Assignment Content

1. https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are

   View the provided video and think back to a busy social area such as; train station, JAG café, restaurant, or classroom and recall your observations of the people who were engaged in communication. Write down as many nonverbal codes as you can identify; be sure to explain the code with a specific example.

   In an essay of at least THREE paragraphs (at least 5 sentences per paragraph) evaluate what the nonverbal codes tell you about the individuals, their relationship, context, culture, and communication events.

   Requirements:
   Times New Roman Font, 12 points
   Double Spaced

Here is the Chapter 4 of Non-verbal

Nonverbal communication is all the ways people transmit messages through means other than words. What you “physically” say with your words and what you “symbolically” say without words work together to create meaning. So when you talk to your next door neighbor or the person sitting next to you on the bus and smile, move closer to, shake hands, or roll your eyes influences how he or she  interprets your message. 

Like language, nonverbal communication is also related to culture and gender. The meaning of any nonverbal behavior is defined by the cultures of the speaker and receiver. Miscommunication can occur when nonverbal gestures are misunderstood or have another meaning in a different culture. (See video on hand gestures)

Nonverbal communication conveys cultural meanings of gender. Men and women use nonverbal communication to express themselves as gendered. Functions of nonverbal communication include supplementing spoken language, regulating interaction, and conveying relationship level meaning. Nonverbal communication may supplement verbal communication by: repeating words, contradicting a verbal message, complementing verbal statements, replacing language, accenting verbal message by emphasizing certain words. Nonverbal cues may also regulate interaction through behaviors like eye contact and body posture. Women tend to use cues to invite and encourage others into conversations. Men tend to use more cues to maintain attention and discourage others from speaking. 

Nonverbal communication also is the primary conveyance of relationship levels of meaning. Three primary dimensions of relationship level meaning are responsiveness liking and power. Responsiveness conveys interest in the interaction involvement with others. Nonverbal cues indicating responsiveness include nonverbal cues like inflection, eye contact and open body posture. A lack of responsiveness may be indicated through behaviors like looking around, turning away or yawning. Females tend to use nonverbal behaviors to indicate involvement with others and signal empathy. Women also tend to be more overtly expressive of emotions and smile more. Feminine speech communities teach responsiveness to create affiliation. Liking is the nonverbal relationship level meaning that signals whether we like or dislike someone. Nonverbal cues may include display more overt signs of liking and friendliness than men. The power or control dimension of relationship meaning consists of nonverbal cues that display the degree that we act in control of, equal to, or deferential to others. Men tend to incorporate more behaviors that signal dominance and control in conversations through cues such as greater vocal volume, more non-affiliate touch, and use of greater amounts of personal space. 

Differences exist between women and men’s skill for interpreting nonverbal behavior. Generally, females are better able to decode nonverbal behaviors and more accurately perceive others’ emotions. There are cultural values associated with nonverbal communication. Western society has a bias towards favoring masculine qualities, which is indicated through preferences for masculine nonverbal behaviors. Cultural beliefs are changeable. They may be altered as we recognize differences in a nonjudgmental manner and resist restrictive nonverbal gender prescriptions. 

Nonverbal codes are distinct, organized means of expression that consists of symbols and rules for their use.  The five nonverbal codes include: kinesics, paralinguistics, proxemics, haptics, and appearance and artifacts. 

1- Kinesics is nonverbal communication sent by the body, including facial expression, gestures, posture, body movement, and eye behavior. The body movements consist of four types of nonverbal gestures: illustrators, emblems, adaptors, and regulators. Illustrators are signals that accompany speech to clarify/emphasize the message. Emblems are gestures that stand for a specific verbal meaning.  Adaptors are gestures used to manage emotion (often unconscious). Regulators are used to control conversation.  Facial expressions also communicate messages, mostly emotion (think the old saying the “eyes are the window into the soul”).

2- Paralinguistics are the vocal (oral) aspects of nonverbal communication and include voice pitch, rate, volume, inflection, pitch, stress, and pauses.  Male and female physiology doesn’t fully explain differences in pitch.  Men tend to use lower pitch, higher volume, and less inflection to gain and hold attention. Women tend to use softer pitch, lower volume and more inflection to appear polite and caring. One study found that stereotypical perceptions of men and women were related to their vocal qualities.

3- Proxemics is the study of how space can serve as a function of communication. The distance between speaker and receiver symbolizes physical or psychological closeness. There is an acceptable amount of space or distance that people are comfortable with based on their level of intimacy, gender, culture and relationship (see “Close Talker” video). Proxemics or personal space and its use, reflect gendered patterns that reflect society’s values. Space is a primary way that culture indicates privilege and power. Territoriality is personal space that we protect from “invasion” by others. Men are more likely than women to refuse to step back if another steps too close for comfort.

4- Haptics or touch is another aspect of nonverbal communication that is influenced by gender, culture, and level of intimacy. Sons are less likely to be touched and handled than daughters. When touched, sons also are likely to be treated more roughly than daughters. Early childhood relating to touch may account for later differences between men and women. Females are more likely to initiate touches to express support, affection and comfort. Because they are generally larger and stronger than women, men tend to have higher levels of physical confidence and are more willing to use physical force.

5- Artifacts and appearance are personal objects that affect our identity, how we view ourselves, communicate something about ourselves, and develop expectations (especially gendered expectations). Toys demonstrate appropriate behaviors and activities for boys and girls. Clothing another type of artifact, defines women and men differently. A third type of artifact, advertising, reinforces images of women as homemakers or sex-symbols and men as associated with heavy work, sports and outdoor activities. Women are encouraged to be “attractive” through purchase of cosmetics and hair products. Some people use artifacts to challenge cultural prescriptions of masculinity and femininity. 

Understanding nonverbal communication requires an effort to understand respect and appreciate others’ nonverbal communication on their own terms. By recognizing and attempting to understand others’ patterns of nonverbal behaviors, we may increase appreciation for individual differences and less rigidly restrict expectations for nonverbal behaviors. This may also provide a greater range of communicative options. 

 Prepare a paper between 9-10 pages that addresses the following parts.Part 1. Watch and take detailed notes on the following two videos:1.   Cultural Humility: People, Principles and Practices a 30 minute documentary by San Francisco State professor Vivian Chavez, that makes his poetry with music, interviews, archival footage, and images of community. https://www.youtube.com/watch?v=SaSHLbS1V4w2.   The Importance of Cultural Humility – Produced in conjunction with the University of Buffalo School of Social Work Institute for Sustainable Global Engagement by Sarah Richards-Desai, MSW and Dr. Laura Lewis. This video defines the concept of cultural humility and highlights related components. Cultural humility is defined as an ongoing process of self- reflection and self-critique. It entails working collaboratively with clients, and embracing difference. Students, faculty and practitioners reflect on the role of cultural humility in their work and share their insights. https://www.youtube.com/watch?v=cVmOXVIF8wc&feature=youtu.bePart 2 – Describing Cultural Humility- Provide answers to the following questions based on the videos (2-3 pages):1.   One theme is a contrast between cultural competence and cultural humility. In your own words, describe cultural competence and cultural humility and describe how you see them relating to one another.2.   Describe how personal narrative and self-reflection are beneficial in developing cultural humility.3.   Highlight the role cultural humility plays in social work practice.Part 3 – Reflecting on Cultural Humility – Provide answers to the following questions based on the videos (5 pages):1.   How do you react to the idea of continually learning about your clients’ backgrounds and the systemic factors that oppress populations? 2.   How is this reflected in social work professional development?3.   There are different voices and experiences represented in the videos. Which phrases or thoughts stood out to you?4.   Is there anything you would say reflects your own ideas? What do you disagree with?5.   Describe a scenario in which you (or someone that you know) experienced cultural humility (or lack thereof) in an interpersonal exchange. Consider the cultural context in which this occurred, and reflect on and evaluate your response.Part 4 – Action Steps toward Cultural Humility. Provide answers to the following questions grounded in your own personal or professional experiences (2 pages):1.   Describe the types of actions or competencies reveal cultural humility to you?2.   Describe three ways that you can recognize and develop cultural humility social work practice. 

As part of the criminal justice process, corrections play a very important role for society and public policy. You will become familiar with the trends in local, state, and federal prison populations for the period of 2000–2008. If you desire a career in corrections, you will gain knowledge to help you be better prepared when entering into the corrections workplace. If you are not opting corrections as a career, you will still gain a foundational knowledge of the data used to drive policy decisions in this critical criminal justice entity.

You have been selected for the position of deputy director of public safety and corrections for your state. Your first duty is to prepare for your first top-level meeting with department personnel. Using the data from Prisoners in 2008, (Cooper, Sabol, & West, 2009), you will produce a 10-page paper (title page, abstract, 7 pages of content, and a references page) that summarizes the article and explains how this data influences the decision making for the prison population that you will experience in your new role as deputy director of your state’s Department of Public Safety and Corrections.

Instructions:

• Synthesize what you have learned from the charts, graphs, and article content about local, state, and federal prisoners from 2000 to 2008.
• Discuss admissions and releases and the percentage of change from 2000 to 2008 in state and federal prisons by race, sex, and type of release—conditional versus unconditional.
• Compare the observable trends in adult corrections from 2000 to 2008 in each region—the Northeast, Midwest, South, and West—and for the United States as a whole.
• Identify and explain the variations between regional data for adult corrections in the Northeast, Midwest, South, and West from 2000 to 2008.
• Explain the implications of the data from 2000 to 2008 and how this data will influence your decisions for the prison population in your new role as deputy director of your state’s Department of Public Safety and Corrections.

Reference:

Cooper, M., Sabol, W. J., & West, H. C. (2009). Prisoners in 2008. Retrieved from http://bjs.ojp.usdoj.gov/index.cfm?ty=pbdetail&iid=1763

Required Readings

James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.
Chapter 10, “Partner Violence” (pp. 286-330)
Chapter 11, “Family Crisis Intervention” (pp. 331-372)

Assignment: Crisis With Individuals, Couples, and Families

Many people do not connect the word crisis to the words couples and families. When considering the impact of issues such as significant illness, death, job loss, addiction, and relationship violence, a crisis is indeed what has happened within a couple or a family. Such an event affects all involved, singularly and collectively. Family systems theories teach that there is a recalibration period after an event occurs for which the collective unit must make adjustments and acclimate to the change, whether that event is positive or negative. When one part of a system is changed, the other parts are impacted as well. For crises that have a family impact, it is important to work within this framework to help the family adjust and recover.

For this Assignment, identify two types of crises experienced by individuals, couples, and/or families. Select two research articles from the Walden Library that discuss interventions for each of the crises you chose (totaling four articles). Think about the merits and limitations of the interventions discussed in your articles and that you would implement in your own practice and why. Consider the cultural, ethical, and/or legal issues related to treating survivors of the two crises you chose.

The Assignment (2–3 pages):

• Explain the merits and limitations of the interventions discussed/recommended in the articles.
• Explain which intervention(s) you most likely would use in your own practice and why.
• Explain the primary cultural, ethical, and/or legal issues related to treating survivors of the two types of crises you chose.

Support your Assignment with specific references to all resources used in its preparation. You are required to provide a reference list and to appropriately cite, in APA style, all references used within your Assignment.

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