1) coping education
应对技能培训
2) Skill Training
技能培训
1.
Setting up skill training practice courses and cultivating innovational talents with practice ability;
开设技能培训实践课,培养有实践能力的创新型人才
2.
Special skill training and features in sport industry
体育行业特有职业(工种)技能培训及其特征研究
3.
Objective To explore the method and meaning of cardiopulmonary resuscitation skill training of drivers.
目的探讨对驾驶人员进行心肺复苏技能培训的方法及意义。
3) skills-training
技能培训
1.
This paper analysed the problems of skills-training on the machinery department at present, introduced the implementation process and effect of the new skills-training mode.
指出目前机械专业技能培训存在的问题 ,介绍新型技能培训模式的实施过程和实施效果 ,事实证明新模式对提高学生综合素质起了重要作用。
4) skills training
技能培训
1.
This article suggests developing alternative industries,supplying jobs,holding skills training,improving employment ability,strengthening export of labor service,broadening employment range,fostering compe.
本文建议发展接替产业,创造就业岗位;开展技能培训,提高就业能力;做强劳务输出,扩大就业范围;培养创业能人,调动就业热情;鼓励自谋职业、引导就业增岗;完善援助机制,帮扶就业群体,真正使资源枯竭型城市走出就业困境。
2.
Objective: To investigate the effect of emergency care simulator(ECS) in skills training of cardiopulmonary resuscitation,to find an effective way of clinical teaching to enhance the integrated skills of medical students.
方法:在长海医院实习生和住院医生的心肺复苏教学中,引入ECS模拟人进行技能培训并考核,课程结束后采用问卷调查方式收集学生对这种新教学方式的评价。
5) coping-skills training
应对技能训练
1.
It was important that found out college students how to cope with stress, and carried out coping-style & coping-skills training.
然后根据调查研究的结果选出一部分大学生(共27人，男16，女11)，进行应对方式和应对技能训练。
6) coping skills training
应对技能训练
1.
Based on this research, an intervention research was carried out and the effects of the coping skills training were investigated.
在此基础上，对学生的应对技能进行干预研究，考察应对技能训练对初二学生的应对方式、应对效能和心理适应的影响。
补充资料：应对技能干预
应对技能干预
coping skill interventions
应对技能干预(eoping skill interven-tlons)又称“应对技巧干预”，用来帮助病人培育能用十各种应激场合的一系列有效应付行为的种种技术。这些技术包括隐蔽示范法和自助程序，借此教会病人通过放松训练、焦虑处理训练和应激免疫法来应付而不是回避应激源的挑战。故应对技能干预是一套控制心理应激的积极方法。应对技能干预的理论和方法来自于认知行为治疗和问题解决一干预法。这些疗法的共同特点是:(l)强调并让病人充分认识到认知中介因素在个人问题行为发生中的作用。(2)训练病人学会对自己的思想活动实施自我监狈U。(3)对病人进行问题解决基本原则的训练。(4)为病人示范应有的或适应性的“自我陈述”。(5)让病人实际地演练这些适应性的自我陈述语。(6)将上述诸种方法和解决问题的技巧逐渐地应用于困难的课题，实现由治疗场所向实际生活的过渡或学习迁移。 (梁宝勇撰徐俊觅审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条