Personal Development 2nd Quarter Reviewer (G11) PDF

PERSONAL competing with others, exert control over others, or enhance DEVELOPMENT our social power or socia...

PERSONAL competing with others, exert control over others, or enhance DEVELOPMENT our social power or social FIRST QUARTER REVIEWER standing. Team President, Academics Committee LESSON 1: EMOTIONS AND EMOTIONAL INTELLIGENCE EMOTIONS A complex psychophysiological experience involves physiological arousal, expressive behaviors, and conscious understanding. ○ It guides us in facing predicaments and tasks too important to leave to intellect alone. ○ Each emotion offers a distinctive readiness to act; each points us in a PHYSIOLOGICAL COMPONENT direction that has worked well to handle (BIOLOGICAL COMPONENT) recurring challenges of human life. Starts with the state of arousal ○ The reticular activating system initially stimulates the cortex and then helps FUNCTIONS OF EMOTIONS maintain wakefulness, allowing for better interpretation of sensory 1. Preparing A link between external events information and emotions. us for action and behavioral responses. 2. Shaping Acts as a reinforcement. Past Sympathetic Nervous System our future experiences lead to learned behavior behavior. The Sympathetic branch sends signals to the adrenal gland in order to prepare the 3. Helping is Allow observers to better body to act or react following an to regulate understand us. emotion-evoking event (physiological social arousal) interaction ○ Vital signs elevated - Increase in heart 4. Social Affiliating Function - We affiliate rate, respiratory rate, blood pressure, Functions of with others, work together with and blood sugar levels. Emotions others, and seek harmony, ○ Slower digestive processes and pupil closeness, and love. dilation can also be observed. Distancing Function - We are Parasympathetic Nervous System keen to avoid others who might pose a threat to us, excel above others and win when Keeps the body from expending energy. ​  The autonomic responses are frequently and interpret them as your body's used by researchers in measuring preparation for a fearful situation. emotions. You then experience fear. Our sympathetic nervous system prepares our body to react to the emotion. Schachter and Singer Theory (Two Factor Emotional Hijacking Theory) ○ Includes physiological arousal and the State when an individual's cognitions are interpretation of that Arousal. overpowered by his/her emotions. ○ A person uses the environment to Usually referred to in the context of search for emotional cues to label aggression or fearfulness. physiological arousal. Arousal and Label, then Emotion. Amygdala Example: You are walking down a dark alley late at night. You hear footsteps behind you, and you begin Center in the limbic system to tremble. Your heart beats faster, ○ The seat of all emotions in the brain that takes over the neocortex. and your breathing deepens. Upon ○ The amygdala gets triggered and in an noticing this arousal, you realize that instant, takes control of the brain, in a it comes from the fact that you are sense, hijacking it. walking down a dark alley by yourself. This behavior is THEORIES OF EMOTION: dangerous, and therefore, you feel BIOLOGICAL COMPONENT the emotion of fear. Cannon-Bard Theory Theories of Emotion: Behavioral Component ○ The emotional states occur at the same time in response to the event. Emotional and Arousal. Emotional Expression Example: You are walking down a ○ Every emotion finds a way to be dark alley late at night. You hear expressed. footsteps behind you, and you begin ○ People recognize how we feel through to tremble. Your heart beats faster, Facial Expressions. and your breathing deepens. At the same time as these physiological Facial Expression changes occur, you also experience ○ Communicates our emotions. the emotion of fear. ○ It is universal. However, it can be misleading, exaggerated, or minimized James-Lange Theory ○ Emotion is the experience or changes in ○ Emotions are interpretations of the our facial muscles. accompanying physiological reaction. ○ Emotions are directly tied to changes in Arousal, then Emotion. facial muscles. Example: You are walking down a ○ Facial expressions are not only the dark alley late at night. You hear results of our emotions but are also footsteps behind you, and you begin capable of influencing our Emotions. to tremble, your heart beats faster, and your breathing deepens. You Facial Feedback Theory notice these physiological changes ​  ○ Holds that facial movement and expressions can influence attitude and emotional experience. Example: When a person attends a function and is required to smile for the duration of the function, they will actually have a better experience of the function. Moreover, it is the changes in our facial muscles that cue our brains and provide the basis of our emotions. ○ Intensity Macro Expression The intensity of emotion decreases ○ Lasts between 0.5 to 4 seconds. Do not as you move outward and intend to hide and occur wherever we increases as you move toward the are alone or with family and close wheel's center. friends. The intensity of the emotion is indicated by the color. The darker Micro Expression the shade, the more intense the ○ Go on and off the face in seconds as emotion. fast as 1/30 of a second. Example: anger at its least level of intensity is annoyance. At its highest Basic Types of Emotion level of intensity, anger becomes ○ Robert Plutchik's psycho-evolutionary rage. theory of emotion. He considered there ○ Polar Opposite to be eight primary emotions: Joy is the opposite of sadness. Joy Fear is the opposite of anger. Anger Anticipation is the opposite of Fear surprise. Sadness ○ Combinations Disgust Emotions are often complex, and Surprise being able to recognize when a Anticipation feeling is actually a combination of Trust two or more distinct feelings is a helpful skill. Wheel of Emotion Theories of Emotion: Cognitive Component Emotional Expression ○ Experience of EMOTION depends on the manner one appraises or evaluates an event. Subjective Labeling ○ Asserts that our emotions are determined by our appraisal of the ​  stimulus, but it suggests that immediate, ○ Recognizing one’s emotions and their unconscious appraisals mediate effects on other people. between the stimulus and the emotional ○ Accepts one’s feelings, whether it's response. positive or negative. Lazarus Theory Self-regulation ○ A thought must come before any ○ Controls disruptive impulses caused by emotion or physiological arousal. In negative emotions. other words, you must first think about TRUSTWORTHINESS - maintains your situation before you can standards of honesty and integrity. experience an emotion. CONSCIENTIOUSNESS - takes Cultural Difference responsibility for his/her work. Previous Experiences ADAPTABILITY - flexibility in Situational factors handling change. Example: You are walking down a INNOVATION - being open to new dark alley late at night. You hear ideas. footsteps behind you, and you think it may be a mugger, so you begin to Motivation tremble, your heart beats faster, and ○ Can motivate himself to work because your breathing deepens, and at the he has a positive attitude in life. same experience fear. ○ Reframes negative thoughts. Appraisal Theory Empathy ○ Primary - situation benefits us ○ Helps to recognize and understand how ○ Secondary- we consider how we will be other people feel. able to cope with the situation ○ An empathic person discerns feelings behind the needs and wants of other EMOTIONAL INTELLIGENCE people Ability to understand, use, and manage our Social Skills emotions well. ○ Referred to as “people skills.” Can help build stronger relationships, make ○ When we are able to work well with good decisions, and deal with difficult others through collaboration and situations. cooperation. The ability of a person to understand and ○ Good team players. express himself, understand and relate to others. Guidelines of Self-Disclosure Being aware of our emotions can drive our behavior and impact. Being aware of your emotions Emotional intelligence is being smarter with Understanding How Others Feel and Why our feelings. Managing Emotional Reactions Choosing Your Mood Components of Emotional Intelligence ○ Moods are emotional states that last a bit. Choosing the right mood can help Self-Awareness someone get motivated, concentrate on ○ Tune in one’s feelings. tasks, etc. ​  ○ A subjective state that emerges from a Types of Responses general feeling of satisfaction with oneself. Condition of good health, happiness, and prosperity TYPE DEFINITION EXAMPLE Passive Not expressing You are Mental Health one's needs and standing in line ○ A state of well-being in which every feelings, or for a long time, individual: expressing them and a person so weakly that cuts in the line Realizes his or her own potential. they will not be and you did not Can cope with the normal stresses addressed. say anything. of life. Aggressive Asking for what You are Can work productively and fruitfully. you want or standing in line Able to make a contribution to her or saying how you for a long time his community. feel in a and a person threatening, cuts in line. sarcastic or You got Characteristics of People with Good Mental humiliating way irritated and Health that may offend call that person the other names or They are at peace with themselves. person(s). threaten him. They are able to manifest emotional Assertive Asking for what You are control. you want or standing in line They are able to cope adequately with life saying how you for a long time feel in an honest and a person stressors. and respectful cuts in the line. They are able to adjust to new or novel way that does You tell that situations. not infringe on person he They know their strengths and weaknesses another person's needs to go to rights or put the the end of the and are aware of their limitations. individual down. line because They have adequate feelings of security. other people They have realistic life goals. have been They have a smooth interpersonal waiting for a long time relationship. already. They conform to social norms and standards. LESSON 2: COPING WITH STRESS They are able to satisfy their needs adequately and appropriately. IN MIDDLE AND LATE ADOLESCENT STRESS HEALTH (WORLD HEALTH ORGANIZATION) Physiological response to the demands of our environment. Health ○ Your body's reaction to situations that ○ A state of complete physical, mental, challenge you. It's your body's way of and social well-being and not merely getting prepared to deal with the the absence of disease or infirmity pressures you experience at home and at school. Well-Being ​  Signs of Stress Sources of Stress (Stressor): Mental ○ Increased level of tension, anxiety, and restlessness/fidgeting. Includes academic overload ○ Increased level of aggression, Reviewing for the exams irritability, and hostility towards others. Lack of organization ○ Inability to carry out routine tasks and Participating in class diminished ability to solve problems or Running after deadlines or situations that make decisions. call for sustained mental effort. GOOD STRESS BAD STRESS Sources of Stress (Stressor): Social, (EUSTRESS) (DISTRESS) Emotional, & Psychological Good stress can What you feel keep you when you can’t Somehow interrelated because they involve focused and stop worrying relating with other people. motivated to get about something Feelings of lack of support. things done. and you feel As we interact with others, we encounter overwhelmed all For example, the time. This can conflicts and disappointments, leading to being stressed cause stress feelings of frustration, tension, anxiety, and about giving a overload. even anger or depression. presentation can motivate you to prepare Sources of Stress (Stressor): Economic and rehearse. May involve one's socio-economic Fight or Flight Response condition, such as limited financial resources to meet our essential needs in The term "fight-or-flight" represents the life. choices we make when faced with danger in our environment. Sources of Stress (Stressor): Spiritual ○ This is a reaction that occurs in the presence of a situation that is terrifying, Loss of joy and peace or disturbance of either mentally or physically. tranquility. ○ The response is preparing your body to Crisis - change, synonym to crisis and either stay (to fight) and deal with a conflict. A sense of disequilibrium threat or to run away (to flight) to safety. CONFLICT Sources of Stress (Stressor): Physical The feeling you experience when you must choose between two or more incompatible Comes in the form of pollution, a congested possibilities or options. place, or a high level of noise. ○ Transitioning to a new Stressors: Conflict environment/change of routine. ○ It may also include fatigue, pain, shock, Approach-Approach Conflict trauma, and other physiological ○ A person must choose between two conditions in our body. desirable goals. ​  Avoidance-Avoidance Conflict ○ A person must choose between two Coping with Stress undesirable goals. Eat a balanced diet. Approach-Avoidance Conflict Take time to exercise. ○ A person must choose or not choose a Observe good sleeping habits. goal that has both positive and Avoid alcohol and drugs. negative aspects. Pursuing a hobby. Practice deep breathing exercises. Physical Reaction to Stress Bring awareness to your NOW. Develop an attitude of gratitude. Increased heart rate Carefully plan your day. Knows what Rapid pulse should be prioritized. Schedule leisure Increased sweating activities also. Shortness of breath Ask for help. Reach out. Hypertension Help others. Do more random acts, words Tensed muscles of kindness Skin rashes Hair loss PRIORITIZING Feeling nauseated Upset stomach Prioritizing is when you look at all of the Migraine things you need to do and want to do and put them in order of importance. Psychological Reaction to Stress ○ For example, you prioritize working on a group project over watching a movie. Inability to concentrate you have time to watch a movie after Loss of self-confidence that is great! But it is important to do Feeling worried what is important first. Depression Irritability Coping Strategies: Problem-Focused Baseless fears Insecurity Attempts to confront and directly deal with Feeling of personal inadequacy the demands of the situation. ○ studying for a test Behavioral Reaction to Stress ○ going directly to another ○ person to work out a Being absent-minded ○ misunderstanding. Frequent use of drugs or medication ○ signing up for a course in time Smoking ○ management in order to deal with time Drinking alcoholic beverages pressure. Difficulty going to sleep Diminished appetite to eat Coping Strategies: Emotion-Focused Restlessness Display of aggression Directed not at dealing with the situation Hair-pulling or nail-biting but rather at managing the stress. Frequent errors ○ Denying that a problem exists. ​  ○ Challenging irrational ideas that are It’s a lifelong journey that includes your causing disturbance. education, interests, jobs, occupations, ○ Most of our defense mechanisms can recreational activities and volunteer work. be used in these coping strategies. Throughout your career, you will gain many different skills, work in many different jobs Seeking Social Support representing many different occupations, and have changing interests, including Turning to others for assistance and recreational activities. emotional support in times of stress. ○ Job is not the same as a career. Your career can determine a lot of things in HPA AXIS your life: ○ The kind of lifestyle that you will be Hypothalamus triggers the release of leading. ○ CRH (Corticotropin releasing hormone) ○ The quality of relationships that you which activates the have with people around you, like your Pituitary Gland which releases the family and friends. hormone. ○ The kind of balance you will be able to ○ ACTH (Adrenocorticotropic hormone) keep with your life and your which is carried by the blood to the responsibilities. Adrenal gland which releases stress/hormones. JOB AND OCCUPATION Cortisol/Adrenalin and Noradrenalin to assist the body deal with the stressor. Job ○ A specific position an individual holds Example: Giving a Public Speech doing specific duties and gets paid for ○ Your brain (specifically the it. hypothalamus) recognizes public Ex: Maria’s job is a math teacher at speaking as a stressful situation (a senior high school. potential threat). ○ It releases CRH to signal the pituitary Occupation gland, which then releases ACTH. ○ Collection of job titles that share job ○ This hormone travels through your duties, skills, and training. People who blood to the adrenal glands, which work in an occupation do similar tasks release Cortisol, Adrenaline, and and need similar training Norepinephrine. Ex: Maria and every teacher in all high schools share the same LESSON 3: CAREER occupation: senior high school instructor. DEVELOPMENT CAREER DEVELOPMENT CAREER Career Development Career is defined as the combination and ○ An ongoing process of managing your sequence of roles played by a person life, learning, and work. during the course of a lifetime. ○ Involves developing the skills and knowledge that enable you to plan and ​  make informed decisions about your LIFE GOALS ARE RELATED education, training, and career choices. TO CAREER GOALS Why do we have to talk about career? In developing your career, you need to start having a life goal. It sets the direction of The ongoing process of managing your life, where you want to go. Life goals MUST learning, and work. precede career goals. It involves developing the skills and ○ Having life goals could empower a knowledge that enable you to plan and person to direct their motivation and make informed decisions about your energy towards finding education, training, and career choices. self-actualization through their chosen It can determine: career. ○ The kind of lifestyle that you will be leading. Life goals are very important to career ○ The quality of relationships that you development have with people around you, like your family and friends. Studies on career development do not ○ The kind of balance you will be able to impose that a person should stick to just keep with your life and your one initial choice/decision all throughout responsibilities. their lifetime; studies have shown that having a good plan of what a person would Personal development precedes career want to do one's life and associating one’s development. career choice and preparations to this have One has to develop as a person before been found to lead to a self-fulfilling life in deciding what he or she wants to do. adulthood. It involves our personality, attitude, values, A plan may be as flexible as it can be, but interests, and resources. what’s important is that it has a direction. Career development planning should be PERSONALITY IS NOT THE ONLY BEST provided across genders, educational BASIS FOR CAREER PLANNING backgrounds, and vocational competence in order to enhance their job satisfaction Aside from personality and interests, it is and service quality (Wang, et al, 2018). also important to consider one’s skills and abilities. Students who experienced career An individual’s culture, gender, previous orientation and guided career planning are experiences, economic conditions, and more satisfied and competent in their even childhood fantasies and expectations career decisions (Weidner, 2019). of other people can influence our career plans. Career orientation and employment commitment are positively related to FAMILY’S CAREER CHOICES CAN AFFECT career satisfaction, and these relationships MY CAREER CHOICES are fully mediated by work engagement and self-efficacy (Ngo & Hui, 2017). A lot of things can influence one’s career choice ​  There are internal/personal factors like description, the skills required, and the one’s personality, interests, and aptitude, market demand of the career. and there are external factors like family, Be aware that what you like may not life roles, and social and economic necessarily be a good fit for you. conditions. CAREER DECISIONS ARE DIFFICULT PERSONAL EXTERNAL FACTORS FACTORS Career decisions involve a lot of uncertainty and require tough tradeoffs Personality Environment It’s rare to find the perfect path right away. Values Physical and Personal Culture Rather than try to immediately identify your interests Social and perfect career, accept that careers take Biological & Economic time to build. genetic Opportunities Gender Media/Available Focus on taking good steps in the right Learning References direction and continuously improve over experiences Parents/Guardians/ time. Outcome Family expectations Career Counseling Peers EVERYONE DOESN’T HAVE ONE TRUE Other emerging CALLING factors or trends that affect career It would be great to end up in a job where choices: religion, gender roles, etc. we are passionate about what we are doing rather than a job where we are miserable and have to drag ourselves to work every I CAN CHANGE MY CAREER DECISION day. ALONG THE WAY However, the saying “follow your passion” encourages the idea that there is one If you are unsatisfied with your career for perfect path for you – your one true calling. any reason, you can always change. But this is misleading because you can Just be mindful of the proper way of become passionate about many different changing jobs or careers, and avoid making areas. decisions & actions impulsively. Many people change careers several times over the course of their lifetimes. HUMAN ECOLOGICAL/BIOECOLOGICAL SYSTEM THEORY IF _ IS HAPPY IN A PARTICULAR FIELD, YOU CAN NOT BE HAPPY TOO 1. Microsystem The individual’s immediate environments You are not ___. Everyone is different, and (family, school, peer what works for one person won’t group, neighborhood, and necessarily work for another, even if that childcare environments); other person is someone with whom you most influential level. have a lot in common. 2. Mesosystem The direct connections If someone you know has a career that between immediate interests you, try and get more details environments (i.e., a about the career in terms of the job child’s home and school) ​  participation in the decision-making 3. Exosystem The environments that only indirectly affect the process. individual (such as parent’s workplace) Macrosystem 4. Macrosystem The larger cultural context (Eastern vs. Western Encompasses the cultural environment in culture, national economy, which the person lives and all other political culture, subculture) systems that affect them. Includes the economy, cultural values, and 5. Chronosystem The patterning of political systems. environmental events and Can have either a positive or a negative transitions over the course of life effect on a person's development. Chronosystem Microsystem Includes the transitions and shifts in one’s The system closest to the person and the lifespan and the socio-historical contexts one in which they have direct contact. that may influence a person. Typically includes family, peers, or Adds the useful dimension of time, which caregivers; at home, school, daycare, or demonstrates the influence of both change work. and constancy in the child’s environment. Relationships in a microsystem are Includes a change in family structure, bi-directional. In other words, your address, parent’s employment status, in reactions to the people in your microsystem addition to immense society changes such will affect how they treat you in return. as economic cycles and wars. This is the most influential level of the ecological systems theory INFLUENCE FACTORS IN CAREER CHOICES Mesosystem Skills and Abilities ○ Trait and Factor model - skills and Consists of the interactions between the abilities (individual differences) need to different parts of a person's microsystem. fit the demands of a particular career The mesosystem is where a person's field (occupational profiles) individual microsystems do not function According to this model, it is independently, but are interconnected and important to take stock of the skills, assert influence upon one another. knowledge, and abilities that you These interactions have an indirect impact currently possess and those that on the individual. you still need to develop, as these greatly impact what kind of career Exosystem could be a good match for you Refers to a setting that does not involve the Interest and Personality Type person as an active participant, but still ○ John Holland’s Career Typology is affects them. widely used to connect personality This includes decisions that have bearing types and career fields. on the person, but in which they have no ​  This theory establishes a needs, and general world classification system that matches of work. personality characteristics and personal preferences to job Stage 2: “Trying out” through characteristics Exploration classes, work (15-24) experiences, hobbies. Holland Codes are six personality/career types that help Tentative choice and skill development. describe a wide range of occupations (RIASEC) Stage 3: Entry-level skill building Establishment and stabilization through Life Roles (25-44) work experience. ○ Donald Super’s Lifespan theory directly Stage 4: Continual adjustment addresses the fact that we each play Maintenance process to improve multiple roles in our lives and that (45-64) position. these roles change over the course of our lives. Stage 5: Decline Reduced output, prepare How we think about ourselves in (65+) for retirement. these roles, their requirements of them, and the external forces that Previous Experiences affect them may influence how we ○ John Krumboltz’s Social Learning and look at careers in general and how planned happenstance theories - we make choices for ourselves. factors related to our experiences with others and in previous work situations. Exploration Stage ○ Having positive experiences and ○ Test or try various types of work role models working in specific through your classes and projects careers may influence the careers ○ On-the-job trainings and performance we consider as options for tasks provide an opportunity to: ourselves. Develop a mature perspective of ○ We are likely to consider continuing time. a particular task if we have had a Acquire the ability to be patient and positive experience doing it. In this develop self-control, ability to way, we focus on areas in which negotiate, and an ability to identify we have had proven success and with appropriate models of work achieved positive self-esteem. behavior. Make tentative choices as to what Culture you really want to become after ○ Racial and ethnic background and the you graduate from high school. culture of an individual’s regional area, local community, and extended family DONALD SUPER’S FIVE LIFE & CAREER may impact career decisions. DEVELOPMENT STAGES ○ Culture often shapes our values and expectations as they relate to many STAGES (AGE DEVELOPMENT RANGE) parts of our lives, including jobs and careers. Stage 1: Development of Growth (0-14) self-concept, attitudes, ​  ○ Awareness of these can help us The first stage, fantasy, where understand how we make our career early ideas about careers are choices. formed, takes place up to age 11. ○ In the Philippines, our collectivist orientation makes our family a strong PASSION: TO FOLLOW OR NOT TO FOLLOW influence on our career decisions. ○ More often than not, the choice, of A research by 80,000 Hours (a nonprofit course, to take in college, the location organization dedicated to helping of our job, and how strong-willed we graduates in their career decisions) found will be in achieving great heights in our that the advice “follow your passion” is not career would most likely be influenced good advice because: by our family roles, duties, and ○ We are bad at predicting which jobs will obligations. be most happy just by thinking about it. ○ The degree of match between your Gender interest and your work is not especially ○ Both men and women have important for predicting where you’ll be experienced career-related satisfied. Following one’s passion stereotypes. causes us to overly focus on just one ○ How we view ourselves as individuals criterion. may influence both the opportunities and barriers we perceive as we make 4 Factors for being satisfied in your work: career decisions. ○ Roles of men and women in the Engaging, meaningful work workforce and in higher education ○ The extent to which you have variety, evolve. autonomy, a sense of completion, feedback, and work you feel makes a Social and Economic Conditions difference. ○ All of our career choices take place within the context of society and the Getting on with your colleagues economy. ○ The extent to which you get help from, ○ Events that take place in our lives may like and form meaningful relationships affect the choices available to us and with your colleagues. even dictate our choices to a certain degree. Personal fit ○ Changes in the economy and the ○ The extent to which you’re good at your resulting job market may also affect job. how our careers develop. Hygiene factors Childhood Fantasies ○ Having reasonable work hours, job ○ What do you want to be when you grow security, a short commute from and to up? This question may have helped your workplace, and sufficient pay. shape how you thought about careers then, as well as later in life. Following your passions can cause you to ○ Eli Ginzberg - proposed a theory that be too narrow-minded in your search for describes three life stages related to work because you can only be passionate career development. about activities you’ve already tried. ​  ○ Crisis: Present At a young age, you probably haven’t tried ○ Commitment: Present much of the world of work. Or you are ○ Example: Adolescent: “I know what I want to be”. passionate about something that is very hard to turn into a good job. References: LESSON 4: DEVELOPMENTAL STAGES AND CHALLENGES Content from: The slides of a Doc Judy AMONG ADOLESCENTS Aguinaldo ADOLESCENCE A period of life in which a child dramatically shifts into an adult. A time of great curiosity, intellect, physical function and emotionality. A transitional period in the human lifespan, linking childhood and adulthood. DEVELOPMENT The pattern of change that begins at conception and continues through the lifespan. Most development involves growth, although it also includes decline brought on by aging and dying. Marcia’s Four Statuses of Identity Identity Diffusion ○ Crisis: Absent ○ Commitment: Absent ○ Example: Undecided about career and has no interest yet Identity Foreclosure ○ Crisis: Absent ○ Commitment: Present ○ Example: Parents: “Basta and ikaw magiging doctor ko” Identity Moratorium ○ Crisis: Present ○ Commitment: Absent ○ Example: “What career will I choose?” Identity Achievement ​  Proofread by Team Secretary and Team President ​