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Phases of Comforting and Communications About Giving Comfort Homework

there is a rubric attached below.-format has to be APA-be familiar with the guidelines in communications about giving comforthere are some notes i have from class notes to be included:Person-centeredness: Is the extent to which messages acknowledge and validate the feelings of the distressed personPhases of comforting1. Support activation2. Support provision3. Target reaction4. Helper responseGuidelines for giving comfort effectivelyDon’t rely on diversions or adviceFocus on he other person, not yourselfStay neutral and seek informationBuffer face threats as much as possible

CMN 230: Introduction to Interpersonal Communication
Interpersonal Violation Papers
Assignment Handout
The goal of this assignment is for you to hone your interpersonal communication skills
by analyzing situations in which guidelines from the course are violated. Begin by
choosing two of the following four skills discussed in lecture:
 Nonverbal Communication: September 23
 Managing Face: October 9
 Disclosing Information: October 21
 Giving Comfort: November 11
For each skill, select one communication guideline from lecture and one episode in
which you witnessed the guideline being violated. The violation should be (a) one that
you committed, or (b) one that another person committed against you, or (c) one that
you witnessed another person commit against a third party, or (d) one depicted in a
television show or a movie. [Because CMN 230 is devoted to improving rather than
damaging your interpersonal relationships, please do not intentionally violate a
guideline for the purposes of this assignment.]
Write a 2 to 3 page essay analyzing the episode. Address all of the following issues:
 Identify the guideline from lecture you selected and define what it means.
 Explain what happened when the violation transpired. Give details about the
situation in which the violation occurred, what each person said and did, and
how each person reacted.
 Describe the interpersonal goals and attributions of each person involved in the
situation. What interpersonal goal(s) did each person seem to be trying to
achieve? What attribution(s) did they seem to make for each other’s behavior?
 Evaluate the outcome of the violation. Were the interpersonal goals and needs of
each person met (in your view)? Why or why not?
 Anticipate what would have happened if the guideline from lecture had been
followed. Describe how the episode would have unfolded differently. Would the
interpersonal goals and needs of each person have been met more effectively (in
your view)? Why or why not?
 Judge the ultimate value of the guideline from lecture. In your view, how useful
is the guideline from lecture for achieving effective interpersonal communication?
Writing Guidelines
1. Two interpersonal violation papers are required for the class. If you choose to
complete more than two interpersonal violation papers, your top two scores will be
selected for your final grade on this assignment. Each paper is worth 75 points for
a total of 150 points during the semester.
2. Each interpersonal violation paper should be typed, double-spaced, and
approximately 2 to 3 pages in length. Please use 1-inch margins and 11-point or
12-point font size.
3. Adopt a clear and concise writing style. Be sure to use correct grammar,
punctuation, and spelling.
4. Format your paper in APA style and include a list of references that are cited in the
text. Do not use direct quotations. Instead, paraphrase other people’s ideas into
your own words and then cite them in the text using APA style. Note: It would be
plagiarism to copy someone’s own words without quotation marks, even if you cite
the author in the text.
5. Interpersonal violation papers are due in discussion section during the week
following the date the skill was presented in lecture. In other words:
Interpersonal
Communication Skill
Nonverbal Communication
Managing Face
Disclosing Information
Giving Comfort
Date
Presented in Lecture
September 23
October 9
October 21
November 11
Due
in Discussion Section
October 3 or 4
October 17 or 18
October 31 or November 1
November 21 or 22
5. Late papers will be penalized 10% of available points for each calendar day (not
class day) they are received past the deadline. To turn in a late assignment, first
email your TA with your paper as an attachment. Then, turn in an identical hard
copy to your TA during the next class session. Please note: Emailed files will not be
graded (only identical hard copies will receive a score).
Grading Criteria
1. Clear identification and definition of the guideline from lecture (5%).
2. Comprehensive analysis of the situation in which the violation occurred (20%).
3. Comprehensive analysis of the interpersonal goals and attributions (20%).
4. Insightful evaluation of the outcome (5%).
5. In-depth examination of what would have happened if the guideline from lecture
had been followed (10%).
6. Thoughtful assessment of the ultimate value of the guideline from lecture (20%).
7. Grammatically correct writing, clear prose, and careful proofreading (20%).
CMN 230: Introduction to Interpersonal Communication
Interpersonal Violation Papers
Grading Sheet
1. Clear identification and definition of the guideline from lecture.
 The guideline from lecture is explicitly identified.
 The guideline from lecture is accurately and comprehensively defined.
_________ / 5%
2. Comprehensive analysis of the situation in which the violation occurred. _________ / 20%
 Detailed description of the situation is provided.
 In-depth information is offered about what each person did and said.
 Detailed description is included about each person’s reaction to the violation.
3. Comprehensive analysis of the interpersonal goals and attributions.
 Interpersonal goals for each person are accurately identified.
 Interpersonal goals for each person are thoroughly discussed.
 Attributions for each person are accurately identified.
 Attributions for each person are thoroughly discussed.
_________ / 20%
4. Insightful evaluation of the outcome.
_________ / 5%
 Insightful analysis is offered about whether interpersonal goals were met.
 Insightful analysis is offered about whether interpersonal needs were met.
5. In-depth examination of what would have happened if the guideline
from lecture had been followed.
_________ / 10%
 Thoughtful discussion is provided about how the episode may have unfolded differently.
 Thoughtful discussion is provided about how and why following the guideline may have
altered each person’s ability to meet their interpersonal goals and needs.
6. Thoughtful assessment of the ultimate value of the guideline from lecture. _________ / 20%
 In-depth evaluation is offered about the worth of the guideline.
 In-depth evaluation is offered about how useful the guideline is for achieving effective
interpersonal communication.
7. Grammatically correct writing, clear prose, and careful proofreading.
 Writing is clear.
 Writing is grammatically correct.
 Writing is free from typos and spelling errors.
 APA style is used correctly in the citations within the text.
 APA style is used correctly on the references page.
Total
_________ / 20%
___________ / 100%

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