Interpersonal communication

About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.

Bilingual Children: From Birth to Teens

Abstract: Part 1 Bilingualism: what is it? is it an advantage or disadvantage? Part 2 Establishing bilingualism in the family: motives for creating bilingualism infant bilingualism. Part 3 Communication in the family - how it works: stages of linguistic development the children's communication strategies the children addressing both parents simultaneously addressing father plus monolingual child to child and brother to sister communication private speech dreams communication with animals and toys. Part 4 Departures from normal language choice in the family: role play the mother's knowledge of German privacy storytelling by the parents code switching and triggering quotational switching - in storytelling. Part 5 Influences from outside the immediate family: attitudes of monolingual English speakers peer group pressure German-English bilinguals. Part 6 Further problems: reluctance to speak the home language effect of the father's not being a native speaker of German. Part 7 Measuring proficiency in both languages: vocabulary, fluency, accuracy, storytelling syntactic, lexical, phonological and semantic transference. Part 8 Biliteracy. Part 9 How the children view bilingualism. Part 10 Two varieties of German meet - a family language and a national language. Part 11 Other aids to the development of bilingualism: books, magazines, records, games, outings, shops etc schools and playgroups camps and clubs visits to and from the linguistic homeland language maintenance for parents.

Intergroup Contact and Grandparent-Grandchild Communication: The Effects of Self-Disclosure on Implicit and Explicit Biases Against Older People

Abstract: This study investigated contact and ageism on both the implicit and the explicit level. We examined the role of grandparent–grandchild communication (in terms of self-disclosure) and its relations ...

Parent-Teen Communication About Sexual Topics

Abstract: Parent-teen communication about sexual topics was examined in 666 mother-teen and 510 father-teen pairs. Parents and their 8th- through 12th-grade children completed parallel surveys that assessed demographic, relationship, and attitudinal variables hypothesized to be linked to sexual communication. Logistic regression analyses were used to determine which variables were linked to teens' reports of “one good talk” about each of three sexual topics (whether teen sex is okay, the dangers of AIDS and other sexually transmitted diseases, and birth control) in the past year. Aside from gender of parents and teens, demographic variables were largely nonsignificant in the final models. Instead, relationship and attitudinal variables were linked to sexual discussions in both mother-teen and father-teen dyads. Discussion focused on implications for program development and directions for future research.

Parallel Processes in Counseling and Supervision: A Case Study.

Abstract: Were concerned with the reciprocal, interlocking processes of supervision and counseling. To examine the theoretical model of parallel process, we applied social psychological theories of selfpresentation and interpersonal influence in an in-depth case study (1 client, 1 counselor trainee, and 1 supervisor) of the naturally developing therapeutic and supervisory relationships. Multiple indexes of the process and outcome (of both treatments) provided self-reported and verbal communication data. Results point to the similar aspects of the two relationships, the possible indicators of parallel process, and an identification of the behavioral features of the supervisor's style. Conclusions provide guidance for more extensive research along these lines. Understanding the supervisory process and its effects on trainees and their clients has been hampered in three ways. First, most conceptual models of supervision rely on extrapolations from counseling theory. Although the supervisory and counseling processes share some important features—the emphasis on learning, empathy, personal growth, responsibility, and so forth—they differ in major ways that only recently have been acknowledged. Most important, in contrast to counseling, supervisors provide their trainees with an explicit performance evaluation that has considerable real-life consequences (Holloway, 1984). Second, there is little in the literature to suggest how to supervise, probably because little empirical evidence suggests what experienced, effective supervisors actually do. Third, the majority of conceptual models and published studies have failed to consider client factors as sources of variance. Any experienced supervisor is aware that one's work with a trainee can vary greatly depending on the client in question. Also, supervisors' evaluations of their trainees tend to fluctuate when the client improves or deteriorates (Ward, Friedlander, Schoen, & Klein, 1985). In our study we address each of these shortcominp in the literature. Our focus is the reciprocal, interlocking processes of counseling and supervision. Specifically, this case investigation (1 supervisor, 1 counselor trainee, and 1 client) was an attempt to determine the extent to which various relational aspects in counseling and supervision are similar and if interpersonal dynamics in either dyad carry over in a parallel fashion to the other dyad. Some authors (e.g., Doehrman, 1976; Ekstein & Wallerstein, 1972) have described parallel process phenomena, whereby trainees unconsciously present themselves to their This investigation was partially funded by a Faculty Research