“EMOTIONAL INTELLIGENCE”

* Q: What is relationship for you? How important is it to an individual?

Intro - Even before language was invented, prehistoric humans were already interacting through
many other forms of behavior. They may have learned how to smile or greet each other; show
love, affection, and even loyalty to the group; and hunt together for food. This interaction was
necessary for the survival of the group where an individual belonged. Survival was the primary
reason why human beings have the fundamental need to belong. In today’s world, this need to
belong still exists, because it has been imprinted in our genetic memory that was passed on to
us by our ancestors. However, the need to belong today goes beyond mere survival in the
physical sense.
- Belonging to a group generates many benefits like having a support system when you
need some shoulder to cry on or draw some strength from. The relationships that are
nurtured in a group help each and every one of us survive.

The Neurological Basis Of Emotions

 Daniel Goleman,  Emotional  Intelligence:  Why.  It  Can Matter  More  Than  IQ  (1995) traced  
the  origins  of emotions from human race's survival instinct to sense, This instinct is also known
as the "flight or fight“.

 The term 'fight-or-flight' represents the choices that our ancient ancestors had when faced with
danger in their environment. They could either fight or flee. In either case, the physiological and
psychological response to stress prepares the body to react to the danger.

* 2nd bullet: 'fight-or-flight’ the capacity to process on an intellectual level the

emotions being experienced, validating the reality of the danger, controlling the
emotions being experienced, and acting accordingly given several options to
choose from.

* As an example, if we see a snake in front of us, its image is quickly passed on to

the thalamus, which in turn sends out the pulses to the other parts of the brain,
first into the neocortex which is termed as the thinking brain, then to the
 amygdala, then to the frontal lobes which eventually send these signals to the
other parts of the body for action.

WHAT IS EMOTIONAL INTELLIGENCE?

 It is very important to understand that emotional intelligence is not the opposite of intelligence,
it is not the triumph of heart over head – it is the unique intersection of both. -David Caruso,
Ph.D. “Emotional What”

 Emotional Intelligence Ability to recognize and understand emotions in yourself and others AND
your ability to use this awareness to manage your behavior and relationships.

 While Daniel Goleman popularized emotional intelligence, the concept of emotional intelligence
was first introduced by Peter Salovey, a psychologist from Yale University who showed how
intelligence could be brought to our emotions (Goleman, 1995).

 John D. Mayer, a psychologist from the University of New Hampshire, in formulating emotional
intelligence, joined Salovey.

 Goleman defines emotional intelligence as "the ability to motivate oneself and persist in the
face of frustrations, to control impulse and delay gratification, to regulate on moods and keep
distress from swamping the ability to think, to empathize, and to bon (Goleman, 1995).

* Berscheid = bershad

* Latin phrase et alia which means "and others."

 Emotional intelligence can only be measured by how an individual progresses through life -
developing meaningful relationships with others, their interpersonal skills and understanding,
their ability to manage their own emotions, and their personal skills.

 Emotional intelligence never stops growing. Because we are always evolving as people, EQ is
something that must be nurtured. Emotional Intelligence –

* Many of us are aware of IQ (Intelligence Quotient). Designed to measure intellectual

intelligence, it gives a score from a series of tests.
 * Higher IQs indicate better cognitive abilities, or the ability to learn and understand.

* People with higher IQs are more likely to do well academically without exerting the
same amount of mental effort as those with lower IQ scores.

* A logical assumption, therefore, is that people with higher IQs will be more successful at
work and through life. 

* This assumption has been proven incorrect – there is more to success than simply
being ‘clever’.

Four Components Of Social Intelligence (Or Interpersonal Intelligence)

1. ORGANIZING GROUPS
 a leadership skill essential in mustering groups of people toward a common action.
* Examples of people with this talent are orchestra conductors military officers,
and stage directors.
2. NEGOTIATING SOLUTIONS
 this talent to bring people in conflict to talk and come up with a solution is usually found
among mediators of disputes.
3. PERSONAL CONNECTION
 this is the talent where empathy and connecting with another person's emotions are
manifested.
* Teachers usually have this natural tendency to relate to others.
4. SOCIAL ANALYSIS
 is the talent to step out of a situation and objectively form insights about the way
people feel and behave.

PRACTICAL EXERCISE
LOWER EI

 Unaware of emotions

 Shows little empathy

 Has trouble recovering from setbacks

HIGHER EI

 Able to resolve conflict productively

 Adapts to changing circumstances

 High degree of self-awareness and self-control

VARIANCES OF EMOTIONS
* Chapter 3, emotions were defined very briefly as "a descriptive term referring to variations in
level of arousal, affective state or mood, expressive movements, and attitudes“ (Sanchez, Abad,
& Jao, 2012).
* Different emotions were also identified, from the six basic emotions by Paul Ekman (Feist &
Rosenberg, 2012): happy, sad, afraid, anger, surprise, and disgust; these have been simplified to
four basic emotions, namely: happy, sad, afraid or surprise, and anger or disgust,

Eight main families of emotions and their corresponding members:

1. ANGER
 Anger: fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony,
animosity, annoyance, irritability, hostility; and to its extremes, hatred and violence
2. FEAR
 anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness,
qualm, edginess, dread, fright, terror; and in extreme, phobia and panic.
3. SADNESS
 grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness,dejection, despair;
and in extreme, depression.
4. ENJOYMENT
  happiness, joy, relief, contentment, bliss, delight, amusement, pride,sensual pleasure,
thrill, rapture, gratification, satisfaction, euphoria, whimsy,4.ecstasy; and to its extreme,
mania
5. LOVE
 acceptance, friendliness, trust, kindness, affinity, devotion, adoration,infatuation, and
agape
6. DISGUST
 contempt, disdain, scorn, abhorrence, aversion, distaste, and revulsion
7. SURPRISE
  shock, astonishment, amazement, and wonder
8. SHAME
 guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and
contrition

* While there is a continuing debate on how to identify and classify emotions, it is important for
an adolescent to understand the different types of emotions as this can increase not just one's
vocabulary of emotion words, but as well as developing one's emotional intelligence.

BENEFITS OF EMOTIONAL INTELLIGENCE

  It is often believed that Emotional Intelligence (El), or also referred to as EQ (Emotional
Quotient), is more important in achieving success in one's career or personal life than IQ.

1. PHYSICAL AND MENTAL HEALTH

 Emotional intelligence equips one with tools in managing stress; and stress, which
usually brings discomfort and illnesses can avoided.

 For mental health, emotional intelligence works well when dealing with frustrations and
challenges, providing the individual with plenty of healthy coping mechanisms.

* Intro - It is often believed that Emotional Intelligence (El), or also referred to as EQ (Emotional
Quotient), is more important in achieving success in one's career or personal life than IQ.
* - a high IQ is not a surefire element to one's success, EQ has been identified as the
foundation developing important skills necessary for one's success at work.
2. WORK PERFORMANCE
 El helps in understanding people and situations more objectively and with more
understanding and compassion. Emotions that are managed well relieve one from
stressful situations and misunderstandings with others.
3. RELATIONSHIPS
 interpersonal relationships are enhanced because emotions are expressed in a more
positive way, and with empathy, genuine caring is expressed and shared. El also builds
trust so that conflicts are better managed.
* 2wp - either in school if you are still a student, or at work, if you are already employed.

DEVELOPING EMOTIONAL INTELLIGENCE

 Mayer and Salovey's five domains (Goleman, 1995) can serve as a guide in developing one's
emotional intelligence.
 The next slides is the story of Alex and Joyce. Guided by the five domains, the story serves as an
example of how one can develop emotional intelligence.
* In developing one's emotional intelligence, one must first be aware of the neurological genesis
of emotions, which emanates from the interplay between the different parts of the brain
particularly, the thalamus, amygdala, and frontal neocortex. At the immediate occurrence of a
knee-jerk reaction, we immediately know this is coming from the amygdala, so the next thing to
do is to assess the emotion and see its relevance to the situation

DOMAIN 1: KNOWING ONE'S EMOTIONS AND BEING AWARE OF ONESELF

 Alex and Joyce were young lovers for many years. It was not a smooth relationship as both
were still young and inexperienced. Besides, both of them were graduating from high school
and there were so many things to do in preparation for college. They have talked about
cooling off for a while, but never got to do so. One day, Alex made a decision to break up
with Joyce. It was not easy for them. Joyce was in heated argument with Alex, blaming him
 for so many things. After the ranting, Alex and Joyce eventually broke off and ended the
relationship. Alex thought it would end there, but after a few days, he became distraught
and was deeply saddened by the breakup. He was very sure he wanted the relationship to
end, and when he decided to do it, he felt he did the right thing.

However, as the days passed by, Alex found himself in a deeply disturbing emotional pain.
He could not eat nor sleep well. His chest was about to explode from the pain he felt. He
tried to understand where this was coming from by asking himself what is causing the pain.
In deep thought, Alex was suddenly jolted by a realization. The cause of his pain was not the
breakup per se, but his dreams with Joyce, of going abroad, and living together as a couple.
The collapse of this dream was what gave Alex the inconsolable emotional pain. Having
realized the source of the pain, Alex was able to reason out with himself that it was a reality
he had to accept, and with this realization, Alex was able to get back to normal and move
on.

DOMAIN 2: MANAGING ONE'S EMOTIONS

 Had Alex not been able to manage his pain, he would have sunk into self-pity, or even in
anger. Alex felt the pain, accepted it as happening, dwelt on it for a while, but decided to
understand it better. Managing one's emotions means accepting and understanding them,
dwelling on them but not for long a time, then analyzing what is causing them.

DOMAIN 3: MOTIVATING ONESELF

 At the core of Alex were a healthy self-concept and his high self-esteem. He valued
himself and saw his self-worth as a person who is capable of giving love, and receiving
love as well. When the breakup happened, Alex knew it was something that can happen
to anyone. He did not judge himself, but instead, he motivated himself to get out of the
painful experience not by escaping or running away from it, but by facing it squarely.
Through the motivation to move on and continue with his life, Alex was able to transform
the pain into a learning experience.

DOMAIN 4: RECOGNIZING EMOTIONS IN OTHERS

 Although Alex initiated the breakup, he knew the other party would get hurt in the
process. He tried to set up a meeting with Joyce, just to check on her if she was all right,
and to allow Joyce to vent out and express the strong emotions she experienced.
Unfortunately, Joyce was not prepared to meet Alex. Not that soon. Alex understood this
and with a message sent to Joyce, Alex made known to Joyce that he would be around in
case Joyce needed to talk to him.

DOMAIN 5: HANDLING RELATIONSHIPS

  After the breakup with Joyce, Alex knew he was not ready to enter into another loving
relationship. However, the experience gave him many insights, particularly in
understanding his emotions and managing them. He also learned to feel the emotions of
other people, and was able to connect and relate with them. He found himself advising
some of his friends about their own relationship problems. He was able to share with his
friends an objective view of their relationships. Alex has learned two of what Hatch and
Gardner mentioned in their four components of interpersonal or social intelligence: social
analysis and personal connection. The breakup made Alex more mature. He knows that he
can handle his next relationship better.

“PERSONAL RELATIONSHIP”
* Q: What is relationship for you? How important is it to an individual?

Intro - Even before language was invented, prehistoric humans were already interacting through

many other forms of behavior.

They may have learned how to smile or greet each other; show love, affection, and even loyalty to

the group; and hunt together for food.

This interaction was necessary for the survival of the group where an individual belonged.

Survival was the primary reason why human beings have the fundamental need to belong. In

today’s world, this need to belong still exists, because it has been imprinted in our genetic memory

that was passed on to us by our ancestors. However, the need to belong today goes beyond mere

survival in the physical sense.

 Even before language was invented, pre-historic humans were already interacting through
many other forms of behavior.

 They may have learned how to smile or greet each other; show love, affection, and even
loyalty to the group; and hunt together for food.

 This interaction was necessary for survival of the group where an individual belonged.

 Survival was the primary reason why human beings have the fundamental need to belong.
What Is Personal Relationship?
 * - Belonging to a group generates many benefits like having a support system when you

need some shoulder to cry on or draw some strength from. The relationships that are

nurtured in a group help each and every one of us survive.

WHAT IS PERSONAL RELATIONSHIP?

 In today’s world, this need to belong still exists, perhaps because it has been imprinted in our
genetic memory that was passed on to us by our ancestors.

 Belonging to a group generates many benefits like having a support system when you need
some shoulder to cry on or draw some strength from.

 The relationships that are nurtured in a group help each one of us survive. What Is Personal
Relationship?

“A HEALTHY RELATIONSHIP WITH FRIENDS IS A SOURCE OF LIFETIME HAPPINESS.”

* Researchers have found that relationships are important to one’s happiness.

* The absence of close relationships can produce a deep negative effect on a individual who is
deny of it, such as feeling worthless, powerless, and alienated.

WHAT IS PERSONAL RELATIONSHIP?

 the research on attachment, attraction, and relationship has been examined and findings
demonstrate that relationships are essential to one’s happiness (Berscheid, 1985; Berscheid &
Reis, 1998)
 On the other hand, the absence of close relationships can produce a profound negative effect on
an individual who is deprived of it, such as feeling worthless, powerless, and alienated (as cited
in Larsen et al., 2008).

* Berscheid = bershad

* Latin phrase et alia which means "and others."

 personal relationships refer to close connections between people, formed by emotional bonds
and interactions. These bonds often grow from and are strengthened by mutual experiences.

 On the other hand, the absence of close relationships can produce a profound negative effect on
an individual who is deprived of it, such as feeling worthless, powerless, and alienated (as cited
in Larsen et al., 2008).

* Intro : The concept of relationship is very broad and complex. In our model,
WHAT IS EMOTIONAL INTELLIGENCE?
 Goleman defines emotional intelligence as "the ability to motivate oneself and persist in the
face of frustrations, to control impulse and delay gratification, to regulate on moods and keep
distress from swamping the ability to think, to empathize, and to bon (Goleman, 1995).

Merriam-Webster Online Dictionary defines relationship as:

 “The way in which two or more people, groups, countries, etc., talk to and deal with each
other.” The definition is extended to include “the way in which two or more people or things are
connected.”

TYPES OF RELATIONSHIPS DEPENDING ON THE NATURE OF

INTERACTION THAT EXIST BETWEEN TWO OR MORE ENTITIES
 Business transactional relationship

 Professional relationship

 Family relationship

 Friendly relationship

 Romantic relationship

* We can also say that every relationship has specific objectives or purpose that a person
wishes to pursue, either because of need, want, or desire.

HOW ARE ATTACHMENTS DEVELOPED?

 The very first meaningful relationship every human being encounters is with one’s mother. Even
before birth, the mother- child relationship is already established.

 A careless and non-caring pregnant mother can affect the child in the womb, which may leave
psychological and emotional scars even before the child is born.

* 1st - So meaning the intimacy that is nurtured during the nine months of pregnancy will
be enhanced and developed further after the birth of the child.

2nd - Research has confirmed that emotional experiences of expectant mothers,

particularly strong emotions such as anger or anxiety, which produce chemicals in the body
such as adrenaline, affect the child in the womb .

 At the moment of birth when the child is laid beside the mother to be fed and cuddled, bonding
occurs and the infant develops an attachment to the mother, and later on with the father.
THREE DIFFERENT ATTACHMENT STYLES
1. SECURE ATTACHMENT
 Is when the primary caregiver is the most of the time present and when all the emotional
needs of an infant are providing a sense of security to the infant.
* Chances for a child who is exposed to this style of attachment, grow up to have more secure and stable relationships. 
2. AVOIDANT ATTACHMENT
 Is when the primary caregiver is cold and detached, and even unresponsive to a child’s
need.
* A person who experienced this style of attachment in infancy and childhood will oftentimes experience unstable relationships in the future.
3. ANXIOUS-AMBIVALENT ATTACHMENT
 Is when the primary caregiver is not consistent in terms of presence and in the meeting a
child’s emotional needs.
* A person who experienced this style of attachment in childhood may develop separation anxieties with a loved one, or may have mixed feelings
between hesitancy and commitment when entering into meaningful relationships.

WHAT DRIVES ATTRACTION?

 When attraction between two persons is discussed, it is often understood as based on physical
appearance.

 In the British Broadcasting Company (BBC) website under Science: Human Body and Mind,
attraction is the first stage, and during changes of personality development it lead to closeness
and commitment.

THREE STAGES OF FALLING IN LOVE by Helen Fisher

1. LUST

 Is driven by the sex hormones, testosterone, and estrogen. These hormones affect both
sexes.

2. ATTRACTION

 Is described as the lovestruck phase, which involves neurotransmitters in the brain such as
dopamine, norepinephrine, and serotonin.
* This is the stage when a person loses sleep and appetite over someone, and become
very excited to someone while daydreaming of this special person

3. ATTACHMENT

 When the couple in love decides to continue with the relationship, they enter the
attachment stage where long-lasting commitments are exchanged and may lead to raising a
family
OTHER REASON WHY PEOPLE ATTRACTED TO ONE ANOTHER
according to Rozenberg Quarterly
1. TRANSFERENCE EFFECT

 There are times we meet people who we immediately like or dislike. Usually, these people
remind us of someone in the past who has affected our sense of self and our behavior.

2. PROPINQUITY EFFECT

 We often develop a sense of familiarity with people who live close to us, work with us, or go
to school with us, which leads us to liking them more.

3. SIMILARITY

 We often like people who we have similarities with, such as social class background,
religious beliefs, age, and education.

4. RECIPROCITY
 We like people who like us back. The more we are liked by someone we equally like, the
more we behave in ways that promote mutual feeling of liking.
5. PHYSICAL ATTRACTIVENESS
 Several research studies were conducted to confirm that physical attractiveness is a major
factor in liking someone, and usually, first impression counts a lot, too.
6. PERSONALITY CHARACTERISTICS AND TRAITS
 People get attracted to characteristics that lead to liking the other person.

 LOVE & INTIMACY

 There has been a raging debate over the definition of love.

 Is love a feeling?

 Is love a though?

 Is love physical?

 The definition of love is a feeling of deep affection, passion, or strong liking for a person or
thing.

 The American Heritage Dictionary defines love as:

 A strong feeling of affection and concern toward another person, as that arising from
kinship or close friendship;
  A strong feeling of affection and concern for another person accompanied by sexual
attraction;

 A feeling of devotion or adoration toward God or a god;

 A feeling kindness or concern by God or a good toward humans;

 Sexual desire or activity: the pleasures of love;

* Based on these definitions, we see angles of what love is? It is an emotion, a feeling, a
virtue, an action, and an experience. Love is also defined differently in different
cultures.

 DIFFERENT COMPONENTS OF LOVE As theorized in Robert Sternberg’s Triangular Theory of

Love

1. INTIMACY

 Close Familiarity / Friendship / Closeness

 Being intimate with another person is about being open and vulnerable to that
person whom we deeply trust, who we feel connected with, and who values us
with unconditional positive regard, which is viewing the other person with
complete trust and free of suspicion or negative thought.

* Communication is a key component in developing intimacy, where self-disclosure

is practiced which leads to profound and meaningful conservations that nurture
and strengthen intimacy.

* Self-disclosure requires honesty for it to work, and is a tool in enhancing the love
relationship between two person.

2. COMMITMENT

 Is an act of deciding to consistently fulfill and live by agreements made with

another person, entity, or cause, and where the values of integrity and respect
serve as a guide to one’s behavior and thinking.

* Commitment in a love relationship is expressed continuously in caring and loving

actions for the beloved.+9

3. PASSION

 as defined in generic terms, is the intense state of being that drives and consumes
a person to pursue an interest, a vision, or a person.
 * In terms of romantic love, passion connotes sexual attraction, as well as
intimacy.

  Attraction serves as the first step toward liking someone, and among all the basis of
attraction that were discussed, reciprocity (mutual liking) is what triggers a couple to move
forward romance and intimacy, and eventually, to commitment.

COMMITMENT: SAYING YES AND MEANING IT

 We defined commitment as a continuing process of showing love and care; fulfilling the
promises or agreements made with each other; and through bad times and good times, the
commitment stays firm and in place.

 Commitment is saying yes, you are into this relationship and will stick to it for as long as
possible. There is integrity in commitment because the word given should mean something to
the person making the commitment.

 Psychologist have conducted research on commitment and have identified three variables
related to it (Rozenberg Quarterly)

1. Accumulation of all rewards of the relationship

  Considered as the most important determinant of satisfaction in a relationship.

 Rewards of the relationship include:

 Support from the partner

 Sexual satisfaction

 Emotional

 Financial

 Physical security

 Adventure

 Novelty
 2. Temptation of alternative partners

 It was noted that the fewer options a party in a relationship gets exposed to, the
lesser the possibility of breaking the relationship.
3. Investments made by the couple in the relationship

 These investments may include time spent together, common beliefs and
experiences, mutual experiences with mutual friends, and bearing children. It was
also discovered that religious beliefs reinforce commitment.

 Researchers identified behaviors married couples may do that can predict a divorce or
separation:
1. Criticism
 This happens when there is the absence of unconditional positive regard for each
other in a relationship.
 Constantly finding fault in the other partner will result in negative feelings and
resentment.
2. Denial of the existence of conflict
 When one party eludes the presence of a problem and refuses to discuss it, as if
belittling the problem, it will result in frustration on the side of the other party.
3. Contempt
 Like criticism, contempt is present when someone who looks down on the party as
inferior does not give unconditional positive regard, and aggravates the situation
by expressing superiority over the other.
 According to research (Rozenberg Quarterly), this is the “ultimate expression of
disillusionment and highly predictive of divorce” or separation.

RESPONSIBILITIES IN A RELATIONSHIP
 Some important responsibilities that are necessary in a relationship to make it flourish and
stay beneficial for the parties involved:

 Be responsible for what you think and say to the other person.

 Be responsible for what you promise to do or not to do.

 Ensure the relationship is mutually beneficial.

 Respect the other party or parties involved.

 Be ready to provide support when needed.

“RELATIONSHIP IN MIDDLE AND LATE ADOLESCENCE”

WHAT IS SOCIAL RELATIONSHIP?
 Social Relationships tend to be less intimate, with lesser self-disclosure involved, but may still
be exclusive, and may demand certain levels of loyalty as in fraternities or religious
organizations, and to a lesser extent, loosely knitted social clubs like practitioners of certain
specialized professions.
 Middle and late adolescents usually find themselves in the company of their peers, usually
from the school or the neighborhood.
 From high school to college, adolescents mature faster socially, and new lessons are learned
especially on how their social interactions affirm their self-identity, increase their self-esteem,
and develop their capacity to nurture relationships.

GOLEMAN’S SOCIAL INTELLIGENCE THEORY

 Emotional Intelligence author, Daniel Goleman, explained in his book, Social Intelligence: The
New Science of Human Relationships (2006), how our brains are wired to connect with other
people, and how part of the human brain located just above the eyes called the orbitofrontal
cortex (OFC) is connected directly to the three (3) major regions of the brain: the cortex, the
amygdala, and the brain stem.
 Goleman pointed out that the OFC provides an immediate connection between though,
emotions, and behavior. It immediately calculates our feelings and thought about a person
and how that other person feels and thinks about us, and what actions we take after this
quick assessment.

SOCIAL INFLUENCE
 According to Rashotte, the authors: Defined social influence as things such as behavior,
actions attitude, concepts, ideas, communications, wealth, and other resources that bring
about changes in the beliefs, attitudes, and/or behavior of persons as a result of the action/s
of another person.

VARIETIES OR TYPES OF SOCIAL INFLUENCE-Herbert Kelman

1. COMPLIANCE
 Is when a person seems to agree, and follows what is requested or required of him or
her to do or believe in, but does not necessarily have to really believe or agree to it;
2. IDENTIFICATION
 Is when a person is influenced by someone he or she likes or looks up to, like a movie
star, social celebrity, or a superhero;
3. INTERNALIZATION
 Is when a person is able to own a certain belief or act, and is willing to make it known
publicly and privately.
OTHER TYPES OF SOCIAL INFLUENCE
1. Conformity

 A type of social influence that involves a change in behavior, belief, or thinking to be

like others. It is the most common and pervasive form of social influence.
 Social psychology research in conformity tends to distinguish between two varieties:
information conformity (“internalization” in kelaman’s term) and normative
conformity (“compliance” in Kelman’s terms).
 A type of social influence that involves a change in behavior, belief, or thinking to be
like others. It is the most common and pervasive form of social influence.
 Social psychology research in conformity tends to distinguish between two varieties:
information conformity (“internalization” in kelaman’s term) and normative
conformity (“compliance” in Kelman’s terms).

2. Conversion

 Occurs when an individual whole-heartedly changes his or her original thinking and
beliefs, actions, and attitudes to align with those of the other members of a group.

3. Minority influence

 Minority influence  Happens when a bigger number of people are influenced by

much smaller number or people and when the minority’s way of looking at and doing
things are accepted.

4. Reactance

 Is when there is a willing rejection of a social influence being exerted on an individual

or group.
 This is also known as anti- or non-conformity.
 Reactance is a reverse reaction to some social influence that is being imposed by a
person or a group on another.

5. Obedience

 Is another form of social influence wherein a person follows what someone tells him
or her to do, although it may not necessarily reflect the person’s set of beliefs or
values.
 Similar to compliance, obedience usually stems from either respect or fear of the
authority figure.

6. Persuasion
  Is used by one person or group to influence another to change their beliefs, action, or
attitudes by appealing to reason or emotion.
 Is used by one person or group to influence another to change their beliefs, action, or
attitudes by appealing to reason or emotion.

LEADERSHIP AND FOLLOWERSHIP THEORIES

 LEADERSHIP
 The action of leading a group of people or an organization.
 Chester Barnard (1983) defined leadership as the ability of a person in person in
position of authority to influence others to behave in such a manner that goals are
achieve
 LEADER
 Often typecast as someone who is the head of a group of people by virtue of having
great strength and wisdom, or may have inherited a position of power even if strength
and wisdom were not part of his person’s virtues.
 Influence plays a major role in leadership.
 POWER
 Power is also annexed to leadership as espoused by French and Raven (1960) who said
that a leader may obtain power through various means and sources, such as position,
giving rewards, expertise, respect, or coercion.

THERE ARE SEVERAL EXISTING THEORIES OF LEADERSHIP 

1. TRAIT THEORY
 This theory defines leadership based on certain personality traits which are generally
suited for all leaders, such as decisiveness, persistence, high level of self- confidence
and assertiveness, among others.
2. BEHAVIORAL THEORY
 This theory presupposes that leadership is a learned behavior, and that leaders are
defined according to certain types of behavior they exhibit.
3. PARTICIPATIVE THEORY
 The opposite of an autocratic leader, the participative leader involves other people to
make common decisions.
4. SITUATIONAL THEORY
 This theory assumes that there is no one style of leadership and that leadership
behavior is based on the factors present in a situation, and usually takes into
consideration how followers behave.
5. TRANSACTIONAL THEORY
 This theory states that leadership involves a transaction or negotiation of resources or
position, usually employs reward and punishment.
6. TRANSFORMATIONAL THEORY
  This theory involves a vision, which a leader uses to rally support from followers, and
the role of the leader is in motivating others to support the vision and make it happen.

AUTHENTIC LEADERSHIP by Rob Goffee and Gareth Jones (2006)

 THREE BASIC AXIOMS OF LEADERSHIP
1. LEADERSHIP IS SITUATIONAL
 This means that leader’s behavior and what is required of him will always be
influenced by the situation.
 It means that a leader is able to assess a situation quickly, adjust to it, and provide
the appropriate and necessary action to address it for the benefit of his followers.
2. LEADERSHIP IS NOT-HIERARCHICAL
 The exercise of leadership is not based on one’s position in an organizational chart
alone, but also dependent on other factors such as characteristics, skills, and even
connections.
3. LEADERSHIP IS RELATIONAL
 Leaders and followers establish a relationship where their interests are mutually
met. The role of a leader in this relationship can vary from being a visionary to
cheerleader.

An Authentic leader, according to Goffee and Jones (2006), has the following critical elements present:

They walk their talk.

“They are consistent in what they say and what they do, practicing what they are preaching.

They walk their talk. They are consistent in what they say and what they do, practicing what they are
preaching.

They adjust to situations and display adaptability and flexibility but consistent with their values and
real selves even when they take on different roles during different situations.

They have a high level of comfort being themselves, even if they come from backgrounds that are
different from the people or situations they deal with.”

LMX THEORY
 LEADER-MEMBER EXCHANGE THEORY
 a relationship-based approach to leadership that focuses on the two-way (dyadic)
relationship between leaders and followers.
* Previous research shows that better LMX results in more resources being available to
subordinates and restricted information. Employees in a mobile phone company with
better LMX, characterized with a high degree of mutual trust, were more willing to
share their knowledge
  HEROIC LEADERSHIP

 is the pinnacle of leadership, conducted by a transformed and enlightened leader

who seeks to transform and enlighten others.
* Heroic leadership is the pinnacle of leadership, founded on the principles of heroism.
A hero is defined as an individual who (a) voluntarily takes actions that are deemed to
be exceptionally good, or that are directed toward serving a noble principle or the
greater good; (b) makes a significant sacrifice, and (c) takes a great risk. Franco et al.
(2011) offer this definition: “Heroism is the willingness to sacrifice or take risks on
behalf of others or in defense of a moral cause”

“Career and Personal Development”

August Turak
 wrote an article about what leaders must know about personal development. His proposition
was that the purpose of developing ourselves is not just for a successful career in the future,
but also for us to become the best person that we ever can be.
*  Personal development is not a tool for reaching a bigger goal. Becoming a complete
human being is already the biggest and most noble goal you can aspire to.

WHAT IS VOCATION?
 A vocation is about doing what you love to do and employing all your knowledge, inherent
skills, and personal traits to fulfill your life goals.
* Turak proposed to create a mind-shift in our understanding of personal growth, he
speaks more of a vocation, rather than a career.

WHAT IS CAREER?
 A career is a profession that a person may get into, either because he has found a good match
between his life goals, skills, personality, and interests with a dream job, or it may just be a
means to earn a living.

Career Selection Among Filipinos

 In the Philippines, education takes top priority among the majority of families after their
family's basic necessities are met.

 A college degree is usually perceived as the ticket out of poverty to a more comfortable life. It
is also perceived as way to garner respect and pride within one’s community
 * The belief that a college diploma can improve one's life the major factor that drives
many Filipinos to seek out the most popular courses in college that can offer the best
chances of employment, placing education as a top priority.
 In the past, the padre de familia usually selected the courses each of his children would take
up. Among the roster of first choices were courses with titulo or titles, such as medicine, law,
accounting, engineering, and education.
* Later on, as more courses were offered due to increasing job market demands, new
ones were added such as banking and business administration, marketing, nursing,
management engineering, and hotel and restaurant management, among others.

 The illusion of good-paying jobs and quick employment has pushed many students to pursue
college degrees that oftentimes are not in consonance with their interests, skills, and passions.

* many local colleges and universities to offer nursing in their course offerings.
Eventually, there was a glut of nursing graduates in the job market which eventually
left many nursing graduates to take up employment that is not related to their nursing
degree. Many eventually ended up as call center agents as more business process
outsourcing (BPO) companies established their operations in the country.

* In a study conducted by the Commission on Higher Education (CHED) for Academic Year 2016-
2017, the top five discipline group and bottom five discipline group from enrollment in State
Universities and Colleges (SUC) are shown in the table:
  Filipino adolescents entering college chose the following top five discipline groups:
1. Business Administration and Related
2. Education and Teacher Training
3. Engineering and Technology
4. Information Technology
5. Other Discipline

CAREER DEVELOPMENT THEORIES

 RICHARD A. HANSEN

 defines career development as the "continuous lifelong process of developmental

experiences that focuses on seeking, obtaining, and processing information about self,
occupational and educational alternatives, lifestyles, and role options" (Overview of
Career Development, 2018).

* Let us now take a look at some career development theories or concepts to identify
what researchers have found out as factors that affect and influence career selection
and reflect on these to determine which are relevant to you so you can decide and
plan your career better.

FOUR POPULAR CAREER DEVELOPMENT THEORIES

1. Trait and Factor Theory
 skills, values, interests, and personality traits are analyzed and matched with job
factors or an occupational profile.
2. Personality Type-Work Environment Congruence Theory
 Holland theorized that people look for an environment that they can freely express
themselves and do what they are good at.

3. Social Learning and Career Decision Theory

 this theory is based on Albert Bandura's theory of self-efficacy, which means that a
person may exercise control over his or her thoughts, beliefs, and actions, and that
self-efficacy is the predictor of behavior.

4. Developmental or the Life-Span or Life-Space Theory

 proposed by Donald Super (Hutchison & Niles, 2016) who based the theory that
people usually change careers during specific life stages as the need to express their
constantly changing self-concepts occur as their careers mature.
 * "There are four popular career development theories often quoted and used in career
counseling. As theories, these concepts try to explain and explore how we choose the
career path to take. The four popular career development theories are:

INTERNAL FACTORS AFFECTING ONE'S CHOICE OF CAREER

 Challenges are real for everyone. Even in ideal situations where there are minimal challenges
like financial constraints and parental approval, other obstacles might still be present. Let us
take a look at the internal factors that may affect your decision on your career choice.

1. Self-concept or self-identity
 If your self-identity is not as solid as it should be, then choosing a career or even a
course to take up in college will be difficult. There is a need to know and understand
what you want to do or not want to do.
2. Personal preferences

 You might have decided to take up accountancy but your mother told you that being a
nurse, like one of your aunts, will provide you with more opportunities to earn much
more money especially when you work abroad. This usually happens in many Filipino
homes.

3. Motivation

 The drive to fulfill one's fullest potentials is the best motivation any person can ever
have in living a meaningful life, Sure, there are some whose motivations evolve around
amassing wealth or obtaining power, but the majority of Filipinos are motivated
primarily by their desire to improve the quality of their family’s lives.

4. Self Confidence

 "Yes, I can!" "Kaya ko ito!" Notwithstanding the challenges an adolescent faces after
high school, the self-confident person will keep his eyes on his goals, and declare to the
world that he can do it and will succeed in the pursuit of his dreams.

5. Personal Skills
 Be aware of the inherent skills that you have. Ask yourself what you like and enjoy
doing. If you enjoy drawing, then that is a skill. If you like to listen to music and learn
how to play a musical instrument, then that is another skill. If you can listen to people
and put their ideas together, that is a skill called synthesizing ideas.
6. Personality Traits
 Knowing your personality traits will definitely help you in choosing a career. Certain
traits are compatible and matched with certain types of work or occupation according to
Holland's trait factor theory.
7. Personal Health
  The condition of your health is a major factor in the career choice you will make. Are
you healthy enough to take on the rigors of some tough courses like law or medicine?
You might aspire to become a physical education specialist but your asthma or allergies
are getting in the way.
* What are some of your personality traits? Are you the quiet type who would rather work
alone than with a group? Or are you the more sociable type who enjoys working with a
team? Do you have a knack for details or are you irritated by them? Would you rather
memorize information rather than analyze them? Later on, we will engage in some exercises
to help you identify your personality traits.
8. Emotional Considerations
 Generally, it is difficult to make a decision when one is experiencing some strong
emotions such as anger or sadness. Oftentimes, an emotionally disturbed individual will
end up deciding on the wrong thing.
* Check yourself when you are deciding on what course to take. It is always best to be level-
headed and calm when making these life-directing decisions.
9. Self-sabotaging thoughts
 Self-sabotaging thoughts that deter a person from developing a healthy and wholesome
self-concept. Statements such as "I cannot do this. I will never succeed.” "I am not
intelligent enough for that course." "Nobody believes in me, so why should I even
believe in myself?
* These are some examples of stumbling blocks in your journey toward self-actualization.
Knowing one's strengths and weaknesses will put a person's feet on the ground and make
him realistic about his capabilities and limitations. However, to immediately put a barrier to
one's dream is to sabotage what could have been a realization of that dream.