Use Of Nonverbal Communication Research Articles

Nonverbal Communication in Javanese and Australian Culture

Non-verbal communication (NVC) is very common in social interactions, and the use of NVC is specified by social conventions. There are some universal nonverbal signals used by people across cultures such as laughing and crying, but there also some nonverbal acts which are culturally specific. This paper aims to discuss NVC in Javanese and Australian cultures. The data used in this study were taken from Javanese people living in Central Java and Australian people in Canberra. The respondents were chosen randomly. The results show that Australians and Javanese have similarities and differences in their types of nonverbal communication as handshakes, waving, kissing, hand holding, hugging and hand clapping. The styles of communication of these expressive movements are directly linked to cultural or social values within the two separate cultures

Responding to natural and manmade disaster with dance movement therapy

Abstract Dance movement therapy (DMT) is a relatively new form of mind/body psychotherapy that builds on the use of non-verbal communication and symbolic movement. Although it has been used primarily in psychiatric and medical settings, its use with challenges of cultural dislocation and trauma is relatively new. Dance movement therapy can be effective in treating individual, family and community trauma resulting from disasters. Working with the body and the mind, DMT can reduce compassion fatigue, build resilience and post-traumatic growth, and increase self-care. This article will describe its use to work with Syrian refugees in Amman, Jordan, first through the setting and its challenges for the refugees and then through efforts to develop effective community partnerships. It will demonstrate the use of DMT to work with widows and children, building community through culturally relevant dance and ritual.

The Relationship between of Dance Instructors` Use of Nonverbal Communication, Dance Achievement Ability, Performance Confidance in University Dance Students.

The Relationship between of Dance Instructors` Use of Nonverbal Communication, Dance Achievement Ability, Performance Confidance in University Dance Students.

Nonverbal communication during the learner lesson with a professional driving instructor: A novel investigation

BackgroundFundamental for the development of the driving and road use skills of the young driver is learning to drive through driving instruction and, in graduated driver licensing programs such as in Australia, driving supervision. In Queensland young drivers are required to log a minimum of 100h supervised practice, with recent research revealing that parents provide most of this supervision. Queensland also offers young drivers a 10-h 3-for-1 bonus for professional driving instruction, such that one hour of professional instruction can be logged as three hours of practice, to a maximum of 30 logbook hours. Recent research efforts have begun to provide insight into the nature of the verbal instruction of both parents and professional instructors, and into the nonverbal communication between parents and learners. However nothing is known regarding the nonverbal communication between professional instructors and learners. MethodTen learner lessons (five male learners) with four professional instructors (four males) were captured via GoPro cameras. The nonverbal communication during the first, middle, and last 10min of each lesson was coded as being posture and body orientation, gestures, facial expressions, proximity, humour, and eye contact, within the context of the accompanying verbal communication according to the value of (a) eager, or (b) cautious; the valence of (a) neutral, (b) positive, or (c) negative; and the purpose of (a) rapport, or (b) communication. ResultsOverall, posture and body orientation was the most common mechanism of nonverbal communication, while facial expressions and proximity were the least common mechanisms of nonverbal communication. In general the beginning, the middle, and the end of the lessons were characterised by a plethora of neutral, cautious interactions, and positive, eager interactions. However it is noteworthy that the rates at which learners and instructors engaged in these behaviours were found to change across the lesson. Specifically learners actively communication nonverbally through mechanisms such as eye contact, facial expressions and humour, while instructors appeared to manage building rapport and communicating safe vehicle and road use through nonverbal communication such as gestures, facial expressions and posture and body orientation, summarised in a model comprising a continuum of instruction. DiscussionWhile nonverbal communication is fundamental for effective verbal communication, and on occasion can replace verbal communication, and as such the professional – and the parental – driving lesson should optimise the use of nonverbal communication, at this time the optimal nature of nonverbal communication remains unknown. In addition, optimal verbal and nonverbal communication specifically suited to the driving context which involves a dynamic environment outside the vehicle, and at times a dynamic environment inside the vehicle, remains yet to be identified. The research findings provide unique insight into the nature of the nonverbal communication used by both learner drivers and professional driving instructors, in addition to the continuum of instruction model. As such, the findings provide a solid foundation for future research into, and guidance regarding, optimising the learner driving lesson.

Promoting Care Giving Interventions through the Dance of Caring Persons (After Pross et al.)

Health and social care staff work in complex workplace cultures that expose them to human suffering, distress and ‘dis-ease’. To defend themselves from emotional and physical pain, staffs undertake tasks, rituals, customs and practices to ameliorate discomfort. This serves as psychological and physical protection from their clients; alien to the ethos of person centred compassionate care. The dance of caring persons is a metaphor for the physical and emotional interaction of a caring relationship. Being facilitated through each of the dance steps offers one way to reignite caring professions. We outline a workshop process aimed to re-engage care staff with an intention to care. Self-care is the first step, which at an intentional, meaningful level requires a moment of mindfulness as internal bodily awareness. Noticing one’s emotional state increases self-awareness and an ability to focus on the here and now, from which to relish the breadth and depth of human experience. The second step includes a moment of performance; through intentional use of non-verbal communication to welcome and engage with others. The third step of the dance is active and effective verbal communication used to purposefully enter into a caring relationship. The fourth step is critical creative discussion, following mutual reflection of what has gone before. Step five is resonance; delving deeper into understanding the emotional and body senses, exploring the words exchanged, their intention and ‘true’ meaning. Step six is the creation of a ‘collage of caring’. Fragments of mutual learning, emotive expression and reactions (impact) are captured in the final exchange undertaken by all involved in the caring process. The dance of caring persons aims to identify the dance steps each person contributes to the context of caring. Such a compendium of caring provokes a deeper understanding of self in relation to the other, within the context of health and social care interactions.

Nonverbal communication in EFL teaching

In recent years a number of researchers have stressed the importance of nonverbal communication – especially Kinesics – in the teaching and learning of languages (Bernsen, 2002; Jung, 2003; Gonzalez, 2004; Querol-Julian and Belles-Fortuno, 2010; Surkamp, 2014). This paper aims to investigate the importance of gestures in the communication process and how the appropriate use of nonverbal communication enhances classroom interaction and contributes to conveying meaning. EFL language teaching can benefited from nonverbal communication when this is used in an effective way. The paper examines a small corpus of two videos taken from YouTube in which EFL teachers’ discourse and co-speech gestures (McNeill, 1992) were analysed. Results suggest that teachers used primarily iconic hand movements, which in turn enhanced students’ acquisition of the target language (TL). Finally, a section of pedagogical implications will focus on the appropriate use of gestures in a number of interactive activities.

Let Your Body Speak: Communicative Cue Extraction on Natural Interaction Using RGBD Data

Employment interviews are relevant scenarios for the study of social interaction. In this setting, social skills play an important role, even though the interactions between potential employers and candidates are often limited. One fundamental aspect of social interaction is the use of nonverbal communication , which affects how we are socially perceived. We present a method to automatically extract body communicative cues from one-on-one conversations recorded with Kinect devices. First, we find the three-dimensional position of hands and head of the subject, and, aided by training data, we infer the upper body pose. Then, we use the inferred poses to perform action recognition and build person-specific activity descriptors. We evaluate our system with both domain-specific and public, generic datasets, and show competitive performance.

Non-verbal Communication in Music Lessons

In our study, which we carried out with a group of primary-school children aged between six and nine, we were interested in how musical language is shaped through group improvisations. Narrative dimensions of improvisation were studied through activities of Orff-Schulwerk, the specific music-movement education approach which, apart from music activities, puts great emphasis on development of social competences. The research was designed as a phenomenological case study. The findings show that, contrary to Orff-Schulwerk premises, children had yet to learn musical language and how to use it. It also turned out that teacher's expectations regarding the use of non-verbal communication are inversely proportional to the successful use of musical language. In line with Orff-Schulwerk's principles, rhythm proved to be the primary musical language parameter, as it was through rhythm that children first reached the sensations of others and reflectively depicted events from everyday life.

How leaders influence followers through the use of nonverbal communication

Purpose – The purpose of this paper is to address the relationship between a leader’s use of nonverbal immediacy (specific hand gestures) and followers’ attraction to the leader. This study provides initial evidence that certain hand gestures are more effective than others at creating immediacy between leaders and followers. Design/methodology/approach – In an experimental study, participants (male=89; female=121) were shown one of three videos of an actor, as leader, using three positive hand gestures, three defensive hand gestures, and no hand gestures, which have not been previously operationalized (and were grouped arbitrarily by the experimenter). Three hypotheses were tested using a 3×2 ANOVA (by group and gender) for main and interactional effects. Findings – The independent variable, positive hand gestures (M=2.4), was perceived by participants as more immediate than the other two independent variables, defensive hand gestures (M=−19.2) or no hand gestures (M=−21.6). Analysis of data indicate that participants perceived leaders with no hand gestures and defensive hand gestures to be distant or non-immediate and the leader with positive hand gestures to be more immediate or attractive. Research limitations/implications – This study is limited as a pilot study establishing differences between specific hand gestures for the first time. Practical implications – The research provides initial evidence that the hand gestures arbitrarily defined as “positive” create more immediacy between the followers and the leader than usage of “negative” gestures and no gestures. Social implications – The current research can act as a motivator for leaders to fast forward relationships with followers through the use of specific hand gestures. Originality/value – The results suggest the possibility that some hand gestures are more effective than others.

The patient experience of patient-centered communication with nurses in the hospital setting: a qualitative systematic review protocol.

Review question/objective The objective of this systematic review is to synthesize the eligible evidence of patients’ experience of engaging and interacting with nurses, in the medical-surgical ward setting. This review will consider the following questions: What are the expressed experiences of patients engaging and interacting in patient-centred communication with nurses? What are the beliefs, opinions and desires of patients, when engaging and interacting with nursing staff in terms of communicating in ways that meet the patients’ needs and wants? What factors do patients perceive influence (facilitate or prevent) patient-centred communication and their engagement and interaction with nursing staff? What are the experiences of patients of nurses listening to and responding to them within patient-centred communication with respect to their safety and experience of care? Inclusion criteria Types of participants The review will consider studies that include adult patients who are 18 years of age and older who have been admitted as inpatients to a medical-surgical ward. Studies and texts presenting adult inpatients to all other hospital wards settings will be excluded. Maternity, emergency department, operating room, palliative and psychiatric ward settings will be excluded. Emergency department settings are excluded as they may not include patients that are admitted to hospital. Operating room settings are excluded because of the variations in the level of consciousness that may occur to patients. Maternity, palliative care and psychiatric patients because of unique needs of care required by these patients. Studies that include patients with cognitive disorders will also be excluded. Phenomena of interest This review will consider studies that investigate patient experience of engaging and interacting with nurses at the bedside in the hospital setting and the meaningfulness of that experience.

THE USE OF NON - VERBAL COMMUNICATION IN THE TEACHING OF ENGLISH LANGUAGE

This paper attempted to investigate the use of various forms of non- verbal cues that are relevant to language teaching. It also examined its benefit to language education. Qualitative and quantitative research methods That is, survey research design and focus discussion group methods were adopted. The total number of 210 Copies of questionnaires was administered on the students while 23 different copies of questionnaires was also administered on the teachers apart from a ten member focus group discussion organized to elicit information about their experiences in the use of non verbal communication. Findings showed that though the teachers were awarded of the benefit of non verbal communication to language teaching, they do not have access to those non-verbal instructional materials that are most essential. This is therefore having negative effect on the academic performance of the students. Finally, the paper offers some recommendations on the availability and how the knowledge of non-verbal communication will improve the academic achievements of English language learners as well as making the task of impacting knowledge an easy one for the teachers also.

Professional Development: The Use of Nonverbal Communication During Class Lecture

Professional Development: The Use of Nonverbal Communication During Class Lecture

Methodological and ethical issues related to qualitative telephone interviews on sensitive topics

To explore the methodological and ethical issues of conducting qualitative telephone interviews about personal or professional trauma with critical care nurses. The most common method for conducting interviews is face-to-face. However, there is evidence to support telephone interviewing on a variety of sensitive topics including post-traumatic stress disorder (PTSD). Qualitative telephone interviews can limit emotional distress because of the comfort experienced through virtual communication. Critical care nurses are at increased risk of developing PTSD due to the cumulative exposure to work-related stress in the intensive care unit. We explored the methodological and ethical issues of conducting qualitative telephone interviews, drawing on our experiences communicating with a group of critical care nurses. Qualitative research interviews with 27 critical care nurses. Fourteen of the nurses met the diagnostic criteria for PTSD; 13 did not and had scores consistent with high levels of resilience. This is a methodology paper on the authors' experiences of interviewing critical care nurses on sensitive topics via the telephone. The authors found that establishing rapport and connections with the participants and the therapeutic use of non-verbal communication were essential, and fostered trust and compassion. The ethical issues of this mode of communication include protecting the privacy and confidentiality associated with the disclosure of sensitive information, and minimising the risk of psychological harm to the researcher and participants. Qualitative telephone interviews are a valuable method of collecting information on sensitive topics. This paper explores a method of interviewing in the workplace. It will help inform interventions to promote healthy adaptation following trauma exposure in the intensive care unit.

Achieving visibility? Use of non‐verbal communication in interactions between patients and pharmacists who do not share a common language

Despite the seemingly insatiable interest in healthcare professional–patient communication, less attention has been paid to the use of non-verbal communication in medical consultations. This article considers pharmacists′ and patients′ use of non-verbal communication to interact directly in consultations in which they do not share a common language. In total, 12 video-recorded, interpreted pharmacy consultations concerned with a newly prescribed medication or a change in medication were analysed in detail. The analysis focused on instances of direct communication initiated by either the patient or the pharmacist, despite the presence of a multilingual pharmacy assistant acting as an interpreter. Direct communication was shown to occur through (i) the demonstration of a medical device, (ii) the indication of relevant body parts and (iii) the use of limited English. These connections worked to make patients and pharmacists visible to each other and thus to maintain a sense of mutual involvement in consultations within which patients and pharmacists could enact professionally and socially appropriate roles. In a multicultural society this work is important in understanding the dynamics involved in consultations in situations in which language is not shared and thus in considering the development of future research and policy.

The Detection Psychological Manifestations of Non-verbal Communication by Interrogator

Abstract: The main goal is to map the ability of interrogators to register the manifestations of nonverbal communication in the situation of testimony. Secondary goal is to analyse some aspects of the process of identification of the manifestations of nonverbal communication. The research was aimed at an area that is described in the available literature sources only theoretical. This description is then only in general terms the use of non-verbal communication, and application level research practically not known. Although in reality we confirm that the file records of interrogations do not contain the part where they were described nonverbal expressions from interrogated person. This ability was tested by a presentation of short sequences of nonverbal communication on record and by denoting it on book sheet. In the analytical part of work we offer the results of our examination. This Study is a partial output of research: Methods and Procedure on crime scene – 4/2008, Výsk. 139.

Non-verbal communication in doctor–Patient Interaction: An exploratory Study

The objective of this article is to identify those aspects of non-verbal communication that play a major role in creating a positive or negative impact of the doctors on the patients. Their non-verbal communication can enhance their involvement with their patient and facilitate positive response of the patient to their treatment in less amount of time, which, in turn, might affect early recovery. Through the findings, the study aims at providing to the subjects recommendations on the judicious use of non-verbal communication while interacting with patients.

Use of Nonverbal Communication in the Classroom as a Way of Enhancing Classroom Teaching: A Case Study of Solusi High School, Zimbabwe

Daily classroom teaching is still inefficient although a lot of time and money has been spent on it; one of the main reasons being that some vital aspects of teaching, like nonverbal communication are either neglected or not understood by the teachers. This descriptive study investigated the teachers’ use of nonverbal communication in the classroom and how it enhances teacher effectiveness as an instructor and as a disciplinarian. The research combined observation and interview data collection methods. It was established that, although teachers have relatively limited knowledge on nonverbal communication, they use quiet a number of them with positive impact on pupils’ learning.

The Factors Affecting the Sociolinguistic and Strategic Competencies in English among Teachers in Higher Education Teachers in Lipa City

The study attempted to describe the factors affecting the sociolinguistic andstrategic competencies in English among teachers in Higher Education Institutionsin Lipa City and determine the relationship between the demographic characteristicsand their assessments. The study was done during the school year 2010-2011. ThreeHigher Education Institutions in Lipa City were selected as the research locale. Totalenumeration was used as sampling for the study. Both quantitative and qualitativeresearch methods were employed. The respondents agreed that the factors of contextof acquisition, accommodating speech norms and code switching, degree of contactwith second language users and level of confidence affect their sociolinguisticcompetence. Likewise, they also agreed that the factors of questioning skills and useof non-verbal communication affect their strategic competencies. Variations in termsof the relationships of different demographic characteristics and their sociolinguisticand strategic competencies were also established. A general sense, the teachers' diverse characteristics generated different points of view on how the factors affecttheir competencies. This led to the conclusion that they are the ones responsible why the factors influence their competencies. They should be the ones responsible for affecting culture and not culture to affect their language competencies. It is of greatimportance that teachers should take the initiative to study and systematically use thecompetencies which they can work on. HEI administrators should offer professionaldevelopment seminars as these are necessary for the effective use of the teachers' competencies.

A qualitative study on non‐verbal sensitivity in nursing students

To explore nursing students' perception of the meanings and roles of non-verbal communication and sensitivity. It also attempts to understand how different factors influence their non-verbal communication style. The importance of non-verbal communication in the health arena lies in the need for good communication for efficient healthcare delivery. Understanding nursing students' non-verbal communication with patients and the influential factors is essential to prepare them for field work in the future. Qualitative approach based on 16 in-depth interviews. Sixteen nursing students from the Master of Nursing and the Year 3 Bachelor of Nursing program were interviewed. Major points in the recorded interviews were marked down for content analysis. Three main themes were developed: (1) understanding students' non-verbal communication, which shows how nursing students value and experience non-verbal communication in the nursing context; (2) factors that influence the expression of non-verbal cues, which reveals the effect of patients' demographic background (gender, age, social status and educational level) and participants' characteristics (character, age, voice and appearance); and (3) metaphors of non-verbal communication, which is further divided into four subthemes: providing assistance, individualisation, dropping hints and promoting interaction. Learning about students' non-verbal communication experiences in the clinical setting allowed us to understand their use of non-verbal communication and sensitivity, as well as to understand areas that may need further improvement. The experiences and perceptions revealed by the nursing students could provoke nurses to reconsider the effects of the different factors suggested in this study. The results might also help students and nurses to learn and ponder their missing gap, leading them to rethink, train and pay more attention to their non-verbal communication style and sensitivity.

Evaluating the Content of the Communication Items in the CAHPS® Clinician and Group Survey and Supplemental Items with What High-Performing Physicians Say They Do

A doctor's ability to communicate effectively is key to establishing and maintaining positive doctor-patient relationships. The Consumer Assessment of Healthcare Providers and System (CAHPS(®)) Clinician and Group Survey is the standard for collecting and reporting information about patients' experiences of care in the USA. To evaluate how well CAHPS(®) Clinician and Group 2.0 core and supplemental survey items (CG-CAHPS) with a 12-month reference capture doctor-patient communication. Eleven of the 40 highest-rated physicians on the CG-CAHPS survey treating patients in a Midwest commercial health plan. Data were obtained via semi-structured interviews. Specific behaviors, practices, and opinions about doctor communication were coded and compared to the CG-CAHPS items. CG-CAHPS fully captures six of the nine behaviors most commonly mentioned by high-performing physicians: employing office staff with good people skills; involving office staff in communication with patients; spending enough time with patients; listening carefully; providing clear, simple explanations; and devising an action plan with each patient. Three physician behaviors identified as key were not captured in CG-CAHPS items: use of nonverbal communication; greeting patients and introducing oneself; and tracking personal information about patients. CG-CAHPS survey items capture many of the most commonly mentioned doctor-patient communication behaviors and practices identified by high-performing physicians. Nonverbal communication, greeting patients, and tracking personal information about patients were identified as key aspects of doctor-patient communication, but are not captured by the current CG-CAHPS. We recommend further research to assess patients' perceptions of specific verbal and nonverbal behaviors (such as leaning forward in a chair, casually asking about other family members), followed by the development of new items (if needed) that aim to capture what these specific behaviors represent to patients (e.g., listens attentively, seems to care about me as a person, empathy). We also recommend including items about greeting and tracking personal information about patients in future CAHPS item sets addressing doctor-patient communication. Enriching the content of the CAHPS communication measure can help health-care organizations improve doctor-patient communication and interactions.