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PSYC 315: EXAM 1
Meaningful existance |
The belief that one's life has purpose and value.
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Interpersonal skills |
The sum of your total ability to interact effectively with other people, (determine interpersonal IQ). |
Interpersonal IQ |
Your ability to understand and manage your interactions with other individuals so that you act wisely.
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Interpersonal effectiveness |
The degree to which the consequences of your behavior match your intentions.
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Self-actualization |
The drive to actualize your potential and take joy and a sense of fulfillment from being all that you can be. |
Time competent |
To tie the past and the future to living fully in the present. |
Autonomy |
The ability to understand what others expect in any given situation and to be free to choose whether or not to meet their expectations. |
Autonomous people |
Have internalized the love, support, and acceptance of others so they can apply values and principles flexibility in order to act in ways that are appropriate to the situation, (neither inner-directed, nor outer-directed). |
Inner-directed |
Controlled by a small number of values and principles set in early life that are rigidly adherent to no matter what the situation is like. |
Outer-directed |
Controlled by others' expectations and pressure to conform.
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Psychological health |
The ability to build and maintain cooperative independent relationships with other people. |
Coping |
Expending effort to master, tolerate, or reduce demands that tax or exceed your resources. |
Crude law of relationships |
Positive perceptions of and feelings toward another person are hard to acquire but easy to lose.
Negative perceptions and feelings to another person are easy to acquire and hard to loose.
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Loneliness |
A state of dejection or grief caused by feeling alone, (it can result from social or emotional isolation; not always from physical isolation).
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Manners and etiquette |
Behave in refined and acceptable manner. |
Civility |
Involves the issue of appropriate language and behavior as indicated by decorum, politeness, and respect.
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Experiential learning |
Four stage cycle:
1. Take action on the basis of one's current action theory.
2. Asses consequences and obtain feedback.
3. Reflect on how effective actions were and reformulate or refine the action theory.
4. Implement the revised action theory by taking modified action. |
Scaffolding |
Support in the form of reminders, prompts, and help, that help you approximate the expert use of the interpersonal skills.
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Openness |
Refers to participants' willingness to share their ideas, feelings, and reactions to the current situation, (closed is just the opposite). |
Self-disclosure |
Revealing to another person how you perceive and are reacting to the present situation and giving any information about yourself and your past that is relevant to an understanding of your perceptions and reactions to the present.
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Self-awareness |
A self-conscious state in which attention focuses on oneself. It makes people more sensitive to their own attitudes and dispositions. |
Self-acceptance |
Viewing yourself and your actions with approval and satisfaction, or having a high regard for yourself or, conversely, a lack of cynicism about yourself. |
Reflected self-acceptance |
If other people like you, you tend to like yourself. |
Basic self-acceptance |
You believe that you are intrinsically and unconditionally acceptable. |
Conditional self-acceptance |
You base your conclusions about your self-worth on how well you meet external standards and expectations, ("if-then" logic).
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Self-evaluation |
When you estimate how positively your attributes compare with those of your peers. |
Real-ideal comparison |
Real-ideal comparison |
Self-presentation |
The process by which we try to shape what others think of us and what we think of ourselves. |
Impression management |
The general process by which we behave in particular ways to create a desired social image.
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Strategic self-presentation |
Consists of efforts to shape others' impressions in specific ways in order to gain influence, power, sympathy, or approval. |
Ingratiation |
Acts that are motivated by the desire to get along and be liked.
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Self-promotion |
Acts that are motivated by a desire to "get ahead" and be respected for one's competence. |
Self-verification |
The desire to have others perceive us as we genuinely perceive ourselves. |
Online relationships |
Relationships formed and maintained through the internet. |
Trust |
Involves relying on others and making yourself vulnerable. |
Trusting |
When you are willing to risk beneficial or harmful consequences by making yourself vulnerable to other people.
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Sharing |
The offering of your resources to other people in order to help them achieve their goals.
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Trustworthy |
You are trustworthy when you are willing to respond to another person's risk taking in a way that insures that the other person will experience beneficial consequences. |
Acceptance |
The communication of high regard to another person and his or her statement.
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Support |
The communication to another person that you recognize hr or she has the strength and capabilities needed to manage productively the situation he or she is in. |
Cooperative intentions |
Expressed when you communicate that you want to work together to achieve a mutual goal.
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TOSS |
TOSS:
Trusting is
Openness
Self-disclosure, and
Sharing |
TURN |
TURN:
Trustworthiness is
Unwavering acceptance and support
Reciprocating the other person's disclosures
Nourishing the relationship by signaling cooperative intentions |
LOSER |
Behaviors that decrease trust LOSER:
Laughing at the other person
Openly moralizing about another's behavior
Silent, poker-face, or rejecting actions
Evaluating the other in your response
Refusing to reciprocate in openness and sharing
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Superordinate goals |
Cooperative goals. |
Self-fulfilling prophecy |
It is in the beginning, a false definition of a situation that evokes a new behavior, one makes it possible for the originally false impression to come true.
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Interpersonal trust scale |
Created by Rotter to distinguish between people who have a tendency to trust others and those who tend to distrust.
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Interpersonal communication |
Any verbal or nonverbal messages sent from a sender to a receiver with the intent of affecting the other's behavior. |
Quantitative communication |
Differentiates among dynamic communication, communication in small groups, communication to large audiences, and mass communication.
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Qualitative communication |
Difference between personal and impersonal communication. |
Content |
Statements about the subject being discussed. |
Relational |
Statements about how the parties feel toward each other and their relationship.
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Linear |
A sender encodes ideas and feelings into a message and sends it through a channel to a receiver, who decodes the message and gives the sender feedback by his or her reaction.
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Transactional |
We encode, send, receive, and decode messages simultaneously, not in a back-and-forth manner. This view of communication recognizes that it is difficult to isolate a single discrete act of communication from the events that precede and follow it.
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Noise |
Any element that interferes with the communication process.
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Effective communication |
When the receiver interprets the sender's message the way the sender intended it.
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Sender credibility |
The receiver's belief in the trustworthiness of the sender's statements.
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Personal statements |
Messages referring to yourself - about what you are feeling, what you are doing, what you are thinking, how you see yourself and your behavior, and so on.
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Behavioral description |
A message that includes the specific behaviors you have observed and does not include any judgement, evaluation or any inferences about the person's motives, personality, or attitudes.
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Relationship statement |
A message describing how you view the relationship or some aspect of the way the two of you are interacting with each other. |
Feedback |
When the sender receives information from the receiver on how the message is being decoded and received. |
One-way communication |
When the sender is not able to determine how the receiver is decoding the sender's message. |
Two-way communication |
When the sender is able to obtain feedback concerning how the receiver is decoding the sender's message. |
Paraphrasing |
Restating in your own words what the person says, feels, and means. |
Negotiating for meaning |
When the receiver states what he or she perceives the meaning of the sender's message to be and asks for the sender to agree or clarify.
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Feelings |
Internal physiological reactions to your experiences. |
Intentions |
Your guides to action, pointing out how the feelings can be expressed. |
Perception check |
1. You describe what you think the other person's feelings are.
2. You ask whether your perception is accurate.
3. You refrain from expressing approval or disapproval of the feelings.
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Nonverbal communication |
Communication expressed by means other than words. |