study2.docx Joharis Window – Include definition and its four components (p. 80)  Definition: help people better understand their relationships with the self and others 1. Open area: things that you know about y
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study2.docx Joharis Window – Include definition and its four components (p. 80)  Definition: help people better understand their relationships with the self and others 1. Open area: things that you know about yourself and that others know about you 2. Blind area: it illustrates the things we may not be aware of but that can be seen by others 3. Hidden area: holds the things that we know about ourselves but keep hidden from others 4. Unknown area: unknown to both you and others 1. behaviors that you engage in publicly, attitudes that you express, skills that you use, groups that you belong to, and your public history 2. incompetent communication habits, such as speaking too loudly without realizing it. 3. keep certain information hidden from time to time. It would be inappropriate, for instance, to share negative information about yourself upon first meeting another person 4. Human potential represents an aspect of the unknown for all of us   Social Penetration Theory (p. 80) What are two key components?  Definition: communication involves multiple people, self-disclosure is a vital activity. Social penetration theory describes how disclosure typically progresses 1. RANGE of topics on which disclosure is happening 2. DEPTH, or the significance of information that is disclosed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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