JIMMA UNIVERSITY DEPARTMENT OF PSYCHOLOGY

G ENERAL P SYCHOLOGY (P SYC 1011) G ROUP A SSIGNMENT

A CRITICAL SUMMARY OF C HAPTERS 8-11 OF THE COURSE G ENERAL

PSYCHOLOGY AND LIFE SKILLS

SECTION 23

M EMBER ’ S NAME ID N O
1. I MRAN N ASIR RU1118/15
2. F EYSEL A BATE RU0825/15
3. M OSISA B EKELE RU1526/15
4. M UKEMIL A BRAR RU1542/15
5. A BDULRAHMAN K ASIM RU0092/15
6. E MAN A BERA RU0710/15
7. A BREHAM A BEBE RU0153/15

I NSTRUCTOR : E SHETU G EDA D ATE : MAY,

2023
 TABLE OF CONTENTS
INTRODUCTION...............................................................................................................................2
O BJECTIVES ........................................................................................................................................2
CHAPTER EIGHT.............................................................................................................................3
INTRODUCTION TO LIFE SKILLS...............................................................................................3
8.1 Nature And Definition of Life Skills.........................................................................................3
8.2. Components of Life Skills........................................................................................................3
8.3. Goals of Life Skills....................................................................................................................4
CHAPTER NINE.................................................................................................................................5
INTRA-PERSONAL AND INTERPERSONAL SKILLS................................................................5
9.1. Self-Concept and Self-Awareness............................................................................................5
9.2. Self-esteem and self-confidence................................................................................................5
9.3. Self-Control...............................................................................................................................6
9.4. Anger Management..................................................................................................................6
9.5. Stress, Coping with Stress and Resilience...............................................................................6
CHAPTER TEN..................................................................................................................................8
ACADEMIC SKILLS.........................................................................................................................8
10.1. Time Management..................................................................................................................8
10.2. Note-taking and Study Skills..................................................................................................8
10.3. Test Anxiety and Overcoming Test Anxiety.........................................................................9
10.4. Test Anxiety and Overcoming Test Anxiety.........................................................................9
10.5. Goal Setting.............................................................................................................................9
10.6. Career Development Skill......................................................................................................9
CHAPTER ELEVEN........................................................................................................................10
SOCIAL SKILLS..............................................................................................................................10
11.1. Understanding cultural Diversity........................................................................................10
11.2. Gender and Social Inclusion................................................................................................10
11.3. Interpersonal Communication Skills...................................................................................11
11.4. Social Influences....................................................................................................................11
11.5. Peer Pressure.........................................................................................................................11
11.6. Assertiveness.........................................................................................................................11
11.7. Conflict and Conflict Resolution..........................................................................................12
11.8. Team Work...........................................................................................................................12
11.9. Overcoming Risky Behavior................................................................................................13

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INTRODUCTION
This book provides comprehensive coverage on important life skills, as discussed in chapters eight,
nine, ten, and eleven. chapter eight delves into the nature and definition of life skills, as well as their
goals and components. additionally, it addresses several key aspects concerning the self, including
self-concept, self-awareness, self-esteem, self-confidence, self-control, psychological empowerment,
emotion management, and resilience, all of which are crucial in developing these valuable skills. the
book is presented in a formal tone, befitting academic standards, and seeks to describe these essential
life skills in-depth. chapter nine explores stress reduction, anger control, innovative and critical
thinking, problem solving, and strategic planning in a subtle way. academic skills including managing
time, note-taking and study skills, test-taking skill, test anxiety and overcoming test, anxiety actually
goal setting, and career development fairly skill particularly are covered in chapter ten, which
specifically is quite significant. chapter eleven basically focuses on teaching you about really social
skills, actually intercultural diversity, and diversity management, along with gender in a generally big
way.

OBJECTIVES
The objective of this book is making learners able to show factual knowledge and the skill to
contextualize and relate this understanding to their own conduct, interactions with others, and duties
in the social cultural environment and also teaching students how to make informed decisions, solve
problems, think critically and creatively

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 CHAPTER EIGHT

INTRODUCTION TO LIFE SKILLS

Overview of the Chapter

You have been studying psychology as a science of mind and behavior, factors influencing
mind and behavior, and the various components of mind. and behavior, followed by issues
concerning the mind and behavior. Now you must investigate the tools at our disposal that
assist us in preventing, improving, and managing mind and behavior for effective
psychological functioning. These are referred to as "life skills." Life skills are extremely
valuable tools for success if they are properly developed. As a result, you are expected to
acquire as many of these skills as possible. As a supplement to this effort, you should study
these skills in the remaining chapters. This chapter focuses on the conception, goals, and
components of life skills. It is divided into three sections. The first section discusses
definition and the concept of similar skills. The second one discusses life skill goals. The final
section discusses life skill components.As a result, you are expected to acquire as many of
these skills as possible. As a supplement to this effort, you should study these skills in the
remaining chapters.

8.1 Nature And Definition of Life Skills

Life skills have become a new buzz word and have been the subject of debate in a variety of personal
and social affairs around the world. according to the world health organization, life skills are "abilities
for adapting and learning. "positive behavior that enables people to deal effectively with the demands
and challenges of daily life." it is also defined by UNICEF as "behavioral changes or a behavioral
development approach designed to address a balance of three areas: knowledge, attitude, and
skills."life skills are essentially those abilities that help young people promote mental well-being and
competence as they face the realities of life.
Learning Objectives
By the end of this chapter, you will be able to: define life skills, describe life skill aspects, identify life
skill components, and Give examples of life skills and assess their characteristics.

8.2. Components of Life Skills

Critical thinking - entails thinking more effectively within curricular subject areas, comprehending
the reasoning used, assessing independently and appropriately, and effectively solving problems. It
also entails improved thinking skills in dealing with real-life problems, evaluating information and
arguments in social contexts, and making life decisions.

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Self-confidence - is the degree to which an individual can rely on his or her ability to do a specific
behavior alone or in public. It is an individual's perception that he or she can successfully meet day-
to-day obstacles and demands based on his or her own abilities, capacities, and judgments.
Self-awareness - knowledge and understanding of one‘s strengthens and weaknesses. Self-awareness
involves monitoring our inner worlds, thoughts, emotions, and beliefs. It is important, because it is a
major mechanism influencing personal development.
Self-esteem- is our total attitude toward oneself, which can be measured directly or intuitively.
Decision-making - The process of synthesizing and integrating available information in order to
select, implement, and assess one of numerous possible courses of action.
Interpersonal relationships - are those that a person has with other people. They are social ties,
connections, or affiliations between two or more individuals, implying the discovery or establishment
of common ground and including varying levels of intimacy and sharing.
Reflective communication - entails paying careful attention to communications in order to reflect on
one's own thoughts, behaviors, and interactions with others.
Peer pressure resistance - refers to an individual's ability and competence in confronting
unfavorable effects from his or her group members.
Knowing one's rights and duties - One's knowledge and awareness of the rights and duties that
individuals, groups, institutions, and nations are allowed or not allowed to do under the law and/or
culture.
Problem solving - is the process of discovering a gap between an actual and desired state of things,
challenges, hurdles, and complex situations, and then taking action to correct the deficiency or
capitalize on the opportunity.

8.3. Goals of Life Skills

Knowing and using life skills will help you live a successful life at home, at work, and in your
relationships with others. These abilities enable us to choose the good from the bad, separate soil from
gold, simplify a life that would otherwise be complicated, live in peace with others and ourselves, and
many other things. You are therefore urged to learn, comprehend, and practice life skills.

Summary
Life skills are adaptable and positive behaviors that enable people to deal well with the demands and
obstacles of everyday life. Critical thinking, self-confidence, self-awareness, self-esteem,
decisionmaking, interpersonal relationships, reflective communication, resistance to negative peer
pressure, knowledge of rights and duties, and problem resolution are examples of life skills. The
purpose of learning and practicing life skills is to live a happy and successful life at home, at work,
and in social and interpersonal relationships. developing life skills can have the following
consequences: decreased violent behavior; increased pro-social behavior and decreased negative, self-
destructive behavior; improved ability to plan ahead and choose effective problem-solving solutions;
improved self-image, self-awareness, social and emotional adjustment; increased knowledge
acquisition; improved classroom behavior; gains in self-control and handling of interpersonal
problems and coping with anxiety; and improved constructive conflict resolution with peers.

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 CHAPTER NINE

INTRA-PERSONAL AND INTERPERSONAL SKILLS

Overview of the Chapter

So, in the previous chapter of the module, you learnt the fundamentals of life skills. This chapter
teaches you about intra-personal and interpersonal abilities. The chapter specifically addresses self-
concept, self-awareness, self-esteem, self-confidence, self-control, emotional intelligence, resilience
and stress coping, anger management, critical and creative thinking, problem solving, and decision-
making. These ideas are extensions of the concept of life skills that you acquired before.

9.1. Self-Concept and Self-Awareness

A. Self-concept
As addressed by Gecas (1982) in the Annual Review of Sociology, is a reflexive entity that arises in
social contact and is founded on the social nature of human language. The concept of self serves as
the intellectual foundation for social-psychological investigations into self-concept. This reflexive
activity, on the other hand, produces the "self-concept." It is the individual's perception of himself or
herself as a physical, social, spiritual, or moral person.
Self-concept has the following important features:

 It is the totality of ideas that a person holds about the self

 It includes everything the person believes to be true about himself/herself

 It is composed of relatively permanent self-assessments that of course changes over time with life
experiences and relationships
B. Self- awareness
Having a clear perception of your personality, including your strengths and flaws, thoughts, beliefs,
motivation, and emotions, is referred to as self-awareness. It is a characteristic of one's self concept
that helps one to comprehend other people's attitudes and responses to them.
High self-awareness is a strong predictor of life success, possibly because a self-aware person
understands whether an opportunity is a good fit for them and how to make a suitable enterprise
function successfully.

9.2. Self-esteem and self-confidence

A. Self-esteem
"Esteem" comes from the Latin aestimare, which means "to appraise, value, rate, weigh, estimate,"
and self-esteem is our cognitive and, most importantly, emotional assessment of our own worth. It is
also the matrix through which we think, feel, and act, reflecting and determining our relationship to
ourselves, others, and the world. Self-esteem is concerned with the evaluative and emotional aspects
of one's self-concept. Self-esteem based on virtue is founded on personal and interpersonal norms and

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values such as justice, reciprocity, and honor. The process of reflected appraisal aids in the
development of self-worth.

B. Self-confidence
The word confidence is derived from the Latin fidere, which means "to trust" To be self-confident
means to have faith in oneself, namely in one's ability or aptitude to engage with the world
successfully or appropriately.
“Self-confidence is the belief in one's own skills and self-esteem, which characterizes an
internal state comprised of how we think and feel about ourselves”

9.3. Self-Control
Self-control is gained by refraining from acts we enjoy and instead completing actions we dislike in
order to achieve a long-term goal. People frequently wish to modify themselves by, for example,
quitting smoking, going on a diet, studying more efficiently, and so on, but such long-term goals can
be tough to maintain. Instead, people are frequently swayed by the allure of an immediate benefit and
abandon their past commitment. In other words, we fail to exert genuine control over ourselves.

9.4. Anger Management

Anger is an emotional state in which a person feels irritated by a conflict of interests, a loss of
ownership, or a threat to one's personality.
“When anger is not controlled, conflict becomes worse. Dwelling on how angry you are doesn’t help
to defuse your anger. Instead your anger can build and lead to rage. At this stage, you may no longer
be able to think clearly.”
The ancient martial art encourages practitioners to remain cool, empty themselves of emotion, and
gain an advantage in a dispute by using their opponent's proclivity to strike out in blind passion.
Below are some of the techniques for managing anger:

 Recognize anger as a signal of vulnerability - you feel devalued in some way.

 Do not trust your judgment when angry.

 Strive to understand other people's perspectives.

 Do not justify your anger.

 When angry, remember your deepest values.

As a result, if you have difficulty regulating your anger, attempt to use the advice provided above
anytime you encounter a condition of rage in your life.

9.5. Stress, Coping with Stress and Resilience

Stress is a relatively prevalent ailment. When you are stressed, you may notice your heart pounding,
palms sweating, and stomach grumbling. This could be due to an upcoming job interview or a major
event such as a wedding.

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 Stress generally refers to two things: the psychological perception of pressure, on the one hand,
and the body's response to it, on the other, which involves multiple systems from metabolism to
muscles and memory.
Mainly, stress comes from three categories of stressors: catastrophes, significant life changes, and
daily hassles.
Catastrophes are unpredictable, large-scale events, such as wars and natural disasters, that practically
everyone considers to be dangerous.
Significant Life Changes - the death of a loved one, loss of a job, leaving home, marriage, divorce,
etc. Life transitions and insecurities are often keenly felt during young adulthood.

Coping With Stress

Problem focused - when we feel a sense of control over a situation and think we can change the
circumstances or change ourselves, we may address stressors directly, with problem - focused coping.
Emotion-focused coping - When we are unable to handle an issue or believe that we are unable to
change a situation, we may turn to emotion-focused coping. If, despite our best efforts, we are unable
to get along with that person, we may reach out to other friends to assist address our own emotional
needs.

Resilience
Adversity is a fact of life and resilience is succeeding in the face of the adversity. Resilience is about
getting through pain and disappointment without letting them crush your spirit. In other language,
resilience is the quality to come back at least as strong as before after being knocked down by
adversity.
Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or
significant sources of stress such as family and relationship problems, serious health problems or
workplace and financial stressors. It means "bouncing back" from difficult experiences (APA
definition).
Resilience is not some magical quality but it takes real mental work to transcend hardship. Even after
misfortune, resilient people are able to change course and move toward achieving their goals. Being
resilient does not mean that a person does not experience difficulty or distress.

Summary
 Self-awareness is having a clear perception of one‘s personality, including strengths, weaknesses,
thoughts, beliefs, motivation, and emotions.

 Self-esteem is the judgment or opinion we hold about ourselves. It‘s the extent to which we perceive
ourselves to be worthwhile and capable human beings.

 Self-esteem refers to an individual's overall self-evaluation.

 Self-control is achieved by refraining from actions we like and instead performing actions we prefer
not to do as a means of achieving a long-term goal.

 Everyone gets angry at times. When people are angry or annoyed, they may walk away or use a
harsh tone of voice. Other times, they may yell, argue, or start a fight.

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 CHAPTER TEN

ACADEMIC SKILLS

Overview of the Chapter

Dear students, you have studied about intra-personal and interpersonal abilities that are essential for
effective living in a complicated world. This module's chapter teaches you about skills that will help
you achieve well in school. Once you've mastered the abilities, you may apply them throughout your
life, not just on campus. The chapter focuses on time management, note-taking, test-taking, anxiety
control, goal planning, and career development skills. As you have done in previous chapters, you
must maintain your dedication to learning and internalizing the abilities described in this chapter.

10.1. Time Management

Time management is the capacity to plan and regulate how one spends the hours in a day in order to
achieve one's goals.
Good time management as deciding what someone wants to get out of life and efficiently per suing
these goals. Time management does not mean being busy all the time. It means using your time the
way you want to use it which can include large doses of day dreaming and doing nothing. Good time
management brings with it increasing relaxation, less stress, more satisfaction and greater
accomplishment.
Time is a collective non-renewable resource for all humans, although it is exploited by many
people.Therefore, wise utilization of time is very beneficial for success, happiness and peace of mind.
Much like money, time is both valuable and limited: it must be saved, used wisely, and budgeted.
People who practice good time management techniques often find that they:
• Are more productive
• Have more energy for things they need to accomplish
• Feel less stressed

10.2. Note-taking and Study Skills

Common Note Taking Methods

The following are the three major note-taking methods.

 Cornell Method - a systematic and simple method for note taking that breaks the note page into
three sections (Cue column, note-taking column and summary) to allow for organized recording and
review the main points during lecture. You can also use it while reading your text books.

 Outlining - Recording the main ideas of the lecture to the left margin of the page in your exercise
book. Indent more specific information underneath and further indent examples.

 Charting - Charting is a good strategy for courses that require comparisons/contrasts of specific
dates, places, people, events, importance and how the information relates.

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10.3. Test Anxiety and Overcoming Test Anxiety
Many issues in pupils might result from severe exam anxiety. The symptoms of severe test
anxiety can be divided into a few categories, even though each person will experience a
unique set of symptoms and to varying degrees of intensity.
 Physical - headaches, nausea or diarrhea, extreme body temperature changes, excessive sweating,
shortness of breath, light-headedness or fainting, rapid heartbeat, and/or dry mouth.

 Emotional - excessive feelings of fear, disappointment, anger, depression, uncontrollable crying or

laughing, feelings of helplessness.

 Behavioral - fidgeting, pacing, substance abuse, avoidance.

 Cognitive - racing thoughts, going blank, difficulty in concentrating, negative self-talk, feelings of
dread, comparing self with others, and difficulty in organizing thoughts.

10.4. Test Anxiety and Overcoming Test Anxiety

Test anxiety is a negative mood state characterized by bodily symptoms of physical tension and by
apprehension about a test/exam going to take place in the future. It can be a subjective sense of
unease, a set of behaviors (looking worried and anxious or fidgeting), or a physiological response
originating in the brain and reflected in elevated heart rate and muscle tension due to negative
thinking of taking a test.
The symptoms of sever test anxiety fall into a few categories

 Physical - headaches, nausea or diarrhea, extreme body temperature changes, excessive sweating,
shortness of breath, light-headedness or fainting, rapid heartbeat, and/or dry mouth

 Emotional - excessive feelings of fear, disappointment, anger, depression, uncontrollable crying or

laughing, feelings of helplessness

 Behavioral - fidgeting, pacing, substance abuse, avoidance

 Cognitive - racing thoughts, going blank, difficulty in concentrating, negative selftalk, feelings of
dread, comparing self with others, and difficulty in organizing thoughts.

10.5. Goal Setting

Goal setting is like drawing map, which will help individuals to track their development towards
reaching their full potential. It is the process of imagining, planning and implementing the big picture
of one‘s destination. Goal setting gives someone direction and motivation, as well as increasing
satisfaction and self-confidence in their performance. In the process of goal setting, goals should be
straightforward and emphasize what the individual want to happen in his/her life. The goal should be
specific, measurable, action, realistic and time-bound (SMART).

10.6. Career Development Skill

Career development is a lifelong continuous process of planning implementing and managing one‟s
learning, work and leisure in order to achieve life objectives.
It is a continuous lifelong process of developmental experiences that focuses on seeking, obtaining
and processing information about self, occupational and educational alternatives, life styles and role
options is career development. Put in an another way, career development is the process through
which people come to understand themselves as they relate to the world of work and their role in it.

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Summary
In short, time management is choosing what you want out of life and using your time wisely
to achieve these objectives. time management does not imply constant activity; rather, it
refers to spending your time as you see fit. creating a frame of reference before class helps
you take notes effectively. by using this method, you can get more familiar with the phrases,
ideas, and concepts covered in lectures and take an active part in your own learning. test
anxiety is an unfavorable state of mind marked by physical symptoms of tension and worry
about an upcoming test or exam. a wide range of behavioral, cognitive, emotional, and
physical issues can result from test anxiety. setting goals will provide you direction and boost
your enjoyment and performance confidence.

CHAPTER ELEVEN

SOCIAL SKILLS
Overview of the Chapter
Dear students, in chapter nine, you studied about academic talents and its elements. it is
presumed that you have a solid grasp of the material you have learned in the You now
acquire social skills as a continuation of the earlier teachings, which are essential to creating
peaceful and happy relationships with others in your life. You must understand and
internalize diversity, gender and social isolation, interpersonal communication, social
influences, peer pressure, assertiveness, conflict and conflict resolution, collaboration, and
skills for overcoming risky behaviors if you want to accomplish this very essential aim.

11.1. Understanding cultural Diversity

Diversity has become the defining characteristic of our social and cultural worlds. We are
now constantly confronted with a multitude of ways in which we can define ourselves, and
categorize others.
Culture is the criteria with which we evaluate everything around us. We evaluate what is
proper or improper, normal or abnormal through our culture. If we are immersed in a culture
that is unlike with that of ours, we may experience culture shock and become disoriented.
When we come into contact with a fundamentally different culture, we start thinking about
our culture.. People naturally use their culture as the standard to judge other cultures.

11.2. Gender and Social Inclusion

Hence, nations, right groups, nation leaders and scholars have been demanding more rights
for women and inclusion of developmental activities. Therefore, women should benefit from
education, economy, leadership system, development programs and legal system. Build a
culture of gender inclusion across implementing the following is important.
• Encourage inclusive engagement in all areas of development and cross-cutting
initiatives;
• Apply gender-inclusive approaches of development

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11.3. Interpersonal Communication Skills
Interpersonal communication is not just about what is actually said, the language used but also how it
is said and the non-verbal messages sent through tone of voice, facial expressions, gestures and body
language. Core areas in which competency are essential for effective interpersonal interactions
include the following: Self-awareness, effective listening, questioning, oral communication, helping
or facilitating, reflecting, assertiveness and nonverbal communications (Facial expressions, gaze,
gestures, posture, paralinguistic cues).

11.4. Social Influences

By definition, social influence occurs when one person (the source) engages in some behavior
(such as persuading, threatening, promising, or issuing orders) that causes another person (the
target) to behave differently from how he or she would otherwise behave. Various outcomes
can result when social influence is attempted. In some cases, the influencing source may
produce attitude change - a change in the target‘s beliefs and attitudes about some issue,
person, or situation. Attitude change is a fairly common result of social influence. In other
cases, however, the source may not really care about changing the target‘s attitudes but only
about securing compliance. Compliance occurs when the target‘s behavior conforms to the
source‘s requests or demands.

11.5. Peer Pressure

Peer pressure is the influence to go along with the beliefs and actions of one‘s peers. Peer
pressure may be positive when it inspires a person to do something worthwhile. The desire to
fit in and feel like you are part of a group is normal, and most people feel this way 138
sometimes, especially in the teen and young adult years. Peer pressure, that feeling that you
have to do something to fit in, be accepted, or be respected, can be tough to deal with.
When faced with overt or indirect pressure to do something you're not sure about, try using
the following strategies:
 Give yourself permission to avoid people or situations that don't feel right and leave a
situation that becomes uncomfortable.
 Check in with yourself. Ask, "How am I feeling about this?" "Does this seem right to me?"
"What are the pros and cons of making this decision?" and so on...

11.6. Assertiveness
Assertiveness is a communication style. It is being able to express your feelings, thoughts,
beliefs, and opinions in an open manner that does not violate the rights of others.
Assertiveness is about having confidence in yourself, a positive attitude about yourself and
towards others, and it is about behaving towards others in a way which is direct and honest.
Assertive behavior includes: (taken from https://www.skillsyouneed.)
 Being open in expressing wishes, thoughts and feelings and encouraging others to do
likewise.
 Listening to the views of others and responding appropriately, whether in agreement with
those views or not.
 Accepting responsibilities and being able to delegate to others.

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  Regularly expressing appreciation of others for what they have done or are doing.
 Being able to admit to mistakes and apologise.
 Maintaining self-control.

11.7. Conflict and Conflict Resolution

Conflict is defined as when two or more parties in a relationship have goals or ideals that are
incompatible with one another, as well as when they try to control one another and feel
hostile toward one another. The disparity or incompatibility could be actual or could merely
be perceived as such.
be understood by the parties concerned. The conflicting behaviors and antagonistic feelings,
however, are quite real characteristics of human conflict.

Sources of Conflict
Conflict over finite resources - is one example of economic conflict. Each side wants to
gain as much as it can, and as a result, their actions and feelings are motivated by the desire
to do so.
Value conflict - is characterized by incompatibility between ideologies, or the choices,
values, and behaviors that people hold dear.
Power conflicts – arise when two parties are trying to retain or increase their level of
influence in a relationship or social situation.

Methods of Conflict Resolution

Conflict can result in destructive outcomes or creative ones depending on the approach that is
taken. Given interdependence, three general strategies have been identified that the parties
may take toward dealing with their conflict; win-lose, lose-lose, and win-win (Blake, Shepard
& Mouton, 1964).
Win-lose approach – situations result when only one side perceives the outcome as positive.
Thus, win-lose outcomes are less likely to be accepted voluntarily.
Lose-lose strategy- all parties end up being worse off. In some lose-lose situations, all parties
understand that losses are unavoidable and that they will be evenly distributed. In such
situations, lose-lose outcomes can be preferable to win-lose outcomes because the
distribution is at least considered to be fair.
Win-win approach - is a conscious and systematic attempt to maximize the goals of both
parties through collaborative problem solving. The conflict is seen as a problem to be solved
rather than a war to be won. The important distinction is we (both parties) versus the
problem, rather than we (one party) versus they (the other party). This method focuses on the
needs and constraints of both parties rather than emphasizing strategies designed to conquer.

11.8. Team Work

Teams are groups of people with complementary skills who are committed to a common
purpose and hold themselves mutually accountable for its achievement.Successful teams are

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characterized by a team spirit based around trust, mutual respect, helpfulness and – at best –
friendliness.
Effective teamwork results from:
 a team whose membership, size and resources match the task
 good leadership and attention to team-building
 commitment by team members to understand and identify with one another's goals
 the development of team goals – a shared vision
 a sense of common ownership of the task at hand and joint responsibility for its
achievement
 coordinated effort and planned sharing of tasks evenly across the team
 the open exchange of information within the team
 honesty and frankness among team members.

11.9. Overcoming Risky Behavior

Employing techniques made to address the causes of various risky behaviors may be a more
successful and economical strategy. These methods aim to:
1. Support and strengthen family functioning;
2. Increase connections between students and their schools;
3. Make communities safe and supportive for children and youth;
4. Promote involvement in high quality out-of-school-time programs;
5. Promote the development of sustained relationships with caring adults;
6. Provide children and youth opportunities to build social and emotional competence;
7. Provide children and youth with high quality education during early and middle
childhood.

Summary
Multiculturalism and cultural diversity refer to a set of attitudes and actions that respect the
existence of all different groups in an organization or society, recognize and value their
socio-cultural differences, and enable them to continue contributing within a welcoming
cultural environment. More rights for women and the inclusion of developmental activities
have been demanded by nations, right-wing organizations, nation leaders, and academics.
Interpersonal communication is the process by which individuals convey ideas, emotions, and
meaning to one another through spoken and nonverbal cues. Social influence happens when
one person exhibits a behavior that prompts another to act differently than they would have
otherwise. An assertive communication approach. Conflict is when two or more parties in a
relationship have goals or ideals that are incompatible with one another, as well as when they
try to control one another and feel hostile toward one another. Economic, value, and power

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differences are the three basic causes of conflict. the text discusses multiculturalism,
managing diversity, women's rights, interpersonal communication, social influence,
assertiveness, conflict, and teams. It emphasizes the importance of building a culture of
gender inclusion and using effective communication styles to manage conflicts in a positive
way. Additionally, it notes that risky behaviors during adolescence can have serious
consequences.

Summary of the four chapters

In these four chapters we’ve learnt about how people with life skills can negotiate the
demands and challenges of daily life by demonstrating flexible and positive behavior.
examples include problem-solving, decision-making, interpersonal interactions, reflective
communication, resistance to peer pressure, critical thinking, self-awareness, and self-esteem.
learning life skills can reduce aggressive, violent, and self-destructive behavior, boost pro-
social behavior, and improve the ability to think ahead and argue.we’ve also learnt about the
evaluation of one's personality, including one's traits, flaws, thoughts, beliefs, motivations,
and emotions, is known as self-awareness. it reveals how highly we see ourselves as
competent and worthwhile individuals. self-esteem is the total evaluation of who we are, and
it motivates us to forgo activities we find enjoyable and opt for actions we would rather avoid
in order to accomplish long-term goals. additionally, it makes people angry at times, and they
may speak angrily.
And also we deeply saw how choosing your priorities and using your time as you see fit is the
process of time management. Setting up a frame of reference before to the class and actively
engaging in your own learning are both necessary. a negative mental condition called test
anxiety is marked by tension and stress before a test or exam.
If you remember we learned deep about the meaning of the terms "multiculturalism" and
"cultural diversity". Just to remember, they refer to a set of attitudes and actions that
embrace the existence of all racial and ethnic groups in a workplace or community, cherish
and recognize their sociocultural differences, and participate in a welcoming atmosphere.
Increased women's rights and the integration of development programs have been demanded
by nations, right-wing organizations, national politicians, and academics. interpersonal
communication is the process through which individuals express their ideas, sentiments, and
meaning to one another via the use of both spoken and nonverbal cues. when one person
behaves in a way that prompts another to act differently than they normally would, that is
known as social influence.

REFERENCE: We Used Our General Psychology (Psyc 1011) Module As A Reference

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