AN EMPIRICAL EXAMINATION OF POSTTRAINING ON-THE-JOB SUPPLEMENTS FOR ENHANCING THE EFFECTIVENESS OF INTERPERSONAL SKILLS TRAINING

This study examined the impact of 2 posttraining on-the-job supplements to a training program focused on interpersonal skill development for newly hired managers—self-coaching and upward feedback. Utilizing a sample of 87 trainees from 75 units of a national restaurant chain, the impact of these supplements was assessed by examining posttraining performance across 4 training conditions in a quasi-experimental framework: (1) classroom training only, (2) classroom training with self-coaching, (3) classroom training with upward feedback, and (4) classroom training with self-coaching and upward feedback. The results demonstrated that both supplements are useful extensions to formal classroom training for enhancing trainees' interpersonal performance. These findings are discussed along with directions for future training effectiveness research.     

Developing clinical effectiveness in psychotherapy training: Action research

This study is an evaluation of a new approach to clinical training in Transactional Analysis using the methodology of action research. The evaluation focuses on the second year of training and placement‐based clinical practice at the Metanoia Institute, UK. The design of the training year was research‐based and used the concept of an ‘internship’ year. The design aimed to close the gaps between clinical practice, supervision and formal training; facilitate translation of theory into practice; and integrate findings from the ‘common factors’ research into effectiveness of psychotherapy. Training and supervision methods were linked and focused on emerging issues in clinical practice and the development of students’ capacity for critical reflection and a research attitude to practice. The evaluation was a naturalistic study which used quantitative and qualitative methodology within the action research framework to reflect on the impact of the training on the participants, the organisation and the clinical practice. The quantitative outcomes show that the project developed the effectiveness of students’ clinical practice and reflexivity. Qualitative analysis gives insight into the experiences of the participants and the emotional impact of the research process.     

Girls Study Girls Inc.: Engaging Girls in Evaluation Through Participatory Action Research

Between 2004 and 2007, Girls Incorporated^® conducted research about the experience of five affiliates from different parts of the United States as they engaged with girls in Girls Study Girls Inc., a participatory evaluation project that explored the meaning and impact of Girls Inc. environments and uncovered ways such environments can be improved. We describe the context and motivation for using participatory action research [PAR] in Girls Inc. environments and discuss the relevance and importance of PAR for organizations that empower girls and young women. We explain the process of training and engaging Girls Inc. members in research, discuss the effectiveness of Girls Study Girls Inc. as an evaluation strategy, and conclude this article with lessons learned and recommendations for using PAR in evaluating youth development programs.     

The Impact of a Recess-Based Leadership Program on Urban Elementary School Students

The purpose of this study was to examine the impact of a peer-leadership training program on youth from a low-income urban school district. The methodological approach was grounded in community-based participatory research, in which a multicomponent school-based recess and physical activity program was examined. Data included 15 focus groups conducted with 77 fourth- and fifth-grade participants and semistructured interviews with 13 adult leaders. Results of a thematic content analysis suggest that decisions to join the program, role expectations, and training received impacted leadership development, personal development, and transfer of skills to other domains.     

Addressing Diversity in the Decade of Behavior: Focus on Women of Color

The Decade of Behavior provides an opportunity to reflect on the need for psychologists to develop a "diversity mindfulness" in their education, training, and research activities, a need that has never been more urgent. In this article, we focus on the lives of women of color to illustrate diversity-mindful feminist principles that may inform research and program development related to other aspects of diversity. We discuss perspectives and priorities of women of color in psychology. We consider why implementing feminist psychology's inclusive vision for research is a continuing struggle, particularly with regard to research on poor women, and identify some contributions and priorities of feminist research on women of color that relate to Decade goals of achieving a "safer, better educated, healthier, more democratic and more prosperous nation" (White, Travis, & Russo, 2001, p. x). Understanding and incorporating perspectives of women of color in Decade activities is essential if researchers are to generate new knowledge "to prepare the world for facing emerging problems in the 21st century" (Decade of Behavior website: http://www.decadeofbehavior.org).     

Assessing Training Needs: Do Work Experience and Capability Matter?

Despite the crucial nature of needs assessment in training design and development, very little empirical work examining factors that influence such ratings has been undertaken. We investigated the impact of individuals' levels of work experience, self-efficacy, and skill proficiency on their subsequent ratings of training needs. Our results indicate that self-efficacy and skill proficiency are positively related to importance and frequency ratings for both skills and job tasks. However, when considered collectively, skill proficiency was a more potent influence, suggesting that an individual's actual capability may have a greater impact on ratings of training needs than his or her perceived capability (i.e., self-efficacy). Implications for future research and training needs assessment practice are discussed.     

A cervical cancer prevention programme in rural Mexico: addressing women and their context

This article reports on the development and administration of a programme in seven rural villages in the Mexican state of Oaxaca to address high rates of cervical cancer. The rationale and strategy are described on which the programme is based. The development and administration of the programme (to 1513 women) is presented, aimed at enabling women to take better care of themselves. Various additional activities that were added in the course of the programme in order to facilitate contextual factors are also described, including community campaigning, programmes with men and the training of health personnel. Effectiveness was evaluated in terms of both process and impact indices, showing high rates of attendance at programme sessions by enrolled women, an increase in knowledge and a substantial increase in the number of preventive diagnostic tests. The final section reflects on both the achievements, and the scope and the limitations of the programme. Copyright © 2005 John Wiley & Sons, Ltd.     

Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers’ instructional development on students’ perceptions of the teaching–learning environment is scarce. Aims. The impact of an instructional development programme for beginning university teachers on students’ perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non‐first years). Sample. Quantitative data were gathered from more than 1,000 students at pre‐ and post‐tests, using a quasi‐experimental design. Method. A multi‐level analysis was conducted in which five models were estimated. Results. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non‐first years. A second one showed that the impact of training depended on the number of students one teaches. Conclusions. Instructional development for teachers in higher education does not easily result in effects on students’ perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed.     

The women's mental health research agenda. Violence against women

The focus of this article is violence against women: scope, impact, community response, clinical treatment, and prevention. Conclusions include the following: (a) Nationally representative data on the scope of violence are lacking. (b) The mental health implications of violence are not currently addressed by the practices of mental health professionals. (c) Discontinuity exists between clinical understanding of the impact of violence and empirical treatment research. (d) Victim services are proceeding in program development without direction from empirical data. (e) Prevention efforts have been isolated from the social context in which violence against women occurs. Nine directions for future research are highlighted that intersect with the stated priorities of the National Institute of Mental Health.     

The Impact of Supervision Training on Genetic Counselor Supervisory Identity Development

Supervision is critical to the training of genetic counselors. Limited research exists on the influence of supervision training and experience on the development of genetic counseling supervisors. The purpose of this study was to investigate the impact of supervision training in addition to supervisory and clinical experience on supervisory identity development, and the perceived confidence and competence supervisors have in their own supervisory skills. In addition, we explored genetic counselors’ (N?=?291) interest in and barriers to training as well as perspectives on requirements for supervisors. Results indicated clinical experience, supervision experience, and formal supervision training are positively associated with genetic counselors’ supervisory identity development as measured by the Psychotherapy Supervisory Development Scale (PSDS) (p?ρ?=?0.42, p?p?相似文献   

Social Class, Race, and Ethnicity: Career Interventions for Women Domestic Violence Survivors

This story describes a community intervention study conducted with women domestic violence survivors and a research dilemma related to the complex interrelationships between women's social class, race and ethnicity, and career development needs and experiences. The author presents diversity and research dilemmas related to facilitating women's critical consciousness of power dynamics at work in their lives. The influence of community context, career intervention curricula, and research team members' values on research decisions are described. This story highlights the importance of researchers examining their values and how those values impact the communities that they serve.     

Women as managers: Toward second generation research

A review of women in management research indicates that most studies are concerned with theoretical issues and their implications. This article asserts that the current position of women in management is unstable and might be greatly assisted by an increase in action-oriented research. Such second generation studies can build on the theoretical work, but focus most importantly on the needs of present and potential women managers, investigating the means by which their success may be brought about. Specific research suggestions are offered concerning investigation of the relative task effectiveness of women and men, the career strategies most useful for women managers, the validation of specialized training programs for women, and the institutional qualities most favorable to women.     

Influence of a Cross-Cultural Training Course on Racial Identity Attitudes of White Women and Men: Preliminary Perspectives

The authors examine the influence of cross-cultural training on the racial identity attitudes of 35 White graduate counselors in training (10 men and 25 women) and the impact of gender on training. A pretest-posttest comparison of responses to the White Racial Identity Attitudes Survey (WRIAS) was used. Results indicated that the cross-cultural training course (a) influenced racial identity attitudes of White counselors in training and (b) racial identity attitudes were influenced by gender.     

Eliminating the battering of women by men: Some considerations for behavior analysis

Based on review of representative literature, history and current research indicate that battering by male partners is a major health problem for women. Use of physical aggression and verbal coercion can be described by three-term contingencies involving escape, avoidance, punishment, and positive reinforcement. These contingencies occur within societal practices, rules, and models that involve oppression of women and insubstantial consequences for men who batter. The difficulties in directly observing a couple's interactions and their aggression have been a methodological barrier to the involvement of behavior analysts in treatment of and research on domestic violence. Recommendations are made for behavior analysts to contribute to reducing battering through development and analysis of program components and application of contingency management and behavioral training technology.     

TRAINING AND GENERALIZATION OF SEXUAL ABUSE PREVENTION SKILLS FOR WOMEN WITH MENTAL RETARDATION

Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments.     

Systemic Considerations: Factors Facilitating and Impeding the Development of Psychology in Developing Countries

Systemic factors that influence the development of psychology in developing countries are explored. Such factors include socio-political considerations, influences from other countries, public perceptions of psychology, relationships with other disciplines, training of psychologists, economic constraints, and research orientations. Because of the scarcity of resources and the widespread desire to modernize, the perceived applied value of psychology in developing countries has a major impact on its development. Student preference for choosing psychology as a major, the allocation of funding to psychology departments, and the status of psychology in relation to other disciplines partly depend on the applied value of the discipline. Thus, to facilitate its development, psychology must be seen as useful, and applied research should be emphasized. However, applied research should be backed up by the necessary basic research. Indigenization is also necessary so that psychological research is effective in addressing local problems.     

The dread factor: how hazards and safety training influence learning and performance

On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically investigated how safety training and workplace hazards impact the development of safety knowledge and safety performance. The results were consistent with an expected interaction between the level of engagement of safety training and hazardous event/exposure severity in the promotion of safety knowledge and performance. For safety knowledge and safety performance, highly engaging training was considerably more effective than less engaging training when hazardous event/exposure severity was high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous event/exposure severity was low. Implications of these findings for theory testing and incorporating information on objective risk into workplace safety research and practice are discussed.     

Gender differences in the age-changing relationship between instrumentality and family contact in emerging adulthood

Data from the Children in the Community Transitions Study were used to examine gender differences in the impact of family contact on the development of finance and romance instrumentality from ages 17 to 27 years. Family contact decreased among both men and women across emerging adulthood, although it decreased more rapidly in men than in women. Both finance and romance instrumentality increased for men and women across emerging adulthood. The growth rate did not differ between men and women in either domain, although men tended to be characterized by higher levels of instrumentality than women. There were noteworthy gender differences in the impact of family contact on the development of instrumentality. At age 17, family contact was negatively associated with instrumentality for both men and women; at age 27, the impact of family contact on instrumentality was less negative for women and was positive for men.