Michaelson & Rahim describe a very welcome sustainable training framework for teaching clinical communication skills to trainees on MRCPsych courses. This commentary expands on their article, noting how psychiatrists listen and ask questions affects the therapeutic relationship and patients’ willingness or ability to disclose sensitive information, which is particularly important in risk assessment. Extending videorecording role-plays in training to routine (including remote) clinical consultations and involving patients and carers in training will be key to identifying communication that has a positive impact on patient experience and outcomes.

Recent criminal psychology research has raised critical questions about applying non-verbal communication methods for lie detection purposes in forensic settings. Research has shown low correlations between non-verbal communication and deception. However, non-verbal communication methods are still widely applied and suggested by police manuals. Results obtained by experimental and field research are biased by the following factors: (i) attention is given only to quantitative aspects of non-verbal behavior; (ii) there is a lack of research of qualitative aspects related to non-verbal behavior analysis; (iii) lack of connections between non-verbal indicators and verbal content; (iv) lack of attention on timing of non-verbal behavior; (v) most research is performed on psychology students in experimental contexts. This article proposes a new methodology for applying the Facial Action Coding System as investigative support and not as a lie detection method. The Facial Action Coding System will be introduced to integrate with verbal content analysis and a new framework to interpret non-verbal signs discussed. The aid of standardized non-verbal methods will be discussed through an in-depth psychological analysis of a case of homicide perpetrated in 2010 in Southern Italy by discussing a video analysis of the suspects’ statements.

This paper explores how language teachers learn to teach with a synchronous multimodal setup (Skype), and it focuses on their use of the webcam during the pedagogical interaction. First, we analyze the ways that French graduate students learning to teach online use the multimodal resources available in a desktop videoconferencing (DVC) environment to monitor pedagogical interactions with intermediate level learners of French in a North-American university. Then, we examine communicational and pedagogical aspects of this process which involves orchestrating different modalities and deploying various regulations for “semio-pedagogical” purposes. We define semio-pedagogical skills as the capacity to mediate a pedagogical interaction by combining or dissociating modalities (written, oral, and/or video) that are adapted to objectives and to the cognitive requisites of the task. We posit that these skills have to become part of the professional repertoire of future teachers, as they will increasingly be required to exploit the multimodal potentialities of online communication in their teaching.

The study draws on screen capture recordings of teacher trainee-student interactions and is completed by semi-directive interviews with teacher trainees (n = 5). It aims (1) to identify the importance of webcamming in the share of the pedagogical range available to teachers and (2) analyze the non verbal dimension of pedagogical communication via DVC.

The outcome of this study is the identification of five degrees of utilization of the webcam medium: there a certain gradation in the way webcamming is used (with a more or less significant use of image) when compared to other modalities. The different uses that are identified vary according to the perceived usefulness of webcamming to monitor teaching and to the teacher trainees’ capacity to manage different workspaces.

Patients with Parkinson’s disease (PD) frequently display non-motor symptoms. In this study, we investigated intensity-dependent facial emotion recognition in patients with PD and healthy controls (HC), matched for age, gender, and education, and its relationship to individual cognitive domains. Seventy patients with PD and 70 HC were submitted to a clinical, neuropsychological, and psychopathological evaluation. Facial emotion recognition performance was assessed using the Penn Emotion Recognition Test (PERT). The patients with PD recognized fewer low- and high-intensity facial expressions of disgust than HC. This effect was selective, because their global ability to recognize emotions was intact. Both patients with PD and HC recognized high-intensity better than low-intensity emotions, except for disgust, which was recognized better at low intensity. In the patients with PD, overall facial emotion recognition and selective disgust recognition performances were related to deficits in many neuropsychological domains (verbal and visuo-spatial memory, attention, praxis, and verbal fluency). The ability to recognize emotions is a complex cognitive process requiring the integrity of several functions. Therefore, it is likely that structural or functional derangement of the discrete neural pathways involved in these cognitive functions in patients with PD makes it difficult for them to recognize emotions expressed by others. (JINS, 2010, 16, 867–876.)