DEFINITIONS Flashcards
graduate attributes
skills and qualities that al students are expected to develop during the course of completing their studies
sender
the person who encodes the message for delivery
receiver
the person who decodes the messages
message
the information that is encoded during an interaction
noise
physical or psychological interferences that can impact on how accurately a message is sent or received
context
the overreaching physical or psychological environment that guides how a message will be interpreted
denotative
the objective, dictionary definition of a word
connotative
the subjective meaning of a word, impacted upon by personality, past experience, context or personal circumstances
other-oriented
a perspective that is taken during communication where your focus is on the needs of wants of the other person and not your own needs or wants
active listening
a form of listening in which the listener makes verbal and in-verbal contributions to the conversation with the intention of understanding the speaker’s message
stereotype
abbreviated or simplified perceptions of people that are often misleading or inaccurate
filter
the unconscious blocking of parts of a message to only process information that conforms to your point of view, potentially resulting in bias listening
personal agency
the belief that you can successfully manage your environment and the hurdles that this environment may present with you
reflection
the contemplation of your skills as a communicator with the aim of improving the accuracy and effectiveness of this communication
habitual action
lower-order learning style based on the rote learning information without really stopping to think how that information integrates into your world
understanding
lower-order learning style based on questioning and comprehending information without putting further thought into a topic
reflection
higher-order learning style where a student questions and critiques what they have learned in order to better integrate their understanding with their own experience
critical reflection
higher-order reflective learning style that incorporates reflection but also moves beyond this when students question their assumption and alter their perceptions of things to potentially change their future behaviour
individual differences
any aspect relating to who you are that makes you distinguishable from someone else. e.g. age, personality, traits, beliefs or attitudes
personality
relatively stable enduring patterns of thought, feelings, motivation and behaviour that are distinct and consistent
self-concept
all the aspects of who you are that contributes to your view of yourself as your strengths, weaknesses, skills, values or beliefs
self-awareness
the process through which you monitor yourself to gather information that contributes to your self-concept
self-esteem
the negative or positive evaluations you make of yourself as a result of the worth you place on your values, beliefs, attitudes, strengths or weaknesses
attachment style
the cognitive, behavioural and emotional system you employ when participating in relationships
emotional intelligence
an individual’s capacity to regulate their emotions, discriminate among them, appraise and express emption both verbally and non-verbally, and use this information to guide subsequent thoughts and actions
self-regulation
capacity to monitor your goal-directed behaviour, identify if any changes are necessary to reach your goals, and set about making those changes
personal control
the feeling that you can make a difference in attaining your desired goals or outcomes, or avoid unwanted outcomes
individualistic
a cultural distinction that places greater value on perceptions of ‘self’ and ‘I’ over perceptions of ‘we’, ‘us’ or the group
collectivist
a cultural distinction that places greater value on perception of ‘we’, ‘us’ or the group over perceptions of ‘self’ and ‘I’
culture
the things we learn from the people around us, resulting in shared values, beliefs, attitudes and behaviours, typifying a group or population
interapersonal
pertaining to factors that exist within a person e.g. gender or age
cultural competence
understanding your own culture and the culture of others and having the skill to adapt your practice to be applicable to the culture of the person with whom you are interacting
ethnocentrism
the belief that the cultural group you identify yourself with is superior to all other cultural groups
xenophibia
the fear of people from a different culture
palliative care
the steps taken to improve the quality of life of patients and their families facing life-threatening illness
deaf community
includes people who are either hard-of-hearing, people who are completely deaf or children who have deaf parents
autism spectrum disorders
a number of different developmental disorders which have at their heart problems with communication or repetitive behaviours
group communication
a pattern of responding that occurs between people who are independent, reflecting their mutual goals or common interests
group processes
any factor that can impact, positively or negatively, on a group’s ability to function effectively and efficiently
role
the behaviour performed by members of the group that serve to promote task-oriented behaviour or that service to improve group cohesion
norm
a standard of behaviour or an expectation that can reduce uncertainty and improve group cohesion
cohesion
the degree of affiliation that is felt between each of the group’s members that encourages group members to remain in the group
synergy
when the group’s output is greater than the sum of individual’s contributions
social loafing
when a group member avoids contributing to the groups tasks thereby requiring other group members to complete their work
group think
a situation that occurs when group members unconsciously exert pressure on each other to behave in the grouop’s best interest and never say or do anything that would go against the interest of the group
leadership
the process through which leaders exert influence among embers of a group
peers
the people you have your life whom you see as your equals and with whom you share similar characteristics
power
the perception that a person has the capacity to impact on the beliefs, attitudes or behaviour of another person
power distance
the perception by those with less power of the magnitude of the distance or gap between those who have power and those who do not
conflict
when the ideas, beliefs or goals of one person are at odds with the ideas, beliefs or goals of another
forcing
a styling of resolving conflict that disrespects the other person’s right and threatens them into acting according to your wishes; you lose, i win
withdrawing
a style of resolving conflict where you physically or psychologically remove yourself from the conflict; you lose, i lose
accomodation
a style of resolving conflict where you give up your needs and agree with the other person in an effort to end the conflict; you win, i lose
compromising
a style of resolving conflict where both parties negotiate to give up some of their wants in order to reach an agreement; you lose, i lose
collaborating
a style of resolving conflict where both parties problem-solve their disagreement to identify a solution that satisfies the needs of both parties; i win, you win
mediation
a collaborating approach to dispute resolution that involves a third person or mediator assisting the conflicting parties to reach a mutually satisfying solution to their conflict
youth justice conference
a form of restorative justice where parties who have been impacted by a criminal act performed by a young person come together to discuss the offence and determine how best to move forward
stress
the psychological and physical response you experience when you perceive a discrepancy between the demands of a situation and your capacity to cope
trauma
being confronted with a situation that involves the death or threat of death or serious injury and responding with fear, helplessness and hopelessness
adaptive coping
strategies that assist a person in negotiating the emotions, behaviours and thoughts that are associated with a stressful situation
maladaptive coping
strategies that do not assist a person to come to a resolution
catharsis
the release of built-up negative emotion that results in improved mood
emotion-focused coping
the behavioural and cognitive methods people employ to try to control their emotional response to a stressor
problem-focused coping
adapting behaviours and cognitions aimed at reducing the demands of a stressful situation when possible
social support
perceptions of care, love, comfort, esteem and help that you receive from other people and that you give to others
pathogenic
an approach to research with a focus on exploring negative outcomes and how to alleviate such outcomes
salutogenic
an approach to research with a focus on exploring the strengths a person has to survive extraordinary challenges
posttraumatic growth
when the struggle with trauma acts as the catalyst for the growth and an individual is able to develop beyond their pre-trauma level of functioning
victorious traumatisation
experiencing the symptoms of trauma as a result f being confronted by someone else’s trauma
compassion fatague
the psychological and physical exhaustion experienced by those who work in positions that require close contact to people who experience trauma
secondary trauma
the intergenerational experience of trauma
social networking
the use of a web-based service to create a public profile which is then used to communicate with other members of the service
cyber-bullying
the use of technology to harass someone with the deliberate intention of causing harm or distress
podcasts
a downloadable audio recording that is played on an electronic device (e.g. computer, MP3 player or iPod) and can be listened to at a time that suits the individual
blog
an online journal or log of a person’s thoughts and insights with care then shared with other people via a specialised website; other people may also provide comments about the author’s entries
