ผมกำลังเตรียม research proposal เลยคิดๆว่า คนไทยควรได้รับโปรแกรมที่ดีอย่างไรจากวิชาชีพใหม่ทางการแพทย์สาขากิจกรรมบำบัด

ผมจึงขอรวบรวมข้อมูลเป็นภาษาอังกฤษพร้อม cited website เพื่อประสมประสานให้คิดค้นโปรแกรมใหม่ๆ เพื่อพัฒนาศักยภาพของคนทำงานในองค์กร เน้นรูปแบบการจัดการตนเองเพื่อเพิ่มทักษะชีวิตของคน หน่วยงาน และการบริหารงาน มิให้เกิดความเหนื่อยล้าจากการทำงานที่มากเกิดไปจนเกิดโรคภัยไข้เจ็บ และส่งเสริมให้เกิดการใช้เวลาว่างให้สมดุลย์กับการใช้เวลาในด้านอื่นๆ คือ การทำงาน การเรียนรู้ การพักผ่อน และการดูแลตนเอง

ข้อมูลบางส่วนจาก http://www.workshopsinc.com/manual/Introd.html

The major focus of vocational training programs is to teach people the skills necessary to accomplish job tasks. However, "life skills" are just as necessary for job success. Life skills constitute a continuum of knowledge and aptitudes that are necessary for a person to function independently (Brolin, 1989) and to avoid interruptions of the employment experience. When one considers all of the skills that go into maintaining a job, it becomes clear that life skills are as important as job skills. Prior to going to work, a person must figure out what to wear, wash up, figure out what she is going to eat at breakfast and lunch, and make sure she has transportation to get to work on time. Once at work, she needs to interact appropriately with her co-workers and supervisor, handle problems appropriately, and understand her paycheck. She needs to know how to budget that money wisely, and engage in healthy, enjoyable activities outside of work. Major skill deficits in one or more of these areas could result in loss of job and require further training at a community rehabilitation program. Without the resources to teach a person life skills, further job skill training could be a wasted effort.

In order to address this problem, Life Skills for Vocational Success has been developed. A life skills curriculum is not a novel concept. In many ways, this manual is not novel either. Like other products available, Life Skills for Vocational Success contains training materials in the typical areas of life skill training such as social skills, money management, employability, and health. Furthermore, Life Skills for Vocational Success relies on common teaching strategies such as modeling and role-playing. Despite the similarities, this manual deviates from many other life skills training manuals in the following ways:

  1. Life Skills for Vocational Success is specifically designed for employment success. It is assumed that people have participated in a training program to learn daily living skills and become more independent. The training plans in this manual are devised to provide advanced training for those people who are preparing to go to work, but need further training to be successful on the job.

  2. Life Skills for Vocational Success contains reviews and recommendations for using other life skills training materials available on the market.

  3. Life Skills for Vocational Success contains lesson plans designed to teach a person skills rather than to provide general knowledge. It is too common for a training program to present information and test the comprehension of that information using exercises like crossword puzzles. It is important that students practice opening a checking account instead of finding the words "checking account" in a word find activity.

  4. Life Skills for Vocational Success incorporates the benefits of the Internet in training life skills. In addition to providing a wealth of information on disabilities and vocational rehabilitation, it is a great resource for life skills information. Information on child care, buying a car, health care, insurance, etc. can be found on the Internet. As access to the Internet becomes common for community rehabilitation programs, trainers will be able to get information for training and teach students to get their own information to help them in their daily routine.

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED108034&ERICExtSearch_SearchType_0=eric_accno&accno=ED108034

Life skills are problem solving behaviors applied appropriately and responsibly in the management of one's life. The purpose of this book is to make available evaluation reports on the use of the life skills course conducted by a variety of organizations. Each evaluation study was based on a different experimental design and in some cases the evaluation was done by the implementer. The evaluation report on the course conducted by Mental Health/Alberta represents one of the most thorough psychometric evaluations of a life skills course to date. The reports in this book indicate some of the variety of applications being made of the life skills course: mental health, probation and housing. Since the purpose of evaluation is to provide information to decision makers whether they be potential adopters, adapters or developers, it is appropriate that this book on life skills evaluation should include a plan for re-developing the life course.

http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=ED108034&ERICExtSearch_SearchType_0=eric_accno&_pageLabel=RecordDetails&accno=ED496112&_nfls=false&objectId=0900019b8015deb4

The purpose of this action research project is to improve student social skills through the use of cooperative learning, in order to develop a positive classroom environment that is conducive to learning. The action research project will involve approximately 95 students, 95 parents, and 200 teachers. It is the intent of the teacher researchers to improve students' social skills through the following strategies: role-playing, jig sawing, think-pair-share, and graphic organizers. This study will be conducted for twelve consecutive weeks (from October 2, 2006 to December 18, 2006) in the 2006 fall semester. The teacher researchers hope that improved social skills will create a positive learning environment that will benefit all students. It has been a common complaint among teachers, parents, and administrators that far too much valuable time in the classroom is consumed by disciplinary measures. The teacher researchers agree with research that has shown the need for disciplinary measures is the result of acquisition deficits (student does not know the skill), performance deficits (student knows how to perform the skill, but fails to do so), fluency deficits (student knows how to perform skill, but demonstrates inadequate performance), and internal/external factors (negative motivation or depression) (NASP, retrieved 2006). Each week the instruction will involve a mini-lesson. The skill is taught on Mondays. Tuesday through Thursday during at least two lessons students will work in cooperative groups where they will have the opportunity to practice the skill taught on Monday. On Fridays students will reflect on the week's activities. The first two weeks will focus on active listening. The third and fourth weeks will focus on students staying on-task. The fifth and sixth weeks will focus on problem solving. Possible strategies that will be used throughout the six-week documentation period will include think-pair-share (discussions among pairs of students), jig-sawing (used to gather a lot of information in a short amount of time by dividing tasks among group members), role playing (acting out the social skills), and graphic organizers (t-charts, concept maps, KWL, and the fishbone). Researchers have advocated the implementation and use of cooperative learning in order to increase student achievement and social skills development (Siegel, 2005). With the implementation of cooperative learning strategies, these teacher researchers hope to improve the social skills of their students.

 

http://www.paho.org/English/DD/PUB/SP579_04.pdf

UNICEF (1997) recognizes several levels of Life Skills:

• Basic psychological and social skills (strongly shaped by cultural

and social values);

• Situation-specific skills (e.g. negotiation, assertiveness, conflict

resolution);

• Applied life skills (e.g., challenging gender roles or refusing

drugs).

http://www.springerlink.com/content/j72g7u2116nx024g/

Alcohol, tobacco, and other drug use are important problems that typically begin during adolescence. Fortunately, substantial progress has been made in developing effective drug abuse prevention programs for youth over the past two decades. The Life Skills Training (LST) program is an effective primary prevention program for adolescent drug abuse that addresses the risk and protective factors associated with drug use initiation and teaches skills related to social resistance and enhancing social and personal competence. This paper provides an overview of the theoretical underpinnings of the LST program, along with a description of the program''s core components, materials, and methods. Findings from over two decades of evaluation research are reviewed, including results from a series of small scale efficacy studies and large scale effectiveness trials with a variety of adolescent populations. These studies have demonstrated positive behavioral effects of LST on smoking, alcohol, marijuana use as well as the use of multiple substances and illicit drugs, with prevention effects lasting up until the end of high school. Further research is needed to understand the mediating mechanisms through which prevention programs such as LST are effective, and ways to widely disseminate research-based programs into schools.

http://www.iqpc.co.uk/binary-data/IQPC_CONFEVENT/pdf_file/6211.pdf

Fatigue is difficult to pinpoint, because human nature tells

us to hide the fact that we may be tired – if we show it we fear

that we may find ourselves chastised or even disciplined. So we

carry on working as though nothing is wrong, fighting the urge

to close our eyes…until eventually we can’t hold back any more

and sleep overcomes us…

…this is when many of the accidents we read about in the

newspapers occur.

“..after the crash, there were reports of train drivers suffering

fatigue because of their working hours”

Weekend Argus, November 15, 2003

Fatigue is a real issue that is finally being given the attention

it needs - the corporate world is beginning to realise that there

are great risks involved with roster-related fatigue and that this

problem needs to be addressed and eliminated, or at least managed.

Fatigue results in decreased alertness, reaction time and decisionmaking

ability which in turn leads to reduced vigilance, increased

errors and a general deterioration in mood and motivation.

The costs associated with fatigue also need to be taken into

account – as they can run into millions of Rands – damaged

equipment or vehicles, absenteeism due to injury…

…you can no longer afford to ignore this growing problem,

because with today’s increasingly stressful lifestyle and pressures

on performance, it is not going to go away.

This conference will help you to:

· Understand what causes fatigue

· Establish the effects fatigue has on a human being

· Measure and monitor the effects of fatigue on workplace

·performance

· Determine how good nutrition, exercise and a healthy lifestyle

·can assist in fighting fatigue

· Assess the cost of fatigue on your business

· Identify and minimise the risks of fatigue in your organisation

· Design and implement an effective Fatigue Management Plan

· Optimise your rostering to ensure a safe shift operation