Physical Contact in Relationships

Relationship encounters are characterized by both verbal and nonverbal behaviors, one of which is physical touch. Other than handshakes (perhaps), touch is considered in Western society to be a relatively intimate form of emotional expression, and as such tends to be used with caution. The potential benefits and dangers of non-erotic physical contact between social workers and their clients, including handshakes, hugs, holding hands, patting, and stroking, have been debated for decades. Some theorists and practitioners assert that touch, when done with discretion and consent, may promote a client’s positive change, while others caution that such contact, regardless of intent, risks being harmful to clients. The purposes of this chapter are to review the literature on the effects of physical contact between clients and practitioners on their working relationship and to provide 10 recommendations for social workers who consider engaging in such contact.

Communicative Styles through the Prism of Intersubjectivity

The style people communicate has a significant impact on how they get the things they want, express needs, avoid conflicts, and make healthy intersubjective relationships. The success of communication is always the shared responsibilities of both communicators – the sender and the recipient. The article offers the theoretical assumptions and practical results of the research on the communicative correlation between the phenomenon of intersubjectivity, and the existence of the communication styles – assertive, aggressive, and submissive. The authors introduce a semiological approach to the paradigm of intersubjective processes, apply the conversation analysis to the material of English fictional discourse, and characterize the nonverbal profiles of the communication styles under investigation. The article aims at highlighting the specificity of intersubjectivity realization in different communicative styles according to the degree criterion and intensity features. The main findings of the research reveal the intersubjectivity as a communicative style forming principle, which differently actualizes the concept of ''self and other'' and manages the creation of the communicative climates (supportive or unsupportive) via verbal and nonverbal behaviors of the sender and the recipient who can or cannot demonstrate their intersubjective competence.

Communicative Styles through the Prism of Intersubjectivity

The style people communicate has a significant impact on how they get the things they want, express needs, avoid conflicts, and make healthy intersubjective relationships. The success of communication is always the shared responsibilities of both communicators – the sender and the recipient. The article offers the theoretical assumptions and practical results of the research on the communicative correlation between the phenomenon of intersubjectivity, and the existence of the communication styles – assertive, aggressive, and submissive. The authors introduce a semiological approach to the paradigm of intersubjective processes, apply the conversation analysis to the material of English fictional discourse, and characterize the nonverbal profiles of the communication styles under investigation. The article aims at highlighting the specificity of intersubjectivity realization in different communicative styles according to the degree criterion and intensity features. The main findings of the research reveal the intersubjectivity as a communicative style forming principle, which differently actualizes the concept of ''self and other'' and manages the creation of the communicative climates (supportive or unsupportive) via verbal and nonverbal behaviors of the sender and the recipient who can or cannot demonstrate their intersubjective competence.

Going Digital

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.

Assessing Multilingual Multicultural Teachers' Communication Styles

As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.

Words Can Shift: Dynamically Adjusting Word Representations Using Nonverbal Behaviors

Humans convey their intentions through the usage of both verbal and nonverbal behaviors during face-to-face communication. Speaker intentions often vary dynamically depending on different nonverbal contexts, such as vocal patterns and facial expressions. As a result, when modeling human language, it is essential to not only consider the literal meaning of the words but also the nonverbal contexts in which these words appear. To better model human language, we first model expressive nonverbal representations by analyzing the fine-grained visual and acoustic patterns that occur during word segments. In addition, we seek to capture the dynamic nature of nonverbal intents by shifting word representations based on the accompanying nonverbal behaviors. To this end, we propose the Recurrent Attended Variation Embedding Network (RAVEN) that models the fine-grained structure of nonverbal subword sequences and dynamically shifts word representations based on nonverbal cues. Our proposed model achieves competitive performance on two publicly available datasets for multimodal sentiment analysis and emotion recognition. We also visualize the shifted word representations in different nonverbal contexts and summarize common patterns regarding multimodal variations of word representations.

Assessing Multilingual Multicultural Teachers' Communication Styles

As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.

SUPERFLEX® LEARNING MODEL TO IMPROVE SOCIAL SKILLS

Social skills are the skills we use to Communicate and Interact with Each Other, both verbally and non-verbally, through gestures, body language and our personal appearance. Human beings are sociable creatures and we have developed many ways to Communicate our messages, thoughts and feelings with others. Social skills as the cognitive functions and specific verbal and nonverbal behaviors that an individual Engages in when interacting with others, Including both verbal and nonverbal skills. Behavior contained in the learners are not fully passed on just like that. When students think harder to solve problems, ask better questions, explain the answer in a more logical or hear with more attention, means that learners are in the process of learning. Problem inability of learners in social skills can be trained with Superflex® learning model where students are invited to become a social detective invited to do your own search problems regarding their behavior so as to become a social thinker and solve social problems.

PERILAKU VERBAL DAN NONVERBAL DALAM RANAH KESEHATAN PADA MASYARAKAT DI DUSUN TAMBRAN KIDUL KECAMATAN SEMIN KABUPATEN GUNUNGKIDUL (KAJIAN ETNOLINGUISTIK)

<div id="__if72ru4sdfsdfruh7fewui_once" style="display: none;"> </div><div id="__zsc_once"> <p>The aims of this study are (1) to describe the view of health and sickness in the cummunity of Tambran Kidul village; (2) to describe verbal and nonverbal behavior in healing and preventing the sickness in the cummunity of Tambran Kidul village; (3) to explain the reasons why verbal and nonverbal behaviors are very essential in healing and preventing the sickness on cummunity of Tambran Kidul village; and (4) to describe mindset, view of life, and worldview in the domain of health on the cummunity of Tambran Kidul village, Semin district, Gunungkidul regency.</p><p>This study is a descriptive qualitative. Data in this study consisted of primary data and secondary data. Primary data in the form of words in the event said the treatment and prevention of illness-disease using interviews and observation with informants (curer). Secondary data were obtained from books and journals by using literature study method. The data analysis used were ethno science and distributional method with the phases of analysis of domain, taxonomy, componential, and cultural theme. The result of the data analysis is presented through formal and informal method.</p>The result of this study shows that (1) there is a view of health and sickness based on cognition system of Javanese cummunity in Tambran Kidul village; (2) there are verbal and nonverbal behaviors such as (a) text of verbal and nonverbal behaviors are in form of micro and macro structures. Micro structure includes introduction, contents, and cover. Macro structures includes setting and scene, participants, purpose dan goal, act sequences, tone or spirit of act, instrumentalities, norms, and genres. (b) co-text which is kinetic or movement and material element (c) cultural, situational, socio-economic, and spiritual context. (3) the verbal and nonverbal behaviors are very essential because of some reasons (a) verbal behaviors is the realization of faith and hope in God; (b) nonverbal behaviors is the realization of a real action and (c) the existence of inner-energy<strong>, </strong>(4)<strong> </strong>the mindset of the Tambran Kidul villagers are; keeping a harmony, peaceful and principle of living together, <em>eling lan waspodho </em>remember and keep watch’, respecting forefathers, and living plainly.. The view of life are: <em>tepa slira</em> ‘mutual respect’; <em>ayom</em> ‘peaceful’, <em>ayem</em> ‘serene’,<strong> </strong><em>suka</em> ‘happy’; <em>asih samaning titah </em>‘love of neighbor’<strong>;</strong> and <em>nglurug tanpa bala </em>‘attack without troops’<em>, sugih tanpa bandha </em>‘rich without possessions’<em>, digdaya tanpa aji </em>‘divine power without talisman’. The worldview are: the existence of the highest holly spirit, forefathers <em>dhanyang </em>‘the ancestral spirits who protect the village’, and<em> mbok Sri </em>‘mother Sri’</div>