ONT ee SCE eee alse Brio PA Caro 71.1 INTRODUCTION Peat EO SET BCI eR GOR CRCo etter TSmrRSsC RTT ey ettann oc temenen ete CGC eR Teme tial element in many domains of life, whether Pe Rea es ote nts ETE on ected in simple words, can be described as the ability PORT Peretti eme tet tcesaters Ch eesicss tia Emotions are vital components of human lives, and regulating them effectively often seems EUS sera amy tated este en eT SRR TSE Ve oraeat cect rete Tne Verte rent (ote as sonal, social, and professional relationships. The field of emotional intelligence encompasses several theories and models that illustrate inter- FOE Tecte Msonsta Sec Tete MED =teCc aera ara Reo COME ress trae ramets MaMa Coevectst MES oa This collection of diverse frameworks, covering a broad array of skills, abilities, and traits, allows one to understand emotional intelligence from SSUES eae amma nee Tey these theories/models is that they acknowledge Py ace eMo mcr intact cent mets! influencing emotions to be more effective in indi- SAG REVOR VE BSc rele ae 1.2 DEFINING EMOTIONAL INTELLIGENCE ae CRCVE Rea eee Conte Recreate plone eRe meme cent miveCta ls refers to. The definitions for emotional intelli- eee ae CR TNE RRS Mrs tro Meta fe (ae (otrec-CoM Mot aime tI Mel iers lem seeteseCeyec Vm bela lett elas PRE OCC mCn ces ae nn ene cia tee rots SU easaere RTM MOUS LOR Cinta seo stes let OTT cote TS SAL SI Aco Caco CRT co PA Caro 7Prarters COMERS TEC MST tersCoon Mt Mes Cevtsa (amt tate a stand and reason with emotion and regulate emotion in self and others." They noted that emo- Es(oyor recoils BCE Melee eo mec merci otas POMEL LMR Ointment Celene tre CPN m to Mec Tet Rect elt COM rs tencies, and skills that influence one's ability ec IU Mena teeren rene Rene vet GEV aco ba Every MOR WOM tee Mesctm sees Ceeie Prec cece ee sty ee ete trailed tsar cial environments more suitably. He defines emo- ITC een ee CRT Merve eto Meets nan? Re ECTS COMENT Rosco ts Coma ete Tie Eee Sree lal i smeRcocmre te Menara ean Ce tts barccattr cal Goleman, Boyatzis, and Rhee (2000) described Peters CneVern cen teceetare errs te Sere icer-a Pea COMO Rt teem tert ing ourselves and managing emotions effectively sbeKebbet uy e-veleko (eae INNS REM: Sins eR EET ae soe SOOM ema aCe cere re and undoubtedly, one can conclude that they complement each other. According to the defini- tions, the primary skills of emotional intelligence PRR saute eM Sma u MET tee E tee age them. 1.3. SIGNIFICANCE OF EMOTIONAL INTELLI- GENCE Pate Cease eRe RC MSR ECC eae Tae Te intersection of cognition and emotion. It forms PA Caro 7CROCS Met meso (se Ome Cont teen Cols Reser Gece Cena aac Seneca onthe Rita cone Ce heii” our internal and social worlds. ACCES Ronee CREM AEE c EOC ROeEE RCL Con ten tna ence tionships. Schutte et al. (2001) found that, over a Er SaCoy meses eet c RIV oat cast bateteta be) Molo ee BAER toc ea ccs e tesa acer See Uso es SCR PTER TI eeatekecuN can CRC Cares MACE Oe n atch saacaaCin tee ictts Sold aero Moers CRe TEN Svat Teme CRE BCS CENCE rent! if their emotions are consistent with popular be- ice Fras VET OM coe COR reac n oe eva significant role in academic and professional suc- cess and mental and physical health. It is a funda- Patel Rare cet ecm rets eet ete POSER Cae Cec Soe OCUCRn oat Peterson soe te Fares CCRT CoM coc e ee R ct ETE COcT ose RS eC Rotter Tan CM UTS Ren eee sed as Covent Rene et RC c McCrae mC mTe PARE C cman ec CR cma cary PMS CVE Terran te ties e Cts Emotional Intelligence is of immense value. Its COS Caen Ment eC re Rett Petherton ett ermine econ h peCatev Mn aNzS VME TCC MeLcart octets crite Mera success. When fostered, emotional intelligence ET COR CEM Cee Stetson ita tt earl filled. 6 mins left in chapter i1.4 MODELS OF EMOTIONAL INTELLIGENCE PSO Cement Rests rete tts SCLC SHS cetera RCC occa eet Ss NaM Us trracoeta tonya Etc ea ae eres RL Na Estee Secrets Corns catatonic PS smeae Meco tcCr Meme circ tacts tomate Pocerete cease tenet tec soe Reece tee ets Set yee) aaron ame me Mee) layed steve ld Reset enti aectct CCR akc tes OnrlEnco enter near tcies 1.4.1 Mayer and Salovey’s Ability Model of Emo- re red ata Rutt Tau RUCN MeL) Roce tres first ones to introduce the concept of emotional Pc cece CR CeCe Cnntan ast} PUtedoon ernest cma totaee tater tcteotntniva enumerated when it comes to the coining of the term “Emotional Intelligence” (Mowrer, 1960). Their initial definition stated that "Emotional In- eT Sele BRE meee Bbc lien ae involves the ability to monitor one's and others' POTEET CMT els COMCOM: sete ont them and to use this information to guide one’s Polen sert tects ETD Bue Ct aeatsseerte co Reyaseso strat veta colette by Mayer and Saiovey (1997) is a model of four interrelated abilities that are arranged ina hierar- NCEE nats eset C eee cea Rae ace e Cac ttes bora trate acl lenging processes are at the top. SRV tera sco Mas Crt cect Sao eee Sener ace R se 6 mins left in chapter iRO Recent Cota ttenecs anos eks RecN CSOT a CULV CRs et Cotas tere SUC ee Tes Router tee et scm sarc tls SEOs CIC Rect Rec ract a Cee vaatase cee Reta os nR Mente CT me Tone R yy ceca caso Cae eure aN tg Dee R esettah cM eae met Utons oat false emotional expressions in others. 2. The second branch in the Mayer & Salovey CEL Om I RMCC Le ait ee Clic ted Da aa ACCOM emcees CaCO tal RMN ecco ecole eres b en eae Cats CHEV Sn eA TT CR creator etl communication." It helps a person focus on the relevant information and makes them capable of Pere B teint UCR rtoee I cI Rete? Peeters Cntr ae MS ens titer Cees EMe Tare Pees eee es esh ore wS atc Cnaeyd Pe Meta cnre wt etre ne tty eR CC eT site hana ter een nee Crasher Cota meets at teeter Cetl states that foster different thinking styles. EM UREN cE dea Roa VCN aan attri) model is ‘Understanding Emotions.’ It includes "understanding of the antecedents of emotions and comprehension of language and meaning of emotions." This branch is based on an indi- RGUEVE So meee IM Suis CR Cua ety yc ee ate language and differentiate between emotion labels and emotions themselves. The advanced eStats ashton cms ecco POR Centres forts ttod ntsc cette derstanding the blend of emotions, and narrating Pon Cresent ert nntlee Rent Rn tetra et OCR NRE Ce RER Conn NaCccsnttey the transition of emotions like "sadness may lead Pa Ca ee EuRee CeeCcen pate Wittatamre act Rtrecces cE tstob aa 4. The fourth and the highest branch in the MOTO NAO eCROR CUCL Teac ca ea taty DEAE L STC css MU ETM tele sata ts vent an emotional response in oneself and oth- ers.” It comprises experiencing a diverse range of emotions and appropriately understanding their usefulness while making significant decisions. In other words, it stimulates intellectual and PCCM a eR ee SSeS eno ROPE NCR erate a ics sca arte vanced level, a person can also disengage himself depending on the demand of a situation. Mon- FRrela emer CereCreemco teen Renta aetits melee Rese OCrUrsmiee cute ntsceeitl stimulate positive emotions. aa OCC e Ra ray ee aC One aa (Adapted from Rae FOC Os aC B Le td Mixed models of emotional intelligence are those that combine the concept of EI with personal- Rome eve tocss teem Seem ttt yal its trated in Goleman's work, in which he mentions Pa Ca ee 7that “There is an old-fashioned word for the body of skills that emotional intelligence represents: character” (Goleman, 1995). The mixed model considers abilities/skills and personality traits PWS toe Vtetsae titer teats isan Crt i gence. Thus, Ei assessment involves self-reports Ps enthcent concord tre SU CC RME mcrae acon Cice mCRe CTT under the mixed models of emotional intelli- eee Bar-On’s Mixed Model of Emotional-Social Intelli- gence (ESI) Bar-On Model (2006) views emotional-social in- oneness nts BO entecric e cso cient ectiies feaiecce he takin Cente tt Seater mR ee em Cet Rete SRR CMC RcoT RUG Ca Cram tls erent escanea Bar-On's (2006) ESI model of EI is founded PR Oe R neem ENT od factorial components that are further divided into sub-factors comprising key components and ite lae tent ac vse i Cn ee RS Lop aaa (Adapted from Kanesan & Fauzan 2019) 1. Intrapersonal scale tells an individual's level of self-awareness and self-expression. The sub- 1 min left in chapter stnFreeverse CORT esate tcecm ayer Cele Cael Leto SIS ACn CCR esa en Reed accurately; (b) emotional self-awareness: which is the ability to be aware of and understand one’s emotions; (c) assertiveness: which is the PSRs ea Nae Rc teatcct hms one’s feelings and oneself (Bar-On, 2006). Two moderating variables, independence and self-ac- ICTS CORTON Sateen CeiteR ee tee ioe sa Resse el CGE tees Pe DM tetera Cote nn ctr PO aCIeM eR etod scent Cr met ola ele vee tier (aatcer velo e mec maece lolitas Re ssa ORIN CR Sorel sR eat eVT Cd one’s potential (Bar-On, 2006). PRM en Ceig saeco Meee Cectel tal Me COO MT Stor RRS e CCE R ccs eeimcor Cis skills. Key components include (a) empathy: which is the ability to be aware and understand te See CEERC MO) ET cays sere eV ET STRUT eG Ci CoRe ae Somme mel mt) PSS mr rCl baer Sash ie CO eet tl relations with others. The moderating variable in this scale of EQ is social responsibility which is reel omtekeetettem ies Reece lac Vescots) PRC RoR RIM Racker Tate Leen 3. Stress management scale gives an account are Meer e an ae tmmcct sc MUS key components consist of (a) stress tolerance: which is the ability to effectively and construc- NRE ETC is CRe TCR (Er nel eee tere) e which is described as the ability to effectively and constructively control emotions in a stress- ful condition (Bar-On, 2006). Pee racy get ecole ee see PSC Ren sen tau to Cnty er Rien nt CIOECAseChs hte u nt Eto eRe Gisele meltively validating one's feelings and thinking with Soa eC smo nce smuceeet sac ROR UTR See cea oeke cece FRc RON srt acon CaS cles om Ueto cad (Ola) sone an stra Est oak ene PREECE iH emes CtcscE CCH taro ReL01 Ered R eS CN Rd Coe elccest VB utetc Telos MM MaRS Cosetaolem rate KC)) Cyereteer oem Zea rater ORC RR et set BC Prada eae asC TOs TCE NCR (ley ntccad ies Pen SCRUB recone Cocos Ste oe eee eR Beit eC taer EN Goleman’s Mixed Model of Emotional Intelligence Goleman (1998) defined emotional intelligence EO a ea eee a oe a eee ama ee aac ae Re Cn CES COME CEN Cac cnt tic ts as tomerme estates ct Reece sc tact PRS CE CO mutters crete Coretta na Ieoreta tan Ve) eae Oem ees CLR pana Competence Framework (Adapted from ECI Technical Manual, 2005) BU ono coc ME Nc Meese tc MTC Co ana) broad domains: Personal competence and Social eee me one Recreate TUS ee RED) eRe Gisele aah)PRE bol hcsae Val lae mee) eee tte ete es PREM RS EN COM ce Cicc tes Meret eee and intuition, and (2) a Self-management cluster SO NS ea eR OREN ET aCe nce Claes impulses, and resources (ECI Technical Manual, 2005). SM CRS ress ocean ast oes ted ee tote Raat Cec ET rasa ST amo ete san sects oscars Ei rate tS ACR Be Gre reco ar ton Coa which is the ability to know one's weaknesses and strengths; and (c) self-confidence which OES eerste Core Rao ad worth (ECI Technical Manual, 2005). PM OEE cnt are crm eRe ones COMMU SSSR ENN ttt Tae re trol which is the ability to keep impulses and dis Preteen eC emt me te eet) Mace Tarai ERECT e tT Macias smeenMetashtd Poser e haan ment CO MEET Tae which is the ability to deal with change; (d) achievement that tells a person’s strive to prove or achieving a standard of excellence; (e) initiative SO NS ERS once ete ame Rtas ysreraarts Re ROR Gua ea te rien aera ty persistence even when faced with obstacles and Pert tel AKG Bhs ster UB UC TTT MPLOLOED) DUCTS Vcore syereiccseteccMe recreate Ce oMa CoRntom POEUN Vea sca tnt c ema oval oC RCo oleh ello ple handle relationships and are aware of others’ eS CME Rech ere eRe ma eRe Sipe Ete xoele ae ie seme Val leMmeel lesa emaaels skill or adeptness at inducing desirable responses Peta etenrmeleeLye eRe Gisele 12%ERD VCR eC Ec come tera contents tee Re acete ema RCO cme roe Berets titegoa Casas coo ieee peiaes cnet cto FeveE Ecc UCR i escria Ret taccncos cr m ec creme RS TEU SI ya coe eee Pe caer CGC mee ane aC bie Se aene Cnet OM at eMagca ccm to pars TeLetet ec snnteeMe cleclsaetea tee TeG Meeece Ts consumers’ needs (ECI Technical Manual, 2005). PM UTC IEVSCO MERE uta aan eres acorn PSC eeeSeacra sacs tS COMO CSET CUM Car em PRR ReRCSSO naa aeeelen tee and development needs; (b) inspirational leader- PRN EC nad Cri smch otk td groups and individuals; (c) change catalyst, which ST smc ene Cea ner cms Cita) yD iacre me Uae Mee te situa mean tee Cole persuasion; (e) conflict management which is the ability to work through disagreements and nego- CHER Ca Rca dati treated tee the ability to work well with others on common POE Ute RacoteE Roe Necture S001 olan cal Manual, 2005). 1.4.3 Trait Model of Emotional Intelligence The trait model of Emotional Intelligence was described by Petrides and Furnham (2000). This model describes emotional intelligence as a self- Pensa Moen sCnelel isan ews crestor of individual traits. Trait El is defined as a "con- ROIS Oes a arcs eee eee aa ea Ona ee eerensanerctan emesis OMLees p.137). It then shows how these traits influence an individual's state of mind: predicting happi- PSSM ia saete nee Ro rai mec coal events. The model focuses on the interpersonal life of individuals and works to construct a mind- Perea retaeveRccyer miata sesingrcenstastentes Rest Cane eRe Gisele 13%1.5 BUILDING BLOCKS OF EMOTIONAL INTEL- LIGENCE SMe reeseic rene Re a CosColac YBa tect to Corrigan Escalante ETB Ico cote Meos tora Coa Cocc ORs tno a ligent use of emotions. It can pave the path to a Pate EUC Rates e mu teCe Ce Cotta atria Fred Cleese SUC SCOLeCT MN CreS scents UCR Ra Netcom a UCT Tecc reteset erat etc ness, and Relationship Management. RT Pere toy SCR cree acre Ces Cee Oat coment nied mea RU Nate comet way. Increased awareness of our feelings makes Tacs Coe Cat E SUT Restate Cac OME taco R Reenter Ce at ARS etnC macro CELA Cy etes ets ta een CU RIG ccna test rcint ecto Pet anette tet eke Re mS Cte Pee Mtn Content So Rast ecat 10 cto nesses, emotions, needs, and desires. It simply Pee canna Ce eal ecoe Rost atecs Donegan oC CRI eecceme dae Fe en sesh CTR enone iN Conte Recen tras tariteuaca Totatd esters anh cesta” fotos Cotter ence eens tae ere ECR COM tem cM COCRCt ns irae aoe Fee U GSB ees tees V eet starlet ists ost (Gries an Robe v encanto Self-management, or self-regulation, can be de- fined as the ability to manage one's actions, thoughts, and feelings flexibly to get desired re- sults. Optimal self-management contributes to a eRe Gisele arlysense of well-being, a sense of self-efficacy or RoniGCntecne ene ceirdciteten Cockers remem comet neers niece Es haviors, manage emotions in healthy ways, take ECC MO Mme Momence and adapt to changing circumstances. Emotions are significant indicators of who one is and SORT Cie eet me CBee Roaqs coma easy to become overwhelmed and lose control of PSN Me Sate AT Sra REIN sma coe anPennPeT=C RECS Ic V aS Celta as meer easy for individuals to manage their emotions in the face of undesirable circumstances. One can make decisions that enable one to restrain im- pulsive thoughts and actions, regulate emotions CAEN CL CECE NEEM oR OR TT commitments, and adjust to changing situations. TSC ery Res Ce eo CRT CEE Some Ce oartet oh Poses RE CM eC aCe ET CMEC BGtrG Cea sy srs AMOCT Tmo CR eet Comecs errata Cte Caen ent amna mtecest ErcRe ttl iter eco nec nco sae sc a Bras STS CME sess CTS Sc cel -nste PRY CR Nadie nie noice Net eTon to verbal communication. These cues indicate DOM eRe So ARCO U Sen MS race tional states, and what truly matters to them. In Pees eS conte Ocesesrte eter ico Seino Sa oC eC cyst The ability to take one’s own and other's emo- PSOE TCM More creas MCU sa Cmtelccn ace) manage social interactions effectively. The three PCS ON ERE ER Tsotsi nrc RCrscai tad eRe Gisele 15%fro Coane RTC Me REC LTS Coon Cure pena Geran UCeR ere U Th ean eect ted Pe eco hae Rosas Cente One herd BPs cuteness eC B ras tset eit Roe ORCC sme) CoM tere Orie Error Fem sresiosamen Meet ish eta ee arec le CeO TEe STs cis EVaRCeTIMS neice LUC BS iremaa Cots Co eartcccae tbat tector eRe Gisele ESOITA RE ToC CIB ee cmC atte vidual's capacity to perceive, process, and reg- ulate emotional information accurately and Ciara RU TR ee Rs ree PUR Ce trad tomteccRe nce cent tsC recent ocean stato vatsMeVas Cerca temo tor tata Pee Romete Sa sunCors CoNeCVO eC ecraterRer eM LM evened TeCeNa eyelsrea nce tod Tort meN PTET - Intelligent use of one's emotions is of utmost eee Roc MS aera Cre tet FOTTe aye TM oe seem Te CTS Voom tect Pst eVe tReet COMET BrCe SE SOC aeR IC RUC RE eRe ete Barrett cetera stooeVetstec)l ecetecmMU CE eCeciacerrs TO CRN CR LE eee RTA) rs RUSCH Ca a retele Ree raters (ose VB bet eoN tra cine Cee Cevelsiis me nmeoecta the trait or mixed model examines it as a com- bination of an individual's mental ability and puree sige ete Cae e ete SRY UM SCR LEM oe Cole (CIB Geol cera PCR ENE CCS een outamsclsel PMO NCR ES ChO Mer Ener ca tts eRe Gisele ayUNIT - Il Personal Competence: Self-Awareness and Self-Management LEARNING OBJECTIVES BB CRG rene otic racer NOR ecm Ares Coe RSS es UCT ment. entre OetaeTe hace estes rteecro eter tratas ste Byatt Coenen tS ane sctseCes Coes Ty anger, anxiety, and fear. Dee eee nt ary ages Auguste Comte eRe Gisele ae)2.1 PERSONAL COMPETENCE The first unit introduced the four basic tenets of emotional intelligence. These building blocks fall under two competencies: Personal Competence EU Ree RO eae Pertenece Cee Mer Mer tera Ceo POC SU RIGnC Nets ta ole TIC Rent ORES URN Cicer nS mrtg Parsee acha tere too COE CCEGEV acceso tasrrecorrtatee ings. Personal competence constitutes Self- IN CSEUG Re UCOLT cn tm ecarcrataa tg Pit oecer cases Ceceer Rc Ciette i Recognition Regulation arene Bae Tareas NC RYT aU Cure) Adapted from Goleman's Emotional Intelligence Model (2002) 2.2 SELF-AWARENESS Self-awareness can be understood as an in- dividual's ability to recognize their emotions, thoughts, and values and further understand HeTe\ Vee iaXey oe eM ol et wa (etree ects (oeC eerie aes (CASEL, 2020). It can be seen as the founda- Peterman tere CreeVe rnc ected tec UC ECR ENE =cl ERGete a ae eee atts sey Sonlehimieia ol EWE te Loy mal iem (bbe ie veCe Renee loner and acknowledge them. 10 mins left in chapter ae)According to Goleman (2006), the three elements Ree CR tlc IME eta tool PVE etre erste corse ear wees reser a sea Emotional awareness pertains to understand- ing what emotion a person feels at a given time and how it affects their behavior. Accurate Polen satan eet nae cremate Reem OMO MECN Came NETS ee and inner resources to cope with an emotion- ally charged situation, An individual with ac- athe) tT eol elas coils wyommaelolercaelaarle EUR TRB eee Sacre esse rates Rate back from others. Finally, Self-confidence is being PaO RISA aa erat Rom corte Rano ERT e aa DUO Maes ont CRT mene individual understand how they affect him and others around him, their responses to differ- Cran tC Ma tant Cina cree deep self-awareness also entails knowledge of strengths, weaknesses, needs, and desires. It de- termines self-worth and is an indicator of self- confidence. Pena CULV es tetie cen saes creek Te RE eon er enn ee ects Erma CBr rama ce cores enema EeteRelastee - Understand one's strengths and limitations PERS OR EL cates Rc tterdes acer rntaom : Fe ev a ae sce feelings, thoughts, and behaviour and under- Renti nme acer entcurnt sib tCe In an article titled "What Makes a Leader?" in the Harvard Business Review, Goleman suggests OS Coen Cee En Tet tel cearan 10 mins left in chapter 20%CCere tent Raat ita cr Rete C Rt SCT COR rent Reon eat venteety different arenas, like one's workplace, which con- Des COE Ue Scrat Berterc Rte cas tee Rates Tas Gor er tcentcoe cet OET ls Soret Ren toca c Vi tag ee ort SUS Cee se eres kate nc tie they can cause dissatisfaction. PIR sat Crete ta ee atte Font etes eMC tea eae ot stance Rea sensor SECM CeCe Chara eats Caren Roem era metre OR ee CECE UT Ech FCO cco ntecieetteVenste reteset peer Yas (OCR COPS aCe CED erCeLstOosT an CEa vie tls Ene TOC ee oes CLS eras DSS ar see ature tte tions. "Our feelings are always with us, but we are too seldom with them" (Goleman, 2006). In to- PORE Coe ee ROTC oR CR CPI eN eat Sante oMM Stra nTi TAR tes CM CoM Tan ToMmETS catoN (eel ERG ero eae Cone eeT ae ment tty task. Reflecting on emotions and understanding SORIA e en Cthaee r Tart Prats eVR eee TMs lemscceceea ta effectively. Giving time and space to feelings is of Driseslerte testo ttecE Ce aas(ors eM aC ekt nage cally considered harmful, enrich life experiences. (oltre St sae RMR Ka Mes tecetyetes UM stor ToT De UR ota dae Lene ven VR eect Cte om Pec AB Y Coe eTymaNCNRCRST cr caea PC tneSe netted 10 mins left in chapter 21%Ba riser cetera ate cen C Reacts Peeters ecm ara eterna an Satan arm pcont Reel Rela eect tls Cena ocr oar ee ice TENTS cesT SAR ACUCO NT RSS Co tony et thats Cer uttevesen moder trccntairont tenet BS ita ety SOR am NACR SS Tec eTCl aware of the present moment. One tries to notice sensations and feelings and describe them in words. The more detail one uses in describing emotions, the better self-aware- ness follows. So The ‘third-person’ perspective- Another effective and simple way to be self-aware is Peer me Matic Serr eyes sl Tee TRS OEE RTT Pree ect cans ArS Catt acral Fitea ce eteeeteebastolied nectet Wats eea Conae rar) Fae Meee aoe telctatc yn Oats MS ae ORCC NOM toes eh Pas COL Caen mated tamer Certs them. I Sorat s(osEVRR Colac ts a We ramos am re CmCe CS Eevas tC Rati ce races Feere cra Cece TT Cts aC acct toa esto) eee Cen ret rt cesm ont esc atte Corre Mr Rccrnen tear ensenatere ties tively (Miller, 2021). One can take the help of Site Ye a CONS aT Pesca terete 8 mins left in chapter 22%Figure 2.1 Plutchik Wheel of Emotions (Source: https://www.6seconds.org/2022/03/13/ plutchik-wheel-emotions/) Robert Plutchik invented the wheel of emotions. eUA Ue Stata sete tame ans Cs eee age et es PCOMcta rend centr Cte tlc the eight basic emotions. These pairs are Joy and sadness; Anger and fear; Trust and dis- ERIM MS tase C MENTE sete ts (oo UCI four pairs of opposite emotions show the Prana orate terete Pes nay meals Cooma oamtecl mel beetens BOO a RCE ON nace crt sae” emotions. As a rule, emotions intensify from outside the wheel to the center. For each emo- tion, there are three degrees. For example, ac- ceptance is less intense than trust, and admi- Sco loob Cet c Brecon cr neat a PTs Eva sully emake ee seelela lever can be mixed to form a new emotion. In other words, emotions intensify if they are 8 mins left in chapter 23%Poste Tece Ee UteRentes cet et Ce atc te sented in the dotted outer circle in the wheel Se raocr OM aC meatal ska) fests S OMT CRs Sect RUA SRR co tee tema toe rotates rca PRCA ae rr a2 ed Soetastele ota eeto mec atee ease eet Fret cae ars) eects ECR Ua on ESCs ee RORPlSn Cees Cheon Rm cetera ae ntl relationships. Strengths tell a person what he/ she can do better than others. They can be iden- tified by reflecting on achievements in life that CC CM Me CHM Ts erm ascarid achieve goals by knowing strengths and using Dts Meiitetonbaniece eet ee sicer R one actualize by using their full potential. Realisti- PNAC ach a OMe Rr UES! PaO cee ae yore nta mesa} with self-confidence and knowing in which area one can add value. Goleman (2006) states, "there EB es eR eR etch stance eres eters ecard Eye teteyet Cols oel-mBsLn ey NLE-T Mey acl Iba CamE Tem bee vidual sees a development in self-confidence and becomes more open to challenging situations, new skills, or jobs. PER a eee Re ar Ta An assessment of the areas that a person needs to improve is as essential as recognizing strengths. Me cnt rod acyn ens tna teem timal functioning in various settings in life. Hu- mans face challenges that give them insight into Ste accor ee ces rane tn CRD CMT oe 8 mins left in chapter paPEI CMEM TMS SN NCa rome Citra tore Cre AMER Sebo Ccce east) Pee CCAS nee ned several people, the student feels unsatisfied with econ acy ommN Rca Macre TIN eR Tg but realized that the project did not feel like theirs because it barely contributed with any input. Ser sACcrpp bet tesoLeme sc Umepesbentbet (oc tenel-B REM scet1o) Pen eete ea ta ome rca tte Reece ted PonCnertclinac tne aa elsn tant cles lem area will enable the student to improve in the future through various means. One can also Peo eck ms ora scCrwetceem mel sty Fae Tae ary esh(eeb acon east ecee Ts ert Pranreantsa a seNatate Te ratte EXPERIENTIAL ACTIVITY 1: SELF-AWARE- shy Wheel of Strength: Knowing One's Character Recast eee Eats tre ees) Give an Example how you show, See ee ecm cara) PA caer 24%ee eee a ae) Psa a a CeCe Cte re ee MOV NL Ro mia cede elle (MEIN CETA example of how you showed the identified char- Facade er ata tome Cen NS teres Rete arto PEER SAE uence a eRe SOEN cl these character strengths. Poe ern ences cord Potters PRB esse meant Contact tak SR Cote Reels sto Roeasa tt eT tee EMSS arn stoma eerie Te taet eerste Tre eRt eso erat Eee CRTs Beno ees oe rcs es ast Puente greta Tey ett est Ce cae Mo nT PP eieoanCiices ttre tat eee 6. Love and be loved: Valuing close relation- Bt ecaista Melstoce ae Ch sas ces steerer ul Moe Sarr GCs Ee rte ease ented yc laugh and smile, not taking life too seri- Cre Ease NEO eas cote Ue tole Fave CaCI CS en Se tote ts Co Cree Mette Cs BEV te eto cra BC tet tls ErtReaattetane taste bere ras rm Re Lae aes CMTS eco Cr ecena SCOR Catt ator Foire at ° af 7 mins left in chapter Pay)