Full Study Guide Flashcards
Transaction model states that communication is a process
In which communicators generate social realities within
-social, relational and cultural contexts
Transaction model does NOT
Communicate just to exchange messages
Transaction model does not communicate just to exchange messages but to communicate…
-create relationships
-form intercultural alliances
-shape our self concepts
-engage with others in dialogue to create communities
Transaction model: you do not communicate about your realties
Communication helps to construct your realities
Transaction model: the people in a communication encounter are called
Communicators
Transaction model: we are sommultaneously
Senders and receivers
Transaction model: simultaneously send and receive..
Send verbal messages, receive non verbal messages
Transaction model: in the middle of sending a verbal message you can
Adapt your communication in response to the nonverbal message you are simultaneously receiving from your communication partner
Transaction model: uses a complete
Understanding of context
Since the transaction model of communication views communication as a ____ that _________________ before and after specific interactions, it must then…
-force, shapes our realities
-account for contextual influences outside of a single interaction
Transaction model: considers how
Social, relational, cultural contexts, frame and influence our commmunication encounters
Social context
Refers to the stated rules or unstated norms that guide communication
Examples of social context
-common rules that influence health studies
-being truthful during conversations
-being patient
-encouraging client to speak
-demonstrate empathy
Relational context
Your previous interpersonal history and relationship with a person
Examples of relational context
Within a career in health studies you should always communicate professionally because the relationship is professional, NOT personal
Cultural context
Includes aspects of identity, such as, gender, pronouns, ethnicity, sexual orientation, class and ability
A competent communicator should not assume that
They know all the cultural contexts a person brings to an encounter
-not all cultural identities are visible
To communicate well within various cultural contexts it is important to
Keep an open mind and avoid making assumptions about others cultural identities
Therapeutic communication has a specific purpose within healthcare context:
It is intended to
Develop an effective interpersonal health professional client relationship that supports the clients well being and ensure holistic, client centred, quality care
Therapeutic communication effect on mind and body
Restorative and healing effect on the mind and body, doing no harm
Therapeutic communication provides a safe space
To build trust and enhance recovery
Therapeutic communication: treats clients professionally by
Respecting boundaries and listening to them nonjudgmental
Therapeutic communication addresses
Communication barriers and respects clients personal and cultural beliefs
Active listening and attending behaviours: communicate verbally and nonverbally that we are
Interested in what the other person is saying while verifying our understanding with the speaker
Active listening and attending behaviours: is essential to facilitate
Your understanding of and integration of clients experiences, preferences and health goals into their care
Active listening and attending behaviours: can show you are active listening through
Eye contact and open posture
Active listening and attending behaviours: use strategies that show active listening and encourage the client to elaborate such as
- Nodding,
- “uh huh”, “tell me more”
-restating what the client said and then verifying if our understanding is correct
Therapeutic communication: essential to recognize the clients ___ to make decisions, maintain a ____ attitude and avoid _____
-autonomy
-nonjudgmental
-interrupting
Therapeutic communication: often ask ____ _____ questions and statements, ____ information, or use ____ to prompt clients to work through their problems independently
-open ended
-repeat
-silence
Therapeutic communication: use ______ and _____ language
-clear
-simple
Therapeutic communication: avoiding or limiting _____ and _____ language clients may not understand is best
-medical and professional
Therapeutic communication: remember, knowledge is ____, using language others may not understand reinforces ______ and _____
-power
-subordination
-exclusion
Therapeutic communication: by speaking ____ and ____ you include the client regardless of their professional or educational _______ ___ ______
-simply and clearly
-point of reference
Therapeutic communication: use a broad opening remark
-why and example
-gives the patient the freedom to choose what she/he wants to talk about
-please tell me more about yourself
Therapeutic communication: open ended questions
-why
-examples
-allows patient to discuss their views, encourages patient to say more
-how did you experience the pain? When did you start feeling dizzy?
Therapeutic communication: clarification
Helps the health professional understand and the client to communicate more clearly
-what do you mean by everybody? Or just to clarify…?
Therapeutic communication: paraphrasing
Conveys an understanding of the clients basic message
-from what i hear you saying, the most important problem is your mobility
Therapeutic communication: sharing observations
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?
Therapeutic communication: summarizing
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?
Therapeutic communication: silence
-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
Therapeutic communication: honesty
-be honest
-authentic and truthful
-straightforward with client, talking compassionately
Therapeutic communication: unconditional positive regard
-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..”
Therapeutic communication: permission statements
A combination of statements and questions that suggest to the client that an experience or feeling is expected and normal
Examples of permission statements
-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?
Therapeutic communication: asking questions
Ask one question at a time
Therapeutic communication: work collaboratively
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
Four aspects of self
-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
Self awareness
Conscious knowledge of ones character, emotions, values, assumptions, motives and desires
-awareness to yourself
Self awareness allows you to
-see things from others perspectives
-practice self control
-experience pride in yourself and work
-general self esteem
Self awareness leads to better
-decision making
-improves personal and professional communications
-self confidence and competence
Self reflection, introspection, mindfulness or meditation can increase
-awareness of self
-primary mechanisms to influence personality development
More internally focused form of self awareness
Self reflection
Self concept is developed through
Comparisons to other people
We describe and evaluate how we compare ourselves to other people:
-superiority and inferiority
-similarity and difference
Self is based on the
Attitude, beliefs and values that you have about yourself
Attitude
Your immediate disposition toward a concept or an object
Beliefs
Ideas based on our previous experiences and convictions and may not be necessarily based on logic or fact
Values
Core concepts and ideas about what we consider good or bad, right or wrong, or what is worth making a sacrifice for
-self image
Self esteem
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
Self discrepancy theory
People have beliefs about and expectations for their actual and potential selves that do not always match up with what they experience
Actual
Attributes you, or someone else believes you possess
Ideal
Attributes you or someone else would like you to possess
Ought
Attributes you or someone else believes you should possess
Actual versus own ideals
We feel we are not obtaining our desires and hopes, leading to disappointment, dissatisfaction and frustration
Actual versus other ideals
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
Actual versus others ought
We feel that we are not meeting what others see as our duties and obligations, leading to agitation, including fear of potential punishment
Actual versus own ought
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
Influences on self perception
-social and family influences
-culture
-media
Self fulfilling prophecy
When your expectation causes something to happen
Self disclosure
The purposeful disclosure of personal information to another person
-does not always have to be deep to be useful or meaningful
Self disclosure theories
-social penetration theory
-social comparison theory
-johari window
Social penetration theory
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
Depth
How personal or sensitive the information is
Breadth
The topics discussed
People in a relationship balance needs that are sometimes
in tension, which is a dialectic
Social comparison theory
We evaluate ourselves based on how we compare with others
Social comparison theory: we may disclose information about our intellectual aptitude or athletic abilities to see
How we relate to others
Social comparison theory: helps us decide wether we are
superior or inferior to others in a particular area
Social comparison theory: disclosures about abilities or talents can also lead to
Self validation if the person to whom we disclose reacts positively
Social comparison theory: we may disclose fantasies or thoughts to another to
Determine wether they are acceptable or unacceptable
Johari window
Visually represent the aspects of self that are known to us versus those that are unknown
Johari window: first quadrant
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
Johari window: second quadrant
-upper left hand corner
-unknown to self but known to others
-the blind area
Johari window: third quadrant
-upper right hand corner
-ideas unknown to self and others
-unknown area
Johari window: fourth quadrant
-lower right hand corner
-known to self but unknown to others
-hidden area
Four main categories for disclosure
-observations
-thoughts
-feelings
-needs
Observations
What we have done and experienced
-begin disclosure with observations and thoughts and then move on to feelings and needs as the relationship progresses
Self focused reasons for disclosure
-clarifying or correcting information
-having sense or relief or catharsis
-seeking support
Self focused reasons for not disclosing
-fear or rejection
-loss of privacy
Effects of disclosure on the relationship
Process of self disclosure is circular
-individual self discloses, then disclosure recipient reacts, original disclose processes the reaction
critical elements of discloses on relationship
How the receiver interprets and responds to the disclosure
Dispostional attriubue
Tendency to assign responsibility for others behaviours due to their inherent characteristics, such as their motives, beliefs or personality
Situational attributes
Identify the cause of a disclosure with the context or surroundings in which it takes place
Interpersonal attributes
Identify the relationship between the Seder and receiver as the cause of the disclosure
Deception
Lying to avoid conflict
-gain power, save face
-guide the interaction
Benevolent lie
White lie
Equivocate
Don’t answer the question or give your comments
-instead restate what they said differently
-you do not express your feelings or opinions
Hint
Use indirect or saving face comments
Impression management
Strategically conceals or reveals personal information to influence others perception
Combing impression management and self monitoring skills
Communicators can simultaneously monitor their expressions, the reactions of others and the situational and social context
Is impression management intentional or unintentional?
Can be either
Categories of impression management
-manner
-appearance
-setting
Primary means
Through which we learn new information
Listening helps us meet
Instrumental needs
Listening to relational partners provides
Support
Listening is more important
Than talking
Hearing
Automatic brain response to sound that requires no effort
-accidental, involuntary
Listening
Purposeful and focused rather than accidental and requires motivation and effort
-active, focused
-voluntary
Benefits of listening
-effectively complete tasks
-listen attentively to others, we support them
-build and maintain relationships
-accurate self concept
-be more successful in school and work
Stages of listening
The learned process of receiving interpreting recalling and responding to verbal and nonverbal messages
-no definite start and finish
Cognitive process
Attending to, understanding, receiving and interpreting contextual and relational meanings
Behavioural processes
Responding with verbal and nonverbal feedback
Affective processes
Being motivated to attend others
Stages of listening does NOT
Unfold in a linear, step by step process
Stage 1 of listening is
Receiving
receiving
Taking in stimuli through our senses
-processing incoming feedback and new messages
-more physiological
-auditory and visual
Saliences
The degree to which something attracts our attention in a particular context
-affects recieving
Environmental noise interferes with
Physiological aspects of hearing
Psychological noise interferes with the
cognitive processes of listening
Stage two is called
Interpreting
Interpreting
Combine the visual and auditory information we receive to try to make meaning
-being to understand
-attach meaning to it
Stage 3 is called
Recalling
Recalling
Physiological limits to our memory
-as stimuli’s is organized and interpreted, short term memory where they expire or transfer to long term memory
Working memory
Temporarily store information and process to use it simultaneously
Stage five is
Responding
Responding
Back channel cues
Verbal and nonverbal signals we send while someone is talking
-can consist of verbal and nonverbal cues
Paraphrasing
Responding behaviour that shows you understand what was communicated
Discriminative listening
Focused and usually instrumental type of listening that is primarily physiological and occurs mainly at the receiving stage of the listening process
The most basic form of listening
Discriminative listening
Informational listening
Listening to comprehend and retain information
-essential for concentration and memory skills
Critical listening
Analyzing or evaluating a message based on information presented verbally and information can be inferred from context
-essential for changes
Guidelines for critical listening
-listen to entire message before judgment
-listen for evidence
-analyze speakers credibility, and hidden agendas
-consider nonverbal and verbal
Sympathy
Infers compassion for another persons situation from your perspective
Empathy
Enables you to view another persons situation from their perspective, does not require you to agree with another person but understand their world
People oeitntated listener
Interested in the speaker
-listen to the message to learn how the speaker thinks and feel s
Action oriented listener
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
Content oriented listeners
Interested in the message
-seek well developed information with solid explanations and evidence
-listen to details carefully and evaluate message
Time orientated listeners
Prefer a message that gets to the point quickly
-convey impatient through eye rolling, shifting in their seats, checking their phone
Silent listening
When you say nothing
Sincere vs counterfeit questions
Sincere questions- find genuine answer
Counterfeit questions- digsfuised attempts to send a message not to receive one
Paraphrasing
-restating the message in your own words
-change speakers words to indicate what you think they meant
-reflect theme
Sympathizing
Demonstrate understanding, connection and compassion
-i understand how difficult this must be for you
Supporting
Agreement, offers to help, praise, reassurance, diversion
Analyzing helps to
Helps gain different alternatives and perspectives by interpreting the speakers message
Evaluating
-appraises the speakers thoughts or behaviours
-favourable or negative
-best chance for evaluations is through constructive rather than put down
Psychological noise
Includes moods and arousal
Barriers to effective listening
Multitasking, daydreaming, glazing over, drifting off
-lack of preparation
-prejudice
-speech vs thought rate
Response preparation
Tendency to rehearse what we will say next
Media multitasking
Using multiple forms of media simultaneously can positively or negatively affect listening
Media multitasking may cause
-inefficiency
-give people sense of control
-produce productive experience
-interfere with listening at multiple stages of the process
Active listening
Pairing outwardly visible positive listening behaviours with positive cognitive listening processes
-overcome barriers
Note taking
Allows us to interpret and assimilate information better
Discovering biases can help
Recognize when they interfere with your ability to process a message fully
Listenable messages
Verbal messages that are individualized and intended to be understood by a listener
Interpersonal conflict occurs in
Interactions with real or perceived incompatible goals or opposing viewpoints
Passive communicator
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
Aggressive communicator
Come across as advocating for their rights despite possibly violating the rights of others
-tells others that their feelings do not matter
Assertive communicators
Convey information that describes the facts and the senders feelings without disrespecting the receiver
-using I messages, are strategies for assertive communication
Global labels
Labelling someone as irresponsible, untrustworthy, selfish or lazy
-call entire identity into question
Sarcasm
Although disguised as humour
-passive aggressive though which a person communicates negative feelings
Dragging up the past
Bringing up negative past experiences is a tactic people use when they do not want to discuss a current situation
Negative comparisons
Holding people up to another persons supposed standards or characteristics can lead to feelings of inferiority and resentment
Judgmental
Accusatory messages usually generalized overstatements about another person that goes beyond labelling but foes not describe specific behaviour in a productive way
Threats
Usually signals end of productive communication
-lead to conflict
Competing
High concern for self and a law concern for others
-strive to win conflict even at expense of other person
Avoiding
Low concern for self and others
-no direct or overt communication about the conflict takes place
-doing nothing
Accommodating
Low concern for self and high concern for others
-doing what the other wants
Compromising
Moderate concern for self and others
-give up some or most of what you want
Collaborating
High degree of concern for self and others
-takes the most work
5 step problem solving sequence
-identify problem
-analyze proble, cause and symptoms
-identify goals and needs of each person
-identify solutions
-evaluate
Responding to conflict
Listen and validate what other people say
-take ownership
-ask for preferred solutions
Conflict triggers
-criticism
-demands
-rejection
STLC conflict model
Stop, think, listen, communicate
Culture
Shared beliefs, values and assumptions of a group of people who learn form one another
Culture is
Learned, shared, dynamic, systemic and symbolic
Multiculturalism
Surface approach to the coexistence and tolerance of different cultures
-highlights and accepts differences but maintains a safe distance
Cross cultural
More diplomatic or sensitive
-account for some interaction, recognition of difference through trade and cooperation, which builds some limited understanding
Intercultural approach
Making efforts to understand other cultures and ourselves better
-aims to work through a positive inclusive outcome
Ethnocentrism
Tendency to view other cultures as inferior to ones own
Power distance
High power distance means a culture accepts and expects a great deal of hierarchy
-low power distance means the opposite
Individualism
High indivudlism means that culture tends to put individual needs ahead of group or collective needs
Uncertainty avoidance
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
Masculinity
High relates to society valuing traits traditionally masculine (competition, aggressiveness, achievement)
Low demonstrates traditional feminine traits (caring, quality of life)
Long term orientation
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
Indulgence
High means cultures are okay with people indulging desires and impulses
Low value people who control or suppress desires and impulses
Universalism versus particularity’s
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
Individualism versus communitarianism
The extent that people prioritize individual interests versus the community’s interest
Specific versus diffuse
Extent that culture priories head down task focused approach to doing work versus inclusive overlapping relationship between life and work
Neutral versus emotional
Extent that a culture works to avoid showing emotion versus a culture that values a display or expression of emotions
Achievement versus ascription
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
Sequential time versus synchronous time
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
Internal direction versus outer direction
Degree in which culture members believe they have control over themselves and their environment
Being more conscious of how to conform the external environment
Domination
Dominating or controlling the conflict
-indivudlist approach
Avoiding
Dodging the conflict altogether
-collectivist approach
Obliging
Yielding to the other person
-collectivist approach
Compromising
A give and take negotiated approach to solving the conflict
-indivudlist approach
Integrating
A collaborative negotiated approach to solving the conflict
-indivudlist approach
Denial
Problem denying stage
polarization
One accepts and acknowledges that there is such a. Thing as cultural difference but the difference is framed as a negative
Minimization
Hybrid category that is height monocultural nor intercultural
-recognizes cultural differences, but focused on universal commonalities, to mask cultural distinctions
Acceptance
Demonstrates recognition and deeper appreciation of both ones own and other cultural differences and commonalities
-first dimension that exhibits a more intercultural distinctions
Adaption
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
Cultural competence
Is a step toward effective intercultural communication
Cultural safety
Outcome of respectful engagement and is evidence when people feel safe receiving care within any healthcare setting
Cultural humility
Process of self reflection to understand ones personal biases and examine systemic biases that have impacted trust and therapeutic relationships
Selective perception
When we focus on a particular thing and ignore other element s
Perceptual organization
After we select the information we are paying attention to we make sense of it in our brains
Schemata
Databases of stored, related information that we use to interpret new experiences
Internal attributions
Connect the cause of behaviours to personal aspects such as personality traits
external attributions
Connect the cause of behaviours to situational factors
Self serving bias
Perceptual error, attributed to the cause of our success to internal personal factors while attributing failures to external factor beyond our control
Extraversion
Persons interest in interacting with others
Agreeableness
A persons level of trustworthiness and friendliness
Conscientiousness
Persons level of self organization and motivation
Neuroticism
Persons level of self organization and motivation
Openness
Persons willingness to consider new ideas and perspectives
Four principles of self fulfilling prophecies
-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
Self management
Can control impulsive feelings and behaviours
-manage emotions in healthy ways
-take initiative
-commitments and adaptability
Self awareness
Recognize your emotions and how they effect your thoughts and behaviours
-know your strengths, opportunities for growth, self confidence
Social awarenesss
-empathy
-understand other peoples emotions, needs, concerns
-emotional cues and feel comfortable socially
relationship management
You can develop and maintain good relationships
-communicate clearly
-inspire others
-teamwork
-manage conflict
Emotional intelligence affects
-performance at school and work
-physical health
-mental health
-relationships
-social intelligence
Perception checking
Strategy to help monitor reactions to perceptions about people and communications
Perception checking behaviours
-describe behaviour observed
-offer two or more possible interpretations
-seek clarification about the interpretations
Dyadie communication
Applied in 2 person interactions
Number for small group
Minimum 3 people, max 15-20
Dyadic connections within 6 person group
15
Internal forces within small group
Member characteristics play a role in initial group formation
External factors in small groups
Group size, task, rescources affect group structure q
Formal networks in small groups
May have clearly defined roles and responsibilities or a hierarchy that shows how members are connected
Groups have more control over informal networks
Connections between individuals within and among groups members and people outside group are not official
Reachability
How one member is connected to other group members
Decentralized group structure
Each group members is connected to two others
Centralized group structure
One group member is very reachable by all group members
Centralized groups are better than
Decentralized groups in speed and efficiency
Decentralized groups are more effective at
Solving complex problems
Shared identity
Often formed around a shared goal and previous accomplishment
-adds dynamism to the groups as
Decentralized structure is more likely to emerge
In groups where collaboration is the goal, specific task and course of actions are not required under time constraints
Functions of small groups
Meet:
-intrsumental needs
-interpersonal needs
-identify needs
Task orientated groups
Formed to solve problems, promote a cause or generate ideas or information
Production
Ask to produce something tangible from their group interactions
-design for a play ground or musical performance
Discussion
Asked to talk through something without trying to come up with a right or wrong answer
-clinical community support groups
Problem solving
Must devise a course of action to meet specific needs, include production and discussion component
Advantages of small groups
Shared decision making, shared rescources, synergy
Disadvantages of small groups
-One person can be just as or more effective than a group
-group interaction slows down the decision making process
-presents interpersonal challenges
Forming stage
Group members began to reduce the uncertainty associated with new relationships or task through initial interactions that lay the foundation for later gynamics
Storming
Conflict emerges as people begin to perform their various roles
-uncertainty
-conflict
No ring
Practices and expectations of the group are solidifed and leads to more stability and productivbility
Performing
Group members work relatively smoothly towards completing a task or achieving a purpose
Adjourning
Group dissolves because it has completed purpose or goal
-support for group no longer exists
Group climate
Tone and quality of group interaction that is experienced similarly by group members
Takes cohesion
Commitment of group members to the purpose and activists of the grop
Social cohesion
The attraction and liking among group members
Symbolic convergence
Community or group that develops trghough non task related communication such as stories and jokes
Group think
Negative group phenonmon due to lack of critical evaluation of proposed ideas
-due to high cohesion levels and conformity pressures
Avoid group think by
-divide responsibility and track contribution
-encourage minority
-decision reviewed by outside part
Procedural conflict
Emerge from disagreements or trouble with the mechanics of group operations
Substantive conflict q
Focus on group members differing beliefs, attitudes or ideas related to the purpose or task of the group
Primary tension
-group first comes together
-uncertainty
-less direct
Secondary tension
Emerges after groups have passed forming stage
-conflict over roles and differing ideas
-less polite behaviours
