Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study

Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients’ experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants’ reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research.     

Transmission of Environmental Knowledge and Land Skills among Inuit Men in Ulukhaktok,Northwest Territories,Canada

The transmission of environmental knowledge and land skills was studied among Inuit men in Ulukhaktok, Northwest Territories, Canada. A list of 83 skills important for safe and successful harvesting was generated with 14 active hunters and elders, and examined with a sample of 47 men. This research found that land skills continue to be transmitted most often from older to younger generations through observation and apprenticeship in the environment. However there is a difference in the rate of skills transmission among generations, with average transmission rates lowest among younger respondents. Some skills were transmitted well among younger respondents including general hunting and camp-related skills, but others such as traveling on the sea ice and traditional navigation skills were not. Loss of certain skills and incomplete transmission of others were related to the absence of skills teachers, loss of native language, and changes in the educational environment.     

Investigation and research on classification of productive skills (1)--Actual work and skills in the car manufacturing industry.

A survey was conducted at a site for production which is in the process of technological innovation to examine and clarify the trend in current productive skills. In August 1991, a questionnaire survey was given to skilled workers of a car manufacturing company. The number of valid responses was 1,215. The survey included 133 items in the following three areas: (1) nature of workers' productive skills, 40 items; (2) human functions and vocational ability necessary for the work, 60 items; and (3) working conditions, 33 items. The characteristics of the productive skills required in each division were compared and examined based on the final results of the survey. Clear characteristics were found which reflect the actual productive skills introduced into the factories and sections through technological innovation. The nature of the product manufactured at each factory and the actual skills which reflect the work done at the factories are clarified. The survey items used for this research have effectively clarified the characteristic of the productive skills.     

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.     

A career structure for general practice.

Training for general practitioners usually provides little experience in research, business management, or dealing with chronic disease. It is these areas that could provide scope for further training after becoming a general practitioner principal and provided career goals. Formally recognised research practices, perhaps with one partner coordinating research but all participating, and district research facilitators could increase both the quality and the quantity of research in general practice. Recognising the different skills of doctors in the partnership and referring patients to the most appropriate partner will improve care for patients as well as provide career development. Further training could be aimed at filling gaps in the practice''s pool of skills. Good management skills are becoming more important as practice teams get bigger and fundholding spreads. Some doctors may wish to become full time or part time managers and the idea of accredited courses for management has been raised.     

Specific effects and biofeedback versus biofeedback-assisted self-regulation training

In any field, clear and logical conceptualizations are the basis of accurate models----correct research design----correct results----correct conclusions----advancement in the field. Faulty conceptualizations----faulty models----faulty research design----faulty results----faulty conclusions----confusion. In analyzing the conceptualizations of "biofeedback" as expressed by John Furedy (1987) in, "Specific versus Placebo Effects in Biofeedback Training: A Critical Lay Perspective," we focus on two issues: Does biofeedback have a treatment effect? Is biofeedback necessary for the training effect? In discussing issue (1) we describe the multiple meanings of "biofeedback" and raise the fundamental question: Is biofeedback a treatment? We argue that faulty conceptualizations of clinical biofeedback (1) assume that the treatment in clinical biofeedback is "biofeedback" with specific effects, (2) assume that the scientific basis of biofeedback is dependent upon demonstrations of these specific effects through double-blind design that distinguish "specific" from "placebo effects," and (3) trivialize clinical research by attempting to determine the usefulness of biofeedback information--usefulness that is already understood logically by professionals and consumers and demonstrated by clinical studies in the laboratory and in the clinic. We further argue that accurate conceptualizations of clinical biofeedback (1) identify self-regulation skills as the treatment with specific effects of physiological change and symptom reduction, and (2) describe the use of information from biofeedback instruments as scientific verification of self-regulation skills. Finally, the scientific basis of clinical biofeedback is based on (1) evidence from experimental and clinical control studies that have demonstrated the effectiveness of self-regulation skills for symptom alleviation, and (2) the use of biofeedback instruments to verify the acquisition of self-regulatory skills, thus fulfilling the scientific dictum of verifiability.     

Medical students as medical educators: opportunities for skill development in the absence of formal training programs

All physicians, at some point in their career, are responsible for the education of their peers and junior colleagues. Although medical students are expected to develop clinical and research skills in preparation for residency, it is becoming clear that a student should also be expected to develop abilities as a teacher. A handful of institutions have student-as-teacher programs to train medical students in education, but most students graduate from medical school without formal training in this area. When such a program does not exist, medical students can gain experience in education through participation in peer teaching, course design, educational committees, and medical education scholarship. In doing so, they attain important skills in the development, implementation, and evaluation of educational programs. These skills will serve them in their capacity as medical educators as they advance in their careers and gain increasing teaching responsibility as residents, fellows, and attending physicians.     

Developing experimental design and troubleshooting skills in an advanced biochemistry lab

Two skills critically important to all scientists are the ability to design good experiments and to troubleshoot experiments that do not yield the expected results. In spite of their importance, however, these skills are rarely taught as a part of the undergraduate science curriculum. This deficiency was addressed by creating an advanced biochemistry laboratory course that focuses on the development of experimental design and troubleshooting skills. The course provides students with the opportunity to design and evaluate their own experiments through semester-long independent projects that have a common theme (in this case, protein purification, but any theme could be used). Students plan their projects and carry through the experiments by consulting the primary research literature. The instructor provides minimal input in troubleshooting situations, instead allowing the student to think through and implement alternative solutions. A 2-year survey of the course revealed that students were often frustrated but felt the course significantly improved their experimental laboratory skills as well as introducing them to “real-world” laboratory experience. They further indicated that they preferred the approach used in this course to directed “cook-book” laboratory experiences.     

Use of a Grant Writing Class in Training PhD Students

A well‐written application for funding in support of basic biological or biomedical research or individual training fellowship requires that the author perform several functions well. They must (i) identify an important topic, (ii) provide a brief but persuasive introduction to highlight its significance, (iii) identify one or two key questions that if answered would impact the field, (iv) present a series of logical experiments and convince the reader that the approaches are feasible, doable within a certain period of time and have the potential to answer the questions posed, and (v) include citations that demonstrate both scholarship and an appropriate command of the relevant literature and techniques involved in the proposed research study. In addition, preparation of any compelling application requires formal scientific writing and editing skills that are invaluable in any career. These are also all key components in a doctoral dissertation and encompass many of the skills that we expect graduate students to master. Almost 20 years ago, we began a grant writing course as a mechanism to train students in these specific skills. Here, we describe the use of this course in training of our graduate students as well as our experiences and lessons learned.     

分子实验技能课程教学模式初探

目的:探索适合临床研究生的分子实验技能课教学模式,提高研究生科研思维能力和实验技能。方法:根据临床研究生的特点,以学生为主体,注重学生科研思维的培养,运用多样化的教学手段,对研究生临床分子实验技能课程的教学方法进行探索。结果:通过实验技能课的学习与培训,临床研究生科研思维能力得到很大的提升,对医学实验研究兴趣增加,取得了很好的教学效果。结论:多元化教学模式比较适合临床研究生实验技能课的教学。     

Work-based physiological assessment of physically-demanding trades: a methodological overview

Technological advances, modified work practices, altered employment strategies, work-related injuries, and the rise in work-related litigation and compensation claims necessitate ongoing trade analysis research. Such research enables the identification and development of gender- and age-neutral skills, physiological attributes and employment standards required to satisfactorily perform critical trade tasks. This paper overviews a methodological approach which may be adopted when seeking to establish trade-specific physiological competencies for physically-demanding trades (occupations). A general template is presented for conducting a trade analyses within physically-demanding trades, such as those encountered within military or emergency service occupations. Two streams of analysis are recommended: the trade analysis and the task analysis. The former involves a progressive dissection of activities and skills into a series of specific tasks (elements), and results in a broad approximation of the types of trade duties, and the links between trade tasks. The latter, will lead to the determination of how a task is performed within a trade, and the physiological attributes required to satisfactorily perform that task. The approach described within this paper is designed to provide research outcomes which have high content, criterion-related and construct validities.     

Specific effects and biofeedback versus biofeedback-assisted self-regulation training

In any field, clear and logical conceptualizations are the basis of accurate models → correct research design → correct results → correct conclusions → advancement in the field. Faulty conceptualizations → faulty models → faulty research design → faulty results → faulty conclusions → confusion. In analyzing the conceptualizations of “biofeedback” as expressed by John Furedy (1987) in, “Specific versus Placebo Effects in Biofeedback Training: A Critical Lay Perspective,” we focus on two issues: Does biofeedback have a treatment effect? Is biofeedback necessary for the training effect? In discussing issue (1) we describe the multiple meanings of “biofeedback” and raise the fundamental question: Is biofeedback a treatment? We argue that faulty conceptualizations of clinical biofeedback (1) assume that the treatment in clinical biofeedback is “biofeedback” with specific effects, (2) assume that the scientific basis of biofeedback is dependent upon demonstrations of these specific effects through double-blind designs that distinguish “specific” from “placebo effects,” and (3) trivialize clinical research by attempting to determine the usefulness of biofeedback information — usefulness that is already understood logically by professionals and consumers and demonstrated by clinical studies in the laboratory and in the clinic. We further argue that accurate conceptualizations of clinical biofeedback (1) identify self-regulation skills as the treatment with specific effects of physiological change and symptom reduction, and (2) describe the use of information from biofeedback instruments as scientific verification of self-regulation skills. Finally, the scientific basis of clinical biofeedback is based on (1) evidence from experimental and clinical control studies that have demonstrated the effectiveness of self-regulation skills for symptom alleviation, and (2) the use of biofeedback instruments to verify the acquisition of self-regulatory skills, thus fulfilling the scientific dictum of verifiability.     

Strategies for building criticism skills in undergraduate biochemists

This paper describes an easy method for empowering biochemistry students to think critically about research data. The technique encourages students to formulate their own opinions by removing the usually dominant 'expert' commentary. The exercise can be done individually or in very large groups, requires no specialist materials and confirmation that articulation and criticism skills have been learnt can be assessed under standard examination conditions. The skills learnt are not discipline specific and, as well as learning how best to read research papers, students also learn something about the research process.     

The need for sustainable leadership in academia: A survey of German researchers reveals a widespread lack of training for leadership skills

A survey of academics in Germany shows a lack of and a great demand for training in leadership skills. Subject Categories: Careers, Science Policy & Publishing

Success and productivity in science is measured largely by the number of publications in scientific journals and the acquisition of third‐party funding to finance further research (Detsky, 2011). Consequently, as young researchers advance in their careers, they become highly trained in directly related skills, such as scientific writing, so as to increase their chances in securing publications and grants. Acquiring leadership skills, however, is often neglected as these do not contribute to the evaluation of scientific success (Detsky, 2011). Therefore, an early‐career researcher may become leader of a research group based on publication record and solicitation of third‐party funding, but without any training of leadership or team management skills (Lashuel, 2020). Leadership, in the context of academic research, requires a unique list of competencies, knowledge and skills in addition to “traditional” leadership skills (Anthony & Antony, 2017), such as managing change, adaptability, empathy, motivating individuals, and setting direction and vision among others. Academic leadership also requires promoting the research group’s reputation, networking, protecting staff autonomy, promoting academic credibility, and managing complexity (Anthony & Antony, 2017).     

Effect of classroom language diversity on head start ELL and non-ELL children’s social-emotional development

Abstract

This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nested within the child and the child was nested within the classroom was conducted. The children’s ELL status was determined based on their home language and English proficiency. Results showed that the non-ELL children demonstrated a decline in the developmental trajectory of social skills in the classrooms with high language diversity. On the other hand, the ELL children with English proficiency demonstrated a low trajectory of social skills in the classrooms with low language diversity. These findings suggest that the effect of classroom language diversity on the children’s social-emotional development depends on the children’s language status. Implications and future research are discussed.     

Broadening the voice of science: Promoting scientific communication in the undergraduate classroom

Effective and accurate communication of scientific findings is essential. Unfortunately, scientists are not always well trained in how to best communicate their results with other scientists nor do all appreciate the importance of speaking with the public. Here, we provide an example of how the development of oral communication skills can be integrated with research experiences at the undergraduate level. We describe our experiences developing, running, and evaluating a course for undergraduates that complemented their existing undergraduate research experiences with instruction on the nature of science and intensive training on the development of science communication skills. Students delivered science talks, research monologues, and poster presentations about the ecological and evolutionary research in which they were involved. We evaluated the effectiveness of our approach using the CURE survey and a focus group. As expected, undergraduates reported strong benefits to communication skills and confidence. We provide guidance for college researchers, instructors, and administrators interested in motivating and equipping the next generation of scientists to be excellent science communicators.     

Community medicine for clinicians in Canada: a recommendation for postgraduate training.

A large gap presently exists between the predominantly biologic expertise of the medical profession and the complex mixture of biologic, behavioural and epidemiologic components of health problems today. Furthermore, the development of community medicine in Canada has been relatively separate from that of the clinical disciplines. To enable clinicians to acquire the knowledge and skills to manage these health problems, much more community-oriented research, applied behavioural science and clinical epidemiology is needed within the clinical sector of medicine. I have proposed a definition of clinical community medicine and presented a strategy for training clinicians in community medicine skills that calls for administrators of clinical postgraduate programs to develop training in clinical community medicine. Residency programs in community medicine cannot be expected to provide such training given their nonclinical priorities, which focus mainly on the training of public health physicians.     

Examining problem solving skills of physical education and sport students from several factors

In this research, problem solving skills of university students are examined in the factors of sex and class. In this research problem solving inventory that is improved by Heppner and Petersen (1982) is applied to the students that are training 1. and 4. class 58 female 86 male at Selcuk University Konya, Turkey Physical Education and Sport Collage. In statistical analysis of research for the factors sex and class, variance analysis and t test are used. In the research while meaningful difference is found in the above dimension of the factors sex and there is not found meaningful difference in the factors of class. In conclusion, female students have more positive problem solving skills than male students.     

环境微生物学综合性实验教学改革

目前环境微生物学实验教学还存在学生的实验技能锻炼少、实验与科研训练脱节、有价值的学生实验被忽视等缺点,亟需对此进行改革。本文在分析环境微生物学实验教学的现状及主要问题的基础上,提出了以科研创新项目为基础设计综合性实验,以教学实验结果转化为科研前期成果的改革思路,重点探讨了针对环境微生物学科研实训性实验教学改革的具体方向和措施,以提高学生的实验操作技能,促进学生创新能力的培养。     

Evidence for Multiple Rhythmic Skills

Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions.