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LESSON:
EMOTIONS
● a complex psychophysiological
experience that involves physiological
arousal, expressive behaviors, and conscious emotion can be interpreted more
understanding effectively.
● It guides us in facing predicaments and Sympathetic Nervous System
tasks too important to leave to the intellect ● The sympathetic branch sends
alone. signals to the adrenal gland to
● Each emotion offers a distinctive prepare the body to act or react
readiness to act; each points us in a direction following an emotion-evoking event.
that has worked well to handle recurring (PHYSIOLOGICAL AROUSAL)
challenges of human life. (Goleman, 1995) ● Vital signs ELEVATED
Functions of Emotions Increase in heart rate, respiratory
1. Preparing us for action rate, blood pressure, and blood
- a link between external events and sugar levels. Slower digestive
behavioral responses processes and pupil dilation can also
2. Shaping our future behavior be observed.
- acts as reinforcement Parasympathetic Nervous System
3. Helping is to regulate social ● keeps the body from expending
interaction energy.
- allow observers to better understand us. ● The autonomic responses are
frequently used by the researchers
Biological Component in measuring emotions.
● It starts with the state of Emotional Hijacking
AROUSAL ● is a state when an individual's
● The reticular activating system is cognitions are overpowered by
believed to first arouse the cortex his/her emotions.
and then maintain its wakefulness so
that sensory information and
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● It is usually referred to in the ● Every emotion finds a way to be
context of aggression or expressed.
fearfulness ● People recognize how we feel
● As a center in the limbic system, through FACIAL EXPRESSIONS
the amygdala, the seat of all ● FACIAL EXPRESSION
emotions in the brain, takes over communicates our emotion.
the neocortex. ● it is universal However it can be
● The amygdala gets triggered and in MISLEADING, EXAGGERATED or
an instant takes control of the MINIMIZED
brain, in a sense hijacking it ● Emotion is the experience of
Theories of Emotion: Biological changes in our facial muscles.
● Emotions are directly tied to
Component
changes in facial muscles.
● CANNON-BARD THEORY
● Facial expressions are not only the
- the emotional states occur at the same
results of our EMOTIONS but are
time in response to the event.
also capable of influencing our
● JAMES-LANGE THEORY
emotions
- Emotions are interpretations of the
Facial Feedback Theory
accompanying physiological reaction
● holds that facial movement and
● Schachter and Singer/ Two Factor
expressions can influence attitude
Theory
and emotional experience.
- the experience of emotion depends on
● SOME EMOTIONS have
two factors:
UNIVERSAL facial expressions.
❖ PHYSIOLOGICAL AROUSAL
● Facial expressions allow people to
❖ INTRERPRETATION OF THAT
quickly judge someone’s hostility or
AROUSAL
friendliness.
- a person used the environment to search
● It also allows us to communicate our
for emotional cues to label physiological
intentions to others.
arousal.
Example:
Emotional Expression
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when a person attends a function and is
required to smile for the duration of the
function, they will actually have a better
experience of the function.
as you move toward the wheel's
center.
● The intensity of the emotion is
indicated by the color. The darker
the shade, the more intense the

Basic Types of EMOTION

- Robert Plutchik's psycho- evolutionary
theory of emotion, considered there to be emotion.
eight primary emotions: For example:
● ANGER anger at its least level of intensity is an
● FEAR annoyance. At its highest level of
● SADNESS intensity, anger becomes rage.
● DISGUST
● SURPRISE Theories of Emotion: Cognitive
● ANTICIPATION
Component
● TRUST
● Lazarus Theory/ Appraisal
● JOY
Theory
Note: Plutchik created the wheel of
emotions in order to illustrate the various
- An experience of EMOTION depends
relationships among the emotions. on the manner one appraises or evaluates

● The intensity of emotion decreases an event.

as you move outward and increases ● SUBJECTIVE LABELLING

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- asserts that our emotions are – especially when we are under
determined by our appraisal of the pressure.
stimulus, but it suggests that immediate, ● Emotionally Intelligent people
unconscious appraisals mediate between usually become leaders and are
the stimulus and the emotional response. effective in their work as well as in
Note: relating with other people.
● primary appraisal, which seeks to COMPONENTS OF EMOTIONAL
establish the significance or INTELLIGENCE
meaning of an event, SELF- AWARENESS
● and secondary appraisal, which ● tune in one’s feelings
assesses the ability of the individual ● recognizing one’s emotions and its
to cope with the consequences of effects on other people
the event. ● accepts one’s feelings whether its
EMOTIONAL INTELLIGENCE positive or negative
● the ability to understand, use and SELF- REGULATION
manage our emotions well. ● controls disruptive impulses caused
● can help build stronger by negative emotions.
relationships, make good decisions It also involves:
and deal with difficult situations ● TRUSTWORTHINESS- maintains
● The ability of a person to standards of honesty and integrity
understand and express himself, to ● CONSENTIOUSNESS- takes
understand and relate well with responsibility of his/her work
others, and to successfully cope ● ADAPTABILITY- flexibility in
with the demands of daily life. handling change
(Bar-On, 2005) ● INNOVATION- being open to new
● being aware that emotions can drive ideas
our behavior and impact people MOTIVATION
(positively and negatively) ● Can motivate himself to work
● learning how to manage those because he has a positive attitude in
emotions – both our own and others life.
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● reframes negative thoughts EXPLANATION:
1. Being able to notice and accurately
label everyday feelings is the most
basic of all the EQ skills.
2. being able to imagine how other
people might feel in certain
situations. It is also about
understanding why they feel the
way they do. Being able to imagine
what emotions a person is likely to
be feeling (even when you don't
actually know).
EMPATHY
3. managing your reaction means
● helps to recognize and understand
knowing when, where, and how to
how other people feel
express yourself. A person can use
● An empathic person discerns
self-control to hold a reaction if
feelings behind the needs and wants
now is not the right time or place to
of other people
express it
SOCIAL SKILLS
4. Part of managing emotions is
● referred to as “people skills”
choosing our moods. Moods are
● when we are able to work well with
emotional states that last a bit.
others through collaboration and
Choosing the right mood can help
cooperation
someone get motivated, concentrate
● good team players
on a task, or try again instead of
giving up.
HOW TO MANAGE OUR EMOTIONS
Note:
1. Being aware of your emotions
● A passive response is not usually in
2. Understanding How Others Feel and
your best interest, because it allows
Why
other people to violate your rights.
3. Managing Emotional Reactions
Yet there are times when being
4. Choosing Your Mood
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passive is the most appropriate
response. It is important to assess
whether a situation is dangerous and
choose the response most likely to
keep you safe.
● An assertive response is almost
always in your best interest since it
is your best chance of getting what
you want without offending the
other person(s). At times, however,
being assertive can be inappropriate.
If tempers are high, if people have
been using alcohol or other drugs, if
people have weapons, or if you are in
an unsafe place, being assertive may
not be the safest choice.
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LESSON: ➔ They are able to cope adequately
Coping with Stress in Middle and with life stressors.

Late Adolescent ➔ They are able to adjust to new or

novel situations.
● Health (World Health Organization)
➔ They know their strengths and
● a state of complete physical, mental,
weaknesses and aware of their
and social well-being and not merely
limitations.
the absence of disease or infirmity.
➔ They have adequate feelings of
● Well-Being
security.
● A subjective state that emerges
➔ They have real life goals.
from a general feeling of
➔ They have a smooth interpersonal
satisfaction with oneself.
relationships.
● Condition of good health, happiness
➔ They conform to social norms and
and prosperity.
standards.
● Mental Health (World Health
➔ They are able to satisfy their needs
Organization)
adequately and appropriately.
● a state of well-being in which every
What is Stress?
individual:
● Natural response to the demands of
➔ realizes his or her own potential.
our environment
➔ can cope with the normal
● Physiological response to the
stresses of life.
demands of our environment.
➔ can work productively and
Fight or flight response.
fruitfully.
● The term "fight-or-flight"
➔ able to make a contribution to
represents the choices we make
her or his community.
when faced with danger in our
Characteristics of People with environment.
Good Mental Health. ● This is a reaction that occurs in the
➔ They are at peace with themselves. presence of a situation that is
➔ They are able to manifest emotional terrifying, either mentally or
control. physically. The response is preparing
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your body to either stay (to fight) ● Transitioning to a new environment/
and deal with a threat or to run change of routine.
away (to flight) to safety. ● It may also include fatigue, pain,
How will you know if you are shock, trauma, and other
stressed? physiological conditions in our body.
● Indicators of stress in an individual MENTAL STRESSOR
(oneself): ● Includes academic overload
➔ Increased level of tension, ● Reviewing for the exams
anxiety, and ● Lack of organization
restlessness/fidgeting. ● Participating in class
➔ Increased level of aggression, ● Running after deadlines or
irritability, and hostility towards situations that call for sustained
others. mental effort.
➔ Inability to carry out routine Social, Emotional, Psychological
tasks and diminished ability to Stressors
solve problems or make decisions ● Somehow interrelated because they
Sources of Stress- STRESSOR involve relating with other people.
STRESS RESPONSE.- It may be: Feelings of lack of support.
➔ Physical ● As we interact with others, we
➔ Mental encounter conflicts and
➔ Emotional disappointments leading to feelings
➔ Social of frustration, tension, anxiety, and
➔ Psychological even anger or depression.
➔ Economic ECONOMIC STRESSOR
➔ Spiritual ● May involved one’s socio-economic
PHYSICAL STRESSOR condition such as limited financial
● Comes in a form of pollution, a resources to meet our essential
congested place or a high level of needs in life.
noise. SPIRITUAL STRESSOR
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● Loss of joy and peace or disturbance ➔ Feeling nauseated
of tranquility. ➔ Upset stomach
CRISIS ➔ Migraine
● change, synonym to crisis and PSYCHOLOGICAL REACTION
conflict ➔ Inability to concentrate
● A sense of disequilibrium ➔ Loss of self-confidence
CONFLICT ➔ Feeling worried
● feeling you experience when you ➔ Depression
must choose between two or more ➔ Irritability
incompatible possibilities or options. ➔ Baseless fears
APPROACH-APPROACH CONFLICT ➔ Insecurity
➔ A person must choose between two ➔ Feeling of personal inadequacy
desirable goals. BEHAVIORAL REACTION
AVOIDANCE-AVOIDANCE CONFLICT ➔ Being absent-minded
➔ A person must choose between two ➔ Frequent use of drugs or
undesirable goals. medication
APPROACH-AVOIDANCE CONFLICT ➔ Smoking
➔ A person must choose or not choose ➔ Drinking alcoholic beverages
a goal that has both positive and ➔ Difficulty going to sleep
negative aspects. ➔ Diminished appetite to eat
Reaction or Effects of Stress. ➔ Restlessness
● PHYSICAL REACTION ➔ Display of aggression
➔ Increased heart rate ➔ Hair pulling or nail-biting
➔ Rapid pulse ➔ Frequent errors
➔ Increased sweating Health psychologists are interested in
➔ Shortness of breath helping people find ways to combat stress
➔ Hypertension and live healthier, more productive lives.
➔ Tensed muscles COPING WITH STRESS.
➔ Skin rashes ● Eat a balanced diet.
➔ Hair loss ● Take time to exercise.
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● Observe good sleeping habits. ● Repression
● Avoid alcohol and drugs. ● Escape- avoidance
● Pursue a hobby. ● Wishful thinking
● Practice deep breathing exercises. ● Controlling feelings
● Bring awareness to your NOW. Seeking social support
● Develop an attitude for gratitude. ● Help and guidance
● Carefully plan your day. Knows ● Emotional support
what should be prioritized. ● Affirmation of worth
Schedule leisure activities also. ● Tangible aid (ex. Money)
● Ask for help. Reach out.
● Help others. Do more random
acts, words of kindness
Problem-focused coping
● Planning
● Active coping and problem-solving
● Suppressing competing activities
● Exercising restraint
● Assertive confrontation
Emotion-focused coping
● Positive reinterpretation
● Acceptance
● Denial
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Problem- focused Coping Strategies
● Attempts to confront and directly
deal with the demands of the
situation.
Examples:
➔ studying for a test
➔ going directly to another person to
➔ work out a misunderstanding.
➔ signing up for a course in time
management in order to deal with
time pressure.
Emotion- focused Coping Strategies
● Directed not at dealing with the
situation but rather at managing the
stress.
● Denying that a problem exist.
● Challenging irrational ideas that are
causing disturbance.
● Most of our defense mechanism can
be used in this coping strategies.
Seeking Social Support
1. Turning to others for assistance and
emotional support in times of stress.
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LESSON: CAREER DEVELOPMENT
CAREER DEVELOPMENT ● is the ongoing process of managing
● CAREER your life,
➔ A career is defined as the ● learning and work.
combination and sequence of ● It involves developing the skills and
roles played by a person knowledge that enable you to plan
during the course of a lifetime and make informed decisions about
(Super, 1980). your education, training and career
➔ It’s a lifelong journey that choices.
includes your education,
interests, jobs, occupations, JOB
recreational activities and ● A job is a specific position an
volunteer work. individual holds doing specific duties
➔ Throughout your career you and gets paid for it.
will gain many different skills, ● Example: Maria’s job is a math
work in many different jobs teacher at Senior High School.
representing many different
occupations, and have changing OCCUPATION
interests including ● An occupation is a collection of job
recreational activities. titles that share job duties, skills,
Your career can determine a lot of and training. People who work in an
things in your life, like: occupation do similar tasks and need
● the kind of lifestyle that you will similar training.
be leading, ● Example: Maria and every teacher in
● the quality of relationships that all the high schools share the same
you have with people around you like occupation: Senior High School
your family and friends, and Instructor.
● the kind of balance you will be able
to keep with your life and your
responsibilities
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LIFE GOALS ARE NOT RELATED TO ● Aside from personality and
CAREER GOALS interests, it is also important to
● In developing your career, you need consider one’s skills and abilities.
to start having a life goal. It sets ● An individual’s culture, gender,
the direction of where you want to previous experiences, economic
go. conditions, and even childhood
● Having life goals could empower a fantasies and expectations of
person to direct his/her motivation other people can influence our
and energy towards finding career plans.
self-actualization through his/her MY FAMILY’S CAREER CHOICES
chosen career. CAN AFFECT MY CAREER CHOICES
LIFE GOALS ARE VERY IMPORTANT ● A lot of things can influence one’s
TO CAREER DEVELOPMENT career choice
● Although studies on career ● There are internal/ personal
development do not impose that a factors like one’s personality,
person should stick to just one interests, and aptitude; and there
initial choice/decision all are external factors like family, life
throughout his/her lifetime, studies roles, and social & economic
have shown that having a good plan conditions
of what a person would want to do in
one’s life and associating one’s
career choice and preparations to
this have been found to lead to a
self-fulfilling life in adulthood.
● A plan may be as flexible as it can
be but what’s important is that it
has a direction.
PERSONALITY IS THE ONLY AND
BEST BASIS FOR CAREER
PLANNING
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FACTORS THAT INFLUENCE demands of a particular
CAREER CHOICES career field (occupational
● PERSONAL FACTORS profiles)
➔ Personality ➔ According to this model, it is
➔ Values important to take stock of the
➔ Personal Interests skills, knowledge and abilities
➔ Biological and genetic factors that you currently possess and
➔ Gender those that you still need to
➔ Learning experiences develop as these greatly
➔ Outcome expectations impact what kind of career
● EXTERNAL FACTORS could be a good match for you.
➔ Environment (Physical ● Interest and Personality Type
Environment and Culture) ➔ John Holland's Career
➔ Social & Economic Conditions/ Typology is widely used to
Opportunities connect personality types and
➔ Media/Available References career fields.
➔ Parents/ Guardians/ Family ➔ This theory establishes a
➔ Career Counseling classification system that
➔ Peers matches personality
➔ Other Emerging Factors or characteristics & personal
Trends that Affect Career preferences to job
Choices (i.e. religion, gender characteristics.
roles) ➔ The Holland Codes are six
INFLUENCE FACTORS IN CAREER personality/career types that

CHOICES help describe a wide range of

● Skills and Abilities occupations (RIASEC).

➔ Trait and Factor model

believes that skills and
abilities (individual
differences) need to fit the
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● Life Roles we have had a positive
➔ Donald Super's Lifespan experience doing it. In this
theory directly addresses the way, we focus on areas in
fact that we each play which we have had proven
multiple roles in our lives and success and achieved positive
that these roles change over self-esteem.
the course of our lives. ● Culture
➔ How we think about ourselves ➔ Racial and ethnic background,
in these roles, their as well as the culture of an
requirements, and the individual's regional area, local
external forces that affect community, and extended
them, may influence how we family, may impact career
look at careers in general and decisions.
how we make choices for ➔ Culture often shapes our
ourselves. values and expectations as
● Previous Experiences they relate to many parts of
➔ John Krumboltz's Social our lives, including jobs and
Learning & Planned careers.
Happenstance theories ➔ Having an awareness of these
address factors related to our can help us understand how we
experiences with others and in make our career choices.
previous work situations. ➔ In the Philippines, our
➔ Having positive experiences collectivist orientation makes
and role models working in our family a strong influence
specific careers may influence in our career decisions.
the set of careers we ➔ More often than not, the
consider as options for choice of course to take in
ourselves. college, the location of our
➔ We are likely to consider job, how strong-willed we will
continuing a particular task if be in achieving great heights
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in our career, would most ● Childhood Fantasies
likely be influenced by our ➔ What do you want to be when
family roles, duties and you grow-up? This question
obligations. may have helped shape how
● Gender you thought about careers
➔ Both men and women have then, as well as later in life.
experienced career-related ➔ Eli Ginzberg proposed a
stereotypes. theory that describes three
➔ How we view ourselves as life stages related to career
individuals may influence both development. The first stage,
the opportunities and barriers fantasy, where early ideas
we perceive as we make career about careers are formed,
decisions. takes place up to age 11.
➔ Roles of men and women in the INTERNAL AND EXTERNAL
workforce, and in higher FACTORS INFLUENCING CAREER
education, evolve. PLANNING
● Social and Economic Conditions
➔ All of our career choices take
place within the context of
society and the economy.
➔ Events that take place in our
lives may affect the choices
available to us and even
dictate our choices to a
certain degree.
➔ Changes in the economy and
resulting job market may also
affect how our careers
develop.
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I CAN CHANGE MY CAREER CAREER DECISIONS ARE
DECISION ALONG THE WAY DIFFICULT
● If you are unsatisfied in your career ● Career decisions involve a lot of
for any reason, you can always uncertainty, and require tough
change. tradeoffs
● Just be mindful of the proper way ● It’s rare to find the perfect path
of changing jobs or careers, and right away
avoid making decisions & actions ● Rather than try to immediately
impulsively. identify your perfect career, accept
● Many people do change careers that careers take time to build
several times over the course of ● Focus on taking good steps in the
their lifetimes. right direction, and continuously
IF __ IS HAPPY IN A PARTICULAR improve over time
FIELD, I WILL BE HAPPY TOO EVERYONE HAS A “ONE TRUE
● You are not __. Everyone is CALLING”
different and what works for one ● Of course, it would be great to end
person won’t necessarily work for up in a job where we are passionate
another, even if that other person is about what we are doing rather than
someone with whom you have a lot in a job where we are miserable and
common. have to drag ourselves to work
● If someone you know has a career everyday.
that interests you, try and get more ● However, the saying, “follow your
details about the career in terms of passion” encourages the idea that
the job description, the skills there is one perfect path for you –
required and market demand of the your one true calling.
career. ● But this is misleading because you
● Be aware that what you like may not can become passionate about many
necessarily be a good fit for you. different areas.
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PASSION: TO FOLLOW OR NOT TO 4. Hygiene factors: having reasonable
FOLLOW work hours, job security, a short
A research by 80,000 Hours (a nonprofit commute from and to your
organization dedicated to helping workplace, and sufficient pay
graduates in their career decisions) found A research by 80,000 Hours found that
that the advice “follow your passion” is the advice “follow your passion” is not
not good advice because: good advice because:
1. We are bad at predicting which jobs 3. Following your passions can cause
we’ll be most happy in and most good you to be too narrow-minded in your
at just by thinking about it. search for work because you can only be
2. The degree of match between your passionate about activities you’ve already
interest and your work is not tried.
especially important for predicting At a young age, you probably haven’t
where you’ll be satisfied. Following tried much of the world of work. Or you
one’s passion causes us to overly are passionate about something that is
focus on just one criterion. very hard to turn into a good job.
They found that the most important four
factors for being satisfied in your work
are:
1. Engaging, meaningful work: the
extent to which you have variety,
autonomy, a sense of completion,
feedback, and work you feel makes a
difference
2. Getting on with your colleagues:
the extent to which you get help
from, like and form meaningful
relationships with your colleagues
3. Personal fit: the extent to which
you’re good at your job
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INTERPRETATIONS ● Easier to read and know; share

MBTI personal information freely

● MYERS BRIGGS TYPE INDICATOR ● Tend to think out loud

● Developed by Katherine C. Briggs & ● Talk more than listen, communicate

Isabel Briggs Myers with enthusiasm

● Describes some key preferences, ● Gives breadth to life

tendencies, and characteristics ● Energized by other people,

● Based on Carl Jung’s Psychological external experiences

Types ● Act, then think; Responds quickly &

REMINDERS enjoys a fast pace

● There is no type that is superior to INTROVERSION

other types ● Introverts tend to look inward to

● The MBTI is helpful in the world of ideas

understanding people but remember, ● Are most comfortable in thoughtful

EVERYONE is a unique individual. contemplation, energized by the

workings of their own inner world
FOUR PREFERENCE SCALES
● More private; share personal
● E -xtraversion / I -ntroversion
information with a select few
● S -ensing / I- N -tuition
● Think things through inside their
● T -hinking / F -eeling
heads
● J -udgment / P -erception
● Listen more than talk, keep
EXTRAVERSION & INTROVERSION
enthusiasm to themselves
● Attitude towards the world
● Gives Depth to life
EXTRAVERSION
● Energized by spending time alone,
● Primarily activity-oriented and have
internal experiences
keen awareness of the external
● Think, then act; Responds after
world
taking the time to think things
● Extraverts look outside of
through
themselves and derive much of their
energy from interacting with others.
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SOME KEY WORDS SENSING & INTUITION
E ● Ways of taking in information
● Sociability ● Process of Perception
● Interaction SENSING
● External ● Are most interested in what is
● Breadth actually present in their immediate
● Extensive environment.
● Multiple relationships ● They tend to perceive the world at
● Energy expenditure large in a more factual, concrete,
● External events and specific way.
● Gregarious ● Looks at specific parts and pieces;
● Speak, then think certain and concrete
I ● Oriented towards the present
● Like new ideas only if they have
● Territoriality
practical applications
● Concentration
● Value realism and common sense
● Internal
● Present information in a
● Depth
step-by-step manner
● Intensive
● Like to use and hone established
● Limited relationships
skills
● Energy conservation
INTUITION
● Internal reactions
● Tend to read between the lines and
● Reflective
look for the possibilities in things
● Think, then speak
rather than concentrating on the
Both attitudes are used by everyone, but
things themselves.
one is usually preferred and better
● They tend to take a more global,
developed.
“big picture” view of things.
● Looks at patterns and relationships;
inspiration and inference
● Oriented toward the future
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● Like new ideas and concepts for
their own sake
● Value imagination and innovation
● Present information through leaps,
in a roundabout manner
● Like to learn new skills; get bored
easily after mastering skills
SOME KEY WORDS
S consistency
Both ways of perceiving and taking in
information are used by everyone, but one
is usually preferred and better developed.
THINKING & FEELING
● Ways of making decisions
● Process of Judgement
THINKING
● Will judge things according to their
and logic, using

● Direct reasoning power to make judgments

● Present about things.

● Realistic ● Decides with the head; Believe

● Perspiration feelings are valid only if they are

● Actual logical

● Down-to-earth ● Good at Plans

● Fact ● Value Logic, justice, and fairness;

● Practically one standard for all

● Specific ● Sees things as an onlooker, outside

● Most important to be truthful than
N
tactful
● Random
● Spontaneously finds flaws, criticizes
● Future
FEELING
● Conceptual
● Is more likely to judge things
● Inspiration
according to his own sense of
● Theoretical
values.
● Head-in-clouds
● Decides with the heart; Believe any
● Fantasy
feeling is valid whether it makes
● Ingenuity
sense or not
● General
● Good at understanding people
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● Value empathy and harmony; see the Both ways of deciding and evaluating are
exception to the rule used by everyone, but one is usually
● Sees things as a participant from preferred and better developed.
within a situation JUDGEMENT & PERCEPTION
● More important to be tactful than ● Manner of dealing with the outside
truthful world
● Spontaneously approaches ● Lifestyle/ Way of Life
SOME KEY WORDS JUDGEMENT
T ● They like to bring things to

● Objective completion in their lives.

● Firm-minded ● They seek organization and

● Laws structure.

● Firmness ● They prefer to make conclusive

● Just decisions and then shut off the

● Clarity perceiving process in order to avoid

● Analytical confusions.

● Policy ● Enjoys being decisive

● Detached ● See time as a finite resource and

take deadlines seriously
F
● “Work ethic” - Work first, Play
● Subjective
later (if there’s time)
● Tenderhearted
● Prefers an organized lifestyle
● Circumstances
● Prefer knowing what they are
● Persuasion
getting into
● Humane
● Product oriented (emphasis is on
● Harmony
completing the task)
● Appreciative
PERCEPTION
● Social Values
● They like to keep things open and
● Involved
flowing and tend to delay making
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decisions to allow further evidence ● Flexible
to keep coming in. ● Adapt
● They generally approach life in a ● Openness
more open-minded, flexible, less ● Open-ended
structured manner. ● Flow
● Enjoys leaving options open, ● Tentative
discovering surprises ● Spontaneous
● See time as a renewable resource ● What Deadlines?
and see deadlines as elastic Both attitudes are part of everyone’s
● “Play ethic” - Enjoy now, Finish the lifestyle, but one is usually preferred and
job later (if there’s time) better developed.
● Prefers a flexible lifestyle Self-Directed Search (SDS)
● Like adapting to new situations ● Theoretical Origins - RIASEC
● Process oriented (emphasis is on ➔ Most people can be
how the task is completed) categorized as resembling one
SOME KEY WORDS of 6 types
J ➔ Most work environments can
● Resolved be categorized using the same
● Decided typology
● Fixed ➔ Congruence - When your job
● Control matches your interests, you
● Closure are more likely to be happy
● Planned and successful at work.
● Structure ● RIASEC -
● Definite ➔ R = Realistic
● Scheduled ➔ I = Investigative
● Deadline ➔ A = Artistic
➔ S = Social
P
➔ E = Enterprising
● Pending
➔ C = Conventional
● Wait and see
PERDEV
THE 6 PERSONALITY TYPES ➔ Normal
Top Choices ➔ Uninsightful
● Investigative (Analytic) ➔ Hardheaded
● Artistic (Creative) ➔ Persistent
● Social (Helping) ➔ Uninvolved
● Enterprising (Influencing) INVESTIGATIVE
● Conventional (Organizing) ● They tend to prefer working alone
● Realistic (Adventuring/ Producing) than with other people and are
REALISTIC usually seen as idea-oriented and
● They tend to enjoy creating things creative in scientific areas such as
with their hands and working with research. They are analytical,
tools and objects rather than abstract, intellectual and
working with people and ideas. They task-oriented.
tend to be rugged and practical, ● Like investigative jobs such as
enjoying work outdoors. biologist, chemist, physicist,
● They like realistic jobs such as anthropologist, geologist, medical
automobile mechanic, aircraft technologist. Has mathematical and
controller, surveyor, farmer, scientific ability but often lacks
electrician. Has mechanical leadership ability.
abilities, but may lack social skills. ➔ Analytical
➔ Asocial ➔ Independent
➔ Inflexible ➔ Rational
➔ Practical ➔ Cautious
➔ Conforming ➔ Intellectual
➔ Materialistic ➔ Reserved
➔ Self-effacing ➔ Complex
➔ Frank ➔ Introspective
➔ Natural ➔ Retiring
➔ Thrifty ➔ Critical
➔ Genuine ➔ Pessimistic
PERDEV
➔ Unassuming ➔ Impulsive
➔ Curious ➔ Open
➔ Precise ➔ Expressive
➔ Unpopular ➔ Independent
ARTISTIC ➔ Original
● They tend to be artistically inclined, ➔ Idealistic
and usually describe themselves as ➔ Introspective
independent, imaginative, creative, ➔ Sensitive
and unconventional. They enjoy SOCIAL
situations that allow them freedom ● Are usually seen by others as
to be original, prefer to work in an sociable, popular, and responsible.
unstructured environment, and are They prefer social interaction and
usually dissatisfied if they are social presence. They are often
forced to follow many rules and interested in the problems and
procedures. They enjoy activities concerns of others, and like
related to language, art, music, activities that allow them to teach,
drama, writing, etc. inform, train, develop, cure and help
● Like artistic jobs such as composer, others.
musician, stage director, writer, ● Likes social jobs such as teacher,
interior decorator, actor/actress. religious worker, counselor, clinical
Has artistic abilities – writing, psychologist, psychiatric
musical, or artistic- but often lacks caseworker, speech therapist. Has
clerical skills. social skills and talents but often
➔ Complicated lacks mechanical and scientific
➔ Imaginative ability.
➔ Intuitive ➔ Ascendant
➔ Disorderly ➔ Helpful
➔ Impractical ➔ Responsible
➔ Nonconforming ➔ Cooperative
➔ Emotional ➔ Idealistic
PERDEV
➔ Sociable ➔ Self-confident
➔ Empathic ➔ Optimistic
➔ Kind ➔ Ambitious
➔ Tactful ➔ Exhibitionistic
➔ Friendly ➔ Sociable
➔ Patient ➔ Domineering
➔ Understanding ➔ Extroverted
➔ Generous ➔ Talkative
➔ Persuasive CONVENTIONAL
➔ Warm ● They tend to prefer jobs where
ENTERPRISING they are given firm structure and
● Likes to work with people in know exactly what is expected of
leadership capacity- managing, them. They are often described as
performing, influencing. Prefer to conscientious, efficient, and calm.
investigate a direct plan of action to They enjoy activities that involve
be carried out by others. Focused precise, ordered use of data such as
on achieving the goal, not concerned keeping and filing records,
with minor details. organizing data, computing, printing,
● Likes enterprising jobs such as etc.
salesperson, manager, business ● Likes conventional jobs such as
executive, television producer, bookkeeper, stenographer, financial
sports promoter, buyer. Has analyst, banker, cost estimator, tax
leadership and speaking abilities but expert. Has clerical and arithmetic
often lacks scientific ability. ability but often lacks artistic
➔ Acquisitive abilities.
➔ Energetic ➔ Careful
➔ Flirtatious ➔ Inflexible
➔ Adventurous ➔ Persistent
➔ Excitement-seeking ➔ Conforming
➔ Agreeable ➔ Inhibited
PERDEV
➔ Practical one level can affect the rest of the
➔ Conscientious system.
➔ Methodical ● There is a ripple effect in the
➔ Prudish various areas of the person’s
➔ Defensive development. Positive or negative
➔ Obedient changes affect not only the person
➔ Thrifty but also his or her family and
➔ Efficient community
➔ Orderly He divided the person's environment into
➔ Unimaginative five different levels:
INTEGRATING PERSONAL & 1. Microsystem - the individual’s

CAREER DEVELOPMENT immediate environments (family,

HOW IMPORTANT IS PERSONAL school, peer group, neighborhood,

DEVELOPMENT TO OUR CAREER and childcare environments); most

DEVELOPMENT? influential level

● Personal development precedes 2. Mesosystem - the direct

career development. connections between immediate

● One has to develop as a person environments (i.e., a child’s home and

before one can decide on what he or school)

she wants to do. 3. Exosystem - the environments that

● It involves our personality, our only indirectly affect the individual

attitude, values, interests, and (such as parent’s workplace)

resources. 4. Macrosystem - the larger cultural

HUMAN ECOLOGICAL THEORY/ context (Eastern vs. Western

BIOECOLOGICAL SYSTEM THEORY culture, national economy, political

● Urie Bronfenbrenner, American culture, subculture)

developmental psychologist 5. Chronosystem - the patterning of

● A person’s development is affected environmental events and transitions

by everything in their surrounding over the course of life

environment. Whatever happens in

PERDEV
● Bettina’s regular school interactions
with her kindergarten teacher and
the other children in her class.
MESOSYSTEM
● Consists of the interactions
between the different parts of a
person's microsystem
● The mesosystem is where a person's
individual microsystems do not
function independently, but are
interconnected and assert influence
upon one another. These
MICROSYSTEM interactions have an indirect impact
● The system closest to the person on the individual.
and the one in which they have Example:
direct contact ● The relationship between Bettina’s
● Typically includes family, peers, or parents and her teacher.
caregivers ● Her parents take an active role in
● Home, school, daycare, or work her school, such as attending
● Relationships in a microsystem are parent/teacher conferences and
bi-directional. In other words, your volunteering in her classroom. This
reactions to the people in your has a positive impact on her
microsystem will affect how they development because the different
treat you in return. elements of her microsystem are
● This is the most influential level of working together.
the ecological systems theory ● Bettina’s development could be
Example: affected in a negative way if the
● Bettina’s interactions with her different elements of her
parents and little sister. microsystem were working against
one another.
PERDEV
EXOSYSTEM ● Can have either a positive or a
● Refers to a setting that does not negative effect on a person's
involve the person as an active development
participant, but still affects them. Example:
● This includes decisions that have ● The different effects on the
bearing on the person, but in which development of a child growing up in
they have no participation in the a third-world economy versus that
decision-making process. of a developed country like
Example: Switzerland
● Bettina’s education and lifestyle is ● A part of Bettina’s macrosystem
affected because her mother lost that affects her development is
her job. that her father is a consultant and
● Bettina’s father works as a UN they have to move to different
Consultant so he is often away from countries every one to two years.
the family. She becomes anxious She has been to different countries
when her father leaves and her and exposed to different cultures
anxiety has an effect on her even at a very young age.
development in other areas, even CHRONOSYSTEM
though she has no interaction with ● Includes the transitions and shifts
her father's work or say in the in one’s lifespan and the
decision-making process. socio-historical contexts that may
MACROSYSTEM influence a person
● Encompasses the cultural ● Adds the useful dimension of time,
environment in which the person which demonstrates the influence of
lives and all other systems that both change and constancy in the
affect them child’s environment
● Includes the economy, cultural ● Includes a change in family
values, and political systems structure, address, parent’s
employment status, in addition to
PERDEV
immense society changes such as ● The things you do now (school, home,
economic cycles and wars leisure) will affect your future
Example: decisions and influence your career.
● Bettina’s parents separated because ● Thus, the way you use your time now
of irreconcilable differences. During is important in determining your
the first year of the separation, future occupation.
Bettina was very much affected and ● Some people select an occupation
resentful. But as time passed and early in life and never change it. And
she grew accustomed to the status some make widely different
of her parents’ relationship, she felt occupational choices before
more stable and became more establishing themselves in a clear
agreeable. pattern.
● Living during the time of a world war ● Choosing a career takes time of
or the Great Depression preparation and decision-making. It
HOW IMPORTANT IS PERSONAL is not a one-shot decision like
DEVELOPMENT TO OUR CAREER marriage where one is committed
DEVELOPMENT? for the rest of his/her life.
● Although there are various ON THE VALUE OF FAILURE
influences in our life, it is what we ● Even if you take all the necessary
are, what we have become as a precautions and follow your goals
person that determines what we that you have set up for your
want to do and establish in life in self, there is NO guarantee that you
order to establish our place in the will end up with your career of
world. choice or that you will find the
POINTS TO PONDER IN CAREER career that will satisfy you right
DEVELOPMENT away.
● Choosing a career is NOT a one-time ● Take note that NOT everything is in
decision. our hands, and that at times, we will
● It is an unraveling process. It fail and get lost.
evolves and grows as you do.
PERDEV
● Failure is one of the most important
life lessons we can learn.
● Although we may fail in different
ways or degrees, we have to
remember that it is unavoidable and
inevitable.
● Even the most successful people
have experienced failure before
they achieved success and
satisfaction in their careers.
● For some, failures are what
motivated them to succeed.
ON CAREER INDECISION
● Sometimes, no matter how much you
prepare and plan for your goals in
life, things may not go your way.
● In these cases, it’s important to
open ourselves up to surprises that
the universe might have in store for
us.
● It is good to prepare and work on
our goals industriously, but there
are also things that are beyond our
control. But even in these
circumstances, there is still
something that you can learn.
● Even if following our passions and
dreams don’t work out for us, there
is always hope as long as we keep
returning to ourselves.