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ED-D 316 Chapter 9
Improving Communication Climates
| Question | Answer |
|---|---|
| What is Communication climate | The emotional tone of a relationship between two or more individuals |
| What is confirming communication | A message that expresses caring or respect for another person |
| What is disconfirming communication | A message that expresses a lack of caring or respect for another person |
| What is disagreeing messages | Messages that say "you're wrong" in one way or another |
| What is self-perpetuating spiral | A reciprocal communication pattern in which each person's message reinforces the other's |
| What is escalatory conflict spiral | A communication spiral in which one attack leads to another until the initial skirmish escalates into a full-fledged battle |
| What is de-escalatory conflict spiral | A communication spiral in which the parties slowly lessen their dependence on one another, withdraw, and become less invested in the relationship. |
| What is defensiveness | The attempt to protect a presenting image a person believes is being attacked |
| What is face-threatening act | Behaviour by another that is perceived as attacking an individual's presenting image, or face |
| What is evaluative communication | Messages in which the sender judges the receiver in some way, usually resulting in a defensive response |
| What is descriptive communication | Messages that describe the speaker's position without evaluating others. Synonymous with "I" language. |
| What is controlling communication | Messages in which the sender tries to impose some sort of outcome on the receiver, usually resulting in a defensive reaction. |
| What is problem orientation? | A supportive style of communication described by Jack Gibb in which the communicators focus on working together to solve their problems instead of trying to impose their own solutions on one another |
| What is strategy | A defense-arousing style of communication described by Jack Gibb in which the sender tries to manipulate or deceive a receiver. |
| What is spontaneity | A supportive communication behavior described by Jack Gibb in which the sender expresses a message without any attempt to manipulate the receiver. |
| What is neutrality | A defense-arousing behavior described by Jack Gibb in which the sender expresses indifference. |
| What is empathy | The ability to project oneself onto another person's point of view so as to experience the other's thoughts and feelings. |
| What is superiority | A defence-arousing style of communication described by Jack Gibb in which the sender states or implies that the receiver is not worthy of respect |
| What is equality | A type of supportive communication described by Jack Gibb suggesting that the sender regards the receiver as worthy of respect. |
| What is certainty | An attitude behind the messages that dogmatically implies that the speaker's position is correct and the other person's ideas are not worth considering. Likely to generate a defensive response. |
| What is provisionalism | A supportive style of communication described by Jack Gibb in which the sender expresses a willingness to consider the other person's position. |
| What is behavioral description | An account that refers only to observable phenomena |
| What is interpretation statement | A statement that describes a speaker's interpretation of the meaning of another person's behaviour |
| What is feeling statement | An expression of a sender's emotions that results from interpretation of sense data. |
| What is consequence statement (part 1) | An explanation of the results following either from the behavior of the person to whom the message is addressed or from the speaker's interpretation of and feelings about the addressee's behavior. |
| What is consequence statement (part 2) | Consequence statements can describe what happens to the speaker, the addressee, or others. |
| What is intention statement | A description of where the speaker stands on an issue, what he or she wants, or how he or she plans to act in the future. |
| What are the behaviors of disconfirming communication | [VTRGPAC]Impervious, interrupting, irrelevant, tangential, impersonal, ambiguous, incongruous |
| What are levels of message confirmation and disconfirmation | disconfirming messages - disagreeing messages - confirming messages |
| What are the behaviors of disagreeing messages? | Aggressiveness, complaining, argumentativeness |
| acknowledgment includes what behaviors? | asking question, paraphrasing, and reflecting |
| What are the behaviors of endorsement? | recognition, acknowledgment, endorsement |
| What are the four types of negative reciprocal communication patterns | complaint - counter complaint disagreement - disagreement mutual indifference arguments involving punctuation |
| What are the three types of positive reciprocal communication patterns. | validation of others perspective recognizing similarities supportiveness |
| What are the six pairs of defence-arousing communication and contrasting behaviors described by Jack Gibb. | [ECSNSC] Evaluation vs Description Control vs Problem Orientation Strategy vs Spontaneity Neutrality vs Empathy Superiority vs Equality Certainty vs Provisionalism |
| What are the five parts of a complete assertive message? | behavior, consequences, interpretation, feeling, and intent. |
| Why consequence statements important | they help you understand why you are bothered or pleased by another's behavior, also telling other about the consequences of their actions clarifies the results of their behavior. |
| What are the three kinds of messages described by intention statements | -Where you stand on an issue -Requests of others -Descriptions of how you plan to act in the future |
| Summarize the four guidelines for using the “Assertive Message Format”. | 1. The elements may be delivered in mixed order 2. Word the message to suit your personal style 3. When appropriate, combine two elements in a single phrase 4. Take your time delivering the message |
| What are the two ways to respond non-defensively to criticism? | -Seek more information -Agree with the critic |
| How to seek more information | [SGPWCE] -Ask for specific -Guess about specifics -Paraphrase the speaker's ideas -Ask what the critic wants -Ask about the consequences of your behavior -Ask what else is wrong |
| How to agree with the critic | [FP] -Agree with the facts -Agree with the critic's perception |
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