Science Chapter
After enumerating the shortcomings of the current and past natural philosophies, Bacon can now present his own philosophy and methods. Bacon retains the Aristotelian causes, but redefines them in interesting ways. While traditionally the final cause was held as most important among the four (material, formal, efficient, and final), Bacon claims that it is the least helpful and in some cases actually detrimental to the sciences (aph. 2). For Bacon, it is the formal cause which is both the most illusive and most valuable, although each of the causes provides certain practical devices. By forms and formal causes, Bacon means the universal laws of nature. To these Bacon attaches an almost occult like power:
But he who knows forms grasps the unity of nature beneath the surface of materials which are very unlike. Thus is he able to identify and bring about things that have never been done before, things of the kind which neither the vicissitudes of nature, nor hard experimenting, nor pure accident could ever have actualised, or human thought dreamed of. And thus from the discovery of the forms flows true speculation and unrestricted operation (aphorism 3)
Physics chapter
The challenge of the Union of Intelligible Associations was to interrelate disparate sets of conceptual entities -- such as organizations, problems, strategies, values, state of awareness and development, metaphors, meetings, legal instruments (treaties, etc) -- of significance beyond the preoccupations of individual nations. The following table could be used to extend the mathematical understanding of real-imaginary/positive-negative -- beyond that of the complexity sciences -- honouring some of the self-referential challenges of complex adaptive systems (Consciously Self-reflexive Global Initiatives: Renaissance zones, complex adaptive systems, and third order organizations, 2007).
Generalization of the dimensions of the complex plane
Imaginary
(values, existence, identity, qualitative) Real
(measureable, quantitative)
Positive
(assertion, affirmation, appreciation) constructive values, existence of collective entities, strategies, personal identity, divinity, virtual entities facts, concrete, tangible
Negative
(negation, denial, deprecation, criticism) destructive values, atheism, negative divinities evident problems
A more generic "Mandelbrot set" could then be understood as the result of mapping the features of complex collective reality (notably the entities profiled by the Union of Intelligible Associations) onto a complex plane in terms of their real-imaginary, positive-negative characteristics. Some features falling outside the boundary between chaos and order -- the boundary of the set as depicted -- would then be understood as "un-intelligible", and not forming part of collective reality. This generic reframing relates the positive-negative polarization much more closely to that evident in Taoist understandings of "creative"-"receptive". The polarization "real"-"imaginary" also then relates more closely to the subtleties of enactivism and the embodied mind (see Documents relating to Polarization, Dilemmas and Duality; Documents relating to Existential Engagement and Embodiment)
Languages and epistemological frameworks: However the question then becomes what language or epistemological framework is appropriate to representing and navigating such a complex reality (see Documents Relating to Language). A more insightful response is that no single language is adequate to this task (Navigating Alternative Conceptual Realities: clues to the dynamics of enacting new paradigms through movement, 2002). It might be hoped that a set of complementary frameworks would be appropriate -- notably as caricatured elsewhere (12 Complementary Languages for Sustainable Governance, 2003). Better formulated distinctions of this kind might be made in terms of Ken Wilber's AQAL, Magoroh Maruyama's mindscapes, or other systems (Systems of Categories Distinguishing Cultural Biases, 1993; Richard E Nisbett, The Geography of Thought: how Asians and Westerners think differently...and why, 2003).
On this point, and in addition to the above author's, the work on a biocultural paradigm merits attention (Maria M Colavito. The Heresy of Oedipus and the Mind/Mind Split: a study of the biocultural origins of civilization, 1995; Antonio T de Nicolas, Religion: the last weapon of discrimination and the bio-cultural corrective, 2007; Neurobiology, Communities, Religion: a bio-cultural study, 1998). This is valuable, whether in terms of the challenging interplay of five modules of the human brain or of the need for distinct, but complementary, languages to order experience of richer significance. Particularly relevant is the challenging fluidity through which the neural networks associated with distinct brain modules must necessarily be employed.
Such arguments point to the real challenge of intelligibility -- a comprehension barrier or "glass ceiling" inhibiting more comprehensive insight.
Complementary emergent initiatives: This is one justification for reframing such challenges within the framework of four emergent complementary initiatives that might be understood as embodying to some degree the epistemological challenges of the above table:
Distinguishing emergent initiatives
in terms of a further generalization of the dimensions of the complex plane (tentative)
Imaginary
(values, existence, identity, qualitative) Real
(measureable, quantitative)
Positive
(assertion, affirmation, appreciation) Union of Imaginable Associations Cognitive Fusion Reactor
Negative
(negation, denial, criticism, deprecation, receptivity) Union of the Whys University of Earth
As with the Mandelbrot set, the challenge is the exploration of the interface between chaos and order. In this sense a potentially more interesting way in which to envisage the emergent initiatives "engendered" by the "Union of Intelligible Associations" as associated with zones on the complex plane within the boundaries of the set.
chemistry chapter
biology chapter
QMRHe developed the concept of homeostasis from the earlier idea of Claude Bernard of milieu interieur, and popularized it in his book The Wisdom of the Body,1932. Cannon presented four tentative propositions to describe the general features of homeostasis:
Constancy in an open system, such as our bodies represent, requires mechanisms that act to maintain this constancy. Cannon based this proposition on insights into the ways by which steady states such as glucose concentrations, body temperature and acid-base balance were regulated.
Steady-state conditions require that any tendency toward change automatically meets with factors that resist change. An increase in blood sugar results in thirst as the body attempts to dilute the concentration of sugar in the extracellular fluid.
The regulating system that determines the homeostatic state consists of a number of cooperating mechanisms acting simultaneously or successively. Blood sugar is regulated by insulin, glucagons, and other hormones that control its release from the liver or its uptake by the tissues.
Homeostasis does not occur by chance, but is the result of organized self-government.
Carl von Linnaeus's four-fold classification of humans classifies Europeans as intelligent and severe, Americans as contented and free, Asians as ritualistic, and Africans as lazy and capricious. Race was also used to justify the construction of socially specific mental disorders such as drapetomania and dysaesthesia aethiopica—the behavior of uncooperative African slaves.[75] After the creation of experimental psychology, "ethnical psychology" emerged as a subdiscipline, based on the assumption that studying primitive races would provide an important link between animal behavior and the psychology of more evolved humans
QMRIn the first edition of Systema Naturae, Linnaeus subdivided the human species into four varieties based on continent and skin colour: "Europæus albus" (white European), "Americanus rubescens" (red American), "Asiaticus fuscus" (brown Asian) and "Africanus Niger" (black African). In the tenth edition of Systema Naturae he further detailed stereotypical characteristics for each variety, based on the concept of the four temperaments from classical antiquity, and changed the description of Asians' skin tone to "luridus" (yellow).[160][161][162][163][164] Additionally, Linnaeus created a wastebasket taxon "monstrosus" for "wild and monstrous humans, unknown groups, and more or less abnormal people
The model created by Annon has four levels of increasing intervention and interaction related to what kind of and how much help is given to a client. The varying levels largely revolve around what the client is looking for and how comfortable they are in discussing sexuality and sexual health.[2]
The first level is permission, which involves the sexologist giving the client permission to feel comfortable about a topic or permission to change their lifestyle or to get medical assistance. This level was created because many clients only require the permission to speak and voice their concerns about sexual issues in order to understand and move past them, often without needing the other levels of the model. The sexologist, in acting as a receptive, nonjudgmental listening partner, allows the client to discuss matters that would otherwise be too embarrassing for the individual to discuss.[3]
The second level is limited information, wherein the client is supplied with limited and specific information on the topics of discussion. Because there is a significant amount of information available, sexologists must learn what sexual topics the client wishes to discuss, so that information, organizations, and support groups for those specific subjects can be provided.[3]
The third level is specific suggestions, where the sexologist gives the client suggestions related to the specific situations and assignments to do in order to help the client fix the mental or health problem. This can include suggestions on how to deal with sex related diseases or information on how to better achieve sexual satisfaction by the client changing their sexual behavior. The suggestions may be as simple as recommending exercise or can involve specific regimens of activity or medications.[4]
The fourth and final level is intensive therapy, which has the sexologist refer the client to other mental and medical health professionals that can help the client deal with the deeper, underlying issues and concerns being expressed. This level, with the onset of the internet age, may also refer to a sexologist suggesting professional online resources for the client to browse about their specific issue in a more private setting.[5]
QMRThe first evidence of plants on land comes from spores of mid-Ordovician age (early Llanvirn, ~470 million years ago).[11][12][13] These spores, known as cryptospores, were produced either singly (monads), in pairs (dyads) or groups of four (tetrads), and their microstructure resembles that of modern liverwort spores, suggesting they share an equivalent grade of organisation.[14] Their walls contain sporopollenin – further evidence of an embryophytic affinity.[15] It could be that atmospheric 'poisoning' prevented eukaryotes from colonising the land prior to this,[16] or it could simply have taken a great time for the necessary complexity to evolve.
QMRSexual medicine has four dimensions:
The promotional dimension (increases awareness and helps individuals have a healthy and fulfilling sex life)
The preventive dimension (counseling)
The curative dimension (clinical treatment of specific sexual disorders)
The rehabilitative dimension (helps patients regain sexual health)
QMRThe physical examination is the examination of the patient for medical signs of disease, which are objective and observable, in contrast to symptoms which are volunteered by the patient and not necessarily objectively observable.[12] The healthcare provider uses the senses of sight, hearing, touch, and sometimes smell (e.g., in infection, uremia, diabetic ketoacidosis). Four actions are the basis of physical examination: inspection, palpation (feel), percussion (tap to determine resonance characteristics), and auscultation (listen), generally in that order although auscultation occurs prior to percussion and palpation for abdominal assessments. The technique to see if a patient is ill is called "the basic four technique"
QMRHypersensitivity is an immune response that damages the body's own tissues. They are divided into four classes (Type I – IV) based on the mechanisms involved and the time course of the hypersensitive reaction. Type I hypersensitivity is an immediate or anaphylactic reaction, often associated with allergy. Symptoms can range from mild discomfort to death. Type I hypersensitivity is mediated by IgE, which triggers degranulation of mast cells and basophils when cross-linked by antigen.[74] Type II hypersensitivity occurs when antibodies bind to antigens on the patient's own cells, marking them for destruction. This is also called antibody-dependent (or cytotoxic) hypersensitivity, and is mediated by IgG and IgM antibodies.[74] Immune complexes (aggregations of antigens, complement proteins, and IgG and IgM antibodies) deposited in various tissues trigger Type III hypersensitivity reactions.[74] Type IV hypersensitivity (also known as cell-mediated or delayed type hypersensitivity) usually takes between two and three days to develop. Type IV reactions are involved in many autoimmune and infectious diseases, but may also involve contact dermatitis (poison ivy). These reactions are mediated by T cells, monocytes, and macrophages.
QMRAs a phylum the Protozoa were, historically, divided into four subphyla[23] reflecting the means of locomotion:
Subphylum Sarcomastigophora
Superclass Mastigophora (includes flagellates)
Superclass Sarcodina
Superclass Opalinata
Subphylum Sporozoa (includes apicomplexans)
Class Microsporidea
Subphylum Ciliophora (includes ciliates)
These systems are no longer considered to be valid.
QMRProtozoa have been divided traditionally[citation needed] on the basis of their means of locomotion into four groups
1. Flagellates (e.g., Giardia lamblia)
2. Amoeboids (e.g., Entamoeba histolytica)
3. Sporozoans (e.g., Plasmodium knowlesi)
Apicomplexa (now in Alveolata)
Microsporidia (now in Fungi)
Ascetosporea (now in Rhizaria)
Myxosporidia (now in Cnidaria)
4. Ciliates (e.g., Balantidium coli)
QMRJohn Hogg (1800–1869) was a British naturalist who wrote about amphibians, birds, plants, reptiles, and protists. In 1839 he became a member of the Royal Society.
John Hogg is credited with the creation of a fourth kingdom, accompanying Lapides, Plantae and Animalia, to classify Life. In 1860 he named the kingdom Regnum Primigenum or Protoctista.[1] His rationale was simply that a kingdom of 'first beings' was necessary as these entities were believed to have existed prior to plants and animals.
In 1735, two living supergroups were formalized by Carl von Linné in his monumental Systema Naturae. All organisms were placed into the Kingdoms Plantae and Animalia. Linné added a third kingdom of the natural world in 1766; Lapides or ‘rocks’. These were deemed to be similar to plants in that they were, neither living nor ‘sentient’, i.e. not having ‘senses’. They were further characterised as solid bodied.[2]
Hogg attempted to justify his arguments for a fourth kingdom with Spongilla, a freshwater green sponge, that was an animal known to exude oxygen in the light. However, the photosynthesis was later shown to be a result of symbiotic 'algae'.[3]
Such an attempt to apply non-reductionist thought to classification systems during a period of biological debate made Hogg a protagonist within the field of nineteenth century biology along with Ernst Haeckel and Charles Darwin.
Spongilla was used by John Hogg in the 19th century to attempt to justify a fourth kingdom of life
QMRPyrosome colonies grow by budding off new zooids near the posterior end of the colony. Sexual reproduction starts within a zooid with an internally fertilized egg. This develops directly into an oozooid without any intervening larval form. This buds precociously to form four blastozooids which become detached in a single unit when the oozoid disintegrates. The atrial siphon of the oozoid becomes the exhalent siphon for the new, four-zooid colony
QMRSeagrasses are flowering plants (Division Angiospermae) belonging to four plant families (Posidoniaceae, Zosteraceae, Hydrocharitaceae, or Cymodoceaceae), all in the order Alismatales (in the class of monocotyledons), which grow in marine, fully saline environments. There are 12 genera with some 58 species known.
QMRIn response to an incision or wound, a wound healing cascade is unleashed. This cascade takes place in four phases: clot formation, inflammation, proliferation, and maturation.
Clotting phase[edit]
Healing of a wound begins with clot formation to stop bleeding and to reduce infection by bacteria, viruses and fungi. Clotting is followed by neutrophil invasion three to 24 hours after the wound has been incurred, with mitoses beginning in epithelial cells after 24 to 48 hours .[citation needed]
Inflammation phase[edit]
In the inflammatory phase, macrophages and other phagocytic cells kill bacteria, debride damaged tissue and release chemical factors such as growth hormones that encourage fibroblasts, epithelial cells and endothelial cells which make new capillaries to migrate to the area and divide.
Proliferative phase[edit]
In the proliferative phase, immature granulation tissue containing plump active fibroblasts forms. Fibroblasts quickly produce abundant type III collagen, which fills the defect left by an open wound. Granulation tissue moves, as a wave, from the border of the injury towards the center.
As granulation tissue matures, the fibroblasts produce less collagen and become more spindly in appearance. They begin to produce the much stronger type I collagen. Some of the fibroblasts mature into myofibroblasts which contain the same type of actin found in smooth muscle, which enables them to contract and reduce the size of the wound.
Maturation phase[edit]
During the maturation phase of wound healing, unnecessary vessels formed in granulation tissue are removed by apoptosis, and type III collagen is largely replaced by type I. Collagen which was originally disorganized is cross-linked and aligned along tension lines. This phase can last a year or longer. Ultimately a scar made of collagen, containing a small number of fibroblasts is left.
QMRAfter inflammation has damaged tissue (when combatting bacterial infection for example) and pro-inflammatory eicosanoids have completed their function, healing proceeds in 4 phases.[2]
Recall phase[edit]
In the recall phase the adrenal glands increase production of cortisol which shuts down eicosanoid production and inflammation.
Resolution phase[edit]
In the Resolution phase, pathogens and damaged tissue are removed by macrophages (white blood cells). Red blood cells are also removed from the damaged tissue by macrophages. Failure to remove all of the damaged cells and pathogens may retrigger inflammation. The two subsets of macrophage M1 & M2 plays a crucial role in this phase, M1 macrophage being a pro inflammatory while as M2 is a regenerative and the plasticity between the two subsets determine the tissue inflammation or repair.
Regeneration phase[edit]
In the Regeneration phase, blood vessels are repaired and new cells form in the damaged site similar to the cells that were damaged and removed. Some cells such as neurons and muscle cells (especially in the heart) are slow to recover.
Repair phase[edit]
In the Repair phase, new tissue is generated which requires a balance of anti-inflammatory and pro-inflammatory eicosanoids. Anti-inflammatory eicosanoids include lipoxins, epi-lipoxins, and resolvins, which cause release of growth hormones.
Abu Zayd al-Balkhi, known to the west as "Avicenna", was a Persian polymath during the 9th and 10th centuries and one of the first to classify neurotic disorders. He pioneered cognitive therapy in order to treat each of these classified neurotic disorders. He classified neurosis into four emotional disorders: fear and anxiety, anger and aggression, sadness and depression, and obsession.
In medicine, consciousness is examined using a set of procedures known as neuropsychological assessment.[81] There are two commonly used methods for assessing the level of consciousness of a patient: a simple procedure that requires minimal training, and a more complex procedure that requires substantial expertise. The simple procedure begins by asking whether the patient is able to move and react to physical stimuli. If so, the next question is whether the patient can respond in a meaningful way to questions and commands. If so, the patient is asked for name, current location, and current day and time. A patient who can answer all of these questions is said to be "alert and oriented times four" (sometimes denoted "A&Ox4" on a medical chart), and is usually considered fully conscious
In 1758 Carolus Linnaeus established the races of humans based on the old divisions of the four humours:
Americanus Red, Choleric (wrathful), upright.
Europaeus: White, Sanguine, (Cheerful), Muscular.
Asiaticus: Yellow, Melancholy (sad), stiff.
Afer: Black, Phlegmatic (Sluggish), Relaxed.
psychology chapter
The McCollough effect is a phenomenon of human visual perception in which colorless gratings appear colored contingent on the orientation of the gratings. It is an aftereffect requiring a period of induction to produce it. For example, if someone alternately looks at a red horizontal grating and a green vertical grating for a few minutes, a black-and-white horizontal grating will then look greenish and a black-and-white vertical grating will then look pinkish. The effect is remarkable for often lasting an hour or more, and in some cases after prolonged exposure to the grids, the effect can last up to three and a half months.[1]
The effect was discovered by American psychologist Celeste McCollough in 1965.[2]\
The illusion takes place within a quadrant. Most of the famous visual illusions take place in quadrants
Character strengths and virtuesCSV identifies six classes of virtue (i.e., "core virtues"), made up of twenty-four measurable "character strengths". CSV defined character strengths as satisfying most of the ten following criteria. Character strengths are
fulfilling;
intrinsically valuable, in an ethical sense (gifts, skills, aptitudes, and expertise can be squandered, but character strengths and virtues cannot);
non-rivalrous;
not the opposite of a desirable trait (a counterexample is steadfast and flexible, which are opposites but are both commonly seen as desirable);
trait-like (habitual patterns that are relatively stable over time);
not a combination of the other character strengths in the CSV;
personified (at least in the popular imagination) by people made famous through story, song, etc.;
observable in child prodigies (though this criterion is not applicable to all character strengths);
absent in some individuals;
and nurtured by societal norms and institutions.
The introduction of CSV suggests that these six virtues are considered good by the vast majority of cultures and throughout history and that these traits lead to increased happiness when practiced. Notwithstanding numerous cautions and caveats, this suggestion of universality hints that in addition to trying to broaden the scope of psychological research to include mental wellness, the leaders of the positive psychology movement are challenging moral relativism and suggesting that virtue has a biological basis.[1] These arguments are in line with the science of morality.
Each of the twenty-four character traits is defined behaviorally, with psychometric evidence demonstrating that it can be reliably measured. The book shows that "empirically minded humanists can measure character strengths and virtues in a rigorous scientific manner."[2]
Practical applications of positive psychology include helping individuals and organizations correctly identify their strengths and use them to increase and sustain their respective levels of well-being. Each trait "provides one of many alternative paths to virtue and well-being."[2] Therapists, counselors, coaches, and various other psychological professionals can use the new methods and techniques to build and broaden the lives of individuals who are not necessarily suffering from mental illness or disorder.
Finally, other researchers have advocated grouping the 24 identified character traits into just four classes of strength (Intellectual, Social, Temperance, Transcendent) or even just three classes (without Transcendence). Not only is this easier to remember, but additionally there is evidence that these adequately capture the components of the 24 original traits.
QMRPositive psychologists are concerned with four topics: (1) positive experiences, (2) enduring psychological traits, (3) positive relationships and (4) positive institutions.[7] Some thinkers and researchers, like Seligman, have collected data to support the development of guiding theories (e.g. "P.E.R.M.A.", or The Handbook on Character Strengths and Virtues).
QMRUsing the PLISSIT model for Sexual Counseling, sex therapists are trained to perform all four steps (P-LI-SS-IT).[4] The P-LI-SS-IT model for Sexuality Counseling:
Permission (P): The practitioner creates a climate of comfort and permission for clients to discuss sexual concerns, often introducing the topic of sexuality, thereby validating sexuality as a legitimate health issue.
Limited Information (LI): The practitioner addresses specific sexual concerns and attempts to correct myths and misinformation.
Specific suggestions (SS): The practitioner compiles a sexual history or profile of the client:
Defining the issues and concerns of the client.
Determining the course of how the issues have evolved over time.
Facilitating the client's understanding of the main issues and providing options for resolution.
Assisting the client in formulating perceptions and ideas about sources of these concerns and developing realistic and appropriate goals and solution plans.
Intensive Therapy (IT): The practitioner provides specialized treatment in cases that are complicated by the coexistence of other complex life issues which may also include psychiatric diagnoses such as depression, anxiety disorders (including obsessive-compulsive disorder), personality disorders, or substance abuse, or by interpersonal or intrapersonal conflict.QMRThe PLISSIT model, also known as the PLISSIT model of sex therapy,[1] is a modeling system used in the field of sexology to determine the different levels of intervention for individual clients. The model was created in 1976 by Jack S. Annon. The letters of the name refer to the four different levels of intervention that a sexologist can apply: permission (P), limited information (LI), specific suggestions (SS), and intensive therapy (IT). The model is also used outside the field of sexology, especially in fields involving extensive or life-threatening surgery
Descriptive ethics, also known as comparative ethics, is the study of people's beliefs about morality.[1]:26 It contrasts with prescriptive or normative ethics, which is the study of ethical theories that prescribe how people ought to act, and with meta-ethics, which is the study of what ethical terms and theories actually refer to. The following examples of questions that might be considered in each field illustrate the differences between the fields:
Descriptive ethics: What do people think is right?
Meta-ethics: What does "right" even mean?
Normative (prescriptive) ethics: How should people act?
Applied ethics: How do we take moral knowledge and put it into practice?
QMRLaHaye introduced the four temperaments to evangelical Christians in 1966. The four temperaments had virtually been discarded after the Middle Ages and discounted as a valid means of understanding people, until a few lone souls discovered them among relics of the past and marketed them in twentieth-century language. One of those lone souls was Dr. Ole Hallesby, a Norwegian theologian who wrote Temperamentene i kristelig lys, published in 1940 and translated into English in 1962 as Temperament and the Christian Faith.2 LaHaye says he "drew extensively" from Temperament and the Christian Faith in writing his book Spirit-Controlled Temperament, which was published four years after the English translation of Hallesby’s book.3
The Color Code
The Puzzle: Life can be puzzling. Why are some people so easy to love, work for, befriend…while others require constant effort? What part do you play in making the relationships in your life work?
Let's face it. All life is about relationships--work relationships, personal relationships, social relationships! And every relationship begins with you. Who are you? Do you really understand why you think and behave as you do? Can you imagine the power of knowing yourself and how you impact the relationships in your life?!
The Color Code is the most revolutionary and accurate measurement of your personality available! And Color Your Future is the most promising system for improving your own life effectiveness and development! When you are looking for answers to life's many puzzles, let us help you put the pieces together.
While reading The Color Code, you will learn about the following four personality types:
Red - These are the power wielders! Power, the ability to move from point A to point B, and get things done is what motivates and drives these people. They bring great gifts of vision and leadership and generally are responsible, decisive, proactive and assertive.
Blue - These are the go-gooders! Intimacy, connecting, creating quality relationships and having purpose is what motivates and drives these people. They bring great gifts of quality and service and are generally loyal, sincere, and thoughtful.
White - These are the peacekeepers! Peace, or the absence of conflict, is what motivates and drives these people. They bring great gifts of clarity and tolerance and are generally kind, adaptable, and good-listeners.
Yellow - These are the fun lovers! Fun, or the joy of doing something just for the sake of doing it, is what motivates and drives these people. They bring great gifts of enthusiasm and optimism and are generally charismatic, spontaneous, and sociable.
Once you have learned The Color Code you will never see yourself or others the same again. The Color Code is your best hope for understanding how to make sense out of life's many puzzles. This program will specifically teach you:
How to determine your own Color in less than 15 minutes
How to understand all four Color personality types and how to deal effectively with each one.
How to determine the Color of others by their use of verbal and non-verbal clues and "speak their language," or to communicate in terms to which they respond positively.
How to build stronger and more meaningful business and personal relationships.
Of course, there are other programs that make promises about what they can offer you. It's easy to make promises but only we can deliver the key to truly knowing yourself and improving your relationships. We can because only we know the motives behind your behaviors. Only we can accurately explain WHY you are who you are and why some of your relationships succeed while others don't.
This is such an exciting program and as you begin to understand the power and concepts behind it, you will notice a drastic increase in the level of you life effectiveness and passion!
First, you get to know yourself…not just the "self" you show the world, but who you really are!
Second, you learn how to see who others really are…what makes them most happy and productive!
Third, you develop successful interpersonal relationships based on what positively works!
Fourth, you are taught the six most powerful steps you can ever learn about becoming your very best self!
Let us be part of your life. Let us improve your vision to a perfect 20-20! Don't you think life is already hard enough without being able to see the big picture clearly? We can explain where the puzzle pieces go…and more importantly, why!
Once you have embraced our system, you will understand why so many people claim that they can never see themselves or others the same after learning The Color Code. We are your code to successful relationships. And we can't think of a better place to start than with YOU!!!
Color Code Communications, Inc.
515 S. 700 E., Suite 3i
Salt Lake City, UT 84102
Phone: (800) 761-0001
(801) 531-1816
e-mail: ilovecolor@aol.com
QMRDiscover Your Colourful Personality
True Colors® is effective because it is interactive; everyone gets involved – while having fun! The model is structured, without the usual structured tools, and is fully supported by professional trainers.
“I recommend ... True Colors® to any organization that is eager to find better ways of drawing employees together to seek common goals."
Phil G. Collins, General Manager, Kraft Foodservice Inc.
True Colors® History
True Colors® was developed by Don Lowry and based on Dr. David Keirsey’s temperament theory as outlined in his book, Please Understand Me, which was developed upon the research for the Myers-Briggs Type Indicator®.
Utilizing four colour-coded flash cards, the model allows individuals to identify their own temperaments and those of others. It uses the T.I.P.S. approach – putting theory into practical suggestions.
Why Does it Work?
Because everyone who goes through the model ends up feeling GOOD about themselves. True Colors® is esteeming – to the individual, to the group and beyond.
What's your True Color®?
ORANGE
I act on a moment’s notice.
Witty, Charming, Spontaneous
I consider life as a game, here and now.
Impulsive, Generous, Impactful
I need fun,variety, stimulation,excitement.
Optimistic, Eager, Bold
I value skill, resourcefulness, courage.
Physical, Immediate, Fraternal
I am a natural trouble-shooter, a performer, a competitor.I act on a moment's notice.
BLUE
I need to feel unique, authentic.
Enthusiastic, Sympathetic, Personal
I look for meaning, significance in life.
Warm, Communicative, Compassionate
I need to contribute, encourage and care.
Idealistic, Spiritual,Sincere
I value integrity, unity in relationships.
GOLD
I need to follow rules and respect authority.
Loyal, Dependable, Prepared
I have a strong sense of what is right and wrong in life.
Thorough, Sensible, Punctual
I need to be useful and to belong.
Faithful, Stable, Organized
I value home, family and tradition.
Caring, Concerned, Concrete
I am a natural preserver, parent, helper.
GREEN
I seek knowledge/understanding.
Analytical, Global, Conceptual
I live life by my own standards.
Cool, Calm, Collected
I need explanations and answers.
Inventive, Logical, Perfectionistic
I value intelligence, insight, fairness, justice.
QMRBehavior therapists complete a functional analysis or a functional assessment that looks at four important areas: stimulus, organism, response and consequences.[25] The stimulus is the condition or environmental trigger that causes behavior.[26] An organism involves the internal responses of a person, like physiological responses, emotions and cognition.[25] A response is the behavior that a person exhibits and the consequences are the result of the behavior. These four things are incorporated into an assessment done by the behavior therapist
QMRSocial style does NOT focus on the innermost workings of one's personality, nor focus on one's values or beliefs. A social style is a pervasive and enduring set of interpersonal behaviors. It is quite simply how one acts--what one says and does.
David W. Merrill and Roger H. Reid, Personal Styles and Effective Performance. Radnor, PA: Chilton, 1981.
Initially studied several large insurance companies: observed and recorded interactions and conflicts between management and employees, between managers and managers, employees and other employees, agents and customers, and agents and other agents. Later replicated their studies in several other service industries. Prior to their work, most of the published research about conflicts on the job had been based on studies in industrial settings, where the social gap between employees and management is more profound and more obvious.
Robert Bolton and Dorothy G. Bolton, Social Style/Management Style. New York: American Management Association, 1984
Expanded work of Merrill & Reid and developed instrumentation for diagnosing and assessing social style. Bolton and Bolton identified four primary social styles: amiable, analytical, driver, and expressive, about equally divided among managers and among employees in service industries and government organizations. Each person tends to employ one of these social styles, and the dominant styles affects the way the individual works and interacts with others in conflict and other non-conflict situations.
These styles are defined by two behavioral variables or dimensions: assertiveness and responsiveness.
Assertiveness = the degree to which a person's behaviors are seen by others as forceful or directive.
Responsiveness= the degree to which a person's behaviors are seen by others as emotionally controlled. More responsive people react noticeably to their own emotions or to the emotions of others. Less responsive people are more guarded in their emotional expression.
While no one style works better than any other, flexibility has been shown to distinguish the success manager of conflict from the unsuccessful.
Flexibility=the ability to get along with people whose styles differ from one's own.
Four Social Styles
1. Amiable. Higher than average responsiveness and lower than average assertiveness.
-sympathetic to the needs of others
-sensitive to what is below the surface behavior of another person
-capable of using empathy and understanding in resolving interpersonal conflicts & other problems
-they tend to trust people and to be trusted by others
2. Analytical. Low level of responsiveness and low level of assertiveness.
-precise, deliberate, and systematic
-they gather data before they make decisions
-are generally industrious, objective, and well-organized
3. Driver. Low level of responsiveness and high level of assertiveness.
-task-oriented people who want to know where they are going
-they get to the point quickly and express themselves succinctly
-pragmatic, decisive, results-oriented, objective and competitive
-valued for their ability to get things done
4. Expressive. High level of responsiveness and high level of assertiveness.
-look at the big picture and can act decisively
-like fresh, novel approaches and are willing to take risks
-good motivators and charmers
-usually talkative and often good persuaders and motivators
Assertiveness
Analytical. Low level of responsiveness and low level of assertiveness.
-precise, deliberate, and systematic
-they gather data before they make decisions
-are generally industrious, objective, and well-organized
Driver. Low level of responsiveness and high level of assertiveness.
-task-oriented people who want to know where they are going
-they get to the point quickly and express themselves succinctly
-pragmatic, decisive, results-oriented, objective and competitive
-valued for their ability to get things done
Re
spo
n
s
i
vene
s
s
Amiable. Higher than average responsiveness and lower than average assertiveness.
-sympathetic to the needs of others
-sensitive to what is below the surface behavior of another person
-capable of using empathy and understanding in resolving interpersonal conflicts & other problems
-they tend to trust people and to be trusted by others
Expressive. High level of responsiveness and high level of assertiveness.
-look at the big picture and can act decisively
-like fresh, novel approaches and are willing to take risks
-good motivators and charmers
-usually talkative and often good persuaders and motivators
Strengths and Weaknesses
The definitions and descriptions above indicate the strengths of the styles
Weaknesses result from three sources:
-a lack of the qualities possesses by the diagonally opposite style (above table)
-overextending the style's strength (table below)
-high level of stress may transform the style to a "back-up" style (table below). This shift is usually made without conscious thought or premeditation.
Style Strengths Weaknesses Back-up Styles
Amiable Supportive
Easy-going
Conforming
Permissive
Acquiescing
(Avoiding)
Analytical Precise
Systematic
Exacting
Inflexible
Avoiding
(Autocratic)
Driver Determined
Objective
Dominating
Insensitive
Autocratic
(Attacking)
Expressive Enthusiastic
Imaginative
Undisciplined
Unrealistic
Attacking
(Acquiescing)
According to Jung, the psyche is an apparatus for adaptation and orientation, and consists of a number of different psychic functions. Among these he distinguishes four basic functions:[7]
Sensation - Perception by means of the sense organs
Intuition - Perceiving in unconscious way or perception of unconscious contents
Thinking - Function of intellectual cognition; the forming of logical conclusions
Feeling - Function of subjective estimation
The shadow is an unconscious complex defined as the repressed, suppressed or disowned qualities of the conscious self. According to Jung, the human being deals with the reality of the shadow in four ways: denial, projection, integration and/or transmutation.
The most commonly used elements of the Mindex model are the four primary patterns formed by the left-brain / right-brain dimension and the abstract-concrete dimension. Although all 20 dimensions are useful, most users and most participants seem especially fascinated with these four primary habits of thought.
To make these four thinking styles easy to understand and remember, Dr. Karl Albrecht has given them simple metaphorical names, in terms of colors. We can call the left-brained mode of thought “blue” thinking, because we tend to think of analytical people as having relatively “cool” personalities, represented by a cool color like blue. We can call the right-brained thinker a “red” thinker, because we think of intuitively inclined people as having “warmer” personalities, as suggested by red.
Similarly, we can give simple metaphorical names to the other dimension — the concrete and abstract levels. We can call them “earth” and “sky” respectively. “Earth” thinking is concrete, immediate, and results-oriented. “Sky” thinking is imaginary, hypothetical, and conceptual.
Using these metaphorical names for the four key styles, we have:
A. Red Earth (right-brained & concrete)
B. Blue Earth (left-brained & concrete)
C. Red Sky (right-brained & abstract)
D. Blue Sky (left-brained & abstract)
The figure shows these four styles in the convenient form of a two-by-two matrix diagram.
Within the brain alone, there are thought to be four processes occurring during the activity of reading.
As the source website explains, "The orthographic processor allows for readers to process the print, but has nothing to do with sounds. When a person looks at print, the brain is trained to associate word patterns to specific sounds. The orthographic processor requires the brain to chunk letters. It also allows us to recognize syllables. The phonological processor adds sounds to the reading process. The student must know what sounds letters and letter combinations make in order for this process to work. The phonological processor responds to the orthographic processor, then sends the sound to the meaning processor. The meaning processor retrieves all known meanings of the word from the reader's brain and sends a signal back to the phonological processor and orthographic processor. The context processor then allows the reader to determine which meaning best fits the situation. If the meaning does not make sense, it sends a signal back to the orthographic and/or phonological processor."
Also, it is believed that "good" readers have a number of sub-tasks to accomplish before a piece of text which is read is made comprehensible.
Finally, Finkelhor's model provides a vital enhancement to treatment in that it allows for evaluation and intervention on all four levels. Capitalising on the strengths while implementing problem solving techniques to ameliorate the weaknesses may facilitate cessation of abuse and prevent its re-occurrence.
All the factors known to contribute to child sexual abuse are grouped into four pre-conditions. These are:
1: Motivation
The potential abuser needs to have some motivation to sexually abuse. Finkelhor argues that there are three fundamental components subsumed under the motivation to sexually abuse children.
Emotional Congruence in which sexual contact with a child satisfies profound emotional needs.
Sexual Arousal in which the child represents the source of sexual gratification for the abuser, and
Blockage when alternative sources of sexual gratification are either not available or are less satisfactory.
These components are not actual pre-conditions and not all three need to be present for sexual abuse to occur. The three components do explain not only the instances of abusers who are not sexually motivated but enjoy degrading victims and welding power but also the paedophile and the sexually motivated abuser.
2: Internal inhibitions
The potential abuser must overcome internal inhibitions that may act against his motivation to sexually abuse. No matter how strong the sexual interest in children might be, if the abuser is inhibited by taboos then he will not abuse. Arguably, most people have some inhibitions against the sexual abuse of children. Disinhibition is not a source of motivation, it merely releases motivation. This second precondition aims to isolate factors that account for how inhibitions are overcome.
While preconditions 1 & 2 account for the abusers behaviour, preconditions 3 & 4 consider the environment outside the abuser and child which controls whether and whom he abusers.
3: External inhibitors
The potential abuser must overcome external obstacles and inhibitions prior to sexual abuse. External inhibitors that may restrain the abuser's action include family constellation, neighbours, peers and societal sanctions as well as the level of supervision a child receives. Although a child cannot be supervised 24 hours per day, lack of supervision has been found to be a contributing factor to sexual abuse as has physical proximity and opportunity. External inhibitors are easily overcome if the potential abuser is left alone with an unsupervised child.
4: Resistance
Finally, the potential abuser has to overcome the child's possible resistance to being sexually abused. This capacity to resist may operate in a very subtle covert way and does not necessarily involve overt protestations. Abusers may sense which children are good potential targets, who can be intimidated or co-coerced to keep a secret or otherwise manipulated. Abusers report that they can almost instinctively pick out a vulnerable child on whom to focus their sexual attentions while ignoring those who might resist. Frequently, these children may even be unaware that they are being sexually approached and have little or no capacity to resist. Some of the risk factor that inhibit the capacity to resist include emotional insecurity and deprivation etc.
Knowing which factors make children vulnerable to abuse is essential in formulating prevention programmes. Isolating behaviours that constitute a risk, while emphasising those that enhance resistance or avoidance can empower children to protect themselves. This is not to say that children who are not vulnerable are not abused. Many children may be forced or co-coerced despite displaying resistance and avoidance behaviours. Some instances of abuse are the result of force, threat or violence and no matter how much resistance the child displays it will not prevent the abuse. Precondition 4 has three possible outcomes:
1) The child may resist by overtly saying no and running away, or covertly by displaying a confident and assertive manner which conveys strong messages to the abuser not to try for fear of detection or exposure.
2) The child may resist but still be abused through force or violence.
3) A child may resist but be overcome through coercion.
The four pre-conditions for sexual abuse come into play in a logical sequence. The abuser must firstly have the motivation and be able to overcome any internal inhibitions. When these have been overcome the potential abuser will need to overcome external inhibitors and finally the resistance of the child.
Four-fold systems have long been a feature of psychometric testing of individuals -- based on the work of Jung, Myers-Briggs and Hermann. Most recently attention has been given by the Cognosis Consulting Group to a "Four Worlds" framework extending such approaches, and applying them to the "personality" of organizations (see Alex Benady. Organisations, too, can be put on the couch. Financial Times, 20 June 2003). This recognizes the critical importance of the "culture" of an organization -- none of which is considered better than another, although possibly one may be better suited to a particular style of challenges.
Mediating
Gottman's theory states that there are four major emotional reactions that are destructive and thus are the four predictors to a divorce: criticism, defensiveness, stonewalling, and contempt. Among these four, Gottman considers contempt the most important of them all.
Gottman (1999) identified several behaviors that are particularly indicative of distress in relationships. One series of behaviors, which he termed the "four horsemen," includes a cascading of responses such as expressing criticism, defensiveness, contempt, sarcasm, hostility, and withdrawal, the combination of which indicate a critical state of marriage dissolution
For all other forms of aggression the Four Horsemen emerged as significant predictors of classification, which is expected given that this construct includes very negative, contemptuous behaviors. This is consistent with marital research, which contends that these communication behaviors are highly toxic, and erode relationship satisfaction (Cornelius et al. 2007; Gottman 1999)
The psychiatrist George Eman Vaillant introduced a four-level classification of defence mechanisms:
Level I - pathological defences (psychotic denial, delusional projection)
Level II - immature defences (fantasy, projection, passive aggression, acting out)
Level III - neurotic defences (intellectualization, reaction formation, dissociation, displacement, repression)
Level IV - mature defences (humour, sublimation, suppression, altruism, anticipation)
Level 1: Pathological[edit]
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The mechanisms on this level, when predominating, almost always are severely pathological. These six defences, in conjunction, permit one to effectively rearrange external experiences to eliminate the need to cope with reality. The pathological users of these mechanisms frequently appear irrational or insane to others. These are the "psychotic" defences, common in overt psychosis. However, they are normally found in dreams and throughout childhood as well.[22] They include:
Conversion: The expression of an intrapsychic conflict as a physical symptom; some examples include blindness, deafness, paralysis, or numbness. This phenomenon is sometimes called hysteria.[23]
Delusional projection: Delusions about external reality, usually of a persecutory nature.
Denial: Refusal to accept external reality because it is too threatening; arguing against an anxiety-provoking stimulus by stating it doesn't exist; resolution of emotional conflict and reduction of anxiety by refusing to perceive or consciously acknowledge the more unpleasant aspects of external reality.
Distortion: A gross reshaping of external reality to meet internal needs.
Extreme projection: The blatant denial of a moral or psychological deficiency, which is perceived as a deficiency in another individual or group.
Splitting: A primitive defence. Both harmful and helpful impulses are split off and unintegrated, frequently projected onto someone else. The defended individual segregates experiences into all-good and all-bad categories, with no room for ambiguity and ambivalence. When "splitting" is combined with "projecting", the undesirable qualities that one unconsciously perceives oneself as possessing, one consciously attributes to another.
Level 2: Immature[edit]
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These mechanisms are often present in adults. These mechanisms lessen distress and anxiety produced by threatening people or by an uncomfortable reality. Excessive use of such defences is seen as socially undesirable, in that they are immature, difficult to deal with and seriously out of touch with reality. These are the so-called "immature" defences and overuse almost always leads to serious problems in a person's ability to cope effectively. These defences are often seen in major depression and personality disorders.[22] They include:
Acting out: Direct expression of an unconscious wish or impulse in action, without conscious awareness of the emotion that drives that expressive behavior.
Fantasy: Tendency to retreat into fantasy in order to resolve inner and outer conflicts.
Idealization: Tending to perceive another individual as having more desirable qualities than he or she may actually have.[25]
Introjection: Identifying with some idea or object so deeply that it becomes a part of that person. For example, introjection occurs when we take on attributes of other people who seem better able to cope with the situation than we do.
Passive aggression: Aggression towards others expressed indirectly or passively, often through procrastination.
Projective identification: The object of projection invokes in that person a version of the thoughts, feelings or behaviours projected.
Projection: A primitive form of paranoia. Projection reduces anxiety by allowing the expression of the undesirable impulses or desires without becoming consciously aware of them; attributing one's own unacknowledged unacceptable or unwanted thoughts and emotions to another; includes severe prejudice and jealousy, hypervigilance to external danger, and "injustice collecting", all with the aim of shifting one's unacceptable thoughts, feelings and impulses onto someone else, such that those same thoughts, feelings, beliefs and motivations are perceived as being possessed by the other.
Somatization: The transformation of uncomfortable feelings towards others into uncomfortable feelings toward oneself: pain, illness, and anxiety.
Wishful thinking: Making decisions according to what might be pleasing to imagine instead of by appealing to evidence, rationality, or reality.
Level 3: Neurotic[edit]
These mechanisms are considered neurotic, but fairly common in adults. Such defences have short-term advantages in coping, but can often cause long-term problems in relationships, work and in enjoying life when used as one's primary style of coping with the world.[22] They include:
Displacement: defence mechanism that shifts sexual or aggressive impulses to a more acceptable or less threatening target; redirecting emotion to a safer outlet; separation of emotion from its real object and redirection of the intense emotion toward someone or something that is less offensive or threatening in order to avoid dealing directly with what is frightening or threatening. For example, a mother may yell at her child because she is angry with her husband.
Dissociation: Temporary drastic modification of one's personal identity or character to avoid emotional distress; separation or postponement of a feeling that normally would accompany a situation or thought.
Hypochondriasis: An excessive preoccupation or worry about having a serious illness.
Intellectualization: A form of isolation; concentrating on the intellectual components of a situation so as to distance oneself from the associated anxiety-provoking emotions; separation of emotion from ideas; thinking about wishes in formal, affectively bland terms and not acting on them; avoiding unacceptable emotions by focusing on the intellectual aspects (isolation, rationalization, ritual, undoing, compensation, and magical thinking).
Isolation: Separation of feelings from ideas and events, for example, describing a murder with graphic details with no emotional response.
Rationalization (making excuses): Convincing oneself that no wrong has been done and that all is or was all right through faulty and false reasoning. An indicator of this defence mechanism can be seen socially as the formulation of convenient excuses.
Reaction formation: Converting unconscious wishes or impulses that are perceived to be dangerous or unacceptable into their opposites; behaviour that is completely the opposite of what one really wants or feels; taking the opposite belief because the true belief causes anxiety.
Regression: Temporary reversion of the ego to an earlier stage of development rather than handling unacceptable impulses in a more adult way, for example, using whining as a method of communicating despite already having acquired the ability to speak with appropriate grammar.[26]
Repression: The process of attempting to repel desires towards pleasurable instincts, caused by a threat of suffering if the desire is satisfied; the desire is moved to the unconscious in the attempt to prevent it from entering consciousness;[27] seemingly unexplainable naivety, memory lapse or lack of awareness of one's own situation and condition; the emotion is conscious, but the idea behind it is absent.[28]
Undoing: A person tries to 'undo' an unhealthy, destructive or otherwise threatening thought by acting out the reverse of the unacceptable. Involves symbolically nullifying an unacceptable or guilt provoking thought, idea, or feeling by confession or atonement.
Upward and downward social comparisons: A defensive tendency that is used as a means of self-evaluation. Individuals will look to another individual or comparison group who are considered to be worse off in order to dissociate themselves from perceived similarities and to make themselves feel better about themselves or their personal situation.
Withdrawal: Withdrawal is a more severe form of defence. It entails removing oneself from events, stimuli, and interactions under the threat of being reminded of painful thoughts and feelings.
Level 4: Mature[edit]
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These are commonly found among emotionally healthy adults and are considered mature, even though many have their origins in an immature stage of development. They have been adapted through the years in order to optimise success in human society and relationships. The use of these defences enhances pleasure and feelings of control. These defences help to integrate conflicting emotions and thoughts, whilst still remaining effective. Those who use these mechanisms are usually considered virtuous.[22] Mature defences include:
Acceptance: A person's assent to the reality of a situation, recognizing a process or condition (often a difficult or uncomfortable situation) without attempting to change it, protest, or exit. Religions and psychological treatments often suggest the path of acceptance when a situation is both disliked and unchangeable, or when change may be possible only at great cost or risk.
Altruism: Constructive service to others that brings pleasure and personal satisfaction.
Anticipation: Realistic planning for future discomfort.
Courage: The mental ability and willingness to confront conflicts, fear, pain, danger, uncertainty, despair, obstacles, vicissitudes or intimidation. Physical courage often extends lives, while moral courage preserves the ideals of justice and fairness.
Emotional self-regulation: The ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable. Emotional self-regulation refers to the processes people use to modify the type, intensity, duration, or expression of various emotions.
Emotional self-sufficiency: Not being dependent on the validation (approval or disapproval) of others.
Forgiveness: Cessation of resentment, indignation or anger as a result of a perceived offence, disagreement, or mistake, or ceasing to demand retribution or restitution.
Gratitude: A feeling of thankfulness or appreciation involving appreciation of a wide range of people and events. Gratitude is likely to bring higher levels of happiness, and lower levels of depression and stress. Throughout history, gratitude has been given a central position in religious and philosophical theories.
Humility: A mechanism by which a person, considering their own defects, has a humble self-opinion. Humility is intelligent self-respect which keeps one from thinking too highly or too meanly of oneself.
Humour: Overt expression of ideas and feelings (especially those that are unpleasant to focus on or too terrible to talk about directly) that gives pleasure to others. The thoughts retain a portion of their innate distress, but they are "skirted around" by witticism, for example self-deprecation.
Identification: The unconscious modelling of one's self upon another person's character and behaviour.
Mercy: Compassionate behavior on the part of those in power.
Mindfulness: Adopting a particular orientation toward one’s experiences in the present moment, an orientation that is characterised by curiosity, openness, and acceptance.
Moderation: The process of eliminating or lessening extremes and staying within reasonable limits. It necessitates self-restraint which is imposed by oneself on one's own feelings, desires etc.
Patience: Enduring difficult circumstances (delay, provocation, criticism, attack etc.) for some time before responding negatively. Patience is a recognized virtue in many religions.
Respect: Willingness to show consideration or appreciation. Respect can be a specific feeling of regard for the actual qualities of a person or feeling being and also specific actions and conduct representative of that esteem. Relationships and contacts that are built without the presence of respect are seldom long term or sustainable. The lack of respect is at the very heart of most conflict in families, communities, and nations.
Sublimation: Transformation of unhelpful emotions or instincts into healthy actions, behaviours, or emotions, for example, playing a heavy contact sport such as football or rugby can transform aggression into a game.[26]
Suppression: The conscious decision to delay paying attention to an emotion or need in order to cope with the present reality; making it possible to later access uncomfortable or distressing emotions whilst accepting them.
Tolerance: The practice of deliberately allowing or permitting a thing of which one disapproves.
QMRIn the 1940s, the German Freudian psychoanalyst Karen Horney "developed her mature theory in which individuals cope with the anxiety produced by feeling unsafe, unloved, and undervalued by disowning their spontaneous feelings and developing elaborate strategies of defence."[28] She defined four so-called coping strategies to define interpersonal relations, one describing psychologically healthy individuals, the others describing neurotic states.
The healthy strategy she termed "Moving with" is that with which psychologically healthy people develop relationships. It involves compromise. In order to move with, there must be communication, agreement, disagreement, compromise, and decisions. The three other strategies she described – "Moving toward", "Moving against" and "Moving away" – represented neurotic, unhealthy strategies people utilize in order to protect themselves.
Horney investigated these patterns of neurotic needs (compulsive attachments).[29] Everyone needs these things, but the neurotics need them more than the normal person. The neurotics might need these more because of difficulties within their lives. If the neurotic does not experience these needs, he or she will experience anxiety. The ten needs are:[30]
Affection and approval, the need to please others and be liked
A partner who will take over one's life, based on the idea that love will solve all of one's problems
Restriction of one's life to narrow borders, to be undemanding, satisfied with little, inconspicuous; to simplify one's life
Power, for control over others, for a facade of omnipotence, caused by a desperate desire for strength and dominance
Exploitation of others; to get the better of them
Social recognition or prestige, caused by an abnormal concern for appearances and popularity
Personal admiration
Personal achievement.
Self-sufficiency and independence
Perfection and unassailability, a desire to be perfect and a fear of being flawed.
In Compliance, also known as "Moving toward" or the "Self-effacing solution", the individual moves towards those perceived as a threat to avoid retribution and getting hurt, "making any sacrifice, no matter how detrimental."[31] The argument is, "If I give in, I won't get hurt." This means that: if I give everyone I see as a potential threat whatever they want, I won't be injured (physically or emotionally). This strategy includes neurotic needs one, two, and three.[32]
In Withdrawal, also known as "Moving away" or the "Resigning solution", individuals distance themselves from anyone perceived as a threat to avoid getting hurt – "the 'mouse-hole' attitude ... the security of unobtrusiveness."[33] The argument is, "If I do not let anyone close to me, I won't get hurt." A neurotic, according to Horney desires to be distant because of being abused. If they can be the extreme introvert, no one will ever develop a relationship with them. If there is no one around, nobody can hurt them. These "moving away" people fight personality, so they often come across as cold or shallow. This is their strategy. They emotionally remove themselves from society. Included in this strategy are neurotic needs three, nine, and ten.[32]
In Aggression, also known as the "Moving against" or the "Expansive solution", the individual threatens those perceived as a threat to avoid getting hurt. Children might react to parental in-differences by displaying anger or hostility. This strategy includes neurotic needs four, five, six, seven, and eight.[34]
Related to the work of Karen Horney, public administration scholars[35] developed a classification of coping by frontline workers when working with clients (see also the work of Michael Lipsky on street-level bureaucracy). This coping classification is focused on the behavior workers can display towards clients when confronted with stress. They show that during public service delivery there are three main families of coping:
- Moving towards clients: Coping by helping clients in stressful situations. An example is a teacher working overtime to help students.
- Moving away from clients: Coping by avoiding meaningful interactions with clients in stressful situations. An example is a public servant stating "the office is very busy today, please return tomorrow."
- Moving against clients: Coping by confronting clients. For instance, teachers can cope with stress when working with students by imposing very rigid rules, such as no cellphone use in class and sending everyone to the office when they use a cellphone. Furthermore, aggression towards clients is also included here.
In their systematic review of 35 years of the literature, the scholars found that the most often used family is moving towards clients (43% of all coping fragments). Moving away from clients was found in 38% of all coping fragments and Moving against clients in 19%.
Sociology chapter
QMRFour modes of knowledge conversion were identified (Figure 1):
Tacit to Tacit (Socialization) - This dimension explains Social interaction as tacit to tacit knowledge transfer, sharing tacit knowledge face-to-face or through experiences. For example, meetings and brainstorm can support this kind of interaction. Since tacit knowledge is difficult to formalize and often time and space specific, tacit knowledge can be acquired only through shared experience, such as spending time together or living in the same environment. Socialization typically occurs in a traditional apprenticeship, where apprentices learn the tacit knowledge needed in their craft through hands-on experience, rather than from written manuals or textbooks
Tacit to Explicit (Externalization) - Between tacit and explicit knowledge by Externalization (publishing, articulating knowledge), developing factors, which embed the combined tacit knowledge which enable its communication. For example, concepts, images, and written documents can support this kind of interaction. When tacit knowledge is made explicit, knowledge is crystallized, thus allowing it to be shared by others, and it becomes the basis of new knowledge. Concept creation in new product development is an example of this conversion process
Explicit to Explicit (Combination) - Explicit to explicit by Combination (organizing, integrating knowledge), combining different types of explicit knowledge, for example building prototypes. The creative use of computerized communication networks and large-scale databases can support this mode of knowledge conversion. Explicit knowledge is collected from inside or outside the organisation and then combined, edited or processed to form new knowledge. The new explicit knowledge is then disseminated among the members of the organization
Explicit to Tacit (Internalization) - Explicit to tacit by Internalization (knowledge receiving and application by an individual), enclosed by learning by doing; on the other hand, explicit knowledge becomes part of an individual's knowledge and will be assets for an organization. Internalization is also a process of continuous individual and collective reflection and the ability to see connections and recognize patterns and the capacity to make sense between fields, ideas, and concepts.
After Internalization the process continues at a new ‘level’, hence the metaphor of a “spiral” of knowledge creation (Nonaka & Takeuchi 1995: 71-2, 89) often referred to as the SECI model.
QMRAccording to the sociologist Mervin Verbit, knowledge may be understood as one of the key components of religiosity. Religious knowledge itself may be broken down into four dimensions:
content
frequency
intensity
centrality
The content of one's religious knowledge may vary from person to person, as will the degree to which it may occupy the person's mind (frequency), the intensity of the knowledge, and the centrality of the information (in that religious tradition, or to that individual)
QMRThe concept of globalization is a very recent term, only establishing its current meaning in the 1970s, which 'emerged from the intersection of four interrelated sets of "communities of practice": academics, journalists, publishers/editors, and librarians.[9] In 2000, the International Monetary Fund (IMF) identified four basic aspects of globalization: trade and transactions, capital and investment movements, migration and movement of people, and the dissemination of knowledge.[10] Further, environmental challenges such as global warming, cross-boundary water and air pollution, and over-fishing of the ocean are linked with globalization.[11] Globalizing processes affect and are affected by business and work organization, economics, socio-cultural resources, and the natural environment.
QMRManfred Steger, professor of Global Studies and research leader in the Global Cities Institute at RMIT University, identifies four main empirical dimensions of globalization: economic, political, cultural, and ecological, with a fifth dimension - the ideological - cutting across the other four. The ideological dimension, according to Steger, is filled with a range of norms, claims, beliefs, and narratives about the phenomenon itself
QMRPaul James asserts that the concept of globalization 'emerged from the intersection of four interrelated sets of "communities of practice": academics, journalists, publishers/editors, and librarians.[31] He notes the term was used "in education to describe the global life of the mind"; in international relations to describe the extension of the European Common Market; and in journalism to describe how the "American Negro and his problem are taking on a global significance".[31] James has also argued that four different forms of globalization can be distinguished that complement and cut across the solely empirical dimensions.[32] According to James, the oldest dominant form of globalization is embodied globalization, the movement of people. A second form is agency-extended globalization, the circulation of agents of different institutions, organizations, and polities, including imperial agents. Object-extended globalization, a third form, is the movement of commodities and other objects of exchange. The transmission of ideas, images, knowledge and information across world-space he calls disembodied globalization, maintaining that it is currently the dominant form of globalization. James holds that this series of distinctions allows for an understanding of how, today, the most embodied forms of globalization such as the movement of refugees and migrants are increasingly restricted, while the most disembodied forms such as the circulation of financial instruments and codes are the most deregulated.[33]
QMRQMRThe contemporary discipline of sociology is theoretically multi-paradigmatic[74] as a result of the contentions of classical social theory. In Randall Collins' well-cited survey of sociological theory[75] he retroactively labels various theorists as belonging to four theoretical traditions: Functionalism, Conflict, Symbolic Interactionism, and Utilitarianism.[76] Modern sociological theory descends predominately from functionalist (Durkheim) and conflict-centered (Marx and Weber) accounts of social structure, as well as the symbolic interactionist tradition consisting of micro-scale structural (Simmel) and pragmatist (Mead, Cooley) theories of social interaction. Utilitarianism, also known as Rational Choice or Social Exchange, although often associated with economics, is an established tradition within sociological theory.[77][78] Lastly, as argued by Raewyn Connell, a tradition that is often forgotten is that of Social Darwinism, which brings the logic of Darwinian biological evolution and applies it to people and societies.[79] This tradition often aligns with classical functionalism. It was the dominant theoretical stance in American sociology from around 1881 to 1915[80] and is associated with several founders of sociology, primarily Herbert Spencer, Lester F. Ward and William Graham Sumner. Contemporary sociological theory retains traces of each of these traditions and they are by no means mutually exclusive.
According to recent scholarship there have been four party systems in Canada at the federal level since Confederation, each with its own distinctive pattern of social support, patronage relationships, leadership styles, and electoral strategies.[34] Steve Patten identifies four party systems in Canada's political history[35]
The first party system emerged from pre-Confederation colonial politics, had its "heyday" from 1896 to 1911 and lasted until the Conscription Crisis of 1917, and was characterized by local patronage administered by the two largest parties, the Liberals and the Conservatives.
The second system emerged following the First World War, and had its heyday from 1935 to 1957, was characterized by regionalism and saw the emergence of several protest parties, such as the Progressives, the Social Credit Party, and the Co-operative Commonwealth Federation.
The third system emerged in 1963 and had its heyday from 1968 to 1983 and began to unravel thereafter. The two largest parties were challenged by a strong third party, the New Democratic Party. Campaigns during this era became more national in scope due to electronic media, and involved a greater focus on leadership. The dominant policy of the era was Keynesian economics.
The fourth party system has involved the rise of the Reform Party, the Bloc Québécois, and the merger of the Canadian Alliance with the Progressive Conservatives. It saw most parties move to one-member-one-vote leadership contests, and a major reform to campaign finance laws in 2004. The fourth party system has been characterized by market-oriented policies that abandoned Keynesian policies, but maintained the welfare state.
Clarkson (2005) shows how the Liberal Party has dominated all the party systems, using different approaches. It began with a "clientelistic approach" under Laurier, which evolved into a "brokerage" system of the 1920s, 1930s and 1940s under Mackenzie King. The 1950s saw the emergence of a "pan-Canadian system", which lasted until the 1990s. The 1993 election — categorized by Clarkson as an electoral "earthquake" which "fragmented" the party system, saw the emergence of regional politics within a four party-system, whereby various groups championed regional issues and concerns. Clarkson concludes that the inherent bias built into the first-past-the-post system, has chiefly benefited the Liberals.[36]
QMRTraditionally, there are three basic types of clowns that appear in the circus: the whiteface, the auguste and the character. Nowadays a fourth type, the tramp or hobo clown, is often recognized separately, even though, technically, it should be considered as another character clown. Each of these types of clown may wear a makeup that is either neat (slightly exaggerated) or grotesque (wildly exaggerated).
There is no single, absolute definition of what constitutes each clown type, with international performers encompassing an extremely wide range of styles, from the classical to the innovative.
The whiteface clown[edit]
The whiteface (or white clown) holds the highest status in the clown hierarchy and is the oldest of the clown archetypes. In modern times, when whitefaces perform with other clowns, they usually function as the straight man, "top banana" or the leader of the group. Whiteface clowns use "clown white" makeup to cover their entire face and neck, with none of the underlying flesh color showing. Features are then usually painted on in either red or black.
The whiteface clown is traditionally costumed more extravagantly than the other two clown types. They often wear the ruffled collar and pointed hat which typify the average person's idea of a "clown suit".
Notable examples of whiteface clowns in circus history include François Fratellini and Felix Adler.
Canio, the tenor protagonist of Ruggiero Leoncavallo's famous tragic opera, "Pagliacci", is usually garbed on stage as the whiteface variety of clown. In this particular instance, he is a representative of the stock fictional character of the clown (or jester) who laughs on the outside, but is secretly crying on the inside due to a grievance or a depressed state of mind.
The auguste[edit]
Accompanying the white clown there is often another clown variety known as an auguste or red clown; the auguste's role is different from that of the white clown. In strict classical European circuses of the past, the augustes were never described as clowns because, technically, they were not instigators but recipients of the comic doings. The augustes are the ones who get the pies in the face, are squirted with water, are knocked down on their backside, sit accidentally in wet paint, or have their pants ripped off.
The base color for the auguste makeup is red or flesh tone. The eyes and the mouth are encircled in white and the features are highlighted, again, traditionally in red and black. The auguste is usually costumed in baggy plaids accented with colorful polka dots or loud stripes. They boast wide-collared shirts, long neckties, unruly colored wigs and oversized noses and shoes.
Notable examples of augustes in the circus history include Albert Fratellini, Lou Jacobs, Greg and Karen DeSanto, Coco the Clown, and Charlie Rivel.
The character clown[edit]
The character clown adopts an eccentric character of some type, such as a butcher, a baker, a policeman, a housewife or hobo. Prime examples of this type of clown are the circus tramps Otto Griebling and Emmett Kelly. On film, Red Skelton, Harold Lloyd, Buster Keaton and Charlie Chaplin would all fit the definition of a character clown. (Note: Nowadays, the hobo or tramp clown is often considered a separate class and is treated as such in competitions at clown conventions.)
The character clown makeup is a comic slant on the standard human face. Their makeup starts with a flesh tone base and may make use of anything from glasses, mustaches and beards to freckles, warts, big ears or strange haircuts. The most prevalent character clown in the American circus is the tramp or hobo clown with a thick five-o'clock shadow and wearing shabby, crumpled garments.
When working in a traditional trio situation, the character clown will play "contre-auguste" (a second, less wild auguste), siding with either the white or red clown. Sometimes they are more cunning and less dim than the auguste.
Notable examples of character clowns in the circus include, Barry Lubin, Bill Irwin, David Shiner, Geoff Hoyle, Charlie Cairoli, Brittany Murrell, Oleg Popov, and Bello Nock.
Examples of the contre-auguste character in non-circus trios include Larry Fine of the Three Stooges and Chico Marx of the Marx Brothers.
The fourth square is always different
This concept of supplier relationship improvement can be communicated using a matrix of capability and commitment. The matrix graphic below shows the simple connection between commitment, capability, and supplier relationship success. There are four quadrants of the matrix and three states of the supplier relationship: Poor, Fair, and Good.
Leardon Solutions Supplier Relationship Management Model
POOR RELATIONSHIP: A Poor Relationship exists when the supplier does not commit to the relationship and is not a capable of performing the job at hand. In this case, the supplier must demonstrate some desire to increase their capabilities or their commitment, otherwise another supplier should be chosen. If the desire exists, the supplier manager should focus on using the improvement techniques for the vital characteristics.
FAIR RELATIONSHIP: A Fair Relationship exists when the supplier is either fully committed to the relationship or demonstrates good capabilities, but not both. It is possible for this type of relationship to be successful in the short term but typically the relationship will fall apart unless improvement is made. Again, this improvement will come through utilizing the improvement techniques for the vital characteristics.
GOOD RELATIONSHIP: A Good Relationship exists when the supplier exhibits full commitment to the relationship as well as demonstrates excellent capabilities. This is the pinnacle of supplier management and relationships in this quadrant are typically prepared for long-term success.
In the end, the objective is to improve the supplier capability and commitment by striving for improvement of the Five Vital Characteristics of a Successful Supplier Relationship: respect for individuals, partnership, growth and development, properly managed risk, and complementary capabilities. Implementation of these characteristics into the relationship by using the management improvement techniques will ensure an extremely productive relationship which will result in successful programs and projects.
If the future is automation, what does that mean for HR? The naysayers believe that AI signals the death knell for HR; a fully automated future of self-service training to pre-programmed payroll. But I naysay those naysayers; AI significantly reduces physical and cognitive workloads, which will eliminate some HR jobs, but will also serve to reorient others, and even create new roles. In a recent article, Ulrich predicts the advent of ‘HR Architects’, right-brained individuals knowledgeable in both anthropology and analytics. When overlaid with the AI element, it is clear that humans remain supreme in creativity and social interaction. This suggests that AI will take on the peripheral cognitive burden of roles such as admin and information-finding, thereby allowing people to focus on exercising those skills that cannot yet be performed by machines.
If we look at Ulrich’s original four-part model, the HR Business Partner, Change Agent, Employee Champion, and Admin Expert will all change with the advent of AI (Figure 1.).
Figure 1. Evolution of Ulrich model to a digital HR model
Business Relationship Manager
The Business Relationship Manager is similar to the HRBP in that it will focus on aligning business objectives and workforce capabilities. However, in the digital HR model, the BRM shifts from Processes to People and puts people at the centre of the business – not the other way around. Specifically, the emergence of the HR Data Scientist (outlined below) will enable the BRM to not only inform business leaders’ people decisions, but to use deep workforce insights to actively shape business strategies.
Digital HR Specialist/ Digital Anthropologist
A team of specialists will be responsible for building digital HR initiatives and processes, from machine learning recruitment to human-AI collaboration. Such specialists will have deep knowledge of the impact of AI and other technology on people, and be able to design and execute initiatives that improve both productivity and employee wellbeing.
Employee/ Culture Support Lead
The Employee/Culture Support Lead combines elements of the Change Agent and Employee Champion, as their specialism will be to act as the employee voice; both at a collective and individual level. Their roles will be anchored in organisational psychology, and will input into the design of culture and well-being focussed Digital HR programmes. They will also lead in culture creation; designing policies and processes to support the organisation; from articulating AI rights (yes, this will be a thing!) to managing employee technostress.
HR Data Scientist
The HR Data Scientist will replace the Admin Expert, as all administration work will be automated, whilst the emphasis on data is only set to increase. This specialist will excel at using AI-powered systems (such as IBM’s Watson) to create, gather and analyse vast quantities of employee and business data. The information generated will provide deep insights that will enable the other roles in the model to make better decisions, and will inform everything from HR strategies to individual career development plans.
Artificial Intelligence marks the dawn of a new era for HR, not its end. In the new world, Ulrich’s original model will be transformed with the rising pre-eminence of digital and people-focussed roles. Indeed, while the Admin Expert will meet its demise, AI is the opportunity to transform HR’s place in the organisation, using data insights and a deep knowledge of psychology and anthropology, to shape entire business futures.
Look out for the next article in our Digital HR series, where we will cover the roles in more detail and what HR can start to do today to transition to a new, digital model.
ulrich model strategic operational- change agent
operational people- employee champion
strategic processes- HR business partner
operational processes- admin expert
Digital HR model
strategic people- business relation manager
operational people- employee culture support lead
strategic digital- digital hr specialist digital anthropologist
operational digital- hr data scientist
QMRConsider using the traditional evaluation only for teachers earning an Unsatisfactory and instead use Marshall’s four-part model that centers on Mini-Observations.
In schools we have always assumed that one of the best ways to improve teaching is to supervise and evaluate teachers. But the reality is that despite the long hours of classroom visits and write-ups, this approach has very little impact on teaching and less on student achievement. Kim Marshall frequently asks groups of administrators to remember when they were teachers and to raise their hands if an evaluation ever significantly impacted their teaching. Only about 5 percent of his audience usually raises a hand. It is deeply troubling that the way principals supervise and evaluate teachers – which eats up a great deal of their time – simply does not improve classroom teaching. This is more disturbing given that research says the most important factor in student achievement is the quality of teacher instruction.
If our old model of supervision and evaluation isn’t effective, what is? Through a combination of his personal experience, extensive research, and close observation of many effective and ineffective schools, Marshall has come up with a new approach to supervision and evaluation that is much more effective at improving teaching and learning. This model has four interconnected components:
1. Mini-observations – conducting short, unannounced visits followed by feedback
2. Curriculum planning – being much more involved with teacher teams in curriculum planning 3. Interim assessments – working with teacher teams to analyze interim assessment results
4. End-of-year rubric evaluations – using rubrics for end-of-year teacher evaluations
Implementing this new approach involves a fundamental shift in the way that administrators interact with teachers. Below are some examples of the types of changes that would occur:
• From periodically evaluating teaching to continuously analyzing learning
• From very few announced visits to frequent unannounced visits
• From guarded, inauthentic one-way communication with teachers to authentic two-way discussions about the observation • From the administrators doing most of the work to teachers taking responsibility for improving their own teaching
• From evaluating individual lessons to supervising the effectiveness of curriculum units
• From time-consuming evaluations to streamlined rubrics
Four components[edit]
The Inner World of OFNR (NVC).png
Rosenberg invites NVC practitioners to focus attention on four components:
Observation: the facts (what we are seeing, hearing, or touching) as distinct from our evaluation of meaning and significance. NVC discourages static generalizations. It is said that "When we combine observation with evaluation others are apt to hear criticism and resist what we are saying." Instead, a focus on observations specific to time and context is recommended. ([29] ch.3)
Feelings: emotions or sensations, free of thought and story. These are to be distinguished from thoughts (e.g., "I feel I didn't get a fair deal") and from words colloquially used as feelings but which convey what we think we are (e.g., "inadequate"), how we think others are evaluating us (e.g., "unimportant"), or what we think others are doing to us (e.g., "misunderstood", "ignored"). Feelings are said to reflect whether we are experiencing our needs as met or unmet. Identifying feelings is said to allow us to more easily connect with one another, and "Allowing ourselves to be vulnerable by expressing our feelings can help resolve conflicts." ([29] ch.4)
Needs: universal human needs, as distinct from particular strategies for meeting needs. It is posited that "Everything we do is in service of our needs."[30]
Request: request for a specific action, free of demand. Requests are distinguished from demands in that one is open to hearing a response of "no" without this triggering an attempt to force the matter. If one makes a request and receives a "no" it is recommended not that one give up, but that one empathize with what is preventing the other person from saying "yes," before deciding how to continue the conversation. It is recommended that requests use clear, positive, concrete action language. ([29] ch.6)
This model is called the four step model
The communication square describes the multi-layered structure of human utterance. It combines the postulate (second axiom) of Paul Watzlawick, that every communication has a content and a relationship aspect, with the three sides of the Organon model by Karl Bühler, that every information contains something about the matter, the sender and the receiver. Such models are familiar in the linguistic as models of the speech act.
The four sides of communication[edit]
The matter layer contains statements which are matter of fact like data and facts, which are part of the news.
In the self-revealing or self-disclosure the speaker - conscious or not intended - tells something about himself, his motives, values, emotions etc.
In the Relationship-layer is expressed resp. received, how the sender gets along with the receiver and what he thinks of him.
The Appeal contains the desire, advice, instruction and effects that the speaker is seeking for.
Every layer can be misunderstood individually. The classic example of Schulz von Thun is the front-seat passenger which tells the driver: "Hey, the traffic lights are green". The driver will understand something different regarding to the ear with which he will hear and will react differently. (on the matter layer he will understand the "fact" "the traffic lights are green", he could also understand it as "Come on, drive! ."-"command", or on the "relationship" could hear a help like "I want to help you or if you hear behind it: I am in a hurry it reveals part of yourself "self-revelatory".") The emphasis on the four layers can be meant differently and also be understood differently. So the sender can stress the appeal of the statement and the receiver can mainly receive the relationship part of the message. This is one of the main reasons for misunderstandings.
The matter layer[edit]
What I inform about:
On the matter layer the sender of the news gives data, fact and statements. It is the task of the sender to send this information clearly and understandably.
The receiver proves with the Matter ear, whether the matter message fulfills the criteria of truth (true/untrue) or relevance (relevant/irrelevant) and the completeness (satisfying/ something has to be added).
In a long-term team the matter layer is clear and needs only a few words.
The self-revealing[edit]
What I reveal about myself:
In every news there is information about the sender. On the layer of the self-revealing or self-disclosure the sender reveals himself. This message consists of conscious intended self-expression as well as unintended self-revealing, which is not conscious to the sender(see also Johari window). Thus every news becomes information about the personality of the sender.
The self-revealing ear of the receiver perceives, which information about the sender are hidden in the message.
The relationship layer[edit]
What I think about you (you-statement) and how we get along (we-statement):
The relationship layer expresses how the sender gets along with the receiver and what he thinks about him. Depending on how he talks to him (way of formulation, body language, intonation ...) he expresses esteem, respect, friendliness, disinterest, contempt or something else.
Depending on which message the receiver hears with relationship ear, he feels either depressed, accepted or patronized. A good communication is distinguished by communication from mutual apprecitation.
The appeal[edit]
What I want to make you do:
Who states something, will also affect something. This appeal-message should make the receiver do something or leave something undone. The attempt to influence someone can be less or more open (advice) or hidden (manipulation).
On the Appeal ear the receiver asks himself: "What should I do, think or feel now?"
citation: " Mothers are very appeal-influenced by children." Mum! The shoes .... Yes! I'll be right there to put them on for you.
Two people are eating a home-cooked meal together.
The one who didn't cook says: "There is something green in the soup."
Sender
Matter layer: There is something green.
Self-revealing layer: I don't know what it is.
Relationship layer: You should know what it is.
Appeal layer: Tell me what it is!
Receiver
Matter layer: There is something green.
Self-revealing layer: You do not know what the green item is, and that makes you feel uncomfortable.
Relationship layer: You think my cooking is questionable.
Appeal layer: I should only cook what you know in the future!
The other answers: "If you don't like the taste, you can cook it yourself."
In interpersonal communication, an I-message or I-statement is an assertion about the feelings, beliefs, values etc. of the person speaking, generally expressed as a sentence beginning with the word "I", and is contrasted with a "you-message" or "you-statement", which often begins with the word "you" and focuses on the person spoken to. Thomas Gordon coined the term "I message" in the 1960s while doing play therapy with children. He added the concept to his book for parents, P.E.T.: Parent Effectiveness Training (1970).
While the underlying rationale and approach to I-messages is similar in various systems, there are both three-part and four-part models for constructing I-messages. A three-part model is proposed by the University of Tennessee Family & Consumer Sciences for improving communication with children:
I feel... (Insert feeling word)
when... (tell what caused the feeling).
I would like... (tell what you want to happen instead).[5]
According to Hope E. Morrow, a common pitfall in I-statement construction is using phrases like "I feel that..." or "I like that..." which typically express an opinion or judgment. Morrow favors following "I feel..." with a feeling such as "sad," "angry," etc.[6]
Gordon advises that to use an I-message successfully, there should be congruence between the words one is using and one's affect, tone of voice, facial expression and body language. Gordon also describes a 3-part I-message, called a "confrontive" I-message, with the following parts:
non-blameful description of the listener's behavior
the effect of that behavior on the speaker
the speaker's feelings about that effect
He describes the I-message as an appeal for help from the other person, and states that the other person is more likely to respond positively when the message is presented in that way.[7]
Conflict resolution[edit]
If an "I" message contains "you-messages", it can be problematic in conflict situations. For example: "I feel..., when you..., and I want you to..." This can put the receiver of the statement on the defensive. In a dispute, use of a phrase that begins with "I want" may encourage the parties to engage in positional problem solving. This may make conflicts more difficult to resolve. An "interest-based" approach to conflict resolution suggests using statements that reflect why the individual wants something.[8]
The goals of an "I" message in an interest-based approach:
to avoid using "you" statements that will escalate the conflict
to respond in a way that will de-escalate the conflict
to identify feelings
to identify behaviors that are causing the conflict
to help individuals resolve the present conflict and/or prevent future conflicts.[8]
The Ohio Commission on Dispute Resolution and Conflict Management summarized this approach as follows: "A sender of a message can use a statement that begins with 'I' and expresses the sender's feelings, identifies the unwanted behavior, and indicates a willingness to resolve the dispute, without using 'you' statements or engaging in positional problem solving.[8]
The Commission proposed a four-part I-message:
“I feel like___ (taking responsibility for one's own feelings)
“I don't like it when__ ” (stating the behavior that is a problem)
“because____” (what it is about the behavior or its consequences that one objects to)
“Can we work this out together?” (be open to working on the problem together).[8]
Marital stability and relationship analysis researcher John Gottman notes that although I-statements are less likely than You-statements to be critical and to make the listener defensive, "you can also buck this general rule and come up with 'I' statements like 'I think you are selfish' that are hardly gentle. So the point is not to start talking to your spouse in some stilted psychobabble. Just keep in mind that if your words focus on how you're feeling rather than on accusing your spouse, your discussion will be far more successful."[9]
The four-sides model (also known as communication square or four-ears model) is a communication model by Friedemann Schulz von Thun. According to this model every message has four facets[1] though not the same emphasis might be put on each. The four sides of the message are fact, self-revealing, relationship, and appeal
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