REVIEWER IN NSTP
- These are the following:
CHAPTER 1: THE IMPORTANCE OF PERSONALITY
Personality
- refers to the total person
- The expression of what you are and what you do
- The core of each individual, the product of all the responses that are
expressed in everyday living – in the home, the school, the playground, the
office, the theatre, in the street, and in the seclusion of your room.
- Includes the things that you say as well as think in the many different
situations that you constantly meet.
- The reflection or interpretation of your inner self to other people.
- Shown through a person’s total behavior and by the responses of other people
to that behavior.
Effective Personality
- Happens when a person’s behavior can manifest a successful adjustment to a
given area of his environment.
o Achieving an all-around good personality depends upon developing
satisfactory behavior patterns in many different aspects of living.
o The key to a good personality is the ability to adjust equally well to
various types of life situations, to make those responses which result
in the greatest satisfaction for both oneself and one’s associate.
Spheres of Personality
- these are the details, features, traits, and patterns of behavior that characterize
a person.
o PHYSICAL APPEARANCE – posture, body build and size,
complexion, and facial expression as well as the appropriateness and
condition of clothes of the person.
o INTELLECTUAL CAPACITY – how the person talks, the range of
ideas he expresses, and the things he talks about, as well as his
values and mental alertness.
o EMOTIONAL MAKE-UP – shown by his likes and dislikes,
whether he is aggressive or docile, how he responds when things
become difficult, whether he is usually calm and self-reliant, how
quickly he is given to anger, whether he can take a joke, what kind of
a sense humor he possesses, and the like.
o SOCIAL QUALITIES – how well the person conducts himself with
other people, and how well he observes the rules of etiquette that
govern society.
o OVERALL VALUE SYSTEM – the person’s attitudes toward life,
his moral principles, his beliefs; each person’s philosophy of life and
his values are the result of the meaningful and satisfying learning
experiences from which inner feelings and beliefs develop.
- This five-fold classification should not lead you to assume that personality
can be divided into exact pieces like a pie. Although separate aspects of an
individual’s behavior are distinguishable, it is his total behavior which is
evaluated as his personality.
 Most behavior patterns are the result of a person’s emotional make-up and
his control or lack of control over his emotions.
 Manners may be based on tradition and convention or on personal ideas of
conduct, provided they are not in conflict with accepted conventions

Erroneous Theories of Personality
- Pseudoscientific methods of judging personality, such as phrenology,
graphology, astrology, physiognomy, and others, have been proved to be
unreliable, although many people subscribe consciously or unconsciously to
one or more of these methods.
- Many people also hold fallacious beliefs concerning judgment of character
Personality Can Be Improved
and temperament, as well as health and personal achievements.
- Individual personalities differ widely in their effectiveness.
- For many people, mental associations, colored with considerable
imagination, still provide the basis for describing personality.
Personality Differences
- The basis for personality differences lies in three major interacting forces
which are:
Personality In Human Relations
o HEREDITY
 Also called as “NATURE”
 an essential factor in determining many physical
characteristics
 height, weight, or the entire body, form the physical basis of
personality.
 the behavior is being directed by the brain, the most
complicated part of the body.
o ENVIRONMENT
 Also known as “NURTURE”
Personality and Job Opportunities
 Includes such influences as social and physical factors,
largely determines the degree to which a person’s
potentialities and characteristics will be developed.
 Experiences throughout life makes the person acts
differently.
o TIME
 Also known as “MATURATION”
 It is the combination of environmental differences with
inherited differences.
 It produces an infinite range of individual differences and
personality characteristics.
- Do not blame your biological inheritance for your lack of effort to improve
yourself.
- Our environments are rich in cultural and educational opportunities for
developing our potentialities.
- The more you know and understand about your own personality, the better
equipped you will be to guide yourself and regulate your life.
- Human relation is the art of getting along well with other people.
- The process of human relations is an active force either for pleasant or
unpleasant relationship.
- Faulty human relations are responsible for many problems and unpleasant
situations in life.
- An understanding of human behavior, a good supply of tact, and plenty of
patience help build good human relations.
- Personality is the greatest single factor in the success or failure of an
employee.
- The importance attached to personal characteristics in no way minimizes skill
and training for granted.
Personality, Human relations, and Success

- Personality is as important in keeping a job as in getting one.

- Advancement comes more frequently to those who possess effective
CHAPTER 2: SPEECH AND CONVERSATION
personalities than those who have skill but lack desirable personal
characteristics.

Language- one of the most complex tools and the most subtle, that we have
SUMMARY acquired as part of our social heritage.
- PERSONALITY may be considered to be the whole person as he is in
different situations.
- The most common ways by which personality is judged are: Conversation
o Voice and speech - the communication of ideas on a give-and-take basis.
o Appearance - To give information, persuade people, and entertain others.
o Behavior
o Emotional control
Business Conversation
o Manners
- Pseudoscientific theories of judging personalities have been proved - A test of skill requiring an alert mind, a ready tongue, tactful strategy, and
unreliable although some people subscribe consciously or unconsciously to decisive action.
one or more of these methods.
- Human relations is the art of getting along with others.
- Success or failure in life is the result of understanding and developing Interaction of Business and Social Conversation
effective skills in human relationships. - The ability to converse satisfactorily in business affairs cannot be divorced
- the practice of good human relation requires: from social activities, and social conversation is equally important to the
o critical thinking businessman.
o study - It is well known that many business transactions are completed at lunch and
o effort dinner tables.
- Most personal departments try to determine these skills of interpersonal - some of the byproducts of good social conversation, which have cash value
relationships before hiring employees through pertinent questions on to the businessman are:
application blank, in interviews, and through other sources of information. o learning more about human nature
 o making friends
o improving his own personality
o increasing his abilities in business conversation
o getting new ideas
o developing more tact and adaptability
Social Conversation
- it aims to entertain
- it should move toward an end, or at least move forward, and shoukd be
enlightening and interesting enough to be worth the time to spent.
Role of the Speaker
 he must remember that the “con” in conversation means “with” not “to”.
 He should be sensitive to his listener and adjust the topic of conversation to
the interest of the listener.
 He should be able to talk easily and without embarrassment, varying his
sentence structure to avoid monotony, and using as colorful a vocabulary as
he possesses.
 He must remember that his share of the time will be limited, depending on
the number of people taking part in the conversation.
Topics to Avoid
 Controversial topics of any kind are to be avoided until you are sure that you
can really discuss and not argue these topics.
 Among such subjects are:
o Religion
o Politics
o Prejudices of any type
 Avoid talking about yourself, your achievements, your possessions.
 Be reticent about discussing money and what you can or cannot afford.
 Avoid discussing personalities.
 Be sensitive to any topic that may cause distress or embarrassment for
someone in the group.
Changing the Subject
 Ask a timely question, with some association if possible, to the old subject.
 the change in subject should be guided so tactfully that the one who
introduced the original subject will not realize that it is being changed.
 Never interrupt the speaker, it is discourteous and tactless.

Topics for Conversation

A Conversation Menu
 The selection of topic is influenced by the:
o Interest  One of the most serious pitfalls of social conversation is inability to stay on
o Age the subject.
o Sex  Conversation that consists of tag ends, unrelated facts, inconsequential
events, and platitude on weather and health has been aptly called “rag bag”.
 Topics can grow out of the dominant interests of the moment, the business
outlook, sports, movies, current news, travel, literature, education, and  Conversation menu will help you eliminate this kind of aimless wasteful
endless list of subjects. conversation.
Mannerisms

 These are unconscious behavior patterns of speech and bodily movement

 Behavior peculiarities that may be annoying to other people and should be
avoided.
 POSITVE MANNERISMS – emphasize and fix in the mind of the listener
the points the speaker is trying to make. They help the speaker to set the tone
of his presentation. They stimulate the imagination and provide relief for
both the speaker and the listener.
 ANNOYING MANNERISM – detract from what you are saying and
emphasize how it is being said.
 No one can afford to be complacent about his mannerisms.
 Do not jeopardize your position either socially or in business by neglecting to
modify your annoying mannerisms.
PHYSICAL ELEMENTS OF SPEECH
Tone
- an intonation or modulation of the voice through which ideas and emotions
are expressed.
- Can cancel the importance of what you say. Your listener gets his impression
of your mental and emotional attitude toward your spoken thoughts.
- Good posture is important in producing good speech since voice tone and
voice control are dependent upon a steady flow of air from the lungs.

Role of the Listener Pitch

 Listening is not a passive activity - It is also called as melody

 Inattentive listener may result to: - The highness and lowness of tone
o Negative impression - It is determined by the vibrating vocal cords
o Dullness - It is affected and varies with age and sex
o Nothing to say
o Uninterested
Inflection
o Unfriendly
o Does not wish to respond - The change of pitch within a word or a sentence and is used to convey added
 An active participant who watches and listens to the speaker are able to make meanings.
his mind alert on what is being said and can respond in a well-considered - It can show different emotional responses.
manner.
Emphasis
 - The prominence of utterance given to a word or words. Enunciation
- Produced by the proper use of the resonance chambers (pharynx, mouth, and
- Each vowel, each consonant, and each syllable are articulated clearly and
nasal cavity)
distinctly.
- Used for interpretation
- To stress a word or a phrase, and to subordinate unimportant ideas or words

Volume Diction
- The intensity, loudness, and resonance of the voice. - The discriminating selection of words with just the right shade of meaning.
- A good choice of words.

Emotional Color
Rate of Speech
- An overwhelming amount of daily friction caused by the tone of the voice or
- Combination of timing, phrasing, and rhythm.
its emotional color.
- It tends to dramatize and make more forceful what you say.
o PHRASING – the effective use of pauses and the proper organization
of thoughts so that a pleasant rhythmic pattern is established.

Ear Training
EFFECTIVE SPEECH
- Can be attain through listening to the radio, watching television, seeing
movies, and hearing professional speakers as it trains and aids the
development of speech pattern and speech habits.
Speech – one phase of communication practiced by everyone every day; you are
judged by what you say and how you say it.
Health
- Clear, concise, and correct speech is a useful tool in all aspects of life.
- It contributes to both the emotional quality and delivery of effective speech.

Pronunciation
Vocabulary
- The correct use of phonetic sound and place of stress in the proper syllable
 READING VOCABULARY – the most extensive, for it contains many
 words which are understood in context but which you might not able to  FUNCTIONAL SPEECH DISORDER
define or to use in writing or speaking. - The most frequent and most often caused by failure to open the mouth and by
 WRITING VOCABULARY – larger than speaking vocabulary. Some words lazy lips and palate, incorrect breathing, lack of ear training, nasality,
used in writing may be avoided in speech because of uncertainty of the throatiness, and tenseness.
pronunciation of word, lack of time to make a careful word choice, or fear of  ORGANIC CAUSES
sounding wordy or of using new terms incorrectly. - Organic defect such as cleft palate or a growth on the vocal cords require the
 SPEAKING VOCABULARY – the old faithfuls tested by time and usage attention of a physician.
 Reading, listening, studying a foreign language, and using a book especially  EMOTIONAL CAUSES
prepared for building the vocabulary will help you improve and increase your - Speech defects such as stuttering may be caused by emotional problems and
vocabulary. require the help of a speech therapist

Importance of Correct English CHAPTER 3: IMPROVING YOUR READING SKILLS

- Good grammar can add to your general effectiveness because you will be
sure of yourself.
- Poor grammar will make you the object of ridicule and pity; others may READING
judge you as intellectually inferior. - a mechanical skill and it involves habit.
- A key to knowledge and success
- Determines how and even what you read
Suggestions for Improving Speech
-
1. Make a habit of breathing properly.
2. Organize your thoughts and ideas before you speak.
3. Develop a positive attitude Factors that determine Reading Rate
4. Think of listeners as helpful and friendly rather than critical  Purpose in reading a particular piece
5. Concentrate on the meaning you are trying to convey  The reading rate of a person depends on what book he is reading and how
6. Acquire – by practice – effective vocal tone, pitch, and speech techniques. interested and inclined he is to the topic.
7. Analyze the attractive qualities of good speakers  Nature of the material being read
8. Make a recording of your voice and analyze it for effective voice qualities  The reading rate of a person depends on how easily a person can understand
9. If possible, have your voice qualities analyzed by a speech specialist. the context of what he is reading.

Speech Defects
Kinds of Readers person to watch you.
3. The slow reader will have from six to nine fixations for each line of the
 Readers with developed reading skill and enjoy reading
length found in books and three to five for a line of newspaper print.
 Readers without developed reading skill and do not enjoy reading
4. The fast reader will have from three to four fixations on a book line and three
or less on a newspaper line.
A person who enjoys reading can still improve their reading skills and ability. Those
who do not enjoy reading usually have poor reading habits and lack of interest in Causes of Reading Difficulty
what they read.
1. Level of intelligence
- Poor readers may have failed to learn to read well for reasons which may go 2. Physical factors such as hearing and vision
as far back as early school training or family problems. 3. General health
- Poor readers can improve in both speed and comprehension if they are 4. Emotional disturbances
determined to do. a. Anxiety produced by the school environment
b. Anxiety attached to a particular subject
c. Anxiety produced by an anxious parent
Analyzing Reading Ability
5. Inflexible curriculum imposed in school
1. Know your reading rate and skill first. 6. Ridicule or perfectionist attitude on the part of teacher and parents
2. Take a standardized reading test to find out your reading rate. 7. Unrealistic goals of parents
3. Read for five minutes, at your ordinary speed, the kind of materials you 8. Student’s failure to learn how to study
usually read and count the words and divide by 5 to arrive at the
approximation of your reading rate. If you read less than 200 words a minute,
you are in need of improvement. A Good Reader
4. Select a newspaper column and divide it in half as evenly as possible, and  Reads to satisfy his intellectual curiosity
ask someone to time you as you read the first half aloud. Begin timing anew  Aware only of the absorption of ideas
as you read the second half silently.  Backtracks sometimes, depending on the material or purpose for which he is
reading.
 His vocabulary is extensive enough to allow him to grasp the thoughts
Mechanics of Reading
conveyed, and he usually has some information in his background with
1. For normal readers, 90 per cent of the time is spent in fixations, while the which to associate the new ideas
remaining ten per cent is spent in blindness as the eyes jump.  Poor reader
2. Find out many fixations and saccadies you have on line by asking another  May have little or no intellectual curiosity because faulty skills make reading
 uncomfortable and tedious for him.  Read something of every age of the country.
 What he reads brings him concepts that, because of his meager background
and weak vocabulary, he finds baffling, confusing, and mysterious.
 Slow reader will not only have mor frequent fixations, but he will backtrack
more often than the good reader.

Developing Good Reading Skills and Habits

CHAPTER 4: HOW TO STUDY SUCCESSFULLY
1. Prepare for reading – get in the mood for the subject about which you are to
read and get acquainted to the book.
2. Keep the purpose of your reading in mind – keep in mind your reason why
Studying
you are reading
3. Read by phrases – to make the material meaningful; this process involves - Reading and examining in order to learn and to understand
examining tables and graphs, watching typographical aids, skimming and - involves gathering ideas and facts in order to be able to answer questions
rereading the material. - it aims to be able to solve the problems that occur in everyday living
4. Force yourself to read faster than comfortable – rapid reading saves time and
enables you to get through the mass of material required for school and
business today. Importance of Studying
5. Do not vocalize as you read – vocalizing not only slows you and distracts  any person who can study a question and arrive at the best answer to it,
from the meaning of what you read, but it may also annoy those around you. especially if it is a problem of management, is in great demand in business
6. Learn to hit on the high spots – skimming is a means of getting a general today.
idea; learn how to skip material with which you are already familiar
7. Give attention to the thinking side of reading – build the necessary concepts
with which to derive meaning from the subject matter that you are reading What Improving Study Habits can do?

 Decrease the number of failures in college courses

Develop Discrimination in Reading
 These are the ways to develop discrimination in your reading:
 Seeking for guidance of family, friends, and teachers.
 Reading book reviews in newspapers
 Selecting books, newspapers, and magazine with care.
 You will learn more and you will probably take greater pleasure in your work
and you will have more leisure time.
 It can contribute to self-confidence.
 You are developing an ability that can be of great service later in your career.
FACTORS AFFECTING STUDY o Giving a chance to grow on you
o Associating the new information that you gain with the old
knowledge that you already have.
Physical Factors o Making comparisons
o Relating the subject to your own personal life.
1. HEALTH
o Starting at once and staying with the subject until you see some
- Studying is an active process that consumes energy, that is why proper diet
progress
and sufficient rest are the first prerequisites.
o Getting as much as possible out of the work that you must do
- Eyesight should be checked and glasses worn for study if needed.
o Competing with yourself
- Avoid studying immediately after having a heavy meal or when you are
extremely fatigue o Relating each assignment to the course to the objective that you have
set as your long-distance goal
o Bear in mind that the subject that seems less interesting requires
2. SURROUNDINGS more time and effort to master
- Fixed time and place for study is absolutely essential
- You should be able to study comfortably.
Techniques of Study

Mental Factors 1. Reading

2. Memorizing
1. CONCENTRATION 3. Forming generalizations
- Lack of concentration is actually a symptom of some more basic cause of 4. Making judgments
efficiency 5. Solving problems
- Some external conditions such as noise, extremes of temperature, or poor 6. Making outlines
lighting distract from the job at hand 7. Taking notes from reading, lectures, or class discussion
- Inability to concentrate can also be the result of worry, anxiety, and fear. 8. Organizing notes and other study material

2. MOTIVATION AND INTEREST Developing a Good Study Habit

- Motivation is all-important to good study.
- With motivation, you can still succeed under the most adverse conditions  Good study habits are time and energy savers.
even though you are lacking of all the other requirements.  Good study habits include:
- Developing interest have varying degrees like  Planning your study
o Finding out as much as you can about the subject  Allocating your time to various subjects
  Studying regularly in the same quiet place
 Having your materials at hand before you start
 Using dictionary
 Underscoring or sidelining important words or passages in the text
 Making notes
 Summarizing
 Deciding on the order in which to study your subjects depends on your
personal interest in the work, on your proficiency in that particular subject,
and on your physical conditions
 Have a system and follow it regularly to build good study habits
Budgeting your Time
 Make a planner. This requires an analysis of your daily routine to discover
how much time each activity consumes.
 The record should be kept for several weeks, so that the average will not be
greatly affected by one unusual day.
 Summarize the daily chart to show the distribution of your time over a period
of perhaps two weeks
 Decide how this distribution of your time can be improved
 Your time budget should include your recreational, school, and home
activities
Applying Good Study Habits to the Classroom
 Good habits in the classroom have great bearing on a student’s success in a
subject.
 Teacher’s role:
 Provide guidance and inspiration
 Reduces the trial-and-error period for the students
 Points out the student’s errors through questions, suggestions, and
discussion
 Demonstrates and experiments to help the students grasp better the
subject matter
 The student is responsible to get the proper mindset for the subject before
entering the classroom. He should be active in listening, in thinking about the
points under discussion, and debating mentally with the speaker. This
technique can accomplish two things:
 Learning more
 Preventing from daydreaming
Taking Notes
- it is the skill of writing down important ideas and knowledge from the
subject matter
- There are three reasons for taking good notes:
o Note taking strengthens learning
o You can comprehend the subject matter
o Helps you to make your thinking more organized and orderly
Using the Library
- Knowing how to use the library is an extremely important part of your study
skills.
- Spend as much time as possible exploring the locations of various types of
materials and the range of the resources within each type
- Find out what special services the library offers
The Card Catalogue
- An alphabetized index to the contents of the library.
 Five different types of cards used to classify all of the books
  Author’s name  Preparation for examination:
 Book title  Study regularly with the intent to remember
 Subject  Make new knowledge meaningful’
 Cross reference  Review the subject matter frequently
 Added entry or analytic  Review your old tests and examinations
 Know what part of the text or course the examination will cover
- The call number of a book is the series of letters and numbers which
 Find out the type and length of the examination and organize your study
appears in the upper left corner of each card, assigned according to the
accordingly
Dewey Decimal System  Extend your final, intensive review over several days

Other Resource Materials Examination Day

1. Dictionaries of various types 1. It is important that you be rested in good health and confident of your own
2. Encyclopedia ability at test time.
3. Yearbooks of many types 2. Take all the materials you will need for the examination.
4. Atlases and special geographies 3. Avoid last minute, panic-packed conversation about the examination.
5. Periodical indexes 4. Listen carefully to the instructions given by the examiner and follow all
directions accurately.
Examination 5. Skim through the entire test quickly so that you can distribute your time to
the best advantage.
- Helps you organize your information, indicate how well you reason, uncover 6. Be sure to read all instructions carefully
areas of academic weakness, highlight academic strengths, show where you 7. Pay no attention to your neighbors.
are improving, or where you need improvement. 8. Work rapidly and calmly until you have completed your test.
- Learning experiences which train you to work under pressure and within
prescribed time limits.
Preparing for Examination Types of Examination

 Cramming is an act of trying to crowd into a few hours knowledge that
should have been accumulated daily, may result in disorganized ideas,
confused facts, omission of important material and a general feeling of
insecurity and tension because of trying to retain a jumble of hurriedly
gleaned information.
- School examination are either:
o OBJECTIVE TESTS – often used in introductory courses in order to
give a large number of questions covering a wide range of subject
matter and to allow the student to draw upon his background
information. It uses the following:
  True or false  Heredity and environment cannot be separated, and they tend to reinforce
 Multiple choice each other.
 Matching type  Capacity for Abstract Thinking
 Completion question  The capacity to think in terms of concept.
o SUBJECTIVE TESTS – an essay type of examination. It is used  Concept
more often in courses where the intent is to give the student an  exists when you can identify different objects, ideas, or events as
opportunity to organize and interpret knowledge about a subject. It members of the same class.
evaluates the ability to recall information, organize material, and  are of great practical usefulness.
give explanations in good English.  Abstract thinking requires the comprehension and manipulation of mental
relationships and involves the use of words and symbols and the
understanding of their meaning.
CHAPTER 5: INTELLIGENT BEHAVIOR  Mental Alertness
 The quickness of observation, understanding, and reaction.
 The ability to be alert to what is going on around you.
Intelligence  The ability to muster energies to concentrate on the important things of the
day.
- The general capacity of the individual to think reasonably and to act with
 The ability to quickly recognize a problem situation and to analyze the
good judgment.
possible steps to solve it.
 The ability to see beyond the immediate present and to prepare what he
Intelligence Behavior knows is coming.
 Sound Judgment
- Constituted by the capacity to wrestle with and solve new problems, to  Wisdom, common sense, and sound judgment cannot be separated easily
conduct yourself efficiently in different situations, to convey your ideas and because we are dealing with the same concept. These are the evidences of the
thoughts to others, and to profit from past experiences. use to which a person puts his knowledge.
 General Adaptability
 Constitutes the all-around ability to fit into a variety of situations
Factors of Intelligent Behavior
successfully and without friction.
 Capacity to Learn  The intelligent person is sufficiently flexible so that he is able to respond
 Determined by several factors, but the most important are: appropriately in the classroom as well as on the athletic field or in a social
 HEREDITY – imposes broad limits within which abilities are developed. group.
 ENVIRONMENT – plays a more significant role in determining the  Touches all the other factors of intelligent behavior.
development of specific abilities.  You cannot exercise common sense, be mentally alert, or be capable of
 learning as much from the past experience without general adaptability.
Intelligent Behavior Evident Early in Life
 The ability to learn, to change, to modify behavior, to adjust to new situations
is the measure of intelligent behavior.
 The behavior of an infant is seen to be as the responses of senses, and later
on become guided and usefully coordinated.
 The earliest estimates of intelligent behavior are based on sensorimotor
activity, such as the ability to see, to hear, to make sounds, to reach out, to
roll over, to sit up, to stand, and to walk.
Coordination of Sensorimotor Responses
 as growth continues, the sensory acts, such as seeing, hearing, tasting, and
the motor responses, such as creeping, reaching out, and walking out,
become fully developed.
 The integration of the sense organs and the muscles of the body results in
even greater complexity of behavior.
 New situations in the environment are met with distinctly organized acts.
 Improvement in physical behavior is due to the growth, or more precisely, to
the increasing maturing of the muscles, the nervous system and the glands.
Language Development
 Language provides the swiftest and most efficient means of communication.
 The ability to use the language, even the simple language of a child, implies a
mental potential that is at the very root of intelligent behavior.
 Language reflects the ability to remember, to recall, to recognize, and to
think.
 Without recourse to language, the processes of comparison, abstraction,
generalization, and mental organization would be limited indeed.
Kinds of Intelligence
Intelligence is often subdivided into three main types:
1. VERBAL OR ABSTRACT INTELLIGENCE
- Relates to mental pictures or imagery, language and other symbols, and the
muscular basis of thinking. Its scope includes the step involved in the
thinking process and the conclusions to be reached through thinking.
- Thinking – a total product of human behavior.
- The following types of thinking can be distinguished:
o Perceptual Thinking – least directed toward a definite conclusion. It
appears to be a response that arises from stimuli both within the
individual and in the environment. It is also centered in relationships
in the immediate environment, reflects emotional needs to a greater
degree than other types of thinking, and is more egocentric.
o Reverie or Associative Thinking – is aimless, lacking direction
toward a goal. It relies on the memory and is influenced by the
setting and the interests which dominate the person at a particular
time.
o Inductive-Deductive Thinking – these are more consciously directed
types of thinking.
 Inductive thinking
 moves from one or more particular experiences to a
generalization.
 achieve by combining language with other symbols
in our culture, such as gestures and images.
 Deductive thinking
 used in forming, differentiating, and enlarging
comprehension and learning.
 isolates specific concept or generalization from a
more inclusive generalization
 Generalization is a rule or principle formulated as
 the result of a number of experiences.
o Problem Solving – the most consciously directed type of thinking.
This thinking is characterized by a series of definite steps which are:
 Recognition of the problem
 Assembling of facts related to it
 Consideration of certain proposals or alternatives
 Decision or conclusion
o Critical Thinking – this type of thinking is used in the validation or
check of a conclusion to make certain that the decision is the best or
the most accurate one possible. It requires knowledge acquired
through past experiences and development of the ability to weigh
issues, make logical analyses, and assume an attitude of questioning
and suspended judgment.
 Critical thinkers attempt to see or to discern the significant
difference between a fact and a theory. He searches for
meaningful relationships and follows up the analysis of these
relationships with some method of testing and action.
o Creative Thinking – this type of thinking that goes beyond a routine
solution of a problem to something new. It achieves something
unique and original. It relies more upon imagination than does
problem solving. This type of thinking can be developed.
2. PRACTICAL OR MECHANICAL ABILITY
- include many skills such as manipulative and motor skills, visual acuity,
hand and eye coordination, dexterity, mechanical relationships, and strength.
- involve abstract mechanical relationships as working with maps, plans, or
chemical and mathematical equations.
- make it possible for us to deal effectively with machines and various forms
of mechanical devices.
3. SOCIAL INTELLIGENCE
- Social skills are the end products of practice in the same way that driving a
car, typing a paper, or making a speech are perfected by practice.
- Effectiveness in social relationships is closely tied to self-reliance and self-
assurance.
- Social behavior is seen in everyone’s conscious attempt to deal effectively
with the problems of living.
- It requires adaptability. The adaptable person sometimes finds it expedient to
give way to the ideas and attitudes of others or he may tactfully try to change
the habits and attitudes of the group.
CHAPTER 6: MOTIVES AND EMOTIONS
Motives
- the internal conditions of the body which arouse, sustain, and direct behavior.
- Spoken of as desires, urges, purposes, and impulses.
- It does not only influence behavior, it also affects the way we “see” or
perceive the situation
- Arise from the internal chemical conditions of the body, such as hunger;
from learning, such as desire for success; and from a combination of the
above
Emotions
- a strong feeling of some kind.
- Derived from the Latin word, signifying “to stir”
- A force that impels a person to do something or to act.
- Emotional behavior – characterized by attempts to avoid, to approach, to
attack, and the like. It is also characterized by its muscular intensity, by its
 persistence, and by widespread bodily changes in the stomach, glands,
muscles, and the circulatory and respiratory systems.
- Emotional tension – arouses, directs, and sustains behaviors until tension is
reduced or eliminated.
What Emotions do to the Body
- the strong feelings of which you are conscious during moments of excitement
are accompanied by highly complex changes in the body itself.
- Bodily activity is inhibited by the emotions
How Emotions Differ from Biological Drives
 Emotions are generally a reaction to either drive frustrations or drive
satisfactions. Emotion represent an outgrowth of biological drives.
 Biological drives are triggered by the need for physically real objects.
The Learned Nature of Emotions
 The two earliest recognizable emotions are DISTRESS and DELIGHT.
 CONDITIONING – one method through which everyone learns to express
his emotions.
 a motive constitutes a want, and people are so geared that until want is
satisfied they are in a state of tension.
 ADJUSTMENT – the satisfaction of wants or desires.
Kinds of Emotions
1. FEAR
- Serves to protect us from many dangers
- Arises most readily when the suddenness and unfamiliarity of a situation
make it difficult for a person to make a decision or to take action.
2. ANXIETY
- Apprehension about the probable pain we will experience.
- It is difficult to cope with because we are not certain what it is that we can do
about it.
3. WORRY
- It grows out of fear.
- It is a habit that produces no adjustment whatsoever, since it involves no plan
of activity.
4. ANGER
- Often related to social motives, such as the need to excel, to succeed, and to
master situations and even people.
- Occurs most frequently when the desire for self-assertion is thwarted.
- It can actually lead to improving skill in human relation.
5. LOVE
- Emotional responses which appear to develop from early infant expressions
of delight.
- Can be expressed in a constructive as well as in a destructive fashion.
- It forms the basis for many of man’s greatest achievements.
- It builds tolerance, self-sacrifice, friendliness, and many other pleasant
experiences enjoyed in social and business relationships.
 - It can be used negatively and has tremendous destructive force.
People Differ in Reaction to Emotional Stimuli
- No two people react alike when stimulated emotionally.
- People usually are more able to hide their own feelings as they grow older.
Controlling the Emotion
- It is important in human relations to have the capacity to understand and
control your emotions.
- Uncontrolled emotions can seriously affect the conduct of business.
Achieving Emotional Maturity
 MATURITY
 It cannot be measured in inches or pounds; it is an intangible; a quality of
a person’s may vary greatly in its development.
 There is no age at which one may be expected to be completely mature,
 It is a quality of a personal adjustment that continues throughout the life
span of the individual.
 It involves becoming self-regulated.
 It is a product of group training and of possessing a conscience that
operates in the framework of a system of values developed through
home, church, and other models of behavior.
 CRITERIA OF MATURITY
 a person is emotionally mature when he:
 accepts responsibility and sticks to a job until it is completed.
 Knows his goal and works toward it by thinking of himself.
 Knows that good relationships with others mean giving and receiving
consideration and understanding.
 Respects and loves his neighbor and himself.
 Expresses his emotions in a constructive way.
 Is sensitive to the feelings of others
 Is aware of the effect of his behavior on others
 Enjoys being with people, but also enjoys being alone.
 Is flexible and has the ability to defer to time, other persons, and
circumstances.
 Follows directions and takes criticism without becoming offended.
 Has a sense of humor properly directed toward himself and toward
others.
 Provides a pleasant life for himself through control of his behavior.
 Emotional maturity implies the capacity to extend yourself into an ever-
increasing range of expression without losing the relatively constant balance
that results from the integration of your personality as a whole.
Acquiring a Sense of Humor
- It is one of your most valuable assets.
- A good laughed has saved many a delicate situation.
- The ability to see the humorous side of life will remove pressure from the
tensest moment.
 Steps in acquiring sense of humor
 Be receptive
 Be observant
 Share a humorous incident with someone
 Relate any amusing incidents to your friends and family until you
develop the knack of being a good storyteller.
Cultivating a Pleasant Expression
 Practice smiling at yourself in a mirror until you find the smile that
 makes your face look the most attractive.
 Observe the faces of the people that you see walking down the street,
 DEFENSE MECHANISMS
riding on the bus, train, or subway.
 these develop out of strong feelings of inadequacy, either real or imagined,
 Listen to your own laugh, or have some friend tell you how it sounds.
about the self.
 They are used to support the self or to negate the perception the person has
CHAPTER 7: EMOTIONAL CONFLICT AND ADJUSTMENT about deficiencies.

Frustration
EXAMPLE OF HOW A PERSON USE DEFENSE MECHANISM
- it exists when some external condition or act of another person prevents the
General characteristics of a person Defense mechanisms most commonly
satisfaction of an aroused motive.
experiencing inferiority used
- It often results in aggressive behavior
- It can be sometimes expressed by withdrawal or by compromise. 1. Strong feeling of inadequacy 1. Overcompensation
- It may cause a person to regress to a more infantile level of behavior. 2. Oversensitivity to criticism 2. Rationalization
- REGRESSION – characterized by more primitive, less mature types of 3. Idea of self-deception 3. Projection
behavior. 4. Seclusiveness or unsociability 4. Sour-grapes attitude
Conflict 5. Overresponse to flattery 5. Identification
6. Poor loser responses in
- Results when two or more antagonistic patterns of motivation are aroused competitive activities
and cannot be satisfied at the same time. 7. Hypercritical attitude toward
- There are three types of conflict: others
o The situation provides two goals equally desirable, but which
motivate the individual in opposite directions
o The situation provides two goals equally undesirable.
o The situation provides two goals, one of which is as desirable as the
other is undesirable.  OVERCOMPENSATION
 Exaggerated attempt to make up for real or imagined inferiorities
 RATIONALIZATION
The Search for Adjustment
 Illogical thinking; blindness to the evidence at hand and cause the person
 Every person finds that many of his impulses and drives meet partial or total to reach conclusions that he wants to believe and hopes that other will
opposition. believe
 Attempts at adjustment begin with the basic anxiety produced by the conflict.  PROJECTION
 Process whereby a person perceives in other people the motives and Participation in Group Activities
characteristics about which he himself is sensitive.
 Memberships in church groups, school clubs, fraternities, sororities, and
 SOUR-GRAPES ATTITUDE
community functions provide many people with the opportunity for self-
 This type of mental mechanism is derived from the ancient fable of the
development through genuine cooperation.
fox who chanced on a bunch of grapes growing so.
 Activities such as these help to build self-confidence and foster satisfying
 IDENTIFICATION
experiences which fulfill the drive to belong and to be accepted by the group.
 It is an easy and more frequent substitute for action.

 ESCAPE MECHANISMS Evaluation Through Discussion

 It is attempting evasive type of adjustment which make it possible to protect  a useful way to view yourself objectively is to frank discussion about
himself from a perceived threat. yourself with a friend and some other person in whom you have confidence.
 The behavioral pattern of adjustment is seclusiveness or tendencies toward  With discussion, you can come to know yourself and to understand
isolation. something about the nature of your inner trends.
 The most common escape mechanisms are as follow:
 Daydreaming – it may serve as a plan for future accomplishment– a goal
that spurs them on to greater effort. It permits a person to escape from Written Self-Evaluation
fact into a world of fancy.
 Make a written inventory of all your positive and negative emotional habits
 Seclusiveness – a person’s attempt to withdraw from fearful experiences.
and traits.
 Repression – occurs when unpleasant thoughts and feelings associated
 This method may require that you observe your actions for a period of time
with shame, guilt, and anxiety are excluded from consciousness; it
so that your estimate will be complete in that it includes responses
represents the exclusion of a thought, feeling, or idea that is dangerous to
demonstrated in various situations, not only under favorable conditions.
one’s emotional comfort.
 The organization of this kind of material will help you to be more logical.
 Regression – unconscious attempt to return to behavior patterns which
 Self-evaluation also develops the capacity to see yourself objectives.
were useful and effective at an earlier stage of development.

Standardized Psychological Tests

Achieving Personal Adjustment
 These tests offer an additional method for self-analysis.
 You must constantly maintain flexibility of response and to avoid partial
 Personality questionnaires, rating scales, and other tests have been
adjustments.
constructed to measure sociability, self-confidence, self-assertiveness, and
 You need to take stock of yourself periodically.
many other traits of emotional maturity.
 The final test ratings do not give a complete representation of one’s
 personality, but they do point to certain characters that may need attention.
CHAPTER 8: BROADENING YOUR INTERESTS
Basic Interest
- The essential needs of man determine certain basic interests. Among these
are the biological needs such as food, water, rest, sex, and others.
Widening Interest
- Man cannot function adequately on the biological processes alone.
- A person who is unwilling to concern himself with anything that does not
profit him personally soon becomes selfish and egocentric.
Spending Leisure Time Wisely
- Every person engaged themselves in a recreational activity despite how busy
they are.
- These recreational activities may contribute toward building an effective
personality or they may not depend on what they are.
Evaluate Present Activities
1. Select activities that add to or strengthen your natural abilities.
2. Develop some activities that can help overcome weaknesses.
3. Try to choose a hobby for its long-term gain.
4. Vary your leisure time activities
5. Make certain that your recreational pattern provides for solitary as well as
group enjoyment.
6. Don’t be a specialist
7. Avoid thrill-making forms of entertainment that may result in harm to
yourself and to others.
FOUR TYPES OF LEISURE TIME ACTIVITIES
 Escape Activities
 These are the activities that have direct appeal to the eyes and ears, but not
the intellect
 They only provide temporary zest and enjoyment
 If you allow such activities to dominate your recreational time, you will bog
down in the kind of experience that stimulate the baser emotional feelings.
 Appreciative Activities
 These are the activities that deal with the appreciation of art, literature, and
music.
 You will acquire social contacts where there is exchange of ideas that
stimulate thinking.
 Creative Activities
 It provides opportunities for everyone.
 These activities include painting, woodworking, metalworking and other
crafts, as well as cooking, sewing, designing, knitting, and crocheting.
 These kind of activity does not require talent or skill or owning expensive
equipment.
 In these activities, what matter the most is the capacity to express something
actively than to enjoy passively someone else’s accomplishment
 Service Activities
 These are the activities that involving yourself in doing something for
someone else.
 These include community projects, entertainment, and other activities that
require service
 You will find such experiences enriching and satisfying – and helpful in
 developing an effective personality.

Hobbies
Building Interest on Past Experiences
 It often reveals something about your aptitudes as well as your interest.
 Past experiences may direct a person to a hobby or a new activity.

Work Experiences
How Interest Keep You Young
 Part-time work gives you the opportunity to analyze the skills and personality
 As long as he is able to develop new interests or to maintain an activity that requirements for success in the various jobs you observe in the course of
he enjoyed at an earlier period of his life, a person will never old. your duties.
 Most students that have work experience develop skills and interest for some
of the jobs demand and require certain skills.
Discovering Vocational Interest and Aptitudes

 Good vocational adjustment depends upon one’s total interest, abilities, and
other qualifications.
 Interest and ability are related. People tend to do well in those areas in which Career Planning
they have an interest, and on the other hand, people tend to be interested in
 It takes study, critical thinking, planning, and an understanding of yourself
the things they can do well.
that goes beyond superficial estimates.
 Investigation of job requirements n terms of academic or educational
Academic Achievement requirements, mental and special abilities, physical demands, and personality
requirement will be helpful in arriving at successful and vocational
 Academic success is one of the best sources from which to learn something
adjustment.
about yourself in planning a career.
 Interest and ability in something may show your aptitude to its relevant skill.
Academic Requirements

School Activities  All jobs except perhaps the most unskilled require some level of school
achievement.
 Participation in school activities can give you other clues about yourself.
 In the professions, successful completion of a specialized four-year program
 These involve joining clubs, organization, or leadership roles.
beyond college is necessary.
 Different type and kind of school activities can give you an indication about
 Knowledge of the educational standards for different careers will avoid
your interest.
 wasted effort.
 The longer the period of education and training, the greater the financial
return.
Mental Ability
 There is a relationship between the mental ability and occupational
achievement in a particular career. Some workers may feel dissatisfaction
because their job does not fit to the level of intelligence they have.
Special Abilities
 These are the abilities that involves considerable skill in particular career.
Physical Demands
 Body build, physique, strength, and endurance necessary for the work must
also be considered when selecting your occupation.
 Your physical characteristics must be matched to your occupation.
Personality Requirements
 The ability to work with other people is required as some vocations requiring
face-to-face activities demand more social skill than other vocations.
 You can improve the total process of human relation if you can function
smoothly and comfortably with other people.
TESTING FOR VOCATIONAL CHOICE
 Interest, Aptitude, Personality, and Achievement Tests
 It lets the student to explore their interest and aptitudes by offering
standardized psychological tests.
 Interest tests are usually in a questionnaire form. The two most common
interest tests are The Kuder Preference Record and the Strong Vocational
Interest Blank.
 Aptitude tests provide more specialized information about a person. It
attempts to assess potential skill and ability in the arts, and to determine
degrees of manual dexterity, and mechanical and clerical aptitude.
 Personality tests are another type of standardized test used in career planning
to tell us something about person’s personality.
 Mental Ability Tests
 It is popularly known as I.Q. tests or Intellectual Quotient tests. It is derived
by dividing your mental age score by your present chronological age and
multiplying the quotient by 100.
 It is assumed that the higher the I.Q., the brighter the person.
Sources of Job Information
 You can obtain information of a more personal nature about by talking to
people already engaged in the work which you are interested.
 Your college and local libraries also have a great deal of information about
career opportunities.
 After reading, you might visit a plant or an office and talk some of the
workers.
 Make a worksheet and questionnaire before visiting.
 Take your time about making a final vocational choice.
CHAPTER 9: GOOD HEALTH AND POSTURE
Physical well-being – basis for the efficient and enjoyable performance of every
activity in which you engage.
- It is achieved through adequate medical care, proper diet and elimination,
sufficient exercise, rest, and sleep, and good habits of posture.
-
Choosing a Balanced Diet
 DIET – the kind of food on which a person lives; to regulate or restrict the
food and drink; to eat discriminately.
 Food and drink provide body heat and energy; they supply the material to
supplement and renew body tissues and to regulate body activities.
 Improper Diet – often the cause of an overweight or underweight figure.
 Six Division of Elements Required for Body Nourishment
 Proteins – provide the food elements for building and replacing worn-out
tissues; it is a substitute source of energy.
 Carbohydrates – energy-provider food; it supplies the body with quick
energy and heat.
 Fats – produce body heat and energy
 Mineral elements – regulates nervous system irritability, determines
strength and soundness of bones and teeth, aids in formation of
hemoglobin, and controls the functioning of some glands.
 Vitamins – essential to growth and health
 Water – accounts for approximately two-thirds to three-quarters of
body’s weight; it is the most important single element in the living
organism.
 Four Eliminators of the Body
 Lungs
 Skin
 Kidney
 Bowels
 Improper Elimination – one of the most common body ills and often begins
in irregular and faulty dietary habits.
 During mealtime, try to avoid emotional disturbances, since mental and
physical health are closely related.
Taking Adequate Exercise
 If you are accustomed to violent physical exercise, avoid activities that
demand too much energy and put to much strain on the heart, lungs, and
other parts of the body.
 For the busy man and woman, fitting exercise into a day already filled with
work, commuting, and other duties is a problem.
 Regular exercise will help to keep your body firm and solid.
Getting Enough Sleep and Rest
 The average person needs from seven to nine hours of sleep, less as he grows
older.
 People should cultivate regularity in retiring, finding the most comfortable
body positions, wear roomy sleeping garments, have light covers, and use
medium to small pillows for easier and more restful sleep.
 You need sleep, like food, to keep your body health and fit. Short period of
relaxation in midmorning and midafternoon is also desirable.
Watching Your Weight
 Your height, weight, and the size of your skeletal frame determine your
approximate weight.
  Consult a physician if you are much underweight or overweight to help you Protecting Yourself Through Immunization
select a proper diet and will also investigate the cause of your weight
 Immunization is an important activity to be inoculated against various
imbalance.
diseases.
 Some cases of obesity are cause by glandular imbalance, but most are simply
 Each person must assume responsibility for seeing that he is vaccinated or
the result of overeating.
inoculated.
 Obesity is the cause of many diseases of middle ages and old ages.

Using Stimulants
Having Periodic Physical Examination
 All stimulants are habit-forming to some degree. Its effects may vary from
 Every person, regardless of age, should have a complete physical
relatively harmless to decidedly harmful.
examination once a year.
 Tea, coffee, and cocoa are the mildest, most socially accepted, and least
 It can help you easily treat and cure some serious diseases or illnesses if it is
controversial stimulants.
discovered in the early stage.
 They stimulate the nervous system and have some effect upon both
 Health consciousness means that we appreciate the value of preventive
respiration and circulation.
medicine and that we are conscientious in arranging for regular and complete
 They tend to increase the capacity for physical and mental work.
physical checkups.
 They may cause sleeplessness and nervousness.
 Tobacco – it contains nicotine, one of the most potent poisons known.
Caring for Eyes, Ears, and Teeth  The use of tobacco stimulates the pulse rate, causes a rise in blood
pressure, slows or stops blood in capillaries, reduces the temperature in
 Eyestrain – may be caused by reading in bed when the book is held in
finger and toes, increases the metabolic rate, irritates the respiratory tract,
improper position, reading while in moving train or motor vehicle, reading in
and may be a contributing factor in throat and lung cancer.
unsteady light or in a poorly illuminated place or by using the eyes for long
 Alcohol, generally considered as stimulant, is actually a depressant. It
periods of close work.
reduces nervous control and motor coordination.
 Good vision is a priceless asset and should be conserve by having regular,
 Alcoholism – excessive use of alcohol
through eye examinations.
 Daily care of the eyes might include simple exercises as looking off into
distance, closing the eyes momentarily, and having proper light to read by. Using Narcotic
 Nose and ears also deserve regular attention and care.
 Less common but a growing concern is the use of drugs and the danger of
 Care of the teeth is indeed important; both proper diet and daily brushing of
drug addiction.
the teeth help prevent tooth decay.
 Opium and its derivatives, morphine, codeine, and heroin, are the most
insidious in causing addiction when used other than while a person is under a
 doctor’s care. others.
 HABITS TO AVOID
 Belching and mouth smacking
Good Habits of Posture  Coughing and sneezing without the use of the hand or handkerchief
 Good posture is as much as integral part of your good personal appearance as  Unpleasant body and mouth odors
the clothes that you wear.  Dirt on the clothes or on the face
 Correct posture adds to your bearing, and contributes markedly to your good  Careless dental hygiene
health.  Dirt under the fingernails
 Your posture is as revealing as facial expression.  Ungentlemanly manners
 Pelvic Tilt – term used by physical therapist to describe good body  Grooming oneself in public places
alignment.
 The three postural positions are: sitting, standing, and walking.
 Soap and water are among the cheapest commodities used in proper
 Sitting in an ungainly position is not confined to women, for men often
grooming.
sprawl or slump, too.
 You will be able to stand for a longer period of time without tiring if you
distribute your weight evenly on both feet, placed tree to five inches apart.
 In walking, there is greater case and freedom of movement when the body is Personal Cleanliness
in good alignment.  One of the simplest and the most effective ways to maintain personal
 Because your feet are encased in shoes and hoses, you may forget their cleanliness is the daily bath and shower.
contribution to your good looks and health.  If you perspire excessively, be sure to change the clothing frequently and use
 Foot discomfort or ailments may cause pain in other parts of the body and an underarm deodorant.
may result in poor posture.  Daily bathing is by no means of effeminate.
 keep your shoes in good repair. Brush and shine them more often.

 ORAL HYGIENE
CHAPTER 10: GOOD GROOMING FOR MEN  No less important than a clean body is a clean mouth.
 Unpleasant odor of mouth can be guarded by brushing your teeth or by using
certain lozenges or mouthwashes.
Good Grooming  Body odors and bad breath are a severe handicap in business and social
relationships.
 plays an important part in your popularity.
 Being neat and clean will make you appear more pleasing and will attract
The Why and How of Shaving  Hair dressings include pomades, brilliantines, hair waxes, hair oils, and a
variety of tonics.
 The habit of shaving should be regularly cultivated
 Hair tonics are of two types which are:
 An electric shaver or shaving soap and a sharp razor are absolutely essential.
 Alcohol-based – the oldest of the tonics and is still very popular with
 Most men use some type of safety razor with brush and lather or brushless
men.
shaving cream.
 Oil-based – became popular during WW2 when alcohol is scarce; it gives
pliability and control to the hair
Care of the Skin  Hair wax is a new type of grooming aid designed especially for the crewcut.

 The appearance of your skin is among the first things people notice about
you; the skin reflects your general health. CHAPTER 11: GOOD GROOMING FOR WOMEN
 By getting sufficient rest, eating proper foods, getting plenty of exercises, ad
keeping your body clean, you can do more toward producing a clear
attractive skin than any other way. Personal Cleanliness
 Wash you face several times a day with warm water and a mild soap.
 Cleanliness cannot be taken for granted.
 Acne is an eruptive skin disorder identified by n inflammation of the skin
 Tips for personal cleanliness
around the oil glands and pores and is caused by an excessive secretion of
 Take a bath daily
oils in the area.
 Avoid too hot or too cold water
 Use a mild soap
 Use a reliable deodorant
[some of the topics here are not included due to blurred copy of image}
Care of the Hair
Care of the Hair
 To be well groomed, a man must give proper care to his hair.
 A haircut can be styled accordingly to the shape of the head and face. The 1. Brush your hair every night.
haircut which looks best should be the one which sets off the face and head 2. Shampoo your hair every week or ten days.
to the best advantage. 3. Experiment until you find a haircut in the most becoming fashion
 The hair should be washed frequently. 4. Ask for advice from hairdresser.
 Those who engage in strenuous sports and activities undoubtedly need to
wash their hair more frequently.
 Daily brushing with a soft bristled brush also helps as it minimizes dandruffs, Care of the Hands
helps to eliminate dirt, and gives the hair a healthy, shining look. 1. Keep your nails shaped, short, clean, and well-manicured.
 2. Use cuticle oil to soften the dry skin around your nails and develop the habit white or colored shirt, a tie, socks, and a hat in a complementary color.
of pushing the cuticle back each time you wash your hand.
3. Cultivate the habit of giving attention to your hands every day.
Casual Clothing and Sportswear

 Sports clothes are an important part of any man’s wardrobe; but as the name
indicates, they have a special purpose and are not to be confused with
Aids to Good Grooming informal business attire.
 Country and sports clothes come in such a variety of colors, patterns, and
1. Keep your sewing box, your shoeshine kit, and other grooming aids in a
styles.
convenient place.
 A sports ensemble follows certain basic rules.
2. A clothesbrush should be handy for use.
 Slacks should be only a tone or two darker than the jacket.
3. Keep your clothes clean and ready to wear
 In selecting shirts, one must decide whether the sport shirt or the jacket will
4. Look over the garments for needed repair.
carry the bold accent.
 A wide variety of zippered or button-front jackets, as well as three-quarter
CHAPTER 12: DRESS FOR MEN length coats, are available for winter sportswear, and are both casual and
comfortable for driving and walking.
 Among the many styles of shoes, the moccasin or slip-on style is a perennial
favorite.
Influence of Collegians on Styles
 Popular too are the brushed leathers or suedes which also come in a wide
 The most influential styles set by men have been the gray flannel suit, the range of color.
camel’s hair coat, and the sports jacket.  Among hats in both casual and models, there is a great variety of straws and
 More recently, the design of men’s suit has been strongly influenced by cottons for summer as well as felts and mixed fabrics for fall and winter
European style makers. wear.
 Ivy League Cap – a very popular sports cap with attractive modifications.

Dress for the Businessman

Color and Color Combination
 Since the Second World War, there has been a marked trend toward more
casual attire.  The use of color and the combining of colors have changed greatly in the last
 Informal or casual dress should not be confused with dress for sports. few years.
 Appropriate dress for the businessman includes a jacket with matching  The most popular suit colors are the grays, blues, and browns.
trousers, tan, black, or brown shoes depending on the color of the suit, a  Keep the accessories colors in the same general color area of the suit.
  Socks should follow the dominant color of the tie or blend with the basic
color of shirt.
 Brown shoes should be worn with shades of tan and brown.
 A color chart is a good thing to keep handy.
HOW TO SHOP INTELLIGENTLY
Overcoats and Topcoats
 The looser box-type coat remains the most popular coat for men because of
its general comfort and durability
 The single-breasted models give a person longer lines and an illusion of
height.
 Form-lifting overcoats are dressier in appearance, but they should not be
worn with casual suits and accessories.
 Be sure to give close attention to the effect that a suit or overcoat has on your
height and figure.
A Man’s Hat
 Earlier in this century, a hat was absolutely essential in a man’s wardrobe – it
was necessary to have the right hat for various occasions.
 Today, the hat has been reestablished as the finishing touch for the well-
dressed man.
 Give attention to the lines and proportion of your face when purchasing a hat.
 It is sensible to purchase a neutral shade that will blend with your suits and
overcoat.
 Brush the hat frequently and have them cleaned and blocked periodically.
Accessories
 A plain white shirt is appropriate with any suit and, because it is neutral,
permits an easier and wider choice of neckties.
 If the suit is of solid color, almost any designs in a necktie can be worn.
 With a plaid or striped suit, avoid stripes in shirts and neckties.
 One bold accent is sufficient.
1. Learn to Know Materials
 Labels tell little more than the kind of material – woo, cotton, synthetic fiber,
or mixed – and the percentage of each.
 The fibers used in clothing are either natural fibers derived from animals or
plants or are man-made synthetic
 Natural fibers – woven from the hair of such animals as sheep, camels,
and angora goats.
 Man-made fibers – chemically produced from air, coal, water, wood
pulp, and cellulose treated with acid.
2. Recognize Woolens and Worsteds
 The wools are divided into two classes:
 WOOLEN YARNS – made of both short and long coarse fibers
crisscrossed in the yarn. Most woolens today are used in topcoats and
overcoats and are identified as tweeds and Shetlands.
 WORSTED – the most popular choice of suiting because of its hard-
wearing and easy-draping qualities and its capacity to keep its shape. It is
made with or without nap.
3. Twill Weave versus Plain Weave
 The method used in weaving materials also give some indication of the
lasting qualities of a suit or overcoat
 TWILL WEAVE – identified by the angle that it makes with the
crosswise yarns
 PLAIN WEAVE – the yarns run lengthwise and crosswise, and they are
alternately passed under and over each other.
4. Examine the Lining
 You can get an idea of the construction of a garment by observing the outer
 workmanship and ornamentation. 2. Knowing When to Buy
 Linings tell a great deal.  Buy at the right time
5. Study Lapels and Shoulders  Anniversary or seasonal clearance sales can give you an opportunity to buy
 Give attentions to the lapel of the coat. articles of clothing which are not particularly affected by changing styles.
 A good lapel rolls back neatly, is well-stitched, and will not rumple.  Do not wait to purchase important article of clothing until pressured by
 In better garments, the shoulders re constructed of fine soft padding free from immediate need.
lumps. 3. Weighing Price against Value
6. Inspect Pockets and Seams  The price is set by the seller but the value is set by the buyer.
 Pockets should be inspected to see that they are full and bellowed.  Buys things first which satisfy recurring needs rather than a mere impulse.
 Inspect the hems to see that the lining is finished over the hem, with small  Buyer must also consider whether the expensive garment will any longer
fold for give. service than the good quality, less expensive garment.
 Buttonholes should be neat, evenly worked and matched.  Buyer must know that beyond a certain point, an increase in the price of an
 Trouser pockets should be reasonably well cut and stitched double. article does not proportionately increase the quality and serviceability of the
7. Check for Matching Plaids and Stripes article.
 Check to see that the material matches at the seams.
 In better clothing, the cloth is always cut so that the pattern coincides in
every detail. Clothing Care and Maintenance
 Inspect the following critical areas:  The life span and the general appearance of your clothes depends to some
 Center back seam of the coat or jacket. extent on the care that you give them.
 Side seams and armholes  WAYS FOR CLOTH CARE AND MAINTAINENCE
 Where the collar roles over and meets the coat in the back  Be sure that your clothes are correctly fitted.
 In the front, with the coat or jacket buttoned  After each wearing, give a suit a twenty-four-hour rest
 Pocket openings  Always place a suit or overcoat on a hanger after wearing.
 Collar notch  Keep the pockets clean
 Avoid overcrowding pockets as this tends to increase wear, makes your
clothes fit badly, and presents a poor appearance.
WISE BUYING
 Keep your hat clean by brushing it several times a week.
1. Knowing What to Buy  Brush your clothes frequently
 Take consideration of your needs.  Have your clothes cleaned and pressed when they need it.
 Plan your purchase carefully
 Do not let your money dribble out in purchases
 Follow the rule “Buy firsts things first.” CHAPTER 13: DRESS FOR WOMEN

How to Cultivate Good Taste
 GOOD TASTE
 It is not a matter of heredity.
 It can be acquired but it requires careful observation, study, practice, constant
attention to changes in fashions, experimentation, thought, and
discrimination.
 It is marked by simple, becoming, harmonious costumes which are
appropriate for the occasion.
 POOR TASTE
 Marked by color combinations which clash, costumes which mix sports and
dressy styles, clothes which are too tight or revealing, and excessive use of
jewelry and make-up.
Trend in Fashion
 Agnes Brooks Young
 An authority in fashion research, says that no fashion change is really new,
but is always a modification of something that went before.
 Women differ in the way they react to the innovations in fashion.
Standards for Business Dress
 Every young woman must make the transition from a school girl’s wardrobe
to one suitable for her vocational choice or her role as a young matron.
 A young woman must look her best not only for her own sake but to create a
good impression on the clients and customers.
Building a Basic Wardrobe
 Having a good basic wardrobe lies in appropriateness, comfort, and
conservative simplicity.
 Wardrobe will depend on individual taste, physical features, and the dictates
of fashion.
Selecting Clothes that are Right for You
 A woman’s height, weight, proportion, and facial contour limit what looks
well on her. On the other hand, figure faults may be magnified by unwise
choices.
 In selecting your clothes that is right for you, you need to know your figure
first. It will help you produce the best results for you.
 NOTES ON LINE
 Vertical lines add height and are slenderizing.
 Horizontal lines add width and therefore cut height.
 To lengthen a vertical or horizontal line accent with a parallel line.
 To shorten a vertical or horizontal line, use a line in the opposite direction.
 Broken lines decrease height and often add width.
 NOTE ON FABRICS
 Shiny surfaces make the figure seem larger.
 Knobby, bumpy, rough fabrics should be avoided for short or heavy figures
because they add width and weight.
 All thick, heavy fabrics add width and weight.
 Tweeds, unless they are soft with rather smooth surfaces, add width and
weight.
 Smooth-surfaced crepes and woolens are slenderizing.
 Very thin, transparent, diaphanous, or clinging fabrics show up figure faults.
 FOR SHORT WOMAN
  Avoid horizontal lines.
 Key everything to your size
 Carry a small ag of the same color as your costume, with gloves to match.
 Select straight-line or semifitted coats, small collars, shot-haired furs.
 Choose hats with medium crowns, which are neither too tall nor too flat.
 Avoid two-color combinations
 Match sweaters or blouses to the color of your skirt
 Straight line skirts are best. Avoid extreme fullness in skirts
 Avoid horizontal lines in style or fabric. Use up-and-down interest.
 Choose small, definite patterns in printed dresses.
 Wear high heels, but not exaggerated heels which are out of proportion to
your figure and height.
 Wear belts that match the basic color of your costume or are made of the
same material as your garment
 Wear detail only on the bodice, to help create the long-legged look.
 Avoid patch pockets on skirts and coats.
 FOR TALL WOMAN
 Use horizontal line to minimize height
 Select big, bright bags, with colored gloves to match, and large, important-
looking jewelry.
 Avoid any silhouette that appears to increase height
 Do not wear garments too tight or too tailored
 Use soft fabrics and draped lines
 Choose plaids and cheeks in becoming colors and bulky fabrics when
suitable.
 Wear big, broad collars and full sleeves.
 Bulky topcoats, fur coats, long-jacketed suits, striking prints and fabrics are
meant for you
 Avoid fabrics with small prints or designs and fabrics with a shiny finish.
Both will accentuate your size
 Choose full skirts, pleated or circular.
 Wear medium-crowned hats
 Wear flats for sports, medium or low-heeled shoes for casual wear, and high
heels for dress
Accessories
 It will help produce the total effect of the ensemble that determines whether
you are well dressed.
 Hats, handbags, shoes, blouses, neckwear, and jewelry used with basic
dresses and suits can provide the variation in costume so dear to the heart of
every woman.
 SHOES, HANDBAGS, AND GLOVES
 Fashion trends are more gradual and less obvious in these items. Git is
generally advisable to select a good quality and simple designs in shoes,
handbags, and gloves.
 For shoe collection, you need to consider the following element:
 Comfort of using it
 The occasion for which they are to be worn
 Garments they are to be worn with.
 Colored shoes should be worn only with play clothes or casual wear. Plain,
dark pumps are correct for almost every occasion
 For handbags, it should be in proportion to your size.
 For gloves, it may be the same color as, lighter or darker than bag or shoes,
depending upon a woman’s size.
 Avoid wearing accessories of two basic colors at the same time.
 SLIIPS AND HOSE
 For slip, it should be matched to the garment.
 For hose, it is an important part of the costume, so avoid selecting hose
which provide too much color contrast with the basic garment.
 JEWELRY, NECKWEAR, BLOUSES
 The shape of your face influences the type of neckline and the kind of
jewelry that will be most flattering to you.
 For jewelry, coordinate its color with the color of the costume. Scale it to
 your size and avoid wearing more than three pieces at the same time.  Colors produced an emotional response in both the wearer and the viewer.
 HATS  Warm Colors – these colors suggest warmth, health, and joy. These colors
 Choosing hats deserves more careful consideration than the choice of any make objects appear larger and nearer, and people in clothes of these colors
other single accessory. appear larger. The use of these colors is possible for larger or heavier persons
 Factors to be considered in buying a hat: if they choose the tints and weaker intensities of these colors.
 Hairstyle  Cool Colors – these colors give greater illusion of size than warm colors.
 Facial contour They make object appear smaller or farther away. They are restful colors and
 Figure proportion can be used more satisfactorily to cover larger surfaces.
 It can minimize or build height, and add to or detract from the appearance of  Color Combinations
weight.  Monochromatic – achieved by using the same hue in different values, such
as light, medium, and dark green.
 Complementary – produced by using the two colors that are opposite to
COLORS
each other.
 Basic Facts About Color  Analogous – made up of colors that are next to each other and between any
 Understanding the basic principles of colors will arm you against this two primary colors.
seasonal onslaught and help you know which of the new shades and tends  Triadic – made up of any three colors on the color wheel that form an
you can wear. equidistant triangle.
 Combinations of the three primary colors produce all other secondary and
intermediate colors.
Factors Influencing Choice of Color in Clothing
 ANALOGOUS COLOR – colors next to each other on the color wheel.
 COMPLEMENTARY COLOR - colors that are directly opposite to each  to choose the color in clothes that will be the most flattering to you, you need
other to consider these following:
 White objects reflect all colors.  HAIR – you need to consider it first in determining your choice of
 Black objects absorb light rays and reflect none of the colors colors.
 Color Qualities  COMPLEXION – skin tones are made up of reds or yellows so if your
 HUE – it is the base and name of the color and distinguishes one color from skin is:
one another.  Yellow, wear colors with red in them to bring out rosier tones in your
 VALUE – refers to the lightness and darkness of color skin.
 Tint – light value  Rosy or ruddy, wear the yellow colors to reflect the yellow color on
 Shade – dark value your skin.
 INTENSITY – purity of the color. It is the degree of brightness of the color  EYES – choose the right color that will accent them.
 Emotional Response to Color
 buy and the price range within which your purchase should fall.
 You may need to develop greater sales resistance and more singleness of
 Personality – your temperament also is a factor in color selection.
purpose on your shopping trips.
 For dynamic person, the intense vital colors are for you.
 Knowing what to buy also depends on your ability to select clothes which
 For calm person, choose neutrals and delicate pastels.
will be becoming, will improve your appearance, and will harmonize with
 For mousy-looking person, avoid drab, dull shades and select colors that
those you already have.
will enhance your personality without creating a contrast
2. WHEN TO BUY?
 Seasons should be considered too in choosing the right tone
 Shopping in advance makes it possible to take advantage of seasonal
 For winter and fall, warm tones should be worn.
clearance sales.
 For spring and summer, cool tones should be worn.
 It is wise to replace important items in your wardrobe before you actually
 Occasions for which you dress also dictates the suitability of color.
need them.
3. VALUE VERSUS PRICE
COLOR SELECTION POINTERS  Comparison shopping helps you to recognize the quality of material and
workmanship in apparel and accessories in relation to the prices charged.
COLOR TYPE RESULT
4. BUYER’S CHECKLIST
Dark colors make a person appear more slender
 Before you buy an article of clothing, be sure you can answer these
Light colors make a person seem larger
questions:
One-color add height  Does it fit?
Two-color cut the figure and make it appear  Is it comfortable?
shorter and wider  Is it becoming?
Large printed patterns make a person appear larger  Does it harmonize with the rest of your wardrobe?
Small definite patterns and plain colors Best for the short person  Is it appropriate for the type of work or social activities in which you
Multicolored plaids and checks Make the figure seem heavier and engage?
wider  Does it enhance your personality?
Pastel colors Tend to produce a delicate quality  Do you feel well dressed and at ease wearing it?

Clothing Care and Maintenance

Intelligent Shopping – it includes knowing what to buy, when to buy, and knowing
value versus price.  Cleanliness is the basic prerequisite in the care of your clothes
 Spend a few moments each evening giving the proper care to the clothes that
1. WHAT TO BUY?
you have worn during the day, and looking over the clothes that you intend to
 Before setting out on your shopping trip, decide exactly what you intend to
wear the next day.
  Hang your clothes outside the closet to air, at least overnight.
 Keep your lingerie, blouses, and neckwear crisp and fresh at all times
 Send your clothes to the cleaner frequently.
 Arrange closet and drawer space in an orderly fashion.
CHAPTER 14: GOOD MANNERS
Ideal Behavior – a combination of knowing the proper thing to do and doing it
considerately and graciously.
“Good manners are always important in all contacts in life, but they must spring
from real kindliness of spirit, or they will not ring true.”
~Eleanor Roosevelt
Manners
- The heart of courteous behavior.
- Based on the kindness and consideration for others.
Etiquette Versus Manners
 ETIQUETTE
 A French word meaning “ticket”, came to mean a rule for behavior when
Louis XIV tagged the palace ground with etiquettes telling visitors “This
way to the rose garden” or “Please keep off the grass”.
 Today, it means the conventional rules of behavior, the customs handed
down to us or the ones we formulate to meet specific situations.
Common Sense – an act of doing something rightfully without waiting for a set rule.
 The most sensible thing – the thing that makes you or others the most
comfortable – is usually the correct response when someone is asking a
question or giving you compliment.
Importance of Good Manner
 Manners proclaim to the world whether or not we are basically considerate of
other people.
 To develop good manners should be our objective in all our social
relationships.
Manners to the Family
 Each member of the family is entitled to their full share of privacy.
 Every member of the family should have the privilege of entertaining his
own friends with a minimum interference from the rest of the family, unless
the occasion is a family affair.
 A closed door in your room should be respected. Knock and wait for an
answer before entering.
Manners in Public
 We need to be more considerate to people on the streets, in public
conveyance, in theatres, and in shops and stores than anywhere else.
 The best way to improve public manners is for each of us to follow the
golden rule: Do unto others as you would have them do unto you.
Manners in Dating
  It is a must for someone who is planning to ask someone a date to word his
invitation in such a way that that person can refuse or accept easily; do not
ask them in a way that will put them in an embarrassing position.
 It is a must for someone who is being invited to respond courteously to the
invitation, whether they accept it or refuse to it.
 If someone refuse your invitation, you should understand that they don’t
want to go with you.
 It is considerate if you will telephone someone you’re interested to date to
beforehand if the date was made very much in advance.
 If it necessary for either of the two to break an engagement, make sure that
both of you are aware as soon as possible and state the reason for breaking
the date.
 Someone being invited must be ready at the time agreed upon, while the one
who invites should be prompt in calling them.
Manners in Travelling
 Regardless of the length of your trip, be sure that your luggage or packages
do not protrude for others to stumble over.
 If you use seat space for space any of your belongings, be ready to remove
your belongings promptly and cheerfully as sib as the seat is needed.
 Tips ae not permitted during air travel.
 If you plan a trip by car, agree with your companions about financial
arrangements before starting.
 Observing the courtesies of the road is not only a part of your social
equipment but is a matter of life itself.
Table Manners
 Good table manners are as much a part of your equipment for business as
they are a necessary for gracious living.
 Many of these niceties are part of your home training, but the degree to
which you have progressed in this area depends on many factors.
 Practice is fundamental.
 Everyone is expected to follow certain generally accepted practices in table
manners either when dining at home or as guests in another’s home.
 When you are told that the meal is ready to served, you should appear at the
table soon after the announcement is made.
 Use common sense to decide which foods may be eaten with your fingers.
 When the meal is finished, place your napkin beside your plate.
 Courtesy prescribed that no one leave the table until everyone has finished.
How and When to Tip
 Tipping originated as a means of showing appreciation for extra-service, but
tipping for ordinary service rendered has gradually become the standard of
the day.
How to Make an Introduction
1. Men are always presented to women, with the exception of very important
personages, such as the President of the United States or high church
officials.
2. Young people are always presented to older people.
3. Introducing people of approximately the same ages depends on the situation
and your decision as to which person you wish to honor.
 If you are making introductions in a large group, first secure the attention of
all by saying “I would like you all to know, (name)” then proceed around the
room giving each person’s name.
 Your response to an introduction should be a simple, “How do you do?”,
“Hello”, or “I’m happy to know you.”
 Shaking hands is a friendly gesture.

Social Correspondence
 Written invitations which require acceptance or refusal should be answered
promptly.
Telephone Manners
 Rudeness is just as inexcusable over the telephone as it is face-to-face.
 Courtesy in using telephone and efficient telephone techniques are discussed
below.
 PLACE CALL CORRECTLY
 Be sure that you have the correct number.
 For long-distance call, give the operator all the pertinent information
 Hold the line until the call is completed, or until you receive a report.
 ANSWER PROPERLY
 Pick up the telephone on the first ring as soon as possible.
 Keep the transmitter within an inch of your lips.
 Speak slowly and clearly.
 IDENTIFY YOURSELF
 On your own telephone, give your name or your extension number.
 On someone else’s telephone, say “Mr. Allen’s office, Miss King.”
 On a department telephone, identify the department and give your name.
 TRANSFER CALLS CAREFULLY
 Transfer a call only when it is absolutely necessary.
 Signal the operator by slowly depressing and releasing the plunger or the
receiver hook.
 When the operator answers, request the transfer and wait for her answer.
 TAKING CALLS FOR OTHERS
 When it is necessary to intercept calls for your employer or take messages for
other family members, use the utmost tact in determining the identity of the
caller.
 LEAVE THE LINE COURTEOUSLY
 Request the caller’s permission with “Will you please wait while I look up
the number?”
 Thank the caller for waiting when you return to the line.
 If too much time is required to get the information, explain and offer to call
back.
 TERMINATE CALLS PLEASANTLY
 Express appreciation or regret, as may be appropriate.
 Be courteous
 OFFICE ETIQUETTE
 It may differ from accepted social usage.
 Business protocol provides special privileges for senior officers and certain
obligations for junior officers.
 Learn the social responsibility of your position.
 ETHICAL CONDUCT
1. Employee must be loyal to his employer and the firm.
2. Maintain a business attitude at work
3. Keep your private life separate from your business life.
4. Do not chew gums under any circumstances while you are working/
5. Represent yourself in the best possible light at all times.
6. Inspire loyalty and confidence in your employee and by providing pleasant
working conditions.
CHAPTER 15: SELF-APPRAISAL, SELF-IMPROVEMENT, AND A PHILOSOPHY OF LIFE
Effective personalities do not develop by chance but grow out of our experiences.
Evaluating Personality
  Self-appraisal and self-improvement are not an easy task because they
demand that you take into account the various factors of personality and
human relations. Basic Social Motivation
 WAYS OF EVALUATING PERSONALITY 1. SOCIAL APPROVAL
 OBSERVING OTHERS – by observing others in different social - Most of what you do in life are governed by your drive for social approval.
situations, we are able to identify the characteristics ways in which they - Ostracism can be one of the cruelest punishments.
behave and judge what personality traits are attractive or unattractive. - It causes people to adhere both to the written and unwritten laws of our
 IDENTIFYING BASIC TRAITS – make the effort to identify society.
characteristic ways of behaving and feeling. - Other people’s approval also gives you more confidence in your own worth.
 In evaluating personality, it is well to distinguish between ability and - It is an extremely powerful regulator of behavior.
character. 2. SECURITY
 ABILITY – what a person can do - It is the feeling of easiness, certainty, adequacy, confidence, and comfort.
 CHARACTER – behavior which is judged by society to be right or wrong, While the opposite of this feeling is called INSECURITY
good or bad. - Kinds of Security
o PHYSICAL SECURITY
Reasons for Self-Approval  Good health and confidence in its enduring bring physical
security.
 To acquire insights into the aspects of your own personality which are in  It is attainable through:
need of attention.  Taking safety precautions in their homes, jobs, and
 To gain confidence in the knowledge that you already possess. recreational activity.
 Regular visits to doctors and dentists
 Eating nourishing food
Methods of Self-Approval
 Getting sufficient sleep
1. Reviewing some of the drives which psychologists agree need to be satisfied  Engaging in some kind of exercise daily
to some extent before you can interact effectively with other people. Among o ECONOMIC SECURITY
these drives are:  Having sufficient money to enjoy the necessities of life –
a. Social approval food, clothing, a home and perhaps a few additional
b. Security comforts.
c. Status  It influences your educational goals, the occupation you
2. Thinking seriously about your system of values and formulating a philosophy choose, and the energy you expend in securing and holding a
of life. job.
 o SECURITY IN SOCIAL SITUATIONS
 It is a feeling at ease and confident in many types of
gathering with people of different ages and interests.
 It comes from knowing you are dressed appropriately, that
you are well groomed, that you possess the social graces that
will make your behavior acceptable.
o EMOTIONAL SECURITY
 It is the feeling that you are wanted and loved and that you
can give affection and love in return.
 It is the capacity to accept yourself realistically.
 Self-acceptance is related to your self-concept. Self-
acceptance involves thoughtful appraisal and understanding
of your own effective and ineffective qualities.
 Self-concept – an attitude toward the self, results from an
integration of your learning experiences.
 It is nourished by all your experiences with others
throughout life.
o STATUS
 It may range from wish to achieve success or to be known
nationally or internationally.
 attaining status means achieving a goal by developing their
own abilities and talents to the utmost.
Making a Self-Appraisal
 Begin by talking each component of personality separately.
 List your effective, partially effective, and ineffective traits.
Discussion with Others
 When you have completed enumerating your traits, you might ask the
opinion of others, since we are often more critical of ourselves than others
are.
 Through discussions, you can eliminate the distortions of your own thinking
and see each situation more objectively.
Writing a Self-Appraisal
 Writing out your self-evaluation further crystallizes your thinking and
knowledge about yourself.
 One difficulty you face in self-evaluation is the number of things to consider.
A Program of Self-Improvement
 You will need to give the effective behavior patterns you have identified only
sufficient attention to maintain them.
 Your greatest effort should be spent on the behavior you have assessed as
ineffective.
 It is important to be realistic and fair in your self-appraisal so that you can
formulate a workable program for improvement.
 It is helpful to set attainable goals for short period of time.
 Your plan for improvement should be clearly stated with specific objectives.
Formulating a Personal Philosophy of Life
 A philosophy of life grows out of a person’s system of values and is
deliberate attempt to unify your beliefs, morals, and behavior so that they
provide a basis or springboard for action when you are faced with problems.
 A philosophy of life presents the strange contradiction of change and stability
woven together.
Re-evaluating Your Value System
 Your value system goes back to your early childhood experiences.
  In high school, you are exposed to more flexible standards and to broader
interpretation of right and wrong.
 In college, you may be surprised to learn that some values which you
believed firmly established are being openly questioned and critically
examined.
 Through verbal expression, you may construct a philosophy of life which
helps you answer questions and resolve problems that you accepted but
perhaps did not fully understand.

Defining Your Way of Life

 The attitudes and habits which are being live by are produced through trial-
and-error experiences beginning in early childhood.

Benefits for Formulating a Philosophy of Life

1. It gives perspectives and helps you to see yourself

2. It allows you to organize your learned values into more meaningful and
acceptable pattern for successful living.
3. When conflict arises, you are better able to make a decision or direct you
behavior in terms of a definite conviction.\