Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.
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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
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Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.
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accepted abstract Quis14 conference Field findings show that value dimensions in legal services are functional, social and emotional. The last category emerges not only within but also outside the interaction with the lawyer. Recommendation of others or the trackrecord of lawyers for example, which play a role before or after the service, contribute to emotional values like trust and reassurance and help clients to reduce the perceived purchase risk, which is inherent to the nature of credence services. Also due to the credential character of legal services we conclude that not only professional skills but also service aspects as client involvement play an important role in the emergence of value because professional skills are difficult to judge even by routine buyers.
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Technology, data use, and digitisation are based on mathematical structures, and this permeates many aspects of our daily lives: apps, online activities, and all kinds of communication. Equipping people to deal with this mathematisation of society is a big challenge. Which competences are needed, which skills must be mastered? Which dispositions are helpful? These are the questions that matter in the development of adult education. The concept of numeracy is mentioned already for many years as a possible useful approach to equip adults with the necessary skills. In this paper we will argue that is only true when numeracy is defined as a multifaceted concept which combines knowledges, skills, higher order skills, context and dispositions.
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Knowledge of child development influences parental expectations of, and interactions with, children. Studies have shown that maternal knowledge supports cognitive and social–emotional development of young children and can have long-lasting benefits. Level of developmental knowledge of parents and grandparents has seldom been investigated on a population level. Our aim was to compare Canadian and Dutch samples of urban parents and grandparents in terms of normative knowledge of children’s cognitive and social–emotional development. Urban parents (n = 379) and grandparents (n = 174) from the province of Alberta, Canada (N = 553) and parents (n = 634) and grandparents (n = 96) of the city of The Hague in the Netherlands (N = 730) answered questions related to knowledge of cognitive and social–emotional development of young children, including topics such as “do children have stronger bonds with parents who stay at home instead of working outside the home?” and “do children learn more from hearing someone in the same room talk than hearing someone on TV?” Overall, the Canadian respondents were more likely to answer these questions correctly. In both samples, women were more likely than men to answer correctly. No significant relationship between age or role (parent or grandparent) and knowledge was identified, but there was a positive correlation between knowledge and level of education. Little is known about international differences in caregivers’ knowledge about normative child development. This study suggests that differences exist. Understanding differences between countries in parental knowledge may provide insight into cross-cultural variability in child behavioral and developmental outcomes. https://doi.org/10.1177/2158244018777027
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Times a changing. Mangement roles change. Quailty managers more an more are change managers and need soft skills to perform well.
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Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. Method. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. Results. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. Conclusions. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. Relevance to clinical practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse–patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).
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This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
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Information about a research study on how data science and artificial intelligence can contribute to modern education aimed at identifying and developing talents of students. Het verslag is gepubliceerd onder de titel: Future skills of journalists and artificial intelligence in education
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