Interpersonal communication book 13th edition


Joseph A. DeVito (Author) This item:The Interpersonal Communication Book (13th Edition) by Joseph A. DeVito Paperback $ I would even recommend this book to someone that just wants to improve their communication skills. The Interpersonal. Communication Book. 13th edition. Joseph A. DeVito. Hunter College of the City University of New York. Boston Columbus Indianapolis New. Updated in its 13th edition, Joseph Devito's The Interpersonal Communication Book provides a highly interactive presentation of the theory, research, and skills .

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Interpersonal Communication Book 13th Edition

Format, Paper. ISBN Availability. This item has been replaced by Interpersonal Communication Book, The, 14th Edition. PDF | Despite numerous handbooks, encyclopaedias and essential volumes on the topic which became available on the market throughout the. download Interpersonal Communication Book 13th edition () by Joseph A. DeVito for up to 90% off at

All rights reserved. Chapter One: Foundations of Interpersonal Communication Applying the Principles In introducing these principles, it was noted that they would provide insight into a number of practical issues. How would you use the principles to describe what is happening in each of the following situations? These scenarios are, of course, extremely brief and are written only as aids to stimulate you to think more concretely about the principles. Note too that the objective is not to select the one correct principle each scenario can probably be described by reference to several principles but to make use of an opportunity to think about the principles in reference to specific situations. A couple, together for 20 years, argues constantly about the seemingly most insignificant things—who takes the dog out, who does the shopping, who decides where to go to dinner, and so on. It has gotten to the point where they rarely have a day without argument and both are seriously considering a separation. Pat and Chris are a couple who hurt each other regularly. When one makes a negative comment, the other responds with an even more negative comment which is followed by a still more negative one, and so on. This frequently results in extremely serious conflicts. On the hand, when things are good, they are very good. Peggy reciprocated and said she felt the same way about his family. Now, weeks later, there remains a great deal of tension between them, especially when they find themselves with one or both families.

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Brand New. Blow your own horn. Beauty is only skin deep. A bird in the hand is worth two in the bush. Chapter Two: Culture and Interpersonal Communication Play your cards right.

The squeaky wheel gets the grease. The nail that sticks out gets hammered down. If you talk the talk, you have to walk the walk. Birds of a feature flock together. Never give advice in a crowd. How influential do you find these beliefs in your day-to-day decision-making? Do you find these beliefs helpful in enabling you to achieve your professional or personal goals? What cultural value does it identify? What implications does this maxim—if followed religiously—have for the growth of the individual, the group, and of society as a whole?

Did your culture teach this maxim? Is this maxim a part of your life? In what ways? From Culture to Gender This exercise is designed to help you explore how cultures teach men and women different values and beliefs and how these might in turn influence the ways in which men and women communicate interpersonally. Think critically about your beliefs.

What evidence can you offer for your beliefs about gender differences and about how these cultural beliefs influence interpersonal communication?

You may wish to extend this journey by actually locating the evidence bearing on your hypotheses. On the basis of your analysis and research, would you revise your beliefs?

State them with even stronger conviction? Urge caution in accepting such beliefs? Beliefs 1. The cards should be collected, randomized, and read aloud.

This brief experience—along with any discussion it generates—should have made the following clear: 1. People have diverse cultural identities; each person has several 2. Each identity has its own perceived strengths.

The most effective individual is likely to be the one who recognizes and welcomes the strengths of different cultures The Sources of Your Cultural Beliefs This exercise is designed to increase your awareness of your cultural beliefs and how you got them. For each of the beliefs noted below, try to answer these six questions: 1. What were you taught? Phrase it as specifically as possible, for example: I was taught to believe that. Who taught you? How were you taught? By example? Explicit teaching?

When were you taught this? As a child? As a high school student? As an adult? Where were you taught this? In your home? Around the dinner table? At school? In the playground? Why do you suppose you were taught this? What motives lead your parents or teachers to teach you this belief? If you have the opportunity for interaction in small groups, a good way to gain added insight into cultural beliefs is for volunteers to talk about the belief they selected, how they answered each of the six questions, and how the belief influences their own way of communicating interpersonally.

If the principles for effective interpersonal and intercultural communication Chapters 8 and 9 are followed, this simple interchange should result in formidable interpersonal and intercultural insight. Confronting Intercultural Obstacles Think about your own ability to deal with intercultural communication situations by considering how you would deal with each of the following obstacles to intercultural understanding and communication.

Your friend makes fun of Radha, who comes to class in her native African dress.

You feel you want to object to this. Craig and Louise are an interracial couple. Craig's family treat him fairly but virtually ignore Louise. They never invite Craig and Louise as a couple to dinner or to partake in any of the family affairs.

The couple decide that they should confront Craig's family and ask your advice. Malcolm, a close friend, is really an open-minded person. But he has the habit of referring to members of other racial and ethnic groups with derogatory language. You decide to tell him that you object to this way of talking. Tom, a good friend of yours, wants to ask Pat out for a date. The Interpersonal Communication Book, 12th edition and ask her anyway—just to give her a hard time.

You think this is wrong and want to tell Tom you think so. Your parents persist in holding stereotypes about other religious, racial and ethnic groups. These stereotypes come up in all sorts of conversations.

You are embarrassed by these attitudes and feel you must tell your parents how incorrect you think these stereotypes are.

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Lenny, a work colleague, recently underwent a religious conversion. He now persists in trying to get everyone else to undergo this same religious conversion. Every day he tells you why you should convert, gives you literature to read, and otherwise persists in trying to convert you. You decide to tell him that you find this behavior offensive. In-Class Activities Small-Group Discussions These discussions are designed to enable each student in the class to critically encounter cultural concepts in light of his own experience and beliefs.

Divide the class into small groups of about four to five people each, and assign each one of the following questions. If you wish, they can pick topics to pursue. Give them about 10 to 15 minutes to discuss each question. How diverse is your faculty regarding race, gender, age, or religion?

Is it important to you? Why or why not? Changing Perspectives This exercise is designed to create empathy and display relationships in which there is a disparity in cultural expectations. Participants should feel free to explain where and when they perceived the action taking place.

After each dialogue, ask the students why each character behaved as he or she did and the cultural value this action depicts.

Person 1: Hello. Person 2: How are you? Person 1: Pretty good. Person 1: I know. I wanted to try it — you look nice. I like that outfit. Person 2: Thanks.

Well, I gotta go. Person 1: OK. In small groups, or in front of them class, ask each student to explain what each item represents. Questions could focus on the acculturation process as well as differences among cultures presented in the chapter. An alternate version would be to invite several international students in the class to take part in a panel discussion on the topics of acculturation, cultural differences and overcoming barriers to effective intercultural communication.

Mean Girls — illustrates how difficult it is to go from one culture to another. Crouching Tiger, Hidden Dragon — demonstrates the influence of culture on a wide variety of behaviors. Meet the Fockers — throughout the movie, shows the clash of co-cultures within the United States. My Big Fat Greek Wedding — details how an individualistic and collective culture can differ. Spiderman 2 — shows culture shock intrapersonally, for the hero, in great detail.

Talladega Nights: The Ballad of Ricky Bobby — humorously conveys stereotyping due to culture as well as ethnocentrism. What information did you base the stereotype on? Were you able to move past the stereotype and get to know the person? Does being a competent intercultural communicator mean having to agree with all the customs of another culture?

How do you think your culture differs from other cultures in the world? Give examples, and be specific as you can. In terms of the five major differences among cultures, how would your life be different if you lived in a culture on the opposite end of the continuum from your own? How does this influence how you now view your situation in your home culture?

Honestly, how open are you to other cultures and ways of life? Remember a situation in which you encountered someone from a very different background and how you handled it. How did you feel during the episode? Race b. Nationality c. Culture d. Culture 2. Acculturation b. Culture shock c. Enculturation d. The Interpersonal Communication Book, 12th edition 2.

Susannah loves the freedom in her writing class and the way the writing assignments are open to interpretation. Chapter Two: Culture and Interpersonal Communication 2. Which of the following is NOT a characteristic of a culture with a long-term orientation? They believe marriage is a moral arrangement. They are more apt to save for the future. They believe humility is a virtue for men and women. They believe marriage is a practical arrangement.

Students with this outlook will attribute their success or failure to luck or chance. Executives with this orientation value self-reliance and personal freedom. Organizations with this orientation focus on future profits.

Cultures with this outlook see humility as a virtue only for women. The United States. Which of the following is NOT true in regard to the acculturation process? Younger people have an easier time.

The Interpersonal Communication Book

Better educated people have a harder time. Both cultures are changed during the process. Previous exposure to the new culture can make the process easier.

High-context b. Low-context c. High-power-distance d. In a low-context culture, a. Which of the following is NOT true in relation to culture? Understanding cultures means accepting the cultural beliefs of other cultures.

The Interpersonal Communication Book by Joseph A. DeVito (2012, Paperback, Revised)

Personality can cause more differences among people than culture. It is important to look at the similarities between cultures. Culture affects all of our communication. Which of the following is NOT in the list of most long-term oriented countries? Japan b. China d. Which of the following is NOT true in regard to cultures high in indulgence? They place less importance on friendships. They do not place great value on thriftiness.

They are more optimistic and have more positive attitudes. They have more satisfying home lives. A commitment to the ways and beliefs of your culture is termed a. The first stage in culture shock is the a. If one is not careful, ethnic identity can lead to a.

The U. A fixed impression of a group of people is called a a. Which of the following is NOT a way to achieve cultural sensitivity?

Recognize differences in meaning. Recognize and face your own fears of acting inappropriately toward members of different cultures.

Be rule conscious. Downplay the differences between yourself and those from other cultures. Seeing your own culture as inherently better than other cultures is termed a. Mariah is aware of the cultural differences between herself and others and wants to decrease it. In the final stage of culture shock, you engage in a.

Acculturation is the process by which you learn the rules and norms of a culture different from your native culture. Enculturation helps develop ethnic identity, which can help protect an individual against discrimination. Cultures with an exclusionist orientation teach respect for other cultures and their beliefs.

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