践中进行,学生在过程中学习角色,老师在与学生的角色扮演、实践互动中给予指导训练.在这个过程中没有纯粹的老师学生,只有社会角色的不同.实现这一培养目标的模式就是教学做合一,即社会工作者角色的生活化训练模式、实验室训练模式、社会训练模式. 相似文献
13.
刘湘 《湖州职业技术学院学报》2013,11(2):20-22
高校新生适应性教育成功与否,对新生顺利完成学业、健康成长、社会适应和终身职业发展有着深远影响。导生制是一种高校新生适应性教育的新模式。在导生制的实施过程中,从制度层面严把导生“选拔关”“培训关”和“考核关”三关,有助于导生在帮助高校新生适应大学生活、学习、文化活动、人际交往以及做好职业生涯规划等方面取得实效。 相似文献
14.
Suárez M 《Journal of deaf studies and deaf education》2000,5(4):323-333
The aim of this study was to determine the effects of a social skills training program on the social skills and social behaviors of deaf children in a mainstream setting. The study used a pretest/posttest design. The participants consisted of 18 severely and profoundly hearing-impaired children (ages ranged from 9;1 to 13;6) who were enrolled in three elementary schools in the Canary Islands. Results indicated that the intervention succeeded in improving students' social problem-solving skills, especially in making comprehensible the steps implied in the solution of interpersonal problems; the intervention also led to significant improvement of deaf students' assertive behavior as rated by their teachers and by themselves. Significant differences in social or academic integration as judged by companions in a sociometric questionnaire were not found. 相似文献
15.
This study tests a mediated model of boys’ and girls’ weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. 相似文献
16.
Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs. 相似文献
17.
The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills. 相似文献
18.
网络对现代人际关系影响的心理学分析 总被引：1，自引：0，他引：1
党喜灵 《黑龙江教育学院学报》2008,27(7):71-73
网络交往的主要动机是克服孤独和获得社会支持。它使现代社会人与人之间的关系出现了新的特点,如：虚拟性、平等性、自我暴露、人格多元化等特点。同样,网络交往也给现代人际关系带来了双重影响。因此,建立健康的现代人际交往的主要措施是：树立正确的人际交往观;努力净化网络空间;培养人们对生活的高度责任感。 相似文献
19.
高年级小学生社会信息加工特点研究 总被引：7，自引：0，他引：7
社会认知研究范式的主要特点是采用信息加工过程模式来理解社会心理现象.通过这种模式考察儿童社会信息加工各阶段的特点有助于揭示社会性发展的内部机制.51名高年级小学生参加了结构性访谈,结果表明,在模糊同伴情景下,编码、解释、人际效能感以及反应执行水平上存在显著年级差异;男孩产生的反应数量显著多于女孩,男孩的侵犯性反应多于女孩.模糊权威情景下,编码和解释水平上存在显著年级差异;男女无差异.在清晰权威情景下,反应执行水平上存在显著年级差异;男女儿童对社会线索的解释也有显著差异. 相似文献
20.
Gregory K. Torrey Stanley F. Vasa John W. Maag Jack J. Kramer 《Psychology in the schools》1992,29(3):248-255
This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting. 相似文献