Unformatted text preview: ple, you might begin by saying, “When you are late
to class...” or “When you criticize Sally...” The next part of the I-message is a
statement of the tangible effect of that behavior for other people. For example,
you might say, “When you are late to class, it interrupts our lesson...” or “When 43 you criticize Sally, it hurts her feelings...” The final part is a statement about the
feelings associated with the behavior and its effects. For example, the complete Imessages in our examples are, “When you are late to class, it interrupts my
lesson, and I feel frustrated.” When you criticize Sally, it hurts her feelings, and
she and I feel angry with you.” The I-message is less threatening because you are
focusing on what you have observed, rather than on making value judgments
about the person. The I-message also allows the speaker to accept responsibility
for her or his feelings (Warnemuende, 2000).
Principle 5.2: Cognitive Developmental Levels Of the Learners.
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08