A Skills Development and Apprehension Reduction Program for Communication Apprehensive/Reticent Students: An Alternative to Basic Course Instruction.

Autor/inn/en	Newhouse, Thomas L.; Spooner, Elizabeth Wing
Titel	A Skills Development and Apprehension Reduction Program for Communication Apprehensive/Reticent Students: An Alternative to Basic Course Instruction.
Quelle	(1982), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Change Strategies; Classroom Techniques; Communication Apprehension; Communication Problems; Communication Research; Communication Skills; Goal Orientation; Higher Education; Program Evaluation; Skill Development; Speech Communication; Speech Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lösungsstrategie; Klassenführung; Kommunikationsbarriere; Kommunikationsforschung; Kommunikationsstil; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A program was designed to reduce communication apprehension by using systematic desensitization, rhetoritherapy, and selected instructional strategies. Rhetoritherapy refers to the development of appropriate communication behaviors through a goal-setting procedure in which students learn to establish reasonable goals, ascertain behavior indicative of goal achievement, develop appropriate plans of actions, and carry out the plans for fulfilling their goals. An evaluation of this instructional program was conducted by comparing data on one class using the experimental program design to data on another class receiving regular instruction. The pre and posttest scores of communication apprehension, instructors' observations of student behavior, course evaluations, and students' self-reports revealed that the alternative instruction was superior to regular classroom instruction for students high in communication apprehension. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC