Examines speech communication defined problems of reticence and/or communication apprehension pointing out the inappropriate use of the medical model to deal with such problems. Suggests that a specialist called a "rhetoritherapist" deal with these problems through training in various rhetorical subprocesses. (MH)

Explores ethical and legal problems related to the treatment of communication apprehension and avoidance (CAA). Discusses three options for solving those problems: "cease and desist" all treatment programs; create hybrid communication/counseling programs; or create a code of ethics for CAA treatment procedures. (KEH)

Provides strong support for the hypothesis that as communication reticence increases, expectations of success in communication situations decreases. Investigates the predictive utility of employing multiple measures of reticence as compared to single operationalizations. (NKA)

Introduces a symposium aimed at providing a practical compendium of advice to teachers in communication for helping alleviate common communication problems among students in a classroom. (JMF)

Presents a case history of a private clinical treatment of an individual for communication reticence. Focuses on rhetoritherapy which deals with inculcating effective communication skills. Illustrates the kinds of problems and strategies that characterize private treatment. (JMF)

Examines the effectiveness of rhetoritherapy as a treatment for individuals with communication difficulties. Finds that performance-based communication training is effective in decreasing communication apprehension and problems communicating and in increasing other-perceived talkativeness. Reports that rhetoritherapy may be a more effective…

Presents a follow-up study to further assess the extent to which reticent participants subscribe to beliefs outlined in prior research and to further test the ability of the Penn State program to alter those beliefs. Reveals significant pretreatment differences between reticent and comparison group participants on 7 of 16 beliefs. Shows…

Presents a theoretical statement on the nature of reticence that affirms, in part, Gerald M. Phillips' conceptualization in prior research but, grounded in new empirical data, refines and revises the construct. Proposes a new definition and a six-component model of reticence. Discusses theoretical and treatment implications. (SR)

Contends that communication apprehension in the classroom results in reduced student communication and significantly reduced learning as measured by grades, overall average, and standardized achievement tests. (MH)

Compares the effectiveness of systematic desensitization (SD), rational emotive therapy (RET), and visualization (VIS) in reducing communication apprehension (CA). Concludes that, while all treatment modes reduce CA, no significant differences were found in their effectiveness. Emphasizes that VIS is a relatively simple technique that can be used…

Defines the term "shyness" and provides data regarding its prevalence. Discusses the relationship of shyness to other psychological problems and describes attempts to treat it in brief psychotherapy. The general goal of treatment is to provide patients with a problem-solving approach to interpersonal difficulties. (JMF)

Two studies investigating the development of trait oral communication apprehension among children indicate: (1) oral communication apprehension exists from first to twelfth grades with consistent reliability of measurement, and (2) the Measure of Elementary Communication Apprehension (MECA) is positively related to three existing trait measures of…

Outlines some problems common to actors and teachers in generating appropriately expressive speaking voices. Basic skills discussed include loudness without tension, clarity of articulation, use of intonation, and manipulation of rate. (JMF)

Describes systematic desensitization as a form of behavior therapy for reducing anxiety. Examines its rationale and clinical practice and explores two features of the technique (relaxation and anxiety hierarchy) as they may be applied to classroom speech instruction for reticent students. (JMF)

Suggests a program for teaching students with communication problems. Outlines in-class strategies supportive of a positive interpersonal climate and a sense of orderly purpose. Uses written dialogues between teacher and student and individual conferences. (JMF)