SPONS AGM= Office of Education (DBES), Washington, D.C

DOCUMENT RIME 110 17 5 06 8 CS 502 603

AUTHOR Cimperman, Ruth N.: Barnes, Richard E. .TITLE A Resource Curriculum in Interpersonal Communication. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services. SPONS AGM= Office of Education (DBES), Washington, D.C. REPORT NO WSDPI-Bul1 -0549 PUB DATE 79 !tiOTE 95p.

!DRS PRICE NFO1/PC04 Plus Poatage. DESCRIPTORS *Adolescents: *mmunication (Thought Transfer): *Communication SKills: Curriculum Delllopment: Curriculum Evaluation: *Curriculum Planning: Group Relations: *Interpersonal Competence: Language Role: Listening Comprehension: Nonverbal Communication: Secondary Education: Semantics: Speech' Communication: *Units of Study

ABSTRACT

1. The nine units in this guide are intended toi assist educators in utilizing the best available sources for curriculum planning and classroom instruction of communication concepts for the radolescent. The format is uniform: each unit begins with an introductory statement followed by a list of instructional obiectives, a content outline, sugges ions for learningactivities and instructional assessment, and a list of references andmaterials for the teacher. The units are based upon the developmentallevel of the adolescent and.the context influences that have a strong forceat that state of the adolescent's life, namely family and peers. tbecific topics covered ih the units are: the bases of communication, intrapersonal communication, interpersonal perception, semantics end communication, listening, nonverbal communication, small group communication, family communication, and peer relationships. (FL)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OP HEALTH. EDUCATION& WILPARI NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS BERN REPRO- DUCID EXACTLY AS RECEIVED PROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OP view OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL NtsTITuTE OF IlDueT IGN POSITION OR POLICY 'MEP'

. 2) ARBOUR:EMMA 4, IN " INTEROOKOMUNICATION ." m4 = " by,

Ruth M. Cimperman Instructoi of Communication Skills Milwaukee Area Technical College

and

Richard E.' Barnes Consultant with The Executive Committee, Milwaukee

. published by

c. Division for Instructional Services Catherine Stehly, Assistant Superintendent

Bureau for Program Development Arnold M. Chandler, Director Robert W. Kellner, Supervisor English and Communication Arts

Bulletin No. 8549

Wisconsin Department ofPublic Instruction

.2 TABLE OF CONTENTS

ACKNOWLEDGEMENTS iii

FOREWORD iv

INTRODUCTION

%UNIT L Bases of Communication t UNIT II intrapersonal Communication

UNIT III interpersonal Perception 21

UNIT iv Semrntics: The Role of Language in Communication . . . 31

UNIT V Listening .40

UNIT VI 8 Nonverbal Communicatton 50

UNIT VII Group Communication 59

UNIT VIII Family Communication 70

UNIT IX Peer Relationships 80 ACKNOWLEDGEMENTS

The Wisconsin Department of Public Instruction expresses appreciation for the time, support and assistance of the following in producing this curriculum resource unit:

Ruth M. rAmperman and Richard E. Barnes, Authors

Wisconsin Communication Association Editorial Advisory Committee

Ron Allen, University of Wisconsin-Madison, Co-chairperson

Mary Klein, Western Washington University, Formerly DPI, Co-chairperson

Richard Barnes, The Executive Committee, Milwaukee former high school and college instructor

Charles Brown, D.C. Everest High School, Schofield

William Davidson, University ofWisConsin-Stevens Point

Sharol Parish, Memorial High School, Madison

Sharon Sohner, Hamilton High School, Sussex

This project was supported in part by funds under ESEA,Title IV (Public Law 98-380, as amended). The statements and opinions expressed herein do not necessarily reflect the positionof the policy of the United States Office of Educationand no official endorsement by the United States Office of Education should be inferred. FOREWORD

Tht Wisconsin Department of Public Instruction in cooperation with the Wisconsin Communication Association has, in recent years, planned for the development of a series of teacher resource units in communication arts. Interpersonal Communication is the third publication .in this series. This resource unit includes several components of interpersonal communication. Each com-. ponent is organized for the teacher to'include:an introductory motivational statement, a set of instructional objectives, an outline of content, a group of learning activities, an assessment, and a list of references and materials.

The major objective of these resource units is to provide curriculum materials which can be used directly by classroom teachers. Of course, the ultimate objective of these resource units is to improve communication skills of students in Wisconsin schools. To this end, the authors of Interpersonal Communication have directed this resource unit to assist teachers of adolescents.

The authors and the Department,of Public Instruction welcome feedback from those teachers who use this resource unit.

Arnold M. Chandler, Director Bureau for Program Development

i v INTRODUCTION

Sixteen-year-old Michael stares coolly at A few short years ago, Aadolescents were under the handcuffed wrists he extends before him. parental supervision with little or no re- He refuses to respond to the perplexed public sponsibility for their actions. The-recent defender across the desk. He thinks to him- lifting of restrictions in choice of life self, "Yes, I hear you dude...sitting there style has not freed American teenagers; on in your fancy three-piece suit. No, I ain't the contrary, it has complicated their lives botherin' to say nuthin'. How can I explain by forcing them into making mature decisions why I got into this jam again? I don't even on serious matters without the capabilities know that. All I do know is they got me in to do so. During early adolescence, John adult court now and that means the big time - Conger explains, humans are just becoming not a trip to Wales for a little vacation." capable of abstract thought.'They are just . beginning to be able to arrive at several Fifteen-year-old Amy tries to fight back the hypotheses for a given situation and because tears as she shakily signs the form in front of this, may entertain unusual hypotheses of her. Abortion. Somehow she never for longer periods of time. Although rights thought the word would affect her life like and privileges extend to all teenagers, it this. She thought these people would care, is important to consider the fact that not maybe even talk her out of this or ask her all progress is at the same rate or level ot000 why. It's ^11 too easy..."I want to explain cognitive development. Emotional maturity why..." she mumbles as the nurse leads her is dependent on cognitive development.2 , to the dressi4 room. "Did you say some- Erik Erikson speaks in terms Of emotional thing?"The nurse turns around but in the maturity when he defines the essential task same movement glances at her watch. "We of adolescence as the establishment of one's can't keep the doctor waiting.You know you own identity and avoidance of role confu- were twenty minutes late."Amy sighs and sion.3 Standing midway between personal slowly begins to undiess. independence and continued dependence upon parents, teenagers commit acts of emancipa- "L'm going to be honest with you Mr. Heinen. tory behavior. I really would like a good paying job - like somewhere's around fifteen thousand. And a The crises to which the adolescent is exposed vacation. I'm planning a trip out west with are so varied and so critical that it is not my girl right aftpr graduation, so I need uncommon for personality disturbances to three weeks vacaton right away."Joe looks occur in this period of life.4Adolescents the personnel director in the eye, only to know that they must commit themselves even- see his straight-forward approach met with a tually to a choice of intimacy with another cool glance and sarcastic, "I appreciate your and must, in addition, make an occupational honesty Mr. Robinson, but I really don't decision. They may find themselves in con- think our company is for you." flict between desires and prohibitions of family and society. Some adolescents attempt What do these young people have in common? to maintain the illusion of youth, refusing They are three teenagers who find themselves to believe that the passage of time will inarticulate, unable to analyze their affect choices or ability to find opportuni- thoughts, feelings, and actions appropriately ties in industry and to acquire skills. Fear .in emotion-packed, important interpersonal situations. They are exercising the rights 1John Conger, Adote,!ence and Youth: Psy- and privileges accorded to them by the courts chological Development in a Changing WOrtd, and legislatures: 1) the right to abortion New York: Harper & Row, 1973, p. 160-162. on demand without parental consent;2) the 2Thid, p. 163. right to trial as an adult after juvenile 3Erik Erikson, Identity: Youth and Crisis, jurisdiction is waived; and 3) the right to New York: Norton 6 Company, 19681 cited in hold a full-time job after turning sixteen. Conger, p. 20. These are rights and privileges of the adult 4Arthur P. Noyes, Noyes' Modern Clinical world, often times thrust upon the adoles- Psychiatry, 7th ed., Philadelphia: W.B. cent wbo is totally unprepared emotionally Saunders Company, 1968, p. 47-48. and who lacks communication skills. V and insensitivity to competitive activity authority figure confrontation have a uni- may develop as well as a fascination with versality that makes material for many come- undesirable and dangerous figures; hence, dians, yet they can be ewtionally scarring III the growth of juvenile delinquency.5 to many individuals who are unable to examin the dynamics of these situations and to ver- Dr. Joan Lipsitz of the Learning Institute rMilize about them. The study of intraper- of North Carolina in a nationwide study of sonal communication, the 'communication within programs and research in early adolescence self, and interpersonal communication, the (ages 12-15), concluded that the United face-to-face spontaneous interaction between States as a whole has neglected and even two or more people, should address those mistrusted the adolescent who, incidentally, needs of the adolescent who is asking "Who is in ail age bracket in which.the birthrates am I" and "Who am I in relation to others." are rising.6She blames researchers and A course in interpersonal communication does educators for the serious problems of this not attempt to solve the problems of adoles- most misunderstood age group. These prob- cence; instead, and more importantly, it lems include the fact that slightly over one will provide students with a process through half of those arrested for serious crimes in which they can view their individual communi- the United States are under 18; suicide, cation experiences and somewhat ease the drug abuse, and alcoholism are also on the important choicemaking situations which rise in this age group. She credits the confront them. neglect of those in early adolescence to the adult fear of the changes the adolescent is This guide has units specifically chosen to experiencing. Dr. Lipsitz is not totally a address the interpersonal communication prophet ef doom. She sees great energy for needs of the adolescent. It intentionally educators to channel: excludes noninteractive communication topics such as media and public address. The en- At the same time there are some very counter group, sensitivity groups, and simi- reassuring statistics; these years lar training programs are not included due (12-15) are a time of great potential to qualities that make them atypical inter- for modeling, as well as negative personal situations. Although written com- influences.' munication is recognized as vital to effective communication, it is not included as Only recently the adolescent has been recog- a separate study. nized as having peculiar diseases and psychological problems. Medical schools are The guide is intended to assist the teacher finally offering adolescent specialties to in utilizing the best available sources for their students who formerly specialized in curriculum planning and classroom instruc- either pediatrics or adult medicine. The tion of communication concepts tailored to legal profession has tuned its attention to the adolescent. It is designed for flexible juvenile law and federal funding for adoles- use. Some instructors may want to include cent rehabilitation is growing. So too must only selected units; others may want to the education profession make itself aware create an entire course in communication. of adolescents and endeavor to guide them in Materials have been included to permit an the most important skill they will ever use: instructor to spend as long as four weeks on communication within self and with those who a favorite unit, although an instructor may populate the immediate world. decide to spend only three days on a unit less suited to the needs of the students. The adolescent, already described as being The format of the guide is as follows: each in the throes of adulthood with limited unit begins with an introductory statement experience and cognitive capabilities to cope followed by instructional objectives, a con- with adulthood, has tn be provided with an tent outline, learning activities, instrur- appropriate framework within which to analyze tional assessment, and a list of references and interpret the situations of his/her ever- and materials for the teacher. changing life. The first job interview, the first love relationship, and the firstmajor The rationale for this format lies in the interest of the student. Each introduction briefly describes adolescent needs for the 5Ibid, p. 47. communication skill covered in the unit. -.MEM/ 5Reported in William Delancy, "Study Rips Behavioral objectives identify student skills Neglect of Ages 12-15," The Milwaukeq jour- and behaviors to be accomplished by the end nal, February 15,-1977, Sec. 1, p. 2. of the instrur ional unit. The content 7Ibid, Sec. 1, p. 6, col. 4. vi 7 outline provides the teacher with a basic eating with others and become willing to booty of information needed to accomplish risk self-disclosure. 41111.. the previously identified objectives. The More specifically, we view objectives of a learning activities are an outgrowth of the course in interpersonal communication to be: content outline so that the objectives can te met through use of the activities. Final- 1) To increase the adolescent's capacity to ly, the instructional assessment section re- trust self and oth9ts; flects the initial behavioral objectives. 2) To increase the addles(' 'nes ability to Specific tests and aCtivities are.identified verbalize the ownersh or feelings; as means of demonstrating attainment of each 3) To guide tne adolescf awareness objective. of the meaning of me and effectiveness of language; Units included in this guide are based upon: 4) To provide effective listening ttchniques 1) the developmental level of the adolescent, that will create supportive climates in and 2) the context influences which have a an adolescent's lifet strong force at this stage of the adoles- 5) To increase tl,e adolescent's sensitivity cent's life, namely the family and peers. to nonverbal cues; Units of the guide are: 6) To increase the adolescent's capability "The Bases of Communication" to perform effectively in small grovps "Intrapersonal Communication" with special attention to peer groups "Interpersonal Perception" and family groups; "Semantics.and Communication" 7) To improve the adolescent's capacity to "Listening" provide and accept systematic feedback. "Nonverbal Communication" "Small Group Communication" The direct etfects of planned communication "Family Communication" instruction are indeterminate, especially "Peer Relationships" since the learning of communicative behav- The authors prefer this sequence; however since iors takes place long before a child enters one of the aims of this guide is flexibility, a classroom as well as on the streetsand in instructors should not be concerned abqut the home outside the class. omitting various units or shifting the sequence to fit Personal preferences. However, the teacher of interpersonal communication has the opportunity to reach stu- This guide is intended to facilitate fulfill- dents where they "live" and thereby to have ment of the following general objectives of considerable impact on their futures. That the interpersonal communication instructor: is something that can't be said about every course in the highsdhool curriculum. The 1) To provide theories and language for teacher of interpersonal communication has analysis of the adolescent's communica- this advantage over many other teachers and an tion behaviors, establishing th potential awesome responsibility to the students. This for choosing alternative modes of communi- guide is intended to assist the teacher in cation behavior. using this advantage and meeting the responsi- 2) To create a climate where the adolescent bility. We would enjoy hearing from you as will generate self-confidence in communi- you find success and failurewith the guide.

Ruth M. Cimperman Richard E. Barnes UNIT ONE

BASES OF COMMUNICATInN

INTRODUCTORY STATEMENT Many models of the communication process have been developed and instructors are "I heard you and.Jack broke up last weekend." urged to utilize the sources at the end of this unit if they feel the need to provide "Who told you that?" students with models.

"Jack did. /t must have been some fight to It is important to note that communication cause you two to break up." models have disadvantages as well as the advantage of simplifying a complex event. "We had a fight but we didn't break up. I A disadvantage might be that the model never gave him the impression that / never simplifies and perhaps distorts. Some var- wanted to see him anymore." iables may be left out or-perhaps given un- equal representation in a model. It is also "That's not what he's telling everyone at important to remember that a model is never school today." the process itself. Students should nct be told that the communication process is this "I'm going to find him and straighten him model; the model serves its purpose co3-7-Triir out. He has no right to be spreading tall generating insights into the communication tales around." process, not by giving it mere representation. Teachers should'encourage students to Taking for granted that what we say is under- add to the models presented as well. as to stood in the same way we want it to be is an develop their own models of the interpersonal error that is committed'by all of us. Our communication process. daily experiences confirm that many wmll- intentioned messages lead to misunderb.and-

ings with perhaps serious consequences. The . INSTRUCTIONAL OBJECTIVES great potential for inaccurate communication lies in all of us since we can be careless 1. Without the use of notes, the stude9t communicators, oftentimes unaware of how will be able to define human 1 listeners process our messages. At the same communication. time we are not aware of all'the cues that 2. Without the use of notes, the student can help us understand how a messageis will be able to explain the term "dy - received. Ineffective communication, due to riamic" as applied to human communication. many factors, is a phenomenon that existsj 3. Without the use of nots, the student because a person has not attained full cch- will be able to explain how human commu- munication potential as a sender or a receiv- nication is a process. er of a message. An overall understanding of 4. The student will be able to give an ex- the process of communication, the factors ample of human communication and illus- involved, and how these factors function is trate how it is both dynamic and a the first step in cultivating a sensitivity process. to the art of communication. 5. The student will be able to explain intrapersonal communication in his/her In order to more fully understand the dynam- own words. ics of communication, it is necessary to 6. The student will be able to give an formulate a framework from which this commu- original example of intrapersonal nication can be viewed. Th: framework should communication. be flexible enough so that it fits the inter- 7. Tile student will be able to explain personal communication situation and provides interpersonal communication in his/her ' own words. _ an adequate foundation for theoretical considerations. This model must also show that 8. The student will be able to give an interpersonal communication is a process, a original example of interpersonal dynamic, ongoing phenomenon with multiple communication. variables. 9. Without the use of notes, the student

1 9 will be able to define the term the term to the other variables in the H source"as a communication variable. communication process. 10. Without the use of notes, the student 24. Without the use of notes, the student will be able to list the factors that will be able to list the types of chan-, determine the operation of the source nels available to human commuuication. as a communicator. 25. The student will be able toeexplain how 11. Given exposure to a film or brief skit communication can be enhanced when more illustrating a verbal exchange between channels are used through giving an orig- two people, the student will be able, to inal example from experience as teacher describe how the communication skills of or learner. the participants influenced the 26. Without tsle use of notes, the siudent interaction. will be aple to list examples of "one to 1.2. The student will be able to analyze a many" communication channels. recent interpersonal exchange and de- 27. The student will be able to illustrate scribe how his/her communication skills how the channel can alter the meaning of affected the interaction. a message by providing a specific example 13. Citing an example from personal experi- of one message sent through more than one ence, the student will be able to explain channel. how knowledge about the subject of a mes- 28. Without the use of notes, the student sage and the audience for the message will be able to define what is meant by influenced how he/she communicated. extornal and internal noise in 14. Citing an example from personal experi- communication.

. ence, the student will be able to explain 29. The student will be able to provide a how his/hcr social system - friends, specific example of internal noise he/ groups, background - determines how he/ she has experienced that day. she operates as a communicator. 30. The student will be able to provide a 15. The student will be able to explain how specific example of external noise he/ culture determines an individual's she has experienced that day. skills, attitudes, and groups by iting 31. The student will be able to explain how his/her own cultural communicatio; heti- the presence of noise increases attention tage and comparing it to a communcation by providing a personal experience of heritage unlike his/her own. this phenomenon. 16. Without the use of notes, the stu ent 32. Without the use of notes, the student will be able to define the term " essage" will be able to define the term "receiv- in relation to the source. er" in the communication act. 17. Without the use of notes, the sttident 33. Without the use of notes, the student will be able to define the term "code" will be able to list the factors which in relation to communication. determine the operation of the receiver 18. The student will be able to illustrate of communication. what is meant by code of a message by 34. The student will be able to explain how citing an original example. a person's communication skills influence 19. Citing an example from personal experi- the reception of a message by providing ence, the student will be able to explain an observation of himself/herself as a how attitudes toward audience, self, and receiver. subject ect his/her communication. 35. The student will be able to explain how 20. In order to illustrate what is meant by a person's attitudes influence the recep- the level of difficulty of code, the tion of a message by providing an obser- student will be able to provide an orig- vation of himself/herself as a receiver inal example of a specific message given of a particular message. in a code for a specific audience. 36. The student will be able to explain how 21. The student will be able to discuss the a person's knowledge influences the re- processes of content selection and or- ception of a message by providing an ganization in the planning of a speech observation of himself/herself as a or a paper. receiver of a message. 22. The student will be able to illustrate 37. The student will be able to explain hof the concept of treatment of the message a person's social system influences the through providing an original example of reception of a message by providing an giving the same message to two different observation of himself/herself as a audiences. receiver of a particular message. 23. Without the use of notes, the student 18. The student will be able to explain how will ho able to define he term "channel" a per6on's culture influences the recep-

intit,. communication prucess by relating . tion of a message by providing an obser-

2 1 0 vation of himaelf/herself as a receiver another, rather than a single event. and'contrasting this observation with the reception of that same message by a per- II. Intrapersonal and interpersonal commu7 son of a different culturalbaCkground. nication are two types of communica- 39. Without the use of notes, the student tion. will be able to define what is meant by A. Intrapersonal communication is com- the term "feedback" as a communication munication which occurs withinhe variable. individual. 40. The student will be able to illustrate B. Interpersonal communication is the' how feedback serves as a control of the exchange of messages between two Or sender by giving a specific example from more persons. . student-teacher exchanges. 41. The student will'be able to illustrate III. The Source is the sender of the types of feedback by showing how one original message. response may be sent a number, of ways. A. All communication must come from a 42. Without the use of notes, the student source. will be able to define the term "environ- 1. This source might be one person. ment" as it applies to a communication 2. This source might be a group of situation. people, even an institution. 43. Without the use of notes, the student B. There are factors which determine will be able to list the factors that how the source will operate in the constitute a communication setting. communication.process. 44. The student will be Ole to describe how 1. Communication skills include the the settini,ean influence the formality ability to think, to write, to of a comniunication by providing an ex- speak, to draw, etc. ample from personal exporience4 2. Knowledge about the subject, V. The student will be able to deScribe how audience, etc., affects communi- lw the setting can influence who may talk to cation. whom by providing an examplo from per- 3. Attitudes toward the audience, sonal experience. subject, self; etc., affect 46. The student vell be able to describe how communication. setting .aan limit the length.of a commu- 4. The social system in which a per-

nication encounter by citing hn example son,operates, friends, roles, . from personal experience. groups, and social background all determine how a person operates ..._ 47. The student will be able to explain how setttng can influence the comfort of as a communicator. participants in an interaction. 5. The culture of a person deter- 48. The student will be able to explain how mines skills, attitudes, know- setting can influence the content of a ledge, and social system. message by citing an example froM experience. IV. The Message is a group of symbols which 49. The student will be able to draw an orig- carry the meaning intended by the inal model of the process of communica- Source. tion. A. The message in communication has 50. The stadent will be able to write a de- several subfactors which have to be scription of a specific personally ex- considered. perienced example of effective communica- 1. The code has to be chosen. tion, applying each variable of the com- a. This can be looked atin terms munication model to that experience. of a given lanivagp. such as English, German, Spanish, or the language of art, music, CONTENT OUTLINE gestures, etc. b. This can be looked at in terms I. Human communication is a dynamic proof a level of difficulty of meaning by the use cess of calling up the code for the aueience. of symbols. 2. The content has to he .wlected A. Human communication is dynamic be- and organized. influenced by cause each response is a. ideas have to be isolated. the spontaneous input of the other b. Ideas havP to be tested. 1- involved. c. :;upport haf; to be selectedand B. Human communication is a process be- tested. cause it is ongoing,interactionwith

/ d. The ideas and supports have to determinn how a person operates be arranged. as a communicator. ,3. Some treattnent of the message has 5. The culture of a person deter- to be determined. mines 'skills, -attitudes, know- a. What things should be selected ledge, and social system. for a given audience? 4P-- b. How can the9e things best te VIII. Feedbacks the message sent by the presented for a given responding communicator as a response audiencil to the original message sent. A. Feedback serves as a control of V. Channel is the means through which the sender. itimuliare sent and received between B. Feedback may be verbal or nonverbal; communicators. e.g., a word of praise or a pat on A. A channel can be sound, light waves the bacli. heat, odor, vibrations traveling C. reedbacg is a sign that a message across space4 has been received. B. In one-to-many communication, a.

channel can be a multiplication of . The Communication Environment is an messages through press, radio, tele- important variable in determining the vision, loudspeaker system, movies, interaction of participants in a pamphOts, etc. communication situation. C. Communication can usually be en- A. The communication setting refers to hanCed when more channels are used the entire circumstances in which (when more senses are stimulated). communication takes place. D. Channel can alter the meaning of the, 1. Occasion, such as wedding, funer- megsage. al, first day of school, is part

1 of the communication setting. Noise is any distraction occurring 2. Place, such as restaurant; cars during the communication process. outdoor market, is part, of tho A. Internal noise consists of distrac- communication settiag. tions occurring wiihin persons in- - 3. Time, such as early morning, volved in a communication noon, late evening, is part of experience. the communication setting. B. External noise consists of distrac- 4. Physical environment, such as % tions happening outside of persons damp, musty cellar, or hot, involved in the communication uncomfortable waiting room, process. part of the communication C. Some noise increases attention. setting.

. Communication environment influences VII. The Receiver is the target of the the interaction which occurs. original message sent by the Source. 1. Setting influences the formality

A. All communication must involve some of the communication. 0 receiver. 2. Setting influences who may talk 1. This receiver might be one to whom. _person. 3. Seteng influences04/stime 2. This receiver might be a group of limits of communication. people or an institution. 4. Setting influences the comfort B. There are factors which determine of,participants. how the receiver will operate in the 5. Setting influences what may be communication process. discussed. 1. Communication skills include the ability to think, to write, to speak, to draw, etc. LEARNING ACTIVITIES 2. Knowledge about the subject, audience, etc., affects I. Activities Related to Human communication. Communication 3. Attitudes toward the audience, A. In order that students become more subject, se...f, etc., affect careful observers of communication communication. events, have them keep a journal 4. The social system in which a per- and record their observations son operates, friends, roles, their own communication. Thi. jour- groups, social background, all nal can elicit honest feelings and 12 4 A 4 s. observations if kept confidential. influenced me? / dnd the sharing of its contents . 5. Where have I beea and how do I limited to the instructor on an in- feel about those places? formal, ungraded basis. In their C. Ask stlidents to prepare an analysis first entry, students should take of their communication activities note of the bonds that exist and. during one s4hool day frqm 8 a.m. develop between themselves, class- until bedtime. First, have them mates, and instructor during the write down an estimate of how much course. Observations should in- time they each spend ob each of the . clude communicatibn skills of self, four communication behaviors. Then others, effectiveness of various have them keep a record of these nhannels or combinations of behaviors. Students should be re- channels, etc. minded that "speaking includes talkifig to self as well as to . B. The process concept of communica- . tido= can be discussed when the in- others. Conversatioas involve both structor poses the question of how speakihg and listening. At the end what is said and done in ;lads that of the day students shouldttotal day is really an ongoing event the time spent for each activity rather than a single event. and compare the results with esti- C. The dynamism of communication can mates. Discuss the results in be discussed in class (Then the in- class, noting the amount of time 7. struator presentd-ihe idea that the devoted to interpersonal communica- same play changes each night as the tion activity. aud nce and agpors change. Stu- Suggested Worksheet for Exercise "C" dent who have been in plays, and Speaking Listening Writing 4 evethose who hEve not, can speculate on.the reasoni for this 8:00 a.m. phenomenon. 8:15 a.m. D. After the instructor has given an ' 8:30 a.m. / example of a commUnication model, 8:45 a.m. ask students to draw their own interpersonal coMmunication model. Reading Other This assignmen2 can be an individual 00 a.m. or group produt uad may take the i a.m.

form of a mobile or some other phys- ! J a.m. ical folim that will help others 0:45 a.m. C understand what human communicion D. Ask students to write down their is all about. observatiorigsof their intrapersonal E: After Activity "D" ask each student communication in their journals. or group of students to explain the E. Ask students to becote more aware communication model to the rest of of the degree to which they can the class. Encourage the audience understand the ideas and viewpoints to evaluate each model by citing presented by other's; that is, how what has been left out or unneces- well they understand with, rather sarily included in each model. than about, each other. Ask them to observe how this affects communi- 41 II. Activities Related to Intr4ersonal cation èd tN4write these observa- and Interpersonal Communication tions i thei ournals. A. Ask students to become aware of their internal dialogues, the things III. Activitie Related to the Source *bey tell themselves about them- A. lis*e- tudents evaluate themselves selves. as communicators in a short essay. B. Suggest to students that they spend They should touch on their abilities a half hour in solitude and silence to w/ite, speak, draw, etc. Use t just thinking,about themselves. these themes s discussLon stimula- They should ask themselves: tors in regardto the need for 1. What are my good qualities? improving communication skills. 2. What are my bad qualities? B. Give each student a piece of paper .r.1 3. What events in my life have with a topic such as pollution, .0p- influenced me? ital punishment, marriage, divopte, L. What people in my life bave abortion, etc., printed on it:' Then

1 ask each student how he or she Communication."Students who ate would react if they 4ad to give "artists" may biable to deliver a. a five7lainute talk o4 that. subject. presentation onhis subjet. Their.individual readtions, some B. Ask students to analyze 20essages411 with despair...and somit with compla- tney have received.in the past%24 cency, willilliatrste how the hours through using the form below. knowledge of the subject will Message Code Meaning determine the performance. (of the message C. After exercise "B" give'eaqh student a piece of paper with an atidience Discuss the various codes and mes- printed on it. These audiences may I sages as well as the level of dif- include the following: father, ficulty in understanding the aunt, teacher, boss, -new friend, medsages. etc. Ask the students how the audi- C. As a class project, ask students to ence will affect the content add select some inanimate object in the manner of delivery of the classroom (desk, shoe, book) to presentations. serve as the subject for.a speec.

D. Give the same situation (speech 1, a , Each member of the class should Inv- partic4lar audience) described in sent an outline of a one-minute exercises "B" and "C."Ask the stu- speech on that object. In small dents to write down their attitudes groups (three-five members), have toward theirr subject ihd their audi- students compare outlines and dis- ence. Poll. the class for results. cuss common ground and any comnon Discuss hoiirtttitudes can affect the development.of the subject. In what communication behavior. ways were the outlifies similar? In ft$ E. Ask students to consider the pros- what ways were they different* pect of being invited to the White Account for the similarities and House or Buckingham Palace for a differences. state dinner. Ask them to be honest D. Pair students. Have.them stand in listing what problems they may face-to-face with eyes closed, encounter as they mingle with vari- touching hands. Tell them to tty ous heads of state, notedaitists, to send a message or respond to entertainers, etc., analyzing why their partners through their hands. some anxiety may occur. The in- No talking permitted. After a min- structor may discuss the function of ute or two, ask,students,to describe background in determining how a per- to their partners what they meant by son operates as a col= Inicator in the hand communication. Discuss how this situation. close they came to communication F. Select a major international con with each other. Wer*there things flict occurring at thepresent ti the hands said that the partners (Middle East? South Africa?) and could not put into words? ask the V.ass to explore, through E. Communication breakdowns oftentimes media accounts, the basis for the occur because the nessage content is conflict. Some of the communication not in an efficient code, treatment, problems between the participants in or selection. Comic situations such the conflict as well as the stu- as those in cartoons are often the dents' understanding of it may rest result. Ask students to start col- in the diversity of cultural back- lecting cartoons which poke humor grounds. Discuss. at these message problems. G. Invite a person of foreign background (a foreign exchange student V. Activities Related to the Channel perhaps) to lecture on the difficul- A. Ask students to try the following ties he or she has in adjusting to exercise at home in their rooms, in some of the customs in the United a library, cafeteria, or park. States. Some amazing communication 1. Close your eyes for a period of problems, independent of language, ten minutes and listen to every occur because of cultural heritage. sound you can perceive. List all the sounds you hear. IV. Activities Related to14essage 2. Sit alone and close your eyes. A. Ask an artist (painter, sculptor, With ,your hands and body. explore musician) to lecture on "Art as the world immediately around you.

6 . 3 What does ii keel like? Is it noise or productive ways of handling different from the experience the noise. .you had as you worked in the same D. Ask students to identify situations space with your eyes open? Why? during which the "noise" caused them SI B. Ask students to do the following :1 increase their attention. exercise: E. If the school has both open and 1. For one day, pay particular at- closed classroom situations, it may tention to what your sense of be helpful for the students to ob- smell reveals about the world serve these two environments and around you. List* the.odors you make observations on the "noise" were aware of during the day. factors involved. If they them- 2. While riding as a passenger in a selves have experienced both learn- car, bus, plane, or other vehi- ing environments, a class discussion cle, close ycur eyes and concen- of the merits of each type could trate on your perception of move- prove profitable. ment. What sendory impressions inform you about changes in VII. Activities Related totile Receiver speed and direction, about the. A. Have the students evaluate them- vehicle itself?List your selves as receivers of communication sensory perceptions. .in a short essay. Discuss these C. Ask students to give one personally essays in class. experienced example of the use of B. Pair students who will share a lis- each of the following channels of tening experience in which it would communication: sight, sound, touch, be appropriate to take notes. Ask taste, smell. students to both take notes in the D. Invite a person involved in medicine form of an outline, trying to get (doctor, nurse, paramedic) to lec- the meaning of the sender. After ture on how his/her diagnoses are the listening experience, have the based upon communication from all students compare outlines. Since each student was trying to get the =1.- the senses. E. Assign a demonstration speech to the meaning of the sender, the outlines class. Instruct one group of stu- should be very similar. Discus' and dents (approximately one-third of note anydiffertnces. Speculate on the class) to present their speeches the causes of the differences. without the use of visual aids or C. For their next journal entry,. ask . gestures. Iqstruct another third of students to observe one member of a the class to give their presenta- small group for a few minutes. Tell tions without the use of a visual them to note a specific verbal mes- aid; that is, they may rely only on sage sent by that person. Then they their gestures and body movements to should watch for any nonverbal or present their messages. Instruct verbal cues which accompany or fol- 0' the rest of the class to use visual low the message which further ex- aids, gestures, mbvements, etc., plains what the person meant. Then, during their presentations. After in writing, have the students con- all the speeches are given, discuss sider how the message could have the effect/of the restriction of been interpreted without the latter channels. cues. D. Conduct a Rogerian discussion in the VI. Activities Related to Noise class. Select a topic for which A, Ask students to give two examples there are (averse opinions among of internal noise they have experi- members of the class. Ask on.stu- enced in school that day. dent to start off the discussion by B. Have students descftbe two examples presenting his/her opinion of the of external noise they have experi- topic under discussion. The student enced in school that day. who wishes to respond to the first C. Have each student or groups of stu- student must paraphrase the first dents prepare a demonstration in student to demonstrate that he/she which internal or external noise has heard and understood what was causes a malfunction in a communi- intended. It is only untll the cation. Ask the audience for sug- originator of the statement is sat- gestions for the elimination of the isfied that the second speaker can

7 express his/her opinion. After a us about the function of feedback? half hour's discussion, stop the ex- B. Divide class into groups of nine periment and ask students to de- students. Eight are to join hands scribe their feelings and frustra- and form a closed circle; the ninth tions during the discussion. is to turn his or her back to the E. Have the students do the following group or leave the room for a mo- exercise: ent. The eight persons forming the 1. Indicate a close friend of yours circle are then to tangle themselves who smokes/drinks/takes drugs. into as many knots as they can-- - 2. Assume you were concerned about weaving in and out, over and under-- helping that person to stop their( but must not let go of the others' habits that are destroying them. hands in the process. When the 3. Analyze.this'person's frame of group is thoroughly tangled, the reference regarding his/her habit If sender" is to return ..o theroom or in terms of each of the follow- turn back to face ale group. In ing: this phase of the exercise, the a. Attitudes sender is to give verbal directions b. Knowledge to the group, instructing thorn step- c. Experiences in social group by-step, act-by-act, on how to un- d. Culture tangle the knots. The persons in 4. After analyzing the above fac- the group are to do exactly and lit- tors, try to identify a weak spot erally what the sender says. They in.your friend which may cause are to ask no questions of clarifi- bim/her to change behavior. cation; they are to make no com- 5. Write a paper in which'you ments. After about ten minutes of attempt to make that change. this process, instruct the members of the group that they may ask the VIII. Activities Related to the Feedback sender for clarification of his/her Factor directions; but again, they must do A. Ask students to draw three abstract exactly and only what the sender figures on three separate pieces of directs them to do. paper. Pair students. Have one of Conduct a discussion around the fol- the students take a blank piece of lowing questions: paper and a pencil. 'his person 1. What are the effects of feedback? should not be allowed to see the 2. Why is feedback desirable? drawings of the other. Studentr 3. How does feedback function in should then sit back-to-back with interpersonal communication? one student carefully giving oral C. Ask students to identify and list instructions to the person with the the ways available-to them to give blank Toper so that this person can feedback to their instructors. Do reproduce one of the drawings on the they take advantage of the opportu- sheet of paper. The person doing nities? Do they see a need for the drawing may not give feedback at feedback between teacher and any time. After completion, stu- student? dents should compare drawings. Now, D. Ask students to describe or write a they should face each other. Th skit about a situation in a church, same process with the differenc family group, class, or whatever, in that the other person may no end which the conditions are as follows: feedback through nonverbal (npnword) 1. Feedback is apparent and ignored channels. Again, compare the draw- by the speaker. What is the ings with.each other. Repeat the result in the behaviors of the process with a third drawing with speaker and his listeners? the differene being that the per- 2. Feedback\i's present and has an sons may send feedback through any effect on,the speaker. What is Drawings should be com- channels. the nature of the behavior of the Students should then respond- pared. speaker that results in the re- to these questions: 1) How were the sponse? What is the nature of three experiences different? 2) In the behavior of the listeners? quality of reproduction? 4 Inyour E. Try having the students experiment feelings toward each drawing? with nonverbal feedback. Have them 4) What do these experiences teach vary posture, facial response, and

8 16 r gestures to show interest, accep- students describe two examples of tance: disinterest, anger, opposi- communication breakdowns in their tion; etc. Ask them to discuss own lives, one involving speech, one these poses in terms of effect on writing. They should identify the speakers, teachers, fellow students, causes of the breakdowns and sate etc. what could have been done to improve the communication. IX. Activities Related to Communication C. As a group, students could write and Environment produce a skit that demonstrates a A. Awareness of setting can be conveyed good communication situation and, by asking students to describe their using the same plot, a communication ditferentpeactions to the question, situation in which breakdowns occur. "Is this bourse as exciting as you Then the students can orally analyze thought it would be?" their production for the class. 1. After a difficult exam This skit may be videotaped or 2. Upon first getting up in the filmed if faZilities are available. morning 3. Just after meeting the new principal INSTRUCTIONAL ASSESSMENT 4. Just after an exciting discussion I. Some of the work performed in the learn- Also consider how differently the ing activities may be evaluated. For students would react if the question example: were asked by: A. Evaluate each student's communication 1. The instructor model to see if the model contains 2. Their father the necessary variables of human 3. A close friend and fellow class communication. member B. Evaluate the student's oral descrip- B.,Present slides of various arrange- tion of the communication model. ments and designs of offices, homes, C. Evaluate the students' entries in furniture displays, etc., as a basis their journals for insights regarding for analysis and discussion of how communication factors discussed in these various settings may influence this unit. each of the students to communicate D. Evaluate the students' analyses of a certain way. communication activities during one C. Present slides of palacos, mansions, school day. and ghettos to illustrate the notion E. Evaluate the communication skills of social hierarchy. Ask students theme. to comment on the types of communi- F. If speakers are invited to the class, cation that would occur in these students may be asked to write on the settings. aspects of the presentation that were D. Ask students to bring in photos or the most informative. These papers magazine pictures of settings they may be evaluated. would find appropriate for: O. The lists of sense impressions may he 1. A romantic evening evaluated. 2. A serious discussior 11races'. H. Evaluate the students' themes on. themselves as receivers. . religion, politics 3. A favor to be asked I. Evaluate-persuasive papers (or per-. 4. Meeting exciting peorile suasive speeches if assigned) as- As each student describes their set- signed as exercise "E" in Part VIT. tings for these occasions, initiate J. Evaluate the essays on feedback pres- a discussion accounting for the ent or feedback nonexistent. differences in ch,,ice of settings. K. Evaluate the group skit demonstrating a communication breakdown or effec- X. Activities Related to the Entire Unit tive communication. A. Apk students to write a description L. Evaluate the written analysis of of a personally experienced offec- communication variables in a specific tive communication situation apply- communication situation. ing each variable of the communica- M. Evaluate written/oral analyris of a tion model to that experience. vommunication breakdown. B. Oral or written assignmentHave

9 77 II. Students' active participation should 8. Feedb.ack be considered in determining the final 9. Code grade for this unit. 10. Internal/EXternal noise 11. Communication environment III. The students' grasp of the basic infor- B. List factors that determine the mation of this unit may be assessed operation of the source as a either in a short written quiz or in a communicator. unit test. Students should be able to: C. Identify the types of channels avail- A. Define the following terms: able to human communication.

, 1. Human communication D. List examples of "one-to-many" 2. Intrapersona communication communication channels. 3. Interpersona1 communication E. List the factors that determine the 4. Source as a c mmunicetion variable operation of the receiver of 5. Message as a communication commnication. variable/ F. List the factors that constitute a

6. Channel as a communication - 2 como.unication setting. variable V G. Draw an original model of the process 7. Receiver as a communication of communication. variable

UNIT SOUKES

Barnluni., Dean C., Interpersonal Communication: Survey and Btudies, Boston: Houghton Mifflin Company, 1968. This text provides a good review of basic interpersonal communication % thebry and process.

Berlo, David K., The Processcl*Cmmunication, New York: Holt, Rinehart and Winston, Inc., 1960. \Although this text is dated, the first three chapters still comprise one of the best introductions to the view of communication as process.

Dance4 Frank, and Carl Larson, Speech Communication: Concepts and Behaviors New York: Holt, Rinehart and Winston, 1972. Another fine basic text with a detailed presentation of communication process theory.

Fabun, Don, Communications:The Transfer of Meaning, Beverly Hills, California:Glencoe Press, 1971. This brief but excellent introduction to the nature of the communication process is delightfully illustrated. It is recommended for students' use as well as instructors' use.

Galvin, Kathleen M., and Cassandra L. Book, Speech Communication, aokie,Illinois: National Textbook Company, 1972. Chapters one and two of this teacher's resource guide provide objectives and activities for a unit on basic communication theory.

Keltner, John, Blen.:nts of Interpersonal Communication, Belmont,California: Wadsworth Publishing Company, 1973. As a basic text, this book provides a clear introduction to the variables of communication. The exercises at the end of each chapter are especially helpful.

McCroskey, James, Carl Larson, and Mark L. Knapp, An Introductiot toInterpersonal Communication, Englewood Cliffs, New Jersey: Prentice Hall, 1971. Chaptev one of this college-level text provides arl explanation of the interpersonalcommunication process through several a'assic models.

Ritz, John M., What is Communications: The Wisconsin Guide to Local Communication Improvement in Industrial Education, K-12, Madi3on, Wisconsin:Wisconsin State Department of Public Instruction, 1974. This instructional package is designed to acquaint the student with the elements of communication and how they function in theproduction of goods and services.

1 ,9 10 1

Watzlawick, Paul, Jane H. Beavin, and Don D. Jackson, Pliagmatics of Human Communication, New York: W.W. Norton and Company, 1967. A serious clinical approach to understanding communication and conflict is presented here. The analysis of the interaction patterns in Who's Afraid of Virginia Woolf? is excellent.

Wenburg, John, and William Wilmot, The Person Communication Process, New York: John Wiley and Sons, 1973. Interpersonal communication as process is clearly delineated in this readable text. 1 Audio/Visual Material

Communications (VT) Telstar, 24 lessons InstrUctor: Dr. James Connolly, Associate Professor, Speech and Theatre Department, Hemline University Interprets stimulus, perception, thought, and response. Individual units and lesson titles are: Unit I: Theycle of Communication (Importance of Communicatidn Cycle, Stimulus and Perception, Nature 6f Thought, Response); Unit II: The Nature of Larguage (Definition, Problems, Listemilftg, One-to-One Communication, Task=Centered Situations, Situational Elements); Unit The Use of Languge in Group Situations (Group Communicative Situa tions, Major Elements, Problem-Solution Methods, Contributions, Diecussion); Unit IV: Thinking (Critical Thinking, Reasoning); Unit V: Prepared Discourse (Preparing, Organiz- ing, Patterns, Support, Presentation, Summary).

4 Critical fteuation .

Cotonet, 1972, 11 minutes, b/w and color \ Emphasizes the necessity to understand, question, and judge communicative efforts. Stress is given to the receiver's role in the communication process.

.Developing Communication Skills (VT) Telstar, 1/2 and 1 inch /nstructor: Malcolm E. Shaw, Management Consultant, Wesport, Connecticut The goal of this series is to improve communication techniques. Titlei are: 1. The Communication Process; 2. Communication Patterns; 3. Resistance to Change; 4.Choosing Coamunication Patterns; 5. Listening; 6. Improving Feedback Skills.

Information Processing CRM Time-Life, 1971, 28 minutes, color Dr. Donald Norman, University of California Psychology Consultant,and David Steinberg host this film which isolates and analyzes how people process information at anoisy, crowded cocktail party. Demonstrated theory inclue.s: information reception, language processing, storage, strategies, mnemonics, retrieval, and problem solving.

What's in a Play:Dramatic Action Miley Film Associates, 1971, 17 minutes, color Stressing communication processes, this.film views theatre as a form ofcommunication. Questions asked are: What's in a play? How does it engage our interest?The organization of dramatic action is analyzed in terms of the listener and theaudience.

SI mul a t ions/Games

Information Academic Games, 45 minutes to 2 hours Players: 8 and up This quiz game is used to'teach any body of information. Constructed as a "frame game," its rules provide a set of activities and scoring procedures sothat players' success in atswering questions about some particular topic can be encouragedand recorded. Topics can be adjusted for a wide variety of purposes. Information Game, The .

Didactic Systems . Communication problems occur when message is transmitted from person-to-person'. In this version, participants are given colored blocks, sticks, and cardboard screens to work behind. Only one participant is giver cl4pal instructions concerning what to build with -his/her.blocks and sticks. The parti, ant then instructs the person beside him/her who in turn teaches the next, and so on. One by one; the cardboard screens are removed as the instructor focuses discussion on where communication failed and why. The game is repeated with printed instructions for every other participant, who instructs his/herneighbor.

Process Didactic Systems, 8 sessions of 2 to 3 hours each A program of eight aelf-instructional exercisek provides a frameworkin which groups of individuals convene and deal with interpersonal issues.

1 2 UNIT TWO

INTRAPERSONAL COMMUNICATION

INTRODUCTORY STATEMENT approach to teaching speech communication is effective for most students. For a Signifi- "I can't give that speech assignedLfor cant minority; howevei., this approach is Friday.". extremely threatening to self esteem and psychological well-being. N % .; "Why?" The teacher who rigidly lemands that the stu- "I cimalt know, I just can't." dent "get up there and give that speech or you will fail this course" is exemplifying "You are going to fail the course if you the same-attitudinal set as General George don't give that speech.". Patton in the famous Sicilian slapping incident. The major difference is that Patton's "I know." 4- famous.action occurred over three decades ago when much less was know about the psycho- "W414 my gosh, it's not that big of a deal. logical effects of anxiety on behavior. Just get up there and try -- do anything and . you won't fail." According to one account ck the Sicilian incident, Private Charles H. Kuhl was admit- "I can't. I think I'll just cut class." ted to an army medical unit with moderately severe psychoneurosis. Patton reportedly vlsited the medical unit.to provide encour- -- The above interaction was not between a stu- agement to the wounded. During his tour he dent and.teacher, nor between a student and approached Private Kuhl and asked him what counseloro'not even between a student and was the matter. "I guess I can't take it," peer. It occurred within the head of One replied the soldier. Patton was infuriated student as he/she wrestled with unconscious after haifing visited so many injured person- fears. The communication that goes on inside nel. He called the private a loathsome -----a-person's head prior-to interacting with coward and slapped him with his gloves.The: others often dictates.the nature of communi- soldier fell back and Patton grabbed him by- cation with others and may play an important the back of the neck and kicked Lim out of part in the success of the communication act. the tent. As a result of this and a subsequent incident, Patton was temporarily re- Speech communication teachers are often lieved of duty and eventually required to placed in a very difficult position. Coun- Apologize to the entire 7th Army. selors, teachers, and parents frequently tecommend that reticent, shy, and anxious Certainly no teacher would consider calling students enroll in a speech communication a student a coward or slapping him forfail- course. In some schools speech communication ure to give a speech. However, any form of courses or units are required of all stu- punishment, even a failing grade, for in- dents. When submexjed in a classroom of ability to cope with the anxieties may. be "normal" students, reticent students are not -detrimental to student well-being and Eay.not easily identified nor are their needs easily benefit student skill development aocommodated. Communication anxiety, or reticence, is but Oftentimes, cle ,es are predicated upon the one manifestation of the selfcommunication assumptions that: 1) all students can com- that is labeled intrapersonal communication. municate with an audience; 2) given suffi- All verbal communication with others is first cient practice and training all students can monitored inside a person's head to determine improve in their communication skills; and whether the ideas and language are appropri- 3) student and teacher evaluations are bene- ate for the situation. Wnile some statements ficial to the development of those skills. seem highly inappropriate to asituation, the These assumptions dictate student.and teach- difficulty for the receiver is in knowing how er behaviors. The performance--eValuation the sender perceives the situation and why .

1 3 2 he/she has chosen to behave in a particular difference between real and ideal selves. manner. 15. The s14dent will be able fo identify twelve traits that constitute his/her This unit and the next' unit on perception ideal self concept. will explore some of the issues related to 16. The student will be able to explain the the initial stages of a course in interper- role of behavior in formulating a self ..sonaX communication or pUblic speaking. concept. Ifith cognitive awareness of, and sensitivity 17. The student will be able to explain why some of the thought processes of their volunteers who perform in front of a group peers, studentp.may develop a greater facili- generally have a positive self concept. ty for sharing feedback. 18. The student will be able to explain why hair styles and clothing generally re- Some teachers have expressed concern about flect a person's self concept. dealing with psychological issues. We share 19. The student will be able to analyze his/ that concern, and do not advocate exploring her hair style and clothing and determine deep-seated maladjustments. However, it is how they reflect his/her self concept. perfectly normal and healthy for students 20. The student will be able to explain how ;and teachers to openly discuss feelings and the manner in which a person behaves perceptions related to communication choices determines who the person is. 21. The student will be able to explain why each person must accept responsibility INSTRUCTIONAL OBJECTIVES for who they are since his/her actione . are selectively chosen.

' 1. The student will be able to define (in 22. The student will be able to explain why his/her own words) intraperscnal "Do your own thing" is a way of determin- communication. 'ing who a person is, but it may fail to !2. The student will be able to define in assign responsibility for actions. his/her own words interpersonal 23. The student will be able to describe why communicatit.n. a person behaves in accordance to his/ 3. The student will be able to explain her self concept. the process of intrapersonal 24. The student will identify two past expe- communication. riences that helped shape his/her present 4. The student will be able to explain self concept. the process of interpersonal 25. The student will identify two future ex- communication. pectations or aspirations that ar3 de- .5. The student will be able to explain termining present'behaviors. the relationship of intrapersonal commu- 2. The student will explain the role of com- nication to interpersonal communication. munication with others in. determining 6. Without the use of notes, the student self concept. will be able to define self concept. 27. The student will identify those feelings 7. The student will be able to identify generated by a mental comparison with 12 traits which constitute his/her otter class members. self concept. 8. The student.will be able to describe how physical appearance affects self concept. CONTENT OUTLINE 9. The student will be able to define and give examples of personality traits. I. Self-awareness is gained primarily 10. The student will be able to describe how through intra and interpersonal one person's personality isdistinguished communication from that of another. t Intrapersonal communication refers to 11. The student will be able to explain how the ,dialogue a person conducts with each person's subjective value for his/ himself/herself. her 1.ersonality traits determint4 his/ 1. A person thinks about a situation her self acceptance. then chooses the behavior that he/ 12. Without the use of notes, the student she believes is appropriate. will be able to define ideal self. 2. A person behaves in a particular 13. Without the use of notps, the student manner, perceives the behavior, will be able to define real self. and feeds back the information to 14. The student will be able to explain how the central nervous system as a the level of self acceptance (positive control of future behavior. or negative) is determined by the B. Interpersonal communication refers to 22 the.dialogue a person conducts with potentials. others. A. A person behaves in accordance with 1. A person behaves toward others who his/her self concept. in turn feed back information re- B. A person determines whether he/she garding the person's behavior. can or should behavein a particular 2. The exchange of information re- manner by considering past experi - garding behaviors serves as a .ences similar to the immediate control on future behaviors. situation. C. A person's future aspirations and II. Self concept refers to a person's intro- expectations determine present behaviors. . spective view of his/her appearance, personality, values, etc. A. All of us probably have some physical IV. Communication with others reflects who appearance that we negatively value a person perceiveshimself/herself to be andseek to remedy. in relation to the situation. B. All of us have every possible person- A. Failure to communi.late may represent an unwillingness to see the self . ality dimension in our psychological make-up. reflected by others. 1. One person's personality is dis- B. Self-revelation comnunicated in a trusting relationship, is an impor- tinguished from another by the too degree to which particular traits tant factor in effective are exhibited. communication. 2. Traits refer to individual personality dimensions such as friendly, sad, sincere, hot-headed, etc. LEARNING ACTIVITIES C. Each person's subjective value for his/her physical and personality Activities Related to Self Awareness traits determines his/her self Gained Through Intra and Interpersonal acceptance. Communication D. The level of self acceptance(posi- A. /n order to encourage a sensitivity -tive or negative) is determined by to self, ask students to become aware the difference between real and of their internal dialogues--the ideal selves. things they tell themselves about 1. The ideal self is what a person themselves. Suggest a daily joutnal would like to be. entry in which they anglyze these 2. The real self is what a person and dialogues and how they affect their others believe him/her to actually communication both as senders and be. receivers. B. Another intrapersonal communication E. The general picture of what a person . thinks he/she is like determines exercise that students can do in behavior. their journals is complete the 1. Volunteers to perform in front of following sentences: a group generally have apositive 1. When I am sad, I tell myself that view of themselves. I am ... 2. Hair styles and clothing generally 2. When I am happy, I tell myself reflect a person's self concept. that I am F. The manner in which a person behaves 3. Whey I feel religious, I-tell my- determines who the Person is. self that I am 1. Each person is A product of his/ 4, When I achieve in school, I tell. her acts. myself that I am 2. Each person must acceptresponsi- 5, When I do something to help some- bility for who hi she is since one, I tell myself that ... his/her actions .re selectively 6. When someone congratulates me for chosen. an accomplishment, I tell myself

1 3. "Do your own thing" is a way of determining who a person is, but C. After the above two exercises, stu- it may fail to assign responsibil- dents will be prepared to write an- ity for doing one's own thing. essay entitled, "How I Talk to Myself." III. Each person is a product of present ac- D, Ask students to arran pr. a oonfiden- tial interview with a close friend. tions, past experiepces and future \ The interview should have, as its I. Ask students to role play the follow- primary focus, the student's behav- ini situations with members of the -lops, appearances, attitudes, and class as the audience. other aspects of self as they appear 1. Enthusiastic salesperson (car, to the friend. They should discuss dinnerware, magazine) meets up 'how these observations coincide or with very uninterested audience. conflict with their own self-percep- 2, Political candidate df the far tions. This type of interview should left mistakenly arrives at a meet- be repeated.with others so that a ing of the John Birch Society. comparison of various perceptions can 3, Women's liber.tries to convince be made. A journal entry or an essay members of a staid men's group to analyzing the experience may be campaign for equal rights for assigned. women.

. E. Ask one or two students who are open J. Then, ask students to role play situ- and comfortable in front of the class ations in which the speaker is talk- to describe, to the class, the ing to a very receptive audience. class's willingness to accept what they say, as they perceive that will- Activities Related to Self Concept ingness. Each member of the class A. Instruct students to write an "I is permitted to respond to the wish" poem. Each line of the poem perceptions. should begin with "I wish Give F. Ask each student to recall a recent no other specific directions in terms conversation with someone during of length or content of these which he/she learned something about "dreams." Distribute copies of these himself/herself. The experience poems (unsigned) and ask the class to could be either positive or negative. discuss the personality of the au- Discuss these experiences in class. thors of the poems. Can they deter- G. If videotaping equipment is avail- mine the authors of these poems? able, ask students to tape a short B. Ask students (a few or all) to com- (three-five minute) speech in which plete the following questionnaire they introduce themselves to the anonymously. Then, with copies of class. They should try to reveal the responses in hand, members of the something about themselves that their class should attempt to identify who classmates may not know about. Play the respondents are. the.tapes to the class and discuss 1. If you could be,a famous character these self-revelations. Each stu- out of fiction, who would you be? dent should then write an essay or 2, If you could live in any other journal entry about what they century but your own, when would learned about themselves through you live? viewing themselves on camera and 3. If you were a plant, what plant watching others respond to them. would you be? H. Xq order to d....nonstrate that who we 4, If you were a piece of jewelry, are depends in part uPon the per- what would you be? son(s) we are with at the time, ask 5. If you were an animal, what would the students to complete each of the you be? following sentences in their 6. If you were a car, what would yoy journals. be? 1. When I am sad, I talk with ... 7, If you were a dessert, what would 2. When I am happy, I talk with ... you be? 3. When I am depressed, I want to be 8, If you were a home, what would you with... be? .4. When I celebrate, I want to go 9. If you were a famous person living with... today, who would you be? Nk. When I travel, I like to be with 10. If you were a department in a department store, what would you be? 6. When I want to talk about intel- C. Ask students, seated in a circle, to lectual things, I seek out ... mentally choose one member of the 7. When I want to talk politics, I class he/she does not know very well, talk to ... and answer the following questions 8. When I discuss religion, T talk about that student: to 1. What type of music does this

1 6 2 1 : person enjoy? between the two picturps. 2. What type of car would this per- G. Each student should write three words on own if money were no object? describing himselc/herself on a slip 3. What type of home would this per- of paper (these words should be ones son own if money wire no object? that they would be willing to reveal 4. What career does this person want to others). Collect the papers and to have?_ read each set of words. Students 5. What does this person d for fun? should try to identify the owner of Hobbies? the words. Discuss the concept of 6. What is this person's favorite TV similarity among all personalities. programi H. Students should read or listen to 7. What hero and heroine does this brief sections of speeches by famous person admire? people. Discuss how the language, 8. Does this person go along with ideas, and presentational style re- the crowd or is he/she a leader? flect the person. .9. What type of reading does this I. Pin themames_of famous people on the person enjoy? .backs of students. Students should 10. What is "a good meal" to this mingle while wandering around the person? room. When two people meet they Then, eaph student will discuss their t should respond to each other accord- answers with their classmates to ing to howthey would respond to the check the accuracy of their popep- person pinned to the other person's tions. Discuss the revelations made back. According to others' responses, through this exorcise. the student should:try to guess his/ D. Nicknames often reveal who we are, her own identity. in both a positive and a negative J. Ask for one male and one female.vd1- sense. Many nicknames are names that unteer to sit in front of the class. call attention to negative aspects of Class members should identify as many the self, such as Skinny, Fatty, and traits as they can observe or infer Runt. Other nicknames call attention from the student's appearance. Allow to talents such as Speedy,,Hawkeye, each of the volunteers to discuss and Ringer. Ask students to think which traits were expected and which back through the situations in which were surprises. they had nicknames, and make a list K, Have students bring or wear an object of them. Are they positive or nega- of apparel that represents how 'they tive? Then, tell the students to perceive themselves. This could be make a list of nicknames that they an informal speech assignment. would have liked to have had or that L. Pair students together to discus* they would presently like to have. anything they want for 10-15 minutes. What do these two lists of nicknames Each student should prepare and pre- tell them about themselves? sent a three-minute introductory E. Ask students to wear their favorite speech of his/her partner. pair of shoes te'class. Ask the girls to leave tha room. Askthe III. Activities Related to Eaph Person is a boys to place their shoes in a Ole Product of Their Present Activities, in the Oliddle of the room. Upon Past Experiences, and Future Potentials returnihg to the room, each girl A. Since most people have difficulty should select a pair of shoes to try expressing their pride, a good jour- on a boy. Each girl should continue nal exercise is to write an essay trying on the shoes until all the beginning with the statement, "Ttm correct owners are identified. Dis- proud that I ...." cuss what caused each person to iden- B. Ask students to think of one or two tify a particular pair of shoes with decisions they have made recently a particular person. reflecting a choice between alterna- F. Provide each student with a sheet of tive behaviors. Studetts should newsprint and some crayons. Students discuss the responsibiiities that should draw a picture of themselves went with the decision. as they see themselves. Students C. Have students write a paper dealing should turn the paper over and draw with the relationship between self a picture of themselves as others concept and behavior. A good topic see them. Discuss differences would be a consideration of the

17 9 studentls attitude towards a partic- that you were not able to accept at

ular course he/she is taking and il- . that time? lustrating how/ that attitude may be E. Encourage students to discuss vari- 'affecting his/her performance in the ous communication situations and the course. degree of anxiety they feel in each D. Students will write aR essay describ- situation. Tor example: large group ing their future career goals and il- .(30 people), medium sized group (15 lustrate how these goals effect their people), 'small group (.5 people); every day lives now. peers, adults, friends, strangers; E. Each student should orally present a critical evaluations, understanding short narrative in which they illus- acceptance. trate how 'a past experience affects how they approach similar situations now. INSTRUCTIONAL ASSESSMENT

IV. 'Activities Related to Self Perception I. Some of the work performed in the learning and Communication activities may be evaluated. For example: A. In their journals, students should A. Collect the journal entries and evalu- make observations of the degree to ate the quality of the observations which they and other members of their made during this unit. dlass are able to share information B. Evaluate the essay entitled, "How I about themselves. They should con- Talk to Myself." sider how th".s affects their under- C. Evaluate the 4ideocaped introductory standing and relationships and how speech. self-revelation is affected by a D. Evaluate the students' role playing of supportive or defensive climate in various situations. a communication,class. Et Evaluate the students' active partici- B.% I1 their journals, ask students to pation in class discussion. write of some person whom they trust F. Evaluate the oral analysis of speeches and prepare a list of things about of famous people. themselves (attitud( shates,.loves, G. Evaluate the introduction of another prejudices) they have.told or are member of the class, willing to tell that person. Then, H. Evaluate the essay concerning the re- they should prepare another list of lationship between real and ideal things they might reveal to a spe- selves. cific person they do not trust. How I. Explain the role of behavior in formu- are the lists different? lating a self concept. C. In a class discussion, as, students J. Explain why hair styles and clothing to consider the degree to which their generally reflect a person's self teachers reveal themselves so that concept. communication or failure to communi- K. LxplaIn how the manner in which a cate occurs. They should also con- person behaves determines who the sider how much they reveal of them- person is. selves to their leachers. L. Explain why each person must accept D. Students will consider the following responsibility for who he/she is since t;lestion for a journal entry. Have his/her actions are selectively chosen. you ever avoided communication with M. Explain why a person behaves in accor- a parent, teacher, or close friend dance with his/her self concept. because you feared they might have N. Explain the rolaitof communication with something to tell you about yourself others in determining self concept.

UNIT SOURCES

Buys, William E., and oth#.m., "Flpoech Communication in the School curriculum," Speech Teacher, 17 (November, 1968): 297-317. Provides an excellent description of the intrapersonal and interpersonal functions of human communication and the problems deriving from those funct ions .

2 18 se

Brown, Blare B., New Mind, New Body; Biofeedback: New Directions for the Mind, New York: Harpe& Row, 1974. Defining biofeedback as interaction with the interior self, Brown the skin, the muscles, Allah explores the ways a person-communicateN with himself or herself via the head, the brain, etc.

Canfield, Jack, and Harold Wells, 200 Ways to Enhance SeZf,eoncept in the Classroom:A Handbook for Teachers and Parents, Englewood Cliffs, New Jerseys Prentice Hall, 1976. A useful resource bbok designed to help the teacher explore the development of some aspectof self 'n the student.

Career Development for the Upper Grades, Chicago: Chicago BoardofTducdtion, 1974. beveioped by the Chicago public schools in coordination with state and local departments of vocational education, the guide is the last in a series of threecurrikulum gutdes. The section on "Learning to Know Oneself" is particular1V useful to this unit of instruction, if the instructor would like to have particular 'emphasis on career decisions and the role of self.

Duncan, Hugh D., "Individuals as Audience to Each Other," in Communication andSocial Order, New York: Oxford University Press, 1962, pp. 297-301. Duncan discusses the idea that each person is created through dialog with significant others.

Galvin, Kathleen, and Cassandra Book, Person to Person, Skokie, Illinois:National Textbook Company, 1973. Popular high school. text. Chapter 3 devoted to "Self as Communicator:"

Giffin,'Xiiri, and 1114hard E. Barnes, Trusting Me, Trusting You, Columbus, Ohio: Charles Merrill., 1976. ChaptereL2 and 3 discuss the importance of intrapersonal trust in communicatingwith others. U

Hamachek, Don E., Encounter with the Self, New York:Holt, Rinehart and Winston, 1971. Matters such as self-understaedIng, the self and behavior, and the healthy self-image aredeveloped with illustrations from Peanuts cartoons.

Heiman, Hazel. "Teaching Interpersonal Communication," North Dakota Speech.and TheatreAssocia- tion Bulletin, 2 (Winter, 1973-74): 7-29. An outline for teaching 4n interpersonal communication course to high school students is presented in this unit beenupP of the concern for self-awareness in interperipenal situations. Part II, "The Sharing of Selves" is particularly useful to this unit.

Jourard, Sidney M., The Transparent Self, New York:'Van Nostrand Reinhold Company, 1961. Provides detailed explanation of the process of self disclo!,ure and its thPrapeutic value in life.

Ratliffe, Sharon A., and Deldee M. Herman, Adventures in t;.e Looking Class, National Textbook Company, 1973d Useful textbook for high.school teachers and students on the role of intrapersonal communication as a determinant ofself. Many useful activities related to this unit ani the next.

Your Personality, Your Heath, Your Job, Columbus, Ohio : hio f,tate University, Centpr for .Vocational and Technical Dducation, 1974. \The learning experiences4inthis teacher's ruide are aimed at helping secondary schoolstudents develop an awareness of and an appreciation for their individuality, needs, and jobs. They examine theNir interaction with others, the role of nonverbal behavior, influence': of the personality, eto. Obiertives nd loarninp activities are provided.

Audio/Visual Materials

Gold is the Way I Feel Learning Corporation of America, 9 minutes, colr,r This filhas applications for qtimulatinp solr-o:Tre,l':ion nt It in search of identity and awareness. Growth (VT) Telstar, 30 minutes, b/w Instructor:- Dr. Joseph C. Bentley Three lessons discuss the significance of self-change. Lesson one examines nine principles 1111 of change. Lesson two reviews the purposes and directions in life. Lesson three makes suggestions concerning the implementation of activities.

Guidance for the ?Oa:FUtting YourseW Together Bailey Film. Associates, 17 minutes, b/w The focus is on the significance of building good feelings about ourselves. Self-esteem is a quality basic far an effective human being. / Haselee and Hangups Learning Corporation of America, 29 minutes, color Without moralizing, this film points up the need for self-esteem and a positive relationship to reality to complete an in-depth look at ourselves.Narrator is Michael Douglas.

Interview with Professor Erik Erikson, Parts I and II Macmillan, 50 minutes each, b/w Part I examines the eight stages of psychosocial development, particularly the significant "identity crisis." Part II reviews ego states, therapy, cross-cultural research.

Joy of Communication, The Dana, 1974, 19 minutes, color Communication between self and all people,,is explored.The joy of communication with nature is also portrayed. The message is "rejuvenation of the mind," motivate, assess one's values.

NO Mvz is an Island Dana, 1 minute, color - Award winner John Donne's poem is interpreted through film and music to emphasize positive behavioral objectives behind the words of the poem.

Rollo My and Human Encounter, Parts I and II Psychological Films, 30 minutes each, color Film I concerns "Self-Self Encounter and Self-Other Encounter," with an analysis of self as bcre. subject and object. Film II deals with the subject of "Manipulation and Human Encounter," equating man's search for self with man's preoccupation with sex and death.

Self, The (VT) Telstar, 30 minutes, 11 lessons, b/w Instructor: Dr. Joseph Bentley This unit consists of: the accelerated rate of change; definition of competency; understanding ourselves; theories of conflict; goals of learning; perception; concept of self; vanes and attitudes; self-fulfilling prophecy; self-trust; analysis and summary.

20 28 UNIT THREE

INTERPERSONAL PERCEPTION

INTRODUCTORY STATEMENT differing perceptions of similar phenomena. With this tolerance and awareness, perhaps

A popular song several years ago proclaimed, t the problems between teachers/students, . "What you see is what you get."_In the case parents/youth, will be somewhat alleviated. of interpersonal relations and settings, what an individual expects is often what actually happens. An unsuccessni salesman says to INSTRUCTIONAL OBJECTIVES the customer, "You wouldn't want to buy this ..Nwould you?" and sure enough the customer 1. The student will be able to explain how doesn't buy the product. The salesman sadly traits in others can be discerned through concludes, "I knew I couldn't sell that sensory mechanisms. product." He got what he expected to get. 2. The student will be able to explain how traits in others can be inferred. In'the previous unit, the Idea that a person 3. The student will be able to identify forms a self concept which influences commu- traiti of others which are central to .nication with others was presented. Self forming an impression of others. concept ip a perception of self which may in 4. The student will be able to identify part be determined by comparing and contrast- traits of others that allow for inferen- ing self with significant others. 'This is tial traits (e.g., he plays football, particularly true of adolescents who are un- therefore, he is athletic). certain of themselves.- A six foot sophomore 5. The student will be able to distinguish boy coggains of being short as a result of observed traits from inferred traits. comparing himself with other boys trying out 6. The student will be able to explain the for the basketball team. A mother throws up meaning of mental set and its relation her hands in despair when her daughter elects to perception. zot to wear her new dress because "everyone 7. The student will be able to explain how else will be wearing jeans." past ekperiences with people can cause others to be perceived accordingly. There is an interesting self-fulfillment in 8. The student will'be able to identify two relating self concept to perception. A girl examples of past experiences with certain who believes she can clear six feet one inch types of people that cause him/her to ex- in high jump probably will succeed. The boy pect certain behaviors from others in the who believes he can't get a date for Friday same category. night is probably correct also. In these two 9. The student will be able to explain how cases, self concept may have provided an the physical environment may cause cer- attitudinal set of expectations which shaped tain expectations of behavior. the perception of the situation. It has been 10. The student will be able to give examples consistently found that those students who of two or more types of environoents are least sure of themselves are also least which have determined their perception able or willing to see potential assistance of others. from others such as teachers, counselors, and 11. The student will be able to explain why peers. In contrast, those who have positive some people may have more acute sensing self-esteem tend to perceive potential in mechanismsrthan other people. others. A coach's advice often falls on 12. The student will be able toexplan'the deaf ears of an unsucce3sful athlete, while meaning of selective perception. the same advice is readily accepted and 13. The student will be able to explain the applied by the superior athlete. relationship of his/her self-image with the image of others. The ultimate objective of this unit is to in- 14. The student will be able to list three crease student awareness of the subjectivity reasots why one person's perception of of perceptions and to create a tolerance for another may not concur with perceptions differing perceptions. Many altercations be- made by a third party. tween authority and youth are rooted in 15. The student will be able to provide two

21 29 recent examples of misinterpreting ears, nose, fingertips, taste traits in.others. buds). .16. The student will be able to identify five 2. Other traits are inferred by mental values he/she has in comillogipphis/her process (e.g., the boy is opening parents. the door for the girl; therefore, 17. The student will be able ,to identify five he must be "polite," or "a square"). values he/she holds in contrast to his/ B. Person "P" selects certain traits of "0" her parents. to observe and forms an impression. 18. The studentvill be able to explain how 1. Person P is in a particular frame values and attitudes shape his/her of mind at any given moment which perceptions of others. causes information to be filtered 28.. The student will be able to describe the according to the internal state process of the formulation of an image (e.g., when people go to the circus :. of another. they laugh at an exploding car be- 20. The student will be able to describe why cause they expect clowns to do similarity in background and experiences something funny, but an exploding contributes to accuracy of impressions. car on the highway would be 21. The student will be able to define regarded seriously). stereotypes. 2. Closely tied to a person's internal 22. The student will be able to give five state is a mental set or. expecta- examples ofluseful stereotypes. tion (e.g.,-Traraiiid expects his/ .3. The student will be able to give five her father to be angry, when the examples of harmful stereotypes. father does anything remotely re- 24. The student will be able to explain the sembling angry behavior,the child

fallacy of accurate perceptions of ' breaks into tears). others. 3. Person P also had past experiences 25. The student will be able to explain the with people that cause others to be Importance of tentative impressions. perceived according to exPectations 26. The student will be able to relate self (e.g., in eighth grade shop the concept to the perception of others. teacher was mean; therefore, the 27..The student will be able to demonstrate eleventh grade shop teacher may be examples of acceptant feedback. mean also). 28. The student will be able to explain why 4. The environment also causes expec- a person with a negative self-expectation tation of certain behaviors from tends to see negative potential in others (e.g., we may expect to see others. crime in rundown neighborhoods but 29. The student will be able to identify his/ may not watch for it in nice her personal degrees of fear in communi- neighborhoods). cating with others in differ,iag 5. Some people have more acute sensing situations. mechanisms than other people. 30. The student will be able to relate a C. Internal states, mental sets, past ex- recent experience in which positive sup- periences, environmental conditions,

port from others generated a greater . and sensory mechanisms combine to per- willingness to risk additional mit Person P to selectively perceive communicative experiences. certain traits of Person O. 31. The student will be able to relate an 1. Person P is said to have a particu- experience in which he/she received nega- lar frame of reference for perceiv- tive feedback in a classroom situation ing others. and will explain the effect of the 2. What is seen in others may be more feedback. bias than what accurately can be known about the other person. D. Person P combines the observed traits CONTENT OUTLINE of Person 0 with personal values, opinion::, and beliefs.

I. Person perception involves forming an 1. Heavy emphasis may be placed on impression of another person or of one's certain traits (e.g., the boy has self. red hair; therefore, he must be A. Person "0" has certain qualities calle.i hot tempered). traits (defined in the previous unit). 2. Some traits may be misinterpreted 1. Some traits can be observed by use (e.g., the boy is tall; therefore, of the sensory mechanisms (eyes, he must like basketball).

22 3 3. Values are not shared by all (e.g., to attempt small degrees of risk- she is a conscientious student and taking behavior. that is desirable, is not a shared 3. As a person receives positive support and feedback from others, . value by all students). E. By combining observations with person- there is generally greater willing- al beliefs, a total image of 0 is ness to risk additional communica- formulated. tive experiences. 1. This image can occur within three 4. In the classroom, acceptance of secoads. others can be demonstrated by 2. The image may or may not be an supportive feedback. accurate reflection of 0. 5. Through nonevaluative feedback, a 3. The image is probably more of a better realization of self in rela- reflection of P than of 0. tion to others can be achieved. 4. The more similar O's background and experiences are to P's, the more likely the impression will be LEARNING ACTIVITIES accurate in areas of commonality. F. The total image of 0 is P's stereotype I. Activities Related to Person Perception of the person. A. Divide the class into groups of four 1. Stereotyping is the categorical and give each group the assignment of placement of a person according to observing a person they do not know in certain traits. the school cafeteria, library, depart- 2. Stereotypes are inevitable. ment store, bus station, etc. Without 3. Stereotypes are helpful in deter- discussing the person, each member of mining how to initially interact the group should jot down observations with others. about that person's appearance, cloth- 4. Stereotypes are detrimental only if ing, actions, etc. After the observa- P fails to alter the initial image tion, each person should write a upon receiving additional sketch describing.the subject watched. information. The group should then meet and discuss the similarities and differences in II. Since perceiving another person is large- the character sketches. A class dis- ly dependent upon the characteristics of cussion about selective perception, P, the potential of another can be per- and the sources of these perceptions, ceived only in light of a subjective should logically follow. assessment of Person P. B. In order to illustrate the concept A. Perception of others involves more that frame of reference changes, ask than predicting another person's be- students to fill in the following havior; it also involves an expecta- chart by writing two words in each tion (i.e., what one expects to see box which reflect their attitudes is what one gets). toward the subject on the left. B. A positive self-image often results Three in a positive expectation of others. Years Ago Today C. A positive expectation of others is School oftenreciprocated, thus enhancing Your father,. the perceiver's self-image. Yourself 1. For example, teachers who expresseu Ymur sister/brother greatest trust of their students Yuur grandparents were found to receive the greatest amount of student trust. Then, students should cite examples of 2. People like others who they think how the change in frame of reference like them. has influenced their observation and D. _onversely, a person who has a nega- oommunication. tive self-expectation tends to see C. Present the following situation to the negative potential in relations with class: Assume you were talking with others. someone you didn't know very well and 1. In terms of communicative relation- the issue of cheating was brought up. ships, a person may not risk initi- Write down three personal experiences ating communication with others which might influence your communica- because of fear of rejection. tion on the issue of cheating. Com- 2. The only way out of this dilemma is pare your three chos(en experiences

238i with another person's in class. Dis- to their school, state or nation. cuss how the similarities and/or Upon sharing the symbols Kith the differences in the lists might have class, discuss the values that they influenced the interaction. attach to the symbols. D. After a given class session, instruct H. Ask the students to watch for and students to check with another member record one example of useful stereo- of the class as to what he/she heard typing and one example of detrimental and saw. Tell them to try to make stereotyping. This may be a journal connections between what he/she exercise. focused on and his/her frame of refer- I. Have the students read and discuss the ence (e.g., whether he/she liked the short story "Shooting an Elephant" by class, teacher, subject matter, etc.). George Orwell. Make specific appli- Conclusions should be discussed in cations to internal states, evoked class. sets, environment, and sensing E. Divide the class into four groups. mechanisms. Assign each group one of the catego- J. Assign role playing situations to ries listed below: pairs of students for class presenta- 1. People: American Indian, Black, tion and discussion. Examples could Jewish. include: father talking with son re- 2. Position: Doctor, Used car sales- garding t3me he is to be home; mother man, Mill worker. discussing women's liberation with her 3. Places: Ireland, Russia, Rhodesia. daughter; Republican talking with 4. Symbols: Flag lapel pin, Two fin- Democrat regarding the effectiveness gers raised in a "V", A clenched of the President. These situations fist. will give students the opportunity to Students should list on paper those play out their own stereotypes of descriptive adjectives that first these people. come to mind for each word in the K. Select three-five students to act as category. "dwellers" of specific frames of ref- erenr:e. Draw a diagram or artful Have students share their lists with picture on rite board. Prepare paper the remainder of the class and invite shopping baggtfor each of the selected the class to respond with their students. Punch a hole or holes in differing impressions. the bags the size of a pencil. After F. Pair students according to who they placing the bags over the heads of the know least well in the class. students, instruct them to look 1. Students should discuss any topic straight ahead and without turning they want for 15 minutes. their heads, report on what they can 2. Hand out a sheet of 10 questions to see on the chalkboard. be answered about the partner. 1. Discuss differences in "point of Students should not confer on their view" depending on frames of answers. Questions could include reference. such items as: 2. Try to create a composite picture a. What is your partner's name? by asking for a consensus on what b. What year in school is he/she? they are viewing. c. Does he/she attend church L. Instruct students to talk to two regularly? people who belong to the same stereo- d. What is his/her favorite typed category (teenagers, housewives, recording artist? teachers, policemen) Rave them list 3. Hand out a second sheet of 10 ques- 25 differences between them. Discuss tions to be answered about himself/ this learning experience with the herself. This will serve as the members of the class. answer sheet by which to score the M. Instruct the students to wite an previous sheet. essay entitled, "If I Were to Stereo- 4. Students should score their own type Teachers, They Would Fall into papers and discuss thtat with their Three Categories." Copies of the partner. essays should be distributed and dis- 5. Record the scores of the class on cussed in class for origin'l of the board and,discuss the advan- stereotypes. tages of stereotyping. N. Show a series of slides depicting G. Divide the class into small groups and several people of all ages, races, ask them to identify symbols relatod 32 occupations. Ask the students to list 5. The process is repeated using the all the words that come to their minds next word on the list and new ac- . when they see these persons. Discuss tors until all the words have been the diverse reactions existing in the done. comMents of the-class members. II. Activities Related to Person Perception O. Write the following iabels on the board. Add any of your own that you and Self feel would be meaningful to the class: A. After Completing exercise A of Part I, ask students to *analyze their percep- Mother-in-law tions and perceptions of the members Japanese housewife of their group to determine how their Coach view of themselves affected their ob- Psychiatrist servations of the stranger. Did they, Minister/priest/rabbi and their kellow classmates, indicate Nun a sensitivity to themselves as well as Marine sergeant to the person observed:A journal Politician entry appraising this exercise may be 1. Divide the class into groups of assigned. about five per group ang select a B. Divide the class into groups of eight. student from each group to be the Ask each person to make two introduc- actor for the first round. tions of themselves to the group. In 2. Pass out a blank piece of paper for the first introduction, they are to .each word to each person in the introduce or describe themselves as class. Point to the first word on they believe another specific person the list and ask the student to (such as mother,.father, sister, etc.) write down a prejudgment about this would introduce them. In the second person. While they are tioing this, introduction, they are to introduce take the actors out of the room or describe themselves as they see where you cannot be heard. They themselves. When all introductions can decide the kind of mother-in- have been completed, ask the groups law to be or tell them what type to discuss the following: they will be. As an example, the - 1. What were the major differences mother-in-law could be a "swinger" between the way people saw them- and a member of NOW. Occasionally selves and the way they feel others have the students present the see them? character as they think the class's 2. Were there any patterns or regular- prejudgments would expect him/her ities from person to person in the to be. When they return to the differences in perceptions? groups, they should all have the 3. How can we account for the differ- same idea of'the kind of mother-in- ences between the way we see our- law they will be. selves and ',le way others see us? 3. These actors will be interviewed by L. If we see ourselves differently the group for approximately five than others see us, or than we minutes. Introduce the actors to think others see us, who is right? the class simply as mothers-in-law 5. Is your behavior guided more by the and tell the groups to treat their way you see yourself or by the'way guests as they would any strangers you think others see you? Give with whom they are trying to get specific examples of each kind of acquainted. situation. L. After the interview is over, ask c. Assign an essay in which students pre- the class how many had made accur- sent a personal experience that proves ate prejudgments. If a large num- that a positive self-image results in ber of students raise their hands, a positive expectation ofothers. ask what qualities they guessed D. Ask the students to role play situa- this person would have that were tions in which persons with negative accurate. Now ask the actors how self-expectations see negative they happened to portray these par- potential in others. ticular qualities. When the inci- E. In anticipation of a lecture or Nermon dence of correct guessing is high, or other kind of public speech,tell it will be because the actors por- students to try to identify the things trayed what they perceived the they think will be said. As they Lis- class's prejudgment would be. they should cheek these off.

25 83 After the speech, they should write INSTRUCTIONALASSESSMENT down the things they heard that they had not expected. I. Some of the work performed in the learn- Things I Things I ing activities may be evaluated. For Expected Things Did Not example: to See/Hear Said/Seen Expect A. Evaluate the students' performance in class discussion and role playing F. Ask students to consider the following situations. interaction in light of the questions B. Evaluate the students' completion of following it. Suggestion: _Ask two the frame of reference chart. students to role play this conversa- C. Evaluate the students' examples of tion. J411 and Jennifer knew each useful and detrimental stereotyping. other well since they went to grade D. Evaluate the students' analysis school and high school together. (written or oral) to Orwell's After high school graduation, Jill "Shooting an Elephant." got a job at a local department store E. Evaluate the students essay entitled, and Jennifer went to college. "If I Were to Stereotype Teachers, Jennifer is in town for spring break They Would Fall into Three before her college graduation and runt CLtegories." into Jill on the street. Jennifer F. Evaluate the students' analysis of how begins the converL4tion: their view of themselves influences Jennifer: "Jill, hi: I haven't seen their perceptions of others. you since summer." G. Evaluate the students' speech of self Jill: "Well, I've been right here introduction as they see themselves in good old West Bend. and the speech of self introduction as How's school?" another sees them. Jennifer: "Really rough! I've been H. Evaluate the students' essay illuatra= studying so hard for ting how a positive self-image results finals." in a positive expectation of others. Jill: "You're kidding me (with I. Evaluate the students' responses to sarcasm). How can you be the Jill/Jennifer role playing tired from that stuff?You situation. ought to try being on your feet all day in the junior II. The students' grasp of the basic informa- dresses' departtent." tion of this unit may be assessed either Jennifer: "You could be right. It's in a short written quiz or in a unit probably just that I'm so test. Students should be able to: slow and have to work twice A. Define the following terms without the as hard." (looks down at use of notes. sidewalk) 1. Observed traits Jill: "Bet you'll be glad to be 2. Inferred traits out of there and really 3. Internal state start living." 4. Mental set Jennifer: "Honestly, I sort of wish I 5. Selective perception had another year to go." 6. Stereotype 7. Acceptant feedback Questions: B. Explain how traits in others can be I. What are two feelings you would discerned through the senses. infer that each of these people had C. Explain how past enJuriences with about herself in this situation? people can cause others to be per- 2. Indicate what in the setting, situ- ceived accordingly. ation, or their interactions led D. Explain how physical environment may you to believe the above. cause expectation of behaviors. 3. For Jill and Jennifer indicate one E. Explain the relationship ofhis/her other factor in their frames of self-image with the image of others. reference (other than self-atti- F. List three redsons why one person's tude) which is likely influencing perception of another may not concur their communication in this with perceptions made by a third situation. party. 4. Indicate what influence that fac- G. Explain how values and attitudes tor appeared to have on their shape his/her perceptions of others. communication. b.* 26

31 H. Describe the process of the formula- I. Describe why similarity in background tion of an image of another. and experienCes vontributes to accuracy of impressions.

UNIT SOURCES

Fabun, Don, Communications: The Transfer of Meaning, Beverly Hills, California: The Glencoe Press, 1968. This slight text is loaded with materials appropriate as teaching aids for this unit. The parable of "The Blind Man.and the Elephant" can be used effectively as an example of selective perception.

Gurry, Joanne, Speech Communication and Values Clarification; Paper presented at the annual meeting of the Eastern Communication Association, March 15, 1975. This paper explores the relationship of one of the most celebrated areas of the humanistic education movement -- values clarification -- to some current emphases in secondary school speech communication education.

LHerman, Deidoe M., and Sharon A. Ratliffe, I:, Discussion in the Secondary School, MSA Curriculum Guide 5, Skokie, Illinois:National Textbook Company, 1972. Unit I, "Human Interaction" is intended to help the studentacquire awareness of self and his/her relation with others.

Keltner, John W., Elements of Interpersonal Conmunication, Belmont, California: Wadsworth Publishing Company, Inc., 1973. This basic text provides a sufficient overview of all ,.the elements of interpersonal perception.

Laing, R.D., Knots, New York: Random House, 1970. This is a book of poetry and an application of the author's theory of interpersonal perception. The "Knots" are tangles in interpersonal perception; they illustrate both humorous and serious perceptual binds in life.

, H.Phillipson, and A.R. Lee, Interpersonal Perception:A Theory and a Method of Research, New York: Springer Publishing Company, 1966. This is a comprehensive and major contribution to the study of interpersonal perception.

Lieb-Brilhart,Barbara, Comp.:An Activities Supplement to the Curriculum Guide.for Speech Communication - Grades 8-12, Crete, Nebraska: Nebraska Speech Communication Association, 1972. These activities are structured according to the contract system whereby each student selects his/her own projects for classroom, individual, or group work. Projects in the subject areas of dtdic communication and audience awareness are of value to this unit.

Norris, Jack A., Social Studies: Human Relations: Rome and Family Education, Miami, Florida: Dade County Public Schools, 1971. The primary focus of this course is an analysin of how and why people behave toward each other as they do.

Smith, Dennis R., and L. Keith Williamson, Interpersonal Communication: Rotes, Rules," Strategies and Games, Dubuque, Iowa: W.C. Brown Company, 1977. This college level text presents a transactional approach to the study of communication. Part I is an excellent review of the concept of interpersonal perception.

Weintraub, Daniel J., and Edward L. Walker, Perception, Monterey, California: Brooks/Cole Publishing Company, 1966. The authors have sumnarized the theories of pereeption and perceptual development.

Wolvin, Andrew D., Learning Resources for the Secondary Speech Communication Classroom, Washington, DC: Metropolitan Washington Communication Association, 1974. Review of print and nonprint resources for secondary level classroom use. Audio/Visual Materials

Adventures or an Asterisk Storyboard; Michigan State University, 10 minutes, color Animated drawings depict man (symbolized by the figur,e *) as he matures fromchildhood to adulthood. Unable to react freely to the world, the adult neither sees nor finds pleasure in new things until, through his own child, he has "a new rebirth.",

Asitding Bridges. University of Nebraska, 1972, b/y Dr. Robert E. Palmer, Professor, University of Nebraska, lectures on the"necessity for learning how to relate communication to other human beings...to build a'bridge'."

Critical Thinking:Making &ere orthe Facts Coronet, U. minutes, b/w and color Participant: Robert S. Fox, Director, School of Education, University of Michigan Second edition of "How to Judge Facts" The discussion concerns facts about a particular situation.Topics include those dealing with reading, researching, analyzing, and television viewing. Suggestions offered involve: checking primary eyewitness accounts, checking sources of information, and assessing skills and-knowledge of the source.

Duet Bailey Film Associates, 1971, 9 minutes, color, no narration This animated puppet film comments on technology and the breakdown in humanvalues'and communici.tion. Two men live in neighboring houses,'enjoying each other's company,sharing mutual pastimes. One brings home a phonograph, forgets his plans with hisfriend. Hurt, the other obtuins his own phonograph and a rivalry begins.Friendship ends as each man permits machines to replace shared social activities.As the film ends, each man is watching television alone. Communication breakdown is now complete.

Encounter, The Perennial National Institute of Mental Health, 1971, 10 minutes, b/w From the University of Lund, Sweden This is a comedy about a shy young man attempting to acquainthimself with a shy young woman in a bookstore. Many amusing sequences follow with resultingfantasies a "spring- board for disculbion about communication in relationships."

Exchanges Appleton-Century, 1972, 10 minutes, b/w This film relates an encounter between two train passengers--ablack man and a white girl. Fantasy interspersed with reality provokes analysis ofprejudice and related social issues. The film is "recommended for discussion in interactionclasses."

FUnny Thing Happened on the Way, A Associated Instructional Films, 27 minutes, any age A contemporary allegory of honesty and communication,this film portrays a couple whose lives are confused and unhappy. They are "detoured" on the road of life, locked up with a computer/lie detector, andrequired to "help each other."Eventually, they drop their pretense, admit their dissatisfaction with theirlives and begin to communicate. lnterpereonal Behavior (VT) National Medical Audiovisual Center, 44 mintues, b/w This videotape illustrates the evaluation of totalinterpersonal behavior in an interview. It considers general attitudes, character traits,styles as seen in personality disorders.

Interpersonal Competence--A Series (VT) Telstar, 47 videotapes, none over 30 minutes Instructor: Dr. Joseph C. Bentley, AssociuteProotessor, Utah University (see individual title listings) The course consists of nine andependent units with thenumber of tves in parentheses: , Unit I: The Self (11); /I: Communication (14); /II: Motivation (3); IV: Helping (5); V: Learning (4); VI: Creativity (2); VII: Stress (3); VIII: Groups (3); IX: Growth (2).

20 it Always Right to be Right? Bosustuw/King Screen Didactic, 1970, 8 minutes, color 1Awl.rd Winner Orson Welles uarrates this animated film parable about the O'lan0 where men always were right." *Focus is on contemporary society's problems, generation gaps, racial conflicts and poverty. The story moves from stalemate to the declaration that "you may be right--I may te wrong."The film inerlaces animation with live-action and concludes with "hope and challenge."

I've Got this Problem Crowell, Collier, Macmillan, 1966, 8 minutes, b/w Awards: Cork International Film Festival This satire on non-communication shows a boy and a girl attempting to converse about life without ever really understanding each other.

Let this Rain Settle It Teleketics, 1972,.13 minwes, color Awards: CINE Unforeseen circumstances throw two boys, one white, one black, together for twenty-four hours. In that time theY establish a fragile truce and eventually discover the beginnings of a friendship.

Man Who had to Sing, The Zagreb Films, Mass Media Associates, 1971, 10 minutes, color Award Winner A luckless Charlie Brown-type character, a little "singing man," getsmisunder;tood throughout a lifetime of animated adventures. None of the agitation he causes is intentional but, nevertheless, he is never understood, and is the Everyman figure personified.

On the Way Up (VC) Video Communications, Inc., six 30 minute programs, color This series devotes each of its segments to one or more communication concepts. Titles include: 1) Shut Up and Listen; 2) What's Needed and Wanted; 3) You Versus I; 4) Bridging the Gap; 5) Clean Communication; 6) You're in Command.

Some Personal Learning about Interpersonal Relations University of California, 1967, 33 minutes, b/w From the Management Development Series Dr. Carl Rogers discusses the business of relating to another, suggesting rewards of open and genuine communication, empathy, and nonjudgmental listening. Described is the satisfaction of quality communication with another person.

Theories ofTerception University of Ohio, 5 minutes, b/w Dr. Kenneth Norberg defines the relation of perception toeducation. He introduces the fact that there are many theories of perception, relatingmany of these theories to applications in industry training programs, interculturalprograms, and programs for the culturally deprived.

Phy I See rt, The Roundtable, 23 minutes, b/w and color When two people perceive the same thing differently, the"difference" ,:an lead to t.lilure in job assignments and a complete breakdown in communication and subsequentrelat!-nships. This open-ended film examines perceptual differcncos and thcir cftects. . Simulistions/Games

Abelson-Baker Interviato, The --Didactic Systems The oblective of this game is improvement in concepts and skills associated with interpersonal communications.

Instructional Simulations, time varies Players: 1-30 This is a socio-economic simulation with didacticullis which deal with problems of investment, credit, and interest in terms ofchangi6family goals. Twenty different families are available as units, each Illustrating rolekof size, income, education, and socio-economic variables.

IMprovi Interpersonal Competence Didactic Systems, 48 role play kit This kit contains teaching materials for theconcepts of face-to-face communication, human relations, and conflict resolution. It is a"role playing collection" of organization problems: discipline, training, delegation,and failures to communicate.

interviewing Boston South End Community Center This game is about job application interviews.

Interviewing Didactic Systems Players: teams of 4 players Practice is provided in interviewing, primarily to select applicants for a position. Decisions involve job specifications, starting the interview, and in-depth interviewing. Roles: personnel executives. John and George Interview, The r Didactic Systems Participants listen to a tape recording of an intserview between John, a supervisor, and George, an employee whose production has fallen behind. Participants follow the dialogue for subsequent discussion.

30 UNIT FOUR

SEMANTICS: THE ROLE OF LANGUAGE IN COMMUNICATION

INTRODUCTORY STATEMENT Language then can both free people or enslave. them, and more often than not, it does the "The rise of bureaucracy and technocracy has latter. The average high school student has damaged the autonomy of the individual." been encumbered by rules of grammar and spelling through many years of drilling and "What are you saying?" must leave a unit on semantics with a feeling of mastery and not a feeling of being "What am I saying?" mastered by his language. Educators have the responsibilitkto make language an "I'm trying to understandlour problem, but effective tool of communication and under- what do you really mean?" standing for their students. The need for such training is great in a democracy: "I mean that this school has become so com- Generals, olergymen, a&ertisers, and the puterized, that a person can't even get his rulers of totalitarian states - all have program changed without filling out a lot good reasons Pr disliking the idea of of forms." universal education in the rational use of Language. To the...authoritarian mind "Now I understand what you mean." such training seems (outright/1i seems) profoundly subversive. Aldous Hialey That "words are too much with us" is just beginning to dawn on our consciousness, even INSTRUCTIONAL OBJECTIVES. though brilliant thinkers throughout history have been quite aware of the power of the 1. Without the use of notes, the students word. No, Edwin Newman is not the first per- will be able to define the word semantics. son to criticize the state of his language; 2. Students will be able to identify the Alexander Pope, Samuel Johnson, $ .I. factors that determine the development Hayakawa, to name a few,.have all taken of language. issue with the corruptive use of language 3. Students will be able to describe the and analyzed its manipulative powers.They echoic or bow-wow theory of the.origin have all come to the same conclusion:Words of language without the use of notes. have more reality than that which they repre- 4. Without the use of notes, thestude6 sent - that actuality which is beyond the will be able to describe the interjec- word. tional or pooh-pooh theory of the origin of language. Students have to discover in the language 5. Without the use of notes, the student environments which directly-affect their will be able to describe the yo-he-ho lives, that the word is not the thing, the theory of the origin of language. promise is not the promised, the description 6. Without the use of notes, the student is not the described, the explanation is not will be able to describe the ding-dong the explained, the.syMbol is not the symbol- theory of the origin of language. ized, and the map is not the territory. By 7. Without the use of notes, the student the time people reach high school, they are will be able to define symbol. already in the habit of unquestioning re- 8. The student will be able to describe how sponse based on the word and the word has language is a symbolic process. taken control of their existence. Yet, 9. The student will recognize that meanings although they are aware of the cruel nick- exist only in people. names that are too near the truth to be 10. Utilizing the dictionary, the student funny; the ethnic slurs and jokes that are will be able to demonstrate that society hostile, not humorous; parents' words that may assign many meanings to the same ridicule rather than encourage; they are symbol or word. more terrified by guns andknives than by 11. The student will be able to recognize "mere" words. that language is in constant flux as the "- pecple who use it change with time. 29. The student will be able to define what 12. Utilizing the Word Ehgtish Diopionary, is meant by the usage label nonstandard, \the student will be able to illustrate and provide an example of this usage. that words are given Additional meanings 30. The student will be able to define dia- and some meanings change slightly from lect and provide an example of dialect. generation to generation. 31. The student will be able to define re- 13. The student will be able to list the gional usage and provide an example of three factors which support the notion regional usage from his/her bwn home that no word has the same meaning twice. state or city. 14. The student, without the use of notes, 32. Using the dictionary, the student will will be able to define denotation, and be able to point out the usage labels give a specific example of the denota- assigned to various words. tion of a word. 33. The student will be able to describe, 15. Without the use of notes, the student orally or in writing, how a knowledge of will be able tO define connotation and semantics, the study of relationship be- give a specific example of the connota- tween language and behavior, would Affect

tion of a Word. \ hon a person communicates and receives 16. The student Will be able to write an communication. essay in which heishe analyzes the connotation of a color, his/her name, or the name of a product such as a car, perfume, CONTENT OUTLINE deodorant, etc. 17. Uthout the use of notes, the student I. Although there is no record of the way will be able to define the term euphem- language began, there are a few theories ism, and give two examples of euphemisms as to the origin of speech. he/she uses. A. The echoic or bow-wow theory pictures 18. The student will be able to describe what language as sprinWg from spontane- is meant by "abstraction" in word usage. ous animal cries (uhuh, hnnn? hum, 19. The student, without the use of notes, hil!); it maintains that primitive will be able to define what is meant by language was exclusively onomatopoet- concrete word usage. ic in nature. 20. Given a list of/words, the student will B. The interjectional or pooh-pooh be able to arrange them from most con- theory sees the start of words in creteto most abstract. emotional outbursts (eh! ow ho ! 21. The student will be able to compose an hey0; it maintains t:lt language original abstraction ladder of no feher was derived from instinctive ejacula- than five steps. tory responses to emotions, such as 22. The student will be able to define, in pain or joy. concrete terms, an abstraction Such as C. The yo-he-ho theory.maintains that love, prejudice, fear, apger, pride, the grunts, groans, ughs, gasps, etc. whews, and other sounds you make 23. The student will be able to identify the whenever you push or lift something importance of the relationship between .heavy were the first word builders. the speaker and audience in determining D. The ding-dong theory sees language appropriate level of usage. arising from imitation of natural 24. Given samples of formal, informal, collo- sounds (hum, thud, boom, buzz, hiss); quial; slang, nonstandard, dialect, and it maintains that language was de- regional usage, the student will be able rived from mystical harmonious re- to attach the appropriate usage label to sponse to a natural stimulus which each sample. /called forth its perfect expr9tssion; 25. The student will be able to define and in short, words sound like things provide an example of edited, formal they stand for. English. 26. The student will be able to define and II. Language is a symbolic process. provide an example of informal English. A. A symbpoll is anything which is used to 27. The student will be able to define and be stand for or represent something able to provide an example of colloquial else; usually it is an object that usage. stands for something abstract. 28. The student will be able to define the B. Words stand for things and ideas. term slang and give an example of current 1. Meanings of words result from slang'terms he/she uses. agreement. , 32 40 '2. A word may stIO for several ly or scientific articles, offi- things. cial speeches, legal documents, Ct the word is not the thing; there is etc. no necessaby connection between the 2. Informal English, recognized as

. symbol an0 that which is symbolized. acceptable in any context, in- D. All languages go through normal cludes the great majority of words change as the cultures adjust to and constructions that native surroundings. spe&kers would recognize as acceptable in any situation or III. Meaning in language comes ,om the context. users. B. Spoken English may include expres- A. No. word ever has the same meaning sione not acceptable in written twice. context. 1. If contexts determine meaning, no 1. Colloquial English, conversational two contexts are exactly the same. Englt is casual and claxed, 2. If meaning comes from the user, no a o jarringly out of place .two users have the exact experi- in f,):ial contexts. ences connected with a word or 2. Slang is the label given to words' thing.symbolized by the word. with a forced, exaggerated, or 3. If everything changes from minute- humorous meaning used in extremely io-minute (wear, decay, etc.), the formal contexts. meaning of a word symbolizing the 3. Nonstandard indicates the wide thing changes constantly as well. variety of usages not generally B. Dehotation LA the meaning that is accepted in writingi' misspell- assigned a word by the majority of ings, illiterate grammatical con- . .society; hence, the aictionary structions, unconventional definition of a word. punctuation, etc. C. Connotation is thl halo of meaning, C. r tlect is a form of the native lan-

the associations that surround a . baage spokeniin a particular region word. of the country or in a large geo- D. Euphemism is the use of a soft term graphical area by a particular group to replace a harsh, socially of persons. unacceptable term. D. Regional refers to usage which is considered reputable in certain areas IV. Because words are on different levels of the country but which has not of abstraction, problems in communica- gained nationwide acceptance. tion frequently occur. A. Man is the namer of things, and in naming, he groups things together. LEARNING ACTIVITIES B. The bigger the category of things, the more individual characteristics I. Activities Related to the Development of are ignored; this movement from -0e Human Language specific to the more general is A. The instructor sets up an in-class called abstraction. situation in which the students are C. The movement-fraM the general to the to mentally transport themselvesbaoc specific, or the lowest level of in time more than 5,000 years. They abstraction, is a movement to the are told the following: "Each of you concrete. lives in the same area. All of you 1. Abstract words are those which want to get along. You nod at times refer to several things or to one another. You grunt. But you concepts. , do not communicate by any means other 2. Concrete words are specific with than grunting, pounding your fists on few referents. logs, nodding your heads, grimacing, and perhaps hitting one another with V. Language is flexible; it provides for clubs. Now how would you go about levels of expression. developing a system of communication? A. Edited English is the written In other words, how would you elvelop language of books from reputable a language?" publishers, good magazines, and The instructor may elahnrate on the many newspapers. problem further by sole ing concepts 1. Formal English appears in scholar- or like "I am hungry" or "I0 's eat a " 41 dinosaurs" to'be expressed verbally. final pelt of his life. 5. The instructor may divide the class "Well, Pete, I met this chick and into groups offeer.te slx, assigning fell like a ton of bricks. Cie were illoh group the task of attempting an made for each other. -I was on top of initial design of a new language. iiiewO-r-fd... I wa1ktd on air "ti7r days. Afterstudents hem attempted to put ih7re was together sounds fer a spoken language this wolf who had his eyes on her they are ready to begin on the prob- too. He was trying to beit atTMe, lem of recording that new language on AOI deciced he'd got my goat for the paper. last time. I tasted him in the jj C. After students'have workedion the but he had the upper hand and bumped problems of developing a spoken lan- me off with a hard left on rakisser. guage and then of attempting'to re- He was sent a, the river for knocking cord that language on paper, each me off, and here I am!" student is ready to arrive at his or her own definition of language. Itink of how ,St. Peter, who knows none of the ubderlined terms, would II. Activities Related to Language as a picture what happened.Now rewrite Symbolic Process the man's stoy so there would be no A. The three activities describes in doubt in St. 14ter's mind as to what Unit I can effectively demonstrate occured. (Note: If you do not the concept of words as symbols rnderstand some of these expressions, deriving meaning from agreement. ask your parents.) B. The instructor lists a number of common words on the board. These words Activities Related to Meaning in should be those that have many mean- Language Comes from the Users ings in everyday usage: pad, order, A. A workable way togei into a discus- breeze, turn, run, pipe, point, foct, sion of connotation and denotation is bank, etc. Go about the room askk3 to ask students eittek orilly or on students to .,se each of the words in paper to prepare answers to the fol- a sentence so *hat with each sentence lowing questions: the word chang,s its.meaning. The 1. At this point in.,your life, how do teacher may wa (lt to illustrate one or you feel when you are called a two on the boa d and then have the kid? A teenager?An adolescent? students ia groups or indiaidually A young adult? If these words work on ocher words. cause you to act differently, can C. The instructor should obtain copies you explain why? bf The Oxford English Dictionary for 2. If you possessed little or no in-class use or have them reserved money, would you prefer to be for members of the class in the called poor, needy, ind..gent, or a school library. Utilizing this person of low eeanomic status? source, students shoUd report onthe Why? various meanings, from the ea-,liest 3. What would you prefer to euya recorded use .:o the most recent, of used car, or a preowned car? the following words: lead, take, 4. If you were 75 cr older, would you fine, picture, propaganda, minister, prefer to be called an old person, dervy, mystery, etc. an elderly person, or asenior D. The teacher shoule begin listing on citizen? Explain your preference. the board some words which have added 5. Does termination of pregnancy new meanings in recent years,such sound the same as abortion? If as: grass, bread, hippie, hang-up, not, why not? etc., and ask students to contribute B. Ask students to list some brand names or make their own lists. Note that for each of the following categories their grandparents and parents even and try to explain why the marketing may not know what the ne.4 meanings agents chose the name for the product. for these terms are. This assignment can also be written E. The instructor presents the following in the form oflan essay assignment.) situation to the class: Categories: cars, perfumes, after shave, cerpayl, cigarettes, powder A man dies and goes to heaven. At soap, hand :.oap, deodorant, etc. the Pearly (late, St. Peter asks him C. An interesting discusqTon of students' to tell his story, especially he dZ own names can follow the above exer- 3. I would like some information cise. Studies have indicated that about you. the associations assigned a name by 4. I have a good book for you. teachers, employers, and peers have 5. You have changed. an effect on a person's life. What 6. You have a big head. does a Horace look like? Is he 7. You are a typical sophomore smart? An athlete?This assignment (freshman, junior, senioe). can also be used as a written exer- Then, ask each student to orally re- cise titled, "What's in a Name?" act tO the message handed to him or D. A class discussion on euphemism can her. They all will most likely re- be generated by the teacher's listing spond with a question, asking for the following words on the board and clarification of tlie message: What asking students what they are refer- kind of information?Changed in ring to: mortician, inner city, san- what way? How is this book any good? itation engineer, powder room, girl This introduction should lead easily dog, passed away, etc. Ask students to a discussion of the lack of speci- to add to this list of euphemisms by ficity in languagq and some of the searching their own language, news- communication problems that may occur papers, magazines, etc. from it. E. In order to move students from the B. Have students arrange the following knowledge that words can be used to lists of words in order of increasing soften a reality to the realization abstraction with the specific, con- .that words and phrases can be used to crete term on the bottom: deceive and distort, a productive 1. Apple, Food, Produce, Fruit reading assignment, Animal Farm, by 2. Pistol, Colt 45, Sidearm, Weapon George Orwell, can be used. If stu- 3. Mammal, Creature, Man, James dents s^e something more in this 4. Rocking chair, Man-made object, classic than a satire on communism, Furniture, Living room furniture they can explore the language control 5. Sporting equipment, Cross-countrY ih the novel. Some discussion skis, Winter sporting equipment, questions: Object 1. What kind of words are used by the C. The arranging of word:, in exercise B leaders of the revolution? can provide an effective introduction 2. What actions does Napoleon take to to Hayakawats abstraction ladder. insure the effectiveness of his See Language in Thought and Action. public speaking? An abstraction ladder can be composed 3. Compare speeches of Major and on the board and students can compose Napoleon. one of their own or in groups. 4. Study the songs and the command- D. Have students write a one paragraph ments. Compare the original com- definition of an abstract word such mandments with the revised version. as hope, hate, pain, happinel!;, art, 5. Define the evolution of "equal." etc., so that the meaning of thP word If all are "equal," but some are becomes concrete at thv end of the "more equal than others," then paragraph. what does "equal" mean? 6. Compare the quality of life before V. Activities Relate) to Flexihility in and after the pigs and their com- Language rades have.replac.A.the farmer. A. Ask studontt, to givY, eithor orally What han actually hdppenod? Ha:; or in writing, the samo infordiation life changod for any of the to two quity dif0e14.tit animaLs? How? For example, a ntudent mil'' Iir i;ked to expldin to a ty.rchtarvi t. a IV.A4ivitiesRelatod to I,Yvelr: of CltifIrJltito why ho or f.h.. hr n-t com- Abstraction pleted a paper due tho d. . Anothor A. Upon enterinv. the cla:;.;, prc;ont a TflIfiity:...pldin to h... fitLerc.' to a few studynt- with a pivce of mut. riend to wh 0:41d ten d. 1 airs tatYmYnt:; with on c. of the followint; why he It. ow., of m. ney a weetk befove written on it: 'Mese should make. the- btueVlit 1. You did w-11 on la.t (o.:aPe that he4she Ls capable of speal. 2 For yot i I r tnt. , ri I t ing more than onekind of English. fir t Pr,vide_students with examples of the. 4 3 various levels of usage. Discuss consequences of this forgetting? the differences in style of words, sentences, occasion, etc. Taped sPeeches instead of printed materials INSTRUCTIONAL ASSESSMENT can also be used. C. Instruct students to use a dictionary I. Some of the work performed in thelearn.- and their own ear for appropriateness ing activities may be evaluated. For to classify the following words as example: formal, informal, and colloquial. A. Evaluate the students' definition of 1. Crank, Eccentric, Character language. 2. Hide, Sequester, Ditch B.Evaluate the students' etymolog 3. Irascible, Cranky, Grouchy report compiled from work in The 4. Increase, Boost, Jack (up the Oxfbrd Eheish Dictionary. price) C.Evaluate the students' translation of 5. Decline, Avoid, Pass (up) the story of St. Peter.

6. Pass (out), Faint, Swoon / D.Evaluate the students' written analy- 7. Necessity,.(a) Must, Requirement sis of brand names for a certain 8. Inexpensive, (a) Steal, Cheap category of products. 9. Snooty, Pretentious, Affected E.Evaluate the students' oral or written

10. Room, Domicile, Pad , answers to the questions on Animal Farm. VI. Activities Related to the entire Unit r.Evaluate the students' arranging of on Semantics words from concrete to abstract. A. People sometimes seem to feel that if G.Evaluate the students' construction of they are not identified by name, they an abstraction ladder. do not have responsibility for their H.Evaluate the students' definition of actions or words. Ask students to an a6stract term. think of any examples of this phenom- Evaluate the students' classifying of enon and write a paper illustrating words as formal, informal, and how these beHaviors might change.if colloquial. people were always identified by name. J.Evaluate the students' essay concern- Ask them to consider the importance ing the importance of naming as part of the "naming" in this case. of identificaktion. B. Ask students to select a word which " °K.Evaluate the ste_paris' analysis of the has a strong emotional charge such as emotional associations connected with "Nazi," "Nigger," "blonde," "sexist," a word. "Femdnist," etc., and describe the L.Evaluate the students' analysis of the feelings which are associated with importance ofe-the consciousness of . the term. In a paper or in a speech, abstracting. the students should consider to what M. Evaluate the students' participation extent these feelings are based on in class activities. reactions to the "word" and to what extent on an actual acquaintance with II. The students' grasp of the basic informa- its referent. tion of this unit may be assessed either C.In order to illustrate the importance in a short written quiz or in a unit test. of consciousness of abstracting, ask Students should be able to: students to consider the following A. Define the following term. statement from The Humanity of Words 1. Semantics by Bess Sondel: 2. Symbol We know that every word is an ab- 3. Denotation straction, but we forget. We know 4. Connotation that every word is a class word 5. Euphemism that abstracts (takes away from the 6. Abstraction whole object named) only the simi- 7. Concrete word usage larities of the class to which the 8. Edited, formal English object is ascribe4, and leaves out q. informal English cat the differenceit. But we forget. 10. Colloquial usage Ask students to write a paper in 11. Slang which they recall illustrations of 12. NOnstandard usagp such forgetting in their own experi- 13. Dialect ences. What were the practical 14. Regional usapp

..36 B. Identify the factors that determine F. List three factors which support the the development of language. notion that no word has the same C. Describe the following theories of meanAng twice. the origin of language: echoic or G. Arrange a list of words or phrases bow-wow; interjectional or pooh-pooh; from the mo.t concrete to the most yo-he-ho; ding-dong. abstract. D. Describe how language is a symbolic H. Construct an original abstraction process. ladder of no fewer than five terms. E. Demonstrate that society may assign I. Attach the appropriate usage label to many meanings to the same symbol or samples of all the levels of usage. word through using a dictionary.

UNIT SOURCES - Baugh, Albert C., A History of the English Language, 2nd La., New York: Appleton-Century- Crofts, 1957. Presents a detailed view of the emergence of the English ianguage to present day American English.

Condon, John, Semantics and Communication, 2nd ed., New York: Macmillan Publishing Company, Inc., 1975. Excellent source for materials on the concept of naming as well as on the relationship between language and perception.

Elsbree, Langdon, Frederick Bracher, and Net Altizer, Heath's College Handbook of Composition, 9th ed., Lexington, Massachuset s: D.C. Heath 6 Company, 1977. Provides specific descriptions of the levels of usage and the notion of abstractico

Gallant, Roy A., Man 144st Speak, New York: Random House, 1969. Easy to read account of the origins of language. Contains an interesting view of how animals communicate.

Groom, Bernard, A Short History of English Worde, New York: St. Martin's Press, 1965. If an OED is not at hand, this book provides the etymology of some common English words.

Hayakawa, S.I., Language in ht and Action, 2nd ed., New York: Harcourt, Brace and World, 1964. Presents anexcell=discussion of language as a symbolic process and the abstraction ladder. One of the basic semantics texts written.

Lamb, Barbara, Symbology, English, 'Vocabulary, Miami, Florida: Dade County Public Schools, 1971. This monograph outlines a course in the study of nonverbal or graphic symbols within lpguage.

Riley, Wallis H., Writing for the Reader, Journalism, English, Miami, Florida: Dade County Public Schools, 1971. A journalism writing course which trains students in techniques of news gathering, journalistic style, and language usage is described.

Schullstrom, Faith Z., A Potpourri of Activities for Use in Heterogeneously Grouped Secondary School English Classes, Albany, New York: New York State Education Department, 1974. This pamphlet includes a variety of suggestions and activities to stimulate language and thereby increase students' control over their environment. The first section is of particular value for this unit.

Audio/Visual Materials

Alphabet Conspiracy, The (Parts I & II) Bell Telephone, 1959, 60 minutes, color With animated cartoons, Dr. rrank Baxter teaches the fundamentals oflinguistics. Viewers see the exact usage of language in the communication process.

Oh- SerfUskle Portofilms Perennial, 11164, color AwardWinner SoPfunkieintroduces problems knvolved in verlol communivation--in our useof wordsas symbols.ofthings and concepts. A poor soul LeieS LO di!-;cover the preeiv.emoaning efthe word "berfunkis,"only teslearn that "bsrfunkle" means different things todifferent people.

Champ in kaguage National Educational Televiapion, Indiana University, 1967, 30 minutes, b/w From the Englih Fact and Fancy Series Of primary concern are the James Bestin considers the continuing changes in language. . ongoing efforts to standardize English and the reasons for the language ehanges.

English Language, The: Yew it Changes Collaborator: Dr. Thomas H. Wetmore, Chairperson, Department of English, Ball State College This film shows how changes keep the language alive and flexible, making it a useful tool for eormunication. By addition of words, by charles in spelling, meaning, pronunciation of words, and by updating the rules of grammar, the English language continues to change.

Know What I Mean -- A L'eries Northern Virginia Educational Television (NVT) Sponsored by the International Society for General Semantics, 1972, color Six films study the nature of language, verbal and nonverbal meanings. Illustrated are difFoences in perception, culture, race, past experiences, and uses of language which affect the thinking, beliefs, attitudes, and ability to relate to each other. Titles are: 1) Maps, Models and Metaphors; 2) To be a Man (see "Process"); 3) Mind the Gap; 4) Louder than Words (see "Nonverbal"); 5) Change (see "Mass Media: Broadcasting"); 6) Speak to Me in Fortran (see "Information Systems"). banguage and Communication Moody Institute of Science, 1963, 16 minutes, color From the Debt to the Past Series This film presents an analysis of the spoken and written heritageof the English language and its essential role in the communication of ideas. It stresses the significance of developing communication skills. It traces three states through which language has developed: pictographic, ideographic, and phonetic.

Meanings are in People Bureau of National Affairs, 1965, 24 minutes, color From the Berlo Effective Communication Series Dr. David Berlo analyzes the "conveyor belt" view of directcommunication: "I told you what to do." He suggests that meanings are in people, rather than in words. Showing some "misunderstandings," he presents a reactmentof what was "said" and what was "thought" and "Implied" by several managers and subordinates in a typical worksituation.His conclusion is that "communication is the main tool in working withpeople."

Mind the Gap Northern Virginia Educaticnal Television (WNVT), 1972, 19:28minutes, color From Know What I Mean Series: #3 Instructor Victor Kryston examines language perception problems,explaining that eyes, ears, and mind act as both censors andsensors.of information processing. Students experiment with methods for overcoming gaps in communication.

Miscommunications Mass Media A.tsociates, 1972, 5 minutes, color,animation Four brief cartoons are each followed by a play-on-wordsparody of a moral, all having to do with confusion in terms between individualsconfronting each other. The film is conceived as a "series of satirical probes into themine-field of human relations." Morals aniLated include: when communicating, be credible; when cooperating,communicate first; when communicating, be precise; when communicating, bepersistent.

38 6 Strange Case of the English Language (Part I) Bailey Film Associates, CBS New?, 1968, 48 minutes', b/w and color This film examines idiosyncrasies of the English language asit is spoken and written today. IntervieWs with various language experts are featured as well as comments byCBS' 3 Harry Reasoner about John F. Kennedy, Everett Dirksen, BillyGraham, and many others. The sequences help illustrate stylistic quirks andthe overuse of pet phrases.

211 be a Akin Nrthern Virginia Educational TeIevision(WNVT), 1972, 18 minutes, color From Know What I Mean.Series: #2 Instructor Victor Kryston shows howlanguage and our earliest experiences shape.attitudes and how these attitudes differ withdifferent cultures. Viewers are encouraged to test : their own assumptions.

Simulations/Games

The 3-M Company Players: 2-4 In this card game, related to Scrabble,participants are dealt cards with letters on them. Points are scored by forming words from the letters. Words are then scrambled and players attempt to unscramble their opponents' words.

On-Worde Wff In Proof This game encompasses virtually every conceivable aspect ofwords. The authors hope it is an incentive for players to attend moreclosely to words and language, to seek information and insights: Letter cubes are shaken by individual players,goals are set, challenges are made. Other caus (Resources, Forbidden, etc.) modifystrategies.

4 7 39 UNIT FIVE

LISTENING

INTRODUCTORY STATEMENT capacity to hear with his willingness.to listen. Some of us become adept at screen- "Hi, Jim Masters, I don't believe we have ing out those messages that are uninteresting *met." or unacceptable.

"No, I don't think we have met. I'm Norma Listening pioneer Paul Rankin reported that Peterson. Have you been waiting long?" seven out of ten minutes of our waking day is spent communicating. Only 9 percent of our "Not too long. I wanted to talk with someone communication time is devoted to writing, 16 atcut a job. However, I wasn't expecting a percent is spent reading, 30 percent speaking woman. Do you interview applicants...uh... and a big 45 percent of the time we are lis- SUe?" tening. Yet relatively little academic prep- aration is devoted to listening. WhY? Prob- The interviewer frowns, shifts uncomfortably ably because of the confusion reflected in in her chair and responds, "Norma. Yes I do the three examples located above. People tte initial screening." assume that an ability to hear implies an ability to listen. Jlm!s face redd ns and he thinks to himself, "Oh brother, I eally blew that one." The seriousness of this problem is reflected in a study condunted by Ralph Nichols which reported the listening habits of youth. Probably all oE us have experienced a similar Second graders were found to retain 80 per- embarrassing situation in which we were in- cent of a spoken message, junior high stu- troduced and then proceeded to immediately dents retain only 43 percent, and by senior forget the other person's name. What prob- high the retention rate had dipped to 28 per- ably happens in most cases like this one is cent. This is in spite of a variety of evi- that the concern over the situation, appear- dence indicating that listening ability in- ance, and what will be said next causes the creases with age. As people become more person to focus on his/her own thoughts educated and experienced, their vocabulary rather than what is being said by the other increases, their life experiences broaden and person. Did Jim hear Norma's name?! Of their overall pool of knowledge expands, course. But-he was surprised to find that allowing listening to become easier. Since the interviewer was not a male, he probably it is easier, why do actual listening behav- was concerned about whether he looked pre- iors decline? The answer seems to be simply sentable and he was probably trying to think bad listening habits. about what he would say next. All of these thoughts were serving cis competing stimuli By the time a student reaches high school, along with Norma's name. many parental sermons and classroom lectures hage been tuned out. Even if the student In a similar view, a teacher emphasizes a wanted to listen, habitual patterns of point in class lecture and is dismayed when behavior may detour and inhibit effective a student after class makes some comments listening. that clearly indicate that she didn't hear the emphasized point. A father becomes Thi., unit is designed to increase the stu- angered when his son fails to come to the dents' awareness of common listening problems dinner table after being called twice. "I and to provide experiences in which they can didn't hear you," explains the son. "I was test their listening skills. reading the paper."B)th of these nases are exaRples of confusing hearing with listening. /n the first case, the sender of the message 'ASTRUCTIONAL OBJECTIVES aasumes that since the student could hear the lesson, she was listening. Ir the second 1. Without the use of notes, the student / case, therect.iver is probr.bly confusing his will be able to define "hearinl." 4 8 2. Without the use of/notes, the student . CONTENT OUTLINE will be able to define "listening." 3. The student will be able to explain the I. Active listening is the result of hear- lik difkerence between heari4 and listening: ing and comprehension. 4. The Student will be able to list six A. Hearing involves three factors. reasonX why listening is important. 1. Hearing is the physiological 5. WithoUt\,the use of notes, the student process of sound waves vibrating will be ableo define what is rriant by against the inner ear. 2. Hearing is simply the detection a listening at itude. ' .6.. The student wi1.1be able to list t'Pree of sound. requirements of'effebtive listenilg. 3. Hearing is an automatic physio- 7..The student will be tble to describc the logical process. five elements of an active listening B. Listening involves several factors. attitude. 1. Listening is the comprehension of 8. The student will be able to demonstrate the sounds; for example, a person nonverbal techniques which reflect an can repeat a spoken word. active listening attitude. 2. Listening involves the assignment 9. Given a discussion of a controversial of meaning to the sounds; for subject, the student will be able to example, a person can explain what demonstrate withholding of judgment. was intended by the spoken word. 3. The result of listening is compre- -:4' - 10. Given a discussion on a controversial .:. subject, the student will be able to dem- hension or understanding. onstrate nonverbal and verbal techniques 4. Listening takes energy because it to draw out the opinions of the speaker. involves Mental activity. 11. Upon listening to a speech, the student C. Listening is important. will be able to rephrase and restate the 1. Listening allows us to learn from major ideal§ of the speaker. others' experiences. 12. Without the use of notes, the student 2. Listening allows others to know \ will be able to define what is meant by that they are understood. an inference and givean example of one. 3. Listening indicates an interest III 13. Without the use of notes, the student in others. will be able to define what is meant by 4. Listening allows us to make dis- observation. tinctions; for example, right from 14. Given an appropriate written or oral mes- wrong, important from unimportant. sage, the student will be able to dis- 5. Listening is mental stimulation tinguish inferences from observations. and exercises the mind. 15. The student will be able to explain and give an example of inference-observation II. Listening attitudes influencelistenine confusion. ability. 16. Without the use of notes, the student A. Listening requires the desire to will be able to define "intentionality." listen to another. 17. Without the use of notes, the student B. Listening requires an interest in the will be able to define "extentionality." other person's viewpoint. 18. The student will be able to identify at C. Listening requires demonstrating that least six good listening habits. you are actively listening. 19. The student will be able to identify his/ 1. Focus eyes and body on speaker. her own bad listening habits. 2. Feedback similar words and feel- 20. The student will be able to list four ings of the speaker. techniques to improve listening ability. 3. Summarize and verbalize what you 21. Upon listening to a speech, the student think the other person said. ill be able to take some notes on 'he 4. Withhold judgment and evaluation. ideas expressed in the speech. 5. Respect and praise the speaker for 22. The student will be able to identify com- his/her contribution. peting message sources in his/ner home. 23. The student will be able to discuss III. There are semantic problems involving attitudinal biases toward certain indi- listening. viduals and topi,:s tt impede effective A. Inferences and observations are , \ listening. oftentimes confused. 1111 1. Inferences can be made any time; observations can be made only during or after actual observation.

414 2. Inferences can go beyond the oata; listener wastes time by thinking observations must stay with of non-related subjects. observed data. 3. Inferences can be made by anyone; V. There are several techniques to improve observations can be made only by listening ability. an observer. A. Increase vocabulary. 4. Inferences can only achieve prob- B. Expose one's.self vo a wide range of alae truth; observations can listening situations. approach certainty. C. Practice taking notes during lec- 5. The danger of observation-infer- tures, sermons, etc. ence confusion is: \ D. Discuss the message with the speaker a. Someone makes an inference. to see if retention and understanding b. Fails to recognize or remember has been achieved. he/she did so. E. Remove competing c. Does not calculate the risk. 1. Put down the book. d. Proceeds on inference as if it 2. Turn off the television. were certain. 3. Select an appropriate time in e. Uncalculated risk may prove \\\order to have sufficient time to fatal. listen. B. Intentionality and extentionality are \ factors that influence listening \ aptitude. LEARNING ACT\IVITIES 1. Intentionality involves checking out information within one's self. I. Activities Related to Active Listening 2. Extentionality involves checking A. Ask students to keep a record of each out information from others. listening experience in which they

4 were involved for a three hour period IV. Tht a are several habits of good listen- during one day (this assignment may ers identified by Nichols. be a journal entry). A. qs.x6 listener tries to find something 1. They should specify the times and worth remembering; bad listener calls what they did during the listening the subject uninteresting and quits period. They should classify the listening. listening experience as: B. Good listener notes problems of de- a. Hearing, livery and then concentrates on mes- b. Listening for pleasure, sage; bad listener calls the speaker c. listening for content, or a dull, or is bothered by delivery and combination. quits listening. 2. They should reconsider the listen- C. Good listener avoids getting emotion- ing experiences logged and types ally over-stimulated; bad listener 'of listening used and ask them- prepares to challenge the speaker. selves if there was a time when D. Good listener listens for main ideas; they might more appropriately have bad littener listens only for facts. used a different type of listen- E. Good listener takes a variety of ing/hearing. Were there any ex- notes; bad listener either takes no periences wherein it would have notes or becomes overly concerned been appropriate to shift to a with outlining the notes. different type? F. Good listener works at listening; bad B. If there is an occasion such as a listener fakes attention. guest speaker lecturing at a school G. Good listener avoids distractions or function, assign students to attend gets rid of them; bad listener cre- the lecture. They also should be told o ates, or tolerates, distractions. to take notes in the form of an out- H. Good listener searches out difficult line, trying to get at the meaning of material; bad listener avoids the the sender. difficult and unusual material. I. After the listening experience, I. Good listener searches for meaning of students should pair up and compare message rather than individual words; outlines. As they were all trying bad listener lets emotiion-laden words to get at the meaning of the get in the way. sender, thP r'lines should be J. Good listener uses spare listening similar. time to reflect on the message: bad 2. Discuss and note any differences

42 in the outlines. Were some stu- 1. Tell students to compart what went dents hearing and not listening? on in their minds in the two C. Ask students to listen to a tele- instances. vision talk show like "The Tonight 2. Discuss the differences in the Show."Tape record, or if possible, processes. videotape the program. F. Ask several students to videotape or 1. Dur4ng the next class meeting, give a live process speech (a type of students should write out what speech in which the speaker explains they have retained from the a process in temporal order). This program. process must be one that ean be ac- 2. Students should then compare complished in a minimal amount of their listening records. time in the classroom; for example, 3. Finally, play the tape of the pro- the making of a sandwich, salad, card gram and discuss the differences trick, drawing, etc. in the listening records and the I. After each speenh ask a member of actual program. the class to perform the process 4 Conclusions based on this experi- as it was described to him by the ence may be recorded in the speaker. He or she should not add students' journals. to the steps in the process if any D. Prepare a murder mysterygage similar were.left out. The audience to the old favorite Clue, by writing should correct the performer.if 25-30 clues that together would pro- he/she makes any mistakes. vide information on the murderer, 2. Discus's this class activity, fo- time of crime, weapon, victim, place cusing on the ability of.the lis- of crime, and motive. Some of the tener to do what he/she heard. "clues" may be irrelevant to the G. Ask a student speaker or guest speak- crime-solving process. Each of the er to prepare a short paragraph sum- clues should be written or typed on marizing the content of what he/she a 3x5 index card. gives in a speech. Have the speaker 1. Pass out the "clues" sohat each keep this until the speech has been student has one or more (students given and each member of the class dhas written a short summary of the should be seated in a4ircle).7 2. Each student must then read his/ speech. Compare the two statements. her clue to the group. Discuss. a. No member of the group may pass his/her card to another. II. Activities Related to Listening b. No member of the group may take Attitudes notes. A. Students should select two of the 3. After each student has read his/ listening situations recorded earlier her clue, the group must complete in their listening log. its task by finding the time of 1. Ask them to write a specific goal the crime, the weapon, the victim, which they would want to achieve place of crime, murderer, and by listening in each situation. motive. This task will take 2. They should briefly write their several minutes as some students reasons for setting each goal. take the leader position and try This should be a journal entry. to organize the discussion. B. Students should list listening situa- L. After the crime is solv,d, discuss tions they will participate in later the hearing/listening factors in- in the day or the next day. volved. Students shou d record 1. ror each situation, they should their own feelings/frusltrations list at least one personal value felt during this exercise in their in that situation. journals: 2. Just prior to participating in that E. Ask one student to volunteer to give experience, tell students to recall the class directions to some place in the specific personal value. the school or some other place the 3. Discuss any differences in their entire class knows well. Then ask ability to concentrate and their the same student to give the class accomplishment of their listening directions to some place that the goals. other members could not find by C. Ask students to select three different themselves. listening situations in which they

43 51 will be involved in the next day. 1. The speaker should select a topic They should set listening goals for that he/she enjoys talking about. each situation ahd predict the amount The active listener should try to of concentration needed to achieve nonverbally and verbally demon- each goal. Students should be re- strate active listening. The minded that concentration is a proc- observer should simply watch. ess of refocusing attention to what 2. After the speech, the speaker ad is important. They should be physi- the observer should discuss how cally and mentally prepared to lis- effectively the listener was able ten. They should practice the level to demonstrate active listening. of concentration in each situation. H. As a journal entry, instrucestudents D. Instruct students to select a subject to list the people in the class whom for discussion with a friend. The they are most likely to listen tb and subject should have personal meaning those they are most likely not to for both partners. The rules for listen to. Then they should comment this interchange are that each state- on what factors seem to be working to ment made by either person must be cause them to make these selections. paraphrased by the other to demon- I. As a journal entry, instruct students strate that he/she has heard and to list ideas to which they are most understood what was intended. Before likely to listen regardless of their the discussion is continued, the source. They should also make a list originator of the statement must be of ideas which they are not likely to satisfied that the paraphrase ex- listen to nc matter where they pressed what he/she intended. Stu- originate. dents should write a journal entry about the experience and discuss it iTI. ;ctivities Related to Semantic Problems in class. Involving Listening E. In order to demonstrate withholding A. In order to demonstrate the differ- of judgment and evaluation, ask stu- ence between inference and observa- dents to consider the following com- tion, choose a large picture depict- munication situation: ting a.rumbfr of people engaged in some activity. Make a list of twenty A fellow student meets you in 'the inferences that may be made by look- hall and with a grin on his face ing at the picture. says, "I've solved the problem of do- 1. Ask students to take a close look ing my research paper for English." at the picture. He pulls out a paper written by his 2. Instruct them to respond to each older brother and glances at you for of your twenty statements in one your reaction. of three ways: 1. Discuss the goal for sending feed- a. Statement is true. back in this situation. b. Statement is false. 2. Solicit some examples of exact c. Cannot be certain. feedback and ask for volunteers to 3. Read all the statements, providing act out this situation. enough time for students to re- 3. Comment on the specific verbal and spond in writing. nonverbal behaviors used. 4. Solicit the students' responses. F. Divide students into groups of four 5. Discuss the fact that all twenty or five. Assign each group a short statements are neither true nor role-playing situation in which one false; they are all inferences. member comes to a group with a prob- Most students will have cclfused lem; for example, a quarrel with a their observations with inferences girl/boy friend; a complaint about a B. Instruct students to write a short teacher; a story of revenge. Members behavioral description of someone. of the group should respond to the They should not write what the person problem as they would naturally. is like but some of the little things Then, instruct students to give non- he/she does, like this: evaluative feedback to the same problem. Pat stopped on her way to school to G. Divide students into groups of three. drop off her forgetful little sister's One student should be designated lunch box at the grdmmar school. speaker, one active listener, and one Arriving late to her first class, she observer. took a seat at the back of the room 62 and later apologized for her E. List a number of topics on the board. tardiness. Suggestions: war, peace, earth, 1. Divide students into groups of intergration, death, space. c. four. Each student should read 1. Instruct the students to write their description once to the three statements of fact about group and ask them to write an each topic. They must be careful answer to the questionF What kind to include no inferences or of person is...? opinions. 2. Afterward, each student should 2. Each student must give his/her underline on their papers, every- list to a partner in class. thing they wrote about these 3. The partner.selects any two state- people that was not explicitly ments (from the total nine) which stated in the story. What they he/she believes cannot be have underlined is probably a num,: verified. ber of inferences, and they will 4. Each student must then bring in not be alike from person to evidence to satisfy the challenger. person. F. The titles of stories in populii\ 3. Each group should discuss these movie magazines are usually strud inferences. Can they discdver why tured ad inferences which deliberate- the inference should not be the ly lead the reader to make judgments \ same for everybody? whose implications are usually nega- C. Instruct students to try to catch tive. Ask students to bring in some themselves making inferences while examples of these. (Example: "Can someone else is talking to them. In Jim Stop Being a Wife-Beater?" their journals, they should try to Inference: that Jim is a wife- write down why they made these infer- beater.) ences. What in the talker's behavior G. Ask students to pretend that they are. implied the meanings they got from movie magazine reporters who have a the message? harmless, boring story with very few D. Instruct students to take out a blank facts. To sell this story, they need sheet of paper and a pencil. Tell to make up a title loaded with infer- them they are to ask no questions as ences. Discuss these titles in class. you read them the following direc- H. Stage an incident in the classroom. tions. They are to see if they can For example, ask two students to stage follow the directions by drawing on a fight, a third to break it up and the blank paper: Read the directions perhaps a fourth to do something un- slowly, exactly as written. related but distracting, like drop- 1. In the center of the page, draw a ping a bag of marbles on the floor. circle. 1. Ask the class to explain what hap- 2. gow draw an equilateral triangle pened on paper, then record the touching the top of the circle. results on the board. 3. Draw a straight line from the 2. Identify errors in observation and bottom of the circle directly inference confusion. downward. I. Read a short article to the students 4. Put a dot on the center of that from a newspapei... Give them a quiz line. on the information in which they are 5. Draw a straight line out from that required to answer true, false, or dot in both directions. can't be determined from the informa- 6. At the bottom of the vertical line, tion given. Check the students' draw a square. ability to distinguish observations Have the students share the "picture" from inferences by reviewing their they have drawn. There will be many responses. versions, since the directions were J. Do the same az; in the above exercise not explicit. Some may have inferred except substitute an abstract poem that the figure is supposed to resem- in which the student will need to ble a man. Others may have made read into the poem certain meanings. other inferences based on nabit, such rave them a quiz on the information as the apex of a triangle should face in the poem to demonstrate the desir- directly upward or the square should ability of ambiguity in some forms of be evenly placed on the end of the discourse. Students should be able vertical line. to distinguish observations from

4 563 Inferences in listening to the poem. r. Instruct the students to try to dis- %cover throughout the next tew days, rv. Activities Related to Habits of Good what various teachers or speakers do Listeners to help them listen. Students should A. Instruct students that the next time record their observations and discuss they miss part of what someone says them in class. to them, they should try to recall G. Wht students listen to a dull speak- the mental process and try to decide er, they should make a list of things whether they were daydreaming, still they think he/she could do to attracV handling information given earlier, and reattract attention. or distracted by something. Discuss H If the students have an opportunity possible remedies to each student's to give a formal speech in class in situation. the near future, ask them to watch B. Ask students to make a list (in 'their their listeners closely in order to iournals), of their personal listen- note when attention is waning. In- ing errors. struct them to do something, such as C. Divide students into small groups turning to the board and picking up (four-five). Secretly ask one stu- a piece of chalk. Does this help? dent in each group to write a deduc- I. Students should observe one instance tive (topic sentence first) paragraph where someone was not listening. on a topic of their choici and ask Students should try to determine why them to bring the paragraphs to the the person wasn't listening and what next class. the consequences were for the sender 1. The students who wrote the para- and the receiver. graphs should not tell their J. Students should have one example of a groups that what they are about to person who turns them off as an ac- read (the paragraph) is a proposi- tive listener. Students should iden- tion followed by support material. tify what behavior, attitude, or tolt- 2. Students will read their para- ic of the sender caused them to quit graphs to their groups. listening. 3. Students should then quiz their K. Ask for five volunteers to leave the listeners: room. The remaining students should a. What is my controlling idea? be asked to listen for significant b. What are my supporting reasons? errors of omission and distortion. 4 Students with the paragraphs snould 1. Ask for one student to return to then rotatJ to another group. Us- the room. The teacher should read ing the same paragraph, they should a short narrative paragraph to the mix up the proposition and support- first student who is then asked to ing detail. Students should then repeat it to the second student. give the same quiz. 2. Repeat the process until all five 5. Discuss how the latter experience students have told the narrative affected the listening. (the last student should repeat D. Pair students. Tell one of each pair the narrative to the teacher). to try giving a three or four sentence 3. Discuss this experiment. message to his/her partner, ticking L. Students should watch a television off on the fingers several reasons why program containing a discussion of he/she believes something. Afterward, "difficult" material. Ask the szu- the listener :thould he instructed to dents to be prepared to discuss the recite these reasons. If he/she can- program in class. not, enlist his/her help in finding M. rind two students who hold radically out why. divergent views on a particular topi". L. For the next speech assignment, ap- Instruct each privately that he/she point two students to stand at the is to find out what is behind the blackboard behind a student speaker other's unwilling), ss to change his/ and write the outline on the board as her belief. Then let them talk for thP student is talking. The speaker ln minutes. Afterward, ask each of could then compare his/her outline thorn to tell the class whatis behind with those of the listeners. Discuss the other's belief and a:dc the other this exercise in terms of how both the to respond. Discuss. speaker and listeners could improve N. Instruct students to plan a time, their skills. prnilais at dinner, when they will not

4.6 V make y assertions at all, even in the form of an outline. During when asked a question. They should the experience, you are to listen only respond with questions. If carefully--reviewing and preview- someone notices anything odd about ing main points. You are not to their behavior, it should tell them take notes. something about themselves. 2. As soon as the'listening experi- 0. For class discussion, bring up the ence is over, write down the main issue of why some of the students may points as you remember them. Com- be doing poorly in a particular pare notes and discuss differences. course. Have the class determine if 3. Reverse the roles and try the any of the poor listening habits may experieree again. contribute to the lack of the 4. Discuss this experience. stu4erits' success. VI. Activities Related to the Entire Unit V. Activities Related to Improving on Listening. Listening Ability A. Ask students to write a 500 word A. Begin to make 'students aware of essay in which they evaluate hem- building their own vocabulary by selves as listeners, using Ni hols' giving short oral or written vocabu- criteria as their primary fo us. lary quizzes based on the reading B. Ask studentsxto role play a situation material assigned to the class. depicting a poor listener, accentuat- B. Another vocabulary building technique ing nonverbal cues. This skit may

is appointing a student per day to also be filmed or videotaped. . write a word on the board which he/ she has newly discovered. Each student then has a list of words on INSTRUCTIONAL ASSESSMENT which quizzes can be based. C. Occasionally collect students' notes I. Some of the work performed in the learn- after a class lecture and evaluate ing activities may be evaluated. the detail and organization of the example: material. Discuss note takirt as an A. Evaluate the record of the listening essential skill. experiences occurring over a three D. Instruct students that in their next hour period. conversation with someone, they are B. Evaluate the outlines made during the to use only restatements as respons- listening to a speaker assignment. es. Tell them to keep track of ,the C. rval'iate the process speeches. number of times the restatement(is a D. Evaluate the students' ability to give fair replication of what the tAker nonevaluative feedback in the role- meant. playing situations. E. Tell students to ask their conversa- E. Evaluate the students' ability to dem- tion partners a number of times each onstrate active listening. day: "What do you mean by that r. Evaluate the students' performance in term?" They should not be content the inference/observation activities. with a superficial answer. They n. Evaluate t.e students' statements of should continue questioning until fact and their proof of these state- they know what the talker means. ments of fact. F. Ask students to becomP aware of com- H. Evaluate the students' :Itory peting messages in situations where that re to be full of inferences. they should be engaged in active I. Evaluate the students' dedunive listening. Suggest a recent situa- paragraphs. tion like "Why I didn't get much out J. Evaluate the :Audunt.:' aHility to of that last history class." Discus recall an oral me:::age dven IN a types of distractions found at fellow student. sc' 01, home, church, etc., and hnw Evluate the r;tudent:.' hint:: for .1 tilt:, can be overcome or lessened. dull .q.eahor to follow hl attvact tne n. Instruct students to do this liten- ing experience with a friond who will Evaluat., th- L' why sharp two similar listening situa- someone wa not 11:ten in,' and t h.. j - tions with them. Iwt t he :.;eieVhad On t i t u iti en 1. During the first experience, afJ. Evaluate the A ident ;' the friend to tahe parefu1 notes t t t tr.

47 beliefs of a fello Vass e after. 4. Inference a 30-minute aitscusoN- 5. Observation N. Evaluate t en sperformance on 6. Intentionality the vocabulary quizzes. 7. Extentionality 0. Evaluate the essay in which the stu- 8. Good listening habits dents evaluate their own listening B. Explain the difference between hear- abilities. ing and listening. C. List six reasons why listening is II. The students' grasp of the basic informa- important. tion of this unit ma be assessed either D. List three requirements of effective in shoiit written quiz or in a unit listening. test. Students should,be able to: E. Describe the five elements of an A. Define the following terms learned in active listening attitude. this unit: F. Explain and give an example of infer- 1. Hearing ence/observation confusion. 2. Listening G. List four techniques to improve 3. Listening attitude listening ability.

UNIT SOURCES

Krupar, Karen R., Communication Games, New York: Macmillan Piblishing Company. Good selecti, of listening games for classroom use as well as other valuable communication games. See pp. 75-85 for listening games. A Lieb-Brilhart, Barbara, Comp., An Activities Supplement to the CUrriculum Guide for Speech Communication Grades 8-12, Crete, Nebraska: Nebraska Speech Association, 1972. Projects suggested here are structured according to the contract system for classroom, individual, or group assignments. Excellent projects on listening.

Mills, Earnest P., Listening: Key to Communication, New York: Pettocelle Books, 1974. Important background information clIcerning listening skills in our daily lives.

Moray, Neville, Listening and Attention, Baltimore: Penguin Books, 1959. Summary of some of // the research on listening in psychology and physiology. Needs to be updated. c

Nichols, Ralph G., and Leaonare A. Stevens, Are You Listening?, New York: McGraw-Hill Book 4 Company, 1957. the pioneer work on listening. Nichols is the leading specialist on listening behavior and this book covers many factors of the listening process.

, "Listening is a 10-Part $kill," Nation's BUsiness, 45 (July, 1957), pp. 56-60. Nichols' ten bad listening habits are explained and suggestions for overcoming these are given as well.

Russel, Davidt and Elizabeth Russe.,., Ninety Listening Activities, Columbia University: Bureau of Publications of Teacher's Collge, 1959. Excellent activities for in classroom use.

Wagner, Guy, Listening Games, New York: Teacher Publishing Corporation, 1969. Another good selection of games for improving listening skills.

Weaver, Carl H., Numan Listening: Nocesses and Behavior, Indianapolis: The Bobbs-Merrill Company, 1972. A comprehensive review of the principles of human listening and ways by which listening can be improved.

Audio/Visual Material

Are You ristening? Strauss Perennial, 1966, 12 minutes, b/w This film explores five major areas of non-listoninr.. ror a more effective communication

I program, it focuses on the diagnosis of the causes. Its aim 1.; to provide a firm basif: of

48 6-6 discussing non-listening effects, and to encourage people to judge the si *:icance of effective listening.

Communioatian Skills: Learning to Listen and &Tress Yourself Center for Humanities, slide/cassette program Receptive listening skills are the primary emphasis of this program.

/Listening: The Input Part of Communication Rank Production Roundtable, 1972, 14 minutes, color Dramatized in this film are poor listening habits and how to correct them. "Input" communication is offered. as the panacea to open the doors +hat block solutions. Listening Skills:An Introductibn Coronet, 1965, 11 minutes, b/w and color Images presented suggest a stream of consciousness to illustrate vividly what may be goin through one's mind with what "should" be going through one's mind while listening.

*king Yourself 4-nderstood Encyclopaedia Britannica, 1963, 14 minutes, b/w, vt/vc Collaborator: 'Cyril O. Houle, University of Chicago With the stress on the achievement of listening for more effective communica,tén, tHts film mines basic process factors involved. It analyzes the significan of recognizing elements in both criticism And evaluation. Five communication elemts are suggested: who, what, to whom, how, and with what effect.

Message to No Ones A Champion Oklahoma State, 1960, 25 minutes, color This film emphasizes the necessity of listening to others and of being conscious of ons

1 surroundings. Dramatized are the consequences of not listening in a family setting.

/Eh I

Imp . Sliulations/Games

Listening Games The Didactic System' The objective is to teach that listening is "functionally selective." Two men (on tape) discuss an issue. Before playing the tape, the instructor distributes six different sets of instructions to participants (participants believe they are receiving the same instructions). All listen to the taped conversation and answer the same questions, comparing answers. By examining all six sets and the four-page script of the taped discussion, participants are able to understand how "mental sets" and individual needs influence listening.

40 UNIT SIX

NONVERBAL COMMUNICATION

INTRODUCTORY STATEMENT ability to read, write, and comprehend the written and spoken word. Those endless "kr. Rileywasrat;-:e)unfriendly this spelling lists, vocabulary drills, and gram- morning." mar exercises were aimed to make us uffective users of the fnglish language and perhaps "Unfriendly? I didn't notice anything even speakers of a foreign language or two. unfriendly about him." But what about those messages that we send and receive without words as the code?A "What do 'you mean? He didn't even look at major portion of our communication experience the class when. he said 'good morning,' ind is in sendieg, receiving, and interpreting .for the first time this year he just stood nonverbal messages, yet it is rare for educa- behind the lectern as he talked. He usually tors on any level to explicitly addressthem- sits on the desk--more liike a friend than a selves to the "grammar" of the nonverbal teacher. That three-piece suit with the message. pocket watch was a bit much. Who os he 1-4 think he is? Mr. Chips or som, .age" This unit will'introduce the "grammar" of nonverbal communication so that students may "Oh he probably just had an important meeting become increasingly aware c: the influence of nonverbal communication in everyday life. ; a&ter school. I'm-sure he wasn't trying to impress us at all." Awareness of nonverbal communication is one objective; utilizing the nonverbal code is don't know. I'm going to steer clear of another. The quarterback faking a hand-off, him today. 1111 talk to him about my re- the poker player disguising his/her feelings\ search project another day--when he gets toward his/her hand, the lost person seeking down off his high horse." a friendly stranger for directions, and the interviewer looking for the "real" person behind the impressive resumiare all utiliz- The old adage, "You can't judge a book by its ing nonverbal communication to their poten- cover;" is ingrained in all of us at an early tial advantage. Likewise, the student should age. Yet we do, consciously or unconscious- be able to become an effective nonverbal ly, judge and respond to others according to comnunicator. An examination of the nonver- their "covers."The dress, walk, facial ex- bal messages which they send should help pression, and posture of others determines our increase literacy in the nonverbal world. responses to them, not only upon first meeting, but throughout our relationship with them. INSTRUCTIONAL OBJECTIVES

All of us hi. been sending messages nonver- 1. Without the use of notes, the student

. will be able to define nonverbal communi- . bally (withou vords) from the firgt minute of our lives,uui our survival depends upon cation. the ability of ethers to understand our 2. The student will be able to list four cries, coos, and wiggles.We in turn learn types of nonverbal communication. to interpret the-hugs, kisses, and gentle 3. The student will be able to explain how touch of those who care for us to the extent environment is a factor of nonverbal that we learn to identify our loved ones and communication. their feelings toward us. Although 4ftrst 4. The student will be able to describe an words were eagerly received as mile$eroges in interpersonal communication situation in our lives, by the time we said them, we had which the colors of an environment func- alrewiy become efficient communicators in tion as nonverbal communication. our wordless world. 5. The studsnt wil be able t,,:escribe an interpersonal communication situation in S. For the most part, education from nursery which the seating arrangements in a par- school days on, has been concerned with an ticular environment function as nonverbal

4io 50 N communication. clothing functions as a factor of nonver- 6. The student will be able to describe an bal communication. interpersonal communication situation in 25. The student will be ebde to describe an which environmental temperature functions interpersonal communication situation in as nonverbal communication. which clothing is functioning as nonver- 7. The student will be able to explain how bal communication. physical behavior is a factor of nonver.. 26. The student will be able to describe an bal communiCation. interpersonal communication situation in 8. The student will be able to list three which hair style is functioning as non- body movements which have specific mean- verbal communIcation. ings in our culture. 27. The student will be able to describe an f 9. The student will be able to explain.how interpersonal communication situation in touch can be a factor of nonverbal which posture is functioning as nonverbal communication. communication. 10. The student will be able to describe an 28. Without the use of notes, the student interpersonal communication situation in will be able to define personal sliace. which touch is functioning as nonverbal 29. The student will be able to explain how commUnication. personal space functions as nonverbal 11. Without the use of notes, the student communication. will be able to define what is meant by 30. The studtant will be able to describe an eye contact. interpersonal communication situation in 12. The student will be able to list four which personal space is functioning as ways in which eye contact influences nonverbal communication. interaction between communicators. 31. The student will be able twlist four 13. The student will be able to describe an ways that nonverbal symbols can affect interpersonal communication situation in verbal messages. which eye coritact functions as nonverbal 32. The student will be able to describe an - communication. interpersonal communication situation in 14. Without the use of notes, the student which a nonverbal message has an impact will-be-able to define what is meant by upon a verbal message. vocal quality. 33. The student will be able to explain how 15. The student will be able to list five nonverbal messages communicate feelings ways in which vocal quality functions by providing two specific examplesof as nonverbal communication. this phenomenon. 16. The student will be able to describe an 34. The student will be able to list five interpersonal communication situation in reasons why misinterpretation of nonver- which vocal quality is functioning as bal symbols often occurs. nonverbal communication. 35. The student will be able to d9rscribe an 17. The student will be able to describe how interpersonal tommunication:e1uation in the rate at which a person speaks func- which a misinterpretation oi a nonverbal tions as a factor of nonverbal message occurs. 4 communication. 36. Given a picture of interpersonal communi- 18. The student will be able to explain how cation, students will be able to identify physical appearance functions as a factor at least five nonverbal messages in the of nonverbal communication. picture and interpret these messages 19. The student will be able to list and according to the American cultural norm. define three body types. 20. The student will be able to describe what thP endomorph communicates by his/her CONTENT OUTLINE body type. 21. The student will be able to describe what 1. Nonverbal communication L., theproces;; the mesomorph communicates by his/her by which moanings are given to nonword body type. symbols. 22. The student will be able to describe what A. Environment affect.; the people within the ectomorph communicates by hin/her it. body type. I. olors encourdp,v typo.. 0( int-f.r- 23. The student will be able to descri1 ,. an ction. interpersonal communication situation in a. Warm (vollow, ornp,e, which body type in functioning nnnvcr- red) oneourapf int-rper.;onal bal communication. );roy) 24. The 5t444ent will be al to explain how 'Q01 . 01.(,r J ourage quiet. intimacy. 2. Seating arrangements affect inter- d. A monotone denotes boredom. personal communication e. Breathiness denotes femininity. a. Leaders generally sit in front f. Throatiness denotes or at the bead of a table; the masculinity. second in command generally 5. The rate at which one speaks, -sits at the right of the moves, and gestures communicates leader. emotion. b. A higher elevation suggests a. A fast pace denotes excitement the superior position. b. A slow pace denotes dread or c. Conversation is facilitated by insecurity. opposite or corner.,,ating. C. Physical appearance is the initial 3. Extreme temperatures can affect basis for reaction to others. the comfort of communicators 1. Body type is one facet of appear- thdry affecting the communica- ance that affects communication. tion between them. a. The endormorph, or fat person, B. Various physical behaviors, the ways is siereotyped as good-natured, in which people move and use their kind, and not in good health. bodies, have acquired meanings in b. The mesomorph, or muscular per- our culture. son, iststereotyped as strong, 1. Some body movemegts have specific adventurbuy, and masculine. Meanings. c. The ectomorph, or lean person, a. A wave of the hand is a is stereotyped as sickly, greeting. tense, and intelligent. b. A crossing of the arms shows 2. Clothing influences assessment of firmness or being closed. others. c. A shaking of the head shows a. Uniforms.(police, milithty) disagreement. demonstrates position and/or d. A nndding of the head shows authority. agreement. b. Fashionable clothing denotes 2. Touch is also culturally tied. affluence and materialism. a. Handshaking means friendship. .c. Careless dress denotes a lack b. Arm hugging means emotional of concern for self. support. 3. The hair style or length of hair c. Kissing denotes a close rela- can show age, interests, and tionship in the United States, political spectrum. while it shows friendship in 4. Posture can show a degree of many other countries. self-confidence. d. Touch can increase warmth if it D. Personal space is the particular area is congruent with the needs of around an individual which he/she the other. feels is his/her own. 3. Eye contact influences interaction 1. Personal space is defended as an between communicators. exclusive preserve. a. Eye contact conveys the message 2. Violation of personal space elic- that channels.of communication its defensive behavior such as are open. leaning back, body rigidity, lack b. Eye contact between communica- of eye contact, etc. tors incpeases as distance increases. II. Nonverba3 communication functions in the c. Eye contact may causeanxiety communication situation in many ways. if a person gazes for a long A. Nonverbal symbols have an impact period of time. upon verbal messages. d. A lack of eye contact connotes 1. Nonverbal messages may reinforce deception, lack of interest, or the verbal message. nervousness. 2. Nonverbal messages may contradict 4. The vocal qualifies.communicat.. verbal messages. beyond the words being said. 3. Nonverbal messages may specify/ a. Loudness denotes anger. modify the verbal message. b. A high pitch denotes J. Nonverbal messages may control the excitement. flow of conversation. c. A low pitch denot(s concern or nverbal mesrlages usually

52 communicate feelings. decor, lighting, etc. 1. Feelings difficult to convey ver- 1. Doctor's office bally.can be conveyed nonverbally 2. Restaurant with less difficulty. 3. BoUtique v. 2. The nonverbal message has higher 4. Church credibility with an audience since 5. Museum it is often conveyed unconsciously The results of these observations may t and is less controllable. be material for class discussion or an essay assignment. III. Misinterpretation can result when C. Divide students Intu groups of four attaching meaning, ow failing to attach or ,five and assign each group the meaning, to nonverb41 symbols. same-one-act play to read. Each A. Most nonverbal symbols are culturally group must then "design" a set (com- bound; therefore, when confronted plete with furniture), assign roles with people from a different culture, to famous actors/actresles, and de- care must be taken in deciphering sign costumes, as if tOre group were nonverbal symbols. actually goigt to produce the play. B. Nonverbal symbols should be inter- This projeci-Van be accomplished bY i!treted with other cues such as set- use of magazine pictures and card-' ting, verbal symbols, etc. board mock stages. C. Sometimes nonverbal cues are not 'Compare/contrast the results of each intentional and do not indicate an group's efforts. Each group should emotion. be prepared to defend the nonverbal J D. Sometimes a nonverbal cue is a effects they want to convey to the random movement or a personal habit. audience in light of the theme of E. Some nonverbal cues are not received the drama. due to inattention or inexperience. D. Ask students to rearrange the furniture in a room in their homes and ask * them to record in their journals or LEARNING ACTIVITIES discuss in class reactions to the change by various family members over Activities Related to Types of a period of a few days. Pe. %aps a Nonverbal Symbols series of small changes such as the A. Ask students to describe two.class- placement of a plant, table, lamp, rooms in which they attend classes chair, etc., could be made over a daily. They should then describe period of a few days if a radical three nonverbal messages they receive change is impractical. in each situation from the environ- E. Ask students to bring copies of old mental factors involved. Specific decorating magazines and, randomly attention to size, colors, seating choosing a room such as kitchen, arrangements, etc., should be given living room, dining room, etc., as students identify the kind of select a photograph of a room that learning experiences that they antic- most typifies their ideal of that ipate in these environments. A prof- room for their future home. Students itable discussion may center on com- may prepare a short oral presentation paring the old with the new classroom in which they describe the nonverbal and the traditional and the open implications of the colors, types of classroom. If possible, the instruc- furniture, furniture arrangement, tor should arrange to hold class in etc. different locations during the non- F. Ask students to.write a one-paragraph verbal unit and spend a portion of description of someone entering the class discussion time on the effect classroom (he/she should Le a fic- of the atmosphere found in the gym, tional character). They should not library, chemistry lab, cafeteria, have this person say anything; etc. Journaentries in which stu- rather, the mood and personality of dents record their reactions may be the person should be presented assigned. through body language. Each para- B. Recommend that students take noi:e of graph should be read to the class (or the physical arrangements of the fol- in small groups) and the audience lowing places by commenti-g on the should try to guess the mood/persca- messages transmitted by furnishings, ality of the charater.

53 G. Assign students to spend an hour sit- letting their "eyes" do the talking. ting in a park, restaurant, ilma sta- What messages were given and tion, or somewhere they will have an received? Discuss., opportunity of seeing a great many M. In order to make students aware of people they do not knoN-..Whenever the effect of eye contact, instruct someone comes by who tattles the students to do the following experi- student's eye, he/she shoul::. jot down ment during a free period: a comment about what he/she is like. 1. Instructions: Walk down a hallwilir They then should ask themselves what and choose a person walking towa caused them to make this guess and jou who is far down the hall. list as many details about this per- Look directly in his/her eyes un- son as possible. A few details that til he/she walks by. Repeat with m% . might influence themPare: age, sex, a few other people. clothing, posture, gestures, build, 2. During the following class period, etc. Discuss the results of this discuss the nonverbal and verbal observation in class. messages sant in reaction to this H. To illustrate the concept that the eye contact experiment. What body con7eys a great deal of meaning meanings did the subjects think ev n without words, devote a class were being communicated? period to a game of charades. After- N. Pair students and ask them to conduct ward, discuss how much it is possi- a conversation by vocal variation as ble to convey without words. they sit close together with eyes I. Walk into your cl.ssroom several closed. Using only one or tw4 vowel times, each time nveying through sounds, such as "oo," "ah," "ee," (no your body languag!ra different type words) they should attempt to commu- of teacher (or student.if you pre- nicate through varying tone, quality, fer). Have the students watch and pitch, rate, etc. Discuss the then write what type of teacher or messages sent. student they think you are and what 0. Divide students into groups of four body signals led them to that conclu- and ask them to enact a situation us- sion. Compare the conclusions ing one phrase for all the dialogue. reached by various members of the For example, they may enact an argu- class and ask them to describe tue ment between a coach and a football player with both parties using only body language which led them to their 0 conclusions. Ask for a volunteer to the words, "on the bus." enter the room for a repeat of this P. Arrange students so that they are exercise if desired. seated in a cirtle. Have each men- J. Instruct.stutents in a trust walk ex- tally choose a fellow student and ercise. After pairing students, have write down a message he/she receives one partner blindfold the other. about the person's mood, feeling, and Then, without any talking, the sigkt- purpose from what the person is wear- ed partner guides the blindfolded ing. After a few minutes, tell the partner around the school, guiding students to exchange their observa- his/her movvent. After a period of tions and discuss inferences made time (30 minutes), partners should based upon clothing. switch roles. After the exercise, Q. List a number of jobs like doctor, students should discuss the kinds of lumberjack, judge, teacher, chemist, messages given and received during mechanic, etc., on the board. Have the "walks" and the degree of devel- students write a brief description of opment of conf:dence in the partners. the clothing they would expect mem- K. Instruct students to sit face-to-face bers of these professions to wear. with a partner across a table. Each Discuss. person must close his/her eyes and R. Present a series of 8-10 photographs find each other's hands and explore or slides depicting people of various 1he hands by movement and touch. ages and races in various styles of After a few minutes, discuss the clothing. Ask students to select the kinds of messages that were transmit- one person they would most want to ted and the new percep-Pions of the sit next to during a cross-country partners gained through this exercise. bus trip. Then discuss the nonverbal '40* messages they received from the pho- L. Pair students and instruct them to le Sit face-to-face for five minutes, tographs that influenced tbem in

' making their choices: ' discuss a c-mmonly agreed upon topic S. kik students to analyze their own for five minutes. Then, each partner physical appearance for the period should identify the messages received of a week. In their journals, they from specific nonverbal behaviors. should daily record what they wore C. Ask students to carefully note the that day and what they communicated, nonverbal messages sent by a speaker or wanted to communicate, by their during a.sermon or lecture. Discuss physical appearance. These journal how the speaker used or failed to use entries may serve as the basis of an nonverbal symbols to identify main essay in which students analyze per- ideas. sonal appearance as aqm..Inverbal D. lastruCt students to watch a specific symbol. newscast on a given day with the vol- T. Inv :met students to try to commani- ume turned off. At the same time, cats a serious matter to a friend at the instructor may record the news-

each of the following distances: . cast or ask a group of students to 1. By whispering in his/her ear. listen to it. During the following 2. By speaking at arm's length. class, discuss the nonverbal cues 3. By speaking about six feet away. that led to an understanding of the 4. By speaking across a room. messages sent during the newscast. 5. By speaking outside at approxi- E. Have each student draw a slip of pa- mately 40 feet apart. per on which is written a single word .Students should note the alterations (see list below).When it is his/her Made in the nature of communication turn, he/she must walk around the in order to convey the 'message. Stu- room using the body to illustrate the dents.should repeat this exercise meaning of the word. No-sound may be using an impersonal sUbject. made and the class is to watch si- U. In order to increase students' aware- lently. When.the student has com- ness of personal space as a factorin pleted the taik, each member of the nonverbal communicrodal, instruct class writes down what he/she thinks them to go. to the librar5 Laid take a the word is and what nonverbal cues seat next to a peruon studying alone suggested that meaning.At the end at a table. They should begin work- of's number of presentations, the' ing but be conscious of the person's plass can discuss their perceptions reaction to them. They should try as well as the ease ordifficulty of this several times throughout the this.exercisq. -nonverbal unit, and note the varying Word suggestions: reactions they receive by this impo- bored conceited sition of personal space. How did happy nervous various individuals cope with this. critical intelligent situation? love-struck childlike V. Have students select one of thefol- sly aggressive lowing categories of nonverbal com- F. Divide the students into groups as- .munication and write a paper citing signing each group the task of demon- real life examples that demonstrate strating&dough. a skit the four ways the importance of the category in by which nonver.b.1 symbols can have their daily communication an impact upon -arbal messages: expericences. 1. Reinforcement 1. Environment 2. Contradiction 2. Physical behavior 3. Modification 3. Physical appearance 4. Control of conversation 4. Personal space G. Instruct students to make a list of nonverbal cues they give that either II. Activities Related to Nor .erbal dismiss another person or serve as Communication Functions "put downs." Ask students to demon- A. Instruct students to make journal strate these techniques in class. entries in which they record non- Discuss how gestural behavior can verbal messages responded to during serve as a uegative influence on a given day. They should identify interpersonal communication. those messages that had the greatest and least effect on behavior. III. Activities Related 4o Misinterpretation B. Pair students, instructing them to of Nonv All Cues 5568 rvPs t

A. For oral presentation-and demo learning activities may be evaluated. stration, students of variouracial \For example; and ethnic backgrounds may instructed 'A. Evaluate the students' role playing in to research the particular nonverbal the various suggested activities.

, codes for politeness and propriety B. Evaluate the students' contributions in their respective homelands and/or to class discussion throughout the families/subcultures. Students may unit. be assigned a cultural group since C. Evaluate the students' journal entries duplication may result in this made during the unit. exercise. D. Evaluate the students' essay on a par- B. Invite a person from another country ticular environment. to discuss the meanings of nonverbal E. Evaluate the students' one-act play sytbols in his/her country. Perhaps prdauction. the guest speaker has had problems F. Evaluate the students' oral presenta- with nonverbal communication in the tion of their ideal room. United States that he/she can G. Evaluate the students' one paragraph describe for the class. description of a fictional character C. Ask students to recall a recent ex- walking into the room. perience where they misaed an impor- H. Evaluate the students' essay on ap- tant nonverbal cue due to their own pearance based on a week's observation inattention or inexperience with the of themselves as nonverbal symbols. cue. Perhaps groups of students can I. Evaluate students' essay on a category role play some of these situations of nonverbal communication. and suggest remedies to the problem J. Evaluate the students' skits on four of Missed cues. ways by which nonverbal symbols can D. Assign groups of students to role have an impact on verbal messages. rlay a situation in which someone K. Evaluate students' research report on mistakenly attributes meaning to a a foreign group's nonverbal communica- meaningless cue or does not attrib- tion symbols. ute meaning to a meaningful cue. L. Evaluate students' essaY on the phe- E. Assign an essay in which students nomenon of misinterpretation of non- analyze the phenomenon of misinter- verbal messages. pretation of nonverbal messages M. Evaluate the essay entitled, "More through describing specific instan- than Words." ces of this in their own interactions. N. Evaluate the students' media presentation of a wordless story. IV. Activities Related to the Entire Unit 0. Evaluate the students' analysis of A. In an ay entitled, "More than children's wordless books. Words, students can take a personal inventory of themselves analyzing the II. The students' grasp of the basic informa- messages 3ent by their clothing, hair tion of this unit may be assessed either style, jewelry, vocal qualities, body in a short written quiz or in a unit type, and other nonverbal symbols. test. Students should be able to: B. Students may create a slide presents- A. Define the following terms: tiont videotape, or film which tells 1. Nonverbal communication a wordless story (sound-may be used). 2. Eye contact A written or oral analysis of the 3. Vocal quality message system used in the presenta- 4. Endomorph tion should be presented with the 5. Mesomorph created material. 6. Ectomorph C. Students may research childreht-t 7. Personal space wordless books and present a panel B. List and describe the four types of kt:ct which introduces the class to this nonverbal communication. form of literature and evaluates the C. List and describe four ways in which methods of authors/illustrators used eye contact influences interaction to create books. between communicators. D. List and describe five ways in which vocal quality functions as nonverbal INSTRUCTIONAL ASSESSMENT communication. E. Explain how physical appearance func- I. Some of the work performed in the tions as nonverbal communication. F. List and describe four ways that non- often occurs. verbal symbols can affect verbal H. Identify at least five nonverbal mes- messages. sages in a picture and interpr t these % G. List and explain five reasons why messages according to our cult 1 misinterpretation of nonverbal symbols norm.

UNIT SOURCES

Benthall, Jonathan, and Ted Polhemus, eds.., TheBody as a Medium of'Expression, New York: E.P. Dutton and Company, 1975. This collectionof interesting and insightful essays about the role of the body in communication includessuch noted authors as Birdwhistell, Bates, and

Duke, Charles R., "Nonverbal'Communication:Activities to Stimulate Awareness," Exercise Exchange, 18 (Spring, 1974): 21-25. This article suggests exercises, activities, and materials teachers ban use to help students increase awareness of the nonverbal aspects of communication.

Fast, Julius, BodyLanguage, New York: M. Evans Compy, 1970. This popular book discusses the notion ofpersonal space, toubhing, the nonverb signs of loving, and the body as a communicationmedium. Highly readable for students and teachers.

Hall, Edward T., The Silent Language, New Yak: Doubleday and Company, 1959. This is an excellent examination of the nonverbil communication within and between people and cultures.

Heiman, Hazel, "Teaching Interpersonal Communication," North Dakota Speech and Theatre Associa- . tion Bulletin., 2 (Winter, 1973-74): 7-29. An outline for teaching an interpersonal communication course to high achool students is presented in this article. The suggestions for teaching the nonverbal unit are worth looking into.

Mehrabian, Albert, Silent Messages, Belmont, California: 4Wadsworth Publishing Company, 1971. Another readable paperback (see Fast) that presents the theories and concepts of nonverbal communication. Useful for students and teachers.

Ruesch, Jurgen, and Weldon Kees, Nonverbal6nmunication, Berkeley: University of California Press, 1956. Although one of the early treatises on nonverbal communication, this book remains one of the major texts on nonverbal communicative behavior.

Scheflen, Albert E., Body Language and Social Order: Comunication tcs Behavioral Control, Englewood Cliffs, New Jersey: Prentice-Hall, 1972. The social functions of gesture are explored in this popular and readable book.

, Row Behavior Means, New York: Gordon and Breach, Science Publishers, 1973: Garden City, New York: Doubleday and Company, Anchor Books, 1974. Another good book on gestures, Scheflen explores the ways meaning is assigned to various gestures.

Weitz, Shirley, ed., Nonverbal Communication:Readings and Commentary, New York: Oxford University Press, 1974. This collection of classical studies of nonverbal communication includes essays on facial expression, paralanguage, body movement, spatial behavior, and multichannel messages.

Audio/VisualMIterials

Art of'Silence, The: Pantomimes with Marcel Marceau Encyclopaedia Britannica, 8-17 minutes, each color This series of 13 films deals with the meaning of mime: "The Language of the HPart"; 410 "Bip as a Skater"; "The Painter"; "Bip at a Society Party"; "The .;ideshow"; "Bip Hunts Butterflies"; "The Creation of the World"; "Youth, Mat4rity, Old Agp"; "The Ma:4mdher"; "Bip as a Soldier"; "The Dream"; "The Hands"; "Cage."

57c, S. t)1). Invisible matta University of California, 1969, 12 minutes, b/w This film illustrates the dependence of American social interaction upon nonverbal communication. Film focuses on "invisible barriers" erected by individuals.

Xinesios Pennsylvania State University, 1964, 73 minutes Raymond L. Birdwhistell, Eastern Pennsylvania Psychiatric Institute, delivers a lecture .about a "system of categorizing and defining facial expressions, gestures, posturing in tIrms of communicative meaning."

Looking for Me University of California, 29 minutes, b/w Janet Adler presents a film about body awareness and body language. If wiler communication methods fail, methr of nonverbal communication are suggested.

Louder than Worde Northern Virginia Educational Television (WNVT), 1971, 17Thinutes, color #4 , . From Know What I Mean Series: This film suggests that glances, postures, and gestures are all "culture-shaped" and often speak more eloquently than words. Body language meanings are explored and compared.

Mime orMarcel Aktrceau, The Learning Corporation of America, 23 mi%utes, color This fils follows the great French pantomimist at work both on stage and behind the scenes. We watch Marcel Marceau before an audience giving a seemingly effortless performancethat runs the gamut from comedy to tragedy.

Stained Vass: A Photographic Essay Bailey Film Associates, 1971, 8 minutes, color No narration In this essay of nonverbal communication, a craftsman makes astained glass work of art to 411/ express his love of beaut,7. Students of language and composition may interpret his inspiration and perception.

Simulations/Games

Book Teak Psychology Today Games, 30 minutes-1 hour Players: 2-10 Somewhat related to the old,time charades, this game of nonverbalcommunication rewards participants who attempt to expresk and receive emotions successfullywithout using words. Cards with emotions written on them are dealt to players. They attempt to communicate these emotions by using their entire bodies or parts ofthe body. The object of the game is to "get rid of" cards by expressing and receiving emotionseffectively.

58 66 UNIT SEVEN

GROUP COMMUNICATION

INTRODUCTORY STATEMENT certain that everyone has an equal input into the discussion," or "Be sure to adopt a demo- "Hi Sue. Thanks for having me over last cratic style of leadership."A premium is

- night. I couldn't believe how much fun your often placed on a "happy, cooperative" group family has together at dinner. I sure wish at the possible expense of creative conflict. my family was like that. Seems like someone The problem of prescriptions is' that for is always rushing off, or my father uses the every two cases that support the rule of be- time to lecture to us. What a difference havior one exception can be found. Why there is between our two families!" should everyone have an equal say if not everyone has equally worthy contributions? "I can't understand it. We never seem to Why should we adopt a democratic style if the accomplish anything in our meetings. Seems task demands and member needs are more favor- like the athletes and cheerleaders take one able to a strong and somewhat domineering side of an issue and the debaters take the leader? other side. I wish our student council could be a little more cohesive." This unit attempts to avoid easy prescriptions in favor of behavioral descriptions. "Mom, I can't understand it. All of the By the end of the.unit, a student should have popular kids in my class are going to Steve's a fuller appreciation of the group influence 'party but I didn't get invited because every- upon his/her life, and he/she should be more one knowi that I don't approve of drinking. aware of some of the social dynamics of group Sometimes I feel like I ought to give in and interaction. Material on discussion and join the others...." problem solving groups is provided in this unit; the family group and peer group is discussed in separate units. Regardless of whether a atudent has had any instruction on the functions of group behavior, by the time he/she is in high school INSTRUCTIONAL OBJECTIVES many groups have had a major influencen the student's life. The family serves as ipri- 1. Given a list of groups; the students will mary group but'soon other groups such as be able to identify whether a group ful- church, school, and recreational groups add fills a task, social or combination their influence upon molding the behavior of function. the individual. Much of our life is spent 2. The student will be able to identify communicating in and about groups. three types of task groups operating within the school. Groups contain a few people with shared in- 3. The student will be able to identify terests who communicate regularly with one three types of social grcups operating another. They may be formed for specific within the school. t4 task related purposes, such as the student . student will be able to write a council, or they may meet for primarily so- de inition of groups. cial`kasons, such as a group of flViends. 5. The student will De able to explain ia Whatever the reason for their fol ation, his/her own words the meaning of nqtworks groups share certain commonalities. Expo- of people. sure to these commonalities does not guaran- 6. Given a list of aggregates of people, the tee that a student will solve the difficul- student will be able to identify groups ties experienced in groups, but at least he/ and non-groups. she may be more understanding of the process 7. The student will be able to explain in and may in turn be a more productive and his/her own words the responsibilities of 1110 responsible member. membership a group. 8. Given a typical task group, the stude:it An easy temptation in discussing group behav- will be able to identify at least two ior is to offer prescriptions such aa "Make role responsibilities necessary for task

59 87 . completion. in group situations. 9. The student will be able to identify in 3q. The student will be able tel define his/her own words, three needs or desires 4. content behavior. that are met by group membership in 31. The student will be able to define process behavior. general. , 10. Given groups the size of 3, 6, and 20, 32. The student will be able to list the the student will be able to describe how behaviors that fulfill the task needs each of the groups'would function differ- a group. ently from the others given the size of 33. The student will be able to list the its membership. behaviors that fulfill the socio-emotion- U. The student will be able tolist three al needs of individuals in a group. influences of increased group size. 34. As a member of a task-oriented group, the 12. The stuuent will be able to list three student will be able to exhibit behaviors: influences of decreased group size. f41filling both task and socio-emotional 13. Given an even or odd sized group, the needs. student will be able to identify the 35. The student will be able to describe why major influences of group size upon effective disclosure and management of decision,resolution. emotion is an integral part of group 14. The student will be able to describe how membership. tho difficulty of a group task affects 36. The student will be able to list the the group. characteristics of the "typical" leader. 15. The student will be able to explain how 37. The student will be able to define leader solution multiplicity affects the task- credibility. oriented group. 38. The student will be able to describe 4.16. The student will be able to explain how leadership power and its effects on a ,the outcome of a task-oriented group is group. affected by the cooperation requirements 39. Given the opportunity to observe a group, of a group. the student will be able to assess the 17. The student will be able to describe how leadeirohip qualities exhibited by the

- task familiarity affects the task- leader of the group. . oriented group. 40. Given the opportunity to observe a group, 0 18. The student will be able-to define norm. the student will be able to identify the 19. The student will be able to explain how positive and negative socio-emotional group noems may affect ildividuals within behaviors of the members. a group. 41. Given the opportunity to observe a group, 20. The student will be able to name two the student will be able to identify the types of norm reinforcers. task-oriented behaviors of the members. 21. The student will be able to describe the 42. The student will be able to distinguish effects of norm deviation and give a between having a leader in a group and personally experienced example of this having leadership in a group. pllenomenon. 43. The student will be able to list four 22. The student will be able to list five leadership functions. steps of the reflective thinking methcd. 44. The student will be able to list three 23. Given a problem and placed in a group, leadership styles. " tiAp student will be able to exhibit 45. The student will be able to define and peif rmanceof the reflective thinking identify the authoritarian leadership metho%h..1141... style. q6. The student will be able to define ard 24. The.:2114 t will be able to describe how tt.i. iroblem should be stated to a group identify the democratic leadership btyle. Int the reflective thinking method. 47. The student will be able to define and 25.tilt atudent will be able to explain the identify the laissez-faire leadership advantages of brainstorming as a group style. problem solving technique. 26. The student will be able to describe ,1Drainstorming. CONTENT OUTLINE 27. The student will be able to participate in a brainstorming session. I. Most groups have either work or social 28. The student will be able to describe an reasons for existing. effective group member. A. Task-oriented groups include factory 410 29. The student will be able to exhibit the production groups, student government behaviors of an effective group member groups, surgical teams, and study groups. participation. B. Social groups include Friday night 2. There is pn increased demand for double dates, bowling teams, juvenile member cohformity. gangs, and the traditional family. 3. Member saiisfaction generally C. A combination of task and social. increases functions may also prevail for some 4. Cohesiven ss (willingness to be- groups. long) andelationships are strengthen d. II. A group consists of a network of people C. Even numbered membership potentially who have intentionally given part of results in equal coalitions (sides) Jcheir personal iecision-making power to which make control difficult; odd the authority of a larger social unit in numbered membership potentially re- pursuit of mutually desired but sepa- sults in majwity and minority coali- rately unobtainable goals. tions for decision resolution. A. Groups exist because people are , linked together through their actions. IV. Groups exist for the accomplishment of "-- B. Groups cannot remain intact unless certain Oals which are achieved by people who identify themselves as task activity. If members"are able to generate and A. Group tasks have been found to vary maintain acceptable ways of defining accordimg to difficulty, solution and controlling their actions as multiplicity, cooperative require- participants. ments and familiarity. 1. What this means for the individual 1. Task difficulty refers to the dif- is that he/she must accept some ficulty a group encounters while restraints on personal desires and trying to complete the task. behaviors so that the unit can a. Tasks that are too difficult function effectively. tend to be frustrating and de- 2. The individual must also be will- moralizing to a group. ing to behave in accordance with b. Tasks that are too easy tend to group demands. be boring and unsatisfying to C. Group membership is stimulated by group members. needs and desires. c. Difficulty varies accord.i.ng to D. Group members becpme associated with the abilities and interests of one or more roles\(responsibilities each member of the group. or styles of behavior) related to' 2. Some tasks have a number of possi- group activities and the division of ble alternative solutions while labor. other tasks are less complex; so- E. A small group consists of more than lution multiplicity generally re- two and less than twenty people. sults in increased time and effort as complexity increases. III. Group size affects member participation 3. The cooperative requirements for and group functioning. task completion have an effect on A. As size inclaases: the outcome. 1. Frequency of participation de- a. A group should be superior to creases for those who are less individual judgments since a outgoing; participation increases group has the advantage of the for those who are outgoing (dif- best inpu4 contributions of ferences of participation fre- each memb,, quency are intensified). b.Individual:. lay he surerior to 2. Designated leaders assunip more the group, howevet, when the control over group functioning and task requires a central organi- direction. zation of information. 3. Cohesiveness (willingnels to be- 4. Tasks that are familiar to the long) decreases. membomhip arp mor efficiently 4 Group actions become more connor- Ind oftectively completed than vative due to a splintering of t:. ,:;e that arc. now. member attitudes and behaviorn. B. In addition to t.vd% characterLtics, 5. Cliques or subgroups are more yxoup meml,,,n; rIar:e re:Itriction.1 on likely to emerge. ),,oal Ichievorm.nt an 1t.1 3 B. As size decreases: accompli :hinimt:.. 1. There is a greater spread of I. finrw, i'...ner.illv -Indorm itti.n

6 codes of conduct, regulate how discuss the merits and demerits of group members should act in rela- each suggestion. tion to the task. 2. Group norms have been found to V. An effective group member should be alter member perceptions because aware of other member roles, behaviors, IllIt members generally adopt the pre- and feelings in addition to hisi..er own. vailing opinions of the group even Oftentimes members become so involved in at the expense of their own better their own participation that they forget judgment. to observe how the entire group is 3. Verbal feedback and nonverbal be- functioning as a unit. haviors (e.g., a frown) serve as A. An effective member should follow the norm reinforcers. cont t (verbal interactions) and 4 Norm deviation may result in ex- proctss (relationships) of the group. pulsion from the group, exclusion 1. Content behavior is a group con- from interaction and decisions, cerned with reception of messages. and;other forms of punishment. 2. Process behavior refers to the C. One of the mobt well known methods of group atmosphere, conflict, and decision making (task work) is the cooperation that may prevail. reflective method. The steps of thiJ B. Most groups will have both task and problem 3olving method are: socio-emotional needs which must be 1. Define key terms and narrow the fulfilled. problem to a manageable scope. 1. Task needs are filled by asking a. The problem should be stated for and giving information, in luestion form. opinions, and suggestions. b. The question should be stated 2. Socio-emotional needs are ful- simply and clearly. filled by positive and negative c. The question should limit the acts. scope of the problem. a. Positive acts include friendli- d. The question should not be ness, supportiveness, mediating worded in such a way as to be differences, and keeping the answered by a yes or no. opportunities open for everyone 4111 e. The question should be stated to participate (gatekeeping). impartially. b. Negative acts include unfriend- 2. Analyze the major aspects of the 4 liness, showing of tension, and problem, including all relevan% disagreement. 4 information. c. Since meaningful problem solv- 3. Generate a list of possible solu- ing involtres the clash of opin- tions and determine standards of ions, negative acts are as appropriateness and practicality. natural as positive acts. 4. Select the most desirable solution. 3. Effective disclosure and manage- 5. Assess the advantages and disid- ment of emotions is an integral vantages of the solution. part of group membership. D. Another approach to decision making 4. Roughly 58 percent of group inter- or problem solving is brn ngtorming. actions should relate to task Brainstorming has as its goal the activity, 22 percent should fall generation of as many ideas as possi- in the area of positive socio- ble with the assumption that good emotional behavior and 20 percent ideas are often overlooked in more should be reflected in the rational approanhes. negative area. 1. The issue or problem is identified C. The key to effective group discussion and limited. is recognizing the needs of the group Members are encouraged to spon- and having members who are flexible taneously throw out as many sug- enough to adapt their roles to task gestions as they can think of needs and socio-emotional needs. within a specified period of time. 3. The only rule for conducting VI. Rs-gar(ilerlt; of whether a group has an brainstorming activities is that elected leader or no one designated as ideas cannot be criticized when leader, after a brief time one or, more they are given. memberL; usually emerge as dominant 4. After ai1 possible ideas have born fopce!; in shaping the direction of the generated, the group rillculd group.

62 7ri A. The person whoifocuses the group on necessarily control the group the task is generally regarded as the process of interacting but does leader. control the group product (he/she 1. Leaders have been found to be some- makes the decisions . what more intelligent, physically 2. A democratic leader does not con- larger, and psychologically better trol the decisions but does con- adjusted than other group members. trol the process (i.e., requires 2. However, there are many exceptions parlimentary rule, vote by to these findings and it is prob- majority, etc.). ably safe to say that all people 3. The laissez-faire leader controls are capable of leading in some neither the process nor the situations. decisions. 3. An important characteristic of 4. Under various conditions each of leaders is their abiaity to these ptyles can be effective or influence others. ineffective. Leaders must assess a. A leader capable of influencing the needs of the members, the task, members has power over'the and the situational constraints. members. S. Power is potential influence. c. Power is often based upon lead- LEARNING ACTIVITIES er characteristics that are valued by members. These char- I. Activities Related to the Reasons for acteristics are regarded as re- Groups . -we sources (i.e., intelligence in A. Ask students to divide a sheet of the classroom, strength on the paper into three sections. Label one athletic field, attractiveness section task groups, another section in social events). social groups, and the third section 4. The most important characteris combination groups.Students should of a'leader is his/her credib ity then list groups to which they belong (trustworthiness, charisma, image). under the appropriate label.. Upon a. A leader's credibility is gen- completion, ask for volunteers to erally believed to be based on identify some of the groups to be competence, character, inten- listed on the board. Discuss the tion, personality,'and dynamism. appropriateness of the categorization b. All of these characteristics of each group. are relative to the group. In B. Ask students to review their list of other words, an expert in one task oriented groups to 4hich they group is not necessarily an belong and name the specific task expert in another group. that the group has assigned to it. B. lroup members should not be as con- In their journals, students should cerned with "leader," which is a role write why they think the task for in a group, as they are with "leader- each group is best handled by a group ship" which ian act of influencing. rather than an individual. Perhaps 1. Leaders do not necessarilY need to some students will consider the task perform many leadership functions; best suited for an individual rather they are responsible for finding than a group. Discuss these members to fulfill the functions. considerations in class. 2, Groups can progress without lead- C. In reviewing their various social ers tut they cannot progress with- groups, students should list the out .0ada../ohip. activities that members of the group 3. LeadeosK, functions include: de- share in common. If this activity fining and maintaining goal direc- were stopped, would the various tions, providing and maintaining groups disband? Why or why not? group structure, facilitating Discuss or wnsider for a journal group action and interaction, entry. maintaining group cohesiveness and D. Instruct students to write a brief member satisfaction. biography of a social/task/combina- C. Three leadership styles are commonly tion group in which they actively referred toeas authoritarian, participate. They should answer the democratic, and laissez-faire. following questions: When did it 1. An authoritarian leader does not begin? Who started it? Has tho 6371 membership changed? Why? How long contrast their group experiences, will the group last? particularly the effect of the group E. Students should discuss or write size on the problem'solving process. about groups in which they partici- E. In a journal entry, students should 1110 pated that do not exist anymore. review a group to which they belong °Concentrate the discussion on reasons and consider if the change in the for disbanding the group. How did group's.size-Aroughout its history Nc they feel when the groupended?Did haseefreqed their own participation they find other groups to take the in goat group. As the group got 3 place of the disbanded group?Did lager, did cliques form?An essay they form another group with some of assignment may result from this the members of the first group? journal.entry. e00.004110nNz- tII. Activities R4lated to the Characteris- III. Activities Related to Group Problem tics of the Small Group Solving A. Based.upon the definition of groups, A..Instruct students to list those .,.., ask students to identify when cer- groupsto which they belonvand par- °I' tain aggregatesiof people do not ticipate actively. For each group ,-, qualify as a grat. Use the follow- they should list five norms which ing.list for labeling groups and non- govern the interaction in that group group aggregates. (whether formally or informally). 1. Aicrowd watching a football game. After they have finished, they.,should 2. A cheerleader squad. discusS'the means (foriffial.orliMormal) 3. The footballteam. the group uses,te-r#ihforce its / % 14. Ticket takba,s at a game. .membars-for adhering to the norm.. 5. A pep club. B. *Discuss the type of problems which 6. A bunch of 9tudents watching a could be better solved by a group and *fight behind the stands. those that would be better solved by B. In'tpleir journals,.students should an individual. Students should call listotwo groupsto whia they belong. upon their own experiences with group Next; identify the behaviors which problem solving for this discussion. must be given.up to belong.to each C. Invite a counselor or psychologist to group. How does the group enforce class to lecture on the pros and cons obedience? What behavior is the stu- of the group therapy technique they dent forced to engage in as a re- may use in their counseling sessions. quirement of b9longing to the group? D. Assign the r vel One Flew Over the What nee0 and desires are met by aickoo's Neez by Ken Kesey. Although belongin to each 9f the groups? a work of fiction, the group therapy What roles does the student fulfill sessions depicted in the novel are in each group? quite realistic. Discuss the effect C. As4k students tb considetthe groups these sessions had on the characters which they belong.' They should in the novel. Other elements of 1st one group whicH they consider group communic4tion can also be seen highly cohesive and one group which .operating in tie book as well. they consider leds cohesive. They E. Ask student*d to phrase the following should then consider what makes t' problem areas into problem solving group differ in cohesiveness and !kit questions that meet the five guide-

specific differences occur in ea( 1 lines for wording a prOblem nolving groWs functioning because of varied question. (IcohesiNeness: Has grouplpize been a 1. Year-round school determining factor at all? 2. Long-range energy shortage D. Divide the class into task groups of 3. Discrimination against homosexuals various sizes (from groups of two or 4. Pornography 4roup3 of six or ten perhaps). nive 5. Busing to achieve int( gration each group a problem to solve (the 6. Women participating in contact name lignaw puzzle perhaps). Tf. time :ports with men permits, each student should have tile 7. Open campus for all grddez1 opportunity to be in a pfcblul solv- 8. nrade youmelf system of grading ing group of a different size. In a 41,ge limitation for jobs class diccussion or in a theme a, 4 10. compulsory educati m ..ignment, ask students to compare/ r. Divide the c1a-.1 into pro1.1em .;o1vihp,

64 72 groups and assign each group the task days. You would like to talk o2 following the reflective thinking about the situation, but your method for solving a problem that friend refuses to'cooperate. concerns the course such as: K. Brainstorming is effective for indi- 1. Grading policies vidual as well as group problem 2. Tests for this unit solving. Ask students to try the B. Evaluation of participation following experiences: 1. Find a quiet taace and write down E4Wit 4. A field trip. G. An oral reading or dramatization of as many things as you can think of

the play, TWelve Angry Men, would be . to do with a rubber band. Jot fruitful as a stimulus for a discus- down 4deas as quickly as they come, sion of the decision-making process consciously avoiding any personal of a jury. A class discussi a of the evaluation of your own ideas. author's v of the group interac- After three-five minutes stop. tion in tite play may be lively. 2. 145th a group composed of you and H. A journal ercise that would encour- 'three or four friends, try a simi- age the reflec thinking method lar brainstorming session, only for prOblem solving outside of group this time ask your group to come situations is to ask the students to up with possible uses for a papep .write about a nurrent personal prob- clip. Explain the rules of f-nain- lem. They should list the likely storming and do not permit causes of the problem and analyze evaluation of i4eas to take place. (ask themselves why) the causes. If possible, tape the session. They should then develop three cri- Students may compare the two experi- teria which a workable solution must ences dnd write a theme or journal meet. They can consider each crite- entry in which they draw conclusions rion and specify each so that it is about brainstorming as a technique of usable in assessing possible problem solving. solutions. L. Divide the class into groups and ask I. Instruct students to list some of them to utilize the brainstorming their personal goals and some of the technique of problem solving. School- goals of the groups to which they be- wide issues such as drugs/alcohol on long. For each goal, they should campus or grade point needed for identify some important barriers to athletes to participate in team that goal. Students should be re- sports may be interesting problems minded that a barrier may be a pert for this session. son, object, or circumstance. J. For cZass discussion, present the IV. Activities Related to Individual Roles situations that follow. For each one, in the Group ask the class to decide on a goal, A. Divide the students into five member word a problem, and work that problem discussion groups'for the purpose of throrigh the reflective thinking meth- selecting a topic, researching it, od of problem solving. This exercise and presenting materials to the class can also be done in small groups. in a 30-minute discussion. Do not 1. You are on a committee planning a assign leaders or topics. Following program to help new student., to the presenta.tions, ask students to adjust to their new school. identify the necessary roles for task 2. Your instructor has returned a accomplishr lt. What noles did each term paper that comprises 50 per- individual :;ee himself/herself ful- cent of your grade in the course. filling in the group? Who emerged You think your grade is lower tnan as the leader and why? you deserve. B. Ask studentc to read Lord of the Mee 1. For about tlip months, you've be .1 and discuss the roles each metber involved in a relationship you played in the groups. Why dia the thought was reciprocal. However, original group break apart? What the last two times you called, the neods were fulfilled by each of the person4: out. In a chance meet- subgroupf;? ing, the pers. was very unrespon- C. r;ince studaats have already partici- sive. pated in Geveral group experionces in 4. You and a very clohe ftion quat- (las:: throughout the course, they can rolod and ignored o,Ach other for bogin to analyze themselves in terms

6,5 of the roles they play in their another group as observerp of the groups. As a journal assignment, rdles the problem solvinglgroup mem- instruct students to list the task bers play. Each observerlthen is functions and maintenance functions assigned to one participaht. A chart 4111 they most likely perform. Then ask listing the various behaviorstalk, them to assess which of the functions maintenance, and socio-emotional-- they feel best at and why. could be devised in order to make the D. Instruct students to mentally review charting by the observer efficient. the groups in which they participated H. Again have an observer group assigned and choose-the one they find most to a participant group. This time, interesting in terms of roles and howevert.ask the observers to chart accomplishment df the task assigned. the interaction of the group. Such They should write an essay or journal factors as who talks to whom and how entry in which they describe the often a group member talks should be group and try to analyze the inter- charted. action. I. Divide the class into groups of four. E. Assign an essay in which students Pull aside one member of each group answer the following: and instruct him/her to role play a 1. Which role(s) do you wish you negative role for a group member. could play in a group? Each group will then begin a problem 2. Why do you think it is desirable solving task (choose an issue cur- and why haven't you tried it out? rently being discussed in the school 3. Relate some personal experiences or community) before the rest of the that would illustrate your class which'is acting as audience. answers. Observe how tjle group copes with its F. One of the most frustrating aspects "problem" member. Some negative of group work is the "people prob- behaviors are listed below: leM." Present each of the four :..tu- 1. The gossiper ations to the class and discuss what 2. The jokester each of them, as a group member, 3. The introvert would do to help the group. 4. The complainer 1. Your committee muAt present its 5. The criticizer report oh the the& for the school 6. The domiaator prom in a week. You try to get eve.yone organized:. but Al keeps V. Activities Related to Leadership in getting the group off the subject Small Groups by talking about the problem he A. Divide students inte5 problem solving has with his strict father. groups and ask each member to develop 2. Shirley, a bright, intellikent, pr8blem questions of his/her own so and good contributor to thv group, that each member of the group will has been giving the group the have the opportunity to lead a prob- "silent" treatment since Pat has lem solving session. The problems started to cut down fverything she should be such that they do not says. As a result, Sue, who is necessitate research so that concen- shy, refuses to participate as tration will be on leadership ski117. well. Each leader in turn should plan fo,.. 3. Everyone is getting frustrated and the session (time, place, etc.) and conflict is imminent. No one is function as leader during the session. listening to the group leader, and It would be helpful if the discussion if yoq didn't have your course sessions could be video and/or audio grade depending on the success of tapeu. As a result of these experi- this panel, you would quit the ences, ask the students to make a group. journal entry cesscrning leadership 4. Jim rarely attends the group meet- responsibilities they handled well ings because he is so busy. He and those on which they need to work. arrived late to today's meeting, H. Ask students to consider the follow- criticizing the group decisions ing situations and decide which lead- made without him. ership style would he most effective 0 n. Divide the class into groupu of four for these groups. or tivfl. While one group engage! in 1. A di:umsion group for thi.. a problem solving activity, assign 2. A group of fronds d=cidine, on

66 which movie to see. VI. Activities Related to the Entire Unit 3. A study group preparing for a on Group Communication final exam. A. Instruct students to write a detailed 4. A play production crew. evaluation of one of the groups in S. A fund raising group. which they participate. The evalua- C. niscuss the followin% group situation should include assessment of tion: .A problem solving group of his/her own performance, that of six who know each other well are other group members, and the group as dealing with the problem of wasted a whole. A comparison of all these energy in their school. They have three levels can give a clear view one hour to come up with one good of what happens in a group. suggestion. B. Students may videotape a problem 1. What type of leadership would be solving group in action, providing a most effective? Why? running commentary which analyzes 2. What means of choosing a leader the group interaction, roles of would be most effective? members, leadership, etc. 3. What effect does group size, time, C. Students may draw up rating scales purpose, etc., have on the way for participants and leaders of leadership would function in chis sma21 group discussion.,. group. D. Divide students into groups. Select one member to be a leader in a dis- INSTRUCTIOrAL AFASSMENT cussion of a short piece of writing such as a poem, newspaper article, I. Some of tne work perfamed in the learn- essay, etc. Ask one member to serve ing activitits may be evaluated. For as an observer of this leader. The observer's rating should be discursed A. Evaluate the etudehLs' participation with each leader. in the various activities. E. Select a problem. Then assign each ; B. rvaJrate the students' contributions class member to prepare and deliver to class d:scussitm throughout the a leader's opening remarks for initi- unit. ating a discussion of the problem. C. Eval,ate the students' journal entries Have the class evaluate each *lade during the unit. introduction. Evalwte the students' biographies of F. Ask students to plan and direct a group. parel discussion. While ma group E. Evaluate the studeats' essays on group presenting its panel, the i'est of the size. class will serve as audience. The F. Evaluate the students' ability to entire class can then evaluate the phrase problems in problem solving moderatoeP cechnives, organizat!on questions. of the discussion, the ...;:pcnditurt of G. Evaluate the students' performances time, and the handling of tne forum of the reflective thinking method of following the panel discussion. problem solving. G. Instruct students to role play sone M. Evaluate the students' themes on problem solvi,,a discussion Two or brainstorming. three problem nembers .Alould be I. Evaluate the students' essays on group planted in ea h gtoup doing such interaction. things as pleading personal interests, J. Evaluate the students' ehartinr, nf sidetracking, and introducing irrziv- group inte, 'ction and role playing. vant issues. tudents should experi- Evaluat .,. the students' planning and ment with varius leadorship tech- directing ot a panel. niques for handling these problem L. Evaluate the students' E.ssays on members and evalu.,te the results. leadership styles. H. Assign an sissay in which student.; M. Evaluate the students' os:Jayon eval- evaluate the leadership in on ot u.ition of one of the groups in which their own task or .toeial groups. Th. they participate. <..say can in.2lude the history ot I..ad- N. Evaluate tie students' vidvotape:1 ot er emergence, the shifting ofvarious problem wlving group. members in leadership positiorr:, the I.Eviluate the students' rating :walon .1t participants i n.j loa1,3r:1 ot appropr i t ette:ts t I ho 1 e er'.13 style, etc.. gt

67 II. The students' grasp of the basic infor- necessary for tasJcoinpletion. mation of this unit may be assessed H. Identify three needs or desires that either in a short quiz or in a unit are met by group membership. test. Students should be able to: I. List three influences of increased A. Define the following terms: group size. 1. Small group J. List three influences of decreased 2. Norm group size. 3. Task group K. Describe how the difficulty of group 4. Social group .Atask affects group operations. 5. Content behavior L. List five steps of the reflective 6. Process behavior thinking method. 7. Leader credibility M. Describe brainstorming. 8. Authoritarian leadership style N. List the behaviors that fulfill the 9. Democratic leadership style socio-emotional needs of individuals 10. Laissez-faire leadership style of members in a group. B. Identify whether a group is a task, 0. List the behaviors that fulfill the social, or combination group. task needs of a group. C. Identify three ty,Ies of task groups. P. List the charact,tristics of the D. Identify three types of social groups "typica" leader. E. Explain networks of people. Q. List four leadership functions. F. Identify groups and non-groups. R. List three leadership styles. G. Identify two role responsibilities

UNIT SOURCES

Brilhart, John, Effective Group Dibcussion, Dubuque, Iowa: W.C. Brown, 1S74. Easy to read t t with some useful forms for analyzing group behavior.

Cart ight, Darwin, and Alvin Zander, eds., Group Dynamics, Ne* York: Harper & Row, 1969. lassie reader of group research. Introductory chapters by the editors provide a helpful overview of variables atudied in group behavior.

Cathcart, RobertS., and Larry A. Samovar, eds., SWall Group Communication:A Reade, Dubuque, Iowa: W.C.Brown, 1970. Research in the field of small group communication is presented here. Manyof the selectioas are very technics'. in nature.

Galvin, Kathy, and Cassandra Book, Person to Person, Skokie, Illinois: National Textbook Company, 1974. Chapter five of this high school text provides a simple discussion of basic small group theory.

Harnack, Victor, and Thorrel Fest, Group Discussion: Theory and Tech,.'que, New York: Appleton-Century-Crofts, 1964. This is a college level text tl provides good background material on group communication.

Krupar, Karen R., Communication Games, New York: The Free Press, 1973. Some thought-provoking group games and role playing suggestions can be found in this text.

Patton, Bobby R., and Kim Giffin, Problem Solving Group Interaction, New York: Harpe,, & Row, 1973. This college level text provides an in-depth look at the process of problem solving.

Phillips, Gerald M., Communication and the Small Group, 2nd ed., Indianapolis:Bobbs-Merrill Company, 1973. This is a short, readable introduction to the study of small groups. The sections on decision making and problem solving will be especially useful.

Audio/Visual Materials

Communication (VT) Telstar, approximately 30 minutes Instructor: Joseph C. BPntley, Ph.D.

68 717 From the Interpersonal Competence series This series unit focuses on building relationships with others, examines concepts, perceptions, vignettes in terms of interpersonal and group dynamics.

4111Croups (V2) Telstar, approximately 30 minutes Instructor: Joseph C. Bentley, Ph.D. From the Interpersonal Comptence series The focus of these lessons changes to more formal settings of group interactions. Shown and analyzed are tvo groups that are ineffective for different reasons. Team work, task roles, and group ouading are discussed as is conflict and constructive criticism.

Groupthink CRM, 1974, 33 minutes, color There are eignt symptoms.of "groupthink" illustrated: invulnerability, shared stereotypes uf the enemy, rationalization, the illusion of,mora4ity, self-censorship, the illusion of unanimity, direct pressure on the deviant member, and mind guarding--a device to prevent the group from dissenting opinions. Commentary by Dr. Irving Janis.

*0 Hey, Bow About Right Noy? Modern Talking Picture Service, T.'ree Loan Film, 29 minutes, color Told in contemporary fasion, the "generation gap" is bridged by both sides in this film portrayal of the relationship between adults and young people.

Simulations/Games

Can of Squirms Contemporary Drama Service, all ages This discussion-starter game is adaptable either for a one-to-one situation or for group discussion. It can be used as a teaching tool or played as a competitive game. Every package includes game, guide, and 100 discussion. concepts. Ideas and materials for customizing to individual needs ate included. There are specific versions for college students.

0 Coliege Game Ronald Shore, Whitworth College Players: 3 To stimulate discussion areas, this game provides orientation forfreshmen. The goal 1.3 to "break down the social and emotional barriers between thestudents and the faculty."

Deelie Bobbere Didactic Systems, 3-4 hours (creativity exercises); 1 hour (simple exercises) Players: up to 24 participants An introductory-device construction game enhances the understanding of group processes and group dynamics. The game attempts to increase the ability of the participants to develop unusual and imaginative approaches to problem solving. Both simple decision- making and creative exercises are included.

Initiative Game, The Didactic Systems Participants learn that "initiative is the mark of success."Each is assigned five problems to solve. They discover that as problems become more complex, they must take the initiative to work with others to explore efficiently and arrive at a solution. Post-game discussion highlights individual versus group approaches to problem solving, theneed for initiative in arriving at solutions to complex problems, and the importance ofcontribu- tions from all group members. UNIT EIGHT

FAMILY COMMUNICATION

INTRODUCTORY STATEMENT communication. Even in many seemingly well- functioning families there are frequent--and "I can't get through to my.teenager." needless --misunderstandings and hurts which interfere with the enjoyment and satisfaction "My daughter doesn't confide in me." of family life.

"My parents ignore me and never bother to The purpose of this unit is to give the ado- listen to what I say." lescent studying communication the opportunity to view the family communication situation "My parents are constantly hassling me and as unique and functional in meeting the needs preaching to me." of all its members. It does not present a fool-proof formula 10 maintaining a good family relationship; however, it is hoped that Family communication is particularly frustra- knowledge of the dynamics of comnunication in ting to teenagers and their parents. It the modern American family will bring under- , appears that adolescents arrive at a point standing of that communication situation. where they outgrow their family and they look outside the family for rewards and reinforcement. Teenagers live in a world apart from INSTRUCTIONAL OBJECTIVES their families and look to each other rather than to the adult oammunity for their social 1. Without the use of notes, the student rewards. In a sense then, the peer group will be able to define the term family. serves the. adolescent as an interim group 2. Withott the use of notes, the student between the family they are born into and the will be able to define the term nuclear III one they create themselves. This phenomenon family. puts stress on the most positive parent-teen- 3. The student will be able to list the ager relationship. In fact, the adolescent types of nuclear families. period probably strikes the high point in the 4. The student will be able to describe what conflict of generations. Parental discipline is meant by the term isolated nuclear is felt most keenly at this point in an indi- family. vidual's life and the struggle for emancipa- 5. The student will be able to describe what tion occurs through the "crowd" with its is meant by the term mother-child nuclear specialized interests, activities, language, family. and secrets. 6. The student will be able to describe what is meant by the term father-child nuclear In millions of families, daily life is made family. unpleasant and frustrating by the destructive 7. The student will be able to classify his/ interactions which produce complaints from her own family into one of the types of parents and adolescents. Upon examination, families. these destructive interactions usually are 8. The student will be able to construct a the result of ineffective comnunication. The model which illustrates the concepts of price paid for this is often in the form of nuclear family, nuclear family embedded teenage runaways, suicides, and early in the extended family, isolated nuclear marriages. family, mother-child nuclear family, and father-child nuclear family. There are also millions of families whose 9. The student I be able to explain members "get along" on the surface, but only family interaction. by avoiding open and sincere statements of 10. Without the use of notes, the student feeling. The members of these families, will be able to define the term role as because of such avoidance, can never really it applies to everyday living. know each other and are thus unable to 11. The student will be able to list the experience familial love and concern which three roles found in the nuclear family. comes from open, sincere,constructive 12. The student will be able to describe the

. 70 the husband-iather role in the family. 33. The student will be able to explain how 13. The student will be able to descrige the diverse language patterns can result in offspring-sibling role in the family. commupication breakdown in the family. 14. The student will be able to describe the 34. The student wilZ be able to describe how wife-mother role in the family. a variance in education level can cause 15. The student will be able to identify the communication barriers in the family. two main role dimensions in the family. 35. The student will be able to write a paper 16. The student will be able to describe what in which he/she analyzes his/her own fam- is meant by the instrumental role in the ily in order to see if the five inhibitors family. to healthy family communication exist in 17. The student will be able to describe what the family. is meant by the expressive role in the 36. Without the use of notes, the student will family. be able to list four reasons for conflict 18. The student will be able to write an in a family where teenagers are family analysis of his/her own family, describ- members. ing the instrunental and expressive role 37. The student will be able to explain how a dimensions held by his/her parents. person's roles change over time using 19. The student will be able to describe how himself/herself as an example. and why the instrumental and expressive 38. The student will be able to explain how roles are occupied by both husband and and why a teenager becomes psychologically wife in the modern nuclear family. and financially independent from parents. .20. The student will be able to define what 39. The student will be able to describe how is meant by the superior-inferior dimen- the relationship between a parent and sion of roles in the nuclear family. teenager changes from parent-child to 21. The student will be able to list six adult-adult, using a 'specific example elements of the superior-inferior dimen- from their own experience. sion which illustrate the power of 40. The student will be able to give an parents. example from his/her own life of a parent- 22. Students will be able to write a paper teenager conflict due to his/her wanting in which he/she describes the superior- independence or rejecting parents' inferior dimension of roles in his/her intervention. own nuclear family. 41. The student will be able to define what 23. The student will be able to explain how is meant by.good interpersonal parents provide for the physical main- communication in the family. tenance of children. 42. Without the use of notes, the student 24. The student will be able to explain how will be able to define what is meant by parents allocate family resources. trust as it applies to family 25. The student will be able to explain communication. parental responsibilities to procure 43 Withoutthe use of notes, the student income, manage the household, etc. will beable to define openness as it 26. The student will be able to explain appliesto family communication. parental duties in meeting emotional 44. Withoutthe use of notes, the student needs of family memblfs. will beable to define empathy as it 27. The student will be 4t1e to explainhow appliesto family communication. parents maintain order in the home. 45. Withoutthe use of notes, the student 28. The student will be able to explainthe will beable to define self-disclosure parental function of handing down as it applies to family communication. attitudes, beliefs, and values. 46. Without the use of notes, the student 20. The student will be able to listfive will be able to define listening with inhibitors to healthy family communica- understanding as it applies to family tion. communication. 30. The student will be able to describehow 47. The student will be able to write an roles demanded out'3ide of the home can analysis of his/her own family members cause communication problemsin the evaluating each person in terms of his/ family. her capacity to trust, be open, have 31. The student will be able todescribe how ompathy, self-diselos, and li-ften diverse interests of family members can with understanding. resul+ in communication probl,ms. 48. Thp studen t.will be able to demonstrate class 32. The ident will be able to df..:cribe how list,ning for understanding in v4rioumolia: contribute to eommunioa- r.roup situation, role playinp afamily tion gap::in the family. problem situation. 7179 49. The student will be able to analyze him- usually has the husband occupying the

silf/herself for evaluation of capacity instrumental role and the wife the , to trust, be open, empatnize, self- ressive role. disclose, and listen for understanding. he instrumental role ischaracter-Ill, 50. The student will be able to review his/ i d 15y getting things done such as her own analysis as a family member and ea ng money, paying bills, plant- create a self-improvement program that ing the garden, maintaining outside would lead to a more healthy communica- relationships with the government, tion in his/her own family. the school system, and other external agencies with whom the family must interact in order to function. CONTENT OUTLINE 2. The expressive role is that primarily concerned with maintaining I. The family is a microcosm, a society satisfactory relationships with within the larger social system, com-' the family by supporting and manag- posed of a set of persons related to ing the tensions between members. each other by blood, marriage, or 3. In the modern nuclear family, these adoption. roled are occupied by both husband A. A nuclear family is a social-sirstem and wife. having the following three positions: B. In the superior-inferior dimension, a 1. Husband-father power dimension, the parents occupy 2. Wife-mother the superior role and the children 3. Offspring-sibling the inferior role. B. A nuclear family is oftentimes embed- 1. Parents provide for physical main- ded in a network of extended kin: tenance of children by giving grandfathers, grandmothers, aunts, shelter, food, health care, etc. uncles, cousins, etc. 2. Parents allocate the resources - C. An isolated nuclear family, a modern meeting family needs and costs, phenomenon, is a nuclear family with dividing material goods, space, no household of kin in the local respect, etc. area. 3. Parents assume the responsibility 4111 D. A mother-child nuclear family is a for procuring income and managing family in which the husband-father the household, caring for the position is nonexistent. family members, etc. E. The .father-child nuclear family, 4. Parents reward children for although less common than the mother- achievements, meet personal and child nuclear, family, is a modern family crises, and satisfy indi- phenomenon as the result of new child vidual needs for acceptance. custody positions of the courts. 5. Parents maintain order by adminis- tration of sanctions insuring II. Family interaction is the sum total of conformity to the norms they have all the family roles being played within accepted frail their own parents a given family. and society at large. A. A role is a part played by a person 6. Parents hand down attitudes, in the social order that prescribes beliefs, and values. how a given person will interact with another person occupying *different IV. There are five primary inhibitors to place in the social orclere. healthy family communication. B. The husband-father role describes the A. Individual family members have other relationship a man has with his wife roles such as business man, profes- and children. sional nurse, basketball team member, C. The wife-mother role describes the student, that may cause isolation be- relationship a woman has with her tween family members who are not husband and children. understanding of these other roles. V. The offspring-sibling role describe:. B. Family members have diverse interests the relationship a child has with its outside the home that may consume parents and brothers and sisters. vital time and energy in the family. C. Media such as radio, television, film,1111 III. Within the family, there are two main and reading material may cause family role dimensions. members to isolate themselves from A. The instrumental-expressive dimension each other.

. 72 80 . Language used by some members of the (for example, weekends with father/ family may result in distorted mother after a divorce or the prob- communication. lems encountered when a parent E. Diverse educational levelr. of members remarries). of the family may result in communication breakdown. II. Activities Related to Roles in Families A. Ask students to list the many roles V. Conflict in the family with teenagers is they play throughout the day. Then, a natural phenomenon. have them write how they feel playing A. As a person develops, he/she is ex- each of those roles. Do they, feel pected to take on new roles and to confident? Skillful? Frustrated? abandon old ones; that is, the role Where do they learn how to play each content of the positions an individu- of these roles?From parents? al holds over the,changes. Friends?Employers? TV? This B. Openness gill result in a healthier exercise could be written in the relationship where true thoughts and students' journals. feelings are revealed. B. In order to discuss the phenomenon of C. Empathy is the skill of putting one- role expectation, pair students to self In the "other person's shoes" role play a brief skit exhibiting the and accurately identifying his/her following r,lationships: feelings, beliefs, attitudes, etc. 1. Doctor/patient D. Self-disclosure requires the revela- i. Husband/wife tion of thoughts, attitudes, beliefs, '3. Clerk/patron

. and feelings so that people can get 4. Teacher/student to know each other better. 5. Minister/parishioner E. Listening for understanding of atti- 6. Guidance counselor/student tudes, feelings,.etc., and reflecting 7. Employer/employee that understanding should be praC- Ask the class to determine which re- ticed so that the speaker knows he/ lationships are being dramatized. she is being understood. C. Ask students to list, on the board or in their journals, the characteristics of the "perfect" husband/father. LEARNING ACTIVITIES It will be interesting to discover the diversity of opinion that may I. Activities Related to Types of Families exist in the class. A discussion of A. Ask students to construct a model, the stereotyped husband/father found perhaps in the form of a mobile, in popular TV programs may occur at that would illustrate the types of this time. nuclear families. D. Ask students to list the character- B. Ask students to write a description istics of the "perfect" wife/mother. of their family and openly express Discuss the elements in each list. their feelings about their fellow The wife/mother stereotype found in family members. If the students are popular TV shows can also be keeping a journal, this description discussed. may be entered in it. E. Ask students to describe the "perfect" C. Since the information in the above offspring-sibling relationship. Dis- assignment may be too personal for cuss. A television'show depicting some students to divulge to members such roles may be discussed at th1s of the class, the instructor should time. ask for volunteers to talk about what they have writ .em. This will illus- III. Activities Related to Role Dimensions tratn the properties of family struc- A. Ask students to write a theme (or ture that are universal as well as journal entry) in which they analyze unique. the instrumental/expressive roles D. If time permits, a class or small played by their own parents. group discussion centering around the B. Ask students to role play a husband/ unique problems of the mother-child wife interaction in which the instru- and/or father-child nuclear family mental/expressive rolt:s are obviously could be profitable. Many students beiag played. come from families which have tl,eir C. Stdrt a discussion of the factors in- own unique communication problems fluencing the modern phenomenon of instrumental/eximessive role playing Healthy Family Coamunication by:each parent.Are there any impli- A. Ask students to write a paper (or cations for a chanting oomnunication journal entry) in which they describe due to this phenomenon? the inhibitors to healthy family com- D. The notion of power or domination in munication that exist in their own a family plays quite acatieal role families. in the teenager's life as he/she B. Ask students to role play the follow- finds restrictions under parental ing situations depicting the primary control. Ask the class to discuss inhibitors to healthy family communi- the issue of what is the need for a cation. power role in the family and who 1. A family of four in which the mem- should assume it. Also, should the bers' outside-the-home roles are' power role change with time or not understood by members of the circumstance? family. E. Ask the students to write an essay 2. A family of four in which outside (or journal entry) in which they of the home interests such as mem- analyze the superior/inferior role bership in organizations cause dimension in his/her family. barriers to communication. F. Have the students contemplate and 3. A family in which members are so discuss a situation in which the occupied by the media that they, parents refuse or are unable to ignore each other. carry out physical maintenance of 4. A discuesion betweenfather-eon,or children, the managing oa house- mother-daughter during which a hold, the maintenance of order in the breakdown in communication occurs because the child uses some terms home, etc. A current child neglect case reported in the papers may act the mother.or father does not as the stimulus ofdiscussion here. understand or approve of. G. Invite a social worker from Child 5. A family in which a teenager has ' Protective Services or another repre- more knowledge of asubject and barri0 sentative of the Welfare Department this causes 0 communication to lecture on the legal responsibili- between parent and teenager. ties of parents and the right of the C. After the role playing anddiscussion state to step in where these respon- of the inhibitors of healthy family sibilities are not being met. communidation, elicit suggestions to H. Ask students to write one attitude eliminate these varidus inhibitors which they hold that is different existent in families:These discus- from that of their parents on the sions will antiei r Part VI. same topic. Tell them to descrIbe the circumstances under which the V. Activities Related to Conflict in the attitude became dissimilar. This Family exercise can be further continued A. Divide the class into. "nuclear fami- with students listing an attitude lies" permitting members to choose their parents hold that differs from their own roles. Have them role play have their own parents. a conflict situation that may I. Have students respond to thequestion: actully occurred in a family of a "How much of what you know about your- stud*.nt in the class. Ask the other self is really 'yours'?" Have them class member- for possible .curces of close theirey* and think about the conflict and 3olutions of the themselves for a few minutes. Then conflict. ask them to make a written list of B. Ask students to relate a recent con- all the words that describe the per- flict they had in their families. son they think they are. Have them Then, have'them analyze each member review the list and try to recall of the family conflict situation, including themselves, by stating their their source. If they cannot remember where they came from, they could position on the topic of o,nflict and reasons why they held thatpct.ition. guess. Students will most probably Write down an idea arrive at the conclusion that most of C. To the student: their qualities come from family you have which isquite different 1111 interaction. from one your father/mother hcm. Then write down several waysin which will IV. Activities Related to Inhibitors to you think your father/mother

71e 8 9 respond when this idea is being dis- ',discuss these subjects with your cussed: or example, makes snap Parents? What changes would you want judgments; takes a long time to think them to undergo before you would dis- it out; has many musons for an opin- cuss them?Any changes in yourself? ion. Discusq thes reactions with B. Ask each of the students to have a your classmates an so k about private talk with each parent. Their your response to these statements objective'is to try to get each par- from your parents. ent'to talk, confidentially, about D. Ask students to write a journal entry how he/she sees himself/herself as a which begins: "Two years ago I was parent and the effect of this percep- .11 ,and dow I am tion on the communication with their Wariiiiiiiment, if carried far children. enough, should elicit responses that C. Ask each student to prepare a list of inipicate shifting of roles,.abandon- specific questions to ask each of g of old interests, habits, friends, their parents about thet lent's own tc. behaviors, attitudes, apl, arance, and 1. or class or small group discussion, other aspects of self as they appear have ev-by student present one exam- to the parent. They should ask what ple of a change in roles he/sne has about themselves, in the parent's undergone and describe how this estimation, makes them different from change has affected those people the other childrenn the family. A who are close to him/her. journal enitry should record how these F. Have students evaluate their psycho- conversations elicited healthy con- logical and financial independence versation ,r conflict. An analysis from their parents. This introspec- vhould follow. tion may be a journal entry. D. Tie the following instructs s to G. Pose the following question for cle,.g the students: Draw, diagram, sketch, or small group discussion. Do yovs, create a model, dk, "doodle" a compos- parents treat you as a fellow adult? itp picture of how you perceive your- When?When don't they?Are they self. You need not be an artist to ever inconsistent, telling you to Oo this. You may ust any medium,you accept responsibility andothenrius- Wish (pencil, per and ink, paint) or ing permission to let you go on a ski modeling clay, or you may cut pic- trip over winter vacation? tures from a magazine or newspaper H. Ask students to describe a recent and paste them on a sheet of paper, incident in their homes which illus- cr by creating another model, make a trates that they reject their parents' composite of how you think your par- intervention in th-Ar activities. ents percive you. Do not look at Why do they reject this intervention the fist model while you are prepar- when it comes from parents when they ing the second. When you are fin- might not reject the same type of ished, compare the two and discuss intervention from a f lend, brother, them with the class. If you want to, favorite coach, etc show them to your parents and discuss I. Ask students to rcYe plarhow they them. fight with their parents by a brief E. Ask stude ts to have a discussion skit depic 'ng an argument. Discuss about a controversial issue during the various t chniques such as abu- which each speaker repeats what the sive language, ilence, walking away, previous speaker saic to his etc., and then ask the students tc' satisfaction. analyze why they act this particular F. Ask students to try the above listen- way d,..ring an arvment. ing technique during a discussion at homc.. Ask for reports and observa- I.Activities Related Healthy4Ftmily tions in clas:: or in the Journals. ' Communication- G. Compere the following communication * . A. For exploration in the students' situations: Which one would be more jcurnals: What are some subjects you like your father'': respon.e? Why? wr,uld not discuss with your parents? What can you and your mEents do in Try to describe why you would avoid order to become more effiktive these subjects. Lack of trust? Lack communicators? o openness? Lack of self-:disclosure? 1. Situation A: Undo:, what ciNcumstances would you A father is talking to his son

758e.) about the som's poor grades. He Won% Bradbury, 1971. charges, "You've blown it again. Bonham, Frank, ftstery or the Fat Cht,

I never had less than a D when I . Dutton, 1968; Bey, Big Spende-q, was in high school." Crossing his Dutton, 1972. arms over his chest, he says in a Cleaver, Vera and Bill, Grover, firm voice, "Until your grades Lippincott, 1970. come up, you will leave your car .Cocoran, Barlara, This is a Record-

/ at home." img, Atheneum, 1971. 2. Situation B: Donovan, John, I'll G?t There. It Same problem: Father speaking. Better belforth the Trip, Harper, 4 4 "Looks like your grades are lower 1969. than you anticipated they'd be. I Felsen, Henry G., TWo and the Town, understand how you must feel. I Scribner's, 1952. feel uncomfortable too. What do. Holland, Isabelle, The Man without a you think might be a workable Face, Lippincott, 1972. approach to doing something about Kerr, M.E., Dinky Rocker Shoots it? Maybe I can help." &lack!, Harper, 1972. H. Discuss the problem that exists in Kingman, Lee, The Peter Pan Bag, this family. Sound frmiliar? Mother Houghton Mifflin, 1970. respk,nding to daughter's request for Knowles, pohn, A Separate Peace, permission to go on a weekend camping MacmiYlan, 1961. trip with her boyfriend: "I trust Neville, Emily, It's Like this Cat, your judgment Laura and I knowoJim Harper, 1963. well enough to trust him as well. I Newfield, John, Edgar Allen, am not going to stop you from going, Phillips, 1968. just advise you to be cautious." Sachs, Marilyn, The Bears' Rouse, Doubleday, 1970; The Truth About Tather ten minutes later: "I abso- Mary Rose, Doubleday, 1973. lutely forbidsit! You go nowhere Salinger, J.D., The Catcher in the ./ernight with any guy until you're Rye, Little, Brown, 1951. married to him. And I don't care Wersba, Barbara, RUn Softly, Go what your mother says el,,r!" Past, Atheneum 1970. I. Discuss the problems that exist in C. Invite three parents*in for a Panel this family.. A brotheraand,a sister discussion on the role rights and are discussing their parents: Broth- responsibilities of adolescents. er:."I don't know why they just don't get a divorce. It would be a lot quieter around here without both INSTRUCTIONAL ASSESSMENT of them in the same house." Sister: "But who should go? We need her be- I. Some of the work performed in the learn- cause she at least brings home some ing activities may be evaluated. For "Iii-oney from her job but Dad is great example: about giving us her money with no A. Evaluate the model dvicting family questions asked.4, structures. \ B. Evaluate the theme anals.yzing the' VII. Activities Related to the Entire Unit instrumental/expressive roles por- A. Students may write a paper in which trayed by their own parents. they analyze the dynamics of communi- C. Evaluate the theme on inhibitors to cation in their own families. This family communication that exist in analysis may be derived from their their own families. journal entries made during the unit. D. Evaluate the students' role playing Bit Studentr may read.one of the followin the various suggested activities. ing nowas which deal specifically E. Evaluate the studults' contributions with the family communication prob- to lass discussion throughout the An oral lems of the adolescent. unit. or written report which analyzes F. Evaluate the students' analyses of the the novel in light of the family dynamics of communication exhibited in communication co.icepts discussed their own families. during the unit may result. G. Evaluate th students' oral or written novel reports which analyze the Blume, Judy, Then Again, Mdybe family communication in the novels. .76 II. The students' grasp of the basic informa- 11. Self-disclosure tion of this unit may be assessed either 12. Listening with understanding ina short written quiz or in a unit B. List and aescribe the types of nuclear test. Students should be able to: families. A. Define the following terms: C. List and describe the three roles 1. Family found in the nuclear family. 2. Nuclear family D. Identify and describe the two main

3. Isolated nuclear family . role dimensionsIO the family. 4. Role as it applies to everyday life E. List an4 describe tho five inhibitors 5. Instrumental role to hea16.v family communication. 6. Expressive role F. List fou4 reasons for conflict in a 7. Superior-inferior dimension of family where teenagers gre family roles members. 8. Trust G. List and define the key element of 9. Openness good interpersonal communication 10. Empathy the family.

UNIT SOURCES

Berne, Eric, Games People Nay, New York: Grove Press, 1964. Berne builds upbn structural analysis (the Parent, Adult, and Child ego states) and transactional analysis in his presentation of games and methods of structuring time.

Boulding, Kenneth E., C,nfTict and .Wense, New York:Harper 6 Row Publishers,196L Boulding details the interactional process of conflict in this classic commentary on the subject of conflict.

Family Living, Lubbock, Texas:Texas Education Agency, Department of Occupational and Technical Education, 1971. This guide includes an outline for a one or two semester course on home and family living.

Ginott, Haim G., Between Parent and Teenager, New York: Macmillan Comp(1.1y, 1969. This is a fascinatini celllection of incidents that can be useful for class discussion analysis of parentheenag relations.

Hiles, Dorothy, and others, Social Studies:Teenage Living: Home mid Family Education, Miami, Florida: Dade County Public Schools, 1971. Unit Eight of this course designed for grades 7-9 concentrates on family relationships and encourages the teenager toexamine his/her owa values and behaviors in the family.

Jackson, non D., ed. Communication, Family, and Marriage: Human Communication, Volume I, Pal. to, Calif9rnia: Science and Behavior Books, 1968. A series of articles collected he. provide discussion of the double bind theory, the concept of incongruency and other factors at work in family interaction.

Jouzard, Sidney M., Disclosing Man to Himself; New York: Van Nostrand Reinholi Company, £968. This book gives a detailed discussion of the therapeutic'effects of self-d'sclosure.

, The Transparent Self: Disclosure and Well Being, kew York: Van Nostrand Reinhold Company, 1968. The relationship between self-disclosure and physical and mentalhealth is discussed in detail,

Kane, Peter E., "Role Playing for Educational Use," Spelch Teacher,13(NoveAer, 1964): 320- 323. A brief but helpful guide to structuring role playing in theclassroom.

McCrea, Lester C., and others, Individual and FamilyLifestyles, Baltimore: Baltimore City Public Schools, 1973. Through the humanistic approach of this unit, the studentswill gain an understanding of the factors influencing individual and familylifestyles and learn how to analyze them in ligh. of personal and social needs. Satir, Virginia, Peoplemaking, Palo Alto, California: Science and Behavior Books, 1972. Satire presentqrthe theory of the family as a system and provides exercises designed to improve the quaflity of family life.

Secondary School Curriculum Guide: Rome Economice Grades 10-12, Qkanston ScDool Department: Cranston, Rhode Island, 1974. This resource guide for teachers has objectives, activities, and means of evaluation for nine units on family living. The.units concerning parenthood and family problems coordinate well with this unit.

Solomon, Leonard, "The Influence of Some Types of Power Relationships and Game Strategies Upon the Development of Interpersonal Trust," Journal ofAhnormal Psychology, 61 (1960): 223- 230.. Good clear discussion of power and communication.

Taylor, Martha, and Rebecca Toadvine, Family Living: Curriculum Guide for Consumer Homemaking Education, Lexington, Kentucky: Kentucky State Department of Education, 1974. This guide offers a course outline emphasizing eleven major concepts related to traditional family needs and values.

Audio/Visual Materials

Alt the Kids Like That Learning Corporation of America, 1972, 50 minutes,.color Award: Dupont (Columbia University) More than another drug story, this film aims at the "causes" of drug withdrawal. Filmed over a period of six months, it is a portrait of a 15 year-old and his family. The central-' problem of the family interaction is.the lack of communication.

But What if the Dream Comes True? CBS.News Carousel, UnAmersity of California, 1971 Award Winner This reveeing portrait of the goals and problems of an upperclass family examines the different pressures on each member of the family. The unit--ihe Sam preenwalts--have children ages 12 and 14 (daughters) and 1.0.1,a son). It suggests that there can be "trouble in paradise."

Changing University of California, 31 minutes, color Focusing on parent-child relationships, thisfitm shows problems of a young family attempting to create alternative life-stylesthat stress openness, spontaneity.

FamiZy, The University of California, 20 minutes, b/w This film captures element. of familyinteraction that shows its impact on human growth and development.

Father/Daughter Teleketics, 1974, 10 minutes, color A documentary film relates the .1tory of a California doctor whodiscovel.ed 18 year-old daughter using drugs and the subsequent complex communication-relatedproblem:-

Guidance for the Seventies: Kids, Parents, Prieopurce Bailey Film Associates, 1971, color In a seminar, teenagers identify some of the everyday prelouren andtenfliom that confront them. Learnir.3 attitude control, they are encouraged to use pwlitive channel:t c1 ottflets to relieve pressures.

! dust Don't Dig Him Connecticut Department of Mental Health International Pilm MO, 11 minute::, colnr A communication problem between a father and 2on iq dramatized--:howinguoth points of . view. After each has had a chance to communicfte with -capon,. in rheother's peer r,roup,

78 Se they become more objective and perception changes. The film suggests that both sides' criticisms are parallel--hypocrisy, 'failure to follow through, lying--andsconcludes that misunderstandings can be overcome.

411Nairiage Perennial, 17 minutes, color This animated film is filled with concepts and ideas about the subject of marriage, from the wedding to the golden anniversary. It offers much latitude for the discussion of communication barriers and breakdowns.

Weekend Teleketics, 1971, 15 minutes, color A rainstorm confines a vacationing couple to a hotel room and precipitates adiscussion of their mutual dissatisfaction. Initially a game resulting from boredom, it evolves into an exploration of their marriage ehich reveals disappointmentand fear. Barriers include com7ication blocks and the "inability to perceive them."

Workout ) Teleketics,/ 1971, 15 minutes, color This film explores the relationship between a father and son who understand the same values in totally different ways. Their major barrier to understanding is the absence of communicartion.

Simulations/Games

F.L.I.P. Instructio imutations, time varies Players: This a so4o-economic simulation withdidactic unitP #hich deal with problems of investient, cxdit and.interest in terms of changing family,goals. Twenty different I familiesre a ailable as units, eachillustrating roles of size, income, education, and socio-economic varSables.

Generation Gap Social Studies School Service, 1-11/2 hours Players: 4-10 Interaction is simulated between a parent and an adolescentwith respect to certain issues on which they have opposing attitudes. Conflict is presented within a context of rules which reflect "the structure of power and independencein a family." The purpose is to emphasize that "conflicts can be ventilated throughcommunication."

Parent-Child Academic Game Associates, John-fopkins University The relationship betweer parent and an adolescent 14sim1ated in r spect tofive issues which are perceived dif o-itly by both.

79 UNIT NINE

PEER RELATIONSHIPS It Ox INTRODUCTORY STATEMENT Air course, there is another side to the story. Relations with peers during adoles- "I don't know-what's the matter with Bob. cence may also be harmful. For example, the All of a sudden phis yea. he's Mr. Cool." boy or girl who is put down, laughed at, or rejected in initial efforts to join a high "Ya. He used to be sucha nice guy before school clique may become quite anxious and he started running Around with Jim Crane and avoid social interaction at school.Further- his crowd of jocks." more, adolescents ay be pressured by a group of peers.to suspentheir own bette.? judgment "I don't think he's as bad as that group yet. and engage in beha-iors!i that they may later in fact, I ran into Bob at the game last,week regret. These may range from gang attacks on and he was like he always was. But, wow, innocent people or rampages at rock concerts when he's at school with that crowd v:ound to drug wise. him, he's a different person." ,.Obviously it is h...ghly desirable that an ado- "I woulea't waste time thinking about it. lescent's experiences with'peers be positive He's chosen to stay away from us. We didn't since relations with both same sex and oppo- change. He did." site sex peers become a proiotype for later adult relationships. is unit will not Alake 'the outcast suddenly opular nor cbnvince the Peers play an important role in an adoles- tight cliques to permit others to join their cent's world. Ties with parents are usually group. Hopefully, it will sensitize the stu- looser as greater Independence from them is dents to the importance of their peer rela- achieved. Furthermore, relationships with tionships and facilitate their communication family members are frequently so charged with experiences with their peers. conflictiag emotions during adolestence that many areas of the adolescent's lite and behavior become difficult to share with par- INSTRUCTIONAL OBJECTIVES ents. Many parents do not desire or in most cases are unable to share the painful feel- 1. Without the use of noteS, the stuAent ings of adolescence. ConPequently, many will be able to define what is meant by parents have difficulty in underbtanding the term crowd as applied to peer and sharing the problems of adolescqnts even relationships. though they may make an effort to do so and 2. The student will be ableoto describe the are,sincerely interested-in their children. Oeracteristics of the crowd. 3. Vithout the use of notes, the studept Interested and competent peers may sometimes will be able to define the term cli4ue he..p to provide not only an escape in terms as applied to peer relationships. of psychological and physical separation, but 4. The student will be able to iden*ify the also provide sources o: understanding and characteristics of the clique. support as well as an alternative set of 5. The student 'till be able to liPt the values for achieving mutually rewarding in- factors that lome into play in the forma- terpersonal interactions. In fact, Peter tion of crowds and cliques. Blos, Anna rreud, and others have observed 6. Without the use of notes, the student that adolescents may provide an important v.i.11 be able to define the term opportunity, sometimes the last major oppor- friendship. tunity, for repairing psychologi.,a1 damage of 7. The student will be able to list the five earlier years and for cieveloping more reward- conditions that usually exist for friend- ing relationships with others. A mature, ship to occur. warm, genuine peer may play a crucial role 8. The student will be able to explain 144 al110 in helping a boy or girl to gain a clear con4 common age is usually a ( lidition for cept of self, problems, and goals. friendship. 9. The student w.I be able to explain why a 8o 88 similar intelliglnce level can bind 28. Without the use of notes, 'Lae student people into friendship. will be able to define what is meant by 10. The student will be able to describe how the term complementary relationship in a common interests bind people into friendship. friendship. 29. The stadent will be able to explain why U. The student will be able to describe how people'can be equally content in both similar economic status is a condition - types of relationships. for friendship. \ 30. The student will be able to wr1Le an 12. The student will be able to explain why essay in which he/she analyzes an actual like career goals is a condition for friendship,in terms oE symmetrical or % friendship to occur. complementary 13. The student will be able to list the 31. The student will be able to list the cir- eight factors cruaal to friendship cumstances under which friendships change. identified by high school students 32. The student will be able to describe how participating in Tedeschi's study. the subject under discussion may control -724. The student will be ableA3 describe the roles of the friends'through provid- how the quality of genuineness operates ing an experienced illustration of this in a friendship throujh description of phenomenon. that quality in an actual friendship. 33. The student will be able to identify the 15. The student will be able to explain the three ways role relationships in a factor of emotional accessibility through friendship-change over time. descriptior of an actual friendship. 34. The student will be able to write a paper 16. The student will be able to explain the which chronicles the actual changing of.a quality of total acceptance of faults role relationship in a recent friendship. operating in an actual friendship. 35. The student will be able to explain how 17. The student will be able to describe the emotional communication to others quality of willingness to endure costs determines their response. operating in an actual friendship. 36. The student will 1'3 able to explain why 18. The student will be able to explain the pre-adolescent and early adolescent concept of ego-reinforcement in a friendships are usually among members .friendship. of the same sex. 19. The student will be able to write a paper 37. The students will be able to 1 he in which he/she will describe his/her racteristics of early dating stages. crowd or clique and analyze the factors 38. - adents will be able to account for the Aich bind the meubens. factor of superficial conversations 2. Ihe student will be able to write a paper between partners in the early dating in which he/she analyzes a close friend- rtage. ship by explaining the factors that 39. The student will be able to account for helped develop that relationship. the factor of false interest in the other 21. The student will be able to describe why person during the earlY dat.!.ag stage. admiration is a factor in a friendship by 40. The student will be able to describe and providing an example of it in an actual give examples of the phenomenon of manip- friendship. ulation of sexual acttractiveness during 22. The student will be able to describe how early dating stages. similerities in age, sex, hobbies, etc., 41. Th., student will be able to write a paper play a functional role in a friendship. analyzing hie/her ear y dating experiences 23. The tudent will be alai,. to explain how in light of ale characteristics of the gift-exchanging plays a clA.:ctional rule early dating stage discussed in class.. in an actual friendship. 42. The student will be able to list the six 24. The student will be able to 1.i3t the two characteristics of later dating, ways that close friendships function. experiences. 25. The student will be able to descnibe the 43. The student will be ovie to describe the twu ways a 'zlose friendship functIons functiln of honesLy in mature dating through an illustration from an actual relationships. friendship. 44. The student will be able to describe 26. The student will be able to list the tvo function of trust in mature dating types of roles in the frien 45. The student will be able to describe the 410 reltionship.A 27. The student will he able to define what function of openness in tho mature dating is meant by the symmetrical relationship relationship. without the use of not,.:s. Tho student will :4, .b1e to de'Jcrilso the

'}9 V proce&s,of self-disclosure in the mature 6. Similarity id maturity level is dating relationship. usually shared by members of a 47. The student will be able to explain the crowd and clique. phenomenon of deep emotional attachments in the mature dating relationship. II. Friendship, the sharing of feelingssnd 48. The student will be able to explain the thoughts hetween two people, is the phenomenon of placing less importance closest interpersonal relationship one on physical attractiveness in the mature can develop. dating relationship. A. Friendships are likely to develop 49. The student will be able to write a paper between people who share a number of in which he/she analyzes a ser%us dating obvious personal and social relationship using the six gharacteris- characteristics. 'tics of a mature dating relationship as a 1. A common age usually exists framework or guide for discussion. between friends. 2. A common level of intelligence usually exists between friends. CONTENT OUTLINE 3. Common interests usually exist between friends. I. Adolescent peer relationships, i.e., 4. Similar socio-economic status relationships among fellow adolescents, usually exists between friends. oftentimes involve more than one other 5. Like career goals usually exist individual. between friends. A. The crowd or set is the least person- B.Over 1,000 high school and college al association one has and is a large students identified the following group (approximately 30 of individd- factors as crucial to friendship.. als with mutual apterests, likes, and 1. Genuineness, or the expectation social ideals. that a friend will be open, 1. Members of a crowd do not neces- honest, and straight-forward is sarily share close relationships. a factor crucial tofriendship. 2. The crowd is the center for organ- 2. Emotional accessibility of a ized social. activities such ad supportive friend is a factor parties. crucial to friendship. B. The clique is composed of individuals 3. Total acceptance of each other's . (approximately seven to nine) with a faults and weaknesses is a factor higher degree of association than the crucial to friendship. crowd; thus the members of a clique 4. The wil..mgness to endure costs have more personal characteristics such as giving up other activities in common. for each other is a factor crucial 1. Members of cliques are good to friendship. friends and know each other well. 5. Ego-reinforcement or the expecta- 2. Clique activity is spontaneous, tion that a friend will provide and occurs w'th more frequency ,social reinforcemeats in the form than crowd activity. of sympathy or empathy is a factor C. Crowds and cliques are formed because crucial to friendship. of varied factors where one or many 6. Admiration for each other is a come into play. factor crucial to friendship. 1. Similarity.of ethnic background is 7. Similarity in age, sex, hobbies, often a condition shared by mem- ethnic background is a f tor bers of a crowd and clique. crucial to fi,iendstt'D. 2. Similiarity of hobbies is often a 8. Exhchange of gifts :01 holidays condition st'.oed by members of a and birthdays is a fac or clucial crowd am; clique. to fz.iendshil . 3. Close residential proximity usual- C. close friendships function in two ly exists among members of a crowd ways: and clique. 1. Priendships nelp one to deal with 4. Similarity ot social and economic feelings about self and o hers as status is usually shared by mem- these feelings are shared. bers of a crowd and clique. 2. rriendships help on., to define b. Similar intelligence levol is self and take pride in self. usually sh. ed by membor: of .f 1). In friendship relationships, people crrwd dud clique. assume various role:::

82 1. In a symmetrical relationship, C. The early dating stage is character- both persons involved view each ized by three factors. other as equals and are agreeable 1. Superficial conversations between in life style, interIpts, and partners take place. views of controversitil issues. 2. False interest in the other person 2. In a complementary relationship, occurs. one person assumes a dominant or 3. Manipulation of sexual attractive- .superior position, and the other ness begins. person assumes a subordinate or D. Later dating is characterized by six inferior position. factors. 3. One type of relationship is not 1. Honesty between partners occurs. better than the other; people can 2. Trust between partners develops. be equally content with both types 3. Openness between partners occurs. of relationships. 4. Partners begin to self-disclose. E. Relationships can change under varied 5. The relationship becomes deeply circumstances. emotional. 1. The subject under discussion may 6. Less importance is placed on control whether one person domi- physical attractiveness. nates the discussion or assumes the decision-making role. 2. Role relationships change over LEARNING ACTIVITIES time. a. Early in a relationship, a I. Learning Activities Related to the person's need for security may Crowd and Clique control whether he or she is A. Ask each student to write an essay submissive or dominant. in which he/she describes the crowd ' As a person learns more about or set to which he/she belongs, and the world through experience eXplains why he/she has membership. and education, be or she may B. Ask each student to write an essay assume a different role with a in which he/she describes the clique friend. to which he/she belongs and analyzes c. Some relationships eves end as the factors which bind these pl needs of participants change. closely. This assignment and .he F. Emotional coMmunication to others one above may be journal entries. determines how they respond to us. C. Ask each student to list five of his/ 1. A person who is openly friendly her most important beliefs.For each and determined to make friends belief, ..ake a list of all the people will most often elicit a positive in the clique to which be/she belongs response. who share it and another list of mem- 2. A person who is cool to others bers of the clique who do not share and perhaps openly hostile, will it. For some belie's ther may be no elicit hostility. entries for the second list. Tell 3. A person who trusts another per- students to check their lists by dis- son with personal information cussing their beliefs with their about themselves will most often clique. Ask them to report the accu- elicit a trusting response. racy of the lists to the class and explain the reason for the results. III. Relelons with opposite sex peers take D. Ask each student to make a list of on new significance in adolescende. things, people, ideas against which A. During preadolescence and very early he/she is prejudiced. For each of adolescence, close friendships are these prejudices, he/she will make a usually among members of the same list of all the members of his/her sex because at this time in life a clique who Share them and make an- young person is more likely to find other list of those who do not share someone with common interests, them. Tell students to check their talants, and skills among members of lists by discussing their Tirejudices thew, sex. with their clique. Ask them to re- B. As maturation continues, boys and port the accuracy of their lists to girls begin to pay more attention to class and explain the results. one another and heterosexual E. Ask students to role play the follow- interests increase. ing situations: A new person in 981 school is trying very hard to enter who is outgoing. Ask students to a popular social clique. Four mem- look at their list of friends and bers of the clique are having lunch list differences that exist between together in the cafeteria when the their friends and themselves. new person sits down, uninvited,.and E. To the students: Try sitting down joins in on the conversation. The with a close friend and laying out other members of the clique do not for one another the major reasons want this person hanging around. that each of you have for liking each F. Ask students to make a list of some other. Also discuss some factors of the cliques that exist in their that you don't like about each other school. Then, have them describe if you .feel you can be open with each the distinguishing features of each other. of these groups such as: the way F. Ask students'to list a few of the they dress, where they "hang out," names of their close friends. Then, what they do for amusement, what type have them label each of these rela- of courses they take, what career tionships with these friends either goals they have, the extra-curricular complementary or symmetrical. Stu- activities that take up their time, dents may discover that the relation- etc. If the class is open, this can ships are difficult to pinpoint and be a fun exercise to do in groups or in turn arrive at the conclusion that as a full class discussion. Students the subject of conversation, point of will begin to see a pattern in the relationship, time, or place of a re- formation of these cliques. lationship influences the type of relationship at hand. II. Activities Related to the Formation and G. If the class has read a novel or Function of Friendship viewed a motion picture together, A. Ask students to make a list of iheir discuss the relationships among the current friends, and rank them in characters in terms of complementary/ terms of closeness to themselves. symmetry and/or changing relationships. Then,.ask them to answer the follow- An excellent novel and film that can ing Tiestions: be effectively utilizcd for this dis- 1. Which one of these friends would cussion is Carson McCullers' The you turn to if you needed to con- Heart ie a Lame4 litenter. A paper fide in someone about a serious omme out of this discussion as problem you are having at home? / well. 2. In what ways are the people on ( H. Ask students to discuss relationships your list alike? that they no longer have with former 3. Do you feel that they all would or good friends and analyze what hap- do like each other?Why? Why pened in those relationships. This not? may be a journal entry or an *ssay B. Ask students to write an essay or assigmment.

journal entry in which they fill in . I. Ask students to role play the follow- the blank: I wish I had a friend ing situations: who ; or an essay entitled: 1. Three people are "acquaintances." "The-TriT1-51iCovered What True One of them is close to both Friendship.Was." people and considers himself/her- C. Have -tudents respond either orally self a good friend to both. The or in their journal to the following other two people doNlot like each questions: other. The three rAet at a ball 1. Do you have any friend: who you game with the one person who is would like "to get ric of" because close to both seated between them. they like you in a way that you do Depict the confusion and frustra- not like them? tion of the middle person as ihe 2. How are you handling or would you two others fight for position. handle such a situation? 2. TWo good friends with a symmetri- D. Most people think that friendships cal relationship are working for a are based solely on similaritf.es; ` county park system for the summer. howeveri some good relationships are When they arrive at the concession bu.qt upon differences that comple- stand where they cr-e to work, 9ne ment ea-h other. For example, a shy of them discovers that he/she has' person may he attracted to someone been put in charge of that stand

84 with the other person the aide or manipulation of attractiveness, etc. helper. 'Portray a scene which may Students given to dramatizemay"stageft depict problems beginning to occur this date on videotape if the equip- in this relationship. ment is available. The videotape can 3. An openly friendly person elicits then be viewed and discussed in class. a positive response to overtures F. Ask students to write a sketch and of friendship. role play the break up of a dating 4. A hostile person elicits a hostile relationship. This scene should em- response. phasize a lack of one or more of the 5. Two acquaintances find themselves following qualities of a good dating next to each other on a two-hour relationship: honesty, trust, open- bus ride. One of the persons ness, self-disclosure, emotional wishes to become closer friends attachment, etc. Discuss and analyze with another and begins to talk each skit. about his/her private life. Use G. Ask each student to tell their favor- same sex students for this ite "love story" whether it be from a exercise. film, novel, history, etc. Ask them to describe what factor(s) make it so III. Activities Related to Relationships with special to them. This assignment may the Opposite Sex also take the form of an essay A. Ask students to account for their assignment. pre-adolescent friendships. An in- H. Give a theme aisignment that calls for class discussion and/or journal an analysis of a good dating relation- entry describing these relationships ship the student has had or is having may take place. at the present time. Some.students B. Ask students to observe the interac- may be reluctant to disclose this tion between pre-adolescents (younger information however. siblings perhaps) Who say they are "best" friends. Students should IV. Activities Related to the Entire Unit probe their selected pre-adolescents A. Assign a history of a clique in which in order to discover why they are the student accounts for the formation "best" friends. The five friendship and *endurance of this phenomenon. factors could be the basis for the B. Assign a history of a friendship (one questioning. Students may present that has ended or is still in exis- their reports in oral or written form tence) in which the student accounts for class discussion. for the formation and endurance of C. Ask each student to relate their this relationship. firrt "crush" an a peer of the oppo- C. Develop a class sociogram by asking site sex. These narratives can take each student to identify their three place in smala groups or in a full best friends. The teacher may want class discussions. A journal entry to discuss the resulting network while on this matter is also recommended. masking the names of the individuals. Try to get each student to relate the factors which caused as well as ended this experience. INSTRUCTIONAL AS"ESSMENT D. Ask each student, or those students who are more open and inclined to I. Some of the work performed in the learn- self-disclosure, to relate an early ing activities may be, evaluated. For dating experience or a "first date" example: experience. Besides enjoying the A. Evaluate the essay on the crOd or set. humorous aspects of the narrative B.. Evaluate the essay on the gigue. 41 try to encourage students to analyze C. Evaluate the students' analysis of these situations in terms of the their friendships in terms of comple- early dating stage discussed in mentary/symmetrical roles. class. This narrative can also be a D. Evaluate the analysis of the relation- paper assignment. ships among friends in The Heart is a E. Ask students to role play a first Lonely Hunter. date or early adolescent dating ex- E. Evaluate'the essay on former relation- perience by exaggerating the charac- ships. teristics of such An event: super- F. Evaluate the students' role playing 'ficial conversation, false interest, activities in class.

85 ' '7 G. Evaluate the report on pre-adoles- friendship identified by high school cent friendships. and college students participating in H. Evaluate thili "first date" paper or Tedeschi's study. narrat4ve orally delivered in class. E. List the two ways a close friendship 411) I. Evaluate the essay on a favorite functions. "love story:" F. List the two types of roles in the J. Evaluate thi essay on a good dating friendship relationship. elationship. G. List the circumstances under ..ibich K. valuate the history of a clique. friendships change.. L. aluate the history of a friendship. H. List the, characteristics of the early dating stage. II. The students' grasp of the basic infor= I. List the six characteristics of later mation of this unit may be assessed dating experiences. either in a short written quiz or in a J. Describe: unit test. Students should be able to: 1. The characteristics of the crowd A. Define the following terms: and clique. 1. Crowd 2. The conditions that usually.exist 2. Clique for friendship. 3. Friendship 1. The two ways a clete friendship 4. Symmetrical relationship functions. 5. Complementary relationship 4. How the two types of roles operate B. List the factors that come into play in a friendship. in the formation of crowds or cliques. 5. Why friendships change. C. List the five oonditions that usually 6. The early dating stage. exist for friendship to occur. 7. The later, mature dating stage. D. List the eight factors crucial to

UNIT SOURCES

Berscheid, Ellen, and Elaine H. Walster, Interpersonal Attraction, Reading, Massachusetts: Addison-Wesley Publishing Company, 1969. This book presents a detailed explanation of theIII factors affecting the attraction variable in interpersonal communication. S. Brislin, Richard W., and Steven A. Lewis, "Dating and Physical Attractiveness," Psychological Reports, 22 (1968): 976. A brief discussion of the role of the physicajpctor in attraction is presented here.

Byrne, Don, Oliver London, and Keith Reeves, "The Effects of Physical Attractiveness, Sex, and Attitude Similarity on Interpersonal Attraction," journal of Personality, 36 (1968): 259- 271. --A scholarly presentation of those variables Which are important in teenage dating is given.

Driscoll, R., K.E. Davis, and M.E. Lipsitz, "Parental Interference and Ronyantic Love:The Romeo and Juliet Effect," Journal ofhovsonality and Social Ftychology, 24/(1972): 1-10. Fascinating analysis of the role aparents in the love reladonship.

Grummon, Donald L., and Andrew M. Barclay, Sexuality:A Search for Perspective, New York: Van Nostrand Reinhold Company, 1971. The essays in this collection take up such topics as sex and personal development, the nature of sexuality, and sex education.

Horowitz, Herbert, "Interpersonal Choice in American Adolescents," Psychological Reports, 19 (1966): 377-374% This is a dated but still revealing article on peer choices among teenagers.

Huston,'Ted L., ed., Foundations of Interpersonal Attraction, New York: Academic Press, 1974. college level text is a collection of essays concerned with the affective bases of social relationships. Tedeschi's study is included.

.9 86 Mellinger, Glen D., "Interpersonal Trust as a.Factor in Communication,"Journal ofeenormal and Social Psychology; 52 (1956): 304-309. Excellent explanation pf the trust variable

in communication. .

Norris, Jack A., Social Studies: Human Relations: Home and Family Fducatio, Miamk, Tlorida: Dade County Public Schools, 1971. This course outline, designed for grades 10.:12, focuses on how and why people behave toward each other.

Audio/Visual Muxerials

Human Relationships: Why They Aoceed or Fail Center for Humanities, Inc., slide/cassette Aimed at senior high and adult audiences, this program discusses the factors thatcontribute to friendships among peers and others.

Life Issues of Young Teens 0 Society for Visual Education, Inc., Filmstrip, #t792-SAR Specifically geared for the junior high stu4ent, this filmstrip will stimullite class discussion toward matters of dating, parents, choosing a career, etc.

Peer.Dating Problems o." Young Teens Society for Visual Education, Inc., Filmstrip,#F792rSAR Junior high dating relationships are explored in detail.Good discussion.stimulator.

POputarity Problems e Young Teens Society for Visual Educationl Inc., Filmstrip, #785-SAR This set of four filmstrips and two records address theTqpularityissue as one of the crucial factors of teen happiness.

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