1. CM Objective 1.00 Understand Personal social development
Develop understanding of yourself to build and maintain a positive self-concept

2. CM Objective 1.01 Essential questions:
Why is a positive self-concept important?
What are some strategies to improve your self-concept?

3. WHAT IS A emotional intelligence (EI)?
The ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict.

4. __________________________ __________________________
COMPONENTS OF EMOTIONAL INTELLIGENCE
SELF
SOCIAL
Self-Awareness
__________________________ 
Social Awareness
__________________________
Self-Management
Relationship Management
RECOGNITION
REGULATION

5. Where Does it Belong?
Directions: The four areas of emotional intelligence as described by Daniel Goleman are Self-Awareness, Self-Management, Social Awareness, and Relationship Management.
Each skill area can be further broken down into the following terms:
The following phrases further describe each skill area:
• Knowing your emotions
• Managing the emotions of others
• Managing your emotions
• Knowing and understanding the emotions of others
Awareness of emotions
Self-confidence
Self-control
Effective communication
Positive attitude
Empathy
Organizational awareness
Teamwork
Recognition of others
Service
Accurate self-assessment
Negotiation skills
Achievement
Adaptability 

6. a. interest, likes and dislikes
1.Personal characteristics
a. Self-concept – The mental image you have of yourself. It’s how you know and understand yourself.
b. Attitudes - An opinion or general feeling about something.
c. Aptitudes - A natural tendency to do something well, especially one that can be further developed; AKA your talent.
d. Personality - The totality of qualities and traits, as of character or behavior, that are peculiar to a specific person.
e. Self-esteem – A feeling of self-worth and confidence. It’s how you feel about yourself.

7. a. interest, likes and dislikes continued
2. Personal interests and preferences
a. School courses
b. Interest survey – The Student Interest Survey for Career Clusters is a career guidance tool that allows students to respond to questions and identify the top three Career Clusters of interest based on their responses.
c. Hobbies
d. School/work environment
e. Job tasks
f. Data/people/things

8. b. abilities, strengths, skills, and talents
1. Personal talents/abilities
a. Verbal
b. Numerical
c. Clerical
d. Manual dexterity – the ability to use your hands skillfully
e. Mechanical reasoning - measures the ability to understand basic mechanical principles of machinery, tools, and motion.
f. Spatial/visual – ie

9. b. abilities, strengths, skills, and talents Continued
2. Skills and strengths
a. Utilization of resources
b. Interpersonal skills – AKA social skills; Display of friendliness and sensitivity to the needs of others through communication and listening (ie interacting with others in a positive way).
c. Use of information
d. Technology
e. Basic Skills - Are those foundation skills in reading, writing, mathematics, and English as a Second Language. In addition, it includes learning skills and study skills which are both necessary for students to succeed at the college level.
f. Thinking skills
g. Personal qualities
3. Identify and interpret IQ (Intelligence Quotient)

10. Stage One – Trust versus Mistrust
Infants must learn how to trust others who care for their basic needs. The infant should feel that he is being cared for and that all his needs are met. The newborn is like a helpless being and therefore, might view the outside world as threatening. Depending on how he is treated by people around him, the sense of threat will be replaced by trust so that the infant can have a sense of security and will be able to build trust for people around him. The first and most important person to teach this virtue of trust is the mother. Mothers are expected to take good care of the child and attend to his every need rather than ignore and let the child be helpless. More specifically, the parents should be able to provide food, shelter, sustenance and make the child feel very comfortable so that he will feel secured and that he will trust that people around him truly cares for him.
Stage Two – Autonomy versus Shame and Doubt
At this phase, children should be taught the basic ways of taking care of themselves like changing clothes and feeding themselves. If this is not met, the child will only continue to rely on other people and when compared with other kids of the same age, they might eventually feel shameful and may even doubt their own abilities to carry out simple tasks. Therefore, children at this stage should learn the basic ways of hygienic practices or other tasks that require good motor skills.
Stage Three – Initiative versus Guilt
This is the stage when preschoolers would like to explore and do things on their own. At this age, the child is able to learn new concepts introduced in school and they are expected to practice these lessons in real life. Children are expected to do some basic decision making for their own good; and failure to do these simple things expected of them may develop feelings of guilt. Since they have knowledge of the value of right or wrong, they know that there are tasks that they can accomplish on their own therefore, inability to do basic things may lead them to ask assistance from other people and this leads them to feel guilty.
Stage Four – Industry versus Inferiority
As the children grow in age, they mature and raise their level of self-awareness. Children are able to easily understand logical reasoning, scientific facts, and other matters that are usually taught in school. Erikson also viewed this stage as critical for elementary students to develop a sense of self-confidence because at this stage, they should be able to competitively achieve some things as compared to children of the same age. During the elementary age, children exert effort to develop self-confidence but otherwise, they become inferior if they feel that they are incapable of acquiring achievements or something that they can show off to their parents.
Stage Five – Identity versus Role Confusion
During adolescence, the child is expected to develop his or her sexual identity. This is gained through the discovery of oneself and in the course of finding meaning to their personhood. This is also a time when adolescents experience identity crisis because of the transition stage going to adulthood. Most adolescents may find it confusing in carrying out activities as to whether it is more appropriate for them or for an adult. Crisis at this stage may also be brought about by expectations from themselves and from other people.
Stage Six – Intimacy versus Isolation
Intimacy versus Isolation is very apparent for people who are at the age of 30. People at this stage become worried about finding the right partner or spending the rest of their lives alone. Young adults are most vulnerable to feel intimacy and loneliness because this is the phase where a lot of interactions with other people occur. However, it is not always a success story for every young adult to find someone whom they can share a lifelong commitment. Some may choose to spend the rest of their lives as singles. Stage Seven – Generativity versus Stagnation
Adults who are in their 40’s or 50’s tend to find meaning in their work. They feel like at this point in their lives, they should be able to contribute something meaningful to the society. Having children and simple work does not give them satisfaction anymore. It’s more of leaving a legacy that will culminate their career life. If they are not able to achieve this sense of satisfaction, they feel like they have been an unproductive member of the society.
Stage Eight – Ego Integrity versus Despair
Senior citizens or those who are past the age of 60, experience this kind of psychosocial crisis. This is the age when people retire from work and what gives meaning to their lives is that when they look back, they feel a sense of fulfillment knowing that they have done something significant during their younger years. It is incomparable to anything when a person at this age feels very happy and contented that they have lived life to the fullest. However, if they recall life events and feel disappointed and underachieved, it is most likely that they experience feelings of despair. It is at this stage when they should feel well-accomplished and because of these achievements, they feel satisfied and that they have gained wisdom.

11. Matching Interests and Careers Activity
Directions:
Perform the following steps to find the career pathway that suits your interests.
1. Read each of the 42 statements. If you agree with the statement, fill in the circle.
2. Add the number of circles filled in each column.
3. Combine the totals from both columns and input the number in the final total box.
4. Determine what three letters have the highest scores.
5. Enter those letters in the My Interest Code box.
6. Look below to match your interest code to a career pathway.

12. Matching Interests and Careers Activity
Homework Directions: Write an essay discussing your Matching Interest and Careers Survey results. Explain whether or not you agree or disagree with the results and why. If you disagree, explain why you believe your interest is other than your results. What characteristics do you have that matches your interest to defend your answers.

13. “What Would You Do?” Scenario activity
Directions: Divide the class into 3 groups. Appoint 1 spokesperson for each group. Provide each group with 1 scenario to discuss for 15 minutes. After the allotted discussion time, ask each group’s spokesperson to summarize the group’s discussion and have each group to role play “what might happen next.” NOTE TO INSTRUCTOR: Handout is in Google Drive (PS1.K1).

14. c. Personal characteristics and traits
1. Positive and negative personality traits
a. Honesty/dishonest
b. Dependable/unreliable
c. Responsibility/irresponsible
d. Integrity/corrupt
e. Loyalty/disloyal
2. Personal learning styles/learning preferences
a. Verbal-linguistic
b. Logical-mathematical
c. Visual-spatial
d. Bodily-kinesthetic
e. Musical
f. Interpersonal - Existing or occurring between persons.
g. Intrapersonal - Existing or occurring within the individual self or mind. 
h. Naturalistic
3. Learning Styles – The way a person takes in and processes information.
a. Tactile-Kinesthetic
b. Auditory
c. Visual

15. Learning Style Assessment
assessments/learning-styles-quiz.shtml
Complete 20 question Learning Style assessment to determine the way students understand information and solve problems.
After completing the Learning Style Assessment, divide class into 4 groups (1 group for each learning style) and complete a Learning Styles Poster for your Learning Style and share with class.

16. d. Work values /needs
VALUES: The worth, importance, or usefulness of something to somebody
Integrity, Loyalty, Security, Wisdom
NEEDS: The basics one must have to live
Food, Water, Shelter

17. d. Work values /needs continued…
1. Responsibility
9. Independence
2. Relationships
10. Prestige - the respect and admiration that someone or something gets for being successful or important
3. Altruism - feelings and behavior that show a desire to help other people and a lack of selfishness
11.Money/salary
4. Compassion
12.Security
5. Courage
13. Surroundings
6. Achievement
14. Variety
7. Recognition
15. Ethics
8. Creativity

18. General Aptitude Test Battery (4 tests)
Complete ALL 4 tests. Write results in interactive notebook.

19. Create an oral presentation (in groups) arguing for or against the position of one of the following quotes:
“Life is an attitude. Have a good one.” (unknown)
“It’s a funny thing about life. If you refuse to accept anything but the best, you
very often get it.” (unknown)
“What good is it to want to be the best if the methods you use, bring about the worst in you.” (unknown)
“In order to succeed, your desire for success must be greater than your desire for
failure.” (Bill Cosby)
“I am convinced that life is 10% of what happens to me and 90% how I react to
it.” (unknown)

20. e. Aspects of self-concept
1. Respect - A feeling of admiring someone or something that is good, valuable, important, etc.
2. Empathy - Understanding what others are feeling because you have experienced it yourself or can put yourself in their shoes.
3. Sympathy - Acknowledging another person's emotional hardships and providing comfort and assurance.

21. f. Ways to build and maintain positive self-concept
1. Self-observation (AKA self-assessment) - Awareness of one’s own personality, skills, and traits.
2. Knowledge of oneself
3. Accept who you are
4. Set goals

22. G. Situations, attitudes, and behaviors affect a person’s self-concept In education, work, and life
1. Flexibility - Able to change or be changed according to circumstances.
2. Adaptability - Capable of being modified to suit different conditions or a different purpose.
3. Achievement - Something that somebody has succeeded in doing, usually with effort.
4. Performance - The manner in which something or somebody functions, operates, or behaves.

23. h. Behaviors and attitudes affect the self-concept of others
1. Communication
2. Reflect on personal behaviors and attitudes towards others
3. Develop feedback technique

24. I. Self-concept can affect education achievement and /or success at work
A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty. Winston Churchill If you don't like something change it; if you can't change it, change the way you think about it. Mary Engelbreit

25. J. Educational achievement and /or success at work can affect self-concept
A study conducted found that "academic self-concept powerfully and positively predicts both general achievement as well as that in language arts and mathematics." Thus, if students has a positive academic self-concept, they will perform better in school and vise versa

26. Multiple Intelligence Inventory
DIRECTIONS:
Complete the Multiple Intelligence Inventory /multiple_int/index.htm
Students will write down their results code to share with instructor in order to obtain class results chart.