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Im working on a question, and I got stuck.Role of Power Symmetrical Relationship Role of Power How Power Affects This Relationship Both people in this type of relationship have the same orientation toward power. Both desire power, or both want to avoid power. When you are in a symmetrical relationship where you both want to relinquish power to the other person, decision making becomes an issue. If neither person is willing to take control or claim power over the situation, then problems can arise. This type of relationship then becomes a submissive symmetrical relationship. If, on the other hand, both people want to take control, then the relationship is a competitive symmetrical relationship. Competitive Symmetrical Relationship Role of Power How Power Affects This Relationship In this type of relationship, both people want to take control or have power in the relationship. Each person in the relationship wants to control the other or the situation. In this type of relationship, having power is the person’s goal. When each person in the relationship wants to control the other person or the situation, then the relationship is about who can get his or her way. The goal is to have power over the other person or situation. In this relationship, cooperation and negotiation become very difficult; however, these are not impossible. Submissive Symmetrical Relationship Role of Power How Power Affects This Relationship In this type of relationship, power is to be avoided. Both people in the relationship want to avoid taking control of the situation or making decisions. Power in this case is unwanted by both parties. When both people in the relationship want to avoid having power over the other or the situation, then it is hard, if not impossible, to make decisions or move forward in a situation. Both people can flounder and struggle with indecisiveness in this type of relationship. Page 1 of 1 Interpersonal Communication ©2014 South UniversityPower Affecting Communication Lets look at how power affects communication. Beebe, Beebe, and Redmond (2017) describe interpersonal power as the degree to which a person is able to in�uence or control his or her relational partner (p. 231). In a perfect world, each relationship partner would have equal degrees of power in the relationship, but reality shows us that the power equation is not equal. So how does one person in the relationship gain more power over the other person? One usually overpowers another because the other person is dependent on his or her partners ability for ful�llment of his or her needs. Personal needs can range from the basics of food, shelter, and money to emotional needs, such as affection, love, sex, and intimacy. One person can also have power over another in the relationship if the other person relies on his or her partner for self-image. In other words, if the relationship is a de�ning factor for someones self-esteem, this can cause dependency and a driving factor to stay in the relationship. Power differences can cause con�icts in relationships. According to Baxter and Montgomery (1996), relational con�ict is not an either-or situation but it is a management of ongoing dialectical tensions. Dialectical tensions are two opposing desires either in ones self or between two people. For example, John and Anita have been married for about a year and �nd themselves frequently having small arguments. John wants to devote more time to himself, and Anita desires spending more time together. This can be described as a dialectical tension of separateness and togetherness. Envision a rubber band—the more Anita pushes to do things together, the more John pulls away. John often retreats to his man cave to work on his car when Anita suggests an outing together. Since Anitas job provides the majority of income for the household, she feels more entitled to get what she wants. This feeling of entitlement comes across in her communication with John and often causes John to retreat. Although differences in power exist in all relationships, the power balance may shift as circumstances and needs shift. According to Baxter and Montgomery (1996), dialectical tensions are ongoing and relationships are processes with dialectical tensions. In the example of John and Anita, how can they manage their dialectical tension? Notice that the question is how to manage and not how to resolve. How can the couple negotiate both closeness at times and separateness at times? Constructive communication is the key to help manage relationship con�icts due to dialectical tensions. In the example of John and Anita, constructive communication would start with focusing on the problem to be solved. Both John and Anita need to assertively explain how the other partners actions affect them. The focus should also be on discussing what is important for each partner and how these needs can be met. Underlying this discussion should aWeek 4 Project $15.00 Task: Submit to complete this assignment Overdue - 19 hours ago Conflict Management In this assignment, you will analyze an interpersonal conflict. This conflict can be an actual situation that you have participated in or observed or from a conflict situation that you watched in a film or a television show. In your analysis, you will need to: Step One: Describe the conflict situation. Describe the characters involved. Provide a brief description of the background of the conflict. Relay the conflict conversation and outcome. Step Two: Analyze and describe the conflict by identifying what has happened in the different stages of the conflict: Source Beginning Middle End Aftermath Step Three: Describe reasons or sources of the conflict such as incompatible goals, scarce resources, or interference. Step Four: Regardless of the outcome, describe the strategies that either party or both people involved could have used to more effectively manage the conflict. Submission Details: Provide your answers in a 3- to 4-page Microsoft Word document.Nurturing vs. Toxic Relationships Relationships are created, maintained, and even dissolved through communication. Beebe et al. (2017) explain that relationship forming and maintaining is done by both partners who decide on the merits or drawbacks using a cost–bene�t analysis. In other words, the estimated costs of the relationship are weighed against the estimated bene�ts of the relationship to determine whether you stay in or leave a relationship. That being said, how do you explain why someone would stay in a toxic relationship? First, this discussion about toxic relationships implies more than relationship challenges or failures to have needs met in the relationship. Toxic relationships are characterized as having some elements of harm to either or both partners. Harm may be in the form of a mental or physical abuse or an emotional damage. Now, lets examine different behaviors and communications that can characterize a toxic relationship. Beebe et al. (2017) identify several factors—deceiving, jealousy, criticizing, discon�rming, withdrawing, and abusing both mentally and physically. Oftentimes, there is also relational violence in toxic relationships. These authors also claim that acts of relational violence communicate anger, frustration, lack of control, and disregard for a partner and the relationship, while instilling fear and engendering retaliation, counterattacks, and subversion (Beebe et al., 2017, p. 283). Obviously, there is a degree of severity in a toxic relationship, which is determined by the degree of harm to one or both of the people involved. Even when there is a signi�cant degree of harm, sometimes people chose to stay in the relationship. Why? The social exchange theory is an interpersonal communication theory about costs and bene�ts that may help you understand what is happening. Thibault and Kelley (1952), in their seminal book, The Social Psychology of Groups, explain that people estimate what rewards and costs they would incur from the outcomes of interpersonal interactions and situations. People have a natural tendency to increase rewards or move toward situations that seem to have rewards and move away from situations that are estimated to incur costs. Therefore, in case of toxic relationships, why someone stays in a severe toxic relationship may be better understood if viewed by the social exchange theory. In this case, the injured person may be staying in the relationship because the cost of leaving is perceived to be higher than the cost of staying. If this is the reason, then there is a greater tendency to avoid interaction with the relationship partner or �ght back by engaging in a similar toxic behavior, thereby creating a circular pattern that is often hard to break. It is advisable for people in these types of toxic relationships to get professional help to either break the toxic communication patterns or help the harmed party leave the relationship. If the relationship is only milStress Management Stress does affect how and why we communicate. The old adage is when you squeeze an orange, you get orange juice. Using this metaphor, what happens when we are squeezed or stressed? Oftentimes, the result is that our patience is tested and we react and speak without thinking. Anger is often about deeper issues than what we are arguing about. For example, it is common to feel stressed when we feel that there are too many demands on us—time, money, caretaking, problem solving, and so on. When we are stressed, our body and mind suffer and it is harder to have constructive and supportive conversations. Since it is a given fact that you will always have some stress in your life, the question is how to manage your stress so that it doesnt affect your health and your relationships. The �rst place to start is to recognize that you have the control and ability to manage your own stress. Although the stressful circumstances may be caused by another person, only you can manage your stress. Stress is a reaction to perceived and real problems. Referring back to con�ict and problem solving, remember that the problem you name is the problem you set out to solve. This gives you a key tip for managing stress. If you feel more stressed by assessing the problem as unsolvable or debilitating, then you can work at reframing the problem. Reframing is an effective way to manage stress. For example, ask yourself—is this particular problem or issue a mountain or a mole hill? Your self-talk or how you think about a problem in�uences how you feel about the problem. For example, when you say to yourself that you really hate traf�c and that a traf�c jam makes you feel angry, the words that you choose to describe the traf�c give you stress. Instead, if you say that you dont like being stuck in traf�c but you can use the time to listen to your favorite music, then your stress will be lessened. Positive self-talk is a key for managing stress. So what is positive self-talk? First, you need to be aware of what you are saying to yourself. Examine the word choices that you use to describe the problem. Ask yourself, can you reframe or reword your description of the problem? You feel you have control or dont have control over the situation because of the words you use. For example, when you think of a situation as would have, could have, or should have, you are thinking about the issue in the past tense. The fact is that it is impossible to could have, would have, and should have in the present moment. You cant go back and redo the action. Using this type of language can make you feel helpless and, as a consequence, feel stressed and depressed. Reframing in this case would be to substitute the past tense verbs with the present and the future tense. For example, Maria is a stockbroker in a major brokerage �rm. She gets tremendous pressure from management to bring in substantial new clients. Recently, Maria received a call frCOM2006 Week 4 Project Rubric Course: COM2006-Interpersonal Communication SU01 Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Described the conflict situation / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts Assignment meets expectations with all components being addressed; demonstrates the ability to evaluate and apply key assignments concepts Assignment exceeds expectations with exceptional depth; presents all requirements of the assignment; demonstrates the ability to evaluate, apply and synthesize key assignment concepts Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Analyzed the conflict using the conflict process stages / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts. Assignment meets expectations with all components being addressed; demonstrates the ability to evaluate and apply key assignments concepts Assignment exceeds expectations with exceptional depth; presents all requirements of the assignment; demonstrates the ability to evaluate, apply and synthesize key assignment concepts Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Discussed the reasons or sources of the conflict / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts Assignment meets expectations with all components being addressed; demonstrates the ability to evaluate and apply key assignments concepts Assignment exceeds exp