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Program Outcomes for Youth | ||||||||||||||||||||||||||
Social
Competencies
![]() Communication Dawn Scott ![]() Introduction ![]() Communication can be described as a process of creating and sharing meanings (Galvin & Brommel, 1991). It is an interactive process and involves the sending and receiving of messages in some meaningful way if it is to be effective. Watzlawick, Beavin and Jackson (1967) discuss how behavior has message value, whether it is intended or not. Messages are constantly being sent, received and interpreted, oftentimes without shared understanding. This is an example of communication as a complex, multi-faceted process and accounts for the fact that people often have difficulty communicating in a meaningful way. The goal then is to be aware of the process of communication and oneself as a communicator in order for a meaningful exchange to take place. ![]() Communication can be understood as having verbal and non-verbal aspects, with communication being most effective when these two aspects are congruent (Satir, 1988). Certain skills have been associated with positive, effective communication. These skills include: appropriate non-verbal posture and tone of voice; asking/answering questions; self-disclosing thoughts and feelings; empathy or "other perspective"; reflective listening; and acknowledgment through supportive comments (Foster & Robin, 1989). In general, communication is most effective when it is direct, clear and specific (Satir, 1988). ![]() Communication within families takes on a complex form as it is often dictated by such factors as rules, roles, and hierarchies. Effective communication in families has been associated with many aspects of adolescent functioning and development including identity development, social and coping skills, self-esteem and independence (Noller & Callan, 1991); adolescent resiliency (Grossman, Beinashowitz, Anderson, Sakurai, Finnin & Flaherty, 1992); and social competence (Peterson & Leigh, 1990). Effective communication with peers has been associated with successful maintenance of friendships and an increased understanding of self (Rawlins, 1989); success in collaborative problem solving (Anderson, Clark & Mullin, 1994); and adolescent condom use (Shoop & Davidson, 1994). ![]()
![]() Summary ![]() Communication helps adolescents stay in touch with their world, share their feelings and ideas with others, and shape their relationships. In order for communication to be effective, it is important for adolescents to be mindful of the process of communication and of possible differences between self and others in how messages are conveyed and interpreted (Daly & Wiemann, 1994). ![]() Many communication skills training programs exist, oftentimes as part of larger social skills or conflict resolution programs. To achieve lasting changes in communicative ability, Foster and Robin (1989) suggest a four-step procedure for communication skills training: feedback; instructions; modeling; and behavior rehearsal. Although it can be challenging to change existing communication patterns, skills training in communication has been found to result in positive outcomes such as improved family relationships (Foster & Robin, 1989); enhanced conversation skills with peers (Mathur & Rutherford, 1994); and more appropriate methods of dealing with family conflict (Riesch, Tosi, Thurston & Forsyth, 1993). ![]() References ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]()
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