Ex.
If you and your brother are fighting, you may label
PERSONAL DEVELOPMENT
Emotional Intelligence
Emotions
• A complex psychophysiological experience that involves
physiological arousal, expressive behaviours, and conscious
understanding
• It guides us in facing predicaments and tasks too important to leave
to intellect alone
• Each emotion offers a distinctive readiness to act; each points us in
a direction that has worked well to handle recurring challenges of
human life
Functions
1. Preparing us for action
• A link between external events and behavioural
responses
2. Shaping our future behaviour
• Acts as reinforcement
3. Helps us to regulate social interaction
• Allow observes to better understand us
Components of Emotion
• Passer and Smith, 2007
• B- iological Component (Physiological Component)
• B – ehavioural Component
• C- ognitive Component
Biological Component: Physiological Arousal
• It involves a state of arousal
• It involves the limbic system and the Automatic Nervous system
• Automatic Nervous System
o Sympathetic – sends signals to the adrenal gland in
order to prepare the body to act or react following an
emotion-evoking event (Physiological Arousal). Vital
signs ELEVATED: Increase in heart rate, respiratory
rate, blood pressure, and blood sugar levels. Slower
digestive processes and pupil dilation can also be
observed
o Parasympathetic – it keeps the body from expanding
energy. The autonomic responses are frequently used
by the researchers in measuring emotions.
• Emotional Hijacking
o Is a state when an individual’s cognitions are
overpowered by his/her emotions
o Usually referred to in the context of aggression or
fearfulness
o A center in the limbic system – amygdala – the seat of
all emotions in the brain, takes over the neocortex
o The amygdala gets triggered, and in an instant takes
control of the brain, in a sense hijacking it
Theories
Peripheral Theories
• Cannon-Bard Theory
o Walter Bradford and Philip Bard
o The experience of emotion is a physiological response
of the THALAMIC region of the brain
o The emotional states occur at the same time in response
to the event
o Ex. We are sad because there are tears in our eyes
• James-Lange Theory
o William James and Carl Lange
o Emotions are our interpretation of the accompanying
physiological reactions
o Physiological reactions precede emotional states
o Ex. When we are experiencing cold feet and heart rate
increases, we say we are afraid
o Event > arousal > interpretation > emotion
• Two Factor Theory
o Stanly Schachter and Jerome Singer
o The experience of emotion depends on: Physiological
Arousal and Interpretation of that arousal
o A person uses the environment to search for emotional
cues to label the physiological arousal
o
the physiological arousal as anger. But if two of your
classmates are arguing, you may label it as excitement.
o Misinterpretation can happen if based solely on the
body’s physiological state
o Event > arousal > cognitive labels > emotion
Cognitive Component: Subjective Labeling
• When the physiological arousal is absent, a person decides what
he/she feels after interpreting or explaining to himself what had
happened
• An experience of emotion depends on the manner one appraises or
evaluates an event. – Richard Lazarus
• Appraisal Theory/ Lazarus Theory
o Two Kinds: Primary – How can the situation benefit
us? Secondary – How will we be able to cope up with
the situation?
o Event > thought > emotion & arousal
Behavioural Component: Emotional Expression
• Every emotion finds a way to be expressed
• People recognize how we feel through facial expressions – allow
people to quickly judge someone’s hostility or friendliness. It also
allows us to communicate our intentions to other.
• Universal
• However it can be misleading, exaggerated or minimized
Basic Types of Emotions
• Robert Plutchik’s psychoevolutionary theory of emotion
• He considered there to be eight primary emotions
1. Anger
2. Fear
3. Sadness
4. Disgust
5. Surprise
6. Anticipation
7. Trust
8. Joy
• The intensity of emotion decreases as you move outward and
increases as you move toward the wheel’s center. It’s indicated by
the color, the darker the shade, the more intense the emotion
• Plutchik created the wheel of emotions in order to illustrate the
various relationships among the emotions
Secondary Types of Emotions
• Emotional reactions we have to other emotions
• Ex. A person may feel ashamed as a result of feeling anxious or
sad
• Facial-Feedback Theory
o Emotion is the experience of changes in our facial
muscles
o Holds the facial movement and expressions can
influence attitude and emotional experience
 o Ex. When a person attends a function and is required to
smile for the duration of the function, they will actually
have a better experience of the function
o Changes in our facial muscles cue our brains and
provide the basis of our emotions
o Ex. You are walking down a dark alley late at night.
You hear footsteps behind you – your eyes are widened,
your teeth clench and your brain interprets these facial
changes as the expression of fear. Therefore you
experience the emotion of fear.
• Facial Expressions are culture-specific
o That is, just as every culture had its own verbal
language, it had its own language of facial expressions
o Ekman, Friesen, and Ellsworth, 1972
o Seven Emotions (Universal Facial Expressions)
1. Anger
2. Fear
3. Sadness
4. Disgust
5. Surprise
6. Contempt
7. Joy
• Macro expressions
o Typically lasts between 0.5 to 4 seconds and involves
the whole face
o These do not intend to hide and occur whenever we are
alone or with family and close friends
• Micro expressions
o Expressions that go on and off the face in a fraction of a
second as fast as 1/30 of a second
Emotional Intelligence
• Popularized by Daniel Goleman in his 1996 book of the same
name
o “Those were days days when the pre-eminence of IQ as
the standard of excellence in life was unquestioned; a
debate debate raged over whether it was set in our
genes or due to experience. But here, suddenly, was a
new way of thinking about the ingredients”
• The ability to understand, use, and manage our emotions well
• Can help build stronger relationships, make good decisions, and
deal with difficult situations
• Ability of a person to understand and express himself, to
understand and relate well with others and to successfully copy
with the demands of daily life
• Being aware that emotions can drive our behaviour and impact
people (positively and negatively), and learning how to manage
those emotions – both our own and others – especially when we
are under pressure
• Being smarter with feelings
• EI People usually become leaders and are effective in their work as
well as in relating with other people
Components
• Five key elements by Daniel Goleman
• Self-awareness
o Tune in to one’s feelings
o Recognizing one’s emotions and its effects on other
people
o Accepts one’s feelings whether it’s positive or negative
o Feeling – it is important to distinguish feelings from
your thoughts
o Ex. I feel my teacher is unfair
o In general, feelings are not clearly expressed when the
word feel is followed by: that, like, as if, I, you, he, she,
they, it, nouns and names
• Self-regulation
o Controls disruptive impulses caused by negative
emotions
o Involves:
o Trustworthiness – maintains standards of honesty and
integrity
o Conscientiousness – takes responsibility of his/her work
o Adaptability – flexibility in handling change
o Innovation – being open to new ideas
• Motivation
o Can motivate himself to work because he has a positive
attitude in life
o Reframes negative thoughts
• Empathy
o Helps to recognize and understand how other people
feel
o An emphatic person discerns feelings behind the needs
and wants of other people
• Social skills
o Referred to as “people skills”
o When we are able to work well with others through
collaboration and cooperation
o Good team players
Managing One’s Emotions
• Being aware of your emotions
o Being able to notice and accurately label everyday
feelings is the most basic of all EQ skills
• Understanding how others feel and why
o Being able to imagine how other people might feels in
certain situations. It is also about understanding why
they feel the way they do.
o Being able to imagine what emotions a person is likely
to be feeling (even when you don’t actually work)
• Choosing your mood
o Part of managing emotions is choosing our moods
o Moods are emotional states that last a bit
o Choosing the right mood can help someone get
motivated, concentrate on a task, or try again instead of
giving up
• Managing emotional reactions
o Managing your reaction means knowing when, where,
and how to express yourself
o A person can use self-control to hold a reaction if now
is not the right time or place to express it
Non-Adversarial Communication
• The language of the heart
• Based on the premise that:
o We are all simply trying to get our needs met
o Get these needs met through cooperation rather than
aggression
o We naturally enjoy contributing to the well being of
others
• Four components:
o The concrete actions we are observing that are affecting
our well being
o Observation – observing without evaluating is the
highest form of human intelligence. When we evaluate,
people hear a criticism. Evaluation if our opinion or
judgment. NAC is a process language that discourages
generalizations. Observations are to be made specific to
time and context.
o How we are feeling in relation to what we are observing
o Feeling – requires us to get in touch with our own
feelings and express them. Distinguish feelings from
our thoughts. Distinguish how we feel and how we
think others react or behave towards us.
o The needs, values, desires, that are creating our feelings
 o Need – at the root of strong emotions are needs that are
either not met or fulfilled. Most often when we
experience these emotions, we blame ourselves or we
blame others. NAC suggests that instead of blaming we
sense our feelings and needs. If we express our needs,
we have a better chance of getting them met.
o The concrete actions we request the other in order to
improve our well-being
o Request – asking for a specific action needed to
improve our well-being and enrich our lives. Two
things to remember: (1) make requests consciously. Ask
in a clear sense and concise language leaving the
listener without any doubt of what he has to do if he
says yes to the request. (2) Requests unaccompanied by
the speaker’s feelings and needs may sound like a
demand (invites two options: submit or rebel)
• Receiving Empathetically: the flip side of knowing our OFNR
o Knowing that the other has his own OFNR;
o A process of listening for the others’ feelings and
sensing their needs
BUILDING AND MAINTANING RELATIONSHIPS
Attraction
• A feeling that makes someone romantically or sexually interested
in another person
• A feature or quality that makes someone or something interesting
or enjoyable
• “Liking” something or someone
Factors that lead to Friendship and Attraction
1. Proximity
• Geographical nearness
• Breeds liking because of availability
• The best single predictor of whether two people will be
friends is how far apart they live
• Frequent interaction allows people to explore
similarities and sense one another’s liking – functional
distance
• Even just the anticipation of interaction boosts liking
• Can also breed hostility but much more often, proximity
prompts liking
2. Familiarity
• Mere exposure is the tendency of something to be more
likable after someone has been repeatedly exposed to it
• Participants were shown photos of different faces. The
number of times each face was seen was varied. The
more people saw a face, the more they liked it
• Why does it promote liking?
o Evolutionary adaptive
o Improved recognition is a first step to liking
o Familiar is more predictable
o Familiar is assumed to be similar to self
• Limits to mere exposure
o Most effective if stimulus is initially viewed
as positive or neutral
o Pre-existing conflicts between people will
get intensified, not decrease, with exposure
o There is an optimal level of exposure: too
much can lead to boredom and satiation
3. Similarity
• We like others who are similar to us in attitudes,
interests, values, background, and personality
• Newcomb (1961) assigned roommates to be either very
similar or very dissimilar and measured liking at the
end of the semester. Those who were similar liked each
other while those who were dissimilar disliked each
other
• In romantic relationships, the tendency to choose
similar others is called the “matching phenomenon”
• When people tend to choose someone whose
attractiveness roughly matches their own, but in cases
when someone is less attractive, the latter often
compensates
4. Physical attractiveness
• “Physical-attractiveness stereotype”
o The assumption that physically attractive
people possess other desirable traits
• Attractive people were found to be more outgoing and
self-confidents because they are valued and favoured
• It is not simply about how you look but rather, how
people treat you and how you feel about yourself
• Why do people gravitate toward attractive people?
o Leads a person to be seen as more attractive
him or herself
o Evolutionary theory – it may provide a clue
to health and reproductive fitness
• Who is attractive?
o Statistically “average” faces
o Symmetrical or balanced faces
• Both – dependability, maturity, and pleasantness are
most important
• Men = physical attractiveness: women = financial
resources
• Men = younger: women = older
5. Desirable Personal Attributes
• Most liked characteristics – trustworthiness, personal
warmth, and competence
• Personal warmth
o Positive attitude + express liking, praise, and
approval
o Smiling, attentiveness, and expressing
emotions
• Competence
o We like people who are socially skilled,
intelligent, and competent
o Depends on the nature of relationship
o Being “too perfect” can be off putting
• Can sometimes turn out to be fatal flaws to a
relationship - About 30% of breakups fi this description
Love
• People yearn for it, live for it, die for it
• No single definition of what it is
• Difficult to measure, perplexing to study
• More complex than just liking someone.
• Importance of communication
• Triangle with 3 components - Robert Sternberg
• Triangular Theory of Love:
1. Intimacy Component
• Closeness, connectedness, bondedness; a desire to share
one’s innermost thought which include experienced
happiness, high regard, and mutual understanding
• Being emotionally close to your partner, able to let your
guard down, and let him or her know how you really
feel, able to accept and share in your partner’s feelings,
there when he/she wants to let their defenses down
2. Passion Component
• Romance, physical attraction, and sexual arousal in a
relationship
• Closely tied to the intimacy component; passion may
develop immediately, and it is only after a while that
intimacy develop
• Passion – draw two people into a relationship. Intimacy
– sustains the closeness
3. Decision/Commitment Component
• Two aspects
 o Short term – decision to love someone o Serve you out of love
o Long term – decision to maintain that love • Receiving Gifts
• Sense of being a part of a team, a desire for a future o Not materialism
together and a desire too sacrifice for each other o Thrives on the love, thoughtfulness, and effort behind
the gift
• Kinds of love o You are known, you are cared for, and you are prized
o Liking = intimacy o A missed birthday or a hasty, thoughtless gift would be
o Empty = commitment disastrous
o Infatuation = passion o Heartfelt symbols
o Companionate = intimacy + commitment • Quality Time
o Fatuous = passion + commitment o Full, undivided attention
o Romantic = intimacy + passion o Really being there
o Consummate = intimacy + passions + commitment o Distractions, postponed dates, or the failure to listen can
be especially hurtful
Value Meals o Quality conversation and quality activities
Basic Meals • Physical Touch
• Liking // friendship o Very touchy
o Bondedness, warmth, and closeness o Physical presence and accessibility
o True friendship o Appropriate and timely touches communicate warmth,
o A root for the other forms of love to manifest safety, and love to you
• Infatuation UNHEALTHY HEALTHY
o High degree of psychophysiological arousal Obsessed with partner Development of self is first priority
o Love at first sight Life revolves around partner Partners give each other space to
o Crushes grow
o Nothing but a sexual relationship with each other, as Gives up social life Maintains close contact with family
they are only bound by carnal desires and friends
o Most common root of romantic love Neglects family relationships Partners have common friends but
• Empty also keeps a personal set of friends
o Fixed marriages – if at the beginning Relationship is characterized by Relationship is characterized by pro-
o Stagnant love – if at the end power play, guilt-tripping, active problem solving negotiation,
o A strong love may deteriorate into empty love – controlling, blaming, criticism, and taking turns at leading
unhappy marriage, nothing left but the contract of manipulation
marriage itself Tries to change partner into a Accepts partner’s individuality and
different person uniqueness
Combo Meals Need to prove your worth to your Agrees to disagree
• Romantic partner
o Emotional and physical bonding Need approval from your partner Self-love and self-worth which is not
o Not only be drawn and bonded physically, but dependent on your partner
emotionally as well Being obsessed with partner’s Concerned about partner’s problem
o Common stepping stones to a married life feelings and problems but allows partner to take care of it
• Companionate Rescuing
o Strong desire to be with each other but no (or no more) Being a knight
physical attraction
Fusion Loving detachment
o Stronger than friendship because of the element of
Unable to endure separation Ability to enjoy being alone
commitment
Clinging to each other Happy with or without the presence
o Long term marriages (don’t need passion because
of partner
affection remains)
o Platonic, but strong friendship Neediness for each other is proof of
love for each other
• Fatuous
o Whirlwind courtships, summer flings Hurts, suffocation, tiredness, Inspiration, lightness, commitment,
o Commitment is made on the basis of passion without neediness, and conflicts growth, and friendship
stabilizing influence of intimate environment
• Consummate Is Love blind?
o Many people aspire for, but very few achieve • It can fool anyone into thinking that they and their significant other
o Perfect and ideal type of love are in a healthier relationship that it actually is
o Maintaining is harder than achieving it, not a permanent • Consent – key element of relationships.
form of love • Respect your own boundaries as well as other people’s at the same
time
The 5 Love Languages
• Highest score – primary love language = how you really Seven Qualities of Healthy Relationship
understand your partner’s expression of love • Mutual respect
• Uncommon to have two high scores, which means two languages o Respect each other’s likes as well as dislikes
are important to you • Trust
• Lower scores – languages you seldom use to communicate love o Jealousy – natural feeling. Important: your reaction to it
• Words of Affirmation • Honesty
o Actions don’t always speak louder than words o Hand in hand with trust. If one is caught lying, trust is
o Unsolicited compliments no longer there
o Hearing the words “I love you” – hearing the reasons • Support
o Insults can leave you shattered and are not easily o Support in both good and bad times, push to be the best
forgotten version of yourself that you can be
o Hearing kind and encouraging words • Fairness/Equality
• Acts of Service o Understanding, compromise, and balance
o Ease the burden of responsibilities • Separate identities
o “let me do that for you” o Two separate people with two separate identities
o laziness, broken commitments, and making more work (respected and maintained by each other)
for them tell speakers of this language their feelings • Good communication
don’t matter o Communicate issues openly and effectively
 aggressive acts (gossip) male. Arrest ratio is 9
Social Relationships to 1
- Provocation > gender
gap shrinks
Sexuality - Emotional passion - SEX
- Primary market is
women, a tender male
is emotionally
consumed by his
devoted passion for
heroine
Mating Preferences - Quality (offspring) - Quantity
- Invest their - Sending their genes
reproductive into the future
opportunities carefully - “Healthy, fertile soil
– resources and in which to plant their
commitment seed”
- “Tend the garden”

Conformity
• Change in behaviour or belief as the result of real or imagined
group pressure
• 3 types
o Acceptance – acting + believing in accord with social
pressure
o Compliance – publicly acting in accord + privately
disagreeing
o Obedience – direct order/command

Persuasion
• Process by which a message induces change in beliefs, attitudes, or
behaviours
• Routes:
Nature and Nurture o Central route – Focus on arguments and respond with
Nature favourable thoughts
o Peripheral route – incidental cues, speaker’s
• Genes, evolution, and behaviour
attractiveness
• Natural selection
o Process by which heritable traits that best enable
organisms to survive and reproduce in particular
environments are passed to ensuing generations
• Evolutionary Psychology
o Evolution of cognition and behaviour using principles
of natural selection
• “some people are born with traits to become leaders”

Nurture
• Culture and behaviour
• Culture
o Behaviours, idead, attitudes, and traditions
o Shared by a large group
o From one generation to another
• Cultural Diversity Family Relationships
o Behaviour – socially programmed. • Basic social unit
o One in eight Americans is an immigrant • Individuals living under one roof and usually under one head
• “any individual’s leadership style is effective only in certain • Context of culture that one lives in
situations” o US – children leave the house by 18
• Function
Gender Differences o To perpetuate a society biologically and socially
Gender o Serves to provide a child’s basic needs
• Characteristics, whether biological or socially influenced, by which o Provides safety for the child and nurturance for the
people define male and female child in order to develop their potential
o Teaches core values and attitudes to the child
Gender Differences Women Men
Work - Describe themselves - Tasks and on Family Systems Theory
in more rational term connections with large • Dr. Murray Bowen – family as an emotional unit. Uses system
- Relationship linked groups thinking
emotions - “Fight or flight” • Key features
- Empathetic response o Intensely connected emotionally
- Jobs that reduce - Jobs that enhance o Individuals cannot be understood in isolation, but as
inequalities inequalities part of the family
Social Dominance - “70 and 90% of men’s - Socially dominant o Systems of interconnected and interdependent
wages in a majority of - Impulsive and take individuals
countries” more risks o One’s behaviour affects the other family member’s
- Tend to be more - Autocratic behaviour
democratic
Aggression - Commit indirect - 92% of prisoners are
Family Structure Family Roles
• Nuclear Family • The enabler
o “Traditional” family o Allows the addiction to continue and tries to keep the
o Two married parents addict safe and harm
o Biological or adopted children • The hero
o Same residence o The perfect
• Single Parent Family o Responsible member
o One left the home permanently o Makes the family look good
• Extended • The scapegoat
o Subtypes o The problem member
o + Other relatives o Brings down the image of the family
• Reconstituted • The lost child
o Step-family o Stays out of the way and separates themselves from the
o Changes in marital status family
o Quiet and keeps the struggles to themselves
Parenting Styles o Not a perfectionist but not a stress causer
1. Authoritarian Parenting • The mascot
• A restrictive, punitive style o The class clown
• Push their child to follow their directions and respect their work o Lightens the mood
and effort o Carefree and cheers everyone up
• Places firm limits and controls
• “You do it my way or else” Family Life Cycle
• Children are often: • Changes in the emotional and intellectual life of a person as one
o Unhappy passes through from childhood to the retirement years
o Fearful • Each stage brings with it new challenges
o Comparing themselves with others
o Fail to initiate activity Independence
o Weak communication skills • Family member has the ability to fend for his/her needs
• Assumed that he has completed some form of education to be able
2. Authoritative Parenting to secure a job
• Encourages to be independent but still places limits and controls • Instances may occur where independence is not fully attained yet
• Extensive verbal give-and-take due to obligations for the family
• “Let’s talk about this” • Experiences through the life cycle will affect who you are and who
• Mature, independent, and age-appropriate behaviour you become
• Children are often: • Ability to think critically becomes more developed
o Cheerful • Question the existing family values and practices
o Self-controlled
o Self-reliant Marriage
o Achievement-oriented • One is expected to separate from his/her family to build their own

3. Neglectful Parenting Parenting

• Uninvolved in child’s life • Start of raising children
• Children often:
o Poor self control Preparing Adult Children
o Low self-esteem • Parents make every effort to prepare them to face the challenges of
o Immature the worl

4. Indulgent/Permissive Parenting Retirement

• Highly involved but place few demands or controls on them • Parents rest from the daily grind of work and enjoys the remaining
• Let their children do what they want years with grandchildren
• Children often:
o No behaviour control Common Issues
o Expect to get their way • OFW parents
o No respect • Cullying
• College
Perceptions • Mental Health Concerns
• Asian American parents were less likely to express their love • Peer Pressure
toward their children verbally and physically • Teenage pregnancy
• Gender identity
Aggressions • Substance use (drugs, alcohol, cigarette)
• Parental harshness was positively associated with children’s
aggression in European Canadian families but negatively Career Development
associated for their South Asian Canadian counterparts • Ongoing process of managing your life, learning, and work.
• Developing the skills and knowledge that enable you to plan and
Academic Achievement make informed decisions about your education, training, and career
• Malay adolescents with authoritarian mothers tend to have better choices
adjustment in attitude towards school compared to those who
perceived their mothers to be authoritative Career
• Authoritarian parenting style to be positively associated with • Combination and sequence of rotes played by a person during the
academic achievement of Hong Kong Chinese students while course of a lifetime
authoritative style was unrelated to the academic achievement of • Lifelong journey. Includes education, interests, jobs, occupations,
these student recreational activities and volunteer work
• Chinese children who have authoritarian parents do better at school • Determine/s:
• African American adolescents had no relationship with adolescent o Kind of lifestyle you will be leading
achievement and engagement in school o Quality of relationship
o Balance you will be able to keep
1. Job
• Specific position doing specific duties and gets paid for it
• Eg. Maria’s job is a math teacher at Senior High School

Occupation
• Collection of job titles
• Similar tasks and similar training
• Eg. Maria and every teacher in all the high schools share the same
occupation: Senior High School Instructor

2. Life Goals
• Have a life goal before developing your career
• Sets the direction of where you want to go
• Empower a person to direct his/her motivation and energy towards
finding self-actualization through his/her chosen career
• Do not impose sticking to one intial choice/decision
• Having a good plan of what a person would want to do in one’s life
• Associating one’s career choice and preparations to this – self
fulfilling life in adulthood
• Flexible but should have a direction
Influence Factors in Career Choices
3. Personality Skills and Abilities
• SKILLS AND ABILITIES should also be considered • Trait and Factor model
• Culture, gender, previous experiences, economic conditions, and o Skills and abilities need to fit the demands of a
even childhood fantasies and expectations of other people particular field
influences career plans o Important to take stock of the skills, knowledge and
abilities that you currently possess and those that you
4. Influences still need to develop as these greatly impact what kind
of career would be a good match for you

Interest and Personality Type

• John Holland’s Career Typology
o Connect personality types and career fields
o Classification system that matches personality
characteristics and personal preferences to job
characteristics
o Holland codes – 6 personality/career types (RIASEC)

Life Roles
• Donald Super’s Lifespan Theory
o We each play multiple roles in our lives and that these
roles change over the course of our lives
o May influence how we look at careers in general and
Ann Roe’s Occupational Choice Theory
how we make choices for ourselves
• Parent-child relationships are important in shaping one’s
personality that will later reflect in our choice of occupation in
adulthood

Exploration Stage
• 15-24
• Test or try various types of work through your classes and projects
 • On-the-job trainings and performance tasks provide an opportunity B. Getting on with your colleagues
to: • You get help from, like and form meaningful
o Develop a mature perspective of time relationships
o Acquire the ability to be patient and develop self-
control, ability to negotiate, and an ability to identify C. Personal Fit
with appropriate models of work behaviour • You’re good at your job
o Make tentative choices as to what you really want to
become after you graduate from high school D. Hygiene Factors
• Reasonable work hours, job security, a short commute
Previous Experiences from and to your workplace, and sufficient pay
• John Krumboltz’s Social Learning and Planned Happenstance
theories Research Study by 80,000 Hours
o Positive experiences and role models – influence the set • “Follow your passion” is not a good advice
of careers we consider as options for ourselves 1. We are bad at predicting (just by thinking about it)
o We focus on areas in which we have had proven 2. The degree of match between your interest and your work is NOT
success and achieved positive self-esteem especially important for predicting where you’ll be satisfied. It
causes us to overly focus on just one criterion
Culture 3. Causes you to be narrow-minded – you can only be passionate
• Racial and ethnic background, regional area, local community, about activities you’re already tried
extended family
• Shapes our values and expectations MBTI
• Collectivist orientation makes our family a strong influence in our • Myers Briggs Type Indicator
career choices • Katherine C. Briggs and Isabel Briggs Myers
• Four preference scales
Gender o E- extraversion / I- introversion
• Men and women have experiences career-related stereotypes o S- sensing / N- intuition
• Roles of men and women in the workforce, and in higher o T- thinking / F- feeling
education, evolve o J- judgment / P- perception
EXTRAVERSION INTROVERSION
Social and Economic Conditions Activity-oriented and have keen Looking inward to the world of ideas
• Context of society and economy awareness of the external world
• Changes in economy and resulting job market may also affect how Look outside of themselves and Most comfortable in thoughtful
our careers develop derive much of their energy from contemplation, energized by
interacting with others workings of their own inner world
Childhood Fantasies Read and know: share personal More private; selected few for
• “What do you want to be when you grow up?” information freely personal info
• Eli Ginzberg’s Theory Think out loud Think through inside their heads
o First stage – fantasy. Early ideas about careers and Talk more than listen, communicate Listen more that talk, keep
formed, takes up to age 11 with enthusiasm enthusiasm to themselves
Breadth to life Depth to life
External experiences Internal experiences
Act, then think: responds quickly and Think, then act: responds after taking
enjoys a fast pace the time to think through

SENSING
Present in their immediate
environment
Factual, concrete, and specific way
Specific parts and pieces; certain and
concrete
Present
New ideas only if they have practical
applications
5. Change of Career Decision along the way
• Unsatisfaction for any reason Realism and common sense
Step-by-step manner
• Avoid making decisions and actions impulsively
Established skills
6. If ___ is happy in a particular field, I will be happy too (FALSE)
• Be aware that what you like may not necessarily be a good fit for THINKING
you Judge things according to their
consistency and logic, using
7. Career Decisions are difficult reasoning power to make judgments
• Involved in uncertainty, and require tough trade-offs about things
• Careers take time to build Head; feelings are valid only if they
are logical
8. There’s no “One True Calling” Analysing plans
• “Follow your passion”- one perfect path for you Value logic, justice, and fairness; one
• Misleading because you can become passionate about many standard for all
different areas Onlooker, from outside a situation
Truthful that tactful
Passion: To follow or not to follow Spontaneously find flaws, criticizes
A. Engaging, meaningful work
• Variety, autonomy, a sense of completion, feedback, JUDGEMENT
and work you feel makes a difference Completion, seek organization and
structure
Conclusive decisions, avoid
confusions
INTUITION
Read between the lines, possibilities
Global, “big picture”
Patterns and relationships; inspiration
and inference
Future
New ideas and concepts for their
own sake
Imagination and innovation
Leaps, in a roundabout manner
New skills
FEELING
Judge things according to his own
sense of values
Heart; any feeling is valid, whether it
makes sense or not
Understanding people
Value empathy and harmony
Participant, from within a situation
Tactful than truthful
Spontaneously appreciates
PERCEPTION
Open and flowing, delay making
decisions
Open-minded, flexible, less
structured manner
 Decisive Leaving options open, discovering • One has to develop as a person before one can decide on what he
surprises or she wants to do
Time as a finite resource and take Time a renewable resource and see • It involves our personality, attitude, values, interests, and resources
deadlines seriously deadlines as elastic
“Work ethic” “Play ethic” Human Ecological Theory
Organized Flexible • Bioecological System Theory
Knowing what they are going into Adapting to new situations • Urie Brinfenbrenner, American developmental psychologist
Product oriented Process oriented • A person’s development is affected by everything in their
surrounding environment. Whatever happens in one level can
Self-Directed Search (SDS) affect the rest of the system
• Ripple effect – positive/negative

Realistic
• Enjoy creating things with their hands
• Tools and objects than people and ideas
• Rugged and practical, enjoying work outdoors
• Automobile mechanic, aircraft controller, surveyor, farmer,
electrician
• Asocial, conforming, frank, genuine, hard-headed, inflexible,
materialistic, natural, normal, persistent, practical, self-effacing,
1. Microsystem
thrifty, uninsightful, uninvolved
• Family, school, peer group, most influential level
Investigative • Bi-directional relationships – your reactions will affect how they
• Working alone that with people treat you
• Idea-oriented and creative in scientific areas such as research
2. Mesosystem
• Biologist, chemist, physicist, anthropologist, geologist, medical
• A child’s home and school
technologist
• Do not function independently, but are interconnected and assert
• Analytical, cautious, complex, critical, cuprous, independent,
influence upon one another
intellectual, introspective, pessimistic, precise, rational, reserved,
retiring, unassuming, unpopular
3. Exosystem
Artistic • Parent’s workplace
• Independent, imaginative, creative, and unconventional • Setting that does not involve the person as an active participant
• Freedom to be original. Unstructured environment, usually
4. Macrosystem
dissatisfied if they are forced to follow many rules and procedures
• Eastern vs Western culture, national economy, political culture
• Language, art, music, drama, writing, etc.
• Composer, musician, stage director, writer, interior decorator,
5. Chronosystem
actor/actress
• Environmental events and transitions
• Lacks clerical skills
• Transitions and shifts in one’s life span and the socio-historical
• Complicated, disorderly, emotional, expressive, idealistic,
contexts
impractical, impulsive, intuitive
• Dimension of time, influence of both change and constancy
Social
• Sociable, popular, and responsible
• Social interaction and social presence
• Problems and concerns of others, and like activities that allow
them to teach, inform, train, develop, cure, and help others
• Teacher, religious worker, counsellor, clinical psychologist,
psychiatric case worker, speech therapist
• Social skills and talents but lacks mechanical and scientific ability

Enterprising
• Leadership capacity – managing, performing, influencing.
• Investigate a direct plan of action to be carried out by others.
• Achieving the goal, not concerned with minor details
• Salesperson, manager, business executive, television producer,
Points to ponder in career development
sports promoter, buyer
• NOT a one-time decision but an unraveling process, it evolves and
• Leadership and speaking abilities but lacks scientific ability
grows as you do
Conventional • The things you do now will influence your career
• Firm structure and know exactly what is expected of them
On the value of failure
• Conscientious, efficient, and calm
• NO guarantee that you will end up with your career of choice or
• Bookkeeper, stenographer, financial analyst, banker, cost
that you will find the career that will satisfy you right away
estimator, tax expert
• It is unavoidable and inevitable
• Clerical and arithmetic ability but lacks artistic abilities
On career indecision
Integrating Personal and Career Development
• Things may not go your way
• PerDev precedes CarDev
• Open ourselves up to surprises