DESIGNED WITH AN INTRODUCTORY PRETEST, THIS TEXT DESCRIBES THE FACTORS OF PERCEPTION, INFERENCE, AND HABIT THAT INFLUENCE ONE'S PRESENT COMMUNICATION AND SKETCHES AN INTERPERSONAL COMMUNICATIONS MODEL THAT CONTAINS THE COMPONENTS OF STAGING, BUILDING, AND INITIATING. THESE COMPONENTS--STAGING, OR THE SETTING OF THE ENVIRONMENTAL STAGE FOR WHAT IS SAID AND DONE; BUILDING, OR ESTABLISHING AND MAINTAINING THE FACTORS RESULTING IN AN INTERACTION; AND INITIATING WHICH FOCUSES ON INDIVIDUAL RESPONSIBILITY FOR INTERPERSONAL ACHIEVEMENTS--ARE DEVELOPED IN DETAIL IN LATER CHAPTERS. REASONS FOR TEACHING AND LEARNING COMMUNICATIONS INCLUDE THE IMPORTANCE OF DEVELOPING INTERPERSONAL SKILLS IN THE CRIMINAL JUSTICE PROFESSIONS, CORRECTING THE TRADITIONAL PUBLIC IMAGE OF THESE PROFESSIONS, AND FACING STRESS SITUATIONS EFFECTIVELY. EACH COMPONENT OF THE INTERPERSONAL COMMUNICATIONS MODEL IS DISCUSSED WITH EMPHASIS ON THE PHYSICAL, SOCIAL, AND PERSONAL ENVIRONMENTS INVOLVED IN STAGING, THE ESTABLISHMENT OF VARIOUS APPROACH AND PROBLEMSOLVING BEHAVIORS IN BUILDING, AND THE ROLEPLAYING INVOLVED IN INITIATING. VARIOUS ROLES OF PROCESSOR, INTERVENOR, AND SUPERVISOR ARE USED FOR ANLAYSIS, AND SPECIAL STRATEGIES OF QUESTIONING, APPROACH BEHAVIORS, AND CONFLICT NEGOTIATION USED IN THESE ROLES ARE INTRODUCED. EXERCISES ARE GIVEN FOR EACH CHAPTER INCLUDING A FINAL SECTION WITH SKILLS REVIEW. EMPHASIS IS PLACED THROUGHOUT THE BOOK ON THE DEVELOPMENT OF BOTH UNDERSTANDING AND PRACTICE. REFERENCES ARE PROVIDED. (AOP)