Relational Dialectics Theory: Understanding the Tug-of-War in Close Relationships, Lecture notes of Theories of Communication

Download Relational Dialectics Theory: Understanding the Tug-of-War in Close Relationships and more Lecture notes Theories of Communication in PDF only on Docsity! Chapter 11: Relational Dialectics Theory (Leslie Baxter and Barbara Montgomery ) “Social life is a dynamic knot of contradictions, a ceaseless interplay between contradictory or opposing tendencies such as integration-separation, stability- change, and expressionnonexpression. Quality relationships are constituted through dialogue, which is an aesthetic accomplishment that produces fleeting moments of unity through a profound respect for the disparate voices.” (Griffin, p.A-2). Relationships (friend, romantic, and family) are all by complex contradictions that make the relationship constantly in flex. The Tug-of-War Dialectics of Close Relationships Contradiction is a core concept – simultaneous and conflicting tensions No final synthesis or equilibrium – ongoing ‘tug-of-war’ or a “relational rope under tension “ Contradictions are “produced and reproduced through the parties’ joint communicative activity”(p162) Three Dialectics That Affect Relationships Relationships not developed in straight line path or based on either/or kinds of decisions Three overarching dialectics (but no finite list of relational dialectics): Integration-Separation Stability-Change Expression-Nonexpression Internal Dialectics – within a relationship External Dialectics – between a couple and their community Dialectical moments are opportunities for dialogue between the partners Notes for Com 252 Oral Presentations ORAL PRESENTATIONS Each pair/dyad will choose one of the following Interpersonal Communication theories. One speaker will present and define the theory while the other will present practical applications of the theory to class members’ everyday lives. Each oral presentation will be 6 minutes in length and will include a minimum of 2 academic sources/journal articles. Each pair will be part of a 6 member group that will speak on similar topics but they WILL NOT work together, other than deciding who goes first, etc. WRITTEN COMPONENT Include: 1)Outline—see attached 2)Handout/Brochure A)Synopsis—a brief paragraph describing each speaker’s presentation B)Glossary—a list of key terms from each speaker’s research Format for Brochure: 1)one single page (fold and layout your choice) 2)creativity a plus BUT not a necessity 3)bring at least one copy per group in class PREPARATION OUTLINE THE INFORMATIVE SPEECH WITH PRESENTATIONAL AIDS NAME: ______________________________________________ SECTION: _____________ TITLE OF SPEECH: __________________________________________________________ Introduction I. Attention Catcher: II. Listener Relevance Link: III. Speaker Credibility: IV. Thesis Statement: V. Preview: Transition (optional): Body I. First Main Point: Listener Relevance Link: A. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: B. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: Transition: II. Second Main Point: Listener Relevance Link: A. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: B. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: Transition: III. Third Main Point: Listener Relevance Link: A. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: B. Subpoint: a. Sub-Subpoint: b. Sub-Subpoint: Transition: Conclusion I. Restatement of Thesis: II. Summary of Main Points: III. Clincher: References List the references you used in the speech. Format them according to APA style. CHAPTER THREE Self Concept Factors/How it Develops Esteem Awareness Disclosure Johari Window Open, Blind, Hidden, Unknown Factors Age, Gender, Topic, Relational, Valence (risks), Culture Reflected Appraisal Social Comparison Characteristics of High and Low Self Esteem Impression Management and Why High and Low Self-Monitors Self-Fulfilling Prophecy CHAPTER FOUR Perception Process Select, Organize, Infer Factors Age, Gender, Race, Education, Religion, Past Experiences, Attitudes, Values, Beliefs Stereotype Ethnocentrism Be 1 } VARIATION OF CHAPTER 4. ACTIVITY 3: PARAPHRASING —$— LISTENING ABOUT LISTENING Goal: The goal of this assignment is to provide you an opportimity to practice and sharpen listening and Paraphrasing skills. The goal of this assignment is not self-disclosure or friendship, but rather a clearer understanding of the process and requirements of listening actively. Setting: Arrange to carry out the dyad interview in a place that is comfortable for you—cafeteria, outdoor tables. Focus on the interview and try to tune out distractions. ‘Time: 45-75 minutes, Procedure: i 1. Statements should be completed in the order in which they appear. i 2. You may decline to answer any question; just say “pass.” i 3. Treat information with respect and confidentiality; take no notes, listen and paraphrase for better { understanding | i | Opening. First, one person completes statement one; then the second person completes the same statement. Do the same for statements 2-4. Alternate speaking and listening roles throughout the exercise i 1, One thing { like or dislike about my name is 2. When I got this listening assignment I thought 3. When we got this listening assignment I felt i 4. When I hear the word “listen” I think . . Boy. From here on, one person will complete a statement and expand on it. The other person will listen and then paraphrase. Use your own different words to paraphrase what you think the other person is sayirig, both thoughts and feelings. The other person must verify that that is what he/she means or clarify it so the “listener” can correctly paraphrase. The “listener” must correctly paraphrase to the satisfaction of the “speaker.” Switch roles so each person completes and expands on the same statement before going on to the next. 5. The best role model of listening I've ever known/seen is/was . .. because 6. If you ask my friends, they'd say that in terms of listening I 7. When someone is really listening to me, I know he/she is listening because When someone really listens to me I feel . 9. When someone isn't listening to me I feel... 10. When someone isn’t really listening to me, I know he/she isn’t listening because 11, I find it very difficult to listen when i ) 18. [find it very difficult to listen to "18. [find it easy to listen when .. 14, [find it easy to listen to. Harcourt, Inc. 93, 94 cHAPTeR4 UusTewING : Break, Now stop and talk about how you're doing. Then practice paraphrasing some inore. ‘ ) 1S. If parents really listened to children, I think the impact on families would be that .. . 16. If world leaders listened to each other, I think the world would... 12. If bosses really listened to employees, I.would predict that ... 18. If politicians really listened to constituents, I would predict that .. 19. For me, the hardest thing (barrier) about listening to significant others is that .. 20. I do/don’t think that listening is related to academic success because . .. Do you believe that students who get better grades are smarter or listen better? i Do you believe that student success is dependent on listening ability or motivation? 21. Listening courses should/should not be required in school because 22, Listening courses should/should not be required of college instructors because 23. In order to graduate, students should {not} demonstrate listening skills by . . . 24. Much of what I know and believe about listening [ learned from . Conclusion. 28, When [ think of how we've completed this exercise I think/feel . ‘What I've learned about listening ... ‘Harcourt, Inc. Language Characteristics Of American English DENOTATION The dictionary definition of a word. Its literal meaning. Cool—lukewarm; tepid in temperature Bad—evil; wicked CONNOTATION The meaning assigned to a word by an Individual or group. Its figurative meaning. Cool/bad SIMILE Stated comparison using like or as. Like A Virgin/Like A Prayer PERSONIFICATION Giving humanlike qualities to inanimate Objects. Money talks; bullshit walks HYPERBOLE Exaggeration. The fisherman’s story. EUPHEMISM An inoffensive expression substituted for one that would be considered offensive. Pound the posturepedic; spank the monkey IDIOM Word meanings particular to a user that Can’t be literally translated; jargon, regionalism. Keep tabs on; rock the house JARGON Word meaning specific to a profession. Byte; head; gutter REGIONALISM Specific word meaning according to a Geographic region’s usage. Soda; bubbler; gum band SLANG Street language from subcultures that has Been adopted by mainstream population. Roll like thatlblowin up my phone INITIALISM Using the initials of a group, organization, Etc. instead of the name. VCR/CSI/DVD/CNN ACRONYM Using the initials of a group, organization, Etc. to spell a new name instead of the Original, longer name. SCUBA/RADAR/AIDS EPONYM A name, as of a people, country, product, Or the like, derived from an individual. Kleenex/Jell-O/Coke/Jeep/Ping-Pong HOMONYMS Words that sound alike but have different Meanings and sometimes different spellings. Bass/Desert/Close/Tear/ PREJUDICIAL Racist/sexist/homophobic Blackballed/throw like a girl/that’s so gay ABSTRACT Levels of abstraction Ball/love EMOTIVE Words that evoke emotions Louisville (Cardinals that is) sucks SYNTAX Architecture of sentences, paragraphs, Essays, etc. SEMANTICS The study of word meanings. American English (like all languages) is in a constant state of evolution. It is impacted strongly by: a)the media songs Get Jiggy With It TV SNL movies I’ll Be Back cable news shorter; WMD b)technology medical MRI computers mouse WWW web; hits c)other languages French perfume, fiancée, Jacuzzi German Volkswagen Spanish burrito; San Antonio Japanese Toyota Etc KINESICS Observe and describe the “body movement” of four different people. Identify anid explain the use of at least two different “types” of movement (emblems, illustrators, affect displays, regulators, aggmw) for each (that’s a total of eight). HAPTICS Observe and record five instances of touching. Describe the “events” and explain what you believe the touch meant. ARTIFACTS Observe and describe three different people whose clothing, jewelry, hair color/style are “saying something about them”. Describe and explain the message you are getting. Find someone’s territory (office, cubicle, room). Describe the artifacts and what they say about the person’s identity, how the artifacts personalize the individual’s environment and define his/her territory.  THE BASES OF INFLUENCE Most theories of social influence assert that the ability of an agent to exert influence arises from the possession, or control, of valued resources. Dahl refers to these as the bases of an actor's influence, which consist of all the resources--opportunities, acts, objects, etc.--that he can exploit in order to affect the behavior of others. 1. By far the most influential paradigm available, is that developed by French & Raven and elaborated upon by Collins.2 Six such bases of influence are described. A. Referent Power: A may have power over B based upon B's liking for, or identification with, him. Referent power results in independent behavior in that it does not require the presence of A for its effect. B. Reward Power: A may have power over B based upon his ability to mediate rewards for B. Reward power is dependent behavior; that is, its effectiveness depends upon the presence of A. C. Coercive Power: A may have power over B based on A's ability to mediate punishments for B. Like reward power, coercive power results in dependent behavior. D. Legitimate Power: A may have power over B based on B's perception that A has the right to prescribe his behavior. Such behavior is independent. E. Expert Power: A may have power over B based upon B's perception HIeE W has greater expertise within a given area. Such behavior is independent. ‘ F. Information Power: A may have power over B in the sense that A provides the information upon which B acts on because A has access to information and/or people which B desires. Such behavior is independent. n = x é characteristics of this paradigm should be noted: A. The various bases of power are not independent. One may simultaneously exert influence from several of these bases. B. The exercise of one type of power may affect the potential for exercising others. If A exercises reward power over B, B's liking for A may increase, thus expanding the basis for referent power. It is equally plausible that attraction would decrease with the exercise of coercive power. lp, A. Dahl, "The Concept of Power," Behavioral Science, 2, 1957, pp. 463-469. ey. R. P. French & B. Raven, "The Bases of Social Power," in D Cartwright (Ed.), Studies in Social Power (Ann Arbor: University of Michigan Press, 1959, pp. 150-167.  Com 252 Interpersonal Communications Facebook Paper Materials Needed: A Facebook account. This paper will be 2-3 typed double spaced pages (not including the survey) In this paper you will complete the following: 1)a survey about your Facebook usage (attach to the back of your paper) 2)an exercise that breaks normative behavior expectations on Facebook 3)a description of the events—which option you chose, when you conducted the test, etc 4)a description of the results/reactions—who responded and how 5)an analysis of the results—what this exercise taught you about computer mediated communication as part of interpersonal communication In order to complete this exercise, choose one of the following options: 1)remove all photographs of yourself from your account 2)stop using your account for at least a 24 hour period 3)post something really out of character for yourself 4)poke a total stranger 5)excessively contact someone throughout a 24 hour period 6)change your relationship status Directions: Students, in order to refine the following survey, please write any ideas you may have about wording of questions or choices, the choices themselves or even entirely new questions adjacent to those questions. Complete the following Describe your Facebook usage: 1)I established my account: 0-1 month ago ___ 1-3 months ago ___ 3-6 months ago ___ 6 months-1 year ago ___ More than 1 year ago ___ 2)I established the account because: I was curious ___ My friend asked me to ___ I wanted to contact someone I already knew but had lost touch with ___ I wanted to make new friends ___ I was bored and wanted something new to do ___ 3)I use the account: Once a month ___ once a week ___ once a day ___ 1-3 times a day ___ more than 3 times a day __ 4)I have __________ number of people listed as friends 0-50 ___ 50-100 ___ 100-150 ___ 150-200 ___ 200 or more ___ 5) I have __________ number of photos posted of myself. 0-5 ___ 5-10 ___ 10-15 ___ 15-20 ___ 20 or more ___ COM 252 Test 3 Review Chapter 9 Theories of Attraction Attraction Theory Proximity Similarity Complementarity Matching Hypothesis Social Exchange Theory Equity Theory Rules Theory Stages of Relational Development Initiating Experimenting Intensifying Integrating Bonding Stages of Relational Dissolution Differentiating Circumscribing Stagnating Avoiding Terminating Chapter 11 Levels of Aggression Nonassertive Assertive Upholding one's own rights without infringing upon the rights of others. Aggressive Passive Aggressive Chapter 12 Conflict Types of Conflict Content Relational Value Ego Nonproductive Conflict Strategies Blame Minimizing Redefinition Non-negotiation Manipulation Gunnysacking Silencer Beltlining Avoidance Force Productive Conflict Strategies Become an Active Participant Use talk rather than force Enhance the self-esteem of the person you are arguing with Be supportive of the other person Focus as objectively as possible on the points of the disagreement; don't attack The other person Bases of Influence (see Handout) Critic (your name): ____________________________________ Section: __________________ Speaker (person you critiqued): ____________________________________________________ Instructions: For each section, identify something the speaker did well and something the speaker could improve on. Your critique will be graded on the following criteria: 1. Use of "I" language (I liked how you…) 2. Use of specific examples (…you mentioned that millions of people are affected…) 3. Suggestions for improvement (Maybe it would help if you…) CLASSMATE CRITIQUE FORM THE INFORMATION SPEECH WITH PRESENTATIONAL AIDS Delivery CRITIQUE (Identify something the speaker did well and why. Identify something the speaker could do to improve, why, and how.) Use of Voice: Intelligibility (rate, volume, pitch, quality, enunciation, pronunciation)? Conversational style? Fluency? Emotional expression (vocal variety)? Use of Body: Attire? Poise (no distracting cues)? Eye contact? Facial expression? Gestures? Structure Macrostructure: Attention catcher Listener Relevance? Speaker Credibility? Thesis statement? Preview? Transitions? Thesis restatement? Summary of main points? Clincher? Microstructure: Language (clear, accurate, vivid, inclusive)? Style (novelty, connectives, phrasing)? Technical jargon defined? No slang? No vocalized pauses (verbal garbage-- "uh," "um," "like," "ya' know")? Content Analysis: Supporting points Supporting Material: Relevant? Recent? Varied? Credible? Clear? Distributed throughout? Properly credited? Presentational Aids: Construction (large, neat, colorful, clear, symbol system)? Integration (concealed/ disclosed, referenced, smoothly demonstrated)? Critic (your name): ____________________________________ Section: __________________ Speaker (person you critiqued): ____________________________________________________ Instructions: For each section, identify something the speaker did well and something the speaker could improve on. Your critique will be graded on the following criteria: 1. Use of "I" language (I liked how you…) 2. Use of specific examples (…you mentioned that millions of people are affected…) 3. Suggestions for improvement (Maybe it would help if you…) CLASSMATE CRITIQUE FORM THE INFORMATION SPEECH WITH PRESENTATIONAL AIDS Delivery CRITIQUE (Identify something the speaker did well and why. Identify something the speaker could do to improve, why, and how.) Use of Voice: Intelligibility (rate, volume, pitch, quality, enunciation, pronunciation)? Conversational style? Fluency? Emotional expression (vocal variety)? Use of Body: Attire? Poise (no distracting cues)? Eye contact? Facial expression? Gestures? Structure Macrostructure: Attention catcher Listener Relevance? Speaker Credibility? Thesis statement? Preview? Transitions? Thesis restatement? Summary of main points? Clincher? Microstructure: Language (clear, accurate, vivid, inclusive)? Style (novelty, connectives, phrasing)? Technical jargon defined? No slang? No vocalized pauses (verbal garbage-- "uh," "um," "like," "ya' know")? Content Analysis: Supporting points (appropriate, thematic, breadth, depth, listener relevance)? Appropriate focus? Learning styles? Supporting Material: Relevant? Recent? Varied? Credible? Clear? Distributed throughout? Properly credited? Presentational Aids: Construction (large, neat, colorful, clear, symbol system)? Integration (concealed/ disclosed, referenced, smoothly demonstrated)? Critic (your name): ____________________________________ Section: __________________ CHAPTER ONE Communication Process and Elements Encoding Messages Channels Decoding Feedback Noise Contexts Types of Human Communication Intrapersonal Interpersonal Small Group Public Speaking Mass Mediated Axioms Irreversible Interdependant Content/Relational Continuous CHAPTER TWO Culture Enculturation Acculturation Ethnocentrism Power Distance Low/High Context Individualist/Collectivist CHAPTER THREE Self Concept Esteem Awareness Disclosure Factors that influence Self-Disclosure/Johari Window CHAPTER FOUR Perception Process Select, Organize, Infer Factors Age, Gender, Race, Education, Religion, Past Experiences, Attitudes, Values, Beliefs Stereotype CHAPTER SEVEN Listening Video 7 Laws Ratio to speaking Ratio to other communication events Listen not synonymous with hearing Listen with all 5 senses Listen for entertainment/enjoyment or information Backchanneling Gender and listening Styles/Types Passive Empathic Critical Active Characteristics of Active Listening CHAPTER FIVE Verbal Connotation/Denotation Meanings are in People Handout Jargon, Acronym, Initialism, Regionalism, Slang, etc CHAPTER SIX Nonverbal Kinesics Emblems, Illustrators, Regulators, Adaptors (self, alter, Object), Affect Displays Silence Paralanguage Haptics Gender/Cultural Eye Contact Proxemics Distances Intimate, Personal, Social, Public Territoriality Artifacts Color Clothing, Body Adornment, Jewelry Chronemics CHAPTER ELEVEN Communication Apprehension Trait State Assertive Nonassertive Aggressive CHAPTER NINE Stages of Relational Development Initiating Experimenting Intensifying Integrating Bonding Stages of Relational Dissolution Differentiating Circumscribing Stagnating