ABSTRACT
Objective:To explore the effect of emotional intelligence on the behavioral performance in crisis intervention, taking the knowledge and skills learning performance of crisis intervention as the mediating variable. Methods:Based on the sequential pattern analysis and comprehensive evaluation of learning performance in the previous study, Emotional Intelligence Scale was used to collect the emotional intelligence of 104 mental health service personnel. The mediating effect model was used to analyze the relationship among personal traits, learning performance and behavior performance. Results:There was no direct correlation between emotional intelligence and behavior performance (r=-0.016, P=0.869). The knowledge and skills learning performance of crisis intervention in identifying problems, providing support and coping strategy played a complete mediating role between emotional intelligence and behavior, with indirect effects of a1b1=-0.052 (P=0.010, 95% CI -0.126 - -0.010), a2b2=0.139 (P=0.000, 95% CI 0.063 - 0.259), and a3b3=0.087 (P=0.012, 95% CI 0.019 - 0.186). Conclusion:Emotional intelligence interferes in behavioral pattern by affecting crisis intervention learning performance, but influence relationships are inconsistent.
ABSTRACT
Objective: To explore the application of sequential pattern mining to the field of mental health, and analyze the role of the courses in improving the crisis intervention skills of mental health service personnel. Methods: The learning log data recorded by the online learning platform was used for sequential pattern mining, and the activity map was used to visually analyze the learning paths of learners with different learning performances. Results: In each case study, the number of high-frequency sequences of learners with different learning performance had significant differences, which were high-performance group > medium-performance group > low-performance group. In the crisis intervention consultation learning process, the high-performance group learners had the most diverse learning paths; the medium-performance group lacked the mastery of the several specific steps of the six-step model of crisis intervention, and the learning path integrity was poor; the low-performance group did not have a complete learning path. Conclusion: Diversified crisis intervention strategies are conducive to the smooth progress of the consultation process. Learners with different learning performance should develop corresponding skills development strategies according to their learning characteristics.
ABSTRACT
Objective • To exploring effect of the online situated courses which were developed based on the six-step model of crisis intervention on improving the crisis intervention skills. Methods • A total of 118 learners were recruited to receive online course training to improve their crisis intervention skills. Two types of courses were prepared, which were situated interactive course and non-interactive course for situated group and control group respectively. The changes in crisis intervention skills were compared between the two groups of learners before and after learning. The effects of situated learning were evaluated comprehensively from diagnostic evaluation, formative evaluation and summative evaluation. Results • After learning, the scores of crisis intervention skills of both groups were significantly improved (Psituated=0.000, Pcontrol=0.002). And the improved score of crisis intervention skills of situated group was higher than that of control group (P=0.010). The results of comprehensive evaluation showed that the well-mastered crisis intervention skills were identifying problem, providing support and getting commitment, the scores of which were 31.52±4.43, 16.85±4.44 and 14.63±5.27, respectively. Conversely both confirming safety and formulating plan skills should be reinforced, the scores of which were 10.26±3.93 and 5.84±4.10, respectively. Conclusion • The online course has a significant effect on improving the crisis intervention skills of learners, and the situated interactive course is more effective than the non-interactive course.