This document provides an overview of communication and related concepts from a social work perspective. It discusses communication as involving both verbal and nonverbal exchanges of information between individuals. Key components of communication identified include the source, message, channel, receiver, and feedback. The document also summarizes theories and concepts related to language, symbols, signs, semantics, syntax, pragmatics, attitudes, values, beliefs, norms, intentions, behaviors, emotions, cognitive dissonance, self-perception, and shame. Social workers are said to need understanding of emotional states, presentations of emotion, and how people learn to use emotions and behavior.
5. One of the most
important elements
in human affairs
Involves oral and
written
language, nonverb
al gestures, and
other forms of
exchanging
information
7. is nothing less than inventory of all the
ideas, interests, and occupations that take up the
attention of the community. (Brown, 1958)
8. LANGUAGE and SPEECH
are not synonymous words
(DeVito, 1970)
LANGUAGE is a social
thing shared by an entire
community, whereas
SPEECH is considered an
individual product.
(Ferdinand de Saussure,
1959)
10. Includes the facial expressions, gestures, and other
actions that send a message to a receiver
11. 5 BASIC COMPONENTS: 1. Source
2. The message
3. The channel used to send
the message
4. The receiver
5. Feedback
15. PHONEME
The basic identifiable sound in the
language system. English has forty-five
phonemes; each letter in the alphabet
has a related phoneme, and some
letters have more than one.
(e.i. letter i in pipe differs from i in
pit)
17. 2. SEMANTICS
-area in the language studies
that deals with meaning
-concerned with
understanding how signs and
symbols signify actual
reference
18. SYMBOL
Stands for things or ideas
but does not necessarily
have a direct
relationship with them
Does not relate directly
to the object it is
describing
19. SIGNS
Differ from symbols in
that they do bear a
valid relationship with
the thing for which they
stand (DeVito, 1970)
20. 3. SYNTACTICS
SYNTAX
Focuses on the rules that govern the way
words are combined to form sentences
21. GRAMMAR
The element of language that
provides its coherent features
and makes language a
predictable process
22. HUMAN LANGUAGE IS GENERATIVE
meaning Humans can use a limited
number of symbols in infinite ways
23. 4. PRAGMATICS
The final major in area in the
language sciences is the study of the
rules that specify how language is
used to cross social contexts
Involves study of the relationship
between words and behavior in the
social environment
24. Social workers must reflect constantly on the
content of messages conveyed by the language
and words used in all aspects of direct and
indirect practice. (Shiver, 2004)
25. A learned evaluative
response, directed at specific
objects, which is relatively
enduring and influences and
motivates our behavior toward
these objects. (Lippa, 1994)
Organization, structure, order
The keystone in the edifice of
American social psychology.
(Gordon Allport 1935)
26. SOCIAL PSYCHOLOGY
Is a branch of psychology that
links the
behavior, attitudes, and
emotions of the individual to
the broader social context of
which the individual is a part.
27. VALUES
Are considered abstract
goals that do not have
specific objects or reference
points.
(Deaux, Dane, &
Wrightsman,1993;
Michener, DeLamater, &
Myers, 2004)
Used to evaluate information
in making many of our
decisions
Examples:
Abstract judgment about
beauty, freedom and health
28. BELIEFS
Are observations about the
qualities of objects
(Michener, DeLamater, &
Myers, 2004)
SUBJECTIVE NORMS
Beliefs about what important
people or significant others
think about something
BEHAVIORAL INTENTION
Refers to our subjective
estimate of how likely we are
engaged in specific behavior
29. RELATIONSHIP BETWEEN ATTITUDES & INTENTIONAL BEHAVIOR
I. Ajzen (1987) from ATTITUDES, TRAITS AND ACTIONS
ATTITUDES TOWARD THE
BEHAVIOR
SUBJECTIVE NORM INTENTION BEHAVIOR
PERCEIVED BEHAVIORAL
CONTROL
31. COGNITIVE-
DISSONANCE THEORY
Leon Festinger (1957)
Cognitive dissonance
describes the feelings of
anxiety that arise when
a person is aware of two
cognitions, or a
cognition and a
behavior, that are
inconsistent.
32. SELF-PERCEPTION THEORY
D. J. Bem (1967)
Seeks to explain the
same types of behavior
addressed by cognitive-
dissonance theory;
however, it offers
different explanation for
why a person might
change attitude after
performing a behavior
(Feld and Radin, 1982)
33. EMOTION
Meant to move or
agitate in physical
sense
An agitated or
aroused mental state
Both emotion and their
expression are innate
(Charles Darwin, 1872)
34. EMOTION
Meant to move or
agitate in physical
sense
An agitated or
aroused mental state
Both emotion and their
expression are innate
(Charles Darwin, 1872)
35. Emotions: Perception
to bodily change to
emotion
The fight-or-flight
responses (William
James and Carl
Lange)
Two-factor Theory
(1) automatic arousal
(2) cognitive
interpretation of
the visceral or
automatic arousal
36. (Zanjonc, 1980)
based his theory on
observations of animals
and contended that
emotion is universal
phenomenon in the
animal kingdom, but the
cognitive processes and
systems observed in
humans are not
transferable to animals.
37. Evolutionary Theory of Emotion (Silvan Tomkins, Carroll
Izard, and Robert Plutchick
From our primary emotions, we can develop many
secondary blends of emotions
Silvan Tomkins Robert Plutchik Carroll Izard
FEAR FEAR FEAR
ANGER ANGER ANGER
ENJOYMENT JOY JOY
DISGUST DISGUST DISGUST
INTEREST ANTICIPATION INTEREST
SURPRISE SURPRISE SURPRISE
CONTEMPT SADNESS CONTEMPT
SHAME ACCEPTANCE SHAME
DISTRESS SADNESS
38. Shame &
Study of role of shame and other emotions in social
interaction
SHAME
1.a. A painful emotion caused by a strong sense of
guilt, embarrassment, unworthiness, or disgrace.
b. Capacity for such a feeling: Have you no shame?
2. One that brings dishonor, disgrace, or condemnation.
3. A condition of disgrace or dishonor; ignominy.
4. A great disappointment. http://www.thefreedictionary.com/shame
39. Shame &
(George Simmel, 1904)
People want variation of change
but they also anticipate shame if
they stray from behavior and
appearance of others.
(Charles Horton Cooley,1922)
Conception of the looking-glass
self
(Scheff, 1999)
Shame through the lens of
sociological imagination. Result
of threat to social bond
40. Social workers need to develop practical ways
to describe changes in their clients emotional
states.
Social workers must learn the characteristics of
normal and abnormal presentations of emotion.
They must also have an understanding of how
people learn to use their emotions and behavior.
The role played by notions of self and identity in
regulating behavior and emotions is a central
area of social-work practice.