Self-Assessment Through Interactive In-Action Reflections to Improve Interpersonal Skills Training

Rivera-Gutierrez, Diego J.; Kleinsmith, Andrea; Childs, Gail Schneider; Pileggi, Roberta; Lok, Benjamin

doi:10.1109/icalt.2016.110

Cited by 4 publications

(7 citation statements)

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“…Continued practice with simulated experiences can aid in the development of skills for future interactions (Rivera-Gutierrez et al, 2016). Both studies found that simulation combined with informative external feedback resulted in an increased performance in communication skills (DeBenedectis et al, 2016) and interpersonal skills (Rivera-Gutierrez et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has identified the efficacy of simulation training to aid in the development of interpersonal and communication skills (DeBenedectis, Gauguet, Makris, Brown, & Rosen, 2016;Rivera-Gutierrez, Lok, Kleinsmith, Childs, & Pileggi, 2016).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Simulation training entails the participant encountering simulated scenarios that require the skills under study, and receive feedback either in-action (Rivera-Gutierrez et al, 2016) or between simulations (DeBenedectis et al, 2016). Continued practice with simulated experiences can aid in the development of skills for future interactions (Rivera-Gutierrez et al, 2016). Both studies found that simulation combined with informative external feedback resulted in an increased performance in communication skills (DeBenedectis et al, 2016) and interpersonal skills (Rivera-Gutierrez et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

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Gatekeepers’ Experiences of Hiring a Sport Psychologist: A Phenomenological Study

Woolway

Harwood

2018

Journal of Applied Sport Psychology

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Within applied sport psychology, the process of gaining entry, specifically the employment interview, has received little attention relative to other stages of practice. This study, guided by an interpretative phenomenological approach, aimed to understand the experiences of gatekeepers to practice within United Kingdom elite sport who have been directly involved in the hiring of sport psychologists. Semi-structured interviews with seven participants were transcribed verbatim and analysed using interpretative phenomenological analysis. Four essences emerged: consultant affability, consultant confidence versus arrogance, consultant collaboration, and presentation of consultant competency. These findings highlight the importance of developing interpersonal skills, interview technique, and self-promotion skills in sport psychology practitioners. In addition, a number of features specific to the sport psychology employment interview are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Gatekeepers’ Experiences of Hiring a Sport Psychologist: A Phenomenological Study

Woolway

Harwood

2018

Journal of Applied Sport Psychology

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“…In-action reflection is a metacognitive activity in which a learner reviews her cognitive process or experience. This review process allows learners to identify deficiencies in their performance and the specific skills they need to improve on (Rivera-Gutierrez et al, 2016).…”

mentioning

confidence: 99%

Fathom: a technology-enhanced learning environment for teaching-learning of expand-reduce skills in software design

Patil,

Iyer,

2024

RPTEL

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Software design problems are often characterized as ill-structured because the requirements are not clearly defined. These problems offer various solution paths and the criteria used to select the solution may not be known initially. The expertise and experience of designers play a crucial role in determining the quality of software design. Less experienced designers often tend to prematurely narrow down their options to a single solution without fully exploring the problem-solution space. This tendency has a negative impact on the overall quality of software design. Studies have shown that systematically expanding the problem space before reducing to problem formulation and exploring the solution space before reducing it to a single solution (expand-reduce skills) improves the quality of the design. We have designed and developed a technology-enhanced learning environment (TELE) named Fathom for scaffolding expand-reduce (ER) skills in software design problems in a data structures course. In this paper, we present three cycles of design, development, and evaluation of Fathom based on the design-based research (DBR) approach. In the first DBR cycle, we identified and evaluated Fathom’s pedagogical features in learning ER skills. In the second cycle of DBR, the aim was to improve the design of Fathom for the learning and transfer of ER skills. Fathom was revised in the third cycle of the DBR to scaffold metacognitive skills. The main contribution of this research is pedagogical design for facilitating the learning of expand-reduce skills in solving software design problems.

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Supporting Empathy Training Through Virtual Patients

Olsen

Oertel

2020

Lecture Notes in Computer Science

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Self-Assessment Through Interactive In-Action Reflections to Improve Interpersonal Skills Training

Cited by 4 publications

References 9 publications

Gatekeepers’ Experiences of Hiring a Sport Psychologist: A Phenomenological Study

Gatekeepers’ Experiences of Hiring a Sport Psychologist: A Phenomenological Study

Fathom: a technology-enhanced learning environment for teaching-learning of expand-reduce skills in software design

Supporting Empathy Training Through Virtual Patients

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