Outcomes
- Understand the axioms of interpersonal communication and the principles of the self.
- Identify the strengths and weaknesses of the perceptual process of communication.
- Distinguish between the risks and advantages involved in increasing self-disclosure.
Point Value: 200
Activity Description
Discover your self-concept; how you see yourself, how you think others might perceive you, and how others might actually perceive you. This requires you to take a personal inventory of your strengths, virtues, weaknesses, vices, values, beliefs, opinions and attitudes (items found in your open and hidden panes of the JoHari Window). You will also need to talk with people close to you and ask how they perceive you based on your inventory.
Read The Four Agreements by don Miguel Ruiz.
Outline agreements you’ve made that you would like to break. Your hidden pane may have agreements that allow you to discount your self worth or your companion’s. Your blind pane may have old habits that can interfere with the way you communicate.
Outline agreements you want to make that can help you reach interpersonal competency and personal freedom.
Draft your personal contract indicating your discoveries and agreements. This document should demonstrate your understanding of agreements, the Self Concept, and the JoHari Window.
Activity Rubric
1. The Personal Contract represents self-discoveries based on the learner’s own inventory, what the writer believed others’ opinions were about their self, and what the writer learned about themselves through the disclosure of others.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
2. The Personal Contract reflects the learner’s understanding of Ruiz’s idea of agreements.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
3. The Personal Contract reflects the learner’s understanding of the Self Concept.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
4. The Personal Contract reflects the learner’s understanding of the JoHari Window.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
5. The Personal Contract reflects the learner’s understanding of vulnerability and the risks of being seen.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
Charting Relational Stages
Outcomes
- Identify the strengths and weaknesses of the perceptual process of communication.
- Apply active listening and its principles in your communication.
- Distinguish between the risks and advantages involved in increasing self-disclosure.
- Identify relationship stages and relate them to your own experiences.
- Maintain relationships and identify symptoms of trouble within.
- Identify personal barriers to thinking and communication.
- Execute original base-line research in the interpersonal discipline.
Point Value: 200
Activity Description
Chart a current or past relationship that you have been involved in. If you’re currently involved, invite your significant other to participate to see if your perception of the relationship progress is the same as his or hers.
- As you write about each stage of the relationship be sure to address each element of that stage.
- What was involved in your perceptual contact? How did your companion perceive you?
- Did self-disclosure intensify the relationship in the involvement stage or did it open up the back door?
- Was your listening more direct and active during the contact or the involvement stage than it was during the intimacy stage?
- What happened during the intimacy stage that may have moved the relationship into deterioration?
- Which perceptual or personal barriers became more intense during the deterioration stage?
Activity Rubric
1. The learner justifies their efforts in charting a past or current relationship in which they’ve been involved.
Below Expectation (0-10) Satisfactory (11-20) Exemplary (21-30)
2. Each stage of the relationship is described in detail relating to the relational theory discussed in class.
Below Expectation (0-10) Satisfactory (11-20) Exemplary (21-30)
3. Interpersonal perceptions are discussed on both the part of the learner and the companion.
Below Expectation (0-4) Satisfactory (5-7) Exemplary (8-10)
4. The learner describes how self-disclosure worked as an intensifier in the involvement stage and discusses the effects of self-disclosure.
Effects can include encourage self-disclosure on the companion’s part, empathy, rejection, loss, increased knowledge, and the fact that you can’t take it back.
Below Expectation (0-10) Satisfactory (11-20) Exemplary (21-30)
5. The learner evaluates the quality of listening in the relationship as it progressed through the stages.
Below Expectation (0-10) Satisfactory (11-20) Exemplary (21-30)
6. The learner assesses dysfunctional conflict communication and/or causes of relational deterioration that have applied to their own personal relationship.
Possible conflict communication might include decreased openness, deception, increased criticism, decreased compliments and reinforcement, the silent treatment, and humiliation.
Possible relational deterioration factors may include unrealistic beliefs, excessive intimacy claims, third-party relationships, relationship changes, undefined expectations, sex-related problems, and work-related problems.
(Theoretically, every relationship goes through the deterioration stage. The above symptoms are the most often occurring in most relationships. The learner may indicate other symptoms, or reasons, perhaps, why they opted for the back door.)
Below Expectation (0-10) Satisfactory (11-20) Exemplary (21-30)
7. The learner identifies and defines perceptual or personal barriers that may have entered the relationship during the deterioration stage.
Perceptual barriers may include attribution, the implicit personality theory, primacy- recency, the self-fulfilling prophecy, and stereotyping.
Personal barriers may include polarization, intensional orientation, fact-inference confusion, allness, static evaluation, indiscrimination, and disconfirmation.
Below Expectation (0-16) Satisfactory (17-29) Exemplary (30-40)
