Final Exam Pointers - Personal Development PDF

**FINAL EXAM POINTERS** **LESSON 4 -- LAZARUS AND FOLKMAN'S THEORY** [Stress] -- the body's physical, emotional, and mental response to challenging situations. - Perception of imbalance between demands and resources. **Key Concepts of the Transactional Model** - **Appraisal** - [Primary...

**FINAL EXAM POINTERS** **LESSON 4 -- LAZARUS AND FOLKMAN'S THEORY** [Stress] -- the body's physical, emotional, and mental response to challenging situations. - Perception of imbalance between demands and resources. **Key Concepts of the Transactional Model** - **Appraisal** - [Primary Appraisal] -- assessing whether the situation is a threat or a challenge. - [Secondary Appraisal] -- assessing the coping resources wherein it identifies the personal strengths, skills, and available supports from others. - **Coping Strategies** - [Problem-focused coping] is most effective when the stressor can be controlled and changed or solved. - [Emotion-focused coping] is cannot be controlled or changed. **LESSON 5 -- EMOTIONAL INTELLIGENCE: THE KEY TO PERSONAL AND PROFESSIONAL SUCCESS** [Emotional Intelligence] -- the ability to **recognize, understand, manage, and influence emotions in oneself and others**. - [Understanding Yourself] -- aware of your own emotion - [Motivating Yourself] -- having positive, goals, and initiative - [Managing Emotions] -- control moods, and adapt to change effectively - [Connecting with others] -- emphasize others, build relationships, and communicate. **Four Pillars of Emotional Intelligence** - [Self-awareness] -- emotions, values, and influence behavior - [Self-regulation] -- manage emotions - [Motivation] -- set goals, take initiative, and stay positive - [Empathy] -- understanding and sharing the emotions of others. **Benefits of Developing Emotional Intelligence** - Improved relationships - Increased productivity - Enhanced well-being - Greater Leadership potential **LESSON 5 -- MULTIPLE INTELLIGENCES by HOWARD GARDNER** [Multiple Intelligence] - recognizes that human potential is multifaceted and encompasses various abilities. **Introduction to Howard Gardner's Theory of Multiple Intelligences** - [Traditional Intelligence] -- often measured by IG tests - [Gardener's Innovation] -- diverse human capabilities and excel in different areas - [Eight Intelligences] -- identified eight distinct intelligences **Linguistic Intelligence** - [Verbal Fluency] -- vocabulary and communication - [Reading and Writing] -- love for a language and passion for writing - [Language Learning] -- the ability to acquire a new language **Logical-Mathematical Intelligence** - [Analytical Thinking] -- reasoning skills, problem-solving and logical approach - [Math and Science] -- proficiency in mathematics and science - [Abstract Thinking] -- ability to think conceptually and logical arguments **Spatial Intelligence** - [Visualizing] -- mental imagery and spatial reasoning - [Navigation] -- excellent sense of direction and visualize routes - [Art and Design] -- creativity in visual arts **Bodily-Kinesthetic Intelligence** - [Movement and Coordination] -- talent for sport or dance - [Manual Skills] -- talent for crafting, playing instruments, or surgery - [Physical Expression] -- the sense of body awareness, expressing oneself through movement **Musical Intelligence** - [Pitch and Rhythm] -- musical sounds, melodies, and rhythms - [Instrumental Skills] -- playing instruments, musical notation, creating music - [Musical Appreciation] -- deep understanding of musical forms, genres, and styles, enjoying listening and analyzing music. **Interpersonal Intelligence** - Empathy - Communication - Collaboration **Intrapersonal Intelligence** - Self-awareness - Self-reflection - Personal Growth **Naturalistic Intelligence** - [Nature Creation] -- appreciation for nature, ecosystems, and talent for identifying plants and animals - [Environmental Awareness] -- concern for the environment, sustainability, and protecting natural resources **LESSON 6 - MASLOW'S HIERARCHY OF NEEDS** **Hierarchy of Human Needs** - [Destiny] - necessarily happen to a particular person or thing in the future - [Resilience] - the ability to successfully adapt to stressors, maintaining psychological well-being in the face of adversity. - [Self-Discovery] - process of getting to know oneself, discovering one\'s character, personality, strengths, and weaknesses.  **Stages of Maslow's Theory** - [Physiological Needs] -- basic human needs for survival - food, water, shelter, sleep, clothes, and air - [Safety Needs] -- seeks for safety and security - personal security, financial security, medical security - [Love and Belongingness Needs] -- emotional relationship and connection - Friendship, intimate love, family, social connections - [Esteems Needs] -- how individuals perceive themselves and perceive others - Self-esteem, confidence, achievement, respect from others, and recognition - [Self-Actualization Needs] -- realizing one's potential and pursuing personal growth and fulfillment - Creativity, problem-solving, personal growth, pursuing one's passions, seeking peak experiences **LESSON 7 -- TRIANGULATION OF LOVE THEORY** **Key Concepts of the Triangulation of Love** - [Intimacy] -- feeling of being close, and emotionally connected and supported.  - [Passion] -- physical attraction and desire - [Commitment] -- the decision and intention to maintain a long-term connection with another person.  **Francoys Gagne Theory** Differentiated Model of Giftedness and Talent - [Giftedness] -- natural ability (through genes) - intellectual, creative, physical, artistic, and social - [Talent] -- development of skills through practice and experience - learning, practice, and effort - [Environmental Influences] - Family support, educational opportunities, and access to resources - [Personal Factors] - Motivation, Personality Traits, and Individual Interest - **JEAN PIAGET'S FOUR STAGES OF COGNITIVE DEVELOPMENT** - [The Sensorimotor Stage: Birth to Age 2] - The sensorimotor stage, children go through a period of dramatic growth and learning. As kids interact with their environment, they continually make discoveries about how the world works. - [The Preoperational Stage: Ages 2 to 7] - At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy. - [The Concrete Operational Stage: Ages 7 to 11] - During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions. - [The Formal Operational Stage: Age 11 and Beyond] - The ability to systematically plan for the future and reason about hypothetical situations are also critical abilities that emerge during this stage.