Abstract:
F e w a r e a s o f ac a d e m i c study have attracted so much attention as that of interpersonal communication. In recent years there
has been a deluge of research studies in this domain. The reasons for this
were aptly summarised by Wiemann (2003, p. ix):
Our ability to create and sustain our social world depends in large
measure on how well we communicate. People’s social skills are
crucial to their well-being – individually and collectively. The
importance of understanding skilled behavior in all its complexities cannot be overstated.
Competence in communication is vital for our health, our relationships, and
indeed for all of the activities in which we engage as functioning humans
(Hannawa & Spitzberg, 2015). Studies have shown a clear and positive relationship between effective interpersonal skills and a range of benefits such
as greater happiness in life, resilience to stress and psychosocial problems,
and enhanced academic and professional achievements (Müller, Peter,
Cieza, et al., 2015; Hargie, 2017). Indeed, in examining the question as to
why we should study this area, the answer given by Stewart, Zediker, and
Witteborn (2005) was that we study it because there is a direct relationship
between the quality of our communication and the quality of our lives.
In relation to the professional sphere, as society develops and
becomes more complex, there has evolved the need for a greater number of what Ellis (1980) termed ‘interpersonal professionals’, who spend
a large part of their working lives in face–face interaction with others.
Such professionals include doctors, teachers, speech therapists, physiotherapists, occupational therapists, social workers, psychologists, nurses
