How Sexual and Emotional Cheating Affects Relationships

How Sexual and Emotional Cheating Affects Relationships

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Type	Essay
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Description/Paper Instructions

How Sexual and Emotional Cheating Affects Relationships

UMGC Listening & the Dark Side of Relationships / Relationship Development & Social Exchange Theory / Friends and Family

Please carefully follow the instructions below. You will be answering a total of four questions. In your response use the subheadings (Listening and The Dark Side of

Relationships). How Sexual and Emotional Cheating Affects Relationships

5.2 Listening

After reading chapter 5 from the Week 5 Learning Resources entitled “Listening” respond to this discussion topic. Be descriptive in answering two of the following questions.

Compare and contrast the four main listening styles (not listening types). Which listening style/s are you most likely to use?

We are capable of thinking faster than the speed at which the average person speaks, which allows us some room to put mental faculties toward things other than listening. What typically makes your mind wander?

Bad speakers and messages are a common barrier to effective listening. Describe a time recently when your ability to listen was impaired by the poor delivery and/or content of another person. How did your bad listening affect your relationship with the speaker?

Of the bad listening practices listed, which do you use the most? Why do you think you use this one more than the others? What can you do to help prevent or lessen this barrier?

5.3 The Dark Side of Relationships

After reading the chapter from the Week 5 Learning Resources entitled “The Dark Side of Relationships” respond to this discussion topic. Answer one question from 1-4 and one questions from 5-7.

Answer one of the following questions: How Sexual and Emotional Cheating Affects Relationships

Define the dark side of relationships. How Sexual and Emotional Cheating Affects Relationships

Explain how lying affects relationships. Be sure to include how lying has affected one of your relationships or how you have observed it affecting the relationship of someone close to you.

Explain how sexual and emotional cheating affects relationships. How Sexual and Emotional Cheating Affects Relationships

Define the various types of interpersonal violence and explain how they are similar and different.

Answer one of the following questions: How Sexual and Emotional Cheating Affects Relationships

Describe a situation in which lying affected one of your interpersonal relationships. What was the purpose of the lie and how did the lie affect the relationship?

How do you think technology has affected extradyadic romantic activity? How Sexual and Emotional Cheating Affects Relationships

Getting integrated: In what ways might the “dark side of relationships” manifest in your personal relationships in academic contexts, professional contexts, and civic contexts?

Relationship Development & Social Exchange Theory

After reading the chapter entitled “7.1 Foundations of Relationships” found in the Week 5 Learning Resources complete the questions found below.

1. Analyze one of your relationships in terms of two or more stages of relational interaction (found on pp. 2-6 of the chapter). Do not divulge more than you feel is appropriate. You might select a professional relationship or a relationship with a neighbor or relative to analyze here. Demonstrate that you understand the idea of development in a relationship. Be descriptive in your response. How Sexual and Emotional Cheating Affects Relationships

2.Explain the social exchange theory. How do you weigh the costs and rewards in your relationships?

 

Responding Nondefensively Defensiveness can be defined as “

…a protective reaction resulting from fear or a threat to one’s face or ego” (Andersen & Guerrero, 1989). Defensiveness is a behavior that obstructs effective communication and

problem solving and often leads to relational problems. One of the great challenges in our interpersonal relationships is responding in a nondefensive manner when we feel we

have been criticized. Read the articles found below before responding to this discussion.Don’t Get Defensive How to Stop Being Defensive in Close RelationshipsDon’t Be So

Defensive!Defensive CommunicationThe last article is especially valuable and it is from the Week 7 Learning Resources. You also reviewed the same article for a discussion in

Week 2.
Create non-defensive responses to the following criticisms posed by the person in parentheses:

You look terrible! (Spoken by your parent)

You are always late. (A coworker at the office)

Your work was not submitted on time. (A university professor)

You’re acting like a jerk. (Your significant other)

You’re a bad parent. (Your child)

What you said was really hurtful and unkind. (A sibling or close relative

After reading the chapter from the Week 6 Learning Resources entitled “6.2 Communication and Friends” respond to question 1.1. Of the life stages (adolescence – later life)

discussed in the chapter, which are you currently in? How do your friendships match up with the book’s description of friendships at this stage? From your experience, do friends

change between stages the way the chapter says they do? Why or why not?

In the article entitled “Differences Between Friendship & Family Relationships in Interpersonal Communication” from the Week 6 Learning Resources, they note the research finding

that family relationships are more constant/unchanging than relationships between friends.

2. Summarize the article “Differences Between Friendship & Family Relationships in Interpersonal Communication” in a descriptive paragraph. Indicate which finding regarding friendship most surprised you and why. What can you do to better nurture your most important friendships?
3. Consider relationships/friendships that occur only via social media. Are these true friendships/relationships? What aspects of communication could be lacking from these types of relationships? Explain in a well-worded paragraph

How Sexual and Emotional Cheating Affects Relationships

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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