Growth In Communication Skills Research Articles

Odyssey in the Azores: A U.S. travel-study course preparing teachers for the magic of the profession

In this paper, we describe the design and outcomes of a community-engaged, service-learning, travel study course that used digital storytelling and structured critical reflection. The course, which was influenced by the pedagogy of discomfort, became an odyssey experience for undergraduate students, who embraced the challenges of ambiguity and navigated communication barriers to form appreciative relationships with fourth graders from an economically depressed yet relationship-rich fishing village in the Azores. In this paper, we draw on qualitative data from to explain students’ growth in communication skills, self-confidence, appreciation for interpersonal relationships, and self-awareness. We conclude with implications for practice and research.

Exploration of a College and Career Readiness Leadership Program for Urban Youth

Urban youth living in poverty are less socially and academically prepared to access postsecondary education compared to their more affluent peers. College and career readiness (CCR) programs traditionally focus on skill-building to assist with college and financial aid applications, test taking, and career exploration. The Youth Leadership Academy (YLA) program includes these components, but also incorporates positive youth development (PYD) and leadership skill development strategies to further prepare urban youth for college and career through internship, service, and leadership opportunities. Using a mixed methods approach, this study explored youth perceptions of the YLA, evaluating the influence of the program on youth outcomes and distilling what, if any, program design components contributed to their growth and learning. Qualitative findings suggest participation in the YLA was perceived to support growth in communication skills, social skills, readiness for leadership roles, and preparation and knowledge for future college and career opportunities. Additionally, quantitative results demonstrate positive, significant increases from pre- to post-program test in leadership, communication, problem-solving, and teamwork skills for youth. Program design components shown to support positive outcomes included positive relationships with peer and adults, skill-building sessions, and applied internship experiences. Findings suggest that PYD approaches with CCR and leadership skill development programming may promote positive social outcomes for vulnerable youth. Implications for intervention, practice, and future research are discussed.

É possível desenvolver a autorreflexão no estudante de primeiro ano que atua na comunidade? um estudo preliminar

Numa faculdade com currículo tradicional e predomínio da avaliação cognitiva e somativa, uma nova disciplina, baseada na interação entre universidade, serviços e comunidade (Iusc), para estudantes de Medicina e Enfermagem numa escola de São Paulo, teve por objetivo buscar uma forma de avaliar o desenvolvimento do aluno em habilidades de comunicação e autorreflexão. A avaliação global do aluno em pequenos grupos feita por meio de relatórios escritos e portfólio do grupo não evidenciou a autorreflexão sobre o processo de aprendizagem de alguns estudantes. Foi proposto, então, um estudo piloto com 15 alunos, divididos em dois grupos, selecionados aleatoriamente, que aceitaram desenvolver um portfólio individual e reflexivo. Na análise qualitativa do material, identificou-se a presença de categorias como reflexão sobre a vida estudantil antes do curso universitário escolhido, experiências de vida que levaram à escolha profissional, correlação do aprendizado na disciplina com a prática profissional e capacidade de identificar o crescimento em habilidades de comunicação, mostrando-se eficiente no processo de autorreflexão sobre a aprendizagem.

The design and development of courseware for MCA students through LMS

The primary objective of this paper is to unveil the specific problems noticed in the quality of the MCA students emerging out of Anna University affiliated colleges and to suggest a research work which may lead to a collective feasible solution for these problems. MCA students enter the professional PG course in computer applications after their UG degree from different arts and science disciplines with just ancillary level mathematics background. So, the course faces heterogeneous entry behaviour. Also due to the advent of more engineering and arts colleges offering MCA, students exhibit a heterogeneous behaviour in their motivation levels, communication skills, logical and reasoning aptitude and computer software skills. But the requirement is to enable them with good academic performance with scope of employability. Employability skills include communication skills, logical aptitude, programming logic, computer-software-based technical skills and so on. Learning management system (LMS) is a software through which students can access the course, enroll, attend and write formative quiz-type exams to assignments and can participate in forums to share their ideas through online. While participating in a forum or quiz or writing to a blog, students with less confidence are able to overcome their inhibition and communicate freely. This is the first step of growth in communication skills which subsequently help them to gain better technical skills. The current research proposes to design, develop and deliver a part of a computer science courseware for 'Object oriented programming with Java' through the Open source LMS Moodle. The design of courseware includes the lecture session of the course, lecture notes, corresponding formative evaluation questions like quiz and other evaluation methods like forum and assignments. Installing an LMS and making the students attend the classes through that media is a matter of hesitation in many of the Indian Universities. Though Open source LMSs like Moodle and Sakai are available and proved good, initial efforts have to be put up not only by the faculty members for content and formative evaluation tool development but also by the administration. Administration has to support the project financially, in gaining the necessary infrastructure and for the internet connectivity throughout the learning period. But, weighing the benefits and limitations of LMS, we understand that for the better future of the students in the national and international level, in the long run LMS-based education will serve the best. A research project to justify the advantages and disadvantages quantifying the various aspects is planned. This paper also suggests that if at least one of the pre-final semester papers is offered through an open-source LMS, the students, institution and the nation will be benefitted.

The Early Language in Victoria Study (ELVS): A prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months

The aim of this paper is to provide an overview of the methods and preliminary findings from the Early Language In Victoria Study (ELVS) a prospective, longitudinal study of child language impairment. Specifically, we provide a summary of early communication and vocabulary development and examine the contributions a range of risk factors and predictors make to these outcomes. The sample was a community-ascertained cohort of 1911 infants, recruited at 8 months and followed at ages 12 and 24 months. The main outcomes of interest were parent reported infant and toddler communication (Communication and Symbolic Behavior Scales, CSBS) and expressive vocabulary (MacArthur-Bates Communicative Development Inventories, CDI). Predictors included gender, preterm birth, birth weight, multiple birth, birth order, socioeconomic status, maternal mental health, maternal vocabulary and education, maternal age at birth of child, non–English-speaking background, and a family history of speech and/or language difficulties. Results demonstrated rapid development in communication skills measured by the three CSBS domains (social, speech and symbolic) and in vocabulary development (CDI). There was rapid growth in gesture use between 8 and 12 months and symbolic use of objects between 12 to 24 months. At approximately 24 months, 19.7% had delayed expressive vocabulary. Male gender and family history were associated with poorer outcomes on the CSBS and the CDI at 8, 12 and 24 months, although the regression models explained only a small amount of the variance in outcome. In summary we measured rapid growth in communication skills and vocabulary between 12 and 24 months, but the hypothesized early risk factors and predictors explained little of the variation in these outcomes. We conclude that the risk factors/predictors examined in this study therefore seem unlikely to be helpful in screening for early language delay.

Speech and language impairment: A neglected issue for abused and neglected children

Speech and language impairment in the context of children who have experienced abuse and neglect is not well documented, with only a handful of controlled studies and research reviews on the relationships between maltreatment and children's communication development. More prevalent in the literature are reports on the deleterious effects of child abuse and neglect on overall childhood development, purporting effects on cognitive, affective, social and neurological development. However, the growth of communication skills is integral to a child's early development and is closely related to cognitive and social-emotional development. The experience of abuse and/or neglect has profound implications for a child's developing communication, supporting the inclusion of speech pathology in approaches to working with children and families in abusive and neglectful environments. This article reviews the literature on the relationship between communication development and childhood abuse and neglect. Data collected during the course of speech pathology intervention for abused and neglected children attending the Abused Child Trust's (Queensland) counselling service is also presented in order to highlight the need for the inclusion of this therapeutic modality in managing the developmental needs of this population of children.

A comparison between PSI‐based and lecture‐recitation formats of instruction in the introductory speech communication course

The two studies reported here compare two formats for teaching the introductory speech communication course: Personalized System of Instruction (PSI) and lecture‐recitation. Both studies examine the two teaching formats in four areas: 1) attitudes toward and satisfaction with the course, 2) academic achievement in the course, 3) communication apprehension, and 4) growth in communication skills. Data were collected from approximately 900 undergraduate students in each of two separate semesters using a combination of questionnaires and taped interviews. Speech grades, final exam grades, and final course grades were culled from course records. Findings suggest that the PSI‐based model tends to equal or, most often, be more effective than the lecture‐recitation format in all four areas examined.

Teaching communication skills in an integrated curriculum.

During the seven weeks students showed growth in empathic responding. In addition, many students were able to move beyond beginning empathy to identifying underlying feelings experienced by the patient. Progress in concreteness was noted as irrelevant questioning decreased and selective, open-ended questioning increased. There seemed to be a positive correlation between self-awareness and growth in communication skills. Initially, use of behaviorally specific feedback helped the students identify strengths and weaknesses. As the sessions progressed, students became more independent in critiquing their own interpersonal style. For example, one student identified her abrasive manner in a taped interaction and recognized her need to maintain control. She modified her approach and became more caring and empathic. Initially, Stage II skills were difficult for the students. Some students who expected to see change occur quickly, became impatient with relationship building, and used challenging skills prematurely. Other students had difficulty taking the risk to challenge the patient to focus on problem exploration. Role playing in the training sessions and faculty feedback in the clinical settings helped the students begin to use skills more appropriately. Observing the positive effects on patient behavior reinforced continued use. Students and faculty were enthusiastic about the workshop format and outcome. Student reactions reinforced the value of the systematic approach. Through verbal and written evaluations they identified the small group practice and clinical audiotaping as the most valuable activities. Many liked being able to practice and receive immediate feedback from their peers and instructors. Faculty found that the four components-description, demonstration, practice and application-provided direction for teaching.(ABSTRACT TRUNCATED AT 250 WORDS)