Sentence examples for implementation of the skill from inspiring English sources

Tulsky et al. [ 99 ] used an audiotape CD-Rom training program that allowed physicians to observe the demonstration of an effective communication skill and review or reflect upon their own conversations and implementation of the skill.

Fixen's model of implementation makes a distinction between skills' transfer during training and implementation of the skills in practice.

The format of each session included review of implementation of skills from the past week, a review of symptoms, discussion of success or difficulty with implementation of the skills already covered, and introduction of new skills for the week to follow.

To assess readiness to change, the residents rate themselves at the beginning and end of each week using importance and confidence scales regarding the implementation of the skills for that week.

As testimony to the skillful and faithful implementation of the coping skills curriculum, this intervention had a significant positive effect on the depressive symptoms of victimized adolescents (though not on their aggression), conceptually replicating previous evaluations of the curriculum's beneficial effects on emotional coping (e.g., Frydenberg et al., 2004).

While the focus on generic competences has largely related to definition and standards development, the implementation of these skills is seen as a teaching and learning issue.

One particularly impressive initiative is the extension of the implementation of life skills education through the education system in the province of Papua.

The focus on capacity development has resulted in reasonably well-functioning committees with a clear understanding of YHDP mechanisms primarily for the implementation of the MFMC life skills intervention.

During each of the follow-up teleconferences, physicians shared their experiences, discussed opportunities to improve the implementation of the newly-acquired skills, and provided one another with social support.

Clearly, further studies are necessary because the establishment of optimal bonding between child and parent through either the education of parents or the implementation of skill training programs may reduce the risk of the future development of chronic pain.

Secondly, in order to consider the difficulties for some carers in the implementation of skills learnt in the group, psychosocial groups may usefully complement the skills training with a more comprehensive and individualised model of support (Kurz, Wagenpfeil, Hallever, Schneider-Schelte, & Jansen, 2010).