Discusses a study to examine the use of videotape as a modeling and feedback device in skills-based interpersonal communication courses. Findings demonstrated the effectiveness of teaching communication skills and of videomodeling of skills as a teaching technique. (JOW)

Sketches a perspective of competence and its underlying assumptions. Compares and contrasts this perspective with McCroskey's conceptualization (ERIC ED 203 401). Discusses the implications of a relational competence approach for theory and pedagogy. (PD)

The development of interpersonal skills is essential to the training of helping professionals and adult educators. Attending, responding, and understanding are basic skills needed by adult educators to assist adult learners in achieving their goals. (JOW)

The social-cognitive problem-solving approach is presented as a means for ensuring social and affective development of handicapped and nonhandicapped children in public schools. A television-based instructional format to facilitate children's social and affective development is described, and an actual example of a television-based instructional…

Examined the effects of a weekend communication skills training program for divorced persons. Subjects in the experimental group (N=13) received interpersonal skills training, while the control group (N=14) received no training. Results indicated experimentals significantly increased their perceived level of social support, self-disclosure and…

Reviews the literature concerning the advantages and uses of simulation games as a mode of instruction. Offers guidelines on developing such games for classroom use. Concludes that simulation games can increase student motivation, retention, and development of social skills. (Author/WD)

Examined generalizability of social-skills and social-anxiety global ratings made by judges trained in six different experimental laboratories. Found moderate degrees of generalizability across laboratories for the social-skills and social-anxiety ratings based on brief role plays. For more extended interaction, obtained moderate generalizability…

Findings suggest that cognitive complexity plays an influential role in the development of children's ability to provide accounts for conversational deviance, as well as their ability to provide alternative strategies for the completion of conversations disrupted by improper turn-taking. Social perspective-taking and communication adaptation…

Explores the relationship between intimacy, conflict and disputing styles in familial and nonfamilial relationships. Results supported the hypothesis that disputing styles tend to be more extreme in more intimate relationships. Intimacy differences do not account for a great deal of the variation in disputing styles. (JAC)

Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. (Author/SB)

Effective supervisors need to have exemplary interviewing and interpersonal skills; they also need to be excellent problem solvers who possess first-hand knowledge of conditions in the field. (Author/BW)

Assessed male alcoholics and nonalcoholics on self-report and behavioral tests of assertive behavior and discomfort. Alcoholics reported more assertive discomfort. Both groups were less assertive in negative situations and more assertive with familiar males than females. Findings suggest assertive training with alcoholics should focus on reducing…

Moderately depressed females (N=26) were assigned randomly to assertion training or delay-control groups. Experimental subjects became significantly more assertive and engaged in more activities than controls, and effects of treatment continued after treatment ended. Eight weeks after treatment, the experimental subjects' scores indicated…

Social problem-solving (SPS) skills training addresses primary prevention and competence-building designed to promote children's abilities to resolve interpersonal conflicts, and their adjustment. The Rochester SPS training program for second- to fourth-grade students is described, attentive to curriculum, structure, and SPS training. (Author/CE)

Describes a research project which taught social skills to children who did not have friends in school. (RM)