Communication: Transferring Info & Forming Relationships - Essay Sample

Introduction

Communication involves the process of the transfer of information from one person to the other through various means and channels. In conventional means of transferring this information includes conversations that take place between people of diverse backgrounds who endeavor to receive and deliver their ideas. Social relationships formed may conform to different models described by the various people who studied communication. For instance, Mark Knapp and Anita Vangelisti (2000) came up with the model of interaction stages that aimed at describing the path followed by romantic relationships as well as how they undergo them. In this case, the models of communication and relationships will be adequately discussed.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Background Information

The paper seeks to discuss three different interactions which are described by the interpersonal communication of the different models that are presented by various authors. The limitations of these models will also be explored at length. The personal perspective of the author is also anticipated to be more reflective on the scenarios as these are first-hand experiences. Relational culture will also be extensively discussed and how people may develop phrases and terms to strengthen their bond with one another.

Context of the Relationships

The first scenario seeks to bring about the interpersonal relationship in online relationships that have progressed to later stages of the models of the interaction stages. The second scenario, on the other hand, is not far from the first one but the interaction is more robust, but there is a change in environment as well as other contributing factors that may not have been covered by the models. The last case covers a different level of communication where the parties involved may not share a romantic relationship but a higher state of bonding that results in guidance and direction.

Scenario 1

As mentioned above, the first relationship scenario covers an interpersonal type of relationship, in this case, family member relationship. Jessie's big sister, Elizabeth, who is a single parent at the moment, would like to find a new relationship. In her recent relationship, the husband is a drunkard and has an anger management problem that always results in a domestic violence case most of the times. Worst case scenario, he also extends his anger to abusing their 16-year-old son when he tries intervening. The first stages of the model described as the model of interaction stages quickly took part in enabling the relationship to set sail in the early stages of the relationship.

The first stages involved during the relationship was attraction which in this case was physical attraction characterized by using every methodology to get a glimpse of at least what the other may like and be convinced to stay in the relationship. The relationship progressed to marriage then family that later turned to an abusive marriage. This represents the different instances of bonding that were created during the dating period. Upon realizing that the frequent domestic violence was a step too far, the bond of being a strong family loosened and the lower phases of the interaction stages experienced. The love that Jessie's sister had for her husband loosened mainly due to the abuses, thus lowering the earlier on interaction stages. Later, Jessie's sister sought to seek social interaction avenues focusing online in most cases. Due to shared interests and goals, the association between Elizabeth and her potential soul mate increased. From the earlier initiation stages to experimentation and bonding, the association moved to a definite direction similar to Knapp's relationship model (Avtgis, West & Anderson, 1998). According to this model, a new social interaction begins with initiation level, and then progresses to experimentation, intensifying, integrating, and then bonding level, which is the core center of the relationship. The online relationship changed more closure, trust, and exchange of contacts before changing the environment of interaction to a physical one.

Scenario 2

The second instance involves an eager friendship that turned into a heartbreaking relationship. At one point in life, children in their growth start to experience feelings of attraction towards those of the opposite sex. At this time, there are confusions as to whether the feelings are real and whether their perceived partner feels the same way (Avtgis, West & Anderson, 1998). In their sophomore years in the university, people learn how to get into relationships and express their feelings amidst the ridicule brought about by peer pressure. Brian feels attracted to a classmate of the same year, a course mate named Jessie who is bright and beautiful. Brian and Jessie attend lectures together and sit at the back of the class intentionally and unintentionally with a strong bond of friendship.

Brian goes ahead to present his feelings to Jessie in a bid to elevate their friendship to the next level, which he is accepted, and their love boat sets sail. As they start to know each other better, the girl has not been exposed to love and relationships, but Brian is experienced and has developed stance. The girl is taken out on dates and is exposed to the love and pleasure life where she does not draw happiness from the relationship but their night outs. At this time Jessie is convinced that her new party friends that have been introduced to her by her boyfriend are the real ones.

She is tempted to cheat because he does not feel the bond with Brian anymore. Their break up a conversation is emotional and vicious. Brian goes on to talk to Jessie calmly, "hey dear, we need to talk." "Talk about what?" she replies. Brian is taken aback. "Is everything okay?" "Yes, but I don't want to talk right now I am confused, I don't feel you anymore." The response by the lady has just steered their relationship to a different direction. The relationship between Brian and Jessie can be said to undergo the social penetration theory, whereby their personalities are unleashed in layers. At first, the feelings towards one another are mutual, and each one of them experiences a different set of defined attraction, which can be termed as the superficial layer. This progresses extensively until the core personality of the lady is finally revealed towards the end of the relationship. As described by Edwards et al. (2009), just like any other intimate relationship, their relationship undergoes the model of interaction stages before the ultimate stage of avoidance and termination. All this can be gathered from the conversations which have been previously discussed during their arguments. It is apparent from the conversation that the lady was forcing a breakup with Brian and in so doing, ending the relational maintenance stage of the relationship. By saying, "I can't feel you anymore," Brian realizes the relationship is changing from one step to the next because it was sinking.

Scenario 3

The last relationship involves that of a teacher and a student that may have brought about success in exams, although the relationship was harsh. Most of the teacher-student relationships may not be convincing as students do not respect the authority of teachers, and their attitude is backed by the mob psychology of defiance. Mr. Adams is drafted into the school as the new mathematics and physics teacher with whom you may tell is one of those calm, smart fellows who do not solve issues through violence and shouting. The students are somewhat easy with him, but the teaching and delivery of content in physics and mathematics class show his expertise and competence in his craft.

Jessie is a bright student, one of the best performing students who are fond of asking questions. The boy's favorite subject is physics with a touch of mathematics; hence, the bond is good, and the teacher-student relationship becomes a friendship. It doesn't take long before Jessie rises to the top of the class with the other students complaining of favoritism. "Thanks a lot, sir I am grateful for the guidance and direction in the classical mechanics as well as electronics." "You do not have to do that. This is what I am paid to do. It is my joy to see you excel academically." The conversation is formal, although their relationship is on a deeper level. From the conversation, it is observed how the relationship between Jessie and teacher Adams has gotten to a point in which each can recognize each other's influence as far as educational excellence is concerned. By saying that it is his joy to see his student excel, it can be deduced that the teacher-student relationship was changing to a better level in which the student has chances of more guidance and academic excellence in future. This relationship also conforms to the linear model as the student, and the teacher develops a bond that is backed by the relational culture that is manifested in education (Edwards et al., 2015).

Conclusion

From the above three relationships, it is essential to note that the bonds that were created through effective communication are commendable, and the lack of communication can also be interpreted as lethal or at times, costly. The linear models of relationship formation have been accurately followed with the social penetration theory as well as the model of interaction stages have been well followed up. Attraction models have also been experienced with different phases of the stages been involved. It may also be accurate to state that the model also attracts the imitations discussed as the above relationships do not take into account the different stages and ages of the parties involved.

The shift of the relationship from one stage to the next is noted in the first scenario where the domestic abuse from one of the parents destroys the once loving relationship. This is noted from the recorded instances of violence, which in this case is narrated as secondary hence no conversations were captured. On the other hand, the second scenario involving the romantic relationship clearly signifies the challenges in the stage of the relationship due to the changes in the conversational tone that can be deduced from the girl's conversation with the boy. The tone is harsh according to context, and this passes a negative message to the parties involved. The last scenario shifts stages, whereby the student is overwhelmed by his performance. The shift moves from mere admiration to solid reverence and respect when the conversation ends when the teacher insists that is his job.

References

Avtgis, T., West, D., & Anderson, T. (1998). Relationship stages: An inductive analysis identifying cognitive, affective, and behavioral dimensions of Knapp's relational stages model. Communication Research Reports, 15(3), 280-287. doi: 10.1080/08824099809362124

Edwards, A., Edwards, C., Wahl, S., & Myers, S. (2015). The Communication Age: Connecting & Engaging (2nd ed.). Los Angeles, CA: SAGE Publications.

Hargie, O. (2016). Skilled interpersonal communication: Research, theory, and practice. Routledge.