Interpersonal Negotiation Research Articles

Politeness and impoliteness in social network service communication in Korea

With the technological benefits and challenges computer-mediated communication provides, interactants in social network service (SNS) communication are driven to use language creatively, overcoming the disadvantages and exploiting advantages. This creative language use leads to innovative language change that often extends beyond SNS environments. In this regard, the medium is not merely a restrictive but also a facilitative factor. Communicative acts are fundamentally bound by the interactants’ desire to express politeness, especially in face-threatening acts, well articulated in Brown and Levinson’s (1987) model. In recent research, however, the issues of the norms of politeness and impoliteness as well as those of appropriateness have been highlighted (Locher Watts 2005, Locher Bousfield 2008). Interactants employ not only mitigating strategies to alleviate face-threatening but also use impoliteness strategies, which are often disguised politeness. Drawing upon the data from a 26-million-word corpus of synchronous SNS communication, involving two or more participants, in 3,836 instances, developed by the National Institute of the Korean Language, this paper addresses how SNS interactants make use of diverse elements of language to show their polite and impolite stances in interpersonal negotiation. For instance, interactants use fragments, interjections, letter-based ideophones and emoticons, exaggerated punctuations for emotiveness, omission of regular punctuation marks, intentional violation of orthographic rules, prolific slang expressions, deviated spelling to create cuteness or intimacy, among numerous others. All these creative strategies lead to language change at lexical, grammatical and discourse levels.

What We Talk About When We Talk About Ethnicity: Hispanic Self-classification and Appraisal in an Online College Forum

Research has frequently remarked on the conceptual overlap of racial versus ethnic categories at the macro-level, as well as on individual-level inconsistencies across multiple dimensions of race. Less research has focused on the interpersonal negotiation of racial self-classification and identity claims-making, or on the norms that govern racial appraisal. This study uses a case at the boundaries of the Hispanic category to ask: what norms of self-classification and social appraisal do interlocuters draw on in their interpretation of ethnic categories? I answer this question using a unique dataset of posts from a college admissions forum, in which prospective applicants ask, “Am I Hispanic?” Findings reveal that ancestry forms the most rigid boundary, though interlocuters debate whether ancestry is biological or cultural. Cultural identity is also necessary, though more loosely defined. Specific, noninstitutionalized traits, such as phenotype, language, and surname, are considered neither necessary nor sufficient. Findings highlight the enduring primacy of ancestry and the importance of social appraisal in the college application context.

Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools

Teachers often report inadequate training in and insufficient time for social-emotional learning (SEL; Buchanan et al., 2009). Thus, it is not surprising that tremendous variability exists in the implementation of school-based SEL interventions (Durlak, 2016; Rohrbach et al., 2006), which has been closely linked to program outcomes for teachers and students (Domitrovich & Greenberg, 2000). In this study, we used a quasi-experimental design to better understand the utility of providing structured, evidence-based teacher coaching to support SEL program implementation. We paired an integrated SEL and literacy curriculum, 4Rs (Reading, Writing, Respect, & Resolution), with a validated approach to supporting curriculum implementation, MTP (MyTeachingPartner). Across 91 classrooms within 15 urban public elementary schools, we assessed one central research question: does the integration of 4Rs with an evidence-based coaching model, MTP, lead to greater classroom-level effects on students’ social-emotional and academic functioning than 4Rs only during a single school year? In summary, 4Rs + MTP classrooms showed significantly lower levels of hostile attribution bias and aggressive interpersonal negotiation strategies, as well as, greater attendance rates and teacher-reported academic skills.

Horticultural Therapy for Improving the Work Performance and Interpersonal Relationships of Persons with Intellectual Disabilities.

For the occupational adaptation and social integration of the intellectually disabled, it is helpful to improve their work performance and interpersonal skills. The purpose of the study was to evaluate the effectiveness of horticultural therapy (HT) programs to improve work performance and interpersonal relationships of persons with intellectual disabilities. Based on observations and analyses of how people with intellectual disabilities work, we have developed a 12-session HT program that includes upper limb movements and physical activities to improve hand function. We recruited, with the consent of their legal guardians, 14 (6 males, 8 females) participants who had intellectual disabilities and were working at a sheltered workshop in K-gu, Seoul, South Korea. The program consisted of twelve sixty-minute sessions that were conducted twice a week at a rooftop garden. For pre- and post-evaluation of the program, the survey of functional adaptive behavior (SFAB), interpersonal negotiation strategies, a horticultural job evaluation (self), hand function tests (pegboard, pinch gauge, fingertips), and blood sample tests for physiological indicators of exercise were conducted. Interpersonal negotiation strategies, functional adaptive behaviors, and physical abilities for job behaviors, including agility and grasping of the hand, improved significantly from before to after the program (p < 0.05). A positive result of VEGF (vascular endothermic growth factor) in blood sample tests implies the need for further research on cognitive changes caused by horticultural activities. This study has limitations due to the small number of participants, but the results suggest that low- to medium-intensity horticultural treatment programs using the upper body and hands could be effective for vocational rehabilitation of the intellectually disabled.

Hospitality work and the sociality of affective labour

This article explores how the social relationships of precarious workers contribute to employment and labour practices in the hospitality industry. In so doing, it contributes to theoretical discussions about the nature of post-Fordist labour, and to studies of the social relations of precarity as they are enacted in workers’ intimate lives. Empirically, the article describes a distinctive mode of interpersonal negotiation and sociality practised by workers that is connected to the requirement that workers be ‘fun’ at work to facilitate consumption and to support the labour of co-workers. This sociality also shapes access to employment. However, the way that this takes place sheds light on divisions within the service labour force, in which employment opportunities are distributed through a social ‘scene’ that excludes migrant and ethnic minority workers. Involvement in this scene places the relationship between the public and the private in workers’ social lives into a constant tension, but exclusion increases vulnerability to poor working conditions and exploitation. The article concludes by arguing that the relationship between the public and the private in the practice of affective labour is not dissolved so much as posed as a problem that workers must negotiate within the disciplinary requirements of labour in specific industries and the modes of embodied inequality shaping the service labour force.

Interpersonal negotiation skills in ADHD

ABSTRACT Social interaction difficulties are amongst the most prevalent and pervasive adverse outcomes for children and adolescents with ADHD. Problem-solving strategies are impaired in affected individuals, according to the literature. This study aimed to investigate the social problem-solving skills of children and adolescents with and without ADHD, using objective quantitative measures provided by the Interpersonal Negotiation Strategies Interview (INSI). Since verbal communication skills and working memory may be impaired in ADHD, we investigated their contribution to the performance. Forty-three children and adolescents with ADHD and 27 clinical controls with clinical diagnoses other than ADHD completed the INSI along with measures of verbal communication skills (Verbal Comprehension Index [VCI]): Similarities, Vocabulary and Comprehension subtests from the Wechsler Battery, visual (Corsi Blocks) and verbal (Digit Span) working memory tasks. Groups performed similarly on measures of intellectual functioning, working memory, and verbal communication. For the entire sample, VCI scores were positively correlated with INSI performance scores. The ADHD group performed worse on the INSI than the clinical control group. Linear regression analysis showed that inattention and hyperactivity/impulsivity levels and Similarities predicted INSI’s performance. Our findings indicate that interpersonal negotiation difficulties in ADHD are related to DSM-5 defining symptoms of the disorder.

Use of the Brazilian version of the Interpersonal Negotiation Strategies Interview (INSI) in a child and adolescent sample: a pilot study.

Interpersonal negotiation skills (INS) comprise actions used to solve social situations between interacting individuals involving different needs or desires. These abilities are part of one's social competence and may be impaired in some psychiatric conditions. There are few validated psychometric tools for measuring INS in the literature. This pilot study aimed to investigate some basic psychometric properties of the Brazilian version of the Interpersonal Negotiation Strategies Interview (INSI) in children and adolescents. We developed a new version of the INSI adapted to the Brazilian culture using eight different dilemmas in dyadic situations (with peers and adults), presented visually as drawings on cards. A group of psychologists and psychiatrists chose and adapted the dilemmas formerly proposed by the original version. The same scoring criteria as for the original instrument were used. A total of 20 children and adolescents were included in this pilot study. We investigated test reliability using measures of interrater reliability, test-retest, and internal consistency. The content validity of the INSI was also evaluated by comparison with scores from the Child Behavior Checklist-Revised (CBCL). Internal consistency and test-retest evaluations were acceptable (rater 1: α = 0.77; rater 2: α = 0.72); the reliability of the instrument was excellent (K = 0.078; intraclass correlation coefficient = 0.98; 95% confidence interval 0.97-0.99); and content validity was strongly significant (p < 0.001). Preliminary results suggest that this version of the INSI has good interrater reliability and internal consistency and constitutes a promising tool to assess social competence.

Developing soft skills of youth: regional experience

This article is devoted to the problem of developing soft skills in the youth of Chelyabinsk region (the Russian Federation). The young generation requires possessing moral and ethical qualities and values, the leading tool for the formation of which is education. The aim of this study is to analyze and generalize the soft skills of young people in the region and develop educational technologies at the university aimed at developing these skills. The structural components of soft skills include: emotional intelligence (the ability to recognize and manage the feelings and emotions, the ability to understand and influence the emotions and feelings of other people, empathy, rapport); communicative skills (interpersonal skills, teamwork skills, collaboration, organizational skills, negotiation skills and public speaking skills). The system of developing soft skills of youth implemented at the university, implies: 1) the inclusion of students into the activities of volunteer organizations and public associations; 2) implementation of social activities at the university; 3) modeling of extreme pedagogical situations in the educational process of the university.

Procedural Collaboration in Educational Games: Supporting Complex System Understandings in Immersive Whole Class Simulations

ABSTRACT With the current rising need for sustainability education, understanding the interconnected political, economic, ecological, and social systems that motivate (system level) change, can be uniquely addressed through immersive multiplayer games. Immersion through a mixed reality experience, face to face interactions, and game mechanics that push players to play with and against their co-learners enhances the familiar benefits of participatory simulations – where learners engage in developing parts of a complex system, and then respond to the consequences of their own decisions through interpersonal negotiation and changing strategies. Here we present City Settlers, a city management (immersive multiplayer) game that supports such learning and elicits different kinds of collaborations. We present these different collaborations as evidence for a range of complex systems understandings. We call these socially performed representations of new learning – procedural collaborations. Using a sequence of vignettes, we present cases of how game and interaction design can foster different procedural collaborations, and how City Settlers enables these procedural collaborations to represent developing understandings of a complex systems perspective on sustainable development. Through our work, we highlight the unique affordances of social immersive simulations in creating space to perform and understand concepts hard to find in many simulation and game-based learning environments.

Interpersonal negotiation impairment in ADHD: The critical role of comprehension processing

Social impairment is one of the most prevalent adverse outcomes ADHD-related. It is well established that this outcome is independent of externalizing behaviors and environmental factors. Little is known about the cognitive aspects related to it. We analyzed the Interpersonal Negotiation Strategies (INS) of children and adolescents with ADHD and discussed their contribution to understand interpersonal relationship deficits. The performance at INSI of 70 children and adolescents (41 ADHD and 29 clinical controls) were compared and related to the severity of ADHD and the presence of comorbidities. The INSS in ADHD was significantly deficient when compared with the control group (p < .01), independently of the age, gender, and the presence of comorbidities. The comprehension of the problem appeared as an important cognitive factor to contribute to this. These findings have a significant potential to contribute to the novel’s cognitive targets of treatment approaches.

Facial-affective communication and verbal relational offers during ruptures and resolution strategies: A single case study

Research on the therapeutic relationship has underscored its central role for the therapeutic change process, indicating the relevance of determining the specific elements and mechanisms involved in its configuration (Knobloch-Fedders, Elkin, &amp; Kiesler, 2014). Research on ruptures of the therapeutic relationship has yielded particular contributions to better understanding the interpersonal negotiation process involved in the patient-therapist interaction. Although previous studies have contributed to the objective characterization and the exhaustive description of ruptures, more research is needed to further specify markers that allow a better understanding about how patterns of affective regulation between patient and therapist are involved and contribute to the emergence of these events and the attempts at reparation. The aim of this study is to characterize patient’s and therapist’s facial-affective behavior associated to verbal relational offers (RO) during rupture (R) and resolution strategy (RS) events in a brief psychodynamic therapy. Facial-affective behavior was determined using the Facial Action Coding System (FACS), ROs were derived from the content analysis of session transcripts, and R and RS were determined using the 3RS. Nested analyses were carried to establish associations between variables. Results indicate characteristic patient-therapist facial-verbal regulatory patterns for both rupture and resolution strategy events. These findings underscore the value of combining multiple approaches to allow an access to observable indicators of dyadic affect regulatory processes that can contribute to better understand and be attentive to the oscillations of the therapeutic relationship.

Structuring unequal relations: role trajectories in informal dementia care

Transitions into informal care roles are associated with various characteristics, for example gender and geographic proximity, but such associations are insufficient to explain role delegation, overlooking the interpersonal structure-agency nexuses that constitute role trajectories. This paper explores unequal role delegation within 7 families affected by dementia, presenting data from interviews with 7 people with dementia and 26 carers living in the community in the United Kingdom. Two key care roles are identified: the relatively un-involved role of peripheral actors and the lynchpin role of main carers who take on most of the care tasks. These roles emerge from negotiations around a range of extraneous factors that collectively comprise cumulative baggage, including historic conflicts and childcare commitments. The unequal distribution of care reflects widely noted demographic associations with role delegation, but is enacted and justified through the interpersonal negotiation of personalised meanings regarding individual circumstances and suitability. Though deeply personal when taken at face value, these meanings imbibe sociocultural norms and political economies of care to structurally position family members in relation to each other and signpost appropriate candidates for caring roles, even before such care is required.

Adolescents' Interpersonal Negotiation Strategies: Does Competence Vary by Context?

Negotiating conflict in healthy ways is key to adolescents' social functioning. This paper examines interpersonal negotiation strategies (INS) (a developmental framework for navigating conflict) across three different contexts (friend, romantic, and parent) in a sample of 212 Canadian mid-adolescents. Adolescents were asked how they would deal with a hypothetical conflict in each context. Adolescents were most advanced at negotiating conflict in the friend context, followed by parent and romantic contexts; negotiation skills were worst in the romantic context. Girls demonstrated a higher level of INS than boys, but only with friends. These results indicate the need for universal healthy relationship programs that support the development of conflict negotiation skills, especially within the new interpersonal context of romantic relationships.

The Power of Necropolitics: Affect Theory and Violence in Perspective

This article offers an overview of the central arguments and theoretical contributions of affect theory insofar as they are interrelated to and connected with feminist thought. Necropolitics or the right to kill or to destroy is the theme of this two-part essay. This first section points to how the affective turn presents a return of critical theory to bodily matter. Of special importance is the argument regarding the specific manner in which affective studies enable a strong grounding for social action and change by centering its theorizations on interpersonal and relational issues. Whereas the first part of this essay traces a panorama of how the affective proposes a new methodology for thinking about sentience and responsibility, the second section pays special attention to the entanglement of violence and heteronormative affections. The focus is on political violence, with particular attention paid to the Basque situation, on the inadmissible "right to kill" claimed by the warrior that involves a peculiar destructive (mis)understanding of community and of the self. Contrary to the necropolitical logic, the authors propose a feminist ethos linked to an understanding of the affective interstices that open up when emphasis is redirected from the anchors of social bonds/affects to those of direct interpersonal negotiation. In order to outline some of the affective movement entailed in the rethinking of identity in feminist terms needed for an undoing of the necropolitical energy in political violence—what Roland Barthes, terms "the neutral" (2005)—we focus on restorative justice and its affective universe

“Properly a Subject of Contempt”: The Role of Natural Penalties in Mill's Liberal Thought

“Properly a Subject of Contempt”: The Role of Natural Penalties in Mill's Liberal Thought

Aesthetic Resources in Contemporary Chinese Politics

AbstractThis essay argues for the primacy of aesthetic resources, which use appeals to the senses and emotions more than interpersonal negotiation or empirical reasoning, in contemporary Chinese po...

The Realization of Casual Conversation Features of EFL Learners

This study was descriptive qualitative, which aimed at explaining the casual conversation features between two learners and its functions in terms of negotiation meaning, spontaneity, interpersonality, and interactivity. To obtained data, firstly, recording the conversation was done, continued by transcribing, coding, and the last was analyzing the findings. The findings showed this conversation was dominated by exchange information and idea between the speakers rather than exchanging feelings because logico-semantic appeared more dominant than interpersonal negotiation. In terms of spontaneity feature, it could be shown by the learners’ laughter during the conversation. Meanwhile, interpersonality features occurred were filled pauses, repetition, false start, and chunk. Then, interactivity features were turn-taking, back-channeling, and discourse markers. Also, those number of features and its functions implied in this casual conversation have an essential contribution. For instance, filled pauses can be used to take time to think of what is going to say. This study suggests that further research investigates how cultural and gender affect the speakers’ spoken features in monologue and dialogue speech, and also both formal and non-formal situations

Decision making on (dis)continuation of long-term treatment in mental health services is an interpersonal negotiation rather than an objective process: qualitative study

BackgroundResearch into termination of long-term psychosocial treatment of mental disorders is scarce. Yearly 25% of people in Dutch mental health services receive long-term treatment. They account for many people, contacts, and costs. Although relevant in different health care systems, (dis)continuation is particularly problematic under universal health care coverage when secondary services lack a fixed (financially determined) endpoint. Substantial, unaccounted, differences in treatment duration exist between services. Understanding of underlying decisional processes may result in improved decision making, efficient allocation of scarce resources, and more personalized treatment.MethodsA qualitative study design, according to Grounded Theory principles, was used to understand the decision making process. In four teams in three large Dutch mental health services, 29 multidisciplinary case conferences were observed, and 12 semi-structured interviews were conducted.ResultsWe describe two constituent elements of decision making: the process through which decision making is prepared and executed, and the substantial factors guiding its outcomes. The first consists of: (1) steps towards a team discussion on treatment termination, (2) team-related factors that influence decisions, and (3) the actual team decision making process. The second consists of factors related to patients, professionals, organization, and wider environment. Our main finding was that discussions of treatment (dis)continuation are highly unstructured. Professionals find it difficult to discuss with patients and teams, team discussion are ad-hoc, and clear decisions are scarce. We offer four explanations: first, long-term treatment lacks golden rules on outcome and process to base decisions on. Second, in the absence of such rules professionals rely on experience but underappreciate their own biases. Third, consequently, professionals aim for decisional consensus, which however is scarce among professionals. Fourth, treatment environments are hardly in favour of changing default (continuation) settings.ConclusionClear decision making, and terminating treatment when appropriate, is systematically hampered within secondary mental health services. Since continuation is the ‘easy’ default option, discontinuation requires skillful and determined navigation of interpersonal negotiations. Given services’ scarce means, people’s large demands for help, and patients’ unused potential autonomy, it is desirable to invest in decision making skills and procedures – both human and economic benefits may be substantial.

Investigating audience orientation in courtroom communication

AbstractThis study presents an empirical study of audience orientation, investigating lawyers’ overt interpersonal negotiation with jurors. Drawing upon a corpus of the closing arguments of five high-profile American trials, the quantitative and qualitative analysis identifies the traces and degree of the jury’s presence through pronominal choices, questions, directives, references to shared knowledge and asides. Such relational practice does not merely “oil the wheels” of courtroom communication but also constitutes a key way to the meaning-making process in this phase of the trial. The findings attest to the centrality of relational work in accomplishing transactional goals in institutional discourses.

Dialogic features and interpersonal management in the early courtroom action game

Abstract There are certain areas where present-day studies of language use can learn from history. Using a dialogue-analytic approach, this study investigates dialogic features and interpersonal management in the early English courtroom. Drawing upon a corpus of 81 opening statements from the Proceedings of the Old Bailey (1759–1799), the quantitative and qualitative analysis reveals that this courtroom action game is highly dialogic and that an active jury was significantly presupposed in this particular historical setting. The lawyers consistently endeavored to solicit solidarity and in-groupness through pronominal choices, and to argumentatively negotiate agreement and secure consent through directives, shared knowledge markers, asides, and questions. The findings testify to the central role of dialogism and interpersonal negotiation in historical courtroom action games.