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Swc203 communication & attitudes & emotions
A presentation by:
FRANCISCO, Elaine P. BSSW-II
http://www.webster-dictionary.org/definition/Communication
http://www.merriam-
webster.com/dictionary/communication
 One of the most
  important elements
  in human affairs
 Involves oral and
  written
  language, nonverb
  al gestures, and
  other forms of
  exchanging
  information
2 Basic Activities:
   (1) Speaking
   (2) Listening
is nothing less than inventory of all the
ideas, interests, and occupations that take up the
attention of the community. (Brown, 1958)
 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)
Swc203 communication & attitudes & emotions
Includes the facial expressions, gestures, and other
actions that send a message to a receiver
5 BASIC COMPONENTS:   1. Source
                      2. The message
                      3. The channel used to send
                         the message
                      4. The receiver
                      5. Feedback
Swc203 communication & attitudes & emotions
1.Phonology
2.Semantics
3.Syntactics
4.Pragmatics
1.PHONOLOGY
examines the system sound in
languages. Every language is made up
of two basic units: phoneme and
morpheme
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)
MORPHEME
The smallest unit in of meaning in any
language. Example of this is ing.
2. SEMANTICS
 -area in the language studies
   that deals with meaning
 -concerned with
   understanding how signs and
   symbols signify actual
   reference
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
SIGNS
   Differ from symbols in
    that they do bear a
    valid relationship with
    the thing for which they
    stand (DeVito, 1970)
3. SYNTACTICS
SYNTAX
   Focuses on the rules that govern the way
    words are combined to form sentences
GRAMMAR
 The element of language that
  provides its coherent features
  and makes language a
  predictable process
HUMAN LANGUAGE IS GENERATIVE
meaning Humans can use a limited
number of symbols in infinite ways
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
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)
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)
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.
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
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
RELATIONSHIP BETWEEN ATTITUDES & INTENTIONAL BEHAVIOR
I. Ajzen (1987) from ATTITUDES, TRAITS AND ACTIONS

 ATTITUDES TOWARD THE
 BEHAVIOR




          SUBJECTIVE NORM   INTENTION       BEHAVIOR




 PERCEIVED BEHAVIORAL
 CONTROL
EMOTIONS
Come and go for a
matter of seconds
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.
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)
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)
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)
 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
 (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.
 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
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
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
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.
Presentated by:
FRANCISCO, Elaine P. BSSW-II
Swc203 communication & attitudes & emotions

More Related Content

Swc203 communication & attitudes & emotions

  • 2. A presentation by: FRANCISCO, Elaine P. BSSW-II
  • 5. One of the most important elements in human affairs Involves oral and written language, nonverb al gestures, and other forms of exchanging information
  • 6. 2 Basic Activities: (1) Speaking (2) Listening
  • 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
  • 14. 1.PHONOLOGY examines the system sound in languages. Every language is made up of two basic units: phoneme and morpheme
  • 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)
  • 16. MORPHEME The smallest unit in of meaning in any language. Example of this is ing.
  • 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
  • 30. EMOTIONS Come and go for a matter of seconds
  • 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.