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Chapter Two: Interpersonal Communication and Self Rev 9/14

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Interpersonal Communication: Bebee, Bebee and Redmond

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Chapter Two: Interpersonal Communication and Self Rev 9/14

  1. 1. SSeellff CCoonncceepptt:: MMaannyy sseellvveess • Material self (you are your possessions) • Social Self – social situations • Spiritual self – where do you stand with your values • How you play different roles.
  2. 2. WWhhoo iiss iinn tthheerree ddooiinngg tthhee ttaallkkiinngg?? IInnnneerr DDiiaalloogguuee • WWhhoo aarree yyoouu?? • WWhhoo iiss iitt tthhaatt iiss aasskkiinngg tthhaatt qquueessttiioonn?? BBuuddddhhiisstt EExxeerrcciissee iinn ddeettaacchhmmeenntt aanndd sseellff aawwaarreenneessss:: Take the cardboard tube from an empty roll of paper towels or toilet paper and go to a mirror and look only at your eye in the reflected image. Ask the above questions after concentrating and relaxing for several minutes. This can get weird, so be prepared to find yourself embarrassing your mind into silence.
  3. 3. https://www.youtube.com/watch?v=yngg8DfmzPE&list=UUHLNwUayVbV0GS0sX7T4bgA
  4. 4. IInntteerrppeerrssoonnaall CCoommmmuunniiccaattiioonn aanndd SSeellff MMoosstt ppeeooppllee aarree aabboouutt aass hhaappppyy aass tthheeyy mmaakkee uupp tthheeiirr mmiinnddss ttoo bbee.. ~~AAbbrraahhaamm LLiinnccoollnn https://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy
  5. 5. SSeellff--ccoonncceepptt:: OOuurr mmaannyy ““sseellvveess”” Future selves or ""ppoossssiibbllee sseellvveess"" represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming.
  6. 6. AArree YYoouu aa NNaarrcciissssiisstt?? HHooww MMaannyy SSeellffiieess HHaavvee YYoouu PPoosstteedd OOnnlliinnee?? https://www.youtube.com/watch?v=Gs-lLR5AmdI
  7. 7. Activism Orientation Scale The Activism Orientation Scale (AOS) assesses individuals' propensities to engage in social action. YYEESS
  8. 8. SSeellff iimmaaggee:: YYoouu aarree iinn ccoonnttrrooll
  9. 9. SSeellff eesstteeeemm:: YYoouu ccaann cchhaannggee yyoouurr ““sseett ppooiinntt””!! • A person with poor self-esteem will feel the urge to put down or condescend to the person. • A person with good self-esteem when faced with a person showing ignorance or confusion or trouble will try and help the person.
  10. 10. Rudy https://www.youtube.com/watch?v=vEGOTWwd14M https://www.youtube.com/watch?v=VL4fEUKwdPw
  11. 11. Self-ffuullffiilllliinngg PPrroopphheessyy aanndd tthhee PPllaacceebboo EEffffeecctt Read this article on “External Links” www.wired.com/medtech/drugs/magazine/17-09/ff_placebo_effect
  12. 12. TThhee ppoollee--vvaauulltteerr eexxppeerriimmeenntt.. In an experiment where pole vaulters were given mismarked heights that they believed were practice heights but were actually higher than their own personal best marks, it was discovered that most of the athletes cleared those heights because they believed they could do it from past performance.
  13. 13. ““HHooww hhiigghh ccaann fflleeaass jjuummpp??”” If you place a few fleas in a glass jar you can safely predict they will jump straight out again. (You see, fleas are quite capable of jumping high. Fleas are the best jumpers in the insect world. They can jump eight to ten inches high, many times their own height.) Now, if you catch them, place them in the jar again and put a lid an amazing piece of behavior reprogramming begins. This time the fleas will learn that there is a limit to their freedom as they hit an obstacle, namely the lid, over and over. After a while you can take the lid off and you will discover to your amazement that the fleas keep jumping inside their 'prison' - just a little bit short of freedom. And, if you are not compassionate enough to tip them out, they will probably die within this 'safe space'. The fleas' ability to jump high did not change - but their willingness did. And that's what determines the difference. And this is pretty much the method of our own programming too, isn't it
  14. 14. FFaammoouuss II..QQ.. EExxppeerriimmeenntt In this field experiment, all the children in a primary school were used as subjects. Each grade, or year, was split into three streams (above average, average, and below average). The experimenters told the teachers at the school that they were going to administer an intelligence test that would determine which children would be academic "bloomers". These children would stand the greatest chance of becoming academically bright in the future. 20% of children in each of the 18 classes were chosen at random and labeled as bloomers. Their classroom teachers were told that these children were bloomers and therefore stood a good chance of becoming quite academic, when in fact, on average, the children would have been no different in academic ability than the rest of their classmates. After eight months the test was administered again to all of the children and the IQ gains were calculated. It was found that the children who had been labeled bloomers had significantly higher gains in IQ . The greatest gains were seen in the youngest children, grades one and two.
  15. 15. SSeellff ttaallkk:: CCoonnssttrruuccttiinngg yyoouurr oowwnn rreeaalliittyy
  16. 16. Calvin Coolidge • “Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.”
  17. 17. Developing yyoouurr iinnnneerr ccoonnffiiddeennccee ((wwiitthhiinn aa rreeaalliissttiicc sseellff aapppprraaiissaall))
  18. 18. CCoommmmuunniiccaattiioonn SSttaarrttss wwiitthh YYoouu:: BBeelliieevvee iinn YYoouurrsseellff..
  19. 19. SSeellff DDiisscclloossuurree:: MMaasstteerr tthhiiss aass bbootthh ggiivveerr aanndd rreecceeiivveerr aanndd yyoouu wwiillll bbee aa ssuucccceessssffuull ccoommmmuunniiccaattoorr!!
  20. 20. http://www.outofservice.com/bigfive/ FOR NEXT WEEK

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