Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph.D.)--Indiana University, Dept. of Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: B, page: 6941. Adviser: David B. Pisoni. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0031. Adviser: Robert L. Ivie. Title from dissertation home page (viewed Oct. 12, 2006).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 222-228).

Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). "March 2007." Includes bibliographical references (leaves 216-233). Also available via the World Wide Web.

Thesis (Ph.D.)--The University of Western Ontario, 2005. / Includes bibliographical references (p. 167-181)

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Text in Afrikaans / Die doelstelling van hierdie navorsing is om te bepaal of warmte, empatie en kongruensie as openinggespreksvaardigheid met die verbaal aggressiewe klient enige waarde het en om te bepaal in watter mate maatskaplike werkers vaardig is in die hantering van die aggressiewe klient. Volgens die bevindinge van hierdie ondersoek waaraan vier en twintig maatskaplike werkers deelgeneem het, blyk dit dat daar groot gebreke in die hantering van die aggressiewe klient is en dat maatskaplike werkers nie altyd oor die nodige vaardighede beskik om die uitdaging wat die aggressiewe klient bied, te hanteer nie. Die navorsing kan as 'n voorbeeld van die werkwyse van maatskaplike werkers beskou word en dui daarop dat daar in hulle opleiding ten opsigte van die hantering van aggressie sekere leemtes is. Daar aanbeveel dat hierdie aspek verder ondersoek word. word / The aim of this research was to determine whether conversational skills such as warmth, empathy and congruency have any positive effect when dealing with verbally aggressive clients and to what degree social workers are equipped to deal with aggressive clients. According to the findings of this research in which twenty four social workers participated it would appear that there are serious shortcomings in the way in which they deal with aggressive clients and that they do not always have the skills required to meet the challenges posed by aggressive clients. This research outlines the way in which social workers operate and would seem to indicate that there are serious shortcomings in their training when it comes to dealing with aggressive clients in interview situations. It is recommended that this matter be further investigated. / Social Work / M.A. (Sosiale Wetenskappe (Geestesgesondheid)

Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-12Bitstream added on 2014-06-13T20:41:55Z : No. of bitstreams: 1 dragone_mlos_dr_arafcl.pdf: 835449 bytes, checksum: 1d0b5e383b7b9766ff4003b0aa1af9aa (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A voz permeia os processos humanos de interação por linguagem oral que, por sua vez, permeia o desenvolvimento intelectual e da personalidade. As formas de falar são historicamente construídas por experiências sociais e culturais. São utilizadas sem que se precise pensar para escolher as formas mais aceitas por cada contexto ou interlocutor, o que não impede que sejam retraduzidas, continuamente, pela exposição a novas experiências e conceitos que, se utilizados e aceitos pela sociedade com bons resultados, incorporam-se gradualmente ao habitus existente. A voz do professor insere-se neste processo e é parte integrante do ser e fazer humano. Está presente no centro do processo de ensinar e aprender: na comunicação do professor em sala de aula. A voz do professor merece atenção por se tratar de um dos principais recursos do trabalho docente, configurando-se como parte integrante dos processos de interação que ocorrem em sala de aula durante a comunicação oral. O objetivo deste estudo consistiu em expor professores em formação no ensino superior, a conceitos sobre voz e comunicação oral para observar e analisar os resultados, desta exposição, durante os processos de interação com alunos em sala de aula. No que se refere à metodologia optou-se por uma pesquisa analítico-descritiva cujos dados foram coletados no ano de 2005, a partir das respostas a um questionário inicial por 133 sujeitos graduandos do último ano de cursos superiores de formação para o magistério de três Instituições de Ensino Superior do interior do estado de São Paulo, com a finalidade de compor o perfil dos participantes. Em seguida foi oferecido um Curso de Extensão em Voz e Comunicação Oral... / The voice permeates the human processes of interaction by oral language which permeates the personality and the intellectual development. The ways of speaking are historically built by social and cultural experiences. They are used with no need of choosing the most acceptable ways for each context or speaker. Moreover, they could be continually retranslated through their exhibition to new experiences and concepts which, if used and accepted by the society with good results, could gradually be incorporated to the existent habitus. The teacher s voice is inserted in this process and is a constituent of the human being and doing. It is present in the center of the process of teaching and learning: in the teacher's communication in classroom. The teacher's voice deserves attention for being one of the main resources of the educational work, configured as constituent of the interaction processes that happen in classroom during the oral communication. The aim of this study consisted of exposing teachers in formation in the superior education to concepts about voice and oral communication in order to observe and analyze the results of this exhibition, during the interaction processes with students in classroom. As for the methodology, we chose an analytical-descriptive research, whose data were collected in 2005, from the answers to an initial questionnaire by 133 subjects - seniors who were attending teaching formation courses in three state universities in São Paulo state, with the purpose of composing the participants profile. Afterwards, a free 32-hour Extension Course about Voice and Oral Communication was offered to all the subjects of the initial questionnaire. Because of the period of the year in which the course happened, and the way it was publicized by the institutions, only 17 teachers... (Complete abstract, click electronic access below)

The overall aim of this essay was to investigate what attitudes some English teachers and pupils in 9th grade in Sweden have towards oral communication in the teaching of English. I wanted to find out why oral communication is an important part of the teaching of English, what factors teachers and pupils believe contribute to orally active pupils in the English foreign language classroom and what English teachers think of the assessment of pupils' ability to express themselves orally in Englsih. I have interviewed three English teacers, and 85 pupils have answered a questionnaire. The result show that the techers and a majority of the pupils think that oral communication is an important part of the teaching of English, mainly because of the fact that being able to express yourself orally in English today is of great importance and because through this the pupils get to use the English language a lot themselves. Factors that contribute to verbally active pupils in the English classroom are a safe classroom atmosphere, pupils' self-esteem, small groups, meaningful assignments, enthusiastic and encouraging teachers and motivated pupils. The result also show that the teachers believe that the assessment of the pupils' oral ability is hard because it is not as concrete as other skills that they assess in the English foreign language classroom. Other reasons why the assessment is hard are the problem of getting shy or unmotivated pupils to participate orally and lack of time.