, to the technology facilitates

\ People are vitally importan human communication; it doesn't replace it.

We are each unique because of a combination of factors which make UP who we

are. how we feel, and how w+ communicate. Those facton include, but not limited to:

Race andlor ethnicity \

Gender Age

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Sexual orientation . Socioeconomic status Values Ld

These and other personal aspects of our lives make up Our frame of reference' Our frame of reference allows US to:

Create and interpret messages Reflects our unique view

AWAY<, bqyh w d1

Roles you will place in the Source - person who creates and sends a message Receiver - the individual to whom the message is sent [mn. ih5t'

A message is a thought, feeling, or action sent from the source to the receiver through the use of symbols. Symbols fall into one of two code systems: verbal and nonverbal. (example: expressing anger)

Encoding is putting thoughts, feelings, and actions into meaningful symbols: Language is ourprimary symbol system. When we want to send a message, we rely on our frame of reference to choose the appropriate symbol.

Decoding is the process of interpreting or giving meaning to a message. Just as people encode messages according to their frame of reference, so do they decode messages based on their frame of reference. This is where communication oRen breaks down or stops completely.

Channel is the means by which a message is communicated. ( Two primary channels are sight and sound (voice)

Touch is also very significant Media is a hequent channel (phone, radio, TV, magazines, newspapers, etc.)

Feedback is the receiver's response to the sender's message. Sometlines we are unaware of fedkck . CA--*;..."" L-, --- . .. . . . . .

The conditions surrounding the interaction is referred to as the context. ' Physical setting

Psychological climate

Noise (interference) is a stimulus which disrupts the communication process. It can be intentional or unintentional. It can be external (sounds or visual stimuli which It can be internal (our own thoughts or feelings).

Why do we communicate? To create and maintain our sense of self To create communities To form and strengthen relationships To influence others To create and convey information

The are three types of communication: Intrapersonal (with ourselves) Interpersonal (informal and occurs between two or more people)

Dyadic communication occurs between two people and is usually informal (an interview is an exception)

= Small group which is less intimate than dyadic and less formal than public speaking Public speaking which is usually formal and involves a speaker presenting ideas to an audience

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Chapter 6 - understanding Ourselves and Others

Attendance

Obiectives: *$ Lecture: understand different communication theories and how they

relate to our relationships with others (50 minutes) *:* Discuss conflict and ways to use conflict to help relationships grow (2

minutes) Q Watch House "Role Models" clip and discuss powers (25 minutes)

I. The Nature of Interpersonal Relationships

r relationships with others.

Am vious (words) message B. p i r o n v e r b a l (paralanguage: tone, body language;

proxemics) message

:. Q sense of closeness and trust in another. Necessary part of Interpersonal relationships. Ex: physical, emotional, spiritual, intellectual.

-changing attitudes, beliefs, and behaviors or others. Our perception of having power changes our communication with others.

'ypes of soci uuc a dvility to control another person's

behavior through negative reinforcement o My boss says she'll fire me if I don't finish this project.

mt - One's ability to provide things such as money, objects, or love.

o My boss says she'll give me a raise if I finish this project.

One's position of authoritv.

o My boss says finish this project because she's my boss and she said so. - -- - - One's superior knowledge in a particular field.

3 My boss says finish this project because she knows it will benefit the good f me to-

%r *p*kC d

- , Y k % - e T

another. o My boss says finish this project and I want to, because I

really admire her and want to be a part of whatever she's worlii on. %-my or la i*3c &-- ?=ah? my in& Le u s r

D.m - nt

C M r w ' - -

Relationship begins. First contact. %dl- A*-- Two people get b tter acquaint d. "sm 1

.w h-&~@+-, hi% Ski?! S h l \ -4 - People begin to think of themselves as a couple.

Bd?3 Spend more time together. Touch o friends and romantic couples. QY e .

- q r J - Society sees two families, depend on one another, live together, helps us change and grow.

9-ITraditional wedding/commitment ceremony. Can put pressure on relationship. -

less interested in relationship, avoid di ussing problems or are overly critical. I% 4 -3$&4&%&~ +A<

"lationship stops growing. Go through the motions for the lzids, for fear's&. for convenience. Self -

*I w d h I tkU5les - rs spend little time together. Most

communication has stopped.

- -- Relationship ends. Some couples can move from this stage back into communicating and self-disclosing and heal the relationship.

I . . - 1 '

A e conscious decision to sh -5

ban 8 c ., hCY3 634- *dS.so*c , I \ - Draw, label, and explain parts of Johari Window

The Johari Window i I I i I

to others f I

i / Not known

I to others

I E

Known Not known to self to self

(upper left) self, known to others. What we know and share. ? 0 l b h 3 - '$'A L M ~ X L h s i stm -

(upper right) n,. . known to self, known to others. Unconsciously reveal. eah 'a( mn:""gy

(lower le-known to self, not known to others. What we kn w T y w b d w e d~,2/t"hg -,7- J C and choose not to share. ccA &W

(lower right) 4-pt known to others, not known to self. Our untapped potential. th\nqx@ o . r - ~ & - +ate

. - -

crp ,. . P r . . -creased understanding of self; relief at expressing emotio ; intimacy an stren f relationship is increas d.

d-wr *k04 euv%-ew m e ?Le\ be d -Pick your partner wisely: trust them and know them to be uncritical, supportive and empathetic. Pick your time to disclose well: when few distractions and appropriate place. q& "C\

111. p h b c

-Interpersonal Needs Theory: Schutz

- " our desire to be a part of a group or dyad. a Undersocial: perceive selves as 'shy', 'boring', or bad at

communicating so do not participate. Oversocial: also feel uncomfortable communicating but overcompensate by participating in many interactions. Ideal: comfortable to listen and talk in groups, but do not overwhelm self with too many groups.

- desire to have power, influence, responsibility for social environment

Abdicrats: have difficulty because of fear of consequences. Autocrats: may have attempts to control or dominate decision-making process. Attempting to prove to self and others that they're capable of making decisions. Democrats: like ideal, cope with decision-making responsibilities well but don't dominate. Can assume varying degrees of control (leader, worker) depending on situation requirements.

Underpersonal: shy away from developing relationships, frequently have poor self-concepts. Fear of intimacy. Overpersonal: also have fear of intimacy but overcompensate for anxiety by having many relationships. Typically act possessive. Personal: like ideal and democrat. Comfortable in having intimate relationships. Adjust to changes in relationship and can let go easily.

"We refuse to aclmowledge that a problem exists.

\_I_ We acknowledge a problem, but we minimize its importance.

hre are hostile towards the other party and try to intimidate him or her into a resolution.

<- - We appear to be agreeable but then ct in a subtle, covert, aggressive manner.

- ,

Chapter 16 - The Persuasive Speech

Attendance!

Daily Objectives: Q Lecture! (45 minutes)

9 Remaining time to work on speech

. The act of convincing an audience, through verbal nonverbal communication, to adopt or change an attitude, belief, or value or to take an action.

Persuasive Speech: what do you want your audience to do? Determine your objective. - - &ev hour 3% s~~~~~ U~L\ CP*\~ &:\ -t

" qetermine best way based on topic. J-O? - problem and then persuade audience to do suggested solution.

Body: describe existing problem Conclusion: possible solution

vidence and support. Put strongest ideas first OR last, not in the middle. Use detailed descriptions of each reason audience should take action.

when the audience understands the problem and is lool<ing tor the best solution. Compare your solution to other solutions.

Body: descriptions of your solution and others o Main ideas outline how your solution is best and others are

I. Arouse attention: get audience attention 2. Showing a need: determine what topic focuses on 3. Satisfying the need: argue how your proposal will fix it 4. Visualizing the results: using vivid language to say what will

happen when audience do what is said. 5. Calling for action: persuades audience to do what you say

Show and infomercial and have class identify MMS

'- Competence - Demonstrated ability, quality, or special lcnowledge. To increase: incorporate evidence and supporting material. CITE!^^ IS h UW y- 'a&-

$'- Dynamism - Degree of excitement, energy, involvement in a topic. Creates interest in topic. To increase: add enerw! - Trustworthiness and ethics - Character and integrity perceived

y b y audience. Reveal background of self, talk about how involved with topic.

U , because speakers need on.

-ryone has something in common with

k your expert power! - &u yfiw wa

'w--- - rr---- m ~ P e r r 4 * = T0 '335 - Deductive reasoning: A+B=C -3 e Q , L t w .

- Fallacies: flawed arguments

hominem: speaker attach another spealter's practer. 40 s h m e eo?d- 1lty cause and effect *-eH, o * ~ .

sequitar: minor points aren t equal to major ints

- ~Ger~eneralizations: while dramatic, not logical qaulty analogy: compares similarities of diffe ent

objects/situations but isn't logical - ~nu@A :rigger emotions, can use emotionally charged

anguage or personalize story. Use in addition to a well-reasoned ~rgument.