This chapter discusses the concept of self and interpersonal communication. It defines self-concept as how one views themselves and how that develops through others' perceptions, social comparisons, and cultural teachings. The self-concept influences communication and is multidimensional, subjective, resistant to change but flexible if healthy. Cultural influences and communication apprehension also impact one's self-concept. Guidelines are provided for appropriate self-disclosure and responding supportively to others' disclosures in order to have effective interpersonal communication.
This Presentation is about self concept in Interpersonal Communication.
It is a personal Presentation to Present in University class...
Not a commercial thing...
McAdams describes narrative identity as an internalized story you create about yourself — your own personal myth.
Like myths, our narrative identity contains
Heroes and villains that help us or hold us back,
Major events that determine the plot,
Challenges overcome and
Suffering we have endured.
When we want people to understand us, we share our story or parts of it with them;
When we want to know who another person is, we ask them to share part of their story. An individual’s life story is not an exhaustive history of everything that has happened. Rather, we make what McAdams calls “narrative choices.”
Our stories tend to focus on the most extraordinary events, good and bad, because those are the experiences we need to make sense of and that shape us
The stories can be redemptive or contaminative
This Presentation is about self concept in Interpersonal Communication.
It is a personal Presentation to Present in University class...
Not a commercial thing...
McAdams describes narrative identity as an internalized story you create about yourself — your own personal myth.
Like myths, our narrative identity contains
Heroes and villains that help us or hold us back,
Major events that determine the plot,
Challenges overcome and
Suffering we have endured.
When we want people to understand us, we share our story or parts of it with them;
When we want to know who another person is, we ask them to share part of their story. An individual’s life story is not an exhaustive history of everything that has happened. Rather, we make what McAdams calls “narrative choices.”
Our stories tend to focus on the most extraordinary events, good and bad, because those are the experiences we need to make sense of and that shape us
The stories can be redemptive or contaminative
Social psychologists like many other fields within psychology, often utilize different perspectives when looking at questions about social behavior.Different perspective has been briefly discussed.
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
This is a note in Personal Development. It tackles about the challenges of middle and late adolescence in their personal development.
#Personal Development
#Week 4 Topic
#Middle and Late Adolescence
#Challenges in Personal Development
Social psychologists like many other fields within psychology, often utilize different perspectives when looking at questions about social behavior.Different perspective has been briefly discussed.
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
This is a note in Personal Development. It tackles about the challenges of middle and late adolescence in their personal development.
#Personal Development
#Week 4 Topic
#Middle and Late Adolescence
#Challenges in Personal Development
The Social SelfThree Motivations in Social PsychologyM.docxjoshua2345678
The Social Self
Three Motivations in Social Psychology
Motivation for certainty We need to feel like we understand our environment
Motivation for esteem We need to feel competent and proud of ourselves
Motivation for belonging We need pleasant and stable social connections
Three Motivations in Social Psychology
Motivation for certainty
Motivation for esteem
Motivation for belonging
The way we view our self-concept is driven largely by these
Self-concept: A system of knowledge and beliefs about our personal qualities
Self-Concept
Me
My likes
My values
My skills
My traits
My feelings
Sources of Knowledge
Write a list of 5 subjective traits that define you
I am outgoing (subjective)
I am a student (objective)
These can include your values, likes, talents, personality traits, aspirations, etc.
Next to each one: How do you know?
Knowledge Through Behavior
Self-perception theory We learn about ourselves by watching our own behaviors
I am talking in front of a classroom, so I must be outgoing
Our behaviors are more telling when:
They are freely chosen
There is no reward
Knowledge Through Behavior
Children asked to draw with new markers for 20 minutes
Condition 1: Promised a “Good player” certificate
2 weeks later, played with markers 8% of free-time
Condition 2: Not promised a certificate, but surprised with one
2 weeks later, played with markers 16% of free-time
Condition 3: Not promised a certificate, not given one
2 weeks later, played with markers 16% of free-time
Knowledge Through Behavior
Why?
Condition 1: I played with these before, but it was for a certificate, so I don’t actually like them
Condition 2 + 3: I played with these before without the promise of a certificate, so I must like them!
Knowledge Through Thoughts/Feelings
Similarly, we use our thoughts and feelings to define who we are
I am calm in this classroom right now, so I must be outgoing
Knowledge Through Feelings/Thoughts
Researchers put a female surveyor in a national park to approach men
Condition 1: Men approached in an open field/ picnic area
Condition 2: Men approached as they crossed a swaying, unstable bridge
A second researcher approaches after and asks how attractive that female was
Men in condition 2 reported being more attracted to her
Knowledge Through Feelings/Thoughts
Conclusion:
Being on the bridge elevated heartrate, sweating, and attention
Men took this to mean attraction
Knowledge From Others’ Reactions
We understand who we are through the ways others treat us/react to us.
My brother asked me to talk at his wedding, so I must be outgoing
We respond to both obvious and subtle information from others:
Obvious: Others tell me I am creative, people are impressed by what I create
Subtle: My brother asks me to help design his wedding invitations
Works more with under-developed self-concepts or new domains
Knowledge from Social Comparisons
We judge who we are by how we co.
Resilience is like a rubber band that when stretched bounces back to its original shape. If you are resilient, you handle problems better – while others are frozen by stress, you are able to take control. You are proactive and future focused, because negativity doesn't overwhelm you.
This is for the very first lecture to start teaching C++.
It includes some info about Programming Languages, Compiler and then structure of a simple C++ Program.
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
3. Objectives: Self-Concept
1. Define self-concept; explain how it develops.
2. Explain how culture influences self-concept.
3. Define & give examples of ego
boosters/busters.
4. List & explain 5 characteristics of self-concept.
5. Define self-fulfilling prophecy & give example.
6. Explain why self-concept is often distorted.
7. Suggest how a distorted self-concept can be
changed.
4. I. Self-Concept
A. Definition
1. How you view yourself;
self-image
2. Feelings & thoughts about
your strengths, weaknesses
3. Relatively stable set of
perceptions you hold of yourself:
emotional states, talents, likes,
dislikes, values, roles, etc.
5. B. How the Self-Concept Develops
1. Others’ Images of You
a. Looking Glass Self
b. Reflected Appraisal:
c. Ego Boosters & Ego Busters
2. Social Comparisons
a. Superior/Inferior
b. Same/Different
3. Cultural Teachings
4. Your Own Interpretations &
Experiences
6. Sources of Self Concept
Other’s
Images
Social Self Your
Concept Interpretations &
Comparisons Evaluations
Cultural
Teachings
7. Ego Boosters/Ego Busters Exercise
• Recall an “ego booster” who helped
enhance your self-esteem.
• Recall an “ego buster” from your life.
• Recall a time when you were an
“ego booster” to someone else.
• Recall a time when you were an
“ego buster”.
8. Cultural Influences on Self-Concept
Individualistic Cultures Collectivistic Cultures
• Self is separate, unique • Emphasize extended
indiv; should be inde- families or in-groups;
pendent, self-sufficient “we” orientation
• Should take care of self • Should care for extend-
& immediate family ed family before self
• Reward individual • Reward contribution to
achievement; value group goals; group
individual decisions; decisions valued;
individual credit/ blame shared credit/blame
• Value autonomy, youth, • Value--duty, order, tra-
change, individual dition, age, group se-
security, equality curity, status, hierarchy
9. C. Characteristics of Self-Concept
The self-concept:
1. affects communication.
2. is subjective.
3. resists change.
4. is flexible, if it is healthy.
5. is multi-dimensional
10. 1. Self-concept affects communication.
High Self-Esteem Low Self-Esteem
1. Likely to think well of others 1. Likely to disapprove of others
2. Expect to be accepted 2. Expect to be rejected
3. Evaluate own performance 3. Evaluate own performance
more favorably less favorably
4. Perform well when being 4. Perform poorly when being
watched watched
5. Work harder for those who 5. Work harder for undemand-
demand high standards ing less critical people
6. Feel comfortable with those 6. Feel threatened by those
perceived as superior perceived as superior
7. Able to defend self against 7. Have difficulty defending self
criticism against criticism; easily
influenced
11. Self-Fulfilling Prophecy
1. We make a prediction based on a
belief.
2. We act toward person/situation as if
prediction/belief is true.
3. BECAUSE we act as if the belief is
true, it becomes true.
4. We observe this effect, which
strengthens our belief.
12. 2. The self-concept is subjective.
a. Obsolete
information
b. Distorted feedback
c. Emphasis on
perfection
d. Social expectations:
Modesty vs. “Egotism”
13. 3. The self-concept resists change.
a. Cling to existing self-concept,
even when evidence shows
it’s obsolete
b. Cling to negative outmoded
self-perception—whether
negative or positive
c. Can produce self-delusion
and lack of growth
14. “Can’t” Exercise
• Write a sentence which states
something you can’t do.
• Cross out the “can’t” and replace it
with “won’t” or “haven’t yet”.
• How does this change the meaning
of this sentence?
• What does this have to do with self-
concept?
15. 4. A healthy self-concept is flexible.
a. We change:
-from moment to moment.
-from situation to situation.
-over longer periods of time.
a. We need to constantly
adjust our self-concept
as new data becomes
available.
16. Changing the Self-Concept
• Have realistic expectations
• Strive for a realistic
perception of yourself
• Have the will to change
• Develop the skill to change
18. 5. The self-concept is multidimensional.
a. PRIVATE ME
1) Perceived self
2) Person you believe yourself
to be.
b. IDEAL ME
1) Desired self
2) Picture of person you wish
you were
c. PUBLIC ME
1) Presenting self
2) Face you try to show others
19. Defining My Three Selves Exercise
• Divide a sheet of paper into 3 equal parts. Label
the first column, “Perceived Self”. Write words
and/or draw pictures that best describe the person
you know yourself to be.
• Label the second area, “Desired Self,” and repeat
the process using words/pictures that describe the
way you would like to be.
• Label the third area, “Presenting Self.” Us
words/pictures that represent the way to present
yourself to others.
• Reflect on similarities & differences in the 3 areas.
(Out/In, 4th ed. P. 60)
20. Objectives: Self-Awareness &
Self-Esteem
1. Explain the Johari window.
2. Compare & contrast Johari window for two
different relationships.
3. Discuss rewards & risks of self-disclosure.
4. List & explain guidelines for self-disclosure.
5. List & explain guidelines for responding to
self-disclosures of others.
21. II. Self-Awareness
A. Johari Window -- a tool that
represents your communication
behaviors
Goal is to be
as open a
communicator
as appropriate.
22. Known to Not Known
Self to Self
Known to
Others
Open Blind
Self Self
Not
Known
Hidden Unknown
to Others Self Self
Johari Window
23. III. Self-Esteem – your own
evaluation of worth CLUES?
A. Attack your self- destructive
beliefs.
B. Engage in self-affirmation.
C. Seek out nourish-
ing people.
C. Work on projects that will
result in success.
33. Guidelines for Responding to
Self-Disclosures of Others
• Use active listening skills.
• Support & reinforce the discloser.
• Keep disclosures confidential.
• Do not use disclosures as
weapons.
34. Objectives: Apprehension
1. Define communication apprehension &
distinguish between state & trait
apprehension.
2. List 7 apprehensive behaviors.
3. List & explain 7 influences on
apprehension.
4. Explain how cultural differences impact
apprehension.
5. Briefly describe 3 apprehension
management theories.
35. V. Apprehension
A. Nature of comm. apprehension
1. Comm. apprehension--fear/anxiety
about interaction
2. Trait apprehension--fear of comm.,
regardless of situation
3. State apprehension--specific to a
given comm. situation
36. B. Apprehensive Behaviors
1. Decrease in frequency, strength, &
likelihood of engaging in comm.
2. Less willing to volunteer
3. Lack of satisfaction w/dating
4. Talk less & avoid leadership
5. Disclose less
6. Avoid jobs requiring comm.
7. Less likely to get job interviews
37. C. Influences on comm. apprehension
1. Degree of evaluation
2. Subordinate status
3. Degree of conspicuousness
4. Degree of unpredictability
5. Degree of dissimilarity
6. Prior success & failures
7. Lack of comm. skills & experience
38. D. Culture & apprehension
1. Apprehension increases
w/unfamiliarity
2. Higher if you have stereotypes,
prejudices
3. Situation influences--ambiguity, status,
perception of evaluation
39. E. Apprehension Management Theories
1. Cognitive Restructuring--change unreal-
Restructuring
istic beliefs which cause fear of failure
2. Systematic Desensitization--unlearn
Desensitization
apprehension--creating hierarchy of
behaviors leading up to desired behavior
3. Skill Acquisition--
Acquisition
a. Prepare & practice
b. Focus on success
c. Familiarize yourself w/situation
d. Try to relax
40. The End
Presenting Self?
Appropriate Self-Disclosure?
NOT!!!!!
41. Surveys/Exercises
• *Weighing Rewards & Costs of Self-
Disclosure
• Self-Concept Scales
• Locus of Control Scales
• Self-Fulfilling Prophecy cartoons &
stories
• Self-Actualization Survey
• Self-Disclosure Survey
• Self-Monitoring Survey