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managing human behavior in public
Understanding Human Behavior: A Guide For Health Care Providers 6th Edition Mary Elizabeth Milliken - Solutions
6. Assist in revising the original statement.
5. Discuss the communications, particularly examples of ambiguous statements and ways they could have been avoided.
4. When the ten-minute time limit is called, report your observations.
3. Use the Observation Record for Exercise IV (page 328) to record your observations.
2. Decide which communicator each will observe.
1. Your task is to observe the communicators and report to them at the conclusion of the ten-minute discussion. Then, assist in revising the discussion topic to provide an unambiguous statementall members of the group must agree on its meaning.
10. Exchange roles with the observers. In preparation for the second round, read Procedure for Observers.
9. Discuss the original statement. Revise it to provide a clear statement that will shed light on the problem between Mrs. A. and Mr. M. as outlined in Exercise I.
8. Following the discussion, listen to the observers' reports, then discuss the reports as a group. Challenge any unclear statements, and require clarification from the one who made the statement.
7. When you think the meaning is clear but disagree with the statement, you should (a) test your understanding by restating it in your own words and getting approval of your interpretation; then (b) state your own point of view (your disagreement).
6. Whenever you are in doubt about the other's meaning (a) ask specific questions in an effort to get clarification, or (b) restate the speaker's meaning as you interpret it, and ask whether or not your interpretation is correct.
5. The discussion will consist of efforts by each speaker to clarify the intended meaning of the statement. (If you wish, explore possible hidden meanings in the statement.)
4. The other will challenge the speaker by saying, "What do you mean by that?"
3. One communicator will open the discussion by making the statement.
2. From the list of ten statements that follows, select one statement to use as the basis for your discussion.
1. Your task is to help one another improve communication skills by giving special attention to the following:a. Ways to clarify ambiguous statements.b. Words that are unclear or have double meanings.c. Nonverbal behavior that may indicate confusion, doubt, misinterpretation, understanding,
7. Exchange roles for the second round. Read Procedure for Communicators and select a different topic from that used in the first round.
6. Write a revised statement clearly reflecting the true meaning of the original statement.
5. Discuss these reports as a group, with each member challenging others as necessary to clarify the meaning of any statement made.
4. When the ten-minute time limit is called, report your observations. Then, listen while the other observer reports.
3. Use the Observation Record for Exercise III (page 327) to record your observations.
2. Sit where you can observe your subject without distraction.
1. Decide which communicator each of you will observe.
3. Use your next movie or TV evening to study the communication styles of the actors. Especially note examples of the following:a. An actor who has a frozen countenance (facial expression does not change) most of the time. What nonverbal behaviors does this actor use to communicate?b. An actor who
2. The next time you watch a comedian who does imitations (i.e., Rich Little or Dana Carvey), note the various mannerisms and facial expressions the comedian portrays. Comedians are keen observers of human behavior, and imitators are especially observant of small bits of behavior that characterize
1. The next time you watch a situation comedy on TV, concentrate your attention on one of the lead actors and note examples of nonverbal communication. Did the other characters react to or ignore the nonverbal communication? Did any specific example lead to a misunderstanding or conflict between
5. The purpose of observing nonverbal behavior is to
4. Steps for improving one's use of nonverbal communication are: 1. 2. 3. 5.
3. Some examples of nonverbal behavior that may signal a message are: 1. 2. 3. 4. 5. 6.
2. Selective observing means that
1. The expression "skill in interpersonal relations" refers to one's ability to
4. Following the group discussion, prepare a brief plan to guide you in using nonverbal behavior to improve relationships with (a) the clients of your health agency, (b) your co-workers, and (c) your supervisor.
3. When you have completed the procedure outlined for Exercise I, discuss the following:a. Implications of consistent signaling to other persons, without realizing that you are communicatingb. Implications of being "easy to read" in situations where you are competing with another personc.
2. Refer to the instructions and procedures for Exercise I, according to your role in this exercise.
1. Organize into groups of four. The members of the group who served as actors in Exercise I will serve as observers, and those who served as observers in Exercise I will serve as actors.
6. What are you going to say if Mrs. A. claims that you made an error in one of your procedures?
5. How do you feel about your own competence?
4. Would you prefer to work directly under a physician?
3. Should you find a position where there is a male supervisor?
2. How do you feel about Mrs. A.?
1. Why do you think Mrs. A. has sent for you?
3. Consider how you feel about your new staff member, Mr. M.
2. Think about your outstanding characteristics, as given in the description.
1. How do you feel about having to ask Mr. M. to work this weekend? (The employment agreement specifies a forty-hour week, scheduled Monday through Saturday between the hours of 7 A.M. and 10 P.M. for the stated salary.)
3. Actors: prepare a list of your nonverbal behaviors and the interpretation of each by the other actor. Ask your observer to check this summary report for accuracy and completeness.
2. Consider the examples of misinterpretation that occurred: which nonverbal behaviors were incorrectly interpreted by the other actor.
1. Consider whether or not the nonverbal behavior demonstrated by each actor during the performance is typical of that person's "reallife" behavior when relating to others, especially in stressful situations.
9. Listen while the other observer reports to the other actor and then proceed through steps 5-8.
8. Listen while the other actor interprets each nonverbal behavior reported in your performance, then respond to this interpretation. You may agree with the other actor's interpretation; you may find it is partly correct; you may disagree completely. Describe your thinking and feeling at the time
7. Try to recall your feelings and/or thoughts at the time each nonverbal communication occurred.
6. Listen as the other actor describes the effect of your nonverbal behavior.
5. When the performance is finished, listen as your observer reports the nonverbal behavior you demonstrated during the performance.
4. Role play the scene between Mrs. A. and Mr. M., behaving as though you were actually that person in that situation.
3. After reading about the person you are to play, do the suggested activities at the end of the descriptive paragraphs. These are intended to help you identify with that person's feelings about self, the other person in the situation, job setting, and the problem situation around which the
2. Read about the role you are to play, but do not read the description of the other role. (This is important.)
1. Decide which role (Mrs. A. or Mr. M.) each of you is to play in the performance.
7. Listen as the other actor (Mrs. A.) interprets and Mr. M. responds.
6. Listen while one actor (Mr. M.) interprets the meaning of the other actor's (Mrs. A.) nonverbal behavior and Mrs. A. describes feelings or thoughts at that point in the performance.
5. Listen while the other observer reports to the other actor.
4. When the performance has been completed, report the nonverbal behavior of your actor, together with the act or words of the other actor that preceded the nonverbal behavior.
occurred.
3. Observe one actor during the performance. On the chart, record (1) each act of nonverbal behavior by the actor you are observing and (2) what the other actor said or did just before the nonverbal behavior
2. Read all instructions for observers and study the chart for recording observations, page 312.
1. Decide which actor you will observe (Mrs. A. or Mr. M.).
11. Develop a chart to show how your job title relates to other job titles in the agency where you are getting your clinical experience.a. Using the format below, insert job titles to show vertical relationships:b. List job titles that are in your department but have a horizontal (equal)
10. One of your co-workers has been employed at your health care agency for fifteen years when you arrive as a new employee. In spite of having seniority, this person has a horizontal relationship to you and others with your job title. Two or three times a week, this co-worker tells you to do some
9. List ten guidelines for continued growth as a health care provider after you have become employed in a health agency.
8. Explain why you should discuss patient problems with your supervisor rather than with co-workers.
7. Identify your counterpart (horizontal relationship) on another service within the affiliated health agency.
6. Explain vertical lines of communication (and authority) in relation to your role on the health team within the health agency affiliated with your educational program.
5. Describe a situation in which a health care provider used knowledge about human behavior to identify a patient's unmet need.
4. List three examples of inappropriate behavior by health care providers. Explain why each is inappropriate for the situation in which it occurred. Suggest a more appropriate behavior.
3. Describe how you may relieve a patient's anxiety associated with strange places and uncomfortable procedures.
2. List five ways you can minimize a new patient's fears.
1. List five benefits of improving your interpersonal skills.
9. Some ways a health care provider may continue to learn are:
8. Some beliefs that contribute to a favorable attitude toward work are:
7. Five guidelines for becoming an effective member of the health team are:
6. Some ways a health care provider can help patients adjust to illness include
5. A health care provider who believes that a particular patient needs emo- tional support should
4. One way to minimize misunderstandings between a patient and health care provider is to
3. The study of a patient's situation to identify needs may require
2. Recognizing some of the possible influences on a patient's behavior is the key to
1. Developing interpersonal skills requires continuous striving to
8. Write a brief description of a situation in which a patient exhibited a pattern of behavior discussed in this unit. Indicate the response or behavior you think would be most appropriate for a health care provider.
7. Mr. R. is scheduled for a lobectomy because of lung cancer. He tells you he has smoked two packs of cigarettes a day for twenty years. He is very cheerful, joking with all members of the health team. You have been caring for him for several days and notice that he paces back and forth in his
6. Mrs. H. is crying. She tells you her husband is not paying any attention to her while she is sick. You have noticed that he visits each day for about 30 minutes. Mrs. H. told you when she entered the hospital that her husband would be trying to work and manage their home while she is
5. In a whining tone, Mrs. Z. often asks a member of the health team to do things she could do for herself. List four other behaviors that would be a manifestation of regression.
4. For each statement in assignment three, list two or more "safe" responses that a health care provider could make to the patient's statement.
3. List four examples of "loaded" statements that appear to be "small talk" but could indicate underlying anxiety.
2. List four examples of verbal behavior that may indicate hostility.
1. List four examples of nonverbal behavior that may indicate that the patient is worried or upset.
14. In reporting a situation involving familiarity, the health care provider should be careful to and
13. The best way to gain a patient's cooperation is to
12. Some possible reasons for a patient's noncooperation are:
11. Four statements to avoid saying to a crying patient are:
10. The types of patient most likely to behave aggressively are: and
9. Examples of regression that might be seen in an adult patient are: and
8. List five communication techniques that can be used to make an appro- priate response:
7. When a patient makes a "loaded" statement to a health care provider, it is usually effective to
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