IPC (outline & ch 1 FULL)

IPC (outline & ch 1 FULL)

1. 1. a 1st look at IPC

   • A. IP imperative p.9
     • a. needs
       • 1966 - William Schutz 1968 - Abraham Maslow - Maslow's Hierarchy of Needs
       • physical p.10
         • air,food,sex
       • safety p.10
         • shelter
       • belonging p.11
         • inclusion, fun -3rd -belonging needs and health -wild boy, wolf boy, Anna (left alone with no human contact) and Isabelle (accompanied by deaf mother who loved her, was able to recover after 2 years)
       • self-esteem p.12
         • i. Def: valuing and respecting ourselves and being valued and respected by others ii. self-esteem is shaped by how others communicate w/us        -elementary: influence perceptions of how smart, how good, how attractive        -later: i.e. loving/unloving, generous/selfish, open/closed        -professional: how much they respect us and our abilities
       • self-actualization p.13
         • i. most abstract need ii. def: fully developing and using our unique talents, capacities, and potentialities iii. strive to..        -cultivate potentials, mind, body, and spirit, thrive on growth, enlarge perspectives, learn skills, test ourselves, become selves (self-actualize), embrace growth as ongoing iv. COM        -fosters pers. growth        -therapists, friends, family, coworkers, teachers recognize/identify promises and potentials v. another way for pers growth        -experiment w/ V of self           -communicate        -try styles of ID w.o telling anyone (online chat rooms w/o visual cues)        -feedback fr. others is imp. 6. self-actualization thru inspiration and teaching        -i.e. Mother Teresa, Mohandas Gandhi, MLK Jr., Buddha, Jesus, Confucius, Moses, Muhammad        -interaction w/ inspirational teachers and leaders help us understand their visions of world and themselves that we may weave into our own self-concepts
     • b. COM in everyday life
       • career
         • : social networking on the job p.11
           • i. Social text and Microsoft's SharePoint 2010        -colleagues        -status updates        -internal wikis -> COM
         • : IPC on the job p.13
           • i. Nat. assoc. of colleges and employes asked 480 comp. what applicant qualities and abilities were most important in making hiring decisions - com skills ii. skills        -expressing clearly (articulate ideas), listening well, creating productive working climates, being sensitive to differences in how ppl perceive COM, interact effectively
       • diversity
         • : missing socialization p.12
           • i. wild children        -1800 - Fr. hunters found human boy in woods - Jean-Marc Gaspard Itard tried to socialize the wild boy, Victor but failed - story told by Francois Truffaut's film The Wild Child        -20th century - boy went to hospital at Balrampur, India - "wolf boy" grew up in the wild and socialized w/ wolves
         • : communicating in a multicultural world p.15
           • http://www.sccr.org/ http://www.ilr.cornell.edu/library/research/subjectGuides/workplaceDiversity.html
   • B. models of IPC p.15
     • a. linear p.15
       • i. 1948- Laswell ii. one-way process in which one person acts on another person iii. verbal model (? based) [describes how communication works]        Who?        Says what?        In what channel?        To whom?        W/ what effect? iv. linear model of com v.1949 - claude shannon and warren weaver        -revised model w/ noise 6. shortcomings        -1D: fr. sender to passive receiver        -implies listeners never send messages, only absorb  (false b/c listeners actively work to make sense of message)        -one step (listening) follows earlier step (talking) [in truth, S&L occur at same time/overlap
       • linear model
         • def: views communication as a one-way or linear process in which the speaker speaks and the listener listens.
       • noise
         • def: anything that causes a loss of info. as the info. flows fr. source to destination
     • b. interactive p.16
       • i. communicators create and interpret messages w.in personal fields of exp        -more overlapping, more   understanding ii. flaws        -sequential (sender and receiver)        -fail to capture dynamics of IPC and the way it changes over time iii. Schramm (1955) in Wood (2009)
       • interactive model
         • def: process in which listeners give feedback, a response to a message
       • feedback
         • def: response to a message
     • c. transactional p.17
       • transactional model
         • def: emphasizes dynamism of IPC and multiple roles ppl assume during process add: includes feature of time to call attention to the fact that messages, noise, and fields of exp COT
     • model
       • def: representation of a phenomenon
   • D. principles of IPC p.25
     • 1) we can't not communicate p.25
       • 2) IPC is irreversible p.25
         • 3) IPC involves ethical choices p.26
           • 4) ppl construct meanings in IPC p.26
             • 5) metaCOM affects meanings p.27
               • 6) IPC develops and sustains relationships p.28
                 • 7) IPC is not a panacea p.29
                   • 8) IPC effectiveness can be learned p.29
               • metacommunication
                 • def: COM about COM i. ex      -"you seem really stressed" - communicates about nonverbal COM
             • symbols
               • def: have no inherent or true meanings; we must interpret them
   • C. defining IPC p.17
     • a. COM continuum p.18
       • i-it COM
         • i. impersonal ii. ex        -salesppl, servers and clerical staff are treated like instruments, not ppl        -in extreme case, no acknowledgement (looking away fr. homeless ppl, children treated as things, students on large campuses feel they're treated as "its"
         • i-it COM
           • def: not acknowledging the humanity of other people; may not even affirm their existence
       • i-you COM
         • i. ex        -interaction btwn. clerk and shopper        -interaction w/ classmates, coworkers, althetes        -chat rooms, internet forums (ppl meet to share ideas and common interests)        -teachers and students, in workplace
         • i-you COM
           • def: 2nd lvl of Buber; accounts for majority of interactions; ppl acknowledge one another as > objects but don't fully engage ea. other as unique indvdls
       • i-thou COM
         • i. unique human beings        -wholeness, individuality        -open ourselves, trusting others to accept us w/ virtues and vices, hopes and fears, etc.        -we become fully human        -"seeming" (image, presence) discarded, we engage in "being" (reveal who we are and how we feel)        -i-thou is uncommon -> rare and special
         • i-thou COM
           • def: rarest kind of relationship involves this; highest fm. of human dialogue b/c ea. person affirms other as cherished and unique
     • b. COM in everyday life p.19
       • insight
         • poor IPC as the #1 cause of divorce
     • c. features of IPC p.19
       • i. selective
         • i. no intimacy        -we don't want to communicate intimately        -not want/need to comm even at i-you lvl        -most COM takes place on i-it/i-you lvls b/c i-thou relationships take + time, nrg, and courage
       • ii. systemic
         • systemic
           • def: takes place w/in various systems
         • systems
           • noise
             • physiological
               • def: distraction caused by hunger, fatigue, headaches, medications, and other factors that affect how we feel and think
             • physical
               • def: interference in our environments (i.e. noise made by others, dim/bright lights, spam and pop-up ads, extreme temp, crowded conditions)
             • pyschological
               • def: qualities in us that affect how we comm and how we interpret others                                               
             • semantic
               • def: words themselves aren't mutually understood
       • iii indvdl
       • iv. processual
         • process
           • def: COM evolves over time, becoming more personal as ppl interact
       • v. transactional
       • vi. personal knowledge
       • vii. meaning creating
         • content meaning
           • def: 1st lvl; deals w/ literal or denotative meaning
         • relationship meaning
           • def: 2nd lvl; what COM expresses about relationships btwn communicators
       • IPC
         • def: selective, systemic, indvdl, processual transactions that allow ppl to reflect and build personal knowledge of one another and create shared meanings
   • E. guidelines for IPC competence p.30
     • a. develop a range of skills
     • b. adapt COM appropriately
       • person-centeredness
         • def: refer to ability to adapt messages effectively to particular ppl
     • c. engage in dual perspective
       • dual perspective
         • def: understanding both our own and another person's perspective, beliefs, thoughts, or feelings
     • d. monitor your COM
       • monitoring
         • def: capacity to observe and regulate your own COM
     • e. commit to effective and ethical COM
     • IPC competence
       • def: ability to communicate effectively and appropriately

2. 2. COM and personal ID

3. 3. perception and COM

4. 6. mindful listening

5. 5. world beyond words

6. 4. world of words

7. 9. managing conflict in relationships

8. 8. COM climate: foundation of prsnl relationship

9. 7. emotions and COM

10. 10. friendships in our lives

11. 11. committed romantic relationships

12. 12. COM in families