SETTING GOALS FOR SUCCESS

GOALS
 A goal is an idea of the future or desired result that a person or a group of
people envision, plan and commit to achieve.

WHY SET GOALS?

 Helps decide what you want to achieve in your life.
 Helps distinguish what’s important from what’s irrelevant, or a distraction.
 Motivation
 Building your self-confidence, based on successful achievement of goals.

LIFETIME GOALS
- The “big picture” of what you want to do with your life
- How do you envision yourself in the next 10/ 20/ 30 years?
 Career – What level do you want to reach in your career, or what do you want to
achieve?
 Financial – How much do you want to earn, by what stage? How is this related
to your career goals?
 Education – Is there any knowledge you want to acquire in particular? What
information and skills will you need to have in order to achieve other goals?
 Family – Do you want to be a parent? Do you want to get married? How many
children do you want to have?
 Artistic – Do you want to achieve any artistic goals?
 Attitude – Is any part of your mindset holding you back? Is there any part of the
way that you behave that upsets you? (If so, set a goal to improve your behavior
or find a solution to the problem.)
 Physical – Are there any athletic goals that you want to achieve, or do you want
good health deep into old age? What steps are you going to take to achieve this?
 Pleasure – How do you want to enjoy yourself? (You should ensure that some of
your life is for you!)
 Public Service – Do you want to make the world a better place? If so, how?

EXAMPLES:
Career: "To own a car wash and automotive business in 10 years.
Financial: "To earn 6 figure salary by time I turn 36 years old"

SMALLER GOALS
- Create smaller goals anchored in your lifetime goals.
EXAMPLE:
1. “I will sleep for 9 hours a day by making sure I get into bed by 10 pm every night
and set an alarm for 7 am each morning. This will keep me fresh for classes until the
end of the school year. ”
2. “I will study for my math class for one hour each afternoon from Monday to Friday
until the end of the semester so I will have a grade of 90 or above. "
3. “I will become more confident in reporting infront of our class by preparing my
report and practicing it in front of a mirror and friends for the next 3 weeks.”
4. I will finish my masters and pass the board exam so I can be a registered
assessment psychologist and own a testing center in 10 years.

SELF EFFICACY
 A person ’ s particular set of beliefs that determine how well one can execute a
plan of action in prospective situations (Bandura, 1977).
 A person ’ s belief in their ability to achieve a goal

GROWTH MINDSET FIXED MINDSET

(Is Freedom) (Is Limiting)
Persevere in the face of failures Avoid challenges
Effort is required to build new skills Give up easily
Find inspiration in others success Threatened by others success
Embrace challenges Desire to look smart
Accept criticisms Effort is fruitless
Desire to learn Ignore feedback
Build abilities Fixed abilities

GROWTH MINDSET
 You thrive on challenge
 You don’t see failure as a way to describe yourself but as a springboard for
growth and developing your abilities
 Your intelligence and talents are all susceptible to growth.
8 STEPS TO DEVELOP YOUR GROWTH MINDSET
 Listen to the mindset voice inside of you.
 Recognize that you have a choice.
 Talk back with a growth mindset voice.
 Practice.
 Find outside help.
 Stop seeking approval of others.
 Replace the word “FAILING” with “LEARNING.”
 Take growth mindset action.

TIME MANAGEMENT
WHY IS IT IMPORTANT?
 Improve your performance
 Produce better work
 Submit works on time
 Reduce stress

PRACTICAL TIPS IN MANAGING YOUR TIME

1. Make a To Do List
2. Have a planner/calendar of activities
3. Stick to you schedule
4. Work on one thing at a time
5. Avoid distractions

STUDY TIP!!
Use the Pomodoro Method

POMODORO METHOD
1. Makes tasks less daunting
2. Prevents mental exhaustion
3. Breaks the habit of multitasking
4. Improves attention span and concentration
5. Boosts motivation
PRACTICE SELF CARE
Anything you do to take care
of yourself so you can stay
physically, mentally, and
emotionally well.
 PHILOSOPHICAL SELF

WHAT IS PHILOSOPHY?
Finding answers to serious questions about our life and the world we
live in
Ex. What is morally right or wrong?
Does God exist? What is considered a good life?
What happens to us when we die? Who am I?

SOCRATES
"Know thyself"
Socrates believe that the answer to our pursuit in knowing ourselves lies in our own
abilities and wisdom, and that the only way for us to understand ourselves is through
internal questioning or introspection (Socratic Method)
 Accept Ignorance
One must first have the humility to acknowledge one ’ s ignorance to be able to
know what he is lacking and what he needs to know.
 The self composed of the body and the soul. The body is imperfect and
impermanent. The soul on the other hand, is perfect and permanent.

Physical Realm Ideal Realm

Changeable, transient, imperfect Unchanging, eternal, immortal

The body belongs to the physical The soul belongs in the ideal realm
realm
PLATO
“The self is an immortal soul
 A student of Socrates who also believes that the soul is immortal
 The self and the soul is the same
 He also believes in the existence of the body and the soul
 Plato presented the idea that ones ’ soul is divided into 3 different parts that has
different views leading to different behaviors, these parts of the soul are known
as the Appetitive, Spirited, and Rational Soul.

Rational Soul
- The logical or
reasoning aspect
of a person’s
identity

Appetitive Soul Spirited Soul

- The part of the - Refers to the
person that is emotions or
driven by desire feelings of a
and need to satisfy person
ARISTOTLE oneself
"the soul is the essence of the self"
 Student of Plato
 He believes in the body and soul but they are not separate elements but as one
 The soul is simply the form of the body, and is not capable of existing without
the body
 The body is the matter of the soul and the soul is the form of the body

THE SOUL
 The soul the essence of the self
 Anything w/ life has soul
 Without the body, the soul cannot exist
 The soul is the one thing that enables a body to engage in the necessary
activities of life and they build upon one another
ST. AGUSTINE OF HIPPO
 The self is known only through knowing God.
 Our notion of ourselves and our idea of existence comes from a
higher form of sense in which bodily senses may not perceive or
understand, and the more one doubts and question his life, means
that, that person is actually living.

ST. AGUSTINE DE AQUIANAS

 Man cannot be complete w/out the soul
 Humankind is created in the image and likeness of God.

RENE DESCARTES
"I think, therefore I am"
 Person is comprised of mind and body

Body
- perceives from the different senses
Mind
- thinks and question or doubt what the body has experienced

RENE DESCARTES
- Because we cannot always trust our senses, we as a rational beings should focus
on the mind and that the more we think and doubt what we perceived from our
senses and the answer that came from such thinking or doubting leads to better
understanding of ourselves.

JOHN LOCKE
"the self is consciousness"
- The human mind at birth is tabula rasa
- He believed that the experiences and perceptions of a person is important in the
establishment of who that person can become
- The self is formed by the ability of the mind to accumulate knowledge,
stimulations, and experiences
- Conscious awareness and memory of previous experiences are keys to
understanding the self.

DAVID HUME
 And since our impressions and ideas change, our selves may be improved or be
replaced
For example: HOW ARE YOU?

EMMANUEL KANT
- We are not only an object that perceives and reacts to whatever it is that we are
experiencing, we also have the capabilities to understand beyond those experiences
and be able to think and have a clear identification of who we are and establish a
sense of self that is unique and distinct from others.

GILBERT RYLE
I act, therefore I am
- The behavior, emotions and actions that we show are the reflection of our mind
and as such is the manifestation of who we are.

PAUL CHURCHLAND
The Brain is the self
- To fully understand one ’ s behaviour, one should understand the different
neurological movement of the brain that pertains to different emotions, feelings,
actions and reactions and how such brain movements affect the body.

MAURICE MERLEAU-PONTY
- The mind and the body are one and the same
- The body is not something that we possess but something that we are
- The self could be established by the perceptions we have in the world.

SOCIOLOGICAL SELF

WHAT IS SOCIOLOGY?
Focuses on society, human social behavior, patterns of social relationships, social
interaction, and aspects of culture associated with everyday life

SOCIOLOGICAL PERSPECTIVE OF THE SELF

- Human behavior is influenced by group life
- The self is a product of social interactions

CHARLES HORTON COOLEY

Looking Glass Self
 Our view of ourselves are only from direct contemplation of our own personal
qualities but also from our perceptions of how we are being viewed by others.
1. We imagine how we appear to others. How do I appear to others? (ex. friends,
family, strangers on the street)
2. Imagine how they must evaluate us based on their observations about us. What
do others think of me? (intelligent, funny, shy, awkward, pretty)
3. We develop feelings about ourselves based on our impression of their evaluations
and observations

 We are influenced by what we imagine the opinions of other people about

ourselves.
 We develop our self-identity based on correct or incorrect perceptions of what
we think other people see.

GEORGE HERBERT MEAD

The Social Self Theory
Our self is the product of our interactions with our society but:
 Only certain people can influence us and only during certain periods of life
 The way others influence us changes across the lifespan

INFANTS AND OTHER VERY YOUNG CHILDREN ARE NOT INFLUENCED BY OTHERS IN
ANY WAY

Preparatory Stage
 Children interact w/ others through imitation
 But as children grow older, they start to focus more on communication w/
others as opposed to simple imitation of them and they get to practice using
symbols

Play Stage
 Children become more aware of the importance of social relationships.
 This is reflected in children ' s tendency to pretend play as the other people (e.g.
mommy, daddy, doctors, firefighters)
 Children are more focused on role taking
 Role taking means mentally assuming the perspectives of another person and
acting based on their perceived point of view

Game Stage
 Children can now consider the attitude, beliefs and behaviors of the individuals
who are closest to them (generalized other)
 Children start to realize that people not only perform in ways based on what
they personally believe but also based on what society more broadly expects of
them.
 They also start to understand that someone can take multiple roles at once.
 Children start to understand that other people have opinions about them and
that those perceptions are influenced by how they act and what they say
 They begin to be influenced by their own perceptions and they start to be
concerned about the reactions of others and what they do
 People are generally mainly focused on the perceptions of the significant others
in their life

Me
- Social Self How we believe the generalized other sees us
I
- The response to the " me " Thinks about the things that we learned from the "
generalized other " means

Me
- Society’s view
I
- Our personal responses to what society thinks

IRVING GOOFMAN
 People routinely behave like actors on a stage
 Goffman uses the metaphor of theatrical production to offer a way of
understanding human interaction and behavior
 The self is constructed through human interaction and the presentation of the
self in everyday life
 Social life is a " performance " carried out by "teams " of participants in three
places: "front stage, " "back stage, " and " off stage. "

THE SELF IS A SOCIAL CONSTRUCTION DEPENDENT ON THE SITUATION

DRAMATURGY
- Focuses on how individuals take on roles and act them out to present a favorable
impression to the audience
IMPRESSION MANAGEMENT
- Controlling how others view us
ENTRANCES & EXITS
- Goffman compared our lives to a stage where we have entrances and exits because
we are not permanent in this world and we have many roles.
FRONT STAGE
- Where we act, where we play our roles; our stage People play diff. roles throughout
their daily life and display diff. kinds of beh. depending on where they are & the time
of the day.
BACK STAGE
- Where people are free of the expectations and norms that dictate the front stage
beh.
- What we do when no one is looking

PSYCHOLOGICAL VIEW OF THE SELF

PSYCHOLOGY
 The scientific study of the mind and behavior. Psychologists are actively involved
in studying and understanding mental processes, brain functions, and behavior.

SIGMUND FREUD
The father of Psychology Deterministic
 Who we are now is determined by our past experiences rather than by our
present goals.
 Humans have little control over their actions because many of their behaviors
are rooted in the unconscious.
Introduced the three levels of mental life:
 Conscious
 Preconscious
 Unconscious

CONSCIOUS
- Conscious images are those in awareness at any given time
PRECONSCIOUS
- Contains all those elements that are not conscious but can become conscious either
quite readily or with some difficulty.
UNCONSCIOUS
- Contains all those drives, urges, or instincts that are beyond our awareness but that
nevertheless motivate most of our words, feelings, and actions.
- Early childhood experiences that create high levels of anxiety are repressed into the
unconscious, where they may influence behavior, emotions, and attitudes for years.

THE PROVINCES OF THE MIND

1. Id (Pleasure Principle)
2. Ego (Reality Principle)
3. Superego (Moral Principle)

Freud’s Psychosexual Stages

Age Name Pleasure Source Conflict
0-2 Oral Mouth: sucking, biting, Weaning away from
swallowing mother’s breast
2-4 Anal Anus: defecating or retaining Toilet training
faeces
4-5 Phallic Genitals Oedipus (boys)
Electra (girls)
6-puberty Latency Sexual urges sublimated into
sports and hobbies. None
Same-sex friends also help
avoid sexual feelings.
Puberty Genital Physical sexual changes Social rules
onward reawaken repressed needs.
Direct sexual feelings towards
others lead to sexual
 gratification

CARL ROGERS
- He believed that people are essentially forward moving and that, under proper
conditions, they will grow toward self-actualization. People are basically trustworthy,
socialized, and constructive.
SELF CONCEPT
- Include all those aspects of one’s being and one’s experiences that are perceived in
awareness (though not always accurately) by the individual.
Real Self
- Awareness to what one is and what one can do
- Who you are and your capabilities
Ideal Self
- One’s view of self as one wishes to be
- Attributes, usually positive, that people aspire to possess.
 The closer the ideal self to the real self, the more fulfilled and happy the
individual becomes.

ERIK ERIKSON
Three interrelated parts of the ego
1. Body Ego - A way of seeing our physical self as different from other people.
2. Ego Ideal - The image we have of ourselves in comparison with an established
ideal.
3. Ego Identity - The image we have of ourselves in the variety of the social roles we
play.
ADOLESCENCE
- A period of trial and error
- Identity is defined both positively and negatively, as adolescents are deciding what
they want to become and what they believe while also discovering what they do not
wish to be and and what they do not believe.
- Identity confusion is a syndrome of problems that includes a divided self image, an
inability to establish intimacy, a sense of time urgency, a lack of concentration on
required tasks, and a rejection of family or community standards.
- Conversely, if we develop the proper ratio of identity to identity confusion, we will
have:
1) faith in some sort of ideological principle
2) the ability to freely decide how we should behave
3) trust in our peers and adults who give us advice regarding goals and aspirations
4) confidence in our choice of an eventual occupation.

FIDELITY
- Faith in one’s ideology
- The trust learned in infancy is basic for fidelity in adolescence. Young people must
learn to trust others before they can have faith in their own view of the future.
- They must have developed hope during infancy, and they must follow hope with
the other basic strengths-will, purpose, and competence.

ROLE REPUDIATION
 Diffidence is an extreme lack of self-trust or self confidence and is expressed as
shyness or hesitancy to express oneself.
 Defiance is the act of rebelling against authority. Defiant adolescents stubbornly
hold to socially unacceptable beliefs and practices simply because these beliefs
and practices are unacceptable.

YOUNG ADULTHOOD
- Young adults should develop mature genitality, experience the conflict between
intimacy and isolation, and acquire the basic strength of love.

INTIMACY
- The ability to fuse one’s identity with that of another person without fear of losing
it.
- People who are unsure of their identity may either shy away from psychosocial
intimacy