Beruflich Dokumente
Kultur Dokumente
BARRIERS
Objectives: after having studied this chapter, students will be able to:
1. to examine the responsibility of the educational counsellor in preventing and resolving
conflicts in schools,
2. to apply methods and techniques of meta-communication, active, persuasive, assertive
communication, and communication based on feed-back
3. to identify the dimensions of an effective leadership who leads to continuing
professional development
4. to propose strategies and psychological methods focused on validation for a smooth
communication
Recommended bibliography:
1. Brammer, L.M., Skostrom, E.L., and Abrego, P. (1988). "Therapeutic Psychology:
Fundamentals of Counselling and Psychotherapy", Inglewood Cliffs: Prentice Hall (5th
Edn).
2. Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of
an elusive construct. Journal of Personality and Social Psychology, 75, 989-1015.
5. Josh Freedman, J. (2004). Emotional Validation. New York: Simon & Schuster
In Chaster Barnard's conception, an organization occurs when two conditions are met:
a. there are people able to communicate with each other, b. they wish to contribute to
achieving a common goal. Belonging to an organization involves multiple advantages: its
capacity (because it is more efficient to work in teams), learning from previous generations,
psychosocial comfort (the needs of belonging and communion). The communication is the
essence of all the benefits listed.
The specialty literature appeals to the distinction between the ability to communicate,
communicability and power to communicate:
1. communication skills, means being able to interact with the others, to make them
exchange information and to make use of signs and symbols whose meaning is
determined by convention;
2. communicability, as a functional appearance of a relationship of communication, it
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expresses friendly events and interpersonal information sharing;
3. the power to communicate, expresses the ability to use deliberately certain
relationships and dependencies to enhance the impact and magnitude of interpersonal
exchange and convert those attributes in the targeted actions in a direction determined
in advance.
Labour relations in an organization involve all three aspects noticed by the author.
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alternatively, the loquacious)
- Social group membership;
- The functionality of the verbal-motor device (deficiencies such as: deafness, hearing
loss, aphasia, stutter, etc.).
d. Communication between students - horizontal communication
The relationships established between the students of a class are direct, such as face
to face meaning that each student can communicate and exchange information with all the
other students, and they in turn can communicate with him. In the classrooms of students the
communication is a condition of their existence. Inside the classroom, the two sources of
communication (sender and receiver) can be the students, as distinct personalities and the
class as an independent unit. The difference is that the messages issued by the class have a
normative character and only to the extent that students adhere to classroom rules can
become, in turn, senders of these messages in interpersonal relations between them. On the
other hand, the messages emerging from the student to the class have an informational
character and can be rejected without echo or taken by it. It is realized the communication
structure: who communicates with who and the way in which the messages are moving, and
knowing this, teachers will be able to make assessments regarding both the psychological
climate of the classroom and in terms of how it will disperse messages from the teacher.
e. Communication with the parents - vertical communication
The counsellor is the expert who analyses, correlates, outlines the existing school with
all its aspects. It provides the parents the experience translated and interpreted in the form of
accessible products. The powers and duties of the school counsellor extend to the lowest
level which is gathering data about students to the social community.
B. Techniques and issues involved in communication
Meta-communication is a way of communication consisting of non-verbal and para-
verbal communication.
Active listening is the communication ability which manifests by a conduct that
provides communicational space to the partner encouraging him to speak freely and
confidently.
Persuasive behaviour is the behaviour that influences through communication
(persuasion).
Assertiveness is the ability through which we can express our beliefs and emotions in
a polite way, to affirm socially without hurting the others and without giving up our
legitimate purposes.
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The basic skills used by the assertive behaviour are:
- Emotional self-control through action on situations and / or irrational thoughts such
absolute, catastrophic supra-generalizing or less flexible;
- Emotional empathy or the ability to apprehend and understand the emotional states of
others.
The feed-back or the mirror (reflection) has a major role in raising awareness and
clarifying issues, resources and communication solutions.
A study implemented in the U.S. identifies four dimensions of the leaderships that
lead to continuous professional development:
a. opportunities to learn from and with other colleagues, in their own schools and other
schools through collaboration in solving real problems in school,
b. mentoring,
c. quality training, together with direct support and materials that can be used
practically
d. support, recognition and support from principals, school inspectors, teachers
colleagues by participating teachers' network.
These issues emphasize the need to support the importance of school organization. A
school with a culture of professional development promotes the relationship between
coaching, mentoring and peer collaborative networks (peer-networking).
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- Improves collaboration,
- Shares best practices,
- Promotes the relations between teachers and management.
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COURSE SUMMARY
KEY CONCEPTS
1. The communication skills, means being able to interact with the others, to make them
exchange information and to make use of signs and symbols whose meaning is
determined by convention;
2. The communicability, as a functional appearance of a relationship of communication,
it expresses friendly events and interpersonal information sharing;
3. The power to communicate, expresses the ability to use deliberately certain
relationships and dependencies to enhance the impact and magnitude of interpersonal
exchange and convert those attributes in the targeted actions in a direction determined
in advance.
4. Meta-communication is a way of communication consisting of non-verbal and para-
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verbal communication.
5. Active listening is the communication ability which manifests by a conduct that
provides communicational space to the partner encouraging him to speak freely and
confidently.
6. Persuasive behaviour is the behaviour that influences through communication
(persuasion).
7. Assertiveness is the ability through which we can express our beliefs and emotions in
a polite way, to affirm socially without hurting the others and without giving up our
legitimate purposes.
8. The validation is a method of communication and support, based on empathic attitude
and holistic vision of the person.
9. The invalidation is a form of psychological offensive.
BIBLIOGRAPHICAL REFERENCES
1. Brammer, L.M., Shostrom, E., Abrego, P. (1989) Therapeutic Psychology:
Fundamentals of Counselling and Psychotherapy (5th edn.) Prentice Hall.
2. Brammer, L.M., Skostrom, E.L., and Abrego, P. (1988). "Therapeutic Psychology:
Fundamentals of Counselling and Psychotherapy", Inglewood Cliffs: Prentice Hall
(5th Edn).
3. Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search
of an elusive construct. Journal of Personality and Social Psychology, 75, 989-1015.
4. Ezechil, L., 2002, Comunicarea educaional n context colar, EDP, Bucureti, p.94
5. Geldard, D.,(1989). Basic Personnel Counselling: A Training Manual For
Counsellors. Sydney: Prentice Hall.
6. Goleman, D. (1995). Emotional intelligence. New York: Bantam.
7. Josh Freedman, J. (2004). Emotional Validation. New York: Simon & Schuster
8. Rosenthal, R. (1977). The PONS Test: Measuring sensitivity to nonverbal cues. In
P. McReynolds (Ed.), Advances in psychological assessment . San Francisco, CA:
Jossey-Bass.
9. Rhodes C., Stokes M., Hampton G., 2004, A Practical Guide to Mentoring,
Coaching and Perr-Networking,New Yorg: RoutledgeFalmer, .P.6
10. Sternberg, R. (1996). Successful intelligence. New York: Simon & Schuster.