Chapter 8 On Course

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On Course
Strategies for Creating Success
in College and in Life
Chapter 8
DEVELOPING EMOTIONAL
INTELLIGENCE
Copyright © 2014 Cengage Learning. All rights reserved.
8|1
CRITICAL THINKING: FOCUS QUESTIONS
UNDERSTANDING EMOTIONAL INTELLIGENCE
• What is emotional intelligence?
• How can you experience the full range of
natural human emotions and still stay on
course to a rich, fulfilling life?
Copyright © 2014 Cengage Learning. All rights reserved.
8|2
EMOTIONAL INTELLIGENCE
There are four components of emotional intelligence:
two personal and two social. What are the two
personal components of emotional intelligence?
Emotional Self-Awareness
Emotional Self-Management
Copyright © 2014 Cengage Learning. All rights reserved.
8|3
EMOTIONAL INTELLIGENCE
Pair up with a classmate and discuss times
in your life when you did not manage
strong emotions well.
 What was the outcome of these
experiences?
Copyright © 2014 Cengage Learning. All rights reserved.
8|4
EMOTIONAL INTELLIGENCE
There are four components of emotional intelligence;
two personal and two social. The two personal
components are Emotional Self-Awareness and
Emotional Self-Management. What are the two social
components of emotional intelligence?
Social Awareness
Relationship Management
Copyright © 2014 Cengage Learning. All rights reserved.
8|5
EMOTIONAL INTELLIGENCE
Pair up with a classmate and discuss times in
your life when you did not handle emotions in a
relationship with skill and harmony.
 What was the outcome of these experiences?
Copyright © 2014 Cengage Learning. All rights reserved.
8|6
FOUR COMPONENTS OF EMOTIONAL INTELLIGENCE
Looking back at your examples, what do you
believe would have been the outcomes if you
were more experienced at the following:
 Emotional Self-awareness
 Emotional Self-management
 Social Awareness
 Relationship Management
Copyright © 2014 Cengage Learning. All rights reserved.
8|7
FOUR COMPONENTS OF EMOTIONAL INTELLIGENCE
Identify each of the following statements as an example of
effective or ineffective Emotional Self-Awareness, Emotional
Self-Management, Social Awareness or Relationship
Management.
Emotional SelfI got angry with my math instructor, so I
Management
dropped the course.
Social
I noticed my friend appeared to be really
Awareness
frustrated with her English grade.
Relationship
I got angry with my history instructor and
Management
called him an idiot in front of the entire class.
I am really upset about my grades this
school term.
Copyright © 2014 Cengage Learning. All rights reserved.
Emotional SelfAwareness
8|8
ONE STUDENT'S STORY:
Lindsey Beck
Identify which component(s) of emotional
intelligence got Lindsey off course.
What new choice helped her get on course?
What lesson from Lindsey’s story could you
apply to your own life?
Copyright © 2014 Cengage Learning. All rights reserved.
8|9
KNOWING YOUR EMOTIONS
• Get out a piece of paper and number from 1-30.
• List 15 different positive emotions and 15 different
negative emotions.
• Did anyone come up with 30 different emotions?
• Why do you think this activity is challenging?
(Save your list for a later activity)
Copyright © 2014 Cengage Learning. All rights reserved.
Peshkova
8 | 10
KNOWING YOUR EMOTIONS
How can you become more attuned to your own
emotions?
Build a vocabulary of
emotions
Be mindful of emotions
as they are happening
Understand what is
causing your emotions
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 11
RECOGNIZING THE DIFFERENCE BETWEEN A FEELING
AND A RESULTING ACTION
Emotions and behaviors are separate experiences;
emotions are internal, behaviors are external.
On the same paper where you listed 30
emotions, complete the following sentence for
each emotion:
“When I feel (emotion), I typically (behavior)”.
Place an “X” by any negative emotion or
behavior that you would like to change.
(save this paper for another activity)
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 12
WHAT IS STRESS?
Stress is any interference that disturbs a person’s
mental or physical well-being.
Make a list of stressors in your life.
Form groups and share your lists.
Are there any common stressors within your
group?
In your group, brainstorm how you can minimize
these stressors in your life.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 13
WHAT HAPPENS WHEN STRESS PERSISTS?
• In your group, make a list of what may happen
to people when they are physically or mentally
stressed.
• What did you learn or relearn about stress and
its effects?
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 14
UNHEALTHY STRESS REDUCTION
• Form groups.
• Make a list of unhealthy behaviors that some
people engage in when feeling stressed.
• Choose three of the most damaging behaviors
from your list and identify the likely outcomes if
someone continues engaging in those unhealthy
behaviors?
• Be prepared to share your list of damaging
behaviors and their outcomes.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 15
HEALTHY STRESS REDUCTION
• Identify a healthy strategy you use (or could use)
to reduce stress in college.
• Form groups and share your strategies.
• What new stress reduction strategies, if any, did
you learn?
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 16
MANAGING YOUR EMOTIONS
• Refer to your paper where you placed an “X” by
the negative emotions or behaviors that you would
like to change.
• On a clean sheet of paper, change the “X” marked
sentences so that you are now using a healthy
stress reduction technique.
 “When I get (emotion), I WILL (behavior)”.
• On your way out, take your old habits paper,
crumple it up, throw it in the trash.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 17
STRESS
What four emotions are often causes or effects of
stress?
OVERWHELM
ANGER
SADNESS
ANXIETY
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 18
SYMPTOMS OF STRESS
Match the following symptoms to the
emotions that often cause them.
 Tightness in chest, jaw, shoulders
and/or lower back.
Anxiety
 Flushed skin, tensed muscles and
increased heart rate.
Sadness
 “Butterflies” in stomach, increased
pulse, and shallow breathing.
Anger
 Low energy, constant fatigue and lack
of a positive will to perform tasks.
Copyright © 2014 Cengage Learning. All rights reserved.
Overwhelm
8 | 19
CRITICAL THINKING: FOCUS QUESTIONS
CREATING FLOW
• What are you doing when you feel most happy to
be alive…when you become so absorbed that
time seems to disappear?
• How can you create more of these peak
experiences in college and beyond?
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 20
CREATING FLOW
Flow states are highly enjoyable periods of time.
Flow is characterized by total absorption in what
one is doing, by loss of thoughts or concerns about
oneself, and by a distorted sense of time.
• What two factors are needed to create flow?
CHALLENGE
Copyright © 2014 Cengage Learning. All rights reserved.
SKILL
8 | 21
CREATING FLOW
Imagine you took an advanced calculus class in high
school and made all “A’s.” The day before you took
your college placement exams, you stayed out all
night with friends and were exhausted on the day of
the exam. As a result, you failed the math section
and you were placed in a developmental math
course. Since your math skills far exceed the
challenge of developmental math, what emotion
would you likely experience during the course?
BOREDOM
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 22
CREATING FLOW
Imagine you seldom paid attention in your high
school math classes; as a result, you just barely
passed them. After taking your college placement
exams, you were mistakenly placed in an
advanced calculus course. Since the challenge of
the math course far exceeds your math skills, what
emotion would you likely experience during the
course?
ANXIETY
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8 | 23
CREATING FLOW
Imagine you worked hard in high school and
received good grades, especially in math. The day
you took your college placement exams, you were
confident, prepared, and you did your best. As a
result, you were placed in the appropriate math
course. Since your math skills are the same as…or
slightly below…the challenge of the math course,
what emotion would you likely experience during
the course?
FLOW
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 24
COLLEGE AND FLOW
Form groups of three.
As a group, make a list of questions
you could ask other students in order to
identify excellent instructors who create
flow in their classes.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 25
WORK AND FLOW
How could you create flow at work?
Find a career where you can use and
enhance your skills.
Find a career that challenges your
abilities.
Find a career that matches your
interests.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 26
DEVELOP A SELF-CARE PLAN
• Make a list of three actions you could do to
nurture yourself physically.
• Make a list of three actions you could do to
nurture yourself mentally.
• Make a list of three actions you could do to
nurture yourself emotionally.
• If you choose, make a list of three actions you
could do to nurture yourself spiritually.
• On your paper, mark the one action you will
commit to doing every day for the next 32 days.
Copyright © 2014 Cengage Learning. All rights reserved.
8 | 27
QUICK REVIEW
Identify the emotion resulting from…
Low Skill + High Challenge =
Anxiety
High Skill + Low Challenge =
Boredom
Skill + Equal or Slightly Greater
Challenge =
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Flow
1 | 28
QUICK REVIEW
What are the 4 components of emotional
intelligence?
Emotional SelfAwareness
Relationship
Management
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Emotional SelfManagement
Social
Awareness
1 | 29
QUICK REVIEW
What are four emotions that are a cause or effect
of stress?
Feeling Overwhelmed
Anger
Depression
Anxiety
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1 | 30
INCREASING MONEY FLOWING IN
Identify the following strategies for
increasing money flowing in.
 Helps you make important decisions
Financial Plan
about the dollars flowing in/out of
(budget)
your account.
 Helps you manage your money by
offering financial services like
checking.
 Helps you pay college tuition and
expenses and need not be repaid.
Copyright © 2014 Cengage Learning. All rights reserved.
Bank/Credit
Union
Grants and
Scholarships
8 SS | 31
INCREASING MONEY FLOWING IN
• Identify the following strategies for
increasing money flowing in.
 Money guaranteed by the federal
government that must be repaid.
 Enables you to make money, gain
experience, and accumulate possible
recommendations.
 Enables you to put money away that
will grow for the future.
Copyright © 2014 Cengage Learning. All rights reserved.
Low Cost
Loans
Work
Savings &
Investments
8 SS | 32
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