Showing papers on "Interpersonal communication published in 2012"
Book•
21 Jun 2012TL;DR: In this article, the authors discuss how knowledge is presented, received, controlled, understood, and misunderstood by teachers and children in the classroom, and how knowledge can be misinterpreted by both adults and children.
Abstract: This book is about education as a communicative process, about how knowledge is presented, received, controlled, understood and misunderstood by teachers and children in the classroom.
1,347 citations
TL;DR: The authors identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.
Abstract: Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard skills. This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.
946 citations
TL;DR: Clinician implicit race bias and race and compliance stereotyping are associated with markers of poor visit communication and poor ratings of care, particularly among Black patients.
Abstract: Objectives. We examined the associations of clinicians’ implicit attitudes about race with visit communication and patient ratings of care.Methods. In a cross-sectional study of 40 primary care clinicians and 269 patients in urban community-based practices, we measured clinicians’ implicit general race bias and race and compliance stereotyping with 2 implicit association tests and related them to audiotape measures of visit communication and patient ratings.Results. Among Black patients, general race bias was associated with more clinician verbal dominance, lower patient positive affect, and poorer ratings of interpersonal care; race and compliance stereotyping was associated with longer visits, slower speech, less patient centeredness, and poorer ratings of interpersonal care. Among White patients, bias was associated with more verbal dominance and better ratings of interpersonal care; race and compliance stereotyping was associated with less verbal dominance, shorter visits, faster speech, more patient ...
601 citations
TL;DR: This research illustrates how theory from the social science literature can be applied to gain a more systematic understanding of online communities and how theory-inspired features can improve their success.
Abstract: Online communities are increasingly important to organizations and the general public, but there is little theoretically based research on what makes some online communities more successful than others. In this article, we apply theory from the field of social psychology to understand how online communities develop member attachment, an important dimension of community success. We implemented and empirically tested two sets of community features for building member attachment by strengthening either group identity or interpersonal bonds. To increase identity-based attachment, we gave members information about group activities and intergroup competition, and tools for group-level communication. To increase bond-based attachment, we gave members information about the activities of individual members and interpersonal similarity, and tools for interpersonal communication. Results from a six-month field experiment show that participants' visit frequency and self-reported attachment increased in both conditions. Community features intended to foster identity-based attachment had stronger effects than features intended to foster bond-based attachment. Participants in the identity condition with access to group profiles and repeated exposure to their group's activities visited their community twice as frequently as participants in other conditions. The new features also had stronger effects on newcomers than on old-timers. This research illustrates how theory from the social science literature can be applied to gain a more systematic understanding of online communities and how theory-inspired features can improve their success.
500 citations
TL;DR: In this article, the authors stress that risks in the context of natural hazards always involve interactions between natural (physical) and human (behavioural) factors, and that access to information and capacity for self-protection are typically distributed unevenly within populations.
Abstract: Understanding how people interpret risks and choose actions based on their interpretations is vital to any strategy for disaster reduction. We review relevant literature with the aim of developing a conceptual framework to guide future research in this area. We stress that risks in the context of natural hazards always involve interactions between natural (physical) and human (behavioural) factors. Decision-making under conditions of uncertainty is inadequately described by traditional models of 'rational choice'. Instead, attention needs to be paid to how people's interpretations of risks are shaped by their own experience, personal feelings and values, cultural beliefs and interpersonal and societal dynamics. Furthermore, access to information and capacity for self-protection are typically distributed unevenly within populations. Hence trust is a critical moderator of the effectiveness of any policy for risk communication and public engagement.
455 citations
Book•
31 Jul 2012
TL;DR: This book analyzes some of the main educational, social, and technological issues in the use of computer-mediated communication and computer networking for online collaborative learning, both in distance education and in corporate and organizational environments.
Abstract: This book analyzes some of the main educational, social, and technological issues in the use of computer-mediated communication and computer networkingfor online collaborative learning, both in distance education and in corporate and organizational environments. Collaborative learning is defined as "individual learning as a result of group interactions and processes". The papers in the book arose from a NATO Advanced Research Workshop held on the sailing ship Najaden. They focus on the use of computer conferencing as a medium which frees participants from the constraints of time and place, and which provides a "collective memory" of all group interactions and exchanges. The book contains contributions from users and implementors of computer conferencing systems in major universities and companies, from researchers and evaluators analyzing the processes and outcomes of online group learning, and from software designers working on new systems for enhancing networked collaboration in groups. Collectively, the contributions mark out the boundaries and directions for the "third generation" of distance education and open learning systems, based on the use of national, international, and global telematic networks for interpersonal communication and group interactions.
331 citations
TL;DR: This study introduced both a more granular measure of media multitasking and a new comparative measure ofMedia use versus time spent in face-to-face communication, and hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications for the social well-being of younger adolescents.
Abstract: An online survey of 3,461 North American girls ages 8–12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls’ media use—including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting—and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one’s room had little direct association with children’s socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.
323 citations
TL;DR: This article found that the attitudes of principals and teachers create an atmosphere for learning, often referred to as school climate, that influences school effectiveness, but little is known about how these climates emerge in some schools and not others.
Abstract: Purpose: Research finds that the attitudes of principals and teachers create an atmosphere for learning, often referred to as school climate, that influences school effectiveness. Other research shows that atmospheres of trust, shared vision, and openness create positive school climate conditions. Little is known, however, about how these climates emerge in some schools and not others. There is good theoretical reason to suspect that interpersonal relationships between principals and their teachers influence school professionals’ attitudes that define the broader school climate. Theories from organizational studies, social psychology, and sociology inform hypotheses about how affective, cathectic responses from interpersonal principal–teacher relationships explain variation in school professionals’ satisfaction, cohesion, and commitment levels. Research Design: Nationally representative data from the Schools and Staffing Survey, 2003–04, match principals to teachers in public elementary schools. Using str...
286 citations
01 Jan 2012
TL;DR: In this paper, the authors discuss the advantages of the use of social media for the sharing of knowledge and information among the different groups of people and promote the increase in the communication skills among the people especially among the learners/students of educational institutions.
Abstract: With the world in the midst of a social media revolution, it is more than obvious that social media like Facebook, twitter, orkut, MySpace, Skype etc., are used extensively for the purpose of communication. One of the most important advantages of the use of social media is the online sharing of knowledge and information among the different groups of people. This online sharing of information also promotes the increase in the communication skills among the people especially among the learners/students of educational institutions. Online tools and technology has not only mediated communication in countless ways, but that the very ways we communicate and even the ways we talk and think about communication are changing as a result. Social media have the potential to fundamentally change the character of our social lives, both on an interpersonal and a community level.
284 citations
Journal Article•
TL;DR: A meta-analysis conducted by Novak, Markey, and Allen as discussed by the authors showed that service-learning does in fact increase student learning and has a positive influence on student learning outcomes irrespective of the way learning was measured.
Abstract: Research studies reflect mixed results on whether or not service-learning increases student learning outcomes The current study seeks to reconcile these findings by extending a meta-analysis conducted by Novak, Markey, and Allen (2007) in which these authors examined service-learning and student learning outcomes In the current study, 11 research studies satisfying particular criteria were included Results suggest that service-learning does in fact increase student learning (d = 332) Results from moderator analyses suggest that service-learning has a positive influence on student learning outcomes irrespective of the way learning was measured Experiential learning methods, including servicelearning, are increasing among universities across the United States Many disciplines share in this enthusiasm, with an increase in academic courses across disciplines, including communication, using the service-learning pedagogy (Oster-Aaland, Sellnow, Nelson, & Pearson, 2004; Sellnow & Oster, 1997) By definition, service-learning is a pedagogical strategy in which students engage in community service that will enhance their understanding of course concepts and enable them to make contributions to their communities (Rhodes & Davis, 2001) Furthermore, Eyler and Giles (1999) suggest that the service-learning experience needs to satisfy four criteria to be considered successful: (1) personal and interpersonal development, (2) understanding and applying knowledge learned in class, (3) perspective transformation, and (4) developed sense of citizenship
234 citations
TL;DR: Simultaneously addressing the individual and institutional level influences on mental health offers the most promising help for students.
Abstract: Objective: This study investigates the individual, interpersonal, and institutional level factors that are associated with overall mental health among college students. Participants: Data are from an online cross-sectional survey of 2,203 students currently enrolled at a large public university. Methods: Mental health was ascertained using a subcomponent of the RAND Medical Outcomes Study functioning and well-being measures developed by the RAND corporation. Stepwise regression was used to determine if self-reported measures of individual (ie, coping abilities), interpersonal (ie, intergroup awareness), and institutional (ie, campus climate/tension) level factors were associated with overall mental health, after controlling for demographic characteristics. Results: The combined effects of both individual and institutional level measures were associated with student mental health. In particular, limited coping abilities and a perceived racially tense campus climate contributed to the psychological...
TL;DR: This study specifies dynamic uses and gratifications of social media in the everyday lives of college students using experience sampling data across 4weeks to account for the situated, adaptive, and dynamic nature of mediated cognition and behavior.
TL;DR: High fidelity simulation is able to provide participants with a learning environment in which to develop non-technical skills, that is safe and controlled so that the participants are able to make mistakes, correct those mistakes in real time and learn from them, without fear of compromising patient safety.
Abstract: Aim: To review the literature on the use of simulation in the development of non-technical skills in nursing Background: The potential risks to patients associated with learning 'at the bedside' are becoming increasingly unacceptable, and the search for innovative education and training methods that do not expose the patient to preventable errors continues. All the evidence shows that a significant proportion of adverse events in health care is caused by problems relating to the application of the 'non-technical' skills of communication, teamwork, leadership and decision- making. Results: Simulation is positively associated with significantly improved interpersonal communication skills at patient handover, and it has also been clearly shown to improve team behaviours in a wide variety of clinical contexts and clinical personnel, associated with improved team performance in the management of crisis situations. It also enables the effective development of transferable, transformational leadership skills, and has also been demonstrated to improve students' critical thinking and clinical reasoning in complex care situations, and to aid in the development of students' self-efficacy and confidence in their own clinical abilities. Conclusion: High fidelity simulation is able to provide participants with a learning environment in which to develop non- technical skills, that is safe and controlled so that the participants are able to make mistakes, correct those mistakes in real time and learn from them, without fear of compromising patient safety. Participants in simulation are also able to rehearse the clinical management of rare, complex or crisis situations in a valid representation of clinical practice, before practising on patients.
02 Sep 2012
TL;DR: These prospective, longitudinal findings demonstrate diminished prematurity effects at adolescence in peer friendship behavior and reveal interpersonal dyadic processes that are important to peer group affiliation and other areas of competence.
Abstract: Close friendships become important at middle-school age and are unexplored in adolescents born prematurely. The study aimed to characterize friendship behaviors of formerly preterm infants at age 12 and explore similarities and differences between preterm and full-term peers on dyadic friendship types. From the full sample of N=186, one hundred sixty-six 12-year-old adolescents (40 born full term, 126 born preterm) invited a close friend to a 1.5 hour videotaped laboratory play session. Twenty adolescents were unable to participate due to scheduling conflicts or developmental disability. Characteristic friendship behaviors were identified by Q-sort followed by Q-factoring analysis. Friendship duration, age, and contact differed between the full-term and preterm groups but friendship activities, behaviors, and quality were similar despite school service use. Three Q-factors, leadership, distancing, and mutual playfulness, were most characteristic of all dyads, regardless of prematurity. These prospective, longitudinal findings demonstrate diminished prematurity effects at adolescence in peer friendship behavior and reveal interpersonal dyadic processes that are important to peer group affiliation and other areas of competence.
Book•
02 Apr 2012TL;DR: Siegel's Pocket Guide to Interpersonal Neurobiology as mentioned in this paper is designed to aid in personal and professional application of the interpersonal neurobiology approach to developing a healthy mind, an integrated brain, and empathic relationships.
Abstract: Many fields have explored the nature of mental life from psychology to psychiatry, literature to linguistics. Yet no common "framework" where each of these important perspectives can be honored and integrated with one another has been created in which a person seeking their collective wisdom can find answers to some basic questions, such as, What is the purpose of life? Why are we here? How do we know things, how are we conscious of ourselves? What is the mind? What makes a mind healthy or unwell? And, perhaps most importantly: What is the connection among the mind, the brain, and our relationships with one another? Our mental lives are profoundly relational. The interactions we have with one another shape our mental world. Yet as any neuroscientist will tell you, the mind is shaped by the firing patterns in the brain. And so how can we reconcile this tension-that the mind is both embodied and relational? Interpersonal Neurobiology is a way of thinking across this apparent conceptual divide. This Pocket Guide to Interpersonal Neurobiology is designed to aid in your personal and professional application of the interpersonal neurobiology approach to developing a healthy mind, an integrated brain, and empathic relationships. It is also designed to assist you in seeing the intricate foundations of interpersonal neurobiology as you read other books in the Norton Series on Interpersonal Neurobiology. Praise for Daniel J. Siegel's books: "Siegel is a must-read author for anyone interested in the science of the mind." -Daniel Goleman, author of Social Intelligence: The New Science of Human Relationships "[S]tands out for its skillful weaving together of the interpersonal, the inner world, the latest science, and practical applications." -Jack Kornfield, PhD, founding teacher of the Insight Meditation Society and Spirit Rock Center, and author of A Path With Heart "Siegel has both a meticulous understanding of the roles of different parts of the brain and an intimate relationship with mindfulness . . . [A]n exciting glimpse of an uncharted territory of neuroscience." -Scientific American Mind "Dr. Daniel Siegel is one of the most thoughtful, eloquent, scientifically solid and reputable exponents of mind/body/brain integration in the world today." -Jon Kabat-Zinn, PhD, author of Wherever You Go, There You Are, Full Catastrophe Living, and Coming to Our Senses
TL;DR: This article examined the influence of computer-mediated communication apprehension on motives for using the interactive features on Facebook and found that interpersonal communication, self-expression, and entertainment motives all significantly predicted use of interactive features.
Abstract: The purpose of this study is to examine the influence of computer-mediated communication apprehension on motives for using the interactive features on Facebook. An online survey was completed by 417 undergraduate students. Guided by uses and gratifications theory, communication apprehension in a computer-mediated context was found to be inversely related to interpersonal, self-expression, entertainment, and passing time motives for using Facebook. This study also investigated how Facebook motives predict the use of its interactive features. Interpersonal communication, self-expression, and entertainment motives all significantly predicted use of interactive features on Facebook.
TL;DR: Structural equation modeling revealed that greater job security and opportunities for professional development, and lower work-life conflict were associated with psychological need satisfaction, which was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes.
Abstract: Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches' perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work-life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work-life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches' psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.
TL;DR: In this article, a multilevel experimental design was proposed to evaluate the influence of interpersonal communication in a large-scale voter-mobilization experiment conducted in Chicago during a special election in 2009.
Abstract: Interpersonal communication presents a methodological challenge and a research opportunity for researchers involved in field experiments. The challenge is that communication among subjects blurs the line between treatment and control conditions. When treatment effects are transmitted from subject to subject, the stable unit treatment value assumption (SUTVA) is violated, and comparison of treatment and control outcomes may provide a biased assessment of the treatment’s causal influence. Social scientists are increasingly interested in the substantive phenomena that lead to SUTVA violations, such as communication in advance of an election. Experimental designs that gauge SUTVA violations provide useful insights into the extent and influence of interpersonal communication. This article illustrates the value of one such design, a multilevel experiment in which treatments are randomly assigned to individuals and varying proportions of their neighbors. After describing the theoretical and statistical underpinnings of this design, we apply it to a large-scale voter-mobilization experiment conducted in Chicago during a special election in 2009 using social-pressure mailings that highlight individual electoral participation. We find some evidence of within-household spillovers but no evidence of spillovers across households. We conclude by discussing how multilevel designs might be employed in other substantive domains, such as the study of deterrence and policy diffusion.
TL;DR: In this article, the authors integrated predictions from the group value model of justice with an esteem threat framework of deviance to examine the within-person relation between interpersonal justice and workplace deviance.
TL;DR: In this article, the authors explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students, and investigated the link between teacherstudent interpersonal behaviour and academic motivation across the school year.
Abstract: The present study explored the developmental changes of teacher–student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher–student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of within-year changes in teacher–student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher–student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gen...
Book•
17 Jan 2012
TL;DR: In this paper, the authors discuss the role of history in intercultural communication, and the roles of power in Intercultural communication in the context of globalization, and present strategies for social justice in the global context.
Abstract: Chapter 1: Opening the Conversation: Studying Intercultural Communication Definitions of Culture Studying Intercultural Communication Intercultural Praxis in the Context of Globalization Summary Key Terms Discussion Questions and Activities References Chapter 2: Understanding the Context of Globalization The Role of History in Intercultural Communication The Role of Power in Intercultural Communication Intercultural Communication in the Context of Globalization Intercultural Dimensions of Economic Globalization Intercultural Dimensions of Political Globalization Intercultural Dimensions of Cultural Globalization Summary Key Terms Discussion Questions and Activities References Chapter 3: Globalizing Body Politics: Embodied Verbal and Nonverbal Communication Hip Hop Culture Constructing Social Worlds Through Communication Marking Difference Through Communication The Social Construction of Race: From Colonization to Globalization Resignifying Race in the Context of Globalization Hip Hop Culture: Alternative Performances of Difference Summary Key Terms Discussion Questions and Activities References Chapter 4: (Dis)Placing Culture and Cultural Space: Locations of Nonverbal and Verbal Communication Placing Culture and Cultural Space Displacing Culture and Cultural Space Case Study: Hip Hop Culture Cultural Space, Power, and Communication Summary Key Terms Discussion Questions and Activities References Chapter 5: Privileging Relationships: Intercultural Communication in Interpersonal Contexts Topography of Intercultural Relationships Intercultural Relationships in the Workplace Forming and Sustaining Intercultural Relationships Cyberspace and Intercultural Relationships Intercultural Alliances for Social Justice in the Global Context Summary Key Terms Discussion Questions and Activities References Chapter 6: Crossing Borders: Migration and Intercultural Adaptation Migrants Historical Overview of World Migration Migration Trends in the Context of Globalization Theories of Migration and Intercultural Adaptation Case Studies: Migration and Intercultural Adaptation Summary Key Terms Discussion Questions and Activities References Chapter 7: Jamming Media and Popular Culture: Analyzing Messages About Diverse Cultures Media, Popular Culture, and Globalization Popular Culture, Intercultural Communication, and Globalization Global and Regional Media Circuits Producing and Consuming Popular Culture Popular Culture, Representation, and Resistance Resisting and Re-Creating Media and Popular Culture Summary Key Terms Discussion Questions and Activities References Chapter 8: The Culture of Capitalism and the Business of Intercultural Communication Historical Context: Capitalism and Globalization The Culture of Capitalism The Intercultural Marketplace Case Study 1: Consuming and Romanticizing the "Other" Case Study 2: Consuming and Desiring the "Other" Case Study 3: Consuming Cultural Spectacles Economic Responsibility and Intercultural Communication Summary Key Terms Discussion Questions and Activities References Chapter 9: Negotiating Intercultural Conflict and Social Justice: Strategies for Intercultural Relations Intercultural Conflict: A Multidimensional Framework of Analysis Case Study 1: Interpersonal Context Case Study 2: Intergroup Context Case Study 3: International and Global Context Strategies for Addressing Intercultural Conflict Summary Key Terms Discussion Questions and Activities References Chapter 10: Engaging Intercultural Communication for Social Justice: Challenges and Possibilities for Global Citizenship Becoming Global Citizens in the 21st Century "Hope in the Dark": From Apathy to Empowerment Intercultural Alliances for Social Justice Case Study: Community Coalition of South Los Angeles Summary Key Terms Discussion Questions and Activities References
TL;DR: The authors investigated how attachment style, personality traits based on the Five Factor Model, and self-esteem were related to perceptions of interpersonal competency and Facebook use among emerging adults in college.
TL;DR: This article investigated the effect of professional development on preschool teachers' conversational responsivity in the classroom, defined as teachers' use of strategies to promote children's participation in extended conversational exchanges (communicationfacilitating strategies) and exposure to advanced linguistic models (language-developing strategies), and the resultant impact on proximal child language outcomes.
TL;DR: The authors argue that routine encounters with non-English-speaking immigrants cause many individuals to feel threatened because of real barriers to interpersonal communication and exchange, and draw upon survey and experimental data to demonstrate that local contact with immigrants who speak little to no English, as well as incidental exposure to the Spanish language, heighten feelings of cultural threat which increases anti-immigrant sentiment and policy preferences.
Abstract: In the present article, we extend the notion of cultural threat posed by immigrants beyond its current conceptualization as symbolic, collective-level threats to American culture and identity. Instead, we argue that routine encounters with non-English-speaking immigrants cause many individuals to feel threatened because of real barriers to interpersonal communication and exchange. We draw upon survey and experimental data to demonstrate that local contact with immigrants who speak little to no English, as well as incidental exposure to the Spanish language, heighten feelings of cultural threat, which increases anti-immigrant sentiment and policy preferences.
TL;DR: Results support the idea that communication is an integral component of successful interventions to increase male involvement in family planning, and it provides an effective model for involving men in family-planning use.
Abstract: Research suggests that spousal communication and male involvement in decision making can positively influence family-planning use and continuation. However, few existing studies explore the dynamics of this communication and how they factor into family-planning decision making. Building upon a recent evaluation of a theory-based male-involvement intervention in Malawi, this study aimed to fill this gap by examining the role of communication in the intervention's success, through semi-structured in-depth interviews with male participants and female partners of study participants. Results support the idea that communication is an integral component of successful interventions to increase male involvement in family planning. Participants reported improvements in spousal communication, increased frequency of communication, and an increase in shared decision making as a result of the study, which directly contributed to their family-planning use. This effect was often mediated through increased knowledge or reduced male opposition to family planning. Further analysis of communication and decision-making dynamics revealed shifts in gendered communication norms, leading to improvements in spousal relationships in addition to contraceptive uptake. This study shows that interventions can and should encourage spousal communication and shared decision making, and it provides an effective model for involving men in family-planning use.
TL;DR: In this paper, the authors investigate the effect of interpersonal trust, team leader support, rewards, and knowledge sharing mechanisms on voluntary knowledge sharing in software development project teams in Sri Lanka.
Abstract: Purpose – The purpose of this paper is to investigate the effect of interpersonal trust, team leader support, rewards, and knowledge sharing mechanisms on voluntary knowledge sharing in software development project teams in Sri Lanka.Design/methodology/approach – Survey methodology was used and 150 software developers who were directly involved in developing and maintaining a software product from project teams responded. Regression analysis was used for data analysis.Findings – Interpersonal trust and rewards have significant positive effects on knowledge sharing. Although it was anticipated that the team leader support would be a significant predictor of knowledge sharing, the results did not provide evidence for a positive and significant relationship. “Work‐group communications” and “Personal interactions” had significant positive effects on knowledge sharing.Originality/value – It is expected that the findings of this study will provide useful information to better understand the predictors of the ex...
TL;DR: This paper found that when textual and photographic cues are presented alone, the principle of textual primacy predicted results; however, when cues were presented together in the context of a Facebook profile, the data were consistent with a visual primacy, such that photographs more strongly influenced judgments of social orientation.
Abstract: Scholars of computer-mediated communication have long been interested in the way in which interpersonal impressions form among computer users. Early Internet research explored how people used text-based social information to form impressions of others. However, sociotechnological systems now allow users to present themselves in a variety of forms. The first study found that when textual and photographic cues were presented alone, the principle of textual primacy predicted results; however, Study 2 found when cues were presented together in the context of a Facebook profile, the data were consistent with a visual primacy—negativity perspective such that photographs more strongly influenced judgments of social orientation, and textual cues influenced social orientation judgments when accompanied by an introverted photograph.
Journal Article•
TL;DR: By talking with employees, rather than simply issuing orders, leaders can promote operational flexibility, employee engagement, and tight strategic alignment, the authors concluded.
Abstract: Globalization and new technologies have sharply reduced the efficacy of command-and-control management and its accompanying forms of corporate communication. In the course of a recent research project, the authors concluded that by talking with employees, rather than simply issuing orders, leaders can promote operational flexibility, employee engagement, and tight strategic alignment. Groysberg and Slind have identified four elements of organizational conversation that reflect the essential attributes of interpersonal conversation: intimacy, interactivity, inclusion, and intentionality. Intimacy shifts the focus from a top-down distribution of information to a bottom-up exchange of ideas. Organizational conversation is less corporate in tone and more casual. And it's less about issuing and taking orders than about asking and answering questions. Interactivity entails shunning the simplicity of monologue and embracing the unpredictable vitality of dialogue. Traditional one-way media-print and broadcast, in particular-give way to social media buttressed by social thinking. Inclusion turns employees into full-fledged conversation partners, entitling them to provide their own ideas, often on company channels. They can create content and act as brand ambassadors, thought leaders, and storytellers. Intentionality enables leaders and employees to derive strategically relevant action from the push and pull of discussion and debate.
06 Dec 2012
TL;DR: The role of the National Institute on Drug Abuse in Drug Abuse Prevention Research is discussed in this article, where C.R. Schuster discusses the history and perspectives of drug abuse prevention.
Abstract: Contents: C.R. Schuster, Foreword. Preface. Part I:Drug Abuse Prevention: History and Perspectives. W.J. Bukoski, A Definition of Drug Abuse Prevention Research. C.G. Leukefeld, The Role of the National Institute on Drug Abuse in Drug Abuse Prevention Research. R.W. Pickens, D.S. Svikis, Prevention of Drug Abuse: Targeting Risk Factors. Part II:Communication: Past and Potential Roles. E. Wartella, S. Middlestadt, Mass Communication and Persuasion: The Evolution of Direct Effects, Limited Effects, Information Processing, and Affect and Arousal Models. R.E. Petty, S.M. Baker, F. Gleicher, Attitudes and Drug Abuse Prevention: Implications of the Elaboration Likelihood Model of Persuasion. Part III:Mass Communication, Social Systems, and Drug Abuse Prevention. L.D. Johnston, Toward a Theory of Drug Epidemics. J.G. Bachman, L.D. Johnston, P.M. O'Malley, How Changes in Drug Use Are Linked to Perceived Risks and Disapproval: Evidence From National Studies That Youth and Young Adults Respond to Information About the Consequences of Drug Use. G.S. Black, Changing Attitudes Toward Drug Use: The Effects of Advertising. Part IV:Mass Communication and the Individual: Targeting Messages and Programs at Sensation Seekers. M.T. Bardo, C.W. Mueller, Sensation Seeking and Drug Abuse Prevention From a Biological Perspective. L. Donohew, E. Lorch, P. Palmgreen, Sensation Seeking and Targeting of Televised Anti-Drug PSAs. Part V:Interpersonal, School, and Community Approaches. A.E. Beisecker, Interpersonal Approaches to Drug Abuse Prevention. E.R. Oetting, S. Spooner, F. Beauvais, J. Banning, Prevention, Peer Clusters, and the Paths to Drug Abuse. S.G. Forman, J.A. Linney, School-Based Social and Personal Coping Skills Training. J.D. Hawkins, R.F. Catalano, L.A. Kent, Combining Broadcast Media and Parent Education to Prevent Teenage Drug Abuse. R.R. Clayton, A. Cattarello, L.E. Day, K.P. Walden, Persuasive Communication and Drug Prevention: An Evaluation of the DARE Program. Part VI:An Overview of Communication and Drug Abuse Prevention. T.L. Thompson, L.P. Cusella, Muddling Through Toward Small Wins: On the Need for Requisite Variety.
TL;DR: In this article, a model of the relationship, based on evolved human characteristics related to healing, is presented that integrates common factors and specific ingredients, after the initial bond is formed, the relationship involves three healing aspects: the real relationship, the creation of expectations, and participation in healthy actions.
Abstract: A debate exists about whether the common factors or specific ingredients are critical to producing the benefits of psychotherapy. A model of the relationship, based on evolved human characteristics related to healing, is presented that integrates common factors and specific ingredients. After the initial bond is formed, the relationship involves three healing aspects: the real relationship, the creation of expectations, and participation in healthy actions.