Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Joel Sherzer and Elizabeth Keating. Vita. Includes bibliographical references.

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (PhD)--Macquarie University, School of Education, 1994. / Includes bibliography.

This research stems from the problems that may be encountered in an attempt to accompany the non-adult towards proper adulthood in the absence of both communication and educative intervention in the educative occurrence. The educator may fail to render his educative task adequately without communieating with the child and intervening educati vely in his life; and the child may be deprived of his opportunity of becoming a responsible adult. A human child, particularly in the industrialised societies, is confronted by various phenomena with which he often fails to communicate normatively. This investigation is an endeavour to reveal the essentiality of communication during the educative intervention, that is, in guiding the child to refrain from immoral, non-normative and unacceptable activities and all that violates cultural adulthood according to the norms, values and standards prevailing in that particular community. It further aims at disclosing that communication in the educative sense implies educative intervention, failing which communication becomes meaningless. Educative intervention and communication are, in truth, inseparable during the educative occurrence and they should supplement and enhance each other, because their separation may imply the nullification of the educative guidance on the part of the educator and the denial of the child's opportunity of attaining acceptable adulthood. In order to assist the child to gradually actualise his adulthood, the educator who intervenes in his life should be a devoted communicator who strives to communicate (verbally and non-verbally) his knowledge, feelings, beliefs and attitudes to the child while upholding his status of adulthood. It is not expected of the true educator to communicate well about normative adulthood verbally and simultaneously violate this through his nonverbal communication which includes all unacceptable physical activities which erode the dignity of adulthood. It implies, therefore, that in his attempt to guide the child to comply and respect the aspects, conditions and criteria of adulthood the educator should respect and comply with them verbally and non-verbally. A responsible person is expected to maintain and promote adulthood through both verbal and non-verbal forms of communication. / Educational Studies / D. Ed. (Fundamental Pedagogics)

The problem addressed in this exploratory research study was whether any correlational relationship existed between a selection of personality and demographic variables (considered as aspects of the self-concept construct) and selected subjective and objective measurements of verbal behavior. The purpose of the study was to achieve a better understanding of the dynamic monitoring process of the self-concept and the possible relationship that may exist between it and certain quantifiable verbal behaviors. The conclusion of this study is that the self-concept construct does appear to be an influencing factor upon verbal behavior. It is considered that individuals are consistently interacting with their social environment to obtain feedback in order to test the self's perceptions of the social environment and its relationship to its environment.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / The process of communication of the heath team with the mother whose child is under phototherapy is fundamental so that she can calm down and become acquainted with the treatment. The thesis defended in this research is that the communication permeated by the Nursing humanistic care will contribute to the mother of the newborn under phototherapy come to know, understand the treatment and this way be well and be - better. We aimed to analyze the communication with mothers of newborns under phototherapy through the Phenomenological Nursing Process of the Paterson and Zderadâs Humanistic Theory. Qualitative, exploratory and descriptive study, instrumentalized through the mentioned process, in five stages: the preparation of the nurse to come to know; the nurse knows intuitively the other; the nurse knows scientifically the other; the nurse synthesizes in a complementary way the known realities; the internal succession of the nurse starting from many to an only paradoxical. It had as environment a public maternity hospital in Fortaleza-CE. The subjects were 25 mothers taken into the referred institution, whose newborn (NB) children were under phototherapic treatment in the Neonatal Care Unit (NCU) of high, medium risk and/or Shared Accommodation (SA), from January to March/2005. We used as technique the participant observation and the individual interview, in two phases, with the following orienting question âWhat does it mean for you, mother, to witness your child under phototherapy?â In the data analysis of the participant observation we could visualize the interactions mother/newborn/nurse. From the speeches extracted from both phases of the interview the following themes were identified communication, knowledge, care, perception and feelings. From the theme communication, we extracted in the first phase the sub-themes damaged communication with the health team; lack of communication of the health team and communication motherânewborn; and in the second phase, reactions of the mother after effective communication of the nurse. From the theme knowledge, we extracted in the first phase the sub-themes lack of knowledge about phototherapy and search for knowledge about phototherapy and in the second phase, acquired knowledge about phototherapy and comprehension of the phototherapic treatment: a new vision of the mother. From the care theme, we extracted in the first phase the sub-theme the newborn under phototherapy â mothers searching Nursing Care and in the second phase, care-presence: participation of mothers in the care to newborn under phototherapy and didactic resource in the communication process: subsidy to Nursing care with mothers of newborns under phototherapy. From the theme perception, we extracted in the first phase the sub-themes health of the newborn under phototherapy: the vision of the mother; separation of the binomial mother-son; the mother of the newborn under phototherapy and the hospital environment; and in the second phase, health of the newborn under phototherapy: what has changed? From the theme feelings, we extracted in the first phase the sub-theme impotence and sadness and in the second phase, mothers before the newborn under phototherapy: well-being and be better. As we concluded, the effective communication of the nurse contributed for the mothers to calm down and be better while they experience their child under phototherapy. / O processo de comunicaÃÃo da equipe de saÃde com a mÃe cujo filho està sob fototerapia à fundamental para que esta possa se tranqÃilizar e tornar-se conhecedora deste tratamento. A tese defendida nesta pesquisa à que a comunicaÃÃo permeada pelo cuidado humanÃstico de Enfermagem irà contribuir para a mÃe do neonato sob fototerapia poder vir- a - conhecer, compreender o tratamento e desse modo estar bem e estar-melhor. Objetivamos analisar a comunicaÃÃo com mÃes de neonatos sob fototerapia por meio do Processo da Enfermagem FenomenolÃgica da Teoria HumanÃstica de Paterson e Zderad. Estudo qualitativo, exploratÃrio e descritivo, instrumentalizado pelo mencionado processo, em suas cinco etapas: a preparaÃÃo da enfermeira para vir-a-conhecer; a enfermeira conhece intuitivamente o outro; a enfermeira conhece cientificamente o outro; a enfermeira sintetiza de forma complementar as realidades conhecidas; a sucessÃo interna da enfermeira a partir de muitos para um Ãnico paradoxal. Teve como cenÃrio uma maternidade pÃblica em Fortaleza-CE. Os sujeitos foram 25 mÃes internadas na referida instituiÃÃo, cujos filhos recÃm-nascidos (RN) se encontravam em tratamento fototerÃpico na Unidade de InternaÃÃo Neonatal (UIN) de alto, mÃdio, risco e/ou Alojamento Conjunto (AC), de janeiro a marÃo/2005. Utilizamos como tÃcnica a observaÃÃo participante e a entrevista individual, em duas fases, com a seguinte questÃo norteadora âO que significa para vocÃ, mÃe, presenciar seu filho sob fototerapia?â Na anÃlise dos dados da observaÃÃo participante pudemos visualizar as interaÃÃes mÃe/recÃm-nascido/enfermeira. Das falas extraÃdas de ambas as fases das entrevistas foram identificadas as seguintes temÃticas: comunicaÃÃo, conhecimento, cuidado, percepÃÃo e sentimentos. Da temÃtica comunicaÃÃo, extraÃmos na primeira fase as subtemÃticas comunicaÃÃo prejudicada com a equipe de saÃde; ausÃncia de comunicaÃÃo da equipe de saÃde e comunicaÃÃo mÃe â recÃm-nascido; e na segunda fase, reaÃÃes da mÃe apÃs comunicaÃÃo efetiva da enfermeira. Da temÃtica conhecimento, extraÃmos na primeira fase as subtemÃticas desconhecimento da fototerapia e a busca do conhecimento da fototerapia e na segunda fase, conhecimentos adquiridos acerca da fototerapia e compreensÃo do tratamento fototerÃpico: um novo olhar das mÃes. Da temÃtica cuidado, extraÃmos na primeira fase a subtemÃtica o neonato sob fototerapia - mÃes em busca do cuidado de Enfermagem e na segunda fase,cuidado-presenÃa: participaÃÃo da mÃe no cuidado ao neonato sob fototerapia e recurso didÃtico no processo de comunicaÃÃo: subsÃdio para o cuidado de Enfermagem com mÃes de neonatos sob fototerapia. Da temÃtica percepÃÃo, extraÃmos na primeira fase as subtemÃticas saÃde do neonato sob fototerapia: o olhar da mÃe; separaÃÃo do binÃmio mÃe-filho; a mÃe do neonato sob fototerapia e o ambiente hospitalar; e na segunda fase, saÃde do neonato sob fototerapia: o que mudou? Da temÃtica sentimentos, extraÃmos na primeira fase as subtemÃticas impotÃncia e tristeza e na segunda fase, mÃes ante o neonato sob fototerapia: bem-estar e estar-melhor. Conforme concluÃmos, a comunicaÃÃo efetiva da enfermeira contribuiu para que as mÃes pudessem se tranqÃilizar e estar - melhor enquanto vivenciavam o filho sob fototerapia.

M.Comm. (Business Management) / Communication in a business environment is an aspect that cannot be replaced. Theoretical considerations as revealed by literature indicate that the process is a complicated process. In this study, this is proven by the different types such as information theory which is concerned with the transmission aspects of communication process. The impact that information theory has had on the study of communication is analogous to the tremendous influence that quantitative techniques have had on management decision-making. Interpersonal communication emphasises transference of information from one person to another. It has both verbal and non-verbal forms. In verbal communication there is direct contact between parties involved. In non-verbal communication body postures are used as a means of communication. Written communication involves transmitting information through written word. Business communication within organisations is also influenced by other factors related to the diversity of workforce. Intercultural communication covers a wide variety of attitudes, perceptions and values. Language also plays an important role in communication as illustrated by the communicative, explanatory, regulatory and interrogative functions. The differences between American and British English illustrate the complexity of the process. The situation is more complex in South African organisations as there are eleven official languages. Of these only English and Afrikaans are used in workplaces as business languages. The population census conducted in 1996 indicated that about 43% of South Africans are functionally, illiterate and this number can be as high as 52% amongst blacks. As a result the majority of South Africans have poor understanding of these languages as a result of historical problems. In this study business communication is studies in a South African organisation, Mintek, to establish the effectiveness of communication in that organisation. Questionnaires are used to test the opinions of the employees. The results are tabulated and interpreted. Relevant literature is brought in when discussing the results, recommendations are made aiming at improving communication within Mintek.

This research study analysed the role that experience played in the development of bar managers’ social competencies. Given the social nature of the bar environment, social competencies were perceived to be essential managerial competencies that enable bar managers to manage employees and consumers to ensure that employee and consumer satisfaction is maintained. The literature reviewed discussed the importance of managerial competencies and the composition of social competencies. Experience was conceptualized to develop an understanding of the informal learning method through which competency development occurs. Data was captured through face-to-face interviews, which were based on the Critical Incident Technique (CIT). The data was analysed using the open coding procedures of grounded theory. This research study proposed a process to explain how experience contributed to the development of social competencies. The proposed process, which is called the Social Competency Cache Development Process (SCCD Process), ultimately indicated that experience contributed to bar managers’ social competencies through a reflection process, the residues of experience, and through the familiarity of situations and results. This research study found that experience contributed to the development of bar managers’ social competencies within a process that established an awareness of unfamiliar social competencies or reinforced the effects of familiar effective social competencies. Experience was also found to promote the transition between novel situations and familiar situations, which in turn enabled bar managers to effectively assess social situations and select effective responses to social situations. Consequently, experience improved the probability of bar managers implementing effective social competencies to ensure employee and consumer satisfaction. In essence, experience shaped bar managers’ accumulation of social competencies by promoting the addition of new social competencies or the reinforcement of existing social competencies.

Missing from extant social support literature is a measure of what support providers say to other individuals with problems. To address this void, a two-stage study focused on the messages of potential support providers and how recipients perceived those messages as Helpful, Comforting, and Appropriate. Responses elicited from subjects (n=587) in Stage I were coded according to content (emotional, cognitive, emotional/cognitive) and given to Stage 2 subjects (n=433) for assessment. The results indicate that supporters and recipients react discriminately according to relationship, problem type, and sex. The Measure of Supportive Communication developed in this study demonstrated better than adequate reliability.

No description available.