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Communications > Full Study Guide > Flashcards

Full Study Guide Flashcards

1
Q

Transaction model states that communication is a process

A

In which communicators generate social realities within
-social, relational and cultural contexts

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2
Q

Transaction model does NOT

A

Communicate just to exchange messages

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3
Q

Transaction model does not communicate just to exchange messages but to communicate…

A

-create relationships
-form intercultural alliances
-shape our self concepts
-engage with others in dialogue to create communities

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4
Q

Transaction model: you do not communicate about your realties

A

Communication helps to construct your realities

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5
Q

Transaction model: the people in a communication encounter are called

A

Communicators

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6
Q

Transaction model: we are sommultaneously

A

Senders and receivers

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7
Q

Transaction model: simultaneously send and receive..

A

Send verbal messages, receive non verbal messages

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8
Q

Transaction model: in the middle of sending a verbal message you can

A

Adapt your communication in response to the nonverbal message you are simultaneously receiving from your communication partner

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9
Q

Transaction model: uses a complete

A

Understanding of context

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10
Q

Since the transaction model of communication views communication as a ____ that _________________ before and after specific interactions, it must then…

A

-force, shapes our realities
-account for contextual influences outside of a single interaction

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11
Q

Transaction model: considers how

A

Social, relational, cultural contexts, frame and influence our commmunication encounters

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12
Q

Social context

A

Refers to the stated rules or unstated norms that guide communication

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13
Q

Examples of social context

A

-common rules that influence health studies
-being truthful during conversations
-being patient
-encouraging client to speak
-demonstrate empathy

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14
Q

Relational context

A

Your previous interpersonal history and relationship with a person

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15
Q

Examples of relational context

A

Within a career in health studies you should always communicate professionally because the relationship is professional, NOT personal

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16
Q

Cultural context

A

Includes aspects of identity, such as, gender, pronouns, ethnicity, sexual orientation, class and ability

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17
Q

A competent communicator should not assume that

A

They know all the cultural contexts a person brings to an encounter
-not all cultural identities are visible

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18
Q

To communicate well within various cultural contexts it is important to

A

Keep an open mind and avoid making assumptions about others cultural identities

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19
Q

Therapeutic communication has a specific purpose within healthcare context:

It is intended to

A

Develop an effective interpersonal health professional client relationship that supports the clients well being and ensure holistic, client centred, quality care

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20
Q

Therapeutic communication effect on mind and body

A

Restorative and healing effect on the mind and body, doing no harm

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21
Q

Therapeutic communication provides a safe space

A

To build trust and enhance recovery

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22
Q

Therapeutic communication: treats clients professionally by

A

Respecting boundaries and listening to them nonjudgmental

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23
Q

Therapeutic communication addresses

A

Communication barriers and respects clients personal and cultural beliefs

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24
Q

Active listening and attending behaviours: communicate verbally and nonverbally that we are

A

Interested in what the other person is saying while verifying our understanding with the speaker

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25
Q

Active listening and attending behaviours: is essential to facilitate

A

Your understanding of and integration of clients experiences, preferences and health goals into their care

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26
Q

Active listening and attending behaviours: can show you are active listening through

A

Eye contact and open posture

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27
Q

Active listening and attending behaviours: use strategies that show active listening and encourage the client to elaborate such as

A
  • Nodding,
  • “uh huh”, “tell me more”
    -restating what the client said and then verifying if our understanding is correct
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28
Q

Therapeutic communication: essential to recognize the clients ___ to make decisions, maintain a ____ attitude and avoid _____

A

-autonomy
-nonjudgmental
-interrupting

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29
Q

Therapeutic communication: often ask ____ _____ questions and statements, ____ information, or use ____ to prompt clients to work through their problems independently

A

-open ended
-repeat
-silence

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30
Q

Therapeutic communication: use ______ and _____ language

A

-clear
-simple

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31
Q

Therapeutic communication: avoiding or limiting _____ and _____ language clients may not understand is best

A

-medical and professional

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32
Q

Therapeutic communication: remember, knowledge is ____, using language others may not understand reinforces ______ and _____

A

-power
-subordination
-exclusion

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33
Q

Therapeutic communication: by speaking ____ and ____ you include the client regardless of their professional or educational _______ ___ ______

A

-simply and clearly
-point of reference

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34
Q

Therapeutic communication: use a broad opening remark
-why and example

A

-gives the patient the freedom to choose what she/he wants to talk about

-please tell me more about yourself

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35
Q

Therapeutic communication: open ended questions
-why
-examples

A

-allows patient to discuss their views, encourages patient to say more

-how did you experience the pain? When did you start feeling dizzy?

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36
Q

Therapeutic communication: clarification

A

Helps the health professional understand and the client to communicate more clearly

-what do you mean by everybody? Or just to clarify…?

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37
Q

Therapeutic communication: paraphrasing

A

Conveys an understanding of the clients basic message

-from what i hear you saying, the most important problem is your mobility

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38
Q

Therapeutic communication: sharing observations

A

Shows that you know what is happening to the patient and encourage them to talk about it

-i notice you limp when you walk. Are you in pain?

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39
Q

Therapeutic communication: summarizing

A

Organizing and checking what the client said, especially after a detailed discussion

-you went for a walk and then felt the sharp pain in your lower back, which radiated down your leg. Is that right?

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40
Q

Therapeutic communication: silence

A

-aids in active listening
-beneficial when the client is talking about something personal or struggling to find the words they want to say
-allows the health professional to observe the client

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41
Q

Therapeutic communication: honesty

A

-be honest
-authentic and truthful
-straightforward with client, talking compassionately

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42
Q

Therapeutic communication: unconditional positive regard

A

-accept and respect that each client has agency to believe and behave how they want or feel is best
-involves accepting that clients are generally doing their best

“Tell me the reasons..”

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43
Q

Therapeutic communication: permission statements

A

A combination of statements and questions that suggest to the client that an experience or feeling is expected and normal

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44
Q

Examples of permission statements

A

-children your age experience changes in their body they have questions about

-clients after surgery often have questions about sex. What questions do you have for me?

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45
Q

Therapeutic communication: asking questions

A

Ask one question at a time

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46
Q

Therapeutic communication: work collaboratively

A

Work with the client during the interview so that they are an active agent with self determination
-using relational inquiry and working collaboratively
-focus on what is important to the client

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47
Q

Four aspects of self

A

-you are a dynamic system
-always in a state of change physiologically and psychologically
-self as ones sense of individuality, personal characteristics, motivations, and actions

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48
Q

Self awareness

A

Conscious knowledge of ones character, emotions, values, assumptions, motives and desires
-awareness to yourself

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49
Q

Self awareness allows you to

A

-see things from others perspectives
-practice self control
-experience pride in yourself and work
-general self esteem

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50
Q

Self awareness leads to better

A

-decision making
-improves personal and professional communications
-self confidence and competence

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51
Q

Self reflection, introspection, mindfulness or meditation can increase

A

-awareness of self
-primary mechanisms to influence personality development

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52
Q

More internally focused form of self awareness

A

Self reflection

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53
Q

Self concept is developed through

A

Comparisons to other people

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54
Q

We describe and evaluate how we compare ourselves to other people:

A

-superiority and inferiority
-similarity and difference

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55
Q

Self is based on the

A

Attitude, beliefs and values that you have about yourself

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56
Q

Attitude

A

Your immediate disposition toward a concept or an object

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57
Q

Beliefs

A

Ideas based on our previous experiences and convictions and may not be necessarily based on logic or fact

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58
Q

Values

A

Core concepts and ideas about what we consider good or bad, right or wrong, or what is worth making a sacrifice for

-self image

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59
Q

Self esteem

A

People’s judgements about their ability to perform a task within a specific context
-judgments about our self efficacy influence our self esteem, which influences our self concept

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60
Q

Self discrepancy theory

A

People have beliefs about and expectations for their actual and potential selves that do not always match up with what they experience

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61
Q

Actual

A

Attributes you, or someone else believes you possess

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62
Q

Ideal

A

Attributes you or someone else would like you to possess

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63
Q

Ought

A

Attributes you or someone else believes you should possess

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64
Q

Actual versus own ideals

A

We feel we are not obtaining our desires and hopes, leading to disappointment, dissatisfaction and frustration

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65
Q

Actual versus other ideals

A

We have an overall feeling that we are not obtaining significant others desires and hopes for us, which leads to feelings of shame and embarrassment

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66
Q

Actual versus others ought

A

We feel that we are not meeting what others see as our duties and obligations, leading to agitation, including fear of potential punishment

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67
Q

Actual versus own ought

A

We feel that we are not meeting our duties and obligations, which can lead to a feeling that we have fallen short of our moral standards

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68
Q

Influences on self perception

A

-social and family influences
-culture
-media

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69
Q

Self fulfilling prophecy

A

When your expectation causes something to happen

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70
Q

Self disclosure

A

The purposeful disclosure of personal information to another person
-does not always have to be deep to be useful or meaningful

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71
Q

Self disclosure theories

A

-social penetration theory
-social comparison theory
-johari window

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72
Q

Social penetration theory

A

As we get to know someone, we engage in a reciprocal process of self disclosure that changes in breadth and depth
-affects how a relationship develops

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73
Q

Depth

A

How personal or sensitive the information is

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74
Q

Breadth

A

The topics discussed

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75
Q

People in a relationship balance needs that are sometimes

A

in tension, which is a dialectic

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76
Q

Social comparison theory

A

We evaluate ourselves based on how we compare with others

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77
Q

Social comparison theory: we may disclose information about our intellectual aptitude or athletic abilities to see

A

How we relate to others

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78
Q

Social comparison theory: helps us decide wether we are

A

superior or inferior to others in a particular area

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79
Q

Social comparison theory: disclosures about abilities or talents can also lead to

A

Self validation if the person to whom we disclose reacts positively

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80
Q

Social comparison theory: we may disclose fantasies or thoughts to another to

A

Determine wether they are acceptable or unacceptable

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81
Q

Johari window

A

Visually represent the aspects of self that are known to us versus those that are unknown

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82
Q

Johari window: first quadrant

A

Lower left hand corner
-ideas known to self and others
-open area, includes concepts like your name, hobbies other topics about yourself you freely share with others

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83
Q

Johari window: second quadrant

A

-upper left hand corner
-unknown to self but known to others
-the blind area

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84
Q

Johari window: third quadrant

A

-upper right hand corner
-ideas unknown to self and others
-unknown area

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85
Q

Johari window: fourth quadrant

A

-lower right hand corner
-known to self but unknown to others
-hidden area

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86
Q

Four main categories for disclosure

A

-observations
-thoughts
-feelings
-needs

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87
Q

Observations

A

What we have done and experienced

-begin disclosure with observations and thoughts and then move on to feelings and needs as the relationship progresses

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88
Q

Self focused reasons for disclosure

A

-clarifying or correcting information
-having sense or relief or catharsis
-seeking support

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89
Q

Self focused reasons for not disclosing

A

-fear or rejection
-loss of privacy

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90
Q

Effects of disclosure on the relationship

A

Process of self disclosure is circular
-individual self discloses, then disclosure recipient reacts, original disclose processes the reaction

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91
Q

critical elements of discloses on relationship

A

How the receiver interprets and responds to the disclosure

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92
Q

Dispostional attriubue

A

Tendency to assign responsibility for others behaviours due to their inherent characteristics, such as their motives, beliefs or personality

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93
Q

Situational attributes

A

Identify the cause of a disclosure with the context or surroundings in which it takes place

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94
Q

Interpersonal attributes

A

Identify the relationship between the Seder and receiver as the cause of the disclosure

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95
Q

Deception

A

Lying to avoid conflict
-gain power, save face
-guide the interaction

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96
Q

Benevolent lie

A

White lie

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97
Q

Equivocate

A

Don’t answer the question or give your comments
-instead restate what they said differently
-you do not express your feelings or opinions

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98
Q

Hint

A

Use indirect or saving face comments

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99
Q

Impression management

A

Strategically conceals or reveals personal information to influence others perception

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100
Q

Combing impression management and self monitoring skills

A

Communicators can simultaneously monitor their expressions, the reactions of others and the situational and social context

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101
Q

Is impression management intentional or unintentional?

A

Can be either

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102
Q

Categories of impression management

A

-manner
-appearance
-setting

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103
Q

Primary means

A

Through which we learn new information

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104
Q

Listening helps us meet

A

Instrumental needs

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105
Q

Listening to relational partners provides

A

Support

106
Q

Listening is more important

A

Than talking

107
Q

Hearing

A

Automatic brain response to sound that requires no effort
-accidental, involuntary

108
Q

Listening

A

Purposeful and focused rather than accidental and requires motivation and effort
-active, focused
-voluntary

109
Q

Benefits of listening

A

-effectively complete tasks
-listen attentively to others, we support them
-build and maintain relationships
-accurate self concept
-be more successful in school and work

110
Q

Stages of listening

A

The learned process of receiving interpreting recalling and responding to verbal and nonverbal messages
-no definite start and finish

111
Q

Cognitive process

A

Attending to, understanding, receiving and interpreting contextual and relational meanings

112
Q

Behavioural processes

A

Responding with verbal and nonverbal feedback

113
Q

Affective processes

A

Being motivated to attend others

114
Q

Stages of listening does NOT

A

Unfold in a linear, step by step process

115
Q

Stage 1 of listening is

A

Receiving

116
Q

receiving

A

Taking in stimuli through our senses
-processing incoming feedback and new messages
-more physiological
-auditory and visual

117
Q

Saliences

A

The degree to which something attracts our attention in a particular context
-affects recieving

118
Q

Environmental noise interferes with

A

Physiological aspects of hearing

119
Q

Psychological noise interferes with the

A

cognitive processes of listening

120
Q

Stage two is called

A

Interpreting

121
Q

Interpreting

A

Combine the visual and auditory information we receive to try to make meaning
-being to understand
-attach meaning to it

122
Q

Stage 3 is called

A

Recalling

123
Q

Recalling

A

Physiological limits to our memory
-as stimuli’s is organized and interpreted, short term memory where they expire or transfer to long term memory

124
Q

Working memory

A

Temporarily store information and process to use it simultaneously

125
Q

Stage five is

A

Responding

126
Q

Responding

A
127
Q

Back channel cues

A

Verbal and nonverbal signals we send while someone is talking
-can consist of verbal and nonverbal cues

128
Q

Paraphrasing

A

Responding behaviour that shows you understand what was communicated

129
Q

Discriminative listening

A

Focused and usually instrumental type of listening that is primarily physiological and occurs mainly at the receiving stage of the listening process

130
Q

The most basic form of listening

A

Discriminative listening

131
Q

Informational listening

A

Listening to comprehend and retain information
-essential for concentration and memory skills

132
Q

Critical listening

A

Analyzing or evaluating a message based on information presented verbally and information can be inferred from context
-essential for changes

133
Q

Guidelines for critical listening

A

-listen to entire message before judgment
-listen for evidence
-analyze speakers credibility, and hidden agendas
-consider nonverbal and verbal

134
Q

Sympathy

A

Infers compassion for another persons situation from your perspective

135
Q

Empathy

A

Enables you to view another persons situation from their perspective, does not require you to agree with another person but understand their world

136
Q

People oeitntated listener

A

Interested in the speaker
-listen to the message to learn how the speaker thinks and feel s

137
Q

Action oriented listener

A

Interested in finding out what the speaker wants
-task orientated listening
-seeks a clear message about what needs to be done
-less patience for listening to the reasons behind the task

138
Q

Content oriented listeners

A

Interested in the message
-seek well developed information with solid explanations and evidence
-listen to details carefully and evaluate message

139
Q

Time orientated listeners

A

Prefer a message that gets to the point quickly
-convey impatient through eye rolling, shifting in their seats, checking their phone

140
Q

Silent listening

A

When you say nothing

141
Q

Sincere vs counterfeit questions

A

Sincere questions- find genuine answer
Counterfeit questions- digsfuised attempts to send a message not to receive one

142
Q

Paraphrasing

A

-restating the message in your own words
-change speakers words to indicate what you think they meant
-reflect theme

143
Q

Sympathizing

A

Demonstrate understanding, connection and compassion
-i understand how difficult this must be for you

144
Q

Supporting

A

Agreement, offers to help, praise, reassurance, diversion

145
Q

Analyzing helps to

A

Helps gain different alternatives and perspectives by interpreting the speakers message

146
Q

Evaluating

A

-appraises the speakers thoughts or behaviours
-favourable or negative
-best chance for evaluations is through constructive rather than put down

147
Q

Psychological noise

A

Includes moods and arousal

148
Q

Barriers to effective listening

A

Multitasking, daydreaming, glazing over, drifting off
-lack of preparation
-prejudice
-speech vs thought rate

149
Q

Response preparation

A

Tendency to rehearse what we will say next

150
Q

Media multitasking

A

Using multiple forms of media simultaneously can positively or negatively affect listening

151
Q

Media multitasking may cause

A

-inefficiency
-give people sense of control
-produce productive experience
-interfere with listening at multiple stages of the process

152
Q

Active listening

A

Pairing outwardly visible positive listening behaviours with positive cognitive listening processes
-overcome barriers

153
Q

Note taking

A

Allows us to interpret and assimilate information better

154
Q

Discovering biases can help

A

Recognize when they interfere with your ability to process a message fully

155
Q

Listenable messages

A

Verbal messages that are individualized and intended to be understood by a listener

156
Q

Interpersonal conflict occurs in

A

Interactions with real or perceived incompatible goals or opposing viewpoints

157
Q

Passive communicator

A

Puts the rights of others before their own
-tend to be apologetic or tentative when speaking and often do not speak up if they feel wronged

158
Q

Aggressive communicator

A

Come across as advocating for their rights despite possibly violating the rights of others
-tells others that their feelings do not matter

159
Q

Assertive communicators

A

Convey information that describes the facts and the senders feelings without disrespecting the receiver
-using I messages, are strategies for assertive communication

160
Q

Global labels

A

Labelling someone as irresponsible, untrustworthy, selfish or lazy
-call entire identity into question

161
Q

Sarcasm

A

Although disguised as humour
-passive aggressive though which a person communicates negative feelings

162
Q

Dragging up the past

A

Bringing up negative past experiences is a tactic people use when they do not want to discuss a current situation

163
Q

Negative comparisons

A

Holding people up to another persons supposed standards or characteristics can lead to feelings of inferiority and resentment

164
Q

Judgmental

A

Accusatory messages usually generalized overstatements about another person that goes beyond labelling but foes not describe specific behaviour in a productive way

165
Q

Threats

A

Usually signals end of productive communication
-lead to conflict

166
Q

Competing

A

High concern for self and a law concern for others
-strive to win conflict even at expense of other person

167
Q

Avoiding

A

Low concern for self and others
-no direct or overt communication about the conflict takes place
-doing nothing

168
Q

Accommodating

A

Low concern for self and high concern for others
-doing what the other wants

169
Q

Compromising

A

Moderate concern for self and others
-give up some or most of what you want

170
Q

Collaborating

A

High degree of concern for self and others
-takes the most work

171
Q

5 step problem solving sequence

A

-identify problem
-analyze proble, cause and symptoms
-identify goals and needs of each person
-identify solutions
-evaluate

172
Q

Responding to conflict

A

Listen and validate what other people say
-take ownership
-ask for preferred solutions

173
Q

Conflict triggers

A

-criticism
-demands
-rejection

174
Q

STLC conflict model

A

Stop, think, listen, communicate

175
Q

Culture

A

Shared beliefs, values and assumptions of a group of people who learn form one another

176
Q

Culture is

A

Learned, shared, dynamic, systemic and symbolic

177
Q

Multiculturalism

A

Surface approach to the coexistence and tolerance of different cultures
-highlights and accepts differences but maintains a safe distance

178
Q

Cross cultural

A

More diplomatic or sensitive
-account for some interaction, recognition of difference through trade and cooperation, which builds some limited understanding

179
Q

Intercultural approach

A

Making efforts to understand other cultures and ourselves better
-aims to work through a positive inclusive outcome

180
Q

Ethnocentrism

A

Tendency to view other cultures as inferior to ones own

181
Q

Power distance

A

High power distance means a culture accepts and expects a great deal of hierarchy
-low power distance means the opposite

182
Q

Individualism

A

High indivudlism means that culture tends to put individual needs ahead of group or collective needs

183
Q

Uncertainty avoidance

A

High uncertainty avoidance means culture tends to go to some length, to control future

Low uncertainty means the culture is more relaxed about future, willingness to take risks

184
Q

Masculinity

A

High relates to society valuing traits traditionally masculine (competition, aggressiveness, achievement)

Low demonstrates traditional feminine traits (caring, quality of life)

185
Q

Long term orientation

A

High means culture tend to take long term, multi generation view when making decisions abt future

Low demonstrated in culture that want quick results and tend to spend instead of save

186
Q

Indulgence

A

High means cultures are okay with people indulging desires and impulses

Low value people who control or suppress desires and impulses

187
Q

Universalism versus particularity’s

A

The extent that a culture is more likely to apply rules and laws to ensure fairness, compared to culture that looks at who is involved to ensure fairness

-former puts talks first, latter puts relationship first

188
Q

Individualism versus communitarianism

A

The extent that people prioritize individual interests versus the community’s interest

189
Q

Specific versus diffuse

A

Extent that culture priories head down task focused approach to doing work versus inclusive overlapping relationship between life and work

190
Q

Neutral versus emotional

A

Extent that a culture works to avoid showing emotion versus a culture that values a display or expression of emotions

191
Q

Achievement versus ascription

A

Degree to which culture values earned an achievement in what you do versus ascribed qualities related to who you are based on elements such as tittle, lineage or position

192
Q

Sequential time versus synchronous time

A

The degree to which a culture prefers doing things one at a time in orderly fashion

Preferring a more flexible approach to time with the ability to do many things simultaneously

193
Q

Internal direction versus outer direction

A

Degree in which culture members believe they have control over themselves and their environment

Being more conscious of how to conform the external environment

194
Q

Domination

A

Dominating or controlling the conflict
-indivudlist approach

195
Q

Avoiding

A

Dodging the conflict altogether
-collectivist approach

196
Q

Obliging

A

Yielding to the other person
-collectivist approach

197
Q

Compromising

A

A give and take negotiated approach to solving the conflict
-indivudlist approach

198
Q

Integrating

A

A collaborative negotiated approach to solving the conflict
-indivudlist approach

199
Q

Denial

A

Problem denying stage

200
Q

polarization

A

One accepts and acknowledges that there is such a. Thing as cultural difference but the difference is framed as a negative

201
Q

Minimization

A

Hybrid category that is height monocultural nor intercultural
-recognizes cultural differences, but focused on universal commonalities, to mask cultural distinctions

202
Q

Acceptance

A

Demonstrates recognition and deeper appreciation of both ones own and other cultural differences and commonalities
-first dimension that exhibits a more intercultural distinctions

203
Q

Adaption

A

The ability to recognize different cultural patterns in oneself and other cultures
-effectively adapt ones mindset or behaviour to suit the cultural context authentically
-diversity feels valued and involved

204
Q

Cultural competence

A

Is a step toward effective intercultural communication

205
Q

Cultural safety

A

Outcome of respectful engagement and is evidence when people feel safe receiving care within any healthcare setting

206
Q

Cultural humility

A

Process of self reflection to understand ones personal biases and examine systemic biases that have impacted trust and therapeutic relationships

207
Q

Selective perception

A

When we focus on a particular thing and ignore other element s

208
Q

Perceptual organization

A

After we select the information we are paying attention to we make sense of it in our brains

209
Q

Schemata

A

Databases of stored, related information that we use to interpret new experiences

210
Q

Internal attributions

A

Connect the cause of behaviours to personal aspects such as personality traits

211
Q

external attributions

A

Connect the cause of behaviours to situational factors

212
Q

Self serving bias

A

Perceptual error, attributed to the cause of our success to internal personal factors while attributing failures to external factor beyond our control

213
Q

Extraversion

A

Persons interest in interacting with others

214
Q

Agreeableness

A

A persons level of trustworthiness and friendliness

215
Q

Conscientiousness

A

Persons level of self organization and motivation

216
Q

Neuroticism

A

Persons level of self organization and motivation

217
Q

Openness

A

Persons willingness to consider new ideas and perspectives

218
Q

Four principles of self fulfilling prophecies

A

-form expectations about people or events
-communicate those expectation with various cues, verbal and nonverbal
-cues by adjusting their behaviour to match expectations
-outcome is that the original expectation comes true

219
Q

Self management

A

Can control impulsive feelings and behaviours
-manage emotions in healthy ways
-take initiative
-commitments and adaptability

220
Q

Self awareness

A

Recognize your emotions and how they effect your thoughts and behaviours
-know your strengths, opportunities for growth, self confidence

221
Q

Social awarenesss

A

-empathy
-understand other peoples emotions, needs, concerns
-emotional cues and feel comfortable socially

222
Q

relationship management

A

You can develop and maintain good relationships
-communicate clearly
-inspire others
-teamwork
-manage conflict

223
Q

Emotional intelligence affects

A

-performance at school and work
-physical health
-mental health
-relationships
-social intelligence

224
Q

Perception checking

A

Strategy to help monitor reactions to perceptions about people and communications

225
Q

Perception checking behaviours

A

-describe behaviour observed
-offer two or more possible interpretations
-seek clarification about the interpretations

226
Q

Dyadie communication

A

Applied in 2 person interactions

227
Q

Number for small group

A

Minimum 3 people, max 15-20

228
Q

Dyadic connections within 6 person group

A

15

229
Q

Internal forces within small group

A

Member characteristics play a role in initial group formation

230
Q

External factors in small groups

A

Group size, task, rescources affect group structure q

231
Q

Formal networks in small groups

A

May have clearly defined roles and responsibilities or a hierarchy that shows how members are connected

232
Q

Groups have more control over informal networks

A

Connections between individuals within and among groups members and people outside group are not official

233
Q

Reachability

A

How one member is connected to other group members

234
Q

Decentralized group structure

A

Each group members is connected to two others

235
Q

Centralized group structure

A

One group member is very reachable by all group members

236
Q

Centralized groups are better than

A

Decentralized groups in speed and efficiency

237
Q

Decentralized groups are more effective at

A

Solving complex problems

238
Q

Shared identity

A

Often formed around a shared goal and previous accomplishment
-adds dynamism to the groups as

239
Q

Decentralized structure is more likely to emerge

A

In groups where collaboration is the goal, specific task and course of actions are not required under time constraints

240
Q

Functions of small groups

A

Meet:
-intrsumental needs
-interpersonal needs
-identify needs

241
Q

Task orientated groups

A

Formed to solve problems, promote a cause or generate ideas or information

242
Q

Production

A

Ask to produce something tangible from their group interactions
-design for a play ground or musical performance

243
Q

Discussion

A

Asked to talk through something without trying to come up with a right or wrong answer
-clinical community support groups

244
Q

Problem solving

A

Must devise a course of action to meet specific needs, include production and discussion component

245
Q

Advantages of small groups

A

Shared decision making, shared rescources, synergy

246
Q

Disadvantages of small groups

A

-One person can be just as or more effective than a group
-group interaction slows down the decision making process
-presents interpersonal challenges

247
Q

Forming stage

A

Group members began to reduce the uncertainty associated with new relationships or task through initial interactions that lay the foundation for later gynamics

248
Q

Storming

A

Conflict emerges as people begin to perform their various roles
-uncertainty
-conflict

249
Q

No ring

A

Practices and expectations of the group are solidifed and leads to more stability and productivbility

250
Q

Performing

A

Group members work relatively smoothly towards completing a task or achieving a purpose

251
Q

Adjourning

A

Group dissolves because it has completed purpose or goal
-support for group no longer exists

252
Q

Group climate

A

Tone and quality of group interaction that is experienced similarly by group members

253
Q

Takes cohesion

A

Commitment of group members to the purpose and activists of the grop

254
Q

Social cohesion

A

The attraction and liking among group members

255
Q

Symbolic convergence

A

Community or group that develops trghough non task related communication such as stories and jokes

256
Q

Group think

A

Negative group phenonmon due to lack of critical evaluation of proposed ideas
-due to high cohesion levels and conformity pressures

257
Q

Avoid group think by

A

-divide responsibility and track contribution
-encourage minority
-decision reviewed by outside part

258
Q

Procedural conflict

A

Emerge from disagreements or trouble with the mechanics of group operations

259
Q

Substantive conflict q

A

Focus on group members differing beliefs, attitudes or ideas related to the purpose or task of the group

260
Q

Primary tension

A

-group first comes together
-uncertainty
-less direct

261
Q

Secondary tension

A

Emerges after groups have passed forming stage
-conflict over roles and differing ideas
-less polite behaviours

Communications (9 decks)

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