Session 1: Introduction to Treatment and Rapport Building

2012 ◽  
pp. 29-34
Author(s):  
R. Lindsey Bergman
Keyword(s):  
Rapport Building ◽  
Therapy Room ◽  
Reward Program ◽  
Building Rapport ◽  
First Session

Chapter 3 presents a guide for the first session of the treatment, and considers the child's comfort in the therapy room, goals and rationale for treatment, the reward program, building rapport and homework assignments.

Session 1: Psychoeducation and Rationale

2007 ◽  
pp. 13-24
Author(s):  
John Piacentini ◽  
Audra Langley ◽  
Tami Roblek
Keyword(s):  
Treatment Program ◽  
Background Information ◽  
Rapport Building ◽  
Reward Program ◽  
First Session

Chapter 1 outlines the first session of the treatment program, which involves rapport building, background information on OCD, including possible causes, rationale for treatment, the behavioral reward program, and processes for monitoring OCD symptoms.

UP-C Session 1: Introduction to the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Children

2017 ◽  
pp. 181-206
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Family Members ◽  
Motivational Enhancement ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Rapport Building ◽  
Building Rapport ◽  
Three Components ◽  
First Session

Chapter 11 introduces the UP-C to children and their families. The main goal of this session is to introduce the model of treatment to the children and their families, and to begin fostering a relationship among the children, between the children and therapists, and between family members and therapists. To that end, it is most important for the therapist to focus on rapport building and motivational enhancement throughout the first session. The children are introduced to the purpose of emotions and begin to build emotion awareness skills. The parent session introduces parents to the structure of treatment and to the three components of an emotion, as well as building rapport among the parents and among parents and therapists.

At-home ethnography: a native researcher’s fieldwork reflections

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Primary Objective ◽  
Content Type ◽  
Ethnographic Fieldwork ◽  
Fieldwork Experience ◽  
Rapport Building ◽  
Contextual Sensitivity ◽  
Native Context ◽  
Access To The Field ◽  
Building Rapport ◽  
At Home

PurposeIn last few decades, the native anthropology has been highlighted for its potential to immediately grasping cultural familiarity, contextual sensitivity, and rapport building. Nevertheless, detachment from the native context is also seen as a challenge for the native researcher. This paper aims to provide invaluable information about the fieldwork experience of the author as a native researcher in rural Punjab Pakistan. The author presents and reflects the fieldwork challenges faced and the strategies used to overcome the challenges. The primary objective of this paper is to discuss the methodological strategies to face the challenges of doing at-home ethnography.Design/methodology/approachThis paper is based on ethnographic fieldwork conducted in native context.FindingsDealing with contextual complexity and sensitivity with the author’s native learning, the author used native knowledge as a useful resource to investigate insider’s perspective on infant care belief practices. Furthermore, the author addressed the challenges related to building rapport, gaining friendly access to the families and children, and setting aside presumptions. The author discusses the strategies opted, such as selecting a research assistant, gaining access to the field, planning fieldwork and bracketing native presumptions.Practical implicationsThis paper provides important insight of at-home ethnography and technical understanding to conduct fieldwork in native contexts.Originality/valueBased on my ethnographic fieldwork, this article contributes in contemporary debates on the challenges in doing at-home ethnography.

scholarly journals Avoiding the Unhappy Patient by Building Rapport in the Internet Age

2019 ◽  
Vol 35 (02) ◽  
pp. 210-213
Author(s):  
Eugene Kern ◽  
Oren Friedman
Keyword(s):  
Body Dysmorphic Disorder ◽  
Psychological Intervention ◽  
Body Language ◽  
Active Listening ◽  
Patient Relationship ◽  
Internet Age ◽  
Patient Interview ◽  
Rapport Building ◽  
Building Rapport ◽  
Preoperative Patient

AbstractThe dynamics of the doctor–patient relationship has been complicated as more patients seem to expect perfection in this age of selfies and Internet postings. The preoperative patient interview is critical to recognize both body language clues and subtle but apparent red flags to avoid rhinoplasty on potentially unhappy patients. This interview should include routine use of a body dysmorphic disorder screening questionnaire since legions of these patients are undiagnosed prior to surgery and few, if any, are ever satisfied with even an excellent surgical result. These patients need diagnosis and psychological intervention—not surgery. Rapport is critical to patient and surgeon's satisfaction; therefore, it is valuable to practice the ABC's of rapport building: 1) active listening, (2) positive body language, and (3) candor.

scholarly journals Rapport in distance education

2012 ◽  
Vol 13 (1) ◽  
pp. 167 ◽  
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Distance Education ◽  
Teacher Behaviour ◽  
Face To Face ◽  
Fine Grained ◽  
Teacher Workload ◽  
Teachers And Students ◽  
Rapport Building ◽  
Communication Challenges ◽  
Teacher Professional ◽  
Building Rapport

<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

scholarly journals Rapport building and witness memory: Actions may ‘speak’ louder than words

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256084
Author(s):  
Zacharia Nahouli ◽  
Coral J. Dando ◽  
Jay-Marie Mackenzie ◽  
Andreas Aresti
Keyword(s):  
Superiority Effect ◽  
Recall Accuracy ◽  
Recall Phase ◽  
Police Interviews ◽  
Interview Condition ◽  
Rapport Building ◽  
Witness Memory ◽  
Mock Crime ◽  
Building Rapport ◽  
The Impact

Building rapport during police interviews is argued as important for improving on the completeness and accuracy of information provided by witnesses and victims. However, little experimental research has clearly operationalised rapport and investigated the impact of rapport behaviours on episodic memory. Eighty adults watched a video of a mock crime event and 24-hours later were randomly allocated to an interview condition where verbal and/or behavioural (non-verbal) rapport techniques were manipulated. Memorial performance measures revealed significantly more correct information, without a concomitant increase in errors, was elicited when behavioural rapport was present, a superiority effect found in both the free and probed recall phase of interviews. The presence of verbal rapport was found to reduce recall accuracy in the free recall phase of interviews. Post-interview feedback revealed significant multivariate effects for the presence of behavioural (only) rapport and combined (behavioural + verbal) rapport. Participants rated their interview experience far more positively when these types of rapport were present compared to when verbal (only) rapport or no rapport was present. These findings add weight to the importance of rapport in supporting eyewitness cognition, highlighting the potential consequences of impoverished social behaviours for building rapport during dyadic interactions, suggesting ‘doing’ rather than simply ‘saying’ may be more beneficial.

scholarly journals CONSTRUCTING TEACHER’S SELF-ASSESSMENT OF RAPPORT BUILDING IN EFL CLASSROOM

2017 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Muhamad Nova
Keyword(s):  
Design Research ◽  
High Reliability ◽  
Classroom Interaction ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Self Monitoring ◽  
Efl Teachers ◽  
Rapport Building ◽  
Positive Social Interaction ◽  
Building Rapport

A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach’s alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality is required.

scholarly journals Analyzing Advising Sessions for Rapport-Building Discursive Elements

2021 ◽  
pp. 195-212
Author(s):  
Aslıhan Tuğçe Güler
Keyword(s):  
Discourse Analysis ◽  
Rapport Building ◽  
Discourse Functions ◽  
Building Rapport

This study investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond in terms of discursive functions of the talk between the advisors and advisees during advising sessions gives the opportunity to explore the concept of building rapport from a linguistic perspective. With respect to methodology, a corpus-based discourse analysis was adopted, and the analysis was performed on the recorded and transcribed talks of eight participants in four different advising sessions. The results of the study confirmed that rapport between the advisors and advisees can be built even in the very first advising session employing various rapport-building discourse functions. The results also provide insight and useful feedback to the learning advisors in the field as well as being input for the advising discourse.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

Communicative Performance of Adolescents with Severe Speech Impairment

1989 ◽  
Vol 54 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Beth M. Dalton ◽  
Jan L. Bedrosian
Keyword(s):  
Data Analysis ◽  
Peer Interactions ◽  
Consistent Pattern ◽  
Clinical Implications ◽  
Speech Impairment ◽  
Communication Mode ◽  
Mode Function ◽  
Communicative Performance ◽  
Therapy Room ◽  
Communication Board

The communicative performance of 4 preoperational-level adolescents, using limited speech, gestures, and communication board techniques, was examined in a two-part investigation. In Part 1, each subject participated in an academic interaction with a teacher in a therapy room. Data were transcribed and coded for communication mode, function, and role. Two subjects were found to predominantly use the speech mode, while the remaining 2 predominantly used board and one other mode. The majority of productions consisted of responses to requests, and the initiator role was infrequently occupied. These findings were similar to those reported in previous investigations conducted in classroom settings. In Part 2, another examination of the communicative performance of these subjects was conducted in spontaneous interactions involving speaking and nonspeaking peers in a therapy room. Using the same data analysis procedures, gesture and speech modes predominated for 3 of the subjects in the nonspeaking peer interactions. The remaining subject exhibited minimal interaction. No consistent pattern of mode usage was exhibited across the speaking peer interactions. In the nonspeaking peer interactions, requests predominated. In contrast, a variety of communication functions was exhibited in the speaking peer interactions. Both the initiator and the maintainer roles were occupied in the majority of interactions. Pertinent variables and clinical implications are discussed.

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