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Samenvatting skilled interpersonal communication
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This is a summary of Hargie's entire book; Skilled Interpersonal Communication. (Almost) all definitions are included.
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Samenvatting Skilled Interpersonal Communication, ISBN: 9781032008783 Interpersoonlijke Communicatie (IPC)
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Skilled interpersonal communicationResearch, theory and practice
Owen Hargie
Lieke Brekelmans, 2023
Chapter 1
Compresence
- The mere presence of another has been shown to be arousing and motivating, and
this in turn influences our behaviour
Social facilitation effect
- The fact that another person is there changes our behaviour and tends to make us
more prosocial
Sociation
- The need for relationships with others
Core types of psychological need (combination results in well-being)
1. Competence: a wish to feel confident and effective in carrying out actions in order to
achieve one’s goals
2. Relatedness: a desire to have close connections and positive relationships with
significant others
3. Autonomy: wanting to feel in control of one’s own destiny
Social and interpersonal skills are the means through which all human relationships are
initiated, negotiated, maintained, transformed, and dissolved.
Those with higher levels of interpersonal skills have many advantages in life.
Social skills deficit hypothesis
- Those who lack adequate social skills are more vulnerable to depression because of
their inability to foster positive interpersonal experiences and avoid negative social
experiences
Social capital
- The benefits that accrue from being socially skilled
- Can be regarded as an accumulated asset, while interpersonal skill is one of the key
factors that determine the value of this asset
Two central themes at the core of communication
1. Intersubjectivity: striving to understand others and being understood in turn
2. Impact: the extent to which a message brings about a change in thought, feelings or
behaviour
,Interpersonal communication is a complex situated social process in which people who have
established a communicative relationship exchange messages in an effort to generate shared
meaning and accomplish social goals.
Components of the communicative process
1. Communicators
2. Message: content of communication
3. Channel: that which connects interlocutors and accommodates the medium. A bridge
between the sender and the receiver
a. Vocal-auditory channel: speech
b. Gestural-visual channel: nonverbal communication
c. Chemical-olfactory channel: smell
d. Cutaneous-tactile channel: make use of touch
4. Medium: the particular means of conveying the message. Types:
a. Presentational: voice, face, body
b. Representational: books, paintings, architecture, photographs
c. Technological: internet, phone, television, radio
Social presence theory
- Media differ in the levels of presence they afford
Media richness
- Related concept suggesting that media differ in the wealth of information that they
carry
Differences between telephone and FTF communication
,(VCM)= video-mediated communication
Telepresence
- The feeling of being in someone’s presence without sharing any immediate physical
space
FTF is the most richest and most highly favoured channel
Code
- A system of meaning shared by a group
Noise
- Any interference with the success of the communicative act that distorts or degrades
the message so that the meaning taken is not that intended
Feedback
- The sender is able to ascertain the extent to which the message had been
successfully received and the impact that it has had
Context
- Communication takes place within intermeshing frameworks
- Include: physical, chronological, relational and cultural
Nonverbal communication is informative rather than communicative
Arrow communication
- Communication that goes in one direction only
Impression management/self-presentation
- The process of behaving a way as to het others to ratify the particular image of self
being presented
Relationships are shaped around dimensions
1. Affiliation: liking
2. Dominance
3. Intensity
Chapter 2
Interpersonal skill
- The skills we employ when interacting with other people
- A process in which the individual implements a set of goal-directed, interrelated,
situationally appropriate social behaviours, which are learned and controlled
A person is skilled according to:
- The extent to which he or she can communicate with others, in a manner that fulfils
one’s rights, requirements, satisfactions, or obligations to a reasonable degree
, without damaging the interlocutor’s similar rights, requirements, satisfactions, or
obligations, and hopefully shares these rights etc. with others in free and open
exchange
Social skills
- The specific component process that enable an individual to behave in a manner that
will be judged as competent
- The abilities necessary for producing behaviour that will accomplish the objectives of
a task
- A system of behaviour that can be applied in a wide range of situations
- Practical expertise
- The ability to do something
Components of skill
1. Skilled performance is part of a transactional process:
a. Ongoing verbal and nonverbal exchange of collaborative meaning-making
b. Involves:
i. Formulating appropriate goals
ii. Devising related action plans
iii. Implementing these plans
iv. Monitoring the effects of behaviour
v. Being aware of, and interpreting the responses of others
vi. Taking cognisance of the context in which interaction occurs
vii. Adjusting, adapting or abandoning goals and responses in the light of
outcomes
2. Skilled behaviours are goal-directed:
a. Goals are those behaviours the individual employs in order to achieve a
desired outcome, and are therefore purposeful, as opposed to chance, or
unintentional
b. Goals motivate and navigate the interpersonal process
c. Once responses are learned, they tend to become hard-wired or habitual, and
goal-directed behaviour is then under unconscious control
d. Four stages of learning new skills:
i. Unconscious incompetence: we’re totally unaware of the fact that
we’re behaving in an incompetent manner
ii. Conscious incompetence: we know what we should be doing, but we
also know we’re not doing it very well
iii. Conscious competence: we’re aware that we’re performing at a
satisfactory level
iv. Unconscious competence: truly skilled, we perform the actions without
thinking about them and we succeed
3. Skilled behaviours are interrelated:
a. They’re coordinated in order to achieve a particular goal
4. Skills should be appropriate to the situation
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