Development Of Interpersonal Communication Skills Research Articles

OVERCOMING THE NEGATIVE EFFECTS OF ANXIETY AMONG UKRAINIAN UNIVERSITY STUDENTS DURING THE WAR

The effect on the general public's mental health is among the gravest effects of war. Prolonged stress has detrimental effects, one of which is a rise in anxiety. Students are one of the social groups that are most at risk in this regard. 96 % of Ukrainian university students, who were subjects to a Spielberger State-Trait Anxiety Inventory during the war, exhibited high trait anxiety, which led us to the conclusion that it was crucial to address the detrimental impacts of high anxiety in academic contexts. The analyses of the effects of anxiety and the most efficient strategies for overcoming it allowed identifying the areas of activity for addressing the detrimental effects of high levels of student anxiety in university settings in war conditions: creation of recommendations by psychologists, with the help of which students can independently diagnose the level of anxiety, monitor situations or triggers that provoke an increase in anxiety, understand the typical ways they react and behave when they become anxious, and choose suitable ways to combat anxiety; patriotic education with an emphasis on each student's understanding their role in society, the formation of an active life position, and engagement in volunteering; team work on collaborative tasks or projects will be beneficial for students who seek solace from anxious thoughts through cognitive techniques and real-world problem solving, as well as those who have a strong need for affiliation and mutual support; engagement in physical activity proved to be protective for anxiety symptoms and disorders and physical inactivity has been found to pose a risk for the emergence of anxiety as well as for other conditions like depression. Sporting events, the active work of sports departments and clubs, quick hikes or trips to learn about local history, civil safety events organized by higher educational institutions can be very helpful; implementation of healthy lifestyle principles, the acquisition of time management skills will help students to organize their daily routine. Free time management deserves special attention; the development of interpersonal communication skills will help students with high anxiety in overcoming a variety of communication barriers (cultural, gender, physical, emotional, perceptual, and interpersonal).

Homeschool internship program for students’ interpersonal communication development: A descriptive study

This study examined how the senior high school internship program at ABhome helped students develop their interpersonal communication skills. It employed a descriptive-qualitative method. An internship is a course requirement that gives students the opportunity to obtain practical experience at institutions or businesses to supplement their academic studies and to develop their knowledge, abilities, and attitudes. However, despite the critical necessity for the early development of interpersonal communication skills, this practice is only common at the university level in the Indonesian educational system. Interestingly, the internship program is applicable at the high school level in the homeschooling system. It employed a descriptive-qualitative method. Data were collected through in-depth interviews with eighteen students who had participated in an internship program. The interpersonal communication between students and mentors extends beyond internship-related discussions, encompassing casual conversations about various topics. The communication between students and mentors is effective for five reasons. Mentors are open to receiving input and delivering information, empathising with students, exhibiting a positive attitude, promoting respect, and demonstrating equal communication. The finding highlighted that the interpersonal communication between ABhome students and their mentors during the internship program effectively fosters qualities such as openness, empathy, supportiveness, and positivity.

Interpersonal Communication in Guidance and Counseling: The Role of Teachers' Empathy, Self-esteem, and Intrapersonal Peacefulness

The aim of the research is is to investigate the influence of empathy, self-esteem, and intrapersonal peacefulness on the development of interpersonal communication skills in teachers engaged in guidance and counseling. The study's sample comprises guidance and counseling teachers who are currently employed at the junior high school and high school levels within the South Sulawesi region. The participant pool for this research consisted of 74 teachers, who were selected by accidental sampling. The present study uses four specific scales: the Interpersonal Reactivity Index (IRI), the Rosenberg Self Esteem Scale (RSES), the Self Personal Scale (SPS), and the Interpersonal Communication Scale (ICS). The presence of empathy and intrapersonal peacefulness has the potential to act as indicators for improving interpersonal communication abilities among guidance and counseling teachers in South Sulawesi. Other findings derived from the data analysis indicate that there were no statistically significant disparities observed in the duration of employment among guidance and counseling teachers across various factors, including empathy, self-esteem, intrapersonal peacefulness, and interpersonal communication. Significant disparities in levels of empathy have been identified between those identifying as female and male. Research has shown that female guidance and counseling teachers exhibit higher levels of empathy compared to their male colleagues within the same professional field. This study is the initial research in Indonesia that aims to uncover the communication abilities of guidance and counseling teachers, focusing on their individual levels of peacefulness, empathy, and self-esteem. With an emphasis on peacefulness, it is anticipated that this research will serve as a foundation for the development of new training programs designed to enhance the communication abilities of guidance and counseling teachers.

Organizational behaviour model in management students: The Dark Triad traits

The paper touches upon the relationships between the psychological constitution of an individual and organizational behaviour of employees as a manifestation of the behavioural pattern shaped in the process of the university professional training. The research analyses the differences in the display of the Dark Triad (DT) traits in students of various specializations within the Economics and Management field. The research methods include the Short Dark Triad personality test by Jones and Paulhus, a comparative analysis of curricula and the content of discipline programmes, and the methods of descriptive statistics. The research results demonstrate that there is an association between the DT traits formed by the organizational behaviour model and the specialization, which confirms the hypothesis that there is a need for a differentiated approach to shaping the organizational behaviour model. The complete psychological DT profile indicator has the highest average “darkness” level for the Business Informatics (BI) students, and the lowest was found for the Financial Management (FM) students. Comparing the specializations by the proportion of students with “potentially harmful” DT traits and “extremely harmful general psychological profile” shows that among the FM students there are no persons with toxicity exceeding the psychometric norm. At the same time, the State and Municipal Administration specialization attracts persons with a higher narcissism level, and BI is attractive to students with an elevated level of Machiavellianism and psychopathy. The research has not revealed a statistically significant relationship between the manifestation of toxicity in management students of different specializations and the content of educational programmes for six semesters. The resulting conclusion about the presence of a relationship between toxic personality traits and the choice of the specialization by Russian students is consistent with the findings of studies in other countries. The authors believe that the management training programmes should include the disciplines that support the development of interpersonal communication skills and entrepreneurial thinking as key elements of the organizational behaviour model demanded by employers.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ГОТОВНОСТИ К МЕЖЛИЧНОСТНОМУ ОБЩЕНИЮ КУРСАНТОВ МВД РОССИИ В ПРОЦЕССЕ ОРГАНИЗАЦИИ ВНЕАУДИТОРНОЙ ДЕЯТЕЛЬНОСТИ

В статье рассматривается проблема формирования готовности к межличностному общению курсантов МВД России в процессе организации внеаудиторной деятельности. Решение проблемы является стратегической задачей для правоохранительной деятельности, поскольку практическая сторона полицейской службы опирается на принцип взаимодействия и сотрудничества с большим количеством субъектов. В процессе работы полицейский должен обеспечить права и свободы человека и гражданина Российской Федерации независимо от пола, возраста, национальной принадлежности и т. п. Соответственно, задача подготовки будущего специалиста правоохранительной деятельности к межличностному общению является приоритетной в системе МВД. Анализ психолого-педагогической и юридической литературы позволил разработать и апробировать Программу организации внеаудиторной деятельности курсантов по различным направлениям учебной и профессиональной деятельности с учетом специфики правоохранительной службы и особенностей подготовки курсантов в условиях поликультурной среды ведомственного вуза. В контексте исследований В. А. Сластенина готовность курсантов МВД России к межличностному общению рассматривается как совокупность качеств личности, которая способствует успешному выполнению учебно-служебных функций. В исследовании доказана гипотеза о том, что эффективному процессу формирования готовности курсантов МВД России к межличностному общению будет способствовать комплекс условий: нормативно-правовых, мотивационных, информационных (содержательных), организационных, научно-методических, кадровых и материально-технических, которые обеспечивают включение курсантов в разные виды внеаудиторной учебной и профессиональной правоохранительной деятельности: практической, научно-исследовательской, нравственно-патриотической, социально-культурной и спортивно-оздоровительной направленности. В процессе экспериментального исследования, которое проводилось на базе ФГКОУ ВО «Нижегородская академия Министерства внутренних дел Российской Федерации» в 2018–2020 годах, выявлена положительная динамика готовности курсантов к межличностному общению, проявившаяся в уменьшении направленности на себя, увеличении проактивного типа реагирования, способности осознанно управлять своим поведением в процессе коммуникации, эмоциональной доброжелательности к собеседнику. Перспективными направлениями профессиональной подготовки курсантов в условиях внеаудиторной деятельности является развитие у них таких качеств личности, как гибкость в общении, высокая ответственность за результаты своей деятельности; формирование ценностей, интересов, убеждений, навыков межкультурного общения, которые соответствуют требованиям профессии и условиям прохождения службы и практической деятельности в правоохранительных органах. The article treats the issue of developing interpersonal communication skills in students of educational institutions of the Ministry of Internal affair of the Russian Federation in the process of extracurricular activities. The solution to the problem is a task strategically important to law-enforcement bodies, for the practical part of police work is based on the principles of cooperation and collaboration with a great number of people. Police officers ensure that the rights and freedoms to which all citizens of the Russian Federation are entitled irrespective of their gender, age, nationality, etc. are respected. Therefore, the development of interpersonal communication skills in novice officers of the Ministry of Internal Affairs is a priority for the Ministry of Internal Affairs. The analysis of psychological, pedagogical and legal sources enables the authors of the article to investigate and test various academic and vocational extracurricular activities for military students in the multicultural environment of a military university. The investigation of V. A. Slastenin’s research shows that the scholar treats military students’ readiness to interpersonal communication as a complex of personal qualities that ensure successful performance. The research proves the hypothesis that the interrelation of legal, motivational, informative (content-oriented), organizational, methodological, research, material and technical factors ensures efficient development of interpersonal communication skills in students of educational institutions of the Ministry of Internal Affairs. The aforementioned factors ensure military students’ involvement in academic and vocational extracurricular activities: research activities, patriotic activities, social and cultural activities, athletic activities. Experimental research conducted at Nizhny Novgorod Academy of the Ministry of Internal Affairs of the Russian Federation in 2018–2020 revealed a positive dynamics in military students’ readiness to interpersonal communication which is manifested through a decrease in self-centeredness, an increase in proactive communication, an ability to regulate one’s behavior in the process of communication, amicability towards one’s interlocutors. Prospective trends of military students professional training through extracurricular activities are the development of communicative flexibility and high level of responsibility for the results of one’s actions as well as the development of values, interests, convictions, and interpersonal communication skills which enable military students to meet professional requirements and cope with the tasks presented by their service in various institutions of the Ministry of Internal Affairs of the Russian Federation.

The Impact of Vocational Teacher Training Program BIGV Towards the Development of Interpersonal Communication Skills Among Prospective Vocational Teachers

Malaysia is generally one of the earliest countries in designing a higher education system that highlights the elements and challenges of Industry 4.0 issues, as already outlined and addressed in the 2015-2025 Malaysian Education Plan (Higher Education). As such, the self-development of teachers' human resources especially in the aspects of teacher communication skills has been developed and fully implemented in this Vocational Teacher Training Program (BIGV) curriculum. This program is a compulsory subject that must be taken by Bachelor Degree Teacher program in all Malaysia’s Universities. The sample of the study consists of 200 respondents divided into two groups that refers to the design of the experimental quasi study which is an experimental group of 158 prospective vocational teachers undergoing a comprehensive Bilingual Vocational Teacher Training (BIGV) program from the second semester student at the Faculty of Technical and Vocational Education, UTHM and control group of 42 prospective vocational teachers from second semester student in the Faculty of Technical and Vocational, UPSI. This research aims to study the effectiveness of Vocational Teacher Training (BIGV) Program towards developing the interpersonal communication skills acquisition level among the prospective vocational teachers. The researchers analyzed pre-test and post-test findings from both groups using the T-Test analysis. The results of the analysis showed that there was no significant difference in the number of min scores in pre-test and post-test for the two groups. Therefore, a further comprehensive action is needed to ensure that the implementation of the Vocational Teacher Training Program (BIGV) is successful to meet its objective in producing a more credible and sustainable teacher in the future.

Interpersonal Classroom Model: Learning from diversity in group practice courses

The Interpersonal Classroom Model (ICM) is a teaching approach designed for group practice courses. The ICM places development of interpersonal communication skills as the central focus of in-class time. Guided by Kolb’s experiential learning theory, this teaching approach posits that students can prepare to work with diverse client populations by first learning to communicate across lines of social identity difference existing within the classroom. This paper presents three examples of social identity dialogues students engaged in during ICM group practice courses. These examples include the topics of race, religion, and sexual orientation. This paper concludes with initial benefits of the ICM approach reported by professors and undergraduate students.Keywords: group work; interpersonal classroom model; race; religion; sexual orientation; groupwork

Evaluasi Keterampilan Komunikasi Interpersonal antara Konselor dengan Siswa, Staf Sekolah, dan Orangtua di SMKN Kota Malang

This study aimed to evaluate the skills of interpersonal communication between counselors and students, school staff, and parents. The approach used mixed method, with the type of evaluation research. The research instrument consisted of a questionnaire interpersonal communication skills and interview guides interpersonal communication skills. Subject of research is three counselors in one of SMK Negeri Malang. The results showed that interpersonal communication skills counselors with students, school staff, and parents are performing well with an average percentage score of 81.7%. The results of this study helpful for counselors as consideration in the development of interpersonal communication skills. Therefore, it is expected for counselors in order to continue to develop interpersonal communication skills with students, school staff, and parents through training / workshops.

Improving Business Students’ Presentation Skills

1 IntroductionIn nowadays' globalising world, the ability to communicate well is prerequisite to success in all areas of life: education, career, (inter-)personal sphere, politics, etc. Educators themselves start training students in these vital skills starting even from an early age. So much more, business schools have communication across the curriculum at the core of their educational policy. Public speaking, as modern art of persuasion, should lie at the heart of pedagogical concerns with regard to students' future employability. For this reasons, educators should display constant preoccupation for including these skills across the curriculum, not only teach them in communication courses. Students need to know how to organise their oral discourse, while exerting persuasion, being able to make others share their vision. The mere presentation of facts, figures or pieces of information is never sufficient to be persuasive, so we have to teach students, besides how to select and organize information, how to use para-verbal and nonverbal communication elements, and how to relate to the audience, developing inter- and intrapersonal skills in order to empathise with the people in front of them. Students also need to learn how to perfectly balance time and content and how to switch from serious tone to an anecdotal vein, in order to keep the audience alert and interested.2 Literature ReviewThe improvement of oral communication skills, as well as public speaking skills are proved to largely contribute to the development of interpersonal communication skills with peers and family, and that of intrapersonal skills, which in turn contribute to self-achievement. According to Halliday (1987: 169), communication represents than merely an exchange of being sociological encounter (Halliday 1987: 139), in other words, it is an exchange of meanings and understandings, human activity based not only words, but also on symbols, gestures, inflexions which contextualise the spoken words. Halliday goes further to assert that communication is a dynamic, interactive process that involves the effective transmission of facts, ideas, thoughts, feelings and values (1987: 34-78), being more than passive act; we actively and consciously engage in communication in order to develop information and understanding required for effective group functioning (Halliday 1987: 34-78). Communication is dynamic as it entails an array of interrelated forces and activities spanning over time, to which contribute the ever-growing and multiplying relationships established between people engaged in communication. Good communicators possess more than just speaking skills. An adept speaker needs to efficiently use body language, to establish and maintain eye contact with the audience, mind his/her posture, facial expression and gestures, his/her position in the space and even walk if possible (Halliday 1987: 44). The para-verbal and non-verbal language are equally, if not more important than the verbal one.Rhetorical devices play compelling role in the success of presentation. They represent powerful tool that contributes to the effectiveness of oral communication. Besides body language mentioned above, substantial verbal language, construed on memorable figures of speech, language patterns, such as anaphora, analogies, similes, comparisons, metaphors, etc. Apart from these rhetorical devices there exist other useful devices in the economy of presentation, such as storytelling. Stories may represent cogent instruments as they acquaint the listener to different atmosphere, an open space where anything is possible (Morgan 2005: 55). According to the same author, story can be built using problem solving strategies, placing the problem in the foreground, from which stems the solution to overcome it, given by the speaker himself (Morgan 2005: 73).The main aspects when speaking about discourse management in speaking are cohesive devices, coherence and cohesion, discourse markers, extent/extended stretches of languages / extended discourse, and relevance. …

Language Development, Interpersonal Communication, and Academic Achievement among Japanese Children as Assessed by the ALADJIN

Japanese-speaking children in a standard sample were subjected to a test battery (ALADJIN: Assessment Package for Language Development in Japanese Hearing-Impaired Children) to evaluate the effect of language development on both interpersonal communication skills and academic achievement. A total of 414 preschool and school-age children without hearing impairment were included in this study. The following tests make up the ALADJIN: the Test of Question-Answer Interaction Development (TQAID), the Japanese Language by Criterion Referenced Test-II (CRT-II) for measuring academic achievement, the Picture Vocabulary Test-Revised (PVT-R), the Standardized Comprehension Test of Abstract Words (SCTAW), both parts of the Syntactic Processing Test for Aphasia (STA), and the Word Fluency Test (WFT). Means and standard deviations at each academic grade level were calculated, and a multiple regression analysis was performed. A ceiling effect was observed for the TQAID and the STA in children in grade 3 of elementary school, and the scores for the PVT-R, SCTAW, and WFT increased incrementally according to grade level. Multiple regression analysis revealed that the PVT-R, WFT, and STA (production) have predictive power for the results of the TQAID (R = 0.59; R2 = 0.58; p <0.0001), whereas the SCTAW and STA (comprehension) have predictive power for the results of the CRT-II. Both vocabulary and syntax are important in communication development among children. The results of our multiple regression analysis suggest that different language domains may play different roles in the development of interpersonal communication skills and in academic achievement. The development of interpersonal communication skills is largely based on productive vocabulary and syntax abilities, whereas academic achievement is largely based on comprehensive vocabulary and syntax abilities. Children who have difficulties in either area should be evaluated with detailed language assessment tools such as the ALADJIN in an effort to aid in the selection of appropriate intervention.

Understanding Student Attitudes toward Majoring in Human Development and Family Science

Most prospective students are unfamiliar with Human Development and Family Science (HDFS), which makes building program enrollment among incoming students challenging. This study used the Theory of Planned Behavior (Ajzen, 1991) to conduct a two- stage empirical analysis of attitudes associated with majoring in HDFS. HDFS students demonstrated many significantly different attitudes toward majoring in the field than did non- HDFS students. They possessed more positive attitudes toward the discipline's treatment of human sexuality, its development of interpersonal communication skills, and its potential for strengthening families. These findings may prove beneficial to HDFS departments that want to improve perceptions of the field and build enrollment. Several strategies for program development and communication enhancement are presented. Family science is a relatively young discipline, and as such, does not possess the same recognizability that other social science programs such as psychology or sociology enjoy. Unlike majors such as chemistry, social work, and history, our own experience suggests that Human Development and Family Science (HDFS) tends to be a discovery major , meaning that most incoming college students are unfamiliar with the field and only learn about such programs after they have been on campus a semester or more. Furthermore, once they do hear about HDFS, it is not unusual for students and their parents to have questions about the curricular content of such programs, to wonder how the discipline of family science is distinctive from other social science fields, and to ask about the types of careers that are available to persons with an HDFS degree. This unfamiliarity with the discipline of HDFS may contribute to low numbers of first year students enrolling in HDFS programs, suggesting that those in the field have considerable work to do in terms of educating prospective students, their families, potential employers, and colleagues in other departments about HDFS. A first step in effective education often involves identifying what learners already know, which also serves to reveal what they do not know. The current study sought to discover what prospective students know and do not know about HDFS by comparing their attitudes toward majoring in the field against those of students who have already chosen the discipline. As might be expected, this empirical analysis revealed many significant differences in attitudes between the two sample groups. However, the value of the research came from identifying the specific beliefs and affections responsible for the differences, which might be useful in developing HDFS

Communication Skills Training for Interactive Sports

The development of interpersonal communication skills is an important aspect of psychological skill development in interactive sport athletes. This article presents a communication skills training program for interactive sport teams. Collegiate coaches of interactive sports implemented a series of seven interpersonal communication exercises with their teams to gain a preliminary perspective on the effectiveness of communication skills training. Overall, athletes’ responses in evaluating the program indicated that the communication exercises raised awareness levels of communication skills and competencies and also provided valuable opportunities to practice improving communication skills. Suggestions are provided for the continuation of communication skills training with athletes.

What Effects Do Practice and Video Feedback Have on the Development of Interpersonal Communication Skills?

The purpose of this study was to identify the effects of the number of practice and feedback sessions on the development of select interpersonal communication skills.Measures were taken to determine whether the effects were only immediate or whetherthe subjects retained the information and new communication skills for a longerperiod of time. To test the effects associated with various combinations of practice and video feedback,211 subjects were assigned to ten treatment groups plus a control group. Both cognitiverecall scores and evaluations of the performance of interpersonal communication skillswere taken two days prior to training, immediately after instruction, and both two-days and a two-weeks later. Results indicated that practice and feedback had a marked influence on the acquisition of interpersonal communication skills, but each seemed to be influencing differentaspects of learning. Practice initially heightened the potential to learn the informationabout what to do, while feedback increased performance scores. Over time, however,the combination of both practice and video feedback produced the greatest effect onlong term performance scores. Decay in the levels of achievement after training weremore rapid in performance than in cognitive scores. Overlearning through practiceand feedback was recommended as a way to produce long-term information retentionand sustained skill performance.