This assignment is intended as a vehicle through which you can work to improve your skills in an interpersonal context. It is titled, ‘Learning to Learn’ because the ultimate goal is to provide you with a set of procedures that will allow you to work on your communication skills well after you have left this course. There are 3 main parts of this assignment, which should be done in sequence. In order to begin, start thinking about your daily interactions. Think of a situation in which you felt uncomfortable/unsatisfied with your encounter. For example: Situations where you felt nervous about approaching a particular individual Situations where you were attempting to avoid discussing a particular topic Situations where you had set an interpersonal goal, but knew you had not achieved it. Situations where you felt dissatisfied by the results, unheard, or ignored. Situations where the other person gave you negative feedback (e.g., they said, ‘just forget it,’ ‘you never listen to me,’ ‘you’re so insensitive,’ ‘you don’t care,’ etc.) Situations where you or your partner said, ‘we’ve been through this a million times before.’ Recall the details to the best of your ability. Note both verbal and nonverbal interactions. Note the time and place of the interaction, etc. In the cases where you were avoiding either the person or the given topic, note how you did this, why you think you did this, and how the other responded to your avoidance. At this point, you should be ready to work on the Learning to Learn assignment. The paper is divided into three parts to help you organize. Here are the three parts: Part I: Focusing on the Problem Describe a set of interpersonal communication skills you would like to develop, or an undesired repetitive pattern (URP) that you would like to break. Include a discussion of the problems it creates for you or the needs that do not get fulfilled because of the problem. Be specific. Describe in narrative form a specific event where the skill needed or the URP was experienced. Include sample dialogue. Keep the following in mind: –What relationship did you have with this person? –Where did it take place? –When in your relationship development (if relevant)? –Were there important events that came before? –What were the major issues or concerns? –What feelings were present? –What behaviors were present? –What type of language was used? Describe other common situations where the same skill need is present or where the URP is likely to occur. Assess how often or how likely this URP or lack of skill is likely to be an issue. Part II: Plan for Working on Change Once you have a firm handle on the problem you want to work on, you need to take a look at the textbook for ideas about alternative behaviors. The chapter or chapters in your text which address the areas you are working on will provide bother prescriptions for types of behaviors that may be appropriate. Once you have reread through the information, you can begin Part II. Choices, alternatives, and strategies: Identify and write out at least 2 possible, realistic choices, alternatives and/or strategies for improved interpersonal interaction for your identified problem. Please cite appropriate references. Describe what you will be able to do when you have completed your development program or what the interaction will look like without this URP. Where, when, and with whom do you wish to use this skill in particular? Part III: Assessing Change Here is where you will set specific goals and ways in which you will measure change. Describe in detail what you would accept as evidence that you are making progress on your skill development. For example: Three conversations with a particular person without a URP. Whenever you make changes in your behavior, there may be some consequences, whether positive or negative. It is important to discover these before implementing a program of action and these consequences have to be taken into consideration. If, for example, the changed behaviors you choose involve other persons close to you and the way you interact with them, it is important to consider how these new actions may affect these ongoing interactions. Consider both positive and negative, as well as both short term and long-term consequences of your new action and write down in specific terms. This part should be FULLY developed, as it is important to think about the consequences and to realize that, while you can control your behavior, you cannot depend upon controlling the behavior of others. This part should also be documented with the text. Think about how this change might be maintained and become part of your interpersonal repertoire. How can you prevent backsliding? What can you do if your strategy doesn’t work? Again, think through this carefully and write about this thoughtfully. Are there any other situations in which you can use this strategy or skill? Explanation & Answer: 3 pages Tags: Assessing change improve your skills communication skills interpersonal goal Working on Change User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.
Reference List: Basic Rules
Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.
This resource, revised according to the 7th edition APA Publication Manual, provides fundamental guidelines for constructing the reference pages of research papers. For more information, please consult the Publication Manual of the American Psychological Association, (7th ed.).
Note: Because the information on this page pertains to virtually all citations, we’ve highlighted one important difference between APA 6 and APA 7 with an underlined note written in red.
Formatting a Reference List
Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.
Your references should begin on a new page separate from the text of the essay; label this page “References” in bold, centered at the top of the page (do NOT underline or use quotation marks for the title). All text should be double-spaced just like the rest of your essay.
Basic Rules for Most Sources
- All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.
- All authors’ names should be inverted (i.e., last names should be provided first).
- Authors’ first and middle names should be written as initials.
- For example, the reference entry for a source written by Jane Marie Smith would begin with “Smith, J. M.”
- If a middle name isn’t available, just initialize the author’s first name: “Smith, J.”
- Give the last name and first/middle initials for all authors of a particular work up to and including 20 authors (this is a new rule, as APA 6 only required the first six authors). Separate each author’s initials from the next author in the list with a comma. Use an ampersand (&) before the last author’s name. If there are 21 or more authors, use an ellipsis (but no ampersand) after the 19th author, and then add the final author’s name.
- Reference list entries should be alphabetized by the last name of the first author of each work.
- For multiple articles by the same author, or authors listed in the same order, list the entries in chronological order, from earliest to most recent.
- When referring to the titles of books, chapters, articles, reports, webpages, or other sources, capitalize only the first letter of the first word of the title and subtitle, the first word after a colon or a dash in the title, and proper nouns.
- Note again that the titles of academic journals are subject to special rules. See section below.
- Italicize titles of longer works (e.g., books, edited collections, names of newspapers, and so on).
- Do not italicize, underline, or put quotes around the titles of shorter works such as chapters in books or essays in edited collections.
Basic Rules for Articles in Academic Journals
- Present journal titles in full.
- Italicize journal titles.
- Maintain any nonstandard punctuation and capitalization that is used by the journal in its title.
- For example, you should use PhiloSOPHIA instead of Philosophia, or Past & Present instead of Past and Present.
- Capitalize all major words in the titles of journals. Note that this differs from the rule for titling other common sources (like books, reports, webpages, and so on) described above.
- This distinction is based on the type of source being cited. Academic journal titles have all major words capitalized, while other sources’ titles do not.
- Capitalize the first word of the titles and subtitles of journal articles, as well as the first word after a colon or a dash in the title, and any proper nouns.
- Do not italicize or underline the article title.
- Do not enclose the article title in quotes.
- So, for example, if you need to cite an article titled “Deep Blue: The Mysteries of the Marianas Trench” that was published in the journal Oceanographic Study: A Peer-Reviewed Publication, you would write the article title as follows:
- Deep blue: The mysteries of the Marianas Trench.
- …but you would write the journal title as follows:
- Oceanographic Study: A Peer-Reviewed Publication
- So, for example, if you need to cite an article titled “Deep Blue: The Mysteries of the Marianas Trench” that was published in the journal Oceanographic Study: A Peer-Reviewed Publication, you would write the article title as follows:
Please note: While the APA manual provides examples of how to cite common types of sources, it does not cover all conceivable sources. If you must cite a source that APA does not address, the APA suggests finding an example that is similar to your source and using that format. For more information, see page 282 of the Publication Manual of the American Psychological Association, 7th ed.
