scholarly journals The Importance of Nonverbal Communication Skills

2010 ◽  
Vol 22 (2) ◽  
pp. 149-150 ◽  
Author(s):  
Su Jin Chae
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills

Training Verbal and Nonverbal Communication Interview Skills to Adolescents

2016 ◽  
Vol 38 (4) ◽  
pp. 206-218
Author(s):  
Abbie Olszewski ◽  
Anna Panorska ◽  
Sandra Laing Gillam
Keyword(s):  
Nonverbal Communication ◽  
Goal Setting ◽  
Communication Skills ◽  
Performance Feedback ◽  
Study Skills ◽  
Positive Outcomes ◽  
Workforce Readiness ◽  
Program Language ◽  
Before And After ◽  
Ideal Student

Adolescents’ verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS program incorporated aspects of modeling, operationalized behaviors, performance, feedback, and self-regulatory goal setting. The active comparison ISW program taught study skill strategies. Adolescents participated in three interviews before (Pretest) and after both programs (Posttest 1, Posttest 2). Findings revealed that both adolescents’ verbal and nonverbal communication skills improved significantly immediately after completion of the LFS program only at Posttest 1 and Posttest 2. However, only nonverbal communication skills improved at Posttest 1 when comparing results between LFS and ISW. Findings suggest that both programs yielded some positive outcomes for adolescents.

Respectful Communication and Social Skills for Children

RAINBOW ◽  
2017 ◽  
pp. 61-66
Author(s):  
Amy E. West ◽  
Sally M. Weinstein ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Social Skills ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Emotional Expression ◽  
Family Relationships ◽  
Treatment Protocol ◽  
Eye Contact ◽  
Good Friend

Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.

Can nonverbal communication skills be taught?

2010 ◽  
Vol 32 (10) ◽  
pp. 860-863 ◽  
Author(s):  
Hirono Ishikawa ◽  
Hideki Hashimoto ◽  
Makoto Kinoshita ◽  
Eiji Yano
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills

scholarly journals Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Fathimah Salma Zahirah ◽  
Didi Sukyadi
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Body Movement ◽  
Deaf Children ◽  
Special Treatment ◽  
Teaching Material ◽  
Deaf Students ◽  
Language Functions ◽  
Kindergarten Classroom ◽  
Teaching Learning

Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]

Predicting Patient Satisfaction from Physicians??? Nonverbal Communication Skills

Medical Care ◽  
1980 ◽  
Vol 18 (4) ◽  
pp. 376-387 ◽  
Author(s):  
M Robin DiMatteo ◽  
Angelo Taranta ◽  
Howard S. Friedman ◽  
Louise M. Prince
Keyword(s):  
Patient Satisfaction ◽  
Nonverbal Communication ◽  
Communication Skills

scholarly journals Nonverbal communication in the process of teaching Russian as a foreign language

Litera ◽  
2021 ◽  
pp. 11-18
Author(s):  
Min Xu
Keyword(s):  
Foreign Language ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Learning Process ◽  
Research Methodology ◽  
Analytical Methods ◽  
Practical Importance ◽  
Communication Process ◽  
Interpersonal Contact ◽  
The Subject

The command of nonverbal communication skills contributes to the establishment of interpersonal contact, creating a favorable atmosphere, including during the classes “Russian as a Foreign Language”. In the context of teaching Russian as a foreign language, nonverbal communication plays a significant role in the communication process. The subject of theis research is the peculiarities of nonverbal communication in the process of teaching Russian as a foreign language. The object of this research is the process of teaching Russian as a foreign language. The article employs comparative, descriptive and analytical methods of research. Methodology is based on the works of the  Russian authors (T. A. Gridina, V. N. Kunitsyn, V. U. Nogaev, and others). Practical importance lies in applicability of the acquired results to the development of textbooks on the topic, as well as “Russian as a Foreign Language” classes. The author examines various aspects of nonverbal communication and determines the means that may complement verbalization, thereby improving the learning efficiency. The novelty of this paper consists in the attempt to broaden didactic methods of teaching Russian as a foreign language from the perspective of effectiveness of nonverbal means of communication as a didactic instrument. The conclusion is made that flexible use of nonverbal communication in teaching Russian as a foreign language may enhance motivation of students; improve the learning process alongside professional competencies of the pedagogue.

scholarly journals Renouveler les modèles de la communication et de la coopération par l'improvisation : Org’impro, une recherche-action innovante

2017 ◽  
pp. 162-178 ◽  
Author(s):  
Valérie Lépine ◽  
Fabienne Martin-Juchat ◽  
Thierry Ménissier
Keyword(s):  
Action Research ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Skills Training ◽  
Cooperative Work ◽  
Communication Skills Training ◽  
Compte Rendu ◽  
The University

Cette contribution s’inscrit dans la continuité des recherches qui questionnent la formation en compétences communicationnelles des futurs cadres (professionnels de la communication et managers). Elle met en évidence la place du non verbal dans l’élaboration du faire ensemble et interroge les modèles enseignés sur le rôle de ce type de communication dans la construction d’un projet collectif. Par le compte-rendu et l’analyse d’une proposition pédagogique originale intitulée « Org’impro », recherche-action dans le domaine de la formation ayant impliqué des chorégraphes spécialistes de l’improvisation et portée par l’Université Grenoble Alpes, notre propos est de nourrir la pédagogie par la recherche et de développer des dispositifs de formation transférables dans les organisations. This contribution takes place into the field of researches that question the communication skills training for future managers (communication professionals and managers). It highlights importance of nonverbal communication in cooperative work and questions the models taught about the role of this type of communication for building a collective project. By the report and analysis of an original educational proposal entitled « Org’impro « , an action research in the field of training that involved specialists choreographers of improvisation and managed by the University of Grenoble Alpes, our purpose is to increase the pedagogy research and develop training devices transferable in organizations.

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