Preferred Communication Style Research Articles

Navigating the Storm; Effective Crisis Communication Strategies

This article explores the critical role of effective crisis communication in navigating organizational challenges. It highlights the importance of proactive planning, transparency, and empathy in mitigating the negative impact of crises and preserving stakeholder trust. The introduction emphasizes the growing interconnectedness of the world and the frequency of crises faced by organizations. These crises can significantly impact reputation, operations, and even survival. The article defines crisis communication as a public relations strategy aimed at protecting an organization during a public challenge to its reputation. Following this, the piece delves into the importance of effective crisis communication. Research indicates that poorly managed communication can escalate crises into public relations disasters. The Tylenol poisoning incident of 1982 serves as a prime example, where Johnson & Johnson's swift and transparent response helped restore public trust. Effective crisis communication strategies contribute to preserving reputation, maintaining trust, ensuring legal compliance, protecting stakeholder interests, and facilitating organizational learning and improvement. The article then outlines essential steps for navigating a crisis through communication. It emphasizes the importance of proactive planning, including identifying potential crises, establishing communication protocols, and outlining response strategies. Transparency is a crucial element, as withholding information can erode trust and fuel speculation. Additionally, empathy and acknowledging the concerns of those affected by the crisis are vital for fostering understanding and support. Furthermore, the article details the creation of a crisis communication plan. This plan should establish clear objectives and key messages, assemble a dedicated crisis communication team with diverse expertise, and allocate sufficient resources for effective communication. Moving on, the article explores specific techniques for effective crisis communication. Open and transparent communication forms the cornerstone, even amid uncertainties. It highlights the need to balance transparency with responsible communication, acknowledging limitations when necessary. Regular and consistent communication updates are crucial for building trust. Timely and accurate information dissemination is equally important. Delays can create a space for misinformation to flourish. Establishing clear communication protocols beforehand ensures a swift and coordinated response when a crisis strikes. Utilizing a multi-channel approach, encompassing press briefings, social media engagement, and website announcements, empowers organizations to effectively communicate with all stakeholders. Finally, the article emphasizes tailoring messages to different stakeholders. Employees, customers, and investors will each have distinct information needs and preferred communication styles. Addressing these variations ensures effective crisis response and fosters understanding during turbulent times.

Facilitated learning or technical distraction? Sociologically exploring online university learning

ABSTRACT This article presents qualitative data from interviews with >100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA). Engagement with TMLA varied with personal preference, technical aptitude, prior experience and perceived relevance to assessment. TMLA students thought facilitated, rather than distracted, from their learning aligned with personal opinions and normative expectations about ‘good’ communication and desirable social interactions. Students who disliked TMLA believed technologies hindered their social interactions or poorly aligned with their preferred communication style. Systemic variation in TMLA provision by the university also affected student satisfaction. Critical sociological investigation illustrating what students valued, used or avoided broadly reflects TMLAs’ social embeddedness and relevance of social experience to higher education practice and satisfaction. The findings reveal practical lessons for organisations seeking to improve service delivery, or student retention. Prior socialisation not only affects student–lecturer social relationships and communication expectations, it affects individual engagement and institutional success.

Beefing up communication skills of upper-level animal science students.

Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness.

COMMUNICATION PREFERENCES FOR DEPRESCRIBING BISPHOSPHONATES IN NURSING HOME RESIDENTS WITH DEMENTIA

Abstract Bisphosphonates are potential targets for deprescribing in nursing home residents with dementia as goals of care change from preventive to palliative. Yet, prescribers lack communication guidance to address deprescribing. We sought to characterize and compare communication preferences of prescribers and family/informal caregivers regarding bisphosphonate deprescribing. We conducted 23 semi-structured interviews with prescribers (12) and caregivers (11). Prescribers and caregivers were asked to provide their impressions of 7 conversation starters for discussing deprescribing bisphosphonates. A qualitative framework analysis was used to identify themes throughout the interviews across the following domains: content of communication, relationship between communicators, and preferred communication styles. Among prescribers, there were 10 physicians and 2 nurse practitioners; most (9) were female and White. Among caregivers, 8 were female, 7 were White, and 5 were Latino/a; most (9) had a post-secondary degree. The most preferred deprescribing conversation starter for prescribers focused on increased risk of adverse effects, while caregivers most preferred a discussion weighing risks versus benefits. The least preferred conversation starter for deprescribing across both groups focused on the extra effort and cost of continuing bisphosphonates. Similarities and differences between prescribers and caregivers regarding important topics for deprescribing conversations were identified, including quality of life, risk versus benefit, and shared decision-making. While caregivers and prescribers agreed on some communication preferences, this study highlights nuanced differences in preferred communication about deprescribing bisphosphonates. The results of this study may contribute to clinical guidance for prescribers and education materials for caregivers to facilitate more effective conversations about deprescribing bisphosphonates.

Abstract B013: Unsilenced strength: Survivorship perspectives from Black prostate cancer survivors

Abstract Introduction: The relentless surge of prostate cancer rates is rapidly alarming public health officials, leaving a trail of shattered hopes among Black men in the United States. This toll reduces mortality for this population, the urgent need for effective solutions becomes more apparent. Survivorship care plans (SCPs) emerge as a beacon of hope, holding the potential to transform the provision of care. Within this tool lies the encapsulation of vital cancer-related information, passed from the oncology team to the resilient survivor and their primary care physician. However, despite the unwavering support of national governing bodies, a disheartening reality persists for Black male survivors, who never access these life-saving plans. The study purpose was to identify receipt of SCPs and the preferred communication delivery of health information among Black prostate cancer survivors. Methods: Utilizing a grounded theory approach, our study delved into the experiences of a convenience sample of seven Black male prostate cancer survivors. In-person and telephone-based semi-structured interviews we sought to unravel unique narratives. The research inquiries used open-ended questions (1) knowledge, awareness, and understanding of SCPs; (2) interactions with medical professionals; and (3) preferred methods of communication of healthcare information. Employing a line-by-line descriptive force coding method, we extracted pertinent statements by open and axial coding to generate specific codes to encapsulate information collected from an underserved population. Results: Thorough analysis revealed several distinct themes pertaining to survivorship care plans and preferred communication styles. The relevant findings were a lack of SCPs knowledge, an absence of post-treatment care, the profound influence of faith and family support, and the value of group settings. Despite receiving education on treatment, survivors expressed a sense of being left adrift, as if their medical professional team had failed to provide them with a clear roadmap for their survivorship journey. In the absence of proper guidance, survivors resorted to considering pre-treatment risk assessments as a makeshift substitute for a comprehensive survivorship care plan. Conclusion: The impact of our study’s findings resonates deeply, revealing a startling reality: Black male survivors in our sample possessed a distressing lack of knowledge about the post-treatment phase of survivorship. Instead, they relied on the support of their spouses or fellow survivors with whom they connected during treatment sessions. The removal of government mandates aimed at promoting SCPs likely contributes toward a disheartening knowledge disparities among many Black men, leaving them without clear guidance regarding the crucial phase of aftercare. Armed with this data, we have the opportunity to drive change and enhance the development of culturally tailored, interactive care plans specifically designed to support Black male survivors after they conquer prostate cancer treatment. Citation Format: Dottington Fullwood, Charles Waldon, Carol Thomas, Mary Ellen Young, Shannon Pressey, Folakemi T. Odedina, Brandon Snipe, Isela Villasenor. Unsilenced strength: Survivorship perspectives from Black prostate cancer survivors [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr B013.

Capturing the perspectives of students with autism on their educational experiences: A systematic review

It is essential for researchers to use data collection methods that facilitate autistic students to share their views about their educational experiences, regardless of their preferred communication styles. This review investigates the methods used in existing research to capture the perspectives of autistic students about educational experiences such as bullying, transition, and wellbeing. The PRISMA guidelines informed the collection and analysis of the data presented in this review. Results indicate that semistructured interviews are the most commonly used method to elicit student perspectives; however, adjustments are often required to assist students with autism to express their opinions. Considerations for researchers conducting research with autistic students are presented, with an emphasis on how students can contribute to research development and design.

How You Talk About It Matters: Cultural Variation in Communication Directness in Romantic Relationships

Communication plays an integral role in shaping romantic relationship quality. Yet, little is known about whether people from different cultural backgrounds communicate differently in their romantic relationships. Here, we addressed this issue by examining (a) whether the extent to which individuals communicate directly or indirectly in their romantic relationships varies by culture, (b) what mechanism underlies these cultural differences, and (c) how the fit between culture and communication style contributes to expected relationship satisfaction. Three key findings emerged across three studies (total N = 1,193). First, Chinese preferred indirect (vs. direct) communication more than European Americans, and this effect was more strongly pronounced in positively (vs. negatively) valenced situations (Studies 1–3). Second, interdependent (vs. independent) self-construal mediated the cultural difference in indirect communication both in positive and negative situations (Study 3). Finally, both cultural groups anticipated greater relationship satisfaction when they imagined their partner using the culturally preferred mode of communication—that is, indirect communication for Chinese and direct communication for European Americans (Study 3). These findings advance theory on culture and romantic relationship processes by demonstrating cultural differences in preferred communication styles across different situational contexts, identifying self-construal differences underlying these preferred communication styles, and highlighting the importance of congruence between culture and communication style for the quality of relationships.

Digital Life Coaching During Stem Cell Transplantation: Development and Usability Study.

BackgroundFor patients with multiple myeloma receiving high-dose chemotherapy followed by autologous stem cell transplantation (SCT), acute life disruptions and symptom burden may lead to worsened quality of life (QOL) and increased emotional distress. Digital life coaching (DLC), whereby trained coaches deliver personalized well-being–related support via phone calls and SMS text messaging, has been shown to improve QOL among SCT survivors. However, DLC has not been investigated during the acute peri-SCT period, which is generally characterized by symptomatic exacerbations and 2-week hospitalizations.ObjectiveWe launched a single-arm pilot study to investigate the feasibility of patient engagement with DLC during this intensive period.MethodsWe approached English-speaking adult patients with multiple myeloma undergoing autologous SCT at our center. Enrolled patients received 16 weeks of virtual access to a life coach beginning on day −5 before SCT. Coaches used structured frameworks to help patients identify and overcome personal barriers to well-being. Patients chose the coaching topics and preferred communication styles. Our primary endpoint was ongoing DLC engagement, defined as bidirectional conversations occurring at least once every 4 weeks during the study period. Secondary endpoints were electronic patient-reported outcome assessments of QOL, distress, and sleep disturbances.ResultsOf the 20 patients who were screened, 17 (85%) chose to enroll and 15 (75%) underwent SCT as planned. Of these 15 patients (median age 65 years, range 50-81 years), 11 (73%) demonstrated ongoing DLC engagement. The median frequency of bidirectional conversations during the 3-month study period was once every 6.2 days (range 3.9-28 days). During index hospitalizations with median lengths of stay of 16 days (range 14-31 days), the median frequency of conversations was once every 5.3 days (range 2.7-15 days). Electronic patient-reported outcome assessments (94% adherence) demonstrated an expected QOL nadir during the second week after SCT. The prevalence of elevated distress was highest immediately before and after SCT, with 69% of patients exhibiting elevated distress on day −5 and on day +2.ConclusionsDLC may be feasible for older patients during intensive hospital-based cancer treatments such as autologous SCT for multiple myeloma. The limitations of our study include small sample size, selection bias among enrolled patients, and heterogeneity in DLC use. Based on the positive results of this pilot study, a larger phase 2 randomized study of DLC during SCT is underway to investigate the efficacy of DLC with regard to patient well-being.Trial RegistrationClinicalTrials.gov NCT04432818; https://clinicaltrials.gov/ct2/show/NCT04432818.

Preferred Leadership Communication Styles Across Cultures

ABSTRACT The Implicit Leadership Theory, GLOBE study, and Norton’s Communication Styles frame this study into how employees from different cultures expect leaders to communicate effectively. Survey data collected from 160 college students with prior work experience who represented 56 different countries, identified the three most preferred leadership communication styles (i.e. impression leaving, friendly, attentive), across six cultural clusters (i.e. African, Anglo, Confucian Asian, Latin American, the Middle Eastern, South Asian clusters). Focus group data collected from 25 participants provides insight on how employees expect leaders from these six clusters to enact these styles. Guidelines emerge from the findings.

Use of the Jung/Myers Model of Personality Types to Identify and Engage with Individuals at Greatest Risk of Experiencing Depression and Anxiety.

Depression is the leading cause of ill health and disability worldwide. Objectives were (1) to determine the strength of the association between personality type with depression and anxiety using the Preferred Communication Style Questionnaire (PCSQ©) and the Four-Item Patient Health Questionnaire for Depression and Anxiety (PHQ-4) and (2) evaluate the extent to which severity of depression and anxiety is associated with personality type. Data were collected via a self-administered online survey of 10,500. Chi-square analysis compared personality types and depression and anxiety. Practical significance was determined by calculating the percentage-from-expected score based on established statistics reflecting each personality type's percentage in the US population. Personality type was strongly associated with both depression and anxiety with certain types at significantly greater risk than others. Findings can improve the research and clinical community's understanding of the specific risk factors and triggers for depression and anxiety, and result in more efficacious, tailored treatment options.

Effectiveness of Message Frame-Tailoring in a Web-Based Smoking Cessation Program: Randomized Controlled Trial.

BackgroundThe content of online computer-tailored interventions is often determined to match an individual’s characteristics, beliefs, and behavioral factors. These content-tailored interventions lead to better message processing and a higher likelihood of behavior change such as smoking cessation. However, a meta-analysis of online computer-tailored interventions showed that effect sizes, albeit positive, remain small, suggesting room for improvement. A promising strategy to enhance the effectiveness of online computer-tailored interventions is to tailor the message frame (ie, how a message is communicated) based on the preferred communication style of the user in addition to content-tailoring. One factor that determines an individual’s communication style preference is the need for autonomy; some individuals prefer an autonomy-supportive communication style (offering choice and use of suggestive language), whereas others might prefer a directive communication style, which is replete with imperatives and does not provide choice. Tailoring how messages are presented (eg, based on the need for autonomy) is called message frame-tailoring.ObjectiveThe aim of the present study was to test the effectiveness of message frame-tailoring based on the need for autonomy, in isolation and in combination with content-tailoring, within the context of an online computer-tailored smoking cessation intervention. The primary outcome measure was the 7-day point-prevalence of smoking abstinence. Secondary outcomes were perceived message relevance, self-determined motivation to quit smoking, and sociocognitive beliefs.MethodsA randomized controlled trial with a 2 (message frame-tailoring vs no message frame-tailoring) by 2 (content-tailoring vs no content-tailoring) design was conducted among adult smokers intending to quit smoking (N=273).ResultsStructural equation modeling revealed that the content-tailored condition increased smoking abstinence rates 1 month after the start of the intervention (beta=.57, P=.02). However, neither message frame-tailoring nor its interaction with content-tailoring significantly predicted smoking abstinence. In our model, message frame-tailoring, content-tailoring, as well as their interaction significantly predicted perceived relevance of the smoking cessation messages, which consequently predicted self-determined motivation. In turn, self-determined motivation positively affected attitudes and self-efficacy for smoking cessation, but only self-efficacy consequently predicted smoking abstinence. Participants in the control condition perceived the highest level of message relevance (mean 4.78, SD 1.27). However, messages that were frame-tailored for individuals with a high need for autonomy in combination with content-tailored messages led to significantly higher levels of perceived message relevance (mean 4.83, SD 1.03) compared to those receiving content-tailored messages only (mean 4.24, SD 1.05, P=.003).ConclusionsMessage frame-tailoring based on the need for autonomy seems to be an effective addition to conventional content-tailoring techniques in online smoking cessation interventions for people with a high need for autonomy; however, this is not effective in its current form for people with a low need for autonomy.Trial RegistrationDutch Trial Register (NL6512/NRT-6700); https://www.trialregister.nl/trial/6512

Generation Z for Job Employment: Characteristic and Expectation

The aim of the study is to fill the gap about generation Z and their expectation on the job surrounding. It is also hope to provide employers with information on the necessary training, working atmosphere, preferred communication and management style by the future employees thus, ensuring the appropriate preparation to embrace the new generation Z as employees in organizations be it private or public sector. Since Malaysian do not have much literature on Gen Z, therefore, this study has to take the US literature on Gen Z statistic.

423 What’s the beef with communication? Investigating communication styles of advanced animal science students

Abstract Effective science communication skills are vital to the animal science industry for translating science-focused information to lay audiences. To address the American Society of Animal Science’s (2017) third core principle of communicating research and scientific information in an “open, transparent, and dynamic manner,” we sought to investigate the communication styles of students enrolled in a senior-level animal science (beef cattle production) course at Texas A&M University. To do so, we described students’ preferred communication style(s) and ranching experience levels to assess potential effect of ranching experience levels on communication styles. We used Hartman and McCambridge (2011) communication style assessment to describe the communication styles of amiable, analytical, driver, and expressive for students enrolled in this course during four semesters (N = 188; spring 2018 = 61, summer 2018 = 15, fall 2018 = 55, and spring 2019 = 57). Of these, 124 were females (66%) and all (100%) were animal science majors. Students preferred the amiable communication style (n = 59; 31.4%), while females preferred amiable (n = 124; 32.3%) and males preferred driver (n = 64; 29.3 %). Students were moderately experienced with ranching (M = 3.1, SD = 1.08 on a 1-to-5, lowest to highest, respectively, scale). We used a one-way, between-subjects ANOVA to compare the effect of ranching experience on communication styles at the P < 0.05 level and met the assumption of homogeneity using Levene’s test (P = 0.52). There was no significant effect [F(10, 174) = 0.68, P = 0.74]. Because amiable communicators are generally supportive but not assertive, we recommend implementing decision-making exercises to move them to become more assertive in making decisions. Previous experiences due to familiarity with livestock production were not related to communication styles. Therefore, we recommend investigating students’ communication styles to prepare animal science graduates to meet industry needs.

자폐스펙트럼장애 학생의 자해행동에 대한 기능적 의사소통 훈련 중재연구 분석

The purpose of this study was to review recent researches conducted abroad and domestic regarding functional communication training(FCT) to reduce self-injurious behavior for students with autism spectrum disorder(ASD). A total of 12 studies including 11 abroad studies and 1 domestic studies were selected according to inclusion criteria and exclusion criteria. For a more systematic analysis, we divided the FCT into three essential steps to examine the functional analysis of self-injurious behavior, alternative responses of communication, and intervention methods. The analysis revealed that all studies conducted a single subject research method. Self-injurious behaviors of students appeared in various forms, accompanied by aggression, destruction and disruption. In addition, the function of self-injurious behavior was ‘tangible’ with the highest frequency, followed by ‘escape demand’, ‘attention’ and ‘free play’. Alternative forms of communication were spoken, picture cards and AAC. The form was diversified in consideration of the student’s level of communication and preference. Out of a total of 12 studies 9 studies applied the prompts step by step. And nine of the studies confirmed that the schedule thinning was applied. The degree of the FCT effect differed according to the function of problem behavior, the amount of task, the mediator, and the communication response. The extent of the FCT effect was high when the intervention was provided through the student’s preferred communication style. Lastly, we suggested a limitation for the follow-up research along with discussions based on these findings.

Exploring online anti-vaccination movements: the role of social media in public health communications and reporting

Abstract Vaccination against Human Papilloma Virus (HPV) was successfully introduced in the Danish childhood vaccination program in 2009 for girls aged 12 with coverage reaching approximately 90%. However, media attention focusing on vaccine safety resulted in a rapid drop in vaccination coverage from 2015. In May 2017, a national campaign “Stop HPV - stop cervical cancer” with aim to regain trust in the official HPV vaccine recommendation and to increase vaccination coverage, was launched. The primary target group of the campaign are mothers in doubt whether to HPV vaccinate their daughter. One of the main elements of the campaign is the social media strategy which includes a Facebook (FB) page “Stop HPV - stop cervical cancer”. New content is made for the page one or twice weekly with a wide range of different post styles used. The FB page is staffed throughout the week and every comment made on the FB page personally answered by the staff. The communication strategy used for the campaign is “heart-brain” with a strategy of communicating “brain” facts about safety and effectiveness of the vaccine while on the other hand telling narrative “heart” stories, such as personal stories of women with cervical cancer. The strategy is in line with recommendations from World Health Organization (WHO) who acknowledge health communication related to vaccines is not only about telling facts, but also about eliciting emotions, creating trust and ensuring genuine understanding by the target group. Communicating on FB about the Childhood vaccination programme has not been used by the Danish Authorities before and there has been a keen interest to learn from the campaign initiative. To quantify and qualify the interaction on Facebook, engagement rates and sentiment analysis to the different types of FB posts have been evaluated and focus groups used to describe the preferred communication style. Data from the evaluation and the impact of the campaign will be presented at the workshop.

Student performance is linked to connecting effectively with teachers

Purpose The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations. Design/methodology/approach The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments. Findings The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9. Research limitations/implications The study was conducted at one site. Practical implications Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training. Originality/value If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.

Are there preferred coping and communication strategies while undergoing IVF, and do cognitive behavioral interventions help?

PurposeCoping and communication strategies affect how one perceives potentially stressful life events, such as infertility. Cognitive behavioral interventions (CBI) can reduce the distress related to undergoing in vitro fertilization (IVF). The purpose of this paper is to examine the effect of CBI on the coping and communication skills as well as perceived stress and depressive symptoms of women undergoing IVF treatment. The authors also explored the relationship between coping strategies and pregnancy rates.Design/methodology/approachThe authors conducted a randomized controlled trial of CBI in 50 women undergoing IVF (NCT00685282).FindingsThe authors found that CBI was associated with reductions in active-confrontive coping among over 50 percent of participants, which was also found to be positively related to depressive symptoms. Furthermore, high meaning-based coping at baseline and high-avoidant coping at the end of IVF treatment were associated with increased pregnancy rates.Research limitations/implicationsCBI can be helpful in reducing the perceived stress of women undergoing IVF; however, the adaptiveness of individual coping skills and communication skills vary. Since different coping strategies seem to be of benefit at different time points, further studies might benefit from the examination of engaging in context-dependent coping strategies.Practical implicationsIntegrating mental health care on infertility units may assist in reducing the stress and thus quality of care in women undergoing IVF. Mental health care can be tailored to meet the individual needs of infertility patients based on their preferred coping strategies and communication style. Further research is needed to examine the cost benefit of reducing perceived stress in fertility patients.Social implicationsInfertility is a social and medical problem that has vast implications on the mental health of individuals. Providing support along with practical tools for stress reduction and improved coping and communication can result in reduced stress and improved coping.Originality/valueThis paper examined the effect of a cognitive behavioral intervention on the coping strategies and communication skills of women undergoing IVF and can contribute to our understanding of the value of integrating mental health and medical care.

Shifting styles: Do auditor performance levels influence the review process?

We examine communication behaviors during the audit review process using a survey of audit partners, managers, and in‐charge/senior associates from each Big 4 accounting firm and one international accounting firm. We inquire about reviewers' preferred communication style when discussing review notes with preparers of varying performance levels, their likelihood of taking over the audit work of preparers due to either a lack of a response or an inappropriate response to a review note, and their propensity to self‐correct preparers' documentation along with the reasons for doing so instead of leaving a review note. Consistent with expectations, results indicate that reviewers are more likely to discuss review notes face to face with below‐average‐performing subordinates than with above‐average‐performing subordinates, and instead use alternative forms of communication with above‐average performers. Further, we find that reviewers self‐correct and/or update documentation themselves more frequently for below‐average subordinates than for above‐average subordinates. Supplemental analysis reveals that reviewers are likely to revise the work of subordinates, whether below average or above average, for a variety of reasons, including ease of doing so, efficiency, and pending deadlines.

Auditors' Communications with Audit Committees: The Influence of the Audit Committee's Oversight Approach

SUMMARY Policymakers have identified effective communications between the auditor and the audit committee (AC) as an indicator of a quality audit, but little is known about the factors auditors consider when deciding what to communicate about significant accounting issues. We propose auditors use the AC's oversight approach as a cue for the level of detail in their communications that is necessary to satisfy the AC's preferences for auditors' insights on issues that were resolved with management. In our experiment, auditors resolved an inventory obsolescence issue with a hypothetical CFO, and then wrote a communication about it for the AC. We manipulate the AC's preference for getting involved in the issue resolution process and its reputation for asking questions. Our results, supplemented by findings from audit partner interviews, suggest auditors tailor their communications to the AC's oversight approach, the AC's industry and accounting knowledge, and the AC chair's preferred communication style. Data Availability: Contact the authors.

21st Century Skills: Student Perception of Online Instructor Role

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.