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Communication
Dawn Scott
Introduction
Communication can be described as a process of creating and sharing meanings (Galvin & Brommel, 1991). It is an interactive process and involves the sending and receiving of messages in some meaningful way if it is to be effective. Watzlawick, Beavin and Jackson (1967) discuss how behavior has message value, whether it is intended or not. Messages are constantly being sent, received and interpreted, oftentimes without shared understanding. This is an example of communication as a complex, multi-faceted process and accounts for the fact that people often have difficulty communicating in a meaningful way. The goal then is to be aware of the process of communication and oneself as a communicator in order for a meaningful exchange to take place.
Communication can be understood as having verbal and non-verbal aspects, with communication being most effective when these two aspects are congruent (Satir, 1988). Certain skills have been associated with positive, effective communication. These skills include: appropriate non-verbal posture and tone of voice; asking/answering questions; self-disclosing thoughts and feelings; empathy or "other perspective"; reflective listening; and acknowledgment through supportive comments (Foster & Robin, 1989). In general, communication is most effective when it is direct, clear and specific (Satir, 1988).
Communication within families takes on a complex form as it is often dictated by such factors as rules, roles, and hierarchies. Effective communication in families has been associated with many aspects of adolescent functioning and development including identity development, social and coping skills, self-esteem and independence (Noller & Callan, 1991); adolescent resiliency (Grossman, Beinashowitz, Anderson, Sakurai, Finnin & Flaherty, 1992); and social competence (Peterson & Leigh, 1990). Effective communication with peers has been associated with successful maintenance of friendships and an increased understanding of self (Rawlins, 1989); success in collaborative problem solving (Anderson, Clark & Mullin, 1994); and adolescent condom use (Shoop & Davidson, 1994).
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Communication skills are highly correlated with problem solving ability and conflict resolution. |
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Communicative competence assists in social goal attainment. |
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Communication behaviors change from one context to the next; adolescents are challenged to develop communication skills appropriate for managing different social relationships and to adapt to the interaction context. |
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Communication skills are refined by experience and maturity; a variety of social interactions increase the range of communicative competence. |
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Factors such as culture/ethnicity/gender influence communication style. |
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Expectations of others and self-conceptions impact communication. |
Summary
Communication helps adolescents stay in touch with their world, share their feelings and ideas with others, and shape their relationships. In order for communication to be effective, it is important for adolescents to be mindful of the process of communication and of possible differences between self and others in how messages are conveyed and interpreted (Daly & Wiemann, 1994).
Many communication skills training programs exist, oftentimes as part of larger social skills or conflict resolution programs. To achieve lasting changes in communicative ability, Foster and Robin (1989) suggest a four-step procedure for communication skills training: feedback; instructions; modeling; and behavior rehearsal. Although it can be challenging to change existing communication patterns, skills training in communication has been found to result in positive outcomes such as improved family relationships (Foster & Robin, 1989); enhanced conversation skills with peers (Mathur & Rutherford, 1994); and more appropriate methods of dealing with family conflict (Riesch, Tosi, Thurston & Forsyth, 1993).
References
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.
Daly,
J. A., & Wiemann, J. M. (1994). Strategic Interpersonal
Communication. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
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.
Galvin,
K. M., & Brommel, B. J. (1991). Family Communication: Cohesion and
Change. (3rd Ed.) New York: Harper Collins.
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.
Mathur,
S. R., & Rutherford, R. B. (1994). Teaching conversational social
skills to delinquent youth. Behavioral Disorders, 19, 294-305.
Noller,
P., & Callan, V. (1991). The Adolescent in the Family. New York:
Chapman and Hall.
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. Newbury Park, CA: Sage
Publications.
Rawlins,
W. K. (1989). Rehearsing the margins of adulthood: The communicative
management of adolescent friendships. Nussbaum, J. F. (ed.). Life-Span
Communication: Normative Processes, (pp. 137-154). Hillsdale, NJ:
Lawrence Erlbaum Associates.
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.
Satir,
V. (1988). The New Peoplemaking. Mountain View, CA: Science and Behavior
Books, Inc.
Shoop,
D. M., & Davidson, P. M. (1994). AIDS and adolescents: The relation
of parent and partner communication to adolescent condom use. Journal of
Adolescence, 17, 137-148.
Watzlawick,
P., Beavin, J., & Jackson, D. D. (1967). Pragmatics of Human
Communication. New York: W. W. Norton.
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