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Showing papers on "Skills management published in 1979"


Book
01 Nov 1979
TL;DR: In this paper, the basic foundations of interpersonal behavior are discussed from a social-psychological perspective, and the authors present an assessment of social skills in children and adults in the context of mental health.
Abstract: One: General Issues.- 1. Fundamentals of Interpersonal Behavior: A Social-Psychological Perspective.- 2. Sociopsychological Factors in Psychopathology.- 3. Behavioral Assessment of Social Skills.- Two: Treatment.- 4. Modification of Social Skill Deficits in Children.- 5. Modification of Heterosocial Skills Deficits.- 6. Modification of Skill Deficits in Psychiatric Patients.- 7. Assertion Training for Women.- 8. Communication Skills in Married Couples.- Three: Methodological Issues.- 9. Social Skills: Methodological Issues and Future Directions.

189 citations


Journal ArticleDOI
TL;DR: A comprehensive and detailed outline of family therapy skills is presented to aid in providing a more precise focus in the training of clinicians in family therapy.
Abstract: This paper presents a comprehensive and detailed outline of family therapy skills to aid in providing a more precise focus in the training of clinicians in family therapy. The skills are based on an integrated treatment model within a systems framework. Four major functions performed by a family therapist are separated and are further differentiated into general therapeutic competencies. Specific perceptual, conceptual, and executive skills are described in the form of instructional objectives and are listed under each competency. Occasional clarifying notes or examples are cited along with particular skills. Clinicians and trainees should find this outline a useful guide in skill development.

114 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe a prototype introductory physics laboratory designed to teach students some general intellectual skills widely useful in scientific work, such as estimating quantities, determining errors, or applying useful measuring techniques.
Abstract: We describe a prototype introductory physics laboratory designed to teach students some general intellectual skills widely useful in scientific work. These skills include both basic skills (such as estimating quantities, determining errors, or applying useful measuring techniques) and higher‐level skills (such as effectively describing experiments and flexibly adapting the resulting knowledge to different conditions). The teaching methods emphasize the utility of organizing information in hierarchical and goal‐directed fashion. Furthermore, they strive to use an optimum combination of instructional means (’’minilabs,’’ more major ’’group labs,’’ and integrated assessment devices) to achieve the desired ends. A careful evaluation showed (i) that the prototype course is indeed quite successful in teaching the desired general intellectual skills, and (ii) that these skills are ordinarily not acquired by students in traditional courses. Students’ attitudes toward the prototype course are also appreciably more positive.

89 citations


Journal ArticleDOI
James P. Curran1
01 Mar 1979
TL;DR: In this paper, the advantages and disadvantages of both molar unit and molecular unit recording of social skills are discussed and it is concluded that neither type of unit should be regarded as the proper measurement unit.
Abstract: Social skills are viewed as an organizing principle for relating a variety of superficially dissimilar behaviors under a single megaconstruct. The underlying theme of this article is that since social skills are a megaconstruct we must be constantly vigilant lest we begin to regard them as a static, invariant dispositional-trait-like unit. Within this context, various theoretical-definitional issues are discussed and reduction of these issues is urged for any particular assessment task if adequate assessment is to be achieved. Social skills are viewed as response capabilities inferred from performance. Since performance is influenced by other parameters (e.g., cognitive factors — emotional states), these other parameters may need to be measured depending on the assessment task. The advantages and disadvantages of both molar unit and molecular unit recording of social skills are discussed. It is concluded that neither type of unit should be regarded as the “proper” measurement unit. The “proper” unit size is an empirical question which may differ as a function of the assessment task. An analogy is provided regarding the assessment of the megaconstruct of intelligence. It is hoped that we can profit from an examination of the strategies employed in intellectual assessment. Behavior assessors are urged to refamiliarize themselves with various psychometric theories and strategies to increase their methodological sophistication with respect to the assessment of social skills.

65 citations



Journal ArticleDOI
TL;DR: It was found that, whereas improvements in the performance of certain skills such as appropriate eye contact could be brought about relatively quickly, certain listening skills proved much harder to train.

59 citations


Journal ArticleDOI
TL;DR: In view of the social difficulties faced by many learning disabled children, the present paper extends current knowledge and expertise in the area of social skills intervention to LD children as discussed by the authors, and presents treatment considerations which have emerged from clinical work on social intervention with LD children and directions for the future.
Abstract: In view of the social difficulties faced by many learning disabled children, the present paper extends current knowledge and expertise in the area of social‐skills intervention to learning disabled children First, nine areas of social behavior which relate to a child's acceptance from peers are reviewed and detailed, and considerations regarding how to select appropriate target skills and treatment goals for LD children are discussed Next, methods for training the skills, and clinical applications of social skills training with LD children are presented Treatment considerations which have emerged from clinical work on social intervention with LD children and directions for the future are also discussed

53 citations



Journal ArticleDOI
TL;DR: A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior, and results indicated that in both sites significant effects were noted in favor of the PASS experimental group for teacher approval, student appropriate classroom behavior and four categories of student inappropriate behavior.
Abstract: A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

52 citations



Journal ArticleDOI
TL;DR: A review of the literature on clinical teaching indicates that medical schools emphasize didactic teaching of facts, but interpersonal skills, problem solving skills and cultivation of attitudes are neglected.
Abstract: A review of the literature on clinical teaching indicates that medical schools emphasize didactic teaching of facts. Interpersonal skills, problem solving skills and cultivation of attitudes are neglected. However, the literature also described the skills of 'good' clinical teachers, and enumerates them. Programmes attempting to develop students' interpersonal skills and problem solving skills are reported. Finally, areas for further practice and study in clinical teaching are recommended.



Journal ArticleDOI
TL;DR: It was suggested that socialization experiences and competence in communication skills may influence development of field-independence in deaf students.
Abstract: The hypotheses that deaf students would be more field-dependent than hearing students and that their competence in communication skills would be positively related to field-independence were supported for a group of 77 male and 67 female deaf students. Step-wise multiple regression analyses of the data showed that for females spatial skills followed by communication skills were significant predictors of field-independence; for males spatial skills followed by the extent of hearing loss were significant predictors of field-independence. Sex differences found on tests of field-independence and spatial relations were consistent with those obtained from the hearing population. It was suggested that socialization experiences and competence in communication skills may influence development of field-independence in deaf students.

Journal ArticleDOI
TL;DR: There has been substantial growth in management development activity in corporations within the United States and, for that matter, throughout the world as discussed by the authors, and Drucker has said that in the mid-40s there were few if any corporations that were concerned with management development, but by mid-1970 there were literally thousands.
Abstract: During the past thirty years there has been substantial growth in management development activity in corporations within the United States and, for that matter, throughout the world. Drucker has said that in the mid‐40s there were few if any corporations that were concerned with management development, but by mid‐1970 there were literally thousands. The reason for the growth in management development programmes appears to be the rapidity with which knowledge is changing. Thus, much of today's knowledge will be obsolete in just a few years.


Journal ArticleDOI
TL;DR: A method of teaching communication skills to pre‐clinical medical students in the setting of general practice that tries to place interviewing and diagnostic procedures in their proper context in the doctor‐patient relationship.
Abstract: Summary This paper describes a method of teaching communication skills to pre-clinical medical students in the setting of general practice. By focusing on the nature of the patient's problem this teaching tries to place interviewing and diagnostic procedures in their proper context in the doctor-patient relationship


Journal Article
TL;DR: Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.
Abstract: The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

Journal ArticleDOI
TL;DR: In this article, the authors define the student as an intermediate market who buys and processes for resale, and the employer as the end market or final customer, and propose a change in curriculum design to switch the emphasis from sub-ect matter acquisition to managerial skills development.
Abstract: There is a strong need for marketing educators to carefully identify their markets and then make certain that their pro duct offering matches up well with market needs. One useful approach is to define the student as an intermediate market who buys and processes for resale, and the employer as the end market or final customer. To match the product offering to the expressed needs of these markets indicates the need for a change in curriculum design to switch the emphasis from sub ject matter acquisition to managerial skills development. The managerial skills desired by employers who hire our Business School graduates include written and verbal communicating, problem solving and decision making, project planning and im plementing, interpersonal competence, and others. Our course offerings should be so designed that the development of these skills becomes the primary product or objective and subject- matter mastery becomes the by-product.


Journal ArticleDOI
TL;DR: The prevention and modification of delinquent behaviour is an issue of increasing concern to society, both in Great Britain and the U.S.A as mentioned in this paper, and this concern is aggravated by a growing amount of evidence which suggests that the majority of intervention procedures are not successful in preventing further offending by juvenile offenders (Cornish and Clarke, 1975, Hood and Sparks, 1970, Feldman, 1976).
Abstract: The prevention and modification of delinquent behaviour is an issue of increasing concern to society, both in Great Britain and the U.S.A. This concern is aggravated by a growing amount of evidence which suggests that the majority of intervention procedures are not successful in preventing further offending by juvenile offenders (Cornish and Clarke, 1975, Hood and Sparks, 1970, Feldman, 1976). This appears to be true of both penal methods such as fines, probation or imprisonment (Hood and Sparks, 1970) and psychotherapeutic approaches (Logan, 1972).

Journal ArticleDOI
TL;DR: The relative strengths of group, workshop, and individual formats, as well as screening procedures, important issues and methods in such training, and the results achieved by it are discussed.
Abstract: Many single men and women with sex problems lack the skills or confidence to meet potential partners and develop relationships. Social skills training is presented as a useful adjunct to sex therapy with such individuals. The relative strengths of group, workshop, and individual formats are discussed as well as screening procedures, important issues and methods in such training, and the results achieved by it. As more sex therapists break away from the couples model of treatment and work with men and women without partners, the need for social skills training will increase.

Journal Article
TL;DR: The need for including interpersonal communication skills training in family practice residency programs is demonstrated and a communication model that can be used for such training is presented.
Abstract: The purpose of this paper is twofold: (1) to demonstrate the need for including interpersonal communication skills training in family practice residency programs, and (2) to present a communication model that can be used for such training. Interpersonal communication skills are important in almost all areas of contact with patients: history taking, physical examination, prescription writing and patient education, counseling, and psychotherapy. Presentation of the communication model includes definition of the interpersonal communication skills that would be stressed in family practice residency programs. These skills include empathy, respect, warmth, concreteness, genuineness, self-disclosure, confrontation, immediacy, and behavior modification. Examples of how a family physician may communicate each of these skills are also included. The implementation of the communication model in a department of family practice for training residents and faculty in the use of these communication skills is also described.


Journal ArticleDOI
TL;DR: This article found that the game-trained students' emphasis on the considerations was significantly greater than that of a control group, which stressed relatively trivial factors, and not significantly different from that of students trained by the more widely appreciated case analysis method.
Abstract: The reported empirical research results support the subjective opinions of practioneers and educators that both computer simulation gaming and case analysis pedagogies can be used successfully in the development of skills in business policy formulation.Groups of policy trained business administration college seniors participated in an interactive, incident-style exercise which determined the emphasis they placed on key considerations in the process of policy formulation.The results indicate that the game-trained students' emphasis on the considerations was significantly greater than that of a control group, which stressed relatively trivial factors, and not significantly different from that of students trained by the more widely appreciated case analysis method.


Journal ArticleDOI
TL;DR: In this paper, the authors present views based on experiences as team member, project leader and Director of a large O.R. group, followed by observing the performance of several O.r. groups and finally as a user of O. R. in the position of part-time director of several companies.
Abstract: This paper presents views based on experiences as team member, project leader and Director of a large O.R. group, followed by observing the performance of several O.R. groups and finally as a user of O.R. in the position of part-time director of several companies. It looks at the importance of sponsorship, finding the right sponsor and ensuring that he is well-motivated and understood, the importance of management skills at the project leader level, correct definition of the project objective, thorough planning, selection and presentation of recommendations, implementation and checking the actual pay off. It also discusses the O.R. group as a whole, its place in the organisation, the portfolio of projects, development of O.R. staff and some thoughts on how the method of charging the organisation for O.R. projects may affect the long-term development of this activity. Finally, it presents symptoms of inefficiency and of impending failure of O.R. groups.

01 Nov 1979
TL;DR: Two levels of instructional information about licensed practical nurses (LPNs) are provided and instructional methods/materials that adult basic education teachers can use to develop literacy skills while imparting job related knowledge are presented.
Abstract: ABSTRACT As part of a proiect that identified the specific literacy skills required in ter occupationsc this report provides two levels of instructional information about licensed practical nurses (LPNs). Factual data are presented in Parts / and II for use in 'decision making by program developers, administrators, teachers, and counselors. These sections note the specific literacy requirements (reading, writing, listening, speaking, and matheeatics) that were identified at three job site, and, three vocational training programs. Part III presents instructional methods/materials that adult basic education teachers can use to develop literacy skills while imparting job related knowledge. The lesson format is based on a directed reading activity and includes irpcabulary and concept development, sentence and organizational structure,-silent reading, and skill development. Appendixes list the technical vocabulary that LPNs and LPN trainees need to know, the 100 words that represent 45% of the language sampled for the en+ire proiect, and occupational literacy requiremente for the ten cctupations that were studied. (RL)

Journal ArticleDOI
TL;DR: A programme of 15 weekly group sessions designed to teach social skills is described together with some theoretical justifications for the choice of methods used, and a pilot attempt to measure change is described.