Communicate 15th Edition Kathleen S. Verderber, Deanna D. Sellnow, Rudolph F. Verderber - Solutions

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2. Under what circumstances, if any, do you feel like an empowered patient? Under what circumstances, if any, do you feel disempowered?Create hypothetical examples that illustrate(a) how an empowered patient might communicate and (b) how a disempowered patient might communicate.
1. In your opinion, under what circumstances is mind-body dualism an effective approach to health care? In what situations does a holistic approach seem more effective? Which model better explains communication in the health care encounters you have experienced? Describe that communication.
11. Which hospitals are included in this plan? If more than one, can I choose from among them?
10. To what extent will the plan restrict the prescription drugs I am able to buy with benefits? (Every plan has formularies, which are lists of approved drugs that the plan covers. Some plans have long lists, and some have short ones. Particularly if you know which drugs you prefer or need to
9. Is it required that I establish a primary care physician?If so, who are my options? If an HMO, will I be able to see the same physician every time, or will I be required to see whoever is available?
8. Are there conditions or treatments not covered by this plan? (Managed care has not been particularly good about funding care for mental health and some other concerns. Ask in advance what’s covered and what is not.)
7. How many (and which) physicians and specialists are on the plan or the preferred provider list? (It’s a good idea to call a few of these before you sign on, to see if they are accepting new patients and to gauge how long patients typically wait to get an appointment. Just because a provider
6. Is there an annual catastrophic cap (a limit on my out-of-pocket) on expenses? If so, what is it? What expenses count toward this amount?
5. Do separate deductibles or copays apply to preventive care, prescription drugs, outpatient surgery, hospital stays, or visits to nonpreferred providers?
4. Does the deductible apply to preventive care visits?
3. Is there an annual deductible? If so, how much is it? (If you are considering a family plan, ask if this amount applies to each person’s care or to the family overall.)
2. Will I have copays? If so, how much are they?
1. What are my monthly premiums, and, if applicable, what portion of the premium will my employer pay?
• Do you worry that your doctor might not prescribe tests or treatments because he or she is being pressured to cut costs? Why or why not?
• Less than half of Americans fully understand their health insurance plans. Do you feel confident that you understand yours?
• What type would you prefer as a health professional?Why?
• Which type of health insurance do you prefer as a consumer? Why?
• Have you ever experienced a health concern that could not easily be verified?
3. Which, if any, of the following countries outranks the United States on the World Health Organization’s evaluation of national health systems?France, Japan, Cyprus, Saudi Arabia, Morocco, Chile, Costa Rica, Cuba, Colombia, Malta• In what ways do you consider the mind and body to be separate?
2. Order the following countries, from the one that spends the least on health care, per capita (dollars divided by the number of citizens), to the one that spends the most:Australia , Iceland , the United Kingdom , China , USA , France
1. Does the United States spend more on national defense or on health care?
2. Prior to the Affordable Care Act, passed in 2010, the number of uninsured residents in the United States was equal to the population of which state?a. Maineb. Alabamac. Oklahoma
1. What percentage of U.S. residents age 65 and older are uninsured?
3. What is the average medical debt that drives people into bankruptcy?
2. What percentage of Americans who go bankrupt because of medical bills were insured when their health crises began?
1. What percentage of Americans who go bankrupt do so because of medical bills?
4. Divide a sheet of paper into three columns. Label them “biomedical,” “biopsychosocial,” and “sociocultural.”Under each heading, list aspects of your health well described by that perspective. Reflect on how these factors influence the way you think about and communicate about your
3. What do you think of the case studies about St. Jude Hospital (Box 1.6) and the baseball player’s physical rehabilitation (Box 1.8)? Have your experiences been mostly similar to these or different? How?
2. Spend a few minutes writing about a health care encounter you have experienced as a patient, loved one, or health professional. Identify at least three content-level and three relational-level messages in the encounter. How were the relational-level messages conveyed? What role did culture and
1. Imagine that you have been given responsibility for your family members’ health. You can hire any collection of professionals you like, but you should not limit your thinking to traditional aspects of health care. What factors would you consider in terms of each person’s health? Who would
• How would I feel if my decision or action were published in tomorrow’s newspaper?
• How would I wish to be treated in the same situation?
• Have I considered all the options?
• Is the action appropriate for the situation?
• Is it fair? Will my action unfairly discriminate against anyone?
• Will my decision be demeaning or degrading to anyone?
• Will my decision compromise people’s privacy or trust?
• Is it culturally acceptable?
• Are the results worth the hardship involved?
• Will the decision benefit me personally but hurt others?
• Who will be hurt? Who will be helped?
• Is it honest? Is deception or omission of the truth involved?
• Is this option legal?
• What factors influence people to become more knowledgeable and proactive about their own health?
• How do people respond to public health campaigns?
• In what ways do media messages influence our health?
• How can health care organizations stimulate teamwork and innovation?
• How does multiculturalism influence health and health care?
• How do interpersonal relationships influence health?
• What behaviors enhance and compromise coping efforts?
• Do you think your health would be affected if your wishes became reality? If so, how?
• By what means would you prefer to communicate with these people? What would you most like to talk about?
• Who would you want on your team? Perhaps a nurse, a dietician, a physician, a yoga instructor, a counselor, and/or a massage therapist?Who else?
3. Enter a crowded elevator and face the back. Make direct eye contact with the person you are standing in front of. When you disembark, record the person’s reactions. On the return trip, introduce yourself to the person who is standing next to you and engage in an animated conversation. Record
2. Go to a public place (for example, a restaurant or coffee shop) where you can observe two people having a conversation. You should be close enough so that you can observe their eye contact, facial expression, and gestures, but not close enough to hear what they are saying.Carefully observe the
1. Read this scenario and answer the questions that follow by applying the concepts of nonverbal communication we discussed in this chapter:Jesa and Madison were lounging on a blanket in the park one spring afternoon, enjoying the sunshine as they reviewed for an upcoming test. Jesa looked into the
4. Use perception checking. Perception checking lets you see if your interpretation of another person’s message is accurate. By describing the nonverbal message you notice, sharing two possible interpretations of it, and asking for clarification, you can get confirmation or correction of your
3. Pay attention to the multiple nonverbal messages being sent and their relationship to the verbal message. In any one interaction, you are likely to get simultaneous messages from a person’s appearance, eye contact, facial expressions, gestures, posture, voice, as well as use of space and
your speech, you might interpret the nonverbal message as boredom or disrespect.What it might be communicating, however, is utter exhaustion because your classmate just finished back-to-back 12-hour shifts at work while trying to keep up with homework for a full load of courses.
9. Your instructor may lead a discussion about what worked and didn’t, as well as how you could have made the emotional message more clear.
8. Tell them the emotion that was on the card and what you did with your voice, face, and body to convey it.
7. The class might again make some guesses.
6. Repeat the sentence once more, this time using your voice, face, and body to convey the emotion.
5. The class might again make some guesses.
4. Turn around to face your classmates and say the sentence again, this time trying to reinforce the emotion with your face and eyes.
3. The class might make some guesses about the emotion you are conveying and give some reasons for their guesses. You should not tell them whether they are correct at this point.
2. When your instructor calls on you, go to the front of the classroom and shield your face with a piece of paper (so that your classmates cannot see your face). Try to convey that emotion with only your voice while saying the sentence with your back to the class.
1. Draw a card from a stack offered by your instructor.Without letting your classmates see, turn the card over to read what emotion is written on the front. Some possible emotions include anger, excitement, fear, joy, worry, and sadness. Consider how you will use vocalics and kinesics to convey
2. Consider each nonverbal message in context. Because any one nonverbal message can mean different things in different contexts, take the time to consider how it is intended in a given situation. Also realize that you might not understand all the details of the situation. For example, if you see a
1. Remember that the same nonverbal message may mean different things to different people. Most nonverbal messages have multiple meanings that vary from person to person, culture to culture, and even situation to situation. Just because you fidget when you are bored, doesn’t mean that others are
4. Reduce or eliminate distracting nonverbal messages. Fidgeting, tapping your fingers on a table, pacing, mumbling, using lots of pauses, and checking your phone often for texts and e-mails can distract others from the message you are trying to convey(Photo 5.6). Make a conscious effort to learn
3. Adapt your nonverbal messages to the situation. Just as you make language choices to suit different situations, so should you do so with nonverbal messages. Assess what the situation calls for in terms of use of body, voice, space, time, and appearance. For example, you would not dress the same
2. Intentionally align your nonverbal messages with your purpose. When nonverbal messages contradict verbal messages, people are more likely to believe the nonverbal messages, so it is important align your nonverbal messages with your purpose. If you want to be persuasive, use direct eye contact, a
1. Consciously monitor your nonverbal messages. Try to be more consciously aware of the nonverbal messages you send through your use of body, voice, space, time, and appearance. If you have difficulty doing this, ask a friend to point them out to you.
2. Reword the following sentences to demonstrate linguistic sensitivity:a. Margaret is a fantastic waitress.b. Mark, a Jewish fireman, is going to the Bahamas next week.c. I believe in equal rights and opportunities for all of mankind.oth a sender and receiver.●● Describe the major
1. Reword the following messages using more specific, concrete, and familiar words:a. You know that I really love baseball. Well, I’m practicing a lot because I’m hoping to get a tryout with the pros.b. I’m really bummed out. Everything with Corey is going down the tubes. We just don’t
2. Select one of these popular TV sitcoms: Modern Family, The Big Bang Theory, Family Man, or Parks & Recreation. Watch an episode and record the following for each of the main characters: (a) use of profanity and vulgarity, (b) use of biased(not inclusive) language, and (c) use of offensive humor.
1. Pick an article from a favorite magazine. Read through it, highlighting instances in which the writer uses specific language, concrete language, and familiar language, and identify passages in which the writer might improve in each area.Then look for examples of the writer’s linguistic
5. What is sociolinguistic meaning and how can we improve sociolinguistic understanding?
4. What is pragmatic meaning and how can we improve pragmatics?
3. What is semantic meaning and how can we improve semantics?
2. Why is sharing meaning through verbal messages so challenging?
1. What are the fundamental purposes of language?
3. Respect and adapt to the sociolinguistic practices of others. The old saying,“When in Rome, do as the Romans do” captures the essence of this guideline.
2. Practice mindfulness. Mindfulness is the practice of paying attention to what is happening at any given moment (Kabat-Zinn, 2009). If we are mindful when interacting with others, we will constantly attend to how our cultural norms, idioms, scripts, and verbal styles are similar to and different
1. Develop intercultural competence. The more you learn about other cultures, the better you will be able to convey and interpret messages when communicating with those whose sociolinguistic verbal styles differ from yours.
3. Preferred verbal style differs from culture to culture, particularly in terms of how direct or indirect a person ought to be (Ting-Toomey & Chung, 2005). A direct verbal style is characterized by language that openly states the speaker’s intention in a straightforward and unambiguous way. An
2. Cultures and co-cultures may have different norms about what is appropriate to say to whom, by whom, when, and about what. For example, the “appropriate” way to compliment others and accept compliments can vary from culture to culture. In the dominant culture of the United States, you might
1. Cultures and co-cultures may assign meaning to specific words and combinations of words that differs from their semantic meaning. For example, in English we associate the word “pretty” with women and “handsome” with men, even though both refer to physical beauty. So choosing to say
5. Assume the best first. At times, you or your partner may intentionally break one of these guidelines and not signal it beforehand. In these instances, employ perceptionchecking in an attempt to come to mutual understanding.
● If you violate guideline #3, you might say “This may be beside the point, but . . .,”
● If you violate guideline #2, you might say “If I told you, I’d have to kill you . . .,”
● If you violate guideline #1, you might say “I don’t know if this is true, but my sister said . . .,”
4. Acknowledge when your message violates a guideline. When you violate one of these guidelines, you should tell your partner that you are breaking it. Doing so will help your partner interpret what you are saying accurately. For example:
3. Relate what you say to the topic being discussed. Link your messages to the purpose of the conversation and interpret the messages of others in line with the topic at hand. For example, Barry asks, “Who’s going to pick up Mom from work today?”His brother answers, “I’ve got a big test
2. Provide the right amount of information. Include all the information needed to fully answer the question and refrain from adding irrelevant information (Photo 4.6). For instance, when Sam is getting ready to leave for work, he asks Randy where he parked the car. Randy answers “down the
1. Tell the truth. This guideline seems pretty self-explanatory. Say only what you believe to be true based on evidence to support your position. Sometimes we tell partial truths and rationalize that we are “protecting” our listeners or ourselves. For example,when your friend asks you what you
2. Be sure to incorporate the concepts for clarifying semantic meaning in ways that are specific, concrete, descriptive, and linguistically sensitive.
1. Be sure to follow the speech organization directions provided by your instructor.
●● Compose effective verbal messages based on semantic, pragmatic, and sociolinquistic meanings.

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Communicate 15th Edition Kathleen S. Verderber, Deanna D. Sellnow, Rudolph F. Verderber - Solutions

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