CHAPTER 3 INTERPERSONAL AND GENDERED COMMUNICATION INTERPERSONAL COMMUNICATION
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CHAPTER 3: INTERPERSONAL AND GENDERED COMMUNICATION
INTERPERSONAL COMMUNICATION • At the heart of all health communication • Interaction between two communicators who know each other and share common goals – Provider and patient – Provider and provider • Requires interdependent efforts to be successful—both parties sending and decoding messages effectively © Springer Publishing Company, LLC. 3_2
BUILDING RELATIONSHIP • Effective interpersonal communication is required in order to initiate, build/maintain an interpersonal relationship – Provider–patient – Provider–provider – Provider–family member • Both communicators have a right to expect shared information is – Accurate – Complete – Effectively communicated © Springer Publishing Company, LLC. 3_3
VERBAL AND NONVERBAL COMMUNICATION • Messages are sent using verbal and/or nonverbal behaviors • Verbal communication requires that both communicators share common symbols – These symbols refer to a common language – Symbols can also be nonverbal cues • In health care it is not uncommon for providers who use health care language in their professional culture to have difficulty translating it for patients who are not part of the health care culture © Springer Publishing Company, LLC. 3_4
VERBAL COMMUNICATION • In the United States nearly 10% of the population cannot read • Almost 50% cannot understand prescription labels • Nearly 50% are unable to read at the eighth- grade-level • Almost 20% of high school graduates cannot read © Springer Publishing Company, LLC. 3_5
VERBAL COMMUNICATION • Armed with an understanding of the literacy levels of so many Americans, it should not be surprising that providers and patients have frequent problems communicating effectively • Health care providers often use the language of their professional culture, which is significantly above eighth-grade-level • The context of health care also negatively impacts effective communication exchanges © Springer Publishing Company, LLC. 3_6
HEALTH CARE CONTEXT • Often associated with fear, or emotional responses due to – Illness – Injury – Uncertainty • Context of health care adds noise to the communication channel – Say the word cancer and many people immediately stop listening and focus on their fear of the disease © Springer Publishing Company, LLC. 3_7
INTERPERSONAL VERBAL COMMUNICATION • Has two distinct types of meanings – Denotative – Connotative • Denotative meaning is the dictionary definition, so we can all agree on what a word means • Connotative meaning is much more personal, abstract, and/or subjective © Springer Publishing Company, LLC. 3_8
DENOTATIVE VERSUS CONNOTATIVE • So cancer has a denotative meaning related to abnormal cellular changes/growth • However, the connotative meaning of cancer is much more difficult to recognize. • For one person, connotative meaning of cancer is related to a friend or relative’s death • Another person’s connotative meaning of cancer might be long-term sickness from chemotherapy or radiation © Springer Publishing Company, LLC. 3_9
DENOTATIVE VERSUS CONNOTATIVE • Important for health communication because providers may think that patient’s understand the denotative aspect of a message, but fail to assess the connotative response • So telling a patient they have a virus, might mean the flu to one person, or HIV to another • It is only through questioning (feedback) that a provider can be assured that a patient understands the meaning of the communication as it is intended © Springer Publishing Company, LLC. 3_10
LISTENING • There is a difference between hearing and listening • Hearing is an anatomical and physiological process – If your ears are working normally—you hear • Listening on the other hand requires – Focus – Attention – Minimal “noise” © Springer Publishing Company, LLC. 3_11
NOISE • Anything that interferes with the communication of a message – Environmental factors • Loud noises • Temperature extremes – Sociological factors • Economics—for example, job loss • Family—for example, death, divorce – Psychological impairments • Fear/emotions—for example, cancer © Springer Publishing Company, LLC. 3_12
LISTENING • Providers need to actively listen to patients, not be focused on their own data-gathering needs • Providers need to use feedback via questions, or clarifications to assure the patient’s understanding—as well as their own • Providers need to recognize that a diagnosis, prognosis, or even treatment plan could create “noise” in the communication exchange and hinder the patient’s listening abilities © Springer Publishing Company, LLC. 3_13
LISTENING SKILLS • To improve your listening – Make his or her message your key focus – Avoid being provider centric – Wait to type/write until the patient has finished talking – Use eye contact to demonstrate your listening – Provide feedback, via questions, or restatement of what you heard to illustrate listening, understanding, and/or confusion © Springer Publishing Company, LLC. 3_14
FEEDBACK • Critical to effective interpersonal communication • Demonstrates to other communicator that you have been listening • Identifies potential miscommunication from another, or by, you • Uses questions, or nonverbal behaviors to assess understanding • Avoid asking if you were understood, ask for restatement of what you said, to assure assimilation and comprehension © Springer Publishing Company, LLC. 3_15
NONVERBAL COMMUNICATION • In America, research has shown we trust nonverbal communication more than verbal messages. • Nonverbal behaviors are used to – Express meaning – Manage flow – Complement verbal – Contradict verbal © Springer Publishing Company, LLC. 3_16
NONVERBAL BEHAVIORS • In the United States we use nonverbal symbols to help receivers determine – Our emotions • Smile • Frown • Tears • Laugh – Agreement versus disagreement • Head movement – Interest/listening versus disinterest/not listening • Eye contact • Body position/movements © Springer Publishing Company, LLC. 3_17
NONVERBAL BEHAVIORS • Status and Power are illustrated via – Artifacts—white coats, scrub clothes – Name tags—MD, DO, APRN, PA, RN, and so forth • Used to assess verbal messages – Complimentary nonverbals—nodding your head while verbally agreeing – Contradictory nonverbals—shaking your head, or avoiding eye contact while verbally agreeing – Emphasis—raising your volume and/or pitch, “Fire!” © Springer Publishing Company, LLC. 3_18
NONVERBAL CUES • Proxemics • Haptics • Kinesics • Artifacts • Vocalics • Chronemics • Olfaction © Springer Publishing Company, LLC. 3_19
PROXEMICS • In the United States research has shown there are specific distances expected in communication contexts between communicators – Normal conversations = 4 to 12 feet – Friends/platonic interactions = 2 to 4 feet – Most intimate friends/lovers = 0 to 18 inches • In health care providers often violate expected proxemics in order to assess and treat patients – © Springer Publishing Company, LLC. Should be asking permission to invade patient’s space 3_20
HAPTICS • Haptics refers to touch – Generally reserved for close friends or lovers – Related to control, for example, who gets to touch and when – In the United States nonapproved touch is unacceptable and/or illegal – In U. S. health care few providers ever ask permission to touch • “May I feel your wrist to take your pulse? ” • “Do you mind if I put this tourniquet on your arm to get a blood sample? ” © Springer Publishing Company, LLC. 3_21
KINESICS • Kinesics refers to body movements – Gestures (pointing, signaling, handshake, etc. ) – Gaze (eye contact, or lack of it) – Facial expressions (smile, frown, fear, joy, etc. ) – Body positions (arms crossed on chest, leaning back in a chair, sitting with legs spread out) • Posture and/or gait • Reflect a person’s role, status, power, and/or interest © Springer Publishing Company, LLC. 3_22
ARTIFACTS • Clothes • Hair styles • Jewelry • Body art (tattoos, piercings, etc. ) • White coats, uniforms, scrub suits = provider artifacts • Patient and provider artifacts are forms of nonverbal communication © Springer Publishing Company, LLC. 3_23
VOCALICS • Paralinguistic cues using the voice, how we say things, not what (verbal) we say – Volume – Pitch – Tone – Silence – Inflection – Laughing, crying, whining © Springer Publishing Company, LLC. 3_24
CHRONEMICS • The use of time communicates nonverbally – Arriving early versus late for appointments, work, rendezvous, and so forth – Providers frequently arrive late for patient appointments – Patients usually arrive early, or on time for provider appointments – Can demonstrate power, control, and status in a relationship © Springer Publishing Company, LLC. 3_25
OLFACTION • Smell communicates nonverbally – Personal hygiene – Perfume/cologne – Illness (diabetic ketoacidosis) – Injury (burns) • For example, a lack of personal hygiene could communicate a psychosocial etiology – mental illness (dementia, etc. ) – sociological (homeless) © Springer Publishing Company, LLC. 3_26
GENDERED COMMUNICATION • Sex versus gender – Sex is anatomical—vagina = female; penis = male • In general, we can tell a person’s sex based on their appearance – Gender is socially based • Cannot be determined based on appearance, requires analysis of behaviors • Masculine versus feminine gender spectrum • Male may be übermasculine, überfeminine, or somewhere along the spectrum • Females may be masculine, feminine, or somewhere along the spectrum © Springer Publishing Company, LLC. 3_27
GENDERED COMMUNICATION THEORIES • Biological theory—gender is hormonally and/or genetically dependent – Testosterone levels determine levels of masculinity – Estrogen levels determine levels of femininity • Psychodynamic theory—focused on mother–child relationship – Female children identify more closely with mom because of anatomy and therefore are more likely to learn mom’s gendered behaviors – Mothers recognize need for male children to behave differently than female children © Springer Publishing Company, LLC. 3_28
GENDERED COMMUNICATION THEORIES • Social learning theory—humans learn to be masculine versus feminine by watching others and using feedback to determine which behaviors to adopt and which to reject – Boy praised for working on a car with dad – Daughter chastised for fighting with another girl at day care or kindergarten © Springer Publishing Company, LLC. 3_29
GENDERED COMMUNICATION THEORIES • Cognitive development theory – Children are actively developing their own behaviors based on • Listening • Observing • Choosing the ones that get the responses they want • Regardless of which theory is chosen, for health care providers it is important to understand that gender shapes humans’ – Lives – Communication – Decision making © Springer Publishing Company, LLC. 3_30
MASCULINE VERSUS FEMININE GENDERED COMMUNICATION • Feminine gendered communication behaviors – Typically used to nurture relationships • Family • Platonic • Romantic – Include valuing • Collaboration • Nurturing • Encouraging participation • Cultivating relationships © Springer Publishing Company, LLC. 3_31
MASCULINE VERSUS FEMININE GENDERED COMMUNICATION • Masculine gendered communication behaviors – Typically used to demonstrate independence, control, and/or power • One key masculine gendered behavior is frequently interrupting others (as health care providers have been observed doing) – Include valuing • Bluntness • Competition • Aggression • Independence © Springer Publishing Company, LLC. 3_32
ASSESSING GENDER • Evaluating a patient’s gender using his or her communication may help with provider’s – Data gathering – Information sharing – Decision making • For example, a masculine gendered patient, regardless of his or her sex, compared to a feminine gendered patient might be expected to – Not share information as readily – Not ask as many questions – Not value building a relationship as much © Springer Publishing Company, LLC. 3_33
SELF-DISCLOSURE • One of the key aspects of interpersonal relationship development is the use of self-disclosure – In U. S. culture, we generally save our most intimate self-disclosure for the most trusted people in our lives • Romantic relationships (“I love you”) • Platonic relationships (“please don’t tell anyone”) • Health care providers (“I had herpes, ” or “I had an abortion”) © Springer Publishing Company, LLC. 3_34
SELF-DISCLOSURE • In all other interpersonal relationships in American culture we expect the other communicator when we self-disclose to reciprocate – “I love you” – “I won’t tell anyone, but something like that happened to me” • However, in health care, providers do not reciprocate, but expect patient to self-disclose © Springer Publishing Company, LLC. 3_35
- What thing defines women in gendered verbal communication?
- Becoming gendered
- Socailisation
- Carmen fought
- Intrapersonal communication vs interpersonal communication
- Chapter 6 interpersonal communication
- Chapter 5 interpersonal communication
- Chapter 3 communication skills
- Noise in communication
- What is interpersonal communication
- Interpersonal communication vocabulary
- Chapter 8 interpersonal communication
- Interpersonal communication chapter 2
- Inter and intra personal skills
- Mastering team skills and interpersonal communication
- Pengertian interpersonal skill
- Gender and interpersonal communication
- Interpersonal communication and emotional intelligence
- Skills for a job application
- Selectivity barriers to communication
- Interpersonal and organizational communication
- Interpersonal skills for social workers
- Interpersonal communication self concept
- Basic interpersonal communication skills
- Listening in interpersonal communication
- Politeness theory in communication
- Interpersonal communication is inescapable
- Interpersonal communication examples
- Principle of interpersonal communication
- Module 3 communication/interpersonal skills
- Qualitatively interpersonal communication
- What is masspersonal communication
- Interpersonal communication objectives
- Ethical interpersonal communication
- Interpersonal communication barriers
- Exploring interpersonal communication