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CHAPTER 2
COMMUNICATION AND IDENTITY
Objectives
After studying the material in Chapter Two of Looking Out/Looking In, you should understand:
1. How the self-concept is defined.
2. How biological and social factors influence the self-concept.
3. How the self-concept is developed and shaped.
Specifically, you should be able to:
1. Describe the relationship between self-concept, self-esteem, and communication.
2. Explain how self-fulfilling prophecies shape the self-concept and influence communication.
3. Compare and contrast the perceived self and the presenting self as they relate to identity
Notes on Class and Student Activities
A. Ego Boosters and Busters
(Pause and Reflect, text, p. 43 and 2.3 in Student Activities Manual)
Objectives
To enable the student to see how messages from others affect his or her self-concept.
To enable the student to understand how his or her communication affects the self-concept of others.
B. Recognizing Your Strengths (Pause and Reflect, text, p. 45)
Objectives
To illustrate the disproportionate emphasis we place on negative parts of the self-concept.
C. Having the Will to Change
Objectives
To demonstrate how an obsolete self-concept becomes a self-fulfilling prophecy that keeps the
Instructions
Discussion Questions
1. What did you discover about the differences between being unable and unwilling to do
something?
D. Your Personal Coat of Arms
Objectives
Options
You may assign this as an out-of-class activity. Students may use pictures from magazines, snapshots,
Discussion Questions
1. When you have seen the coats of arms of your whole group, do you find any similarities?
2. In what ways are the coats of arms most alike? What could be an explanation?
Student Instructions
1. Create a personal coat of arms that represents important information about you, such as
A) people who are important to you.
B) locations that are significant to you.
2. Remember that you needn’t be a professional artist to complete this activity. This is a getting-
acquainted activity, not a contest.
E. Interpersonal Interviews
If you haven’t done Introductions in Chapter One (Activity B in Instructor’s Manual), a good,
nonthreatening way to help all class members begin to talk to one another and in front of the class is
to conduct interpersonal interviews.
Variations
Do shorter interviews on a number of days, using one topic at time (e.g., only biographical
information one day, only interests another, and only future goals another). Or, after the interviews
F. Self-Monitoring Inventory (text, p. 54)
Objectives
Discussion Questions
G. Self-Concept Collage
Objectives
To provide students with opportunity to reflect on the social development of their own self-concepts.
To illustrate reflected appraisal and social comparison.
Instructions
Discussion Questions
1. Who are the people in our lives who have had the greatest influence on our self-concept? Identify
2. Relate the discussion in #1 to the textbook concept of reflected appraisal. What does it mean and
how do the people mentioned above play a part in the process? How do these people contribute to
Student Instructions
Purpose
The purpose of this activity is to reflect on and become aware of the people and communication
events that have played and do play a role in the development of your self-concept.
Format
H. Self-Fulfilling Prophecies in the Workplace
Objective
To explore self-fulfilling prophecies and communication in an applied context.
Instructions
Lead a discussion about common other-imposed and self-imposed prophecies in the workplace.
I. Self-Disclosure Tales
Objective
To increase the students’ awareness of the levels of self-disclosure others use with them and how they
Discussion Questions
1. How do you notice reciprocity of self-disclosure at work in your relationship?
J. Appropriate Self-Disclosure (Skill Builder, text, p. 66, and Disclosure and Alternatives,
2.10 in the Student Activities Manual)
Discussion Questions
1. Which guidelines were most relevant when developing your self-disclosing message? Explain.
K. The Ethics of Evasion (Ethical Challenge, text, p. 71)
Objective
Instructions
1. As explained in the Ethical Challenge box, have students write an anonymous description of
Discussion Questions
1. Which situations did you find to be most and least moral? Explain.
2. What justifications were most acceptable for each of the different types of evasion, and why?
