NSTP Lesson 2

EMPOWERMENT THOUGH
SELF AWARENESS
 Knowing your strengths, weaknesses,
vulnerabilities, thoughts and feelings is
a big step towards knowing who you
really are.
 Self awareness is the key to
preventing the emotional drama that
guides your reactions to situations and
other people.
Attitudinal Empowerment/PNB/19-08-13 1
Self-Awareness
Improving Interpersonal Relations with
Constructive Self-Disclosure/self awareness.
Concept of Self
 All of us have different images of self.
We see ourselves in some way smart,
slow, kind, cooperative, lazy,
meticulous or shrewd, one can pick up
any number of adjectives to describe
oneself.
 It is the „I‟ behind the face of the
mirror, the „I‟ that nobody knows fully.
 The self is the star in every act of
communication.
Self
INTELLIGENT
LAZY
I SMART
MOTHER
Importance of self concept
 A person‟s self-concept affects his
way of relating with others.
 A strong self- concept is necessary for
healthy and satisfying interaction.
 A weak self-concept on the other hand
often distorts the individual‟s
perceptions of how others see him,
generating feeling of insecurity in
relating to other people.
Conflict of Self-concept
 Each human being is several selves.
He lives in the role of father, husband,
businessman, executive, player and
so forth but if there are conflicts
among any of these roles discomfort
arises.
 Such conflicts bring with them
dynamics as tensions, guilty feelings
 We tend to resolve these conflict
based on our personality orientations.
Self-Awareness
 Awareness of self does not emerge in
an individual at the time of his birth or
any particular stage of his or her
lifetime.
 It gradually develops from its initial
stages into more and more complex
form.
 It does not accomplish any final form
in the course of human life.
Self-Awareness
I
„As an agent,
the
Experiencer‟
Self-
Awareness
Me
„as a socially
formed
object
„I‟-the Experiencer
 „I‟ is an agent, the experiencer.
 This component of self emerges and
develops in a mutual relationship with
the individual‟s environment.
 The individual experiences himself or
herself as an entity, separate from the
world through satisfaction and
dissatisfaction of his or her basic
biological and social needs.
The „Me‟- the experienced
 „Me‟ is a socially formed object.
 „I‟ is the spontaneous and acting
component of the self, the „me‟ is the
reflexive and evaluative component.
 While the acting self focuses on the
present and the future the reflecting
self turns back towards the past to
evaluate its own action.
 The evaluation of one‟s action is social
rather than an individual process.
FREUD THEORY
ID
EGO
SUPEREGO
Steps to Awareness
 Self-Examinations
 Self-Expectations
 Self-Direction
 Broadened Perceptions
The Johari Window: A Model for
Self-Understanding
 Model considers that there is
information
◦ you and others know
◦ only you know about yourself
◦ only others know about you
◦ nobody knows
Attitudinal
Empowerment/PNB/19-08-
13
JOHARI Window: An Interpersonal
Communications Model
KNOWN TO ME UNKNOWN TO ME
KNOWN Public
TO Blind (spot)
OTHERS Arena
Bad Breath
Open
UNKNOWN Hidden
TO Unknown
OTHERS Avoided
Unconscious
Private
The Four Panes of the
Johari Window
 Open
 Blind
 Hidden
 Unknown
Open Area
 Represents the “public” or
“awareness” area and contains
information that both you and others
know
 Information that you don‟t mind
admitting
 Gets bigger over time as relationships
mature
 A productive relationship is related to
the amount of mutually held
information
Blind Area
 Information about yourself that others
know but you are not yet aware
 Others may see you differently than
you see yourself
 Effective relations strive to reduce this
area
 Open communication encourages
people to give you feedback
Hidden Area
 Information that you know that others
do not
 Private feelings, needs, and past
experiences that you prefer to keep to
yourself
 If this area is too large, you can be
perceived as lacking authenticity
Unknown Area
 Information that is unknown to you
and to others
 Areas of unrecognized talent, motives,
or early childhood memories that
influence your behavior
 Always present, never disappears
 Open communication can expose
some of this area
Johari Window
 The four panes are interrelated
 Changes to one pane impact the size
of the others
 As relationships develop, the open
area should grow
JOHARI Window in Groups: Ideal
KNOWN
TO
Public Blind (spot)
OTHERS
Arena Bad Breath
Open
UNKNOWN
TO
OTHERS
Hidden
Unknown
Avoided
Unconscious
Private
IDEAL WINDOW
 The size of the arena increases as the
level of trust in the group increases
and the norms that have been
developed for giving and receiving
feedback facilitate this kind of
exchange.
 As a consequence there is less
tendency for other members to
interpret or misinterpret.
JOHARI Window: Interviewer
Public Blind
Arena (spot)
KNOWN
TO Open Bad
OTHERS Breath
Salad
Teeth
Hidden Unknown
UNKNOWN Avoided Unconsci
TO Private ous
OTHERS
Interviewer
 The large façade in window no 2 show
that a person does ask questions
himself but do not feedback to the
group.
JOHARI Window: Bull-in-a-China Shop
KNOWN
TO
OTHERS Public Blind (spot)
Arena Bad Breath
Open Salad Teeth
UNKNOWN
TO
OTHERS Hidden
Unknown
Avoided
Unconscious
Private
Bull in the China shop
 The person maintains his level of
interaction primarily by giving
feedback but soliciting very little.
 His participation style is to tell the
group what he thinks of them, how he
feels about what is going on in the
group but does not entertain any
feedback on him.
JOHARI Window: Turtle
Public
Blind (spot)
KNOWN Arena
Bad Breath
TO Open
OTHERS
Hidden
Unknown
UNKNOWN Avoided
TO
Unconscious
Private
OTHERS
Turtle
 It represents the person who does not
know much about himself, nor does
the group know much about him. He
may be the silent member or the
observer in the group who neither
gives nor asks for feedback.
 He appears to have shell around him
which insulates him from other group
members.
WAYS TO IMPROVE/
EMPOWERMENT
Constructive Criticism
 Constructive criticism is a form of self-
disclosure that helps another person
look at their own behavior without
putting that person on the defensive
 Not the same as blaming
Constructive Criticism
 Skill that can be mastered through
learning and practice
 Replace “You” statements with “I”
statements
 Request changes “in the future”
instead of pointing out something
negative in the present
Four Benefits of Self-
Disclosure
 Increased accuracy in communication
 Reduction of stress
 Increased self-awareness
 Stronger relationships
Attitudinal
Empowerment/PNB/19-08-
13
Increased Accuracy in
Communication
 People can not read minds
 Take the guess work out of the
process
 Reporting both facts and feelings
improves accuracy
Reduction of Stress
 Emphasis on privacy and concealment
of feelings creates stress
 Sharing inner thoughts and feelings
usually reduces stress
 Stress symptoms can include
◦ high blood pressure – perspiration
◦ decline in immunization – rapid breathing
Increased Self-awareness
 Self-awareness
◦ The ability to recognize and understand
your moods, emotions, drives and their
effect on others
◦ The foundation on which self-
development is built
 Increases as you receive feedback
from others
Stronger Relationships
 When two people engage in an open
dialogue, they often develop a high
regard for each other‟s views
 Enhances awareness of common
interests and concerns
THANK YOU

NSTP Lesson 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NSTP Lesson 2

Uploaded by

Copyright:

Available Formats

EMPOWERMENT THOUGH

You might also like