Full Study Guide Flashcards
1
Q
Transaction model states that communication is a process
A
In which communicators generate social realities within
-social, relational and cultural contexts
2
Q
Transaction model does NOT
A
Communicate just to exchange messages
3
Q
Transaction model does not communicate just to exchange messages but to communicate…
A
-create relationships
-form intercultural alliances
-shape our self concepts
-engage with others in dialogue to create communities
4
Q
Transaction model: you do not communicate about your realties
A
Communication helps to construct your realities
5
Q
Transaction model: the people in a communication encounter are called
A
Communicators
6
Q
Transaction model: we are sommultaneously
A
Senders and receivers
7
Q
Transaction model: simultaneously send and receive..
A
Send verbal messages, receive non verbal messages
8
Q
Transaction model: in the middle of sending a verbal message you can
A
Adapt your communication in response to the nonverbal message you are simultaneously receiving from your communication partner
9
Q
Transaction model: uses a complete
A
Understanding of context
10
Q
Since the transaction model of communication views communication as a ____ that _________________ before and after specific interactions, it must then…
A
-force, shapes our realities
-account for contextual influences outside of a single interaction
11
Q
Transaction model: considers how
A
Social, relational, cultural contexts, frame and influence our commmunication encounters
12
Q
Social context
A
Refers to the stated rules or unstated norms that guide communication
13
Q
Examples of social context
A
-common rules that influence health studies
-being truthful during conversations
-being patient
-encouraging client to speak
-demonstrate empathy
14
Q
Relational context
A
Your previous interpersonal history and relationship with a person
15
Q
Examples of relational context
A
Within a career in health studies you should always communicate professionally because the relationship is professional, NOT personal
16
Q
Cultural context
A
Includes aspects of identity, such as, gender, pronouns, ethnicity, sexual orientation, class and ability
17
Q
A competent communicator should not assume that
A
They know all the cultural contexts a person brings to an encounter
-not all cultural identities are visible
18
Q
To communicate well within various cultural contexts it is important to
A
Keep an open mind and avoid making assumptions about others cultural identities
19
Q
Therapeutic communication has a specific purpose within healthcare context:
It is intended to
A
Develop an effective interpersonal health professional client relationship that supports the clients well being and ensure holistic, client centred, quality care
20
Q
Therapeutic communication effect on mind and body
A
Restorative and healing effect on the mind and body, doing no harm
21
Q
Therapeutic communication provides a safe space
A
To build trust and enhance recovery
22
Q
Therapeutic communication: treats clients professionally by
A
Respecting boundaries and listening to them nonjudgmental
23
Q
Therapeutic communication addresses
A
Communication barriers and respects clients personal and cultural beliefs
24
Q
Active listening and attending behaviours: communicate verbally and nonverbally that we are
A
Interested in what the other person is saying while verifying our understanding with the speaker
25
Active listening and attending behaviours: is essential to facilitate
Your understanding of and integration of clients experiences, preferences and health goals into their care
26
Active listening and attending behaviours: can show you are active listening through
Eye contact and open posture
27
Active listening and attending behaviours: use strategies that show active listening and encourage the client to elaborate such as
- Nodding,
- “uh huh”, “tell me more”
-restating what the client said and then verifying if our understanding is correct
28
Therapeutic communication: essential to recognize the clients ___ to make decisions, maintain a ____ attitude and avoid _____
-autonomy
-nonjudgmental
-interrupting
29
Therapeutic communication: often ask ____ _____ questions and statements, ____ information, or use ____ to prompt clients to work through their problems independently
-open ended
-repeat
-silence
30
Therapeutic communication: use ______ and _____ language
-clear
-simple
31
Therapeutic communication: avoiding or limiting _____ and _____ language clients may not understand is best
-medical and professional
32
Therapeutic communication: remember, knowledge is ____, using language others may not understand reinforces ______ and _____
-power
-subordination
-exclusion
33
Therapeutic communication: by speaking ____ and ____ you include the client regardless of their professional or educational _______ ___ ______
-simply and clearly
-point of reference
34
Therapeutic communication: use a broad opening remark
-why and example
-gives the patient the freedom to choose what she/he wants to talk about
-please tell me more about yourself
35
Therapeutic communication: open ended questions
-why
-examples
-allows patient to discuss their views, encourages patient to say more
-how did you experience the pain? When did you start feeling dizzy?
36
Therapeutic communication: clarification
Helps the health professional understand and the client to communicate more clearly
-what do you mean by everybody? Or just to clarify…?
37
Therapeutic communication: paraphrasing
Conveys an understanding of the clients basic message
-from what i hear you saying, the most important problem is your mobility
38
Therapeutic communication: sharing observations
Shows that you know what is happening to the patient and encourage them to talk about it
-i notice you limp when you walk. Are you in pain?
39
Therapeutic communication: summarizing
Organizing and checking what the client said, especially after a detailed discussion
-you went for a walk and then felt the sharp pain in your lower back, which radiated down your leg. Is that right?
40
Therapeutic communication: silence
-aids in active listening
-beneficial when the client is talking about something personal or struggling to find the words they want to say
-allows the health professional to observe the client
41
Therapeutic communication: honesty
-be honest
-authentic and truthful
-straightforward with client, talking compassionately
42
Therapeutic communication: unconditional positive regard
-accept and respect that each client has agency to believe and behave how they want or feel is best
-involves accepting that clients are generally doing their best
“Tell me the reasons..”
43
Therapeutic communication: permission statements
A combination of statements and questions that suggest to the client that an experience or feeling is expected and normal
44
Examples of permission statements
-children your age experience changes in their body they have questions about
-clients after surgery often have questions about sex. What questions do you have for me?
45
Therapeutic communication: asking questions
Ask one question at a time
46
Therapeutic communication: work collaboratively
Work with the client during the interview so that they are an active agent with self determination
-using relational inquiry and working collaboratively
-focus on what is important to the client
47
Four aspects of self
-you are a dynamic system
-always in a state of change physiologically and psychologically
-self as ones sense of individuality, personal characteristics, motivations, and actions
48
Self awareness
Conscious knowledge of ones character, emotions, values, assumptions, motives and desires
-awareness to yourself
49
Self awareness allows you to
-see things from others perspectives
-practice self control
-experience pride in yourself and work
-general self esteem
50
Self awareness leads to better
-decision making
-improves personal and professional communications
-self confidence and competence
51
Self reflection, introspection, mindfulness or meditation can increase
-awareness of self
-primary mechanisms to influence personality development
52
More internally focused form of self awareness
Self reflection
53
Self concept is developed through
Comparisons to other people
54
We describe and evaluate how we compare ourselves to other people:
-superiority and inferiority
-similarity and difference
55
Self is based on the
Attitude, beliefs and values that you have about yourself
56
Attitude
Your immediate disposition toward a concept or an object
57
Beliefs
Ideas based on our previous experiences and convictions and may not be necessarily based on logic or fact
58
Values
Core concepts and ideas about what we consider good or bad, right or wrong, or what is worth making a sacrifice for
-self image
59
Self esteem
People’s judgements about their ability to perform a task within a specific context
-judgments about our self efficacy influence our self esteem, which influences our self concept
60
Self discrepancy theory
People have beliefs about and expectations for their actual and potential selves that do not always match up with what they experience
61
Actual
Attributes you, or someone else believes you possess
62
Ideal
Attributes you or someone else would like you to possess
63
Ought
Attributes you or someone else believes you should possess
64
Actual versus own ideals
We feel we are not obtaining our desires and hopes, leading to disappointment, dissatisfaction and frustration
65
Actual versus other ideals
We have an overall feeling that we are not obtaining significant others desires and hopes for us, which leads to feelings of shame and embarrassment
66
Actual versus others ought
We feel that we are not meeting what others see as our duties and obligations, leading to agitation, including fear of potential punishment
67
Actual versus own ought
We feel that we are not meeting our duties and obligations, which can lead to a feeling that we have fallen short of our moral standards
68
Influences on self perception
-social and family influences
-culture
-media
69
Self fulfilling prophecy
When your expectation causes something to happen
70
Self disclosure
The purposeful disclosure of personal information to another person
-does not always have to be deep to be useful or meaningful
71
Self disclosure theories
-social penetration theory
-social comparison theory
-johari window
72
Social penetration theory
As we get to know someone, we engage in a reciprocal process of self disclosure that changes in breadth and depth
-affects how a relationship develops
73
Depth
How personal or sensitive the information is
74
Breadth
The topics discussed
75
People in a relationship balance needs that are sometimes
in tension, which is a dialectic
76
Social comparison theory
We evaluate ourselves based on how we compare with others
77
Social comparison theory: we may disclose information about our intellectual aptitude or athletic abilities to see
How we relate to others
78
Social comparison theory: helps us decide wether we are
superior or inferior to others in a particular area
79
Social comparison theory: disclosures about abilities or talents can also lead to
Self validation if the person to whom we disclose reacts positively
80
Social comparison theory: we may disclose fantasies or thoughts to another to
Determine wether they are acceptable or unacceptable
81
Johari window
Visually represent the aspects of self that are known to us versus those that are unknown
82
Johari window: first quadrant
Lower left hand corner
-ideas known to self and others
-open area, includes concepts like your name, hobbies other topics about yourself you freely share with others
83
Johari window: second quadrant
-upper left hand corner
-unknown to self but known to others
-the blind area
84
Johari window: third quadrant
-upper right hand corner
-ideas unknown to self and others
-unknown area
85
Johari window: fourth quadrant
-lower right hand corner
-known to self but unknown to others
-hidden area
86
Four main categories for disclosure
-observations
-thoughts
-feelings
-needs
87
Observations
What we have done and experienced
-begin disclosure with observations and thoughts and then move on to feelings and needs as the relationship progresses
88
Self focused reasons for disclosure
-clarifying or correcting information
-having sense or relief or catharsis
-seeking support
89
Self focused reasons for not disclosing
-fear or rejection
-loss of privacy
90
Effects of disclosure on the relationship
Process of self disclosure is circular
-individual self discloses, then disclosure recipient reacts, original disclose processes the reaction
91
critical elements of discloses on relationship
How the receiver interprets and responds to the disclosure
92
Dispostional attriubue
Tendency to assign responsibility for others behaviours due to their inherent characteristics, such as their motives, beliefs or personality
93
Situational attributes
Identify the cause of a disclosure with the context or surroundings in which it takes place
94
Interpersonal attributes
Identify the relationship between the Seder and receiver as the cause of the disclosure
95
Deception
Lying to avoid conflict
-gain power, save face
-guide the interaction
96
Benevolent lie
White lie
97
Equivocate
Don’t answer the question or give your comments
-instead restate what they said differently
-you do not express your feelings or opinions
98
Hint
Use indirect or saving face comments
99
Impression management
Strategically conceals or reveals personal information to influence others perception
100
Combing impression management and self monitoring skills
Communicators can simultaneously monitor their expressions, the reactions of others and the situational and social context
101
Is impression management intentional or unintentional?
Can be either
102
Categories of impression management
-manner
-appearance
-setting
103
Primary means
Through which we learn new information
104
Listening helps us meet
Instrumental needs
105
Listening to relational partners provides
Support
106
Listening is more important
Than talking
107
Hearing
Automatic brain response to sound that requires no effort
-accidental, involuntary
108
Listening
Purposeful and focused rather than accidental and requires motivation and effort
-active, focused
-voluntary
109
Benefits of listening
-effectively complete tasks
-listen attentively to others, we support them
-build and maintain relationships
-accurate self concept
-be more successful in school and work
110
Stages of listening
The learned process of receiving interpreting recalling and responding to verbal and nonverbal messages
-no definite start and finish
111
Cognitive process
Attending to, understanding, receiving and interpreting contextual and relational meanings
112
Behavioural processes
Responding with verbal and nonverbal feedback
113
Affective processes
Being motivated to attend others
114
Stages of listening does NOT
Unfold in a linear, step by step process
115
Stage 1 of listening is
Receiving
116
receiving
Taking in stimuli through our senses
-processing incoming feedback and new messages
-more physiological
-auditory and visual
117
Saliences
The degree to which something attracts our attention in a particular context
-affects recieving
118
Environmental noise interferes with
Physiological aspects of hearing
119
Psychological noise interferes with the
cognitive processes of listening
120
Stage two is called
Interpreting
121
Interpreting
Combine the visual and auditory information we receive to try to make meaning
-being to understand
-attach meaning to it
122
Stage 3 is called
Recalling
123
Recalling
Physiological limits to our memory
-as stimuli’s is organized and interpreted, short term memory where they expire or transfer to long term memory
124
Working memory
Temporarily store information and process to use it simultaneously
125
Stage five is
Responding
126
Responding
Sending verbal and nonverbal messages that indicate attentiveness and understanding or a lack thereof
-
127
Back channel cues
Verbal and nonverbal signals we send while someone is talking
-can consist of verbal and nonverbal cues
128
Paraphrasing
Responding behaviour that shows you understand what was communicated
129
Discriminative listening
Focused and usually instrumental type of listening that is primarily physiological and occurs mainly at the receiving stage of the listening process
130
The most basic form of listening
Discriminative listening
131
Informational listening
Listening to comprehend and retain information
-essential for concentration and memory skills
132
Critical listening
Analyzing or evaluating a message based on information presented verbally and information can be inferred from context
-essential for changes
133
Guidelines for critical listening
-listen to entire message before judgment
-listen for evidence
-analyze speakers credibility, and hidden agendas
-consider nonverbal and verbal
134
Sympathy
Infers compassion for another persons situation from your perspective
135
Empathy
Enables you to view another persons situation from their perspective, does not require you to agree with another person but understand their world
136
People oeitntated listener
Interested in the speaker
-listen to the message to learn how the speaker thinks and feel s
137
Action oriented listener
Interested in finding out what the speaker wants
-task orientated listening
-seeks a clear message about what needs to be done
-less patience for listening to the reasons behind the task
138
Content oriented listeners
Interested in the message
-seek well developed information with solid explanations and evidence
-listen to details carefully and evaluate message
139
Time orientated listeners
Prefer a message that gets to the point quickly
-convey impatient through eye rolling, shifting in their seats, checking their phone
140
Silent listening
When you say nothing
141
Sincere vs counterfeit questions
Sincere questions- find genuine answer
Counterfeit questions- digsfuised attempts to send a message not to receive one
142
Paraphrasing
-restating the message in your own words
-change speakers words to indicate what you think they meant
-reflect theme
143
Sympathizing
Demonstrate understanding, connection and compassion
-i understand how difficult this must be for you
144
Supporting
Agreement, offers to help, praise, reassurance, diversion
145
Analyzing helps to
Helps gain different alternatives and perspectives by interpreting the speakers message
146
Evaluating
-appraises the speakers thoughts or behaviours
-favourable or negative
-best chance for evaluations is through constructive rather than put down
147
Psychological noise
Includes moods and arousal
148
Barriers to effective listening
Multitasking, daydreaming, glazing over, drifting off
-lack of preparation
-prejudice
-speech vs thought rate
149
Response preparation
Tendency to rehearse what we will say next
150
Media multitasking
Using multiple forms of media simultaneously can positively or negatively affect listening
151
Media multitasking may cause
-inefficiency
-give people sense of control
-produce productive experience
-interfere with listening at multiple stages of the process
152
Active listening
Pairing outwardly visible positive listening behaviours with positive cognitive listening processes
-overcome barriers
153
Note taking
Allows us to interpret and assimilate information better
154
Discovering biases can help
Recognize when they interfere with your ability to process a message fully
155
Listenable messages
Verbal messages that are individualized and intended to be understood by a listener
156
Interpersonal conflict occurs in
Interactions with real or perceived incompatible goals or opposing viewpoints
157
Passive communicator
Puts the rights of others before their own
-tend to be apologetic or tentative when speaking and often do not speak up if they feel wronged
158
Aggressive communicator
Come across as advocating for their rights despite possibly violating the rights of others
-tells others that their feelings do not matter
159
Assertive communicators
Convey information that describes the facts and the senders feelings without disrespecting the receiver
-using I messages, are strategies for assertive communication
160
Global labels
Labelling someone as irresponsible, untrustworthy, selfish or lazy
-call entire identity into question
161
Sarcasm
Although disguised as humour
-passive aggressive though which a person communicates negative feelings
162
Dragging up the past
Bringing up negative past experiences is a tactic people use when they do not want to discuss a current situation
163
Negative comparisons
Holding people up to another persons supposed standards or characteristics can lead to feelings of inferiority and resentment
164
Judgmental
Accusatory messages usually generalized overstatements about another person that goes beyond labelling but foes not describe specific behaviour in a productive way
165
Threats
Usually signals end of productive communication
-lead to conflict
166
Competing
High concern for self and a law concern for others
-strive to win conflict even at expense of other person
167
Avoiding
Low concern for self and others
-no direct or overt communication about the conflict takes place
-doing nothing
168
Accommodating
Low concern for self and high concern for others
-doing what the other wants
169
Compromising
Moderate concern for self and others
-give up some or most of what you want
170
Collaborating
High degree of concern for self and others
-takes the most work
171
5 step problem solving sequence
-identify problem
-analyze proble, cause and symptoms
-identify goals and needs of each person
-identify solutions
-evaluate
172
Responding to conflict
Listen and validate what other people say
-take ownership
-ask for preferred solutions
173
Conflict triggers
-criticism
-demands
-rejection
174
STLC conflict model
Stop, think, listen, communicate
175
Culture
Shared beliefs, values and assumptions of a group of people who learn form one another
176
Culture is
Learned, shared, dynamic, systemic and symbolic
177
Multiculturalism
Surface approach to the coexistence and tolerance of different cultures
-highlights and accepts differences but maintains a safe distance
178
Cross cultural
More diplomatic or sensitive
-account for some interaction, recognition of difference through trade and cooperation, which builds some limited understanding
179
Intercultural approach
Making efforts to understand other cultures and ourselves better
-aims to work through a positive inclusive outcome
180
Ethnocentrism
Tendency to view other cultures as inferior to ones own
181
Power distance
High power distance means a culture accepts and expects a great deal of hierarchy
-low power distance means the opposite
182
Individualism
High indivudlism means that culture tends to put individual needs ahead of group or collective needs
183
Uncertainty avoidance
High uncertainty avoidance means culture tends to go to some length, to control future
Low uncertainty means the culture is more relaxed about future, willingness to take risks
184
Masculinity
High relates to society valuing traits traditionally masculine (competition, aggressiveness, achievement)
Low demonstrates traditional feminine traits (caring, quality of life)
185
Long term orientation
High means culture tend to take long term, multi generation view when making decisions abt future
Low demonstrated in culture that want quick results and tend to spend instead of save
186
Indulgence
High means cultures are okay with people indulging desires and impulses
Low value people who control or suppress desires and impulses
187
Universalism versus particularity’s
The extent that a culture is more likely to apply rules and laws to ensure fairness, compared to culture that looks at who is involved to ensure fairness
-former puts talks first, latter puts relationship first
188
Individualism versus communitarianism
The extent that people prioritize individual interests versus the community’s interest
189
Specific versus diffuse
Extent that culture priories head down task focused approach to doing work versus inclusive overlapping relationship between life and work
190
Neutral versus emotional
Extent that a culture works to avoid showing emotion versus a culture that values a display or expression of emotions
191
Achievement versus ascription
Degree to which culture values earned an achievement in what you do versus ascribed qualities related to who you are based on elements such as tittle, lineage or position
192
Sequential time versus synchronous time
The degree to which a culture prefers doing things one at a time in orderly fashion
Preferring a more flexible approach to time with the ability to do many things simultaneously
193
Internal direction versus outer direction
Degree in which culture members believe they have control over themselves and their environment
Being more conscious of how to conform the external environment
194
Domination
Dominating or controlling the conflict
-indivudlist approach
195
Avoiding
Dodging the conflict altogether
-collectivist approach
196
Obliging
Yielding to the other person
-collectivist approach
197
Compromising
A give and take negotiated approach to solving the conflict
-indivudlist approach
198
Integrating
A collaborative negotiated approach to solving the conflict
-indivudlist approach
199
Denial
Problem denying stage
200
polarization
One accepts and acknowledges that there is such a. Thing as cultural difference but the difference is framed as a negative
201
Minimization
Hybrid category that is height monocultural nor intercultural
-recognizes cultural differences, but focused on universal commonalities, to mask cultural distinctions
202
Acceptance
Demonstrates recognition and deeper appreciation of both ones own and other cultural differences and commonalities
-first dimension that exhibits a more intercultural distinctions
203
Adaption
The ability to recognize different cultural patterns in oneself and other cultures
-effectively adapt ones mindset or behaviour to suit the cultural context authentically
-diversity feels valued and involved
204
Cultural competence
Is a step toward effective intercultural communication
205
Cultural safety
Outcome of respectful engagement and is evidence when people feel safe receiving care within any healthcare setting
206
Cultural humility
Process of self reflection to understand ones personal biases and examine systemic biases that have impacted trust and therapeutic relationships
207
Selective perception
When we focus on a particular thing and ignore other element s
208
Perceptual organization
After we select the information we are paying attention to we make sense of it in our brains
209
Schemata
Databases of stored, related information that we use to interpret new experiences
210
Internal attributions
Connect the cause of behaviours to personal aspects such as personality traits
211
external attributions
Connect the cause of behaviours to situational factors
212
Self serving bias
Perceptual error, attributed to the cause of our success to internal personal factors while attributing failures to external factor beyond our control
213
Extraversion
Persons interest in interacting with others
214
Agreeableness
A persons level of trustworthiness and friendliness
215
Conscientiousness
Persons level of self organization and motivation
216
Neuroticism
Persons level of self organization and motivation
217
Openness
Persons willingness to consider new ideas and perspectives
218
Four principles of self fulfilling prophecies
-form expectations about people or events
-communicate those expectation with various cues, verbal and nonverbal
-cues by adjusting their behaviour to match expectations
-outcome is that the original expectation comes true
219
Self management
Can control impulsive feelings and behaviours
-manage emotions in healthy ways
-take initiative
-commitments and adaptability
220
Self awareness
Recognize your emotions and how they effect your thoughts and behaviours
-know your strengths, opportunities for growth, self confidence
221
Social awarenesss
-empathy
-understand other peoples emotions, needs, concerns
-emotional cues and feel comfortable socially
222
relationship management
You can develop and maintain good relationships
-communicate clearly
-inspire others
-teamwork
-manage conflict
223
Emotional intelligence affects
-performance at school and work
-physical health
-mental health
-relationships
-social intelligence
224
Perception checking
Strategy to help monitor reactions to perceptions about people and communications
225
Perception checking behaviours
-describe behaviour observed
-offer two or more possible interpretations
-seek clarification about the interpretations
226
Dyadie communication
Applied in 2 person interactions
227
Number for small group
Minimum 3 people, max 15-20
228
Dyadic connections within 6 person group
15
229
Internal forces within small group
Member characteristics play a role in initial group formation
230
External factors in small groups
Group size, task, rescources affect group structure q
231
Formal networks in small groups
May have clearly defined roles and responsibilities or a hierarchy that shows how members are connected
232
Groups have more control over informal networks
Connections between individuals within and among groups members and people outside group are not official
233
Reachability
How one member is connected to other group members
234
Decentralized group structure
Each group members is connected to two others
235
Centralized group structure
One group member is very reachable by all group members
236
Centralized groups are better than
Decentralized groups in speed and efficiency
237
Decentralized groups are more effective at
Solving complex problems
238
Shared identity
Often formed around a shared goal and previous accomplishment
-adds dynamism to the groups as
239
Decentralized structure is more likely to emerge
In groups where collaboration is the goal, specific task and course of actions are not required under time constraints
240
Functions of small groups
Meet:
-intrsumental needs
-interpersonal needs
-identify needs
241
Task orientated groups
Formed to solve problems, promote a cause or generate ideas or information
242
Production
Ask to produce something tangible from their group interactions
-design for a play ground or musical performance
243
Discussion
Asked to talk through something without trying to come up with a right or wrong answer
-clinical community support groups
244
Problem solving
Must devise a course of action to meet specific needs, include production and discussion component
245
Advantages of small groups
Shared decision making, shared rescources, synergy
246
Disadvantages of small groups
-One person can be just as or more effective than a group
-group interaction slows down the decision making process
-presents interpersonal challenges
247
Forming stage
Group members began to reduce the uncertainty associated with new relationships or task through initial interactions that lay the foundation for later gynamics
248
Storming
Conflict emerges as people begin to perform their various roles
-uncertainty
-conflict
249
No ring
Practices and expectations of the group are solidifed and leads to more stability and productivbility
250
Performing
Group members work relatively smoothly towards completing a task or achieving a purpose
251
Adjourning
Group dissolves because it has completed purpose or goal
-support for group no longer exists
252
Group climate
Tone and quality of group interaction that is experienced similarly by group members
253
Takes cohesion
Commitment of group members to the purpose and activists of the grop
254
Social cohesion
The attraction and liking among group members
255
Symbolic convergence
Community or group that develops trghough non task related communication such as stories and jokes
256
Group think
Negative group phenonmon due to lack of critical evaluation of proposed ideas
-due to high cohesion levels and conformity pressures
257
Avoid group think by
-divide responsibility and track contribution
-encourage minority
-decision reviewed by outside part
258
Procedural conflict
Emerge from disagreements or trouble with the mechanics of group operations
259
Substantive conflict q
Focus on group members differing beliefs, attitudes or ideas related to the purpose or task of the group
260
Primary tension
-group first comes together
-uncertainty
-less direct
261
Secondary tension
Emerges after groups have passed forming stage
-conflict over roles and differing ideas
-less polite behaviours
