Final Exam PDF

1 Transaction Model ● ● ● ● ● A model that describes communication as a process to generate social realities within social, relational, and cultural contexts. ○ Social ■ Stated and unstated rules ○ Relational ■ Previous interpersonal history with a person ○ Cultural ■ Aspects of identity This mod...

1 Transaction Model ● ● ● ● ● A model that describes communication as a process to generate social realities within social, relational, and cultural contexts. ○ Social ■ Stated and unstated rules ○ Relational ■ Previous interpersonal history with a person ○ Cultural ■ Aspects of identity This model is used to create relationships, form intercultural alliances, shape our self-concepts, and engage with others to create communities. Simultaneous senders and receivers are referred to as communicators. Complete understanding of context Accounts for contextual influences outside of a single interaction Emotional Intelligence and Therapeutic Communication ● ● ● ● ● Discuss the definition of Emotional Intelligence (EI) ○ Ability to understand, use, and manage your emotions positively to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Explore the components of EI. ○ Self-management/ Self-regulation ○ Self-awareness ○ Social awareness ○ Relationship management Explain how emotional expression affects work and school success. ○ Performance at school or work ○ Physical health ○ Mental health ○ Relationships ○ Social Intelligence Discuss why EI is important in healthcare. ○ Patient care ○ Communication ○ Stress management ○ Teamwork ○ Leadership Define Therapeutic Communication ○ Develop an effective interpersonal nurse-client relationship that supports the client's well-being, and ensures a holistic, patient-centred, and quality care approach. ○ Techniques 2 ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Active listening Clear and simple language Broad opening remark Open-ended questions Clarification Paraphrasing Sharing observations Summarizing Silence Honesty Positive regard Permission statements One question at a time Work collaboratively Self ● ● ● Explain self-awareness. ○ Conscious knowledge of one’s character, emotions, values, assumptions, motives, and desires. Explain the components that make up the "self." ○ Self-concept ■ Beliefs, perceptions, and ideas individuals have about themselves ○ Self-esteem ■ Emotional evaluation of one's own worth or value ○ Self-identity ■ Who one is shaped by personal experiences, values, beliefs, roles, identities ○ Self-awareness ■ Conscious and aware of one's thoughts, feelings, behaviours, and motivations ○ Self-regulation ■ Ability to manage and regulate emotions, impulses, and behaviours in situations ○ Self-actualization ■ Realization or fulfillment of potential and aspirations ○ Self-reflection ■ Introspection and examination of one's thoughts, actions, and experiences Discuss the influences on self-concept, self-esteem and identity. ○ Context ○ Interactions ○ Environment 3 ● ● ● ● ● ○ Culture ○ Media Describe the relationship between self-concept, self-esteem and communication. ○ Positive self-concept and high self-esteem lead to confident and effective communication. Discuss how self-fulfilling prophecy influences communication. ○ When a person's belief or expectation about something influences their behaviour in a way that makes the belief come true. ○ If someone believes they are a poor speaker, they might exhibit nervousness, leading to a less effective presentation, thus confirming their belief. Discuss how identity management influences communication. ○ It involves how individuals present themselves to others, consciously or unconsciously, to control or influence how they are perceived. People may adjust their language, tone, or behaviour to manage impressions and achieve specific communication goals. Discuss the connection of self-concept and self-esteem to EI. ○ A healthy self-concept and high self-esteem contribute to better self-awareness, emotional regulation, empathy, and social skills—all crucial aspects of emotional intelligence. Explain the connection between social penetration, social comparison, and self-disclosure theories. ○ Social penetration ■ As we get to know someone, we engage in a reciprocal process of self-disclosure that changes in breadth (topics discussed) and depth (how personal or sensitive the information is) and affects how a relationship develops. ○ Social comparison ■ Explains how individuals evaluate themselves by comparing themselves with others. ○ Johari Window ■ A map that shows what you and others know about you. It has four areas: ● Open Area ○ Things about you that you and others know. It's like your public self—what's obvious and openly shared. ● Blind Area ○ Things about you that others see, but you might not realize about yourself. It's like your hidden blind spots or behaviours you're unaware of. ● Hidden Area ○ Things you know about yourself, but others don't. These are your private thoughts, feelings, or experiences you haven't shared. ● Unknown Area 4 ○ ● Things neither you nor others know about you. These might be undiscovered talents, feelings, or aspects yet to be explored or revealed. Discuss the process of self-disclosure, including how we make decisions about what, where, when, and how to disclose. ○ What: ■ Deciding what information to share based on trust, intimacy level, and context. ○ Where: ■ Considering the appropriate setting or platform for disclosure, ensuring privacy and comfort. ○ When: ■ Timing disclosure appropriately, respecting both parties' readiness. ○ How: ■ Choosing the manner or depth of disclosure, considering verbal or non-verbal cues and the level of detail. Perception ● ● ● Define Perception ○ The process of attending to, organizing, and interpreting the information that comes in through your five senses Explain Perception Process ○ Attending ■ Select the information you want to pay attention to or focus on ○ Organizing ■ We select the information we are paying attention to; then, we have to make sense of it in our brains. ○ Interpreting ■ we assign meaning to our experiences using mental structures known as schemata. ■ Schemata are like databases of stored, related information that we use to interpret new experiences Identify strategies to improve perception. ○ Be open-minded ○ Actively listen ○ Question assumptions ○ Seek feedback ○ Empathy ○ Cultural awareness ○ mindfulness 5 Empathy and Listening ● ● ● ● ● Discuss the importance of Empathy in Healthcare. ○ Trust and connections ○ Better communication ○ Satisfied patients ○ Less stress ○ Better healthcare overall ○ Patient-centred Distinguish between hearing and listening. ○ Hearing ■ Automatic brain response to sound that requires no effort ■ Accidental ■ Involuntary ■ Effortless ○ Listening ■ Purposeful and requires motivation and effort ■ Focused ■ Voluntary ■ Intentional Discuss the components of Active Listening. ○ Pay attention ○ Show interest ○ Reflect and paraphrase ○ Clarify and summarize ○ Empathy and understanding Describe the verbal and nonverbal signs of Active Listening. ○ Verbal ■ Encouragers ■ Paraphrasing ■ Clarifying ○ Non-verbal ■ Eye-contact ■ Body language ■ Nodding ■ Facial expressions Assess your listening skills. ○ Receiving ■ Take in stimuli from our senses and process the messages ■ More physiological, including cognitive and relational elements ○ Interpreting ■ Combine visual and auditory information we receive and try to make meaning out of it using schemata. ■ May attach meaning to information from experiences 6 ○ ● ● Recall ■ Depends on our memory ○ Evaluate ■ Judging the information's creditability, completeness, and worth ○ Responding ■ Sending verbal and non-verbal messages that indicate attentiveness and understanding or lack thereof. Discuss the connection between listening and perception ○ Our perception filters what we hear based on our experiences, biases, beliefs, and emotions. This influences how we understand and interpret the message. Discuss the importance of Active Listening in Healthcare and what it looks like ○ Importance ■ Patient-centred care ■ Accurate diagnosis ■ Improved patient compliance ■ Building trust ■ Reduced errors ○ What it looks like: ■ Focused attention ■ Empathy and understanding ■ Reflective responses ■ Open-ended questions ■ Non-verbal cues Small Groups ● ● Discuss teams vs groups. ○ Teams ■ Collaborate ■ Connected ■ Goal-oriented ■ Knows each other's roles ■ Risk management ○ Groups ■ Divide the work ■ No connection ■ No common goal ■ Independent roles ■ Not by choice typically Discuss team roles ○ Action-oriented ■ Organized 7 ● ● ● ● ■ Ideas into actions ■ Timely completion ○ People-oriented ■ Encourages cooperation ■ Explores outside opportunities ■ Talk a lot/ checking in ○ Thought oriented ■ New ideas and approaches ■ Analyzes options ■ Weighs the pros and cons ■ Keep people on track Discuss team dynamics ○ Forming ○ Storming ○ Norming ○ Performing Identify why most people do not like to work in groups/teams. ○ We all have different goals ○ Forced to do it ○ Dont understand everyone's roles Discuss how to work better together. ○ Create trust ○ Show concern ○ Share knowledge and information ○ Collaboration ○ Face-to-face interactions ○ Strengthen others (mentor) Discuss the FISH philosophy (Video) ○ Conflict ● ● Discuss Conflict ○ real or perceived incompatible goals, scarce resources, or opposing viewpoints Discuss individual conflict management styles. ○ Competing (shark) ■ Value their goals over others ■ Value goals over the relationship ○ Collaborating (owl) ■ Achieves both the goals of ourselves and others ■ Value goals and relationships highly ○ Avoiding (turtle) ■ Avoid and withdraw from confrontation 8 ○ ● ● ● Accommodation (teddy bear) ■ Value relationships over their own goals ■ Often sacrifice their own goals to maintain relationships ○ Compromising (fox) ■ Concerned with goals and their relationships ■ Give up part of their goals and persuade the other person to give up a portion of their goals. Discuss approaching conflict and challenging situations. ○ Root causes: HALT (hungry, angry, late, time) ○ Environmental factors Discuss conflict and challenging situation resolution strategies. ○ De-escalate ○ Use REBELS ■ R - recognize ■ E - empathize ■ B - boundary ■ E - emphasize ■ L - language ■ S - solution Types of conflict communicators ○ Passive ■ Puts the rights of others before their own ■ Apologetic ■ Tentative ■ Do not speak up for themselves ○ Aggressive ■ Advocating for their rights despite possibly violating the rights of others ■ Others' feelings do not matter ■ Blame use “you” sentences ○ Assertive ■ respect the rights of others while also standing up for their ideas and rights when communicating ■ information that describes the facts and the sender’s feelings without disrespecting the receiver ■ Direct ■ Not insulting or offensive ■ “I feel” sentences Culture ● Define Culture ○ What makes each group of people unique and guides how they interact, think, and understand the world around them. 9 ● ● ● ● ○ Traditions ○ Customs ○ Language ○ Arts ○ Food ○ Beliefs ○ Ways of living that are passed down from generation to generation. Identify barriers to understanding each other. ○ Ethnocentrism ○ Stereotyping ○ Prejudice ○ Discrimination ○ Racism Discuss cultural diversity ○ Social Identity ○ Understanding other cultures ■ Differences within and between groups don't matter Discuss the dimensions of culture. ○ Individualist (reflect Western) ■ Independent ■ Self-reliant ■ Achievement oriented ■ Competitive ■ Assertive ■ Direct ■ Self-interest ■ Self-assured ■ Pleasure-seeking ○ Collectivist (reflect Eastern) ■ Socially interdependent ■ Connected ■ Moderate/ traditional ■ Cooperative ■ Obedient ■ Self-sacrificing ■ Self-controlled ■ Sensitive ■ Equalitarian Identify strategies to enhance intercultural communication. ○ Be mindful (no judgement) ○ Receptive to new ideas ○ Respect others perceptions ○ Adapt to others ○ Actively encourage 10 ● ● Discuss cultural safety, humility and competence. ○ Cultural safety ■ Therapeutic relationships are built on a foundation of trust and put the needs of clients and families first. ○ Humility ■ The lifelong process of critical self-reflection and an openness to understanding personal culture and biases Discuss the differences between high vs. low context. ○ High context ■ Emphasis on Context: ● In high-context cultures, much of the information is conveyed through non-verbal cues, implicit messages, and shared experiences. ■ Indirect Communication: ● Messages are subtle and often implied, relying on shared cultural understanding, relationships, and context. People tend to read between the lines. ■ Strong Group Identity: ● These cultures prioritize relationships, trust, and group harmony. Communication focuses on maintaining these relationships. ■ Examples: ● Asian, Middle Eastern and Latin American cultures often have high-context communication styles. ○ Low context ■ Emphasis on Words: ● In low-context cultures, communication is explicit, and much of the meaning is conveyed through words and straightforward language. ■ Direct Communication: ● Messages are clear, explicit, and precise, leaving less room for interpretation or hidden meanings. ■ Individualistic Focus: ● These cultures emphasize individual expression, independence, and clarity in communication over group harmony. ■ Examples: ● North American and Western European cultures often follow low-context communication styles.