Confronting Students’ Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy

Frey, Lawrence R.; Loker, Emily

doi:10.31446/jcp.2020.04

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…A survey found that 57% of colleges and Universities agree with the needing for more remedial courses (Hoffmann & Sprague, 1982). Some recent methods of courses included are active learning strategies (Lie, 2018), group tutoring practices (Knight et al, n.d.), experiential communication pedagogy (Frey & Loker, 2020), and dramatizing folklore (Inphoo, 2019).…”

Section: Interventions On Camentioning

confidence: 99%

“…The school level also covers the students' most crucial developing stages to foster or prevent any decline in progress. As a majority of the studies on CA have been found concerning UG students and above (Francis & Miller, 2007;Frey & Loker, 2020;Lie, 2018), this research focusses on the need towards systematically exploring the studies that involve reducing CA in students school level. The need to explore the available intervention for school students rises as, after the Covid-19 pandemic, the levels of CA will likely increase due to added complexities of virtual learning, social distancing and lockdown (Baltà-Salvador et al, 2021;Dodd et al, 2021;He & Xiao, 2020;Prentiss, 2021).…”

Section: The Current Studymentioning

confidence: 99%

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A Systematic Literature Review of Interventions to Reduce Communication Apprehension among School Students

MINJ,

Biswal,

Oram

2024

Preprint

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Classroom communication, especially interpersonal communication skills, is an integral aspect of a successful classroom teaching-learning process. Students with high levels of communication apprehension in classes face serious negative outcomes on intra- and inter-personal relationships and academic performance, leading to an unpleasant schooling experience. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist, we present a systematic review of the characteristics and effectiveness of communication apprehension reduction interventions used for k-12 students in the past 30 years. Five electronic databases were searched for literature from 1992 to January 2022 that returned six studies for the final analyses. Self-modelling, communication mentoring, and speech training were found to be successful interventions in reducing communication apprehension among school students. The majority of interventions focus on public speaking anxiety, and there is a paucity of research in the interventions on CA reduction based on small groups and interpersonal communication among school students. The public speaking interventions were majorly implemented in separate courses, which cannot be incorporated into regular classes by teachers. Findings suggest that there is a need for more intervention studies on communication apprehension at the school level, especially communication at interpersonal and informal levels in regular classrooms, preferably implemented by teachers.

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Section: Interventions On Camentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

A Systematic Literature Review of Interventions to Reduce Communication Apprehension among School Students

MINJ,

Biswal,

Oram

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…quite idealistic, was afraid the patient was becoming dangerously cynical. As a Jungian, I recognized the old father as a "senex" figure (Hillman, 2013), someone using his age and authority in a withering, (Frey, 2011) depreciative way. From a Freudian point of view, this figure would be an avatar of 'unanalyzed superego pathology' (Grotstein, 1997).…”

Section: Metalepsis Volume 1 2021mentioning

confidence: 99%

dialogue with the unconscious in working with anxiety

Beebe¹

2021

metalepsis

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A defining tenet of Jung’s approach to psychotherapy is that the therapy is more than a dialogue between the psyche of the patient and that of the therapist. There is an invisible but active third perspective in the room: that of the unconscious, representing a viewpoint that, though shared by the therapeutic dyad, has its own autonomy and objectivity. Following Bion, psychoanalyst James Grotstein has said that in each session the analyst must freshly specify the anxiety that is present. Expressions of the unconscious, as in dreams, active imagination, and artistic products, tend to be very helpful in this task, sometimes calling attention to what is at the heart of the anxiety and sometimes reframing the situation to show that there is a limit to how much a particular anxiety has to teach us. Drawing on dreams reported in his own practice, as well as by seminal Jungian teacher Marie-Louise von Franz and a friend in analysis with another colleague, the author demonstrates how such expressions from the unconscious have illuminated and contextualized the nature of anxiety in therapy and life situations. Offering a fourth example of the unconscious bringing objective insight, the author describes his own consulting of the I Ching about a political development that was making him and many of his patients anxious. This divinatory method, introduced to analytical psychology by Jung, seems particularly well designed to help understanding that is unconscious become conscious and explicit.

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Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation

Coleman

Santos

Cypher

et al. 2021

JCP

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Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful for sifting through the messiness of an infodemic while also developing key deliberation skills for productively engaging participatory decision-making with concern to wicked problems.

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Confronting Students’ Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy

Cited by 3 publications

References 6 publications

A Systematic Literature Review of Interventions to Reduce Communication Apprehension among School Students

A Systematic Literature Review of Interventions to Reduce Communication Apprehension among School Students

dialogue with the unconscious in working with anxiety

Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation

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