Dear Ida Assignment | Online Assignment

Group Presentation–Dear Ida
PURPOSE: To have the student apply concepts learned in the analysis of a given interpersonal situation and to respond effectively to that situation.
METHOD: Your group will select a letter written to “Dear Ida,” analyze the letter, write an academic analysis, and then write a “layperson” response to the letter.
STEP 1: Each member of the class will write a “Dear Ida” letter. All letters will be collected then re-distributed to the groups. No group should end up with a letter written by a group member.
CRITERIA FOR LETTERS
The letters need to have enough substance to allow for a substantive analysis. Some basic criteria:
–Just like with advice column letters, these should be signed using a pseudonym. –These should be based on real relationships and real events, but there should be no way to identify who specifically is being talked about. –They should be “realistic” and serious in nature. –They should be typed–single-spaced is okay. –The content of the letter should give enough detail and information that the receiving group can make reasonable inferences about what is going on in the relationship. Don’t be overly blatant; write them as you’ve seen advice column letters written. It will be the job of the receiving group to diagnose what is going on based on the information you provide.
STEP 2:
Each group will receive a number of letters. You are to review the letters, and you are to select the two upon which you will focus your analysis.
CRITERIA FOR SELECTING LETTERS
–Clarity–does the letter lays things out clearly enough that you can make reasonable inferences without moving into the realm of guessing. –Length–is the letter long enough to give you enough information with which to work. –Information Content–is there enough information and types of information provided about the situation with which you can work. –Workability–is the letter addressing an issue that the group feels they can work with comfortably
STEP 3:
Once your group has selected the letters, you are then to “deconstruct” the letter, analyzing in as much depth and breadth as possible what is going on in the interpersonal situation described. Although not all specific points will apply to all letters, your analysis must substantively address the breadth of the issues addressed below:
In doing this analysis, you are expected to use your textbook as a key resource.
I. Deconstruct the Letter
1. Who is writing?
2. Who are they writing about?
3. What is the core issue they are writing about?
4. What specific details are laid out in the letter?
5. What is the writer’s emotional tone/state expressed in the letter?
6. What is the writer asking for?
II. What is the nature of the relationship being written about?
1. What type of relationship is being addressed? (transient, acquaintance, casual friend, close friend, intimate)
2. Does the relationship seem symmetrical or complementary? Does it appear a balanced or up/down relationship?
3. What kind of history does the relationship appear to have? Long term? Short term? What about the depth and breadth of disclosure in the relationship?
4. What are the symptoms of dysfunctional communication?
5. What is the nature of the problem/problems (what’s wrong in the relationship described)
6. What types of conflict are evident or implied in the letter? How are the parties responding to each other and the conflict? What types or strategies of conflict management are being employed?
7. Is this an issue driven by emotion or reason?
8. Are disengagement strategies present?
9. What sources of power are present and what is the balance of power?
10. What compliance strategies are being used by both parties?
11. What is the writer leaving our or not telling us? (Must be reasonably inferred from the tone of the letter.)
12. What assumptions need to be made by the group in order to conduct a quality analysis?
III. Diagnoses of the Problem
1. What is/are the problems or dysfunctions in this relationship?
2. What is/are the source or sources of the problems in this relationship?
3. What is/are the interpersonal conflicts present in this relationship?
4. Should this relationship be continued/altered/exited by the writer?
5. What is the prognosis for this relationship if nothing is done to repair it?
IV. Solutions if the Relationship is Worth Continuing
1. How to engage in appropriate relationship repair.
2. What can be done to address/reduce conflict.
3. What mutually be done to solve the problem constructively.
4. What changes are necessary from each person and from the dyad collectively.
5. What resolution(s) could be mutually acceptable and respectful for both parties.
V. Solutions if the Relationship is NOT Worth Continuing
1. How to engage in appropriate and effective disengagement strategies.
2. How to initiate disengagement and de-escalation strategies.
3. What outcome is desired: total disengagement? Remain social? etc.
4. What is required of the author in this process?
5. How to minimize negative emotional responses.
VI. Verification of the Solution
1. How will the writer know if the solutions are working.
2. What changes and behaviors will indicate the solution is working.
3. What symptoms of successful relational repair can the writer witness?
4. What time frame for repair is realistic?
STEP 4
Part I
Now that your group has thoroughly analyzed the letters using the ideas from above, you are to submit to me:
1. The letters you analyzed;
2. Your analysis. In this analysis, I expect your group will use course terms/concepts to describe your analysis. You are proving to me you can take a given relationship and apply the course concepts to both diagnose the problem and prescribe a solution. This should be written as a report, but it does not have to follow traditional essay format. However, I expect it will be well written, cogent, and will clearly be linked to the letters themselves.
3. A copy of the letters you would submit for publication. Keep in mind these will be much shorter than your analysis, will be phrased in “layperson” terms, will be more personal in tone, and will be very well written.
Part II
Your group will present to the class a review of what you did. You will read the letters to us; give an overview of your analysis (the key points); and will read your response letters to us. I expect these presentations to be well done:
–All speaking will be done standing;
–Everyone in the group should have a speaking part in the presentation;
–You will speak to us for the overview of the analysis, not read to us;
–The use of visual aids, such as powerpoint or other devices to help us understand your analysis is encouraged;
–The presentation should be engaging and interesting.
GRADING
You will be graded as folllows:
Letter Analysis: 100 possible points for each letter
Response letter: 50 possible points for each letter
Everyone in the group receives the same grades for each component.