The 's Model Of Relational Development

In the beginning, Bruno was a young boy who came from a Nazi household. Even though he didn’t quite understand everything at the time, he had dreamed of becoming a soldier just like his father. Shmuel was a young boy as well, who happened to be Jewish. Although the two came from rather different backgrounds, they both had a few things in common: They were born on the same day, they were very lonely, and they were forced to leave behind everything they had ever known. As they had gotten to know each other, they learned that they weren’t so different after all. Bruno had started to realize that he had more in common with Shmuel than he ever did with his old friends back in Berlin. Eventually, the fence between them had started to disappear as the two came together, despite any differences they ever

The second struggle in Bruno 's and Shmuel’s friendship is their need to overcome their differences in the family background. One day, Bruno decided to talk about how they came to be in Auschwitz. When Shmuel starts talking about how he got here.He said that, “The train was horrible," said Shmuel. There were too many of us in the carriages for one thing. And there was no air to breathe.” “That 's because you all crowded onto one train,”said Bruno.... “When we came here, there was another one on the other side of the platform, but no one seemed to see it. That was the one we got.” (129-130). When Bruno talks about

Though separated by a fence throughout the novel, Shmuel and Bruno share a certain childlike innocence, and an innate sense of curiosity about the metaphorical “other side”. The reality is Shmuel is a young Polish jew who does not understand why he is in the concentration camp being punished. Through his innocence, Shmuel although imprisoned in the concentration camp, views Bruno not as a symbol of domination that has locked him in a camp, but just as another boy who happens to be on the other side of a fence. Both Shmuel and Bruno represent innocence. One specific example of Shmuel's innocence is when he describes the armbands that he had to wear every time he left the house. “No one's ever given me an armband’, said Bruno. ‘But i never asked to wear one’ said Shmuel (pg 127). This shows the innocence of both Shmuel and Bruno, in that they don't fully understand the purpose of the armbands. Another example of Shmuel's innocence occurs

The author is able to build a mood throughout the story by using the narrative technique of tone. It changes from the beginning to the end of the story. In the beginning of the story, Bruno is sad and angry that he is leaving behind his three best friends. He is arguing with his mom about it. “Say goodbye to Karl and Daniel and Martin? He continued, his voice coming dangerously close to shouting.” (pg. 7) This demonstrates how mad and angry Bruno is about moving. By the tone that Bruno is using when talking to his mother, it shows that he doesn’t want to leave them behind. This builds a mood for the story and makes the reader feel sorry for Bruno. In the middle of the story, after Bruno and Shmuel have become great friends, Bruno finds Shmuel inside his house polishing the glasses. Shmuel

Bruno was very oblivious to the things that were taking place around him. Although he was oblivious to the big picture he still had a feeling that he should not communicate with Shmuel, which is why he denied knowing him. Yet he was brave enough to sneak out of the house to visit Shmuel at what he believed was a “Farm.” In reality, this

In Knapp’s Stages of Relational Development, he explains how relationships grow and last and not only that, but how they end as well. There are ten different stages involved in this particular relationship development; in the first stage, also known as the coming together stage, there are five different key parts which are initiating, experimenting, intensifying, integrating and bonding. In the other stage, also known as the coming apart stage, there are also five different key parts such as differentiating, circumscribing, stagnating, avoiding and terminating. There is also a central unit in the middle known as the relational maintenance stage which involves key components from both the coming together stage and the coming apart stage which are integrating, boding, differentiating and circumscribing.

Psychoanalyst, John Bowlby in the mid 19th hundreds, investigated attachment theory. Over the years, we have enhanced our understanding on how children attach to their primary caregiver earlier in life. Supported by attachment theory, infants have a window for the development of attachment to the primary caregiver, which, usually happens during the first months of life (Hardy, 2007). Given that Alexander’s parents’ left when he was only 3 months and was raised by his grandparents, it is no surprise that when he reunited with his parents, they felt like complete strangers to him, because they were not the ones meeting his needs early in life.

Friendship is a basic human need, especially for nine year old boys living their childhood. For Bruno who is lonely, bored out of his mind and could not find friends his age to play with and Shmuel a Jewish boy entrapped in a brutal concentration camp, their friendship is one of the only things that can spark a little happiness and lighten up their spirit. The boys meet in the least possible place – the periphery of Auschwitz concentration camp, where one is imprisoned and the other is the son of the Nazi commandant in charge. Although they are meant to see each other as enemies as a Jew and Nazi, there is no hatred between Bruno and Shmuel. They simply see each other as another kid to talk to out of the loneliness of Auschwitz. As the book

Bruno is an 8 year old boy, whose determination and courage is one of the numerous things that makes him one of the most dependable charters within the novel. Bruno is shown to be particularly vulnerable of his surroundings and what was going on throughout this time. His connection and willpower to be able to make a friend in the most unlikely area and conditions, he sees an opportunity and turns it into an improbable and prohibited friendship that has many twists and turns and uncontrolled concecuences. After meeting Shmuel a young 8 year old boy, who appears to have a matching birthday to Bruno, they form a tight and loving friendship. Shmuel is undernourished and appears to be extremely pale, bringing the readers to understand the vulnerability of the

The next day where its raining and extremely muddy Bruno went to meetup with Shmuel at the fence to go on the search for Shmuel’s father . Finally Bruno was on the opposite side of the fence , as he was sneaking around trying to blend in with other people he never saw nothing like that seeing everyone looking miserable and skinny.

According to Knapp’s model of Relational Development, he described the stages in which a relationship goes within the make up and break up steps of coming together and coming apart. This blog will discuss each stage with examples.

Friendship, a form of love or companionship between two mutual parties, is exactly what the character Bruno and Shmuel have. Bruno and Shumel forge a meaningful relationship full of trust despite them two living in two completely different worlds. With this in mind, When Bruno and Shumel are herded into the gas chamber together through use of diegetic sound of the dog barking created a sense of suspense and tension however this midst of terror is where their friendship achieves their greatest significance. In the end both boys actually die in one another's arms, with only the comfort of the other to offset the terror of death in the gas chamber. Their trust carries both boys beyond the fear of a lonely death in the Holocaust.

Even though it is often hard for us to observe our own communication skills; having better communication skills can help us obtain our needs in life, and understanding communication might be the key into facilitating your own assessments for proper interaction.

Mark Knapp developed a theoretical model to which identifies the stages of interpersonal relationships which explains how relationships begin and grow, as well as how they deteriorate and end. This model defines ten separate stages of relational development under three different interrelating categories; Coming Together, Relational Maintenance, and Coming Apart. An analysis of a personal relationship through the use of Knapp’s stages of relational development leads to a better understanding of that relationship and our role within it. In this essay I will be analyzing a personal relationship of my own using Knapp’s stages as a guide. However, these stages are subjective to each individual’s unique situation. Therefore, I will only be examining my relationship in the “coming together” stages. Furthermore, it is possible to pass over or amalgamate stages, as these stages are closer to a guide rather than set rules. For this analysis I will be breaking the “coming together” stages into initiating, experimentation and intensifying, integration, and bonding.

Shmuel, went from being lonely and sad, to be more cheerful after meeting Bruno. Bruno gave him support, food and friendship things that he didn’t have inside the camp. One day, they planned to go and find Shmuel’s dad inside the camp and marched together with other people not knowing that they were marching to their death.