Therapeutic Communication
Introduction
This critical reflective report was written as a requirement for the Professional and Therapeutic Communication Class (Nurs11152). There are many techniques for writing which will separate out the descriptive, personal and emotional components from the analytical and reflective – a lot of which I have used in this report to move any reader into imagination and metaphor to create more insight (Rolfe, Jasper & Freshwater, 2011). As a writer, I wanted to put myself in a place of the other person in the event and tell the story from her point of view to move beyond barriers, thus, the use of the third person. Read on and let me take you on my journey via the Group Dynamic Stages (Tuckman, 1965).
The Story
They were new people.
She looked around the sea of unfamiliar faces – blondes and brunettes, round and squinted eyes, alabaster skins, aquiline noses, very, very tall people – she did not know anybody at all. That thought made her shiver. And that shivery thought made her feel like the smallest person in the room, literally and figuratively.
She was the new girl. She arrived a day later than the rest of the international students in that class. She was the newest girl. And it was a very unfamiliar territory.
Any person brought into unfamiliar surroundings experiences fear. "Fear is the emotional response to the perception of an alternating loss of control and regaining of control. (Saliba, D., 1980). A person fears what he is unfamiliar of, maybe because the sense of familiarity somehow gives people a sense of comfort. And any student, even those who are not achievement-motivated, fears to be seen as incompetent and unable in the eyes of others (De Castella, Byrne & Covington, 2013).
In a room filled with blondes and blue-eyed people, being Asian was being a tad different from the rest. Arriving in a foreign country was something new. Attending a new class was something exciting. It was something to look forward to because from that
This critical reflective report was written as a requirement for the Professional and Therapeutic Communication Class (Nurs11152). There are many techniques for writing which will separate out the descriptive, personal and emotional components from the analytical and reflective – a lot of which I have used in this report to move any reader into imagination and metaphor to create more insight (Rolfe, Jasper & Freshwater, 2011). As a writer, I wanted to put myself in a place of the other person in the event and tell the story from her point of view to move beyond barriers, thus, the use of the third person. Read on and let me take you on my journey via the Group Dynamic Stages (Tuckman, 1965).
The Story
They were new people.
She looked around the sea of unfamiliar faces – blondes and brunettes, round and squinted eyes, alabaster skins, aquiline noses, very, very tall people – she did not know anybody at all. That thought made her shiver. And that shivery thought made her feel like the smallest person in the room, literally and figuratively.
She was the new girl. She arrived a day later than the rest of the international students in that class. She was the newest girl. And it was a very unfamiliar territory.
Any person brought into unfamiliar surroundings experiences fear. "Fear is the emotional response to the perception of an alternating loss of control and regaining of control. (Saliba, D., 1980). A person fears what he is unfamiliar of, maybe because the sense of familiarity somehow gives people a sense of comfort. And any student, even those who are not achievement-motivated, fears to be seen as incompetent and unable in the eyes of others (De Castella, Byrne & Covington, 2013).
In a room filled with blondes and blue-eyed people, being Asian was being a tad different from the rest. Arriving in a foreign country was something new. Attending a new class was something exciting. It was something to look forward to because from that
References: Jones, R. (2007). Nursing Leadership and Management. Philadelphia: FA Davis Company. Verderber, C. (2010). Inter-act : interpersonal communication concepts, skills, and contexts (12th ed.) pp De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement Motivation, Fear of Failure, and Student Disengagement du Plessis, K., & Corney, T. (2011). Trust, Respect and Friendship: The Key Attributes of Significant Others in the Lives of Young Working Men Edison, T. (2008). The Team Development Life Cycle. (cover story). Defense AT&L, 37(3), 14. Jefferies, D., Johnson, M., & Nicholls, D. (2012). Comparing written and oral approaches to clinical reporting in nursing Jirwe, M., Gerrish, K., & Emami, A. (2010). Student nurses’ experiences of communication in cross-cultural care encounters Keyton, J., Caputo, J., Ford, E., Fu, R., Leibowitz, S. A., Liu, T., & ... Wu, C. (2013). Picker-Rotem, O., Schneider, A., Wasserzug, S., & Zelker, R. (2008). Nursing leaders of tomorrow: a peer selection process Showry, M. M., & Manasa, K. (2012). Effective Communication for Professional Excellence. Report. Retrieved 03 May, 2013 from http://www.characterfirst.com/assets/Files/TKI-Sample-Report.pdf