A study was conducted to investigate the effects of training on level of communicative functioning during normative discussion. The Communicative Functioning Scale-Moral Dilemmas (CFS-MD) was used to assess the differential effects of the training versus the control condition. The subjects for the study were university students from Florida International University in Miami, Florida. Subjects were randomly assigned to either the experimental or the control group. All subjects were pre-tested on the Sociomoral Competence Scale-Moral Issues (SCS-MI) and the Sociomoral Competence Scale-Moral Dilemmas (SCS-MD). Subjects were then classified into two groups on the SCS-MD, the High Score Group and the Low Score Group, based on a median split. Because these subjects later participated in dyadic discussions over these same topics, the purpose of the split was to create a context for normative discussion, with each member of the dyad representing a different position on the dilemmas. Subjects in the experimental condition were then given a series of "take home" training exercises which were designed to teach communication skills important in conflict resolution. The control group was not involved in this phase of the project. After the subjects in the experimental condition finished the training exercises, the dyads were identified for the Discussion Phase of the project. One subject from the High Score Group and one subject from the Low Score Group were randomly paired. A ten-point minimum score difference criteria was an added restriction if a pair scored near the median. Subjects in both the experimental and the control condition were included in this phase of the project. The SCS-MD was the discussion stimulus. Subjects were instructed to try to reach an agreement on how to resolve the dilemmas during discussion. Discussions were videotaped and rated by the experimenter and one other rater. Discussions were rated for both the level of communicative functioning attained during the discussion phase and for the outcome of the discussions (i.e. , the type of resolution). Two weeks after the data from the discussions was collected, all subjects in both the experimental and the control condition were given a post-test on the SCS-MI and the SCS-MD. The two primary research hypotheses were: 1) the effects of the training phase on the level of communicative functioning during peer discussion involving normative conflict, and 2 ) the effects of group communicative functioning during peer discussion on changes in sociomoral knowledge and understanding. The results of the analyses indicated that there were significant differences on a number of the indices of communicative functioning, with the differences in the predicted direction. In addition, the results also provided some support for the hypothesis that subjects in the experimental training condition displayed greater short term change in sociomoral knowledge and understanding.

No description available.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 96-100, 51-52).

Thesis (M.A.)--Carleton University, 2008. / Includes bibliographical references (p. 115-116). Also available in electronic format on the Internet.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 96-100, 51-52).

Informed by constructivist and social constructionist theory, a qualitative research study was conducted applying Andersen’s (1991) reflecting team model to explore use of self themes in the supervision process. A male and female Supervisor were paired with a male and female therapist to form two person supervision and reflecting teams. Four RTS sessions were conducted. Each RTS session involved three phases: 1) supervision of a case with the reflecting team observing, 2) reflecting team discussion of their observations with the supervision team observing, and 3) supervision follow-up by the supervision team with the reflecting team observing. The three phases of the RTS process led to three derivations of the original therapist story. The RTS process was discussed after each session in the post-session discussion. Utilizing the reflections of the reflecting team from Phase 2, a difference that makes a difference was introduced into the supervision story. In Phase 3, the supervision follow-up, the supervisor helped the therapist explore previously non-conscious use of self themes in the supervision narrative and construct a different narrative about him/herself and the case brought for supervision. The nature of the points of connection established in the socially constructed conversation between the therapist and client(s) was pertinent to the establishment of a "relational distance" between the client and the therapist that was too close or too distant. The supervisor not only helped the therapist become aware of the points of connection but also helped introduce a difference that allowed the therapist to be more maneuverable. All three phases of RTS are important to a supervision process. The role of the reflecting team in uncovering the "unsaid," and the supervisor in creating a difference possibly become less critical as supervisors develop reflexivity and incorporate these two phases into their typical supervision process. / Ph. D.

A central issue in the study of primate communication is the extent to which individuals adjust their behaviour to the attention and signals of others, and manipulate others’ attention to communicate about external events. I investigated whether 13 chimpanzees (Pan troglodytes spp.), 11 bonobos (Pan paniscus), and 7 orangutans (Pongo pygmaeus pygmaeus) followed conspecific attention and led others to distal locations. Individuals were presented with a novel stimulus, to test if they would lead a conspecific to detect it in two experimental conditions. In one the conspecific faced the communicator, while another required the communicator to first attract the attention of a conspecific. All species followed conspecific attention, but only bonobos in conditions that required geometric attention following and that the communicator first attract the conspecific‘s attention. There was a clear trend for the chimpanzees to selectively produce a stimulus directional ‘hunching’ posture when viewing the stimulus in the presence of a conspecific rather than alone (the comparison was statistically non-significant, but very closely approached significance [p = 0.056]), and the behaviour consistently led conspecifics to look towards the stimulus. An observational study showed that ‘hunching’ only occurred in the context of attention following. Some chimpanzees and bonobos consistently and selectively combined functionally different behaviours (consisting of sequential auditory-stimulus-directional-behaviours), when viewing the stimulus in the presence of a non-attentive conspecific, although at species level this did not yield significant effects. While the design did not eliminate the possibility of a social referencing motive (“look and help me decide how to respond”), the coupling of auditory cues followed by directional cues towards a novel object, is consistent with a declarative and social referential interpretation of non-verbal deixis. An exploratory study, which applied the ‘Social Attention Hypothesis’ (that individuals accord and receive attention as a function of dominance) to attention following, showed that chimpanzees were more likely to follow the attention of the dominant individual. Overall, the results suggest that the paucity of observed referential behaviours in apes may owe to the inconspicuousness and multi-faceted nature of the behaviours.

This research sought to explore the patterns of co-authorship collaboration between African and international authors who have published together in journals relating to the field of social psychology. Bibliographic data was used to extract and produce social network maps of academic co-author collaborations in which one of the authors was African or affiliated to an author from an African country. These patterns of collaboration were analysed using social network analysis and it was found that, on average, African authors are poorly interconnected with other international authors in the field of social psychology and are also poorly interconnected with other African authors across the continent. It is likely that these structures of collaboration constrain the ability of African authors to produce their own relevant knowledge within the field of social psychology, in that their collaborations are limited and usually mediated by international connections. This pattern of interconnection makes it more likely that African social psychologists will operate within paradigms generated by academics in international and well-resourced countries and militates against the development of African paradigms. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

Thesis (M.Sc.)--Memorial University of Newfoundland, Faculty of Medicine, 2001. / Typescript. Bibliography: leaves 146-155.

Zugl.: Freiburg (Breisgau), Univ., Diss., 2005