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Dissertations / Theses on the topic 'Interpersonal'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Foley, J. Elizabeth. "Perceived interpersonal climate and interpersonal complementarity." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102502.

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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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Sato, Toru. "Sociotropy-autonomy and interpersonal schemas, an interpersonal model predicting affect." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/NQ43450.pdf.

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3

Sanchez, Janice Lynn. "Interpersonal affective forecasting." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:6946943f-30fb-48e2-9c73-a44ec69bd2d0.

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This thesis investigates individual and interpersonal predictions of future affect and explores their relation to implicit theories of emotion, prediction recall, debiasing, and focalism. Studies 1, 2, and 3 assessed affect predictions to upcoming reasoning tests and academic results, and Studies 4, 5, and 6 concerned predictions for self-identified events. The first study investigated the influence of implicit theories of emotion (ITE; Tamir, John, Srivastava, & Gross, 2007) on impact bias and prediction recall manipulating ITE between participant pairs who predicted and reported their affective reactions to feedback on a test of reasoning skills. Neither impact bias nor recalled predictions were affected by the manipulation. Recalled affect predictions differed from original affect predictions, but were not influenced by experienced affect. Study 2 further investigated the effects of target event timing on impact bias and affect prediction recall. The results showed no differences between individual and interpersonal impact biases across conditions. Again, recalled predictions differed from original predictions, and were not influenced by experienced affect. Study 3 investigated the influence of prior information about impact bias on interpersonal affective forecasting involving real-world exam results. The results demonstrated no differences in predictions due to information, however, significantly less unhappiness was predicted for participants’ friends compared to self-predictions. Study 4 examined the effect of different de-biasing information on affective predictions. The results demonstrated no differences in affective predictions by condition and found that participants’ ITE were not associated to affect predictions. Study 5 examined individual and interpersonal affect predictions using a between-subjects design in place of the within-subjects design. The results demonstrated no differences between the affect predictions made for self and for friends, and ITE were not associated with predictions. Study 6 examined the impact bias in interpersonal affective forecasting and the role of focalism. The results demonstrated distinctions between individual and interpersonal affecting forecasting with individual impact bias for positive reactions for negative events and individual and interpersonal reverse impact bias for calm emotional reactions to positive events. Immune neglect was found not to be associated with predictions. Overall, the studies found evidence for similar individual and interpersonal predictions which are resistant to influence.
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Espinoza, Marquina Sara. "Relaciones interpersonales entre profesionales de enfermería del Servicio de Medicina del Hospital Arzobispo Loayza, 2009." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2010. https://hdl.handle.net/20.500.12672/526.

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Objetivo: El presente estudio de investigación tiene como objetivo general: “Determinar el nivel de las relaciones interpersonales entre profesionales de enfermería del servicio de medicina del Hospital Nacional Arzobispo Loayza 2009”. Material y método: El estudio es de tipo cuantitativo, método descriptivo, nivel aplicativo y de corte transversal; se realizó en el servicio de Medicina del Hospital Loayza, encuestando a una población de 86 enfermeras. Se aplicó una escala Lickert modificada de 27 reactivos, que miden comunicación, actitudes y trato; la validez y la confiabilidad estadística del instrumento, se determinaron utilizando el Coeficiente de Correlación R de Pearson y el Coeficiente de Confiabilidad Alfa de Crombach (alfa = 0.91) respectivamente. Resultados: Las relaciones interpersonales entre enfermeros del servicio de medicina son en su mayoría (71%) medianamente favorables, 15% son favorables y 14% medianamente desfavorables. Según componentes: en el componente comunicación más del 80% son favorables a medianamente favorables; en el componente actitudes más del 70% de las relaciones son medianamente favorables. El componente trato tiene el porcentaje mas elevado (33%) de relaciones medianamente desfavorables y el mas bajo porcentaje (51%) de relaciones medianamente favorables. Con respecto a la frecuencia de las características del componente comunicación: casi siempre (47,6%) existe receptividad, siempre existe agudeza (39.5%), siempre o casi siempre hay flexibilidad (62.8%). Las características menos frecuentes: a veces hay asertividad (37,2%), a veces hay uso del silencio (37,2%), a veces hay estimulo (39.5%), a veces hay preparación cuidadosa (33.7%).
Tesis
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5

Wilhite, Thomas R. (Thomas Ray). "Interpersonal Reactions to Bereaved Parents: An Exploration of Attachment and Interpersonal Theories." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331156/.

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The experiment examined negative social reactions to bereaved parents from unrelated others. Both the behavior displayed by the parent and attachment style of the perceiver were expected to influence reactions to bereaved parents. Undergraduates at a southern university (N = 239) completed both attachment measures and measures of reactions to videotapes of bereaved parents. Results indicated that bereaved parents do indeed receive negative evaluations from unrelated others, in the form of decreased willingness to interact in various roles. However, a nonbereaved parent displaying depressive symptoms also received negative evaluations. Depressed targets in the present study did receive negative evaluations, supporting the predictions of Coyne's interpersonal-process theory of reactions to depressed individuals. Contrary to the predictions of interpersonal-process theory, a bereaved parent displaying loss content without depressive symptoms also elicited negative evaluations. Coyne's hypothesis that the amount of induced negative affect in the perceiver leads to negative evaluations was not supported by the data. Subjects appear to react to a complex set of factors when forming these evaluations, including both personal and situational information. Two factors may have undermined the present study s ability to adequately test this theory. Subjects may have perceived depressive symptoms in loss content in the present study. Further, subjects may not have identified with the parent in the present study as anticipated. Research is necessary to identify the amount and focus of subjects' identifications with depressed and bereaved targets. Only minor support was found for the prediction that attachment style would be related to reactions to bereaved parents. Continuous measures of attachment style were related to amount of induced negative affect. However, grouping subjects by attachment patterns was not related to either induced negative affect or evaluations. The present study and previous research suggest the possibility that conceptually attachment may contain several components which relate to behavior in varying degrees and ways. Further study of the components of attachment is necessary to clarify what behaviors are related to attachment disturbance.
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Foreman, Michael Ernest. "Interpersonal assessment of psychopathy." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/42514.

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This study was concerned with the relations between representations of psychopathy and interpersonal perceptions. From 147 inmates seen in a federal medium security prison, 79 of the men provided complete data for comparisons. Groups were defined under criteria from (1) the Psychopathy Checklist (PC) (Hare, 1985b), or (2) American Psychiatric Association (1980, 1987) outlines for Antisocial Personality Disorder (APD). Measures were derived from the Interpersonal Adjective Scales-Revised (IAS-R) (Wiggins, Trapnell, and Phillips, 1988 ) which relate interpersonally defined perceptions of personality as locations within a circumplex space--Interpersonal Circle (Wiggins, 1979, 1980). Self-ratings were obtained as descriptive of (1) self, (2) ideal self, (3) self as thought seen by a friends, and (4) self as thought seen by a specific member of the institutional staff. A rating was also obtained from the specific staff members as descriptive of the particular inmates. Comparisons were also made with respect to the specificity and sensitivity of MMPI profiles considered relevant to psychopathy. Supplementary comparisons used selected scales from the Adjective Checklist (ACL) (Gough and Heilbrun, 1980) and Rosenberg's (1965) Self- esteem Scale. These comparisons provided manipulation checks of the consistency of the data and contributed to the interpretive generalizability of the results. The primary hypotheses were that a group of individuals defined as psychopathic would show differences in representations obtained from self-rated and other-rated descriptions, with respect to circumplex location and derived difference scores from the IAS-R, in comparison to groups considered non-psychopathic. Results indicated differential perceptions, particularly by staff members, which provided good discriminations of groups based on the PC but not for groups defined by APD. Circumplex locations of psychopaths defined by the PC were consistent with expectations for the Interpersonal Circle. The discriminative utility of group differences was much higher for the PC-defined groups than for APD relative to the base rates for these different categorizations. The results are discussed in terms of (1) their contribution to the nomological network for the concept of psychopathy as represented by the PC, (2) specific limitations of the study, and (3) the evident confusion which can result from the use of measures assumed to to relate to the 'psychopath,' but that rely on primarily behavioural descriptions.
Arts, Faculty of
Psychology, Department of
Graduate
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7

Hale, William Wallace. "Interpersonal interactions of depressives." [S.l. : [Groningen] : s.n.] ; [University Library Groningen] [Host], 1997. http://irs.ub.rug.nl/ppn/164090355.

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8

Buscombe, Richard. "Interpersonal perception in tennis." Thesis, University of Chichester, 2010. http://eprints.chi.ac.uk/811/.

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The primary aim of the present thesis was to investigate the role that individual and situational factors play in moderating the impact that pre-event expectancies have on judgements of a tennis player's performance. The current programme of research utilised a between subjects design with competitive tennis players (Studies 1 and 2) and undergraduate volunteers (Studies 3, 4 and 5) being assigned to one of four experimental conditions in each study. The results of Study 1 supported past research findings (Buscombe et al., 2006) confirming the role that body language plays in influencing the impressions formed of tennis players. However, the results did not demonstrate expectancy effects with early judgements of a performer failing to influence subsequent ratings of that individual's play. Study 2 found that the participants' level of trait confidence and trait anxiety did not moderate the impact of body language on judgements of performance. Study 3 demonstrated an interaction between body language and time pressure (F(l, 53)=12.00, p=.OOl) such that when under time pressure the participants rated the target's play more favourably having previously viewed the player displaying positive (M=42.76, SD=7.25) as opposed to negative (M=24.2S, SD=5.lS) body language. As such, it was concluded that time pressure may serve to moderate expectancy effects in sport. Study 3 also indicated that a perceiver's dispositional need for closure did not exert any influence over judgments of the performer. Study 4 demonstrated that increasing the participants' accountability for their judgements did not moderate expectancy effects. However, in line with the results of Study 3, the player's body language was seen to influence ratings of that individual's performance. Employ a reallife target performer, Study 5 demonstrated that prior knowledge of the target player's recent win/loss record influenced the participants' subsequent ratings of that individual's performance (F(l, llS)=lO.72,p=.OOl). Specifically, the participants' ratings of play were more favourable having been presented with a positive (M=41.7, SE=.S7), as opposed to a negative (M=37.74, SE=.S3) prior playing record for the performer. Overall, the thesis indicates that expectancy effects are evident in sport and that the length of time permitted to a perceiver to form a judgement of an athlete may moderate these effects. This thesis provides the first structured examination in the extant literature of the role that individual and situational factors play in moderating expectancy effects in sport. Furthermore, the thesis provides the first indication that expectancy effects may be witnessed in real-life contests between two sports performers.
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Kirton, Andrew. "Matters of interpersonal trust." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/matters-of-interpersonal-trust(c3e39a12-b9a1-4bb1-b9fd-b2a48d5f56a3).html.

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This thesis defends an account of what it is to trust other people, and what gives matters of trust a characteristic interpersonal or normative importance to us. Trust is an attitude of the trust stance; a more general attitude we take toward others in matters of trust, that includes distrust. Matters of trust are situations we trust/distrust others in. I put forward an account of the trust stance, that explains why matters of trust have interpersonal importance to us. Chapter 1 introduces the key questions to be addressed by the account. I outline how trust can be tied to specific actions, but can also be a general attitude we have about a person, or people. I set out how trust is standardly conceived as an anticipatory/predictive attitude, that also involves interpersonal import. That import is glimpsed in the possibility of betrayal by those we trust, and I point toward existing accounts of betrayal. I present arguments against accounts of trust that take it to be purely predictive, i.e. those of the rational choice/game-theoretic tradition. Chapter 2 introduces the dominant philosophical view of trust, which holds that to trust is to rely on another, such that we can be betrayed by her. I call this the Reliance plus (REL+) view. I offer a critical overview of three prominent REL+ accounts, from Baier (1986), Holton (1994), and Hawley (2014). I illustrate how an account of distrust that Hawley endorses, of betrayable non-reliance on another, results from REL+. Chapter 3 presents an argument against REL+. I argue it cannot allow for the possibility of uncertainty about another, where uncertainty is a trust stance attitude between trust and distrust. Uncertainty is possible, so REL+ must be false. Chapter 4 presents another argument against REL+. The argument is that distrust cannot be a product of non-reliance, so REL+ must be false. I argue that REL+ fails because it ignores a distinction between two senses of 'trust': an activity of reliance, and a mental state of assurance. Distrust is only an attitude of wariness, opposed to assurance, rather than reliance. I defend the claim that reliance requires practical dependence on what is relied on. I build upon in this claim in the next chapter. Chapter 5 defends an account of reliance as an activity, in support of the active/stative trust distinction from chapter 4. I evaluate Smith's (2010) account of reliance, which endorses practical dependence. I argue that Smith's account faces a dilemma, showing the account is either incomplete, or that it renders reliance impossible. I defend a 'role placement in activity' account of reliance, that avoids the dilemma. Chapter 6 defends a distinction between reliance and dependence in general. Where reliance involves practical dependence, I argue that dependence is a matter of fundamentally needing something as a matter of functioning and wellbeing. My account of the concept comes into play in chapter 8. Chapter 7 sets out a more detailed account of the stative trust stance attitudes. I use the active/stative distinction to address a question over whether we can trust voluntarily, and the relation between specific and general trust. I set out the concept of a situational vulnerability, that the trust stance attitudes are about, and which can result from reliance on another. I defend an account of the trust stance as a rolling schema: an anticipatory framework that involves interpreting another's motives toward us, in respect of situations of vulnerability. Chapter 8 argues that the interpersonal import of trust is a product of our felt need for secure attachments to individuals, and to belong to a group. I explain the relationship between social dependence on others and betrayability.
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Hernandez, Ibar Daria Naieli. "Automatic interpersonal emotion regulation." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16514/.

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Raffety, Brian. "The brief interpersonal circumplex /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9037.

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Robles, Renard Tatsuya. "Humility in Interpersonal Relationships." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162368.

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This paper aims to establish a conception of humility which can be of use in nurturing interpersonal relationships of intrinsic value. The conception of humility asserted herein is a doxastic one that demands that an individual make an as-accurate-as-possible estimation of her knowledge, merits, and accomplishments in relation to others, in relation to the totality of knowledge, merits, and accomplishments, both actual and possible, of humankind, and in relation to an ideal. This paper asserts that humility consists of both a cognitive and an attitudinal component. The necessary cognitive component is an acknowledgment of the presence of great unknowable mysteries at play in every situation and every interaction between persons, which is further specified as the acknowledgment of the unknowability of the inner lives and consciousnesses of others. It is asserted that the attitudinal component of humility must result from the cognitive component and consists in keeping this acknowledgment consciously in mind in interactions in personal relationships and adopting actions and responses to others which are congruent with this acknowledgement. The conception of humility advocated in this paper takes points from the traditional Jewish conception of humility as presented by Daniel M. Nelson, a later account as formulated by the Jewish philosopher Martin Buber as well the more recent accounts of humility asserted by André Comte-Sponville, Julia Driver, G. Alex Sinha, J.L.A Garcia and Aaron Ben-Ze’ev.
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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.

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McKeown, Shelley. "Expected responses within interpersonal relationships among individuals with eating disorders : a cognitive-interpersonal perspective." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/31176.

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The current study aimed to consider the application of the cognitive-interpersonal framework (Safran, 1990a, 1990b) to further the understanding of eating disorders, by exploring interpersonal schemas of individuals with and without eating disorders. Three groups of females (non-dieters, dieters and clinical eating disorders) were recruited to participate in the study and aimed to reflect a proposed spectrum of eating distress. Individuals completed the Interpersonal Schema Questionnaire, (ISQ; Hill and Safran, 1994) which assessed expectations about how significant others would respond in certain situations. The current study employed a Multivariate Analysis of Variance (MANOVA) to explore differnces in interpersonal schemas between the three groups. Results indicated that individuals with eating disorders differed from non eating-disordered individuals on the type of responses expected from significant others, the degree of complementarity within those responses and how desirable they experienced those responses. Overall, individuals with eating disorders presented with 'hostile' interpersonal schemas indicating that they expected more hostility from others in a variety of situations. Results are discussed within a cognitive-interpersonal framework (Safran, 1990a, 1990b). It appeared that individuals with eating disorders were 'stuck' in unhelpful ways of relating that were reinforced through `hostile' interpersonal schemas. It is suggested that individuals may regenerate their eating disorders through such perpetuating cognitive-interpersonal cycles. The current study strengthens the argument for the combination of cognitive and interpersonal theories to enhance the effectiveness of the assessment and treatment of eating disorders. Additionally, results invite further research on interpersonal cognition and the role of such in eating disorders.
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Genzer, Boris. "Interpersonal Dynamics and Necessary Evils: The Role of Emotional Reactions in Shaping Interpersonally Sensitive Behaviors." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1561573242428868.

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Hopwood, Christopher James. "Interpersonal process and borderline personality." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3054.

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Hakelind, Camilla. "Perceived interpersonal relations in adolescents." Doctoral thesis, Umeå University, Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1469.

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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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Jones, Robert Stephen. "Personality disorders and interpersonal traits /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8914322.

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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.

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Perez, Ricardo J. "Setting, arousal and interpersonal attraction." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/23202.

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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.

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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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Sadok, Djamel Fawzi Hadj. "Interpersonal interchange of multimedia information." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278242.

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Langford, Rachel. "Interpersonal relationships and military trauma." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/60375/.

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An increasing evidence base is evolving which attempts to understand the consequences of the deployment of military troops to war zones and what may mediate these. Chapter one critically appraises the literature examining the link between secure attachment style classification, the dimensions of attachment anxiety and avoidance and operational stress injury. The results indicate that the reviewed articles used a variety of attachment measures, including discourse and self-report measures, which produce different results about the relationship between adult attachment and operational stress injury. The methodological limitations of the studies and implications of these findings for psychological therapies are discussed. Suggestions for future research are made, including longitudinal studies which measure attachment and mental health prior to deployment, and whether certain personality variables mediate the relationship between attachment and operational stress injury. Chapter two presents a qualitative analysis of the experiences of and roles played by the partners of military personnel receiving care for operationally-attributed mental health difficulties. Similar research has been carried out internationally, but as far as the author is aware British military partners had not been investigated. Grounded theory analysis of semi-structured interviews led to the development of a theoretical model, which explains the effect of operational events on service members and their partners, and the ways adopted to manage these. It is suggested that enhanced understanding of this process, aided by communication and services, helps to dissipate the couples’ distress, although barriers to communication and services were identified. Results are discussed in accordance with existing literature. Implications for service provision to deliver information and support for partners, and ideas for future research which tests the effects of partners receiving these, are made. Chapter three is a reflective paper based upon the thoughts, opinions and experiences the author had whilst carrying out the literature review and empirical research.
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McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.

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The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students.

Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship.

The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations.

Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations.

Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified.

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Rayner, Gillian. "Interpersonal processes and self-injury." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26875/.

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Most interventions in health and social care settings reside within a therapeutic relationship. However if the staff member is experiencing difficult emotional reactions or thoughts this can interfere with the process of caring or helping. Staff and client perspectives are split into different articles by different authors, or within different chapters of a book. This has reinforced the difference between clients and staff. Arguably professionals are increasingly viewed as human beings with their own reactions to events, rather than detached unemotional helpers. However, the reactions of staff are often not linked to clients. Within the literature on self-injury this has not been clearly described. This thesis makes an original contribution to recognising the interpersonal processes involved when a person self-injures. Three pairs of clients and staff were interviewed about a specific incident of self-injury, with a focus on thoughts feelings and behaviours before during and after the self-injury. They were all also asked about helpful and unhelpful interventions. The data from the interviews was thematically analysed and then synthesised. This resulted in specific and common client perspectives and specific and common staff perspectives. Then each of the client and staff dyads were analysed together with a focus on the interpersonal process. This then produced an account of a synthesised process of these two experiences. Themes included description of self-injury as a cycle of shame, which begins as shame avoidance and then becomes a shame eliciting behaviour, based on other peoples' reactions. Staff and clients described similar emotional reactions, thoughts and psychological defences. Projective identification was used as a method of demonstrating the interpersonal processes between the dyads, with some similar and some contrasting internal experiences. These themeswere discussed in depth linking to relevant literature and key implications for practice were then produced.
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Oztop, Pinar. "Group creativity : an interpersonal perspective." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9889.

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Creativity has received significant interest in variety of fields and disciplines with a major focus on individual level creativity. As more and more achievements started originating from groups, researchers turned their attention to creativity on group level. Current thesis explores the group creativity as well as flow experience in collaboration. It explores the group creativity phenomena and its correlates in different contexts, age groups and cultures. The overarching aim of the thesis is to extend our knowledge on group creativity and contribute to open questions in the field such as - How does (group) creativity develop? Which interpersonal and motivational processes play a role in group creativity? How can we measure group creativity? In four studies, the present research found that (social) flow can be explained by empathy and motivation of group members as well as domain of performance. To build on these results, the role of interpersonal processes in group creativity was explored with adults. While closeness was found to benefit group creativity, combination of closeness with perspective taking was harmful on creative performance. Moreover, with an aim to understand how group creativity develops, this thesis explored group creativity in children and adolescents from England and Turkey. Across these two samples, group creativity performance developed with age and advances in social perspective coordination was one mechanism explaining that development. Additionally, study conducted with Turkish children found task cohesion as a facilitator of group creativity. Major similarities in findings obtained from two samples implicated cultural universality in development of group creativity, however, slight differences in results pointed to the possibility of culture-specific differences in processes underlying group creativity. Finally, the current thesis contributed to literature by adopting and validating a collaborative story writing method as a promising measurement of group creativity. Overall, the studies presented in this thesis illustrate the role that interpersonal and motivational process play in group creativity practices of different age groups and cultures. Findings lead us to the next steps on the adventurous discovery of group creativity.
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Takagi, Atsushi. "Mechanism of interpersonal sensorimotor interaction." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/45547.

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This thesis uncovers the mechanism of interaction between human partners in continuous contact. During such sensorimotor interaction, I propose that people interpret their partner's desired movement through the forces they feel. The evidence of this interpersonal goal integration mechanism comes from three behavioural experiments and computational modelling of their results. Novel dual-robotic interfaces were used in the experiments for two reasons: first, to eliminate the partner's gaze as it was found to influence the behaviour of interacting pairs of subjects. Second, to systematically and quantitatively measure the effects of sensorimotor interaction on task performance and adaptations in muscular activity, i.e. motor force and joint impedance. The first experiment revealed that sensorimotor interaction during a tracking task, where partners track a randomly moving target with their cursor, enabled both the worse and better partners in the pair to improve at tracking. This mutually beneficial effect of interaction, regardless of the partner's skill, cannot be explained by existing theories in psychology and neuroscience, but the discovered interpersonal goal integration mechanism does capture this behaviour; when this interaction mechanism was implemented in a robot partner, people interacting with this robot behaved similarly to those during interpersonal interaction. Adaptations in the muscular activity were observed in the second experiment, where pairs were rigidly or weakly coupled during a tracking task. The better partners increased their motor force and joint impedance, whereas the worse partners decreased both. The interaction mechanism also predicted these changes in the motor force. Finally, an experiment where four partners interacting together during a tracking task showed that the best partner's performance was not hindered by many worse partners, which was also predicted by the interpersonal goal integration mechanism. The interpersonal goal integration mechanism is the first robotic algorithm to exhibit human-like behaviour during sensorimotor interaction. It has applications where continuous contact with a human partner is critical, such as the transport of large objects or in the co-operative control of lower-limb exoskeletons. It offers a new approach for robotic rehabilitation through continuous, physical interaction which exploits the benefits of simultaneous action observation and physical training. Finally, the interaction mechanism may be used as an investigative and therapeutic tool for autism spectrum disorder (ASD). Individuals affected by ASD commonly lack the ability to extrapolate someone's goal by observing their actions alone. Similarly, they may lack the ability to estimate a partner's desired movement from observing haptics forces alone, thus the interpersonal goal integration mechanism may shed light on the specific differences between people with ASD and healthy individuals.
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Solda, Alice. "Overconfidence as an interpersonal strategy." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2010.

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Les modèles économiques standard supposent que les individus collectent et traitent l'information d'une manière qui leur donne une perception relativement précise de la réalité. Cependant, cette hypothèse est souvent remise en question. Les données montrent que les individus forment souvent des préjugés positifs à leur égard, ce qui peut avoir des conséquences économiques néfastes. Cette thèse vise à expliquer la persistance de la surconfiance dans les interactions sociales en montrant l'existence d'avantages stratégiques de la surconfiance qui compensent son coût social.À l'aide d'une série d'expériences en laboratoire, cette thèse montre que (i) la surconfiance se manifeste principalement lorsqu'elle procure un avantage dans les interactions sociales (chapitre 2) et (ii) identifie les situations dans lesquelles la surconfiance est susceptible de nuire à la société (chapitres 3 et 4). Cette thèse contribue à la littérature en améliorant notre compréhension des déterminants situationnels de la surconfiance dans les interactions sociales et posent les bases pour améliorer les politiques visant à prévenir ou à limiter les effets négatifs
Standard economic models assume that individuals collect and process information in a way that gives them a relatively accurate perception of reality. However, this assumption is often violated. Data shows that individuals often form positively biased beliefs about themselves, which can have detrimental economic con-sequences. This thesis aims to explain the persistence of overconfidence in social interactions by showing the existence of strategic benefits of being overconfident that offset its social cost.Using a series of laboratory experiments, this thesis shows that (i) overconfidence emerges primarily when it provides an advantage in social interactions (Chapter2) and (ii) identify situations in which overconfidence is likely to be socially detrimental (Chapter 3 and 4). This thesis contributes to the literature by enhancing our understanding of the situational determinants of overconfidence in social interactions and lay the foundations to improve policies intended to prevent or limit its negative effects
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McGinty, Courtney. "Interpersonal Goals in College Teaching." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

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O'Dowd, S. A. "The interpersonal dimension of psychopathology." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1002075.

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It is argued that two large groups of disorders can be distinguished in the field of psychopathology, (1) which divide between them the psychoses, neuroses and personality disorders; ( 2) the dynamics of which are those of Klein's paranoid-schizoid and depressive positions, respectively; and (3) which are distinguished by nine basic contrasts in symptomatology and dynamics, all of which are expressive of the opposition self-centred/other-centred. These three hypotheses form the interpersonal model of psychopathology, and are supported by argument from works of Foulds, Jung, Abraham, Fairbairn, Klein, Angyal, Winnicott and Heidegger. It is suggested that the interpersonal model can facilitate the dialogue between psychoanalysis and phenomenology
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Ryan, Kimberly Ann. "Interpersonal Behavior in Borderline Personality." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626499.

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Soldà, Alice. "Overconfidence as an interpersonal strategy." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/135191/1/Alice_Solda_Thesis.pdf.

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Standard economic models assume that individuals collect and process information in a way that gives them a relatively accurate perception of reality. However, data shows that individuals are often overconfident, which can have detrimental economic consequences. This thesis aims to show that individuals benefits from being overconfident in strategic interactions, which would explain the persistence of this bias despite its social cost. This thesis contributes to the literature by enhancing our understanding of the situational determinants of overconfidence in social interactions and lay the foundations to improve policies intended to prevent or limit its negative effects.
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Bagents, William R. "Interpersonal forgiveness development of a workshop to teach interpersonal forgiveness within the Churches of Christ /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Mienaltowski, Andrew S. "Age differences in interpersonal problem solving examining interpersonal conflict in an iterated prisoner's dilemma game /." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24709.

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Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2009.
Committee Chair: Fredda Blanchard-Fields; Committee Member: Ann Bostrom; Committee Member: Christopher Hertzog; Committee Member: Jack Feldman; Committee Member: Paul Corballis
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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.

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Mienaltowski, Andrew S. "Age Differences in Interpersonal Problem Solving: Examining Interpersonal Conflict in an Iterated Prisoner s Dilemma Game." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24709.

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Studies of life span development in everyday problem solving suggest two trajectories of change in adulthood: individuals become less effective at solving well-defined instrumental problems but more effective at managing ill-defined interpersonal problems. Two experiments were conducted to examine the ability of young and older adults to effectively manage an interpersonal problem that has a well-defined measure of instrumental success. Participants played an iterated Prisoner s Dilemma game with same-age, computer-simulated strangers (Experiment 1) and friends (Experiment 2). Success was dependent upon one s ability to put aside self-interest and cooperate with a partner. Computer-simulated partners reciprocated the participants decisions 100% of the time or behaved in a more self-interested manner. Young and older adults tendencies to create conflict with the reciprocating partner and their defensive reactions to the selfish partner were examined. Although young adults outperformed older adults when playing the game on their own, they did not carry this performance advantage into the interactive rounds. In fact, despite their success when playing alone, young adults were no more successful than older adults when interacting with others. Young and older adults both cooperated more with friends than with strangers and more with the reciprocating partner than the selfish partner. However, when the participants first interaction was with a selfish stranger, older adults were more cooperative than young adults and consequently accrued more reward. This is consistent with previous research demonstrating that older adults use more passive interpersonal problem solving strategies than young adults, and it also partially supports the prediction that advancing age leads to more effective strategy implementation when solving interpersonal problems.
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Latina, Delia. "Self-harm : interpersonal and holistic perspectives." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47312.

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Who are the adolescents who purposely cut or burn their wrists, arms, or some other parts of their body? The fundamental question I raise in this dissertation is whether or not the portrait of self-harming adolescents as being exposed to others’ hostility in their everyday life environments and experiencing internal adjustment problems, particularly depressive symptoms, correctly represents their symptomology. I want to answer three questions: 1) What can be done to interrupt the maladaptive link that leads adolescents who experience internalizing symptoms to perform self-harming behaviors? 2) Are adolescent self-harmers typically exposed to others’ hostility or are they also involved in hostile interactions with other people? and, 3) What are the critical interpersonal and adjustment features of adolescent selfharmers? The results show that: 1) Adolescent girls with high depressive symptoms who feel at ease communicating with their parents do not use selfharm as a coping strategy when facing negative emotional experiences to the same extent as girls with high depressive symptoms who do not experience communication with parents as easy; 2) Adolescents who are involved in mutually hostile relationships with people who they meet in their daily life express more self-harming behaviors than adolescents who are exposed to others’ hostility; and, 3) Living in mutually hostile interactions with other people and experiencing both internalizing and externalizing problems seem to be key features of adolescents who harm themselves. Taken together, the results of this dissertation go beyond the traditional representation of selfharmers, and offer a holistic way of identifying a problem scenario under which adolescents self-harm. Implications for theory and practice are discussed.
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Lisi, Diana Michelle. "Interpersonal emotion regulation in emerging adults." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59083.

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Introduction: The critical role of emotion regulation (ER) for emotional and social well-being has now been well-established. Recently, there have been calls in the literature for a better understanding of the interpersonal context of ER. This study used an intensive longitudinal design to (i) describe the frequency with which interpersonal ER strategies are used; (ii) assess the association of interpersonal ER strategies with positive and negative emotions, and (iii) assess the roles of friends and parents in ER efforts. Methods: A sample of 139 emerging adults was recruited. Participants recorded their emotions, use of 12 interpersonal ER strategies, and use of respective support sources three times a day over the course of a week using their mobile device. The moderating roles of neuroticism and extraversion were also examined. Multilevel modeling was used to assess the within- and between-person variability in positive and negative emotions. Results: Positive strategies, and specifically those that communicated acceptance of the individual, were not only used most frequently, but were also associated with higher and lower levels of positive and negative emotions, respectively. When source of support was considered, acceptance strategies were associated with positive and negative emotions when used by friends as well as parents. Positive engagement strategies (i.e., those that involve attempts to engage in the individual’s situation or emotion) were associated with emotions when used by friends, but there was no significant association when parents used these same strategies. Neuroticism was found to moderate the relationship between acceptance and negative emotions. Conclusions: This study is one of the first of its kind to explore interpersonal ER on a day-to-day basis and provides insights into the strategies being used to manage emotions, as well as the respective roles of friends and parents. Future intensive longitudinal research is warranted that considers lagged effects and additional within- and between-person factors associated with positive and negative emotions in order to further understand the dynamic process of ER as it unfolds in social relationships.
Irving K. Barber School of Arts and Sciences (Okanagan)
Psychology, Department of (Okanagan)
Graduate
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Wright, Aidan G. C. "Retrospective complementarity and the interpersonal situation." Click here for download, 2006. http://proquest.umi.com/pqdweb?did=1083545561&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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40

Waugh, Charles H. "Proverbs a study in interpersonal communication /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Thybault, John Frederick. "Equipping Christians for interpersonal conflict management." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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42

Powers, Theodore A. "Self-criticism : antecedents and interpersonal consequences." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72761.

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43

Haslam, Michelle. "Interpersonal functioning and eating-related psychopathology." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/10196.

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Maladaptive interpersonal functioning is considered typical of eating disorders. The present thesis aimed to add to existing knowledge of interpersonal functioning in the eating disorders in terms of both symptomatology and treatment. In Study 1, relationships were found between eating disorder attitudes and several types of poor interpersonal functioning. These associations were present when controlling for depression and anxiety. Study 2 found that generalised interpersonal problems were more likely to be reported by women with bulimic disorders than comparison women, apart from problems with being too open, which were more likely to be reported by comparison women. In Study 3, individuals with self identified eating disorders were found to have poorer problem solving skills in specific interpersonal situations than healthy controls, generating less means to solve the problem, with these means being significantly less effective and less specific than those generated by healthy controls. In Study 4, the experience of an invalidating childhood environment was explored as a potential predictor of adult interpersonal problems in the eating disorders. Viewing the expression of emotions as a sign of weakness was a mediator of the relationship between having a more invalidating mother and adult eating concern in a nonclinical population. In Study 5, the interpersonal experiences of patients with bulimic disorders are explored using qualitative methodology. They report a range of problems characterised by social avoidance, social anxiety, non-assertiveness, and a difficulty with being genuine in relationships. In Study 6, patients reported their experiences of interpersonal psychotherapy for bulimic disorders. In general, they experienced the therapy as positive and beneficial. They express that it helped them address a range of interpersonal problems, and reduced but did not cure their eating disordered behaviours. Patients liked that therapy focused on both interpersonal relationships and eating. In Study 7, interpersonal psychotherapists discussed their perceptions of the modified therapy. They identified several factors as being related to outcome, such as the existence or willingness to build a support network, motivation to change, a clear interpersonal problem identified in the patient, level of depression, duration of the eating disorder and keeping therapy focused on the interpersonal. Results of these studies suggest that those with higher levels of eating disorder related attitudes and behaviours often have significant problems with interpersonal functioning. This thesis supports the use of interpersonal psychotherapy as a viable treatment approach to the eating disorders. It also supports the use of the modified version of the therapy, which addresses eating as well as interpersonal functioning.
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Greene, Clare. "Interpersonal violence in seventeenth centruy England." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495629.

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Niven, Karen. "Interpersonal affect regulation in organisational networks." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489731.

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This thesis explores the process ofinterpersonal affect regulation - the deliberate management ofanother person's feelings - within an organisation. The thesis takes the perspective that emotions and moods are embedded within social relationships, and that people are active in the affect process. It is argued that, to date, there has been little consideration of the role that interpersonal affect regulation plays in work contexts, despite more recent theories recognising the social and controllable nature ofaffect. The concept ofinterpersonal affect regulation is introduced, within the wider framework ofregulation behaviours. Four empirical investigations ofinterpersonal affect regulation are presented. The first concerns the ways in which people achieve interpersonal affect regulation. A two-part study identified almost 400 distinct strategies that people use to deliberately influence others' affect. These strategies can be distinguished according to two main dimensions: improving versus worsening affect, and engaging with versus accepting/rejecting affect. The other investigations then examine the effects of these strategies, within organisational networks in a high-security prison. The investigations were based on two studies conducted in this context: an event-sampling diary study) and a social network questionnaire study. Across these investigations, it was found that interpersonal affect regulation influenced the affect and well-being of both the target of the regulation and the strategy agent. Interpersonal affect regulation also affected the quality of the relationship between the target and agent. The effects ofinterpersonal affect regulation were found to vary according to the context in which the regulation was enacted, individual characteristics of the agent and target, and whether the regulation occurred in an in-group or out-group relationship. From the findings ofthe four investigations, a model of the interpersonal affect regulation process is presented. The model is contrasted with extant theories ofaffect, and theoretical and practical implications are discussed.
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Brock, David E. "Group therapy : an interpersonal learning model." Thesis, University of Surrey, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329423.

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Gillet, Caroline Dias Trafford. "Behavioural investigations of the interpersonal action." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3539/.

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Many everyday motor tasks require interpersonal action where the goal of the joint task is shared among all those involved. The aim of this thesis was two- fold; first, to explore bottom-up and top-down factors affecting interpersonal movement and second, to examine discrepancies in motor strategy arising between intrapersonal and interpersonal task conditions. In Chapter 2, participants coordinated their wrist movements to a live model whose own actions increased in frequency over time. Motoric and spatial contributions to the stability of interpersonal coordination were teased apart; testing whether spatial congruency overrides anatomical congruency. However, both factors influenced the task. Furthermore, the representation strength of these factors was not influenced by perspective (allocentric, egocentric). Chapter 3 investigated synchronization to self-versus-other when agency was either unknown or when participants were told (correctly or falsely) who they were synchronizing to. Participants synchronized arm movements to point- light stimuli derived from either their own or another person's previous motion recordings. Performance during self-belief trials was better relative to other belief trials, indicating a significant top-down modulation of behaviour. Chapter 4 probed interpersonal adherence to Fitts' Law, specifically looking at how task workload was shared across players when efficiency was emphasized. Players placed targets down at location distances of their discretion in order for their task partner to hit them. An equity-efficiency trade-off which violated Fitts' Law was observed. Chapter 5 studied how motor strategy across intrapersonal and interpersonal conditions differed in a reach-to-target task where two vBOTs jointly controlled the movement of a single cursor. Force perturbations ensured that both participants/hands experienced on shared 'difficult' direction and one shared 'easy' direction; the other two directions were difficult for one and easy for the other. Interpersonal behaviour was characterized by an iii equity-efficiency trade-off absent in the intrapersonal task. Overall, this thesis provides behavioural evidence of how interpersonal motor behaviour is modulated by bottom-up, topdown, social-goal and movement-control variables.
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(UPC), Universidad Peruana de Ciencias Aplicadas. "Taller de comunicación interpersonal - TR94 TR94." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623650.

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El Taller de Comunicación Interpersonal es el segundo de los talleres de la competencia de Habilidades Interpersonales en la carrera de Traducción e Interpretación Profesional. Desarrolla de manera amplia y dinámica el conocimiento y la reflexión personal sobre el proceso de comunicación y los diferentes aspectos que se deben tener en cuenta para lograr la transmisión efectiva de un mensaje así como el logro de un propósito específico. La comunicación efectiva es una herramienta crucial en el desarrollo de todo profesional y, más aún, de los traductores e intérpretes. El Taller de Comunicación Interpersonal es un espacio de exploración y reconocimiento de las capacidades comunicacionales como traductor-intérprete, en el que el alumno identifica sus fortalezas y debilidades en el área comunicativa, y aplica herramientas y estrategias para desarrollarlas y reforzarlas. Este taller tiene como requisito el Taller de Liderazgo Personal y contribuye con el desarrollo del nivel 2 de la competencia general de Comunicación Oral, y el nivel 1 de la competencia Pensamiento Innovador.
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(UPC), Universidad Peruana de Ciencias Aplicadas, Morris Carlos Gerardo Delgado, Salazar Elena Olga Romero, Chumbez Maria Del Rosario Salcedo, and Diez Luis Ramón Sandoval. "Taller de comunicación interpersonal - TR94 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623651.

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El Taller de Comunicación Interpersonal es el segundo de los talleres de la competencia de Habilidades Interpersonales en la carrera de Traducción e Interpretación Profesional. Desarrolla de manera amplia y dinámica el conocimiento y la reflexión personal sobre el proceso de comunicación y los diferentes aspectos que se deben tener en cuenta para lograr la transmisión efectiva de un mensaje así como el logro de un propósito específico. La comunicación efectiva es una herramienta crucial en el desarrollo de todo profesional y, más aún, de los traductores e intérpretes. El Taller de Comunicación Interpersonal es un espacio de exploración y reconocimiento de las capacidades comunicacionales como traductor-intérprete, en el que el alumno identifica sus fortalezas y debilidades en el área comunicativa, y aplica herramientas y estrategias para desarrollarlas y reforzarlas. Este taller tiene como requisito el Taller de Liderazgo Personal y contribuye con el desarrollo del nivel 2 de la competencia general de Comunicación Oral, y el nivel 1 de la competencia Pensamiento Innovador.
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SINGERMAN, HEATHER DIANE. "INTERPERSONAL INTERACTIONS IN THE NEW CIRCUS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084368500.

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