Addis Ababa Science and Technology University

Psychology 1011 Assignment

Chapter review of chapter 9, chapter 10, and chapter 11

Group members ID number stream section

1, Elisabeth Baye ETS0524/14 Engineering F1
2, Elsaye Mathewos ETS0525/14 Engineering F1
3, Eman Ebrahim. ETS0527/14 Engineering F1
4, Ermias Alemayehu ETS0544/14 Engineering F1
5, Ermias Ayele ETS0541/14 Engineering F1

Submitted to: Inst. Kidist

Submission date: 17/06/2022

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Contents
CHAPTER NINE .......................................................................................................................................... 1
INTRA-PERSONAL AND INTERPERSONAL SKILLS ........................................................................... 1
Self-concept .............................................................................................................................................. 1
Self-awareness .......................................................................................................................................... 1
Self-esteem................................................................................................................................................ 1
Self-confidence ......................................................................................................................................... 2
Self-control ............................................................................................................................................... 2
Anger management ................................................................................................................................... 3
Emotional intelligence .............................................................................................................................. 3
Stress ......................................................................................................................................................... 3
Coping With Stress ................................................................................................................................... 4
Resilience .................................................................................................................................................. 4
Critical thinking and creative thinking...................................................................................................... 5
Problem solving ........................................................................................................................................ 5
Decision-making ....................................................................................................................................... 5
CHAPTER TEN............................................................................................................................................ 6
ACADEMIC SKILLS ................................................................................................................................... 6
Time Management .................................................................................................................................... 6
Note-taking and Study Skills .................................................................................................................... 6
Test-Taking Skill ...................................................................................................................................... 6
Test Anxiety and Overcoming Test Anxiety ............................................................................................ 7
Goal Setting .............................................................................................................................................. 7
Career Development Skill ......................................................................................................................... 7
CHAPTER ELEVEN .................................................................................................................................... 8
SOCIAL SKILLS.......................................................................................................................................... 8
Understanding cultural Diversity .............................................................................................................. 8
Gender and Social Inclusion ...................................................................................................................... 9
Gender analysis ..................................................................................................................................... 9
Interpersonal Communication Skills ....................................................................................................... 10
Social Influences...................................................................................................................................... 10
Peer Pressure .......................................................................................................................................... 10
How to Handle Peer Pressure ............................................................................................................. 10
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Assertiveness .......................................................................................................................................... 10
Conflict and Conflict Resolution.............................................................................................................. 11
Sources of Conflict .............................................................................................................................. 11
Levels of Conflict ................................................................................................................................. 12
Methods of Conflict Resolution .............................................................................................................. 12
Team Work.............................................................................................................................................. 12
Overcoming Risky Behavior .................................................................................................................... 13
References .................................................................................................................................................. 14
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CHAPTER NINE

INTRA-PERSONAL AND INTERPERSONAL SKILLS

Self-concept is one of description and evolution of oneself. Self-concept plays an important part
an important part in our overall Wellness .It affect the ways we look at our body, how we express
ourselves and interact. The formation of self-concept begins during early childhood.

There are various factors that can affect self-concept, these include age, sexual, orientation,
gender and religion.

Including psychological and physical characteristics, qualities, skills, roles, and so forth. Self-
concept contribute to the individual’s sense of identify overtime. Also called self-assessment,
self-evolution, self-rating.

Example
A person see herself as an intelligent person, A man perceive himself as an important member of
his community, A person thinks of himself as a Caring Person

Self-awareness is having a clear perception of your personality including strength, weakness,

thoughts, beliefs, motivation and emotions. Involves being aware of different aspects of the self-
including traits behaviors and feeling.

 Way to become more self-awareness

Practice mindfulness, Become a good listener, Become more self-aware, Open your mind to
new perspectives, Develop self-esteem, Look

If you have a high self-awareness, you can objectively evaluate yourself, align your behavior
with your values and understand correctly how the other perceive you

Self-esteem is your overall opinion of yourself how you feel about your abilities and limitation.

 To improve low self-esteem

Recognize what you are good at, Build positive relationships, be kind to yourself, learn
to be assertive, Starting saying no, and Give yourself a challenge
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Self-esteem is important to your discussion making process and your relationships and your
emotional healthy and your overall wellbeing.

 Ultimately high self-esteem comes from living your life in a way that aligns with your
values.

To boost your self esteem

Have positive attitude, Don’t be shy ashamed to talk to friends, get up and get
moving, Do something with a purpose, Put things off until the next day, listen to your
body, listen to your body ,make sure you eat right
 Some common sign absence of self esteem
Poor confidence, lack of control negative, social comparison, Negative self-talk

Self-confidence is an attitude about your skill and abilities.

 To build self-confidence
Look at what you have already achieved, thinking things you are good at, set some goals,
Get hobby

Confidence can also give you a positive outlook on life increasing your mental and emotional
wellbeing.

 Sign of confidence person

Your happiness comes from within, you don’t judge people, you speak with
confidence, and you maintain your composure

Self-control is aspect of inhibiting control, is the ability to regulate one’s emotions, thoughts.

 Five way to help improve your self-control

Remove temptation, Measure your progress, learn how to manage stress, Prioritize your
personal things
 How to control your behavior
Be mindful of your own reaction, Maintain rational detachment, be attentive, use positive
self-talk, recognize your limits
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 Someone who lacks self-control is easy to spot. They generally have difficult
commitment to positive habits and they may not be able to regulate their feeling.

Anger management is a psychotherapeutic program for anger prevention control.

Consider this angry management

Think before you speak, Get some exercise, stick with I statement, take a time out,
identify possible solution

Anger is known symptoms of several mental health condition. The most isolated way to manage
anger is learning to express your primary feelings and needs, clearly, with good eye contact.

 The best therapy for anger management is cognitive behavioral therapy is often the
treatment of choice for anger management according to Angel.

Emotional intelligence
 Emotional intelligence describes the ability, capacity, skill, or self- perceived ability to
identify, assess, and manage the emotions of one’s self, of others, and of groups.
 People who possess a high degree of emotional intelligence know themselves very well
and are also able to sense the emotions of others.
 By developing their emotional intelligence, individuals can become more productive and
successful at what they do, and help others become more productive and successful too.
 Individuals have different personalities, wants, needs, and ways of showing their
emotions. In the most generic framework, five domains of emotional intelligence are
divided into personal (self-awareness, self-regulation, and self-motivation) and social
(social awareness and social skills) competences.

Stress
 Stress generally refers to two things: the psychological perception of pressure, on the one
hand, and the body's response to it, on the other, which involves multiple systems from
metabolism to muscles and memory.
 Some stress is necessary for all living systems as it is the means by which you encounter
and respond to the challenges and uncertainties of existence. However, prolonged or
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repeated arousal of the stress response, can have harmful physical and psychological
consequences.

Mainly, stress comes from three categories of stressors: catastrophes, significant life changes,
and daily hassles.

 Catastrophes - Catastrophes are unpredictable, large scale events, such as war and
natural disasters that nearly everyone appraises as threatening.
 Significant Life Changes - the death of a loved one, loss of a job, leaving home,
marriage, divorce, etc. Life transitions and insecurities are often keenly felt during young
adulthood
 Daily life events/hassles - People‘s difficulties in letting go of unattainable goals is also
another everyday stressor with serious health consequences.

Coping With Stress

Stressors are unavoidable. As they are coupled with heart disease, depression, and lowered
immunity, we need to learn to cope with the stress in our lives.

There are two ways of dealing with stress: problem focused and emotion-focused.

Problem focused - when we feel a sense of control over a situation and think we can change the
circumstances or change ourselves, we may address stressors directly, with problem - focused
coping. For example, if our impatience leads to fight our friend, instead we may go directly to
that friend to work things out.

Emotion-focused - When we cannot handle the problem or believe that we cannot change a
situation, we may turn to emotion-focused coping. If, despite our best efforts, we cannot get
along with that friend, we may reach out to other friends to help address our own emotional
needs.

Resilience
 Resilience is the process of adapting well in the face of adversity, trauma, tragedy,
threats or significant sources of stress such as family and relationship problems, serious
health problems or workplace and financial stressors.
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Adversity is a fact of life and resilience is succeeding in the face of the adversity. Resilience is
about getting through pain and disappointment without letting them crush your spirit.

Critical thinking and creative thinking

 Critical thinking is Purposeful, self-regulatory judgment which results in interpretation,
analysis, evaluation, and inference, as well as explanation of the evidential, conceptual,
methodological, contextual considerations upon which judgment is based (ADEA).

While Creative thinking is a skill which lets you consider things from a fresh perspective and
different angles. It's an inventive thought process which results in surprising conclusions and
new ways of doing things. Creative thinking can be aided by brainstorming or lateral thinking to
generate ideas. These goals of fostering critical thinking and of fostering creativity are generally
considered to be quite separate and distinct.

Problem solving
Problem solving is a process in which we perceive and resolve a gap between a present situation
and a desired goal, with the path to the goal blocked by known or unknown obstacles.

There are two classes of problems: those that are considered well defined and others that are
considered ill defined.

 In Ill-defined problems, the given state, goal state, and/or operations are not
clearly specified. A typical example is the problem of overpopulation.
 Well-defined problems are those problems whose goals, path to solution, and
obstacles to solution are clearly based on the information given

Decision-making
Decision-making is a selection process where one of two or more possible solutions is chosen to
reach a desired goal. People often turn to groups when they must make key decisions, for groups
can draw on more resources than one individual. Groups can generate more ideas and possible
solutions by discussing the problem. Also, People generally believe that a group‘s decision will
be superior to an individual‘s decision. Groups, however, do not always make good decisions.
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CHAPTER TEN

ACADEMIC SKILLS
Time Management
Time management is the ability to plan and control how someone spends the hours in a day to
accomplish his or her goals effectively.

Planning your time allows you to spread your work over sessions, avoid a jam of works, and
cope with study stress.

People who practice good time management techniques often are productive and sacksful

Note-taking and Study Skills

Note taking is the practice of recording information captured from another source. For students
note taking is an essential part of their studies.

It a very important tool students need to prepare for their exams.

There are several strategies which will help you stay organized and take good notes depending
on the personality and behavior of the person.

The following are the three major note-taking methods.

 Cornell Method - a systematic and simple method for note taking that breaks the note
page into three sections (Cue column, note-taking column and summary) to allow for
organized recording and review the main points during lecture.
 Outlining - Recording the main ideas of the lecture to the left margin of the page in your
exercise book.
 Charting - Charting is a good strategy for courses that require comparisons/contrasts of
specific dates, places, people, events, importance and how the information relates.

Test-Taking Skill
Students have many ways of preparing themselves for exams psychologically. While this varies
greatly from person to person some common strategies in addition to taking good notes and
having a good academic relationship with your teacher include;
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Attend all classes, Take organized and clear lecture notes, Plan your study time and set study
goals, Use SQ3R (Survey, Question, Read, Revise and Recite) study style, Use memorizing
techniques, Get plenty of sleep the night before the exam, Get up early enough to avoid rushing
and to eat a healthy breakfast, Tell yourself you will do well - and you will! Etc...

Test Anxiety and Overcoming Test Anxiety

Test anxiety is a negative mood state characterized by bodily symptoms of physical tension and
by apprehension about a test/exam going to take place in the future

Severe test anxiety can cause a host of problems in students. Such as;

 Physical - headaches, nausea or diarrhea, extreme body temperature changes, excessive

sweating, shortness of breath, light-headedness or fainting, rapid heartbeat, and/or dry
mouth
 Emotional - excessive feelings of fear, disappointment, anger, depression, uncontrollable
crying or laughing, feelings of helplessness
 Behavioral - fidgeting, pacing, substance abuse, avoidance
 Cognitive - racing thoughts, going blank, difficulty in concentrating, negative self-talk,
feelings of dread, comparing self with others, and difficulty in organizing thoughts
Therefore, in order to reduce test anxiety, students should exercise realistic thinking.

Realistic thinking means looking at all aspects of a situation (the positive, the negative and the
neutral) before making conclusions.

Goal Setting
Goal setting is the process of imagining, planning and implementing the big picture of one‘s
destination.

The goal should be specific, measurable, action, realistic and time-bound (SMART).

Career Development Skill

Career development is the process of self-knowledge, exploration, and decision-making that
shapes your career.

Career is how individuals live their lives across different contexts and settings, including
education, work, and family and leisure time.
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Career development is a lifelong continuous process of planning implementing and managing

one’s learning, work and leisure in order to achieve life objectives.

Career Management Skills (CMS) are competencies which help individuals to identify their
existing skills, develop career learning goals and take action to enhance their careers.

 Planning your career, and setting goals and objectives, Developing a strategy for
your career, Developing an action plan to deliver on it, including developing the
skills required to succeed in your chosen career; and. Evaluating your progress
against your goals.

CHAPTER ELEVEN

SOCIAL SKILLS
Understanding cultural Diversity
 Social diversity is the difference seen in particular society in the case of religion, culture,
economic status etc.

Diversity has become the defining characteristic of our social and cultural worlds. We are
now constantly confronted with a multitude of ways in which we can define ourselves, and
categorize others.

Culture is the criteria with which we evaluate everything around us.

We evaluate what is proper or improper, normal or abnormal through our culture

People naturally use their culture as the standard to judge other cultures. However, passing
judgment could reach a level where people begin to discriminate against others whose ways of
being are different from their own. Essentially, we tend to fear the culture we do not understand.

Cultural diversity helps us recognize and respect ways of being that are not necessarily ours.

Culturally diverse is the difference seen in particular society in the case of culture.

Multiculturalism is a system of beliefs and behaviors that recognizes and respects the presence
of all diverse groups in an organization or society, acknowledges and values their socio cultural
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differences, and encourages and enables their continued contribution within an inclusive cultural
context which empowers all within the organization or society (Belfield, 2012).

Therefore diversity must be managed carefully and societies have to practice multiculturalism in
order to develop healthy social interaction among themselves.

Gender and Social Inclusion

Gender is an organizing principle of all social systems, including families, work, schools,
economic and legal systems, and everyday interactions.

Sex is biological phenomena such as hormones and reproduction

Scholarship conceptualizing gender as an institution encompasses three levels of analysis:

individual, interactional, and structural (e.g., Risman, 1998).this is called gender analysis.

Gender analysis
Gender analysis is analysis that examines the differences in women’s and men’s lives, including
those which lead to social and economic inequality for women.

The individual level refers to stable traits of men and women that endure over time in the
process of human life span development, such as differences believed to be rooted in biology or
early childhood socialization.

The interactional level examines the ways in which social behavior is constrained or facilitated
by expectations that people have regarding the traits men and women possess, the ways they
should act, and the beliefs they should hold.

The structural level addresses how macro level patterns, such as the positions to which people
are assigned in society or the rewards attached to those positions, lead to differences in the
behavior or experiences of men and women.

 Excluding or limiting women‘s roles and benefits in social, political and economic arena
is a part of human history.
 Women should benefit from education, economy, leadership system, development
programs and legal system. Build a culture of gender inclusion across implementing the
following is important.
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• Encourage inclusive engagement in all areas of development and cross-cutting initiatives;

• Apply gender-inclusive approaches of development

• Promote good practices in gender inclusion; and

• Optimize resources and prosperity for all

Interpersonal Communication Skills

Interpersonal communication is the process by which people exchange information, feelings, and
meaning through verbal and non-verbal messages. It is face-to-face communication.

Interpersonal skills can be defined broadly as “those skills which one needs in order to
communicate with others.

Social Influences
Social influence occurs when one person engages in some behavior that causes another person to
behave differently from how he or she would otherwise behave.

Peer Pressure
Peer pressure is the influence to go along with the beliefs and actions of one‘s peers.

Peer pressure may be positive when it inspires a person to do something worthwhile. The desire
to fit in and feel like you are part of a group is normal, and most people feel this way.

 Positive peer pressure uses encouraging words and expressions.

 Negative peer pressure tries to get a person to do something harmful

Therefore we need to Handel peer pressure in a way in which we can control our actions.
How to Handle Peer Pressure
 Expand your social circle, Find inner peace, Improve your self-confidence, Learn to say
no! Plan ahead etc.

Assertiveness
Assertiveness is a communication style. It is being able to express your feelings, thoughts,
beliefs, and opinions in an open manner that does not violate the rights of others. The main effect
of not being assertive is that it can lead to low self-esteem. This means we can end up agreeing
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with and fulfilling other people‘s needs or wants rather than our own. It can also lead to unhealthy
and uncomfortable relationships.

Assertive behavior includes:

 Being open in expressing wishes, thoughts and feelings and encouraging others to do
likewise.
 Listening to the views of others and responding appropriately, whether in agreement with
those views or not.
 Accepting responsibilities and being able to delegate to others.
 Regularly expressing appreciation of others for what they have done or are doing.
 Being able to admit to mistakes and apologize.
 Maintaining self-control.
 Behaving as an equal to others.

Conflict and Conflict Resolution

Conflict is defined as an incompatibility of goals or values between two or more parties in a

relationship, combined with attempts to control each other and antagonistic feelings toward each
other (Fisher, 2000).

Conflict by itself is neither good nor bad. However, the manner in which conflict is handled
determines whether it is constructive or destructive (Deutsch & Coleman, 2000).

Sources of Conflict
One of the early theorists on conflict, Daniel Katz (1965), created a typology that distinguishes
three main sources of conflict: economic, value, and power
Economic conflict - involves competing motives to attain scarce resources. Each party wants to
get the most that it can, and the behavior and emotions of each party are directed toward
maximizing its gain.
Value conflict - involves incompatibility in ways of life, ideologies – the preferences,
principles and practices that people believe in.

Power conflict - occurs when each party wishes to maintain or maximize the amount of influence
that it exerts in the relationship and the social setting.
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Another important source of conflict is ineffective communication. Miscommunication and

misunderstanding can create conflict even where there are no basic incompatibilities.

Levels of Conflict
Intrapersonal conflict - conflict in your head between opposing motives or ideas
Interpersonal conflict - occurs when two people have incompatible needs, goals, or
approaches in their relationship.
Role conflict - involves very real differences in role definitions, expectations or
responsibilities between individuals who are interdependent in a social system.
Inter-group conflict - occurs between collections of people such as ethnic or racial groups,
departments or levels of decision making in the same organization, and union and management.
Multi-party Conflict - occurs in societies when different interest groups and organizations have
varying priorities over resource management and policy development.
International conflict - occurs between states at the global level.

Methods of Conflict Resolution

Conflict can result in destructive outcomes or creative ones depending on the approach that is
taken. Given interdependence, three general strategies have been identified that the parties may
take toward dealing with their conflict; win-lose, lose-lose, and win-win (Blake, Shepard &
Mouton, 1964).

Win-lose approach – situations result when only one side perceives the outcome as positive.
Thus, win-lose outcomes are less likely to be accepted voluntarily.
Lose-lose strategy- all parties end up being worse off. In some lose-lose situations, all parties
understand that losses are unavoidable and that they will be evenly distributed. Win-win
approach - is a conscious and systematic attempt to maximize the goals of both parties through
collaborative problem solving.

Team Work
Teams are groups of people with complementary skills who are committed to a common
purpose and hold themselves mutually accountable for its achievement. Task effectiveness is the
extent to which the team is successful in achieving its task-related objectives. Successful teams
are characterized by a team spirit based around trust, mutual respect, and helpfulness.
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Overcoming Risky Behavior

Taking risks is fairly common in adolescence. Yet, risky behaviors can be associated with
serious, long-term, and–in some cases–life-threatening consequences. A more powerful and cost
effective approach may be to employ strategies designed to address factors associated with
multiple risky behaviors. These strategies are to:
1. Support and strengthen family functioning;
2. Increase connections between students and their schools;
3. Make communities safe and supportive for children and youth;
4. Promote involvement in high quality out-of-school-time programs;
5. Promote the development of sustained relationships with caring adults;
6. Provide children and youth opportunities to build social and emotional competence;
7. Provide children and youth with high quality education during early and middle
childhood.
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References

 Education Encyclopaedia, 2022. “Learning Problem Solving” Learning - Problem

Solving - Solver, Solution, Goal, and Example - StateUniversity.com
https://education.stateuniversity.com/pages/2168/Learning-PROBLEM-SOLVING
 Fisher, R. (2000). Sources of Conflict and Methods of Conflict Resolution. International
Peace and Conflict Resolution School of International Service the American University.
 Gender and society vol. 18, No.4(Aug.,2004)
 Habtamu Disasa , Dilla University, 2019. “Intra-personal and inter personal skills”
General Psychology (psyc 1011) module 9:112-120
 https://healthdirect.gov.au.com
 https://postivepsychology.com
 https://verywellmind.com
 https://www.healthline.com
 https://www.oxfordreference.com
 https://www.tutor2u.net
 https://zety.com/blog/creative-thinking-skills
 JOURNAL ARTICLE; the role of world war 2 in the rise of women’s employment
 Michael Tomaszewki, career expert, 2022. “Creative Thinking Skills: Definition,
Examples & Creativity Tips”
 Oxford University press, 2022. “Ill-defined problem”
 www.jstor.org