Browsing by Author "Palacpac, Therese P."

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    Active listening and emphatic relationship skills training program for DMMMSU-MLUC junior beed students.
    (Don Mariano Marcos Memorial State University -Open University System, 2006) Palacpac, Therese P.
    This study formulated a Training Program on Active Listening and Emphatic Relationship Skills for Junior BEED students of Don Mariano Marcos Memorial State University, Mid-La Union Campus, City of San Fernando, La Union. Specifically it documented the profile of the Junior BEED, students as to sex , ordinal position as well as their psychological profile which consists of their locus of control, emotional quotient, level of motivation , and level of interpersonal relationship. The study also determined the level of interpersonal relationship. The study also the same students from which a training program on active listening and empathic relationship skills was formulated. The extent of validity of the training program on active listening and empathic relationship skills in terms of content, strategies, functionality and adaptability through the judgment of experts was proven. In order to answer the posited problems, profiling was done by surveying the respondents’ sex, ordinal position and psychological profile. An electronically downloaded 13-item test was used to measure the locus of control of the respondents. A 12-item test was also electronically downloaded to measure the emotional quotient of the respondents. The level of motivation, a 15-item checklist was adopted from the book. Organizational Behavior by Stephen Robbins (1998). The level of interpersonal relationship was measured using an 18-item checklist which was likewise adopted from the same book. An Active Listening Survey adapted from the UNDP-CSC Trainor’s Manual was administered together with the instrument on Perceptual Sensitivity by Justin Lucian (School Counseling, 1974) to measure Active Listening and Empathic Relationship Skills (ALERS) respectively. The respondents were mostly females and most are middle-born children. The respondents are more internal in terms of locus of control. Most of the respondents have high EQ and have high need for achievement. Moreover, most of the respondents emerged to have a high level of active listening and empathic relationship skills. Based on the results of the ALERS Survey, a training program on Active Listening and Empathic Relationship Skills was formulated and was validated in terms of content, strategies, functionality and adoptability through the judgment of experts. The ALERS training program is composed of the following: Day 1: Active Listening, Day 2: Attending Skills, Day 3: Awareness of Nonverbal Behaviors in Helping, Day 4: Perceiving Feelings, Day 5: Facilitative Responding, and Day 6: Post Evaluation. The training is composed of lecturettes and learning experiences which are processed following the principle of “mirroring,” “critic-ing,” and “clinicing.” Based on the findings, the following conclusions are drawn: The psychological profile of the third year BEEd. in terms of locus of control, emotional quotient, level of motivation and level of interpersonal relationship are foundations of trainable teacher education students for the enhancement of their active listening and empathic relationship skills. High active listening and empathic relationship when enhanced to become very high are good tools for better understanding between teacher and pupil that may result to more effective teaching-learning. A training program on active listening and empathic relationship skills (ALERS) for teacher education students considering the qualities of locus of control, emotional quotient, level of motivation and level of interpersonal relationship can enhance the two symbiotic skills that are necessary to broaden the repertoire of learning interventions.