Emotional Intelligence PDF

SH1687 Emotional Intelligence Emotional Intelligence has been popularized by Daniel Goleman in 1995 in his book Emotional Intelligence. The concept of emotional intelligence was initially developed by Peter Salovey and John Mayer (1990) who defined it as the ability to perceive and express emotion...

SH1687 Emotional Intelligence Emotional Intelligence has been popularized by Daniel Goleman in 1995 in his book Emotional Intelligence. The concept of emotional intelligence was initially developed by Peter Salovey and John Mayer (1990) who defined it as the ability to perceive and express emotions accurately and adaptively (such as taking the perspective of others), to understand emotion and emotional knowledge (such as understanding the roles that emotions play in friendship and marriage), to use feelings to facilitate thought (such as being in a positive mood, which is linked to creative thinking) and to manage emotions in oneself and others (such as being able to control one's anger). The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was developed to measure the four aspects of emotional intelligence: perceiving emotions, understanding emotions, facilitating thought, and managing emotions (Mayer Salovey & Caruso 2002). (J. Santrock, Psychology, 7th edition, 2005) Although the increased cognitive abilities and awareness of adolescence prepare them to cope more effectively with stress and emotional fluctuations, many adolescents do not effectively manage their emotions. As a result, they may become prone to depression, anger, and poor emotional regulation which in turn may trigger problems such as academic difficulties, drug abuse, juvenile delinquency, or eating disorders. The emotional competencies that are important for adolescents to develop include the following (Saarni, 1999): 1. Being aware that the expression of emotions plays a major role in relationships. Example: knowing that expressing anger toward a friend on a regular basis can harm friendship. 2. Adaptively cope with negative emotions by using, self-regulatory strategies that reduce the intensity and duration of such emotional states. Example: reducing anger by walking away from a negative situation and engaging in an activity that takes one's mind off it. 3. Understanding that inner emotional states do not have to correspond to outer expressions. As an adolescent become more mature, they begin to understand how their emotionally expressive behavior may impact others and take that understanding into account in the way they present themselves. Example: recognizing that one can feel anger yet manage one's emotional expression so that it appears to be neutral. 4. Being aware of one's emotional states without becoming overwhelmed by them. Example: differentiating between sadness and anxiousness and focusing on coping rather than becoming overwhelmed by these feelings. 5. Being able to discern others' emotions. Example: perceiving that another person is sad than afraid. Why is emotional intelligence (EQ) so important? According to HELPGUIDE.ORG by Jeanne Segal, Ph.D., and Melinda Smith, M.A. published in December 2015, it's not the smartest people that are the most successful or the most fulfilled in life. Intellectual intelligence (IQ) isn't enough on its own to be successful in life IQ can help to get into college, but the EQ will help manage the stress and emotions when taking final exams. According to them, emotional intelligence affects: 1. Performance at work - emotional intelligence can help navigate the social complexities of the workplace, lead and motivate others, and excel in a career. In fact, when it comes to gauging job candidates, many companies now view emotional intelligence as being as important as technical ability and require EQ testing before hiring. 2. Physical health - if someone is unable to manage stress levels, it can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress. 3. Mental health - uncontrolled stress can also impact mental health, making the person vulnerable to anxiety and depression. If the individual is unable to understand and manage emotions, she'll be open to mood swings, while an inability to form strong relationships can leave the feeling of 08 Handout 1 *Property of STI Page 1 of 2  SH1687 loneliness and isolation. 4. Relationships - by understanding emotions and how to control them, the individual is better able to express how she feels and understand how others are feeling. This allows the person to communicate more effectively and forge stronger relationships, both at work and in personal life. How to Raise Your Emotional Intelligence? All information to the brain comes through our senses, and when this information is overwhelmingly stressful or emotional, instinct will take over and our ability to act will be limited to the flight, fight, or freeze response. Therefore, to have access to a wide range of choices and the ability to make good decisions, we need to be able to bring our emotions into balance at will. By learning to stay connected to the emotional part of your brain, as well as the rational, you'll not only expand your range of choices when it comes to responding to a new event, but you'll also factor emotional memory into your decision-making process. This will help prevent you from continually repeating earlier mistakes. To improve your emotional intelligence and your decision-making abilities, you need to understand and manage your emotions. This is accomplished by developing key skills for controlling and managing overwhelming stress and becoming an effective communicator. Reference: Bernabe G. (2016). Personal development for senior high school. Manila, Philippines: Mindshapers Co., Inc. 08 Handout 1 *Property of STI Page 2 of 2  SH1687 Friendships in Adolescence Friendships occupy an increasingly important place in the lives of adolescents. Most of the adolescents have one or two "best friends" and several good friends. Teenagers see their friends frequently usually several hours a day (Hartup, 1993). And when teenagers are not with friends, they can often be seen talking with each other on the phone, texting them, or chatting with them online. Friendships in adolescence are different from the friendship in childhood, as they are more likely to stress the importance of acceptance, self-disclosure, and mutual understanding in their friendships (Gonzalez et al 2004). Adolescents and their friends are similar in many respects. They typically are the same age and the same race They almost always have the same gender. Even though romantic attachments increase during the teen years, most adolescents still choose members of their own gender as best friends (Kirke, 2009). Friends are likely to. share certain behavioral similarities. They often are alike in their school attitudes, educational aspirations, and school achievement, Friends also tend to have similar attitudes about drinking, drug use, sexual activity, and educational plans. Friendship contributes to a positive self-concept and psychological adjustment. Adolescents who have close friends tend to have higher self-esteem than adolescents who do. not. Teenagers who have close friendships also are more likely to show advanced stages of identity development (Berndt 1992; Bukowski et al. 1993b). Peer Groups In addition to forming close friendships, most adolescents belong to one or larger peer groups, these groups can be cliques and crowds. Cliques consist of five to ten individuals who hang around and share activities and confidences. Crowds are larger groups of individuals who may or may not spend time together and are identified by the particular activities or attitudes of the group. Crowds are usually given labels by other adolescents such as "jocks", "nerds" or "brains." Aside from platonic friendships, teenagers tend to be interested and eventually get involved in romantic relationships. According to B. Baskin in his study entitled Adolescent Romantic Relationship in 2009, adolescent romantic relationships can be categorized into the following phases: 1. Initiation Phase - The initiation phase of romantic relationships starts from pre-adolescence to ear] adolescence. While the attraction for the opposite sex begins, the most relationship remains on same-sex peers. Same-sex peers tend to stay in large groups. This according to B. Baskin provides security through anonymity as well as opportunities to observe and make notes about how or should act. The romantic attention and selection process during this phase is shallow since romantic relationships mainly focus on physical characteristics. They consider partners who have similar characteristics attractive. 2. Affiliation Phase in this phase, students often gather in mixed-sex groups. As they age, the number of opposite-sex friends increases. This interaction with members of the opposite sex allows teens to be aware of behavior: and views of the other sex. Thus, they develop, a mo comfortable feeling around the opposite sex and can beg to connect with them. These interactions are not intimate and usually focus on social settings such as school event parties, and breaks between classes. The focus in this phase is on companionship, rather than intimacy. Companionship defines friendship (although son teens, especially in early adolescence, believe it to be a romantic relationship). Through companionship, students have the opportunity to develop trust and confidence without the exclusivity of a romantic relationship. For girls in middle adolescence, physical characteristics such as inmate selection changes to social characteristics such as being trustworthy, have a good sense of humor, kindhearted, etc. Boys, on the other hand, tend to focus on physical characteristics until late adolescence. 09 Handout 1 *Property of STI Page 1 of 3  SH1687 3. Intimate Phase - During the intimate phase of adolescent romantic relationships, the large group of peers regroups into opposite-sex pairs. The focus of the paired relationship is intimacy and often sexual activity. Early adolescents typically do not reach this phase in their relationships. The ability to show intimacy does not develop until middle or late adolescence. Unfortunately, because of being inexperience in this phase, most teens mistook intimacy for sexual activity. Intimacy can be a part of sexual activity but not exclusively. The intimacy which is the deep feelings of emotional attachment often leads to sexual activity for sex some, which can be very dangerous. 4. Committed Phase - In this phase, the adolescent romantic relationships are established and exclusive. This is more typical in late adolescents since teens have fewer but more intense relationships. Late adolescents maintain a committed relationship because of their capacity to the more caring towards their romantic partner. They are also better at resolving conflict within the relationship. In an article published by Teenealth.Com in May 2013, love which is considered a powerful human emotion has three main qualities: 1. Attraction is the "chemistry" part of love. It's all about the physical - even sexual - interest two people have for each other. 2. Closeness is the bond that develops when two people share thoughts and feelings they don't share with anyone else. When you have this feeling of closeness with your boyfriend or girlfriend you feel supported, cared for, understood, and accepted for who you are. Trust is a big part of this. 3. Commitment is the promise or decision to stand by the other person through the ups and downs of the relationship. These three qualities of love can be combined in different ways to make different kinds of relationships. For example, closeness without attraction is the kind of love we -feel for best friends. We share secrets and personal stuff with them, we support them, are they stand by us. But we are not romantically interested in them. Attraction without closeness is more like a crush or infatuation There is an attraction to someone physically but don't know the pers well enough yet to feel the closeness that comes from sharing personal experiences and feelings. Romantic love, on the other hand, is when attraction and closeness are combined Lots of relationships grow out of an initial attraction (a crush or "love at first sight") and develop into closeness It's also possible for a friendship to move from closeness into attraction two people realize their relationship is more than friends and they have become interested in one another in a romantic way. The third component in a love relationship – commitment, is about wanting and deciding to stay together as a couple in the future - despite any changes and challenges that life brings. During the adolescence stage, we typically have a shorter relationship since this is a time when we instinctively seek lots of different experiences and try out different things It's all part of discovering who we are, what we value, and what we want out of life. What Makes a Good Relationship? 1. Learning to give and receive. A healthy relationship is about two people, it doesn't flourish based on how much one person can get from (or give to) the other, 2. Revealing feelings. A supportive relationship allows people to reveal details about themselves - their likes and dislikes dreams and worries, proud moments, disappointments, fears, and weaknesses. 3. Listening and supporting. When two people care, they support each other, they don't malign or insult their partner, even when they disagree. Giving, receiving, revealing, and supporting are a never-ending process. In this way, the relationship gradually builds into a place of openness, trust, and support where each person knows that the other will be there no matter what. Both feel liked and accepted for who they are. 09 Handout 1 *Property of STI Page 2 of 3  SH1687 Romance provides a chance to discover our own selves as we share with someone new. We learn the things we love about ourselves, the things we'd like to change, and the qualities and values we look for in a partner. Loving relationships teach us self respect as well as respect for others. Love is one of the most fulfilling things we can have in our lives. If romance hasn't found you yet, don't worry - there's plenty of time. The right person should be worth the wait. Committed relationships start in getting to know the person you are attracted to in situations such as "dates" an article published by Newport Academy shared tips on how to get started in dating: 1. Focus on the other person. One of the best ways to get over being self-conscious and nervous is to focus on someone else. Ask your date questions about her, find out about her likes and dislikes 2. Find non-romantic things to do. Dating doesn't necessarily have to be about hearts, flowers, and candy. Invite the person to go on a hike with a few other friends or attend a basketball game at your school 3. Seek out people who share your interests. Sign up in clubs or take part in sports activities where you can meet people who share your hobbies and interests It is much more interesting and satisfying to date someone whom you can relate to on a personal level. 4. Don't let rejection get you down. Learning how to accept rejection without taking it personally isn't easy, when you ask someone out on a date, you're taking a risk that he or she will say "no" If your offer is refused, give yourself a few minutes to feel bad about it, and then move on Sooner, or later, you'll find the right person meant for you. Good Luck! Reference: Bernabe G. (2016). Personal development for senior high school. Manila, Philippines: Mindshapers Co., Inc. 09 Handout 1 *Property of STI Page 3 of 3  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 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 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