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A aplicação do Treinamento de Habilidades Sociais no contexto universitário pode ser eficaz para a redução do estresse percebido pelos estudantes. Assim, o objetivo do presente artigo foi descrever, no formato de um estudo de caso único, o processo terapêutico de um Treinamento de Habilidades Sociais realizado com uma estudante de Psicologia, apresentando dados referentes à eficácia da intervenção. As avaliações pré e pós-teste foram feitas com os seguintes instrumentos: Inventário de Habilidades Sociais 2 (IHS2-Del-Prette), Escala de Estresse Percebido (PSS-14), entrevistas e diário de campo. Contatou-se o aprimoramento de habilidades sociais como recusar e fazer pedidos, lidar com críticas e expor desagrado e solicitar mudança de comportamento do outro, e redução dos níveis de estresse com base em dados qualitativos e quantitativos, com manutenção desses resultados no follow-up de seis semanas. Concluiu-se que o Treinamento de Habilidades Sociais realizado possibilitou a melhora da experiência na universidade para a participante.
La aplicación del entrenamiento de Habilidades Sociales en el contexto universitario puede ser eficaz para la disminución del estrese percibido por los estudiantes. Delante eso, el objetivo del presente artículo fue describir, en el molde de un estudio de caso único, el proceso terapéutico de un entrenamiento de Habilidades Sociales realizado con una estudiante de Psicología, que presentaba, también, datos referentes a la eficacia de la intervención. Las evaluaciones antes y e después de la prueba se hicieron con los siguientes instrumentos: Inventario de Habilidades Sociales 2 (IHS2-Del-Prette), Escala de Estrese Percibido (PSS-14), entrevistas y diario de campo. Fue posible constatar el perfeccionamiento de habilidades sociales como recusar y hacer pedidos, lidiar con críticas y exponer desagrado y solicitar cambio de comportamiento del otro, y reducción de los niveles de estrese con base en datos cualitativos y cuantitativos, con manutención de esos resultados en elfollow-upde seis semanas. Se concluye que el Entrenamiento de Habilidades Sociales realizado posibilitó la mejora de la experiencia en la universidad para la participante.
The application of Social Skills Training in the university context can be effective in reducing the stress perceived by students. Therefore, the objective of this article was to describe, in the format of a single case study, the therapeutic process of a Social Skills Training carried out with a Psychology student, also presenting data regarding the effectiveness of the intervention. Pre- and post-test assessments were performed using the following instruments: Social Skills Inventory 2 (IHS2-Del-Prette), Perceived Stress Scale (PSS-14), interviews and field diary. It was possible to verify the improvement of social skills such as refusing and making requests, dealing with criticism and exposing displeasure and requesting a change in the other's behavior, and reduction of stress levels based on qualitative and quantitative data, with maintenance of these results in the follow-up of six weeks. It was concluded that the Social Skills Training carried out enabled the participant to improve her university experience.
Subject(s)
Stress, Psychological , Case Reports , Social SkillsABSTRACT
Objective:To evaluate the application effect of the "group-based" teaching assistant (TA) guidance model in homogenized clinical skill training.Methods:A pilot study was conducted on the cardiopulmonary resuscitation training course, and 32 students majoring in clinical integrative Chinese and Western medicine (five-year program) who were admitted to Shanghai University of Traditional Chinese Medicine in 2018 were randomly divided into control group ( n = 16) and TA group ( n = 16). The control group received traditional teaching methods, and the TA group was further divided into subgroups A, B, C, and D, with four graduate TAs providing group-based teaching. The groups were compared in terms of their satisfaction and test scores. SPSS 25.0 was used for t-test and analysis of variance. Results:The satisfaction survey showed that compared with the control group, the TA group had significantly higher degree of satisfaction with the increased practical opportunities, clinical skill practical ability, learning effect, and overall satisfaction. The immediate test showed that there was no significant difference in test score between the TA group (85.19±2.93) points and the control group (82.75±4.52) points. The test 30 days later showed that the TA group (83.50±5.13) points had a significantly higher test score than the control group (74.68±3.87) points, and the control group had a significantly lower test score than that in the immediate test ( P <0.001); however, there was no significant difference in the TA group's score between the immediate test and the test 30 days later. Conclusion:The "group-based" TA guidance model has a good effect in homogenized clinical skill training, and has a stable long-term effect, with high student satisfaction.
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Due to the limitations professional status and training channels, the training of pediatric imaging talents in China is seriously insufficient. Pediatric imaging doctors are concentrated in children's hospitals. Pediatric imaging knowledge and talents in primary medical institutions are scarce, which is not conducive to the construction of hierarchical diagnosis and treatment system. Large-scale telemedicine and online medical treatment based on mobile Internet have become the mainstream platforms for medical consultation and teaching, providing a good opportunity for remote teaching of pediatric imaging, and are expected to become a powerful tool for training pediatric imaging talents. The analysis of literature, mobile phone application market software and cost-effectiveness shows that the current large-scale telemedicine construction cycle is long, the construction and maintenance costs are high, and it is vulnerable to geographical and environmental constraints. It is still a long way to go for remote teaching in hospitals below the county level. The use of mobile terminals and mobile Internet is very convenient. It is an excellent choice to realize the remote teaching of pediatric imaging. It is expected to solve the problem of pediatric imaging talent training and skill dissemination.
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Objective:To investigate the effects of computerized cognitive remediation therapy (CCRT) combined with social skill training on the improvement of negative symptoms of schizophrenia.Methods:A total of 102 schizophrenic patients who received treatment in Shanxi Province Social Welfare Kangning Psychiatry Hospital from March 2019 to June 2021 were included in this study. They were randomly divided into an intervention group and a control group ( n = 51/group). During the intervention process, because of the reasons such as midway discharge, only 93 patients were included in the final analysis, consisting of 47 patients in the intervention group and 46 patients in the control group. All patients received social skills training. Patients in the intervention group received 8-week CCRT. The Positive and Negative Syndrome Scale and Social Skills Checklist were used to evaluate curative effect in the two groups. Results:After treatment, total score of the Positive and Negative Syndrome Scale and the score of negative symptoms in the intervention group were (46.36 ± 9.33) points and (11.15 ± 3.53) points, respectively, which were significantly lower than (51.06 ± 10.26) points and (16.42 ± 4.75) points in the control group ( t = 2.07, 5.41, both P < 0.05). The total score of Social Skills Checklist, conflict resolution ability score and relationship building ability score in the intervention group were (16.05 ± 6.85) points, (3.36 ± 1.65) points and (3.14 ± 1.83) points, respectively, which were significantly lower than (21.08 ± 8.24) points, (5.92 ± 2.35) points and (6.75 ± 2.51) points, respectively ( t = 2.87, 5.34, 7.00, all P < 0.01). Conclusion:CCRT combined with social skill training can effectively improve the negative symptoms of patients with schizophrenia.
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ABSTRACT We sought to answer which procedures have been used to train parents within the mental health field, how often the behavior skills training (BST), as well as its components, is used, and how effective such procedures are. In order to do so, a systematic literature review, using the Education Collection ProQuest database, was conducted. The search terms used were "behavior skills training", "parents", and its correlates in Portuguese. Papers published between 2010 and 2019 were analyzed, focusing on parent training procedures and their effects. Among the 28 analyzed papers, 4 of them used BST. The remaining studies used some of its components. Twenty-four studies were effective on changing parent behavior. Issues that still require more empirical investigation are discussed.
RESUMO Buscou-se responder quais procedimentos têm sido utilizados para treinar pais no âmbito da saúde mental, qual a frequência do uso do treinamento de habilidades comportamentais e seus componentes, e qual a efetividade de tais procedimentos. Foi conduzida uma revisão sistemática utilizando-se a base Education Collection ProQuest. Termos de busca foram "behavior skills training" (BST) e "parents" e seus correlatos em português. Artigos publicados entre 2010 e 2019 foram analisados, com ênfase nos procedimentos de treino de pais e seus efeitos. Dentre os 28 artigos analisados, 4 usaram o BST. Os outros estudos usaram algum de seus componentes. Vinte e quatro estudos foram efetivos para mudar o comportamento dos pais. Discutem-se questões que ainda necessitam mais investigação empírica.
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RESUMO: Um dos fatores de maior preocupação dos pais de filhos com autismo é o déficit na comunicação social. O ensino dos pais de como desenvolver tal habilidade em seu filho, além de ser uma forma de ampliar o tempo de intervenção é um tratamento com resultados satisfatórios. Destaca-se a importância do ensino do ecoico no desenvolvimento da fala da criança por ser um prérequisito para a instalação de comportamentos mais complexos. No que se refere ao cenário pandêmico de isolamento social, faz-se necessária uma intervenção comportamental a distância, e o pacote de Behavior Skills Training (BST) tem sido útil para ensinar pais a aplicarem procedimentos comportamentais em seus filhos. O presente estudo teve como objetivo verificar os efeitos do pacote de treinamento ministrado de modo remoto aos pais sobre o ensino da aplicação do protocolo teste do repertório de ecoico a crianças com autismo. Por meio de um delineamento de linha de base múltipla, foram observados os resultados de três mães participantes, das quais uma apresentou 24% de acertos em linha de base, atingindo 100% após a introdução do BST, o que indicou a eficácia do procedimento de ensino. Após o aprendizado, as mães não voltaram a aplicar o procedimento nos filhos.
ABSTRACT: One of the factors of greatest concern for parents of children with autism is the deficit in social communication. Teaching parents how to develop this ability in their child, in addition to being a way to extend the intervention time, is a treatment with satisfactory results. The importance of teaching the echoic in the development of the child's speech is highlighted, as it is a prerequisite for the installation of more complex behaviors. With regard to the pandemic and social isolation scenario, a remote behavioral intervention is necessary, and the Behavior Skills Training (BST) package has been useful to teach parents to apply behavioral procedures to their children. This study aimed to verify the effects of the training package given remotely to parents on teaching the application of the echoic repertoire test protocol to children with autism. Through a multiple baseline design, the results of three participating mothers were observed, one of which had 24% of correct answers at baseline, reaching 100% after the introduction of BST, indicating the effectiveness of the teaching procedure. After learning, the mothers did not apply the procedure to their children again.
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Social skills are a set of abilities necessary for the individual to live well in society. They include assertiveness, problem solving, empathy and public speaking, among others. These skills are developed since childhood and their acquisition can take place without formal training; however, problems may arise as a result of failures in this learning. University students comprise a group in which the difficulties related to this area become relevant and may lead to impairment. Accordingly, social skills training emerges as a way to overcome such difficulties and promote a better quality of life for the participants. This article presents a social skills training protocol for university students. It was developed by authors recognized in the field, based on cognitive-behavioral group therapy and was proposed from a previous study that identified the repertoire deficit. The group procedure expands the range of training possibilities, providing a training context with interpersonal practice in loco. It also presents good ecological validity, including techniques such as psychoeducation, living activities and cognitive restructuring. Regarding the scope, this protocol is intended for the use of clinicians, instructors, basic and higher education professionals, as well as researchers, and aims to provide them with effective therapeutic strategies in the field of social skills.
Habilidades sociais são um conjunto de capacidades necessárias para o indivíduo viver bem em sociedade. Incluem assertividade, resolução de problemas, empatia e falar em público, entre outras. Estas habilidades são desenvolvidas desde a infância e sua aquisição pode ocorrer sem treinamento formal; contudo, problemas podem surgir em decorrência de falhas nessa aprendizagem. Os universitários caracterizam um grupo no qual as dificuldades relacionadas a essa área se tornam relevantes e podem trazer prejuízos. Assim, o treinamento em habilidades sociais surge como uma forma de superar tais dificuldades e promover uma melhor qualidade de vida aos participantes. Este artigo apresenta um protocolo para treinamento em habilidades sociais com universitários, desenvolvido com base na terapia cognitivo-comportamental em grupo e por autores reconhecidos na área, e proposto a partir de um levantamento prévio do repertório deficitário identificado. O procedimento em grupo amplia o leque de possibilidades do treinamento, proporcionando um contexto de treino com prática interpessoal in loco e com maior validade ecológica, incluindo técnicas como psicoeducação, atividades vivenciais e reestruturação cognitiva. Como alcance, esse protocolo pretende fornecer aos profissionais que atuam em psicologia clínica, em educação, inclusive no ensino superior, bem como na pesquisa, estratégias terapêuticas eficazes no campo das habilidades sociais.
Las habilidades sociales son un conjunto de habilidades necesarias para que el individuo viva bien en la sociedad. Incluyen asertividad, resolución de problemas, empatía y hablar en público, entre otras. Estas habilidades se desarrollan desde la niñez y su adquisición puede ocurrir sin entrenamiento formal; sin embargo, pueden surgir problemas como resultado de fallas en este proceso de aprendizaje. Los estudiantes universitarios caracterizan un grupo donde las dificultades relacionadas con esta área se vuelven relevantes y pueden resultar en pérdidas. En consecuencia, el entrenamiento en habilidades sociales surge como una forma de superar dichas dificultades y promover una mejor calidad de vida para los participantes. Este artículo presenta un protocolo de entrenamiento en habilidades sociales con estudiantes universitarios, desarrollado en base a la terapia grupal cognitivo-conductual y por autores reconocidos en el área, y propuesto en base a un estudio previo del déficit de repertorio identificado. El procedimiento grupal amplía el abanico de posibilidades formativas, proporcionando un contexto formativo con práctica interpersonal in loco y con mayor validez ecológica, incluyendo técnicas como la psicoeducación, actividades vivenciales y reestructuración cognitiva. En cuanto al alcance, este protocolo intenta dotar a los profesionales que laboran en organizaciones clínicas, en docencia, incluida la educación superior, y en investigación, de estrategias terapéuticas efectivas en el campo de las habilidades sociales.
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Esta pesquisa teve como objetivo avaliar a eficácia de um Treinamento de Habilidades Sociais (THS) na ampliação das habilidades sociais, na redução do estresse e no desenvolvimento do coping eficaz de oito estudantes de Psicologia. As participantes foram recrutadas via link de um formulário enviado nas redes sociais e por contato telefônico, sendo voluntariamente submetidas à intervenção na universidade onde estudavam. A intervenção análoga a um quase experimento teve avaliações pré e pós-teste sem grupo controle, utilizando-se os instrumentos Inventário de Habilidades Sociais 2 (IHS2-Del-Prette), Escala de Estresse Percebido (PSS-14), Inventário de Estratégias de Coping de Folkman e Lazarus, entrevistas e diário de campo. Os resultados indicaram redução do estresse, aquisição de habilidades sociais e potencialização da estratégia de resolução de problemas. Sugere-se, para estudos futuros, a avaliação da eficácia do THS em amostras maiores e mais heterogêneas de estudantes universitários.
This research aimed to evaluate the efficacy of a Social Skills Training (SST) in increasing social skills, reducing stress levels, and developing effective coping of eight female undergraduate Psychology students. The participants were recruited through a form sent on social media and telephone contact and were voluntarily submitted to the intervention at the university in which they studied. The intervention, analogous to a quasi-experiment, had pre- and posttest evaluations without a control group, using the instruments Social Skills Inventory 2 (IHS2-Del-Prette), Perceived Stress Scale (PSS14), Folkman and Lazarus' Coping Strategies Inventory, interviews, and a field diary. The results indicated stress reduction, acquisition of social skills, and enhancement of problem-solving strategies. Further studies regarding the evaluation of the SST's efficacy in a larger and more heterogeneous sample of university students would be worthwhile.
El objetivo de la investigación fue evaluar la eficacia de un Entrenamiento de Habilidades Sociales (EHS) en la expansión de las habilidades sociales, reducción del estrés y desarrollo de un coping eficaz de ocho estudiantes de Psicología. Las participantes fueron reclutadas por medio de un link para un formulario enviado en redes sociales y contacto telefónico, siendo voluntariamente sometidos a la intervención en la universidad donde estudiaban. La intervención análoga a un casi-experimento tuvo evaluaciones previas y posteriores a la experiencia, sin un grupo de control, utilizando los instrumentos Inventario de Habilidades Sociales 2 (IHS2-Del-Prette), Escala de Estrés Percibido (PSS-14), Inventario de Estrategias de Coping de Folkman y Lazarus, entrevistas y diario de campo. Los resultados indicaron reducción del estrés, adquisición de habilidades sociales y potencialización de estrategias para resolución de problemas. Se sugiere, para futuros estudios, la evaluación de la eficacia del EHS en muestras mayores y más heterogéneas de estudiantes universitarios.
Subject(s)
Humans , Male , Female , Students , Universities , Social Skills , Psychology , Stress, Psychological , Health Strategies , Growth and DevelopmentABSTRACT
The study evaluated the effects of a Social and Educational Skills Program on the repertoire of social skills, educational social skills, and self-efficacy beliefs in teachers. Participants included 45 teachers who taught at the final grades of elementary school, in public schools in the state of Rio de Janeiro. Participants were allocated by convenience into 2 groups: intervention (n=22) and control (n=23). The program consisted of 10 meetings, with pre-test and post-test measures. The teachers responded to the following instruments: Social Skills Inventory, Educational Social Skills Inventory-teacher, Teacher Self-Efficacy Scale, and Socioeconomic Questionnaire. Results indicated that the intervention promoted the repertoire of social and educational skills of teachers and increased teaching self-efficacy beliefs. It was concluded that the intervention showed some indicators of efficacy, signaling the interpersonal development of the educators. Future research should include accompanying measures and experimental design (AU).
O estudo avaliou os efeitos de um Programa de Habilidades Sociais e Educativas no repertório de habilidades sociais, habilidades sociais educativas e nas crenças de autoeficácia docente. Participaram do estudo 45 professores que lecionavam nos anos finais do Ensino Fundamental, em escolas públicas no Estado do Rio de Janeiro. Os participantes foram alocados por conveniência em dois grupos: intervenção (n = 22); controle (n = 23). O programa foi composto por 10 encontros, com medidas de pré-teste e pós-teste. Os professores responderam aos instrumentos: Inventário de Habilidades Sociais, Inventário de Habilidades Sociais Educativas-professor, Escala de Autoeficácia Docente e Questionário Socioeconômico. Os resultados indicaram que a intervenção promoveu o repertório de habilidades sociais e educativas dos professores e aumentou as crenças de autoeficácia docente. Conclui-se que a intervenção evidenciou alguns indicadores de efetividade, sinalizando o desenvolvimento interpessoal dos educadores. Futuras pesquisas deverão incluir medidas de seguimento e delineamento experimental (AU).
El estudio evaluó los efectos de un programa de habilidades sociales y educativas sobre el repertorio de habilidades sociales educativas y las creencias de autoeficacia de los profesores. El estudio incluyó a 45 profesores que enseñaban en los últimos años de la Educación Primaria en escuelas públicas del Estado de Río de Janeiro. Los participantes fueron asignados por conveniencia en dos grupos: intervención (n=22); control (n=23). El programa se compuso por 10 reuniones, con medidas pre test y post test. Los docentes respondieron a los instrumentos: Inventario de Habilidades Sociales; Inventario de Habilidades Sociales Educativas-docente; Escala de Autoeficacia Docente; Cuestionario Socioeconómico. Los resultados indicaron que la intervención promovió el repertorio de habilidades sociales y educativas de los docentes y aumentó las creencias de autoeficacia docente. Se concluye que la intervención evidenció algunos indicadores de efectividad, señalando el desarrollo interpersonal de los educadores. Futuras investigaciones deben incluir medidas de seguimiento y diseño experimental (AU).
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Self Efficacy , Education, Primary and Secondary , Social Skills , School Teachers/psychology , Surveys and QuestionnairesABSTRACT
Com as mudanças ocorridas no contexto familiar, abriu-se espaço para o surgimento de novas configurações familiares, bem como a formação de famílias monoparentais. No entanto, as famílias monoparentais, muitas vezes, apresentam desvantagens em relação a sua estrutura, e a menos tempo para conviver com seus filhos. Dessa forma, essa desvantagem pode influenciar negativamente a saúde mental e o bem-estar da mãe, como também no desenvolvimento e no bem-estar de seu filho. Com isso, o objetivo desse estudo foi avaliar um Treinamento de Habilidades Sociais Educativas Parentais para mães monoparentais. O estudo contou com a participação de 10 mães. Foi realizado um estudo de intervenção longitudinal com medidas pré e pós intervenção. Foram utilizados o Inventário de Habilidades Sociais Educativas Pais (IHSE-Pais) e o Inventário de Práticas Parentais (IPP). Os resultados desse estudo apontaram ganhos para as participantes ao comparar os dois tempos da pesquisa, pré e pós-teste.
With the good family changes, the space was opened for the context of new configurations of family configuration, the space was opened for the context of new configurations of family configuration, single parents. However, as children, sometimes, and less the present the relationship of the relatives time their structure with their children. In this way, it can be your mother's health well-being, as well as your mother's development and well-being. Thus, the objective of this study was to evaluate a Parental Educational Social Skills Training for single-parent mothers. The study involved the participation of 18 mothers, with 10 percentages for the quasi-experimental group and eight for the comparison group. A longitudinal intervention study was carried out with pre- and post-intervention actions. The Inventory of Educational Social Skills (IHSE-Parents) and the Inventory of Parenting Practices (IPP) were used. The results of this study showed gains for the participants of the quasi-experimental group when comparing the two times of the research, pre and post-test. When sharing with the groups, the quasi-experimental group showed more in relation to the comparison group.
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RESUMO Os programas de intervenção baseados em Treinamento de Habilidades Sociais têm sido pesquisados em diferentes populações, entre elas, a universitária. Este estudo teve como objetivo realizar uma revisão da literatura sobre programas de THS com universitários, publicados em periódicos nacionais e internacionais, enfatizando os instrumentos e delineamentos utilizados, além dos principais resultados e limitações, a partir de 1980. Utilizaram-se as palavras-chave em inglês "social skills training", "undergraduate", "graduate students" e "higher education" em seis bases de dados (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Foram encontrados 13 artigos e estes analisados quanto às variáveis de interesse aplicando-se o Protocolo PRISMA. Os resultados mostraram que nove estudos utilizaram o Inventário de Habilidades Sociais como principal instrumento de coleta de dados e tiveram o delineamento experimental. O número de sessões mostrou-se variável entre as intervenções e, em todos os estudos, ocorreu a melhora no repertório de habilidades sociais dos participantes das pesquisas. O presente artigo contribui para a literatura da área ao discutir implicações para a pesquisa e a prática de promoção de habilidades sociais na formação universitária bem como direções para futuras pesquisas que devem considerar o conceito de competência social.
RESUMEN Los programas de intervención basados en Entrenamiento de Habilidades Sociales han sido investigados en distintas populaciones, entre ellas, la universitaria. En este estudio se tuvo como objetivo realizar una revisión de la literatura sobre programas de THS con universitarios, publicados en periódicos nacionales e internacionales, enfatizando los instrumentos y delineamentos utilizados, además de los principales resultados y limitaciones, a partir de 1980. Se utilizaron las palabras clave en inglés "social skills training", "undergraduate", "graduate students" y "higher education" en seis bases de datos (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Se encontraron 13 artículos y estos analizados según las variables de interés aplicándose el Protocolo PRISMA. Los resultados apuntaron que nueve estudios utilizaron el Inventario de Habilidades Sociales como principal instrumento de recopilación de datos y tuvieron el delineamento experimental. El número de sesiones se mostró variable entre las intervenciones y, en todos los estudios, sucedió la mejora en el repertorio de habilidades sociales de los participantes de las investigaciones. El presente artículo contribuye para la literatura del área al discutir implicaciones para la investigación y la práctica de promoción de habilidades sociales en la formación universitaria, así como direcciones para futuras investigaciones que deben considerar el concepto de competencia social.
ABSTRACT Intervention programs based on Social Skills Training have been researched in different populations, including university students. This study aimed to review the literature about HST programs with university students, published in national and international journals, emphasizing the instruments and designs used, in addition to the main results and limitations, from 1980 onwards. The keywords in English "social skills training", "undergraduate", "graduate students" and "higher education" were used in six databases (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Thirteen articles were found and they were analyzed regarding the variables of interest by applying the PRISMA Protocol. The results showed that nine studies used the Social Skills Inventory as the main data collection instrument and had an experimental design. The number of sessions was variable among the interventions and, in all studies, there was an improvement in the social skills repertoire of the research participants. This article contributes to the literature in the area by discussing implications for research and practice in promoting social skills in university education, as well as directions for future research that should consider the concept of social competence.
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A fim de contribuir com evidências sobre intervenções e para a manutenção de habilidades sociais por meio de follow-up, este estudo investigou os ganhos dos alunos que participaram de um Treinamento de Habilidades Sociais (THS) e a manutenção desses resultados. Pais e professores também foram informantes dos ganhos, manutenção e déficits de habilidades sociais dos alunos. A amostra foi composta por 10 crianças matriculadas em uma turma do 5º ano do ensino fundamental de uma escola municipal no Rio de Janeiro, em área de vulnerabilidade social. Os escolares tinham entre 10 a 13 anos (M = 10,4 anos; DP = 1,0 anos), e 60% eram do sexo feminino. Para análise dos dados utilizou-se o Método JT. Os resultados demonstraram que todos os escolares se beneficiaram da intervenção e que os ganhos nas diferentes dimensões cognitivas e comportamentais se mantiveram estáveis ao longo do tempo.
In order to gather evidence about interventions and the maintenance of social skills through follow-up, this study investigated the gains of students who took part in a Social Skills Training (SST) and the maintenance of these results. Parents and teachers were also informants on the students' gains, maintenance and deficits in social skills. The sample consisted of 10 children enrolled in a 5th grade class of elementary school at a municipal school in Rio de Janeiro, in a social vulnerability area. The students were between 10 and 13 years old (M = 10.4 years, SD = 1.0 years), of which 60% were female. Data were analyzed using the JT method. The results showed that all the students benefited from the intervention and the gains in cognitive and behavioral dimensions remained stable over time.
A fin de contribuir con evidencias sobre intervenciones y para el mantenimiento de habilidades sociales por medio de follow-up, este estudio investigó las ganancias de los alumnos con un Entrenamiento de Habilidades Sociales (EHS) y el mantenimiento de esos resultados. Los padres y los maestros también informaron sobre las ganancias, el mantenimiento y los déficits de las habilidades sociales de los estudiantes. Participaron del estudio 10 niños matriculados en una clase del 5º año de la enseñanza fundamental de una escuela municipal en Rio de Janeiro, en área de vulnerabilidad social. Los estudiantes tenían entre 10 a 13 años (M = 10,4 años, DP = 1,0 años), y el 60% eran del sexo femenino. Para el análisis de los datos se utilizó el Método JT. Los resultados demostraron que todos los escolares se beneficiaron de la intervención y que las ganancias en las diferentes dimensiones cognitivas y comportamentales se mantuvieron estables a lo largo del tiempo.
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Objective:To explore the effect of hand making combined with social skills training on the self-care ability and quality of life of patients with schizophrenia.Methods:According to random number table method, totally 120 patients with schizophrenia admitted to the Second People ′s Hospital of Chuzhou City, Anhui Province from January to December 2019 were divided into observation and control groups, which had 60 patients in each groups, 10 cases and 7 cases fell off respectively. The control group received antipsychotic medication and routine nursing, meanwhile the general recreational activities (circles, radio exercises, etc.) and physical therapy were also carried out in the department and rehabilitation physical therapy center. The observation group was given hand making and social skills training for 12 weeks on the basis of the control group. The self-care ability and quality of life of patients in the two groups were compared before intervention, 6 and 12 weeks after intervention. Results:Before intervention, there was no statistical significance in the scores of World Health Organization Quality of Life Scale (WHOQOL-BREF) and Activities of Daily Living (ADL) in 2 groups ( P>0.05). After 6 and 12 weeks of intervention, ADL scores in the observation group were (96.40±3.79) and (98.50±2.53) points, while those in the control group were (93.96±4.31) and (94.06±4.28) points. And the difference between the two groups was statistically significant ( t values were 3.38, 6.36, P<0.05). However, after 6 weeks of intervention, there was no significant difference in WHOQOL-BREF scores between the two groups ( P>0.05); after 12 weeks of intervention, the scores of WHOQOL-BREF in the domains of G1(patients′ self-rated quality of life), G4(patients′ satisfaction with self-rated health status), physiology, psychology, social relations and environment in the observation group were (3.76±1.14), (3.86±1.03), (14.83±2.56), (15.04±3.07), (14.72±3.67) (14.55±3.22) points. The scores of the control group were (3.00±0.83), (3.34±0.90), (12.79±2.06), (12.70±2.45), (12.70±3.06) and (12.64±2.42) points. And the difference between the two groups was statistically significant ( t values were from 2.73 to 4.47, P<0.01). Conclusions:Hand making combined with social skills training can improve the self-care ability and quality of life of patients with schizophrenia, and it is an effective means of treatment to help the patients with schizophrenia to achieve recovery, out of the hospital, back to society.
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Objective:To investigate the application value of standard operation procedure (SOP) of thoracentesis in clinical skills training for undergraduates.Methods:In this study, 63 undergraduates were randomized into two groups, with 29 students in experimental group receiving SOP training, and 34 students in control group trained by traditional teaching methods. The performance of the two groups at different stages of thoracentesis were compared after the training. SPSS 19.0 was used to analyze the assessment data.Results:The experimental group was significantly superior to the control group in the stages of "puncture operation" and "post-puncture operation" [(33.76±2.46) points vs. (31.91±3.60) points, P=0.02; (7.93±1.53) points vs. (6.79±1.84) points, P=0.01], as well as the total scores [(82.59±4.14) points vs. (79.26±4.94) points, P=0.01]. Conclusion:It's suggested that application of SOP may improve the effectiveness of thoracentesis training, and organized teaching methods are essential for clinical skills training.
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Objective:To explore the application of microteaching combined with hierarchical training in the teaching of standardized training for nurses in the department of endocrinology.Methods:A total of 80 nurses in the endocrinology department from February 2020 to February 2021 were selected and randomly divided into a control group and a study group, with 40 ones in each group. The control group adopted traditional teaching and the research group adopted microteaching combined with hierarchical training. After the standardized training, the two groups of nurses were subjected to theoretical assessment, practical skills assessment, clinical practice ability improvement, the satisfaction of the assessment team and inpatients with the nurses, and the incidence of adverse events during the standardized training of the two groups of nurses. SPSS 22.0 was performed for t test and chi-square test. Results:After the training, the research group's theoretical and practical skills assessment scores were better than those of the control group, with statistically significant differences ( P<0.001); the improvement of clinical practice ability of the research group was better than that of the control group, with statistical significance ( P<0.001); the satisfaction rate of nurses in the research group (assessment group and patients) was better than that of the control group, and the differences were statistically significant ( P<0.001). During the standardized training of nurses, there were statistically significant differences in the incidence of adverse events between the two groups of nurses ( χ2=5.165, P=0.023). Conclusion:The application of microteaching combined with hierarchical training can help improve the level of theoretical and practical skills of nurses in the endocrinology department, improve nurses' clinical work ability and patient satisfaction rate, effectively reduce the incidence of adverse events, and build a harmonious relationship between doctors, nurses and patients.
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Objective:To investigate the construction status of clinical skills training centers of secondary and above comprehensive western hospitals in Yunnan Province, and to provide a basis for the scientific, specific and standardized construction and development of clinical skills training centers of hospitals at all levels in Yunnan Province.Methods:The evaluation index of the construction of clinical skills training center was established, and questionnaires were developed to investigate the current situation of the construction of clinical skills training center in the secondary and above comprehensive western hospitals in the whole province. SPSS 17.0 software was used for chi-square test.Results:According to the investigation, 79.1% (72/91) of secondary and above comprehensive western hospitals in Yunnan Province have established clinical skills centers of different scales, but 84.6% (77/91) of them have fewer than 50 teachers participating in clinical skills teaching each year, with weak faculty and big differences in the faculty of hospitals at all levels ( P<0.05). In 64.6% (84/130) of the centers, the simulated teaching courses are only single basic skill courses, and the training content is relatively single, with great differences in the current situation ( P<0.05). Only 33.0% (30/91) of the centers have initially established an internal quality control system, and there are statistically significant differences in the way of conducting quality evaluation ( P=0.023). Conclusion:The foundation of the connotation construction of the clinical skill center is to establish a complete, professional and gradient teaching team and a stepped clinical skills training curriculum system. The construction of a perfect internal quality control system is the vitality of the development of the clinical skill center, and scientific research is the source of the sustainable development of the center.
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Objective:To explore the effect of Williams life skills training on posttraumatic growth and care ability for parents of children with leukemia.Methods:A total of 86 parents of children with leukemia were assigned to Children′s Hospital Affiliated to Nanjing Medical University from January to December 2019 who were devided into experimental group and control group according to the enrolled time, there were 43 cases in each group. The parents in the control group recieved routine nursing, the experimental group carried out 4-week Williams life skills training. The effect was assessed by Posttraumatic Growth Inventory (PTGI) and Family Caregiver Task Inventory (FCTI), respectively.Results:Finally, 41 cases were included in the experimental group and 40 cases in the control group. After intervention, the personal strength, relating to others, spiritual change scores and total scores in PTGI were (21.10 ± 4.47), (19.95 ± 6.18), (5.12 ± 0.95), (73.41 ± 8.37) points in the experimental group, significantly higher than (18.38 ± 4.50), (17.60 ± 3.30), (4.65 ± 1.05), (66.13 ± 6.31) points in the control group, the differences were statistically significant ( t values were 2.117-4.420, P<0.05 or 0.01). The disease cognitive ability, basic care skills, emotional management ability, ability to seek support scores and total scores in FCTI were (5.41 ± 1.76), (4.10 ± 1.09), (6.71 ± 1.12), (5.56 ± 1.16), (38.00 ± 3.92) points in the experimental group, significantly lower than (6.60 ± 1.58), (4.63 ± 1.10), (7.58 ± 1.74), (6.33 ± 1.53), (41.18 ± 4.72) points in the control group, the differences were statistically significant ( t values were 2.164-3.286, P<0.05 or 0.01). Conclusions:Williams life skills training can effectively promote posttraumatic growth and care ability in parents of children with leukemia.
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ObjectiveTo discuss the efficacy of Williams Life Skills Training （WLST） in depressive adolescents with non-suicidal self-injury （NSSI）. MethodsA total of 88 depressive adolescents with NSSI hospitalized in Suzhou Guangji Hospital from January to June 2019 were selected and grouped according to admission order. The corresponding random number was even in intervention group （n=44） and odd as control group （n=44）. Both groups received a 4-week routine depression care， based on this， intervention group received WLST. All selected individuals were assessed using Hamilton Depression Scale-17 item （HAMD-17）， General Self-Efficacy Scale （GSES） and adolescent student life satisfaction scale at the baseline and end of treatment. Then the incidence of NSSI behavior during hospitalization and the reduction rate of HAMD-17 score at discharge were compared between the two groups. ResultsThe incidence rate of NSSI behavior during hospitalization showed significant difference between groups （χ2=11.702， P=0.001）. HAMD-17， GSES and satisfaction scores at discharge were significantly different from those at admission （tcontrol group=-5.256， 10.690， -21.220； tintervention group=-12.540， 11.300， -32.840， P<0.01）. HAMD-17， GSES， satisfaction scores and the reduction rate of HAMD-17 score also showed significant differences between groups （t=0.851， -12.809， -4.883， χ2=75.990， P<0.05 or 0.01）. ConclusionApplication of WLST in depressive adolescents with NSSI may reduce the incidence rate of NSSI behavior， alleviate the degree of depression， enhance the sense of self-efficacy， and improve life satisfaction.
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Objective:To investigate the effect and necessity of aesthetic suture techniques training in improving the suture quality of non-plastic surgeons.Methods:The well-planned aesthetic suture techniques training programs were run in non-plastic surgery senior residents and attending surgeons at Peking University People＇s Hospital from January 2017 to January 2019. There were 120 senior residents and attending surgeons included (aged from 25-32 years, average 28.9 years, with 66 males and 54 females). Mixed teaching methods were used such as video shows, lectures, surgery live show and scenario simulation. Baseline tests were taken before the training. Suture quality tests were taken when the trainings came to the end. Self-assessments were carried out both before and after the trainings.Results:Eight rounds of aesthetic suture techniques training were accomplished and 120 trainees were included in all. One hundred and two trainees passed the test while eight failed, while 10 trainees were absent in some courses or the final test. The passing rate was 85.0%. The scales of suture tools and material selection, incision design, subcutaneous tissue suture quality, tension relaxation, aesthetic suture appearance, and flexibility of different suture techniques were sharply improved after the training in both subjective and objective assessments.Conclusions:The aesthetic suture techniques training is effective in improving the suture quality of non-plastic surgeons, which is worthy to generalize in resident training.
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Introducción La enfermedad por coronavirus 2019, o COVID-19, se ha convertido en una pandemia. Dada que la mayor carga viral de coronavirus de tipo 2 causante del síndrome respiratorio agudo severo (SARS-CoV-2) se encuentra en la vía aérea, los otorrinolaringólogos tienen un elevado riesgo de infección. Múltiples recomendaciones han surgido con respecto a las medidas de protección, incluidos la suspensión de procedimientos y cirugías electivas. Objetivos Evaluar el impacto de la pandemia de COVID-19 en los programas de formación de otorrinolaringología a nivel nacional. Métodos Estudio transversal de encuesta en línea a residentes de otorrinolaringología realizado durante abril de 2020. Se analizaron datos demográficos, actividades clínicas, turnos de llamado, infección por COVID-19, exposición a pacientes COVID-19 positivos, despliegue a otras especialidades, procedimientos y cirugías realizadas. Se utilizaron los portafolios quirúrgicos de años previos para comparar los resultados. Resultados Completaron la encuesta 47 residentes, con 84% de tasa de respuesta; el 64% refirió haber acudido a su centro asistencial 10 días o menos durante el mes de abril de 2020. Con relación a procedimientos frecuentes tales como nasofibroscopía, endoscopia nasal rígida y drenaje de absceso periamigdalino, no fueron realizados por más del 40% de los residentes en el mes. Solo el 38% participó en cirugías, con un promedio de 0,6 procedimientos como primer cirujano; se constata una drástica disminución al comparar los registros de años anteriores. La mayoría de los residentes refieren estas medidas educativas complementarias: videoconferencias bibliográficas (87%), seminarios de casos clínicos en línea (60%), revisión de artículos (38%), entre otros. Conclusiones La formación clínica y quirúrgica disminuyó drásticamente durante abril de 2020. Se deben considerar ajustes a los planes de estudio para disminuir el impacto negativo de la pandemia en la formación de los residentes.
Introduction Coronavirus disease 2019, or COVID-19, has become a global pandemic. Given that the highest viral load of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is found in the airway, otolaryngologists are at high risk of infection. As a result, multiple recommendations have emerged regarding protective measures for surgical teams, including suspending non-urgent procedures and surgeries. Objectives To evaluate the impact of the COVID-19 pandemic on otolaryngology residency training programs nationwide. Methods A cross-sectional survey-based study was completed in April 2020. The participants were recruited through an online survey, sent by email to all Chilean otolaryngology residents. Demographics, clinical activities, on-call shifts, COVID-19 infection status, exposure to COVID-19 patients, deployment to other specialties, diagnostic/therapeutic procedures, and surgeries performed were analyzed. Self-reported surgical data logs from previous years were used to compare results. Results Forty-seven residents completed the survey (84% response rate); 64% of residents refer seeing patients ten days or less during April 2020. Commonly performed procedures such as flexible nasolaryngoscopy, rigid nasal endoscopy, and peritonsillar abscess drainage were not performed by over 40% of the residents in that month. Only 38% participated in surgeries, with an average of 0.6 surgeries as a first surgeon, a dramatic decrease in surgical exposure when comparing the data logs from previous years. Most residents refer the following measures taken by their residency program to improve residency training: bibliographic videoconferences (87%), online clinical case seminars (60%), weekly journal clubs (38%), among others. Conclusions Clinical and surgical opportunities decreased dramatically during April 2020. Adjustments to the regular academic curricula should be considered to decrease the negative impact of this pandemic on residency training.