N4 Interpersonal relationships and social interaction, FET Colleges, South Africa

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Information about N4 Interpersonal relationships and social interaction, FET Colleges,...
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Published on February 5, 2014

Author: suzaanoltmann

Source: slideshare.net

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Interpersonal relationships and social interaction. This N4 Module for Communication in FET Colleges, South Africa, is explained on a slideshow. For all N4 students studying at FET Colleges in South Africa.

N4: INTERPERSONAL RELATIONSHIPS AND SOCIAL INTERACTION Question 3 in paper Page 32-45

Watch the “Dove” clip and talk about self-image …

2.1 A HEALTHY SELF-IMAGE: BASIS FOR SOUND INTERPERSONAL RELATIONSHIPS Self-image: is a continuous interpretation and evaluation of his physical, psychological and social qualities, as observed by him on the basis of his daily experiences. As such man’s self-image is an expression of what he thinks he is and not necessarily what he really is.

2.1.1 ELEMENTS OF THE SELF-IMAGE P.32 The way a person perceives himself (i.e. what he thinks of himself)  The way a person interprets others’ perception of him (i.e) what he thinks others think of him  The way a person would like to be (his ideal selfimage)  1: Low self-image 2: Realistic self-image 3: The way she would like to be – Ideal self-image

2.1.2 DIMENSIONS OF THE SELF-IMAGE P.32 Physical dimension 1.  Dexterity (skills) dimension 2.  Individual’s evaluation of his level of intelligence  Psychological dimension  5. Evaluation of technical and social skills against meaningful people in a person’s life Intellectual dimension 3. 4. Individual’s experience of his own body. Your view of yourself (introvert vs extrovert) Sexual dimension How popular an individual believes himself/herself to be among members of the opposite sex  Extent to which an individual believes he/she complies with the traditional behavioural stereotypes for males and females, as prescribed by society 

2.1.2.6 COPING WITH IMBALANCES IN THE SELF-IMAGE P.34 Often imbalance exists between an individual’s actual self-image (the way he thinks he is) and his ideal self-image (the way he would like to be). If a girl wants to be more pretty then she can then compensate for this imbalance by concentrating on other dimensions, like enhancing her intellectual dimension. In this way she maintains a positive selfimage.

2.1.3 CHARACTERISTICS OF A GOOD AND A POOR SELF-IMAGE Single most noticeable difference between someone with a good self-image and someone with a poor self-image is the presence or absence of self-esteem.  Lack of self-esteem: individual constantly has negative views about himself (poor self-image)  Summary on page 35 explains differences. NB!  Someone with a good self-image will reflect MOST of the characteristics listed most of the time, but not necessarily all of them. (left)  Same can be said about a poor self-image (right) 

2.1.4 IMPROVEMENT OF THE SELF-IMAGE P.34 Self-image is formed throughout life and by different situations and experiences in life. An individual’s self-image is dynamic and of a developing nature. One can improve them. The following THREE requirements can help to improve one’s self-image.  Self-knowledge (about your strengths and weaknesses)  A realistic self-ideal (perception of the way one would like to be)  Self-esteem (reasonably consistent positive views about oneself. An unconditional acceptance of the person by meaningful others – parents, peer groups, other adults.

2.1.5 PRACTICAL GUIDELINES FOR IMPROVING YOUR SELF-IMAGE P.35 Be realistic about your abilities – recognise your strengths and weaknesses; and set your goals accordingly.  Tackle tasks you can cope with and make sure you complete them.  Encourage yourself to achieve success. Develop the “I can do it” attitude.  Do not say negative things about yourself – think positively.  Be proud of your achievements.  Accept compliments from others graciously.  Analyse and evaluate all criticism. 

2.1.6 HUMAN NEEDS: MASLOW’S HIERARCHY P.37

2.1.6 MASLOW’S HIERARCHY Physiological needs: Biological survival of the human being – food, water, oxygen, sleep.  Security: need for stability (predictable routine), order, protection, freedom from fear.  Affiliation needs: Need to give and receive love, as well as need to be accepted by and belong to a certain group.  Need for esteem and self-esteem: individual’s need to evaluate himself positively.  Need for self-actualisation: express growth needs. You have a need to utilise your talent, abilities and potential. 

2.1.6 MASLOW – HOW EMPLOYERS HELP Physiological needs: providing adequate lunchhours, regular tea-breaks and holiday and sick leave facilities.  Security needs: Employers take care of security needs of employees by providing a safe working environment, etc.  Affiliation needs: Arranging welcoming functions for new employees as well as regular social functions for employees and their families.  Need for esteem and self-esteem: presenting incentive awards, creating opportunities for promotion, and by public recognition of work done.  Need for self-actualisation: provide opportunity for advanced study and in-service training. Social involvement in community affairs (such as fighting cancer or adult basic education). 

2.2 PRIMARY AND SECONDARY REFERENCE GROUPS P.39 Primary reference groups: with whom the individual has direct contact.  Secondary reference groups: with whom the individual has indirect contact with other people. 

2.3 BARRIERS IN INTERPERSONAL COMM AND SOCIAL INTERACTION  External (physical barriers):   factors outside sender like lighting, ventilation, noise Internal barriers Physiological: physical condition interferes  Psychological: personality and emotions interfere 

BARRIERS TO INTERPERSONAL COMM AND SOCIAL INTERACTION – PAGE 2  Perceptual barriers     Background, Education and training, Intelligence, Occupation, Needs, Interests, Persona lity, Attitude, Age, Sex, Race, Religion Prejudice and stereotyping: passing judgement before a proper trial or enquiry Ethnocentricity: cultural relativity – one culture judges another's values and norms according to own culture’s values and norms. Semantic barriers: Sender and receiver attach different meanings to a particular word or expression. Example: vague expressions, jargon and slang

2.3.2.7 INTERACTION BETWEEN VARIOUS COMMUNICATION BARRIERS P.44 Communication barriers do not operate in isolation  They often overlap and result in a more serious barrier.  A physiological barrier like a stutter can lead to a psychological barrier, e.g. being withdrawn. This can lead to perceptual barriers, since the stutterer’s need might differ from those of his colleagues. 

2.3.3 GATE-KEEPING P.44 Sometimes fear of known or unknown consequences causes people to create communication barriers deliberately. This process is known as gate-keeping.  If you did not complete an assignment, you may want to avoid to see your lecturer – not until the work is done. (Also see page 44 for more examples) 

2.3.4 OVERCOMING COMM BARRIERS Speak clearly and audibly  Use simple, unambiguous language  Be tactful and practise empathy. Be sensitive towards culture, age, background, intelligencelevel, needs, interests.  Be sincere  Be a good listener  Allow your conversation partner to air his opinions.  Be fair, constructive and tactful when offering criticism  Accept constructive criticism gracefully. 

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