PR:EPARe: Developing Practitioner and Student Motivation in Relationship and Sex Education (RSE), through a Game Based Learning Approach by Sylvester Arnab, Samantha Clarke & Alex Woolner
This study examined the relationship between extraversion and job performance/organizational citizenship behavior (OCB) among customer service employees. The researchers hypothesized that extraversion may have a curvilinear rather than linear relationship with these outcomes. They measured extraversion using a forced-choice personality test and found curvilinear relationships, such that moderate levels of extraversion were associated with the highest performance and OCB, while low and high extraversion were less optimal. This challenges the conventional view that extraversion has only positive linear effects and suggests ambiverts may be ideally suited for customer service roles.
Here are the steps I would take using a scientific decision-making model to help you make this important decision:
1. Set clear objectives - Our objectives are to decide whether I should accept the charge nurse position while also considering our family goals and responsibilities.
2. Gather relevant data - Consider details of the position, my career goals, husband's career demands, childcare options/costs, potential for future promotions if I accept, etc.
3. Identify alternatives - Accept position full-time, accept but negotiate part-time, decline position to focus on family, pursue other career options.
4. Evaluate alternatives - Use a decision matrix to rate each alternative based on objectives. Consider pros/cons of each for
Psychological testing can help identify learning disorders, developmental delays, or other issues affecting a child's academic performance or behavior. Common reasons to test include concerns about attention, language skills, motor skills, memory, or social/emotional functioning. Testing involves evaluations of cognitive abilities, academic achievement, neuropsychological functioning, and behavioral and emotional issues. It is important that parents understand the purpose and types of tests administered as well as how to prepare and support their child during the evaluation process.
The term problem-solving refers to the mental process that people go through to discover, analyze and solve problems.
A problem can be defined as ‘where there is a need to bridge gap between a current situation and a desired situation”.
Broadly there are three types of problemdiagnostic problems – working out what’s gone wrong and fixing it – for example, a machine or a process isn’t working properly and needs to be fixed or improved design problems – identifying what needs to be done to create a new product or process and planning how to do itcontingency problems – resource planning and working with others to plan and manage a project, such as organising an event.Problems with personal or emotional relationships are not a problem although they often make for interesting scenarios.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
Nurses acquire knowledge through highly structured methods like problem solving and the scientific method. Problem solving involves understanding a problem, searching for solutions, evaluating solutions, implementing the best one, and monitoring its effectiveness. The problem solving process consists of 7 steps: defining the problem, analyzing it, generating solutions, analyzing solutions, selecting the best one, implementing it, and evaluating/revising. Problem solving for one situation contributes to knowledge for similar future situations.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Psychological test meaning, concept, need & importancejd singh
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
This study examined the relationship between extraversion and job performance/organizational citizenship behavior (OCB) among customer service employees. The researchers hypothesized that extraversion may have a curvilinear rather than linear relationship with these outcomes. They measured extraversion using a forced-choice personality test and found curvilinear relationships, such that moderate levels of extraversion were associated with the highest performance and OCB, while low and high extraversion were less optimal. This challenges the conventional view that extraversion has only positive linear effects and suggests ambiverts may be ideally suited for customer service roles.
Here are the steps I would take using a scientific decision-making model to help you make this important decision:
1. Set clear objectives - Our objectives are to decide whether I should accept the charge nurse position while also considering our family goals and responsibilities.
2. Gather relevant data - Consider details of the position, my career goals, husband's career demands, childcare options/costs, potential for future promotions if I accept, etc.
3. Identify alternatives - Accept position full-time, accept but negotiate part-time, decline position to focus on family, pursue other career options.
4. Evaluate alternatives - Use a decision matrix to rate each alternative based on objectives. Consider pros/cons of each for
Psychological testing can help identify learning disorders, developmental delays, or other issues affecting a child's academic performance or behavior. Common reasons to test include concerns about attention, language skills, motor skills, memory, or social/emotional functioning. Testing involves evaluations of cognitive abilities, academic achievement, neuropsychological functioning, and behavioral and emotional issues. It is important that parents understand the purpose and types of tests administered as well as how to prepare and support their child during the evaluation process.
The term problem-solving refers to the mental process that people go through to discover, analyze and solve problems.
A problem can be defined as ‘where there is a need to bridge gap between a current situation and a desired situation”.
Broadly there are three types of problemdiagnostic problems – working out what’s gone wrong and fixing it – for example, a machine or a process isn’t working properly and needs to be fixed or improved design problems – identifying what needs to be done to create a new product or process and planning how to do itcontingency problems – resource planning and working with others to plan and manage a project, such as organising an event.Problems with personal or emotional relationships are not a problem although they often make for interesting scenarios.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
Nurses acquire knowledge through highly structured methods like problem solving and the scientific method. Problem solving involves understanding a problem, searching for solutions, evaluating solutions, implementing the best one, and monitoring its effectiveness. The problem solving process consists of 7 steps: defining the problem, analyzing it, generating solutions, analyzing solutions, selecting the best one, implementing it, and evaluating/revising. Problem solving for one situation contributes to knowledge for similar future situations.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Psychological test meaning, concept, need & importancejd singh
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
This document discusses problem solving and the problem solving process. It defines a problem and outlines the key steps in problem solving, which include problem identification, formulation, and finding solutions. Specific cognitive processes involved in problem recognition are described, such as thinking, conceptualization, and perception. Factors that can affect how problems are formulated are also provided. Common problem solving methods like the SARA model are explained, with the stages of scanning, analysis, response, and assessment defined.
problem solving, educational psychology, daily life problems, education problem, theories of problem, advantages and disadvantages, purpose of problem solving, uses, process, examples, novice and expert problem solver, teacher role in problem solving, strategies of problem solving
Thinking, reasoning, decision making, and problem solving: All in one Present...Hathib KK
Thinking, reasoning, decision making, and problem solving: All in one Presentation- Steps in problem solving- Inductive reasoning-deductive reasoning-linear reasoning-
INVESTIGATE THE ROLE OF IMPULSIVITY IN DECISIONS MAKING DURING GAMBLING TASK:...Gyan Prakash
The aim of the current study is to understand impulsivity, reward and loss sensitivity in decision making using Iowa Gambling Task and investigate how impulsivity affects decision- making using BIS/BAS scale. We investigate how the personality trait determines decision making using NEO-FFI scale. Method: We assessed 130 participants for conducting two types of experiment (1) Choice Behavior Test is conducted with the help of Iowa Gambling Task (IGT) on the computer screen.(2) Personality Test is conducted with the help of Behavior Inhibition system and Behavior Approach System (BIS/BAS), NEO-F FI( NEO-Five Factor Inventory) scale and Rational-Experiential Inventory (REI).Results: The result indicated that participants who were low on impulsivity fared worst on IGT task compared to the participants who were high on impulsivity. Similar results were demonstrated for personality traits and information processing styles. The results imply that personality traits determine decision-making process. Similarly, information processing styles evaluate preferences for information processing that determine the decisions making and Impulsivity affects decision making
This is a presentation reporting the results of a study conducted at The University of New Orleans on the Effects of Self-Talk on the Level of Success in College Students.
This document outlines a problem solving method. It begins with two quotes about imagination and originality. It then lists the program objectives, which include actively listening to understand problems, taking the first step to solve problems, clarifying problems, and utilizing creativity and collaboration. It also discusses examining decision making models and practicing problem solving through case studies and discussions. The document defines key terms like problem solving, decision making, and critical thinking. It asks questions about teaching problem solving skills and the skills and processes used, and concludes by discussing expert problem solvers.
Perceived Parental Criticism, Self-Criticism and Depression: An Exploratory R...Gabriele Caselli
This study explored the relationships between perceived parental criticism, self-criticism, rumination, concern over mistakes, and depression. The researchers found that perceived parental criticism indirectly predicted self-criticism through its effects on rumination and concern over mistakes. Self-criticism directly predicted depression, over and above the effects of rumination and concern over mistakes. The results suggest early experiences with parental criticism can influence negative cognitive styles like self-criticism, which then maintain depressive symptoms. Addressing self-criticism may be important for preventing and treating depression.
This document outlines the key points of a lecture on problem solving delivered by Prof. Eng Kimsan. It defines problem solving, discusses why it is important, and details the typical problem solving process. This includes steps like understanding the problem, brainstorming alternatives, evaluating options, implementing a solution, and assessing the results. It also addresses why problem solving can fail and provides strategies for accepting problems and improving one's problem solving ability, such as considering different perspectives and being willing to make mistakes. The document concludes by listing additional resources on problem solving techniques.
The document discusses attitudes and methods for measuring attitudes. It defines attitudes as having three components: cognitive, affective, and conative. Two common methods for measuring attitudes are discussed: self-report inventories and Likert scales. A Likert scale involves presenting statements and asking participants to rate their level of agreement on a scale. It provides an example of a Likert scale measuring attitudes toward science class. Scoring of Likert scales is also explained. Advantages of attitude scales include allowing anonymous responses from students to get their real feelings and gather useful feedback for course revisions.
This document summarizes key concepts in psychological assessment:
1. It defines psychological tests as standardized measures of behavior samples and distinguishes between standardized, projective, and pseudo tests.
2. It explains the importance of test standardization, reliability, and validity for ensuring proper test administration and interpretation.
3. It discusses the need to control psychological test use to ensure qualified examiners and prevent test content familiarity from invalidating results.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
Types of problems
Theories
Representational Change Theory
Progress Monitoring Theory
Transfer of Training
It is the evening before an exam, the text book you need is unavailable in the library and the bookshop is closed.
You have upgraded your computer from Windows 2000 to Windows Vista and want to perform certain operations as before
You wish to avoid stale-mate in chess
You wish to become a better footballer
Facing our demons: Do mindfulness skills help people deal with failure at work?anucrawfordphd
The document summarizes research on whether mindfulness skills help people cope with failure at work. Three studies were conducted among university students to test if mindfulness interventions facilitated more adaptive coping behaviors. The results showed that for individuals reporting high levels of perceived stress, mindfulness predicted less avoidance coping and greater approach coping. Specifically, brief mindfulness inductions led to less avoidance coping. Additionally, a mindfulness acceptance induction led to greater approach coping. Thus, the research suggests mindfulness can help people cope more adaptively with stress and failures, especially for those experiencing high stress.
This document discusses decision making and group decision making. It defines decision making as choosing between alternative courses of action. There are different types of decisions based on factors like frequency, importance and complexity. The document outlines several models of decision making, including rational, satisficing, implicit favorite, and intuitive models. It also discusses decision trees as a tool to represent sequential decisions. Group decision making is described as a process that can generate more alternatives but also requires effective management to avoid issues like conflict and unclear responsibilities. Techniques for improving group decision making include brainstorming, the Delphi method, and nominal group technique.
This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
This study examined how emotional intelligence training affects prejudice and discrimination. Participants were randomly assigned to receive training in recognizing emotions in others, recognizing their own emotions, or a control vocabulary training. After training, participants interacted with a partner of a different race and the distance they chose to sit from their partner was measured. Those who received emotional intelligence training exhibited less behavioral discrimination by sitting closer to their partner, though training did not impact self-reported prejudice. However, the effectiveness of the training depended on individual levels of alexithymia.
Quantitative techniques for psychologySmiley Rathy
This document provides an overview of quantitative techniques for psychology. It discusses types of psychological research including nomothetic, quantitative, qualitative and idiographic approaches. It also describes different research designs such as descriptive research, correlation research, experimental research and naturalistic observation. Additionally, it covers topics like measurement, scales, errors in measurement, test construction, questionnaire design, reliability, validity, norms, variables, sampling, and research designs. The goal is to introduce students to key concepts and methods in quantitative psychological research.
This document summarizes a study examining how satisfaction of basic psychological needs and other factors predict autonomous and controlled motivation for participating in professional development opportunities. The study surveyed 351 employed individuals, measuring their basic need satisfaction, psychological well-being, personality, and perceptions of their work environment, as well as their autonomous and controlled motivation levels. Results showed psychological well-being was the strongest predictor of motivation, explaining 26-27% of the variance. Basic need satisfaction explained a smaller 11% of variance. Personal growth was the single best predictor of both autonomous and controlled motivation. The study suggests further research is needed examining how basic needs interact over time to influence motivation.
Beginning Functional Assessments and Behavior Intervention PlansSteve Vitto
The document outlines components of user friendly functional assessments and behavioral intervention plans. It discusses conducting functional assessments to identify the function or cause of problematic behaviors. Key steps include defining the behavior, collecting and analyzing data on antecedents and consequences. Functional assessments are then used to develop positive behavioral intervention plans that teach alternative behaviors and reinforce appropriate behavior through environmental modifications.
The document provides an overview of nurse practitioners (NPs) in Ontario, Canada. It discusses the history and evolution of the NP role, including the establishment of NP education programs in the 1960s-1970s and the re-establishment of programs in the 1990s. It outlines the scope of practice of NPs, which includes diagnosing and treating illnesses, prescribing medications, and providing primary health care services. It also discusses challenges faced by NPs, such as issues around funding, and recommendations to better integrate and support the NP role in Ontario's healthcare system.
How will the Common Inspection Framework affect early yearsOfsted
The document discusses the implementation of a new Common Inspection Framework (CIF) across different types of education providers in England. Key points include:
- The CIF will provide greater clarity, consistency and comparability in Ofsted's inspections across schools, further education, independent schools and early years providers.
- The CIF emphasizes areas like the curriculum, safeguarding, and British values. Pilot inspections of various provider types will take place in spring and summer 2015 to test the CIF before full implementation in September 2015.
- Under the CIF, all inspections will include four graded judgements: leadership/management, teaching/learning, personal development/behavior, and outcomes for children. More emphasis is placed
This document discusses problem solving and the problem solving process. It defines a problem and outlines the key steps in problem solving, which include problem identification, formulation, and finding solutions. Specific cognitive processes involved in problem recognition are described, such as thinking, conceptualization, and perception. Factors that can affect how problems are formulated are also provided. Common problem solving methods like the SARA model are explained, with the stages of scanning, analysis, response, and assessment defined.
problem solving, educational psychology, daily life problems, education problem, theories of problem, advantages and disadvantages, purpose of problem solving, uses, process, examples, novice and expert problem solver, teacher role in problem solving, strategies of problem solving
Thinking, reasoning, decision making, and problem solving: All in one Present...Hathib KK
Thinking, reasoning, decision making, and problem solving: All in one Presentation- Steps in problem solving- Inductive reasoning-deductive reasoning-linear reasoning-
INVESTIGATE THE ROLE OF IMPULSIVITY IN DECISIONS MAKING DURING GAMBLING TASK:...Gyan Prakash
The aim of the current study is to understand impulsivity, reward and loss sensitivity in decision making using Iowa Gambling Task and investigate how impulsivity affects decision- making using BIS/BAS scale. We investigate how the personality trait determines decision making using NEO-FFI scale. Method: We assessed 130 participants for conducting two types of experiment (1) Choice Behavior Test is conducted with the help of Iowa Gambling Task (IGT) on the computer screen.(2) Personality Test is conducted with the help of Behavior Inhibition system and Behavior Approach System (BIS/BAS), NEO-F FI( NEO-Five Factor Inventory) scale and Rational-Experiential Inventory (REI).Results: The result indicated that participants who were low on impulsivity fared worst on IGT task compared to the participants who were high on impulsivity. Similar results were demonstrated for personality traits and information processing styles. The results imply that personality traits determine decision-making process. Similarly, information processing styles evaluate preferences for information processing that determine the decisions making and Impulsivity affects decision making
This is a presentation reporting the results of a study conducted at The University of New Orleans on the Effects of Self-Talk on the Level of Success in College Students.
This document outlines a problem solving method. It begins with two quotes about imagination and originality. It then lists the program objectives, which include actively listening to understand problems, taking the first step to solve problems, clarifying problems, and utilizing creativity and collaboration. It also discusses examining decision making models and practicing problem solving through case studies and discussions. The document defines key terms like problem solving, decision making, and critical thinking. It asks questions about teaching problem solving skills and the skills and processes used, and concludes by discussing expert problem solvers.
Perceived Parental Criticism, Self-Criticism and Depression: An Exploratory R...Gabriele Caselli
This study explored the relationships between perceived parental criticism, self-criticism, rumination, concern over mistakes, and depression. The researchers found that perceived parental criticism indirectly predicted self-criticism through its effects on rumination and concern over mistakes. Self-criticism directly predicted depression, over and above the effects of rumination and concern over mistakes. The results suggest early experiences with parental criticism can influence negative cognitive styles like self-criticism, which then maintain depressive symptoms. Addressing self-criticism may be important for preventing and treating depression.
This document outlines the key points of a lecture on problem solving delivered by Prof. Eng Kimsan. It defines problem solving, discusses why it is important, and details the typical problem solving process. This includes steps like understanding the problem, brainstorming alternatives, evaluating options, implementing a solution, and assessing the results. It also addresses why problem solving can fail and provides strategies for accepting problems and improving one's problem solving ability, such as considering different perspectives and being willing to make mistakes. The document concludes by listing additional resources on problem solving techniques.
The document discusses attitudes and methods for measuring attitudes. It defines attitudes as having three components: cognitive, affective, and conative. Two common methods for measuring attitudes are discussed: self-report inventories and Likert scales. A Likert scale involves presenting statements and asking participants to rate their level of agreement on a scale. It provides an example of a Likert scale measuring attitudes toward science class. Scoring of Likert scales is also explained. Advantages of attitude scales include allowing anonymous responses from students to get their real feelings and gather useful feedback for course revisions.
This document summarizes key concepts in psychological assessment:
1. It defines psychological tests as standardized measures of behavior samples and distinguishes between standardized, projective, and pseudo tests.
2. It explains the importance of test standardization, reliability, and validity for ensuring proper test administration and interpretation.
3. It discusses the need to control psychological test use to ensure qualified examiners and prevent test content familiarity from invalidating results.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
Types of problems
Theories
Representational Change Theory
Progress Monitoring Theory
Transfer of Training
It is the evening before an exam, the text book you need is unavailable in the library and the bookshop is closed.
You have upgraded your computer from Windows 2000 to Windows Vista and want to perform certain operations as before
You wish to avoid stale-mate in chess
You wish to become a better footballer
Facing our demons: Do mindfulness skills help people deal with failure at work?anucrawfordphd
The document summarizes research on whether mindfulness skills help people cope with failure at work. Three studies were conducted among university students to test if mindfulness interventions facilitated more adaptive coping behaviors. The results showed that for individuals reporting high levels of perceived stress, mindfulness predicted less avoidance coping and greater approach coping. Specifically, brief mindfulness inductions led to less avoidance coping. Additionally, a mindfulness acceptance induction led to greater approach coping. Thus, the research suggests mindfulness can help people cope more adaptively with stress and failures, especially for those experiencing high stress.
This document discusses decision making and group decision making. It defines decision making as choosing between alternative courses of action. There are different types of decisions based on factors like frequency, importance and complexity. The document outlines several models of decision making, including rational, satisficing, implicit favorite, and intuitive models. It also discusses decision trees as a tool to represent sequential decisions. Group decision making is described as a process that can generate more alternatives but also requires effective management to avoid issues like conflict and unclear responsibilities. Techniques for improving group decision making include brainstorming, the Delphi method, and nominal group technique.
This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
This study examined how emotional intelligence training affects prejudice and discrimination. Participants were randomly assigned to receive training in recognizing emotions in others, recognizing their own emotions, or a control vocabulary training. After training, participants interacted with a partner of a different race and the distance they chose to sit from their partner was measured. Those who received emotional intelligence training exhibited less behavioral discrimination by sitting closer to their partner, though training did not impact self-reported prejudice. However, the effectiveness of the training depended on individual levels of alexithymia.
Quantitative techniques for psychologySmiley Rathy
This document provides an overview of quantitative techniques for psychology. It discusses types of psychological research including nomothetic, quantitative, qualitative and idiographic approaches. It also describes different research designs such as descriptive research, correlation research, experimental research and naturalistic observation. Additionally, it covers topics like measurement, scales, errors in measurement, test construction, questionnaire design, reliability, validity, norms, variables, sampling, and research designs. The goal is to introduce students to key concepts and methods in quantitative psychological research.
This document summarizes a study examining how satisfaction of basic psychological needs and other factors predict autonomous and controlled motivation for participating in professional development opportunities. The study surveyed 351 employed individuals, measuring their basic need satisfaction, psychological well-being, personality, and perceptions of their work environment, as well as their autonomous and controlled motivation levels. Results showed psychological well-being was the strongest predictor of motivation, explaining 26-27% of the variance. Basic need satisfaction explained a smaller 11% of variance. Personal growth was the single best predictor of both autonomous and controlled motivation. The study suggests further research is needed examining how basic needs interact over time to influence motivation.
Beginning Functional Assessments and Behavior Intervention PlansSteve Vitto
The document outlines components of user friendly functional assessments and behavioral intervention plans. It discusses conducting functional assessments to identify the function or cause of problematic behaviors. Key steps include defining the behavior, collecting and analyzing data on antecedents and consequences. Functional assessments are then used to develop positive behavioral intervention plans that teach alternative behaviors and reinforce appropriate behavior through environmental modifications.
The document provides an overview of nurse practitioners (NPs) in Ontario, Canada. It discusses the history and evolution of the NP role, including the establishment of NP education programs in the 1960s-1970s and the re-establishment of programs in the 1990s. It outlines the scope of practice of NPs, which includes diagnosing and treating illnesses, prescribing medications, and providing primary health care services. It also discusses challenges faced by NPs, such as issues around funding, and recommendations to better integrate and support the NP role in Ontario's healthcare system.
How will the Common Inspection Framework affect early yearsOfsted
The document discusses the implementation of a new Common Inspection Framework (CIF) across different types of education providers in England. Key points include:
- The CIF will provide greater clarity, consistency and comparability in Ofsted's inspections across schools, further education, independent schools and early years providers.
- The CIF emphasizes areas like the curriculum, safeguarding, and British values. Pilot inspections of various provider types will take place in spring and summer 2015 to test the CIF before full implementation in September 2015.
- Under the CIF, all inspections will include four graded judgements: leadership/management, teaching/learning, personal development/behavior, and outcomes for children. More emphasis is placed
This document provides an overview of the role of an early years practitioner. It discusses:
- The skills, attributes, and knowledge needed, including being reliable, caring, and having child development knowledge.
- The different settings that provide early years education and care, such as nurseries, childminders, and after school clubs.
- How legislation, policies, procedures, and frameworks like the EYFS set guidelines for practitioners.
- Everyday routine tasks like risk assessments, activity planning, and meeting individual needs that help ensure a safe environment for children.
- The importance of understanding the scope of one's job role and limits of responsibilities.
The document discusses the role of early years practitioners and their relationships with others. It covers:
1) Early years practitioners must maintain professional relationships with colleagues, parents, and other professionals, while being friendly. Personal relationships can interfere with their responsibilities.
2) Practitioners must be able to resolve conflicts using consistent, fair approaches through effective communication and respecting all individuals.
3) Continuing professional development (CPD) is integral for practitioners to update their knowledge on latest guidelines and policies, and improve skills through ongoing training opportunities. CPD ensures high quality practice.
The document discusses how early years practitioners can support children who need planned hospital admissions by preparing them through activities like role play, books, and discussion; it also explains the therapeutic benefits of play for children in hospitals by allowing them to express emotions and feel a sense of normalcy which can aid their recovery. Practitioners are encouraged to work with parents and use age-appropriate methods like books and dolls to help children understand and feel more comfortable about their hospital stay.
The document discusses preparing children for school. It describes key factors in school readiness including being able to work with others through turn-taking and sharing, having self-care skills, and being curious and sociable. Practitioners can help by providing experiences for children to develop these skills and supporting a smooth transition to school. The assessment process in the early years foundation stage helps determine if children are ready for school and supports their continued development.
This document provides information about planning to meet the needs of developing children. It discusses the importance of planning for individual children's needs and observing children to inform planning. Practitioners are advised to gather information about children, such as their interests, needs and stage of development, to help plan appropriate activities. Both short-term and long-term planning are covered, as well as using frameworks like the Early Years Foundation Stage. The role of observation in identifying children's progress and interests to support future planning is also explained. Group activities are included for students to practice creating plans.
Unit 2.1 employability pp An introduction to the role of the early years prac...HCEfareham
This document provides an overview of sessions from a course on the role of the early years practitioner. The sessions aim to outline important concepts like skills, knowledge, attributes and settings for early years education. They discuss qualifications, wages and responsibilities for different job roles. The document also covers legislation and frameworks governing childcare like the Children Act, Every Child Matters and Early Years Foundation Stage. Key topics include communication, child development, safeguarding, and the importance of clear instructions. Learners are guided to reflect on their own skills and potential areas for improvement.
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
This document discusses detecting and responding to student emotion within an online tutor. It discusses using sensors and models to detect student emotion and remediating emotion through teacher-based, peer-based, and game-based interventions. It describes experiments conducted with a math tutor to detect student emotion using sensors and self-reports, and to study the effects of showing students their progress to improve interest and excitement. Studies showed that providing students access to their progress page increased how often they accessed it, suggesting it may improve affect.
Introduction to Qualitative Research-Week 1.pptxkiranhashmi
The document provides an overview of an introduction to qualitative research course, outlining topics like the importance of researcher reflexivity, different qualitative research designs, and key concepts in qualitative research methodology including understanding context, emergent design, and data saturation. Examples of qualitative research scenarios are also presented and discussed to help students think as researchers.
Educators and the Solution-Focused Approach: Teachers and Counselors on the E...Jericho Michael Tobias
Teachers and counselors were surveyed about their perceptions of solution-focused brief therapy (SFBT) as an effective classroom tool. The survey measured responses on a Likert scale regarding how SFBT impacts student-teacher relationships, social competence, and classroom behaviors. Results found high mean scores across components, though statistical significance was limited by the small sample size. While not definitive, results somewhat supported the hypothesis that educators perceive SFBT as effective. Future research with larger, balanced samples is needed to generalize the findings.
The International Wellbeing Study is a longitudinal study that looks at peoples' wellbeing from around the world using online assessments completed every three months. It measures psychological aspects of wellbeing using 208 questions across 18 scales. Over 65 intake cohorts from 16 languages have provided over 1.5 billion data points. Preliminary findings show that using one's strengths correlates positively with wellbeing, and depressed individuals are most dissatisfied with their use of time and living in alignment with their values. The study aims to gain a better understanding of wellbeing trajectories globally through its collaborative and scalable longitudinal design.
13&14_Social Cognitive Career Theory of Career Choice.pptxHarshada Mulay
Social Cognitive Career Theory proposes that career choices are the product of a complex interaction between personal, behavioral, and environmental influences. It recognizes that people play an active role in their own career development, but are also impacted by external barriers and supports. Key aspects of the theory include:
- People's beliefs about their abilities (self-efficacy) and the potential outcomes of their actions shape their career interests and goals.
- Self-efficacy is developed through performance accomplishments, vicarious learning, social persuasion, and managing emotional states.
- Environmental factors like opportunities, social norms, and economic conditions both directly and indirectly influence career considerations.
- The interaction between personal, behavioral, and environmental factors is dynamic and reciprocal
Game on lessons learned (at elearning africa 2015, may 20 22, addis ababa, et...Rob Willems
Lessons learned from 5 years educational game development for children in South Sudan, Sri Lanka, Kenya, Ghana, Senegal. Games on health related topics: malaria, gender equity, hiv/aids, personal hygiene
Game on lessons learned (at elearning africa 2015, may 20 22, addis ababa, et...Harro Leupen
While the health games did not show improvements over textbooks, multiplayer games increased knowledge and prevention behaviors more than single-player games. Lessons included using agile development, cultural sensitivity, collaboration, addressing behavior determinants, and considering multiple solutions beyond games.
An Investigation Of Gamification Typologies For Enhancing Learner Motivation
Barry Herbert, Darryl Charles, Adrian Moore and Therese Charles
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
The document provides an overview of key concepts in research methods for social marketing. It defines research and discusses the goals and motivations for conducting research. It also outlines the basic research process, including defining the research problem, reviewing literature, formulating hypotheses, designing the study, sampling, collecting and analyzing data, and reporting findings. Specific topics covered include variables, research design types, sampling techniques, questionnaire design, and methods for analyzing and interpreting data.
Risk of Bias_StaR Child Health Summit_07May12michele_hamm
Michele Hamm presented at the StaR Child Health Summit in Winnipeg, Manitoba on May 7, 2012. The presentation discussed the growing evidence that pediatric clinical trials often have a high risk of bias, which can lead to overestimations of treatment benefits or underestimations of harms. Hamm described a mixed methods study involving surveys and interviews with pediatric trialists to understand the barriers and facilitators they face in designing and conducting methodologically rigorous trials. The study found that a lack of formal research training, insufficient funding, and negative research cultures can contribute to higher risks of bias in trials. Developing cohesive study teams, reliable review processes
#Gamification of Older Adults’ Physical Activity: An Experimental Study (HICS...Dennis Kappen
Designing fitness programs to combat a sedentary lifestyle and foster older adults’ motivation and goal-setting is not yet well-understood beyond point-based systems. To improve older adults’ (over 50 years) health and wellness, we studied a gamified physical activity intervention over eight weeks in an experiment (N=30) with three conditions (gamified, non-gamified, control). Our qualitative analysis showed the gamified group exhibited more engagement and interest in performing physical activity facilitated by technology. Results from our quantitative analysis indicated significance in the perceived competence dimension compared to the non-gamified and the control group. Perceived autonomy was significant for the non-gamified group against the control group. The findings from the quali-tative and quantitative analysis show motivation, enjoyment, and engagement were higher in the gamified group. This provides support for successfully facilitating older adults’ physical activity through gamified technology, which helped us create guidelines for older adults’ adaptive engagement.
Here are the steps to generate and test a hypothesis:
1. Observe a phenomenon or ask a question about something you want to understand better.
2. Suggest a tentative explanation or prediction - this is your hypothesis.
3. Think of a way to test your hypothesis, such as an experiment or observation.
4. Make observations or try the experiment.
5. Analyze the results objectively. Do they support or contradict your hypothesis?
6. If your hypothesis is supported, you may have contributed something new to the understanding of that phenomenon. But if it is contradicted, recognize that the hypothesis was not valid and think of a new one to test.
Generating and Testing Hy
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Seven Steps to EnGendering Evaluations of Public Health ProgramsMEASURE Evaluation
Because international development increasingly focuses on gender, evaluators need a better understanding of how to measure and incorporate gender—including its economic, social, and health dimensions—in their evaluations. This interactive training, consisting of this presentation and a tool, will help participants learn to better evaluate programs with gender components. Access the tool at https://www.measureevaluation.org/resources/publications/tl-19-40
Want to Integrate Gender in your Evaluation but Don’t Know Where to Start?MEASURE Evaluation
This document provides guidance on integrating gender into evaluations. It begins with key definitions of sex and gender. It then discusses why integrating gender is important for evaluations to improve programs and address gender dimensions. The document outlines a 7-step process for engendering evaluations: 1) identify stakeholders, 2) develop a gender-integrated theory of change, 3) define gender-related evaluation questions, 4) select an appropriate study design, 5) select gender-related measures, 6) collect and interpret sex-disaggregated data, and 7) disseminate and use results. Examples are provided for each step.
Sensory Sensitivities: The Yoke of Being GiftedAngela Housand
This document discusses sensory sensitivity in gifted individuals. It begins by defining sensory sensitivity and outlining its characteristics. It then discusses research showing gifted students often experience heightened sensory sensitivity. Several summer enrichment programs for gifted youth are described that aim to support their unique needs. Data from these programs shows moderate levels of anxiety among participants. Regression analysis found sensory overexcitability and low sensory threshold predicted anxiety. The document concludes by offering suggestions to support those with sensory sensitivity, such as mindfulness practices, accommodating sensory triggers, and fostering autonomy.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Similar to PR:EPARe: Developing Practitioner and Student Motivation in Relationship and Sex Education (RSE), through a Game Based Learning Approach (20)
Robotics and Education – EduRob Project Results Launch
10:45 Introduction to the EDUROB Project (Professor Penny Standen)
11:00 Robotic Learning Demos (Andy Burton, Nick Shopland, Steve Battersby)
11:30 Robots in Schools – initial findings (Joanna Kossewska, Lorenzo Desideri) See also ‘Education of children with disabilities using NAO robot mediation – the Polish experience’ - Joanna Kossewska, Elżbieta Lubińska-Kościółek, Tamara Cierpiałowska, Sylwia Niemiec-Elanany, Piotr Migo, Remigiusz Kijak (Pedagogical University of Krakow, Poland)
12:00 Interactive hands-on sessions with the robots
12:30 Discussion with attendees re: potential impact on educational practice and pedagogy (led by Penny Standen/Tom Hughes Roberts/Andrean Lazarov)
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Educational Robotics for Students with disabilities (EDUROB) - brochure
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
Can Computer-Assisted Training of Prerequisite Motor Skills Help Enable Communication in People with Autism? Data from a New Feasibility Study ( Matthew Belmonte, Emma Weisblatt, Alicia Rybicki, Beverley Cook, Caroline Langensiepen, David Brown, Manuj Dhariwal, Tanushree Saxena-Chandhok and Prathibha Karanth)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Interactive Technologies and Games (ITAG) Conference 2016
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Interactive Technologies and Games (ITAG) Conference 2016
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Breast Cancer Diagnosis using a Hybrid Genetic Algorithm for Feature Selection based on Mutual Information (Abeer Alzubaidi, Georgina Cosma, David Brown and Graham Pockley)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Interactive Technologies and Games (ITAG) Conference 2016
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Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
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Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
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Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
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Interactive Technologies and Games (ITAG) Conference 2014
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Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
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Interactive Technologies and Games (ITAG) Conference 2014
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Location: The Council House, NG1 2DT, Nottingham, UK
Immersive Virtual Reality Simulation Deployment in a Lean Manufacturing Environment
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Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
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Immersive Virtual Reality Simulation Deployment in a Lean Manufacturing Envir...
PR:EPARe: Developing Practitioner and Student Motivation in Relationship and Sex Education (RSE), through a Game Based Learning Approach
1. PR:EPARE: Developing
Practitioner and Student
Motivation in Relationship and
Sex Education (RSE) through a
Game Based Approach.
Samantha Clarke
Sylvester Arnab
Alex Woolner
3. Overview
• PR:EPARE
Serious Game
for RSE
• Positive
Relationships:
Eliminating
Pressure &
coercion from
Adolescent
Relationships
4. Introduction
• Funding from the Health Innovation &
Education Cluster (HIEC) West Midlands
(South)
– part of the NHS confederation in the UK
• Proposed development & evaluation of a
serious game for RSE using an
intervention mapping approach
(Bartholomew et al., 2011)
• Iterative process for health promotion
• Theory & evidence and stakeholders
• Evaluation and implementation
5. Introduction
• Aim: to develop and evaluate an interactive
intervention object that addressed an identified
need in RSE
– Met the needs of stakeholders
– Involved end-users and stakeholders in the
development
– Drew on the theory and evidence base to maximise
the likelihood that the intervention would have a
positive impact on identified outcome measures
• Rapid systematic literature review
– Sex education can be effective when it is
multi-faceted
– Limits of a single Serious Game
6. Game development
• Brown, Bayley & Newby (2012)
• Stakeholder groups
– Professionals
– 4 x young peoples’ groups
• Identified sexual coercion as a major issue
for young people
• More literature review to identify factors
that predict experience of coercion
– Cultural, environmental, previous abuse
– Interested in psychological predictors
7. Change objectives & methods
• Expect there to be negative consequences of
allowing unwanted sexual advances to continue
– Provide information about and depict the possible
negative consequences
• Identify the nature and levels of sexual coercion
– Give feedback on identification of situations as
coercive or not (include a range of natures and levels
to consider)
• Recognise self as at potential risk of sexual
coercion
– Encourage thinking about how common coercion
can be in its different forms and levels
9. Application in a game concept
• Full game concept developed in
collaboration with SASH colleagues
• Interpreted into gaming techniques
• Part 1 – game show quiz
– Scenarios around what is coercion?
– Yes, no, maybe responses
• Part 2 – first person role play
– Scenario 1 - Play role of coerced
– Scenario 2 - Play role of person being
coercive
11. Design
• Two factors to consider:
• Participatory Design
• User Research….Who are the users?
• Where does the motivation lie?
12. Design Breakdown
• Practitioner Centred Design:
Lesson planning, Time Management, Group Discussion, Control of
Scenarios, Fits with technology available (Smartboards), Score
(Evaluation)
• Student Centred Design
Combination of 3D and 2D Graphics, Game show Narrative, Audio,
Group play or solo play encouraging open communication, Competitive
element for motivation,
Treat them like adults….
13. Design Hurdles?
Where to start….
• The Participatory Approach..
• Constraints….
• Time, Budget, Team, Ideals…
• Attitudes to Sex Education
• Culture, Religion, Ethics, Upbringing, Curriculum
.
14. Evaluation design
• Study 1 small-scale cluster randomised
controlled trial based on part1 of game
only (N=505) – 17 clusters (7 control; 10
game)
• Study 2 pre-post evaluation study based
on whole game (N=257)
• Participants were male and female
secondary school students in
Warwickshire and the West Midlands
• In school year 9, aged13-14 years
15. Scale refinement
• 16 measures aligned with change objectives
• Exploratory factor analysis – 5 underlying
factors – but items only loaded onto 3
• Confirmatory factor analysis – forced 3
factor solution and varimax rotation
– Factor 1 – confidence to recognise and act
– Factor 2 – knowledge and positivity towards
saying no/others saying no
– Factor 3 – understanding of personal risk and
consequences
16. Findings study 1
• 2 (time) x 2 (condition) mixed MANOVA
– Significant main effect of time F[3,501]=2.847,
p=0.037, ŋp2=.0.17
– Significant time x condition interaction
F[3,501]=15.306, p<.001, ŋp2=.0.84
• Lower score represents greater
psychological preparedness for coercion
20. Findings study 2
• Repeated measures MANOVA comparing
pre-post scores amongst a 2nd cohort of
game players.
• Picture mixed – nothing significant relating
to confidence to recognise & act
• Reduction in positivity around refusal
• Increase in understanding of personal risk
and consequences
21. Discussion
• Somewhat mixed picture emerging
– Confidence to recognise coercion and act – some
evidence that there’s a positive effect from the
CRCT study 1 (both conditions) plus null finding in
study 2
– Knowledge and positive attitudes towards saying
no/others saying no – evidence is concerning -
control does better than game in CRCT initial study
– Understanding personal risk and consequences
– findings from both studies show significant for
improvements
22. Conclusions and next steps
• There are some positive outcomes in
relation to impact of game on psychological
preparedness for dealing with coercion
• There’s a need for further exploration – this
was early beta testing
• The next stages need to examine the
impact of participatory design on motivation.
• What Design elements worked?
• PR:EPARe is being deployed in Coventry
and Warwickshire area.
Experience of sexual coercion is related to increased sexual risk-taking, increased diagnosis of STI and increased rates of unwanted or unintended pregnancy.
Good internal reliability – Cronbach’s alphasGood split-half reliability