该文介绍了针对自闭症儿童人际关系建构训练目标的RDI理论及其实践应用策略。RDI创始人Dr. Steven Gutstein认为自闭症儿童归结为"失去在动态系统获取成功的动机",从而导致人际关系能力的发展停滞不前,并体现为5种核心缺陷及...该文介绍了针对自闭症儿童人际关系建构训练目标的RDI理论及其实践应用策略。RDI创始人Dr. Steven Gutstein认为自闭症儿童归结为"失去在动态系统获取成功的动机",从而导致人际关系能力的发展停滞不前,并体现为5种核心缺陷及其它相关症状。帮助孩童排除发展障碍的基本方法就是创造环境让孩童有机会在父母的引导下重新尝试在动态系统中进行探索、获取成功、建立成就感、建立事件记忆乃至建立和强化探索的动机,由此基本方法衍生出来的具体干预技巧包括间接提示、社交分享式语言、事件记忆等以激发和强化动机为核心的方法。展开更多
This paper mainly discusses leadership soft skills, which comprise of collaboration or teamwork, communication skills, initiative, leadership ability, people development or coaching, personal effectiveness or personal...This paper mainly discusses leadership soft skills, which comprise of collaboration or teamwork, communication skills, initiative, leadership ability, people development or coaching, personal effectiveness or personal mastery, planning and organizing, and presentation skills. Leaders need to be masters of soft skills because leadership is determined by those who can demonstrate their ability to drive an organization toward excellence and results. The aim of this paper is to contribute to the body of knowledge and literature in leadership soft skills for educational leaders in higher education institutions. In addition, this paper also provides exposure to administrators to understand the importance of leadership soft skills besides highlighting the two relevant models. Furthermore, it also provides an advantage to administrators in developing high quality interpersonal relationships with the people who they associate with in promoting positive working environment. Leadership soft skills can be seen as providing a vital contribution for organizations and administrators in the process of developing of quality human resource.展开更多
文摘该文介绍了针对自闭症儿童人际关系建构训练目标的RDI理论及其实践应用策略。RDI创始人Dr. Steven Gutstein认为自闭症儿童归结为"失去在动态系统获取成功的动机",从而导致人际关系能力的发展停滞不前,并体现为5种核心缺陷及其它相关症状。帮助孩童排除发展障碍的基本方法就是创造环境让孩童有机会在父母的引导下重新尝试在动态系统中进行探索、获取成功、建立成就感、建立事件记忆乃至建立和强化探索的动机,由此基本方法衍生出来的具体干预技巧包括间接提示、社交分享式语言、事件记忆等以激发和强化动机为核心的方法。
文摘This paper mainly discusses leadership soft skills, which comprise of collaboration or teamwork, communication skills, initiative, leadership ability, people development or coaching, personal effectiveness or personal mastery, planning and organizing, and presentation skills. Leaders need to be masters of soft skills because leadership is determined by those who can demonstrate their ability to drive an organization toward excellence and results. The aim of this paper is to contribute to the body of knowledge and literature in leadership soft skills for educational leaders in higher education institutions. In addition, this paper also provides exposure to administrators to understand the importance of leadership soft skills besides highlighting the two relevant models. Furthermore, it also provides an advantage to administrators in developing high quality interpersonal relationships with the people who they associate with in promoting positive working environment. Leadership soft skills can be seen as providing a vital contribution for organizations and administrators in the process of developing of quality human resource.
