Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
chpt. 5 study guide
| Question | Answer |
|---|---|
| Interdependence | the mutual reliance, dependence between 2 or more people or groups. |
| interdependent relationships | different from dependent and codependent relationships |
| dependent relationship | some are dependent while others are not |
| codependent relationship | dynamic typically involves one individual supporting or enabling the dependent behavior of another person. |
| supporting dependency | enabler consistently supports/enables the dependent person's behavior. making excuses for them, taking responsibilities that the dependent should handle even destructive behaviors alongside dependent. |
| prioritizing others goals | codependent relationship, enabler often prioritizes the goals and needs of the dependent person over their own. may stem from a desire to feel needed/validated by dependent person. |
| feeling useless without others needs | codependent individuals often derive their sense of self worth and purpose from meeting the needs of others, can create a cycle where the enabler feels useless or inadequate unless they are needed by the dependent person. |
| interdependence struggle mode | maintain a stance of dependence, co dependence, or dogged independence but not interdependence. may avoid cooperating with others in situations where the common good could be achieved. may be reluctant to listen compassionately |
| interdependence success mode | develop relationships that support them/others, develop networks of friends/family/professionals as support team, actively and compassionately listen to others as an action of support demonstrating care and concern. |
| reciprocal assistance | a friend with the same major may collaborate with you on academic projects/ express interest in starting a business together, this fosters a sense of reciprocity and mutual reliance, strengthening bonds of friendships and interdependence. |
| foundation of caring and concern. | relationships are often built on a foundation of caring and concern for one another's well-being. This foundation of caring and concern fosters deep emotional connections and fosters a sense of belonging within the college community |
| interdependent dynamics | , individuals are more likely to develop interdependent relationships. individuals navigate the challenges and opportunities of college life together, they cultivate deep and lasting bonds based on trust, mutual growth, and shared achievement |
| develop social skills | embracing interdependence in academic pursuits encourages individuals to actively engage with their peers, instructors, and available support services in pursuit of their educational goals |
| examine your reservations | Change ideas and thought, Turn a negative thought into a constructive thought, Acknowledge that everyone is unique, Use welcoming body language, Put your phone away, Be genuine, Keep conversations balance, Be open-minded |
| bullying | when an individual or a group of people with more power, repeatedly and intentionally cause harm to another person or group of people who feel helpless to respond |
| Principles of Active Listening | give undivided attention, repeat what you just heard, reflect on what was said, ask the speaker to expand or clarify, listen for request |
| Principle 1: Give your Undivided Attention | Clear your mind of anything else and avoid distractions, such as texting, surfing the web, watching television, or maintaining a high volume of the TV, music, or other environmental sounds. If you are focused on the distractors |
| Principle 2: Repeat What You Just Heard | clarify meaning and understand intentions. Confirm with the speaker that what you heard is what they said Paraphrasing the speaker’s message into your own words is effective for helping the speaker feel heard |
| Principle 3: Reflect on What was Said | Show that you understand how the person feels. Help the person evaluate his or her feelings after hearing them expressed by someone else |
| Principle 4: Ask the Speaker to Expand or Clarify | Ask questions to clarify what the speaker is saying, especially If you are unsure whether or not you understand. |
| Principle 5: Listen for Request | , once you identify what you believe to be a request, do not assume. Ask |
| Cultural and Co-cultural Influence on Listening | essential for developing competence in communication. Contextual nuances, shaped by culture and co-culture, significantly impact the significance attributed to listening and how individuals engage in listening behaviors |
| blaming | you take no account of others. Blaming language is authoritarian and direct. A blamer tends to disagree and highlight important points. |
| placater | accepts all responsibility and takes it off other people. Body language plays a crucial role in understanding the communication style of a Placater |
| balancing self | assertiveness involves aligning your communication with a harmonious integration of self- awareness, consideration for others, and awareness of the context |
| assertive | implies that you have achieved this balance. In this context, asserting oneself means being able to communicate effectively where both your verbal expressions and body language convey a consistent message |
| S.M.A.R.T. deposits (emotional bank account) | specific, multiple, attention, respond, trust |
| active listening | Paying close attention to what someone is saying, understanding their feelings, and responding in a way that shows you've understood them |
| communication | : A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior |
| empathy | Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another |
| generalizations | To make a general or broad statement by inferring from specific cases. |
| negating | occurs when a blamer dismisses or disregards another persons response ; to deny the existence or truth of |
| placating | Intended to make someone less angry or hostile by accepting too much responsibility in a situation |
| purposefully focusing | Implies that you are actively processing what the speaker is saying, not just letting the sounds of their voice register in your senses |
| reservation | having doubt or misgiving |
Created by:
user-2001014