Social validation of a conversational skills-training program

Kupke, Thomas; Hobbs, Steven A.; Lavin, Patrick F.; Cheney, Thomas

doi:10.1007/bf01321527

Cited by 1 publication

(1 citation statement)

References 10 publications

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“…We coded the following components, which past researchers linked to competent communication skills (Holmes, Hansen, & St. Lawrence, 1984; Kupke, Hobbs, Lavin, & Cheney, 1984; Minkin et al, 1976; Praderas & MacDonald, 1986): (a) expressing common courtesies (compliments about others), (b) asking conversational questions, (c) making conversational acknowledgers and reinforcers (e.g., “That's nice:” “Uhhuh”), (d) stating positive self-disclosures, (e) expressing negative statements about others, (f) making statements unrelated to the present conversation, and (g) stating negative self-disclosures. We also coded components of the conversation that might reflect the provision of support: (h) expressing positive emotions and encouragement, (i) expressing empathy, and (j) providing problem-solving assistance.…”

Section: Methodsmentioning

confidence: 99%

A measure of relational competence for community-dwelling elderly.

Hogg

Heller²

1990

Psychology and Aging

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A measure of relational competence was developed to assess the skills necessary for peer friendship development among the elderly. Participants were required to respond to a series of social problem vignettes that were constructed to tap empathy, assertion, and role-taking skills. Validation data were collected as part of a larger project designed to establish indigenous, elderly peer-support telephone dyads among low-income, community-dwelling elderly women. Results indicated that the measure of relational competence was related to initial friendship formation, telephone conversational skills, and rated social competence as determined by judges' ratings of 2 telephone conversations between participants and staff members. The research illustrates the usefulness of moving away from trait conceptions of social competence to a more focused consideration of particular task demands and the skills needed to solve age-linked social problems.

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