- •Table of Contents
- •Chapter 1. Introducing Interpersonal Communication Theory
- •I. Naïve and Scientific Knowledge (Michael’s Sound Bite 1-1)
- •II. Defining Communication
- •III. Understanding Communication Models
- •IV. What is Interpersonal Communication?
- •V. Martin Buber’s Continuum
- •VI. Principles of Interpersonal Communication
- •VII. Needs and Goals of Interpersonal Communication
- •VIII. Doing Communication Research:
- •IX. Issues in Interpersonal Communication
- •X. Learning Interpersonal Communication
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: Driving Miss Daisy
- •Relationship Problem
- •1. Moving along buber continuum
- •2. Conflicting perspectives on communication
- •3. Identifying causes behind online problems
- •VII. Extra Credit: Quiz
- •Quiz 1. Ethics of Interpersonal Communication
- •Quiz 2.
- •Chapter 2. Considering Self Theory
- •I. Components of Self
- •II. Sources of Self
- •III. Presenting Your Self
- •Improving Your Online Self-Presentation
- •IV. Social Penetration Theory
- •V. The Johari Window
- •VI. Self Disclosure
- •VII. Goffman’s Dramaturgy Metaphor (Michael’s Sound Bite 2-5):
- •VIII. Online Test of Your Johari Window (Michael’s Sound Bite 2-6):
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment
- •Focus on Culture
- •Film: Forrest Gump
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1. Your Self-Esteem
- •Quiz 2. Your Self-Disclosure
- •Chapter 3. Perceiving Others Theory
- •I. Perception as a Process
- •II. Creating Explanations
- •III. Experiencing Uncertainty
- •IV. Influences on Perception
- •V. Impression formation
- •VI. Algebraic Impression (Weight of Belief)
- •VII. Stereotyping
- •VIII. Improving Perceptions
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment
- •Focus on Culture
- •Film: December Boys
- •Relationship Problem
- •Improving your communication online
- •VII. Extra Credit: Quiz
- •Quiz 1. Test Your Self-Esteem
- •Quiz 2. Test Your Self Disclosure
- •Chapter 4. Experiencing and Expressing Emotions Theory
- •I. Defining Emotions
- •II. Communicating Emotions
- •III. Types of Emotions
- •IV. Forces Shaping Emotions
- •V. Managing Your Emotional Expression
- •VI. Online Communication and Emotion
- •VI. Anger
- •VII. Passion
- •VIII. Grief
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: Kramer vs Kramer
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1. Emotional Intelligence
- •Quiz 2: Testing Chronicle Hostility
- •Colloquium 1: The Game
- •III. Functions of Listening
- •IV. Listening Styles
- •V. Gender Differences in Listening Styles
- •VI. Culture and Listening
- •VII. Preventing Ineffective Listening
- •VII. Dialogic Listening
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: Groundhog Day
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1. Identifying Listening Functions
- •Quiz 2. Discover Listening Styles
- •Chapter 6. Communicating Verbally Theory
- •I. Characteristics of Verbal Communication
- •II. Functions of Verbal Communication
- •III. Cooperative Verbal Communication
- •IV. Barriers to Cooperative Verbal Communication
- •V. Conversation Analysis Short Course
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: King’s Speech
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1. American Dialects
- •Quiz 2: Deception Acceptance
- •Chapter 7. Communicating Nonverbally Theory
- •I. Principles of Nonverbal Communication
- •II. Nonverbal Communication Codes:
- •III. Nonverbal behavior classification according to Bill Ausmus and Joseph DeVito
- •IV. Kinesics
- •V. Vocalics
- •VI. Haptics (Tactilics)
- •VII. Proxemics
- •VIII. Chronemics
- •IX. Physical Appearance
- •X. Communicating Through Objects
- •XI. Communicating through the Environment
- •XI. Olfactory Communication
- •XII. Functions of Nonverbal Communication
- •XIII. Responsibly Managing Our Nonverbal Communication
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: Extreme Makeover
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: m-Time or p-Time?
- •Quiz 2: Nonverbal Dominance Notes
- •Chapter 8. Developing Interpersonal Competence Theory
- •I. What is Interpersonal Competence?
- •II. Improving Communication Competence
- •III. Using Rhetorical Messages
- •IV. Improving Your Competence Online
- •V. What is Intercultural Competence?
- •VI. Preventing Intercultural Incompetence
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: The Devil Wears Prada
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: Self-Monitoring
- •Quiz 2: Intercultural Competence
- •Chapter 9. Managing Conflict and Power Theory
- •I. What is Conflict?
- •II. Conflict in Relationships
- •III. Power and Conflict
- •IV. Power Currencies
- •V. Power and Culture
- •VI. Power and Gender
- •VII. Conflict Handling Styles
- •VIII. Barriers to Constructive Conflict
- •IX. Conflict Resolutions and Outcomes
- •X. Influence of Gender, Culture and Technology on Conflict
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: The Queen
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: High or Low Power Distance
- •Quiz 2: Conflict Approach
- •Colloquium 2. The problem Chapter 10. Relationships with Romantic Partners Theory I. Defining Romantic Relationships
- •II. Key Elements of Romantic Relationships
- •III. Influences on Romantic Attraction
- •IV. Technology and Romantic Attraction
- •V. Stages of Romantic Relationships According to Mark Knapp
- •VI. Maintaining Romantic Relationships
- •VII. Dark Side of Romantic Relationships
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Infidelity internationally
- •Film: On Golden Pond
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: Love Attitude
- •Quiz 2: Betraying Romantic Partner
- •Chapter 11. Relationships with Family and Friends Theory
- •I. Defining Family
- •II. Types of Families
- •III. Communication Patterns in Family
- •IV. Maintaining Family Relationships
- •V. Dealing with Family Tensions
- •VI. Defining Friendship
- •VII. Different Types of Friendships
- •VIII. Gender and Friendship
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: Legends of the Fall
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: Communication Patterns in the Family
- •Quiz 2: What Kind of a Friend I Am?
- •Chapter 12. Relationships in the Workplace Theory
- •I. Defining Workplace Relationships
- •II. Workplace Culture
- •III. Supportive and Defensive Organizational Climate
- •IV. Maintaining Peer Relationships
- •V. Maintaining Mixed Status Relationships
- •VI. Workplace Abuse
- •VII. Sexual Harassment
- •Practice
- •I. Opening Story: Starting the Discussion
- •II. Terms
- •III. Names
- •IV. Recap Questions
- •V. Self-Reflection Items
- •VI. Creative Assignment Focus on Culture
- •Film: The Exam
- •Relationship Problem
- •VII. Extra Credit: Quiz
- •Quiz 1: Testing Maintenance of Peer Relationships
- •Quiz 2: Perception of Sexual Harassment
- •Colloquium 3: the paper
VII. Dialogic Listening
(Michael’s Sound Bite 5-3): John Stewart, Carole Logan
Cooperate, do not Antagonize: In any dialog seek to find common things, themes and topics, something you can agree on; work from there by slowly adding new information, carefully paraphrasing and asking genuine questions;
Focus your Listening: - seek out ours not yours: it is very tempting to explore positions, but these are often inflexible. Instead, concentrate on your common interests in the situation; - wait before reacting: often we decide too fast; suspend your judgment and listen to the entire argument; write them down if necessary; paraphrase and question before reacting; avoid blaming questions; - make it clear that you are listening: turn toward the speaker, bend a little forward, do not cross your legs or arms, look your partner in the eye; - make nonverbal support gestures, try to look natural;
Encourage your partner to speak: - ask them to elaborate by asking open, non-judgmental, descriptive and informative questions; - avoid pseudo-questions; - practice mirroring to allow your partner to elaborate;
Help create solutions: - note points of agreement; - paraphrase and paraphrase plus to clarify; - give examples.
Prepare to Listen in Advance: - think the topic through; try to remember the sequence of arguments; practice delivery; ask questions and answer them; - remove all distractions; - study the topic thoroughly; - get ready to talk to a particular person; consider their preferred perception channel; - make sure your focus is not on what you say but on why your partner needs to listen to you; - examine and assess your listening behavior; make changes accordingly.
Practice
I. Opening Story: Starting the Discussion
A. Michael’s Instructions: While not obligatory for reading, the opening story in each chapter sets the mood for the rest of the reading. Stephen chooses stories that relate to several concepts in the chapter and talks about these concepts in general terms.
B. Read the opening story and identify three concepts from the chapter that characterize the communication process in the situation.
C. Then: (a) think of similar examples in your life, (b) remember the actions that the hero of the story, you, and other people around you took when they faced the situation; (c) think of the ways these actions influenced everyone involved; (d) suggest the ways which your naïve knowledge of communication offered you as remedies for whatever did not work in communication in that particular instance; (e) discuss how your scientific knowledge of communication changes your perception, and list three things that you would do now if you faced a similar situation in the future
D. An essay on the opening story can be used as an extra credit opportunity. If you would like to get more points, write a six-paragraph essay answering the questions above in good paragraphs (1 opening sentence, 2-3 main idea sentences, 1 summary and transition sentence). Make note that although this assignment is long and fairly difficult, you will be given only 10 points for it. The reason for it is that the extra credit points must be extra hard to get.
STORY OF MR. ROGERS
Fred McFeely Rogers began each day by swimming laps in a local pool. A nonsmoking, nondrinking vegetarian, he was happily married for close to 50 years and helped raise two sons. He also was the most awarded person in television history: two Peabody awards, numerous Emmys, two Lifetime Achievement Awards, the Presidential Medal of Freedom, and a star on the Hollywood Walk of Fame. But Rogers saw himself primarily as a minister who believed in the power of listening. From his perspective, the greatest communicative gift people could give was attentive silence that encouraged others to openly express their deepest emotions. Although he eventually would receive honorary degrees from more than 40 different institutions—including Yale, Carnegie Mellon, and Boston University—Rogers’s first degree was in music composition from Rollins College in Florida.
Rogers planned on entering the seminary after graduation but was sidetracked by the chance to help establish the first public television station, WQED in Pittsburgh. As he later explained, “I got into television because I hated it so, and I thought there’s some way of using this fabulous instrument to nurture those who would watch and listen” (Stimson, 1998). While working at the station, Rogers attended classes at Pittsburgh Theological Seminary. Ordained in 1963, he decided to minister to children and their families by creating Mister Rogers’ Neighborhood, a TV program emphasizing affirmation, acceptance, and, most of all, listening. In Rogers’s words, “being a good listener is a vital part of ministry, especially ministry with children. . . . I cultivated my own listening skills in part by integrating silence into my life as a part of my daily spiritual discipline.” By providing children with an adult who would listen to their concerns, Rogers’s show helped youngsters express their emotions in healthy ways. During the Gulf War, for example, Rogers dedicated a series of episodes to parents and children with close relatives fighting in Desert Storm. He encouraged parents to discuss life and death openly with their children rather than lying to them or avoiding their questions.
Rogers’s renowned listening ability matched a talent for speaking powerfully in ways that made others listen. In the late 1960s, a congressional committee headed by notoriously gruff Senator John Pastore was considering halving public broadcasting’s funding. Rogers testified before the committee, describing the importance of providing children with a compassionate adult listener on television. After hearing Rogers’s testimony, Pastore remarked, “I’m supposed to be a pretty tough guy, but this is the first time I’ve had goose bumps in the last two days.” The committee then voted to approve full funding for public broadcasting.
Mister Rogers’ Neighborhood became the longest-running show in television history. During a 33-year span, Rogers welcomed guests as diverse as the Harlem Boys Choir, chef Julia Child, and cellist Yo-Yo Ma. The show became so well known that it remains a cultural icon—many people still remember the opening song, the gentle lilt of Rogers’s voice, and his famous cardigan sweaters. Rogers was lampooned by everyone from comedian Eddie Murphy to the writers of the animated series Family Guy. But through it all, he remained committed to the central message of his subtle, nondenominational television ministry: listen to others and offer them love, respect, and kindness. Even after his death in 2003, the words he shared at the end of each episode still linger: “I’ll be back when the day is new, and I’ll have more ideas for you. And you’ll have things you’ll want to talk about. I will too.”