N4: INTERPERSONAL RELATIONSHIPS
AND SOCIAL INTERACTION
Question 3 in paper
Page 32-45

Watch the “Dove” clip and talk about self-image …

2.1 A HEALTHY SELF-IMAGE: BASIS FOR
SOUND INTERPERSONAL RELATIONSHIPS
Self-image: is a continuous interpretation and evaluation
of his physical, psychological and social qualities, as
observed by him on the basis of his daily experiences.
As such man’s self-image is an expression of what he
thinks he is and not necessarily what he really is.

2.1.1 ELEMENTS OF THE SELF-IMAGE P.32
The way a person perceives himself (i.e. what he
thinks of himself)
 The way a person interprets others’ perception of
him (i.e) what he thinks others think of him
 The way a person would like to be (his ideal selfimage)

1: Low self-image
2: Realistic self-image
3: The way she would
like to be –
Ideal self-image

2.1.2 DIMENSIONS OF THE SELF-IMAGE P.32
Physical dimension
1.

Dexterity (skills) dimension
2.

Individual’s evaluation of his level of intelligence

Psychological dimension

5.
Evaluation of technical and social skills against
meaningful people in a person’s life
Intellectual dimension
3.
4.
Individual’s experience of his own body.
Your view of yourself (introvert vs extrovert)
Sexual dimension
How popular an individual believes himself/herself to be
among members of the opposite sex
 Extent to which an individual believes he/she complies
with the traditional behavioural stereotypes for males
and females, as prescribed by society


2.1.2.6 COPING WITH IMBALANCES IN THE
SELF-IMAGE P.34
Often imbalance exists
between an individual’s
actual self-image (the way
he thinks he is) and his ideal
self-image (the way he
would like to be). If a girl
wants to be more pretty
then she can then
compensate for this
imbalance by concentrating
on other dimensions, like
enhancing her intellectual
dimension. In this way she
maintains a positive selfimage.

2.1.3 CHARACTERISTICS OF A GOOD AND A
POOR SELF-IMAGE
Single most noticeable difference between
someone with a good self-image and someone with
a poor self-image is the presence or absence of
self-esteem.
 Lack of self-esteem: individual constantly has
negative views about himself (poor self-image)
 Summary on page 35 explains differences. NB!
 Someone with a good self-image will reflect MOST
of the characteristics listed most of the time, but not
necessarily all of them. (left)
 Same can be said about a poor self-image (right)


2.1.4 IMPROVEMENT OF THE SELF-IMAGE P.34
Self-image is formed throughout life and by different
situations and experiences in life. An individual’s self-image
is dynamic and of a developing nature. One can improve
them.
The following THREE requirements can help to improve
one’s self-image.
 Self-knowledge (about your strengths and weaknesses)
 A realistic self-ideal (perception of the way one would like
to be)
 Self-esteem (reasonably consistent positive views about
oneself. An unconditional acceptance of the person by
meaningful others – parents, peer groups, other adults.

2.1.5 PRACTICAL GUIDELINES FOR IMPROVING
YOUR SELF-IMAGE P.35
Be realistic about your abilities – recognise your
strengths and weaknesses; and set your goals
accordingly.
 Tackle tasks you can cope with and make sure you
complete them.
 Encourage yourself to achieve success. Develop
the “I can do it” attitude.
 Do not say negative things about yourself – think
positively.
 Be proud of your achievements.
 Accept compliments from others graciously.
 Analyse and evaluate all criticism.


2.1.6 HUMAN NEEDS: MASLOW’S HIERARCHY P.37

2.1.6 MASLOW’S HIERARCHY
Physiological needs: Biological survival of the
human being – food, water, oxygen, sleep.
 Security: need for stability (predictable routine),
order, protection, freedom from fear.
 Affiliation needs: Need to give and receive love, as
well as need to be accepted by and belong to a
certain group.
 Need for esteem and self-esteem: individual’s need
to evaluate himself positively.
 Need for self-actualisation: express growth needs.
You have a need to utilise your talent, abilities and
potential.


2.1.6 MASLOW – HOW EMPLOYERS HELP
Physiological needs: providing adequate lunchhours, regular tea-breaks and holiday and sick leave
facilities.
 Security needs: Employers take care of security needs of
employees by providing a safe working environment, etc.
 Affiliation needs: Arranging welcoming functions for new
employees as well as regular social functions for
employees and their families.
 Need for esteem and self-esteem: presenting incentive
awards, creating opportunities for promotion, and by
public recognition of work done.
 Need for self-actualisation: provide opportunity for
advanced study and in-service training. Social
involvement in community affairs (such as fighting cancer
or adult basic education).


2.2 PRIMARY AND SECONDARY REFERENCE
GROUPS P.39
Primary reference
groups: with whom
the individual has
direct contact.
 Secondary reference
groups: with whom
the individual has
indirect contact with
other people.


2.3 BARRIERS IN INTERPERSONAL COMM AND SOCIAL
INTERACTION

External (physical barriers):


factors outside sender like lighting, ventilation, noise
Internal barriers
Physiological: physical condition interferes
 Psychological: personality and emotions interfere


BARRIERS TO INTERPERSONAL COMM AND SOCIAL
INTERACTION – PAGE 2

Perceptual barriers




Background, Education and
training, Intelligence, Occupation, Needs, Interests, Persona
lity, Attitude, Age, Sex, Race, Religion
Prejudice and stereotyping: passing judgement before a
proper trial or enquiry
Ethnocentricity: cultural relativity – one culture judges
another's values and norms according to own culture’s
values and norms.
Semantic barriers: Sender and receiver attach different
meanings to a particular word or expression. Example:
vague expressions, jargon and slang

2.3.2.7 INTERACTION BETWEEN VARIOUS
COMMUNICATION BARRIERS P.44
Communication barriers do not operate in isolation
 They often overlap and result in a more serious barrier.
 A physiological barrier like a stutter can lead to a
psychological barrier, e.g. being withdrawn. This can
lead to perceptual barriers, since the stutterer’s need
might differ from those of his colleagues.


2.3.3 GATE-KEEPING P.44
Sometimes fear of known or unknown consequences
causes people to create communication barriers
deliberately. This process is known as gate-keeping.
 If you did not complete an assignment, you may want to
avoid to see your lecturer – not until the work is done.
(Also see page 44 for more examples)


2.3.4 OVERCOMING COMM BARRIERS
Speak clearly and audibly
 Use simple, unambiguous language
 Be tactful and practise empathy. Be sensitive
towards culture, age, background, intelligencelevel, needs, interests.
 Be sincere
 Be a good listener
 Allow your conversation partner to air his opinions.
 Be fair, constructive and tactful when offering
criticism
 Accept constructive criticism gracefully.
