1. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 COMMUNICATION The Programme for Education in Prisons

2. COMMUNICATION may be understood as passing of:  Information  Emotions  Attitudes We must fulfil conditions of compatible vaule orientation at least on the level of partial similarity to be able sucesfully communicate with our partner.

3. VERBAL c OMMUNICATION 1. SUPLEMENTARY Continuous reciprocal levelling informative, emotinal and experiencial level of exchanged comunication Both communicating sustain balance, they strive one ante the other not to stay behind wtih their experiencies (friend- friend)

4. 2. COMPLEMENTARY one person is in directive, dominant position (senior- inferior) both participants recpect such a division of roles, inferior doesn´t strive to compete with senior dominant partner this type of communication is expediential and effectual when exchanging informations

5. 3. METACOMPLEMENTARY Person in dominant position doesn´t use this possibility and relinguishes it purposely to the other (therapist- patient) Here it displays art of hearing to the other, to keep silence, to pierce to the problem better and then to find a solution together

6. NONVERBAL COMMUNICATION Body moving Gestures Mimicry Eyes moving Quality of voice Breaks in speach Laughter Growling Space distance Odour perceptions Style of clothing Choice of cosmetics Derss colour Touches make 90 – 94% of overall communication proces

7. SOCIAL COMMUNICATION  specific form of social contacts  it assumes understanding  of relation ship of individual and social milieu  it is executed between communionist and communicator  communiqué

8. WHAT AND WHY WE COMMUNICATE MOTIVE Desire for knowledge Estabilishing of emotional relationship Power selfenforcement undrstanding CONTENT Informations Emotive words, nonverbal communication prevails distance, selfconfirmation, haughitness Explaining of postures, frankness, toleration

9. How we speak with our selfs Messages and informations How to understand what we are saying How we are and how we feel Attitude to the thing we are speaking about Attitude to hearer we are speaking with Selfconception - who we consider us to be Ratifictionace, yourconception – who I consider you to be A touch of next course of our relationships Desirable rules of the next phase of meeting What we wish - passions

10. PROCESS of COMMUNICATION Communication content itself Colouring of the content (paralinguistic overtone) Nonverbal attendance (deeds, acts, behavior) Kinéma (character of communication unfolding)

11. KOMMUNICATION BARRIERS LinguisticEthnicInterestsCharacterIntellectual

12.  They are uncontrollable differencies between cummunicating persons.  Communication is the more effective, the more interfacial areas exist.  When communication is working well in both levels (relational and contetual. Communicating persons understand each other well.  It is possible to avoid adverse events when communicating when we continuously ask back questions and make our selves certain if our partner understand us (problem in contentual level).  The Problem in relational level implies that the cause is in interrupted personal relationship metween communicating persons..

13. VERBAL COMMUNICATION Eypressing of thouhts with help of symbols. These and other paraluinguistic symbols are kind of legend how to understand content of communication: Intenzity of voice expression Voice depth Voice colour Lenght of speech Speech pace Speech content Speech segmentation A i ?

14. Role of voice expression Tone Voice colouring – loudness I must not sream – it would sound agressive Don´t speak too quiet – the hearer woul feel insecure and irresolutely Don´t speak monotonously –they woul think that you are not serious Don´t raise your voice in the end of the sentence – in generates an image of question Your voice should be steady – wtih pleasant conversational tone When you are sure the voice shoul sound sure Speed of speech He speaks slowly – either he is deciding or he thinks slowly He speaks too fast – he is either windbag or he is fulsome Filling words – sound unprofessionaly and refer about low education Breaks – when searching for the right word. Breaks provide strenght.

15. When hearing we can detect some qualities of the person: listen to overtones loudness stresses laid on certain words speech speed psychopath – speaks usually shortly and vigorously – agressively psychasthenic – painted speech, tendency to be original upon any terms Anxioius person – answers like short shots, often only YES or NOT hysteric person – often changes subject of interwiew, intonation, speaks affectivly, don´t control him self very well submissive p. – submits easy agrees, stable and bromidic expressions neurotic – strays from the point easy, unrest, gesticulation introvert – speaks not much, thoughtful, closed extrovert – speaks a lot about possible and also impossible egoist – speaks a lot about himself; „Me“, „Mine“, „My opinion“ autocrat – he would prefer to rule on his own, continuous dictates, he doesn´t admit any disscusion liberal – he behaves indifferently almost to all things, he doesn´t comment anything

16. NONVERBAL COMMUNICATION Shows emotions and attitudes of people Maintaines or weakens veracity of verbal communication MIMIC – communication through countenance PROXEMIC – communication through distance POSTHUROLOGY - physical attitudes, posture HAPTIC – communicaton through touch KINEZIC – communication through motions SPEECH OF EYES AND WIEVS GESTURES

17. Gestures of flat hands Exposed flat hands Raised finger Hands across in front of the body Hands across on leid on the table Hands across in front of the face Folded hands Roof from fingers

18. Motions of hands over the face Over mouth and nose Underpinned head Finger near to the forehead Thumb, forefinger Fingers go over the chin, heas is gently hung, body towards the partner Fingers over the foreheas Touchs of ear, nose, mouth Crossing of thelimbs

19. Eye contact Beware of your eyes were stirring (discursive). During the interwiew don´t look at the floor or at the ceeling. We don´t have trust to somebody who cannot look into our eyes. Keep straight, continuous eyecontact, however it must not threaten. Acting with threatened people don´t last long. Look at the person you are speaking to, straight. It looks plumb and openly. By observing the pupils good observer can sense emotional motions of partner.

20. Posture Speaks about your current state, mood. Man in depression is out of hart and body. Beware of descending your head to the side. It evokes feeling that you are either insure or servile. Head can be turned to the side when hearing but not when speaking. Relevance of your nessage heghtens whne you will be turned straight to your partner, stand or sit in the proper distance, be gently bend and hold head up.

21. Posture when sitting  Deflection backwards from the backrest = vacillation, mistrust or even aversion  A tilt forwards = effort to communicate, interest Interpretaion (commentary) of nonverbal signals is nessesary to maintain without simplification in the whole context of situation.Somebody has hands behind back not because he is hiding his plans but because he may stand for a long time and he has a backache. If verbal and nonverbal expression don´t fit together we can recognize the speaker lies (the expression is not truswothy).

22. Proxemic Interpersonal zones Keyhole zone – 15-20 cm Personal zone – 50-150 cm Social zone – 1,5-3,5 m Public zone – more then3,5 m

23. Haptic One of the most common social touches is handshaking. It is of great importance in social contact. Beware of tapping, claping on the back of communication partner, it wouln´t need to be pleasant to him. Touches anywhere else than from shoulder to elbow can partner in communication sense as sexual undermeaning. This is not always pleasant to the other.

24. Mistakes in perception and evaluation of the others Hallo effect First impression Effect of anchorage Influence of folk traditions Current state of observer Private personal theory Influence of estetic stereotype Influence of enviroment, where the appreciation proceeds Preconception – ethnic, racial, etc. Mistakes of lenity and severity – tendention to averaging

25. Factors, that affect our fruitfulness when judging other people ability to perceive, to think and to react accurate and well, social perceiving and empathy experiencies realism in selfwiew and in wiew on the others knowledge about personal structure and contexture of it´s influence knowledge of observing methods including their stable places knowledge of psychologist terminology knowledge of principles of social psychology ability to connect functional approaches and acting with psychological knowledge

26. COMMUNICATION THROUGH DEEDS Communication through the deed includes not only specific deeds, but all that has got clear value impact or relationship to behaving of one or the another communication partner. Sometimes we use communication better in clear form, with out verbal part of communication if possible.

27. Bibliography ADLER, A. Umění rozumět. Praha, Práh 1993. BERNE, E. Jak si lidé hrají. Dialog, 1992. CARNEGIE, D. Jak získávat přátele a působit na lidi. Bradlo, Bratislava 1991. Hála,J., Soudková,P. Jak mluví čeští vězni.Příloha Českého vězeňství č.4/2002 KŘIVOHLAVÝ, J. Jak si navzájem lépe porozumíme. Svoboda, Praha 1988. KŘIVOHLAVÝ, J. Povídej naslouchám. Návrat, Praha 1993. PLAŇAVA, I. Jak to spolu mluvíme. Brno, FF MU 1992.

28. Bibliography Burgoon, J. K., Buller, D. B.,Woodall, W. G.: Nonverbal communication: the unspoken dialogue. New York, Harper & Row 1989. Cherry, C.: On Human Communication (2nd ed.). Massachusetts, The M.I.T. Press 1970. DeVito, J. A.: Messages: Building interpersonal communication skills (4th ed.),.NY: Longman 1999. Fischer, B.A.: Perspecitives on Human Communication. London, McMillan Publ. Co. 1987. Gibbon, J.W., Hanna, M.S.: Introduction to human communication. USA, WBC Wm. C. Brown Publisher 1992. Griffin, E. M.: A first look at communication theory (2nd ed.). NY: McGraw-Hill 1994. Hartley, P.: Interpersonal Communication (2nd.ed). London – N. York, Routledge 1999. Knapp, M. L., Miller, G. R., Fudge, K.: Handbook of interpersonal communication (2nd Ed.). Thousand Oaks, CA: Sage 1994. Littlejohn, S. J.: Theories of human communication (6th ed.). Belmont, CA: Wadsworth 1998.

29. Model situation Through personal experience it is possible to sample: Ability of practical analysis of different communications (through work with text and practical simulated situations).

30. Importance of training To learn in the terms of personal experience to understand reactions of the other person, to forsee them and to influence them by adecvate nonagressive communication To be able to recognize possible sources of social conflicts that rise from incorrect identification of formal or informal social roles. To evidence ability of prepearing of model situation and it´s elaboration as a sign of ability to applicate theoretical kowledge along with obsreving and evaluation of signals verbal and nonverbal communication

31. DISCUSSION Try to find differencies in possibilities of communication unapprehended and in prison. Then try to describe an influence of these differencies on quality of life and mental condition of prisoner. What do you imagine under active hearing and what is it´s importance for prisoners.

32. Summary Aim of this educational module: To explain hearers with the fact, how prison enivroment influents ways of communication, to test practically impact of choice of unsuitable communication strathegy and our following reactions in concrete saituation, to learn about transactional analysis in connection with communication, to find out a level of communication and creative abilities of hearers. To be able to react sensitively on the signals of verbal and nonverbal communication and to choose such a communication instrumentsso as to eliminate as much as possible a danger of inception of agressive acting from the side of prisoned persons.