橋本由紀子

11

吉備国際大学研究紀要（人文・社会科学系）
増刊号，11－22，2017

ソーシャルワーク実践におけるコミュニケーション・スキル－教育現場における技能習得と教授方法－
橋本由紀子
Communication Skills in Social Work Practice– Teaching and Learning Methodologies –Yukiko Hashimoto
Abstract
Social work is one of the first professions to recognise the importance of communication skills and the linkto effective practice. Communication skills can be essential to the task of assessment, interviewing anddecision making. Effective communication skills are one of the most crucial components of a social worker’s
job. Social workers must communicate with clients to gain information, convey critical information andmake important decisions. Without effective communication skills, a social worker may not be able to obtainor convey that information. In this global age social workers have to have a broaden mind and multi-cultural
understanding because you may have to deal with clients with diversified cultural back grounds. In practice,communication tends to be defined as 'The verbal and nonverbal exchange of information, including all theways in which knowledge is transmitted and received' (Barker, 2003, Trevithick, 2005). The latter elementsof communication, which can often translate the emotional content of the communication, are also referred
to as interpersonal skills. According to Thompson (2002) social workers use such skills to communicate‘ethically sensitive practice’ (p.307). The purposes of this article are to highlight the role and importanceof verbal, nonverbal communication skills and other important communication skills involved in social
work practice in this diversified society and what kinds of teaching and learning methods are effective fromperspectives of students and teachers.
Key words ：social work, communication skills, active listening, interviewing skills

吉備国際大学外国語学部〒700-0931 岡山県岡山市北区奥田西町5-5
Kibi International University
5 -5, Okuda-Nishimachi,Kita-ku,Okayama, Japan (700-0931)

12

ソーシャルワーク実践におけるコミュニケーション・スキル

Ⅰ Social work and Communication skills

humanities and indigenous knowledge, social work

Social work is understood as a profession charged withengages people and structures to address life challenges

fulfilling the social mandate of promoting well-being

and enhance wellbeing.’（IFSW General Meeting andand quality of life of service users since its emergence

the IASSW General Assembly in July 2014）. It can bein 1950s (Seden and Katz 2003). According to Nelson

said that communication skills are critically important(1980) social work was one of the first professions tofor social workers to carry out such objectives andrecognise the importance of communication skills andresponsibilities. According to the definition of IFSW andthe link to effective practice. Communication skills can

IASSW, ‘social work is also a practice profession and an

be essential to the task of assessment, interviewing andacademic discipline that recognizes that interconnected

later decision making for social workers.

historical, socio-economic, cultural, spatial, political

In practice, communication tends to be defined primarily

and personal factors serve as opportunities and/as 'The verbal and non-verbal exchange of information,or barriers to human wellbeing and development.

including all the ways in which knowledge is transmitted

Structural barriers contribute to the perpetuation ofand received’ (Barker, 2003: p83 in Trevithick, 2005,

inequalities, discrimination, exploitation and oppression.

p 116). The latter elements of communication, which

The development of critical consciousness throughcan often translate the emotional content of thereflecting on structural sources of oppression and/or

communication, are also referred to as interpersonalprivilege, on the basis of criteria such as race, class,skills. According to Thompson (2002) social workers use

language, religion, gender, disability, culture and sexualsuch skills to communicate ‘ethically sensitive practice’orientation, and developing action strategies towards(p.307). The purposes of this article are to identify what

addressing structural and personal barriers are central

important communication skills are for social workers,

to emancipatory practice where the goals are theand also what teaching and learning methods are usefulempowerment and liberation of people. In solidarity withto obtain those skills based on the survey conducted

those who are disadvantaged, the profession strives toamong social work students and teachers at some social

alleviate poverty, liberate the vulnerable and oppressed,

work educational institutions.

and promote social inclusion and social cohesion’. The
definition covers very extensive and wide-range of

Ⅰ-1 What is Social work

individual and social issues where social workers should

In recent global days and age, social work cannot be

have wide range of social work methodologies, emphatic

done without understanding different cultures and socialand people centric understanding as well as heart-fullissues. According to IFSW and IASSW(2014),‘Socialand effective communication skills.

work is a practice-based profession and an academic
discipline that promotes social change and development,

Ⅰ-2 Social work practiceand the empowerment and liberation of people. Principles

Social work’s legitimacy and mandate lie in itsof social justice, human rights, collective responsibility

intervention at the points where people interact withand respect for diversities are central to social work.

their environment. The environment includes the various

Underpinned by theories of social work, social sciences,

social systems that people are embedded in and the橋本由紀子13

natural, geographic environment, which has a profoundvision.

influence on the lives of people. The participatory

As the author mentioned above effective communication

methodology advocated in social work is reflected inskill is one of the most crucial components of a social‘Engages people and structures to address life challenges

worker’s profession. Social workers must communicate

and enhance wellbeing.’ As far as possible social workwith service users to gain information, understandsupports working with rather than for people. Consistent

the client’s problems (*assessing), and help making

with the social development paradigm, social workers

important decisions (*planning), accepting, non-utilize a range of skills (including various kinds of

judgmental support. Without effective communication

communication skills), techniques, strategies, principles

skills, a social worker may not be able to obtain or

and activities at various system levels, directed at system

convey that information. It may cause detrimental effects

maintenance and/or system change efforts. Social work

to service users. In practice good communication skills

practice spans a range of activities including various

e.g. (*verbal and non-verbal communication skills),

forms of therapy and counseling, group work, and(*active listening) (*interview skills) and some morecommunity work; policy formulation and analysis;skills, are crucial for establishing efficient and respectful

and advocacy and political interventions. From anrelationships with service users and lie at the heart ofemancipatory perspective, that the definition supports

best practice in social work (Trevithick, 2005, p116).

social work strategies are aimed at increasing people’s

Social workers must demonstrate several skills while

hope, self-esteem and creative potential to confront andassessing or interviewing a client.

challenge oppressive power dynamics and structural
sources of injustices, thus incorporating into a coherent

Ⅱ Key roles of values

whole the micro-macro, personal-political dimension ofintervention. That is why communication skills are mostA holistic and participatory model is one of the recent

critical skills they need to obtain. The holistic focus ofmainstream approaches of social work which issocial work is universal, but the priorities of social work

promoted to describe four key roles underpinned bypractice will vary from one country to the next, and fromvalues and ethics, which are:time to time depending on historical, cultural, political*Assessing: prepare for, and work with individuals,

and socio-economic conditions. Therefore necessaryfamilies, carers, groups and communities to assess theirand useful communication skills are varied and depend

needs and circumstances.

on circumstances. This article tries to find universally*Planning: carry out, review and evaluate social work

acceptable communication skills for social workers andpractice, with individuals, families, carers, groups,

its useful teaching and learning methods in actual social

communities and other professionals.

work practice. It is the responsibility of social workers*Acceptance and Support: accepting and support

across the world to defend, enrich and realize the values

individuals to represent their needs, views andand principles reflected in this definition. A social work

circumstances.

definition can only be meaningful when social workers*Interviewing skills

have those skills and actively commit to its values andBoth clinical and direct-service social workers conduct14

ソーシャルワーク実践におけるコミュニケーション・スキル

interviews with their clients to help gather information

language; (non-verbal communication skills)

and establish relationships during the initial phase of5) Interviewing skills

treatment. Clinical social workers generally focus on1) Active Listening Skills

mental health, while direct-service social workers assist

A significant portion of a social worker’s job involves

clients with concrete needs and services. In either case,interviewing clients and other parties involved in ahaving strong interviewing skills is vital, because asking

service users (SUs) care. To provide the most effective

the wrong questions or responding inappropriately to theservices and counseling, a social worker must develop

clients can negatively impact treatment and hinder thethe ability to listen carefully and pay attention to details.

overall effectiveness as a professional social worker.

This may involve learning to take detailed notes so as toTo carry out the above task, the basic skills required foreasily recall what was said later. Active listening also

the social workers can be identified as follows;

involves paying attention to how the social worker reacts• Active listening, non-critical acceptance;as the SU is speaking. This means avoiding giving signs• Paraphrasing, applying skills, reacting back;that the social worker disagrees with something a SU

encouraging, summarizing and checking;has said, interrupting a client, rolling eyes, doodling,• Empathic understanding, linking; immediacy;

multitasking, or yawning and appearing generally• Challenging; confronting; work with defenses;

disinterested in what the SU is saying.

• Planning, goal setting; problem solving; focusing

Research has verified listening as the most utilized

techniques;

form. ‘If frequency is a measure of importance, then

• Nonverbal, verbal communication skills, knowledge

listening easily qualifies as the most prominent kind of

about own and other’s use of body language;

communication’ (Adler, 2014). Active listening skills• Avoidance of judging and moralistic responses;

need to be learned, practiced in training, developed•Boundary awareness; structuring techniques; the ability

and refreshed for effective use in real situations.

to say difficult things constructively;

According to author Barry R. Cournoyer in his book

• The ability to offer feedback; techniques for defusing,‘The Social Work Skills Workbook,’ active listening

avoiding the creation of and managing hostility;

involves the combination of talking and listening skills

Related to the above, the basic communication skills

to show clients that a social worker is an active andrequired for the social workers can be identified as:

collaborative participant in treatment and helps convey

1) Active listening, attention giving; non-criticalempathy for your client's problem or situation. During

acceptance.

active listening, the worker uses mirroring techniques

2) Applying skills, ability to use different kinds

to paraphrase and reflect back to a client what he orof questions; minimal prompting; alternatives toshe has just said. For example, a client may say, ‘I hatequestions.

my spouse when he yells at me. He makes me feel like3) Empathic understanding, linking, immediacy,a child.’ An active listening response might involve(emotional relationship building; verbal

saying something such as ‘So you feel like your spousecommunication skills)

doesn't respect you or treat you like an equal partner.’

4) Knowledge about own and other’s use of body

Each response needs to be tailored to what the clients are橋本由紀子15

saying to demonstrate that the worker is truly listening

speaking’ (Thompson, 2009, p100). It is importantand engaged in what they are revealing to.

for social workers to be aware of how and what they2) Applying skills

say in certain situations, for example, in regards to the

Often social workers have to gain information fromissue of formality. If the social worker does not accesspeople who are not willing to part with that information

the situation correctly they may be conceived as beingor who may be difficult to understand. A social worker

too formal or informal and thus will inevitable create

must know how to ask the right questions to get thebarriers.

necessary information or to alter the language of theEffective verbal communication skills include morequestions to help a SU understand what was being asked.

than just talking. Verbal communication encompasses

Social workers may also benefit from knowing how toboth how you deliver messages and how you receive

use alternative tactics for getting information, such as

them. Communication is a soft skill, and it’s one that isrole playing or word association.

important to every SU. Social workers who can convey

3) Empathetic understanding

information clearly and effectively are highly valued by

Empathetic understanding describes a special

SUs. Social workers who can interpret messages and act

and demanding alertness on the part of the social

appropriately on the information that they receive have aworker involved in interviewing a SU. Empathetic

better chance understanding SUs and helping SUs.

understanding is about being present psychologically,

According to Dan Schawbel, one of his predications forsocially and emotionally, not just physically (Trevithick2011 was that soft skills will become more important

2005,p.123). By using skills such as paraphrasing,than hard skills. Schawbel went on to highlight a newreflective questioning, showing facial empathy andresearch report by Kelly Services conducted with

open and closed questioning the social worker can

134,000 people. According to the survey, the traits

convey full interest and understanding to a vulnerable

individuals identify as the most important in creating

SU (Adler, 2014). This skill involves ‘understanding

their personal value were their verbal communication

or appreciating the feelings of others, but without

skills.

necessarily experiencing them’ (Thompson 2009, p111).

4)-2 Key Differences between Verbal and Nonverbal

Social workers must show sensitivity and respect toCommunication

the feelings of the client. There is however a difference

T he use of words in c om munic a tion is verbal

between sympathy and empathy. Therefore there is acommunication. The communication which is based

fundamental skill to achieving empathy not merelyon signs, not on words is non-verbal communication.

expressing sympathy.

There are very fewer chances of confusion in verbal

4)communication between the sender and receiver.

Ve r b a l c o m m u n i c a t i o n a n d n o n - v e r b a lcommunication skills

Conversely, the chances of misunderstanding and4)-1 Verbal communication

confusion in non-verbal communication are very

Verbal communication is a key skill in social work

much as the use of language is not done. In verbal

practice and ‘refers to face to face interactions andcommunication, the interchange of the message isinvolves the impact of the actual words we use invery fast which leads to rapid feedback. In opposition

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ソーシャルワーク実践におけるコミュニケーション・スキル

to this, the non-verbal communication is based

words, numbers, and punctuation marks. They may

more on understanding which takes time and hencevary from the monosyllabic gesture of a hitchhiker's

it is comparatively slow. In verbal communication,

prominent thumb to such complex systems as thethe presence of both the parties at the place ofAmerican Sign Language for the hearing disabledcommunication is not necessary, as it can also be done

where nonverbal signals have a direct verbal translation.

if the parties are at different locations. On the other

However, it should be emphasized that signs andhand, for an effective non-verbal communication, bothemblems are culture specific. The thumb and forefinger

the parties must be there, at the time of communication.

gesture used to represent 'A-Okay' in the United States

Verbal communication fulfils the most natural desire ofassumes a derogatory and offensive interpretation inhumans – talk. In the case of non-verbal communication,some Latin American countries.’ (Wallace V. Schmidt

feelings, status, emotions, personality, etc. are very easily

et al., (2007) It is critical for global social workers who

communicated, through the acts done by the parties todeal with clients with multi-cultural back ground.

the communication.

4)-5 Deceptive Studies4)-3 Non-verbal communication skills‘Traditionally, experts tend to agree that nonverbal

Nonverbal communication is the process of sending

communication itself carries the impact of a message.

and receiving messages without using words, either

The figure most cited to support this claim is the estimate

spoken or written. The term nonverbal communicationthat 93 percent of all meaning in a social situation

was introduced in 1956 by psychiatrist Jurgen Ruesch

comes from nonverbal information, while only 7 percent

and author Weldon Kees in the book Nonverbal

comes from verbal information.’ The figure is deceiving,

Communication: Notes on the Visual Perception

however. It is based on two 1976 studies that comparedof Human Relations. Social workers should makevocal cues with facial cues. While other studies have not

eye-to-eye contact when speaking with clients andsupported the 93 percent, it is agreed that both children

those involved with their care. Giving a smile canand adults rely more on nonverbal cues than on verbal

signal warmth and make a social worker seem morecues in interpreting the messages of others.’ (Roy M.

approachable.

Berko et al., (2007)4)-4 Types of Nonverbal Communication

Working as a global social worker or working with

Judee Burgoon (1994) has identified seven different

challenged people whose non-verbal communication

nonverbal dimensions: (1) body movements including

approaches are different from others should realize morefacial expressions and eye contact; (2) vocalics orof differences and risk of misunderstanding by SUs.

paralanguage that includes volume, rate, pitch, andFurther, many SUs tend to come from vulnerable sections

timbre; (3) personal appearance; (4) our physicalof society. It is possible that their involvement withenvironment and the artifacts or objects that composesocial workers may invoke feelings of shame or fear. It isit; (5) proxemics or personal space; (6) haptics or

likely that this will then leave them vulnerable to feelingtouch; and (7) chronemics or time. To this list Richard

misunderstood and not listened to. It is fundamental

Nordquist (2016) would add signs or emblems. ‘Signs

that social workers treat each SU as an individual andor emblems include all of those gestures that supplant

assess their situation as a unique case. In order to build

橋本由紀子17

a good relationship with each SU the social worker must

One of the most important social work interviewing

demolish any power or untrusting issues that may beskills is creating a safe, supportive environment for thepresent. This power may be either perceived or real inclients. Creating a supportive environment lets yourcertain situations. For that reason, congruence plays anclients know that it's OK to open up and let down theirimportant role during the interview process. It may not

guard. It helps promote a feeling of respect and equality

be completely possible to eradicate the power imbalance

between you and your client. Methods for promoting

but it is a key skill to be aware of the need to achieve

this type of safe treatment environment vary from one

congruence. This can be active by using the appropriatesocial worker to another; examples include arranging

language so that the SU can fully understand and be

your office space so that you and your client are seatedlistened to. It is through verbal skills that social workers

opposite each other, without a table or desk in between

can convey genuine warmth, respect and non-judgement

to create a power differential, or asking your clients tofor the service user. Indeed, verbal communicationrefer to you by your first name instead of "Mr." or "Ms."skills also play a major role when working with other5)-2 Questioning

colleagues and professions, and are essential for decision

Asking the right questions is a foundation of any social

making and assessments (Cournoyer, 1996). Verbal andwork interview. However, your questions need to

Non-verbal communication are not contradictory to eachhave a purpose and should not be based on your own

other, but they are complementary. In short, both goes

personal curiosity about a client. Phrasing questions inside by side and helps a human being, to interact andopen-ended form, when possible and appropriate to the

respond to other human beings. Verbal communication

function of your interview, shows your clients that you

is obviously an important part of life as we use words toare interested and open to hearing what they have to say.

communicate. But have you ever thought, that a small

An open-ended question is one that cannot be answeredbaby cannot use language or words to speak, but hewith a simple "yes" or "no" answer or just a few words.

chooses signs to show his anger, happiness, and sorrow.

Questions with those kinds of brief answers are referred5) Interviewing skills

to as "closed-ended questions." An example of a closed-

Both clinical and direct-service social workers conduct

ended question is, "What do you do for a living?"

interviews with their clients to help gather information

whereas an open-ended question might be phrased as

and establish relationships during the initial phase of"Can you tell me about your job?" According to author

treatment. Clinical social workers generally focus on

Thomas O'Hare in his book "Essentials of Social Workmental health, while direct-service social workers assist

Practice," open-ended questions encourage clients toclients with concrete needs and services. In either case,open up and talk about themselves, thereby facilitating

having strong interviewing skills is vital, because asking

treatment.

the wrong questions or responding inappropriately to5)-3 Interpretation

your clients can negatively impact treatment and hinderInterpretation is an interviewing skill that should only

your overall effectiveness as a professional social

be used when you've gathered enough information about

worker.

a client to make an informed, educated analysis of the5)-1 Supportive Environment

situation or problem at hand. It's important not to jump

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ソーシャルワーク実践におけるコミュニケーション・スキル

to conclusions or make connections between events that

1. Focus Group Discussions

19

aren't actually related. During interpretation, you help

1. Role playing

19

make connections that might not seem obvious to the

3. Field work research18

client but may be clear to you as a clinician, according

4. Counselling workshop

15

to the Middle Tennessee State University School of

5. Street play practice15

6. Theatric workshop

15

Social Work. For example, an interpretation to a client
might involve saying, ‘You felt nervous during your job

N=21 Focus Group discussions and role playing areinterview because of the time your previous employer

rated the most useful teaching methods by the students.

told you you'd never get another job in this field again.’
Table 3Q3 Do you have any suggestions regarding

Ⅲ Survey on communication skills

communication skill learning?

Ⅲ-1 Research

1.*

19

Respondents were asked to tell what communication

2.*

15

skills are most important, to give an overview of what

3.*

13

communication skills are taught at their institution,

4.*

10

and to give a description of the teaching and learning

5.*

10

6.*

9

methods used.
Objective: The purpose of this questionnaire is to

1.* Reporting and writing are important.

identify what skills are important in social work practice

2.* Empasizing skill

and what methodologies are useful to learn those skills.

3.* Cross cultural understanding

Respondents: N=25: 21; students, 4; teachers. Time:

4.* Handbooks and textbooks are usefulAugust 2016.

5.* Workshop by senior students and experience sharing
by NGO persons are useful.

Table 1Q1 What are important communication skills

in social work practice?

6.* We want more chances of presentation and making
speech skill learning.

Please name three.
1. active listening skill

20

N=21 Reporting and writing skills are

2. non-verbal communication skill

19

ranked as the top followed by emphasizing

3. interviewing skill

18

skill.

4. Paraphrasing

14

Q4 Any suggestions or sharing your thoughts on

N=21 Active listening is rated as the mostcommunication skills in social work practice? Social

important by the students.

work faculty members, teachers and professional social
workers were asked this question. N=4

Table 2Q2 What teaching and learning methods areuseful to obtain those skills?

Suggestions are given mainly from actual social work
practice.
1) Make effective contact with individuals and橋本由紀子19

organisations for a range of objectives, by verbal,

There was no systematic approach to teaching

paper-based and electronic means. (importance ofand learning about 'making effective contact’ thatlearning e-communication skills)

distinguished between individuals and organisations

2) Identify and use opportunities for purposeful andor different objectives. Nevertheless, many of the

supportive communication with users

skills needed for doing so are embedded in curricula,within their everyday living situations.(multi-

for example, counselling, networking, advocacy anddisciplinary workshop including service users areinterviewing. It appears, however, that much of thisimportant)needs to be thought through against the benchmarks in3) Present conclusions verbally and on paper, in aan explicit way.

structured form, appropriate to the audience for

In terms of modes of communication ('verbal, paper-

which these have been prepared. (writing practice isbased and electronic’), there is an emphasis on

important)verbal communication. Nevertheless, paper-based

4) Make effective preparation for and lead meetings

communication skills are reported in terms of 'reportin a productive way. Communicate effectively

writing’, 'written communication’, 'recording’, andacross potential barriers resulting from differences.

'writing letters’. Electronic means are also referred to in(Productivity)

terms of 'IT skills’ and 'telephone work’.
The impact of disabilities, including learning disabilities

Ⅲ-2 Findingssuch as dyslexia, is not addressed in the responses.

There are a number of key recommendations and3) Interviewing skills

suggestions from the data relating to what is currently

The most common skill to be identified in the teaching

being taught regarding communication in social workof communication is interviewing. While this is often

education.

undefined, in many cases respondents go on to identify

1) Listen actively to others, engage appropriately withparticular contributory or 'sub’-skills, including listening,

the life experiences of service users, understand criticallyquestioning (in particular, asking open questions), non-their viewpoint and overcome personal prejudices.

verbal communication and empathy.

While there is evidence of teaching and learning about

These were also the kind of skills most likely to be'listening actively’, there is little that links explicitly withidentified in students’ responses, wherein the focus group'engage appropriately with the life experiences of service

suggested that interviewing was the most prevalent

users’. Responses include 'working with difference andcommunication form they have learnt.

diversity’, 'political/social context of social work’ and4) Written communication skills'adapting skills to users’ situations’ (practice teachers’

There is a clear emphasis on verbal and nonverbal (otherfocus group), each of which can be seen to contribute tothan written) communication teaching and learning in

the benchmark but not in a clearly defined way.

current practice. However, where written communication

2) Make effective contact with individuals andwas mentioned, respondents tended to express anxiety

organisations for a range of objectives, by verbal, paper-

about lack of attention to this area, and academics

based and electronic means.

and practice teachers felt that students need particular

20

ソーシャルワーク実践におけるコミュニケーション・スキル

support with their written skills.

building’ and 'communication through art and play’5) More communication skills required(practice teachers’ focus group). Verbal cues are also

Increased user involvement, with users coming in

addressed in current teaching and learning in terms of

to deliver teaching and also being involved with'questioning’, 'feedback’, 'clarifying’ and 'checking out’,

assessment. Increased inter professional teachingbut, again, not clearly drawn out.

- both teaching in mixed groups with other human8) Identify and use opportunities for purposeful andservices students, and teaching about inter professional

supportive communication with users within theircommunication.

everyday living situations.

Increased assessment by observation as well as written

Practice teachers in particular identify 'adapting skills

assessment;

to users’ situations’ as key and academics refer toIncreased use of observation and shadowing, that is,related skills, for example, 'working with difference andstudents shadowing experienced social workers indiversity’.

practice. The issue of inter professional communication

9) Communicate effectively across potential barriers

emerges as a key theme. Some respondents mentioned

resulting from differences.

that there was already teaching in this particular area,and several stated that teaching of communication in thisⅣ conclusionarea would be increased.

Active listening, verbal and nonverbal communication

6) Experiential learning principles

skills, and interviewing skills are rated as the most

Overall, there was a strong emphasis on experiential

important communication skills by the students. And

teaching and learning, reflected in the strong showing

focus group discussion and role playing are highlyof participative activities such as role play, video work

evaluated as effective learning methods. However,(students being videoed and observing themselves andteachers and professionals think writing and reporting

each other) and small group work. Typically, respondents

skills are very important and the students are not aware

described sessions beginning with a short period ofof it. Those important skills can be interrelated eachtutor-delivered theory or background, followed byother. It can be concluded the students can identify

exercises and role plays in small groups, with feedback.

learning methods best fit to themselves and develop their

Where direct input from tutors was mentioned, however,strength. In this diversified society, without managing

all respondents emphasised that this was kept to aeffective communication skills social workers cannot

minimum-one, respondent described them as 'mini-achieve the task based on the social work values;

lectures’.

service user oriented, empowerment, acceptance, and

7) Use both verbal and non-verbal cues to guide

universal human rights. Those skills can’t be taught onlyinterpretation.

by teachers, but learning and practicing in a students’Significantly, respondents refer specifically to 'non-oriented group work can lead to empowering themselves.

verbal communication’ as a key skill, and this is
supported by reports of other related skills being taught
and learnt, for example, 'self-awareness’, 'rapport

橋本由紀子

21

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