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1 Introduction The revelation of personal experiences and thoughts, commonly called self-disclosures, is regarded as contributing to individual change processes in counselling and therapy. The ways in which self-disclosures are responded to and how the elements of individual experience are addressed in interaction, may have consequences on whether the therapeutic effect is achieved. However, there is little empirical knowledge on how self-disclosures and their responses unfold in interaction in authentic group counselling discussions. This study aims to


THEATRICAL COLLOQUIA 214 DOI number 10.2478/tco-2020-0016 Self-disclosure Anca-Maria RUSU Abstract: The book written by actor-poet Dionisie Vitcu is both a reference book (extremely useful in researching the history of “Vasile Alexandri” National Theater from Iasi, and beyond), as well as a creed. A creed of an outstanding servant of the theater, aware of the ephemerality of the stage performance, and by publishing his book, an opponent of passage of time going into oblivion, an investigator of the deep relationship between individual and

References Altman, Irwin and Dalmas A. Taylor. 1973. Social Penetration: The Development of Interpersonal Relationships. New York: Holt, Rinehart and Winston. Andō, Kiyoshi 安藤清志. 1986. “Taijin kankei ni okeru jiko kaiji no kinō 対人関係における自 己開示の機能 [(Functions of) Self-disclosure in Interpersonal Relationships].” Tōkyō Joshi Daigaku Kiyō Ronshū 東京女子大学紀要論集 [Tōkyō Woman’s Christian University Bulletin], 36 (2), pp. 167-199. Andō, Kiyoshi 安藤清志. 1990. “‘Jiko no sugata no hyōshutsu’ no dankai 「自己の姿の表出」 の段階 [The Step of ‘Disclosure of Self’].” In Nakamura Hiyoshi 中村陽吉, ed

Jacob Cayanus and Matthew M. Martin 10 Teacher Self-Disclosure Abstract: The argument has been made that the student-teacher relationship is interpersonal in nature. As such, teacher self-disclosure plays an important role in the development of this relationship. Teacher self-disclosure refers to the process of divulging personal information while giving instruction or interacting with stu- dents. From conversing about family to providing details about undergraduate life, this teacher communication behavior promotes understanding, influences the learning

Chapter 3. Self-disclosure Many times people are attempting to do something all alone and it can’t be done all alone because it’s got to be done in dialogue. Even when you think the same thoughts all by yourself, it’s not the same as engaging in a dialogue. And there is something so healing about it. (Richard Erskine, workshop in 2004)63 3.1 Introductory remarks Verbalization64 – revealing, stating out loud and sharing some personally important (be they joyful or traumatic) experiences with others – is an eve- ryday human undertaking

I SELF-DISCLOSURE J'attends Dieu avec gourmandise. -Rimbaud Oh, Lord, Thou knowest that I have lately pur- chased an estate in fee simple in Essex. I beseech Thee to preserve the two counties of Middlesex and Essex from fire and earthquakes; and as I have also a mortgage at Hertfordshire, I beg of Thee also to have an eye of compassion on that county, and for the rest of the counties. Thou may deal with them as Thou art pleased. Oh Lord, enable the bank to answer all their bills and make all my debtors good men, give a pros- perous voyage and safe

1 Introduction Getting acquainted with others is one of the most basic interpersonal communication events. Yet much of the research on the interactional practices through which persons become acquainted and establish relationships – whether they be passing or ongoing – has been undertaken from a social psychological perspective, where the data have been primarily gleaned from questionnaires, and the focus has been primarily on the importance of uncertainty reduction or increasing relational trust through self-disclosure. There have more recently, however, been a

Chapter 4 Seropositivity Self-Disclosure and Concealment People who have tested negative for HIV or who have not been tested at all often fear being lied to or manipulated by unethical seropositive indi- viduals. This fear, in turn, affects risk-related behavior. Urban legends abound warning of beautiful HIV-positive charmers who enchant and then have unprotected sex with unsuspecting seronegative1 people in order to spread the virus (regarding the social construction of AIDS and the further ramifications of myths such as this one, see Abelove 1994; cf. Farmer

Chapter 9 Self-Disclosure Self-Described The need for safer sex practice does not end with a negative HIV test; neither does it end with a positive diagnosis. Indeed, safer sex is as imper- ative for HIV-positive individuals as it is for HIV-negative individuals, not only because the former might otherwise pass the virus on but also be- cause they are at risk for reinfection and for infection with other kinds of pathogens. While this project did not originally concern the experiences of individuals who know themselves to be HIV-positive, it soon became clear that

Trine Heinemann Professional self-disclosure: When the home help talks about herself 1. Introduction Self-disclosure, or the "act of revealing personal information to the other" (Archer 1980:180) is generally understood as an activity through which intimate relationships are build and defined. This study examines how this is actually done in interactions between home helps and care recipients in the Danish home help service. The home help service is a government program that offers assistance to elderly or disabled persons. The home help visits the home