-attached are directions and grading scale

-write an editorial (option d), state intended audience, very detailed !!!

-write short summary of what i did for project and state intended audience

– if any questions please ask

-powerpoints listed are to help with topics 

-ABLE TO HAVE DONE IN 8 hours for extra $5 !!!

listen:

 

 

 

 

Multimedia presentation

This assignment is intended to facilitate a greater awareness of how our course content matters beyond the walls of the classroom and challenge you to critically think about/analyze what is transpiring in the world around you – or suggest what should be taking place instead in order to improve interpersonal relations. Students may select topics from the host of topics discussed in class, prompted by the course readings, discovered through research, suggested by the professor, or otherwise newly identified by you that are clearly relevant to issues associated with interpersonal relations. Your presentation should demonstrate your learning and teach/educate/persuade (or otherwise have potential for creating a meaningful impact on a public audience
as if
the presentation were to be published).

You are NOT solely speaking to yourself or for the professor. Thus, the content of your presentation must demonstrate awareness of an intended public audience. For example, is your intended audience — parents, college students, resident life assistants, children, work supervisors/managers, neighborhood/community groups, immigrants, new social workers, new counselors, police officers, people working with others who are differently abled, people in conflict, etc.) and have clear value for, and impact on them. Save your generalized views and reactions or “thoughts-to-self” type of writing for your critical reading notebooks.

Do
not
simply “recount” or “report” the ideas of the text or article authors….do something of value with those ideas such as demonstrating them/analyzing/evaluating them thoroughly, show how they might generate new ways of acting or new strategies for behavior, etc. This is about thinking critically and creating entries for impact — rather than merely summarizing the work of others!

The presentation should be audio or video and should demonstrate a clear purpose and understanding of the course content. Each presentation should be 5 minutes in length (at least) and be published either in CelticOnline or on YouTube on a private channel. If your file is too large please consider uploading to Google Drive and providing the link on our course page. Additionally, you are also required to write a very short summary of your project that also identifies your intended audience. This presentation is worth 100 points.

You are also NOT LIMITED to the ideas that are included in the next section. These ideas/examples should assist you in considering creative ways to approach the type of project you choose to create.

1.
VIDEO ROLE PLAYING
: Use your I-Phone or borrow a flip camera from the Hopkins Communication Lab to create your own well-edited/well-rehearsed video role plays that demonstrate some aspect or related aspects of interpersonal communication. You may role play by yourselves, or enlist others on or off-campus to assist in the role playing that you direct. [YOU MUST CREAT IT – do not use a pre-existing one!]

You might focus on things that are effective or compare strategies that are ineffective and ones that are more effective or demonstrate greater interpersonal competence.

0. MANY topics are suitable for such role-plays throughout the text — For example, it might focus on issues/subjects such as: different listening skills, assertiveness vs. non-assertiveness or aggression, content and relational dimensions of messages, empathy, the power of words, the impact of different nonverbal messages, the impact of perception and attributions on interactions with others, methods to improve one’s perceptions, the role of I-statements vs. you statements, conflict strategies, ETC. [There are MANY things you might wish to demonstrate for an audience.]

0. Be sure you carefully analyze and explain what the viewer is supposed to see in the role plays in light of the course literature (with oral commentary).

1.
OBSERVATION VIDEO RECORD: Use your I-Phone or borrow a camera from the Hopkins Communication Lab and record interactions in public spaces (cafeteria, student lounge, sidewalks in Oakland, in a park, as an athletic event, etc.) that allow you to analyze them on very specific aspects of interpersonal interaction.

1. Do not globally evaluate the whole observation video…but CUT apart SIGNIFICANT PIECES of the much longer entire video your recorded that are particularly relevant for analysis and reflection. You may have a few short pieces from the same hour of footage or a bit longer but deeper clip as the point of your discussion/commentary.

1. Again…topics are many and variable. You may even see topics of value from two different parts of the reading or from two different issues that are worthy of analysis in the observed interactions. For example, you may focus on nonverbal communication such the use of eye contact, gestures, time, touch, and how they impacted the quality or nature of the interaction between the individuals.

1. You might also NOT film something…but take a partner to be the observer or recorder of how people respond to violations of nonverbal norms, or how they respond to you when you walk into an unfamiliar or culturally different setting, etc.

1. Be cautious – NEVER put yourself at risk by violating norms of behavior that could be seen as threatening or offensive!

1.
PODCAST –
Create or find
a brief podcast that is relevant to interpersonal relations and provide the link and your integrated commentary/analysis of it to help the listener further. That is…
cut the podcast into pieces
or, if not possible, give start and stop times within the podcast so you can integrate your analysis WITH the content of the podcast…rather than just appending it to the end.
Integration tends to keep audience more engaged and directs them to important points along the way.

2. [The podcast might be a news story, a PBS oral essay, a piece from talk radio, a political speech, your oral interpretation of a piece of literature; or some other form of communication that seems relevant to interpersonal communication.]

1.
WRITE an EDITORIAL OR CREATE a short PERSUASIVE VIDEO
– that advocates for some meaningful change in the manner in which the specific intended audience interacts interpersonally.

3. What specific style, strategy, or form of interaction is problematic and why? Why is it critical that they do something different with their communication? What specific NEW strategy or style should they adopt? What hurdles might they encounter in trying this new behavior with others and how can they overcome them?

3. [Be sure it is informed by the literature…but do NOT just summarize someone else’s article and say your audience should do it too. Be sure it is supported by the research/literature.

1.
ANALYZE the COMMUNICATIVE MESSAGES IN MUSIC

4. Consider a particular song or two (provide the link to the music/performance/music video AND provide a transcription of the lyrics).

4. Analyze what it teaches that is valuable or problematic about interpersonal relations (in light of the literature) and why? For example, how does it influence what people believe about violence, abuse, self-concept, peers, family, dating, friendships, social relations, power, conflict or… something else!

4. You need to do specific commentary here…rather than globalized evaluation of the broad impact.

1.
ANALYSIS of SOME SPECIFIC EVENT OR EXPERIENCE ON CAMPUS or in the COMMUNITY

5. Be sure that it is specific in nature and has value and relevance beyond you. In other words…why should the audience care about this experience or event? In what specific and meaningful ways can they learn from this experience and be inspired to change their own interpersonal communicative behavior or advocate for changes on campus or in that Community?

1.
OTHER OPTIONS
—YOU may have some other creative idea for the form/approach of this presentation. That’s great! You are not limited to what appears above. Other options for entries that create meaning and value for the intended audience are fine!

6. I STRONGLY ENCOURAGE you to discuss other ideas you may have IN ADVANCE with the Professor to assure that it is relevant.

Quality

of Reflection/Analysis or Argumentation (YOUR IDEA)

• Not just opinions

–

but reflection that is informed by what you have learned in the

course

• Strength and relevance of commentary •

Demonstrate solid and mean

ingful reflection [insights, observations, what learned] • Analysis is NOT description. Be certain your content is

evaluative, analytical, generative of new behaviors/strategies for self or others

25

Clarity and Depth of Connection to Literature (YOUR K

NOWLEDGE)

• Makes meaningful connections to research, theory, and literature from interpersonal relations literature/and course content

? • Cogent,

pointed, specific connections to the readings in the course • Demonstrates accurate grasp and application of

the literature • Though briefer

than a full “academic paper,” presentation still offer sufficient substance

–

development of ideas.

25

Quality of Content (YOUR PRODUCTION)

• Not rambling, but coherent, well

–

organized, well

–

edited, content • Is concise,

but still developed enough, to make sense and have impact •

Grammar, syntax, and other mechanics are strong throughout the entries • Encourages reading/viewing by others

–

engaging style and

language that is appropriate • Sources cited appropriately using

verbal citations

25

Audience

–

Centered (YOUR RELEVANCE)

• Project assists novice audience in understanding interpersonal communication/relations •

Inviting

–

Interesting

–

Creative

–

of significance

and value to reader/listener • Meaningful and clear explanations/analysis to audience (reader/viewer) who has never read this

course

material. • Intent of project readily apparent to the viewer/listener

–

and has potential to impact their learning • Inclusion of written

audience/project summary

Quality of Reflection/Analysis or Argumentation (YOUR IDEA)

• Not just opinions
–

but reflection that is informed by what you have learned in the course • Strength and relevance of commentary •
Demonstrate solid and mean
ingful reflection [insights, observations, what learned] • Analysis is NOT description. Be certain your content is
evaluative, analytical, generative of new behaviors/strategies for self or others

25

Clarity and Depth of Connection to Literature (YOUR K
NOWLEDGE)

• Makes meaningful connections to research, theory, and literature from interpersonal relations literature/and course content
? • Cogent,
pointed, specific connections to the readings in the course • Demonstrates accurate grasp and application of
the literature • Though briefer
than a full “academic paper,” presentation still offer sufficient substance
–

development of ideas.

25

Quality of Content (YOUR PRODUCTION)

• Not rambling, but coherent, well
–
organized, well
–
edited, content • Is concise,
but still developed enough, to make sense and have impact •
Grammar, syntax, and other mechanics are strong throughout the entries • Encourages reading/viewing by others
–

engaging style and
language that is appropriate • Sources cited appropriately using
verbal citations

25

Audience
–
Centered (YOUR RELEVANCE)

• Project assists novice audience in understanding interpersonal communication/relations •
Inviting
–

Interesting
–

Creative
–

of significance
and value to reader/listener • Meaningful and clear explanations/analysis to audience (reader/viewer) who has never read this

course
material. • Intent of project readily apparent to the viewer/listener
–

and has potential to impact their learning • Inclusion of written
audience/project summary

Quality of Reflection/Analysis or Argumentation (YOUR IDEA)

• Not just opinions – but reflection that is informed by what you have learned in the course • Strength and relevance of commentary •

Demonstrate solid and meaningful reflection [insights, observations, what learned] • Analysis is NOT description. Be certain your content is

evaluative, analytical, generative of new behaviors/strategies for self or others

25

Clarity and Depth of Connection to Literature (YOUR KNOWLEDGE)

• Makes meaningful connections to research, theory, and literature from interpersonal relations literature/and course content? • Cogent,

pointed, specific connections to the readings in the course • Demonstrates accurate grasp and application of the literature • Though briefer

than a full “academic paper,” presentation still offer sufficient substance – development of ideas.

25

Quality of Content (YOUR PRODUCTION)

• Not rambling, but coherent, well-organized, well-edited, content • Is concise, but still developed enough, to make sense and have impact •

Grammar, syntax, and other mechanics are strong throughout the entries • Encourages reading/viewing by others – engaging style and

language that is appropriate • Sources cited appropriately using verbal citations

25

Audience-Centered (YOUR RELEVANCE)

• Project assists novice audience in understanding interpersonal communication/relations • Inviting – Interesting – Creative – of significance

and value to reader/listener • Meaningful and clear explanations/analysis to audience (reader/viewer) who has never read this course

material. • Intent of project readily apparent to the viewer/listener – and has potential to impact their learning • Inclusion of written

audience/project summary

STRATEGIES FOR OPTIMIZING CONFLICT

· FOCUS ON RELATIONAL DIMENSIONS FIRST

· DELAY COMMITMENT TO COURSE OF ACTION

· FOCUS ON PROBLEM IDENTIFICATION FIRST

· AVOID TEMPTATION TO PLACE BLAME

· MINIMIZE STATUS BARRIERS

· BE CAUTIOUS OF INFORMATION SOURCES

· BEWARE OF MERELY “GOING BY THE BOOK”

· RESOLVE CONFLICT AT LOWEST LEVEL

· EXAMINE OWN BAISES AND PREDISPOSITIONS

Who Am I?

List the competencies and personality traits that you believe describe you. To get to this, try completing some of these sentences:

· “I am skilled at…”

· “I have the ability to…”

· “I know much about…”

· “I am competent at doing …”

· “One part of my personality is that I am ___”.

Do this several times and list as many characteristics and categories that you can think of.

Then, develop a second list, only this time complete the following statements:

· “Other people believe I have the ability to…”

· “Other people believe that I know much about…”

· “Other people believe that I am…”

· “Other people also believe I am…”

Then, consider what you cannot do and what you do not think is reflective of your personality.

Now…some things for you to ponder in light of your responses above:

· Compare your lists of self-perceptions and others’ perceptions.

· Where are they different?

· Why are they different?

· Are the lists short or long?

· Why?

· Reflect on how your own interpretations of your experiences and what others have told you about you have influenced your self-concept.

· How might you group or organize these findings in any meaningful way?

· What roles do you play and how do they change from day to day or from relationship to relationship?

· Where did you learn HOW to play these roles the way you do?

[Joseph DeVito, 2009]

©McGraw‐Hill Education. All rights reserved. Authorized only for instructor use in the classroom.  No reproduction or further distribution permitted without the prior written consent of McGraw‐Hill Education.

INTERPERSONAL 
CONFLICT

11
Floyd, Interpersonal Communication, 3e

©McGraw‐Hill Education.

[ Our Agenda
• The Nature of Interpersonal Conflict

• Conflict in Personal Relationships

• Power and Conflict

• Managing Interpersonal Conflict

©McGraw‐Hill Education.

[ The Nature of Interpersonal Conflict
Interpersonal conflict is an expressed struggle 

between at least two interdependent parties who 

perceive incompatible 

goals

, scarce resources, and 

interference from the other party in achieving their 

goals

©McGraw‐Hill Education.

[ The Nature of Interpersonal Conflict (Characteristics)
Points to remember from that definition:

• Conflict is an expressed struggle

• It occurs between two or more interdependent parties

• It is about goals that the parties perceive to be 
incompatible

• It arises over perceived scarce resources

• It includes interference

©McGraw‐Hill Education.

[ Conflict in Personal Relationships
In relationships, conflict . . .

• Is natural

• Has content, relational, and procedural dimensions

• Can be direct or indirect

• Can be harmful

• Can be beneficial

©McGraw‐Hill Education.

[ Conflict in Personal Relationships (Marriage)
Common topics of conflict in marriage

• Personal criticisms

• Finances

• Chores 

• Children

• Employment

• In‐laws

• Sex

• Use of time

©McGraw‐Hill Education.

[Conflict in Personal Relationships (Sex)
Sex and gender affect conflict

• Girls and women are encouraged by gender 
socialization to “play nice” and avoid conflict

• Boys and men are encouraged to engage in conflict 
directly, using competitive or aggressive behaviors, 
but also not to hurt women

• Passive aggression and demand‐withdraw 
patterns frequently characterize conflict between 
women and men

©McGraw‐Hill Education.

[ Conflict in Personal Relationships (Culture)
Culture can affect conflict

• Individualistic cultures teach people to stand up for 
themselves in the face of conflict

• Collectivistic cultures encourage accommodation, rather 
than conflict, to preserve group harmony

• Language used during conflict can differ between low‐
and high‐context cultures

• Cross‐cultural conflict is common because of different 
traditions and expectations

©McGraw‐Hill Education.

[Conflict in Personal Relationships(Online)
Conflict can be common online

• The disinhibition effect encourages people to say or 
do things online that they would not in person

• This can encourage new conflicts or inflame existing 
ones

• Several communication strategies can help people 
avoid or manage conflict in online settings

©McGraw‐Hill Education.

[ Power and Conflict
Power is the ability to influence or control other 
people or events

• Power is context‐specific

• Power is always present

• Power influences communication

• Power can be positive or negative

• Power and conflict influence each other

©McGraw‐Hill Education.

[ Power and Conflict (Forms)
French and Raven’s five forms of power

• Reward power

• Coercive power

• Referent power

• Legitimate power

• Expert power

© Chip Somodevilla/Getty Images

©McGraw‐Hill Education.

[ Power and Conflict (Sex and Gender)
Sex and gender influence power

• Patriarchy is a common organizing principle for 
human societies

• Several nations have female heads of state and 
women in powerful positions

• Masculinity and femininity express different 
messages about power

©McGraw‐Hill Education.

[ Power and Conflict (Culture)
Culture influences power

• People in high‐power‐
distance cultures 
accept power 
differences as normal, 
even desirable

• People in low‐power‐
distance cultures often 
question power 
differences

© Amos Morgan/Photodisc/Getty Images, RF

©McGraw‐Hill Education.

[ Managing Interpersonal Conflict
Gottman’s Four Horsemen of the Apocalypse

• Criticism

• Contempt

• Defensiveness

• Stonewalling

© Davis Freeman/Queerstock, Inc/Alamy, RF

©McGraw‐Hill Education.

[ Managing Interpersonal Conflict (Strategies)
Strategies for managing conflict

• Competing

• Avoiding

• Accommodating

• Compromising

• Collaborating

© BananaStock/PunchStock, RF

©McGraw‐Hill Education. All rights reserved. Authorized only for instructor use in the classroom.  No reproduction or further distribution permitted without the prior written consent of McGraw‐Hill Education.

LISTENING

7

©McGraw‐Hill Education.

[ Our Agenda
• The Nature of Listening

• Ways of Listening

• Common Barriers to Effective Listening

• Becoming a Better Listener

©McGraw‐Hill Education.

[ The Nature of Listening
Listening is the active process of making meaning out 
of another person’s spoken message

• Listening is active, not automatic

• Listening requires more than just hearing

©McGraw‐Hill Education.

[ The Nature of Listening (Styles)
People have various listening styles that represent 
differences in their goals for listening

• The people‐oriented style emphasizes concern for 
other people’s emotions and interests

• The action‐oriented style emphasizes organization 
and precision

• The content‐oriented style emphasizes intellectual 
challenges

• The time‐oriented style emphasizes efficiency

©McGraw‐Hill Education.

[ The Nature of Listening (Importance)
Listening effectively is important

• We spend much of our waking 
day listening

• Good listening skills are 
essential in the workplace, 
families, and social 
relationships

© Fancy Photography/Veer, RF

©McGraw‐Hill Education.

[The Nature of Listening (Misconceptions)
Misconceptions about 
listening

• Myth: Hearing is the 
same as listening

• Myth: Listening is 
natural and effortless

• Myth: All listeners hear 
the same message

© Andersen Ross/Digital Vision/Getty Images, RF

©McGraw‐Hill Education.

[The Nature of Listening (Culture and Sex)
Culture and sex affect 
some dimensions of 
listening behavior

• Expectations for 
directness

• Nonverbal 
listening response

© Pauline St. Denis/Fancy/Photolibrary, RF

©McGraw‐Hill Education.

[ Ways of Listening
The HURIER model explains the stages of effective 
listening

• Hearing

• Understanding

• Remembering

• Interpreting

• Evaluating

• Responding

©McGraw‐Hill Education.

[ Ways of Listening (Listening Types)
People often engage in these types of listening:

• Informational listening

• Critical listening

• Empathic listening

©McGraw‐Hill Education.

[ Ways of Listening (Informational)
Informational listening means listening to learn

• We engage in informational listening when taking 
notes in class, watching the news, or paying 
attention to driving directions

• Informational listening is a relatively passive 
process

©McGraw‐Hill Education.

[ Ways of Listening (Critical)
Critical listening means listening to evaluate or 
analyze something

• We engage in critical listening when we pay 
attention to a commercial to see whether we want 
to buy a product

• Critical listening doesn’t necessarily mean 
criticizing what we are hearing; rather, it means 
evaluating what we are hearing

©McGraw‐Hill Education.

[ Ways of Listening (Empathic)
Empathic listening means trying to understand 
what the speaker is thinking or feeling

• Perspective‐taking helps us understand a 
situation from another’s point of view

• Empathic concern is the ability to identify how 
someone is feeling and to experience those 
feelings ourselves

©McGraw‐Hill Education.

[ Ways of Listening (Online)
Effective listening can occur online 
as well as face‐to‐face

• It is possible to find 
people online, such 
as in support groups, 
who can listen actively 
and empathically to 
what you have to say

© Katarzyna Bialasiewicz/Getty Images, RF

©McGraw‐Hill Education.

[Ways of Listening (Online Suggestions)
To be an effective listener online, take note of these 
suggestions:

• Be attentive to what others are saying

• Remember that words can be misinterpreted

• Don’t be a lurker

©McGraw‐Hill Education.

[Common Barriers to Effective Listening
Noise is a barrier to 
effective listening

• Noise is anything that 
distracts us from 
listening to what we 
wish to listen to

• Some noise is physical

• Some noise is 
psychological 

Digital Stock/Corbis, RF

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Pseudolistening)
Pseudolistening and selective attention are barriers to 
effective listening

• Pseudolistening means pretending to pay attention to 
someone

• Selective attention means listening only to what we 
want to hear

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Information Overload)
Information overload is a barrier to effective listening

• We are exposed to multiple messages daily

• It can be difficult to pay attention to particular 
messages when we have so many to process

• Information overload is especially common online

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Glazing Over)
Glazing over is a barrier to effective listening

• People speak more slowly than we can listen, so our 
minds can wander when we listen to others

• Glazing over can cause us to miss important details, 
listen uncritically, and make it appear as though we 
are not listening

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Rebuttal Tendency)
A rebuttal tendency is a barrier to effective listening

• Rebuttal tendency means debating a speaker’s point 
and formulating a reply while the person is still 
speaking

• A rebuttal tendency requires mental energy that 
should be spent listening and can cause us to miss 
details

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Closed‐Mindedness)
Closed‐mindedness is a barrier to effective listening

• Closed‐mindedness is the tendency not to listen to 
anything with which you disagree

• Many people are closed‐minded only about certain 
issues, not about everything

©McGraw‐Hill Education.

[Common Barriers to Effective Listening (Competitive Interrupting)
Competitive interrupting is a barrier to effective 
listening

• Competitive interrupting means using interruptions 
to take control of a conversation

• Most interruptions are not competitive

©McGraw‐Hill Education.

[ Becoming a Better Listener (Informational)
Becoming a better informational listener

• Separate what is and is not said

• Avoid the confirmation bias

• Listen for substance more than style

©McGraw‐Hill Education.

[ Becoming a Better Listener (Critical)
Becoming a better critical listener

• Be a skeptic

• Evaluate a speaker’s credibility

• Understand probability

©McGraw‐Hill Education.

[Becoming a Better Listener (Empathic)
Becoming a better empathic
listener

• Listen nonjudgmentally

• Acknowledge feelings

• Communicate support 
nonverbally

© Jose Luis Pelaez Inc/Blend Images/Getty Images, RF

©McGraw‐Hill Education. All rights reserved. Authorized only for instructor use in the classroom.  No reproduction or further distribution permitted without the prior written consent of McGraw‐Hill Education.

EMOTION

8
Floyd, Interpersonal Communication, 3e

©McGraw‐Hill Education.

[ Our Agenda
• Emotion in Interpersonal Communication

• The Nature of Emotion

• Influences on Emotional Experience and Expression

• Sharpening Your Emotional 
Communication Skills

©McGraw‐Hill Education.

[Emotion in Interpersonal Communication
Emotions are your body’s 

multidimensional response to any 

event that enhances or inhibits 

your goals

©McGraw‐Hill Education.

[ Emotion in Interpersonal Communication (Categories)
We can understand many 
emotions by considering 
them in three categories:

• Joyful and affectionate

• Hostile

• Sad and anxious

© Pictorial Press Ltd/Alamy

©McGraw‐Hill Education.

[ Emotion in Interpersonal Communication (Joy)
Joyful, affectionate 
emotions include

• Happiness

• Love and passion

• Liking

© Brand X Pictures/PunchStock. RF

©McGraw‐Hill Education.

[ Emotion in Interpersonal Communication (Hostility)
Hostile emotions include

• Anger

• Contempt

• Disgust

• Jealousy

• Envy

© Latin Stock/Imagesource/PictureQuest, RF

©McGraw‐Hill Education.

[Emotion in Interpersonal Communication (Sadness and Anxiety)
Sad, anxious emotions 
include

• Sadness and 
depression

• Grief

• Fear

• Social anxiety
© Rubberball/Mark Andersen/Getty Images, RF

©McGraw‐Hill Education.

[ The Nature of Emotion
Emotions are multidimensional

• Physiological components

• Cognitive components

• Behavioral components

• Social and cultural components

©McGraw‐Hill Education.

[ The Nature of Emotion (Valence and Intensity)
Emotions vary in valence and intensity

• An emotion’s valence is its positivity or negativity—
some emotional experiences are positive and others 
are negative

• An emotion’s intensity is its strength or magnitude—
some emotional experiences are strong and others 
are weak

©McGraw‐Hill Education.

[ The Nature of Emotion (Forms)
Emotions come in primary and secondary forms

• Primary emotions—such as fear, joy, and surprise—
are unique, distinct emotional experiences

• Secondary emotions—such as jealousy, contempt, 
and remorse—are composed of combinations of 
primary emotions

©McGraw‐Hill Education.

[The Nature of Emotion (Meta‐emotions)
Sometimes emotions are meta‐emotions

• Feeling embarrassed by your jealousy

• Feeling excited by your fear

• Feeling surprised that someone else wasn’t angry

©McGraw‐Hill Education.

[ Influences on Emotional Experience and Expression
Culture and cultural background can affect the 
experience and expression of emotion

• Geography affects emotional expressiveness: people 
in warmer climates are typically more expressive

• Co‐cultures sometimes differ in emotional behavior

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Display Rules)
Expression is affected by display rules

• Intensification

• De‐intensification

• Simulation

• Inhibition

• Masking

© Glow Images/Getty Images, RF

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Technology)
Technology and computer‐mediated communication 
can affect emotion

• Relative lack of nonverbal signals

• Opportunity for sharing emotion

• Emotion about technology itself

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Emotional Contagion)
Emotional contagion affects experience and 
expression

• People tend to mimic the experiences and 
expressions of others

• Emotional contagion occurs in both face‐to‐face 
and online settings

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Sex and Jealousy)
• Sex and gender roles influence both the experience 
and expression of emotions

• Some research shows sex differences in jealousy, 
specifically

• Men are more likely to experience sexual jealousy than 
emotional jealousy

• Women are more likely to experience emotional 
jealousy than sexual jealousy

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Sex and Gender)
Sex and gender

• Androgynous people are more emotionally expressive 
than highly masculine individuals

• Traditionally masculine people tend not to express 
emotions of vulnerability

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Personality)
Three personality dimensions affect how you 
experience emotion

• Agreeableness: the tendency to be pleasant, 
accommodating, and cooperative

• Extroversion: the tendency to be sociable and 
outgoing

• Neuroticism: the tendency to think negative 
thoughts about the self

©McGraw‐Hill Education.

[Influences on Emotional Experience and Expression (Emotional Intelligence)
Emotional intelligence can influence emotional 
experience and expression

• Ability to perceive and express emotion and to use 
emotion to facilitate thought and emotional growth

• Alexithymia inhibits the ability to understand and 
describe emotions

©McGraw‐Hill Education.

[ Sharpening Your Emotional Communication Skills (1)
Identify emotions

• Listen to your body

• Pay attention to 
your thoughts

• Take stock of the 
situation

Image Source Pink/Alamy, RF

©McGraw‐Hill Education.

[ Sharpening Your Emotional Communication Skills (2)
Identify emotions

• Learn to reappraise negative emotions

• Accept responsibility for your emotions

• Separate your emotions from your actions

©McGraw‐Hill Education. All rights reserved. Authorized only for instructor use in the classroom.  No reproduction or further distribution permitted without the prior written consent of McGraw‐Hill Education.

COMMUNICATION 
AND THE SELF

3
Floyd, Interpersonal Communication, 3e

©McGraw‐Hill Education.

[ Our Agenda
• Understanding the Self: Self‐Concept

• Valuing the Self: Self‐Esteem

• Presenting the Self: Image Management

• Communicating the Self: Self‐Disclosure

©McGraw‐Hill Education.

[ Self‐Concept
• Who are you? 

• Your self‐concept 
reflects your stable 
ideas about who you 
are

• Your self‐concept is 
your identity

©Jose Luis Pelaez Inc/Blend Images LLC, RF; ©Rob Melnychuk/Photodisc/PunchStock, RF; 
©Design Pics/Ron Nickel/Getty Images, RF; ©Jose Luis Pelaez Inc/Blend Images LLC; 

©National Multiple Sclerosis Society; ©Fuse/Getty Images, RF, RF; 
©Greenberg/Alamy; ©Comstock/Getty Images, RF

©McGraw‐Hill Education.

[ Self‐Concept (Characteristics)
• Self‐concepts are 
multifaceted

• Self‐concepts are partly 
subjective

• Self‐concepts are 
enduring but 
changeable

© Stockbyte/PunchStock/Getty Images, RF

©McGraw‐Hill Education.

[ Self‐Concept (The Johari Window)

Jump to long description

©McGraw‐Hill Education.

[ Self‐Concept (Factors)
Many factors affect our self‐concept

• Personality and biology

• Culture and gender roles

• Reflected appraisal

• Social comparison

©McGraw‐Hill Education.

[ Self‐Concept (Self‐Monitoring)
• We manage our self‐concepts through 

self‐monitoring

• Awareness of how we look, sound, and affect others

©McGraw‐Hill Education.

[Self‐Concept (Self‐fulfilling Prophecies)
Self‐fulfilling prophecies can reinforce our 
self‐concept

• We have expectations based on how we perceive 
ourselves and others

• Our expectations prompt us to act in specific ways

• Those actions bring about the outcomes we expected

• Our self‐concepts are therefore reinforced

©McGraw‐Hill Education.

[ Self‐Esteem
Your self‐esteem is your 
subjective evaluation of 
your value and worth as 
a person 

• Can influence social 
behavior, how you see 
yourself and others, 
and school and work 
performance

• Affected by culture and 
sex

© Commercial Eye/Stone/Getty Images

©McGraw‐Hill Education.

[ Self‐Esteem (Needs)
We have three fundamental needs with respect 
to self‐esteem:

• Need for control

• Need for inclusion

• Need for affection

©McGraw‐Hill Education.

[ Image Management
Image management means adjusting our behavior to 
project a desired image

• Image management is collaborative

• We manage multiple identities

• Image management is complex

©McGraw‐Hill Education.

[ Image Management (Face Needs)
We manage three 
face needs:

• Fellowship face

• Autonomy face

• Competence face

© Coloroftime/Getty Images, RF

©McGraw‐Hill Education.

[ Self‐Disclosure
Self‐disclosure is the act 
of intentionally giving 
others information 
about ourselves that we 
believe to be true but 
we think they do not 
already have

© Photos 12/Alamy

©McGraw‐Hill Education.

[ Self‐Disclosure (Characteristics 1)
• Self‐disclosure is intentional and truthful

• Self‐disclosure varies in breadth and depth

• Self‐disclosure varies among relationships

• Self‐disclosure is a gradual process

©McGraw‐Hill Education.

[ Self‐Disclosure (Characteristics 2)
• Online self‐disclosure follows a different pattern

• Self‐disclosure is usually reciprocal

• Self‐disclosure can serve many purposes

• Self‐disclosure is influenced by cultural and gender 
roles

©McGraw‐Hill Education.

[ Self‐Disclosure (Benefits)
Self‐disclosure has benefits

• Enhancement of 
relationships and 
trust

• Reciprocity

• Emotional release

• Helping others

© Ralph Nelson/Warner Bros./Courtesy Everett Collection

©McGraw‐Hill Education.

[ Self‐Disclosure (Risks)
Self‐disclosure has risks

• Rejection

• Chance of obligating others

• Hurt to others

• Violation of other people’s privacy

©McGraw‐Hill Education.

[ Self‐Disclosure (Online)
Online self‐disclosure has specific challenges 
and risks

• Be careful what you say

• Protect your personal information

• Think twice before posting photos

• Don’t say or show something you wouldn’t 
want shared

©McGraw‐Hill Education

APPENDIX: IMAGE LONG 
DESCRIPTION
APPENDIX: IMAGE LONG 
DESCRIPTION

©McGraw‐Hill Education.

Self‐Concept (The Johari Window) 
(Appendix)

Jump to slide containing original material

Known to self and others: Open. What you know and 
choose to reveal to others about yourself. 

Known to self and unknown to others: Hidden. What 
you know about yourself but choose not to reveal.

Unknown to self and known to others: Blind. What 
others know about you but you don’t recognize in 
yourself.

Unknown to self and others: Unknown. The dimensions 
of yourself that no one knows.