Effective Interpersonal Communication

Topic

Provide a user-friendly, downloadable one-page handout summarising recommended steps or strategies for effective interpersonal communication. This handout should target Australian adults and be designed, for example, for distribution to patients in doctor's waiting rooms. Also provide more detailed commentary and background to the handout in your blog post.


Abstract

This paper provides additional supporting information to the summarised one-page downloadable handout on ‘strategies for effective interpersonal communication’ in (Appendix A). The major social psychological theories discussed include the Theory of Mind, Transactional Analysis and the Social Perception Theory. These theories will be used to examine the literature on interpersonal communication. In particular, discussions will focus on a number of models including Shannon’s (1948) Transmissive model of the communication process and the Interactive and Transactive models of communication. In addition, figures relating to the communication models will be used to connect and link the various theoretical concepts.



For centuries humans have been communicating, conveying a message which is sent to the receiver ‘the other person’ to interpret. This process is defined as interpersonal communication, the transmission of information from one person to another (Grivas, 2004). Catt, Miller and Schallenkamp (2007), believe that a sharing of meaning must exist between the sender and the receiver for effective interpersonal communication to occur. Therefore, aside from the intellectual processes involved in the act of communicating cognition, emotion and physical aspects are considered to be just as important (Ralph, 2006). Of the many theoretical perspectives on interpersonal communication the first discussed is the theory of mind which posits that for successful communication to occur, understanding that perspectives can differ is also essential. A communicator has an intention to take a certain perspective on an object but not necessarily the same perspective as the listener (Miller, 2006). Second, the Transactional Analysis theory suggests that through one’s lifespan the experiences from childhood, youth and adulthood may potentially shape how an individual communicates (Baumeister & Bushman, 2008). Third, Social Perception Theory suggests that people observe their own behaviour to infer what they are thinking and how they are feeling (Baumeister & Bushman, 2008). Finally, Shannons (1948) transmission model of the communication process and the Interactive and Transactive models will be analysed to determine the simplest and clearest model for helping people to understand and learn the basics of effective communication. Supporting research addressing the various theories and strategies proposed in the downloadable document will also be explored.


According to Dunphy (2004) the process of communication or the exchange of information between the sender and receiver is fraught with pitfalls, difficulties, and potential misunderstandings. Moreover, it begins with the generation of an idea or intention which must be encoded or translated into a form that can be transmitted across a channel. A channel provides a path through which a message travels and a channel can be any medium such as for example the internet, radio, television, films, newspapers and magazines (Cherrington cited in Dunphy, 2004). The path of communication whilst fraught with potential difficulties must also be viewed with the aim of recognising non verbal behaviour, nuances and subtle differences in the relationship of interaction in communication. Ralph (1998) supports this notion suggesting the individual’s responses and interactions are determined not only by what is communicated, but how it is interpreted by the receiver. Baumeister and Bushman (2008) found that important and powerful forces originate in the interactions and relationships between people and what goes on inside the individual adapts to those interpersonal processes. To illustrate further, the theory of mind refers to an understanding of mental states such as belief, desire and knowledge that enables us to explain and predict others’ behaviours (Miller, 2006). This theory is closely coupled with the development of communication and language to the point that one often does not recognise their interdependence (Miller, 2006). More specifically, the theory of mind can be viewed as implicit attitudes, an unconscious processing of thoughts and feelings somewhat different to transactional analysis where the theory seeks to understand from which ego state a behaviour is coming.


Sills (2007) posits the theory that most of the major concepts of Transactional Analysis (TA) acknowledge the 'two-way street' of human relations. This theory explores the ego states to ascertain if the parent, adult or child behaviour is being displayed see (Figure 1).












Figure 1: Transactional Analysis


Moreover, TA holds that people can change if they gain insight into their thinking processes as thinking influences feeling and behaviour (Gladding, 2005). Hence, this insight into the ego states permits the individual to reflect on their behaviour and as a result, cognitive dissonance may provide some reflection as to the psychological discomfort the individual may feel. Furthermore, within TA, a model of communication and relationships is called “I'm OK, you're OK" see (Appendix D) which operates from each of the four positions at various times. This theory suggests that well functioning individuals learn to recognise unhealthy positions and modify their thoughts and behaviours accordingly (Gladding, 2005). One interesting finding within TA suggests that the unconscious is not important (Gladding, 2005) however posits the belief that individuals can gain insight into behaviour. Consequently, the Theory of Mind also finds insight necessary to utilise implicit attitudes in juxtaposition with explicit attitudes to gather information.


This finding complements the Social Perception Theory that people observe their own behaviour to infer what they are thinking and how they are feeling (Baumeister & Bushman, 2008). For introspection to occur, conscious processing requires the observation of behaviour and drawing conclusions. Hence this simplistic approach is factored into the downloadable document. These strategies attempt to simplify the necessary skills for effective interpersonal communication drawing on the theoretical foundations of the perspectives discussed in this paper. More particularly, recognising that no two individuals are the same, the wording used is minimalistic to capture ones attention and salient enough to retain one’s attention, whether one yields the message remains to be seen. One theory where receptivity was surpassed is that of Shannon’s 1948 Transmission model which was initially designed for the Bell Company as an engineering communication theory. Part of the success of Shannon’s (1948) model of communication still widely used in education today is due to its structuralist reduction of communication to a set of basic constituents that not only explain how communication happens, but why communication sometimes fails (Foulger, 2004) see Figure 2.
















Figure 2: Shannon’s (1948) model of the communication process.











Figure 3: Interactive model of the communication process (with feedback loop).


The bi-directionality of communication is adapted to Shannon’s Transmissive model see Figure 3 with the concept of the feedback loop. One of two variants to the Transmissive model, the Interactive model elaborates that destinations provide feedback on the messages they receive so the information sources can adapt their messages, in real time (Foulger, 2004). One modification to this model is the noise source located near the feedback loop. The noise source was initially intended for telecommunication interference for example static or disruption. However, due to modern technology noise is now screened out. Whilst this functionality may appear redundant, a solution to this was error detection and correction used more as a metaphor for problems associated with effective listening (Foulger, 2004). Hence, Foulger found that people really do adapt their messages based on the feedback they receive so meaning may alter the communication as stated earlier by Catt et al. (2007). However, Chandler (1995) suggests that the transmission model lacks meaning, and underestimates the creativity of the act of interpretation. Whilst the feedback loop added later by theorists enables speakers to adjust their performance to the needs and responses of their audience, Chandler believes that transmission models of communication reduce human communication put simply through the transmission of messages (1995). This approach suggests that in Shannon’s model no allowance is made for the relationships between people, as communicators believe that we frame what is said differently according to the roles in which we communicate (Chandler, 1995). Whilst TA supports the notion of different roles, the other variant to Shannon’s Transmission model is the Transactive model. This model incorporates the very meaning that was lacking as Chandler stated in the previous models see Figure 4.

















Figure 4: Transactive Model of the communication process.


Chandler (1995) describes alternatives to the Transmissive models of communication as constructivist stating that such perspectives acknowledge that meanings are actively constructed by both initiators and interpreters rather than simply 'transmitted'. Foulger (2004) supports this belief stating that this model attempts to capture the fundamental interaction of language, medium, and message. These factors enable communication, the socially constructed aspects of each element, and the relationship of creators and consumers of messages both to these elements and to each other. Folger (2004) found that interpersonal communication typically includes the social construction of the self, perception of self and other, language, nonverbal communication, listening, conflict management, intercultural communication, relational communication, and various communication contexts, including work and family. Baumeister and Bushman (2008) support this view suggesting that humans engage in interpersonal communication because they need to express and receive interpersonal needs. This normative influence suggests that humans need to belong to and connect with others. Hence the need to ensure communication skills remain effective is to continually develop the interplay between interpersonal communication and interpretation.


In conclusion, the art of skillfully communicating with another individual requires active listening, an awareness of body language, nuances and skills. Whilst all three theoretical perspectives of the Theory of Mind, Transactional Analysis and Social Perception Theory recognise the need for meaning and interpretation of human feelings and behaviours only one model of communication factored this in. Whilst Shannon’s Transmissive and Interactive models appear basic in design and are easy to understand, Chandler’s views on interpretation and meaning are supported by the Transactive model which incorporates these two variables. As Chandler (1995) puts it the model provides a ‘constructivist approach’ where meanings are actively constructed by initiators and interpreters rather than simply 'transmitted' incorporating a more holistic approach. Overall no two individuals are the same, and interpretation is individualistic. However, the social psychological strategies aimed at effective interpersonal communication as detailed in the downloadable document are adaptable and easily identifiable. Learning to be cognisant of these factors may assist an individual in achieving effective interpersonal communication.



References


Baumeister, R.F. & Bushman, B.J. (2008). Social Psychology & Human Nature. (pp. 83) United States: Thomson Wadsworth.

Catt, S., Miller, D. & Schallenkamp, K. (2007). You are the key: Communicate for learning effectiveness. Education 127(3), 369-377.


Chandler, D. (1995). The Transmission Model of Communication. Retrieved 26 October 2007 from http://www.aber.ac.uk/media/Documents/short/trans.html


Bellafiore, D.R. (2007). (2) DRB Alternatives Inc. Interpersonal Conflict and Effective Communication. “Integrating your inner hopes and realities”. Retrieved 26 October 2007 from http://www.drbalternatives.com/articles/cc2.html


Dunphy, S (2004). Using Hollywood one-liners to illustrate the communication process: An interactive approach. Behaviour & Information Technology. 23(6), 423-426.


Foulger, D. (2004). Models of the Communication Process. Retrieved 26 October 2007 from http://foulger.info/davis/research/unifiedModelOfCommunication.htm


Gladding, S.T. (2005). Counseling Theories, Essential Concepts and Applications (pp. 164). Pearson, Merrill Prentice Hall.


Grivas, J. (2004). Oxford Psychology Study Dictionary (2nd ed.). (pp. 76). Victoria, Australia:Oxford University Press.


Medina, M.S. (2006). Teacher’s topics: Teaching self-concept and self-esteem in a clinical communications course. American Journal of Pharmaceutical Education. 70(5), 1-7.


Miller, C.A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology. 15, 142-154.


Ralph, E.G. (1998). Insights on effective communication: some “sabbatical” observations. Education. 118(4), 20-28.


Sills, C. (2007). Transactional Analysis; A relational psychotherapy. Therapy Today. 18(1), 15-17.





Self Assessment


Online engagement
1 Set up a blog account (04/09/07 chose topic )
2 Submit blog feed (Not required for blog 2)
3 Create a test blog posts (Not required for blog 2)
4 Publish blogs for comment (9 postings on my site + 1 discussion posting)
5 Comment on other blogs (20+ made consistently over weeks 8-15).
6 Use discussion list. Yes


I fulfilled the online engagement requirements by successfully completing all the requirements necessary for Blog 2.

I was one of the first few to select my Blog 2 topic on the day the topics were released 4/9/07. On the 5/9/07 I made my first posting and have continued to do postings on a regular basis throughout the second half of the semester hence a higher level of online engagement with others throughout Blog 2.

With my discussion posting I encouraged people to participate in a quiz (21/09/07). This assisted me with my research preparation.

I have posted four ‘You Tube’ clips on communication. In my self assessment for Blog 1 I stated that I would do more postings in Blog 2 and I have achieved that with posting over 20 comments to other blogs. I researched information early as I said I would in my self assessment for Blog 1.

I have 3 stars which indicates very active online engagement, regular blog and/or discussion activities, with a clear evolution of thinking during week 8-15.


Theory


There is a plethora of information on communication. Knowing where to start was difficult at first however, I focused primarily on 3 theories and 3 communication models namely the Theory of Mind, Transactional Analysis and Self Perception Theory. Along with Shannon’s Transmissive model of communication including the Interactive and Transactional models of communication. I could have written a great deal more however, tried to capture the salient points from the theoretical perspectives and the process of the communication models. Analysis of the theories was presented to provide a holistic perspective on interpersonal communication using the models to contrast any differences. I do hope that I have adequately addressed the key elements of the research as I mentioned above there is so much literature and so many theories.


Research


I believe I captured the relevant key theories in my research on interpersonal communication. I placed the figures into the body of the essay to provide a visual for the reader to follow the communication models. This was done to enhance the process of understanding what progression had been made with the various models however, efforts were made to ensure the figures did not disrupt the flow of the essay. When compiling the handout summary I envisaged what I would want to see handout located in a doctor’s surgery. I therefore researched a number of interpersonal communication journal articles and websites and included my own thoughts to present this document.


Written


I used APA style throughout the essay with the exception of transferring the information to my blog and losing formatting for example indentations and double spacing and italics. I had a Flesch Reading Ease of 13.6 and a Flesch Kincaid level of 17.4. I did revise my essay to achieve a Flesch Kincaid level of 12 however, inadvertently increased this figure and decreased the Flesch Reading Ease. When contrasting theories and putting forth an argument I found it extremely difficult this time around to reduce the level any further. When I omitted the references this reduced the Flesch Kincaid level to 14.9.


Online Engagement


I believe I have used highly effective online engagement from week 8 through to week 15. I received 3  stars to indicate a clear evolution of thinking in week 8 to week 15. I posted four ‘You Tube’ clips on communication. For Blog 1 in my self assessment I stated I would do more postings in Blog 2 and I have achieved that with posting over 20+ comments to other blogs. Some were more in-depth than others however, the task was to actively engage online with other students and this is what I set out to do. I researched information early as I said I would in my self assessment for Blog 1. I fleshed out theories and various models of communication to prepare for my research. With my discussion posting on 21 September 2007, I encouraged students to participate in a quiz on effective communication and listening skills. This assisted me with my research preparation and the response to this was greatly appreciated. I also provided useful tips and responses to other students postings and enjoyed the online engagement more so this time around as I felt more comfortable with the knowledge I had acquired from undertaking Blog 1. I also enjoyed receiving feedback, guidance and suggestions from everyone.

Transactional Analysis - Dr E Berne

Hi Everyone

Another communication model I am researching for my essay. To those studying counselling, I know you will be familiar with Transactional Analysis, the method for studying interaction between individuals. This concept was developed by Dr Eric Berne in 1957. Berne's approach to therapy was simply observing the way the patient communicated (through words, body language and facial expressions) in a transaction. Berne believed there were ego states and these were behind each and every transaction. They consisted of the Parent, Adult and Child. Berne found that within his therapy sessions with patients they would change over the course of a conversation. Berne claimed that the changes didn't necessarily mean verbal, they could include facial, body language, body temperature and many non verbal cues as mentioned above. I quite like this model as I can see its merits. According to Gladding (2005), the child ego state is that part of the personality characterised by childlike behaviours and feelings. It is subdivided in two divisions (natural child) spontaneous, impulsive and often self centred and pleasure loving or (adaptive child) the compliant part that conforms to the wishes and demands of parent figures. On the other hand, the adult ego state is rational and organised, it is the objective, thinking, data-gathering part of a person. Moreover, the parent ego state incorporates the attitudes and behaviours of parental figures that is, the dos, shoulds, and oughts. This ego state is also subdivided with the nuturing parent that conforms, praises and aids others. Where the critical parent finds fault, displays prejudices and prevents others from feeling good about themselves. This example by Gladding (2005)illustrates Berne's ego states in action..'a woman may observe an attractive man and go through the following self-dialogue: "He is really good looking and well spoken [adult], but he's probably stuck up [critical parent], although I've heard he's very sensitive [nuturing parent]. I wonder how I could attract him and get him to notice me [natural child]. Oops! I'd better stop looking and get back to work, or my boss will get mad at me [adaptive child].".. This is an interesting model to me to understand which ego state(s) a person is using when engaging in interpersonal communication. Do you think this model has merit? Tell me what your thoughts are. Cheers Michelle ;)

Johari Window - Communication Model

Hello my fellow bloggers

Another communication model has captured my attention. The Johari Window is a psychlogical tool created by Joseph Luft and Harry Ingham (hence the name Johari). The tool was developed in 1955 in the U.S. to help people better understand their interpersonal communication and relationships (Wikipedia, 2007). Here's the interesting bit, to perform the exercise a subject is given a list of 55 adjectives of which they pick 5 or 6 that they feel describes their personality. Then the subjects peers are then given the same list and they too select 5 or 6 adjectives that describes the actual subject. The adjectives are then mapped onto a quadrant.

This information is sourced from (Wikipedia,2007).
Adjectives selected by both the participant and his or her peers are placed into the Arena quadrant. This quadrant represents traits of the participant of which both they and their peers are aware.

Adjectives selected only by the participant, but not by any of their peers, are placed into the Façade quadrant, representing information about the participant of which their peers are unaware. It is then up to the participant whether or not to disclose this information.

Adjectives that are not selected by the participant but only by their peers are placed into the Blind Spot quadrant. These represent information of which the participant is not aware, but others are, and they can decide whether and how to inform the individual about these "blind spots".

Adjectives which were not selected by either the participant or their peers remain in the Unknown quadrant, representing the participant's behaviors or motives which were not recognised by anyone participating. This may be because they do not apply, or because there is collective ignorance of the existence of said trait.

I think this concept is quite refreshing and certainly confronting if one was to present an individual with such feedback. Would an individual be open to receiving the feedback or be unwilling to face such blind spots being presented.
Imagine a speed dating scenario but on this occasion people are providing you with this communication model and completing your quadrant based on 5 or 6 adjectives. How interesting would that be? If you've read all of this information, thanks for hanging around I'd be interested in your feedback. Don't forget there is still the notion of body language, nuances and emotions that also come into play. Cheers Michelle

The Dynamics of Birth Order

According to parenting educator Michael Grose "the way people are has nothing to do with genetics and has everything to do with the ways in which we learn to compete for paternal attention from a young age". He is the author of Why First Borns Rule the World and Last Borns want to change it. An interesting take on the birth order of siblings with regards to relationships and dynamics. It is also interesting to consider what impact this may have on interpersonal communication (my blog 2 topic).


If you have a minute to spare take a look at the video link contained in the article link http://today.ninemsn.com.au/article.aspx?id=305029 .
Do you think there is any merit with the dynamics of birth order and/or interpersonal communication. Do you find people display these tendencies when you communicate to them or have you observed these interactions? Have a look at the characteristics of first born, middle, or youngest that Michael Grose has illustrated in the link above.

Your feedback is greatly appreciated.

Thank you
Michelle

The Mom Song Sung to William Tell Overture with Lyrics

The social influences a mother has on her family and the interesting way she communicates what happens in a 24 hour period.

Communication Models

Hi Everyone

Just adding to my research on interpersonal communication.

This model was discussed in our week 3 tutorial and is sourced from http://www.worldtrans.org/TP/TP1/TP1-17.HTML
There is always a sender and a receiver in communication. At least there is an intended receiver. In the diagram above A is the sender, B is the receiver.

A and B have different personal realities. They each have their own world formed by their experiences, their perceptions, their ideas, etc. They will perceive, experience, and interpret things differently. The same event will always be perceived a little different by each of two people.


The Transition Model and Feedback Loop



This model was also discussed in our week 3 tutorial and is sourced from http://www.greatcom.org/resources/tell_it_often_tell_it_well/chap17/default.htm
This link looks interesting, I agree with the authors comments "Communication is a tricky business. We often are attempting to hit a moving target. Words seem to disappear into thin air, and we wonder if they have touched the listener's heart".

Three weeks ago I started to read 'Blink' the book that James was talking about 2 lectures ago. I thought it was quite fitting that I had started to read the book considering the topic I have on interpersonal communication. Blink is a book by Malcolm Gladwell, I read his first book a few years ago called 'The Tipping Point' if you get a chance to read this book do so, because it was quite insightful in terms of social influences. James placed an excerpt of a chapter from 'Blink' on e-reserve, if you get a chance to run your eyes over it you will find some interesting insights into the observation of relationships, communication, nuances, body language and social influences.

I hope your blog research is going well.
Cheers
Michelle

'Interpersonal Communication' variables

Hi Everyone

My research on the topic of 'Interpersonal Communication' suggests that it differs from other forms of communication in that there are few participants involved, the interactants are in close physical proximity to each other and there are many sensory channels used with immediate feedback.

To illustrate further the following terms are listed below to assist me with my essay. Feel free to add any.

Source - the individual who delivers a message.

Source credibility - two characteristics have been identified 1) expertise, how much the source knows and 2) trustworthiness, whether the source will honestly tell you what she or he knows.

Emotional Intelligence (EQ)- the ability to perceive, access and generate, understand, and reflectively regulate emotions.

Individual Differences in Emotion - six basic emotions have been observed in numerous cultures: anger, surprise, disgust, happiness, fear, and sadness. People of different cultures can reliably recognise posed facial expressions of these emotions.

Persuasion - an attempt to change a person's attitude.

Ingratiation - what people actively do to try to make someone like them.

Elaboration Likelihood Model (ELM)- theory that posits two routes to persuasion, via either conscious or automatic processing.

Baumeister & Bushman (2008).

Curently researching the following;
Social Penetration Theory
Self Disclosure
Contextual view
Developmental view
Interpersonal needs.

Cheers
Michelle

Office Clip for Interpersonal Communications

Communicate with Confidence

The Office - Conflict Clip

Dove Campaign for Real Beauty

Hi Everyone

Today on Oprah the show featured the winners of the Dove campaign promoting their latest hair and body products called 'pro age'. The campaign features 5 American women all above their 50s all mature women posing in their natural state. The women embraced their age, their skin their bodies and loved doing the campaign to celebrate all of those things. The Dove campaign Pro Age challenges the traditional stereotype that only the young can be beautiful by creating attitudinal change about ageing. Instead of negative and fear driven perceptions, the Dove campaign want women to feel positive and hope driven (sourced from the links below). The Dove campaign celebrates pro age and not anti age. Only this week the winner of the Australian Dove campaign was announced and 'Carolyn Oates' who is 63 years old was the winner (see image above). Carolyn will feature on the next issue of the Womens Weekly magazine. After watching the Dove 'you tube clip' on Beck P's blog (powell psychology) I thought I would share this great story about real women with real faces and bodies. Here are the links to view the commercial in America and the story on Carolyn.

American Dove Campaign commerical

campaignforrealbeauty.com

Thank you for your feedback to 'How well do you communicate & listen effectively

Hi Everyone

Thank you to those who responded to my discussion posting on 'How well do you communicate and listen effectively'. I really appreciate your candid responses and value the time you took to complete the quiz and share your feedback. Some interesting points were raised, for example we wear many different hats in life undertaking many roles and how one communicates and listens may vary according to the particular role you are currently undertaking. For instance at work do you actively listen and communicate effectively because you have to, does your role require professionalism at all times and hence your skills are exercised constantly. In comparison to the home environment when one might feel more relaxed and as a result may not pay immediate attention to listening or communicating effectively? Secondly, social variables were raised as factors that may impact ones communication and listening skills. For example, the environment i.e. a tutorial or the audience (captive listeners and fellow students) may contribute to a persons low self esteem in terms of impeding ones ability to articulate their thoughts on a subject matter. These variables may compound the situation and make it extremely difficult for one to actively convey their real thoughts and ideas on a subject. Next, anticipating what someone is going to say or interupting their conversation by finishing off their sentence can be perceived as not respecting the individual by not affording them the opportunity to finish what they're saying. It is so easy to fall into this trap, I use to to do this when my brother in law spoke to me because he spoke quite slowly and I always wanted to hurry the sentence up. However, it took me a while to think I wouldn't like someone to do that to me so I would nod accordingly and smile to indicate that I knew where he was going with the conversation and sometimes this was enough for him to wrap things up. This leads me to non verbal cues, one of the comments highlighted that this area is something they would like to improve in. I think we could all improve in this area. I would like to discuss the gender and cultural differences of communicating and listening effectively in my essay. We all need to be cognisant of the nuances and non verbal cues that are demonstrated by those around us. By doing so we can begin to actively engage in a conversation and navigate around conflict by employing effective listening skills, displaying empathy, recognising non verbal cues respecting cultural or social norms and being cognisant of these factors. It sounds exhaustive however, if we pay attention to the way we currently communicate with others we can begin to notice the way we communicate. That is, do we go about explaining things in a roundabout way, are we to the point and do we explain ourselves in a clear manner. Does the recipient respond in a way that answers the question posed or do they fail to listen effectively to your question. An interesting exercise to undertake to look at our own skills (because we all think we communicate well) until someone pulls us up for something. The news reader technique always pulls me up when I think I'm digressing on a conversation i.e. (tell me what you're going to tell me, then tell me, then tell me what you just told me)..pretty much like an essay (intro, body, conclusion). These three points often steer me back on track. What are your thoughts on the topic?

____________________________________________________________________

Discussion Posting 21/9/07
I have chosen to do the topic of 'Communication Skills' looking at
'Interpersonal Conflict'. I would be really interested to get your
thoughts on the quizzes I have downloaded on my blog
http://michelle-socialpsychology.blogspot.com/

If you have a minute to complete these I'd be interested to hear your
thoughts on the topic. I did a unit last year on Alternative Dispute
Resolution and just like Social Psychology I learnt so much about my
self in the process. So I'm looking forward to undertaking this task
and if you have any info you wish to share please post a comment.
_____________________________________________________________________

Thank you
Michelle

How well do you communicate and listen effectively?

Hi Everyone

Thanks to beck at http://beckpsychblog.blogspot.com/ for her suggestion to include the following quiz http://www.wittcom.com
/communication_skills_quiz.htm

I found this quiz quick to complete and interesting to analyse the results. Here are some of my thoughts on the topic.

When communicating with other individuals one may use many skills to engage and communicate effectively. Aside from verbal cues, many non-verbal cues also play a role when communicating with others. In addition to this, some people may communicate well however not listen effectively and this may contribute significantly particularly where interpersonal conflict is concerned.

Therefore, I have included a short quiz on listening skills to check how effective your listening skills are when communicating.

http://www.wittcom.com/listening_quiz.htm

Please let me know your thoughts on this topic, you don't need to share your results only your thoughts on the subject would be great.

Thanks Michelle

Blog 2 - Communication Skills

Hi Everyone, my topic for Blog 2

Communication Skills.

Provide a user-friendly, downloadable one-page handout summarising recommended steps or strategies for effective interpersonal communication. This handout should target Australian adults and be designed, for example, for distribution to patients in doctor's waiting rooms. Also provide more detailed commentary and background to the handout in your blog post.

I'm looking forward to undertaking this assignment as I work in Health and therefore like the idea of the example provided. I also enjoy communicating and engaging with people so identifying strategies for effective interpersonal communication will be interesting. If anyone wants to share any thoughts or ideas on this topic, I would welcome your feedback and if I can provide you with any assistance I'd be happy to.

Thanks
Michelle

My Essay is at the bottom of this page

For some reason I can't post the essay to the top.

Ghosts of Rwanda

In response to Karen's posting http://karensocialpsych.blogspot.com/
on the Ghosts of Rwanda, I would like to add my comments. Firstly thank you Karen for your posting and in particular for your efforts in providing Carl Wilkens response. It was both insightful and moving. I didn't watch the dvd in the lecture as I was away sick. I watched it this week despite my trepidation as other students were telling me their thoughts on the matter and it made the lead up to watching the documentary somewhat daunting. I remember quite clearly seeing the news in 1994 and the attrocities that took place in Rwanda. I was so alarmed at what I was seeing from afar- my thoughts were how could be happening in this day and age.... I started to watch the dvd in the comfort of the library this week and did so for the next 120 mins. I took notes and held my breath alarmed at the senselessness and the dark side that emerged in the form of human behaviour. Romeo Dallaire the UN Force Commander's words really struck a chord with me, he said "when I met with the leaders of the death squad, I realised I wasn't talking with humans, I was talking with evil". He mentioned the "ethical problems and the negotiation with the devil to save people". One of his colleagues said Dalliare was "bearing witness to Genocide without the means to stop it, abandoned by his own organisation" compelling words. Carl Wilken's said "there was potential for good and potential for evil", the good came through in Captain Mbaye (UN Peacekeeper) who saved so many lives through the Hotel. His courage restored my faith in humanity as did Phillip Galliard of the Red Cross. Galliard was instrumental in not only saving lives but bringing the plight of the Rwandan's to the worlds stage and focusing on their relief aid efforts, providing safe passage for the Red Cross. There are so many stories with so many frustrations and disbelief at the powers that be who were in a position to do something. Monique M the Human Rights Activist upon speaking to a US Congressman was informed "the US has no friends and no interests. In the US there are no interests in Rwanda, no intention of sending young soldiers to come home in coffins, no interest". The people who chose to stay in Rwanda to help the people made a difference single handedly. This makes you look at your own life and contemplate as Mike made reference to in his blog about the choices we make, would you lend your help? http://mikesocialpsychology.blogspot.com/

Which disease? - Graphic health warning quit smoking ad.

Attitude Change - Anti Smoking

What factors determine the success of attitude change programs? The theoretical bases and research evidence about key elements underlying attitude change programs on anti smoking will be the topic for my essay. Here are some thoughts on the topic so far.

According to the Cancer Institute of NSW the anti-tobacco campaigns are aimed at reinforcing quitting behaviours amongst smokers. I would be interested to hear your thoughts on how effective you think these campaigns and other initiatives have been on changing the community's attitude to smoking. The 'You Tube' advertisement featured above was aired on national TV from April 2007 through to June 2007. The focus was on the reality that you can't choose which smoking-caused disease you will actually get if you continue smoking (Cancer Institute NSW). The message is reflective, encouraging the individual to look at their own smoking behaviour challenging their beliefs and attitudes regarding likely health consequences. It is clever and injects humour which hopefully affords the individual the opportunity to look at themself. As of 2 July 2007, government legislation prohibits smoking inside licensed areas. I for one am an advocate for this change, I've noticed a huge difference when you go out these days and you don't inhale second hand smoke nor do you come home with your clothes smelling like a chimney. It is indeed a welcomed change, what are your thoughts on this topic?

Testing 1, 2, 3....

Change is in the Air

Abstract

The main purpose of this research was to determine the success of attitude change programs for the National Quit Smoking campaign in Australia. The program comes under the umbrella of the National Tobacco Campaign. A collaborative quit-smoking health initiative, between federal, state, and territory governments and non-government organisations. The major social psychological factors to be considered are attitudes, beliefs, heuristics, behaviour and persuasion. Theoretical foundations and research evidence about key elements underlying attitude change programs will be explored. Overall, understanding the interaction between these variables may provide significant information towards social psychological strategies aimed towards the attitude change campaign.



The relationship between behaviour and health is well established and there is strong evidence for the importance of risk factors associated with smoking (Encyclopedia of Applied Psychology, 2004). These behaviours can differ dramatically depending on cultural, social, and group norms. One recent study on attitudes found that when new attitudes are formed behaviour is changed; suggesting attitudes predict behaviour (Rydell & McConnell, 2006). Thus, attitudes are the global evaluations toward some object or issue (Baumeister & Bushman, 2008). Therefore, to determine the factors necessary for success within an attitude change program is the focus for the National Tobacco Campaign in Australia. The campaign is a collaborative quit-smoking health initiative between federal, state, and territory governments including non-government organisations. Current social change programs aimed at anti smoking are becoming more prevalent in television and print media. Gone are the days of a more subtle approach, now state and national commercials air graphic health warnings to convey the message that health consequences are imminent. Whether this approach is viewed as effective or not will be investigated as research, and will help to illustrate the key elements of implicit and explicit attitudes that underlie attitude change. The Health Belief Model posits that beliefs about the ease and consequences of doing (or not doing) a certain behaviour determine whether we do (or do not do) that behaviour (Baumeister & Bushman, 2008). As a result, attitudes and behaviours will play a role in the choice to continue or alternatively quit smoking. Overall, beliefs, attitudes, behaviours, and the interplay between these social psychological variables will be explored further.


Background on the National Tobacco Campaign

The age bracket of vulnerability for tobacco use is between 10 and 18 years of age when most users start smoking and become addicted to the substance. Very few individuals begin to use tobacco as adults; almost all-first use occurs prior to graduation from high school (Encyclopedia of Applied Science, 2004). The Department of Health and Ageing in March 2005, released the National Tobacco Strategy 2004 – 2009. The national initiative implemented the National Tobacco Campaign to meet targets surrounding education and resources and to address social, economic and cultural determinants with a view to plan and invest in tobacco control over a five-year period. The National Tobacco Campaign primarily targets 18-40 year old smokers with the messages “every cigarette is doing you damage”, “it’s not just a risk - it’s a certainty that smoking will damage your health” (Quitline, 2007). Further statements that “smoking damages your arteries, lungs and eyesight,” advocates a nationally coordinated effort to help individuals quit. The campaign advertisements have been aired around the nation on television and radio, in newspapers, on buses and posters. The National Tobacco Campaign was initially implemented as a two-tiered approach with the first stage focusing on the Health Warnings Campaign in 2006 to draw attention to the graphic health warnings on the product packaging. Secondly, the next aim was to specifically reduce youth smoking rates. The key message of this campaign sought to encourage the primary target audience of young people 12-24 years in age to ‘reject smoking’, and the secondary target audience (smoker parents) to ‘quit smoking in order to discourage their children from smoking’ (Health, 2007). As a result, the campaign seeks to review this process by conducting surveys to evaluate the campaign’s success and monitor issues with other products of tobacco. The resulting reports provide information on campaign scope and recognition as well as statistics on smoking prevalence, and smoking beliefs, attitudes and behaviours (Quitline, 2007).

Implicit & Explicit Attitudes

Rydell & McConnell (2006) suggest that in recent years the focus of attitude research has shifted from understanding explicit attitudes to examining implicit attitudes also known as dual attitudes. Explicit attitudes are those in which activation can be consciously controlled, whereas implicit attitudes are those without conscious access and therefore are more automatic (Baumeister et al, 2008). Rydell & McConnell (2006) found that there were important differences between implicit and explicit attitudes especially in how they change. One important finding was the Equation Likelihood Model (ELM), which predicts that once an attitude is changed, usually by the presentation of a compelling argument or by a peripheral cue to persuasion, the original attitude no longer exists. Research suggests that people can hold different implicit attitudes and explicit attitudes about an attitude object simultaneously, and that implicit attitudes are not changed at the same rate as explicit attitudes (Wilson, cited in Rydell & McConnell 2006), some findings suggest however not a lot of research to support this notion. One study by Payne, McClernon & Dobbins (2007) found that smokers have more positive automatic responses that is implicit attitudes to smoking cues than non-smokers do. Suggesting, that some smokers may not be aware of the underlying processes leading them to smoke. Supporting the notion that if people are not cognisant of the implicit attitude, then it may not in fact change at the same rate as the explicit attitude. Another cue for persuasion is that of the Picque technique, which captures a person’s attention, by making a novel request (Baumeister & Bushman 2008). That is, when something out of the ordinary, which is not expected, occurs, this shift captures the person’s attention. For example, the recent ‘which disease’ commercials that depict smokers selecting which disease they will acquire is a good example of the Picque technique. This is indeed a novel request, highlighting the plight of the likely health consequence and providing the individual with the capacity for change. This theory posits two routes to persuasion, either through conscious or through automatic processing known as Heuristic/systematic model theory.



Success with attitude change regarding advertising


It is important for advertisers to understand how consumers interpret the marketing claims, for products because such interpretations are likely to influence decisions about whether to try a product (O’Connor, Ashare & Fix, 2007). Yet another different approach evolves from a study conducted by McGrath & Mahood (2004) who suggested that it might be more beneficial to place advertising for certain products within the context of high arousal programs rather than less arousing programs. This theory suggests that advertising likeability and awareness for a brand would be better suited to employ arousing programming. One weakness with this particular study is the primary focus on a television medium without studying the effects on print media or any other type of media. Still, the study raises some interesting points surrounding advertising strategies, particularly as the National Tobacco Campaign is aimed quite heavily at using television as the chosen medium to convey its message. A study by Devlin, Eadie, Stead & Evans (2007) found that mass media campaigns can play an important role in reaching large numbers of young people directly with preventative messages. Their results indicated that no single anti-smoking message appeal is likely to have universal appeal and that young people’s response is mediated by the values and heuristics they attach to smoking. So one social psychological concept of brand loyalty may have no impact on a smoker who holds a positive belief toward a brand and thus their commitment to continue purchasing this same brand remains (Baumeister & Bushman (2008). Moreover, Cognitive Dissonance Theory may come into play here with reference to the level of arousal regarding program times. If graphic health warnings are depicted at popular time slots, the cognitive dissonance theory that inconsistencies produce psychological discomfort may lead people to ationalize their behaviour or change their attitudes to anti-smoking. The National Tobacco Campaign as mentioned above is implementing their strategy over a five-year period. These commercials may serve as prompts to individuals; however, whether individuals yield to the message is another thing. Baumeister & Bushman (2008) suggest that moderately intelligent people are the easiest to persuade. Yet a finding by Mazanov & Byrne (2007) found their results indicated that smokers are likely to continue smoking irrespective of their intention. A statement like this might have implications on such things as the quit smoking campaign.



In summary, the study conducted by (Rydell & McConnell, 2006), shows that implicit attitudes and explicit attitudes form and change, based on different processes that support systems of reasoning approach to attitude change. Understanding attitude change and more specifically the different processes underlying implicit and explicit attitude change is extremely important for advancing attitude formation and attitude change. As Lawton, Conner & Parker, (2007) suggest, that for risky behaviours, there is often incongruence between cognitions and behaviour. More specifically, people are aware of the risks, think the risks are bad yet still engage in the behaviour. Hence, the interplay between implicit and explicit attitudes is extremely important for diverse areas of social psychology namely attitude formation, persuasion and attitude-behaviour (Rydell & McConnell, 2006). To effectively, work on the attitude change campaign such as the National Quit Smoking, is to work with these social psychological variables in mind.

(1474 words)

References


Bishop, G. (2004). Health and culture. Encyclopedia of Applied Psychology, 153-157. Retrieved 28 August 2007, from Health Reference Centre database. (Gale UC).


Copeland, E.P. & Crepeau-Hobson, F. (2004). Health Promotion in Schools. Encyclopedia of Applied Psychology,. 159-166. Retrieved 28 August 2007, from Health Reference Centre database. (Gale UC).


Devlin, E., Eadie, D., Stead, M. & Evans, K. (2007). Comparative study of young people’s response to anti-smoking messages. International Journal of Advertising, 26(1), 99-128.


Lawton, R., Conner, M. & Parker, D. (2007). Beyond cognition: predicting health risk behaviours from instrumental and affective beliefs. Health Psychology 26(3), 259-267.


McGrath, J.M. & Mahood, C. (2004). The impact of arousing programming and product involvement on advertising effectiveness. Journal of current issues and rsearch in advertising. 26(2), 41-52.


MacLaughlan, M. & Mulatu, M.S. (2004). Health psychology, cross cultural. Encyclopedia of Applied Psychology, 167-178. Retrieved 28 August 2007, from Health Reference Centre database. (Gale UC).


Mazanov, J. & Byrne, D.G. (2007). “Do you intend to take smoke?” : A test of the assumed psychological equivalence in adolescent smoker and nonsmoker intention to change smoking behaviour. Australian Journal of Psychology. 59(1), 34-42.


O’Connor, R.J., Ashare, R.L. & Fix, B.V. (2007). College student’s expectancies for light cigarettes and potential reduced exposure products. American Journal of Health Behaviour, 31(4), 402-410.


Payne, K.B., McClernon, J.F. & Dobbins, Ian G. (2007). Automatic affective responses to smoking cues. Experimental and clinical psychopharmacology, 15(4). 400-409.



Rydell, R.J.& McConnell, A.R.(2006). Understanding implicit and explicit attitude change. A systems of reasoning analysis. Journal of Personality and Social Psychology. 91(6), 995-1008.




Australian Government Dept of Health & Ageing (nd). How smoking harms your health
Whats in cigarette smoke? Retrieved 28 August 2007 from
http://www.health.gov.au/internet/wcms/publishing.nsf/Content/health-pubhlth-strateg-drugs-tobacco-resources.htm/$FILE/tobcfacts_harms.pdf

Department of Health & Ageing (2007).
Retrieved 28 August 2007 from
http://www.health.gov.au/internet/wcms/Publishing.nsf/Content/phd-pub-tobacco-tobccstrat2-cnt.htm


Quitline (2006).
Retrieved 28 August 2007 from
(www.quitnow.info.au)

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Self-assessment

Strength: I was honest in my postings, and appreciated fellow students postings and would thank them accordingly. I believe that fosters good relationships for online engagement.

I definitely could have done more posts on my own blog. I had a few however, that certainly could have been enhanced. I feel I’m better placed now to know the ins and outs and how to navigate my way around so that’s definitely turned into a strength.
Certainly more postings would have been ideal. I feel I did actively engage with my fellow students however, as I indicated below there were times when I didn’t write down the name of someones blog (and as there were quite a few) I couldn’t remember which one I wanted to go back to. So I changed my ways and endeavoured to post a comment when I saw the blog immediately. A good learning for blog 2.


1. Theory

Strength: I believe I have identified and understood the use of the key theories. I had to pull in the reins as my topic was growing and I was going too broadly. So I hope I have adequately captured the relevant theoretical literature for my essay. One weakness I would identify is selecting the appropriate number of theories. I will admit to chasing my tail with assessments over the last fortnight and know that I would have loved one more week to complete the essay. But then I'd rather hand over a kidney then do an essay. This has been a challenging exercise with the blog, I'm enjoying it however, there is a lot of work in maintaining what is required.

2. Research
Weakness: I don’t believe I adequately captured the most effective research findings. There were many articles however, not all of them covered the specific topic I was covering. I did want to change topics but felt that it was too late. I am an advocate for the anti-smoking campaign, hence why I wanted to undertake the topic however, felt that there was a great deal of online literature as opposed to journal articles. Text books were fine to provide an overview on social psychological concepts however, more journal articles would have been better. Strength: research journal articles for Blog 2 earlier in the 2nd half of semester to determine if the topic is suitable. I will be more succinct with the next blog, fleshing out more information.

3. Written Expression


Readability Flesch R/Ease 23, Flesch KC 15.9.

I believe I have used the APA style effectively with my essay.

I utilised the Mindmeister concept mapping and felt like I needed to do Mindmeister 101. I am hoping to improve on my concept mapping skills for Blog 2. To be honest I refined the layout of my concept map because it started to get the better of me and I thought I would never get it done if I elaborated too much. So I kept is simple.

I believe the layout to my blog is easy to navigate around. I tried to go with a simplistic approach with not much clutter purely for ease of access for myself and for others viewing my blog.

4. Online engagement

I certainly felt like I developed skills in using a blog for example, understanding how the elements worked within the site, embedding items and joining You Tube to access clips. I remember one night I was working away at my blog for what seemed like an eternity and yet when I finished it hardly looked like much work had been done. However, I knew how much behind the scenes work had been accomplished and therefore felt good about it. This really took up a great deal of time particularly when you’re a novice. However, there is nothing like being thrown in the deep end..it was sink or swim and I felt like I had floaties on. So, I thought I did ok considering my level of experience. I enjoyed the online engagement regarding feedback and suggestions from fellow students. I found after I would go through everyone’s blog sites I couldn’t remember some that I wanted to go back to – so from then on, I tried to do postings then and there without leaving it to another time.
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