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 Give me an example of:  A meta-emotion  Emotional Contagion  Emotional Effects  Emotional communication  Communicating emotionally  Define  Emotional.

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Presentation on theme: " Give me an example of:  A meta-emotion  Emotional Contagion  Emotional Effects  Emotional communication  Communicating emotionally  Define  Emotional."— Presentation transcript:

1  Give me an example of:  A meta-emotion  Emotional Contagion  Emotional Effects  Emotional communication  Communicating emotionally  Define  Emotional experience  Feeling rules  Biological Theory of emotion vs. Social Interaction Theory of Emotion  Which is more concerned with subjective meaning associated with emotions?

2 Chapter 8 Lecture/Recap

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4  http://www.youtube.com/watch?v=fbtdtxNLh7A http://www.youtube.com/watch?v=fbtdtxNLh7A  “…personal information, shared intentionally, that another person would have trouble finding out without being told” (p. 155).  “I decided to wear pink today”  “I decided to wear pink today in support of my loved ones who have battled breast cancer”  Verbal behaviors (intentional)  “I really have a crush on Will but no one knows because I’m afraid he won’t like me back” VERSUS  “You blush every time Will comes around—you must have a crush on him!”

5  Must be INTENTIONAL  What, how, how much  Must trust the individual  How do we know?  Disclosing private information  Private (reflection of self-concept) vs. public (our public image)  Level of risk involved -- WHY?

6  Private vs. Public  History vs. Story  More risk associated with story

7  Individual differences (ties to subjectivity)  The need for openness and disclosure  Type and life of relationship (3 patterns—p. 16o)  Disclosure often levels off or decreases  Framing disclosure -- based on relationship type Example:(8:00 mark) http://www.youtube.com/watch?v=puObmB1Ga3Q  Culture  Sex and Gender

8  Great deal of disclosure in few interactions  Usually occurs between 2 people in close relationships  Exceptions?  Ex: 3 friends discussing a break up; the bus rider phenomenon http://www.youtube.com/watch?v=H8p2dYpeO6U  Reciprocal process  Immediate?  Matching self-disclosure vs. concern  Example: Clip (Charlotte and Miranda)  Occurs over time  Relationship development linked with self-disclosure

9  Dialectics Theory  Tension – privacy vs. disclosure  Four ways to address this tension Cyclic alternation (disclose or keep private at different times) Segmentation (certain topics for separate settings) Selection (choose one side; ignore the other) Integration (neutralizing—happy medium, disqualifying—taboo topics, reframing)

10  Social Penetration Theory/Model  http://www.youtube.com/watch?v=_bMcXVe8zIs – why is this an example of penetration theory? http://www.youtube.com/watch?v=_bMcXVe8zIs  Breadth vs. Depth  Application Exercise #8-Part 1 (5pts): Draw your onion! Consider each level as more information. Also consider different relationships. Where would you put discussions of: Your relationship with a significant other Your political views Your religious views Your goals and aspirations General information about your family Detailed information about your family Detailed information about your medical history Your hobbies, interest, favorite things Your pet peeves and dislikes  What would it take for you to peel back each layer?

11  Johari (Joseph + Harry) Window  Four panes: Open, Hidden, Blind, and Unknown  Application Exercise #8-Part 2 (5pts): Draw out your Johari Window for these different encounters/relationships: With your parent With your best friend With your professor

12  Psychological (e.g. catharsis) or physical well being  Self awareness  Relationships  Begin a relationship  Maintain a relationship  Satisfy expectations of a good relationship  Escalate a relationship

13  To avoid hurt/rejection  Consider “ambushing” from our discussion on listening  To avoid conflict/protect a relationship  To keep image and/or individuality  To reduce stress

14  Owning (I-Statements)  Honesty  Consistency  Non-distracting verbal cues  Relevancy (consider the context)  To situation and conversation  Risks vs. Benefits analysis  Predict reactions/responses (of the receiver) and effects (on the relationship)  Appropriateness  Amount, type, receiver

15  Get in groups for discussion; active discussion part of class participation/attendance  One person—take notes about discussion. Is self-disclosure necessary? Why or why not?  Is privacy more important? Why or why not?  Tie both to interpersonal communication  What is your view on technology and how it has impacted self-disclosure?  Do you think there has been a positive or negative effect? Explain.  Provide examples  How do those “effects” impact interpersonal communication?

16 Discuss groups Proposal Form Due: March 24 th /25 th Form on Faculty Webpage


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