Paavendhar College of Arts & Science, M.V.

South LIFE SKILL EDUCATION

Department of Business Administration UNIT-I
II B.B.A
SECTION A
Subject Name: Life Skill Education
Syllabus 1. What is meant by knowledge?
The terms "knowledge" and "information" are used interchangeably
in many contexts, but in discussions of life skills education, "information"
UNIT-I
refers to what is communicated about a particular fact or subject, while
Definition and Importance of Life Skills, Lively hood Skills, Survival skills, “knowledge" refers to a state or condition of understanding that permits
and Life skills. Life Skills Education, Life skills Approach, Life Skill Based
factual information to be related to other information and knowledge,
Education.
synthesized into broader concepts and usefully applied.
UNIT-II
Self Awareness: Definition, types of self. Self concept, Body Image, Self 2. What do you mean by attitude?
Esteem. Techniques used for self awareness: Johari Window, SWOT Analysis. The term "attitudes" is used in the context of life skills education to
Empathy, Sympathy and Altruism. encompass the broad domain of social norms, ethics, morals, values, rights,
UNIT-III culture, tradition, spirituality and religion, and feelings about self and
others.
Interpersonal relationship: Definition, factors affecting relationship.
Listening: Definition and Tips for Effective Listening, Thinking: Nature, 3.Write short note on life skills education.
Elements of Thought. Types of thinking, Concept formation, reasoning. Critical A term which came into use to describe life skills education
Thinking: Definition , Nature and stages. addressing specific content or undertaken to achieve specific goals, e.g., life
UNIT-IV skills-based peace education or life skills-based HIV & AIDS education.
The term makes it clear that a life skills approach will be used to teach the
Goal Setting. Coping With Stress: Definition, Stressors, Source of stress. subject matter, meaning that participatory teaching/learning methods will
Coping Skills. be used to help learners develop not only knowledge, but also the psycho-
UNIT-V social life skills they may need to use knowledge to inform and carry out
Coping With Emotions: Definition, Characteristics and types. Coping behavior.
Strategies. 4. Write are the significance of different types life skills.
• Empathy
• Objectivity
• Leadership
• Cleanliness
• Honesty
• Personality
 • Communication Team work is required to the successful completion of a project. For
• Clarity example, if you want to organise an exhibition in your school, then, who all
will provide you help? The Principal, your colleagues, or the fellow
• Technology students? The skill, which is required to co-ordinate work with The
• Organization and Systemization involvement of the people, is called Interpersonal skill. This skill helps an
individual to relate in a positive way with fellow beings.
• Economics and/or managing money
Development of this skill enables an individual/adolescent to be accepted
• Negotiation
in the society. He/she also develops the acceptance of social norms, which
• Priorization is essential to prevent an adolescent to follow delinquent behaviour
• Education and Good manners 7. Write definition of livelihood.
• Sense of humor Livelihood skills refers to capabilities, resources, and opportunities
• Self control for pursuing individual and household economic goals (Population
Council, Kenya); in other words, income generation. Livelihood skills
• Patience
include technical and vocational abilities (carpentry, sewing, computer
• Problem solving programing, etc.); skills for seeking jobs, such as interviewing strategies;
• Health and Good eating habits and business management, entrepreneurial, and money management
skills.
• Forgiveness
• Time Management 8. What is the Life Skills Approach?

• Perseverance
• Marriage, Family and how to Raise your Children
5. What are the basic communication skills?
The basic communication skills are one of the essential life skill
which every kid should master.As they are an essential component of our
daily interactions in places like high schools, university or office job. Some
of these skills are:
• Social interactions – at job, university, with friends, family &
strangers
• Writing a letter
• Sending email or text messages
• Filling forms
• Public speaking/presentation & eye contact
6. Explain the interpersonal skills in education.
The challenges facing young people today have changed significantly from
those affecting previous generations; some simply did not exist before, and
others have intensified or become more complex — for example,
HIV/AIDS and other sexually transmitted diseases, alcohol, tobacco and
other drug use, war and political instability, also unemployment, sexual
and other forms of exploitation, and discrimination in its many forms.
The causes of these problems are complex and multifaceted, and so they
are unlikely to be solved quickly or simply. As part of a comprehensive,
multi-strategy approach, a life skills approach may help to contribute to a
reduction in the harm associated with these issues, and to maintaining and
promoting healthy lifestyles.
9. Where did the life skills approach come from?
The life skills approach has evolved from a number of influences, and
indeed the basic approach may be utilised under a variety of other names,
not just as the catchy brand name of ‘life skills’. At its simplest, the life
skills approach is simply good interactive educational methodology which
focuses on more than just information. Although useful in more contexts
than that of health alone, an important influence has been adolescent
health behavior research and practice, in areas such drug use and
HIV/AIDS related risk. A major finding reinforced across these extensive
field is that information is necessary but not sufficient to develop or change
behaviors. To have an impact on behaviour, information based approaches
need to be combined with attitudinal and interpersonal skills, known as
‘life skills’, which has become a kind of brand name for this approach.
10. What are the value of life skills?
Strong life skills can help you manage every day and more stressful
situations skillfully, leading to career advancement. Improved mindfulness
can improve your time management, while effective communication and
collaboration skills can help you rally a team around a project.
Inquisitiveness may help you see a problem differently and find solutions
that save you or your company time and money – even old problems can
require new thinking to solve.
Many companies see these types of life skills as increasingly important for
leadership positions in their organizations.
SECTION B
11. What are the definition of terms?
"Knowledge"
The terms "knowledge" and "information" are used interchangeably in
many contexts, but in discussions of life skills education, "information"
refers to what is communicated about a particular fact or subject, while
“knowledge" refers to a state or condition of understanding that permits
factual information to be related to other information and knowledge,
synthesized into broader concepts and usefully applied.
"Attitudes"
The term "attitudes" is used in the context of life skills education to
encompass the broad domain of social norms, ethics, morals, values, rights,
culture, tradition, spirituality and religion, and feelings about self and
others.
"Life skills"
"Life skills" are defined as psychosocial abilities for adaptive and positive
behaviour that enable individuals to deal effectively with the demands and
challenges of everyday life. They are loosely grouped into three broad
categories of skills: cognitive skills for analyzing and using information,
personal skills for developing personal agency and managing oneself, and
inter-personal skills for communicating and interacting effectively with
others.
“Life skills education”
Life skills education is a structured programme of needs- and outcomes-
based participatory learning that aims to increase positive and adaptive
behaviour by assisting individuals to develop and practise psycho-social
skills that minimize risk factors and maximize protective factors. Life skills
education programmes are theory- and evidenced-based, learner-focused,
delivered by competent facilitators, and appropriately evaluated to ensure
continuous improvement of documented results.
"Life skills-based education"
A term which came into use to describe life skills education addressing
specific content or undertaken to achieve specific goals, e.g., life skills-
based peace education or life skills-based HIV & AIDS education. The term
makes it clear that a life skills approach will be used to teach the subject
matter, meaning that participatory teaching/learning methods will be used
to help learners develop not only knowledge, but also the psycho-social life
skills they may need to use knowledge to inform and carry out behaviour.
“Skills-based health education”
This term is used to describe life skills education that aims to prepare
individuals to make decisions and take positive actions to change
behaviors and environments to promote health and safety and to prevent
disease.
12. Why are life skills important?
From the benefits it brings to the individual to the positive effect it has
on employability and wider society, learn all about the importance of
having life skills.
The importance of life skills
In a constantly changing environment, having life skills is an essential
part of being able to meet the challenges of everyday life. The dramatic
changes in global economies over the past five years have been
matched with the transformation in technology and these are all
impacting on education, the workplace and our home life. To cope with
the increasing pace and change of modern life, students need new life
skills such as the ability to deal with stress and frustration. Today’s
students will have many new jobs over the course of their lives, with
associated pressures and the need for flexibility.
Benefits for the individual
• In everyday life, the development of life skills helps students to:
Find new ways of thinking and problem solving
• Recognise the impact of their actions and teaches them to take
responsibility for what they do rather than blame others
• Build confidence both in spoken skills and for group
collaboration and cooperation
• Analyse options, make decisions and understand why they
make certain choices outside the classroom
• Develop a greater sense of self-awareness and appreciation for
others
Benefits for employment
While students work hard to get good grades, many still struggle to
gain employment. According to research by the CBI (Confederation of
British Industry) in 2011 employers were looking not just for academic
success but key employability skills including:
• The ability to self-manage, solve problems and understand the
business environment
• Working well as part of a team
• Time and people management
• Agility and adaptability to different roles and flexible working
environments
• The potential to lead by influence
Benefits for society
• The more we develop life skills individually, the more these
affect and benefit the world in which we live:
• Recognising cultural awareness and citizenship makes
international cooperation easier
• Respecting diversity allows creativity and imagination to
flourish developing a more tolerant society
• Developing negotiation skills, the ability to network and
empathise can help to build resolutions rather than resentments
13. Write about the Benefits of Teaching Life Skills at a Young Age
Building life skills is essentially an exercise in helping children
develop sound judgment and good habits for long-term stability, wellness,
and success.
How to Promote Life Skills for Young Students
Parents can take an active role in teaching life-skills at home with projects
that provide real world examples and lessons in decision making and
problem solving. They can be as simple as assigning household chores and
budgeting exercises through an allowance, to caring for a pet or
volunteering in the community.
Fun and simple-to-organize activities, like game nights (or afternoons) with
family and friends with an educational focus that also encourage working
in teams, can help to build social and interpersonal skills.
Everyday Survival Skills
In addition to brushing their own teeth and learning how to tie their shoes
and get dressed, young children should know what to do in common
situations as well as emergencies, such as:
• How to get to and from home and school
• Who to call in an emergency (memorize phone numbers)
• How to safely cross the street
• What to do if they are bullied or witness bullying
• How to safely use kitchen appliances and prepare basic meals
• How to do the laundry
The Importance of Books and Reading
The benefits of reading to young children and fostering a reading habit
early in a child’s life are hard to overstate. From building and
strengthening vocabulary and language skills to aiding with creative
thinking, reading is one of the easiest and best activities available to teach
children a range of new skills. Some of the many benefits of reading
include:
• Builds self-regulation (also known as executive function)
• Teaches empathy
• Improves concentration
• Exposes children to diversity and differing perspectives and
situations than their own
The acquisition of problem-solving and reasoning abilities is a fluid and
ongoing process, and working with children early in their development to
lay the framework with examples that they can understand and apply on
their own is a good place to start.
14. Describe the Integration of HIV/AIDS messages and life skills in the
training of marginalized youth in sustainable livelihood skills.
Integration of HIV/AIDS messages in terms of sensitising the
marginalised youth, the artisans and other stakeholders provided the
much-needed information on risk behaviour such as multiple partners and
use of drugs and how they youth could keep safe from HIV/AIDS.
Integration also involved training seminars, talks, and peer-to-peer
educators. For the first time, these provided an avenue to discuss the
vulnerability of youth by them themselves as well.
HIV/AIDS messages in livelihood training, the following tools were used:
HIV/AIDS training manual for young people (Feed the Children - Uganda)
- This manual was designed for community leaders, health workers and
social workers to help them in training of young people on HIV/AIDS
related issues for in and out of school.
Adolescent Sexual Reproductive Health training curriculum for young
people (Ministry of
Health/ UNFPA/ WHO). This manual was centrally developed by the
Ministry of Health division of Reproductive health and other key
stakeholders; focuses on adolescents and young people on issues they face
as they grow up and what interventions actors need to take.
Peer Educators training curriculum (Pathfinder - Uganda. This curriculum
identifies activities,
Which can be undertaken by peers in order to orient them on their roles as
they promote adolescent reproductive health.
HIV/AIDS training manual for Commercial Sex Workers (UYDEL/PSI).
This draft manual is intended to enlighten the trainers/facilitators on
topics and issues related to commercial sex
workers and interventions.
Peer-to-Peer Drug Abuse Prevention Handbook (UYDEL). This small
handbook was developed by UYDEL to help young people train as peer
educators / counselors as they promote healthy lifestyles without drugs.
Choices for healthy living (UYDEL) - This manual highlights different
topics.
15. Briefly explain about The Importance of Life Skills-Based Education.
In an ever-growing technology and data driven world, much of the focus
in education has understandably taken a shift toward STEM-based
(science, technology, engineering, and math) initiatives that will prepare
students for the coursework and careers of the future. But life skills—how
well equipped students are to make good decisions and solve problems in
their academic and professional careers as well as their personal lives—
should also play a critical role in a well-rounded and comprehensive
education.
What Is Life Skills-Based Education?
Think of life skills as the building blocks or framework that allow students
to apply the knowledge they acquire in school to real world problems and
situations. Also referred to as “soft skills” in a professional context, the
ability to think abstractly and approach problems from multiple angles to
find practical solutions, and the skill to communicate clearly and
effectively are just as important as technical knowledge in a particular field
or academic subject.
According to Macmillan Education, “In a constantly changing
environment, having life skills is an essential part of being able to meet the
challenges of everyday life. The dramatic changes in global economies over
the past five years have been matched with the transformation in
technology and these are all impacting on education, the workplace, and
our home life.”
But life skills go well beyond choosing a major in college or impressing a
potential employer in the future. Life skills provide children with
important tools for development, such as independent thinking, how to
socialize and make new friends, and how to take action in situations where
their parents or teachers may not be around to help or intervene (dealing
with a bully or personal insecurities and fears, for example.) Unlike motor
skills and basic intelligence, executive function and decision-making skills
are not innate but learned.
Examples of life skills include:
• Self-reflection
• Critical thinking
• Problem solving
• Interpersonal skills
SECTION C
16. What are some of the most useful skills to develop kids?
There is no doubt that kids learn a lot in schools, but there are some
important life skills beyond classrooms which every kid should master
before leaving high school.
Life skills help kids to become independent and self-sufficient to pursue
their main goals in life.
Cultivating these proficiencies in early age improve children’s social
interactions, develop reasoning skills, feeling empowered to achieve
anything in the world.
Here’s a list of 12 important life skills every kid needs to learn before
hitting high school:
1. Doing Chores
Involving children in daily chores helps to make them responsible, caring,
cooperating and sharing work with siblings.
It develops a sense of teamwork among kids and helps them to master
these abilities as they are getting ready ahead of high school.
2. Cooking Meal
Cooking a simple meal is the most basic life skill, which helps kids to get
healthy food without depending on unhealthy outside foods.
3. How to Do Laundry
Easy and simple laundry lessons can be given to children in a step by step
manner, mastering these laundry skills will make their life easier in high
school and university.
4. Money Basics
Teaching money basics to children leads to financial independence. Kids
can easily become experts in money matters as they learn fast and it will also
help them to manage their high school expenses,
Start off by telling them about earnings.
How their parents earn money and how they wisely spent it on basic
needs, making the budget based on income and expenses. Encourage them
to save money.
5. Grocery Shopping
Visiting a grocery shop can be a fun for kids, taking the little ones to grocery
shop side by side can also be a learning session for them.
Shopping grocery is another basic talent which a kid can master under parent’s
guidance, as no high school can ever teach.
Demonstrate them price comparison, identifying best bargain deals and
while checking out, show them how to use coupons, reward points, and
swipe card to make payments.
6. Basic First Aid Skills
Kids often hurt themselves while playing. Children should know the basic first
aid techniques which can be a lifesaver for anyone.
Although many high schools do teach first aid to their students, but it can
be mastered over the time by applying in real life situations.
7. Taking Stand for Themselves
Parents should empower their children to take a stand for themselves.
Mastering self-defensive techniques is a vital life skill which can be very
useful in the high school or in any situation.
Learning how to confidently dealing with bullying or any kind of abuse.
Advocating themselves in situations like:
• When someone cuts the line in between
• Raising voice against any wrongdoing
• Learn to say no when you don’t like
• When someone is bullying or abusing
• Using self-defence techniques
8. Basic Communication Skills
The basic communication skills are one of the essential life skill which
every kid should master.As they are an essential component of our daily
interactions in places like high schools, university or office job. Some of
these skills are:
• Social interactions – at job, university, with friends, family &
strangers
• Writing a letter
• Sending email or text messages
• Filling forms
• Public speaking/presentation & eye contact
17. Explain the Various types of life skills which have been identified by
agencies such as WHO, UNICEF .
Advertisements
They are various types of life skills which have been identified by agencies
such as WHO, UNICEF etc. Any life skills education programme has two
parts i.e. information and, skill development. There are ten core life skills,
which have been identified. World Health Organisation (WHO) has
categorized them into three components.
Let us now understand meaning of each life skill in detail.
(a) Critical thinking skills/Decision-making skills:
(i) Decision making skills:
Decision-making is a process to determine alternative and constructive
solutions about problems.
(ii) Critical thinking skill:
Critical thinking skill is an ability which helps to analyse information and
experiences in an objective manner. It also helps us to evaluate the
influence of decisions taken on our own values and values of people who
are near to us.
Adolescents are most of the time influenced by media and peers. This skill
can assist them to assess the pros and cons of the situation and help them
to evaluate their actions.
(iii) Problem solving skill:
It is an ability to identify the problems correctly, understanding its sources
and causes very constructively. These causes have to be reduced or
eliminated. This skill also assists in choosing the best alternative from
many to solve the problem.
(b) Interpersonal/Communication skills
(i) Effective communication
Communication is an important process which is used by an individual to
transfer ideas, information or feelings to others. Unless
the communication is effective, the purpose of communication fails.
Effective communication skill helps to express oneself both verbally and
non-verbally through gestures, in way that messages are not distorted and,
moreover, it is appropriate to one's culture and situation.
Therefore, effective communication includes active listening, ability to
express feelings and giving appropriate feedback.
(ii) Negotiation/refusal skill
Sometimes, an individual is put in a situation, where he/she does not want
to remain for a long time. This induces lot of dissatisfaction in an
individual. For example, a child is bullied or abused by his/her classmates.
This can put him/her in a state of depression or detachment.
Then, negotiation skill will help that child to negotiate, without getting
aggressive towards them and thus helping him/her to become more
acceptable.
(iii) Empathy
It is an ability to imagine and understand what life is like for another
person, even in a situation that you may not be familiar with. It is
important for an adolescent to develop positive outlook towards others
and feeling of cooperation, which is necessary for preparing the foundation
for adulthood.
(iv) Interpersonal skill
Team work is required to the successful completion of a project. For
example, if you want to organise an exhibition in your school, then, who all
will provide you help? The Principal, your colleagues, or the fellow
students? The skill, which is required to co-ordinate work with The
involvement of the people, is called Interpersonal skill. This skill helps an
individual to relate in a positive way with fellow beings.
Development of this skill enables an individual/adolescent to be accepted
in the society. He/she also develops the acceptance of social norms, which
is essential to prevent an adolescent to follow delinquent behaviour.
(c) Coping and self-management skills
(i) Coping with stress/stress management
Adolescence is a vulnerable period of development and rapid
developmental changes causes stress. Erickson has propounded that in this
period individual wants to have his/her own identity. If proper direction is
not given then he/she feels stressed out. Therefore, this skill helps in
recognising the sources of life stress and directs an individual to choose a
way that can control the heightened stress level.
(ii) Coping with emotions
Briggs concluded that emotional development is complete by the age of 2
years. The adolescent generally shows heightened emotions as compared
to an adult and we end up in concluding that this group is immature.
This skill is involved in recognising the emotions and also helps to respond
to those emotions appropriately. Since, emotions also influence the overt
behaviour, the skill becomes more important for the constructive
personality development.
(iii) Skill of self evaluation/self awareness
This skill includes the recognition of one's self esteem, internal locus of
control, likes and dislikes. If an adolescent is able to recognise them, then
he/she starts believing that they can make a change in the world.
Therefore, they start looking at themselves and world more positively.
18. Briefly explain about the life skills in educations.
What are life skills?
Life skills are the skills we need to deal effectively with the challenges in
everyday life, whether at school, at work or in our personal lives.
A definitive list is something educators, governments and employers
continue to discuss. But no matter if you call them life skills, 21st century
skills or soft skills, students who are able to understand and use these
skills, along with their educational qualifications, will be better placed to
take advantage of educational and employment opportunities.
What is the Life Skills Approach?
The challenges facing young people today have changed significantly from
those affecting previous generations; some simply did not exist before, and
others have intensified or become more complex — for example,
HIV/AIDS and other sexually transmitted diseases, alcohol, tobacco and
other drug use, war and political instability, also unemployment, sexual
and other forms of exploitation, and discrimination in its many forms.
The causes of these problems are complex and multifaceted, and so they
are unlikely to be solved quickly or simply. As part of a comprehensive,
multi-strategy approach, a life skills approach may help to contribute to a
reduction in the harm associated with these issues, and to maintaining and
promoting healthy lifestyles.
The Life Skills Approach refers to
the interactive process of teaching and learning which focuses on acquiring
knowledge, attitudes and skills which support behaviours that enable us to
take greater responsibility for our own lives; by making healthy life
choices, gaining greater resistance to negative pressures, and minimising
harmful behaviours.
Where did the life skills approach come from?
The life skills approach has evolved from a number of influences, and
indeed the basic approach may be utilised under a variety of other names,
not just as the catchy brand name of ‘life skills’. At its simplest, the life
skills approach is simply good interactive educational methodology which
focuses on more than just information. Although useful in more contexts
than that of health alone, an important influence has been adolescent
health behavior research and practice, in areas such drug use and
HIV/AIDS related risk. A major finding reinforced across these extensive
field is that information is necessary but not sufficient to develop or change
behaviors. To have an impact on behaviour, information based approaches
need to be combined with attitudinal and interpersonal skills, known as
‘life skills’, which has become a kind of brand name for this approach.
What distinguishes the life skills approach from others?
Life skills as a teaching-learning approach is specifically designed to
enhance efforts to positively develop or change behaviour, especially
related to well being and healthy functioning in society. This focus on
behaviour change as a primary objective distinguishes life skills from other
approaches, such as information only approaches which are used for
simple information acquisition but are not generally effective in making an
impact on behaviour.
A second distinguishing factor of the life skills approach is the existence of
a balance of three components: (i) Knowledge or information, (ii) Attitudes
and values and (iii) (life) Skills as the most effective method of developing
or changing behaviors. This skill component consists of interpersonal and
psycho-social skills such as assertion, negotiation, decision making,
empathy building, values clarification, stress and coping skills. Whereas
information acquisition strategies might focus mainly on the knowledge
component, the life skills approach encompasses and balances all three of
these components (K.A.S.).
Practical experience shows that behaviour is substantially more difficult to
change and requires more intensive approaches than knowledge and
attitude change. While information is necessary for behavior change it is
not sufficient to be effective, primarily because the necessary balance of all
three essential components (KAS) is not achieved. The goal of the life skills
approach is to promote healthy, sociable behaviour and to prevent or
reduce risk behaviours, as well as make an impact on knowledge and
attitudinal components.
A third distinguishing factor: Challenge to education systems &
assessment
An assumption is made here that some behaviours need to change because
they are associated with significant risks related to the challenges
mentioned above. As such, the goal of the life skills approach is to make an
impact on these risk behaviours. Education systems have not typically
focused on behaviour change in this way, and very often aspire to changes
in knowledge alone. A history of content or knowledge focus in education
systems presents a significant challenge to advocating for, and
implementing life skills approaches. In this context the higher goal is
behaviour change, and so the life skills approach is distinct in not
presenting all the information that there is to know about a topic, but
rather, presents only that information considered necessary to influencing
attitudes and achieving the higher goal of reducing risk behaviours and
promoting positive behaviour. A direct consequence of achieving this
overall goal is the achievement of positive outcomes in terms of
knowledge, attitudes and values and intermediate skills.
UNIT-II
SECTION A
1. Define self-awareness.
Self-awareness is the capacity to recognize your own feelings,
behaviors, and characteristics - to understand your cognitive, physical and
emotional self. At a basic level, it is simply understanding that you are a
separate entity from others.
2. What are types of awareness?
Before you can improve anything, you must have awareness of
where you are. Awareness is the first essential step in any kind of
development, and you could break it down into various types. But there
are three particular types of awareness which relate to productivity, and
journaling can help you achieve these.
• Time Awareness
• Task Awareness
• Result Awareness
3. What is meditation?
Meditation is a foundational practice for improving self-awareness.
To focus solely on your breathing is to focus on a key internal process.
You’ll become aware of how your mind wanders, and get better at
snapping out of distractions.
For beginners, start with ten minute sessions. Find a quiet place to sit,
breath in through your nose and out through your mouth. Count your
breaths silently, pulling your mind back when it wanders. See how many
breaths you can string together
4. Write short notes on SWOT analyses.
• Strengths: characteristics of the business or project that give it an
advantage over others.
• Weaknesses: characteristics of the business that place the business or
project at a disadvantage relative to others.
• Opportunities: elements in the environment that the business or
project could exploit to its advantage.
• Threats: elements in the environment that could cause trouble for
the business or project.
5. What is meant by self-esteem?
If you have a positive body image, you probably like and accept
yourself the way you are, even if you don't fit some media "ideal." This
healthy attitude allows you to explore other aspects of growing up, such as
developing good friendships, becoming more independent from your
parents, and challenging yourself physically and mentally. Developing
these parts of yourself can help boost your self-esteem.
6. Write short notes on the Puberty and Development.
Some people struggle with their self-esteem and body image when
they begin puberty because it's a time when the body goes through many
changes. These changes, combined with wanting to feel accepted by
our friends, means it can be tempting to compare ourselves with others.
The trouble with that is, not everyone grows or develops at the same time
or in the same way.
7. Define Johari window.
The Johari Window model is a simple and useful tool for
illustrating and improving self-awareness, and mutual understanding
between individuals within a group. The Johari Windowtool can also be
used to assess and improve a group's relationship with other groups. The
JohariWindow model was developed by American psychologists Joseph
Luft and Harry Ingham in the1950s
want to achieve, values you want to nurture, and the life you want to live?
Are you applying the 80/20 rule?
In your journal, don’t just record what you are doing. Write, why you are
doing it. It doesn’t have to be an essay or a great philosophical reasoning.
Just jot down a line or two on why you think you have to perform this task.
Don’t worry about analysing it. For a couple of weeks, simply create a
habit of writing it. Once you have recorded two or three weeks worth of
reasons, then sit down and look at them.
SECTION B

8. What is sympathy? 11. Explain about the awareness wheel.

Most participants described sympathy as an unwanted and
misguided pity-based response that was easily given and seemed to focus
more on alleviating the observer’s distress toward patient suffering, rather
than the distress of the patient. After comparing and contrasting individual
patient responses, the following definition of sympathy emerged: a pity-
based response to a distressing situation that is characterized by a lack of relational
understanding and the self-preservation of the observer.
9. Define Altruism.
Altruism has been thought of as an ego defense, a form of
sublimation in which a person copes with his anxiety by stepping outside
himself and helping others. By focusing on the needs of others, people in
altruistic vocations such as medicine or teaching may be able to
permanently push their needs into the background, and so never have to
address or even to acknowledge them. Conversely, people who care for a
disabled or elderly person may experience profound anxiety and distress
when this role is suddenly removed from them.
10. What is the task awareness?
Given any moment in time or specific event (referred to as 'issue' in
How aware are you of the things you do daily? You might have a
the wheel), you can become aware of several different areas of your
big to-do list, and you are diligently crossing things off it, but are they the
right things? Are those things taking you closer to the things you really
internal world. Let's pick an issue/event and run it through the wheel, so
you can see how it works.
Say you're at a baseball concession stand waiting to get something to eat:
Sensory (information taken in through sight, taste, touch, smell, hearing,
and your own body's internal physical sensations): There are lots of loud
people around, and the line is long. It smells like soft pretzels; you are
hungry, and your stomach is grumbling. Also, your feet are sore.
Thoughts: I hate lines. I should have gotten in the other line. You
remember when you got violently ill from a concession-stand hotdog last
summer.
Feelings: Impatient, anticipation, longing, overwhelmed by the crowd
Wants for self and others: You want to get to the front of the line quickly.
You want to eat the hotdog before getting back to the stands. You don't
want to get sick. You want people to keep their distance and stop bumping
into you. You want the worker to give you a good hotdog, not the
shriveled-up one that's been sitting in the rotator all day.
Actions (past, present, and future): In the past, you did not tell the worker
which hotdog you wanted, and you let people bump into and cut in front
of you. In the present, you will tell the worker which hotdog you want, and
you assertively tell people to watch out and wait their turn. In the future,
you will go to the stand earlier in order to beat the rush. You will ask the
worker how fresh their hotdogs are.
12. What are the Types of Awareness that Can Improve Productivity?
The key to growth is the introduction of higher dimensions of
consciousness into our awareness.” – Lau Tzu
Before you can improve anything, you must have awareness of where you
are. Awareness is the first essential step in any kind of development, and
you could break it down into various types. But there are three particular
types of awareness which relate to productivity, and journaling can help
you achieve these.
Time Awareness
Many of us do things on auto-pilot. If you are always driving on the same
route, at the same time, you probably don’t even think about where you
are going. You sit in your car, get lost in your thoughts, and arrive at your
destination. That applies to how you spend your time. You have to do
certain things during the day, and most of the time, you do them the way
you know how.
That is the problem.
By being on auto-pilot, you are not looking at how you can improve. You
may think, after the fact, that your day was unproductive and that you
could’ve done better. It’s too late by then, because the day is already gone.
Keeping a journal, by regularly and consistently tracking what you do with
your day, gives you an awareness of where you unintentionally end up
wasting time.
Unintentionally is the key word here.
By productivity, I don’t mean just work. If you choose to spend an hour
playing video games with your child, that is not unproductive. If you
choose to sit down and watch a movie with your partner, that is not
unproductive. Unproductive moments are the ones where you spend your
time doing things you did not intend, and regret it afterwards.
Task Awareness
How aware are you of the things you do daily? You might have a big to-do
list, and you are diligently crossing things off it, but are they the right
things?
Are those things taking you closer to the things you really want to achieve,
values you want to nurture, and the life you want to live? Are you
applying the 80/20 rule?
In your journal, don’t just record what you are doing. Write, why you are
doing it. It doesn’t have to be an essay or a great philosophical reasoning.
Just jot down a line or two on why you think you have to perform this task.
Don’t worry about analysing it. For a couple of weeks, simply create a
habit of writing it. Once you have recorded two or three weeks worth of
reasons, then sit down and look at them.
Be honest, and be brutal. Do those reasons make sense? Or are they
pathetic whines of submitting under peer pressure or societal pressure?
Are those the reasons that are giving you positive motivation? Are they
increasing the quality of your life? Are they taking you closer to your
goals?
Result Awareness
You are filling your days doing tons of things. You are always busy, and
your schedule feels like it’s unending. But what are you achieving? What
are the tangible end results you can claim? Most good things take time to
achieve, but if we are always in transit, working towards something but
never quite getting there, then there is something wrong. For example, if
you want to write a book, maybe it will take you 6 months to a year to
write 90K words novel. But by the end of that year, you should at least
have a finished first draft. That is your end result.
Make it a weekly or monthly habit to journal about your achievements. If
you are working on big projects, include milestones. If we are to use
example of writing a book, your first milestone could be writing 5000
words a week. Your big milestone could be having a finished first draft by
end of the year. The next milestone could be second draft, and then
submission to agents etc.
Enjoy the process, and focus on details, but don’t forget the big picture. It’s
a good idea to live in the present, but if you have things you want to
achieve, you must also stay aware of your vision and where you are
headed. Focusing on and consistently
13. How to improve body image?
Some people think they need to change how they look to feel good
about themselves. But all you need to do is change the way you see your
body and how you think about yourself. Here are some tips on doing that:
Recognize that your body is your own, no matter what shape or size it
comes in. Try to focus on how strong and healthy your body is and the
things it can do, not what's wrong with it or what you feel you want to
change about it. If you're worried about your weight or size, check with
your doctor to verify that things are OK. But it's no one's business but your
own what your body is like — ultimately, you have to be happy with
yourself.
Identify which aspects of your appearance you can realistically change and
which you can't. Humans, by definition, are imperfect. It's what makes
each of us unique and original! Everyone (even the most perfect-seeming
celeb) has things that they can't change and need to accept — like their
height, for example, or their shoe size. Remind yourself that "real people
aren't perfect and perfect people aren't real (they're usually airbrushed!)".
If there are things about yourself that you want to change and can, do this
by making goals for yourself. For example, if you want to get fit, make a
plan to exercise every day and eat healthy. Then keep track of your
progress until you reach your goal. Meeting a challenge you set for
yourself is a great way to boost self-esteem!
When you hear negative comments coming from within, tell yourself to
stop. Appreciate that each person is more than just how he or she looks on
any given day. We're complex and constantly changing. Try to focus on
what's unique and interesting about yourself.
Try building your self-esteem by giving yourself three compliments every
day. While you're at it, every evening list three things in your day that
really gave you pleasure. It can be anything from the way the sun felt on
your face, the sound of your favorite band, or the way someone laughed at
your jokes. By focusing on the good things you do and the positive aspects
of your life, you can change how you feel about yourself.
Some people with physical disabilities or differences may feel they are not
seen for their true selves because of their bodies and what they can and
can't do. Other people may have such serious body image issues that they
need a bit more help. Working with a counselor or therapist can help some
people gain perspective and learn to focus on their individual strengths as
well as develop healthier thinking.
14. Brief explain about the SWOT matrix.
SWOT analysis (or SWOT matrix) is a strategic planning technique used to
help a person or organization identify the Strengths, Weaknesses,
Opportunities, and Threats related to business competition or project
planning.[1] It is intended to specify the objectives of the business venture
or project and identify the internal and external factors that are favorable
and unfavorable to achieving those objectives. Users of a SWOT analysis
often ask and answer questions to generate meaningful information for
each category to make the tool useful and identify their competitive
advantage.
Strengths and Weakness are frequently internally-related, while
Opportunities and Threats commonly focus on environmental placement.
• Strengths: characteristics of the business or project that give it an
advantage over others.
• Weaknesses: characteristics of the business that place the business or
project at a disadvantage relative to others.
• Opportunities: elements in the environment that the business or
project could exploit to its advantage.
• Threats: elements in the environment that could cause trouble for
the business or project.
The degree to which the internal environment of the firm matches with the
external environment is expressed by the concept of strategic fit.
Identification of SWOTs is important because they can inform later steps in
planning to achieve the objective. First, decision-makers should consider
whether the objective is attainable, given the SWOTs. If the objective is not
attainable, they must select a different objective and repeat the process.
Some authors credit SWOT to Albert Humphrey, who led a convention at
the Stanford Research Institute (now SRI International) in the 1960s and
1970s using data from Fortune 500 companies.[2][3] However, Humphrey
himself did not claim the creation of SWOT, and the origins remain
obscure.
Illustrative diagram of SWOT analysis
A SWOT analysis must first start with defining a desired end state or
objective. A SWOTanalysis may be incorporated into the strategic
planning model. An example of a strategic planning technique that
incorporates an objective-driven SWOT analysis is SCAN analysis.
Strategic Planning, including SWOT and SCAN analysis, has been the
subject of much research.
•Strengths: attributes of the organization that are helpful to achieving the objective.
•Weaknesses: attributes of the organization that is harmful to achieving
the objective.
•Opportunities: external conditions that is helpful to achieving the objective.
•Threats: external conditions which could do damage to the business’s
performance.
Identification of SWOTs is essential because subsequent steps in the
process of planning for achievement of the selected objective may be
derived from the SWOTs.First, the decision makers have to determine
whether the objective is attainable, given the SWOTs. If the objective is
NOT attainable a different objective must be selected and the process
repeated .The SWOT analysis is often used in academia to highlight and
identify strengths, weaknesses, opportunities and threats. It is particularly
helpful in identifying areas for development.
15.What are the effective of the Johari widows? The four Johari Window perspectives are called 'regions' or 'areas' or
'quadrants'. Each of these regions contains and represents the information -
The Johari Window model is a simple and useful tool for
feelings, motivation, etc - known about the person, in terms of whether the
illustrating and improving self-awareness, and mutual understanding
information is known or unknown by the person, and whether the
between individuals within a group. The Johari Window tool can also be
information is known or unknown by others in the group. The Johari
used to assess and improve a group's relationship with other groups. The
Window's four regions, (areas, quadrants, or perspectives) are as follows,
Johari Window model was developed by American psychologists Joseph
showing the quadrant numbers and commonly used names:
Luft and Harry Ingham in the1950s, while researching group dynamics. It
is relevant due to modern emphasis on, and influence of, 'soft' skills,
behavior, empathy, cooperation, inter-group development and
interpersonal development. Over the years, alternative Johari Window Johari window four regions
terminology has been developed and adapted by other people - 1. What is known by the person about him/herself and is also known by
particularly leading to different descriptions of the four regions, hence the others -
use of different terms in this explanation. Don't let it all confuse you - the
Johari Window model is really very simple indeed. The Johari Window Open area, open self, free area, free self, or 'the arena'
soon became a widely used model for understanding and training self-
2. What is unknown by the person about him/herself but which others
awareness, personal development, improving communications,
know -
interpersonal relationships, group dynamics, team development and inter-
group relationships. The Johari Window model is also referred to as a Blind area, blind self, or 'blind spot'
'disclosure/feedback model of self-awareness’, and by some people an
'information processing tool'. The Johari Window actually represents 3. What the person knows about him/herself that others do not know -
information - feelings, experience, views, attitudes, skills, intentions,
Hidden area, hidden self, avoided area, avoided self or 'facade'
motivation, etc. - within or about a person - in relation to their group, from
four perspectives, which are described below. The Johari Window model 4. What is unknown by the person about him/herself and is also unknown
can also be used to represent the same information for a group in relation by others
to other groups. Johari Window terminology refers to 'self' and 'others':
'self' means oneself, ie, the person subject to the Johari Window analysis. SECTION C
'Others' means other people in the person's group or team. N.B. When the
16. What is the Influences a Person's Self-Esteem?
Johari Window model is used to assess and develop groups in relation to
other groups, the 'self' would be the group, and 'others' would be other Puberty and Development
groups. However, for ease of explanation and understanding of the Johari Some people struggle with their self-esteem and body image when they
Window and examples in this article, think of the model applying to an begin puberty because it's a time when the body goes through many
individual within a group, rather than a group relating to other groups. changes. These changes, combined with wanting to feel accepted by
our friends, means it can be tempting to compare ourselves with others.
The trouble with that is, not everyone grows or develops at the same time
or in the same way.
Media Images and Other Outside Influences
Our tweens and early teens are a time when we become more aware of
celebrities and media images — as well as how other kids look and how we
fit in. We might start to compare ourselves with other people or media
images ("ideals" that are frequently airbrushed). All of this can affect how
we feel about ourselves and our bodies even as we grow into our teens.
Families and School
Family life can sometimes influence our body image. Some parents or
coaches might be too focused on looking a certain way or "making weight"
for a sports team. Family members might struggle with their own body
image or criticize their kids' looks ("why do you wear your hair so long?"
or "how come you can't wear pants that fit you?"). This can all influence a
person's self-esteem, especially if they're sensitive to others peoples'
comments.
People also may experience negative comments and hurtful teasing about
the way they look from classmates and peers. Although these often come
from ignorance, sometimes they can affect body image and self-esteem.
Healthy Self-Esteem
If you have a positive body image, you probably like and accept yourself
the way you are, even if you don't fit some media "ideal." This healthy
attitude allows you to explore other aspects of growing up, such as
developing good friendships, becoming more independent from your
parents, and challenging yourself physically and mentally. Developing
these parts of yourself can help boost your self-esteem.
A positive, optimistic attitude can help people develop strong self-esteem.
For example, if you make a mistake, you might want to say, "Hey, I'm
human" instead of "Wow, I'm such a loser" or not blame others when
things don't go as expected.
Knowing what makes you happy and how to meet your goals can help you
feel capable, strong, and in control of your life. A positive attitude and a
healthy lifestyle (such as exercising and eating right) are a great
combination for building good self-esteem.
Tips for Improving Body Image
Some people think they need to change how they look to feel good about
themselves. But all you need to do is change the way you see your body
and how you think about yourself. Here are some tips on doing that:
Recognize that your body is your own, no matter what shape or size it
comes in. Try to focus on how strong and healthy your body is and the
things it can do, not what's wrong with it or what you feel you want to
change about it. If you're worried about your weight or size, check with
your doctor to verify that things are OK. But it's no one's business but your
own what your body is like — ultimately, you have to be happy with
yourself.
Identify which aspects of your appearance you can realistically change and
which you can't. Humans, by definition, are imperfect. It's what makes
each of us unique and original! Everyone (even the most perfect-seeming
celeb) has things that they can't change and need to accept — like their
height, for example, or their shoe size. Remind yourself that "real people
aren't perfect and perfect people aren't real (they're usually airbrushed!)".
If there are things about yourself that you want to change and can, do this
by making goals for yourself. For example, if you want to get fit, make a
plan to exercise every day and eat healthy. Then keep track of your
progress until you reach your goal. Meeting a challenge you set for
yourself is a great way to boost self-esteem!
When you hear negative comments coming from within, tell yourself to
stop. Appreciate that each person is more than just how he or she looks on
any given day. We're complex and constantly changing. Try to focus on
what's unique and interesting about yourself.
Try building your self-esteem by giving yourself three compliments every
day. While you're at it, every evening list three things in your day that
really gave you pleasure. It can be anything from the way the sun felt on
your face, the sound of your favorite band, or the way someone laughed at
your jokes. By focusing on the good things you do and the positive aspects
of your life, you can change how you feel about yourself.
Some people with physical disabilities or differences may feel they are not
seen for their true selves because of their bodies and what they can and
can't do. Other people may have such serious body image issues that they
need a bit more help. Working with a counselor or therapist can help some
people gain perspective and learn to focus on their individual strengths as
well as develop healthier thinking.
17. Explain about the techniques used for self-awareness.
Self-awareness is one of the most important skills for success. How
you behave and respond to external situations is governed
by internal mental processes. Self-awareness uncovers
any destructive thought-patterns and unhealthy habits. This leads to better
decision-making and behavioral responses.
Here are 12 exercises for greater self-awareness:
1. The three why’s.
Before acting on a decision, ask yourself “Why?” Follow up your response
with another “Why?” And then a third. If you can find three good reasons
to pursue something, you’ll have clarity and be more confident in your
actions.
Being self-aware means knowing your motives and determining whether
they’re reasonable.
2. Expand your emotional vocabulary.
The philosopher Wittgenstein said, “The limits of my language mean the
limits of my world.”
Emotions create powerful physical and behavioral responses that are more
complex than “happy” or “sad.” Putting your feelings into words
has a therapeutic effect on your brain; if you’re unable to articulate how
you feel, that can create stress. Here’s a great list of “feeling words” to help
with labeling your emotions. Increase your emotional vocabulary with one
new word each day.
3. Practice saying 'no' to yourself.
The ability to say “no” to yourself to put off short-term gratification for the
long-term gain is an important life-skill. Like a muscle, it is strengthened
with exercise. The more you practice saying “no” to small daily challenges,
the better you can withstand major temptations.
There are plenty of daily temptations -- social media, junk food, gossiping,
Youtube. Make a goal of saying “no” to five different temptations each
day.
4. Break visceral reactions.
A person without self-awareness runs on auto-pilot, and responds
with knee-jerk reactions. Self-awareness allows you to assess situations
objectively and rationally, without acting on biases and stereotypes.
Take a deep breath before you act, especially when a situation
triggers anger or frustration. This gives you time to re-assess whether your
response will be the best one.
5. Be accountable to your flaws.
Nobody is perfect. Being aware of your flaws, but failing to accept
accountability, is leaving the job half-done. We’re often critical of others,
while ignorant of our own flaws. Self-awareness helps turn the mirror on
ourselves and prevents hypocritical behavior.
Iteration and self-improvement only happens once you recognize a flaw.
Create a habit of acknowledging your mistakes, rather than making
excuses.
6. Monitor your self-talk.
There is non-stop commentary in our heads that is not always helpful. A
little bit of negative self-talk can spiral into stress and depression.
Pay attention to the way you respond to your successes and failures — do
you pass off your achievements as luck? And crucify yourself after
failures? Positive and negative feedback-loops will form in your mind
based off how you respond to successes and failures. Being tough on
yourself needs to be balanced with self-compassion. Celebrate your wins,
forgive your losses.
7. Improve your body language awareness.
Watching yourself on video can be a cringeworthy experience, but
awareness of your body language, posture, and mannerisms
improves your confidence.
Slouching, or taking a “low-power-pose” increases cortisol and feeds
low self-esteem, while standing tall or taking a “high-power-pose”
stimulates testosterone and improves your performance. Using hand
gestures helps with articulating your thoughts and affects how people
respond to you.
Record a speech or presentation and evaluate your posture and hand
gestures. Watch videos of skilled speakers and adopt their mannerisms to
improve your own.
8. Play “Devil’s Advocate.”
Taking an opposing view forces you to question your assumptions. Your
"default" beliefs and worldview are not always reasonable; it’s healthy to
“argue against yourself” and see how your views hold up.
And you’ll give your brain a good workout. Processing challenging
information stimulates new neural connections.
9. Know your personality type.
Knowing your personality type allows you to maximize your strengths and
manage your weaknesses. Understanding your “strengths” and “talents”
can be the difference between a good choice, and a great choice. (Strengths
are skills and knowledge that can be acquired, while talents are innate).
Start with understanding where you fall on the introvert/extrovert
spectrum; know your Myers-Briggs type; and then conduct a
personal SWOT analysis (strengths, weaknesses, opportunities, threats).
10. Practice self-evaluation and reflection.
Keep a journal and track your progress. How would you rate your current
level of self-awareness out of ten? Think about how often you say regretful
things; repeat bad habits; make absent-minded decisions; and have
erratic thoughts.
Set regular goals, break big goals down into smaller milestones. Ask
yourself at the end of each day, “What did I do well today?” And, “How
can I improve on this tomorrow?”
11. Ask for constructive feedback, regularly.
We all have blind spots in our thinking patterns and behaviors. Asking for
regular constructive feedback cuts through any self-deceit or one-
dimensional views you might hold. But only ask people you’d consider
mentor — those who understand you; whom you respect; and will tell you
what you need to hear, not what you want to hear.
18. Discuss about the sympathy, altruism.
Sympathy
Most participants described sympathy as an unwanted and misguided
pity-based response that was easily given and seemed to focus more on
alleviating the observer’s distress toward patient suffering, rather than the
distress of the patient. After comparing and contrasting individual patient
responses, the following definition of sympathy emerged: a pity-based
response to a distressing situation that is characterized by a lack of relational
understanding and the self-preservation of the observer.
An unwanted pity-based response
Participants repeatedly described sympathy as a pity-based response that
was unwelcomed and in some incidences despised by patients. Patients
acknowledged that expressions of sympathy could be well-intended on the
part of acquaintances and healthcare providers. Ultimately, however, they
were experienced as being misguided and, ironically, had a largely
detrimental effect on patient well-being. Specifically, patients felt that
sympathy left them feeling demoralized, depressed, and feeling sorry for
themselves:
I do not want sympathy in any way, shape or form … I don’t have any
room to rent out to that space and I’ve said it many, many times to those
who come and visit me and those who want to come and visit me. Don’t
come and look like this is going to be the last time you’re going to see me
because it’s not. To feel sorry for me … that is wasted energy. (Patient 5)
I prefer, you know, compassion is okay, but sympathy, I’m not really fond
of because it might put me into a feeling sorry for myself mode. … too
much sympathy, you don’t want that because that doesn’t boost you so I
think compassion is, and empathy and compassion are the important
things, but I find it’s got me down if anybody is too sympathetic, you
know, it makes you cry, (Patient 4)
A shallow and superficial emotion based on self-preservation
In comparing sympathy, empathy, and compassion, participants agreed
that sympathy was the easiest of the three responses for observers to give
away. Participants felt this was due largely to sympathy being a shallow
and superficial emotion that was typically exhibited by individuals who
wished to remain distant from the patient’s situation. While sympathy
often involved thoughtful words or gestures, it was described by patients
as disingenuous, depersonalized, and emotionally distant and detached
from the person in suffering. Many participants expressed that the
detached nature of sympathy was a visceral reaction that was primarily
concerned about the self-preservation of the observer, rather than an
attempt to understand the person in need or a desire to alleviate suffering:
Sympathy is very easy, it’s an emotion, probably one of the easiest
emotions to fake. I hate sympathy! (Patient 40)
If you’re thinking of looking for sympathy, you’ll find it between shit and
syphilis in the dictionary. (Patient 34)
I hate sympathy, it feels shallow, it feels like, “Oh I’m so sorry you’re going
through this,” and it doesn’t feel genuine to me. (Patient 7)
An unhelpful and misguided reaction to suffering
Patients’ dislike of sympathy was not merely due to its pity-based
motivators and associated superficial responses but its lack of utility in
relieving patient suffering. Although participants felt that sympathy was
rooted in emotional distancing, it was not necessarily a passive state as it
could equally invoke a demonstrative reaction on the part of the responder,
leaving patients feeling overwhelmed by sympathetic phone calls, a flood
of get-well cards, and other emotionally laden, energetic expressions of
concern by others. Unlike empathy, and especially compassion, sympathy
was short-lived and dissipated shortly after its initial expression.
Participants experienced sympathy as not understanding their own
individualized needs, but rather as a reaction intended to serve the needs
of the observer. Therefore, it ultimately was not meaningful and was
ineffective in meeting patient needs:
When I was first diagnosed. I got all kinds of sympathy cards, you know
well wishes from people, and you know people phoning that you haven’t
heard from for years and things like that. That’s sympathy … because you
know they phone you know, wish you well and I haven’t heard from them
since.
Altruism:
Altruism has been thought of as an ego defense, a form of sublimation in
which a person copes with his anxiety by stepping outside himself and
helping others. By focusing on the needs of others, people in altruistic
vocations such as medicine or teaching may be able to permanently push
their needs into the background, and so never have to address or even to
acknowledge them. Conversely, people who care for a disabled or elderly
person may experience profound anxiety and distress when this role is
suddenly removed from them.
Altruism as an ego defence should be distinguished from true altruism—
one being primarily a means to cover up uncomfortable feelings and the
other being primarily a means to some external end such as alleviating
hunger or poverty. However, many psychologists and philosophers have
argued that there is, in fact, no such thing as true altruism. In The Dawn,the
19th century philosopher Friedrich Nietzsche maintains that that which is
erroneously called ‘pity’ is not selfless but variously self-motivated.
Nietzsche is in effect agreeing with Aristotle who in the Rhetoric defines
pity as a feeling of pain caused by a painful or destructive evil that befalls
one who does not deserve it, and that might well befall us or one of our friends,
and, moreover to befall us soon. Aristotle surmises that pity cannot be felt by
those with absolutely nothing to lose, nor by those who feel that they are
beyond all misfortune.
In an interesting and insightful aside, Aristotle adds that a person feels pity
for those who are like him and for those with whom he is acquainted,
but not for those who are very closely related to him and for whom he feels
as he does for himself. Indeed, says Aristotle, the pitiful should not be
confounded with the terrible: a man may weep at the sight of his friend
begging, but not at that of his son being led to death.
Altruistic acts are self-interested, if not because they relieve anxiety, then
perhaps because they lead to pleasant feelings of pride and satisfaction; the
expectation of honor or reciprocation; or the greater likelihood of a place in
heaven; and even if neither of the above, then at least because they relieve
unpleasant feelings such as the guilt or shame of not having acted at all.
This argument has been attacked on various grounds, but most gravely on
the grounds of circularity— altruistic acts are performed for selfish
reasons, therefore they must be performed for selfish reasons. The bottom
line, I think, is this. There can be no such thing as an ‘altruistic’ act that
does not involve some element of self-interest, no such thing, for example,
as an altruistic act that does not lead to some degree, no matter how small,
of pride or satisfaction. Therefore, an act should not be written off as selfish
or self-motivated simply because it includes some inevitable element of
self-interest. The act can still be counted as altruistic if the ‘selfish’ element
is accidental; or, if not accidental, then secondary; or, if neither accidental
nor secondary, then undetermining.
Need this imply that Aristotle is incorrect in holding that pity cannot be felt
by those with absolutely nothing to lose, or who feel that they are beyond
all misfortune? Not necessarily—although an altruistic act is often driven
by pity, this need not be the case, and altruism and pity should not be
amalgamated and then confounded with each another. Thus, it is perfectly
possible for someone lying on his deathbed and at the very brink of death,
who is compos mentis and whose reputation is already greatly assured, to
gift all or most of his fortune to some deserving cause, not out of pity,
which he may or may not be beyond feeling, but simply because he thinks
that, all things considered, it is the right thing to do. In fact, this goes to the
very heart of ancient virtue, which can be defined as the perfection of our
nature through the triumph of reason over passion. The truly altruistic act
is the virtuous act and the virtuous act is, always, the rational act.
UNIT-III
 SECTION -A • Comprehension listening

1. Write short note on interpersonal development. • Critical listening

An interpersonal relationship is a strong, deep, or close association • Biased listening

or acquaintance between two or more people that may range in duration
from brief to enduring. This association may be based on inference, love, • Evaluative listening
solidarity, regular business interactions, or some other type of social
commitment. Interpersonal relationships are formed in the context of • Appreciative listening
social, cultural and other influences. The context can vary from family or
kinship relations, friendship, marriage, relations with associates, work, • Sympathetic listening
clubs, neighborhoods, and places of worship. They may be regulated by
• Empathetic listening
law, custom, or mutual agreement, and are the basis of social groups and
society as a whole.
• Therapeutic listening
2. What is communication?
• Dialogic listening
Communication plays a pivotal role in all types of relationships
whether it is personal or professional. Feelings must be expressed and
• Relationship listening
reciprocated in relationships. Individuals need to communicate with each
other effectively for better understanding. Do not stay mum as it leads to 5. What is meant by thinking?
problems and misunderstandings. Two people in love must interact with
each other on a regular basis through various modes of communication Thinking can refer to the act of producing thoughts or the
such as telephone, emails, letters (though exchanging letter is now
considered an outdated form of communication). Staying in touch is process of producing thoughts. In spite of the fact that thought is a
essential for the love to grow especially in long distance relationships fundamental human activity familiar to everyone, there is no generally
where individuals can’t meet quite often.
accepted agreement as to what thought is or how it is created
3. What is definition of listening?
6. What are the elements of thought?
Listening is the act of hearing attentively. Research shows that 45%
of our time is spent on listening. We listen more than speak. If this listening The "parts" or elements of thinking are as follows:
skill is used in a proper way we can master the tools of communicative
• All reasoning has a purpose
skills. Listening is difficult, as human mind tends to distract easily. A person
who controls his mind and listens attentively acquires various other Skills and is • All reasoning is an attempt to figure something out, to settle some
benefited. question, to solve some problem

4. What is the types of listening. • All reasoning is based on assumptions

• All reasoning is done from some point of view
• Discriminative listening
 • All reasoning is based on data, information and evidence
• All reasoning is expressed through, and shaped These thinkers have become aware of the role thinking plays in
by, concepts and ideas their lives. They have begun to understand that problems in thinking and
• All reasoningcontains inferences or interpretations by which we logic can cause significant trouble for them, and they recognize that
draw conclusions and give meaning to data productive thinking requires effort and deliberate attention.
• All reasoning leads somewhere or They have an understanding of the basic elements of reasoning
has implications and consequences. (concepts, assumptions, questions at issue, purpose, point of view,
information, implications and consequences, etc.) and standards for the
7. What is creative thinking? assessment of thinking (clarity, accuracy, relevance, etc.), but they have
Refers to the ability to conceive new and innovative ideas by only a superficial understanding of these concepts.
breaking from established thoughts, theories, rules, and procedures. It 10. What is the generalization?
involves putting things together in new and imaginative ways. Creative Repeated experiences or observations of different objects result in a
thinking is often referred to as “thinking outside the box.” tendency to form a general idea. Thus, a child first sees one dog, then
another dog, then a third and so on and begins to form the general idea of a
dog.
8. What is meant by critical thinking? This is called the process of generalization. The process of
Critical thinking is the ability to think clearly and rationally generalization explains how the child acquires many concepts like the
about what to do or what to believe. It includes the ability to engage concepts of gender, shape, number, etc.
in reflective and independent thinking.
Critical thinking is the objective analysis of facts to form a
judgment. The subject is complex, and there are several
different definitions which generally include SECTION B
the rational, skeptical, unbiased analysis or evaluation of
11. Write about the factors affecting interpersonal relationship.
factual evidence.
9. Explain about challenged thinker.
• Compatibility
 Two individuals in a relationship must be compatible with each
other. There should be no scope of conflicts and misunderstandings in a
relationship. Individuals from similar backgrounds and similar goals in life
do extremely well in relationships. People with different aims, attitudes,
thought processes find it difficult to adjust and hence fail to carry the
relationship to the next level.
• Communication
Communication plays a pivotal role in all types of relationships
whether it is personal or professional. Feelings must be expressed and
reciprocated in relationships. Individuals need to communicate with each
other effectively for better understanding.
Two people in love must interact with each other on a regular basis
through various modes of communication such as telephone, emails, letters
(though exchanging letter is now considered an outdated form of
communication). Staying in touch is essential for the love to grow
especially in long distance relationships where individuals can’t meet quite
often.
The recipient must understand what the sender intends to
communicate and vice a versa. Clarity of thoughts is essential in
relationships.
• Honesty
Be honest in relationships. Do not lie or hide things from your
partner. Remember every problem has a solution. Think before you speak.
Transparency is important in relationships.
• Stay calm
Do not overreact on petty things in relationships. Stay calm. Be a
little more adjusting. Be the first one to say “Sorry”. It will solve half of
your problems.
• Forgiving
An individual needs to be a little more forgiving in relationships.
Do not drag issues unnecessarily. Fighting over small issues is foolish and
makes the situation all the more worse.
• Smile
As they say “Smile is a curve that makes everything staright.” Flash
your smile more often. It works. Take care of your facial expressions while
interacting with the other person.
• Time
Time plays an important role in relationships. Individuals in love
must spend adequate time to know each other better. Frustrations arise
when people do not have time to meet or interact with each other. Even in
organization, individuals must spend quality time with their coworkers to
strengthen the bond amongst themselves. Married couples must take time
out for each other for the charm to stay in relationship forever
12. Write about the several different types of thinking or ways to think.
Creative thinking –
Refers to the ability to conceive new and innovative ideas by
breaking from established thoughts, theories, rules, and procedures. It
involves putting things together in new and imaginative ways. Creative
thinking is often referred to as “thinking outside the box.”
CONCEPT FORMATION
Step 1. Observation
The first stage in the formation of concepts is the observation of an
event, object or an experience. This can also be called the stage of becoming
aware. This can be either direct or indirect. The child can directly see a dog
and become aware of it.
On the other hand, he also hears stories about devils and giants
from his parents and grandparents; here the awareness is indirect.
Thus, all of us have some knowledge or awareness of primitive
people (or at least we believe we have) even though most of us have not
seen them. Generally repeated experiences provide the basis for the
development of concepts.
Step 2. Generalisation
Repeated experiences or observations of different objects result in a
tendency to form a general idea. Thus, a child first sees one dog, then
another dog, then a third and so on and begins to form the general idea of a
dog.
This is called the process of generalisation. The process of
generalisation explains how the child acquires many concepts like the
concepts of gender, shape, number, etc.
Step 3. Discrimination or Differentiation
Along with generalisation and the observation and organisation of
similarities among things and objects, the child also becomes aware of the
differences between them. Thus, all dogs are alike and all cows are alike.
Dogs run on four legs and cows also do the same.
At the same time dogs and cows are different from each other and
big dogs are different from small dogs, and bulls are different from cows. It
is this type of sequential operation of generalisation and differentiation in
interaction that leads to the formation of concepts.
Step 4. Abstraction
From the description of the above processes the operation of
abstraction becomes evident. The child has seen dogs and he happens to
see a cow on a different occasion.
Observe them at the same time but inwardly he compares his
experiences on the two occasions.
13. Explain about the empathy contains three lessons.
• Understanding Yourself
If you want to understand the emotions of others, you have to learn
to empathize with yourself. Understanding Yourself was written to help you
understand and accept your emotions. Understanding and accepting your
own feelings is essential for a healthy life, and it's the foundation of
empathizing with others.
• Understanding Others
Through practice and a commitment to thoughtfulness, anyone can
learn to understand how others are thinking and feeling. Understanding
Others is the blueprint that shows you how.
 • Nonverbal Empathy We are generally more likely to be more sympathetic towards
someone who is geographically closer than someone on the other side of
When you understand what someone else is thinking or feeling, it
the world. This is spatial proximity.
becomes easier to interact with them. But there's a nonverbal aspect to
interaction that deserves special attention. The knowledge you gain from We are also more sympathetic towards people who are more like
empathy can help you to use appropriate nonverbal us. This is referred to as social proximity.
communication. Nonverbal Empathy explains how.
Furthermore, we are also more likely to be sympathetic if we have
14. what are the comparison of sympathy and empathy. experienced the same situation personally and found it difficult. However,
ongoing exposure to the same or a similar situation will dampen
What is the distinction between sympathy, empathy and
sympathy.
compassion? The words are often used interchangeably, but they do have
important differences. For example, the first time we see pictures or hear about an
earthquake, we may be motivated to donate money to relieve suffering. If,
Sympathy n. power of entering into another’s feelings or mind
however, there is another earthquake elsewhere a few days later, we may
Empathy n. the power of entering into another’s personality and feel less sympathetic, a situation sometimes referred to as compassion
imaginatively experiencing his experiences. fatigue.

Compassion n. fellow-feeling, or sorrow for the sufferings of another Showing Sympathy

-Chambers English Dictionary, Because sympathy is indelibly linked to bad experiences, for
1989 edition example, the death of a family member, it is often appropriate to show
your sympathy with someone else.
Sympathy or compassion is feeling for the other person, empathy is
experiencing what they experience, as if you were that person, albeit through While this can seem like a formality, the idea is to help the other
the imagination. person to feel better, by showing that you understand that they are having
a bad time, and may need some help.
The level of sympathy is also likely to be affected by the specific
Sympathy may be expressed either verbally or non-verbally.
circumstances.
Examples of sympathy expressed verbally include: This means that it is possible to develop your ability to feel and
express sympathy even as an adult.
• Speaking to someone to say how sorry you are about their situation;
and 15. Write brief notes on the reasoning

• Sending a card when someone has been bereaved. • Reasoning is associated with thinking, cognition, and intellect. The

Examples of sympathy expressed non-verbally include: philosophical field of logic studies ways in which human’s
reason formally through argument.
• Patting someone on the shoulder at a funeral;
• Reasoning may be subdivided into forms of logical reasoning(forms

• Putting a hand on someone’s arm when they tell you their bad news; associated with the strict sense): deductive reasoning, inductive

and reasoning, adductive reasoning; and other modes of reasoning considered

more informal, such as intuitive reasoning and verbal reasoning.
• Dropping your tone of voice when you speak.
• Along these lines, a distinction is often drawn between logical, discursive
Sympathy is innate, but it is also learned reasoning (reason proper), and intuitive reasoning, in which the reasoning
process through intuition—however valid—may tend toward the personal
Children as young as 12 months old have been observed to show
and the subjectively opaque.
sympathetic behavior, for example, giving their parents a toy without
• In some social and political settings logical and intuitive modes of
being prompted, or crying when another baby cries. These are very basic
reasoning may clash, while in other contexts intuition and formal reason
sympathetic responses. Some children are inherently more social and
are seen as complementary rather than adversarial.
sympathetic.
• For example, in mathematics, intuition is often necessary for the creative
However, as children learn and develop, their ability to feel processes involved with arriving at a formal proof, arguably the most
sympathy also develops as they learn from their parents and others around difficult of formal reasoning tasks.
them. Given that adolescents are often described as exhibiting selfish
behavior, it seems likely that ability to sympathize continues to develop SECTION C
throughout childhood and adolescent, and probably into adulthood as 16. Brief explain about the listening.
well.
 TYPES OF LISTENING
Here are types of listening, starting with basic discrimination of
sounds and ending in deep communication.
• Discriminative listening
Discriminative listening is the most basic type of listening, whereby
the difference between difference sounds is identified. If you cannot hear
differences, then you cannot make sense of the meaning that is expressed
by such differences.
• Comprehension listening
The next step beyond discriminating between different sound and
sights is to make sense of them. To comprehend the meaning requires first
having a lexicon of words at our fingertips and also all rules of grammar
and syntax by which we can understand what others are saying.
Comprehension listening is also known as content
listening, informative listening and full listening.
• Critical listening
Critical listening is listening in order to evaluate and judge, forming
opinion about what is being said. Judgment includes assessing strengths
and weaknesses, agreement and approval.
This form of listening requires significant real-time cognitive effort
as the listener analyzes what is being said, relating it to existing knowledge
and rules, whilst simultaneously listening to the ongoing words from the
speaker.
• Biased listening
Biased listening happens when the person hears only what they
want to hear, typically misinterpreting what the other person says based
on the stereotypes and other biases that they have. Such biased listening is
often very evaluative in nature.
• Evaluative listening
In evaluative listening, or critical listening, we make judgments
about what the other person is saying. We seek to assess the truth of what
is being said. We also judge what they say against our values, assessing
them as good or bad, worthy or unworthy.
Evaluative listening is also called critical, judgmental or interpretive
listening.
• Appreciative listening
In appreciative listening, we seek certain information which will
appreciate, for example that which helps meet our needs and goals. We use
appreciative listening when we are listening to good music, poetry or
maybe even the stirring words of a great leader.
• Sympathetic listening
In sympathetic listening we care about the other person and show
this concern in the way we pay close attention and express our sorrow for
their ills and happiness at their joys.
• Empathetic listening
When we listen empathetically, we go beyond sympathy to seek a
truer understand how others are feeling. This requires excellent
discrimination and close attention to the nuances of emotional signals.
• Therapeutic listening
 In therapeutic listening, the listener has a purpose of not only
empathizing with the speaker but also to use this deep connection in order
to help the speaker understand, change or develop in some way.
• Dialogic listening
The word 'dialogue' stems from the Greek words 'dia', meaning
'through' and 'logos' meaning 'words'. Thus dialogic listening mean
learning through conversation and an engaged interchange of ideas and
information in which we actively seek to learn more about the person and
how they think.
Dialogic listening is sometimes known as 'relational listening.
• Relationship listening
Relationship listening is also important in areas such as negotiation
and sales, where it is helpful if the other person likes you and trusts you.
Sometimes the most important factor in listening is in order to develop or
sustain a relationship. This is why lovers talk for hours and attend closely
to what each other has to say when the same words from
16. What is critical thinking? Explain about it.
Critical thinking is the ability to think clearly and
rationally about what to do or what to believe. It includes the ability to
engage in reflective and independent thinking.
Critical thinking is the objective analysis of facts to form a
judgment. The subject is complex, and there are several
different definitions which generally include
the rational, skeptical, unbiased analysis or evaluation of factual evidence.
DEFINITION
"The process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, and evaluating information to reach an answer or
conclusion".
NATURE AND STAGES OF CRITICAL THINKING
These stages in the intellectual development of the critical thinker
are paraphrased from the article “Critical Thinking Development: A Stage
Theory” by Linda Paul and Richard Elder, available at.
• The Unreflective Thinker
These thinkers are basically unaware of the role of thinking in
their lives and of potential problems with their own reasoning – they lack
the ability to be met cognitive. They do not identify concepts or
assumptions behind ideas, and they rarely assess the logic of their opinions
or conclusions.
They may have developed some skills in thinking (compare and
contrast, analyze, conclude, etc.), but these skills are inconsistently applied
and these thinkers tend to retain biases and prejudices.
• The Challenged Thinker
These thinkers have become aware of the role thinking plays in
their lives. They have begun to understand that problems in thinking and
logic can cause significant trouble for them, and they recognize that
productive thinking requires effort and deliberate attention.
They have an understanding of the basic elements of reasoning
(concepts, assumptions, questions at issue, purpose, point of view,
information, implications and consequences, etc.) and standards for the
assessment of thinking (clarity, accuracy, relevance, etc.), but they have
only a superficial understanding of these concepts.
• The Beginning Thinker
These thinkers are actively trying to take control of the quality
of their thinking in several areas of their lives. Because they realize that
they sometimes experience difficulty in their reasoning or problem solving,
they take deliberate measures to monitor and improve their thinking.
They are aware of the need to assess and improve their
thinking, but they “lack a systematic plan for improving their thinking,
hence their efforts are hit and miss.”
• The Practicing Thinker
These thinkers have an awareness of how our thinking tends to
be flawed, have an understanding of the basic elements of reasoning and
standards for assessing reasoning, know that our thinking needs to be
monitored and corrected, and understand that we are basically egocentric
if we do not challenge our own assumptions.
They actively analyze their thinking across many areas of their
lives, but are only beginning to assess their thinking in a systematic way.
They understand that the human mind tends to be self-deceptive, and they
attempt to assess and critique their own conclusions, beliefs, and opinions.
However, they still have “limited insight into deeper levels of
thought, and thus into deeper levels of the problems embedded in
thinking.”
• The Advanced Thinker
These thinkers have “established good habits of thought
which are ‘paying off’.” They actively analyze, assess, and critique their
own thinking in the significant areas of their lives, and they also have
insight and understanding of problems at deeper levels of thought.
While they are able to think well (apply elements and
standards) across many areas of their lives, they may not do this at a
consistently high level across all areas at all times.
These thinkers have a well-developed sense of their own
egocentric nature, and they strive to be fair-minded. If they “catch”
themselves displaying bias or applying a double standard, they quickly
correct their thinking in an attempt to be intellectually fair.
They have a developed understanding of the relationships
between thoughts, desires, emotional needs, and feelings.
These thinkers sometimes lapse into egocentrism and reason
in a one-sided way. Though they understand that egocentrism will always
play a role in their thinking, they are able to control the extent of their
egocentrism through careful monitoring of their thoughts.
• The Accomplished Thinker
These thinkers have established a systematic plan to assess
and correct their own thinking, and are also continually critiquing this plan
in order to improve their thinking.
They have almost completely internalized the elements of
reasoning and the standards for assessing reasoning, so that the application
of the elements and standards is both conscious and deeply intuitive for
them – met cognitive application of the elements and standards has just
become “how they think” and how they make sense of the world around
them.
18. How to use effective and active listening skills.
Face the speaker.
Sit up straight or lean forward slightly to show your attentiveness
through body language.
Maintain eye contact
Maintain eye contact, to the degree that you all remain comfortable.
Minimize external distractions.
Turn off the TV. Put down your book or magazine, and ask the
speaker and other listeners to do the same.
Respond appropriately
Respond appropriately to show that you understand. Murmur
(“uh-huh” and “um-hmm”) and nod. Raise your eyebrows. Say words
such as “Really,” “Interesting,” as well as more direct prompts: “What did
you do then?” and “What did she say?”
Focus solely on what the speaker is saying.
Try not to think about what you are going to say next. The
conversation will follow a logical flow after the speaker makes her point.
Minimize internal distractions.
If your own thoughts keep horning in, simply let them go and
continuously re-focus your attention on the speaker, much as you would
during meditation.
Keep an open mind.
Wait until the speaker is finished before deciding that you disagree.
Try not to make assumptions about what the speaker is thinking.
Avoid letting the speaker know how you handled a similar situation.
Unless they specifically ask for advice, assume they just need to talk
it out.
Even if the speaker is launching a complaint against you, wait until they
finish to defend yourself.
The speaker will feel as though their point had been made. They
won’t feel the need to repeat it, and you’ll know the whole argument
before you respond. Research shows that, on average, we can hear four
times faster than we can talk, so we have the ability to sort ideas as they
come in…and be ready for more.
Engage yourself.
Ask questions for clarification, but, once again, wait until the
speaker has finished. That way, you won’t interrupt their train of thought.
After you ask questions, paraphrase their point to make sure you didn’t
misunderstand. Start with: “So you’re saying…”
UNIT-IV
SECTION A
1.Definition of goal setting?
Goal setting involves the development of an action plan designed to Specific: Goals should be simplistic. Specific is the what, why and
motivate and guide a person or group toward a goal. how.
Goal setting can be guided by
goal-setting criteria (or rules) such as SMART criteria. Goal setting is a
major component of personal-development and management literature. Example: I want to lose 15kgs.

2.What is abbreviation of SMART?

5. What is realistic? With example
S.M.A.R.T goals

Your goals should be smart. S.M.A.R.T goals are the best framework Realistic: To be realistic, your goal must represent an objective toward
to set your goals. A smart goal will be; which you are both willing and able to work. You are the only one who can
decide just how high your goal should be.
• S = specific

• M = measurable Example: Yes, I can lose 15kgs.

• A = attainable
6. What are the types of goal setting?
• R = realistic

• T = time based
• Mission Statements
• What is measurable?
• Vision Statement
Measurable: You need to establish your criteria for measuring your
• Big Hairy Audacious Goal
progress so you know if you are on track or not.
• Smart

Example: I want to lose 1kg per week. • Management By Objectives

• . Balanced Scorecard
4. What is the specific? 7. Define coping with stress?
Coping is the process of spending conscious effort and energy to
solve personal and interpersonal problems. In the case of stress, coping
mechanisms seek to master, minimize, or tolerate stress and stressors that
occur in everyday life. These mechanisms are commonly called coping skills
or coping strategies.
All coping strategies have the adaptive goal of reducing or dealing
with stress, but some strategies can actually be maladaptive (unhealthy) or
merely ineffective. Maladaptive behaviors are those that inhibit a person’s
ability to adjust to particular situations.
8. What is Stress?
Stress is the mental, physical and emotional reactions you
experience as results of demands of your life. You must have experienced
stress at one time or another.
9. Definition of a stressor
A stressor is a chemical or biological agent, environmental
condition, external stimulus or an event that causes stress to an organism.
An event that triggers the stress response may include: environmental
stressors (hypo or hyper-thermic temperatures, elevated sound levels,
over-illumination, overcrowding)
10. What is Cognitive-emotional?
The principal source of this type of stress is our own thoughts. Our
brain interprets changes in our environment and body and conducts an
automatic “threat assessment” to decide whether a danger is present and
thus mobilize the body’s defences. The good functioning, or poor
functioning of our threat assessment mechanism determines whether we
become alarmed appropriately or inappropriately, and whether to remain
stressed or relax.
SECTION B
11. Define definition of goal settings.
Goal setting involves the development of an action plan
designed to motivate and guide a person or group toward a goal.
Goal setting can be guided by goal-setting criteria (or rules) such
as SMART criteria. Goal setting is a major component of personal-
development and management literature.
Studies by Edwin A. Locke and his colleagues have shown that
more specific and ambitious goals lead to more performance improvement
than easy or general goals. As long as the person accepts the goal, has the
ability to attain it, and does not have conflicting goals, there is a positive
linear relationship between goal difficulty and task performance.
Goal setting is the process of deciding what you want to
accomplish and devising a plan to achieve the result you desire.
For entrepreneurs, goal setting is an important part of business planning.
12. Discuss about the S.M.A.R.T Goals.
S.M.A.R.T goals
Your goals should be smart. S.M.A.R.T goals are the best framework to set
your goals. A smart goal will be;
 • S = specific Example: Yes, I can lose 15kgs.

• M = measurable
Time Based: Your goal needs to have a time frame attached to it. Without a
• A = attainable
time frame there is no urgency.
• R = realistic

• T = time based Example: 15 weeks.

Specific: Goals should be simplistic. Specific is the what, why and how.

Example: I want to lose 15kgs. Now you need to set yourself some goals! Make sure you are
passionate about the goals you set yourself. When you think about
Measurable: You need to establish your criteria for measuring your accomplishing these goals ensure that your are inspired and motivated by
progress so you know if you are on track or not. achieving them.

Example: I want to lose 1kg per week. One last tip is to tell someone your goals and make them hold you
accountable - this can be crucial. Telling someone your goals will create
Attainable: Goals should be achievable; they should be a challenge to compelling motivation for you to constantly to action towards achieving
achieve, but defined well enough so that you can achieve them. them. If you like, email me all of your goals and we can discuss them.

Example: I will exercise 4 times a week and stick to my meal plan. 13. What are the difference between a dream and goals?

Realistic: To be realistic, your goal must represent an objective toward SMART goals are crucial to your success. Once you have a SMART Goal
which you are both willing and able to work. You are the only one who can clearly defined, you need to come up with an action plan of how you are
decide just how high your goal should be. going to get there!
 Last but not least you need to take action towards your goals. Goals
won’t magically happen just because you’ve written them down. Even if
you come up with a fantastic SMART goal nothing happens if you don’t act
on them.
Specific –
A specific goal has a much greater chance of being accomplished
than a general goal. To set a specific goal you must answer the six "W"
questions:
Measurable –
Establish concrete criteria for measuring progress toward the
attainment of each goal you set. When you measure your progress, you
stay on track, reach your target dates, and experience the exhilaration of
achievement that spurs you on to continued effort required to reach your
goal.
To determine if your goal is measurable, ask questions such
as......How much? How many? How will I know when it is accomplished?

Attainable –

*Who: Who is involved? When you identify goals that are most important to you, you begin
to figure out ways you can make them come true. You develop the
*What: What do I want to accomplish?
attitudes, abilities, and skills to reach them. You begin seeing previously
*Where: Identify a location. overlooked opportunities to bring yourself closer to the achievement of
your goals.
*When: Establish a time frame.

*Which: Identify requirements and constraints.

*Why: Specific reasons, purpose or benefits of accomplishing the goal.
EXAMPLE:
general goal would be, "Get in shape." But a specific goal would
say, "Join a health club and workout 3 days a week."
You can attain most any goal you set when you plan your
steps wisely and establish a time frame that allows you to carry out those
steps. Goals that may have seemed far away and out of reach eventually
move closer and become attainable, not because your goals shrink, but
because you grow and expand to match them. When you list your goals
you build your self-image.
 You see yourself as worthy of these goals, and develop the traits
and personality that allow you to possess them.
Realistic –
To be realistic, a goal must represent an objective toward which you
are willing to work. A goal can be both high and realistic; you are the only
one who can decide just how high your goal should be.
But be sure that every goal represents substantial progress. A high
goal is frequently easier to reach than a low one because a low goal exerts
low motivational force. Some of the hardest jobs you ever accomplished
actually seem easy simply because they were a labor of love.
Your goal is probably realistic if you truly believe that it can be
accomplished. Additional ways to know if your goal is realistic is to
determine if you have accomplished anything similar in the past or ask
yourself what conditions would have to exist to accomplish this goal.
Timely –
A goal should be grounded within a time frame. With no time
frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when
do you want to lose it by? "Someday" won't work. But if you anchor it
within a timeframe, "by May 1st", then you've set your unconscious mind
into motion to begin working on the goal.
T can also stand for Tangible –
A goal is tangible when you can experience it with one of the
senses, that is, taste, touch, smell, sight or hearing. When your goal is
tangible you have a better chance of making it specific and measurable and
thus attainable.
14. Define seven steps to setting smart goals?
Goal setting is more than simply scribbling down some ideas on a
piece of paper. Our goals need to be complete and focused, much like a
road map.
If you follow the 7 goal setting steps outlined below you will be
well on your way to becoming an expert in building the road maps to your
goals.
• Make sure the goal you are working for is something you really want,
not just something that sounds good.
When setting goals it is very important to remember that your goals
must be consistent with your values.
2. A goal can not contradict any of your other goals.
For example,
you can't buy a $750,000 house if your income goal is only $50,000
per year. This is called non-integrated thinking and will sabotage all of the
hard work you put into your goals. Non-integrated thinking can also
hamper your everyday thoughts as well. We should continually strive to
eliminate contradictory ideas from our thinking.
3. Develop goals in all areas of life:
Family, Home, School, Athletics, Financial, Career, Social, Mental,
Ethical, etc.Setting goals in each area of life will ensure a more balanced life
as you begin to examine and change the fundamentals of everyday living.
Setting goals in each area of life also helps in eliminating the non-
integrated thinking discussed earlier.
4. Write your goal in the positive instead of the negative.
Work for what you want, not for what you want to leave behind.
Part of the reason why we write down and examine our goals is to create a
set of instructions for our subconscious mind to carry out. Your
subconscious mind is a very efficient tool, it can not determine right from
wrong and it does not judge. It's only function is to carry out its
instructions. The more positive instructions you give it, the more positive
results you will get.
Thinking positively in everyday life, this will also help in your
growth as a human being. Don't limit it to goal setting.
5. Write your goal out in complete detail.
Instead of writing "A new home," write "A 4,000 square foot
contemporary with 4 bedrooms and 3 baths and a view of the mountain on
20 acres of land.
Once again we are giving the subconscious mind a detailed set of
instructions to work on. The more information you give it, the more clear
the final outcome becomes. The more precise the outcome, the more
efficient the subconscious mind can become.
6. By all means, make sure your goal is high enough.
Shoot for the moon, if you miss you'll still be in the stars. If you’re
never able make it, everything you do to reach your goal will make you
better at what you are trying to achieve and a better person. Shoot for the
moon!
7. This is the most important, write down your goals.
Writing down your goals creates the roadmap to your success.
Although just the act of writing them down can set the process in motion, it
is also extremely important to review your goals frequently. Remember,
the more focused you are on your goals the more likely you are to
accomplish them.
Sometimes we realize we have to revise a goal as circumstances and
other goals change. If you need to change a goal do not consider it a failure,
consider it a victory as you had the insight to realize something was
different.
15. How to settings smart goals?
 Goal setting is more than simply scribbling down some ideas on a
piece of paper. Our goals need to be complete and focused, much like a
road map.
If you follow the 7 goal setting steps outlined below you will be
well on your way to becoming an expert in building the road maps to your
goals.
1.Something that sounds good.
When setting goals it is very important to remember that your goals
must be consistent with your values.
2. your other goals.
you can't buy a $750,000 house if your income goal is only $50,000
per year. This is called non-integrated thinking and will sabotage all of the
hard work you put into your goals. Non-integrated thinking can also
hamper your everyday thoughts as well. We should continually strive to
eliminate contradictory ideas from our thinking.
3. Develop goals in all areas of life:
Family, Home, School, Athletics, Financial, Career, Social, Mental,
Ethical, etc.Setting goals in each area of life will ensure a more balanced life
as you begin to examine and change the fundamentals of everyday living.
Setting goals in each area of life also helps in eliminating the non-
integrated thinking discussed earlier.
4. positive instead of the negative.
Work for what you want, not for what you want to leave behind.
Part of the reason why we write down and examine our goals is to create a
set of instructions for our subconscious mind to carry out.
Your subconscious mind is a very efficient tool, it can not determine
right from wrong and it does not judge. It's only function is to carry out its
instructions. The more positive instructions you give it, the more positive
results you will get.
Thinking positively in everyday life, this will also help in your
growth as a human being. Don't limit it to goal setting.
5. complete detail.
Instead of writing "A new home," write "A 4,000 square foot
contemporary with 4 bedrooms and 3 baths and a view of the mountain on
20 acres of land.
Once again we are giving the subconscious mind a detailed set of
instructions to work on. The more information you give it, the more clear
the final outcome becomes. The more precise the outcome, the more
efficient the subconscious mind can become.
6 your goal is high enough. is a critical management function that often follows a methodology,
framework or standard across an organization.

The following are a few common types of goal setting.

Shoot for the moon, if you miss you'll still be in the stars. If you’re never
able make it, everything you do to reach your goal will make you better at 1. Mission Statements
what you are trying to achieve and a better person. Shoot for the moon! A short inspiring statement that captures your goals, principles and
values.

7. Write down your goals. 2. Vision Statement

A vision statement paints a picture of your future. At the

Writing down your goals creates the roadmap to your success.
organizational level, it's an all encompassing goal for the future of the
Although just the act of writing them down can set the process in motion, it
organization. As with mission statements, vision statements are usually
is also extremely important to review your goals frequently. Remember,
short and catchy.
the more focused you are on your goals the more likely you are to
accomplish them. 3. Big Hairy Audacious Goal

Sometimes we realize we have to revise a goal as circumstances and A Big Hairy Audacious Goal is an overly ambitious goal that you're not
other goals change. If you need to change a goal do not consider it a failure, likely to achieve but represents a statement about your drive,
consider it a victory as you had the insight to realize something was determination and vision. They are commonly used to motivate employees
different. and inspire customers.

SECTION C 4. Smart

SMART is the criteria that goals be specific, measurable, achievable,

16. Discuss about a few common types of goal setting.
Goal setting is a management technique that involves developing an
action plan with targets for a team or individual. It is considered both a
tool of strategy implementation and performance management. As such, it
relevant and time-bound. It is commonly used in goal setting and project
management. In many cases, the SMART criteria are used in conjunction
with a goal setting methodology.
5. Management By Objectives
Management By Objectives is a management technique that
implements strategies and manages performance with aprocess of
participative goal setting.
6. Balanced Scorecard
A goal setting, strategy implementation and performance management
methodology that sets measurable goals that map to strategy known as
scorecards. Each scorecards includes data items in four areas: financial,
customer, internal and learning.
17.Discus the coping with stress in life education
Coping is the process of spending conscious effort and energy to
solve personal and interpersonal problems. In the case of stress, coping
mechanisms seek to master, minimize, or tolerate stress and stressors that
occur in everyday life. These mechanisms are commonly called coping skills
or coping strategies.
All coping strategies have the adaptive goal of reducing or dealing
with stress, but some strategies can actually be maladaptive (unhealthy) or
merely ineffective. Maladaptive behaviors are those that inhibit a person’s
ability to adjust to particular situations.
This type of behavior is often used to reduce one’s anxiety, but the
result is dysfunctional and non-productive. The term “coping” usually
refers to dealing with the stress that comes after a stressor is presented, but
many people also use proactive coping strategies to eliminate or avoid
stressors before they occur.
Personal choice in coping strategies is determined by personality
traits and type, social context, and the nature of the stressor involved
KEY POINT
• Coping is the process of spending mental, conscious energy on
dealing with problems in life. Mechanisms used to cope with stress
attempt to overcome or diminish the amount of stress experienced.
• Coping mechanisms can be categorized into three broad types:
appraisal -focused, which affects thought associated with the
stressor; problem-focused, which affects the stressor itself; and
emotion -focused, which affects the feelings associated with the
stressor.
• Coping strategies can be either positive or negative. Positive or
adaptive strategies decrease the amount of stress perceived and
experienced, while negative or maladaptive strategies diminish
symptoms of stress without addressing the real problem or
disorder.
• Coping ability varies to the extent that a person perceives a
situation as stressful (primary appraisal) and decides he/she has
the necessary resources to deal with what has been labeled stressful
(secondary appraisal).
• Coping-strategy selection varies among people and populations
based on situational, sexual, personal, and cultural differences.
KEY TERMS
• dissociation:
A defense mechanism through which certain thoughts or
mental processes are compartmentalized in order to avoid
emotional stress to the conscious mind.
• sensitization:
The increase in behavioral response following repeated
applications of a particular stimulus.
18. What is stress? What are the types of stress?
What is Stress?
Stress is the mental, physical and emotional reactions you
experience as a results of demands of your life. You must have experienced
stress at one time or another.
THREE TYPES OF STRESS MAY BE DISTINGUISHED:
1.Acute stress
Acute stress is usually for short time and may be due to work pressure,
meeting deadlines pressure or minor accident, over exertion, increased
physical activity, searching something but you misplaced it, or similar
things.
2.Chronic Stress
This type of stress is the most serious of all the 3 stress types.
Chronic stress is a prolonged stress that exists for weeks, months, or
even years. This stress is due to poverty, broken or stressed families and
marriages, chronic illness and successive failures in life. People suffering
from this type of stress get used to it and may even not realize that they
are under chronic stress. It is very harmful to their health.
DEFINITION OF A STRESSOR
A stressor is a chemical or biological agent, environmental
condition, external stimulus or an event that causes stress to an organism.
An event that triggers the stress response may include: environmental
stressors (hypo or hyper-thermic temperatures, elevated sound levels,
over-illumination, overcrowding)
SOURCE OF STRESS:
Stress, the reaction that mobilizes our resources against a potential
danger (real or perceived), can be produced by an almost infinite variety of
single triggers. This variety is produced by the many different situations
that can cause stress, in addition to the individual differences among
individuals in their perceptions of these triggers.
It is not uncommon to see a threat where someone else may see an
opportunity or a challenge, and vice versa. For ease of understanding,
stress triggers may be classified into four major sources, which in turn can
be further combined into two categories. The principal categories are:
physical stressors and psychological stressors.
To summarize, the four principal sources of stress may be grouped as
follows:
 • Environmental
Includes physical stressors that impinge upon the five
senses, such as weather, traffic, noise, pollution, disturbing images.
• Social
Includes psychological stressors triggered when demands are made on
our time, attention and skills, such as in job interviews, public speaking,
work presentations, interpersonal conflict, competing priorities, financial
problems, and loss of relationships and loved ones.
• Physiological
Includes physical stressors that are produced at various stages in our
life, such as during growth spurts in adolescence, menopause, lack of
exercise, poor nutrition insufficient sleep, illness, injuries, and aging.
Included in this category is also the physical stress produced by
psychological stressors, which produce muscle tension, headaches,
stomach upsets, anxiety attacks, and bouts of depression.
• Cognitive-emotional
The principal source of this type of stress is our own thoughts. Our
brain interprets changes in our environment and body and conducts an
automatic “threat assessment” to decide whether a danger is present and
thus mobilize the body’s defenses. The good functioning, or poor
functioning of our threat assessment mechanism determines whether we
become alarmed appropriately or inappropriately, and whether to remain
stressed or relax.
UNIT-V
SECTION A
1.What is coping skills?
Most importantly, good coping skills make for good mental health
wellness. Some good coping skills include: Meditation and Relaxation
Techniques: Practicing deep breathing techniques, the relaxation response,
or progressive muscle relaxation are ways to help reduce stress and induce
relaxation.
2.Definition of coping skills
Simply put, a stressor is something that causes stress. What Are
Coping Skills (Strategies)? We all develop defense mechanisms to avoid or
lessen psychological pain. Coping skills are ways in which we learn to deal
with various stressors. Each person copes with stress differently.
3.Write short note on coping with emotions.
Avoidance of the emotional distress will distract from the negative
feelings associated with the stressor. Emotion-focused coping is well suited
for stressors that seem uncontrollable (ex. a terminal illness diagnosis, or
the loss of a loved one).
4.Definition of Emotions.
 The word emotions are derived from Latin root movers which
mean to move, to agitate, to excite, to stir. R.S Woodworth defines emotion
as “a stirred up state of body and mind." According to this definition
emotion is that state of mind where we find certain psychological changes
which are known only to the individual who is experiencing an emotion.
Emotion is also a stirred up state of body in the sense it brings
about certain bodily changes which are external and hence can be seen by
other for example striking behavior is typical of anger.
5.What is emotion?
With example.
Emotion This is a subjective, impulsive response to a situation. It is
devoid of logical reasoning and can be unpredictable. Emotions can be
evoked in an individual by good or bad news delightful or sorrowful
situations. One’s mental thought can also evoke emotions
Emotions are strong feelings in response to situations, issues and
needs. These may cause mood swings in children and young people in
their various developmental stages. Such emotions include: love fear,
anger, shyness, self- doubt, hate, joy, frustration, sadness, guilt, jealousy.
6.How to managing emotion?
• Identify the problematic emotion
• Analyze underlying cause of emotion
• Reflect on the effect on self and others
• Weigh capacity to handle emotions
• Seeking guidance/counseling
• Delaying action
• Self distraction
• Walking away
• Expressing emotion through writing
7.Write short note on the coping strategies.
There are many coping styles that people use, and some may prove
more effective than others, depending on the nature of the stressful
situation and the person who is employing them. ... Active
Coping strategies involve an awareness of the stressor, followed by
attempts to reduce the negative outcome.
8.Define stress management.
Stress arises when individuals perceive a discrepancy between the
physical or psychological demands of a situation and the resources of his
or her biological, psychological or social systems
There are many ways of coping with stress. Their effectiveness
depends on the type of stressor, the particular individual, and the
circumstances. For example, if you think about the way your friends deal
with stressors like exams, you will see a range of different coping
responses. Some people will pace around or tell you how worried they are,
others will revise, or pester their teachers for clues.
9.What are the two different coping
strategies
Problem-focused strategy
This strategy relies on using active ways to directly tackle the situation that
caused the stress: you must concentrate on the problem. Here are some
examples:
• Analyze the situation
e.g. Pay attention, avoid taking on more responsibility than you can
manage.
spirit of an individual. Simply put, a stressor is something that causes
stress.
SECTION B
11.What are the types of coping strategies?
Hundreds of coping strategies have been identified. Classification of

• Work harder these strategies into a broader architecture has not been agreed upon.
e.g. Stay up all night to study for an exam Common distinctions are often made between various contrasting
• Apply what you have already learned to your daily life.
strategies,
e.g. You lose your job for the second time – you now know the steps
to apply for a new job • Appraisal-Focused (adaptive cognitive): directed towards
• Talk to a person that has a direct impact on the situation
challenging personal assumptions.
e.g. Talk directly to your boss to ask for an extension to the project
that is due in one week. • Problem-Focused (adaptive behavioral): reducing or eliminating
Emotion-focused strategy
stressors.
Emotion-focused coping strategies are used to handle feelings of distress,
rather than the actual problem situation. You focus on your emotions: • Emotion-Focused: changing personal emotional reactions.
• Brood
• Occupation-Focused: directed towards lasting occupation(s), which
e.g. you accept new tasks instead of saying “no”, but you keep
complaining and saying it is unfair. generates positive feedback
• Imagine/Magic thinking
Appraisal-focused strategies
e.g. You dream about a better financial situation.
• Avoid/Deny occur when the person modifies the way they think, for example:
e.g. You avoid everything that is related to this situation or you take
employing denial, or distancing oneself from the problem. People may
drugs and/or alcohol to escape from this situation.
• Blame alter the way they think about a problem by altering their goals and values,
e.g. You blame yourself or others for the situation. such as by seeing the humor in a situation: "some have suggested that
• Social support humor may play a greater role as a stress moderator among women than
e.g. You talk to your best friend about your concerns.
men".
10. What Are Stressors?
A stressor is defined as any physical, psychological, or social force problem-focused strategies
that puts real or perceived demands on the body, emotions, mind, or
 try to deal with the cause of their problem. They do this by finding
out information on the problem and learning new skills to manage the
problem. Problem-focused coping is aimed at changing or eliminating the
source of the stress. The three problem-focused coping strategies identified
by Folkman and Lazarus are: taking control, information seeking, and
evaluating the pros and cons.
Emotion-focused strategies involve:
• releasing pent-up emotions
• distracting oneself
• managing hostile feelings
• meditating
• using systematic relaxation techniques.
12. Define fear, love and joy.
Fear is a response to impending danger. It is a survival mechanism
that is a reaction to some negative stimulus. It may be a mild caution or an
extreme phobia. If the fear is trivial, it is called "trifling fear" or if the
danger seems formidable it is a "serious fear".
One secondary emotion in this category is "nervousness". The various
tertiary emotions relating to this sub-category are
Joy or happiness has shades of enjoyment, satisfaction and
pleasure. There is a sense of well-being, inner peace, love, safety and
contentment. There is an existence of both, positive thinking and positive
activities.
The first secondary emotion is "cheerfulness". This comprises a myriad of
tertiary emotions like:
Love arises from a feeling of profound oneness. Love can be platonic,
romantic, religious or familial. There are certain nuances to love regarding
bonding, friendship, altruism and philanthropy. As per psychology, love is
to lend self-esteem to another.
There are three secondary emotions - affection, longing and lust.
13. How to Manage Emotions More Effectively
For many people, emotions are a scary thing. Part of the problem is that we
just don’t know what to do with them, according to Darlene Mininni, Ph.D,
MPH, author of The Emotional Toolkit.
So we turn to the only strategies we do know. If you’re a man, you might
distract yourself by playing video games, tinkering with your tools or
drinking alcohol, she said. If you’re a woman, you might shop or eat.
Turning to these tools occasionally is OK, Mininni said. Making them part
of your regular coping repertoire, however, is problematic.
Emotions are valuable, and offer a bounty of benefits. Once we’re able to
process and cope with them effectively, we can learn a lot about ourselves
and our needs, Mininni said. Emotions send us important messages and
help us connect with others and accomplish great things, she said.
Using unhealthy strategies can sabotage our relationships, job and even
our health, Mininni said. In fact, people who handle stress effectively have
healthier immune systems, don’t get sick as often and age up to 16 years
more slowly than people who don’t.1
What is an Emotion?
There’s actually no consensus on what an emotion is, Mininni said. She
defines emotions as a “full-body experience,” an interplay between our
thoughts and physical sensations.
As an illustration, Mininni created the following simple formula:
Thoughts + Body Sensations = Emotion
For instance, a kind of giddy happiness and anxiety have the same
sensations, such as tight muscles and a pounding heart. What determines
whether we feel happy or anxious are our thoughts.
Decoding Emotions
Mininni created a valuable step-by-step process to help people identify and
manage their emotions. The first step is to figure out what you’re feeling –
and you just need to choose from four main emotions.
Mininni said that all emotions fall into these categories: anxiety, sadness,
anger and happiness. With anxiety, she said, your mind lights up with
“What ifs?” What if I lose my job? What if I don’t meet someone? What if I
fail my test?
You have thoughts of the future and everything that can go wrong, she
said. Your physical sensations include a racing heart, tight muscles and
clenched jaw.
With sadness, you have negative thoughts about the past. You feel tired
and heavy; you might cry and have trouble concentrating, she said.
With anger, your thoughts are focused on how you or your values have
been attacked, she said. The physical sensations are similar to anxiety,
including a racing heart and tightness in the body.
With happiness, your thoughts are focused on what you’ve gained. Maybe
you landed a great job, found a nice apartment or received a compliment.
Physically, you feel light or calm, and you might laugh and smile, she said.
The next step is to identify the message of your emotion. To do so, ask
yourself these questions, according to Mininni:
• Anxiety: What am I afraid of?
• Sadness: What have I lost?
• Anger: How have I or my values been attacked?
• Happiness: What have I gained?
Coping with Emotions
Once you’ve identified the emotion and its message, the last step is to take
action. Ask yourself if there’s anything you can do to solve the situation,
Mininni said. If there is, consider what you can do.
For instance, if you’re upset that you can’t find a good job, maybe you can
have friends review your resume or hire a professional resume writer.
Maybe you can sharpen your interview skills or extend your search a few
zip codes.
If there’s nothing you can do, determine how you can cope with the
emotion, she said. Mininni suggested meditating, getting social support,
writing, exercising and seeking therapy.
Think of these strategies as an emotional toolkit. You simply reach into
your kit, and pick out the healthy tool you need, Mininni said. In fact, you
can create an actual tote, and pack it with comforting items such as
sneakers, your journal, funny films, favorite books and a list of people
you’d like to call when you’re upset.
The strategies that work best will vary with each person, depending on
your personality, physiology and other individual factors, Mininni said.
For some people, running works wonders in alleviating anxiety. For others,
meditation is better.
Emotions may seem confusing and threatening but applying the above
practical and clear-cut approach reveals emotions for what they really are:
useful, informative and far from murky.
Emotional approach coping is a psychological construct that involves the
use of emotional processing and emotional expression in response to a
stressful situation.[1][2] As opposed to emotional avoidance, in which
emotions are experienced as a negative, undesired reaction to a stressful
situation, emotional approach coping involves the conscious use of
emotional expression and processing to better deal with a stressful
situation.[3] The construct was developed to explain an inconsistency in the
stress and coping literature: emotion-focused coping was associated with
largely maladaptive outcomes while emotional processing and expression
was demonstrated to be beneficial.
14. Explain about the coping with stress
Stress has a major impact on mental and physical health. Now that
you know how to recognize your stress and identify its source, let’s see
how you can cope with it.
This section explains how to live with stress and the different coping
strategies.
What is coping?
Coping refers to the thoughts and actions we use to deal with
a threatening situation.
A stressful situation may be considered a threat for you but not necessarily
for your neighbor. You and your neighbor may become stressed by the
same situation, but for different reasons (e.g. the situation is new for you,
but unpredictable for your neighbor).
After all, since we all become stressed for various reasons we will need to
choose different coping strategies.
As you will see, there are many strategies and some are better than others.
Two different coping strategies
Problem-focused strategy
This strategy relies on using active ways to directly tackle the situation that
caused the stress: you must concentrate on the problem. Here are some
examples:
• Analyze the situation
e.g. Pay attention, avoid taking on more responsibility than you can
manage.
• Work harder
e.g. Stay up all night to study for an exam
• Apply what you have already learned to your daily life.
e.g. You lose your job for the second time – you now know the steps
to apply for a new job
• Talk to a person that has a direct impact on the situation
e.g. Talk directly to your boss to ask for an extension to the project
that is due in one week.
Emotion-focused strategy
Emotion-focused coping strategies are used to handle feelings of distress,
rather than the actual problem situation. You focus on your emotions:
• Brood
e.g. you accept new tasks instead of saying “no”, but you keep
complaining and saying it is unfair.
• Imagine/Magic thinking
e.g. You dream about a better financial situation.
• Avoid/Deny
e.g. You avoid everything that is related to this situation or you take
drugs and/or alcohol to escape from this situation.
• Blame
e.g. You blame yourself or others for the situation.
• Social support
e.g. You talk to your best friend about your concerns.
15. write about the Coping with Emotions
This implies that whether there is good or bad news one should not lose
control over oneself, however one should not suppress the emotions.
Behavior that shows coping with emotions
• Letting rationality take control of the situation as far as possible
• Keeping calm in words and actions
• Accepting reality
• Thinking through the possible out comes of a situation and taking
positive alternative lines of action in good time
• Carrying on with essential duties even if there is an upsetting event
• Seeking or accepting suitable advice or assistance
• Recovering quickly from a sad event.
Managing Emotions
• Identify the problematic emotion
• Analise underlying cause of emotion
• Reflect on the effect on self and others
• Weigh capacity to handle emotions
• Anticipation → in the sense of looking forward positively to
something which is going to happen. Expectation is more neutral.
Types of emotions:

• Seeking guidance/counseling The word 'emotion' encompasses a broad range of feelings, behavior
• Delaying action and changes in the body and mind. Noted professor and psychologist,
• Self distraction
Robert Plutchik listed the basic or main types of emotions as follows:
• Walking away
• Expressing emotion through writing,
• joy
SECTION C
• trust
16. What are the types of emotion?
• fear
Robert Plutchik's theory says that the eight basic emotions are
• surprise
• Fear → feeling of being afraid
• sadness
• Anger → feeling angry. A stronger word for anger is rage.
• disgust
• Sadness → feeling sad. Other words are sorrow, grief (a stronger
feeling, for example when someone has died) • anger

• Joy → feeling happy. Other words are happiness, gladness. • anticipation

• Disgust → feeling something is wrong or nasty

These, he said, can be classified as primary, secondary and tertiary
• Surprise → being unprepared for something.
emotions. Along with the primary emotions, we also experience secondary
• Trust → a positive emotion; admiration is stronger; acceptance is
emotions which are a direct reaction of the primary emotions. For instance,
weaker
a person may feel ashamed or guilty after experiencing the primary
emotion of fear.
 Love arises from a feeling of profound oneness. Love can be platonic,
romantic, religious or familial. There are certain nuances to love regarding
Fear
bonding, friendship, altruism and philanthropy. As per psychology, love is
Fear is a response to impending danger. It is a survival mechanism to lend self-esteem to another.
that is a reaction to some negative stimulus. It may be a mild caution or an
extreme phobia. If the fear is trivial, it is called "trifling fear" or if the There are three secondary emotions - affection, longing and lust.
danger seems formidable it is a "serious fear".
Affection includes the following tertiary emotions:
One secondary emotion in this category is "nervousness". The various
17. What are the characteristics of emotion?
tertiary emotions relating to this sub-category are:
Emotions has some outstanding characteristics. These
Another secondary emotion in this category is "horror". There are various
characteristics must be understood clearly in order to understand the
tertiary emotions in this sub-category. The list of emotions is as follows:
nature of emotions.
Joy

Joy or happiness has shades of enjoyment, satisfaction and 1. One of the outstanding is that emotion has a wide range that is emotions

pleasure. There is a sense of well-being, inner peace, love, safety and is something universal emotions are experience not only by human beings

contentment. There is an existence of both, positive thinking and positive but also by animals although animal experience more or less the same

activities. emotions experienced by human beings they differ depth, intensity and
also quality.
The first secondary emotion is "cheerfulness". This comprises a myriad of
tertiary emotions like:
2. According to a psychologist name stout when ever an individual
Zest is another secondary emotion encompassing different tertiary experience an emotions it has a reference to a general situation and not to a
emotions like. particular object this opinion was experienced by stout long back know
there has been a remarkable progress in psychological search which has
Love
shown that emotions has a reference to a particular
objectandnottoageneralsituation.
 be seen by others the external changes may be in the form of facial
3. Emotions have two resource namely direct perception and ideas expressions or behaviour pattern.
(indirect). Direct perception of a situation may provoke one or other
emotion. However ideas memory mayalsoprovokeemotions. 8. Another characteristics of emotional mood :- Emotional mood is
experienced when an emotion inhibited (control). Society does not like the
4. Emotions rise as a result of satisfaction or non satisfaction of biological individual to give expression to his emotions as he experience it because of
means :- Emotions are closely related with the working of biological needs training and social pressure the individual inhibits emotions it is during
while satisfaction leads to the arousal of pleasant emotions, the non this stage that an emotional mood is experienced for example :- Husband
satisfaction may lead to unpleasant emotions. and wife quarrel being highly cultured one cannot take direct action on the
other in case of beating or abused the father shows his contempt on the
5. Emotions and thinking are inversely related :- It is a well known fact that child although the child is not responsible for his present emotions mood
during emotions excitement, our thinking and reasoning are grossly the purpose of showing contempt on the child is to express his contempt
effected. Thinking and reasoning cannot go on properly during an indirect on his wife.
emotional experience. Many times we regret for the mistakes we had
18. Explain about the emotion-focused coping.
committed when we were given to strong emotions. After we have
Emotion-focused coping involves trying to reduce the negative emotional
recovered this clearly indicate we cannot carry on thinking and experience
responses associated with stress such as embarrassment, fear, anxiety,
emotionsinthesametime.
depression, excitement and frustration. This may be the only realistic
option when the source of stress is outside the person’s control.
6. Emotions involve some internal changes :- Emotions are always
Drug therapy can be seen as emotion focused coping as it focuses on the
accompanied by some internal changes which are known only to the
arousal caused by stress not the problem. Other emotion focused coping
individual who is experienced the emotions. This internal changes may be
techniques include:
the ones like increase in the heart beat increase the pulse rate swelling rise
in the blood pressure etc. • Distraction, e.g. keeping yourself busy to take your mind off the
issue.

7. Emotions also bring about certain external changes :- This changes can
 • Emotional disclosure. This involves expressing strong emotions by
talking or writing about negative events which precipitated those
emotions (Pennebaker, 1995) This is an important part of
psychotherapy.
• Praying for guidance and strength.
• Meditation, e.g. mindfulness.
• Eating more, e.g. comfort food.
• Drinking alcohol.
• Using drugs.
• Journaling, e.g. writing a gratitude diary
• Cognitive reappraisal. This is a form of cognitive change that
involves construing a potentially emotion-eliciting situation in a
way that changes its emotional impact
• Suppressing (stopping/inhibition of) negative thoughts or
emotions. Suppressing emotions over an extended period of time
compromises immune competence and leads to poor physical
health (Petrie, K. J., Booth, R. J., & Pennebaker, 1988).
Critical Evaluation
A meta-analysis revealed emotion-focused strategies are often less effective
than using problem-focused methods in relation to health
outcomes(Penley, Tomaka, & Weibe, 2012). In general people who used
emotion-focused strategies such as eating, drinking and taking drugs
reported poorer health outcomes. Such strategies are ineffective as they
ignore the root cause of the stress. The type of stressor and wether the
impact was on physical or psychological health explained the strategies
between coping strategies and health outcomes.
In addition, Epping-Jordan et al. (1994) found that patients with cancer
who used avoidance strategies, e.g. denying they were very ill,
deteriorated more quickly then those who faced up to their problems. The
same pattern exists in relation to dental health and financial problems.
Emotion-focused coping does not provide a long term solution and may
have negative side effects as it delays the person dealing with the problem.
However, they can be a good choice if the source of stress is outside the
person’s control (e.g. a dental procedure).
Gender differences have also been reported: women tend to use more
emotion-focused strategies than men
Problem-focused Coping:
Problem-focused coping targets the causes of stress in practical ways which
tackles the problem or stressful situation that is causing stress,
consequently directly reducing the stress.
Problem focused strategies aim to remove or reduce the cause of the
stressor, including:
• Problem-solving.
• Time-management.
• Obtaining instrumental social support.
Critical Evaluation

In general problem-focused coping is best, as it removes the stressor, so

deals with the root cause of the problem, providing a long term solution.
Problem-focused strategies are successful in dealing with stressors such as
discrimination (Pascoe & Richman, 2009), HIV infections (Moskowitz,
Hult, Bussolari, & Acree, 2009) and diabettes (Duangdao & Roesch, 2008).

However, it is not always possible to use problem-focused strategies. For

example, when someone dies, problem-focused strategies may not be very
helpful for the bereaved. Dealing with the feeling of loss requires emotion-
focused coping.

Problem focused approached will not work in any situation where it is

beyond the individual’s control to remove the source of stress. They work
best when the person can control the source of stress (e.g. exams, work
based stressors etc.).
.