Transcript Playing Well With Others - Family Voices of California

HOMEWORK REVIEW
3
PROJECT LEADERSHIP: CHAPTER 4
Playing Well with Others:
Enhancing Communication
4
PURPOSE
To learn how to:
ToLearn
how
to:
Enhance
personal
communication skills



Listen effectively
Work with different types of people & solve
conflicts
Partner with your child
6
ENHANCE PERSONAL
COMMUNICATION SKILLS
7
THOMAS-KILMANN
CONFLICT MODE INSTRUMENT
Recognizing personal
behavioral responses
8
DIFFERENT LEARNING STYLES
AND
HOW THEY EFFECT COMMUNICATION

Visual (spatial)

Aural (auditory – musical)

Verbal (linguistic)

Physical (kinesthetic)

Logical (mathematical)

Social (interpersonal)

Solitary (intrapersonal)
9
VERBAL AND NON-VERBAL COMMUNICATION
10
EFFECTIVE LISTENING
11
INFORMATION NOT RECEIVED …

Miscommunication happens due to a
variety of reasons:
-
A failure to communicate effectively
-
A failure to listen effectively
-
A failure to understand someone
-
Interruptions/Distractions
12
LISTENING DON’TS
• Eagerly and visibly wait for your turn.
• Jump to conclusions before speaker is
done.
• Interrupt with your opinion/position.
• Fidget, text message, e-mail.
• Engage in conversation or note writing
with another person.
• Audibly or physically express that you
think they are wrong.
• Roll your eyes.
• Stop listening or paying attention.
• Daydream.
• Yawn or fall asleep.
• Look repeatedly at your watch.
• Tune out the conversation if you do not
understand.
13
LISTENING DO’S
• Stop talking.
• Focus your attention.
• Look at the speaker.
• Get rid of distractions.
• Engage in the conversation.
• Work to understand the main points.
• Recognize your own prejudice or bias.
• Ask questions if you don’t understand.
• Practice active listening by nodding
your head and asking questions or for
clarifications.
• Jot down notes if that helps you keep
track.
• Hear the whole argument before
reacting.
• Keep an open mind.
14
Understanding your listening style
15
WORKING WITH OTHERS AND
CONFLICT RESOLUTION
16
GOOD COMMUNICATION:
 Builds
respectful
partnerships.
 Enables
collaboration.
 Allows
people to work out
their differences.
17
PEOPLE HAVE A VARIETY OF DIFFERENT
COMMUNICATION STYLES IN DIFFERENT
SITUATIONS.
18
HOSTILE/AGGRESSIVE



Expresses personal
feelings at the expense
of others
Uses combative
language
Displays intimidating
or antagonistic
behavior
19
THE COMPLAINER



Blames others
Expresses mostly
negative views
Acts passive or
powerless
20
SILENT/UNRESPONSIVE

Is non-assertive

Acts passive

Does not respond
21
SUPER AGREEABLE


Constantly agrees with
others and rarely, if ever,
asserts own opinion
Consistently accepts more
work than manageable
22
NEGATIVIST


Is skeptical about
everything affirmed by
others
Has a tendency to
refuse or do the
opposite of what is
asked
23
THE KNOW-IT-ALL EXPERT


Constantly voices own
opinion and refuses to
accept competing views
Makes others feel
incompetent by pointing
out the flaws in their
information or logic
24
Conflict can be a
positive experience
if we develop and
apply techniques
that help conflict
partners manage
and resolve
conflicts so that
something of
positive value is
gained by each
partner.
Dudley Weeks
25
COMMUNICATION
IN
PROBLEM SOLVING
• State your problems and interests with “I” statements.
•Listen to the other parties and know their interests.
-Ask questions to better understand.
• Take responsibility and offer an apology when appropriate.
• Stay in the present & the future.
• Stick to the topic.
• Look for areas of agreement.
• Take time out before the discussion deteriorates.
• Use mutual restating until misunderstood party feels
understood.
• Don’t ask for changes in attitude.
• Consistently express positive verbal & body messages.
26
CONFLICT CAUSERS:
Using “You” statements
 Interrupting
 Ignoring
 Becoming defensive
 Placing blame
 Accusing
 Generalizing
 Being impersonal
 Showing negativity

28
RESOLUTION BUILDERS
Using “I” statements
 Good listening
 Paying attention
 Keeping an open mind
 Using a calm, stable
tone
 Being specific
 Showing valid concern
 Staying positive

29
Always assume the best
intentions.
30
31
PARTNERING WITH YOUR
CHILD
TEACHING YOUR CHILD TO BE A
SELF-ADVOCATE ENABLES THEM TO:

Identify & obtain services/support they need.

Develop their full potential.

Make decisions & plan for the future.

Develop communication skills.

Live independently.

Represent themselves.

Participate in the political process.
32
HOW & WHEN TO TEACH YOUR CHILD


Start involving your
child at the earliest
age possible!
Prepare for changing
roles.
33
THE YOUTH SELF-ADVOCACY
MOVEMENT IS GROWING …


Encourage and teach
your child to become a
self-advocate … you will
not always be able to
advocate for them!
Find youth self-advocacy
groups to join like Kids
as Self Advocates (KASA)
– www.fvkasa.org.
35
CHAPTER 4 REVIEW
36
HOMEWORK

Action Planning Template: Key Messages,
Tactics

Discuss self-advocacy with your child.

Make medical “cheat sheets” with your child.
37
EVALUATION

Purpose
o
o
o
38
To get feedback on the
effectiveness of this training
To identify what participants
are learning
To find areas that can be
improved