Rapport Module 1

Introduction

The Merriam Webster (2004) and Oxford (2010) dictionaries define rapport as a close relationship indicated by harmony, conformity, accord, or affinity and in which the people or groups involved understand each other's feelings or ideas and communicate well. Rapport encapsulates the relationship between the teacher and student and a good rapport is often seen as a watermark for a master teacher (Swchartz and Gurung 2012). In other words, Rapport is about creating an alliance. In some ways this it becomes tantamount to an unwritten classroom or similar environment contract that we (instructor and student) will take this learning journey together. We are in this together.

Rapport is useful on many levels. Perhaps the most obvious is that it creates a channel of communication. You do not need an esoteric mind to see that a message sent may as well not exist, or at least be ineffective, if it is not received. On the other end, the rapport itself may be seen as an intervention (RNAO, 2002). In fact, Social Workers, do use a very purposeful rapport, the therapeutic alliance, to enhance their work. In fact, despite social work’s often eclectic and combined approaches, it has been shown to increase effective across the board (Ardito and Rabellino, 2011). Police officers even use rapport during investigative interviews to find out information and get the most open honest answers through candid discussion (Collins, Lincoln, and Frank, 2005). While forensic interviewing may seem far afield from teaching. It shows the levels of barriers that may be breeched simply through the establishment of good rapport.

So far we have discussed the benefits of good rapport, but, one might question the cost. Like the extent of the benefits, that will vary as well. However, the biggest expenses will likely be to your time and ego. You will undoubtedly stumble through your first attempts at new techniques. It is possible that a technique is not effective with a certain student or population. As you will need to focus on evaluating yourself, these types of scenarios will seem that much more intensive. The good news is you will have positive tangible methods under your belt. Don’t forget we learn from mistakes, too. So, you will be better at identifying what we are good at and what we can use when.

Read

Schwartz, B. M., & Gurung, R. A. (2012). Evidence-based teaching for higher education. American Psychological Association. Chapter 2

Evidence-based_teaching_for_higher_education-_chapter_2.pdf

Do

Take this short survey. You will have the opportunity to review it at the start of the next module. There are no wrong answers. It a diagnostic and learning tool.

References:

Ardito, R. B., & Rabellino, D. (2011). Therapeutic Alliance and Outcome of Psychotherapy: Historical Excursus, Measurements, and Prospects for Research. Frontiers in Psychology, 2, 270.

McGuire-Snieckus et al. (2007). A new scale to assess the therapeutic relationship in community mental health: STAR. Psychological Medicine, 37 (2007), pp. 85–95

Merriam-Webster. Merriam-Webster's collegiate dictionary. Merriam-Webster, 2004.

Registered Nurses Association of Ontario (2002). Establishing therapeutic relationships. Toronto, Canada: Registered Nurses Association of Ontario.

Stevenson, Angus, ed. Oxford dictionary of English. Oxford University Press, USA, 2010.