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Journal articles on the topic "Interpersonal relations":
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Hilfer, Anthony Channell. "Interpersonal Relations." Texas Studies in Literature and Language 47, no. 1 (2005): iv. http://dx.doi.org/10.1353/tsl.2005.0006.
Von Essen, Llew. "Interpersonal relations." Communicare: Journal for Communication Studies in Africa 2, no. 2 (November 21, 2022): 14–28. http://dx.doi.org/10.36615/jcsa.v2i2.2176.
I trust that you, like me, are thrilled to be living in what must be considered the most exciting, dynamic and challenging era of this century. But like you, I am not that naïve to realise that it is an easy one free of problems. Never before in the lifetime of man has the need for a better understanding of communication and culture and their effect on interpersonal relations been so essential. Intercultural relations hinges on effective intercultural communication and for this to happen it is essential to understand the terms culture and communication. Culture can be defined as learned behaviours of a group living in a geographical area - i.e., behaviours related to knowledge, values and beliefs, attitudes, religions, concepts of self and the universe, hierarchies of status, spatial relations, time concepts, ethnicity, language, etc. Culture is variable, everchanging, gradually but continuously, and to further complicate understanding, there are individual differences within any given culture. Communication is, of course, the act of communicating - the act of understanding and being understood. Intercultural communication, therefore, is the act of communication when the message sender is from one culture and the message receiver is from another culture. Successful intercultural communication is the establishment and sharing of common meanings in the sender- receiver (Meanings are in people, not in messages). This process is obviously complicated and influenced by cultural factors, such as those mentioned above, not to mention language differences and patterns of thinking
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B., López Lazcano Sara, Medina Molina Yearim, and Rodríguez Cuellar Ruth. "Evaluation of Interpersonal Relations in University Students." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (August 31, 2017): 62–66. http://dx.doi.org/10.31142/ijtsrd2230.
Stephenson, Lisa P. "Directed, ordered and related: The male and female interpersonal relation in Karl Barth's Church Dogmatics." Scottish Journal of Theology 61, no. 4 (November 2008): 435–49. http://dx.doi.org/10.1017/s0036930608004195.
AbstractThis article examines Karl Barth's conception of the interpersonal relation of male and female and demonstrates that, although Barth superimposes the concept of order within the Trinity onto the specific interpersonal relation of male and female, there is provision within his anthropology concerning interpersonal relations in general (i.e. interpersonal relations which are irrespective of sexual distinctions) to correct this error. I focus on Barth's exegesis of the creation narratives in Church Dogmatics III/1 and his discussion of the interpersonal relation of male and female in Church Dogmatics III/4. Then, because of Barth's principle of analogia relationis, I will briefly examine his doctrine of the Trinity in Church Dogmatics I/1. Whereas the role of christology in Barth's anthropology is frequently highlighted, there is often little regard for the trinitarian grounding of Barth's anthropology, especially with regard to the interpersonal relation of male and female. Finally, I will look at Barth's discussion of interpersonal relations in general in Church Dogmatics III/2 where he delineates a principle of the ‘priority of the other’, which serves to redeem his anthropological statements on the humanity of male and female. I contend that the recognition of the imago Dei in the interpersonal relation of male and female, sustained by the priority of the other, is a better way to achieve the personhood of both sexes than Barth's proposed static relational order.
Furs, L. A., and A. N. Khudanyan. "METASCHEMES OF INTERPERSONAL RELATIONS." Kognitivnye Issledovaniya Yazyka 27 (2016): 321–28. http://dx.doi.org/10.20916/2071-9639-2016-27-321-328.
Opic, Sinisa. "Interpersonal relations in school." International Journal of Cognitive Research in Science, Engineering and Education 4, no. 2 (2016): 9–21. http://dx.doi.org/10.5937/ijcrsee1602009o.
Alasheev, S. Iu, and I. V. Tsvetkova. "Interpersonal Relations in School." Russian Education & Society 42, no. 1 (January 2000): 7–19. http://dx.doi.org/10.2753/res1060-939342017.
Youren, Liu, and Anatoly T. Zub. "CHINESE PHILOSOPHY IN INTERPERSONAL RELATIONS." Вестник Пермского университета. Философия. Психология. Социология, no. 2 (2021): 149–65. http://dx.doi.org/10.17072/2078-7898/2021-2-149-165.
The article analyzes the differences between the philosophical traditions of the West and the East. Among the foundations of Chinese philosophy, the main categories of Buddhism, Taoism and Confucianism are differentiated and separately presented. The understanding of this difference gives us the key to several mysteries in the development of Chinese society and to the understanding of how traditional Chinese philosophy affects interpersonal relations in modern China. In particular, the article discusses the concept of ancient Chinese ethics as the basis for religious and scientific views of traditional and modern Chinese society. In addition, the article indicates that the human-centered Chinese morality, oriented outside of human experience, determines the relationship between people and the outside world. The paper also provides a comparison of Christian and Chinese ethics. Since people are one of the most important factors of governance, it makes sense to understand how differently people behave in different countries. The study was conducted with the use of comparative analysis and document research methods. Reflecting on interpersonal relations through ancient Chinese philosophical thoughts, the authors try to explain the problem of Needham (The Great Question) and interpret the modern meaning of the philosophy of science using the philosophical truth of modern interpersonal relations. From this point of view, the thoughts contained in the article are of interest and novelty. In the context of researching Needham’s problem, the authors compare socio-political and religious traditions in China and Europe. The paper also discusses the guanxi mystery — the basis of social and business relationships that have a «quasi-family» trusting nature. In addition, when discussing the peculiarities of modern business relations, the text unfolds the mystery of mianzi, which determines the understanding of reputation and human dignity. From the point of view of philosophy, human is the first of the motivations in science, as well as one of the most important factors of influence in modern management, the authors try to investigate the characteristics of humanity of different countries in order to explain the behavior of people. The study also provides a basis for studying the role of the human factor in governance.
Few studies of interpersonal complementarity have examined individual differences that might moderate the relation between one person's behaviour and the other's response. The present research investigated the degree to which global perceptions of others (perceived interpersonal climates) moderated the relation between event-level perceptions of the other and behavioural response in social interactions. The influence of interpersonal perceptions on social behaviour was examined in two field studies; the first study was conducted with university undergraduates, and the second study was conducted with a community sample of working adults. Event-contingent recording procedures were used to collect information about participants' communal (agreeable---quarrelsome) and agentic (dominant---submissive) behaviours and perceptions of partner communion and partner agency. Based on hypotheses derived from interpersonal complementarity, it was expected that perceptions of communion would predict communal behaviour according to the principle of correspondence (agreeableness evokes agreeableness and hostility evokes hostility) and perceptions of agency would predict agentic behaviour according to the principle of reciprocity (dominance invites submissiveness and submissiveness invites dominance). As predicted, perceived interpersonal climates moderated the relation between perception of the other and behaviour in specific interactions. Perceived communion in an event predicted correspondence with regard to communal behaviour; this response was stronger for individuals who generally perceived others as cold-quarrelsome rather than warm-agreeable. Perceived agency in an event predicted reciprocity such that individuals responded to perceptions of dominance with more submissive behaviour and perceptions of submissiveness with more dominant behaviour; this response was stronger for individuals who generally perceived others as submissive, and this response was weak to non-existent for individuals who generally perceived others as dominant. The moderating effects of perceived interpersonal climates were independent of five-factor and interpersonal traits; global perceptions of others provided unique interpersonal information not captured by the five-factor model of personality. Both studies support the basic principles of complementarity while indicating that complementarity does not apply equally to all people. The present research shows that interpersonal perceptions are not only useful for studying behaviour within an event, but that global perceptions of others (perceived interpersonal climates) influence our reactions to the social environment.
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Hakelind, Camilla. "Perceived interpersonal relations in adolescence /." Umeå : Department of Psychology, Umeå University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1469.
The general objective of this thesis was to examine aspects of adolescents perceived interpersonal relations, in view of the association between adolescents’ interpersonal problems and self-concepts, and considering influential factors such as behavioural problems, depression, perceptions of parental rearing styles, type of relationships and sex. All of the studies examined participants from the four-year longitudinal research project in Umeå, which was designed to investigate the psychic health and social context of adolescents with psychological and antisocial problems (Armelius & Hägglöf, 1998), except for the normal adolescents in study I, who took part in a project with purpose to determine norms for an intake interview that is used for adolescents in different settings in Sweden. Study I addressed the impact of type of relationship on adolescents interpersonal behaviour, and the results were discussed in terms of interpersonal theory and the complementarity principle. Study II investigated the association between self-concept and interpersonal problems in normal adolescents. Different interpersonal problems were systematically related to three self-concept patterns, and showed the importance of considering the combination of self-love and self-autonomy to understand interpersonal problems in adolescents. In study III the associations between self-concept, and interpersonal problems were investigated, also considering depression as a factor, in a group of adolescents with conduct problems. This study revealed sex differences: boys’ interpersonal problems mainly were associated with self-control, an imbalance between self control and autonomy, and depression, whereas girls’ interpersonal problems mainly were associated with low self-love and depression. Study IV examined the relationship between memories of perceived parenting styles and interpersonal problems. Also in this study, sex differences were shown. It was found that for boys the perceived parenting styles of the fathers had the strongest associations to interpersonal problems, and for girls the perceived parenting styles of the mothers had the strongest associations to interpersonal problems.
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Cassidy, Kevin Scott. "Giving and receiving from one another : the communal character of Christianity /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p033-0849.
Mo, Yuet-Ha. "Interpersonal trust and business relationships." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:1004afdd-05c8-48ca-b6ac-c9bfa671640b.
The research was multi-method as it combined qualitative semi-structured interviews with quantitative surveys. The thesis concludes by discussing cultural implications for the formation of trust among business people in the UK and China, and future research directions.
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Doumas, Leonidas Adam Alexander. "A neural-network model for discovering relational concepts and learning structured representations." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=990297121&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Maguire, Katheryn Coveley. "Communication and communal coping in long-distance romantic relationships." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034936.
Azzari, Kenneth A. "Interpersonal relations: The key to effective school administration." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/343.
Book chapters on the topic "Interpersonal relations":
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Gold, Martin, and Elizabeth Douvan. "Interpersonal relations." In A new outline of social psychology., 91–116. Washington: American Psychological Association, 1997. http://dx.doi.org/10.1037/10225-005.
Halling, Steen. "Interpersonal Relations and Transcendence." In Intimacy, Transcendence, and Psychology, 177–200. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610255_7.
Jackson, Liz. "Interpersonal relations in education." In Questioning Allegiance, 77–92. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429435492-6.
Peplau, Hildegard E. "A Definition of Nursing." In Interpersonal Relations in Nursing, 3–16. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_1.
Peplau, Hildegard E. "Developing Skills in Participation." In Interpersonal Relations in Nursing, 239–59. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_11.
Peplau, Hildegard E. "Observation, Communication, and Recording." In Interpersonal Relations in Nursing, 263–309. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_12.
Peplau, Hildegard E. "Phases of Nurse-patient Relationships." In Interpersonal Relations in Nursing, 17–42. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_2.
Peplau, Hildegard E. "Roles in Nursing." In Interpersonal Relations in Nursing, 43–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_3.
Conference papers on the topic "Interpersonal relations":
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NAKONECHNA, Mariia. "THE HAPPINESS OF INTERPERSONAL RELATIONS." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.47.
Happiness of interpersonal relations stands for mutually developing, mutually enriching, mutually facilitative communication. One of basic themes in world culture is reciprocity in human relations. Various forms interpersonal relations assume different stages in their development, and highly developed forms of interpersonal relations are characterized by intersubjectivity. Intersubjectivity is such form of interaction between people that actualizes aspirations to mutual displays and mutual development of participants’ subjectivity. Dialectics of consent and disagreement in intersubjective relations defines a new perspective of both theoretical analysis and empiric researches. Іntersubjectivity emerges when group discussion evolves into vivid and active process of finding solutions, and wherein participants listen to each other, paving the way for dialogueness. Keywords: happiness, intersubjectivity, interpersonal relations, dialogue, interaction, agency
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POPESCU, Maria. "Psychosocial and cognitive aspects in interpersonal relations." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p67-73.
Interpersonal relationships are the binder of human organization that aims to achieve on a small scale all the functions of society. In today's society, a society of insecurity and change, interpersonal relationships change their structure, content, way of manifestation, deviating more and more from the principles and values that governed this form of interpersonal manifestation until recently. In understanding the diversity of ways of interpersonal relationships and their social implications, it is necessary to highlight essential psychosocial aspects that are the engine of the dynamics of interpersonal relationships.
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Kadyrbaeva, N. R., and L. G. Dmitrieva. "Interpersonal relations in the military team." In Научный диалог: Молодой ученый. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-22-11-2018-08.
Du, Zhenxin, Jiaqi Guo, Jiahua Wang, and Leyi Xie. "Relation Between Gender Role and Interpersonal Relations of Chinese College Students." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.044.
Paisilazarescu, Mihaela, and Maria magdalena Stan. "DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.
Making use of activities of e-learning type has an effect on not only learning activities, but it also has positive and negative implications upon the personalities of the participants at this activity. The fact that the teachers and the students do not meet face to face leads to the apparition of a series of particularities of the traditional teacher-student relationship. The learning systems in electronic format based on interactivity represent one of the ways of diversifying and multiplying of interpersonal relationships. The interpersonal relationships among which we can mention the teacher-student relationships manifest as interactions between individuals that lead to information, material and affective exchange. This paper starts from the idea that in the context of using the computer in the learning activity, the traditional interpersonal relationships, including the teacher-student relationships gain new dimensions, and it focuses on a comparative analysis of this relationship. The analysis has been made from the perspective of the identification of the characteristics of the teacher-student relationships in e-learning at different ages in different educational environments, both from the teacher's perspective and from the students'. Implicating the computer in education does not diminish or exclude the role of the teacher and the relationship with other students. The teacher has a remarkable contribution, but not in the traditional way. The independence granted to the one that is learning does not exclude the role of the teacher and the communication with the others. The lack of the face-to-face human contact, considered essential for human socializing is compensated by major positive effects of colaboration and cooperation which enlarge the area of human contacts. The psychosocial perspective in e-learning stimulates the process of socializing and learning through cooperation and diversifies the nature of relationships of interpersonal communication. The cooperation through e-learning favours not only individual responsibility, but also the development of social abilities.
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Pescaru, Maria. "Development Of Interpersonal Relations In Modern School Management." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.102.
Kulozu, Neslihan. "Effects of Interpersonal Relationship Dimension on Locally Specific Participatory Processes." In International Conference on Political Science, International Relations and Sociology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.03.5.
Stancu, Maura. "Improving Interpersonal Relations In Students Using Specific Motric Activities." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.263.
Cristani, Marco, Giulia Paggetti, Alessandro Vinciarelli, Loris Bazzani, Gloria Menegaz, and Vittorio Murino. "Towards Computational Proxemics: Inferring Social Relations from Interpersonal Distances." In 2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust (PASSAT) / 2011 IEEE Third Int'l Conference on Social Computing (SocialCom). IEEE, 2011. http://dx.doi.org/10.1109/passat/socialcom.2011.32.
Nikitin, M. E., and I. ZH SHahmalova. "Research of the level of interpersonal relations of student-teachers." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-68.
Cáceres Zapatero, MD, g. Brändle, and JA Ruiz San-Román. Interpersonal communication in the web 2.0. The relations of young people with strangers. Revista Latina de Comunicación Social, June 2013. http://dx.doi.org/10.4185/rlcs-2013-984en.
Núñez-Gómez, Patricia, María-Luisa García-Guardia, and Lourdes-Ainhoa Hermida-Ayala. Trends in the social and interpersonal relations of young people and digital natives in the Web 2.0. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-952-179-201-en.
Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.
The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Ndhlovu, Lewis. Quality of care in family planning service delivery in Kenya: Clients' and providers' perspectives. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1038.
In recent years, the increasing number of organizations that have studied quality of care in international family planning (FP) programs demonstrates the importance the topic has acquired. To define quality of care in FP, the Bruce–Jain framework of six elements of care (choice of methods, information given to clients, technical competence, interpersonal relations, continuity and follow up, and appropriate constellation of services) have been used as the standard. However, what has been overlooked in this approach is the clients' perspectives of service quality. This study sought to narrow the gap in knowledge about the comparability and consistency in views between clients, providers, and researchers. Thus, this study’s main objective was to define the laypersons' and providers' dimensions of quality of care and compare them with the Bruce-Jain elements. The study was conducted in Kenya between July and September 1994. It was the first part of the Kenyan National Situation Analysis Study (conducted in 1995), and results will provide a guide in the methodology and formulation of the study instruments.
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Herbert, Sian. Reducing Criminal Violence Through Public Sector-led Multisectoral Approaches. Institute of Development Studies, October 2021. http://dx.doi.org/10.19088/k4d.2022.043.
The last decades have seen increased consensus for the need to understand and address violence through a public health approach, and a preventative approach, as embodied by Sustainable Development Goal (SDG) 16. This necessitates a multi-sector and multi-stakeholder approach, yet poor governance continues to threaten progress on this agenda. Many policy approaches to urban violence tend to take an approach that is either place-based; people-based; or behaviour-based and include a range of initiatives. The INSPIRE initiative is a key global response to tackling violence against women (VAW) and violence against children (VAC) A multisector approach is needed to address the complexity and multifactorial origins of violence. Yet multisector engagement can complicate institutional responses due to different goals, concepts, instruments, etc. Increased collaboration and joined-up approaches across government departments have led to changes in institutions and approaches. The literature base on violence prevention initiatives is varied and uneven across the different types of violence, e.g. with more literature available on interventions focussed on interpersonal and urban violence compared to organised crime-related violence. Evaluations are limited and face many methodological challenges (Cuesta & Alda, 2021) – e.g. the scale and complexity of violence limits the extent to which interventions can be rigorously evaluated or comparable, and most focus on interventions in the Global North. Most importantly, the literature base for this specific question – focussed on the wider institutional context and lessons for a multisectoral approach – is very limited, as most of the available literature focusses on lessons relating to the outcomes of the interventions. In line with the operational focus of this paper, this review draws mainly on practitioner and policy publications. The approaches, interventions, and lessons detailed below are illustrative and are not comprehensive of the many complex lessons relating to this broad area of programming.
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Comparing quality of reproductive health services before and after clinic-strengthening activities: A case study in rural Burkina Faso. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1006.
Much literature has been written about improving the quality of reproductive health (RH) care at service delivery points (SDPs) because women deserve quality services, and as a means of increasing use of family planning (FP) and other RH services. There are six fundamental dimensions of quality of care: choice of methods, information given to clients, technical competence, interpersonal relations, mechanisms to encourage continuity, and an appropriate constellation of services. Improving these elements is thought to increase client satisfaction, resulting in an increase in contraceptive use and eventually fertility decline. Existing research has not convincingly demonstrated this link between quality of care and client outcomes. Training service providers on FP and communication skills and improving clinic infrastructure/equipment are ways of possibly improving aspects of nearly all elements of quality. An intervention in a rural field research station in Burkina Faso was designed to supply RH training and basic medical equipment to 13 SDPs. This paper details an operations research project that tests the strength of community-based and clinic interventions on RH knowledge, attitudes, and practice, and assesses overall contraceptive prevalence in the area.
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Quality of family planning programme in India: A review of public and private sector. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1016.
Increasing attention has been paid to quality of care (QOC) in family planning (FP) during the last few years, and there have been several initiatives to strengthen QOC in FP in the developing world. This paper reviews the quality of the FP program in India’s public and private sectors, and examines six elements: choice of methods, information given to clients, technical competence, interpersonal relations, continuity of care and follow-up, and appropriate constellation of services. Overall, the paper finds that not much attention has been paid to QOC and hence the level is quite low. Evidence and observations indicate that QOC may be slightly better in the nongovernmental sector. In many areas adequate information is not available to assess QOC, especially in the private sector. Overall, substantial efforts are needed to improve QOC in FP in India. The paper discusses why QOC is poor and offers suggestions for improving each dimension. As the Government of India is actively considering revising its FP program strategy and adopting a reproductive health approach, it may be an opportune time to improve QOC in the family welfare program.
