• Journal of muscle and joint health
• /
• v.24 no.3
• /
• pp.187-195
• /
• 2017

Purpose: The purpose of the study was to identify the attributes of rapport, their antecedents and consequences. Methods: Walker and Avant's method for concept analysis was used to analyze the concept. Articles published from January 2007 to May 2017 were searched through PubMed, CINAHL, and RISS databases using "rapport" as a keyword. Results: The attributes of rapport were as follows: 1) understanding; 2) sharing information; 3) empathy; 4) harmonious relationship. The antecedents of rapport were as follows: 1) effective communication skills; 2) relation-oriented attitude. The consequences of rapport were forming trust, therapeutic relationship, improvement of quality of care, increased patients satisfaction and increased nurses satisfaction. Conclusion: Rapport can be defined as a harmonious relationship that understand each other and share ideas and information.

• Journal of Engineering Education Research
• /
• v.25 no.2
• /
• pp.32-41
• /
• 2022

The purpose of this study was in a pandemic situation caused by COVID-19 to explore the online distance experiments and interaction of engineering freshmen, and to identify practical difficulties, resulting in to derive implications. Seven freshmen from engineering college participated in the interview, of which data were analyzed based on phenomenological analysis methods. The types of non-face-to-face experiments experienced by students were complete non-face-to-face experiment, mixed face-to-face experiment, and fusion face-to-face experiment. Students were completely isolated in time and space in complete non-face-to-face experiment. In biweekly mixed face-to-face experiment, isolation was halved. In fusion face-to-face experiment, isolation was removed. Non-face-to-face interactions can be characterized by restrictions on simultaneous activities, on rapport formation, and on observation opportunities. Based on these results, three implications were derived: First, it is necessary to allow students to manage time and space constraints on their own in non-face-to-face experiments. Second, support is needed to solve the difficulty of forming rapport, which is a characteristic of non-face-to-face interaction. Third, an opportunity to observe the interaction between other students and professors should be provided.

• Horticultural Science & Technology
• /
• v.28 no.5
• /
• pp.891-894
• /
• 2010

This study was conducted in order to examine the effects of horticultural therapy on stress in demented elders, and for this purpose, we analyzed stress-related physiological changes in demented elders under the care of an elderly facility who had not taken medication and consented to blood tests. The horticultural therapy program included only flower decoration, which was preferred by the participants, aiming ultimately to reduce stress. First, a one-to-one session was given for forming rapport and the horticultural therapist had many conversations about plants with the elders. Furthermore, the participants were induced to be absorbed into the horticultural activities, though a short while, so that they might forget troubles. Evaluation was made by measuring subjective stress and the blood cortisol hormone concentration before and after the horticultural therapy and examining differences between them. Subjective stress increased from 12.88 to 17.88 in the control group, but decreased significantly from 13.88 before the therapy to 6.38 after in the experimental group (p = 0.007). When the blood cortisol hormone level was measured as a physiological indicator of stress, it decreased significantly from $11.33{\mu}g{\cdot}L^{-1}$ before the horticultural therapy to $9.85{\mu}g{\cdot}L^{-1}$ after (p = 0.037). These results suggest that horticultural therapy reduces the blood cortisol hormone level and is effective in easing stress.

• Iberoamérica
• /
• v.23 no.2
• /
• pp.135-178
• /
• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.40 no.5
• /
• pp.788-800
• /
• 2016

This study proposes an execution protocol for fashion therapy. Research on fashion therapy are limited and insufficient for the current need for the establishment of a fashion therapy theory. This study introduces cognitive behavior therapy, embodied cognition, and object relations theory as theories that underlie fashion therapy. A fashion therapy system model is provided based on the analysis of art therapy to explore its applicability to fashion therapy. The fashion therapy system model utilizes fashion items to managing pain and stress to better competence, encouragement and self-expression mechanisms to improve social, psychological, emotional and behavioral functions. In addition, 8 phases of the fashion therapy process (inquiry, forming rapport, assessment, goal-objective, observation, selection of strategy and design, practice, and the final evaluation and closing of fashion therapy) are suggested for developing a practical fashion therapy program. This study is to help overcome a negative perspective on fashion that provokes an excessive spending behavior and to make a practical contribution by creating more social value through fashion. The significance of the study is in the attempt to create an interdisciplinary approach of psychotherapy and fashion that can be extend into the fashion and textile discipline.

• Journal of Music and Human Behavior
• /
• v.5 no.1
• /
• pp.67-90
• /
• 2008

This case used MI techniques that give an imagery experience to depressed client's mental resource, and that makes in to verbalism. Also those images are supportive level therapy examples that apply to positive variation. MI is simple word of 'Music and Imagery' with one of psychology cure called GIM(Guided Imagery and Music). It makes client can through to the inner world and search, confront, discern and solve with suitable music. Supportive Level MI is only used from safety level music. Introduction of private session can associate specification feeling, subject, word or image. And those images are guide to positive experience. The First session step of MI program is a prelude that makes concrete goal like first interview. The Second step is a transition that can concretely express about client's story. The third step is induction and music listening. And it helps to associate imagery more easily by used tension relaxation. Also it can search and associate about various imagery from the music. The last step is process that process drawing imagery, talking about personal imagery experience in common with therapist that bring the power by expansion the positive experience. Client A case targets rapport forming(empathy, understanding and support), searching positive recourse(child hood, family), client's emotion and positive support. Music must be used simple tone, repetition melody, steady rhythm and organized by harmony music of what therapist and client's preference. The client used defense mechanism and couldn't control emotion by depression in 1 & 2 sessions. But the result was client A could experience about support and understanding after 3 sessions. After session 4 the client had stable, changed to positive emotion from the negative emotion and found her spontaneous. Therefore, at the session 6, the client recognized that she will have step of positive time at the future. About client B, she established rapport forming(empathy, understanding and support) and searching issues and positive recognition(child hood, family), expression and insight(present, future). The music was comfortable, organizational at the session 1 & 2, but after session 3, its development was getting bigger and the main melody changed variation with high and low of tune. Also it used the classic and romantic music. The client avoids bad personal relations to religious relationship. But at the session 1 & 2, client had supportive experience and empathy because of her favorite, supportive music. After session 3, client B recognized and face to face the present issue. But she had avoidance and face to face of ambivalence. The client B had a experience about emotion change according depression and face to face client's issues After session 4. At the session 5 & 6, client tried to have will power of healthy life and fairly attitude, train mental power and solution attitude in the future. On this wise, MI program had actuality and clients' issues solution more than GIM program. MI can solute the issue by client's based issue without approach to unconsciousness like GIM. Especially it can use variety music and listening time is shorter than GIM and structuralize. Also can express client's emotion very well. So it can use corrective and complement MI program to children, adolescent and adult.

• Journal of Korean Physical Therapy Science
• /
• v.10 no.2
• /
• pp.173-183
• /
• 2003

The purpose of this study was to provide information for making positive interpersonal relations by understanding the degree of difficulties of interpersonal relations that physical therapist students may have on clinical practice. The survey results of 175 students who completed clinical practice for the first term of 2003. The survey was conducted through mail or e-mail between July 20 and August 20, 2003. The data were analyzed frequency, percentage, t-test, and one-way ANOVA using the SPSS/PC Ver. 10.0 (${\alpha}=0.05$). The results were as follows; 1. The mean score for the level of points interpersonal relations was 41.06 points in full 80 points. Therefore most students had a little problem on interpersonal relations. 2. More difficulties of interpersonal relations were felt by students in the following order; clinical instructors, patients, other students, and other department staffs in the hospital. 3. Between students and clinical physical therapist in the hospital, most students were satisfied with a instructor's attitude toward there (61.1%). 4. Between students and other department staffs in the hospital, most students were felt convenient when faced with other staffs(61.8%). 5. Between students and patients in the hospital, most students didn't uncomfortable when they made a rapport(69.2%). 6. Between students and other college students, most students were didn't inconvenient when they were practicing together(69.8%). 7. The students with higher marks in major felt more difficulties for forming personal relations with other department staffs in hospital, patient, and other students(p<0.05). 8. The students showed more felt inconveniences over 8 weeks practicing than below 7 weeks itperiods of clinical practice(p<0.05). 9. The number of practice place were significantly difference according to relation of patients, other college students(p<0.05). More less practice place were made difficult of interpersonal relations. The further studies would be made in viewpoints to clinical instructors, patients, students, others department staffs in the hospital so that we could compare our results with theirs.

• Journal of Korea Game Society
• /
• v.8 no.3
• /
• pp.43-50
• /
• 2008

UI design is growing in meaning and form itself through the development of hardware and contents. And it makes users accept its interface as a extension of the body and mind because of the substantial rapport of the user and contents with developing of device and graphic. In this study, we analyzed user interface in a view of digital storytelling by observing of its role within user and contents. Not only this, classifying and investigating story elements in the games for forming the theoretical basis of storytelling UI are enforced. For the case study of UI, we choose the game, Diablo, Half-Life, and Homeworld because the game is suitable for the application of node-type storytelling and effectively uses graphic and input unit. This analysis explains the interface has the contents data that divided or shared and it means the interface performs its part of story nodes, which are extracted from the story, and choice. And we analogized that the story elemental can be substituted and used practically for interface because the stories made through the thing that users and developers are in the space of coexistence by the interface. Storytelling UI will be a good way to make a most intriguing piece as a joyful spontaneous complex that use story node. It is worth by reason of making by user and discovering live inner story so that it can approach to the substance of the story.

• Journal of Digital Convergence
• /
• v.14 no.11
• /
• pp.441-448
• /
• 2016

The purpose of this study was to identify the effects of mentoring senior core fundamental nursing skills education on clinical competence and critical thinking disposition in nursing students. The research design was a one group pre-posttest design and the participants were 57 nursing students. The contents consisted of 3 core fundamental nursing skills of vital sign, nelaton catheterization and subcutaneous injection and total duration of 6 hours. Mentoring seniors conducted to rapport forming & education and evaluated them after exercise and evaluation under the guidance of professor. Data were collected using self-administered questionnaires in pre-test and post-test, the collected data were analyzed using paired t-tests. The result shows the scores of clinical competence and critical thinking disposition were increased significantly after mentoring senior core fundamental nursing skills education in nursing students. The results indicate that this study was effective in improving nursing students clinical competence and critical thinking disposition in core fundamental nursing skills and is expected to be utilized in nusing practice education. Additional studies including those on control groups are recommended to compare difference between the experimental group and control group.