An Introduction to Interpersonal Competence

Spitzberg, Brian H.; Cupach, William R.

doi:10.1007/978-1-4612-3572-9_1

Cited by 123 publications

(196 citation statements)

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“…It includes interpersonal competence (Burke, Woszidlo, & Segrin, 2012), communication competence (Spitzberg & Cupach, 1984), social competence (Arroyo & Segrin, 2013), social skill (Riggio & Canary, 2003), and social ability (Platsidou, 2013). These skills recognize the ability to understand a communication context, participate in it appropriately, and communicate effectively in relationships with others (Spitzberg & Cupach, 1984).…”

Section: Relational Social Skillmentioning

confidence: 99%

The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction

Umphrey¹,

Sherblom²

2014

Intnl. J. Wellbeing

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Abstract:Hope is a habitual way of thinking about goals, the potential pathways of achieving them and the motivated agency for their accomplishment. Past research shows the beneficial behavioral outcomes of having hope, but little research investigates the relationship of hope to indicators of psychological, relational, communicative, or subjective wellbeing. The present study takes an interdisciplinary approach to test a model of the relationship between hope and wellbeing, as expressed through self-compassion, relational social skill, communication apprehension, and life satisfaction. Results show a pattern of relationships that suggest intervention programs designed to change thinking habits can encourage not only more hopeful thought but also enhanced self-compassion, greater skill in personal relationships, less communication apprehension, and heightened life satisfaction.

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Section: Relational Social Skillmentioning

confidence: 99%

The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction

Umphrey¹,

Sherblom²

2014

Intnl. J. Wellbeing

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“…This study was guided conceptually by communication competence theory (Spitzberg and Cupach 1984) and variations in the expression of communication competence across cultural or ethnic groups (Collier et al 1986). The theory suggests that adolescents are better able to avoid engaging in risk behaviors like substance use when they possess knowledge of various ways of communicating, master the ability to assess the situation, and choose the most appropriate form of communication.…”

Section: Drug Resistance Strategies Substance Offers and Substance mentioning

confidence: 99%

Drug Resistance Strategies and Substance Use among Adolescents in Monterrey, Mexico

et al. 2008

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This study examined drug resistance strategies and substance use among adolescents from Monterrey, Mexico. The focus was strategies that U.S. adolescents use most often to resist using substances, including refuse (saying no), explain (declining with an explanation), avoid (staying away from situations where drugs are offered), and leave (exiting situations where drugs are offered). Using self-administered questionnaire data from a convenience sample of 327 Mexican students enrolled at two secondary schools (preparatorias), we tested whether frequent use of particular drug resistance strategies predicted actual substance use. Multiple regression results showed that different strategies were effective for different substances, that some effects were mediated by number of offers received, and that certain effects were stronger for females than for males. Students using the refuse strategy reported less cigarette use and less binge drinking; those using the avoid strategy reported less alcohol and cigarette use; and those using the leave strategy reported less binge drinking and, for females only, less marijuana use. Use of the explain strategy was not significantly related to substance use after controlling for use of other strategies. Findings are discussed in terms of Mexican cultural values and their implications for the design of prevention programs for Mexican youth. KeywordsAdolescents; Substance use; Substance use offers; Mexican youth; Drug resistance Research on substance use among Mexican youth provides growing evidence that prevalence rates, the types of substances used, social risk factors for use, and the health and social problems associated with use are assuming patterns similar to those reported by youth Correspondence to: Stephen Kulis, Kulis@asu.edu. (Medina-Mora Cravioto 2003;Villatoro et al. 2004). Of growing concern are increases in illicit drug use among Mexican youth, who until recently have consistently reported lower rates of consumption of illicit drugs than U.S. youth, and a decrease in the typical age of initiation of substance use from 15 to 8 years of age (FelixOrtiz et al. 2001; Tapia-Conyer et al. 2001;Villareal et al. 2004;Villatoro et al. 1998). NIH Public AccessDespite the upward trend in drug use among Mexican youth and expanding research on its etiology, there are large gaps in the knowledge needed to inform the design of effective prevention efforts in Mexico. One relatively neglected research area is the strategies that Mexican adolescents actually use when confronted with substance use opportunities and the relative effectiveness of these strategies for resisting use of different substances. This study investigated whether the strategies used most commonly by U.S. adolescents to resist offers of alcohol, tobacco, and marijuana are used with apparent success by Mexican youth, and whether use of particular strategies depends on the gender of the youth and the frequency with which the youth encounters offers of substances. We used data from a sample of Mexican secondar...

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“…La interacción incluye tanto el comportamiento como la comunicación. En forma más precisa, la competencia comunicativa intercultural se relaciona generalmente con cuatro dimensiones: conocimientos, actitudes, habilidades y comportamientos (ver Spitzberg y Cupach, 1984;Byram, 1997;Wiseman, 2002;Deardorff, 2006;Arasaratnama, 2009;Sanhueza, Paukner, San Martín y Friz, 2012).…”

Section: Educación Monocultural: Condiciones Históricas Y Contemporáneasunclassified

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Quintriqueo

Torres

Sanhueza

et al. 2017

Alpha

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ResumenEste ensayo analiza los desafíos que plantea el desarrollo de la competencia comunicativa intercultural (CCI) en el marco de la formación de profesores en el contexto poscolonial chileno. A partir de una revisión de antecedentes bibliográficos se reconoce que la preparación de los nuevos educadores (indígenas y no indígenas) no ha logrado implementar de manera transversal el enfoque educativo intercultural. Esto ha permitido conservar la hegemonía de la monoculturalidad eurocéntrica, generando que los profesores en formación mantengan una comprensión insuficiente de las culturas presentes en la sala de clases. Con el propósito de aportar a la discusión crítica, se reflexiona acerca de las posibilidades que entrega la CCI en la búsqueda de nuevas formas de conocer y comunicar que confronten la educación monocultural, para avanzar en la construcción de procesos educativos interculturales, ya sea en territorios indígenas o en los nuevos contextos que surgen por la inmigración.Palabras clave: comunicación intercultural, diversidad cultural, educación intercultural, relaciones interétnicas. AbstractThis paper explores the challenges posed by the development of intercultural communicative competence (ICC) in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers (indigenous and non-indigenous) has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers' insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts.

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An Introduction to Interpersonal Competence

Cited by 123 publications

References 0 publications

The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction

The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction

Drug Resistance Strategies and Substance Use among Adolescents in Monterrey, Mexico

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

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