STI SH1687 Transactional Analysis PDF

SH1687 Transactional Analysis Pertinent to developing people skills is the ability to develop sensitivity. The Four Basic Life Positions is found in the self-help book “I'm OK, You're OK” (1969) by Thomas Anthony Harris which is a practical guide to Transactional...

SH1687 Transactional Analysis Pertinent to developing people skills is the ability to develop sensitivity. The Four Basic Life Positions is found in the self-help book “I'm OK, You're OK” (1969) by Thomas Anthony Harris which is a practical guide to Transactional Analysis developed by Dr. Eric Berne as a method for solving problems in life which provides an insightful way of perceiving relationships and decisions that reflects one's personality. The internal voices characterized as the Parent, the Adult, and the Child also known as the PAC framework. All of us have Parent, Adult or Child 'data' guiding our thoughts and decisions and it is believed that transactional analysis would free up the Adult, which is the reasoning voice. The Adult in us prevents a torment of blind obedience which is the 'Child', or the dictates or prejudice of a 'Parent'. Hence these lead us to individual free will.  I'm not OK – You're OK This happens when one does not feel good and the other is good. Hence the first feels inferior with respect to the other. Inferiority and insecurity lead to inefficiency. Hence, lack of productivity due to differences in perception and emotions.  I'm OK - You're not OK In this position, one feels good and the other one does not feel the same. Differences in sentiment and state of mind ensure failure in any situation. Inefficiency caused by low self- esteem and inferiority while the other party feels superior to the other leads to failure in the relationship. An example of this is the superior parents and managers bullying or taunting their helpless and hopeless children or subordinates.  I'm OK - You're OK This is the ideal situation where both parties feel good about each other. A productive relationship which may lead to greater output. No party feels inferior or superior over each other Both are perceived to be on the same footing. Hence, no amount of anger, resentment and other negative emotion would hamper the motivation towards working for the goal. As both parties work comfortably with each other they are contented and invigorated.  I'm not OK - You're not OK This occurs when both are not OK which may lead to unsuccessful activities since both parties are 'not good'. Both parties may feel dominant over each other; hence, no possible productivity from the relationship can be expected. Reference: Magalona, E. & Salting-Sadsad, E. (2016). Personal development: Theory & practice. Manila, Philippines: Mindshapers Co., Inc. 10 Handout 1 *Property of STI Page 1 of 1  SH1687 Social Graces According to Lord Chesterfield (Philip Dormer Stanhope, a statesman and a man of letters from London) "Good breeding is the result of much good sense, some good nature, and a little self- denial for the sake of others, and with a view to obtain the same indulgence from them." It is true that all civilized societies are built upon discipline. Since man is gregarious by nature and people meet each other at all levels whether at home, at work, and in everyday life they desire to comply with personal needs which at times becomes contrary to others which results in conflict and tension. Hence, there are certain unwritten guidelines that will maintain the harmony in relationships basically by adhering to conventional requirements of social behavior. Social graces is a code of behavior that delineates expectations for social behavior according to contemporary conventional norms within a society, social class, or group. It is what determines what is cultured, acceptable, and normal hence, deviation from the same rules of etiquette will label a person as 'barbaric' and uncultured. Social Graces are a reflection of one's education, values, and sensitivity. The same could be manifested in several ways according to Samkar (2004, as cited by Magalona & Sadsad, 2016). A. Smoking Etiquette 1. Use an ashtray. 2. Put out the stub. 3. Do not throw cigarette butts on the floor. 4. Throw cigarette butts in proper places. 5. Don't smoke while walking. 6. Never smoke in public vehicles. 7. Be courteous to those who are sensitive to smoke. B. Drinking Etiquette 1. Don't create unpleasantness for hosts & companions. 2. Drink in moderation. 3. Drink slowly. 4. Don't mix drinks. 5. When you drink, don't take sleeping drugs. 6. Drink coffee to cure a hangover. 7. Call it a day when you feel you had enough. C. Dating Etiquette 1. Give a gift. 2. Learn to appreciate. 3. Do not embarrass the other person if you don't really like him/her. 4. Don't stay so late at night. 5. Inform your parents. 6. Don't be tempted by smoking, drinking, drugs, and sex. 7. Control yourself. 10 Handout 2 *Property of STI Page 1 of 2  SH1687 8. Know the difference between being a young person and men and women who are more emotionally mature and ready. 9. Don't waste money. 10. Plan ahead. D. Party Etiquette 1. Plan ahead. 2. Make good food. 3. Don't over decorate. 4. Relax. 5. Dress up well. 6. Receive guests personally. 7. Get the conversation going. 8. Play soft music. 9. Arrange party games. 10. Appreciate hospitality. 11. Be on time. 12. Make new friends. 13. Eat moderately. 14. Do not overstay. 15. Thank the host & hostess. E. Phone Etiquette 1. Greet the one you are calling. 2. The caller should identify himself first. 3. Modulate your voice & be articulate. 4. The caller should end the call. 5. Use good speech habits. 6. Be helpful and accommodating. 7. Avoid negative phrases. 8. Say 'thank you and goodbye'. Reference: Magalona, E. & Salting-Sadsad, E. (2016). Personal development: theory & practice. Manila, Philippines: Mindshapers Co., Inc. 10 Handout 2 *Property of STI Page 2 of 2  SH1687 Social Relationships in Middle and Late Adolescents Social roles are the part people play as members of a social group. With each social role, the behavior changes to fit the expectations both the person and others have of that role. In this case, an individual plays a different role in a day, for example, a daughter at home, a student in school, a friend to a neighbor, a guitarist to a band all at the same time. Each social role carries expected behaviors called norms. Social Norms are unwritten rules about how to behave. This provides an expected idea of how to behave in a particular social group or culture. In this case, a daughter is expected to honor, and respect her parents. The concept of norms provides a key to understanding social influence in general and conformity in particular. Social norms are the accepted standards of behavior of social groups. The tendency to fulfill, norms are termed as conformity. Most of the time, roles and norms are powerful ways of understanding and predicting what people will do. There are certain expectations for every social group; in this case, a class is expected to fulfill their duties inside the classroom. Norms provide order in society. It will be a chaotic society without social norms. Human beings need norms to guide and direct their behavior, to provide order and predictability in social relationships, and to make sense of and understanding each other's actions. To end, there is significant pressure to conform to social roles. Social roles provide an example of social influence in general and conformity in particular. Generally, people conform to the expectations of others and earn approval. Otherwise, it will be disapproval when we do not play our roles required of us. How people's roles shape adolescent’s development? An article published by Boundless Psychology in August 2015 titled "Culture and Societal Influences on Adolescent Development" shared the relationships adolescents have with their peers, family, at members of their social sphere play a vital role in their development. Adolescence is a crucial period in social development, as adolescents can be easily swayed by their close relationships. Research shows different types of relationships can influence adolescents: parents, peers, community, and society. 1. Parental Relationships - when teens go through the puberty stage, incidents of parent-child conflict m increase. Arguments may be in the issues of control, such as curfew, ways of dressing, and the right to privacy. Parent-adolescent disagreement also increases as peers show a greater impact on the child, this is especially true when parents do not approve of new friends' values or behavior. However, these may only bring little impact on their relationship, regarding more important life issues, many adolescents will still share the same attitudes and values as their parents. Adolescents who have a good relationship with their parents are perceived to have fewer tendencies to engage in various risky behaviors, such as substance abuse juvenile delinquency, and teenage pregnancy. 2. Peer Relationships - as adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important (Shanahan, McHale Osgood, & Crouter, 2007). The impact of peers' influence has a vital role in adolescents' personal development. As they mingle and bond with different people they start to form friendships. High-quality friendships may enhance a child's development regardless of the particular characteristics of those friends Teens tend to identify with larger groups based on shared characteristics. Being in the group, members can be assured to develop social skills such as empathy, disclosure, and leadership. Peer groups can have positive influences on an individual, such as academic motivation and performance; however, peer pressure to engage in risky behaviors such as substance abuse, stealing or other forms of juvenile delinquency are inevitable. The vulnerability to be influenced by peers is more rampant in early adolescence, and while peers may facilitate, positive social development for one another, they may also hinder it. 3. Community, Society, and Culture - there are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture is learned and socially shared, and it affects all aspects of an individual's life. A lot of distinguishing characteristics of an individual are products of culture. Many factors that shape adolescent development vary by 10 Handout 3 *Property of STI Page 1 of 4  SH1687 culture. In this case, the degree to which adolescents are perceived as independent beings varies widely in different cultures. Their lifestyle is also profoundly shaped by the roles and responsibilities they are expected to assume. The level to which an adolescent is expected to share family responsibilities is one of the determining factors in normative adolescent behavior: adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities while others are given more freedom or come from families with more privilege where responsibilities are fewer. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various socioeconomic backgrounds, which are further influenced by cultural norms and values. Adolescents begin to develop unique belief systems through their interaction with social, familial, and cultural environments. These belief systems cover everything from religion and spirituality to gender, sexuality, work ethics, and politics. The range of attitudes that a culture embraces on a particular topic affects beliefs, lifestyles, and perceptions of adolescents, and can have both positive and negative impacts on their development In many parts of the world, lesbian, gay, bisexual, and transgender (LGBT) youth face, much discrimination, and bullying by their peers based on the broader cultural attitudes on LGBT issues; many are judged and criticized because they are seen to be breaking culturally-based gender norms. This can have a tremendous impact on t] development, increasing their risk of depression, anxiety, and even suicide. Similarly, early-maturing girls may suffer teasing or sexual harassment-related to their developing bodies, contributing to a higher risk of depression, substance abuse, and eating disorders. Peer Group Leaders and Followers According to Benjamin B. Wolman in his book entitled Adolescence: Biological and Psychosocial Perspectives published in 1998, adolescence often claims that their groups do not have leaders, but quite often their groups are referred to by the name of one of its members, who usually is the leader. Even when adolescents deny that they have a leader, there is just one individual who occupies the leadership position and plays an important role in relating the group to other groups. All adolescent groups and cliques develop a hierarchic status system. The leader is usually more socially mobile than the followers and consequently better informed about their activities. The leader is usually a coordinated and integrating figure in the social structure of the group. The leader is usually endowed with organizational skills required for the coordination of group activities as well as with personality traits allowing him to mix freely with outsiders and maintain friendly relations within the group. In many instances, the le guides the social behavior of the members of the group (Newman 1982). In a study conducted by Peter Ward et.al on Adolescent Peer Followership and Self-Determination Theory Perspective, self-determination theory suggests that adolescents are more likely to follow peer leaders who afford them the autonomy to choose avenue for relatedness with the leader and other members of the group, and a sense of competence for the tasks they are doing. The influences from different sectors greatly affect an adolescent's ability to discern who he is. Given this scenario, the adolescent may become confused about his real identity. Erik Erickson's fifth developmental stage of development which he termed Identity versus Role Confusion occurs during adolescent years. At this time, adolescents are faced with deciding who they are, what they are all about, and where they are going in life. As part of their self-exploration, they experience psychosocial moratorium, which he termed as the gap between childhood security and adult autonomy. In the course of exploring and searching for their culture's identity files, they often experiment with different roles. Youth who successfully cope with these conflicting roles and identities emerge with a sense of self both refreshing and acceptable. However, adolescents who do not successfully resolve the identity crisis suffer from what Erickson termed role confusion. Either they withdraw, isolating themselves from peers and family, or they immerse themselves in the world of peers and lose their identity in the crowd. Identity is a self-portrait composed of many pieces 1. The career and work path a person wants to follow (vocational and career identity) 2. Whether a person is politically conservative or liberal (political identity) 3. Spiritual beliefs 4. Achievement and intellectual identity 10 Handout 3 *Property of STI Page 2 of 4  SH1687 5. Sexual identity. 6. Physical identity 7. Interest such as hobbies, sports, and music 8. Cultural/ ethnic identity 9. Individual's personality 10. Relationship identity whether a person is single, married or, cohabiting The Four Statuses of Identity James Marcia (1980, 1994, 2002) stressed. Erickson's theory of identity development entails four identity statuses or ways of resolving identity crisis. He defines the term crisis as a period of identity development during which the adolescent, is choosing among meaningful alternatives. By commitment is when adolescents show a personal investment in what they are going to do Let us examine each one: 1. Identity diffusion - a state when adolescents have not yet experienced an identity crisis or made any commitments; consequently, the individual may drift aimlessly and become manipulative or, self-centered. Example: a 13-year-old girl has neither begun to explore her, identity in a meaningful way nor made an identity commitment. 2. Identity foreclosure - a state when adolescents made a commitment but have not experienced yet a crisis this status often occurs when parents hand down commitment to their children in an authoritarian way; thus, they have not explored yet their different approaches, beliefs, or inclinations. For example, an 18-year-old boy's family wanted him to take engineering and so he is planning to take it without exploring first his skill: and inclinations if he is capable of the course. 3. Identity moratorium - a state when adolescents are in the midst of identity crisis but have not made a clear commitment to ai identity; Example: Carmina is contemplating on what course to take. She asked her guidance counselor to discuss her career options. 4. Identity achievement - a state when adolescents suffered an identity crisis and made a commitment; consequently, the individual has achieved continuity and stability and has come to accept his/ her self-concept and commitments. Example Gino went through serious career exploration and successfully) graduated from college with a degree in Education program He looks forward to his first teaching job this school year. This typology by Marcia is not meant to be rigid as each mod is seen as a continuing process. The modes do not form inevitable stages moving from one to another and the moratorium is the only stage that is a precondition for the attainment of identity due to its emphasis on exploration. Identity is never final because of role change and; as a result, identity issues may re-emerge. The Looking-Glass Self The looking-Glass Self is a social psychological concept, created by Charles Horton Cooley in 1902 (McIntyre 2006), stating that a person's self grows out of society's interpersonal interactions and the perceptions of others. The term refers to people shaping their self-perception based on their understanding of how others perceive them. Cooley clarified that society is an interweaving and inter-working of mental selves. In this case, a child who is perceived by her parents as smart will be raised with certain types of expectations. As a consequence, the child will eventually believe that she is a smart person. In an article published by Joachim Vogt Isaksen for Popular Social Science in May 2013, the concept of the looking glass-self theory constitutes the foundation of the sociological theory of socialization. The theory is that people in our close environment serve as the "mirrors" that reflect images of ourselves. This has three steps. First, the assumption of how we appear to another person, sometimes this assumption is correct, but may also be incorrect since it is merely based on speculations. Second, the assumption of how people judge us based on our appearance. Lastly, we imagine how the person feels about us, based on the judgments made of us As a result we often change our behavior based on how we feel people perceive us. 10 Handout 3 *Property of STI Page 3 of 4  SH1687 This process of self-evaluation is done unconsciously and may consequently bring a whole range of psychological problems, such as poor self-image and low self-esteem. To remedy this, adolescents should develop a self-image based on their evaluations rather, than basing it on how others perceive them. Reference: Bernabe G. (2016). Personal development for senior high school. Manila, Philippines: Mindshapers Co., Inc. 10 Handout 3 *Property of STI Page 4 of 4  SH1687 Family Structures and Legacies Families can be seen as social systems which have established a set of rules, have ascribed and assigned roles, power structure, and strategies for solving disputes. There are different types of family’s examples are nuclear, extended, step, and single parents. The traditional family structure involves two married individuals providing care and stability for their biological offspring. However, this two-parent, nuclear family has become less prevalent, and unconventional family forms have become more common. The family is created at birth and establishes ties across generations. The extended family of aunts, uncles, grandparents, and cousins, can all hold significant emotional and economic roles for the nuclear family. Types of Family Structure: 1. Nuclear Family - the nuclear family is considered. the "traditional" family and consists of a mother, father, and the children. The two-parent nuclear family has become less prevalent, and alternative family forms such as homosexual relationships, single-parent households, and adopting individuals are more common. The nuclear families at present prefer to have fewer children than in the past. 2. Single Parent - a single parent is a parent who cares for one or more children without the assistance of the other biological parent. Historically, single-parent families often resulted from the death of a spouse, for instance during childbirth. Single-parent homes are increasing as married couples separate, or as unmarried couples have children. The sense of marriage as a "permanent" institution has been weakened, allowing individuals to consider leaving marriages more readily than they may have in the past. Increasingly, single-parent families are a result of out of wedlock births, especially those due to unintended pregnancy. In the Philippines, at least 13.9 million Filipinos are single parents who carry the burden of raising their family by themselves as to a 2012 survey by the Trade Union Congress of the Philippines. 3. Step Families - stepfamily is formed by the marriage or long-term cohabitation of two individuals, when one or both ha at least one child from a previous relationship living part-time or full-time in the household. The individual who is not the biological parent of the child or children is referred to as the stepparent Stepfamilies are also called blended families 4. Extended Family - the extended family consists of grandparents, aunts, uncles, and cousins. In some circumstances, the extended family comes to live either with or in place of a member of the nuclear family. About 4 percent of children live with a relative other than a parent. For example, when elderly parents move in with their children due to old age, this places large demands on the caregivers, particularly the female relatives who choose to perform these duties for their extended family. In a published book by D. Nicholson and H. Ayers, titled Adolescent Problems in 2004, patterns of parenting styles are the following: 1. Authoritarian - parents who are depending on force alone to control their children rather than reasoning with them or praising them. 2. Permissive - parents who do not consistently enforce rules and do not have high expectations of their children. 3. Authoritative - parents who maintain firm control over their children through reasoning with their children rather than depending on the force. 4. Rejecting/neglecting—parents who do not provide supervision, and do not have any expectations, and who are not supportive of their children. A family member with an emotional or behavioral difficulty disturbs harmonious family relationships and may in turn result in the creation of factional conflicts. Family Assessment Methods of obtaining family information include structured interviews, self-report questionnaires, and observations Genograms or family trees are often used to summarize relationships and issues within the family. A genogram is a graphical representation of a person's family relationship and/or medical history. It is a unique type of family research diagram. It not only records family members and their relationships to each 11 Handout 1 *Property of STI Page 1 of 3  SH1687 other but also many of their physical and physiological attributes by utilizing an elaborate system of symbols. Common symbols: In a genogram, female family members are represented by circles and males by squares. To represent someone who is deceased, draw an x through symbol. A pregnancy is usually represented with a triangle and through the triangle reflects a miscarriage or abortion. The between people represent inherited traits related to emotional relationships. Examples of Genogram: Common Uses of a Genogram 11 Handout 1 *Property of STI Page 2 of 3  SH1687 Genograms are useful in almost any profession that deals with patterns of heredity and psychological issues. They are useful in the study of disease, behavior, and social interactions. 1. Medical genograms enable physicians to evaluate an individual's health risks. Knowledge of pre- existing health conditions can help doctors accurately diagnose and provide appropriate treatment of health problems. For the individual, having knowledge of diseases or illnesses common to the family can give, an individual a chance in taking preventive measures. Documenting four generations may prove to be sufficient detail. 2. Sociologists use genograms to gather objective information and track developments across generations. This allows them to view the client's issues as it relates to the client's marital and family relationships. 3. A genogram displays the emotional bond among individuals composing a family or social unit. A genogram function as an assessment tool to measure the cohesiveness of the group in order to determine the proper care needed. This type of information is invaluable for a social worker. 4. Genograms provide family counselors or therapists with information on family dynamics to a client who is going through personal or family therapy. 5. Genealogists are able to use genograms to document complex family trees that include information regarding marriages and divorces, adoption, strained relationships, etc. The genogram can be used to examine interesting family histories such as naming patterns, rivalry, or significant events What Makes a Family Strong and Successful? According to Dr. Wayne Matthews of North Carolina State University, published by North Carolina Cooperative Extension Service in 2008 for Advocates for Youth publications, there are at least five "L's" which contribute to strong family relationships. 1. Learning - families are where values, skills, and behavior are learned. Strong families manage and control their learning experiences. They establish a pattern of home life, guide theft children into the world outside the home. They do not let social forces rule their family life. They involve themselves in neighborhood, school, government, church, and business in ways that support their family values. Strong families teach by example and learn through experience as they explain and execute their values. 2. Loyalty - strong families have a sense of loyalty and devotion toward family members. The family sticks together. They stand by each other during times of trouble. They stand up for each other when attacked by someone outside the family. A family is a place of shelter for individual family members. In times of personal success or defeat, the family becomes a cheering section or a mourning bench. 3. Love - is at the heart of the family. All humans have the need to love and to be loved; the family is normally the place where love is expressed. Love is the close personal blending of physical and mental togetherness. It includes privacy, intimacy, sharing, belonging, and caring. The atmosphere of real love is one of honesty, understanding, patience, and forgiveness. Such love does not happen automatically; it requires constant daily effort by each family member. Loving families share activities and express a great deal of gratitude for one another. 4. Laughter - is a good family medicine. Humor is a regulator: of family tensions. Through laughter, the family learns to see each other honestly and objectively. Laughter can help release tensions and balances each other's efforts in order to view things accurately. 5. Leadership - family members, usually the adults, must assume responsibility for leading the family. If no one, accepts this vital role, the family will dwindle. Each family needs its own special set of rules and guidelines. These rules are based on the family members' greatest understanding of one another, not forces. The guidelines pass along from the adults to the children by example, with firmness and fairness Strong families can work together to establish their way of life, allowing children to have a voice in decision making and enforcing rules. However, in the initial stages and in times of crisis, adult family members must get the family to work together. Reference: Bernabe G. (2016). Personal development for senior high school. Manila, Philippines: Mindshapers Co., Inc. 11 Handout 1 *Property of STI Page 3 of 3  SH1687 Choosing a Potential Course and Career I. Aptitude and Interest Aptitude pertains to your current abilities and skills, and how much these skills can impact your future career. In essence, it answers the question, "What am I good at?" For example, the subject where you most excel in your high school and senior high school may already give you an indication of your aptitude. If you want to be an engineer, for example, it is important that you have good grades (or at the very least, you did not fail) in your Mathematics and Science classes. If you excel in Araling Panlipunan (Social Studies), you can probably pursue a college degree related to the Social and Behavioral Sciences. Being good in Communication Arts — whether in English or Filipino — opens you up to various potential careers, such as Broadcast Communication, Creative Writing, and even Law. The second consideration in choosing a profession is your interest. You have already explored in the previous sections your answer to the question, what would I like to do? One's interest in pursuing a particular career is equally as important as one's aptitude for it. For instance, you may be showing an aptitude in biology, chemistry, and science in general; but if you get queasy at the sight of blood, better not pursue a career in the medical profession (be a doctor or a nurse). Furthermore, even if you are showing an aptitude that will potentially make you succeed in a particular career, it will be wiser not to choose any career that does not interest you at all. Apart from your own understanding of yourself, based on your school performance and other experiences, a more accurate reading of your aptitude and interest can actually be done through the use of standardized tests. Since 2006, the Department of Education (DepEd) has been administering the National Career Assessment Examination (NCAE), annually to high school students to serve as a guide for career planning and preparation. Do you have a copy of your NCAE results? Do you still remember what it contains? It contains a list of one's aptitude in the following areas: Scientific Ability, Reading Comprehension, Verbal Ability, Mathematical Ability, Clerical Ability, Manipulative Skill, Nonverbal Ability, and Entrepreneurial Skill. Also mentioned is something about "Occupational Field of Interest," which also corresponds to the John Holland’s Codes. II. Senior High School (SHS) Tracks and Strands Upon entering senior high school, you have made a decision on what your specialization will be. There are currently four tracks to choose from: the Academic Track, the Technical-Vocational-Livelihood (TVL) Track, the Sports Track, and the Arts and Design Track. Academic Track has been prepared for those students who want to pursue higher learning – that is why it is called "academic." It is assumed that all students who choose this track will enroll in a college or university upon graduating from senior high school. They may even have plans of pursuing post-graduate degrees or may need a longer period of studying for certain careers (such as law and medicine). The careers that are typically contained within this track require college degrees; and as such, after finishing the classes required for the academic track in SHS, the students are still not yet equipped with the necessary skills and knowledge to enter the workforce. The Academic Track is further subdivided into four strands which focus on interrelated courses and careers: the Accountancy, Business, and Management (ABM) Strand; the Science, Technology, Engineering, and Mathematics (STEM) Strand; the Humanities and Social Sciences (HUMSS) Strand; and the General Academic Strand (GAS). The General Academic Strand allows the student to take up select classes from the other three given strands. Choosing this strand is the safest choice for anyone since it allows indecisive students to get to know the nature of the fields and courses that they may encounter before finally making a decision as they enter college. The main disadvantage, however, is that the student does not get a deeper 12 Handout 2 *Property of STI Page 1 of 2  SH1687 understanding of the subject matter that he or she is studying. It is as if the student is being treated to a buffet or smorgasbord of courses, wherein he or she is only allowed to taste each field, but do not yet get satisfied from any of those tasted. If one already has an idea of the nature of the career that he or she wants to pursue, it would still be better to pick one of the three other strands – ABM, STEM, or HUMSS. The ABM Strand is geared for those students who want to pursue careers related to business administration and management. It aims to instill in the student essential knowledge related to business ethics, organization and management, marketing, business mathematics, finance, and applied economics. The STEM Strand has been created for would-be scientists, mathematicians, statisticians, and engineers. It is the wisest path for those interested in taking up a career in medicine and the medical sciences. Although this strand does not yet have engineering, technology, or medical classes, it still prepares the student for college level mathematics and science that are required for all of these fields and careers. The fourth strand for the Academic Track is the HUMSS Strand. This strand aims to give the students an initial understanding of the wide range of topics that fall within the humanities, social sciences, and the applied social sciences, including communication studies, creative writing, philosophy, political science, civics, history, anthropology, psychology, sociology, social work, and counselling, among others. The Technical-Vocational-Livelihood (TVL) Track, on the other hand, aims to equip the students with the necessary skills and abilities that they will need to enter immediately the society's labor force upon their graduation from SHS. Of course, this does not mean that all who are enrolled in the T VL Track are prohibited from entering college; they may still take up college courses if they want to. similar to the 2-year technical and vocational degree programs being offered by various institutions and training centers accredited by the Technical Education and Skills Development Authority (TESDA), the TVL track simply gives the student, after being graduated, the option to seek. The T VL track is also subdivided into four strands: the Agri-Fishery Arts Strand, the Home Economics Strand, the Information and Communications Technology Strand, and the Industrial Arts Strand. The Agri-Fishery Arts Strand imparts skills and knowledge related to certain topics chosen by the students within the fields of agriculture, animal rearing, and fisheries. The Home Economics Strand, on the other hand, provides the students the choice to learn among a variety of fields, including caregiving, culinary arts, dressmaking, tailoring, hairdressing, tourism, housekeeping, and handicraft production. The Information and Communications Technology Strand contains ICT topics, such as animation, computer hardware servicing, computer programming, contact center services, illustration, medical transcription, and technical drafting. Finally, the Industrial Arts Strand is offered for those students who are interested in any of the following fields: automotive servicing, carpentry, consumer electronics servicing, domestic refrigeration and air-conditioning services, electrical installation and maintenance, masonry, plumbing, welding, and tile-setting. Unlike the first two tracks, the Sports Track and the Arts and Design Track are not subdivided further into strands of study. All students who choose the Sports Track will learn about important sports science subjects, such as human movement, coaching, sports officiating, fitness and exercise programming, and safety and first aid, among others. The Arts and Design Track has been developed to improve the artistic, organizational, and physical skills of the students in the different art fields of media and visual arts, literary arts, dance, music, and theater. Similar to the TVL Track, students of the Sports and Arts and Design Tracks also have the choice either to seek employment upon their graduation or to pursue further collegiate studies. Reference: Mejorada, A. & Pasa, N. (2016). Growing in character a senior high school textbook on personal development. Quezon City, Philippines: Brilliant Creations Publishing, Inc. 12 Handout 2 *Property of STI Page 2 of 2  SH1687 What is a Career? Career can be defined as a pattern of work experience comprising the entire life span of a person and which is general seen with regard to a number of phases or stages reflection the transition from one stage of life to the next (Weinert, 2001). Similarly, Collin (1998) explains that the term career arises from the interaction of individuals with organizations and society. This interaction, as Savickas (2009) proposes, is no longer merely just a sequence of jobs but is now a story that working people build about themselves. What is Goal Setting? Goal setting is a major component of the career planning process. The definition of goal setting is the process of identifying something an individual want to accomplish and establish measurable goals and timeframes. In this context, the goals can be career objectives, for example a particular occupation with specific salary bracket earnings. Goal setting is a technique pioneered by Locke (1968) which affects performance in four ways: 1. focuses attention 2. mobilizes effort in proportion to the demands of the task 3. enhances persistence 4. encourages the individual to develop strategies for achieving their goals Here are our five golden rules of goal setting: 1. Set Goals that Motivate You When you set goals for yourself, it is important that they motivate you this means making sure that they are important to you, and that there is value in achieving them. If you have little interest in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen are slim. Motivation is key to achieving goals. Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment, so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this" attitude. When you don't have this, you risk putting off what you need to do to make the goal a reality. This in turn leaves you feeling disappointed and frustrated with yourself, both of which are de-motivating; and you can end up in a very destructive "I can't do anything or be successful at anything" frame of mind. 2. Set SMART Goals You have probably heard of "SMART goals” already. But do you always apply the rule? The simple fact is that for goals to be powerful, they should be designed to be SMART. There are many variations of what SMART stands for but the essence is this - goals should be: a. Set Specific Goals Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't provide sufficient direction. b. Set Measurable Goals Include precise amounts, dates, and so on in your goals so you can measure your degree of success. c. Set Attainable Goals Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of achieving, you will only demoralize yourself and erode your confidence. d. Set Relevant Goals Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned with this, you'll develop the focus you need to get ahead and do what you want. e. Set Time-Bound Goals Your goals must have a deadline. 3. Set Goals in Writing The physical act of writing down a goal makes it real and tangible. 4. Make an Action Plan This step is often missed in the process of goal setting. You get so focused on the outcome that you forget to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing 12 Handout 4 *Property of STI Page 1 of 3  SH1687 each one off as you complete it, you'll realize that you are making progress towards your ultimate goal. This is especially important if your goal is big and demanding, or long-term. 5. Stick with It! Remember, goal setting is an ongoing activity not just a means to an end. Build in reminders to keep yourself on track, and make regular time-slots available to review your goals. Your end destination may remain quite similar over the long term, but the action plan you set for yourself along the way can change significantly. Make sure the relevance, value, and necessity remain high. Personal Factors Affecting Career Choice According to Melissa Venable of Online College.Org published in 2011, several things immediately come to mind - job description, training and education required, career outlook, and salary - but there are a number of other factors that may influence decisions. Influential Factors: 1. Skills and Abilities - Considering skills and abilities and how they may fit a particular occupation comes out of one of the earliest career development fields. These theories recommend creating occupational profiles for specific jobs as well as identifying individual differences, matching individuals to occupations based on these differences. 2. Interest and Personality Type - Holland's Career Typology is widely used to connect personality types and career fields. This theory establishes a classification system that matches personality characteristics and personal preferences to job characteristics. The Holland Codes are six personality/career types that help describe a wide range of occupations. 3. Life Roles - Being a worker is just one of life roles, in addition to others such as student, parent, and child. Super's Lifespan theory directly addresses the fact that each plays multiple roles in life and that these roles change over the course of time. How one think about himself in these roles, their requirements of them, and the external forces that affect them, may influence how one look at careers in general and how one make choices for himself. 4. Previous Experiences - Krumboltz's Social Learning and Planned Happenstance theories address factors related to experiences with others and previous work situations. Having positive experiences and role models working in specific careers may influence the set of careers to consider. One aspect of Social Cognitive Career Theory addresses the fact that we are likely to consider continuing a particular task if it gives a positive experience. It focuses on areas where individuals could attain success and achieve positive self-esteem. 5. Culture - Racial and ethnic background as well as the culture of an individual's regional area, local community, and extended family may impact career decisions. Culture often shapes values and expectations as they relate to many parts of our lives including jobs and careers. Multicultural career counseling has emerged as a specialized field to take these influences into consideration when counseling clients and students. 6. Gender - Both men and women have experienced career- related stereotypes. Gender is a factor included in multiple career development theories and approaches including, social learning and multicultural career counseling. How people view themselves as individuals may influence both the opportunities and barriers perceive for career decisions. 7. Childhood Fantasies - Career counseling theories are expanding as programs related to career choice are developed for all ages including the very young. Ginzberg proposed a theory that describes three life stages related to career development. Career Choice Theories According to J. Santrock in his book, Adolescence 12th Edition published in 2008, three main theories describe the manner in which adolescents make choices about career development: Career choice theories such as Ginzberg's developmental theory, Super's self-concept theory and Holland's personality type theory are mentioned. Below is the summary of each theory: 1. Ginzberg's Developmental Theory - this is a developmental career choice theory which see children and adolescents undergo three (3) career choice stages such as fantasy, tentative and realistic (Ginzberg, 1972; Ginzberg et al., 1951). Ginzberg argued that until about age 11 to 17, 12 Handout 4 *Property of STI Page 2 of 3  SH1687 adolescents are in the tentative stage of career development, a transition from the fantasy stage of childhood to the realistic decision making of young adulthood using the following periods:  11 to 12 years of age - evaluating interests  13 to 14 years of age - evaluating capacities  15 to 16 years of age - evaluating values 2. Super's Self-concept Theory – theory by Donald Super where individuals' self-concepts play a central role in his /her career choice. Super notes that it is during the adolescence stage that teens first construct a career self-concept. He emphasized that career this is a career self-concept development consists of five different phases as follows: Age Bracket Phase Developmental Tasks 14 - 18 years old Crystallization Adolescents develop ideas about work that mesh with their already existing global self- concept 18 - 22 years old Specification Adolescents narrow their career choices and initiate behaviors which enable them to enter some type of a career 22 - 24 years old Implementation Young adults complete their education or training and enter the world of work. 24 - 35 years old Stabilization The decision on a specific appropriate career is made 35 and up Consolidation Individuals seek to advance their careers and to reach higher status positions 3. Holland's Personality Type Theory - this is a personality type theory by John Holland where efforts should be made to match the individual's career choice and his personality. He argues that individuals will stay longer at work if it suits or is similar with their personality. Holland emphasized six basic personality types for a career. Personality Type Characteristics Realistic These individuals are physically strong, deal with problems in practical ways, and have very little social know-how. They are best oriented toward practical careers such as labor, farming, truck driving, and construction. Investigative These individuals are conceptually and theoretically oriented. They are thinkers, rather than doers. They often avoid interpersonal relations and are best suited to careers in math and science. Social These individuals often have good verbal skills and interpersonal relations. They are likely to be best equipped to enter "people" professions such as teaching, social work, counseling and the like. Conventional These individuals show a distaste for unstructured activities, they are best suited for jobs as subordinates, such as secretaries, bank tellers and the like. Enterprising These individuals energize their verbal abilities toward leading others, dominating individuals and selling people products. They are best counseled to enter careers in sales, politics and management Artistic These individuals prefer to interact through their artistic expression. Avoiding conventional and interpersonal situations careers in arts and writing are options. 12 Handout 4 *Property of STI Page 3 of 3  SH1687 External Factors Influencing Career Choices Career Choice is viewed by family, community, and the society as a start of job readiness for adolescence. This decision plays a major role in establishing career path. Social Contexts According to Venable (2011), all of our career choices take place within the context of society and the economy. Events that take place in our lives may affect the choices available to us and even dictate our choices to a certain degree. Further, Venable (2011) added that changes in the economy and resulting job market may also affect how our careers develop. The following are social contexts which influence career development: 1. Socioeconomic Status - individuals coming from middle-income to wealthy families may have a wide range of career choices as compared to those who come from low-income families. 2. Parents and Peers - they are strong influences on adolescents' career choices (Bryant, et al, 2006. Ter Bogt et al, 2005, Vondracek et.al. 2003, Wolfe et al, 2005). Various factors influence parents' roles in their teens' career development. For one, mothers who work regularly outside the home and show pride and dedication to her job may influence her adolescent to take the same field. Adolescents learn work values from their parents. On the other hand, peers can also influence adolescents' career development. Since teens often choose peers from within the school setting at an achievement level similar to their own (Vondracek & Porfeli, 2003) 3. School Influences - Schools, teachers and counselors can exert a powerful influence on adolescents' career development (Gore & Metz, 2005) a. School provides an atmosphere for continuing self-development in relation to achievement and work. Further, they have the resources with which to help the adolescents meet their career guidance needs. It is through the school’s parents that the school will be most effective in developing collaboration with the teachers, guidance counselors and students. b. Teachers - as trusted adults, most adolescents approach them with their concerns and problems, many of which relate to their future aspirations. Teachers can offer solutions to their career concerns and can refer them to counselors for further discussion of their aspirations. In the classroom, they can help students have a glimpse of the world of work. c. Guidance counselors - contribute to the positive growth and development of the adolescents. They are an integral part of the students' academic life, most especially during the senior high school. They have access to various students' data such as assessment results from entrance examinations, aptitude and personality tests, attendance data and counseling records which they can use to help students with their educational and career goals. Working one-on-one with the students, they pinpoint their interests, skills and abilities and link these to certain majors and careers. They can help explore which subjects and skills students' need to enhance and or develop to prepare them for the career they want to pursue. They advocate for programs that will respond to students' academic, social and personal needs. Why It's Important to think about Your Career in High School Millennial Branding, a Gen Y research and consulting firm, and internships.com, the world's largest internship marketplace, announced a new study, "High School Careers, which surveyed 4,769 students (172 high school students and 4,597 college students) and 326 employers from across the country. The study found high schoolers are actually more entrepreneurial than college students. Many high school students surveyed are interested in internships to get new skills, work experience and to network. The sponsors of the study, Dan Schawbel, founder of Millennial Branding and author of "Promote Yourself", and Robin Richards, CEO of Internships.com suggest the following reasons why it's important for you so start to think about your future career while you're still in high school: 13 Handout 1 *Property of STI Page 1 of 2  SH1687 1. You'll grow your network early. If you're thinking about your career, you'll make a point to start to network. Schawbel notes: "By going to school sponsored events, local meetups and connecting with your teachers, you can grow a powerful network that will support you in college admissions and beyond. Very few high school students take the time to meet professional contacts, leverage them to create opportunities and then keep in touch with them when they graduate." There's no question that having a professional network is on their personal brand. LinkedIn encourage teenagers to useful for career success. High school students who focus on career early are more likely to be motivated to focus create profiles on their professional network, and young people who are interested in their future are more likely to take advantage of this and other online and in person tools to expand their network. 2. You'll be more competitive for college applications. If you're applying to colleges, your part time job or internship experience can build a case for you as a strong applicant. "Because many students apply to college after high school without having completed an internship, your experience over the summer can help you stand out from the crowd of students," Richard explains, "The admissions committee will be able to see that you are motivated, inquisitive and serious about success from the fact that you used your break to work and gain professional experience. 3. You'll have a head start figuring out what you want to do after high school. When you gain work experience, it will be easier to rule out the majors you won't be interested in if you go to college, so you don't make any career mistakes. Or, you may learn that you want to pursue a career that doesn't require a college degree, and you can save a lot of money, time and effort. "The sooner you understand what you do and don't want to do for a career, the easier it will be to make the right career decisions," Schawbel says, “In high school, there's no pressure to pick a major or a career so it's the best time to experiment." 4. You'll learn a lot. Just applying for internships is a great learning experience. Richards explains: "Going through the internship application process and completing a summer internships program offers valuable decision-making lessons which can come handy when applying to colleges and future summer internships.” She adds: "In addition to learning important skills that will make you a very valuable employee, a summer job or internship in high school can help you gain confidence and a better understanding of the "real world." 13 Handout 1 *Property of STI Page 2 of 2  SH1687 Factors Affecting Personal Development Personal Development may include the following factors: I. Self-Awareness: This is the central concept of personal development and career planning. Self- awareness, as discussed above considers the kind of person an individual is. One thinks and assesses his skills, values, interests, knowledge and constraints or limitations, what he is good at and what he has done or accomplished so far. An individual's personality can affect his choices and decisions in life including his career choice. It is vital that before deciding on a particular career a person identifies his strengths and preferences and is able to match these to his desired jobs and career choices. The following are guide questions to help adolescents develop self-awareness with regards to career decision making: a. What am I interested in? What jobs am I interested in? Do I have a dream job - it may not be possible, but what is it about that job? What do/did I find interesting about my degree subject? (researching, lab work, being creative, team projects, government politics, etc.) What do/did I not enjoy? (Laboratory work, presentations) Is there a job that I have always admired? (a friend/on TV) Why so? (the responsibility, the type of clients, the sector, fun?) What hobbies have I chosen to pursue out of work/study? What does that say about what I enjoy doing? (perhaps helping other, outdoor workings, leading/coordinating people) b. What is my preferred learning style? Knowing an individual's preferred learning style can help him identify situations and occupations, which would best suit his own personal approach. He can think and identify the most effective learning style applicable to him. For example, one may learn about a job best by interacting with colleagues and taking part in team tasks; or he prefers spending solitary time familiarizing him with the task at hand. c. How do I work with other people? This answers the question; what part does one usually play when he works with other people? Is he a leader, motivator, listener, contributor, negotiator or a follower? d. What is my temperament? A person's temperament is concerned with: How one approach and deal with tasks? How one come across to other people and interact or deal with them? How one react and feel comfortable or otherwise in various situations? The more one is aware of his temperament, the sounder the assessment he can make of job possibilities both in meeting the demands of the job and finding it satisfying. e. What am I good at? What skills do I possess? This refers to one's honest and accurate assessment of strengths and skills. Understanding where one's strength lie considering the areas where one needs to improve can help make decisions for a more positive job outcome. Keep in mind that all careers or jobs require similar skills such as problem solving, communication skills, interpersonal skills, numeracy skills, critical thinking skills, etc. These are referred to as transferable skills. Throughout an individual's lifetime, he developed most of these skills and abilities at home, in school and in his social life. As students, projects, job internships, volunteer experiences, participation in sports or clubs and hobbies are all transferable skills. Now let us look closely at five broad skill areas that every adolescent should develop or improve: 14 Handout 1 *Property of STI Page 1 of 4  SH1687 1. Communication refers to the expression, transmission and interpretation of knowledge and ideas. These includes speaking effectively, writing concisely, listening attentively, expressing ideas, facilitating group discussion, providing appropriate feedback, negotiating perceiving non-verbal messages, persuading, reporting information, describing feelings, interviewing, and editing. 2. Research and Planning - the search for specific knowledge and the ability to conceptualize future needs and solutions for meeting those needs. These skills include forecasting, predicting, identifying problems, imagining alternatives, identifying resources, gathering information, solving problems, setting goals, extracting important information, defining needs, and analyzing/developing evaluation strategies. 3. Human Relations - the use of interpersonal skills for resolving conflict, relating to and helping people specifically, this include developing rapport, being sensitive, listening, conveying feelings, providing support for others, motivating, sharing credit, counseling, cooperating, delegating with respect, representing others, perceiving feelings, situations and asserting. 4. Organization, Management and Leadership - the ability to supervise, direct and guide individuals and groups in the completion of tasks and fulfillment of goals. Specific skills include initiating new ideas, handling deals, coordinating tasks, managing groups, delegating responsibility, teaching, coaching, counseling, promoting change, selling ideas or products, decision making with others and managing conflict. 5. Work Management - the day to day skills that assist in promoting effective production and work satisfaction. These include implementing decisions, cooperating, enforcing policies, being punctual, managing time, attending to detail, meeting goals, enlisting help, accepting responsibility, setting and meeting deadlines, organizing and making decisions. II. Opportunity Awareness: What opportunities are open to me? At this point, people begin to research on their chosen career. This process is also referred to as career exploration wherein they identify and explore potentially satisfying occupations based on their identified skills and capabilities. In here, they may use online resources to gain a deeper understanding of their chosen careers. They should look for information that answers the following questions: 1. What are the examples of careers in my major or field of interest? 2. What do I know about the reality of the job market? 3. What job titles interest me? 4. What work environments do I like? Further, they need to read books, magazines, journals and other professional resources and speak with people with the career that they hope to have in the future. Most importantly, they must research on the industry they would likely want to work for. The following are useful background information individuals need to explore. 1. Education and skill requirements: what level of education or specific skills does this industry expect graduates to have? Is a degree in a specific subject a requirement? 2. Entry level positions: what responsibilities would you have upon joining the organization at entry level? Is there scope for progression? Do they have a structure training program? 3. Industry trend and developments: what does the future look like for this particular industry? Is it expanding? What are the trends? 4. Salary Information: what type of salary can you expect? Is their progression built in? 5. Recruiting practices: does the company have a history of recruiting graduates? What are the timescales involved? How do you apply? III. Decision Making: What do I want from life? Now that they have knowledge of their transferable skills and understand opportunities for them in the real world of work, they now need to decide on their career options. They may be guided by these important questions: 1. Do I have the resources to pursue these options? 2. What challenges might be presented in the job market? 3. Where are my academic strengths-could I pursue these career options? 14 Handout 1 *Property of STI Page 2 of 4  SH1687 4. What career areas or clusters interest me? 5. How can I narrow down my options? 6. Should I pursue graduate school? 7. What else do I need to know to identify my career objectives? 8. What can I do to enhance my academic life? (Study abroad, internships) 9. Do I need to conduct more self- assessment or career research? Below are action steps people can make to help them in coming up with their career decision: 1. Talk to a career counselor Adolescents can talk to their school counselors to help them further identify their strengths, limitations and areas where they may need to support their skills with other experience. They may discuss with their counselor their career options and discoveries about themselves. 2. Gain experience Internships or on-the-job trainings (OJT) help enhance skills and can help determine what an adolescent like and don't like. As students, they can apply for summer jobs or be a student assistant in school. Find out companies who hire students during summer breaks. This gives them the experience of how it is in the real world of work. In school, they can become active members or perhaps officers in various organizations or clubs. The experience will develop their leadership skills and interpersonal skills. Other suggested ways of gaining experience and testing out their career choices includes: undertaking a work placement; involvement in work-shadowing; working in a part-time or full time position; participating in volunteering activity. 3. Attend events on campus Know of available seminars and programs offered in schools. Most schools offer various seminars such as enhancing communication skills, interpersonal skills, leadership trainings, time management and stress management seminars. Students may enhance their resume writing skills and interview skills by participating in the school's pre-employment and job fair seminars. In summary, the career decisions the adolescent makes are influenced by the courses they take, their choice of major, their work experience, the organizations or clubs they join in and the people they meet. Most importantly, their education plays a major part in their career exploration process. Insights into One’s Personal Development An awareness of one’s interest, skills, abilities as well as limitations are necessary for adolescents to make informed decisions, improve their career choices, plan their future careers, develop their potentials, enhance their limitations and cope up with the demands of their chosen careers. All of these involve taking responsibility for themselves and owning up to the decisions they make. There are factors in personal development that guide them in making important career decisions. Self- awareness propels the adolescents to look closely on what their characteristics and what they are capable of. The second factor which involves career exploration is the Opportunity Awareness. Personal development is a way for people to assess their skills and qualities, consider their aims in life and set goals in order to realize and maximize their potential. It includes improving self-awareness, self- knowledge, skills or learning new ones, developing strengths or talents, identifying or improving potentials and improving social abilities - all these develop one's fullest potential. Six (6) core benefits of personal development 1. Self-awareness Personal development begins with self-awareness. The person should know who they really are; their values, beliefs and the purpose they wish to pursue. True fulfillment can never come from chasing other people's dreams. For people to achieve lasting happiness, they need to design their life based on who they are. Self-awareness is the first fundamental step in the personal development process. 2. A sense of direction 14 Handout 1 *Property of STI Page 3 of 4  SH1687 Once there is self-awareness, the individual is clear on the things he wishes to achieve in life. Decision making then becomes a lot easier since he has a clear grasp of what he wants to accomplish such as he knows what course to take in college and what career or job he wants to pursue. He knows what it entails to reach his goals and dreams in life and works towards fulfillment of these goals and dreams. 3. Improved focus and effectiveness With personal development comes clarity. Even with an improved sense of direction, there will always be multiple tasks looking for an individual's attention. As the individual's personal development improves, prioritization becomes much easier. He becomes clearer on his/her objectives and can quickly identify which tasks will give him the best result with the resources available to him at the moment. Improved focus and effectiveness comes with knowing and playing to his strengths. 4. More motivation When a person knows what he wants to achieve, it is easier for him to see the benefits of taking action. Even when the task ahead is not enjoyable; if he can see a clear benefit, he is more motivated to take necessary action. There is truth in the old adage "Where there is a will there is a way. " With strong personal development, the person develops the necessary will. 5. Greater resilience There will be tough times in life. When these tough times occur, a person needs to have the skills and attributes to deal effectively with them. Personal development cannot prevent all bad things from occurring but it will help him deal with them when they do. He will have greater confidence, resilience, personal and interpersonal skills to cope with any eventuality. 6. More fulfilling relationships Relationships are double-edged swords. They either lift a person up or drag him down. When he improves his personal development, he is better able to see which relationships are worth investing in and which need to be cut loose. The person develops the skills to make the most of those relationships which have the most positive impact on his life. 14 Handout 1 *Property of STI Page 4 of 4