Relationship Building as a Strategy for Managing Referring Clinicians

The strength of a radiology practice depends on the strong relationships radiologists develop with referring clinicians. Solid relationships with referring clinicians can contribute to a satisfying work environment, and ultimately excellent patient care. There are several different ways that a radiologist can help improve relationships with clinicians. As a start, this includes a radiologist strengthening one’s emotional intelligence. Also, identifying the personality traits of others is key to successful interactions. Conflicts in the workplace are inevitable, and effective negotiation is helpful in building relationships with clinicians. Interacting with the referring clinicians is also key to a successful relationship. This includes all in-person communication, participating in tumor boards, community outreach events, and social functions outside of work. This article presents several tips to improve and manage relationships with referring clinicians.

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

Self-Presenting Virtually for Remote Social Influence

On the Social Web, social influencers have outsized effects on their peer followers and can influence worldviews, political decisions, aspirations, lifestyles, and buying-and-selling behaviors for varying periods of time. Social influencers attain their influence based on various factors (or combinations): the sharing of insider knowledge, skills, and abilities (KSAs) or information; entertainment; charisma, personality, appearance, communications; engaging storytelling; social identity building for the followers; and parasocial relationship building. This work explores how social influencers self-present to attract and maintain a mass-scale remote audience in a competitive virtual popularity game. This explores “peer lessons” about social influence by masters, based on observed strategic and tactical communications from social video, in a particular target domain, namely survival in the more remote reaches of Alaska.

Restorative Justice

For decades, public schools in the United States have employed retributive discipline systems that rely heavily on exclusion as a primary means to mete punishment. More recently, some schools have begun employing restorative practices which encourage relationship-building, healing, learning, and collaboration before, during, and after discipline events. Used proactively as a means to build a culture of caring and support, restorative circles foster communication and relationship-building among school stakeholders, but restorative conferences and circles may also be used in lieu of exclusion as alternatives to traditional discipline models. Advocates of restorative justice assert that recidivism is reduced through purposeful community-building processes espoused by RJ principles.

MEMBANGUN DAN MEMELIHARA KOMUNIKASI DALAM KONSELING

ABSTRACTCommunication in daily life is a routine activity carried out by social creatures. Success in building good communication is determined by components effectively, empathy, and good manners between fellow educators, education staff, parents, students, and people. This study aims to find out how to create a communication relationship in counseling between BK teachers and students at Muhammadiyah Senior High School 1 of Yogyakarta. The author uses several methods to collect data, such as interviews and observations. The results of this study explain that the communication process in counseling between BK teachers and students includes several stages, namely: The first start by collecting data about students through a questionnaire tool to several problems and a list of problem notes, the second was the teacher provides opportunities for students to convey the problem they face, the third was empathize with students with verbal and non-verbal language, and the fourth was mentoring continuously to optimize students potential (every student who is naughty or problematic must have a positive side). Establishing and maintaining communication requires the following steps, these are relationship building, problem identification and assessment, facilitating counseling change, and evaluation and termination.Keywords: Communication, Counseling. ABSTRAKKomunikasi dalam kehidupan sehari-hari merupakan aktivitas rutin yang dilakukan oleh setiap makhluk sosial. Keberhasilan dalam membangun komunikasi yang baik sangat ditentukan oleh seluruh komponen secara efektif, empati, dan santun, baik antara sesama pendidik, tenaga kependidikan, orang tua, siswa dan masyarakat. Tujuan penelitian ini adalah untuk mengetahui bagaimana konsep membangun hubungan komunikasi dalam konseling antara guru BK dan peserta didik di sekolah SMA Muhammadiyah 1 Yogyakarta. Penulis menggunakan beberapa metode dalam pengumpulan data diantaranya wawancara dan observasi. Hasil penelitian ini menjelaskan bahwa proses komunikasi dalam konseling antara guru BK dan siswa meliputi beberapa tahapan yaitu: 1). Diawali dengan mengumpulkan data-data tentang siswa melalui kuisioner alat ungkap masalah dan daftar catatan masalah, 2). Guru memberikan kesempatan kepada siswa untuk menyampaikan masalah yang dihadapi, 3). Berempati kepada siswa dengan bahasa verbal dan non verbal, 4). Pendampingan secara terus-menerus untuk mengoptimalkan potensi siswa (setiap siswa yang nakal atau bermasalah pasti ada sisi positifnya). Membangun dan memelihara komunikasi diperlukan langkah-langkah sebagai berikut: membangun hubungan, identifikasi dan penilaian masalah, memfasilitasi perubahan konseling, serta evaluasi dan terminasi.Kata Kunci: Komunikasi, Konseling.

Intergenerational Transmission of Inequality in Psychological Health

Intergenerational transmission explains the continuity in behavior and personality of individuals across generations due to genetic as well as non-genetic causes. Both determinants affect individuals and increase their susceptibility to develop psychological health problems similar to the ones experienced by their parents. Psychological health of offsprings is impacted by their parents’ mental illness which causing children to be unable to adequately and positively contribute to their children’s healthy development. Extensive literature review depicts intergenerational transmission of various psychological conditions ranging from PTSD, depression, anxiety, conduct issues or even schizophrenia, among many others. Proposed models offering explanation of Intergenerational Transmission point towards social learning theories, attachment theories, psychodynamic theories and Integrative theories which mentions an overlap between genetic and environmental factors to explain the transmission. Intervention strategies of early detection and intervention, working with the affected parents and including family in therapy have been discussed. Working on the parent-child relationship, building resilience, promoting building up of protective factors is also mentioned as intervention techniques. Finally, some limitations and directions of future researches have been proposed.

A Mixed-Method Evaluation of a Prison Anti-doping Intervention: The Hercules Prison Program

The Norwegian Offender Mental Health and Addiction study denotes the need for physical activity and anti-doping interventions in Norwegian prisons. We developed and evaluated the efficacy of such intervention—the Hercules prison program. The program combines theoretical anti-doping lessons with practical strength training. The study adopts a mixed-methods approach (pretest-posttest design) comprising a longitudinal survey, observation, informal conversations, and in-depth interviews. Survey respondents were 104 male prisoners aged 18–56 (M = 34.81, SD = 9.34) years from seven Norwegian prisons. Of these, 52 provided both baseline and posttest responses. Participants completed questionnaires including demographic, doping use, and psychophysical items/measures. At the end of the intervention, in-depth interviews were conducted with 11 of the survey respondents. The survey data were analyzed using descriptive statistics, as well as independent and paired samples t-tests. The qualitative data were analyzed using Interpretative Phenomenological Analysis. A total of 7.5% and 33.3% of participants were current and former AAS users respectively, whereas 86.1% personally knew at least one current or former AAS user. Consistent with our expectation, there were increases in self-rated physical strength (t = −4.1, p < 0.001, d = 0.46) and strength training self-efficacy (t = −8.33, p < 0.001, d = 1.36), and a decrease in moral disengagement in doping (t = −4.05, p < 0.001, d = 0.52) from baseline to posttest. These findings are supported by the qualitative data. Notable success factors are relationship-building, instructors' expertise and acceptability, and gatekeepers' navigation and co-creation. The program provides valuable evidence of the potential benefits of combining anti-doping education with practical strength training in doping prevention in correctional settings.