Micro-Analysis of Consultant and Consultee Verbal and Nonverbal Behaviors

The verbal and nonverbal communication behaviors of consultants and consultees were examined in this study. The problem identification interviews (Bergan, 1977) of two consultants and 20 consultees were videotaped as they discussed school problems being experienced by the consultees. A modified version of the Message Process category of Bergan's (1977) Consultation Analysis Record was employed to measure verbal behavior. Nonverbal behaviors (Facial, Voice, and Body) were assessed as either positive, negative, or neutral following the coding scheme employed by Gottman, Markman, and Notarious (1977). Consultant and consultee verbal and nonverbal behaviors were coded each 10 sec using a system of momentary time sampling. Preliminary mapping of consultation communication behaviors are presented. A more complex behavior code is suggested to better understand the nature of communication interactions during consultation sessions. Limitations of the' current study are examined and results are discussed in terms of implications for consultation practice and future research.     

Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.     

Effects of Verbal and Vocal Cues of Counselor Self-Confidence on Clients' Perceptions

The authors found that vocal—but not verbal—cues of counselor self-confidence were related to client perceptions of expertness, attractiveness, trustworthiness, and associated satisfaction.     

Exploring the Effect of Verbal and Nonverbal Cues on Perceptions of Deception

How impressions of credibility are formed in trial type settings is examined using 173 participants. It is hypothesized that the severity of the penalty faced by an accused individual will increase participant involvement with the accused's testimony. Involvement is predicted to interact with verbal and nonverbal cues associated with deception to influence jurors’ honesty judgments. Although penalty severity did not influence participant involvement, results indicate that involvement moderates the effect of verbal cues, but not nonverbal cues, on perceptions of deception.     

The Process of Fostering Consultee Development During Instructional Consultation

This investigation examines how the process of instructional consultation (IC) supports consultees' problem-solving and fosters change in how the consultees understand pertinent work problems. The setting was a mid-Atlantic elementary school's Instructional Consultation Team, and the participants were 13 case manager consultants and 5 teacher consultees. A micro-ethnographic research approach was used and 4 primary sources of data collected: interviews, direct observations, consultation documents, and IC training documents. Analysis of the data uncovered 4 general themes related to the participants' problem-solving and evolving understanding of the work issues. In the discussion, the question of how IC is a constructive process that promotes consultees' development is considered.     

Using Verbal and Visual Prompts to Control Littering in High Schools

This study investigated the use of verbal and visual prompts to control litter behaviour by students in two separate high schools. Data were obtained from two areas in both schools; the cafeteria, and the pathway leading from the cafeteria to the main teaching block. Verbal prompts in combination with visual prompts resulted in statistically significant reductions in the rate of littering and were demonstrated to be more effective than verbal or visual prompts alone. Reductions in litter behaviour were maintained following intervention.     

Relationship between Perceptions of Control and Victimization of Chinese Adolescents

This study explores perceptions of control in victims of school bullying, by surveying 108 adolescents with questionnaires. The result shows that there are significant gender differences in external control in general, internal control of sociality, and victimization of physical bullying. Physical victimization decreases as subjects grow older, but unknown control increases. Social victimization is positively correlated with all factors of external control. Verbal victimization is positively correlated with factors of external control of sociality, general and average; and negatively correlated with factors of internal control of sociality and physicality. Victimization of property bullying is positively correlated with average external control. External control is a predictor of victimization of social, verbal, and property bullying; internal control of body is that of verbal victimization. Translated from Psychology Development and Education, 2005, 1     

The Relation of Level of Facilitative Conditions,Consultant Experience,and Stage of Consultation to Consultees' Perceptions of the Use of Direct Confrontation

Controversy surrounds the use of confrontation in human services consultation. This analogue study investigated the effects of facilitative consultative conditions, consultant experience, and the stage of consultation in which confrontation occurs on consultees' perceptions of the use of direct confrontation. Graduate student participants viewed and then rated the consultants' use of confrontation in 16 videotaped scenarios of a consultation interaction representing combinations of the independent variables (facilitative conditions, consultant experience, and stage of consultation) and containing a consultant-initiated direct confrontation. The study was replicated with a group of undergraduate students taking counseling courses. Results for both groups suggest that facilitative conditions, consultant experience, and the stage of consultation in which confrontation occurs interact in influencing consultees' perceptions of confrontation. Results are discussed in terms of implications for practice and future research efforts.     

语境与言语交际

语言的运用离不开语境,语境对交际中话语的理解起着关键的作用。本文首先探讨了国内外语言学界对语境概念的界定和语境研究的情况;接着通过举例论述了语境在言语交际中的作用以及语境对言语交际的制约。     

Bilingual Speech-Language Pathology Consultants In Culturally Diverse Schools: Considerations On Theoretically-Based Consultee Engagement

Culturally and linguistically diverse students develop in bilingual and bicultural environments, often not fully understood or acknowledged in testing. To increase diagnostic accuracy in these circumstances, official guidelines mandate the use of unbiased assessment procedures and multidisciplinary diagnostic input. "Bilingual speech-language pathologists" (BSLPs) are consultants on the multidisciplinary school teams evaluating bilingual students. BSLPs gather crucial diagnostic data to distinguish language differences from genuine language deficits. This article describes the consultant role of school BSLPs as consultant—consultee partnerships guided by bilingualism principles. The article discusses theoretical principles of bilingualism, applies such principles to engage consultees as key diagnostic informants, and concludes with implications of consultant—consultee collaborations in bilingual speech-language services and a diagnostic framework for consultant BSLPs in schools.     

Verbal and visual learning styles

Three studies are reported concerning the development of a questionnaire to assess verbal and visual learning styles. The test instrument is based upon Richardson's Verbalizer-Visualizer Questionnaire (VVQ). In the first study, it is shown that the VVQ requires more than a single bipolar dimension, and that when two dimensions are extracted, the hypothesized visual dimension is defined mainly by dream vividness and is not related to self-reported mental imagery. In the second study, an expanded questionnaire is constructed to assess the verbal and dream dimensions located in the first study, as well as a visual dimension more related to mental imagery. Both the verbal and visual scales are designed to be more relevant to preferences in learning. The three scales are shown to possess adequate reliability and construct validity. In the third study, the correlations of the three scales with various mental abilities are explored: as hypothesized, the verbal learning style is most strongly correlated with verbal ability and the visual learning style with spatial visualization. Possible directions for future research are discussed: further validation of the three scales, investigation of the development of learning styles, and the use of the style scales in studies of learning.     

谈语境在言语交际中的作用

语境与言语交际的关系一直受到学术界的关注。语境又可分为语言性语境和非语言性语境。语言性语境在确定词义方面具有多种功能,非语言性语境也对言语交际具有重大的影响。因而我们有必要提高语境对言语交际重要制约的认识,在语境中强化培训言语交际能力。     

非语言交际与语言交际

非语言交际具有生物性和社会性等特点，它对语言交际具有补充、否定、重复、替代、调节、强调等作用。非言语言同语言一样，都是文化的一部分。各民族有不同的非语言交际方式。因此，我们要重视非语言交际的作用，积极开展跨文化非语言交际和努力探索这一研究与外语教学之间的密切关系，从而避免由文化障碍研究而导致的误解，成功的实现跨文化交际。     

在线咨询问题的统计分析与思考

学生学习支持服务系统的健全和完善是开放教育教学质量的重要保证。本文通过对广东电大校园网开设的“在线咨询服务”平台学生提出的问题进行统计分析,从中力求发现学生在学习过程中所关注的问题和找出支持服务中的薄弱环节,以进一步完善和改进支持服务,为学生提供更加个性、优质和便捷的支持服务。     

心理咨询师培训课程存在的问题及对策

与国外较成熟的心理咨询师培训相比,我国心理咨询师培训课程在内容、形式、实施和评价方面均出现较多问题。结合国外先进经验和我国国情,可以对接受心理咨询师培训的学员素质进行更为严格的控制,建立长期、专业和大众相结合的心理咨询师培训课程评价体系。