The NLP Program Development of Intrapersonal Intelligence Enhancement for the COVID-19 Crisis Management and the Analysis of Its Effect
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Purpose: Following the COVID-19 crisis, the solidarity among people in our society has discontinued and activi-ty restrictions have increased, and as a result, mental stress has risen significantly. Such a global pandemic crisis has prolonged despite numerous efforts have been made at the national level to address it. Therefore, along with the national crisis management, the need for a professional education program for enhancing the mental health of individuals has been called for. Accordingly, in this paper, as a method of the consciousness training for over-coming the pandemic, an education program was designed and executed to increase the intrapersonal intelli-gence, thereby demonstrating the effect of the education. Method: As a program to enhance the intrapersonal intelligence, pre-class was operated to minimize face-to-face classes for the short term in consideration of the pandemic situation. Towards this end, a program was de-signed with the teaching and learning structure of Flipped Learning to maximize the effect and efficiency of edu-cation. The program’s curriculum was developed into 10 sessions for adult learners, and a social media platform was utilized to operate the pre-class. Furthermore, the NLP coaching tool was used as a main teaching method for the program. In addition, to examine and validate the effect of the program, the corresponding sample t-test was conducted, while the educational effect was measured via the pre- and post-comparative validation between the experimental group and the control group. Results: As a result of executing the intrapersonal intelligence improvement program and conducting the pre- and post-tests, there was a significant difference in the scores for the entire intrapersonal intelligence test. The positive result of this program is analyzed to be a result of the systematic teaching design. Along with which, it may be interpreted as a result of enhancing the understanding of the self-reflection, immersion for learning, and the motivation for learning by undertaking the Flipped Learning based class strategies satisfying the needs of the 21st century learners. Conclusion: Moving forward, disasters and crises following the changes in the climate environment and indus-trial advancements are expected to continue in our society. Accordingly, a professional emotional management program which can help learners cope with the crisis situation should be in place. Moreover, the teaching and learning method and the operating system in a contactless situation should evolve as well. In this point of view, unlike the existing studies, this study has achieved distinction by reflecting educational elements satisfying the needs of the times and performing innovative teaching methods.
Abstract
Purpose: Following the COVID-19 crisis, the solidarity among people in our society has discontinued and activi-ty restrictions have increased, and as a result, mental stress has risen significantly. Such a global pandemic crisis has prolonged despite numerous efforts have been made at the national level to address it. Therefore, along with the national crisis management, the need for a professional education program for enhancing the mental health of individuals has been called for. Accordingly, in this paper, as a method of the consciousness training for over-coming the pandemic, an education program was designed and executed to increase the intrapersonal intelli-gence, thereby demonstrating the effect of the education. Method: As a program to enhance the intrapersonal intelligence, pre-class was operated to minimize face-to-face classes for the short term in consideration of the pandemic situation. Towards this end, a program was de-signed with the teaching and learning structure of Flipped Learning to maximize the effect and efficiency of edu-cation. The program’s curriculum was developed into 10 sessions for adult learners, and a social media platform was utilized to operate the pre-class. Furthermore, the NLP coaching tool was used as a main teaching method for the program. In addition, to examine and validate the effect of the program, the corresponding sample t-test was conducted, while the educational effect was measured via the pre- and post-comparative validation between the experimental group and the control group. Results: As a result of executing the intrapersonal intelligence improvement program and conducting the pre- and post-tests, there was a significant difference in the scores for the entire intrapersonal intelligence test. The positive result of this program is analyzed to be a result of the systematic teaching design. Along with which, it may be interpreted as a result of enhancing the understanding of the self-reflection, immersion for learning, and the motivation for learning by undertaking the Flipped Learning based class strategies satisfying the needs of the 21st century learners. Conclusion: Moving forward, disasters and crises following the changes in the climate environment and indus-trial advancements are expected to continue in our society. Accordingly, a professional emotional management program which can help learners cope with the crisis situation should be in place. Moreover, the teaching and learning method and the operating system in a contactless situation should evolve as well. In this point of view, unlike the existing studies, this study has achieved distinction by reflecting educational elements satisfying the needs of the times and performing innovative teaching methods.
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