JOHARI’S WINDOW: DEVELOPING SELF- AWARENESSA helpful device for developing more openness with ourselves and others is ‘Johari’s Window’.Developed in the 1950s by American psychologists Jospeh Luft and Harry Ingham the modelhas become widely used to help people understand the relationships that they have and forimproving communication.The model depicts a window through which communication flows as we give and receiveinformation about ourselves to others. In this model, the window represents information –feelings, experiences, views, attitudes, skills, intentions, motivations etc within or about aperson in relation to four perspectives. In the diagram ‘self’ refers to oneself, in otherwordsthe person who is subject to the window. ‘Others’ refers to other people. The fourperspectives are called regions or quadrants. Each of the regions represents informationknown or unknown to the individual and known or unknown to the others.Region one: Information is known to both self and othersRegion two: Information is unknown to self BUT known to othersRegion three: Information is known to self BUT unknown to othersRegion four: Information is unknown to both self and others (this is latent information whichmay only ever come to light in certain circumstances i.e. a plane crash or may never evencome to light)The theory concludes that in order to be self-aware the individual needs to be given feedbackon their behaviour thereby increasing the size of region one and decreasing regions 2 and 3.SELFKnown UnknownKnownOTHERS 1.THE OPEN AREABehaviour known to both selfand others2.THE UNAWARE AREABehaviour others know butself is unaware3.THE HIDDEN AREABehaviour we prefer to hidefrom others4.THE UNKNOWN AREAUnknown to either ourselvesor others but which maybecome known. UnknownRelationship to SRDS meetings.This model can be used to aid openness and self-awareness through feedback. It might be useful to lookat the model when preparing for the review meeting and ask yourself the following questions:-Is the feedback that I’m going to be giving this individual in region 1,2 or 3?Should this affect what is said and how it is said?How might the individual react to the feedback in relation to the regions?What skills am I going to need to ensure that the feedback is received?


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