Dissertations / Theses: 'Interpersonal skills'

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Minthorn-Biggs, Mary-Beth. "Smoking cessation using an interpersonal coping skills program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41076.pdf.

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Fischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.

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The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.

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Forsberg-Ödmark, Helena. "Hur kan musicerande bedömas på högstadiet? : En studie om bedömningar inom musikämnet." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92606.

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I studien har undersökts vilka kunskaper och färdigheter som elever i årskurs 9 värdesätter och anser som mest väsentliga att bedöma inom sång och ensemblespel och relatera dessa bedömningar till de nationella mål och kriterier som har fastställts för ämnet musik. Jag har använt mig av kvalitativ samtalsintervju som undersökningsmetod och begränsat mig till att undersöka sexton elever, 8 pojkar och 8 flickor, som jag undervisar i musik på en högstadieskola i Mellansverige. Undersökningen utgår från ett fragmatiskt- och sociokulturellt perspektiv på lärande. Resultatet belyses också utifrån formativ bedömning i undervisning och betydelsen av att använda bedömningsmatriser för att tydliggöra för eleverna vad som de förväntas lära sig. Resultatet visar att en gemensam syn på bedömning är viktig för att eleverna ska veta på vilken kunskapsnivå de befinner sig på men även för att de ska veta vad de behöver förbättra. Bedömning är en förutsättning för betygsättning och det finns en stor enighet om vad eleverna anser som väsentligt att bedöma inom musikämnet. Vissa olikheter existerar mellan vad respondenterna anser om att bli bedömda i sång. Andra anser att det är alltför personligt och svårt för en del elever att lära sig sjunga.

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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.

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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.

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Tatlilioglu, Kasim, and Nadiya Senchylo. "Active Listening Skills as an Element of Interpersonal Communication." Thesis, Талком, 2020. http://er.nau.edu.ua/handle/NAU/43410.

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Active listening is an important element of the communication process and key to success. Listening is an integrative action physical, psychological, emotional, social, intellectual and environmental inputs. It ensures effective and healthy communication between individuals and institutions. On the other hand, it has an mportant effect on the prevention of communication conflicts. It is know importance by everyone but being gnored effective listening skills is communication process. So in this studying will be refer active listening skills and importance.

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White, Codi. "Interpersonal Safety Skills: Assessing and Evaluating Outcomes for Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371212.

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The safety of children is a priority within society. Programs have been created to boost young children’s interpersonal safety skills, including teaching children how to recognise and avoid risky situations and when to disclose to safe adults. However, behavioural outcomes of these programs have rarely been evaluated, so general knowledge about children’s use of these skills following program participation remains limited. Few standardised measures exist to assess these behavioural outcomes of risk avoidance or disclosure. To fill this gap, a new measure of children’s interpersonal safety skills, the Observed Protective Behaviours Test (OPBT), was developed and three studies were conducted that used the OPBT. The OPBT included a simulated lure that assessed children's motor and verbal responses to the lure, as well as their disclosure. In Study 1, 611 children in Year 1 (5 to 7 years; 50% male), attending schools either allocated to receive Learn to be safe with Emmy and friendsTM or on a waitlist, completed three assessments over seven months. Children were individually interviewed at each assessment and parents completed surveys at home. When compared to waitlist, the program was effective in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills from preto post-program. At a 6-month follow-up improvements were retained, with children who participated in the program also reporting increased disclosure confidence compared to children on the waitlist. However, improvements in intentions to disclose and safety identification skills, as well as interpersonal safety skills as measured by the OPBT, did not differ between program and waitlist conditions. In Study 2, the participants were 281 children who were assessed as part of Study 1. Two strata of children, those in Learn to be safe with Emmy and friendsTM or on a waitlist, were randomly assigned to participate in the OPBT (i.e., an in-situ training; IST) or not. Thus, four groups were compared: Waitlist, IST alone, Program alone, and Program+IST. All children completed two assessments separated by seven months. The IST was found to produce improvements, with children in the IST alone condition showing a greater increase in intentions to disclose compared to Waitlist, and children who participated in Program+IST showing greater improvements in disclosure intentions than those who received Program only or Waitlist, as well as displaying significantly greater increases in disclosure confidence compared to children who received Waitlist. In Study 3, the participants were 118 children who had participated in the OPBT without any other intervention component in Study 1. Prevalence of interpersonal safety skills as measured by the OPBT (withdrawal from an unknown confederate, verbal refusal of an abduction lure and disclosure of confederate presence) were summarised, and correlates of OPBT responses were examined. In total, 27% children withdrew from the confederate, 48% refused the lure and 83% disclosed the presence of the confederate. The only significant correlate of these skills was anxiety, with children who had greater anxiety disclosing earlier and being more likely to accept the lure. Overall, findings provide new information regarding training and correlates of interpersonal safety skills in young children. The Learn to be safe with Emmy and friendsTM program was effective in increasing safety knowledge, parent-rated safety knowledge and skills, and disclosure confidence. Further, using the OPBT as an IST resulted in greater increases in children's intentions to disclose and confidence in disclosure. However, whilst great variability was found in children’s use of interpersonal safety skills as measured by the OPBT, the only significant predictor found for these skills was anxiety. Several avenues for further research are suggested, including examining further predictors for interpersonal safety skills, expanding the OPBT to represent more interpersonal situations, evaluating the effectiveness of booster IST components on other interpersonal safety programs and expanding the age range of children examined.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Russo, James Alan. "The relationship of interpersonal problem-solving skills to adjustment." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618848.

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This experimental study examined the effects of different methods of training and verbal cognitive ability on second-grader's acquisition of social problem-solving skills and teacher-rated behavioral adjustment. Subjects were assigned by classroom to either classroom training only, classroom training with parent training, classroom training without parent training (those parents who were offered training but did not participate) or control. The 25-lesson Rochester Social Problem-Solving curriculum was taught three times per week for nine weeks by classroom teachers and a four session parent training component was taught by mental health prevention staff members and this researcher. Consistent with previous research, classroom instruction in Social Problem-Solving produced significantly greater increases in problem-solving skills for subjects in the classroom training, classroom training/parent training and classroom/no parent training groups than for subjects in the control group. In addition, all treatment groups improved on both behavioral adjustment variables while the control group scores decreased. Significant pre to post results were also seen on the problem variable for subjects in the classroom and classroom/parent training groups while similar gains were seen on the competency variable for subjects in the classroom training group. No correlation was discovered between social problem-solving skills and verbal cognitive ability, however a significant correlation was evident between the problem-solving and behavioral adjustment variables.;The significant cognitive problem-solving skills/behavioral adjustment relationship was believed due to the use of experienced teachers, the use of dialoguing by teachers and the age of the students.;The lack of consistent improvement of subjects cognitive and behavioral skills as the result of different training methods is thought to be due to the shortness of parental training, the need for increased behavioral practice and the brief time between the completion of training and posttreatment assessment.;Suggestions for further research in social problem-solving include an examination of subjects sociodemographic characteristics and the set of cognitive problem-solving skills as they relate to students adjustment, the generalization of cognitive and behavioral skills beyond training, the development of alternative and more psychometrically sound instruments to measure this construct, and improved methods for parent training. Finally, implications for education and counseling are explored.

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Pope, Sharon A. "Strategies for Developing Interpersonal Communication Skills for Business Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1916.

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Strategies for Developing Interpersonal Communication Skills for Business Students by Sharon A. Pope M.B.A., Cleveland State University, 1995 M.S.H.P/A., University of Cincinnati, 1983 B.Ed., University of Toledo, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Research has shown that interpersonal communication skills (ICS) are important for employment success, particularly if they are learned by students during college. A private university in Ohio identified the need to enhance students' ICS; however, the university's faculty lacked strategies to teach those required skills. The purpose of this qualitative case study was to investigate perceptions of key administrative staff (KAS), faculty, and alumni about the implementation of ICS instruction to foster students' work-ready skills. Guided by the social skill component of Goleman's emotional intelligence theory and related research, this study examined key applications of ICS including communication, collaboration, conflict management, and cross cultural awareness. Three KAS with extensive knowledge of university practices were purposefully sampled to take part in a focus group addressing current and recommended ICS instructional strategies. Network sampling, informed by the KAS, identified 23 faculty members who completed an open-ended online questionnaire and 4 alumni who participated in semi-structured interviews targeting their perceptions of ICS in the classroom. In addition to these sources of data, the researcher's reflective journal was analyzed to examine implementation and perceptions of current and alternate ICS instructional strategies. Data were transcribed, reviewed, then coded inductively without a prior list of codes resulting themes of presenting, self-branding, group/team work, networking, global awareness, and diversity. These findings were used to create a faculty professional development series on effective ICS instruction that can be used to promote positive social change for the university, students, and community by preparing graduates ready for success in the workforce.

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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.

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Drury, Val. "Interpersonal difficulties and theory of mind skills in acute psychosis." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247087.

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Weiss, Mary P., Kari A. Elliott, Michael D. Erickson, Edward T. Fowler, and John K. Gieseking. "An identification of interpersonal skills for building Army civilian leaders." Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/10151.

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This Joint Applied Project identifies effective interpersonal skills for four selected leadership levels in the Army civilian workforce. This project expands the findings from the 2003 Army Training and Leadership Development Panel, Communication Task Force initiative, which identified a perceived gap in interpersonal skills exhibited by Army civilian leaders. Thirty-eight (38) Army civilian managers from four leadership levels completed questionnaires, and participated in face-to-face interviews describing the important interpersonal skills that were necessary to successfully perform in their jobs. This study shows which interpersonal skills were considered most important at the different levels. This study further shows that current education is lacking for civilian leaders to develop these important skills. Recommendations for improving career development and leadership training are offered that would enable the Army to "grow" better, more effective, Army civilian leaders.

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Mai, Jennifer A. "Examination of interpersonal skills in entry-level physical therapist students." Diss., NSUWorks, 2011. https://nsuworks.nova.edu/hpd_pt_stuetd/18.

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Bales, Lynn. "The Concept of "Communication Skills" in the Discipline of Speech Communication." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4221.

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This investigation explored the dialectic of communication competence from an historical prospective and successfully identified seven common threads in competence theory. Communication skills and skills classifications were linked to competency issues. A content analysis of the 452 page leading national skills level communication text identified 185 skills behaviors along with their associated communication competencies. Skills were described in twelve categories; however, no consistent definition or treatment of communication skills was in evidence. Implications of the findings were discussed.

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Murakami, Genki. "Patient Perceived Priorities between Technical Skills and Interpersonal Skills: Their Influence on Correlates of Patient Satisfaction." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/124077.

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Cheng, Wan-yee Vennie. "Early social and communication skills of children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791613.

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Ing, Sarom. "Design for effective interpersonal communication based on desktop video." Thesis, Queen Mary, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243572.

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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.

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Foreman, Kimberly Annette. "Beyond good writing: The multidisiplinary skills of the communications professional." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/838.

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Delcoure, Dustin E. "The smooth operator: understanding cross-cultural interpersonal skills in special operations." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44548.

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Reissued 24 Feb 2015 to correct graduation date.
Approved for public release; distribution is unlimited
Reissued 24 Feb 2015 to correct graduation date.
Global SOF partnership is a major focus of U.S. Special Operations Command, and the United States Army Special Operations Command recognizes its force as the best-suited element in the U.S. Army to operate within the human domain. U.S. Army Special Forces are the military’s experts in unconventional warfare. Accomplishment of these missions is heavily reliant on success at the cross-cultural, interpersonal level. Each special operator, regardless of unit, needs to navigate organizational and cultural boundaries effectively in order to achieve unity of effort and improve chances for mission success. This research places emphasis on U.S. Army Special Forces specifically, and the USSOCOM force more generally. Selection and training programs are discussed to illustrate current efforts to develop cross-cultural, interpersonal skill sets, along with the potential to enhance them. This effort, drawn from interviews, identifies themes advanced by deployed special operators. The conclusion provides recommendations for training and sustainment of the requisite cross-cultural interpersonal skills needed for success, with the intent of enhancing the individual operator’s ability to excel in complex interpersonal engagements.

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Kulich, Károly R. "Interpersonal skills in the dentist-patient relationship the art of dentistry /." Göteborg, Sweden : Göteborg University, Dept. of Psychology, 2000. http://catalog.hathitrust.org/api/volumes/oclc/45404168.html.

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Rodriguez, Justin J. "How Skills Learned During Childhood Play Can Improve Interpersonal Conflict Resolution." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2268.

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This thesis investigates how the behaviors and skills learned during childhood play are conducive towards successful conflict resolution in adulthood. From reviewing the literature, it is clear that pretend play, social play, and games help the socio-cognitive development of a child. Through these types of play, children learn how to become better at taking another person’s perspective, effectively communicate, and regulate their socio- emotional behavior. Additionally, recognizing that negotiation seems to be the most mature way to handle conflict, I argue that children learn to navigate opposition through engaging in their own peer to peer conflicts during play. As a result, using their practiced perspective-taking, communication, and socio-emotional skills learned from play, they improve in their conflict management. Although there has not been substantial studies connecting play and conflict resolution, it is clear that the skills learned during play are associated with constructive resolution–-which as adults, is usually negotiation. Nonetheless, there needs to be more research done on how engaging in conflict and having these broad behaviors and attributes are more directly related to successful conflict management.

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Mok, Sui-tong. "The effects of social skills training for a group of F.1 pupils." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627310.

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Herbst, THH, and PDP Conradie. "Leadership effectiveness in Higher Education:Managerial self-perceptions versus perceptions of others." SA Journal of Industrial Psychology, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000556.

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It is generally accepted that effective leadership is an essential element of positive social change in any institution. It also seems evident that no society can continue to grow and develop without it and that no institution can thrive where it is unavailable. However, these statements raise a number of questions such as: • Whose perceptions of effective leadership is applicable here – the perceptions of those in leadership positions themselves, or the perceptions of others? • What is likely to happen in the case of conflicting perceptions of leadership effectiveness? This study explores this issue by focusing on the relationship between self-ratings and otherratings of managerial leadership within a particular context, namely a South African higher education institution that is in the throes of a radical merging process and on the prevalence of self-perception accuracy amongst the managers of that institution.

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Robertson, Dianne. "An exploratory study of medical students' interpersonal skills in general practice consultations /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr649.pdf.

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Rajalin, Mia. "Distal risk factors, interpersonal functioning & family skills training in attempted suicide." Doctoral thesis, Umeå universitet, Psykiatri, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-129648.

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Background Suicidal behavior is an important global health problem affecting also significant others. Both genetic and environmental influences play an important role in the development of suicidal behavior. There is a need of interventions for family and friends after a suicide attempt. The aim of this thesis was to assess the impact of family history of suicide (FHS) and early life adversity (ELA) on severity of suicidal behavior and on level of interpersonal problems in suicide attempters. Furthermore it aimed to evaluate a DBT-based skills training program, Family Connections (FC), for relatives and friends of suicide attempters. Methods Studies I and II included 181 suicide attempters. FHS was assessed with the Karolinska Self-Harm History Interview or in patient records. ELA was assessed with the Karolinska Interpersonal Violence Scale (KIVS) measuring exposure to interpersonal violence in childhood. Suicide intent was measured with the Freeman scale. Interpersonal problems were assessed with the Inventory of Interpersonal Problems (IIP). Study III, a pilot study evaluating the effect of FC for family members of suicide attempters, included 13 participants who completed the program with pre- and post-questionnaires. The experience of burden was assessed with the Burden Assessment Scale (BAS), general wellbeing with Brief Symptom Inventory (BSI) and level of depression was assessed with Beck Depression Inventory (BDI). The Swedish scale Questions About Family Members (QAFM) was used to explore the quality of the participants’ relationship with the patient and the Quality of Life Inventory (QOLI) was used to measure satisfaction with life situation. Study IV included 132 family members, and investigated the feasibility and preliminary efficacy of FC in psychiatric care. Participants were assessed pre- and post-intervention with the following self-report questionnaires: BAS, QAFM and Five Facet Mindfulness Questionnaire. Results Male suicide attempters with FHS made more serious and well planned suicide attempts and had higher suicide risk. FHS and exposure to interpersonal violence as a child were independent predictors of suicide in male suicide attempters. Regarding interpersonal problems, suicide attempters with FHS had significantly more often an intrusive personal style, indicating that they might have an impaired ability to create stable, long-lasting relationships. In the pilot study the participants reported a significant reduction in burden, an improved psychic health and an improvement in the relationship with the patient after completing FC. In the fourth study, FC showed to be feasible and effectively implemented in a psychiatric outpatient services clinic. Regarding burden, results were in line with the pilot study, with a significant reduction in all subscales in BAS. Conclusions High-risk patients call for a consideration of both ELA and FHS in clinical suicide risk assessment. In suicide attempters at biological risk, suicide might be prevented with the early recognition of environmental risks. Further, the interpersonal problems associated with FHS may cause difficulties for suicide attempters to accept or benefit from treatment, and caregivers should take into account the characteristics of the suicide attempter´s interpersonal functioning. The results from the pilot study provide support for the need and importance of an educational program addressed specifically to family members of suicide attempters. Preliminary results support the feasibility and potential value of an implementation of FC in psychiatric open care clinics.

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Weibel, David. "The Influence of Therapist Training and Interpersonal Skills On Client Emotional Experiencing." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1082388244.

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Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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Klein, Cameron. "WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4030.

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Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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Vaughn, Garland Thomas. "Building ministry team skills through the development of a Biblical counseling program." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Flax, Stacey L. (Stacey Lynn). "Impact of Interpersonal Skills Training on the Effectiveness of Self-Managed Work Teams." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc500516/.

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The purpose of this study was to determine whether the teams that received interpersonal training would function more effectively as a team than the teams that did not receive training. Individuals from a large division of a major defense contractor in the southern part of the United States served as subjects. Data were collected using the Team Effectiveness Profile designed to measure team effectiveness. This survey measures the overall score as well as five sub-scores. It was hypothesized that the teams that received training would function more effectively than the teams that did not receive training. The hypotheses were not supported. Results were explained, among other things, by the internal and external changes that hampered the transition towards self-managed work teams.

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Lloyd, Elme M. "Improving listening skills in a tertiary learning environment." Thesis, Cape Technikon, 1998. http://hdl.handle.net/20.500.11838/2141.

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Thesis (MTech (Education))--Cape Technikon, 1998.
Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.

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Preusse, Kathy A. "Fostering prosocial behavior in young children." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005preussek.pdf.

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McCartan, Patrick J. "The identification and analysis of assertive behaviours in nurses." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365950.

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Wortley, Mark Elliott. "Factors influencing the transfer of trained interpersonal managerial skills back into the workplace." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/13902.

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Bibliography: leaves 115-127.
This study investigated variables which influence the transfer of training, in an organisational context. Transfer of training is defined as the application of knowledge and skills, learned in a training setting, to other non-training (i.e., work) contexts. It has been estimated that considerable amounts of money and effort are wasted due to trained skills not being transferred back to the workplace. This phenomenon is a well known issue in the field of organisational training and has generated research into the question of what variables in addition to the training itself influence the transfer of training. Three key categories of variables that are cited in the literature on transfer of training were used in the current study: (a) individual (i.e., the learner/trainee) characteristics, (b) training design, and (c) transfer situation (work environment) characteristics. These three categories were used as core elements in the conceptual design of the study.

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Uhlin, Brian. "Therapist In-session Rated Facilitative Interpersonal Skills (FIS-IS) in the Psychotherapy Process." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1312482707.

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Wehrlin, Sonia E. "Teaching Interpersonal Communication Skills in Athletic Training Professional Education: A Mixed Methods Study." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532450364663942.

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Perlman, Matthew R. "A New Paradigm for Psychotherapist Development: Alliance-Focused Training and Facilitative Interpersonal Skills." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1589804470091588.

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Colville, Christopher Stephen. "Factors influencing the acquisition and development of interpersonal skills among high school principals." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152136/.

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Togher, Leanne. "Interpersonal communication skills in the traumatic brain injury population : an analysis across situations." Phd thesis, School of Communication Sciences and Disorders, Faculty of Health Sciences, 1998. http://hdl.handle.net/2123/6643.

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Togher, Leanne. "Interpersonal communication skills in the traumatic brain injury population: An analysis across situations." Thesis, The University of Sydney, 1998. http://hdl.handle.net/2123/8199.

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ABSTRACT This thesis investigates a range of everyday interactions of traumatic brain injury (TBI) subjects when compared with control subjects to examine whether there are differences in the overall structure of interactions, in the way information is exchanged and in the wording which is used. Analyses from systemic functional linguistics including generic structure potential analysis, exchange structure analysis and analysis of politeness markers were used to examine the interactional impairments reported to follow TBI. Results indicated that TBI subjects differed from controls in their use of interpersonal language resources. These differences were exaggerated when subjects were interacting with someone in authority. When placed in a more powerful role, TBI subjects were able to utilise language resources to a similar extent to controls across the three levels of analysis. This thesis has important implications for the assessment and management of interactional communication impairments which may follow TBI, including suggestions for therapy with the person with TBI and for communication partners of people with TBI including therapists, family members and the community.

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Stewart, Stephen E. "Soft Skill Communication in The Pursuit of Partnerships:." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank161856076164989.

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Dakin, Lanie Joy Smith Thomas A. (Thomas Alton). "The relationship between indirect family factors, emotional reactivity, and young adult's interpersonal competence." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/DAKIN_LANIE_4.pdf.

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Jamison, David L. "Effects of communication/listening skills & conflict resolution skills on lowering anger levels and raising marital satisfaction levels for married couples." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Woo, Kit-yan. "Face validity of the Cantonese version of functional assessment of communication skills for adults (C-FACS)." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208486.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.

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Munneke, Dwayne M. "The effectiveness and acceptability of computerized interpersonal problem-solving training." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864910.

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A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences.
Department of Psychological Science

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Doherty-Sneddon, Gwyneth. "The development of conversational and communication skills." Thesis, Connect to e-thesis, 1995. http://theses.gla.ac.uk/1096/.

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Thesis (Ph.D.) -- University of Glasgow, 1995.
Thesis submitted for the degree of Doctor of Philosophy in the Department of Psychology, Faculty of Social Science, University of Glasgow. Includes bibliographical references (p. 318-343). Print version also available.

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Graham, Jennifer Lyn. "An analysis of sport managers' interpersonal communication skills in selected Ontario amateur sport organizations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/MQ52559.pdf.

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Kambeya, Norma Vanessa. "Georgia teachers' perceptions of principals' interpersonal communication skills as they relate to teacher performance." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/norma_v_kambeya/kambeya_norma_v_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 148-165) and appendices.

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Walker, Tracy Ann. "A case study| Interpersonal skills for future business leaders to achieve organizational performance goals." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538845.

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The purpose of this qualitative case study was to explore how business management associate degree students attending a university in Independence, Ohio, valued and applied interpersonal skills in work and classroom settings. The central research issue addressed in this case study was to explore and describe the personal views, instances, and perspectives from respondents on the effects of interpersonal skills in employee relationships, manager relationships, organizational performance, and effective leadership. The research questions that produced an in-depth examination of the central research issue included: 1) What ways have students applied interpersonal skills in employee relationships? 2) What manner have students applied interpersonal skills in manager relationships? 3) What ways have interpersonal skills influenced the student organization’s performance? 4) What are the student’s perceptions of interpersonal skills to become an effective leader? Using NVivo 9, the data analysis aided in identifying common themes. The findings from the case study build on existing research involving the influence interpersonal skills have on the central research issue.

Recommendations from the case study highlighted a constant need to instruct interpersonal skills in universities and to review current curriculum and course materials to improve instruction. Universities with new faculty orientations, faculty development workshops, new student orientations, for-profit, and nonprofit institutions can benefit from implementing interpersonal skills training. This case study builds on the body of knowledge on interpersonal skills and its influence on productivity and leadership in the workplace.

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McCain, David R. "Stepping back to move forward| How the skills of empathic dialogue support interpersonal communication." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571863.

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Interpersonal communication is essential for developing and maintaining relationships. Strong interpersonal relationships undergird communities by facilitating their formation and supporting their maintenance and growth. This study explores the effect of training in Empathic Dialogue, a system of communication based on Nonviolent Communication, on the interpersonal communication skills of nine participants. The participants were interviewed prior to attending two three-hour training sessions, and again between one month and three months after the sessions.

Before turning to the empirical study, I make sense of the theoretical strengths of this position. First, in order to argue that Nonviolent Communication constitutes a virtue, I outline Aristotle's definition of virtue and the process by which one develops virtue. I then introduce the theory of McDonaldization, based on Max Weber's theory of rationalization, and apply it to interpersonal communication. Finally, I review Nonviolent Communication based on the dimensions of McDonaldization, the results of which support my contention that Nonviolent Communication opposes McDonaldization.

I present my finding that Empathic Dialogue had a positive impact on the research participants' communication skills. I then address these findings through the lens of Aristotle's virtues and McDonaldization. Finally, I consider wider implications of these findings on the development of sustainable communities.

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Dissertations / Theses on the topic 'Interpersonal skills'

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