Program Outcomes for Youth
Social Competencies

Communication

Bibliography
Theories/Models

Daly, J. A., & Wiemann, J. M. (1994). Strategic Interpersonal Communication. Hillsdale, NJ: Lawrence Erlbaum Associates.

This book discusses the attainment of social goals through communication. The writings are based on the premise that there are fairly typical ways in which people attempt to gain desired outcomes, including the communication strategies utilized.


Fitzpatrick, M. A., & Ritchie, L. D. (1993). Communication theory and the family. Boss, P. G., Doherty, W. J., LaRossa, R., Schumm, W. R., & Steinmetz, S. K. (eds.). Sourcebook of Family Theories and Methods: A Contextual Approach, (pp. 565-589). New York: Plenum Press.

In this chapter, the authors review the different models and constructs considered in the study of communication. The lack of consensus regarding a definition, description and understanding of the process of communication is considered.


Galvin, K. M., & Brommel, B. J. (1991). Family Communication: Cohesion and Change. (3rd Ed.). New York: Harper Collins.

In this text, the family is examined from a communicative perspective. It presents an overview of the issues relevant to the study of communication in families such as patterns, rules, roles, power, intimacy, decision making, stress and conflict.


Jenkins, K. W. (1995). Communication in families. Day, R. D., Gilbert, K. R., Settles, B. H., & Burr, W. R. (eds.). Research and Theory in Family Science, (pp. 171-185). Pacific Grove, CA: Brooks/Cole.

In this chapter, the author discusses the various ways of defining communication and the many perspectives utilized for studying family communication. The perspectives are blended in such a way as to determine some basic elements of family communication.


Noller, P., & Callan, V. (1991). The Adolescent in the Family. New York: Chapman and Hall.

In this book, the authors explore the complex needs of adolescents and emphasize the importance of family environment to their development. Issues such as conflict, separation from family and identity are discussed. It contains a chapter on communication in families with adolescents. Topics in this chapter include communication and conflict; variables affecting communication and conflict; communication and decision making; and the effects of parent-adolescent communication on adolescent development.


Nussbaum, J. F. (1989). Life-Span Communication: Normative Processes. Hillsdale, NJ: Lawrence Erlbaum Associates.

This book contains a collection of articles on human communication from a normative, life-span, developmental perspective. The writings are based on the premise that communicative behavior is greatly a function of development, namely that communication is impacted by the different points of a person's life. It is divided into three major developmental phases: infancy/childhood; young adulthood/adulthood (which includes adolescence); and the elderly.


Olson, D. H., McCubbin, H. I., Barnes, H., Larsen, A., Muxen, M., & Wilson, M. Families: What Makes Them Work. Beverly Hills, CA: Sage Publications.

This book is an important contribution to the study of family systems. It describes a project which further considers the Circumplex Model of Marital and Family Systems. Three dimensions of family dynamics are addressed in this model; adaptability, cohesion, and communication. It contains a chapter on families with adolescents and discusses the unique characteristics of parent-adolescent communication.


Peterson, C. W., & Leigh, G. K. (1990). The family and social competence in adolescence. Gullotta, T. P., Adams, G. R., & Montemayor, R. (eds.). Developing Social Competency in Adolescence, (pp. 97-138). Newbury Park, CA: Sage Publications.

In this chapter, the authors review issues related to family influences on the development of social competence in adolescence such as family structure, family dynamics, parental characteristics, parenting styles, and communication. Communication is seen as affecting competence through parental styles of communication; supportive communication enhances adolescent social competence.


Watzlawick, P., Beavin, A. B., & Jackson, D. D. (1967). Pragmatics of Human Communication: A Study of Interactional Patterns, Pathologies, and Paradoxes. New York: W. W. Norton.

This book is an early contribution to the study of human communication. The authors describe communication as an interactive process. They discuss the effects of both functional and pathological communication.


Parent-Adolescent Communication Research

Barber, B. L. (1994). Support and advice from married and divorced fathers: Linkages to adolescent adjustment. Family Relations, 43, 433-438.

This article examines the impact of father-adolescent relationships from two-parent and divorced families on adolescent adjustment. Adolescents from divorced families reported more feelings of depression. In addition, paternal support and advice, and frequency and quality of visitation were found to be important mediating factors for adolescent adjustment in postdivorce families. Two important features were considered: communication with fathers about work, education, future plans and personal problems; and adolescent satisfaction with social support from noncustodial father.


Barnes, H. L., & Olson, D. H. (1985). Parent-adolescent communication and the Circumplex Model. Child Development, 56, 437-447.

This study tests the relationship between parent-adolescent communication in "normal" families with the Circumplex Model of Marital and Family Systems. Communication is considered to facilitate movement of families in terms of their cohesion and adaptability.


Bhushan, R., & Shirali, K. A. (1992). Family types and communication with parents: A comparison of youth at different identity levels. Journal of Youth and Adolescence, 21, 687-697.

Differences in family functioning and communication were examined for high vs. low identity achievement youth using the Circumplex Model (Olson et al.) which hypothesizes a close association between balanced family type and effective communication.


Grossman, F. K., Beinashowitz, J., Anderson, L., Sakurai, M., Finnin, L., & Flaherty, M. (1992). Risk and resilience in young adolescents. Journal of Youth and Adolescence, 21, 529-550.

This study explores the role of risk and protective factors in adolescent adjustment. Individual, family and social factors are considered. The protective factors examined include locus of control, self-esteem, family cohesion, family communication, and relationship with a nonparent adult. Family cohesion and communication were strongly correlated with current adolescent adaptation.


Grotevant, H. D., & Cooper, C. R. (1985). Patterns of interaction in family relationships and the development of identity exploration in adolescence. Child Development, 56, 415-428.

This article describes a comprehensive research study intended to develop a model of individuation in family relationships that focuses on communication processes. The connection between these processes and adolescent identity exploration was assessed. Four dimensions of the model: self-assertion; separateness; permeability; and mutuality were found to be associated both positively and negatively with adolescent identity exploration.


Henry, C. S., & Lovelace, S. G. (1995). Family resources and adolescent family life satisfaction in remarried family households. Journal of Family Issues, 16, 765-786.

This study examines how selected family resources (including parent-adolescent communication and stepparent-adolescent communication) and demographic variables relate to adolescent family life satisfaction.


Masselam, V. S., Marcus, R. F., & Stunkard, C. L. (1990). Parent-adolescent communication, family functioning and school performance. Adolescence, 25, 725-737.

This study examines interaction and communication in families with adolescents who are successful in public school with those who are not and are now attending alternative schools. The importance of positive communication for optimal functioning is discussed.


Communication in Specific Domains

Alberts, J. K., Hecht, M. L., Miller-Rassulo, M., & Krizek, R. L. (1992). The communicative process of drug resistance among high school students. Adolescence, 27, 203-226.

This article reports the results of two studies designed to examine social influences on adolescents' responses to drug and alcohol offers. In particular, the nature of peer pressure and how it affects refusal of drugs and alcohol is discussed.


Benshoff, J. M., & Alexander, S. J. (1993). The family communication project: Fostering parent-child communication about sexuality. Elementary School Guidance and Counseling, 27, 288-300.

The results of the Family Communication Project, designed to help families improve parent-child communication about sexuality is discussed. Increases in frequency and comfort in communicating about sexuality were found for both parents and children as a result of participation in the program.


Goldstein, A. P. (1989). Refusal skills: Learning to be positively negative. Journal of Drug Education, 19, 271-283.

This article describes Skillstreaming, an interpersonal skill training approach which teaches youth wishing to refuse drugs or alcohol interpersonal refusal skills. Specific skills and training procedures are discussed.


Jaccard, J., & Dittus, P. (1993). Parent-adolescent communication and premarital pregnancy. Families in Society: The Journal of Contemporary Human Services, 74, 329-343.

This article focuses on parents' influence on teenage behavior, particularly how parent-teen communication about premarital sex and premarital pregnancy affects teen sexual and contraceptive behavior.


Wodarski, J. S. (1990). Adolescent substance abuse: Practice implications. Adolescence, 25, 667-688.

The incidence of substance abuse and implications for practice are reviewed. Prevention programs which include both peers and family members are suggested since both these groups greatly influence adolescent substance use. The role of communication is discussed.


Communication Strategies/Skills

Anderson, A. H., Clark, A., & Mullin, J. (1994). Interactive communication between children: Learning how to make language work in dialogue. Journal of Child Language, 21, 439-463.

This study investigated the development of interactive communication skills of 7, 9, and 13 year olds. Overall communicative success was assessed, and several successful interactive strategies were determined. Effective communication (asking/answering questions, offering information) was associated with successful collaborative problem solving for all ages.


Kolaric, G. C., & Galambos, N. L. (1995). Face-to-face interactions in unacquainted female-male adolescent dyads: How do girls and boys behave? Journal of Early Adolescence, 15, 363-382.

This study examines verbal and nonverbal behaviors of adolescents interacting in female-male dyads for gender and context differences. Discussion focuses on developmental and contextual accounts of adolescents' interpersonal behaviors.


McWhirter, J. J., McWhirter, B. T., McWhirter, A. M., & McWhirter, E. H. (1994). High- and low-risk characteristics of youth: The five Cs of competency. Elementary School Guidance and Counseling, 28, 188-196.

This article discusses five basic skill strengths or skill deficits that differentiate between low-risk and high-risk youth. One competency is communication ability; the authors discuss the importance of communication in maintaining positive interpersonal relationships.


Rotenberg, K. J. (1995). Disclosure Processes in Children and Adolescents. New York: Cambridge University Press.

This book examines how, to whom, and the conditions under which children and adolescents reveal their personal thoughts and emotions. An extensive review of the research on this topic, as well as new research is included.


Interventions/Skills Training Programs

Botvin, G. J. (1996). Substance abuse prevention through life skills training. Peters, R. D., & McMahon, R. J. (eds.). Preventing Childhood Disorders, Substance Abuse, and Delinquency, (pp. 215-240). Thousand Oaks, CA: Sage Publications.

This chapter describes the use of a life skills training course consisting of two general skills training components, personal self-management and social skills, intended to enhance overall personal competence, and a problem-specific component related to drug use. Communication skills training is an essential aspect of the social skills component.


Capuzzi, D., & Gross, D. R. (1996). Prevention: An overview. Capuzzi, D., & Gross, D. R. (eds.). Youth at Risk: A Prevention Resource for Counselors, Teachers, and Parents. (2nd ed.). Alexandria, VA: American Counseling Association.

In this chapter, the problems that point to a need for prevention efforts for at-risk youth are discussed. The authors define the qualities of prevention programming; describe the differences between primary/secondary/tertiary prevention; suggests more primary prevention programs including programs which include communication skills training.


Foster, S. L., & Robin, A.L. (1989). Parent-adolescent conflict. Mash, E. J., & Barkley, R. A. (eds.). Treatment of Childhood Disorders, (pp. 493-528). New York: Guilford Press.

The authors discuss four major factors which influence conflict resolution in parent-adolescent relationship, with one factor being communication. They include suggestions for assessment and communication skills training in the family.


Lunday, A. M. (1996). A collaborative communication skills program for Job Corps centers. Topics in Language Disorders, 16, 23-36.

The results of a collaborative communication model employed in vocational, academic, alternative, and Job Corp classrooms is examined. The goal of the program is the development of efficient communication skills for use in the work force. Positive outcomes were reported, although details of the outcomes were not.


Mathur, S. R., & Rutherford, R. B. (1994). Teaching conversational skills to delinquent youth. Behavioral Disorders, 19, 294-305.

This article examines the effectiveness of a short-term intensive Positive Talk curriculum on female adolescent delinquents. The program was designed to promote specific conversational skills. The verbal skills include calling others by name, using manners, and making positive statements about self and others. Results showed increases in the taught skills in a real world context, the lunchroom.


McCaffrey, T., & Lyon, E. (1993). Teaching children to be good friends: Developmental group work with vulnerable children. Educational and Child Psychology, 10, 75-77.

In this article, a project designed to improve secondary school students' communication skills and conflict resolution abilities is described. The project was based on the framework of the Kingston Friends Workshop Group.


Riesch, S. K., Tosi, C. B., Thurston, C. A., & Forsyth, D. M. (1993). Effects of communication training on parents and young adolescents. Nursing Research, 42, 10-16.

This article examines the results of communication skills training with adolescents and their parents and how training impacted the satisfaction with the family system. Overall findings show increases in perceptions of more open communication and more prosocial problem solving techniques in resolving conflicts.


Serna, L. A., Schumaker, J. B., Sherman, J. A., & Sheldon, J. B. (1991). In-home generalization of social interactions in families of adolescents with behavior problems. Journal of Applied Behavior Analysis, 24, 733-746.

This article describes the effects of a three-phase family communication program where family members were taught reciprocal social communication skills in a clinic setting. The authors make suggestions for the generalization of skills beyond the clinical setting.


Smith, M. (1995). Mediation for children, youth and families: a service continuum. Mediation Quarterly, 12, 277-283.

This article describes a mediation program designed to equip children who are at risk for involvement in the juvenile justice or social service systems and their families with skills in communication, problem solving and conflict management.



Resources

Measures

Bibliographies


| Social Competencies |
| Program Outcomes for Youth |
| NOWG Home |