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Sustainable health and social care system in the community
Published in Ben Y.F. Fong, Martin C.S. Wong, The Routledge Handbook of Public Health and the Community, 2021
Last, changes can also be tackled through medical education. In Hong Kong, apart from the medical and nursing schools in the universities, non-governmental organisations also provide different-level medical education. Apart from the training of medical skills, skills such as communication are necessary to handle health inequalities. In addition, social skills are negatively associated with medical professionals’ job burnout (Pereira-Lima & Loureiro, 2015). Therefore, curriculum design in the medical education should consider both the clinic skills and social skills.
The Middle Phase of IPT-A
Published in Robert McAlpine, Anthony Hillin, Interpersonal Psychotherapy for Adolescents, 2020
Robert McAlpine, Anthony Hillin
The Middle Phase assists the young person to describe his or her experience of the Problem Area. A major component is developing clients’ social skills so that they can more effectively elicit the care and support that they need. The therapist keeps therapy on track by ensuring it is focussed on the Problem Area. The roles of the young person and the therapist evolve during the Middle Phase so that the young person takes more responsibility for identifying and addressing interpersonal behaviour that is related to his or her symptoms. Finally, in the Consolidation Phase, the aim is to generalise the young person’s enhanced social competencies to other challenges he or she may be dealing with currently or may face in the future.
Conclusions and implications: developing an understanding of the therapeutic significance of nursing
Published in Steven J. Ersser, Nursing as a Therapeutic Activity, 2019
The present study provides some basis for explaining how nurses communicate with patients, especially in a nonverbal way and its importance for patients. An attempt has being made to guard against making direct prescriptions for action which are often inappropriate when taken from a qualitative study. Emphasis has been given to the need to understand the nurses’ language and relationships as aspects of ordinary social life and their symbolic significance for patients. It cannot be assumed that the problems encountered in health care situations are very different in character from those found in other areas of social life, nor can they necessarily be attributed to poor social skills. These arguments are consistent with the fact that social action and thought are interrelated and the meanings arising from interaction are socially constructed. In a similar way, care is needed to avoid a simplistic rejection of the ritual action in nursing. Ritual action by nurses is often criticised in the nursing literature (Walsh and Ford, 1989), although Chapman (1986) argued that ritual nursing actions can have important symbolic significance for the patient.
Emotional intelligence: Mapping an elusive concept
Published in Medical Teacher, 2023
Emotional intelligence can affect performance, promote self-regulation and cultivate self-assessment, thus, fostering motivation, enhancing empathy, and improving social skills of health professions. These enhanced social skills can assist in developing desirable responses in others, such as, collaboration, communication, leadership, and conflict management. EI helps to develop coping mechanisms that promote well-being and social adaptability. In addition EI has been found to have a positive correlation with clinical performance and clinical reasoning (Toriello et al. 2022). A higher level of emotional intelligence results in better cognitive performance, often secondary to the ability to ward off frustrations, persist on the task, enhance self-efficacy and motivation (Schutte et al. 2001).
Effect of social skills training on interpersonal interactions of children with autism: an interventional research
Published in International Journal of Developmental Disabilities, 2022
SST programs implemented early in life to teach children the necessary social skills attenuate subsequent social dysfunction (Rao et al. 2008). Social skills encompass both verbal and non-verbal behaviors usually taught how to use greetings, conversation strategies, imitation, sharing, how to making eye contact, initiate play, ask for help, request things, giving and acknowledging compliments (Day 2011, Rao et al.2008). Scholars doing their research in the area of autism consistently highlights the positive impact of social skills intervention in enhancing the interpersonal skills of the victims. According to Lindgren and Doobay (2011), there is research evidences documented that teaching social skills to children with autism have beneficial effects. Intervention programs focusing on teaching these children key social skills, such as how to greet, share, imitate, ask for help, and respond to conversation of their partners effectively increase the duration and frequency of peer interactions (Morrison, Kamps, Garcia, and Parker, as cited in Koegel et al. 2012).
Qualitative Evaluation of a Social Cognitive Training Program for Parents of Children with Autism from Hong Kong
Published in Occupational Therapy In Health Care, 2021
Phoebe Pui Pui Cheung, Mong-lin Yu, Ted Brown
In light of the distinctiveness of Chinese culture and beliefs from the Western, the researchers have reviewed two locally conducted social skills programs. Lee et al. (2009) postulated that social thinking could prove to be effective in a non-Western culture. They conducted a pilot study with four 14 to 15-year-old adolescents with ASD to assess the applicability of using this program. The results indicated varied improvement in all four students on some components of the training strategies. Qualitative data collected by interviewing adolescents and their parents also indicated positive results. Despite the improvement in students noted in Lee’s study, the small sample size of four participants recruited conveniently from one single center did not permit any systematic statistical analysis.