Social
Competencies
Communication
Bibliography
Theories/Models
Daly,
J. A., & Wiemann, J. M. (1994). Strategic Interpersonal
Communication. Hillsdale, NJ: Lawrence Erlbaum Associates.
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This book discusses the
attainment of social goals through communication. The writings are
based on the premise that there are fairly typical ways in which
people attempt to gain desired outcomes, including the communication
strategies utilized. |
Fitzpatrick,
M. A., & Ritchie, L. D. (1993). Communication theory and the family.
Boss, P. G., Doherty, W. J., LaRossa, R., Schumm, W. R., &
Steinmetz, S. K. (eds.). Sourcebook of Family Theories and Methods: A
Contextual Approach, (pp. 565-589). New York: Plenum Press.
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In this chapter, the
authors review the different models and constructs considered in the
study of communication. The lack of consensus regarding a
definition, description and understanding of the process of
communication is considered. |
Galvin,
K. M., & Brommel, B. J. (1991). Family Communication: Cohesion and
Change. (3rd Ed.). New York: Harper Collins.
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In this text, the family
is examined from a communicative perspective. It presents an
overview of the issues relevant to the study of communication in
families such as patterns, rules, roles, power, intimacy, decision
making, stress and conflict. |
Jenkins,
K. W. (1995). Communication in families. Day, R. D., Gilbert, K. R.,
Settles, B. H., & Burr, W. R. (eds.). Research and Theory in Family
Science, (pp. 171-185). Pacific Grove, CA: Brooks/Cole.
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In this chapter, the
author discusses the various ways of defining communication and the
many perspectives utilized for studying family communication. The
perspectives are blended in such a way as to determine some basic
elements of family communication. |
Noller,
P., & Callan, V. (1991). The Adolescent in the Family. New York:
Chapman and Hall.
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In this book, the authors
explore the complex needs of adolescents and emphasize the
importance of family environment to their development. Issues such
as conflict, separation from family and identity are discussed. It
contains a chapter on communication in families with adolescents.
Topics in this chapter include communication and conflict; variables
affecting communication and conflict; communication and decision
making; and the effects of parent-adolescent communication on
adolescent development. |
Nussbaum,
J. F. (1989). Life-Span Communication: Normative Processes. Hillsdale,
NJ: Lawrence Erlbaum Associates.
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This book contains a
collection of articles on human communication from a normative,
life-span, developmental perspective. The writings are based on the
premise that communicative behavior is greatly a function of
development, namely that communication is impacted by the different
points of a person's life. It is divided into three major
developmental phases: infancy/childhood; young adulthood/adulthood
(which includes adolescence); and the elderly. |
Olson,
D. H., McCubbin, H. I., Barnes, H., Larsen, A., Muxen, M., & Wilson,
M. Families: What Makes Them Work. Beverly Hills, CA: Sage Publications.
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This book is an important
contribution to the study of family systems. It describes a project
which further considers the Circumplex Model of Marital and Family
Systems. Three dimensions of family dynamics are addressed in this
model; adaptability, cohesion, and communication. It contains a
chapter on families with adolescents and discusses the unique
characteristics of parent-adolescent communication. |
Peterson,
C. W., & Leigh, G. K. (1990). The family and social competence in
adolescence. Gullotta, T. P., Adams, G. R., & Montemayor, R. (eds.).
Developing Social Competency in Adolescence, (pp. 97-138). Newbury Park,
CA: Sage Publications.
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In this chapter, the
authors review issues related to family influences on the
development of social competence in adolescence such as family
structure, family dynamics, parental characteristics, parenting
styles, and communication. Communication is seen as affecting
competence through parental styles of communication; supportive
communication enhances adolescent social competence. |
Watzlawick,
P., Beavin, A. B., & Jackson, D. D. (1967). Pragmatics of Human
Communication: A Study of Interactional Patterns, Pathologies, and
Paradoxes. New York: W. W. Norton.
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This book is an early
contribution to the study of human communication. The authors
describe communication as an interactive process. They discuss the
effects of both functional and pathological communication. |
Parent-Adolescent Communication Research
Barber,
B. L. (1994). Support and advice from married and divorced fathers:
Linkages to adolescent adjustment. Family Relations, 43, 433-438.
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This article examines the
impact of father-adolescent relationships from two-parent and
divorced families on adolescent adjustment. Adolescents from
divorced families reported more feelings of depression. In addition,
paternal support and advice, and frequency and quality of visitation
were found to be important mediating factors for adolescent
adjustment in postdivorce families. Two important features were
considered: communication with fathers about work, education, future
plans and personal problems; and adolescent satisfaction with social
support from noncustodial father. |
Barnes,
H. L., & Olson, D. H. (1985). Parent-adolescent communication and
the Circumplex Model. Child Development, 56, 437-447.
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This study tests the
relationship between parent-adolescent communication in "normal"
families with the Circumplex Model of Marital and Family Systems.
Communication is considered to facilitate movement of families in
terms of their cohesion and adaptability. |
Bhushan,
R., & Shirali, K. A. (1992). Family types and communication with
parents: A comparison of youth at different identity levels. Journal of
Youth and Adolescence, 21, 687-697.
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Differences in family
functioning and communication were examined for high vs. low
identity achievement youth using the Circumplex Model (Olson et al.)
which hypothesizes a close association between balanced family type
and effective communication. |
Grossman,
F. K., Beinashowitz, J., Anderson, L., Sakurai, M., Finnin, L., &
Flaherty, M. (1992). Risk and resilience in young adolescents. Journal
of Youth and Adolescence, 21, 529-550.
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This study explores the
role of risk and protective factors in adolescent adjustment.
Individual, family and social factors are considered. The protective
factors examined include locus of control, self-esteem, family
cohesion, family communication, and relationship with a nonparent
adult. Family cohesion and communication were strongly correlated
with current adolescent adaptation. |
Grotevant,
H. D., & Cooper, C. R. (1985). Patterns of interaction in family
relationships and the development of identity exploration in
adolescence. Child Development, 56, 415-428.
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This article describes a
comprehensive research study intended to develop a model of
individuation in family relationships that focuses on communication
processes. The connection between these processes and adolescent
identity exploration was assessed. Four dimensions of the model:
self-assertion; separateness; permeability; and mutuality were found
to be associated both positively and negatively with adolescent
identity exploration. |
Henry,
C. S., & Lovelace, S. G. (1995). Family resources and adolescent
family life satisfaction in remarried family households. Journal of
Family Issues, 16, 765-786.
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This study examines how
selected family resources (including parent-adolescent communication
and stepparent-adolescent communication) and demographic variables
relate to adolescent family life satisfaction. |
Masselam,
V. S., Marcus, R. F., & Stunkard, C. L. (1990). Parent-adolescent
communication, family functioning and school performance. Adolescence,
25, 725-737.
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This study examines
interaction and communication in families with adolescents who are
successful in public school with those who are not and are now
attending alternative schools. The importance of positive
communication for optimal functioning is discussed. |
Communication in Specific Domains
Alberts,
J. K., Hecht, M. L., Miller-Rassulo, M., & Krizek, R. L. (1992). The
communicative process of drug resistance among high school students.
Adolescence, 27, 203-226.
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This article reports the
results of two studies designed to examine social influences on
adolescents' responses to drug and alcohol offers. In particular,
the nature of peer pressure and how it affects refusal of drugs and
alcohol is discussed. |
Benshoff,
J. M., & Alexander, S. J. (1993). The family communication project:
Fostering parent-child communication about sexuality. Elementary School
Guidance and Counseling, 27, 288-300.
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The results of the Family
Communication Project, designed to help families improve
parent-child communication about sexuality is discussed. Increases
in frequency and comfort in communicating about sexuality were found
for both parents and children as a result of participation in the
program. |
Goldstein,
A. P. (1989). Refusal skills: Learning to be positively negative.
Journal of Drug Education, 19, 271-283.
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This article describes
Skillstreaming, an interpersonal skill training approach which
teaches youth wishing to refuse drugs or alcohol interpersonal
refusal skills. Specific skills and training procedures are
discussed. |
Jaccard,
J., & Dittus, P. (1993). Parent-adolescent communication and
premarital pregnancy. Families in Society: The Journal of Contemporary
Human Services, 74, 329-343.
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This article focuses on
parents' influence on teenage behavior, particularly how parent-teen
communication about premarital sex and premarital pregnancy affects
teen sexual and contraceptive behavior. |
Wodarski,
J. S. (1990). Adolescent substance abuse: Practice implications.
Adolescence, 25, 667-688.
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The incidence of
substance abuse and implications for practice are reviewed.
Prevention programs which include both peers and family members are
suggested since both these groups greatly influence adolescent
substance use. The role of communication is discussed. |
Communication Strategies/Skills
Anderson,
A. H., Clark, A., & Mullin, J. (1994). Interactive communication
between children: Learning how to make language work in dialogue.
Journal of Child Language, 21, 439-463.
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This study investigated
the development of interactive communication skills of 7, 9, and 13
year olds. Overall communicative success was assessed, and several
successful interactive strategies were determined. Effective
communication (asking/answering questions, offering information) was
associated with successful collaborative problem solving for all
ages. |
Kolaric,
G. C., & Galambos, N. L. (1995). Face-to-face interactions in
unacquainted female-male adolescent dyads: How do girls and boys behave?
Journal of Early Adolescence, 15, 363-382.
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This study examines
verbal and nonverbal behaviors of adolescents interacting in
female-male dyads for gender and context differences. Discussion
focuses on developmental and contextual accounts of adolescents'
interpersonal behaviors. |
McWhirter,
J. J., McWhirter, B. T., McWhirter, A. M., & McWhirter, E. H.
(1994). High- and low-risk characteristics of youth: The five Cs of
competency. Elementary School Guidance and Counseling, 28, 188-196.
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This article discusses
five basic skill strengths or skill deficits that differentiate
between low-risk and high-risk youth. One competency is
communication ability; the authors discuss the importance of
communication in maintaining positive interpersonal relationships. |
Rotenberg,
K. J. (1995). Disclosure Processes in Children and Adolescents. New
York: Cambridge University Press.
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This book examines how,
to whom, and the conditions under which children and adolescents
reveal their personal thoughts and emotions. An extensive review of
the research on this topic, as well as new research is included. |
Interventions/Skills Training Programs
Botvin,
G. J. (1996). Substance abuse prevention through life skills training.
Peters, R. D., & McMahon, R. J. (eds.). Preventing Childhood
Disorders, Substance Abuse, and Delinquency, (pp. 215-240). Thousand
Oaks, CA: Sage Publications.
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This chapter describes
the use of a life skills training course consisting of two general
skills training components, personal self-management and social
skills, intended to enhance overall personal competence, and a
problem-specific component related to drug use. Communication skills
training is an essential aspect of the social skills component. |
Capuzzi,
D., & Gross, D. R. (1996). Prevention: An overview. Capuzzi, D., &
Gross, D. R. (eds.). Youth at Risk: A Prevention Resource for
Counselors, Teachers, and Parents. (2nd ed.). Alexandria, VA: American
Counseling Association.
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In this chapter, the
problems that point to a need for prevention efforts for at-risk
youth are discussed. The authors define the qualities of prevention
programming; describe the differences between
primary/secondary/tertiary prevention; suggests more primary
prevention programs including programs which include communication
skills training. |
Foster,
S. L., & Robin, A.L. (1989). Parent-adolescent conflict. Mash, E.
J., & Barkley, R. A. (eds.). Treatment of Childhood Disorders, (pp.
493-528). New York: Guilford Press.
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The authors discuss four
major factors which influence conflict resolution in
parent-adolescent relationship, with one factor being communication.
They include suggestions for assessment and communication skills
training in the family. |
Lunday,
A. M. (1996). A collaborative communication skills program for Job Corps
centers. Topics in Language Disorders, 16, 23-36.
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The results of a
collaborative communication model employed in vocational, academic,
alternative, and Job Corp classrooms is examined. The goal of the
program is the development of efficient communication skills for use
in the work force. Positive outcomes were reported, although details
of the outcomes were not. |
Mathur,
S. R., & Rutherford, R. B. (1994). Teaching conversational skills to
delinquent youth. Behavioral Disorders, 19, 294-305.
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This article examines the
effectiveness of a short-term intensive Positive Talk curriculum on
female adolescent delinquents. The program was designed to promote
specific conversational skills. The verbal skills include calling
others by name, using manners, and making positive statements about
self and others. Results showed increases in the taught skills in a
real world context, the lunchroom. |
McCaffrey,
T., & Lyon, E. (1993). Teaching children to be good friends:
Developmental group work with vulnerable children. Educational and Child
Psychology, 10, 75-77.
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In this article, a
project designed to improve secondary school students' communication
skills and conflict resolution abilities is described. The project
was based on the framework of the Kingston Friends Workshop Group. |
Riesch,
S. K., Tosi, C. B., Thurston, C. A., & Forsyth, D. M. (1993).
Effects of communication training on parents and young adolescents.
Nursing Research, 42, 10-16.
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This article examines the
results of communication skills training with adolescents and their
parents and how training impacted the satisfaction with the family
system. Overall findings show increases in perceptions of more open
communication and more prosocial problem solving techniques in
resolving conflicts. |
Serna,
L. A., Schumaker, J. B., Sherman, J. A., & Sheldon, J. B. (1991).
In-home generalization of social interactions in families of adolescents
with behavior problems. Journal of Applied Behavior Analysis, 24,
733-746.
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This article describes
the effects of a three-phase family communication program where
family members were taught reciprocal social communication skills in
a clinic setting. The authors make suggestions for the
generalization of skills beyond the clinical setting. |
Smith,
M. (1995). Mediation for children, youth and families: a service
continuum. Mediation Quarterly, 12, 277-283.
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This article describes a
mediation program designed to equip children who are at risk for
involvement in the juvenile justice or social service systems and
their families with skills in communication, problem solving and
conflict management. |
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