Sense Of Rapport Research Articles

How students perceive the teacher’s use of humour and how it enhances learning in the classroom

Recently, scholarship on humour in teaching and learning has focused on the use of instructional humour. Past studies have reported that instructional humour is best used as a pedagogical tool for teaching and learning purposes. Nevertheless, how students perceive instructional humour and how humour enhances learning in the classroom is still not clear. This exploratory study aims to gain further understanding of students’ interpretation of teachers’ use of humour in relation to teaching and learning in a higher education context. In particular, it aims to explore the perspectives of students as to how the use of humour in the classroom enhances their learning. Data were collected from one-to-one in-depth interviews with 10 undergraduate students who were learning with award-winning teachers at a research-intensive university in New Zealand. Students explained a variety of ways in which humour enabled their process of learning. These included helping them to concentrate, remember and understand learning content by connecting humour to content. Additionally, a sense of rapport and positive attitude towards learning and the teacher were indicated as contributing to the learning environment. Our findings indicate that students considered instructional humour a tool that enhanced their learning cognitively and emotionally.

Loss of Rituals, Boundaries, and Relationship: Patient Experiences of Transition to Telepsychotherapy Following the Onset of COVID-19 Pandemic.

Telepsychotherapy is an increasingly common way of conducting psychotherapy. Previous research has shown that patients usually have positive experiences of online therapy, however, with large individual differences. The aim of this study was to explore patients’ experiences of transition from in-person psychotherapy sessions to telepsychotherapy during the COVID-19 pandemic, as well as variation in the experiences with regard to the patients’ personality orientation. Seven psychotherapy patients in Sweden were interviewed and the transcripts were analyzed using thematic analysis. Additionally, the participants were asked to rate their dissatisfaction/satisfaction with the transition, how hindering/helpful the transition was, and how unsafe/safe they felt after the transition in comparison to before. Personality orientation on relatedness or self-definition was assessed applying a self-assessment instrument (Prototype Matching of Anaclitic-Introjective Personality Configuration; PMAI). The participants experienced telepsychotherapy as qualitatively different from in-person psychotherapy. They reported several essential losses: the rituals surrounding therapy sessions were lost, including the transitional time and space between their every-day life and the therapy sessions, less therapeutic work was done, the therapists could lose their therapeutic stance, the sense of rapport was impaired, and the patients felt less open and emotionally available. On the other hand, some patients could feel freer online. As six of the participants had an anaclitic personality orientation, the present study could especially contribute to the understanding of how patients with strong affiliative needs and fear of abandonment experience the transition to meeting their therapists via communication technology. The participants’ self-ratings showed that they were only marginally dissatisfied with the transition and experienced the transition as slightly hindering, whereas they felt rather safe after the transition, indicating low concordance between qualitative and quantitative evaluations. New studies are needed to explore the introjective patients’ experiences of the transition. An essential topic is also to collect evidence and to test how the impaired sense of rapport when using communication technology can be remedied by adequate, patient-tailored interventions, a topic that has to be included in psychotherapy education and training.

Initiating and maintaining student-instructor rapport in face-to-face classes

ABSTRACT We examined college instructors’ perceptions of the behaviors and contextual factors that allow them to initiate and maintain rapport with their students. Phenomenological interviews with 21 college instructors indicated that instructors rely on different strategies and contextual factors to initiate and to maintain rapport with students across the semester. At the beginning of the semester, these instructors rely on a variety of connecting, common grounding, and information sharing behaviors and leverage baked-in rapport to cultivate a sense of rapport from their students. After rapport has been initiated, these instructors place more emphasis on attentive and courteous behaviors, while continuing to engage in connecting behaviors. Furthermore, these instructors identified personalized instruction and tactful responses to delicate situations as essential for maintaining a strong sense of rapport across the semester. Findings from the present study provide college instructors with a framework for initiating and maintaining rapport with students in their classrooms.

Shaping Perceptions of Basic Science Education by Utilizing Real Patient Encounters.

Integrating basic science into clinical teaching has been a struggle for medical schools. However, early exposure to clinical experience has been associated with an increased understanding of the importance of basic science, positive attitudes, and developing clinical skills faster. Furthermore, early clinical exposure can help students reconnect with what drove them into medicine in the first place, especially when they are starting to feel burned out by the volume of lecture material. As a result, increasing patient experience during the first year has become a goal of many medical schools. At Rutgers Robert Wood Johnson Medical School, interprofessional case discussions (ICDs) begin with a lecture that explicitly integrates basic science with a disease, followed by a discussion with a patient, their family, the healthcare team, and first-year students. Our objective is to explore whether ICDs enhanced the learning experience of basic science. ICD satisfaction was assessed using evaluations from two different courses (2013-2016). Responses were analyzed quantitatively using descriptive statistics and qualitatively using a grounded-theory-content analysis. Study 2: A follow-up measure with current third- and fourth-year students on long-term retention of basic science was analyzed using a Wilcoxon signed rank test. Relative rankings of three different case-based teaching modalities were assessed using chi-square. Students reported significantly higher satisfaction with ICDs (93%) for reinforcing concepts and integrating materials compared to Flipped Classrooms (66%) and Jigsaws (65%), x 2 = 120.9, p < .001. Student comments fit into five categories: enjoyment, learning/retention, the clinical usefulness of basic science, affirming passion to be in medicine, and others. The follow-up measure indicated significantly greater retention of the biochemical basis of diseases covered during ICDs. While other teaching modalities integrate basic science into a clinical context, ICDs go further by displaying interprofessional care and the manifestation of the disease on the patient and the lives of their family. As a result, ICDs lead to a positive learning environment in which students feel comfortable, have a sense of rapport with the patients and health care providers, and feel motivated to learn basic science.

Tourist in the (K)Now: social Rapportage and the performative rapport of social media

ABSTRACTThis paper explores how tourists, through the use of social and digital media platforms, are able to develop formations and connections that enhance a sense of rapport. The role of tourist is articulated through a new term, the ‘rapporter’, and the activity of the rapporter takes place as ‘rapportage’. Additionally, I suggest that this is achieved through the availability of mobile Apps. I propose that through the process and act of rapportage individuals can disseminate their responses to events and experiences, which provides an opportunity for further rapport. The voices then become part of a collective rapport inspired to understand and connect with others and can provide different examples compared to the divisive and often aggressive reporting frequently articulated as part of the ‘post-truth’ environment.

Participatory autism research with students at a UK university: evidence from a small-scale empirical project

PurposeThe purpose of this paper is to address the benefits of a participatory approach to autism research, demonstrating the positive effects of giving autistic project assistants (PAs) the opportunity to design and undertake a project researching the experiences of autistic university students.Design/methodology/approachA participatory approach was implemented, engaging autistic university students as research assistants. All the research team except project co-ordinators were autistic. Undergraduate autistic students developed and conducted a set of semi-structured interviews, with two autistic alumni responsible for data analysis and both scheduling and moderating focus groups. Participation in dissemination of the findings was open to all.FindingsThe results included in this paper reflect a portion of the overall findings, specifically regarding the participatory approach. The findings of the study indicate the perceptions of respondents being interviewed by autistic researchers in relation to their shared understanding, facilitating positive feelings and a sense of rapport in the interview process. The PAs were able to improve their research skills through the project, which contributed constructively to their CV and allowed them to feel more positive about being autistic, and specifically about being an autistic researcher.Originality/valueThis paper is one of the first to discuss the challenges and benefits of including autistic participant researchers at all stages of the research project, including research design, data collection, analysis and dissemination, being co-written by both project co-ordinators and autistic project researchers.

Rapport in Negotiation

This study examined the contribution of verbal behavior to the creation of rapport in negotiation, while methodologically addressing the issue of dependence between dyadic measures, which is inherent to the concept of rapport, with the Actor-Partner Interdependence model. The approach adopted is substantially different from that of past research, which emphasized the contribution of nonverbal behavior to rapport and used averaged rapport to asses it. Drawing both from the theoretical concept of rapport and from Politeness theory, the authors developed the Verbal Rapport Assessment scale. The authors found that rapport is indeed encoded in the verbal behavior and that various verbal behaviors contribute to negotiators’ sense of rapport, as well as to the judgment of negotiators’ rapport behaviors. Likewise, the authors found that a negotiator’s sense of rapport was primarily affected by his partners’ verbal behavior and by the interaction between behaviors of both sides. These findings emphasize the importance of the verbal channel and the dyad in creating rapport in negotiation. Negotiation in the twenty-first century is often characterized by exclusively verbal interactions (via telephone, chat, and e-mails); negotiators from many different fields can benefit from these findings.

The Effects of the Supervisory Working Alliance on Worker Outcomes

This study explored the effects of the supervisory relationship, as conceptualized by Bordin's working alliance, on social service workers' job satisfaction and burnout. Hierarchical linear model analyses of survey results from supervisors (n = 51) and workers (n = 80) in Healthy Families America agencies revealed that the workers' sense of rapport within the supervisory relationship is related to job satisfaction. While it was expected that the supervisory relationship would also relate to levels of burnout, no association was found in the analyses. However, strong negative correlations were found between the workers' feelings of rapport within the supervisory relationship and both emotional exhaustion and depersonalization.

Major Elements of Parents' Satisfaction and Dissatisfaction With Pediatric Rehabilitation Services

Little is known about the elements of service delivery that underlie parents' satisfaction with the pediatric rehabilitation services their children receive. Determining the most important elements of satisfaction and dissatisfaction will inform health care managers about what should be done in delivering services. In this study, 130 highly satisfied and 101 relatively dissatisfied parents were identified based on their scores on a standardized satisfaction measure (from a pool of 645 parents). Parents' comments (the 3 things they liked most and least about the services received from a children's rehabilitation center or program) were coded using a comprehensive coding scheme based on the medical and rehabilitation literatures. Coding agreement was ensured through a consensus procedure. Highly satisfied parents most often mentioned elements of the service delivery process, particularly respectful and supportive care (i.e., feeling listened to and having a sense of rapport with service providers). Relatively dissatisfied parents most often mentioned structural elements (particularly lack of access to existing services) and process elements (respectful and supportive care, as well as lack of continuity and coordination of care). To ensure parents' satisfaction and prevent dissatisfaction, managers and service providers should reduce waiting lists, provide respectful and supportive care, and ensure services are coordinated across locations and over time. Measures of satisfaction should contain items tapping elements of both process and structure, because structural elements are particularly important in terms of parents' dissatisfaction.

Client Participation and Provider Communication in Family Planning Counseling: Transcript Analysis in Kenya

To examine how much and in what ways clients participate in family planning consultations, and how providers influence their behavior, investigators analyzed transcripts of 178 counseling sessions with female clients in Kenya and developed coding guides that focus on client participation. The results show that providers dominate most counseling sessions, and clients rarely take an active role. The most common way for clients to participate is by volunteering additional information when they respond to providers' questions. Providers may encourage clients to play a more active role by building a sense of rapport, by relating contraceptive information specific to each client's personal situation, and by rewarding clients' attempts to participate.