Eye Contact Facilitating Communication Discussion Responses

Eye Contact Facilitating Communication Discussion Responses

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Type	Essay
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Description/Paper Instructions

Eye Contact Facilitating Communication Discussion Responses

You must respond to at least 2 classmates’ threads

First reply:

Misty Phillips 

DB 3

When I consider skills that would be hardest and easiest for myself as a group leader, I appreciated the video series to help me see what they would look like.  The one I would consider to be the easiest

would be drawing members out.  Jacobs et. al. (2016) shared that eye contact with everyone, especially those not participating, helps to draw group members into speaking.  I am the type of person that

does not like to speak up because I do not like the feeling of rejection.  However, sometime ago, I learned that if the leader made eye contact with me, I felt more secure with sharing.  I have found that

even now, I make eye contact with people I would like to speak up.  I may not be leading groups, per se, but even in friend circles, I will make eye contact with the person not speaking.  That usually

encourages them to speak. Eye Contact Facilitating Communication Discussion Responses

When considering the area that would be hardest for me, is cutting off.  I am a timid person and the idea of stopping someone from speaking is quite intimidating for me.  I felt better after reading from

our textbook because the idea of using eye contact and shifting to another person, makes it seem so much easier (Jacobs et. al., 2016).  I saw Jerry Corey do this often in the video series and he was

also very good at finding a small gap and asking the new person, to whom he was making eye contact with, what they thought of the topic.

There is importance to different personality styles and they contribute to the overall good of society.  In groups, power in the right manner, is very productive.  Forsyth (2019) shares that positive power

encourages positive responses and actions by those under them.  The idea of a group is to have a positive power that encourages goal meeting and community.  Status is important because without it,

someone is going to step up and form the hierarchy (Forsyth, 2019).  Establishing the status of the group, and leaders balancing that status, so that no one person runs it all, takes delicate balance.

References

Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage

Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills. Boston,

MA: Cengage

Second reply:

Gina Barker INSTRUCTOR MANAGER

Group Leadership Skills

It was really interesting to learn what you identified as the easiest and hardest leadership skills to acquire and use. What stood out to me in your threads was how many of these skills were identified as the easiest to use by some and the hardest to master by others, including actively listening, using eyes, linking, modeling/self-disclosing, and drawing out members. This speaks to the critical importance of knowing your strengths and weaknesses as a group leader. As this discussion closes this week, continue to examine these different skills while considering the role of various group dynamics—including power and status—along with leader personality and styles.

Eye Contact Facilitating Communication Discussion Responses

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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