Relevant bibliographies by topics / Respectful communication

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Respectful communication'

Author: Grafiati
Published: 28 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Respectful communication"

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Ivory, Kimberley, and Peter Waples-Crowe. "Respectful communication." Pathology 48 (February 2016): S3. http://dx.doi.org/10.1016/j.pathol.2015.12.015.

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Clucas, Claudine, Hazel Chapman, and Andrew Lovell. "Nurses’ experiences of communicating respect to patients: Influences and challenges." Nursing Ethics 26, no. 7-8 (April 4, 2019): 2085–97. http://dx.doi.org/10.1177/0969733019834974.

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Background: Respectful care is central to ethical codes of practice and optimal patient care, but little is known about the influences on and challenges in communicating respect. Research question: What are the intra- and inter-personal influences on nurses’ communication of respect? Research design and participants: Semi-structured interviews with 12 hospital-based UK registered nurses were analysed using interpretative phenomenological analysis to explore their experiences of communicating respect to patients and associated influences. Ethical considerations: The study was approved by the Institutional ethics board and National Health Service Trust. Findings: Three interconnected superordinate themes were identified: ‘private self: personal attitudes’, ‘outward self: showing respect’ and ‘reputational self: being perceived as respectful’. Respectful communication involved a complex set of influences, including attitudes of respect towards patients, needs and goals, beliefs around the nature of respectful communication, skills and influencing sociocultural factors. A tension between the outward self as intended and perceived presented challenges for nurses’ reputational self as respectful, with negative implications for patient care. Discussion: The study offers an in-depth understanding of intra- and inter-personal influences on communicating respect, and sheds light on challenges involved, helping provide practical insights to support respectful care. Conclusion: Findings stress the need for improved conceptualisations of respect in healthcare settings to formally recognise the complex attitudinal and socially constructed nature of respect and for appropriate professional training to improve its communication.
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Frank, Oliver, and Debra Rowett. "Facilitating respectful interprofessional communication: how do we get there?" Journal of Pharmacy Practice and Research 48, no. 4 (August 2018): 303–5. http://dx.doi.org/10.1002/jppr.1488.

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Myers, Karen A., Christine Spudich, Dimana Spudich, and Sarah E. Laux. "Saving Face: Inclusive Communication With College Students With Disabilities Using Politeness And Face Negotiation." Journal of Diversity Management (JDM) 7, no. 2 (December 19, 2012): 97–108. http://dx.doi.org/10.19030/jdm.v7i2.7477.

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Have I offended anyone today? Have I been insensitive? Creating welcoming inclusive environments for students with and without disabilities is a higher education imperative. The academy strives to create diverse and welcoming atmospheres for students and educators and employ social justice and face saving measures to encourage respectful communication and discourage discriminatory behaviors. With the increase of college students with disabilities, professionals need to be comfortable and confident in their communication tactics. Applying politeness and face-negotiation theories to the communication preferences and behaviors of college students with disabilities, this article offers practice-oriented applications for respectful inclusive communication.
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Fiok, Krzysztof, Waldemar Karwowski, Edgar Gutierrez, Tameika Liciaga, Alessandro Belmonte, and Rocco Capobianco. "Automated Classification of Evidence of Respect in the Communication through Twitter." Applied Sciences 11, no. 3 (February 1, 2021): 1294. http://dx.doi.org/10.3390/app11031294.

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Volcanoes of hate and disrespect erupt in societies often not without fatal consequences. To address this negative phenomenon scientists struggled to understand and analyze its roots and language expressions described as hate speech. As a result, it is now possible to automatically detect and counter hate speech in textual data spreading rapidly, for example, in social media. However, recently another approach to tackling the roots of disrespect was proposed, it is based on the concept of promoting positive behavior instead of only penalizing hate and disrespect. In our study, we followed this approach and discovered that it is hard to find any textual data sets or studies discussing automatic detection regarding respectful behaviors and their textual expressions. Therefore, we decided to contribute probably one of the first human-annotated data sets which allows for supervised training of text analysis methods for automatic detection of respectful messages. By choosing a data set of tweets which already possessed sentiment annotations we were also able to discuss the correlation of sentiment and respect. Finally, we provide a comparison of recent machine and deep learning text analysis methods and their performance which allowed us to demonstrate that automatic detection of respectful messages in social media is feasible.
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Finch,, Linda P. "Patients’ Communication with Nurses: Relational Communication and Preferred Nurse Behaviors." International Journal of Human Caring 10, no. 4 (June 2006): 14–22. http://dx.doi.org/10.20467/1091-5710.10.4.14.

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Communication between a nurse and a patient is a shared process that forms the basis for the professional relationship that is foundational for enhancing patient care and affecting patient outcomes. Both hermeneutical and descriptive methodologies were used to examine nurse-patient communication dimensions and identify patient-preferred nurse behaviors. Patients in three age groups participated in an interview and survey questionnaire. Use of the Nurse-Patient Communication Assessment Tool recognized a one-dimension model of patient-nurse relational communication comprised of calm, comfortable, caring, interested, sincere, accepting, and respectful. Responses to the Health Communication Interview questionnaire identified preferred behaviors patients want and expect from nurses as caring, warm/friendly, professional, competent, empathy, listens, and honest/sincere.
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Hanley, Jane. "Mind your manners." Journal of Health Visiting 7, no. 10 (October 2, 2019): 501–2. http://dx.doi.org/10.12968/johv.2019.7.10.501.

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Miller, Keith. "Respectful listening and reflective communication from the heart and with the spirit." Qualitative Social Work: Research and Practice 13, no. 6 (October 31, 2013): 828–41. http://dx.doi.org/10.1177/1473325013508596.

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Feldman, Ofer, and Ken Kinoshita. "Do important questions demand respectful replies?" Journal of Asian Pacific Communication 27, no. 1 (May 11, 2017): 121–57. http://dx.doi.org/10.1075/japc.27.1.07fel.

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Abstract This paper examines the attributes of questions asked during televised political interviews in Japan. It details the type, style, and mode of questions posed during broadcast programs to national- and local-level politicians, and nonpoliticians, including experts in different areas. Based on data gathered during 2012–2013 from three interview programs, the paper provides criteria for identifying questions and distinguishing them from other expressions, differentiates the diverse types of questions, and proposes new criteria to analyze interviewers’ questions. Furthermore, the paper replicates and modifies the “Theory of Equivocation” to examine how Japanese interviewees cope with the communicative problems posed to them during televised political interviews and the effects of these questions on the interviewees’ replies.
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Yungbluth, Stephen C., and Stephen E. Johnson. "With Respect to Emotion in the Dominion of Rationality: Managing Conflict Through Respectful Dialogue." Atlantic Journal of Communication 18, no. 4 (September 29, 2010): 211–26. http://dx.doi.org/10.1080/15456870.2010.505906.

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Dissertations / Theses on the topic "Respectful communication"

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Ehlichová, Jana. "Kvalita verbální komunikace učitele 2. stupni základní školy." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445863.

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The thesis deals with verbal communication skills based on a respectful and partnership approach to students, through a multi-case study of two selected teachers at lower-secondary schools. The theoretical part is devoted to human communication, especially in terms of verbal and also marginally in terms of nonverbal. Introduces and describes the principles and tools of respectful, partnership and immediate communication. It draws attention to the possible effects of the disrespectful and authoritative approach of teachers on pupils' problematic behaviour and their ability to learn. The practical part, through a questionnaire survey and analysis of video recordings of lessons, presents the results of the influence of a respectful and partnership approach on the overall atmosphere in the classroom. In reference to the theoretical part of the work, it provides examples of transcribed monologues and dialogues containing elements of a partnership and respectful approach. Based on the triangulation of data, it was found out which elements of respectful and partner communication teachers use in their practice, and it was also proven that the application of these elements positively affects the atmosphere in school classrooms. Finally, the analysis of the questionnaire survey confirmed that teachers...
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Books on the topic "Respectful communication"

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Jones, Jane P. Loving well: How to create and maintain a fun respectful mutual sexual relationship. [Stevens Point, Wis: UWSP Foundation], 1993.

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Justine, Simmons, and Morrow Chris, eds. Take back your family: How to raise respectful and loving kids in a dysfunctional world. New York: Gotham Books, 2008.

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Respectful Parents, Respectful Kids: 7 Keys to Turn Family Conflict into Cooperation. Puddledancer Press, 2006.

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Respectful Relationships and Effective Teaching: Understanding Challenging Behaviors of Persons with Disabilities. Training Resource Network, 2005.

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Lewis, Deborah, Marie O’Boyle-Duggan, and Susan Poultney. Communication skills education and training in pre-registration BSc Nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0023.

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Nursing and Midwifery Council educational standards in BSc (Hons) Nursing require students to gain key communication competences to deliver compassionate care in adult, mental health, learning disabilities, and children’s nursing. Competences include using a range of verbal and non-verbal skills to build therapeutic relationships, being respectful of confidential information, addressing diversity issues, and promoting well-being and personal safety. Nurses also need to make reasonable adjustment for patients with disabilities to ensure effective communication. High fidelity simulations using actors and clinical practice scenarios have been evaluated positively with statistically significant results, suggesting the benefits apply to all students in the classroom—although students who participate in a simulation benefit to a greater extent. Other faculty mixed-methods research led to the development of recommendations for communication skills in learning disabilities nursing. Challenges include realistic simulation in children’s nursing and developing adequate numbers of actors and facilitators, partially offset by offering in-house training.
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Spallaccia, Beatrice. It’s a Man’s World (Wide Web). Bononia University Press, 2020. http://dx.doi.org/10.30682/alph05.

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Abusive posts on social media target women engaged in online conversation with words and images that affirm patriarchal ideologies and fixed gender identities, to maintain cyberspace as a man’s world. This book investigates online misogyny as a pervasive yet little-researched form of hate speech. By focusing on six cases of cyber harassment directed at women in Australia, Italy, and the United States, this qualitative analysis reveals specific discursive strategies along with patterns of escalation and mobbing that often intertwine gender-based harassment with racism, homotransphobia, xenophobia, and ageism. The author provides a taxonomy of negative impacts on targets that integrates findings across cases and indicates pathways from hate speech to harms. The study suggests an urgent need for effective measures against the threat posed by misogynistic hate speech to individuals and to an open, respectful forum for online communication.
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Communicating about Vaccine Safety: Guidelines to help health workers communicate with parents, caregivers, and patients. Pan American Health Organization, 2021. http://dx.doi.org/10.37774/9789275122822.

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Vaccines save between 2 million and 3 million lives each year and protect the entire population from more than a dozen life-threatening diseases. Thanks to vaccination, smallpox was eradicated in 1980, and we are on track to eradicate polio. However, despite great strides in the control of measles, one of the most contagious diseases known, the last few years have unfortunately seen an increase in cases. This is why high vaccination coverage—95% or more—is needed, posing a major technical and communication challenge for health workers. Studies show that telling people about the quality, safety, effectiveness and availability of vaccines is not enough to influence behavior change related to immunization, and in general, doesn´t increase coverage. For this reason, it´s necessary to understand the reasons why people choose not to get vaccinated or not get their children vaccinated, in order to begin a two-way respectful dialogue using the best, most effective messages. Given this context, the main objective of these guidelines is to provide tools for staff working in the field of immunization to support effective communication between health personnel and the general population, with the aim of strengthening, maintaining or recovering trust in vaccines and the immunization programs in the Region of the Americas.
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Ouch! That Stereotype Hurts... Communicating Respectfully in a Diverse World. The Walk the Talk Company, 2006.

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An answer to "M": Taken from his communication of the 8th February, and respectfully submitted for his inspection. [Québec?: s.n.], 1991.

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Wenzel, Andrea. Community-Centered Journalism. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043307.001.0001.

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In A Case for Community-Centered Journalism: Solutions, Engagement, Trust, Andrea Wenzel maps out a process model for building trust—not just in journalism, but between different sectors of communities. She details how, in many communities, residents gauge trust in news not only based on factors like accuracy and credibility, but also based on how these are intertwined with the perceived motives of news media, and whether outlets are seen to represent communities respectfully. For this reason, Wenzel contends that more local journalism alone is not enough. Rather, she argues that a different kind of local journalism is needed—a community-centered journalism that is solutions-oriented and that engages and shares power with community stakeholders. Through a series of case studies across the U.S., in urban, suburban, and rural communities, Wenzel uses a communication infrastructure theory framework to explore how local journalism interventions attempt to strengthen relationships between residents, community organizations, and local media. She examines the boundary challenges to dominant journalistic practices and norms that arise from place-based interventions to build relationships of trust. Mindful of dynamics of race, class, place, and power, Wenzel recommends a process that is portable – rather than scalable -- that centers on community stakeholders, and is shaped as much by local assets as by needs. She argues that if they shift away from a model that puts journalists at the center and marginalized communities on the periphery, engaged journalism and solutions journalism have the potential to strengthen not just journalism, but the communication health of communities.
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Book chapters on the topic "Respectful communication"

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Drake, Chris, and Praveen Gauravaram. "Designing a User-Experience-First, Privacy-Respectful, High-Security Mutual-Multifactor Authentication Solution." In Communications in Computer and Information Science, 183–210. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5826-5_14.

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De Paula Vieira, Andreia, and Raymond Anthony. "Reimagining Human Responsibility Towards Animals for Disaster Management in the Anthropocene." In The International Library of Environmental, Agricultural and Food Ethics, 223–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63523-7_13.

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AbstractAnimals, like human beings, are prone to suffering harms, such as disease, injury and death, as a result of anthropogenic and natural disasters. Animals are disproportionately prone to risk and adversely affected by disasters, and thus require humane and respectful care when disasters strike, due to socially situated vulnerabilities based on how human communities assess and value their moral standing and function. The inability to integrate animals into disaster risk and management practices and processes can sometimes be associated with a lack of understanding about what animal ethics and animal health and welfare require when designing disaster management programs. This chapter seeks to reimagine human responsibility towards animals for disaster management. The pervasiveness of disasters and their impacts on animals, human-animal and animal-environment relationships underscore the importance of effective animal disaster management supported by sound ethical decision-making processes. To this end, we delineate six ethically responsible animal caretaking aims for consideration when developing disaster management plans and policies. These aims, which address central vulnerabilities experienced by domesticated animals during disasters, are meant to be action-guiding within the disaster management context. They include: (1) Save lives and mitigate harm; (2) Protect animal welfare and respect animals’ experiences; (3) Observe, recognize and promote distributive justice; (4) Advance public involvement; (5) Empower caregivers, guardians, owners and community members; (6) Bolster public health and veterinary community professionalism, including engagement in multidisciplinary teams and applied scientific developments. To bring about these aims, we offer a set of practical and straightforward action steps for animal caregivers and disaster management teams to ensure that animals’ interests are systematically promoted in disaster management. They include: (1) Respect and humane treatment; (2) Collaboration and effective disaster communication; (3) Strengthening systems of information sharing, surveillance, scientific research, management and training; (4) Community outreach and proactive contact; (5) Cultural sensitivity and attitudes check, and (6) Reflection, review and reform.
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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Tuckman, Ari. "Respectful Communication and Productive Negotiation." In ADHD After Dark, 115–44. Routledge, 2019. http://dx.doi.org/10.4324/9780429274671-9.

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Haddad, Amy, Regina Doherty, and Ruth Purtilo. "Respectful Interprofessional Communication and Collaboration." In Health Professional and Patient Interaction, 126–40. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-323-53362-1.00009-8.

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Haddad, Amy, Regina Doherty, and Ruth Purtilo. "Respectful Communication in an Information Age." In Health Professional and Patient Interaction, 141–65. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-323-53362-1.00010-4.

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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Respectful Communication and Social Skills for Children." In RAINBOW, 61–66. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0008.

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Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.
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Schraeder, Terry L. "Face-to-Face Communication." In Physician Communication, 1–54. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190882440.003.0001.

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On any given day, seeing many different patients with a myriad of different problems can bring up various challenging discussions and situations. The physician’s ability to make a human connection to each patient will always improve communication and ultimately care—knowing that each conversation may be as diverse and varied as the patients themselves. Can physicians learn how to take care of patients and at the same time always have a respectful, positive, and therapeutic interaction together? Can physicians provide excellent care despite the time limitations they are under and the computer screen in front of them? Is it possible to make sure patients are happy with their care and with their doctors? Are there natural physician communicators? This chapter will show physicians how to deepen their connection to patients and enhance their own and their patients’ experiences by improving their communication and interpersonal skills. Physicians’ success at face-to-face communications with patients is highly dependent on understanding their patients and the intricacies and nuances of clinical communication. Despite the ever-increased mechanization, the increased strains of healthcare, and the computer-driven clinical sphere, physicians still work in a very personal intimate setting with humans who may be experiencing profound life moments. Physicians need to have humility, patience, respect, and compassion with both their patients and themselves in order to learn how to limit the negative influences that hinder their abilities to connect and care for patients.
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Flynn, Maria, and Dave Mercer. "Dignity and respect." In Oxford Handbook of Adult Nursing, edited by Maria Flynn and Dave Mercer, 83–100. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198743477.003.0007.

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More than any other concept, ‘dignity’ captures the philosophical and professional essence of nursing. This chapter looks at how language and communication can play a pivotal role in the provision of dignified, respectful, and compassionate care. It is suggested that the promotion of dignity is a product of the professional identity of nurses and the healthcare culture within which care is enacted, acknowledging that core values need to be shared by the clinical team. Emphasis is given to practical ways nurses can utilize communication skills and take account of the physical environment, to sustain the emotional and humanistic components of caring about people, as well as for them. An important part of this process is valuing each person and working with them to develop individualized care based on shared decision-making. For certain groups of service users, there are additional challenges, and attention is given to communicating with older people, those who live with dementia, people with a learning disability, and individuals who have mental health issues or experience psychological distress.
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Petrelli, Heather M. W. "Millennial Leadership Model." In Encyclopedia of Strategic Leadership and Management, 444–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch032.

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Recent attention has been given to the attitudes, perceptions, and needs of the Millennial Generation both in the educational setting and the workforce. This chapter provides background and rationale for the development of a Millennial Leadership model benefitting teachers, administrators, and employers desiring to proactively address concerns attributed to individuals in the millennial generation, and positively influence their success. A brief overview of the past four generations events, both social and politically, that have shaped values and perspectives. Millennials at work and the effects of the economic recession on Millennials are also discussed. The chapter ends with a model for millennial leadership, which outlines clear expectations, open and respectful communication, consistent feedback, flexibility, involved decision-making and provided opportunities for growth.
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