Describes a model for communication training in bargaining and negotiation skills. The model was designed for enforcement officers who collect delinquent taxes but can be adapted for clients in other public and private organizations. (PD)

Notes that interaction between writers and interpreters can improve a sometimes tenuous relationship. Provides classroom assignments, performance activities, and workshops to promote interaction and understanding. (PD)

Confirms results suggested in previous studies: in viewing video replays of their speeches, students recognize the need for improvement in language and delivery but give less attention to content. Concludes that using video replay for student self-critiques will be beneficial primarily in identifying and improving language and delivery. (PD)

Describes a successful and current approach to training peer facilitators. Includes (1) an advanced course in small group leadership as a prerequisite for the leadership experience and (2) a seminar in leadership conducted during the leadership experience. (PD)

Discusses the changing job requirements and educational needs of future communication specialists and presents a model curriculum from Behrend College of the Pennsylvania State University at Erie. (PD)

Survey results indicated strong support for requiring the basic speech course; favored a hybrid course of public speaking and interpersonal communication; preferred more practice than theory, autonomous classes, classes of 20 to 25 students or less; etc. (PD)

Surveying alumni who had taken a basic communication course, this study obtained perspectives on communication training. Most alumni felt their speech classes prepared them "fairly well" for on-the-job communication. Although all communication skills were rated as important, interpersonal skills were rated somewhat higher than public speaking…

Presents abbreviated abstracts of selected documents from the 1979-81 issues of "Resources in Education." Covers the following categories: research studies; analysis systems for the classroom; nonverbal communication in the library; nonverbal deception studies; and teaching nonverbal communication. (PD)

Introduces a symposium aimed at providing a practical compendium of advice to teachers in communication for helping alleviate common communication problems among students in a classroom. (JMF)

Outlines the criteria which integrated strategies of reticence management must satisfy to be effective and to justify inclusion in a communication curriculum. Describes specific activities aimed at different categories of reticent students. (JMF)

Describes a special option to the required speech performance course at the Pennsylvania State University. This alternative is designed for students who have communication problems with class participation, basic social contacts, or formal performances. (JMF)

Describes systematic desensitization as a form of behavior therapy for reducing anxiety. Examines its rationale and clinical practice and explores two features of the technique (relaxation and anxiety hierarchy) as they may be applied to classroom speech instruction for reticent students. (JMF)

Suggests a program for teaching students with communication problems. Outlines in-class strategies supportive of a positive interpersonal climate and a sense of orderly purpose. Uses written dialogues between teacher and student and individual conferences. (JMF)

Characterizes several types of quiet children and their communication problems. Offers suggestions for classroom teachers on ways to help and avoid hurting these students. (JMF)

Presents a case history of a private clinical treatment of an individual for communication reticence. Focuses on rhetoritherapy which deals with inculcating effective communication skills. Illustrates the kinds of problems and strategies that characterize private treatment. (JMF)