What is Self-Concept?

A Definition
Self-concept is an overarching idea we have about who we are—physically,
emotionally, socially, spiritually, and in terms of any other aspects that make up who we
are (Neill, 2005). We form and regulate our self-concept as we grow, based on the
knowledge we have about ourselves. It is multidimensional, and can be broken down
into these individual aspects.

For example, you may have a very different idea of who you are in terms of your
physical body, and who you are in terms of your spirit or soul.

The influential self-efficacy researcher Roy Baumeister (1999) defines self-concept as

follows:

“The individual’s belief about himself or herself, including the person’s attributes and who and
what the self is.”
A similar definition comes from Rosenberg’s 1979 book on the topic; he says self-
concept is:

“…the totality of an individual’s thoughts and feelings having reference to himself as an object.”
Self-concept is related to several other “self” constructs, such as self-esteem, self-image,
self-efficacy, and self-awareness. In the following section, we will explain these slight
—yet important—differences.

Self-Concept vs. Self-Esteem

Self-concept is not self-esteem, although self-esteem may be a part of self-concept. Self-

concept is the perception that we have of ourselves, our answer when we ask ourselves
the question “Who am I?”

It is knowing about one’s own tendencies, thoughts, preferences and habits, hobbies,
skills, and areas of weakness. According to Carl Rogers, founder of client-centered
therapy, self-concept is an overarching construct that self-esteem is one of the
components of it (McLeod, 2008).

Self-Concept vs. Self-Image

Self-image is related to self-concept but is less broad. Self-image is how an individual

sees themselves, and it does not have to align with reality.

A person’s self-image is based on how they see themselves, while self-concept is a more
comprehensive evaluation of the self, largely based on how a person sees themselves,
values themselves, thinks about themselves, and feels about themselves.
Carl Rogers posited that self-image is a component of self-concept, along with self-
esteem or self-worth and one’s “ideal self” (McLeod, 2008).

Self-Concept vs. Self-Efficacy

Self-concept is a more complex construct than self-efficacy. While self-efficacy refers

to an individual’s judgments of their own abilities, self-concept is more general and
includes both cognitive (thoughts about) and affective (feelings about) judgments about
oneself (Bong & Clark, 1999).

Self-Concept vs. Self-Awareness

Self-awareness also influences self-concept. It is the quality or trait that involves

conscious awareness of one’s own thoughts, feelings, behaviors, and traits (Cherry,
2018A). To have a fully developed self-concept (and one that is based in reality), a
person must have at least some level of self-awareness.

We explore this further in The Science of Self-Acceptance Masterclass©.

Self-Concept Theory

There are many theories about what exactly

self-concept is and how it develops (Cherry, 2018B; Gecas, 1982).

Generally, theorists agree on the following points:

 On the broadest level, self-concept is the overall idea we have about who we are
and includes cognitive and affective judgments about ourselves;
 Self-concept is multi-dimensional, incorporating our views of ourselves in terms
of several different aspects (e.g., social, religious, spiritual, physical, emotional);
 It is learned, not inherent;
 It is influenced by biological and environmental factors, but social interaction
plays a big role as well;
 Self-concept develops through childhood and early adulthood when it is more
easily changed or updated;
 It can be changed in later years, but it is more of an uphill battle since people
have established ideas about who they are;
  Self-concept does not always align with reality. When it does, our self-concept is
“congruent.” When it doesn’t, our self-concept is “incongruent.”

Identity and Self-Concept Theory in Psychology vs. Self-Concept in

Sociology

Both psychology and sociology share an interest in self-concept, but they use slightly
different ways to explore it. Individual researchers vary, of course, but generally, the
divide can be thought of in these terms:

 Sociology/social psychology focuses on how self-concept develops, specifically

within the context of the individual’s social environment.
 Psychology focuses on how self-concept impacts people (Gecas, 1982).

There are other differences between the two, including psychology’s general focus on
the individual versus sociology’s focus on the group, community, or society; however,
this difference in focus has led to two diverse research streams. Both have resulted in
great insights and interesting findings, and they sometimes overlap, but this divide can
still be seen in the literature today.

Carl Rogers and the Self-Concept Theory of Personality

Famed psychologist, theorist, and clinician Carl Rogers posited a theory of how self-
concept influences and, indeed, acts as the framework for, one’s personality.

The image we have of who we are contributes to our personality, and our actions—
combined with our personality —create a feedback loop into our image of ourselves.
Rogers believed that our personality is driven by our desire for self-actualization. This is
the condition that emerges when we reach our full potential and our self-concept, self-
worth, and ideal self all overlap (Journal Psyche, n.d.).

How we develop our personalities and self-concepts varies, thus creating the unique
individuals we are. According to Rogers, we always strive for self-actualization, some
with more success than others.

How do people go about striving for self-actualization and congruence? This relates to
the idea of how anyone “maintains” their idea of themselves. We explore that next.

Self-Concept Maintenance Theory

 Maslow’s Hierarchy of Needs. Image
Courtesy of Wikimedia Commons.
Self-concept maintenance refers to how people maintain or enhance their sense of self.
It is relatively fixed after a person reaches adulthood, but it can—and does—change
based on the person’s experiences.

The theory of self-concept maintenance states that we do not simply sit and wait for our
self-concept to develop: we take an active role in shaping our self-concept at all ages
(whether we are aware of this or not).

Although there are different theories about the processes of self-concept maintenance, it
generally concerns:

1. Our evaluations of ourselves

2. Our comparison of our actual selves with our ideal selves
3. Our actions taken to move closer to our ideal selves (Munoz, 2012).

This may seem like a pretty logical and straightforward process, but we tend to give
ourselves room for moral ambiguity. For example, a study by Mazar, Amir, and Ariely
(2007) showed that people will generally engage in beneficial dishonesty when given
the opportunity. However, these same people might not revise their self-concept to
incorporate this dishonesty.

When participants in the study were prompted to be more aware of their internal
standards for honesty, they were less likely to engage in beneficial dishonesty; on the
other hand, when given a “degrees of freedom” (greater separation between their actions
and the rewards they would receive for dishonesty), they were more likely to engage in
dishonesty—with no impact to their self-concept.

This is one example of the work on self-concept maintenance, as humans constantly

assess themselves and their moral code since it influences their identity and actions.
Self-Concept Clarity and Self-Concept Differentiation

Self-concept clarity is different from self-concept.

Self-concept clarity (SCC) refers to how clear, confident, and consistent an individual’s
definitions of themselves are (Diehl & Hay, 2011). Self-concept differentiation (SCD)
refers to how an individual’s self-representation may vary across contexts or social roles
(e.g., self as a spouse, self as a parent, self as a student).

SCC and SCD are hot topics in psychology since they influence thought patterns and
behavior.

Higher SCC indicates a firmer and more stable self-concept, while low SCC indicates
that an individual is unclear or vague about who they really are. Those with low SCC
may struggle with low self-esteem, self-consciousness, and neuroticism.

SCD is not as clear-cut. Having a high SCD may be viewed as a bad thing, but it can
also be an effective coping mechanism for succeeding in the modern world where
individuals have many different roles. If SCD is very high, it might mean that the
individual does not have a stable self-concept and “wears a different mask” for each of
their roles.

A very low level of SCD may indicate that the individual is authentically “them” across
all of their roles—although it may also indicate that he cannot effectively switch from
one role to another (Diehl & Hay, 2011).

Essentially, people who differentiate their roles slightly, yet maintain a clear image of
themselves, may succeed most at finding balance in their identity and image.

The Components and Elements of the Self-Concept

Model

There are different ideas about what self-concept consists of, and how it should be
defined; however, there are some characteristics and dimensions that apply to the basic,
agreed-upon conceptualization of self-concept.
Characteristics of Self-Concept

As a brief review, self-concept is the perspective we have on who we are. Each of us has
a unique self-concept, different from the self-concept of others and from their concept of
us.

However, there are some characteristics that all of our self-concepts have in common.

Self-concept:

1. Displays uniquely with each person.

2. Vary from very positive to very negative.
3. Carries emotional, intellectual, and functional dimensions.
4. Changes with the context.
5. Changes over time.
6. Influence the individual’s life (Delmar Learning, n.d.)

Dimensions of Self-Concept

Different dimensions may constitute different kinds of self-concept; for example, the
dimensions that create “academic self-efficacy” will not have as much overlap with
“social self-efficacy.”

There are some overarching dimensions that researchers understand with the self-
concept puzzle. These dimensions include:

 Self-esteem
 Self-worth
 Self-image (physical)
 Ideal self
 Identities or roles (social)
 Personal traits and qualities (Elliot, 1984; Gecas, 1982)

The Development Stages of Self-Concept

Self-concept develops and changes throughout

the lifespan, but it is most in flux during the early years.
Early childhood is a ripe time for young humans to perceive themselves in the world.

The Formation of Self-Concept During Early Childhood

There are three general stages of self-concept development during early childhood:

1. Stage 1: 0 to 2 years-old
a. Babies need consistent, loving relationships to develop a positive sense of self.
b. Babies form preferences that align with their innate sense of self.
c. Toddlers feel secure with gentle but firm limits
d. At age two, language skill develops and toddlers have a sense of “me.”
2. Stage 2: 3 to 4 years-old
a. Three and four-year-olds begin to see themselves as separate and unique
individuals.
b. Their self-images tend to be descriptive rather than prescriptive or judgmental.
c. Preschoolers are increasingly independent and curious about what they can do.
3. Stage 3: 5 to 6 years-old
a. They are transitioning from the “me” stage to the “us” stage, where they are
more aware of the needs and interests of the larger group.
b. Kindergarteners can use their words to communicate their wants, needs, and
feelings.
c. Five and six-year-olds can use even more advanced language to help define
themselves within the context of the group (Miller, Church, & Poole, n.d.).

Self-Concept in Middle Childhood

During middle childhood (about 7 to 11 years old), children are beginning to develop a
sense of their social selves and figuring out how they fit in with everyone else. They
reference social groups and make social comparisons more often, and begin to think
about how others see them.

Other characteristics of their self-concept at this stage include:

 More balanced, less all-or-none descriptions

 Development of the ideal and real self
 Descriptions of the self by competencies instead of specific behaviors
 Development of a personal sense of self (Berk, 2004)

Culture begins to play a big role at this stage, but we’ll talk more about that later.

The Development of Self-Concept in Adolescence

Adolescence is where the development of one’s self-concept really explodes.

This is the stage in which individuals (about age 12-18) play with their sense of self,
including a time when they experiment with their identity, compare themselves with
others, and develop the basis of a self-concept that may stay with them the rest of their
life.

During this period, adolescents are prone to greater self-consciousness and susceptibility
to the influence of their peers and chemical changes happening in the brain (Sebastian,
Burnett, & Blakemore, 2008).

They enjoy greater freedom and independence, engage in increasingly competitive

activities, compare themselves with their peers, and can value (even over-value) the
perspective of others (Manning, 2007).

In adolescence, there are two important factors that influence self-concept and self-
worth:

1. Success in areas in which the adolescent desires success

2. Approval from significant people in the adolescent’s life (Manning, 2007).

When students have a healthy sense of self-worth and self-esteem, they contribute to a
greater self-concept.

Q2.What is the principles of self identification?

Self-determination is a process that assists the person in designing and exercising control
over their own life and directs a fixed amount of dollars that will be spent on authorized
supports and services, often referred to as an “individual budget.”
 The Principles of Self-Determination
Self-Determination is a process that is built upon these 5 principles:
 FREEDOM
To decide how one wants to live their life.
 AUTHORITY
Over a targeted amount of dollars.
 SUPPORT
To organize resources in ways that are life enhancing and meaningful to the individual.
 RESPONSIBILITY
For the wise use of public dollars and recognition of the contribution individuals with
disabilities can make in their communities.
 CONFIRMATION
Of the important role that self-advocates must play in a newly redesigned system.
The Budget
A person's budget allows them to:
 Find and get the support needed to lead a full and meaningful life
 Choose services
 Choose where and with whom they want to live
 Get involved in the community
 Choose their own Service Providers rather than having an agency do it- this allows
them to evaluate and control the quality of the services
Self-determination[1] refers to a people's right to form its own political entity, and internal
self-determination is the right to representative government with full suffrage.[2][3] Self-
determination is a cardinal principle in modern international law, binding, as such, on
the United Nations as an authoritative interpretation of the Charter's norms.[4][5] As a
principle of international law the right of self-determination recognized in the 1960s
concerns the colonial context of territories' right to independence or another outcome of
decolonization. The principle does not state how the decision is to be made, nor what the
outcome should be, whether it be independence, federation, protection, some form
of autonomy or full assimilation.[6] The internationally recognized right of self-determination
does not include a right to an independent state for every ethnic group within a former
colonial territory. While there is ongoing discussion about the rights of minorities and
indigenous people who are denied political participation in representative governments and
consequently suffer systematic violations of human rights as a group, no right to secession is
recognized under international law.[7][8]

At its most basic, the principle of self-determination can be defined as a community's

right to choose its political destiny. This can include choices regarding the exercise of
sovereignty and independent external relations (external self-determination) or it can
refer to the selection of forms of government (internal self-determination). The
fundamental concept of self-determination-the right to choose-has its roots in the
American and French revolutions in the eighteenth century with their emphasis on
justice, liberty, and freedom from authoritarian rule. It found its most prominent
expressions following World Wars I and II. In the aftermath of the First World War, self-
determination was perceived to be Woodrow Wilson's guiding principle for redrawing
European and world maps to establish a new, just order. Following World War II, self-
determination was enshrined in the United Nations Charter, initiating its
transformation into a legal right under international law. In practice, this notion
provided the justification and impetus for de-colonization and is often conflated with
independence. More recently, the term is associated with struggles by groups within a
state for greater autonomy or independence-primarily ethno-nationalist claims or
counter-reactions to oppression or authoritarianism. Current academic debates and
international diplomacy tend to emphasize internal self-determination in proposals for
resolving claims, often shying away from the term altogether to avoid mistakenly
conflating every question of self-determination with a quest for state-shattering
independence. In law as in theory, the principle itself refers to the right to choose and
should neither privilege nor dismiss specific outcomes.

Q3. Define nature of personality? Discuss factor affecting them & its types?

Determinants of Personality – Personality refers to the unique characteristics that

distinguish one individual from others. Did you know that one’s personality is a sum total of
several factors such as genetics, environment, social interactions and intellectual capabilities
all of which collectively define an individual. An individual’s personality evolves as they
develop through life experiences and is shaped by various factors known as determinants of
personality. Understanding these determinants helps explain why people behave differently
in certain situations. It also helps in self-awareness and managing relationships. As per
several psychologists and studies, there are 4 major determinants of personality – Physical
(biological/hereditary factors), Intellectual (intelligence/beliefs/attitudes), Social
(family/peer groups/work relationships) and Psychological (emotional
intelligence/cognitive processes). All these factors collectively determine one’s personality,
and their unique behaviors and interactions with one another and their environment.

o Determinants of personality offer a holistic understanding of an individual’s

personality type including their traits, behaviors, attitudes, attributes, conflicts,
emotions and appearance.
o There are four main determinants of personality that influence the development of an
individual’s personality. These are – Physical, Psychological, Intellectual and Social
determinants of personality.
o Physical or biological factors include our genes and physical traits inherited from
parents. Statistics show nearly 50% of personality is determined genetically. Our body
type, appearance and predispositions play a key role.
o The second category is environmental or social influences. From an early age,
interactions with family, friends and the community immerse us in cultural values.
Sociological research has proved the family is the most crucial socializing agent.
o Thirdly, psychological factors within the individual impact personality. Cognitive
processes, emotions and mental responses to life events sculpt our likes, dislikes and
behaviour patterns over time.
o Finally, intellectual attributes like intelligence, beliefs, attitudes and moral principles
are shaped through learning and decision making. Exposure to ideas, critical thinking
skills and personal philosophies contribute too

The word personality is derived from the Latin word ‘persona’ which was used to refer to
masks worn by actors during a stage performance, Thus, the meaning of personality was
interpreted as ‘projected behaviour’ of an individual. According to Norman Munn,
“Personality is a unique combination of individual’s physical structure, needs, interests,
abilities and aptitudes.” According to Gordon Allport, “Personality is the dynamic
organization within the individual of those psychophysical systems that determines his
unique adjustments to the environment.” Personality is shaped by biological factors like
heredity and endocrine glands and by psychosocial factors like family, peer groups, school
and culture. (i) Heredity – It implies the genetic inheritance of an individual. Heredity affects
the physical characteristics, for e.g., height, physique, etc. It also influences the self-concept
which in turn influences personality. (ii) Endocrine glands – Personality is shaped by
endocrine glands like pituitary, thyroid, adrenals, pancreas, gonads, etc. Over secretion or
under secretion of hormones produced by these glands can adversely affect our personality,
for e.g., over secretion of growth hormone by the pituitary gland leads to gigantism (very
tall). (iii) Family – As the first agency of socialization, the fqmily exerts a strong influence on
personality. Aspects of family such as family structure, atmosphere, and relationships, family
interactions and childrearing practices influence personality, for e.g., if parents show
rejection or over protection, etc., towards the child, it leads to low self-esteem and has
adverse effects on the personality. (iv) Peer group – It refers to in
adividuals of the same age group, e.g., classmates or sharing the same interests, e.g., members
of a sports club. Influence of the peer group is most noticed in adolescence since it serves as a
reference group. The influence of peer group on the person may be positive such
as developing healthy gender attitudes, skills of communication, etc., or it may be negative
e.g., developing aggressive tendencies, prejudices, etc. (v) School – Various aspects of school
such as teaching-learning process, academic and cocurricular facilities, role of the teachers,
school location, management and discipline, etc., influence the child’s personality, for e.g.,
teachers who are well qualified, creative, build a rapport which the students, tend to motivate
students and help to develop a good personality. (vi) Mass media – It includes print media
e.g., newspapers; audio-visual media e.g., T.V. and new media e.g., internet. Media is a source
of information, education, entertainment and even socialization.

Q4. What is communication definitions by different authors?

Communication (Meaning,ConceptandProcess)

Communication is a dynamic process that takes place around us all the time.In fact we spend
70% of our time receiving and sending messages.

Themeaning:

The origin of the word “communication” is “communicare” or “communis” which means “to
impart”, “to participate”, “to share” or “to make common.”The sense of sharing is inherent in the
very origin and meaning of “communication.”

Definitions:

1. Keith Davis: Communication is a process of passinginformation and understanding from

one person to another.

2. John Adair: Communication is essentially the ability of one person to make contact with
another and make himself or herself understood.

3. William Newman and Charles Summer: Communication is an exchange of ideas, facts,

opinions or emotions of two or more persons.

4. Louis Allen: Communication is a bridge of meaning. It involves a systematic and

continuous process of telling, listening and understanding.

5. Peter Little: Communication is a process by which information is transmitted between

individuals and / or organizations so that an understanding response results.
 6. Murphy, Hildebrandt,Thomas: Communicationisaprocessoftransmittingandreceiving
verbal and non-verbal messages.It is considered effective when it achieves the desired
response or reaction from the receiver.

Theprocessofcommunication:

Communication is a two-way process involving the following elements: a sender, a message, a

medium, a channel, a receiver, a response and feedback.However, it is not sufficient to havejust
all these elements; there should be cooperation and understanding between the two parties
involved.It is important to have a common frame of reference or context for successful and
meaningful communication, e.g. a common language or common interpretation of a gesture.

Essentially communication involves the sender or the communicator and the receiver.Both
shouldnecessarilyshareamutuallyacceptedcodee.g.acommonlanguage.Thecontextin
which the communication takes place is called the “communication environment”. The contentof
the code is sent in a certain medium (oral, written or non-verbal) using channels (air, mikes,
body, pictures, text, etc.) in the form of encoded messages.The “code” is not restricted to only
language; it may also involve the use of costumes, gestures, colors among other things.

Theprocessofcommunicationcanbedescribedinthefollowingmanner:

The sender sends a “message” using a “medium” and a “channel” to the “receiver”.Themessage
arrives in the sensory world of the receiver.The receiver’s brain filters the message on the basis
of his/her knowledge, emotions, attitudes, and biases and gives the message a unique
meaning.This meaning may trigger a response which the mind of the receiver forms. The
receiver encodes his/her response and sends it across as “feedback” into the sensoryworld of the
sender.This completes one cycle of communication and the process continues in a cyclic manner,
i.e. cycle after cycle, as long as the people involved care to communicate.

Thecomponentsofthecommunicationprocesscanbelistedasfollows:

1. Ideaorimpulsethatarisesinthesender’smind
2. Formalexpressionoftheideaorimpulseusingamediumandchannel:encoding
3. Interpretationofthemessagebythereceiver:decoding
4. Reactionorresponseofthereceiver
5. Conveyingthereaction/responseinthefeedbackusingamediumandchannel
6. Decodingofthefeedbackreceived

Theessentialsofeffectivecommunicationare:
1. Acommoncommunicationenvironment
2. Cooperationbetweenthesenderandthereceiver
3. Selectionofanappropriatechannel
4. Correctencodinganddecodingofthemessage
5. Receiptofthedesiredresponseandfeedback

Noise:
In some cases, the message may fail to produce the desired response because of a semantic gapor
a barrier between the sender and the receiver.This is termed as “noise”; it refers to any
unplannedinterferenceinthecommunicationwhichcauses ahindranceinthetransmissionofthe
message.There are two types of “noise”:
1. Channel noise:This refers to static, mechanical failures, problems in volume, pitch,
legibility of text, etc.
2. Semantic:Here “noise” is generated internally resulting from errors in the messageitself:
ambiguity, grammatical errors, wrong spellings, incorrect punctuation, etc.
Feedback:
The transmission of the receiver’s response to the sender is called “feedback.”It is one of the most vital factors of
the communication process.It is essential because it is a barometer of effective communication.The sender needs to
know whether the receiver of the message has received it in the intended way and whether he responds in the
desired manner.Of course, even ifone receives a response, it mayormaynot betheone you had expected.But once
you receive some response, you know that the message has been communicated, e.g. a notice for a meeting. There
could be both positive and negative responses to this message; some may turn up for the meeting and some may
not.Communication is said to be fully effective only when you get the desired response.

Feedback helps in improving communication as it enables the sender to pinpoint defects in the transmission of the
message.A skilful communicator is always looking for warning signs that the communication is not going well and
adjusts messages accordingly.Being alert to feedback helps the sender know whether he/she is on the right track.In
the long run, it helps in understanding one’s strengths and weaknesses in the communication context.

In the business world, managers should ensure that adequate facilities and opportunities exist for obtaining
feedback.This is done through establishment of internal systems and forums which enable employees to express
their views and influence decisions.Market research is anotherway of obtaining feedback and information from
employees and external target groups.

Types: Feedback may be positive or negative.Positive feedback occurs when the receiver receives thedesired
responsebased on a clear understandingofthe symbols used in themessage.
Negativefeedbackoccurswhenthereisanundesiredresponsebecauseofmiscommunication.In somecases,not
gettingfeedbackisalsoasort offeedback.Forinstance,completesilenceonthe part
ofthereceiverisalsoanindicatorofeithereffectivecommunication(agreement)orafailure on the part of the
communicator (inability to understand, dissent).

Observation of changes in the recipient’s behavior in face-to-face communication is a source of valuable feedback
in cases where the receiver does not explicitly express his reaction.For instance, if a counselor gives a pep-talk to a
depressed student and notices that he is more cheerful, relaxed and willing to talk on his next visit, he interprets this
change as a positive response.

Feedback may be either immediate or delayed.For example, oral responses are immediately conveyed but in case
of written communication, the feedback may take some time.

Q5. what do you mean by communication and discuss its barriers.

Barriers of Communication
Communication is defined as the act of expressing our views to others through the use of signs, expressions,
symbols, spoken words, or any activity to reach a common understanding. We can communicate with a
person or a group of persons.

But, barriers can affect the message quality reaching the receiver. Sometimes the message sent may not be
interpreted correctly by the receiver. Here, we will also discuss the steps to overcome the barriers of
communication.
Let's start.

We will discuss twelve barriers of communication, which are listed below:

o Physical Barriers
The physical barriers affect both verbal and non-verbal communication. These barriers are present
around us in the environment, such as noise, technical problems, design problems, etc.
o Attitude Barriers
The attitude barriers can arise due to overconfidence, poor management, lack of motivation, and
behaviour. Attitude barriers prevent people from communicating effectively with others. Such types of
persons are less likeable. These barriers arise due to a lack of understanding that can cause a person to
misjudge and ignore another person.
Respectful, polite, and pleasant behaviour helps us move upward in the workspace with increased sales
and productivity.
o Emotional Barriers
The emotions in a person determine the ease and comfort in which he/she can communicate. It arises
due to a lack of emotional intelligence. A better understanding of inner emotions will help us to respect
the emotions of other people. Overcoming emotional barriers is an essential skill for effective
communication.
o Cultural Barriers
Cultural barriers usually exit between countries, religions, caste, colour, etc. at any level in society or an
organization. Different people have different values, body language, gestures, beliefs, and behaviour. We
should not underestimate any culture or religion.
o Language Barriers
Language barriers are also known as linguistic barriers. A small variation in language can lead to colossal
misunderstanding between people. It is recommended to use simple language and words while
communicating.
o Gender Barriers
Gender barriers signify how men and women behave; such barriers include different choices, styles of
decision-making, etc. Women prefer to discuss the problems verbally. Overcoming gender barriers are
essential to maintain equality in the workspace.
 o Lack of focus and eye contact
Lack of focus and eye contact may lose the interest of listeners or audience. Lack of focus can be due to
any reason, such as improper sleep, overworking hours, alcohol, stress, etc.
o Fear of mistakes
Mistakes are a part of the communication process. The practice is the best key to reduce our mistakes;
We can practice exercises to improve our communication skills. Always try to learn from the mistakes.
For example,
We sent an email to someone with some mistakes. Do not fear. Instead, again write an email with the
text, "Sorry for the mistake. Please, ignore that email and consider the below email."
In the above example, we can rewrite the email.
o Psychological Barriers
The psychological state of a person can be a barrier in communication, such as opinion, consciousness,
emotions, attitude, and behaviour. It distracts the user form paying attention while communicating.
For example, a person will low confidence or self-esteem may not respond appropriately while talking to
the superior.
o Perceptual Barriers
Perceptual barriers are the barriers that prevent a person from correct predictions about others, such as
expectations. It depends on how we analyze the things around us to recognize any information. The best
way to overcome such barriers is to find a positive solution.
o Feedback Issues
Feedback ensures that the receiver has correctly interpreted the message from the speaker/sender.

Tips to overcome Barriers of Communication

The tips to overcome the barriers of communication are listed below:

o Suitable time
We should always check that the current time is suitable for the communication or not. Sometimes,
talking to a person who is sad or uninterested will not be two-way communication. The other person
might not respond appropriately.
o Be aware of tone, language, and pitch
The voice should be audible for the listener. It should not harm the feelings of other users.
o Try to make the content attractive
The content for effective communication should be clear and precise. It should not contain the use of
excessive technical words, difficult words, brief paragraphs, etc. The content should be attractive and
pleasant.
We should also check for the grammars, spelling, and errors in our content. The content can be verbal
and written.
o Look for feedback
Communication is a two-way process. We should ensure that the receiver has properly understood our
message. In face-to-face communication, facial expressions can easily depict that the receiver has
correctly interpreted the message or not. But in other types of communication, we should always try to
seek for the feedback.
o Focus on listening skills
Listening skills are essential both for the sender and listener. We should always try to communicate with
 a positive attitude, patience, clarity, and attention. Good listening skills also help listeners to extract
maximum information from the content or message.
o Work on the body language
Sitting and standing positions depict the positive attitude and interest of a person in communication. So,
we should sit and stand straight without any unnecessary hand movements. Do not try to slump the
shoulders in between the communication. Body language, postures, and facial expressions are an
essential part of the communication process. We should know to control our body language.
o Maintain eye contact
Proper eye contact depicts the interest and attention of a person towards others. It is an essential skill
for effective communication.
o Practice verbal communication skills
If we are not confident about speaking in public, we can practice beforehand. We can take speech
classes to improve our verbal communication.
o Do not focus on distractions
Communications become better with less or no distractions. We should not focus on the people passing
nearby, opening and closing the door, other people talking, mobile phones, etc. Such distractions can
affect our attention and presence from the conversation.
o Identify and remove the noise source
Noise is a significant barrier in the communication process. We need to overcome the sources to avoid
any interference. It is essential to identify the factors that cause interference and try to remove such
sources of noise.
o Do not work under pressure
Immense work pressure can adversely affect our work performance. Try to maintain our work from the
beginning so that we can effectively manage our communication with it. It will help us to easily manage
our work and communication at the end without any pressure.
o Focus on our weakness
Effective communication means managing every aspect of communication, either formal or informal. We
should regularly work on our weaknesses. We can also ask for suggestions to know which aspect of
communication will be better.

Q6. explain duties and responsibilities in society

 n order to make a healthy and happy society, every individual has certain duties and responsibilities towards the

society. Some of these duties are : 1. In order to make the society healthy and development oriented, we have to

eliminate the prevailing harmful customs in society. 2. To keep the economy of the country working, it is necessary

that every citizen should do his/her job honestly and continue to work to make the country strong, prosperous and

happy. We should restrict ourselves from activities like strikes and negligence of work, etc. 3. It is the duty of the

students towards society that they study hard to become useful members of the society. 4. Everyone needs to be

constantly working to become a strong, prosperous and happy person. 5. We have to maintain discipline in public life.

The rules of traffic must be followed seriously. 6. We should not do any such thing which will create a situation of

conflict in society. 7. The rights we want for ourselves we should also provide them to others. We should cooperate in

creating harmony in society. 8. We should understand the importance of Indian culture and traditions and preserve

their healthy and glorious form. We must respect the great men and national ideals of the country and protect our

national heritage and monuments. 9. We should protect our rights and perform our duties. 10. Health is the wealth of

our lives. We must cooperate in keeping cleanliness and dispose off the garbage at the proper place. 11. We should

cooperate in maintaining law and order. 12. We should not put garbage or waste products in wells, ponds, lakes and

WHAT
rivers. We should plant more and more trees. We must use natural resources with care.

IS SOCIAL RESPONSIBILITY?
Quality Glossary Definition: Social responsibility

Social responsibility is a means of achieving sustainability. Adopting key social responsibility principles, such as
accountability and transparency, can help ensure the long-term viability and success of any organization or system.

 Core subjects and key principles

 Social responsibility in business
 History of social responsibility and quality
 Social responsibility resources

In 2010, the International Organization for Standardization (ISO) published an international standard, ISO 26000, to help
organizations assess and address their social responsibilities. ISO 26000-2010: Guidance on Social
Responsibility defines social responsibility as:

The responsibility of an organization for the impacts of its decisions and activities on society and the environment, through
transparent and ethical behavior that:

 Contributes to sustainable development, including health and the welfare of society

 Takes into account the expectations of stakeholders
 Is in compliance with applicable laws and consistent with international norms of behavior
 Is integrated throughout the organization and practiced in its relationships

Organizations can achieve sustainability by paying careful attention to their impact on society and the environment.
Behaving in a transparent, ethical manner ensures an approach that helps protect the long-term success of society and
the environment.

Another tenet of social responsibility is the triple bottom line, also known as "people, planet, and profit." This is the belief
that achieving profit does not require harm to the planet or the exploitation of people. Organizations can profit while also
taking care of the planet and people.

The Business Case for Social Responsibility and Quality

 CORE SUBJECTS AND KEY PRINCIPLES OF
SOCIAL RESPONSIBILITY
ISO 26000-2010: Guidance on Social Responsibility identifies seven core social responsibility subjects:

1. Organizational governance
2. Human rights
3. Labor practices
4. Environment
5. Fair operating practices
6. Consumer issues
7. Community involvement and development

In addition to the core subjects, ISO 26000 also defines seven key principles of socially responsible behavior:

1. Accountability
2. Transparency
3. Ethical behavior
4. Respect for stakeholder interests
5. Respect for the rule of law
6. Respect for international norms of behavior
7. Respect for human rights

SOCIAL RESPONSIBILITY IN BUSINESS

Social responsibility in business, also known as corporate social responsibility (CSR), pertains to people and
organizations behaving and conducting business ethically and with sensitivity towards social, cultural, economic, and
environmental issues. Striving for social responsibility helps individuals, organizations, and governments have a positive
impact on development, business, and society.

Smart business decisions are not just a matter of counting short-term dollars and cents. Wise decision makers consider
the future impact of today’s choices on people, on the community, and on customers and their opinions.

While business results, investment, free enterprise, and other traditional economic forces continue to drive industry,
organizations’ reputations and their ability to compete effectively around the world depend on them integrating social
responsibility efforts into decision making and performance improvement.

HISTORY OF SOCIAL RESPONSIBILITY AND

QUALITY
It is important for quality professionals to understand the history of social responsibility as there are many similarities to
the quality movement. In the early days of quality there were debates about quality costs and everyone’s responsibility to
quality as opposed to end-of-the-line inspection. The social responsibility movement started with debates about a
corporation having any responsibility to society.

In a now infamous New York Times article by Milton Friedman published in 1970, the Nobel-Prize-winning economist
wrote that social responsibility is a "fundamentally subversive doctrine in a free society." He believed that the only
responsibility that a corporation has is to the shareholder. In 1999, John Elkington introduced the concept of the "triple
bottom line," making the case that concern for society and the environment can coexist with an ambition for profits.

W. Edwards Deming also contributed to the progress of social responsibility. At least two of his famous 14 Points on
Quality Management speak directly to social responsibility theory:
1. End the practice of awarding business on price alone
2. Drive out fear

Since these early debates and transformative moments, social responsibility has gained traction and credibility; it is now
recognized that people, planet, and profit are mutually inclusive. Just as quality leads to profit, responsibility leads to
sustainable profit. Trends have moved from corporate social responsibility programs, to sustainable development, to
sustainability, to social responsibility.

Sustainability is an ideal state, as is quality an ideal state. The aims and ideals of social responsibility, as a path to
sustainability, make social responsibility a natural and progressive extension of the quality practitioner’s professional
competency.