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This study investigates resilience processes in the context of identity-based discrimination through the lens of the communication theory of resilience (CTR). Participants enacted all CTR processes delineated in the theory utilizing both in-person and online communication when facing six identity-related triggers. Participants described how social media, virtual tools, and online communities empowered them to adapt each communicative resilience (CR) process digitally, particularly when feeling unsafe in face-to-face interactions. Utilizing thematic co-occurrence analysis, we identified relationships within triggers and CR processes, both in person (maintaining networks, productive action, and alternative logics) and online (crafting normalcy, affirming identity anchors, and maintaining networks). These findings offer valuable insights into resilience strategies across communication channels for individuals navigating identity-based disruptions. The findings also illuminate the intricate interplay of triggers, CR processes, and communication channels in response to identity-based discrimination, underscoring the need for a holistic understanding of the vital role of building resilience both in-person and online. [ABSTRACT FROM AUTHOR]

The contact hypothesis purports that intergroup interactions under particular conversational conditions are more likely to lead to positive outcomes, including a decrease in prejudice. Extending the contact hypothesis by conceptualizing conditions as unfolding communicative processes, we held focus group/interviews with 35 facilitators from 14 community organizations that conduct interracial conversations about race. We used thematic analysis to discern the conditions and their enactment (i.e., dynamics) and employed grounded theory to assess any relationships across these conditions and their dynamics. We found six conversational conditions (interracial co-facilitation, using community agreements, adapting to participants' readiness, equalizing communication, creating welcoming spaces, and promoting critical consciousness), each of which involved particular conversational dynamics that elaborated on what occurs when the conditions are implemented. Our overarching analysis reflected that the facilitators were involved in building a container for dialogue that has the potential to be transformative within the communities they facilitated and beyond. [ABSTRACT FROM AUTHOR]

The concept spark joy has a long history in Japan but only a brief one in the U.S. This study involved interviews with 25 Japanese and 25 U.S. nationals to capture their knowledge of and interpretation for the popular concept of spark joy. We also looked for what objects brought out the emotion and the occurrence of particular meanings given to and characteristics of objects that spark joy in our participants. To spark joy generally referenced a positive emotion, though it was more specific for, lyrical, and ingrained in daily life for those from Japan, and it was tied more often to past memories for those from the U.S. For both groups, but particularly for those from the U.S., objects that sparked joy were likely to be seen as indispensable and, to a lesser extent, irreplaceable, reflecting an attachment to such objects. The objects that sparked joy typically had relational and/or self-expression meanings. Overall, the semiotic value of objects that spark joy has two sides: a combination of positive feeling and connection to self and/or other; given the owner's belief that the objects are indispensable, however, they may also fear their loss. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate teacher-student interaction using a relational frame (i.e., describing the student-teacher dynamic as inherently relational). Specifically, we focus on turning points and their potential outcomes in student-teacher relationships. Students who were able to identify a relational turning point event with a college teacher (n = 394) completed open- and closed-ended survey questions about the event, its outcomes, and their learning and motivation. Analysis of participants' responses yielded six meta-level categories of turning point events, most of which were positively valenced: instrumental, personal, rhetorical, ridicule/discipline, locational, and other person. Our analysis also yielded 11 categories of outcomes of relational turning point events. Two of these--changes in willingness to approach the teacher/seek help and changes in perceptions of their relationship with the teacher--were common to personal turning point events. Students who reported positive instrumental, personal, and locational turning point events also reported increased cognitive learning, affective learning, and student motivation following the turning points. Further, students who reported a ridicule/discipline turning point event, the one event type commonly rated negatively, reported decreased cognitive learning, affective learning, and student motivation. (Contains 5 tables.)

The present study uses Buzzanell's (2018) communication theory of resilience (CTR) to explore the triggers that HIV-positive men who have sex with men (MSM) report experiencing and their communicative responses to those triggers. Analysis of posts from 39 members of an HIV-positive online forum reveals that members experienced CTR's four resilience triggers, with some triggers co-occurring. Members shared using four communication processes related to resilience, overlapping in two forms. As members' use and creation of communication networks was a common denominator of the two co-occurring communication processes, creating opportunities and safe spaces for MSM to network, communicate, and foster social support with others (such as via the forum examined in this research) are imperative, especially for those living in more intolerant social environments. [ABSTRACT FROM AUTHOR]

Despite a widespread acknowledgement of the relationship between account offerings and facework, little research has provided evidence showing that different types of accounting moves actually foster diverse assessments of attentiveness to face. Following Goffman (1955, 1967), we coded the primary types of challenges, offerings, and evaluations from interactions between friends who discussed a previous failure event by the speaker. We analyzed the codes--and the complexity of the sequences--for differences in participants' judgments of attentiveness toward other-face. Not every accounting form resulted in significant differences; nevertheless, either the speakers or their partners perceived most forms differently in some way. Additionally, elicitors viewed more complex (i.e., longer) account sequences as less attentive to their own negative face, but accounters viewed more complex (i.e., more varied) offerings as more attentive to others' negative face. Qualitative analyses revealed additional discourse forms that may count as offerings and evaluations, including a more direct form of self-oriented facework, requests for advice from the accounter, rejections of account suggestions, and requests for information and acceptance.

Explores politeness theory by investigating the influence of nonverbal behaviors on facework in criticism of a friend. Finds that cues, such as vocal tone and facial expressions, influence participants' perceptions of politeness. Suggests that facework scholars should also consider how something is said as a salient for interpretation of what is said. (PA)

Argues that nonverbal cues act much like other behaviors in triggering attribution-making in couples' interactions. Finds that negative behaviors were more likely than positive nonverbal cues to be noticed; satisfaction was related to attributions for positive behaviors; mutual attributions for the same behaviors differed significantly; and self/other attributional differences were enhanced by relational satisfaction. (SR)

Finds that expectancies, as well as the degree to which subjects (undergraduate students) believe their expectancies are met had limited links to evaluations of an interaction and interaction partners. Finds that the behavior subjects displayed ("individuating information"), on the other hand, appeared to be related to evaluations more consistently. Notes that expectancies were associated with certain behaviors in interaction. (SR)

Suggests ways in which attribution theories can explain the interpretation processes involved in understanding nonverbal behavior. Examines attribution choices for nonverbal messages between romantic partners and finds that level of relational satisfaction correlates with perceptions of cause for nonverbal messages. (MG)

The purpose of this study was to investigate teacher-student interaction using a relational frame (i.e., describing the student-teacher dynamic as inherently relational). Specifically, we focus on turning points and their potential outcomes in student-teacher relationships. Students who were able to identify a relational turning point event with a college teacher (n = 394) completed open-and closed-ended survey questions about the event, its outcomes, and their learning and motivation. Analysis of participants' responses yielded six meta-level categories of turning point events, most of which were positively valenced: instrumental, personal, rhetorical, ridicule/discipline, locational, and other person. Our analysis also yielded 11 categories of outcomes of relational turning point events. Two of these--changes in willingness to approach the teacher/seek help and changes in perceptions of their relationship with the teacher--were common to personal turning point events. Students who reported positive instrumental, personal, and locational turning point events also reported increased cognitive learning, affective learning, and student motivation following the turning points. Further, students who reported a ridicule/discipline turning point event, the one event type commonly rated negatively, reported decreased cognitive learning, affective learning, and student motivation. Keywords: Relational Turning Points; Teacher-Student Relationship; Learning Outcomes; Relational Frame

Consistent with calls by O'Sullivan (1999) and Rogers (1999), we use mass communication theory to help understand what are often thought to be largely interpersonal communication processes. Specifically, we contend that investigating media frames found within metapragmatic discourse of nonverbal events can help organize and reveal more specific meanings that can be given to the cues. To provide evidence for our argument, we analyzed Israeli and Palestinian media coverage of the 1993 handshake between Yitzhak Keywords: Nonverbal; Handshake; Framing; Politics, According to Gumperz (1982), our ability to communicate with others depends on 'shared interpretive conventions' (p. 3). To make sense of talk between people, communicators must have language-based and socio-cultural [...]