1. Adjustment is the psychological process by which an individual manages or copes with various demands from their environment and circumstances.
2. Psychologists study adjustment in different areas including emotional, occupational, school, and social adjustment.
3. Social adjustment involves coping with new social standards and values and getting along with members of society. Without proper social adjustment, individuals cannot meet basic needs and will feel isolated.
Adjustment by S.Lakshmanan, PsychologistLAKSHMANAN S
The document defines adjustment and discusses the adjustment process. It states that adjustment is the harmonious relationship between an individual and their environment, involving adapting to satisfy needs and meet demands. The adjustment process allows individuals to adapt to their environment, overcome frustration in meeting needs, and maintain balance. There are various areas of adjustment including home, health, social, emotional, and occupational. The document also discusses factors that can lead to maladjustment and presents the results of a study on student adjustment levels based on gender and groups.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
The document discusses the concept of adjustment, which refers to the process by which living organisms maintain balance between their needs and circumstances. Adjustment is a continual process that involves varying one's behavior to establish more harmonious relationships with the environment. Well-adjusted individuals are physically and psychologically healthy, socially accepted, and able to balance their needs with what is available to them. The document outlines various spheres of adjustment, including personal, social, and occupational adjustment. It also discusses defense mechanisms that people employ unconsciously to protect themselves from anxiety, such as rationalization, projection, denial, and intellectualization.
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Adjustment problems of the exceptional [autosaved]Taya Nilong
The document discusses several key concepts related to understanding and supporting those with exceptionalities or impairments:
1) Major theories on how impairments can influence behavior and self-perception are explored, including somatopsychology and organic inferiority.
2) Successful adjustment is framed as a social psychological problem dependent on how society and environment view the individual's deviation.
3) Parents, teachers, and society play an important role in minimizing anxiety and encouraging realistic goals to support positive adjustment.
1. Adjustment is the psychological process by which an individual manages or copes with various demands from their environment and circumstances.
2. Psychologists study adjustment in different areas including emotional, occupational, school, and social adjustment.
3. Social adjustment involves coping with new social standards and values and getting along with members of society. Without proper social adjustment, individuals cannot meet basic needs and will feel isolated.
Adjustment by S.Lakshmanan, PsychologistLAKSHMANAN S
The document defines adjustment and discusses the adjustment process. It states that adjustment is the harmonious relationship between an individual and their environment, involving adapting to satisfy needs and meet demands. The adjustment process allows individuals to adapt to their environment, overcome frustration in meeting needs, and maintain balance. There are various areas of adjustment including home, health, social, emotional, and occupational. The document also discusses factors that can lead to maladjustment and presents the results of a study on student adjustment levels based on gender and groups.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
The document discusses the concept of adjustment, which refers to the process by which living organisms maintain balance between their needs and circumstances. Adjustment is a continual process that involves varying one's behavior to establish more harmonious relationships with the environment. Well-adjusted individuals are physically and psychologically healthy, socially accepted, and able to balance their needs with what is available to them. The document outlines various spheres of adjustment, including personal, social, and occupational adjustment. It also discusses defense mechanisms that people employ unconsciously to protect themselves from anxiety, such as rationalization, projection, denial, and intellectualization.
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Adjustment problems of the exceptional [autosaved]Taya Nilong
The document discusses several key concepts related to understanding and supporting those with exceptionalities or impairments:
1) Major theories on how impairments can influence behavior and self-perception are explored, including somatopsychology and organic inferiority.
2) Successful adjustment is framed as a social psychological problem dependent on how society and environment view the individual's deviation.
3) Parents, teachers, and society play an important role in minimizing anxiety and encouraging realistic goals to support positive adjustment.
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
This document discusses perception, attitude, values and their impact on communication. It begins by defining perception as the organization, identification and interpretation of sensory information to understand one's environment. There are four steps in the perception process: selection, organization, interpretation and negotiation. The role of perception in communication is that the sender's perception impacts what is sent and the receiver's perception impacts what is received. There are different types of perception including self, environmental, learned and physical/cultural. The document also discusses attitudes, defining them as mental predispositions that are expressed through favorability or unfavorability. Attitudes can be positive or negative. Finally, the document defines values as preferences for certain modes of conduct or end states. It
The document discusses human nature and human behavior across different stages of life. It defines human nature as the set of characteristics common to all humans, including ways of thinking, feeling and acting. It then outlines several reasons for studying human nature, such as to understand why people behave differently and how to motivate people. The document also discusses the primary and secondary dimensions that shape individual differences, and how understanding human nature can help organizations adapt to individuals. Finally, it outlines the different stages of human life from infancy to later adulthood.
This document discusses adjustment and maladjustment. It defines adjustment as balancing conflicting needs or needs challenged by obstacles. Maladjustment occurs when a person's relationship with their environment does not meet social norms. The document outlines factors that can contribute to maladjustment, such as family issues (e.g. broken homes, economic problems), personal issues (e.g. disabilities), and school/peer issues (e.g. lack of activities, unhealthy peer relationships). Characteristics of maladjusted individuals are also provided.
The document discusses human behavior and its various classifications. It aims to understand why people behave the way they do, as human behavior is influenced by many complex factors like culture, emotions, social interactions. It also discusses several theoretical approaches to studying human behavior like psychodynamic, humanistic, behavioral, and cognitive approaches. Furthermore, it explains Maslow's hierarchy of human needs which proposes that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and the need for self-actualization.
This document discusses attitudes, including their concept and formation. It describes cognitive dissonance theory and the theory of reasoned action as two theories of attitudes. It outlines three types of job-related attitudes: job satisfaction, job involvement, and organizational commitment. The document also discusses methods of measuring and changing attitudes. Finally, it provides an overview of transactional analysis, including ego states, social transactions between ego states, and life positions.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
This document discusses attitudes, beliefs, and values. It defines attitude as having three components - cognitive, affective, and conative - and as being oriented positively or negatively towards an object or topic. Attitudes can influence behavior and be influenced by behavior. Beliefs are assumptions held as true, while values represent modes of conduct that are preferable. The document outlines several theories of attitude change and discusses the role of cognitive consistency and dissonance in driving changes. It also defines societal values according to frameworks involving human nature, man-nature relationships, time orientation, and levels of conservatism versus liberalism.
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...Cengage Learning
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
This document discusses beliefs, values, and attitudes. It defines them as follows:
- A belief is an internal feeling that something is true, even if unproven or irrational.
- A value is a measure of importance attached to something, often reflected in how one lives.
- An attitude is how one expresses beliefs and values through words and behavior.
It then discusses how attitudes are learned tendencies to evaluate things in positive or negative ways. Attitudes can be explicit and conscious or implicit and unconscious. Attitudes form from direct experiences, observation, social roles, and social norms. They have cognitive, emotional, and behavioral components. Finally, it discusses how attitudes can change through learning theories, persuasion theories
Allport proposed that personality develops through stages of selfhood from infancy to adulthood. The earliest stage is the bodily self in infancy, focused on physical sensations and needs. Next is the personal self of childhood, where a sense of identity separates from others. In adolescence and beyond, the social self emerges through relationships and roles. The final stage is the transpersonal self, oriented toward universal principles like justice that transcend individual concerns. Allport saw personality developing as an increasingly complex self-concept at the core of one's being.
The document discusses learning theories including behaviorism. Behaviorism defines learning as a change in behavior due to experience and conditioning. There are two types of conditioning - classical and operant. Classical conditioning involves linking a stimulus to a response, as shown in Pavlov's dog experiments. Operant conditioning occurs when a response is reinforced or punished, shaping behavior. Later theorists like Skinner expanded on operant conditioning principles through positive and negative reinforcement. While behaviorism provided a framework for understanding learning, it has also received criticism for disregarding internal mental processes.
This document discusses concepts related to adjustment and mental health. It defines adjustment as a state of balance between an individual and their environment where their needs are met and they conform to social demands. Adjustment is an ongoing process of adapting behavior. Mental health is the ability to adjust to life's stresses, while maladjustment involves physical, behavioral, or emotional symptoms. The document outlines several models of adjustment and lists common adjustment mechanisms like defense mechanisms, escape behaviors, and psychosomatic illness.
Attitudes can be formed through direct experiences and observations based on behavioral theories. They can be measured explicitly through questionnaires and scales, or implicitly through physiological responses, language usage, priming techniques, and implicit association tests. Common scales include Likert, Thurstone, Guttman and Osgood's semantic differential which assess attitudes through agreement levels or connotative meanings. Physiological methods analyze facial expressions and brain activity, while covert measures evaluate biases in language, reaction times to primed concepts, and implicit associations.
Attitudes are positive or negative orientations towards something and usually influence behavior. They have cognitive, affective, and behavioral components. An attitude is formed from beliefs and values on a subject. Work attitudes include job satisfaction and organizational commitment. Job satisfaction relates to liking one's work while commitment relates to identification with one's organization. Attitudes can change due to reinforcement, balance, cognitive consistency, and cognitive dissonance theories. These theories propose that attitudes shift to resolve inconsistencies between beliefs, values, and behaviors.
This document discusses whether attitude affects behavior. It introduces the speaker, Matthijs Roumen, a 21-year-old student from the Netherlands studying at Anadolu University. It defines an attitude as a stable mental position held toward someone or something, and notes that behavior refers to actions or reactions. It then poses the question of whether attitude predicts behavior and explores some examples where attitudes and behaviors were either consistent or inconsistent.
The document discusses organizational learning and defines a learning organization as one that continuously transforms through developing all members. There are four propositions about organizational learning: an organization must learn faster than its environment changes; the degree of needed change depends on environmental instability; few managers can no longer keep pace with changes; and the workforce must be involved in identifying and implementing changes. It also outlines a systematic approach to organizational learning and discusses relationships between organizational learning, structure, culture, and change.
This document discusses how our beliefs shape our reality and limit social progress. It argues that while technology advances, our underlying belief systems remain thousands of years old and rooted in unconscious biases. This perpetuates problems like inequality, poverty and environmental crises. However, it suggests that by becoming aware of our deepest beliefs and developing new, complementary paradigms, we can radically change our future and solve current issues. The most fundamental belief to begin this shift, it says, is recognizing our shared connection to one another.
Non-verbal communication conveys messages through facial expressions, gestures, eye contact, posture, tone of voice and other behaviors aside from words. It represents around 65% of all communication. There are seven major types of non-verbal communication: kinesics (body language), oculesics (eye contact), paralinguistics (voice), proxemics (space), artifacts (objects), chronemics (time) and haptics (touch). Understanding and properly using non-verbal communication helps build better relationships and express true meaning.
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
This document discusses perception, attitude, values and their impact on communication. It begins by defining perception as the organization, identification and interpretation of sensory information to understand one's environment. There are four steps in the perception process: selection, organization, interpretation and negotiation. The role of perception in communication is that the sender's perception impacts what is sent and the receiver's perception impacts what is received. There are different types of perception including self, environmental, learned and physical/cultural. The document also discusses attitudes, defining them as mental predispositions that are expressed through favorability or unfavorability. Attitudes can be positive or negative. Finally, the document defines values as preferences for certain modes of conduct or end states. It
The document discusses human nature and human behavior across different stages of life. It defines human nature as the set of characteristics common to all humans, including ways of thinking, feeling and acting. It then outlines several reasons for studying human nature, such as to understand why people behave differently and how to motivate people. The document also discusses the primary and secondary dimensions that shape individual differences, and how understanding human nature can help organizations adapt to individuals. Finally, it outlines the different stages of human life from infancy to later adulthood.
This document discusses adjustment and maladjustment. It defines adjustment as balancing conflicting needs or needs challenged by obstacles. Maladjustment occurs when a person's relationship with their environment does not meet social norms. The document outlines factors that can contribute to maladjustment, such as family issues (e.g. broken homes, economic problems), personal issues (e.g. disabilities), and school/peer issues (e.g. lack of activities, unhealthy peer relationships). Characteristics of maladjusted individuals are also provided.
The document discusses human behavior and its various classifications. It aims to understand why people behave the way they do, as human behavior is influenced by many complex factors like culture, emotions, social interactions. It also discusses several theoretical approaches to studying human behavior like psychodynamic, humanistic, behavioral, and cognitive approaches. Furthermore, it explains Maslow's hierarchy of human needs which proposes that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and the need for self-actualization.
This document discusses attitudes, including their concept and formation. It describes cognitive dissonance theory and the theory of reasoned action as two theories of attitudes. It outlines three types of job-related attitudes: job satisfaction, job involvement, and organizational commitment. The document also discusses methods of measuring and changing attitudes. Finally, it provides an overview of transactional analysis, including ego states, social transactions between ego states, and life positions.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
This document discusses attitudes, beliefs, and values. It defines attitude as having three components - cognitive, affective, and conative - and as being oriented positively or negatively towards an object or topic. Attitudes can influence behavior and be influenced by behavior. Beliefs are assumptions held as true, while values represent modes of conduct that are preferable. The document outlines several theories of attitude change and discusses the role of cognitive consistency and dissonance in driving changes. It also defines societal values according to frameworks involving human nature, man-nature relationships, time orientation, and levels of conservatism versus liberalism.
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...Cengage Learning
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
This document discusses beliefs, values, and attitudes. It defines them as follows:
- A belief is an internal feeling that something is true, even if unproven or irrational.
- A value is a measure of importance attached to something, often reflected in how one lives.
- An attitude is how one expresses beliefs and values through words and behavior.
It then discusses how attitudes are learned tendencies to evaluate things in positive or negative ways. Attitudes can be explicit and conscious or implicit and unconscious. Attitudes form from direct experiences, observation, social roles, and social norms. They have cognitive, emotional, and behavioral components. Finally, it discusses how attitudes can change through learning theories, persuasion theories
Allport proposed that personality develops through stages of selfhood from infancy to adulthood. The earliest stage is the bodily self in infancy, focused on physical sensations and needs. Next is the personal self of childhood, where a sense of identity separates from others. In adolescence and beyond, the social self emerges through relationships and roles. The final stage is the transpersonal self, oriented toward universal principles like justice that transcend individual concerns. Allport saw personality developing as an increasingly complex self-concept at the core of one's being.
The document discusses learning theories including behaviorism. Behaviorism defines learning as a change in behavior due to experience and conditioning. There are two types of conditioning - classical and operant. Classical conditioning involves linking a stimulus to a response, as shown in Pavlov's dog experiments. Operant conditioning occurs when a response is reinforced or punished, shaping behavior. Later theorists like Skinner expanded on operant conditioning principles through positive and negative reinforcement. While behaviorism provided a framework for understanding learning, it has also received criticism for disregarding internal mental processes.
This document discusses concepts related to adjustment and mental health. It defines adjustment as a state of balance between an individual and their environment where their needs are met and they conform to social demands. Adjustment is an ongoing process of adapting behavior. Mental health is the ability to adjust to life's stresses, while maladjustment involves physical, behavioral, or emotional symptoms. The document outlines several models of adjustment and lists common adjustment mechanisms like defense mechanisms, escape behaviors, and psychosomatic illness.
Attitudes can be formed through direct experiences and observations based on behavioral theories. They can be measured explicitly through questionnaires and scales, or implicitly through physiological responses, language usage, priming techniques, and implicit association tests. Common scales include Likert, Thurstone, Guttman and Osgood's semantic differential which assess attitudes through agreement levels or connotative meanings. Physiological methods analyze facial expressions and brain activity, while covert measures evaluate biases in language, reaction times to primed concepts, and implicit associations.
Attitudes are positive or negative orientations towards something and usually influence behavior. They have cognitive, affective, and behavioral components. An attitude is formed from beliefs and values on a subject. Work attitudes include job satisfaction and organizational commitment. Job satisfaction relates to liking one's work while commitment relates to identification with one's organization. Attitudes can change due to reinforcement, balance, cognitive consistency, and cognitive dissonance theories. These theories propose that attitudes shift to resolve inconsistencies between beliefs, values, and behaviors.
This document discusses whether attitude affects behavior. It introduces the speaker, Matthijs Roumen, a 21-year-old student from the Netherlands studying at Anadolu University. It defines an attitude as a stable mental position held toward someone or something, and notes that behavior refers to actions or reactions. It then poses the question of whether attitude predicts behavior and explores some examples where attitudes and behaviors were either consistent or inconsistent.
The document discusses organizational learning and defines a learning organization as one that continuously transforms through developing all members. There are four propositions about organizational learning: an organization must learn faster than its environment changes; the degree of needed change depends on environmental instability; few managers can no longer keep pace with changes; and the workforce must be involved in identifying and implementing changes. It also outlines a systematic approach to organizational learning and discusses relationships between organizational learning, structure, culture, and change.
This document discusses how our beliefs shape our reality and limit social progress. It argues that while technology advances, our underlying belief systems remain thousands of years old and rooted in unconscious biases. This perpetuates problems like inequality, poverty and environmental crises. However, it suggests that by becoming aware of our deepest beliefs and developing new, complementary paradigms, we can radically change our future and solve current issues. The most fundamental belief to begin this shift, it says, is recognizing our shared connection to one another.
Non-verbal communication conveys messages through facial expressions, gestures, eye contact, posture, tone of voice and other behaviors aside from words. It represents around 65% of all communication. There are seven major types of non-verbal communication: kinesics (body language), oculesics (eye contact), paralinguistics (voice), proxemics (space), artifacts (objects), chronemics (time) and haptics (touch). Understanding and properly using non-verbal communication helps build better relationships and express true meaning.
Body language refers to nonverbal communication signals like facial expressions and gestures. Experts estimate that 60-65% of communication is nonverbal. It is important to understand body language cues, but also consider other signals like context. Nonverbal communication can repeat, contradict, substitute for, or accent verbal messages. Types of body language include facial expressions, eye contact, mouth movements, posture, gestures, use of personal space, touch, and vocal tones/qualities. Interpreting these cues can provide insight into emotions, attitudes, and the truthfulness of messages.
In this Ebook, you will discover the topics about the types of body expressions, the basics of reading body language, the implication of the smallest body language, the interpretaion of body languages, the micro expression matter, the benefits of understanding the body expressions, the skills that are required in understanding the body languages, understanding what other people are thinking and the effects of body language on communication.
Nonverbal communication involves sending and receiving messages without words through body language, gestures, eye contact, use of space, touch, time, artifacts, and paralanguage. It accounts for over 50% of communication according to Mehrabian's model. Nonverbal cues can reinforce, complement, or contradict verbal messages and help regulate interactions. Examples of important nonverbal channels discussed are kinesics, proxemics, haptics, chronemics, and their cultural meanings and functions.
This document provides an overview of non-verbal communication. It discusses that non-verbal communication includes body language, facial expressions, eye contact, gestures, posture, physical characteristics, proximity, timing, paralinguistics, attire, appearance, and touching. Several types of non-verbal cues are described including kinesics, proxemics, haptics, and others. The document emphasizes that non-verbal communication plays an important role in interpersonal interactions and conveying messages beyond words.
The document discusses non-verbal communication and body language. It defines non-verbal communication as communication through physical behaviors, expressions, and mannerisms rather than words. Some key aspects of non-verbal communication discussed include facial expressions, gestures, eye contact, touch, personal space, and tone of voice. Non-verbal signals can reinforce, contradict, or substitute for verbal communication and help with first impressions. It is important to pay attention to inconsistencies between verbal and non-verbal cues to identify lies or lack of trust.
Body language is a form of non-verbal communication through physical behaviors like facial expressions, posture, gestures, and use of space. It exists in both humans and animals but this article focuses on interpreting human body language. Body language differs from sign language which has its own grammar systems. There is debate around whether interpretations of body language are universal or depend on culture. Body language plays a role in social interactions and establishing relationships, but can also be ambiguous so it is important to understand it accurately.
Body language plays an important role in communication beyond just words. It can reveal true feelings and emotions through gestures, facial expressions, posture, eye contact, and other nonverbal cues. Being aware of one's own body language and able to interpret others' body language allows for more effective understanding and connection. Maintaining open posture, eye contact, relaxed facial expressions, and controlled hand gestures can help make a positive first impression and show engagement and confidence during interactions like public speaking, interviews, and negotiations. Body language is also important in virtual communication through video calls.
The document discusses how body language and gestures can easily be misinterpreted across cultures. Three stories are provided as examples: 1) An American uses the "A-OK" gesture which means "money" in Japanese, 2) A British thumbs-up is seen as rude in Sardinian culture, 3) Simple gestures like a finger-ring or nose-pinching take on negative meanings when seen by people from other cultures like Syrian or Colombian. The key lesson is that body language needs to be used carefully as the same gestures can have very different or even opposing meanings depending on the cultural context.
Body language plays a significant role in communication and relationships. Non-verbal cues account for 65% of how we communicate. Positive body language can help people appear more assertive and build rapport, while negative body language can damage relationships and understanding. It is important to ensure body language matches verbal messages to appear trustworthy. Proper body language is essential for workplace success, public speaking, and forming connections. Subtle cues like arm positioning, facial expressions, and gestures can reveal emotions, thoughts, and social signals.
The document discusses effective communication skills. It states that effective communication involves understanding emotions, improving relationships, and combining skills like listening, managing stress, and recognizing emotions. While communication skills are learned, they become more instinctive with practice. Key aspects of effective communication include listening without interrupting, avoiding judgment, and showing interest in the speaker. The document also provides tips for managing stress, using nonverbal cues, improving voice tone, developing language skills, and interpreting body language during interactions.
Body language refers to nonverbal communication through gestures, facial expressions, eye contact, posture, and other physical behaviors. There are 11 main types of body language: paralanguage, gestures, emblems, blocking, proxemics, interest cues, facial expressions, pacifying behaviors, haptics, eye gaze, and ornaments. Mastering body language can help you connect better with others and build stronger relationships by expressing yourself clearly and understanding others nonverbally.
This document discusses communication skills and preparing for presentations. It covers various barriers to communication like jargon, cultural differences, and physical disabilities. It provides tips to overcome these barriers such as clarifying ideas, communicating at the receiver's level, and ensuring proper feedback. The document also discusses non-verbal communication cues like body language, eye contact, and personal space. Finally, it outlines the key steps to prepare for a successful presentation, including analyzing the audience, selecting a topic, and practicing and rehearsing the presentation.
This document is a certificate from Raghu Engineering College certifying that a group of 8 students completed a project on "BODY LANGUAGE" for their first year of study in the Computer Science Engineering department during the 2013-14 academic year. It lists the names of the students and their registration numbers. It is signed by their project guide from the Department of Humanities and Sciences.
This document discusses how nonverbal communication conveys important messages through appearance, body language, silence, time and space. It explains that over half of communication is nonverbal and first impressions are formed based on nonverbal cues like dress, body language and tone of voice. Certain body language signals like open hands convey openness while crossed arms indicate defensiveness. Facial expressions, gestures, posture, eye contact and use of space all provide clues about a person's underlying feelings and attitudes. Overall, nonverbal communication plays a significant role in how messages are understood.
Non-verbal communication conveys important messages through facial expressions, gestures, eye contact, posture, proximity and other cues. Despite being continuous and sometimes involuntary, non-verbal signals can be ambiguous and open to misinterpretation. They predominantly relate to relationships and reveal emotions, attitudes and inner states that are not easily expressed verbally. Different aspects of non-verbal communication include kinesics (body movement), proxemics (use of space), chronemics (aspects of time), and paralanguage (voice qualities and vocal cues). Together, non-verbal signals modify, reinforce and sometimes contradict what is said.
This document discusses interpersonal skills and communication skills. It covers a variety of interpersonal skills including personal development, confidence, stress management, and communication skills like listening, verbal communication, and problem solving. Effective interpersonal skills are important for both professional and personal success. Communication involves both verbal language and nonverbal cues. Nonverbal communication makes up a large portion of overall communication and can provide crucial context and meaning. Developing strong communication skills is important for life and career.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. GESTURES: YOUR BODY SPEAKS
When you present a speech, you send two kinds of messages to your audience. While your
voice transmits a verbal message, a vast amount of information is being visually conveyed by
your appearance, your manner and your physical behavior.
In public speaking, your body can be an effective tool for adding emphasis and clarity to your
words. It’s also your most powerful instrument for convincing an audience of your sincerity,
earnestness, and enthusiasm.
However, if you’re physical actions are distracting or suggest meanings that do not agree with
your verbal message, your body can defeat your words. Whether your purpose is to inform,
persuade, entertain, motivate, or inspire, your body and the personality you project must be
appropriate to what you say.
3. There are four main types of co-speech gesture
(McNeill 1992)
First one is iconic gesture – these are gestures that imag-istically represent object
characteristics, actions and 3-D relationships.
Example:- explaining to a child how to tie a shoe without actually physically
touching the laces. It is surprisingly hard to explain this simple and common
action without moving one’s hands (try it), but adding gesture to speech makes it
very easy and understandable.
A second type of gesture is a pointing, gesture. These gestures index, or connect,
some aspect of speech to some other idea, object location or action.
4. For example, imagine you are hiking through dense jungle and your more experienced
travel companion says, ‘Watch out for that poison ivy’. Without a deictic gesture to the
plant, you might end up in trouble.
A third type of gesture is a metaphoric, which conveys an abstract idea in a concrete
form.
For example, during a brainstorming session on a new advertising campaign, a
marketing executive may say, ‘Here’s what I am thinking’, while holding her fingers at
her forehead and then suddenly thrusting them outward as if holding an object out to the
group.
5. This is metaphoric because it is impossible to physically remove an idea
from one’s head and literally present it to others, but the gesture in this case
conveys that meaning nonetheless.
Finally, beat gestures are hand movements that keep the rhythm of speech.
These gestures are not thought to convey any semantic content, but they do
connect portions of speech over longer times.
For example, if a chef were to explain the sequence of adding ingredients to
a stir-fry, he might say, ‘You add the lemongrass, the ginger and then the
basil’ . while making beat gestures (right hand repeatedly flipping outward
every time he mentioned an ingredient) throughout the sequence to create a
sense of rhythm and cohesive structure.
6. Body Language
Body language is an outward reflection of a person’s emotional condition. Each
gesture or movement can be a valuable key to an emotion a person may be feeling
at the time.
Much debate and research has been done to discover whether non-verbal signals
are inborn, learned, genetically transferred or acquired in some other way.
7. Three rules for Accurate reading
1. Read gestures in clusters
One of the most serious errors in body language is to interrupt a solitary gesture in
isolation of other gestures or circumstances. For example, scratching the head can
mean a number of things- sweating, uncertainty, dandruff, forgetfulness or lying-
depending on other gestures that occur at the same time.
2. Look for congruence
Research shows that non-verbal signals carry about five times as much impact the
verbal channel and that, when the two are incongruent people- especially women –
rely on the non -verbal message and disregard the verbal content.
8. Example:- if you as the speaker ask the listeners about what they think about your ideas, his/her
opinion and his body language signals would be congruent or match.
3. Read gestures in context
All gestures should be considered in the context in which they occur.
If for example someone was sitting at a bus terminal with his arms and
legs tightly crossed and chin down and it was a cold winter’s day. It
would most likely mean that he was cold, not defensive. However, if the
person used the same gestures while sitting across a table from him trying
to sell him an idea, product or service, it could be correctly interrupted as
meaning that the person was feeling negative or rejecting your offer.
9. CAN YOU FAKE IT?
Can you fake your body language? The general answer to this question is ‘no’,
because of the lack of congruence that is likely to occur between the main gestures
and, the body’s micro signals and the spoken words.
For example. Open palms are associated with honesty but when the faker holds his
palm out and smiles at you as he tells a le, his micro gestures give him away. His
pupils may contract, one eyebrow may lift or the corner of his mouth may twitch ,
and these signals contradict the open palm gesture and the sincere smile.
10.
11.
12. Open arms:
Energetically open and possibly feeling vulnerable
A good way to show you are approachable, especially when combined with open palms.
Palms up/open hands:
Defences down
An open heart
Palms on chest – When a person uses open palms that occasionally touch their chest, they are signalling honesty.
Outward, upward hand movements – This conveys an open and positive message.
Folded arms: A defence mechanism that shows the person is not open to what is being said or done.May mean rejection or
Physically cold or Stubborn in their outlook.
13. Mirroring– This is evidence of two people getting on really well. Each person copies the
other’s body language, usually subtly.
Mirroring occurs with: Breathing ,Gestures ,Eye movement ,Leaning towards each other at the
same time.
Too much nodding – This indicates the listener has lost interest and may be bored. (Probably
where the saying ‘nodding off to sleep’ came from.)
Body space – Respect for the other person’s body space is crucial in gaining their trust. Stay at
least one arm’s length away from them.
Backwards moving: Rejecting or Escaping
Looks you in the eyes without staring – Confident, self-assured