How Can You Communicate Better to Build New Relationships?

You know those people who always bring the conversation back to themselves, only seem to complain, or never ask how you’re doing? Don’t be that person. Instead, learn how to build and maintain strong, positive relationships by being a good listener and showing that you care. These are skills that will serve you not only in friendships and romantic partnerships, but also in your professional life and beyond. You can even apply these strategies to communication with family and existing friends; try practicing on a sibling or bff from back home.

OARS

No, we’re not suggested you grab some oars and take your new pals out boating.

OARS is a helpful acronym (from an approach to psychology called Motivational Interviewing by Miller and Rollnick, 2013) that can help guide your conversations, whether they be first time meetings or serious heart-to-hearts.

Open-ended questions

  • Ask questions where the person has to think a bit before they respond, and there are many possible answers.

  • Avoid close-ended questions like “How many roommates do you have?” or “Do you like video games?”

  • Instead, try “How do you get along with your roommates?” or “What do you do for fun?”

Affirmations

  • People are more likely to trust and spend time with people who make them feel good about themselves.

  • Acknowledge positive traits or something good the other person has done, like “You clearly put a lot of work into that presentation!” and “I love that shirt, where did you get it?”

Reflections

  • Show you’re listening by restating what they’re telling you in your own words. 

  • Word it as a statement, not a question.

  • People like to be understood!

  • For example, if someone says, “Ugh I hate my entire schedule,” you could respond, “You really don’t like any of your classes.”

  • People usually take this as an invitation to elaborate!

Summaries

  • To show you’re listening, you can also offer a summary of what the person just told you. This is like a reflection, but combining multiple things they said.

  • For example, “Your teacher didn’t have a review session, you couldn’t go to office hours, and your TA wasn't helpful. I can see why you’re worried even after studying a lot.”

Validation

People like to hear that their feelings are valid. Sometimes — particularly if someone is venting about a tough situation — it’s not the time to offer solutions or judgments. Rather, they may just need a listening ear or a shoulder to cry on. This is a particular emphasis of an approach to psychology called dialectical behavior therapy.

Pay attention

  • Put your phone down or away to show that you are focused on them.

  • If you’re scrolling social media while they’re talking, it can seem like you don’t really care.

Focus on the facts

  • Even if you don’t totally agree, try to find the kernel of truth in the other person’s perspective.

  • Only validate the valid: the facts of the situation, and the person’s experience, feelings, opinions, or difficulties.

  • Not their judgments about the situation.

  • For example, “He said that because he doesn’t care about my feelings,” is not necessarily true. But you could validate that they feel like he doesn’t care.

  • Show you understand the cause and effect: “Because your roommate is playing video games late at night, you feel disrespected.”

  • Leave out judgments when validating.

Remember

  • College is a new environment, and every person you meet is a potential friend!

  • Keep in mind, not everyone you meet will become a friend, and that’s okay too. Nobody gets along with everybody.

  • If it takes you some time — even the entire year — to find the people you really click with, that doesn’t mean there’s anything wrong with you. Thousands of other freshmen all over the country are having the same challenge. Some of them may even be on your campus, waiting to bump into you.

This article was last reviewed or updated on

This article was last updated on

September 19, 2025

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David Friedlander, PsyD
David Friedlander, PsyD

David Friedlander, PsyD, is a psychologist in the Anxiety Disorders Center at the Child Mind Institute. He specializes in providing evidence-based treatments to children, adolescents, and young adults with anxiety disorders (eg., social anxiety and OCD) and co-occurring disorders such as mood disorders, ADHD, and learning disorders. Dr. Friedlander has received specialized training in cognitive behavioral therapy (CBT), motivational interviewing (MI), dialectical behavior therapy (DBT), supportive parenting for anxious childhood emotions (SPACE), and parent child interaction training for selective mutism (PCIT-SM).

Dr. Friedlander has extensive experience in community mental health outpatient and school settings. He has worked with parents, teachers and other community supports to design behavior plans for use in the home and at school. These evidence-based plans frequently emphasized skill development and involved cognitive, behavioral and mindfulness-based strategies. During quarantine, Dr. Friedlander led weekly online mindfulness meditation sessions for members of his community. He has recently developed an interest in, and presented on, the intersection of technology use (particularly gaming) and mental health. His previous research focused primarily on the mental health needs of ethnic minorities, and he co-authored a chapter in the American Psychiatric Association’s Black Mental Health.

Dr. Friedlander strives to help people experience greater mindfulness and self-compassion in their daily endeavors. He is dedicated to enhancing the lives of children and families by providing them with empathic, evidenced-based care in pursuit of their treatment goals.

Adam Zamora, PsyD

Adam Zamora, PsyD, is the Senior Director of the ADHD & Behavior Disorders Center, Director of the College Success Program, and a neuropsychologist in the Gund Learning and Diagnostic Center at the Child Mind Institute. He specializes in the evaluation and remediation of children, adolescents and young adults with a wide range of conditions that impact academic functioning, including ADHD, verbal and nonverbal learning difficulties, social and interpersonal weaknesses, and emotional disorders. Dr. Zamora utilizes diagnostic interviewing and comprehensive assessments to help provide families with a thorough understanding of their children, to identify assets and strengths, and to unravel the underlying reasons for challenges in their everyday lives. He also takes on an active, collaborative role with families, treatment providers and school personnel to tailor recommendations that help each child meet his or her potential.

In addition to completing his neuropsychological training in academic medical settings, Dr. Zamora has provided psychotherapeutic treatment for children and adolescents with anxiety, mood disorders, behavioral difficulties, trauma histories and complex medical issues in both inpatient and outpatient hospitals and clinics. In a school setting, he has experience with developing behavior plans, conducting social skills groups and helping to facilitate classroom interventions. Dr. Zamora enjoys providing psychoeducation to families and presenting about learning difficulties at local schools. He has also supervised psychology trainees in administration, case conceptualization and report-writing of neuropsychological evaluations.

Dr. Zamora grew up in New York City and has extensive educational consulting experience in the local private school world. Since 2005, he has provided academic consultation and remediation services for students struggling with motivation, study skills, academic performance, test preparation and the school application process. Additionally, as part of his clinical training, Dr. Zamora has conducted numerous school visits and classroom observations, consulted closely with teachers and learning specialists, and advocated for families at IEP meetings and impartial hearings. Dr. Zamora’s work as a clinical psychologist and educational consultant has given him a unique perspective on students and their individual needs, and has aided his ability to translate evaluation results into meaningful clinical summaries with practical, applicable recommendations for use at home and in school. He has a passion for understanding and tapping into individual strengths, and then utilizing those assets to support families and help children overcome areas of weakness.

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You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders.

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© 2024 Child Mind Institute. All rights reserved.

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Child Mind Institute Logo

You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders.

childmind.org

© 2024 Child Mind Institute. All rights reserved.

Child Mind Institute Logo

You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders. childmind.org

© 2024 Child Mind Institute. All rights reserved.