Unit Iv Types of Communication: Intrapersonal Communication Session 1: Understanding The Self

UNIT IV TYPES OF
COMMUNICATION
Intrapersonal Communication
Session 1 : Understanding the Self
Learning Outcome
At the end of the lesson, you should be able to:
a. analyze the relationship between communication and

behavior
Uses of Intrapersonal Communication
• Communication has to start with the self so as to achieve the
following:
1. Self-awareness - refers to knowledge of our strengths and
weaknesses and of the kind of person we are.
2. Self-discovery - we begin to find out interesting things about
ourselves such as : What we value in life, why we study, what
makes us angry, happy, sad, and afraid
3. Self-knowledge - as we discover ourselveswe get a picture
of ourselves or we begin to know ourselves better, to understand
why we do or not do certain things and why we are what we are.
Uses of Intrapersonal Communication
4. Self-acceptance - the knowledge about the self and should

result in self-acceptance
- we cacept both the good and the not so good parts
of ourselves so that we can either enhance the good points or
try to change the not so good ones
5. Self-involvement - knowing our strengths and weaknesses
and ourselves, we are now ready to share ourselves with other;
in short we are ready to embrace the world
Ways to Facilitate Intrapersonal Communication
1. Have regular time with self, an alone time.
2. Keep a diary.
UNIT IV TYPES OF
COMMUNICATION
Interpersonal Communication
Session 2 : Conversing in Dyads
Learning Outcome
At the end of the lesson, you should be able to:
a. appraise the impact of active, passive, and emphatic

listening.
Reasons for Communicating with One Another in Groups
• Pearson and Nelson 1988 - “Interpersonal
communication involves an association between two or
more people who are independent, who use some
consistent patterns of interaction, and who have
interacted for some period of time.”
1. We see ourselves through others.
2. We often judge people by the impression we have about
them.
3. A more people interact with one another, the more likely
there is more information exchange in terms of what's
happening around us -- our environment.
4. People in a group make their contribution when they
know they can grow and develop into better persons.
• can be classified as dyadic - small group and public

- focuses on the interview
- casual face-toface conversation with a friend or a
teacher
• uses communicaiive abilities to share meaning with
others
• Small Group Communication - concentration is given to
formal discussion groups most relevan to student needs
such as the forum, symposium and panel discussion
• Big Group Communication - often called public
speaking
• Public Communication - special kind of communication
that calls for a certain skill
Two things can possiby happen if we are not willing to
disclose ourselves:
1. We tend to be overly defensive knowing our insecurities.
2. We may be nonassertive for fear that our ideas may not

be acceptable. The willingness to self-disclose, however,
can facilitate friendship and bring about understanding and
open avenue for closer relationship.
UNIT IV TYPES OF
COMMUNICATION
Session 3 : The Craft of Interviewing
Interview
• a more formal set-up of a person-to-person

communication
• Pearson and Nelson - “as a planned communication
between two parties and which has a predetermined
purpose and involves the asking of questions arranged in
some order.”
Why Interview?
• to gain information, to gain employment, to highlight a
person's achievement among others.
• Gorden, 1980 - “A more general treatment of
interviewing, however, focuses on the information-
gathering function that is involved in all interviews
regardless of a specialized purpose. During this
information gathering, the interviewee's behavior is aimed
at facilitating the flow of relevant and valid inforation.”
• Lack of preparation - one basic reason why many
interviews come out as waste of time, effort and
resources not to mention getting unsatisfactory data
results
• Good Interview Plan - choosing the right subject, setting
the time and place, writing the order for the statements,
questions and probes and preparing the materials and
equipments to be used for the interview
How does one conduct an Interview?
• Fenandez, Doreen. 1995 - “During the interview, listen to
the answers to questions with heart and mind, whole and
entire... Listen as well to the tone of voice, the type of
language, the level of metaphors; to what is said by
smiles and frowns and body language; to what is
conveyed non-verbally; and to what is not said at all, but
is expressed in gesture and manner, and yes, in pauses
and silence.”
Determining the most appropriate questions for the purpose
• Pearson and Nelson's Categories:

1. Open or Closed
• Open questions are broad and generally stated in a way
that gives the interviewee more freedom in answering
Example: “What do you think of feminism?”
• Closed questions are usually questions answerable by
yes or no. This is useful when you want to speed up the
interview process.
Example: Do you plan to have a vacation this summer?
2. Primary or Secondary
• Primary questions introduce a topic or a new area within
a topic under discussion
• Secondary questions are used to follow up primary
questions
Example: If your primary question states, “Can we talk
about the topic of child abuse?” Your secondary question
can be: “What do you think of parents beating their
children?”
3. Neutral or Leading
• Neutral questions are usually open questions that do not
suggest any particular response or direction
Example: “What do you think of Mrs. Marcos?
• Leading questions unlike neutral questions suggest
preference for one question over another. In a way, you
are already pre-empting what the interviewee is more
likely to answer.
Example: “So, I suggest you are in favor of the election ad
ban, aren't you?

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UNIT IV TYPES OF

At the end of the lesson, you should be able to:

a. analyze the relationship between communication and

4. Self-acceptance - the knowledge about the self and should

1. Have regular time with self, an alone time.

At the end of the lesson, you should be able to:

a. appraise the impact of active, passive, and emphatic

• can be classified as dyadic - small group and public

1. We tend to be overly defensive knowing our insecurities.

2. We may be nonassertive for fear that our ideas may not

• a more formal set-up of a person-to-person

• Pearson and Nelson's Categories:

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