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Related Concept Videos

Barriers to Effective Communication II01:21

Barriers to Effective Communication II

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
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Robbers Cave04:49

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During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...
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Barriers to Effective Communication I01:30

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A communication barrier is any distortion or interruption during a conversation, resulting in miscommunication of the message. A good communicator should know these barriers and continuously check for the listener's understanding by obtaining feedback.
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Stereotypes, Prejudice, and Discrimination02:55

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Updated: Feb 24, 2026

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Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools.

Stephen Fitzmaurice

    American Annals of the Deaf
    |August 22, 2017
    PubMed
    Summary

    Uncredentialed educational interpreters in rural schools perform diverse roles, including instruction and preparation, often with significant autonomy. Further research and national standards are needed for these vital educational professionals.

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    Area of Science:

    • Education
    • Linguistics
    • Deaf Studies

    Background:

    • Many rural Deaf and Hard of Hearing students rely on educational interpreters in public schools.
    • There is limited research on the roles of uncredentialed interpreters in rural educational settings.
    • Credentialing requirements for educational interpreters vary, with some rural areas lacking them.

    Purpose of the Study:

    • To explore the functions and roles of uncredentialed educational interpreters in a rural high school.
    • To understand how interpreters without formal certification or assessment operate within their school environment.

    Main Methods:

    • Ethnographic interviews with three uncredentialed educational interpreters.
    • Field observations of interpreters in a rural high school setting.

    Main Results:

    • Uncredentialed interpreters engage in four primary functions: preparing the environment, staff, and materials; interpreting diverse content; interacting with stakeholders; and directly instructing Deaf and Hard of Hearing students.
    • Interpreters in these rural districts function with considerable autonomy due to the absence of regulation.

    Conclusions:

    • The findings highlight the multifaceted and often unregulated roles of educational interpreters in rural areas.
    • There is a need for further investigation into the practices of uncredentialed interpreters.
    • Establishing national standards for all educational interpreters is recommended to ensure consistent quality of service.