Non-verbal Communication Training Research Articles

Nonverbal communication training: Evaluating in-person and online formats.

Medical EducationEarly View REALLY GOOD STUFF Nonverbal communication training: Evaluating in-person and online formats Grace M. Hildenbrand, Corresponding Author Grace M. Hildenbrand [email protected] orcid.org/0000-0002-0250-3053 Correspondence Grace M. Hildenbrand, Louisiana State University Shreveport, Shreveport, LA, USA. Email: [email protected]Search for more papers by this authorEvan K. Perrault, Evan K. PerraultSearch for more papers by this author Grace M. Hildenbrand, Corresponding Author Grace M. Hildenbrand [email protected] orcid.org/0000-0002-0250-3053 Correspondence Grace M. Hildenbrand, Louisiana State University Shreveport, Shreveport, LA, USA. Email: [email protected]Search for more papers by this authorEvan K. Perrault, Evan K. PerraultSearch for more papers by this author First published: 23 February 2023 https://doi.org/10.1111/medu.15049Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Practice of Remote Nonverbal Communication Training for the People with Severe Motor and Intellectual Disabilities in Habilitation Center

Practice of Remote Nonverbal Communication Training for the People with Severe Motor and Intellectual Disabilities in Habilitation Center

Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

BackgroundVerbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses.MethodsThree raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis.ResultsFrom the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups.ConclusionsMedical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

The Effect of Nonverbal Communication Training on Iranian EFL Learners' Perception of Communicative Competence and Communication Apprehension

Researchers have asserted that the sense of uncertainty of the other person’s nonverbal cues during a conversation, could become an inhibitor for good communication and accordingly create anxiety. Since not much has been done to empirically prove such assumptions, this study explores the effect of Nonverbal Communication training on Iranian EFL learners’ perception of communication apprehension and communicative competence. In order to conduct this quasi-experimental study, intermediate level Iranian EFL learners from two intact classes studying in a language institute were selected through convenience sampling. These study participants were assigned to the Control Group (n=27) and the Experimental Group (n=32), respectively. Both groups were trained in speaking skills within a span of ten sessions in accordance with the regular method used in the study venue. The only difference was that the Experimental Group was trained in non-verbal communication incorporated into their regular speaking classes as an intervention program. The SPCC and PRCA-24 self-report questionnaires were used to collect learners’ perception of communicative competence and communication apprehension prior and subsequent to the intervention program. These pretest and posttest measures were then analyzed to test the null hypotheses of this study using two sets of the Analysis of Covariance. The results showed an empirically significant increase in the self-perceived communication competence and a simultaneous decrease in the personal report of communication apprehension scores of the Iranian EFL learners in the experimental group who participated in the intervention program. On the other hand, the control group students, who were not provided with the non-verbal communication training, perceived no significant changes in neither their communication competence nor their communication apprehension. This empirical evidence suggests that familiarity with non-verbal cues of the target language could positively affect learners’ perception of their speaking ability and lower speaking anxiety. Thus, this study not only provides evidence as to the effectiveness of incorporating non-verbal communication training in speaking classes in decreasing apprehension and increasing communicative competence but it also provides a sample within which this training can be integrated into a regular language learning class. The findings contribute to EFL research on the importance of nonverbal communication in the teaching and learning of the speaking skill and provide input for further analysis in this context.

외식업 직원의 비언어적 커뮤니케이션이 고객감정, 고객만족, 고객신뢰 그리고 재방문의도에 미치는 영향

Purpose - Non-verbal Communication with customers in restaurant business can play an important role because it affects customer behavior and attitudes as a means to develop and maintain long-term relationships with customers. The purpose of this study is to analyze the effect of non-verbal communication with customers and the effect of the influence on customer satisfaction, trust, and revisit intention. Research design, data, methodology - In order to verify the research models and hypotheses of this study, questions were prepared for each variable and data were collected through questionnaires. The questionnaire survey was conducted from March 27, 2018 to April 17, 2018, for those who agreed with the citizens of the Jeju area who visited the restaurant recently. 50 out of 100 were conducted by internet survey and 50 were surveyed. Thus, a total of 100 responses were used using structural equation modeling with Smartpls 3.0. Results - The results of the study are as follows. First, non-verbal communication has a significant impact on customer emotion. Second customer emotion have a significant impact on customer trust and satisfaction. Third, Customer satisfaction had positive a significant effect on revisit intention. Fourth, Customer trust had positive a significant effect on revisit intention. Conclusions - The implications of this study are following as: The food service company should continuously provide non-verbal communication training to employees so that they can respond to customers with the right attitude and bright smile. In particular, in the case of restaurant franchises, customer response manuals should be created and distributed to the franchisees, and a regular training program for the franchisees should be implemented to provide the same service to the customer. Second, CEOs should have to worry about what kind of experience he or she has left since leaving the store. It is also necessary to constantly look at what customers experience in their stores or in their brands, and what emotions they form through their experiences. Third, the more satisfied or trusted customers are formed through the service of the employee, the more loyal the restaurant business will be, and the more likely it is to make continuous revisit and positive word-of-mouth activities..

The Dance of Interaction: An Embodied Approach to Nonverbal Communication Training for Caregivers of People with Dementia

The Dance of Interaction: An Embodied Approach to Nonverbal Communication Training for Caregivers of People with Dementia

Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis

Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty (n = 31), graduate students (n = 16), and telehealth (“telepractice”) clinicians (n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery, and 2) relative pedagogical value of seven skills and competencies unique to telepractice. Results Statistical analyses revealed nonverbal communication skills and knowledge of the literature related to service delivery methods were more important in telepractice than in f2f service delivery. Among seven skills unique to telepractice, participants believed the most important was solving problems related to the Internet and recommended at least two hours of instruction each in telepractice technology, patient confidentiality, and role-playing telepractice. Results suggest that SLP/SLT students may need additional and/or focused academic training in nonverbal communication, telepractice literature, and in solving connectivity issues to enter the telepractice marketplace with sufficient preparation. Discussion Further study is needed to compare the relative importance of additional SLP/SLT skills and competencies, describe components of effective healthcare training telepractice programs, and explore effective pedagogical strategies for healthcare telepractice instruction.

The Comlimentary Effects of Empathy and Nonverbal Communication Training on Persuasion Capabilities

This paper investigates the possible complementary effects that training in empathy and nonverbal communication may have on persuasion capabilities. The narrative considers implications from the literature and describes an exploratory study in which students, in a managerial setting, were trained in empathy and nonverbal communication. Subsequent evaluations of these students by faculty evaluators and the students themselves provide preliminary evidence that training in empathy, on the one hand, and nonverbal communication on the other can be effective, but concurrent training in both of these is superior to concentration in only one. This is the first research report which deals with such concurrent training and its impact on persuasion effectiveness in business communication.

NOCOA+: Multimodal Computer-Based Training for Social and Communication Skills

SUMMARY Non-verbal communication incorporating visual, audio, and contextual information is important to make sense of and navigate the social world. Individuals who have trouble with social situations often have difficulty recognizing these sorts of non-verbal social signals. In this article, we propose a training tool NOCOA+ (Non-verbal COmmuniation for Autism plus) that uses utterances in visual and audio modalities in nonverbal communication training. We describe the design of NOCOA+ ,a nd further perform an experimental evaluation in which we examine its potential as a tool for computer-based training of non-verbal communication skills for people with social and communication difficulties. In a series of four experiments, we investigated 1) the effect of temporal context on the ability to recognize social signals in testing context, 2) the effect of modality of presentation of social stimulus on ability to recognize non-verbal information, 3) the correlation between autistic traits as measured by the autism spectrum quotient (AQ) and non-verbal behavior recognition skills measured by NOCOA+ ,4 ) the effectiveness of computer-based training in improving social skills. We found that context information was helpful for recognizing non-verbal behaviors, and the effect of modality was different. The results also showed a significant relationship between the AQ communication and socialization scores and non-verbal communication skills, and that social skills were significantly improved through computer-based training.

Non-verbal communication training: an avenue for university professionalizing programs?

In accordance with today's workplace expectations, many university programs identify the ability to communicate as a crucial asset for future professionals. Yet, if the teaching of verbal communication is clearly identifiable in most university programs, the same cannot be said of non-verbal communication (NVC). Knowing the importance of the non-verbal component for efficient communication and that following NVC training future second language teachers have reported an increase in their confidence to speak in front of a group, this study aims at documenting the potential of NVC training in different university professionalizing programs as well as at verifying the validity and reliability of these authors' results. Our study confirms the potential of teaching NVC to develop future professionals' self-confidence and perceived ability to speak in front of a group.

Backchannel Responses as Misleading Feedback in Intercultural Discourse

This study examined the relationship between the frequency of backchannel responses and listener recall scores in inter- and intra-cultural conversations. The nature of the study was a simulated physician–patient interaction. Participants were 40 Canadians and 40 Chinese who formed 40 dyads in four experimental conditions: Canadian physician/Canadian patient, Chinese physician/Chinese patient, Chinese physician/Canadian patient, and Canadian physician/Chinese patient. All conversations were video-taped and micro-analyzed. The data generated three intriguing findings. (1) There were significant positive correlations between backchannel responses and listener recall scores in the two intra-cultural groups, indicating that backchannel responses facilitated content communication. (2) There were significant negative correlations between backchannel responses and listener recall scores in the two inter-cultural groups, indicating that backchannel responses might have served as misleading feedback and caused mis-communication. (3) The Chinese/Chinese condition had the highest backchannel responses; the Canadian/Canadian condition had the lowest with the two inter-cultural groups in between. This finding provides support for the Communication Accommodation theory. Implications for verbal and nonverbal communication training in intercultural interactions were discussed.

An Examination of the Relative Effectiveness of Training in Nonverbal Communication: Personal Selling Implications

This article examines the potential effectiveness of training in nonverbal communication for sales representatives. The literature on this subject was reviewed, and a study using students as sales representatives was conducted to evaluate the potential of training in body language. The research results provide support for the proposition that such training can be of value in academic and practical applications.