Differentiate between examples of passive, aggressive, and assertive behavior
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Differentiate between examples of passive, aggressive, and assertive behavior
Presentation Topic Outline
Learning Objectives
- Differentiate between examples of passive, aggressive, and assertive behavior.
- Define what it means to be an assertive communicator and provide examples of assertive communication techniques.
- Apply assertive communication in techniques in scenarios involving patients, health care professionals, employees, employers, and colleagues.
- Reflect upon a scenario in your own life that could have been improved with assertive communication.
Aggressive behavior
- Place blame on others
- Seeks to win conflict situations by dominating or intimidating
- Promotes own self-interest
- Easily angered and low tolerance for frustration
- Negative long-term consequences “getting even”
- Patient’s that may not return to your pharmacy and spread information to family and friends
- Employee may sabotage goals of employer in indirect ways
Passive behavior
- Avoids conflict
- Approval seeking
- Fears disagreement
- Negative long-term consequences resentment, used, lack of willpower, anxiety in relationships
Theoretical Foundation of passive and aggressive behavior
- Fear of rejection or anger from others and need for approval
- Overconcern for the needs and rights of others
- Belief that problems with assertiveness are due to unalterable personality characteristics
- Perfectionist standards
Assertive behavior
- Direct, honest expression of ideas, opinions, and desires
- Conflicts are addressed immediately, and the solution is mutually understood
- One can stand up for oneself and solve interpersonal problems in ways that do not damage relationships
- Taking an active approach to make change and taking responsibility for our own behavior
Re-define goals
- Taking responsibility
Not blaming others for success/failure
- Making own decisions
Ownership of how and why we choose to live the way we do
- Set our own successes and failures
Eliminates the fear of rejection or failure
Assertive Techniques
- Provide feedback
- Focus feedback on a behavior rather than a personality
- Describe what was said/done rather than why it was done
- Focus on your own reaction rather than place blame
- Use I feel…
- Avoid overgeneralizing, focus on specific examples
- Intent of feedback is problem solving not venting
- Feedback should be in a private setting
- Inviting feedback from others
- Ability to hear criticism without defensiveness or anger
- Admission to mistakes
- Strengthens communication while also identifying areas of professional practice you can improve
- Setting limits
- Difficulty saying “no” to any requests
- Results in us feeling overwhelmed and angry at others for taking advantage of us
- Being assertive means:
- Take responsibility for decisions you make on how you spend your time or resources without feeling resentful toward others for making the request
- Do not feel like you must provide reasons for your decisions
- Making requests
- Asking what you want from others in a direct manner
- Asking for help
- Communicating expectations
- Cannot over-react when one turns down the request in an assertive way
- Being persistent
- Assure your rights are respected
- People may try to coax you into changing your mind
- Repeat decision calmly without becoming aggressive or giving in
- Broken record analogy- calmly repeat your response
- Can de-escalate situations
- Ignoring provocations
- People may try to “win” by attempting to humiliate or intimidate others
- “Aggressive response”
- Ignoring critical comments of others and focusing on solving problems to prevent escalation
- Your goal is to provide the best patient care
- Responding to criticism
- Why is receiving criticism so challenging for some of us?
- Approval seeking- “must be approved by everyone we know”
- Perfectionist standards- “must be competent at everything and never make mistakes”
- Poor response to criticism results in
- Aggressive behavior –> “getting even”
- Passive behavior –> “avoiding conflict”
- As assertive communicators, our goal is to challenge the underlying irrational beliefs that lead us to fear disapproval of others
Activity Portion
I will provide 5 scenarios that you could encounter as a pharmacist. I want you to provide a response in an assertive manner.
Scenario 1: Assertiveness and Patients
Jon Snow walks into your pharmacy with a new prescription for XYZ. Unfortunately, he has a high co-pay for this medication as it will cost the patient $75.00 out-of-pocket in addition to the other 6 maintenance medications the patient also picks up. When your technician tells the patient that insurance will cover some of it but that he will also owe an additional $75.00 out-of-pocket he become visibly upset. He becomes rude and deliberately insults your staff.
- As the pharmacist, how would you communicate with Jon Snow?
- What assertive techniques would you use?
Scenario 2: Assertiveness and Other Healthcare Professionals
Dr. Lee has a reputation for not respecting pharmacy staff members. He has said we are a useless profession and often asks why we keep “bothering” him. Other co-workers often say he is the worst to work with as he deliberately is difficult to get in contact with and tends to ignore pharmacy phone calls. You are an antimicrobial stewardship pharmacist who assesses antibiotic usage. Sansa Stark, a patient of yours has a Pseudomonal pneumonia. The patient is currently on ceftriaxone. You want to recommend escalating the antibiotics to cefepime.
- As the antimicrobial stewardship pharmacist, how would you approach Dr. Lee?
- What assertive techniques would you use?
Scenario 3: Assertiveness and Employees
Sansa Stark has been a technician at your pharmacy for 2 years. This past week, she has appeared more disheveled and has been arrived late to work for the 4 out of 5 days. You have also heard complaints from the other pharmacist that she has been rude to patients.
- As the pharmacy manager, how would you approach Sansa?
- What assertive techniques would you use?
Scenario 4: Assertiveness and Employers
You are a pharmacy manager at CVS. Your store fills approximately 300-400 scripts/day. Your supervisor is from corporate and has never worked in a pharmacy. A new store-specific initiative now mandates that flu shots must be given by pharmacists (cannot be given by interns) and the new goal is to achieve 100/month. Additionally, you just lost a full-time tech position.
- How would you approach your supervisor to ask for additional support or change in goals?
- What assertive techniques would you use?
Scenario 5: Assertiveness and Colleagues
You have been approached by a former colleague about an opening on a medication safety board in your local community. This responsibility would require over 10 hours of work per week. You already belong to several organizations both inside and outside of work. You are already overwhelmed with responsibility and are not interested in this position at this time.
- How would you respond to your colleague’s request?
- What assertive techniques would you use?
Self-Reflection
- Describe a time when you communicated passively or aggressively.
- Who were you communicating with?
- Why did you use that communication style?
- How could you have changed the situation and communicated assertively?
- What techniques will you use next time you are in a similar situation in order to communicate assertively?
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!