Chapter 2 of Interpersonal Communication PDF

Preview

Summary

Lecture notes taken from professor Emily Salazar's class. Interpersonal Communication (CST 126). Chapter 2 from the textbook"Interpersonal Communication Everyday Encounters". ...

Description

Interpersonal Communication (CST 126)

What is Self? The “self” arises as we communicate with others. • • •

Develop positive and negative images of self-based on other’s messages Begins in the family Continues as we interact with peers and teachers

Particular Others People who are important to us, communicate who we are thru: • • • •

Direct definitions Reflected appraisals Scripts Attachment styles

Direct Definition: Communication that tells us exactly who we are by directly labelling us and our behaviors. Particular others provide us with direct definitions of our racial and ethnic identities. Direct definitions will boost or impair a child’s self esteem (ex. positive praise leads to undertaking new challenges). Reflected Appraisal: How we think other’s perceive us will affect how we see ourselves. We reflect the direct and indirect appraisals from others. Other’s expressed views can elevate or lower our self-concept (way we feel about ourselves). Social comparisons cause us to measure ourselves and abilities in relation to others. Self-fulfilling prophecies: internalize others’ expectations and judgments and become them. Identity Scripts Define our roles and how we are to play them out in life; rules for living. Formed at a young age, even before we have control of our lives. Attachment styles Patterns of caregiving that teaches us who we are and who others are. First bond is critical, it forms a child’s expectations for later relationships.

Interpersonal Communication (CST 126)

Attachment Styles Four distinct attachment styles: 1. 2. 3. 4.

Secure attachment Fearful attachment Dismissive attachment Anxious / Ambivalent attachment

Secure Attachment • • • •

Caregiver is consistent in attentive and loving ways Child develops positive sense of self-worth, “I am loved” Child develops positive view of others, “People are kind and caring” Tend to be outgoing, handle challenges & disappoints of close relationships, not dependent on others for self-worth

Fearful Attachment • • • •

Caregiver is unavailable, communicates in negative, rejecting or abusive manner Child infers they are unworthy of love Child infers that others are not loving Tend to be apprehensive about relationships, insecure and less happy and open. They feel less hope and satisfaction

Dismissive Attachment • • • •

Caregiver is disinterested, rejects or is unavailable to child Difference: child views themselves positively but others as unworthy Defensive in relationships Relationships are not necessary or undesirable

Anxious / Ambivalent Attachment • • • •

Inconsistent treatment by caregiver Unpredictable behavior and communication toward the child Child can become anxious Children always believe they are source of problem, thus unlovable and deserve abuse

Interpersonal Communication (CST 126)

•

Preoccupied with relationships / inconsistent

Attachments & Socioeconomic Class: 2/3 of middle-class children in US experience secure attachment Less secure attachments in poor families Modify Attachments: Attachment style of first bond tends to persist thru life. It can be modified in adult life through relationships that foster secure connections, people we choose to have relationships with.

Culture Self is affected by culture. Every culture has values, norms and ways of interacting that most members follow. We learn these values / norms as we: • • •

Interact with other who have internalized cultural values By participating institutions that embody cultural values (judicial system, marriage) Through media

Race Self is affected by race. Considered a primary aspect of personal identity in Western culture. White privilege still exists, (ex. better schools, government dominated by white males). Race is socially constructed, meaning it is not set but open to change.

Gender Self is affected by gender. First way we identity ourselves. Western cultures have strong gender expectations. Our gender affects how others view us and how we come to see ourselves.

Sexual Orientation Self is affected by sexual orientation. Can be the one thing that defines them. Society recognizes and gives privilege to traditional marriage vs. same-sex marriage.

Interpersonal Communication (CST 126)

Socioeconomic Class US is less rigid than other societies. Affects our lives: schools, purchases, places we go. Influences the needs of Maslow’s hierarchy we focus on. They all intersect: race, gender, sexual orientation, socioeconomic status.

Self is Multidimensional • • • • •

Physical... how big, attractive, athletic Cognitive... intelligence, aptitude Emotional... sensitive, upbeat Social... shy, extrovert Moral... good, bad

Improving self-concept 1. 2. 3. 4.

Make a commitment to personal growth Gain and use knowledge to support growth Set realistic goals that are fair Look for settings that support personal change

Johari Window: model of different sorts of knowledge that affect self-development...