Training Modules on Life Skills Education

It contains concepts and different types of life skills along with strategy of transaction

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MODULE-1
UNDERSTANDING LIFE SKILLS
Introduction:
There is an urgent need to provide life skills education to all school-going
children because it enables them to acquire timely and relevant information, respond to
opportunities and challenges and cope with the ever-changing needs of society. The
National Curriculum Framework for school education-2000 emphasized that education
as, must a prepare students to face the challenges of life. For this to it needs to be
intimately linked with different life skills. The National Curriculum Framework-2005
also says learning has becomes an isolated activity, which does not encourage children to
link knowledge with their lives, Knowledge has to be corrected to life outside the school.
In fact, the purpose of life skills education is to make students perform better in all the
spheres of life by acquiring psychological competency, finding proper solution to
problems, coping with different situations of life, performing well in different walks of
life, creating positive attitude etc.
Life skill education is required for students of all level because: 1) Acquisition
and application of life skill can influence the way as individual feels about others.2)
Living life fully and productively requires acquiring and mastering life skills.3) It helps
students to know and understand themselves better, to live life more consciously and
deliberately, attain personal satisfaction and fulfillment and growth. 4) It will enhance
productivity, efficiency, self-esteem and self-confident. 5) It improve-inter-personal
relations helps, solve problems face challenges and tackle unforeseen contingencies with
equanimity and presence of mind.6)It helps maintain good physical and mental health
and capacity for happy living and putting leisure time to good use. 7) It lessens violent
behaviour, increases self-control and sociability, improves classroom behavior, betters
handling of interpersonal problems and coping with anxiety. 8) It equips adolescents with
using head, hand and heart and 9) It promotes adaptability and adjustability among
adolescents.
The demand for life skill education for school children has gained momentum in
view of the growing problems relating to the sexual behavior of adolescents and the
AIDS pandemic. Again the growing incidence of drug abuse among teens also demands
life skills education. Health promotion and preventive care as vehicle for human
development is best reflected in the concept of life skill education. Through life skills
education, we can tap The Treasure Within, the learning potential in every human. Life
skills including HIV/AIDS preventive education are urgently needed. It is estimated that
India accommodates the largest number of HIV infected people in the world. In India;
Young people are at serious risk. They become vulnerable to sexually transmitted
diseases as soon as they are of age because the pool of potential partners is often already
infected. A similar situation prevails in the context of drug abuse by the younger
generation. Life skills education helps young people get information and develop skills
they need to follow a safer path through life to avoid HIV/AIDS. The adolescents need to
protect themselves in different situations of risk involving HIV/AIDs and other infection
and also to face many problems in everyday life. The number of children, who do not

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have the benefit of formal education, is very large and they need more than preventive
health education to face risks to physical and mental wellbeing.
Conceptualizing Life Skills
A life skill is a subject largely untouched in India and yet is an essential part of
individual development. Life skills are abilities with which we get to know how to live
life. Life skills are an addition to essential literacy and numerical skills for building sound
and harmonious relationship with self, others and environment, to act responsibly and
safely, to survive under a variety of conditions. These are core competencies that enable
individual to cope with the difficulties in life. WHO defines life skills as the abilities for
adaptive and positive behavior that enable individuals to deal effectively with the
demands and challenges of everyday life? UNICEF says life skills empower young
people to take positive actions to protect themselves and to promote heath and positive
social relationship. According to Nair (2005), life skills are nothing but personal skills. It
is the ability for adaptive and positive behavior that empowers a person to make informed
choices in the face of complex life situations .It makes a person psychological competent
to perform the basic human functions. With life skills one is able to explore alternatives,
weigh pros and cons to make rational decisions in solving problems or issues. Life skills
are the abilities that help in the promotion of mental and social well being and
competency in young children to face hard realities of life. It is an ability which enables
human beings to perform better in life keeping in view the demands and challenges.
Different Life Skills
There is no agreement on the number of life skills. Different life skills are
proposed for different groups of individuals depending on their local conditions. The
UNICEF emphasizes interpersonal and communication skills, decision making/ problem
solving skills, critical thinking skills, skills for increasing internal locus of control etc.
Life skills have been discussed in details below:
a. Self Awareness: This is awareness about one`s own self. The question that often
comes into the mind of an adolescent is-who I am. The problem of self-identity
originates in the individuals during their adolescence. The individuals should
know about their strengths and weaknesses, capabilities and liabilities. This is
something like self-image or self-concept. Along with this, they should be made
aware of their rights and duties and responsibilities to themselves and the society.
They should have a clear idea about their place in family, peers and community,
along with the knowledge of the body and the process of growing up, maintaining
personal health and hygiene as well as the roles of boys and girls in different
contexts. It is also necessary to develop right self-concept as underestimation and
overestimation of the self hamper the actual development of an individual.
b. Empathy: Empathy is the ability to listen to and understand another person`s
needs and circumstances and express that understanding. This is awareness of
others, their different thinking, feelings, desires and wishes. Indian culture
emphasizes empathy with human beings, animals, and nature around us. It is
related to fellow-feelings. Empathy for others who are like me, who are unlike
me, who look up me and who I look up to are to be developed among the
adolescents for maintaining balance in environment, society and family.

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c. Coping with Emotions: Emotions confuse and overwhelm the young mind. Not
all emotions are negative and hinder action. Some like ‘love’ may be a prime
mover. Emotions like fear and anger are to be controlled carefully. The
adolescents should have a clear understanding of likes and dislikes as well as
positive emotions, because during adolescence emotional development reaches its
maximum. It is a period of recognizing all emotions like anxiety, fear, love and
anger. The adolescent’s experiences emotional instability and intensity. They
sometimes demand absurd emotional independence.
d. Coping with Stress: Stress is Common to all. People old or young, boys or girls.
Poor or rich have stress in some form or other. Some may have more stressful life
while others have less. Stanley Hall viewed adolescence as a time of storm and
stress and Jeffery Arvett also viewed that storm and stress is more likely during
this period. Controlling stress is important as it has bearing on performance and
adjustment of individual. Developing understanding about factors creating stress,
a factor controlling stress and the effects of stress on human life is helpful for
balanced living.
e. Decision Making: This is one of the essential life skills for successful living. This
life skill is needed every moment of life. During adolescence an individual takes
different decisions independently. Healthy life depends on right decisions.
Decision-making is related to choice. Individuals make different choices in their
life. It involves thinking on different options and weighing their pros and cons. It
is a complex process as it depends on comparison and judgment. Here, making
the right decision and understanding the process of decision-making is important.
f. Problem Solving: Life is full of problems. All human beings faces problems in
some form or other in their everyday life. All adolescents encounter various
problems in different life situations. The problems faced by the urban youth are
completely different from the problems of the rural youth. Sometimes one
problem has many solutions. One has to opt for the most effective one.
Sometimes we need the help of others to solve our problems. So, a person should
be aware of the sources of the problem to approach its solution. The individual
should believe in his own abilities and have a strong mindset to deal with any sort
of problems.
g. Critical Thinking: It is related to thinking in just and rational way. It is the skill
to assess, judge and come to a considered conclusion. It is a life skill to exercise
one’s ability to reflect on what is right and what is wrong. It also involves
deciding something that is right or unbiased. It is also related to independent
thinking, thinking freely, and thinking without pressure. It involves difference of
opinion and questioning. It is one of the complex skills.
h. Effective Communication: It is one of the key life-skills for one and all.
Effective Communication involves effective transmission of feelings. Thoughts
and messages from one person to another and effective reception to understand
other person’s views. It is more important for young people in order to maintain
both their independence and their relationships. It involves expressing ones idea,
thought and emotion in a clear and concise manner. It may be in writing or spoken

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from. One should know the subject matter to be communicated, mode of
communication and audience.
i. Interpersonal Relationship: Healthy living depends on healthy relationships.
Others in society. We need to live with others in society. We need each others`
help. Hence, interpersonal relationship is significant for our adjustment and
congenial living. It involves relationship with friends of both sexes, relationship
with organizations, peers, family and community members. It is essential for
adolescents to develop the right kind of relationship with opposite sexes.
j. Creative Thinking: This skill is also known as lateral thinking. It supports both
decision-making and problem-solving. This skill helps us to explore the
alternatives at hand and different results of our action or non-action: By using
this, we can look beyond our direct experiences. Even in a situation where no
problem is identified, no decision has to be taken; creative thinking helps us to
respond with flexibility to situation in life.
k. Social Skills: It is related to knowing about family, peers, Community beliefs,
customs etc. and concerns of the society and identifying problems that arise
within the family and in society. Gender relation, knowledge of STD, HIV/AIDS
is part of in. It is essential for individuals to be aware of the family and
community beliefs, customs as it helps in adjustment/successful living. So
adolescents should be provided with the right kind of information about different
aspects of society in which they live.
Apart from these, there are some more life skills such as: ability to decide to listen to
whom and to what, critical listening skills, information processing skills, self-reliance,
finding out necessary legal information to be attuned to social environment and
situations, ability to say no to negative pressures, ability to find the link between health
problems and life styles as well as behavior and ability to maintain safety etc.
Strategy for Developing Life Skills:
Role Play:
Role play is an activity where you either put yourself into somebody else’s shoes, or put
yourself into an imaginary situation. It is widely agreed that learning takes place when
activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for
the following reasons:
 It fun and motivating
 Quieter students get the chance to express themselves in a more forthright way
 The world of the classroom is broadened to include the outside world; thus
offering a much wider range of language opportunities.
 Help students to understand that there are casual relationships between people’s
behavior and the outcomes of events. This understanding is enhanced because the
consequences of behaviors can be immediately observed and self-image
developed.
 Enables students to explore their values and appreciate the consequences of their
values based actions
 Enables students to identify options and solutions.

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 Enables students to manage conflict.
Role playing can be used with students of most ages. The complexity of the role
situations must be minimized in using the method with children. But if we keep it simple
for their limited attention spans, role playing can be used even in teaching preschoolers.
Role playing allows people to make mistakes in a non threatening environment. They can
test several solutions to very realistic problems, and the application is immediate. It also
fulfills some of the very basic principles of the teaching-learning process such as learner
involvement and intrinsic motivation. A positive climate often results in which one can
see himself as others see him. The involvement of the role playing participants can create
both an emotional and intellectual attachment to the subject matter at hand. If a skillful
teacher has accurately matched the problem situation to the needs of his group, the
solving of realistic life problems can be expected.
Principles for Effective Role Playing
As a teaching technique, role playing is based on the philosophy that meanings are in
people, not in words or symbols. If that philosophy is accurate, we must first of
all share the meanings, then clarify our understanding of each other’s meanings, and
finally, if necessary, change our meanings. Creating a teaching situation which can lead
to the change of self-concepts that requires a distinct organizational pattern. A helpful
structure for role playing follows:
1. Preparation
 Define the problem
 Create a readiness for the role(s)
 Establish the situation
 Cast the characters
 Brief and warm up
 Consider the training
2. Playing
 Acting
 Stopping
 Involving the audience
 Analyzing the discussion
 Evaluating
Brain Storming:
Brainstorming is a creative technique for generating ideas and suggestions on a
particular subject. Any topic can be explored for brainstorming. A question may be asked
or an issue raised, and everyone in the group is asked to give suggestions about it in very
simple terms, ideally with one word or a short phrase. In brainstorming, people just call
out what they think; there should be no need to go round the group one by one. All
suggestions would be listed for the whole group to see. Brainstorming gives an
opportunity for everyone's ideas to be valued and accepted without criticism.
Brainstorming can be a good technique for the life skills educator to learn from children
how much they understand a subject and see how they describe it in their own terms. It is

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also an effective way of hearing the ideas from the whole group in a limited period of
time.
Conclusion:
It is essential to include life skills education in curriculum of school education at
all the stages. Teachers both in-service and pre-service need to be oriented or trained in
imparting life skills education. It is pertinent to integrate life skills in teacher education
curriculum for all levels. It can be introduced as an independent paper or merged with
any compulsory paper. The student-teachers need to develop skills and competency in
imparting life skills education to children. So the entire teacher education from institution
to classroom transaction should reflect different life skills.
UNESCO stated that in order to impart life skills effectively and successfully to
the youth, education must take in to account the four pillars of education as mentioned in
Delors Report (1996) learning to know, learning to live together and learning to be. The
motto should be doing as we do and not do as we say. Lectures and expositions carry no
conviction; learning by doing and learning by experience should be part of the training
strategy. The teacher can adopt various strategies to organize learning activities for
training in life skills such as demonstration, discussion, role play, group work, field visits,
project work etc utilizing available local resources in and around the school. The different
school subjects like language, social studies, science and mathematics contain
information about all these life skills. The teacher should utilize all the classes and
emphasize acquiring life skills by the learner. Sometimes schools can organize curricular
activities such as drama, debate, literary competitions, cultural evening etc for promoting
life skills among learners. Personal skills can be developed through while teaching of
health and physical education, art education, work education and science and technology.
Social skills can be developed through teaching social science, science and technology
and also self behavior.
It is suggested that life skills should form an integral part of curriculum for school
education. Different concepts and themes may be identified from all school subjects for
integrating life skills. The school teachers should be oriented in the method of transacting
life skills to adolescent learners. Besides teachers, parents also should take initiative in
cultivating different life skills. The ends of life; to be what you are and to become what
you are capable of becoming will be realized only by acquiring and mastering life skills.
The modules present details of all the 10 life skills in transactional model which will be
useful for teacher educators/trainers and teachers.

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MODULE-2
SELF AWARENESS
1. INTRODUCTION:
Self awareness is a thinking skill that focuses a child’s ability to accurately judge his/her
own performance and behavior and to respond appropriately to different social situations.
Self-Awareness helps an individual to tune into their feelings, as well as to the behaviors
and feelings of others. For example, a child successfully uses self-awareness skills when
s/he notices that s/he is talking too loudly in a library where other children are at work,
and then adjusts the volume of his/her voice to a balanced level. While awareness is our
ability to take note; self-awareness is our ability to take note of ourselves.
When we turn our awareness to focus ourselves, we may become conscious of a
great deal of internal activity. We may notice specific thoughts or thought patterns. We
may notice particular emotions or flows of energy. We may wake up to physiological
processes taking phase within our body such as heartbeat, heat, sweating. We may notice
intuitions or gut feelings. The world of the self is rich and fascinating and we are
privileged to possess the ability to actually enjoy all of this consciously. Our capacity for
awareness is what makes this possible. Self awareness is basically our recognition of
ourselves, our character, our strengths and weaknesses, desires and dislikes. Developing
self-awareness can help us to recognize when we are stressed or under pressure. It is
often a prerequisite for effective communication and interpersonal relations, as well as
for developing empathy for others.
This module presents the theoretical concept and various aspects of self-awareness,
strategies and procedures for transacting the skills of self awareness without any
confusion, indicates scope for locating and integration of the skills in different subject
areas and the process of ascertaining to what extent the individual has acquired the skills
of self awareness.
2. OBJECTIVES:
After reading the module, you will be able to
 Understand the concept and nature of self awareness.
 Explain various aspects/components of developing self awareness.
 Explain the significance of self awareness in life especially with students.
 Transact the skill of self awareness to students by using a suitable strategy.
 Locate scope for integration of the skills in different subject areas.
 Assess the level of acquisition of the self awareness skills.
3. TRANSACTIONAL MODEL
Discussion Points Process

Concept of Self
Awareness
The Resource Person (RP) will introduce the various nuances of
self awareness skills to the trainees through a power point
presentation. The power point will consist of the following:
 Definition of self awareness
 Recognizing one’s own attitude, feelings, motives, strengths

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 The areas of self awareness
 How to develop self awareness
Activity 1: I am Special
The RP will initiate the discussion by introducing an activity to the
participants:
Each one of us is unique and possesses special character traits. But
it is important for us to recognize and appreciate them. Write down
five (1 to 5) positive character traits about yourself, which you truly
appreciate. (Strengths).
1.
2.
3.
4.
5.
Write down five sentences about the areas you need to improve
upon (Weaknesses)
1.
2.
3.
4.
5.
The RP can summaries the discussion after the activity is over by mentioning the
following points
 Always think about things you do well
 Take part in activities that make yourself feel good
 Each one of us has unique characteristics
 Concentrating on our strengths we can turn them into habits
 We should be aware of our strengths and weaknesses

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Components
The RP will prepare an interesting and interactive power point
presentation mentioning all the components of self awareness and give a
brief presentation through lecture. The components are as follows:
 Identify strength and weaknesses
 Objectivity
 Introspection ability
 Accepting self as it is
 Openness
 Reflectibility
Significance To make the participants realize the significance of self awareness, the
RP will open a discussion on how self-esteem plays a major role in
developing ones self-awareness. The RP can ask the participants to
define the term ‘self-esteem’ and write down the answers on the
blackboard.
The RP will lead the participants to understand that self-esteem refers to
how we understand and value ourselves.
Then the RP will differentiate between proper self-esteem and low self-
esteem
After writing down the points, the RP will consolidate the discussion by
summarizing the following key points:
 It is important to have proper self-esteem
 Low self- esteem is demoralizing
 It feeds negative thinking
 It can make one feel small and unworthy

Process of
Developing
Self
Awareness
The RP will introduce the process of developing self awareness through
brain storming, role-play, discussions and checklists. In this transaction,
the RP will use a checklist to get an idea of the extent of a person’s self-
awareness.
 Know yourself
 What are your areas of strength?
 What tasks are difficult for you?
 How would you describe your learning and attention issues?
 What do you love to do?
 What kinds of activities do you avoid?
 What do you do for others?
 What stresses you? Why?
 In what kind of situations do you feel at ease? Why?

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The RP can suggest then to look at the checklist again in a few moments
to see if anything has changed.
Strategy of
developing
self
awareness
The RP initiates certain activities to introduce intervention for the
components of self awareness.
Component: Introspection ability
The RP will play a game with the participants to have an understanding
of self awareness
Ask the participants to sit in a circle.
Tell them that in this activity, they will have to complete the sentences
given to you. You are going to complete the sentences aloud, and give
reasons
(e.g., 'If I was a bird, I would fly high in the sky because I would be
free').
Begin the game by calling out the sentences.
If I were the Prime Minister of the country----------------------
If I am at home alone one day, I would be----------------------------
If I become the Head Master of a School, I would -------------------
After giving their feedbacks, each participant will share his/her feelings,
opinions and how they would feel about themselves in a particular
situation. The RP will summaries the game by highlighting the following
points:
It will help the participants to :
 gain a better understanding of self and others
 develop a positive psycho-social attitude

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The RP then divides the participants into small groups, each consisting of
4-5 members. The facilitator will assign some activities to each group for
analysis.
Gr
oup
Components Problems for Case Study
1


2



3

Openness


Identifying
Strengths and
weaknesses

Accepting
self as it is
Please depict yourself as you think you are, by
either writing or drawing. You can write a
paragraph, a poem, a song, paint a picture or an
abstract form to depict yourself.
Use worksheets or provide cutting and pasting
activities such as: “Things I like to do”, “Things
I am Good at,” to reinforce strengths and to help
build individual self-esteem.

As a group, write a social story about feeling
good about yourself. Each child could create a
page.

Allow 10 minutes to each group to complete the task given. Then the RP will instruct the
participants to speak for 4 minutes on their experiences while completing the task and
how they were able to find out their true self. Further, the groups are assigned the task of
inventing similar interventions for the rest of the components.



Integrating self
awareness skill
in school
subjects


The R.P asks the groups to locate scope for integration of the
different aspects of self awareness in their own subject areas that
would cater to the development of different dimensions of self-
awareness. Adequate time will be given to the participants for
completing this task, then present their task before the whole group.
The group may work on the following formats.
Name of the subjects:
Name of the topic:
Strategy used for developing life skills (Detailed elaboration with
examples):


Assessment
Self Evaluation Scale on Self awareness:
Rate yourself on the following 3-point scale by ticking in the
appropriate column

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Self Assessment Usually Sometimes Rarely
1. My friends have gathered in a room without me and
they all will speak bad things about me.

2. I will do anything to impress my classmates.
3. I admire people who make fun of themselves.
4. I get angry without any reason.
5. I do not say anything to my friend when he/ she does
something wrong.

6. I am able to speak in front of an audience
confidently.

7. If my teacher criticizes my work, I take it positively
and work on the problem.

8. I speak bad things about others behind their back.
9. I disturb the stray dog in my colony with my friends.
10. I can speak to my friends about anything.
Note: The score in each column gives an indication of one’s strengths as well as areas to
improve on. This scale will help to reflect and introspect so that one can work on
enhancing one’s self awareness skills.
4. RESOURCE MATERIAL FOR PARTICIPANTS
Concept of Self Awareness
The definition of self awareness holds the key to positive change. Self-awareness is the
ultimate enabler. Without learning knowledge of us (which is another way of defining
self awareness) there would be no hope for conscious, positive change. By developing
self-awareness, we can take a good look at ourselves, our lives and see what is working
for us and what isn't. This awareness plants the seeds of change in our subconscious
mind. It plants in us the drive and motivation to choose to do things differently.
Self-awareness refers to being aware of our self. 'Our self includes our strengths-
weaknesses, assets-liabilities, positive-negative elements, etc. According to Wikipedia,
"Self awareness is the ability to perceive one's own existence, including one's own traits,
feelings and behaviours. In an epistemological sense, self-awareness is a personal
understanding of the very core of one's own identity. It is the basis for many other human
traits, such as accountability and consciousness, and as such is often the subject of debate

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Childhood experiences that lead to
low self-esteem include:
• Being harshly criticised
• Being scolded or beaten
• Being ignored, ridiculed or
teased
• Being expected to be 'perfect' all
the time
• Experiencing failures in sports
or school
among philosophers. Self-awareness can be perceived as a trait that people possess to
varying degrees beyond the most basic sentience that defines human awareness. Self-
awareness is so basic to our lives because our performance in life to a great extent is
dependent upon what we do and how we do. To do quality job awareness about oneself,
especially one's capabilities are indeed a pre-requisite. Thus, it assumes a great
importance.
Understanding self-awareness could be done effectively, if we understand the
concept of self-esteem and related issues.
What Is Self-Esteem?
To understand self-esteem, it is required to break the term into two words. Let's
take a look at the word esteem first. Esteem is a word for thinking that someone or
something is important or valuing that person or thing. For example, if you really admire
your teacher because he cares for all students, it only means you hold him in high esteem.
Self means oneself! So put together, it means, 'it is how much you value yourself and
how important you think you are'. Self-esteem isn’t bragging about how great one is. It's
more like quietly knowing that one self is worth a certain measure. It's not about thinking
of oneself as perfect, but knowing that one is worthy of being loved and accepted.
Importance of Self-Esteem
Good self-esteem is important because it helps one to hold one's head high and feel proud
of oneself and what one can do. It gives one the courage to try new things and the power
to believe in oneself. It lets one respect oneself, even when one makes mistakes. And
when one respects oneself, others also respect him/her.
Our self-esteem develops and evolves throughout our lives as we build an image of
ourselves through our experiences with different people and activities. Our childhood
stages are very important in developing healthy self-esteem. All the agencies of
socialization, i.e., family, friends, school, significant persons, the books we read, the
people we come across, etc all will have their own influence on shaping and maintaining
our self-esteem. Therefore, the environment one gets in life and the quality of one's life
will determine the health of self-esteem. What is most important is every individual will
have to have one's own healthy self-esteem.
Healthy/proper Self-esteem and Low Self Esteem
Childhood experiences that lead to
healthy/ proper self- esteem include:
• Being praised
• Being listened to
• Being spoken to respectfully
• Getting attention and hugs
• Experiencing success in sports or
school
• Having trustworthy friends

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Imagine, you have good self-esteem, and then you know that you're smart enough to
make your own decisions. You value your safety, your feelings, and your health - your
whole self! Good self-esteem helps you know that every part of you is worth caring for
and protecting.
Sometimes some children will have low self-esteem if their mother or father does
not encourage them enough or if there is a lot of yelling at home. Other times, a child's
self-esteem can be hurt in the classroom. A teacher may make a child feel dumb. For
some children, classes at school can seem so hard that they can't keep up or get the grades
they'd hoped for. This can make them feel bad about themselves and hurt their self-
esteem. Their self-esteem will improve when a teacher encourages them, is patient, and
helps them get back on track with learning. There are many factors which can facilitate or
impede development of self esteem.
Self Awareness: Significance
Self-awareness makes us more effective in life. Irrespective of whether we are students,
teachers, parents, literate, illiterate, male, female etc, it enables us to handle ourselves
more effectively. Therefore, developing self awareness is important. Personal
Effectiveness is achieved through the following.
Self development: A self aware person is expected to be one who is conscious of his/her
own strengths and limitations and by so being, wishes to improve his/her strengths and
bring the limitations to a manageable level so that he/she can handle him/herself better.
Since man is a progressive animal, one's self-awareness will certainly help one's self-
development.
Knowing our strengths and weaknesses: Self awareness helps us to exploit our
strengths, and cope with our weaknesses. This is perhaps the most important advantage of
being self-aware. If one has this, it is understandable that one works towards one's
growth. Though this is difficult to achieve, on achieving this, one is sure to move towards
self-growth. This, in turn, enables one to be more effective in life.
Stress management: Self-aware people have an understanding of what can cause stress
for them. Therefore, they either avoid such situations or they develop counter situations
to manage stressful situations. Perhaps, this is the biggest benefit of self-awareness. Thus,
self-aware people learn to manage their stress much better than those who are not aware
of themselves. Thus, it enhances the effectiveness of individuals.
Being objective and realistic in nature: Two virtues of 'self-aware' persons are: being
objective, and realistic in their dealings. Since self-aware people are objective and
realistic in nature, these two attributes can make a person qualitatively much better in
dealing with different situations of life. Thus, the personal effectiveness is enhanced.
Enhancing motivation: Self-awareness is empowering because it can reveal where the
performance problems are and indicate what can be done to improve performance. In
addition, awareness of our psychological needs can increase our motivation by helping us
to understand and seek out the rewards that we really desire. Thus, developing self-
awareness is of great value to human beings. This is the ability seen only among human
beings.

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Qualities of People Who Possess Self Awareness
People who are aware of their own self possess the following functional qualities.
 Possess a sense of being aware of who they are: People who possess self
awareness are aware of who they are. It is important for all of us to be
aware of who we are in terms of what are we, what are our personal
assets and liabilities, where we are good at and where we are bad etc, etc.
This enables one to wish and aspire for something. This enables one to
plan certain things and ultimately helps one to prioritize one's own life
goals.
 Allows for an understanding of the issue of self control: Self aware
people can understand what they should do and what they should not.
This is because they are aware of their capabilities. They are not
emotionally blind but clear about their real strengths and weaknesses.
Thus, self-awareness allows one to understand the issue of self-control.
This is a very important quality.
 Helps them to express themselves clearly: People who are self-aware can
express clearly, as they do not suffer from any conflict about knowing
themselves.
 Self aware people function fully under their known limits of personality:
Indeed, they can function fully under their known levels/ limits of
abilities and potentialities. All their emotions, needs and feelings are
rooted in a framework of their own limits of personality. Under this
delimiting framework they function to their best.
 Self-aware persons are able to appreciate their own limitations: The
people with self-awareness are those who are capable of appreciating
their own limitations. They do not rush to any activity or assignment if
they are not capable of undertaking. Therefore, they are competent to
recognize their own limitations. This quality is prominent in them.
Because of this, they mess up life much lesser than others who do not
have self awareness.
Key Areas of Self-Awareness
Self-awareness is difficult to achieve, as human beings are complex in nature. To become
more self-aware, we should develop an understanding of ourselves in many areas. Key
areas for self-awareness could include our personality traits, personal values, habits,
emotions, and the psychological needs that drive our behaviours. These areas are indeed
crucial for self-awareness.
Personality: Self-aware persons need to understand themselves as realistically as
possible. An understanding of our personalities can help us find situations in which we
will thrive, and help us avoid situations in which we will experience too much stress.
Personality is a sum total of all our qualities and abilities. An understanding of our own
personality is the essence of self-awareness. If one succeeds in it, he/she will be able to
conduct in tune with their abilities and will suffer from fewer tensions in life. Therefore,

16. 16

personality is the most crucial area for self-awareness.
Values: It's important that we each know and focus on our personal values. People who
are clear about their values and convictions in life tend to be clear about their life goals.
This makes life easier than a situation where, one is confused and does not know what
one has to do in life. If we become aware of our own values in life, it helps us in handling
ourselves in selecting life goals. Thus, values are an important area for self awareness.
Habits: Our habits are the behaviours that we repeat routinely and often automatically.
Although we would like to possess the habits that help us interact effectively with and
manage others, we can all probably identify at least one of our habits that decrease our
effectiveness. Likewise, we also need to identify those habits, which can enhance our
effectiveness. Therefore understanding our habits, both enhancers and impeders, can help
us in developing self-awareness. Thus, this is also an important area of self-awareness.
Needs: Psychologists have identified a variety of psychological needs that drive our
behaviours such as need for esteem, affection, belongingness, achievement, self
actualization, power and control. One of the advantages of knowing, which needs exert
the strongest influence on our own behaviours is the ability to understand how they affect
our interpersonal relationships. For instance, most of us have probably known people
who have a high need for status. They're attracted to high status occupations, and they
seek high status positions within their organizations. Such people also want the things
that symbolize their status. They insist that they be shown respect, and they want
privileges and perks that people of lower status can't have. Sometimes these people fight
for things that others see as inconsequential—like a bigger office. Needs cause
motivation; and when needs aren't satisfied, they can cause frustration, conflict and stress.
Understanding needs of self becomes an important area of self awareness.
Emotions: Emotional self-awareness has become a hot topic of discussion recently
because it's one of the facets of emotional intelligence. Understanding your own
emotions, what causes them, and how they affect your thoughts and actions is emotional
self-awareness. Most of our behaviour is related to our emotional reactions. If we are
aware of our emotional strengths and weaknesses most of our interpersonal problems get
sorted out. The present day world holds this attribute at a high premium in life. This is a
very important area of self awareness.
Components of Self Awareness: Let us now understand the different components of self
awareness. As a skill, it can be understood as a group of components, which together
operate as self-awareness skill. The different components are as follows.
Identifying Strengths and Weaknesses: is the ability to identify one’s own strengths as
well as weaknesses without any personal bias or prejudices. Perhaps this component is
central to self-awareness and self-awareness, as a skill is central to all other life skills.
Identifying one’s own strengths and weaknesses means that one is able to objectively
assess one’s own positive and negative attributes or qualities. By so doing one can be
cautious in accepting responsibilities, plan things properly in handling an assignment and
be realistic in all his activities. This will lead the individual towards success in whatever
one does. Therefore, ability to identify one’s own strengths and weaknesses becomes an
important virtue and a component of self-awareness.

17. 17

The sooner one realizes this in life; the less tense the individual will be in life.
Therefore, Education has an important role to play in developing this ability among
school children. This can lead to solving many problems and confusions in life.
Objective: is the ability to understand one’s own strengths, weaknesses, emotions and
feelings against a set of criteria. As said above, ‘developing objectivity’ in life becomes a
pre-requisite condition for self-assessment. Self-awareness becomes impossible without
this. A person who is not willing to understand himself/herself objectively cannot
develop self-awareness at all. It is because trying to judge things against a set of external
criteria alone can enable one to understand one self.
School education provides a great opportunity for developing objectivity in life. If
this is done well, then it becomes easy for children to apply this in other spheres of life. A
different intellectual perspective will set in. This needs to be developed in all students.
Introspection ability: is the ability to assess one’s own behaviour for their
appropriateness or inappropriateness /adequacy or inadequacy shown in different life
situations. Introspection is a process of seeing within. This will enable one to understand
oneself. This is one of the oldest methods used in psychology. Developing ability to
introspect one’s self, developing ability to analyze one’s own behaviour in different life
situations can enable one not only to understand one’s adequacies and inadequacies, but
also to change himself for the better. Therefore, it is highly desirable that this ability is
developed among students. Schools can do a good job in this area. Conscious efforts need
to be made in this direction.
Accepting Self As It is: is the ability to accept one’s own self as a whole, in terms of
his/her strengths and weaknesses, which makes the person unique. It is not just sufficient
that one understands one’s own strengths and weaknesses, but it is equally necessary that
one learns to accept one’s self in spite of one’s own limitations, Put together a
combination of one’s assets and liabilities. This one must be willing to accept himself/
herself as they are. This is also an important quality in order to remain healthy. This is an
important component of self-awareness.
In the present day society, there are a lot many masks that people use to project
themselves as most competent in order to earn recognition and many other goals in life.
In such a mad rush for unreal world, perhaps, children also will be groomed by society to
imitate elders. This can act as detrimental to realizing one’s own real self. Therefore, on
this component, schools will have to work hard. Life can become less threatening if one
plainly accepts one’s own assets and liabilities straightforward. Therefore, schools have a
big challenge before them.
Openness: is the ability to welcome thoughts or opinions from others if they are useful,
despite they being contradictory to one’s own initial conviction or belief. This too is a
great virtue of self-aware people. In the process of understanding ourselves, most of the
times, we have to get cues from others through their reactions to us. We should be
sensitive to the reactions of others about our views, behaviour and our conduct. Many a
times, it is possible that some of us have certain views rooted so strong in our convictions
that we continue to think they are appropriate.

18. 18

When our views are contradicted by others, an open-minded person will try and
understand others’ views objectively. If the views or reactions of others towards us can
lead us to a better path, an open-minded person will be ready to alter his views and
change for the better. This is how a personality has to conform to group expectations and
grow. Therefore, open-mindedness is an important component of self-awareness.
Children in schools can be enabled to develop this. In fact, all developmental
programmes cover this component. Without this, development becomes lopsided.
Schools have an important role to play in this.
Reflectivity: is the ability to use processes of seeing, understanding, pausing and
evaluating one’s own self in relation to his strengths and weakness in order to improve
one self. Persons who are self-aware are those who are reflective in nature. Here, one
understands one’s own positive and negative attributes, evaluates one’s condition and
attempts to remedy the condition leading to development. As explained above reflection
involves all the elements that are necessary for personal growth. Self-awareness is a pre-
requisite of personal development. For development to take place, reflection becomes a
necessity.
Children need to be trained to develop the ability to reflect about themselves in
terms of what is good, what is bad, what is desirable and what is not desirable. In this
process teachers need to be sharp in schools and be sensitive to the need for developing
reflectivity among learners.
Basic Processes Involved in the Development of Self-Awareness
The basic processes that are involved in developing self-awareness are as follows.
(a) Develop objectivity in life: Stop taking decisions about people and about self
too, subjectively. Develop an intelligent dimension of being objective in life.
Here, one has to assess situation and take decisions based on a set of criteria,
which society accepts. This is what objectivity constitutes. Developing objectivity
in life is the basic step towards developing self-awareness.
(b) Avoid being narcissistic: There is a tendency among every one of us to fall in
love with one’s own abilities, looks, strengths, positive aspects of personality. In
some people, this becomes too much. That excessive self-love is what is called
narcissism. It can be dangerous. It is detrimental to the development of self-
awareness. By developing excessive self-love, we become blind to our own real
drawbacks. Thus, it is important that we avoid being narcissistic.
(c) Learn to be realistic in life: One must learn to accept the social reality of which
one is a part. Therefore, it is desirable that an individual does not contradict the
group norms. Based on the group norms, one needs to be realistic. Therefore, the
opinion of the society/community about us is also to be accepted by us seriously.
This can enable us to remain realistic in life.
(d) Assess your own strengths and weaknesses: Develop the ability to assess your
own strengths and weaknesses as objectively as possible. It may appear to be
difficult to do. But, if one attempts to do it, one can. For this to happen, one must
be willing to keep one’s eyes and ears open to get judgments from others in
society. Invariably in our entire interpersonal interaction situation, we do get
reactions of others. This must be a sufficient feedback for an intelligent person.

19. 19

With these situations, one should be able to assess one’s own strengths and
weaknesses.
(e) Shun developing complexes about yourself: There are different kinds of
complexes people suffer from. These complexes are a kind of mask each one
wears to show a different desirable face to society. For instance, there is a
tendency among some people to show off when they are amidst a group. This is
only to get the attention of others in the group. Trying to show off with jewellery,
wealth, dresses etc are all examples of complexes.
(f) Verify your traits based on different evidence: It is important that we maintain
a learner’s attitude in life and want to grow constantly. If this can exist, then it
becomes easy for one to grow. To do this, one needs to be reflective in life.
Through reflection, one needs to verify one’s traits based on different evidences
one gets in different interaction situations.
g. Accept yourself with all positive and negative attributes: Perhaps the last leg
of self-awareness is to accept oneself with all positive and negative attributes as
belonging to oneself. Accepting that the self is a composition of all good and bad
attributes is healthy. Ability to be conscious of one’s bad qualities is as important
as being conscious of good qualities. Put together, one has to become aware of
one self.
To sum up, self-awareness development can follow certain processes and the result leads
to maturity in life. From here, one needs to work for improving one’s strengths and work
towards taking weaknesses to a manageable level. With this one will be able to move
towards realization of one’s potentialities, which is technically called ‘Self-actualization’.
One needs to be aware of oneself throughout one’s life. Therefore, this is not an
activity, which has a terminal point. Self-awareness is a virtue of intelligent people who
are not only capable of understanding others but also capable of understanding
themselves. It is also a virtue of mature people. Perhaps all other skills develop from self-
awareness, as this is the foundation for other skills. Though it is difficult to achieve, this
should be seriously attempted by all.
In this process, schools have a serious role to play. If all teachers understand the
importance of self-awareness, it becomes easy for them to inculcate the same among
students.

20. 20

MODULE-3
EFFECTIVE COMMUNICATION
1. INTRODUCTION :
Communication is about more than just exchanging information. It's about understanding
the emotion and intentions behind the information. Effective communication is also a
two-way traffic. It’s not only how you convey a message so that it is received and
understood by someone in exactly the way you intended, it’s also how you listen to gain
the full meaning of what’s being said and to make the other person feel heard and
understood. Effective communication combines a set of skills including non-verbal
communication, engaged listening, managing stress in the moment, the ability to
communicate assertively, and the capacity to recognize and understand your own
emotions and those of the person you’re communicating with.
While effective communication is a learned skill, it is more effective when it’s
spontaneous rather than formulaic. A speech that is read, for example, rarely has the same
impact as a speech that’s delivered (or appears to be delivered) spontaneously. Of course,
it takes time and effort to develop these skills and become an effective communicator.
The more effort and practice you put in, the more instinctive and spontaneous your
communication skills will become.
This module presents the theoretical concept and various aspects surrounding
effective communication, strategies and procedures for effective communication skills,
indicates scope for location and integration of the skills in different subject areas and the
process of ascertaining to what extent the individual has acquired the skills of effective
communication. The main objective of this session is to promote effective
communication skills to cope with day to day life.
2. OBJECTIVES:
After reading this module, you will be able to
 Understand the concept and nature of effective communication.
 Explain the various aspects of effective communication.
 Explain the importance of effective communication in one’s life.
 Develop the skills to transact effective communication skills to students.
 Locate scope for integration of the skills in different subject areas.
 Assess the level of acquisition of the communication skills.
3. TRANSACTIONAL MODEL
Discussion Points Process
Nature of
Effective
Communication
The R.P defines effective communication as a set of skills that are
essential in every sphere of human interaction. Effective
communication is the respectful exchange of thoughts, feelings, and
belief between a speaker and a listener in such a way that the
listener interprets the message in the same way as the speaker
intends it. For making participants understand the nature of
effective communication, the following activity will be organized.

21. 21

Activity (Worksheet)
Ask trainees to suggest words and phrases that help define effective
communication:
Write their responses on Chart paper, perhaps as an idea cluster.
Such as:
1. Responding Right:












2. Right behaviour is often a response to stimulus






Having understood the nature of effective communication skills in
children and having formulated an operational definition of
effective communication to guide us to train our children, let us
proceed to know some of the important components that attribute to
develop and build healthy inter-personal relationship.
Components The R.P takes the lead in discussion using slides and presents
through power point to consolidate the following components
through lecture method:


Verbal Skill Body Language
languageLanguage
r
Social Skills
To be an Effective
Communicator, Perfect your
Skills
Listening Responding
Stimulus Pause Response

Assertive Passive Aggressive

22. 22


Listening, positive attitude, approach, resolving conflicts,
assertiveness, clarity, feedback, empathy, sympathy, sensitivity etc.
Non verbal skills: Gesture , posture and sensitivity
Significance The R.P allots 3 minutes to think about the importance of effective
communication and invites randomly to make presentations.
The R.P then takes the lead in discussion using slides and presents
through power point to bring home the importance of effective
communication.
NOTE: Communication is a process of sharing or exchanging
concepts, experiences, facts, information, ideas, opinions,
sentiments, attitudes, thoughts, feelings, etc. between individuals
through mutually agreeable or known (verbal or non-verbal) media.
This is a very important skill for building up an effective contact
between two or more persons. It must be applied effectively in
personal, social and professional life. It can make life smooth and
healthy. If one can keep balance in ones’ own mind, it can have a
positive impact on others. Or, it may result in misunderstanding,
despair and disaster in mutual relationship.
Effective communication combines a set of skills including non-
verbal communication, engaged listening, managing stress at the
moment, the ability to communicate assertively, and the capacity to
recognize and understand your own emotions and those of the
person you’re communicating with.
Effective communication is the glue that helps you deepen your
connections to others and improve teamwork, decision making, and
problem solving. It enables you to communicate even negative or
difficult messages without creating conflict or destroying trust.
Process of
Developing
Effective
Communication

We can train in effective communication, resolving conflicts, and
sensitize them to the importance of other components.
As there is no standardized procedure for developing
communication skills – we have to sensitize our students to
different components of effective communication through role-
play, brainstorming and discussion and then think of a need-based
specialized training program in specific components of effective
communication.
 The R.P explains how, with excellent communication skills
we can handle critical situations. Communication provides
better ways to understand others or explain things.

23. 23

 To help trainees understand the importance of non-verbal
communication and how misunderstanding develops if the
communication is not proper.
Questions :
1. What happens if you don't use clear communication skills and
the other person misunderstands your message?
2. Have you ever seen incidents where poorly given or rushed
instructions may be worse than none at all?
The R.P then divides the participants into groups of three or four
and asks them to consider different scenarios that illustrate use of
words, facial expressions and body language for maximum effect or
how communication is possible without words.
The RP will consolidate the points in following lines.
 Effective communication is the most important component
for a successful life.
 Successful communications skills can solve complex
problems.
 Through successful communication one can understand or
explain situations in a better way.
 Children learn by modeling the behaviour of adults and
other significant people around them. If we are able to take
care of etiquette so will our children.
Practice













The R.P undertakes certain activities to introduce intervention for
the components of :
Component: Basic Communication Skills
Strategies Proposed: Role-Play, each followed by discussion.
Objective: To practice certain basic communication skills
Process:
 Invite the participants to sit on the floor/chair in a circle.
 Explain that they will practice some basic communication
skills.
 Pass a container, full of slips of paper, around the circle.
 Ask each participant to pick one slip.
 Ask them to read the slip and prepare themselves for the
exercise. Allow 5-10 minutes to prepare (individually).
 Then, start at one end of the circle, and ask the participant to
give a response to the situation written on the slip.
 Explain that they can choose a partner to do the exercise.
Complete the circle.

24. 24

































 After each presentation, ask for feedback and suggestions.
After the exercise is over, facilitate a discussion in the large group
using the following questions:
1. How did you feel doing this exercise? Why?
2. In a real-life situation, would you be able to use these skills?
Why/Why not?
3. Have you ever discussed these kinds of issues in your circle of
friends/peer group?
4. Would you like to share some of the experiences?
5. What are the basic requirements of good communication?
Note for the Facilitator:
Response Scenario
(Participants will acquire some of the basic communication skills
required. This exercise creates confidence among the participants
concerning their ability to communicate on various issues of
concern. You can create similar exercises to enable them to
converse and connect.)
1. Your friend is confused about selection and wants your advice on
this.
2. Your friend is worried that s/he is becoming obese and wants to
know what s/he should do.
3. Your friend always participates in sports, but her/his parents
want him to concentrate more on studies. S/he asks for your advice.
4. You have a test next day but your friend wants you to come to
her/his birthday party in the evening
5. You are feeling tired but your friend wants you to talk to
him/her. 6. Your friend feels it is very stylish to have a mobile
phone and is forcing her/his parents to buy her/him one.
7. Your friend throws away her/his tiffin whenever it contains
chapati/ paratha/idlis/rice and vegetables. S/he just likes to eat
noodles, sandwiches, burgers and such things.
8. Your friend never goes out to play and spends her/his time in
watching cartoons or serials. S/he has to wear spectacles also.
9. Your senior has been unkind and rude and you need to talk to a
friend about the best course of action against bullying.
10. Your friend is being teased, bullied and made fun of by a senior
boy. You decide to help.
11. Your friend feels it is fine to smoke and drink once in a while.

25. 25



















Barriers to
Communication













12. Your friend feels it is necessary to have a boyfriend / girlfriend
else you are not cool.
Tips for R.P: Discuss the concept of “basic communication skills”
after discussing the appropriateness.
The RP discusses the topic through interactions:
Stress and out-of-control emotion. When you’re stressed or
emotionally overwhelmed, you’re likely to misread other people,
send confusing or off-putting non-verbal signals, and lapse into
unhealthy knee-jerk patterns of behaviour. Take a moment to calm
down before resuming a conversation.
Lack of focus. You can’t communicate effectively when you’re
multitasking. If you’re planning what you’re going to say next,
daydreaming, checking text messages, or thinking about something
else, you’re almost certain to miss non-verbal cues in the
conversation. You need to stay focused on the moment-to-moment
experience.
Inconsistent body language. Non verbal communication should
reinforce what is being said, not contradict it. If you say one thing,
but your body language says something else, your listener may feel
you’re being dishonest. For example, you can’t say “yes” while
shaking your head no.
Negative body language. If you disagree with or dislike what’s
being said, you may use negative body language to rebuff the other
person’s message, such as crossing your arms, avoiding eye
contact, or tapping your feet. You don’t have to agree, or even like
what’s being said, but to communicate effectively without making
the other person defensive, it’s important to avoid sending negative
signals.
The RP explains the ways to become an engaged listener through
PPT presentation:
People often focus on what they should say, but effective
communication is less about talking and more about listening.
Listening means not just understanding the words or the
information being communicated, but also understanding the
emotions the speaker is trying to communicate.
There’s a big difference between engaged listening and simply
hearing. When you really listen—when you’re engaged with what’s
being said—you’ll hear the subtle intonations in someone’s voice
that tell you how that person is feeling and the emotions they’re
trying to communicate. When you’re an engaged listener, not only
will you better understand the other person, you’ll also make that

26. 26



How to improve
Communication
Skills


person feel heard and understood, which can help build a stronger,
deeper connection between the two.
By communicating in this way, you’ll also experience a process
that lowers stress and supports physical and emotional well-being.
If the person you’re talking to is calm, for example, listening in an
engaged way will help to calm you, too. Similarly, if the person is
agitated, you can help calm them by listening attentively and
making the person feel understood.
Integrating skill
of effective
communication in
school subjects
The R.P divides the participants into small groups .Each group
consists of 4-5 members, preferably teaching the same subject. The
facilitator poses a question/problem to each group and assigns
Group Discussion. They will also design activities and situations to
demonstrate the given issues. The members in their group will
discuss the assigned “Question” and a few members from each
group would come and present their views and act out the situations
in front of all the members.
Group Component Question For G.D
I Non-verbal
communicatio
n
How communication is possible
without words?
(Situation: You have heard the alert
of an approaching earthquake on TV
and now you want your friends to
leave their homes with essentials and
go to a shelter)
II Assertiveness What are the advantages and
disadvantages of being assertive?
III Listening Why do you think listening is an
important element in effective
communication? Emphasize that the
difference between hearing and
listening is that listening has an
objective while hearing is general.
R.P leads discussion by facilitating the views of other groups and
seeks their opinions. Further, the groups are assigned the task of
inventing similar interventions for the rest of the components. Then
the R.P invites some of the members to make presentations.

27. 27

Assessment Effective Communication Scale:
-Give one of the following situations to be enacted by each person.
-Observe the ability to communicate and assess it using the scale
given below. The context/ activities are:
 Pick and speak activity
 A group discussion on gender discrimination
 A class picnic
 Friends talking about their school
5-Point Rating Scale
1 2 3 4 5
Very
Good
Good Just OK Poor Very poor
1 2 3 4 5 6 7 8 9 10
1 Confidenc
e

2 Clarity of
thoughts

3 Clarity of
message

4 Command
of
language

5 Use of
body
postures

6 Use of
gesture

7 Listening
to others

8 Courtesy
9 Quickness
in reaction

10 Ability to
receive
feedback
from
others

11 Effective
use of
tonal
variations

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12 Overall
effectiven
ess

Note: Items 1-12 are the criteria, while columns 1-10 indicate
students who would be evaluated.
Scoring: if all items are rated 1, then a person is an excellent
communicator.
4. RESOURCE MATERIAL FOR PARTICIPANTS
Meaning and Importance
Can you think of a society where there is no need of communication? In day-to-day
life we keep communicating with people around us. In communication, we share the
information we have and get information from others. This 'give and take' relationship
will be successful and effective if we know how to convey our thoughts to others. In
every communication, there is some loss of information. Hence effective communication
implies two things: first, the clarity with which we organize our ideas for presentation
and second, the force with which we put across our thoughts to others. Thus effective
communication simply means the reduction of loss of information in transmission of the
message. Let us say, you want to convey something to a friend. If you are able to convey
all the information and get the expected response, your communication could be said to
be successful. But that is not always the case. The listener may miss some aspects and
still feel that he/she has got everything. You will know the missing links only when you
get the response. Let us, for example, assume that we entrust our ward with ten tasks for
the day. At the end of the day, the child completes only six and still feels happy that all
the tasks are attended to. That the four tasks are yet to be completed does not become
important for the child at all. Perhaps it reflects on our own communication skills. We
have not been able to convey the idea that all the ten tasks needed to be completed before
the end of the day. Mere uttering of the message does not mean comprehension on the
other end. We cannot assume that our responsibilities are over once we utter the message.
It is also our duty to ensure that they are understood the way we want them to.
The Mechanics of Communication
A communicative situation has the following participants in it:
The sender of the message
The receiver of the message
The sender encodes a message in some language or medium, either verbal or non-
verbal and transmits it to the receiver. The receiver receives it, comprehends it after
decoding the message and gives feedback to the sender. Now the person giving the
feedback becomes the sender of the message. Thus the senders and the receivers keep
changing their roles as the situation demands. However, what needs to be noted is that
there could be some disturbances in the process of communication. Technically this is
called NOISE. Due to this NOISE, the message may not be understood as intended.
There could be some disturbing sound, which does not allow intelligible listening; the
listener could be mentally distracted and so on. The challenge before the sender of the

29. 29

message is to convey the maximum meaning with minimum effort. So he/she will have to
plan the mode of communication, i.e., encoding, to suit the needs of the listener/receiver.
If a teacher has failed in reaching out to his/her students, he/she has failed in
communicating; if a student fails in an examination, she/he has failed in either organizing
the information or presenting it; if a child does not follow the instructions given, either
we have failed in conveying our intent or the child has failed to get what is
communicated.
Thus, even the inability on the part of the receiver may hamper communication. But
as communicators, we do not have any direct control over the listeners. All that we can
do for ensuring successful communication is to make use of all the facilities available to
us to match the content of communication and the ability of the listener. So when we
think of effective communication, we are essentially thinking of enhancing our own
communicative abilities, using the tools available to us to make our communication as
effective as possible. Thus the focus of any training programme on effective
communication is the trainee himself/herself. It is from this angle that the components of
effective communication are discussed in this module.
A communicative situation involves
- the sender of the message
- the receiver of the message
- encoding in some medium
- decoding
- feedback
- NOISE or disturbances
- restructuring of the message
To make the main concern simpler, we can say that the basic objective of the sender
of the message is to reduce the effect of disturbances by planning the encoding process
appropriately. Hence, there is a need to understand what the main components of
effective communications are.
Components of Effective Communication
Analytic Ability: is the ability to analyze different components of a piece of information,
in order to understand its content. The moment we hear some information, we think about
it. Let us say we are waiting for a bus. We need to reach some place by about 10:30 am.
It is already 10:00 am. It is announced that the bus has been cancelled. What do we do?
We need to take a quick decision about the mode of transport. We have the options of
engaging a taxi, an auto, walking and asking someone to drop us there. Unless we think
of the urgency of the situation and the likely result of taking a particular mode of
transport, we may not be able to take a decision. Suddenly we realize that we may not be
able to reach the spot by 10:30 am. If we do not reach in time, we may be making
someone wait for us. Instead, we take a decision to communicate to the people waiting
for us that we are likely to be delayed by half an hour or so.

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In the above example, a small piece of communication came as the result of a
large amount of thinking. We analyzed the announcement made in terms of its
consequences and made some communication. Every response has some analysis in it.
When we enter into a bargain with the vegetable seller, we keep analyzing every
utterance of the shopkeeper, in order to impress upon him the need to reduce prices.
Analysis has in it aspects of critical thinking and decision making. While analyzing we
ask typical questions like 'what does this mean to me?', 'what will be the result of this?',
'what could be the most effective response to the message received?' etc.
Synthetic Ability: is the ability to integrate different pieces of information available in
different domains, thereby creating a meaningful picture of different sets of information
into an organized whole. Let's say, we hear news about an accident of a bus that has left
your city late night. You also know that one of your friends was travelling in that bus.
What does your mind do now? It automatically connects the well being of your friend
and the accident. In other words, the mind synthesizes two pieces of information to
understand the reality. Whatever information we hear gets integrated into the already
existing information.
The act of synthesizing helps us in understanding different dimensions of an issue or
some happening. Think of the advertisements that have attracted you. What do they do?
They simply synthesize seemingly unconnected things to create a meaningful picture of
their message. When we listen to speeches, we keep on synthesizing the information that
we receive to create meaningful pictures of what we hear. If a speaker does not allow his
audience time to synthesize, the interested audience may feel strained and stressed while
the disinterested audience may feel bored.
Expressive Skills: Refers to the ability to present one's thoughts/ideas/feelings as
effectively as possible through the use of spoken or written language apart from/along
with the use of gestures. Every act of communication is an effort at presenting whatever
we have in our minds to others. We use the language either in the written form or oral, we
also make use of body movements to convey our intent. The success of communication
depends on the mastery of the communicator over the expressive skills.
Non-verbal Skills: Refers to the ability to express and understand thoughts/ideas/
feelings through body postures, facial expressions and actions without the use of
language. Non-verbal skills are also meant for enhancing the effect of communication,
but here the language is not used. Many a time we may have to express our thoughts
through body postures, facial expression or actions. When we talk to people who are hard
of hearing, we use non-verbal skills. Sometimes non-verbal communication may prove to
be more effective than verbal communication. When a teacher is unhappy with the work
of his/her students, silence and a grim facial expression can speak more than an outburst.
Postures: Refers to the general way of holding the body, especially back, shoulders and
head when standing, walking or sitting which keep conveying some meaning. Just think
how you stand before your elders or higher ups or before people that you respect. Also
think of the way you move with your close friends. Compare and think how you conduct
your body in these two situations. The way we hold the body, back and shoulders is
called the posture. Recall the body postures of the players of a winning team and the team
that is defeated. Think of a bowler who is totally demoralized by the batsman. Recall his

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body postures. The moment we see the posture we know that he has accepted defeat. But
think of the same person when the team is winning. The body posture changes. Whether
we consciously think of it or not, our body keeps communicating some meaning to
others. Our boredom, enthusiasm, concern, diffidence, confidence, involvement, anger,
happiness are all conveyed through our body without our intending it. In order to enhance
the effectiveness of communication if postures serve as impediments, one need to be
conscious of that and deliberately makes efforts to change. In order to do this, one need to
be sensitive to this and attempt to change his/her postures.
Gestures: is the ability to use the movement of the body appropriately especially hands
and arms to enhance the intent of communication. Have you seen people moving their
hands and arms while they speak? Your hands try to make a visual presentation of what
you have in your mind. When you shrug your shoulders, others know that you are not
interested / least interested. Movements of the hands should synchronize with the
thoughts that are expressed through language. Mismatched verbal expression and
gestures will lead to confusions among your audience and make communication
ineffective.
Presentation: is the ability to express thoughts / ideas / feelings formally as suitable to
the demands of different types of situations. Let us say we are talking about the issue of
communalism in our country. What we talk among friends and what we talk to a group of
strangers on the same topic would be different. Also, if we were to give a talk on the
subject, our presentation would be entirely different. It would be more formal, quoting
evidence to justify the statements we make. But when with friends, we may not be very
keen on quoting evidence. Presentation changes from situation to situation. We should be
able to judge the demands of the situation that we are a part of.
Assertiveness: is the ability to put across one's views persuasively with a strong sense of
conviction. Assertion is standing up for personal rights and expressing thoughts, feelings
and beliefs in direct, honest, and appropriate ways that do not violate another person's
rights. While asserting we are keen on making our stands very clear. Others may or may
not follow what we say. But they will definitely know what we mean. The ideal of an
assertive communication is that it is followed or accepted. In any assertive
communication, there is logic, evidence, conviction, firmness and use of choicest words.
Assertion skills help you stand up for yourself, express feelings directly, improve
relationships, give compliments, give criticism, make requests, say no and set limits.
Assertive body language includes: (a) maintaining direct eye contact, (b) maintaining an
erect posture, (c) speaking clearly and audibly, (d) not using a soft, whiny, or muffled
voice, and (e) using facial expressions and gestures to add emphasis to your words.
Creativity: is the ability to use alternative ways to reach out to people suitably and
successfully. The purpose of communication is to establish links with others. We must be
able to convey our ideas to others and receive ideas from others. Sometimes, there could
be some disturbances. In such situations, we need to think of alternative ways of
communicating. A creative teacher makes use of teaching aids to make classroom
communication more effective. Avoiding stereotypes, not repeating the same ideas/jokes,
acting on the spur of the moment, using analogies, examples, stories in talks are instances
of creativity in communication.

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Objectivity: is the ability to participate in a communicative situation without any
preconceived notions about persons involved or the content of communication. It so
happens that we have impressions of people in us. When we talk to them, we tend to
draw conclusions based on our impressions. This might seriously affect communication.
Can we listen to the communicator, without being bothered by our impressions of
him/her? A politician that we do not like much comes to our area and takes up some
rainwater harvesting projects. He keeps meeting people to develop awareness among
them. He meets you. Are you going to listen to him or not? If your mind thinks that he is
after all a politician/a professional liar etc., you may not listen to him. But if you forget
all those impressions and listen to him for the worth of what he is talking about at the
moment, you will not only receive his ideas, you may even give him some ideas. This is
being objective; Communication is more beneficial when we are objective while
receiving or sending messages.
Sensitivity: is the ability to be sensitive to the feelings of others in social situations in
order to communicate effectively. Assume that you are the last speaker in a programme
that has dragged on till late evening. Everyone is eager to go. However, you have
something important to tell the audience. You need at least 60 minutes to present your
ideas. You were given 60 minutes time. You are well prepared. But the audiences are
bored and they want to leave. What are you going to do? Well, what you will do depends
on how sensitive you are to their feelings and to what extent you are compelled to present
your ideas. If you are very keen on completing your presentations, you may think of
different ways of making your talk lively. You may even think of some activities for
them. If you do not have any compulsions to complete your talk, you may even drop it or
finish your talk within five minutes. In both these cases, you are considering your
audience and their receptivity. Those who are insensitive will continue with the
presentations they have prepared, whatever the feelings of their audience. Sensitivity to
the audience brings success to the communicator. It is important that we consider the
feelings, needs and preferences of our audience while communicating.
Patient Listening: is the ability to receive auditory inputs with full respect in a sustained
manner in any conversation, without interrupting others, until they are completed. Patient
listening implies listening with full respect or sustained listening, not interrupting the
speaker. It may so happen that those who are talking to us may be very repetitive. We
may be getting bored. Still, we need to respect their ways. We cannot afford to offend
them by just walking away or showing disgust on our face. There is always a possibility
that some useful point will come through in between. We need to listen to people. We
need not jump into conclusions the moment we get some ideas of what the other person is
saying. Let him/her complete. Patient listening increases our acceptability as participants
in a communicative situation.
Imaginability: is the ability to foresee consequences of a communicative situation, which
enables one to modulate the communication suitably. A close friend of yours calls you
over phone and invites you for tea. You are very happy and receive the invitation
immediately. After sometime you remember that you have another appointment at the
same time. Now you are compelled to skip one of the programmes. Instead, if you had
asked just one question the moment your friend uttered his/her invitation the problem
would have been over. You could have imagined what work you have at that time or how

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would the time spent at your friend's place affect your routine. Successful
conversationists are good at imagining the consequences of their utterances or the
utterances of others. That is why they are able to change their strategies to suit the
demands of the situation. Imaginabillty gives them flexibility. They can always think of
alternatives. They are confident because they can foresee their future.
Reacting on the Spur of the Moment: is the ability to react to any situation
instantaneously, making sense. When you are listening to a lecture, you hear some
adverse comments on the issue of gender discrimination. You immediately stand up and
oppose the idea. This small act of opposing can have different dimensions. You could just
register a protest, you could draw the attention of others to the issue, you could present
evidence and present in such a way that everyone has to accept what you say. In any case,
you let everyone know that you are not with the idea. All these depend on your ability to
react on the spur of the moment. If you do not react immediately, there is a possibility
that the speaker will take your opinion for granted. Think of a speaker who gives many
examples and says analogy stories to support his stream of thinking. All that he/she is
doing is to act on the spur of the moment. The more we develop this ability, the more
acceptable are our spur of the moment reactions.
Steps of Communication Process
Let us now try to list the actual process of communication based on its features listed
above.
Any act of communication involves the following steps.
1. Identifying the need for communication - it could either be a result of our
listening to others or we may have to say something to others.
2. Thinking of suitable medium for communicating - it could be the language to be
used, gestures, audiovisual support etc.
3. Encoding the messages in the medium identified - this should be easy enough for
the listener to decode. So encoding really depends on our assessment of the
listeners' abilities to decode and comprehend.
4. Planning support system - like non-verbal behaviour or material that would
strengthen the effect of communication. We would like to overcome disturbances.
So effective communication tries to appeal to all the sense organs, making
perception of our message a holistic experience.
5. Presentation - actual conveying of our message in the medium chosen.
6. Observing and looking for feedback - Observing the verbal and no-verbal
responses of those who we are communicating to. This is actually a feedback to
us on the effectiveness of our own communication.
7. Modifying the encoded message so as to overcome the gaps observed in the
first attempt at communicating - sometimes we may realize that our attempt at
communication is not achieving its goal. It is time we re-encode the message.
Look at the following example.

34. 34

Mechanic: Look, it's working fine now.
You\ What?! What's working fine?
(Now, the mechanic has to understand that the word 'it' has not conveyed the
required meaning. She/he will have to now explain it)
Mechanic: I am talking about the pump. It has started lifting water.
You: Oh! Good!
(Supposing you understood what the mechanic meant by 'it' right in the beginning,
he need not have modified the message.)
8. Presentation of the modified message - This act of modifying and re-presenting
will continue until the intent of communication is achieved.
These steps are almost self explanatory. You will notice that these steps go with the
model that we had discussed in the beginning of this unit: i.e., the sender encodes the
message, transmitting it through some medium, the receiver decoding the message and
giving feedback and the sender modifying the original message. Messages need to be
restructured because of the disturbances in communication, which is called NOISE.
The basic question in any act of communication is 'how to overcome the effect of
NOISE?'
It is in this regard that we need to consider different components of communication
and see how best we can make the skills related to those components a part of our
communicative behaviour.
Developing Effective Communication Skills among Learners
Developing effective communication skills necessarily involves the creation of
communicative situations either real or simulated. This helps the learners develop
insights into the processes of communication. Giving appropriate feedback to the learners
would be an important aspect. For giving a good feedback, we will have to observe the
act of communication at its delivery points. Let us now ask questions like this: How did
he/she approach the stranger? What was his/her instant remark? Was he/she polite? Did
he/she restructure his/her presentation to make the communication more meaningful? We
will get answers to these questions only when we observe the very act of communication.
Many of the components listed above are internal processes, preparing a person to
communicate. The act of communication is a cumulative result of all those processes.
This has to be kept in mind while giving feedback to the learners.

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MODULE-4
INTER-PERSONAL RELATIONSHIP
1. INTRODUCTION:
An interpersonal relationship is a strong, deep, or close association or acquaintance
between two or more people that may range in duration from brief to enduring. This
association may be based on inference, love, solidarity, regular business interactions, or
some other type of social commitment. To be human is to be involved in interpersonal
relationships. Interpersonal relationships are social connections with others. We
experience a variety of interpersonal relationships on a daily basis with family, friends,
significant others and people at our workplace. While every relationship is unique, there
are some common themes that influence the health and continuation of all relationships.
Inter-personal relationship skills help us to relate in positive ways with the people
we interact with. This may mean being able to make and keep friendly relationships,
which can be of great importance to our mental and social well-being. It may mean
keeping good relations with family members, who are an important source of social
support. It may also mean being able to end relationships constructively.
This module presents the theoretical concept and various aspects surrounding inter-
personal relationships, strategies and procedures for transacting inter-personal skills
without any confusion, indicates scope for locating and integration of the skills in
different subject areas and the process of ascertaining to what extent the individual has
acquired the interpersonal skills.
2. OBJECTIVES:
After reading this module, you will be able to
 Understand the concept and nature of interpersonal relationships.
 Explain various aspects/components of interpersonal relationships.
 Explain the significance of interpersonal relationship in life.
 Develop the skills to transact the different techniques and strategies which can be
used in developing good interpersonal skills.
 Locate scope for integration of the skills in different subject areas.
 Assess the level of acquisition of the interpersonal skills.

3. TRANSACTIONAL MODEL
Discussion
Points
Process
Concept of
inter-personal
relationship
(IR)
The R.P defines Interpersonal relationship as ‘a set of skills
which are essential for establishing and maintaining healthy
relationships.
Activity (Worksheet)
Ask trainees to suggest words and phrases that help define
interpersonal relationships.

36. 36

Write their responses on Chart paper, perhaps as an idea cluster.
Such as:

The R.P will discuss the various words that form the basis of
interpersonal relationship.
2. Identify the people with whom you have relations and arrange
them in order of preference :





The R.P will discuss the importance of people with whom a
person maintains relationship.
Having understood the nature of inter personal relationship skills
in children and having formulated an operational definition of
inter-personal relationship to guide us to train our children, let
us proceed to know some of the important components that
attribute to developing and building healthy inter- personal
relationships.
Components The R.P takes the lead in discussion using slides and presents
through power point to consolidate the following components
through lecture method:
Interpersonal
relationship
loyalty
faith
honesty
confidence
lovewarmth
trust
opens up
channels of
communication
confidentialit
y
Others
Family
Me !!

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Empathy, sympathy, Sensitivity, Tolerance, Positive Attitude,
Accepting others as they are, reciprocity, Etiquette, Healthy
Distance, lack of Prejudice and Stereotypes and Effective
Communication
Significance The R.P allots 3 minutes of time to think about the importance
of interpersonal relationship skills and invites participants
randomly to make presentations.
The R.P then takes the lead in discussion using slides and
presents through power point to consolidate the importance of
interpersonal skills.
Note: Relationships are vitally important in all spheres of life
and people create relationships for all sorts of reasons. The basic
reason is we need to. Though we think of ourselves as
independent and self reliant, the fact is that each one of us is a
point in a vast network of inter-dependent relationships.
We create relationships because we are social by nature and
value relationships as end in themselves. We establish
relationships at school, place of work, place of worship, next
door, the health club etc. i,e. at any place or in any activity
where common interests bring people together. We do so
because of our inner urge to be with others.
This urge is strengthened by voices of authority and tradition but
sustaining a healthy bond in our relationships depends largely on
our interpersonal relationship skills.
Of course, relationships based on application of certain skills
and pleasing personality alone, without character, will be short
lived and make life miserable. In short, a lasting, winning
combination requires pleasing personality, character and ability
to establish as well as sustain good interpersonal relationships.
Such people are likely to be good at making and keeping healthy
relationships.
Process of
Developing
Interpersonal
Skills
We can train in effective communication, resolving conflicts,
etiquettes, maintaining healthy distance and sensitize them to the
importance of other components.
As there is no standardized procedure for building interpersonal
relationship – we have to sensitize our students to different
components of I.R through role play, brainstorming and
discussion and then think of a need based specialized training
program in specific components of I.R.
 The R.P explains when something is important to us, we
say we value it.

38. 38

 He/she asks the trainees to think of something that they
valued, yet did not take care of it.
 The R.P then explains that we sometimes do the same in
our relationships with family and friends.
Questions :
1. What do you do to show that you value a friendship or a
family relationship?
2. What makes you feel that someone does not value your
relationship with him/ her?
The R.P then divides the participants into groups of three or four
and asks them to consider different scenarios that illustrate a
bothersome quality that someone has. Time allotted is 5
minutes.
Each group makes a presentation followed by discussion.
 Participants will learn that a web of relationships exist in
everyone’s life.
 Participants will become aware that these relationships
can be tapped and supported to create a web of support
and care for people around us.
Practice The R.P undertakes certain activities for introducing
intervention for the components of interpersonal relationships:
Component: Etiquette
Objective: To sensitize students to the importance of good
‘manners’ in nurturing good interpersonal relationships.
Strategies Proposed: Brainstorming and then Role-Play, each
followed by discussion.
Issue for Brain Storming: “Which etiquettes are likely to foster
healthy interpersonal relationships?”
Context, Essence and Background of the Role-Play:
Saria’s classmates went to attend his brother’s wedding. A few
of them created a lot of disturbances by playing pranks at others
and by making loud comments about some guests. They didn’t
care to give respect to the elders who were present there. They
were boisterous and impolite even during dinner. Other students
were polite, showed respect to the elders and even scolded their
classmates for not behaving properly and creating problems
there. The students who showed good manners impressed
everyone present there. Since then, Saria never mixed with those
who did not know how to behave in a social function. In fact, all
the children avoided them.

39. 39

Tips for R.P: Discuss the concept of ‘good manners’ after
discussing the appropriateness or otherwise of the behavior of
two groups of students in the marriage party.
Development of
Intervention
The R.P divides the participants into small groups .Each group
consisting 4-5 members, preferably teaching the same subject.
The facilitator poses a question/problem to each group and
assigns Group Discussion. The members in their group will
discuss the assigned “Question” and one member from each
group would come and present their views in front of all the
members.
Group Component Issue
I Tolerance In which situation, tolerance is likely
to determine the nature of
interpersonal relationship?
II Sensitivity What are the different ways in which
sensitivity to other’s feelings
manifest itself?
III Empathy What are the different ways in which
one individual can show that he/she
really cares for another individual?
R.P leads the discussion by facilitating the views of other groups
and seeks their opinions. Further, the groups are assigned the
task of inventing similar interventions for the rest of the
components. Then the R.P invites some of the members to make
presentations.
Integration
Issues
The R.P asks the same groups to locate scope for integration of
the different components in their own subject areas taking into
consideration the Chapters enlisted in their Text Books.
(Limitation: Participants may not find enough scope for
integration of certain components in some of the Chapters)
Assessment Interpersonal Distance Scale
Everyone has his/her own likes and dislikes. In the first column,
write the names of your classmates. Against each one, you have
to indicate whether you like him or her most, ‘neutral toward
him or her’ dislike him/her or dislike the most. Please give your
honest answer I assure that your answer will not be shown to
anybody.

40. 40


Name: Class:
Date of birth: Date:
School:
Name of
your
Classmat
e
I like
him/her
the
most
I like
him/he
r
I am
neutral
toward
him/he
r
I
dislike
him/he
r
I dislike
him/her
the most



Interpersonal Distance Scale-scoring Pattern
Step 1 Give a score of +2 for I like him/her the most
+1 I like him/her
0 for neutral
-1for I dislike him/her
-2 for I dislike him/her the most
Step 2: Obtain an average score for every member of the group.
(this can be done by adding all the scores given by every
member of the group and dividing it by the total number of the
group)
Step 3: From the average, one can understand whether he/she is
liked or disliked by the group.

4. RESOURCE MATERIAL FOR PARTICIPANTS
Meaning and Importance
Relationships are vitally important in all spheres of life and people create
relationships for all sorts of reasons. The’ most basic reason is we need to. Though we
think of ourselves as independent and self-reliant, the fact is that each one of us is a
point in a vast network of interdependent relationships. We create relationships
because we are social by nature and value relationships ascend in themselves. We
establish relationships at school, place of work, place of worship, next door, the health
club i.e. at any place or in any activity where common interests bring people together.
We do so because of our inner urge to be with others. This urge is strengthened by
voices of authority and tradition. But sustaining a healthy bond in our relationships
depends largely on our interpersonal relationship skills.

41. 41

Interpersonal relationship skills help us to relate in positive ways with our family
members and others around. This may mean being able to make and keep friendly
relationships as well as being able to end relationships constructively.
People who are well versed in interpersonal relationship skills succeed in life. They
appear to possess pleasing and magnetic personalities, which is what makes them
charismatic. Some people never lose their attractiveness regardless of age because of
their ability to build healthy interpersonal relationships.
Of course, relationships based on application of certain skills and pleasing
personality alone, without character, will be short lived and make life miserable. In short
a lasting, winning combination requires pleasing personality, character, and ability to
establish as well as sustain good inter-personal relationships. Such people are likely to be
good at making and keeping healthy relationships.
Relationships are like bank accounts: the more we deposit the greater they become,
therefore, the more we can draw from them. However, if you try to draw without
depositing, it leads to disappointment. The consequences of 'poor depositing' in
interpersonal relationships leads to stress, lack of communication, suspicion, isolation,
prejudices, conflict, frustration, lack of sympathy and empathy, poor health etc. Everyone
has different types of relationships. Some relationships are with family members, some
are with friends, some are business relationships and some are love relationships. Each
relationship is different, and all relationships change over time as the people within them
grow and develop. Most relationships contain a combination of healthy and unhealthy
characteristics.
Importance of Interpersonal Relationship
"I will pay more for the ability to deal with people than for any other ability under
the sun." (John Rockefeller)
"Be courteous to all, but intimate with a few and let those few be well tried before
you give them your confidence. The friendship is a plant of slow growth, and must
undergo and withstand the shocks of adversity before it is entitled to the appellation"
(George Washington)
"When you are good to others, you are best to yourself." (Benjamin Franklin)
"It is one of the most beautiful compensations of life that no man can sincerely try
to help another without helping himself."(Ralph Waldo Emerson)
Since interpersonal relationships play such an important role in one's life, we must
enable our children to establish and sustain healthy relationships.
Healthy Interpersonal Relationships
The common element of all close relationships is interdependence, an
interpersonal association in which two people consistently and reciprocally influence one
another's lives, focus their thoughts and emotions on one another, and if possible -
regularly engage in joint activities. Such interdependence occurs across age groups and
among individuals representing many quite different relationships.

42. 42

Healthy interpersonal relationships have certain characteristics. Each partner feels
comfortable without the other, even though the two people enjoy being together. Each
partner communicates effectively and honestly. In this context honesty means telling the
truth, saying what he/she means and meaning what he/she says. In a healthy relationship,
both partners accept the other as he or she is. There are no unrealistic expectations or
attempts to control the other person. In healthy relationships, both partners recognize and
appreciate changes that occur in their relationship. Both partners have established
healthy, comfortable limits based on their own standards. Each trusts the other, being able
to rely upon the other, believing that the person will act in his/her best interest; being
dependable.
Each partner shares another's emotions, thoughts or feelings, ie. "Walking in
another's shoes". Each one will be good in keeping secrets or maintaining a confidence,
not passing along private information to others. Each will be having the best interest of
the other at heart, being available when the other person needs him/her, sticking by the
person in bad times as well as good times.
In short, there is a balance between togetherness and the separate lives of each
partner. Mutual trust and understanding, honesty, empathy, the ability to keep secrets,
loyalty, and effective communication characterize healthy interpersonal relationships.
Unhealthy Interpersonal Relationships
Some relationships may contain unhealthy characteristics. One person may
expect the partner to fulfill all his/her needs (too much dependency). One or both
partners may be jealous of other the having healthy relationship with another person and
demand complete devotion. Control is another unhealthy characteristic. One or both
partners may dominate the other and the relationship. Egoism or excessive selfishness or
taking care of one's own comfort, pleasure or interest excessively or without regard for
others indicates an unhealthy relationship. Negative attitude, conceit, lack of listening,
arrogance, impatience, poor communication, and insufficient time spent together etc. are
some of the characteristics of unhealthy interpersonal relationships.
One of the characteristics that may exist in unhealthy relationships is emotional or
physical abuse or emotional and/or physical mistreatment. While dealing with other
people, sooner or later, we have to deal with conflict. Conflict stems from differing
viewpoints. Since no two people view the world exactly the same way, disagreement is
quite normal. When there is conflict, it means that there is strong disagreement between
two or more individuals. The conflict is usually in relation to interests or ideas that are
personally meaningful to either one or both of the parties involved. If we want to have
sustainable interpersonal relationships, we must learn to resolve conflicts. Failure to
resolve these conflicts, in other words unresolved conflicts destroy good interpersonal
relationships.
Try the following:
• Try to determine if there is a problem between you and the other person.
• If you think there is a problem, set up a private face-to-face meeting to
discuss the problem with the other person.
• In a non-confrontational manner, ask the person if there is a problem. If that

43. 43

person's answer is 'no', inform the person that you think there is a problem
and explain what you think the problem is.
• As you talk, ask for feedback. Do not attack the other person with
accusations.
• Try to listen to each other with open minds.
• Be sure to respect each other’s opinions.
• Take a few minutes to recycle the other person's opinions in your mind.
• Try to determine why the other person felt the way they did.
• Avoid finger pointing.
• Try to work out a compromise that pleases both of you.
When unhealthy equation exists within a relationship, partners may choose to work
toward making the relationship healthier. However, both partners must be willing to
make efforts to overcome the negative characteristics of the relationship.
Components of Interpersonal Relationships
We know that establishing and maintaining healthy interpersonal relationships
require not one but many skills and traits. These may be considered as components of
interpersonal relationships. Let us get acquainted with some of the most important
components.
Empathy: is the ability to feel with others in social situations which can lead to the
development of good interpersonal relationships. Empathy promotes an understanding of
others. It enables us to form relationships with individuals who differ from us on a range
of dimensions. It is the ability to understand someone else's point of view and to share
their emotions. Empathy has that kind of power to cut through other people's pain
silently, as an act of caring kindness. Besides feeling personal distress at the distress of
others, the empathetic individual is also described as having three other characteristics.
One is feeling sympathetic-feeling a kind concern for another person's needs. Others are
perspective taking - being able to "put oneself in someone else's shoes", and fantasy,
feeling empathy for a fictional character, shown by such behaviour as crying at a sad
movie. People who are most empathic on these dimensions respond emotionally when
someone else has a problem and generally do their best to provide help. Empathy can be
shown not only in negative emotions, but in positive emotions also.
People with empathy ask themselves this question: "How would I feel if someone
treated me that way'?" When we empathize with our friends, families and to the people
around, what happens to our relationships? They improve. It generates understanding,
loyalty, and peace of mind and above all it helps us to strengthen interpersonal
relationship.
Sympathy: is the ability to feel for others in social situations which can lead to the
development of 'good interpersonal relationships. In common usage, a person is said to
display sympathy when he shows compassion or pity, when he responds to the signs of
suffering in another creature with efforts to relieve and comfort it. Sympathy in the strict

44. 44

sense is the susceptibility to be moved by the emotional expressions of others to similar
emotions. Sympathy is "I understand how you feel."
Being sympathetic to others helps us to build good interpersonal relationships.
Sympathizing with others makes them feel that there are persons in the world who cares for
them. This knowledge leads to the strengthening or building of relationships. When you
share sorrow, it divides, when you share happiness, it multiplies.
Sensitivity: is the ability to be sensitive to the feelings, emotions and needs of ‘others in
social situations which can lead to the development of good interpersonal relationships. In
relationships sometimes we are insensitive to the feelings and needs of others, especially
those who are very close to us, which leads to disappointment and resentment. There is
more gratification in being a sensitive person than in just being a nice person. A sensitive
attitude builds goodwill which is the best kind of insurance that a person can have and it
doesn't cost a thing. Sensitive people will be generous, kind, considerate in their
relationships, and this leads to strengthening of their interpersonal relationships.
Tolerance: is the ability to endure and respect feelings, views, attitudes etc, of others in
interpersonal interactions irrespective of our agreement or disagreement on them. It is the
capacity to endure without repugnance i.e. it is the quality of allowing other people to have
their own attitudes or beliefs or behave in a particular way even if you do not agree or
approve of it. Tolerance will definitely increase interpersonal relationships because in our
day to day life we will have to mingle with people of different religions, political beliefs,
intellectual levels, sentiment etc.
While interacting in social situations tolerant people will endure others with patience and
deal with them fairly. Tolerant people will be ready to accept others as they are and they
will be free from bigotry or undue severity in judging the conduct of others. They will
respect the opinions and practices different from theirs. The problems they confront with are
solved without authoritarian interference.
Positive attitude: is the ability to see the positive aspects in others and appreciate them in
interpersonal relationships. It is the ability to enhance interpersonal relationships by
appreciating the goodness of others. Those who have positive attitude will never miss an
opportunity to say a word of congratulation upon anyone's achievement. Their dictum will
be "there is something positive in every person and every situation." They will easily spot
out the silver ray amidst the darkest clouds. They will make constructive criticisms and are
ready to accept positive criticism.
People with positive attitude have certain personality traits that are easy to recognize.
They are caring, confident, patient and humble. They have high expectations of
themselves and others. They anticipate positive outcomes. Thus a person with a positive
attitude is like a fruit of all seasons. He is always welcome.
We can cultivate the habit of developing positive attitude step by step. Let's start looking
for what is right in a person or situation instead of looking for what is wrong. Even in
paradise, fault finders will find faults. Most people find what they are looking for. If they
are looking for friendship, happiness and the positive, that is what they get.
Accepting others as they are: is the ability to accept others with their strengths
and weaknesses as it exist, without showing any personal bias or prejudice

45. 45

about them in interpersonal relationships. In order to maintain healthy
interpersonal relationship we will have to accept persons who come in
contact with us as they are. Think that we are interacting with human
beings and not with angels. Human beings will have strengths and
weaknesses. Accept the person as he/she is but make constructive
criticism on his behaviour.
But remember to close on a positive note with appreciation. There is no perfect person in
the world. When we look for perfection, we are disappointed because all we find is that
we traded on one set of problems for another set of problems. If we accept a person as he
is we will be kind and considerate to him, we will use words carefully, try to find positive
interpretation of his behaviour, will be ready to forgive and forget and thus we will be
able to live in a better way.
Reciprocality: is the ability to demonstrate a healthy attitude of give and take in social
situations with others while interacting. It is the attitude of both receiving and giving in
social interactions between individuals and groups. All those involved anticipate a social
return on their endeavors, even if this is deferred to a future point. The expectation of
receiving does not elapse, even if time does. Reciprocality is inclusive because it applies
obligations and constraints to all those drawn in to interactive relationships. It implies
agency because agreement to reciprocate makes the interaction mutual. Reciprocality also
contains a commitment to improve the conditions of others alongside one's own.
As man is a social animal, reciprocality plays a prominent role in interpersonal
relationship. People give and get something in every relationship. This great truth is part
of human relationships. It helps one to discover that there is more joy in giving and
sharing than in receiving alone all the time. For maintaining healthy interpersonal
relationship reciprocity is a must either in word or deed.
Etiquette: is the ability to show behaviour that is appropriate to different social situations
which can earn respect and facilitate good interpersonal relationships. It is the ability to
show the behaviour patterns that are appropriate to social situations leading to the
development of good interpersonal relationships. Courtesy and good manners go hand in
hand. It is equally important, if not more, to practice manners at home and not just on
outsiders, Showing consideration and good manner brings out a feeling of warmth and
acceptance in home and in social situations. Courtesy means practicing good manners.
Besides being self-satisfying, politeness and courtesy having many more advantages than
rude behaviour. Rude and discourteous people may get short-term results. Most people
like to avoid dealing with such behaviour and in the long run, rude people are disliked.
Thus they are not able to develop good interpersonal relationships. Courteous behaviour
ought to be taught to children at an early age so that they can grow and become mature,
considerate adults. Courteous behavior, once learned, stays for life. It demonstrates a
caring attitude and sensitivity to other people's feelings. It seems trivial and unimportant,
but little phrases such as 'please', 'thank you' and 'I'm sorry' take a person a long way.
Healthy Distance: is the ability to take only that much of liberty as the relationship
empowers and demands and not misuse the liberty between any two individuals in any
social situation. In interpersonal relationships, we have to keep a healthy distance with
others whom we come into contact. It is a skill to be developed. Depending upon the

46. 46

relationship of the person, we have to keep a distance. If we keep a healthy distance we
will not have to repent later, Overindulgence in other peoples affairs will lead to strife
and there by their interpersonal relationship will be strayed. If you over indulge in others
matters you would become a butt of ridicule to all the people. Disciplined people will
keep a healthy distance in social interactions.
Lack of Prejudices and Stereotypes: is the ability to interact with people without being
governed by preconceived notions about individuals /groups in any social situation.
Prejudice refers to pre-judgment, a feeling of response to persons or things which is prior
to, and therefore not based upon, actual experience. It may be either positive or negative.
But the word usually refers to negative attitudes, feelings and beliefs about a person or
entire category of people.
Stereotypes refer to the beliefs to the effect that all members of specific social group
share certain traits or characteristics; stereotypes are cognitive frameworks that strongly
influence the processing of incoming social information. It is a schema that organizes
knowledge or perceptions about a category.
Stereotype is any rigid generalization about members of a particular social class,
occupational group, race or other category of people. Stereotypes and prejudices differ in
at least two ways. The former are more cognitive concerned with thinking, the latter are
more affective, concerned with feelings.
Both prejudice and stereotypes hinder in the development of healthy interpersonal
relationships because they fail to call a spade a spade. As they view things from a
different angle their judgments will not be fair and hence there is every chance of
breaking interpersonal relationship, They will meet with utter failures in life and for this
they are prone to blame the whole world, their parents, teachers, spouse, the economy,
the government and so on. Prejudiced and stereotype persons will have a hard time
keeping friendships, jobs, marriage and relationships. This will lead to bitterness,
resentment, a purposeless life, ill health, and high stress level for themselves and others.
They create a negative environment at home and work and become a liability to society.
They also pass on their prejudiced and stereotype behavior to others around them and to
future generations.
Effective Communication: is the ability to express the thoughts and feelings in non-
threatening ways. It is the ability to communicate our feelings, ideas etc. with others
effectively by which we are able to reach out to others easily in a way which does not
offend the sensitivities of the listener. Face-to-face communication happens on many
occasions. Effective communication as defined here can lead to the formation and
maintenance of a multitude of human relationships. Even to end a relationship between
two people without any residual rancor, effective communication is essential. In the
presence of other people, everything that human beings say or do is noticed by others and
has meaning to them. Consequently every social situation involves communication.
Mutual respect can be established through effective communication which in turn fosters
healthy interpersonal relationships. The effective communicator is one who can make the
other person feel comfortable in one-to-one interactions.

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Interpersonal Relationship Building Process
Is it possible to describe the process of developing healthy interpersonal relationships in
terms of a series of steps as has been done in cases of some of the Life Skills (E.g.
Decision Making)? The answer, unfortunately is NO. Then, how are we to help our
students to develop interpersonal relationship skills?
We can train them in effective communication, resolving conflicts, etiquettes,
maintaining healthy distance and sensitize them to the importance of other components.
Student Training Strategies
Now let us try to chalk-out a workable training strategy to train our students in
decision making skill. You now have understood that to acquire any skill one has to go on
practicing the skill in a systematic way till one acquires it. Providing knowledge of
importance and components of interpersonal relationships alone will not be sufficient. We
have seen that there are different components that will influence interpersonal
relationships. Therefore, it is envisaged to sensitize students to the importance of these
components through role-play in combination with decision/discussion. Brain-storming
together with discussion will also be used as pre role-play activity not only to encourage
students to think, but also to impress upon the students' usefulness of this technique in
different situations as well as prepare them to catch the essence of the role-play. Since we
have already acquired knowledge base for using these strategies in the introductory
module we will not discuss it in this module. Of course, once the students are sensitized
we can go in for specialized training programmes in effective communication, resolving
conflicts etc, depending upon the needs of the students.

48. 48

MODULE-5
PROBLEM SOLVING SKILLS
1. INTRODUCTION
Life is full of problems and challenges. Problems are part of life. Handling a problem
effectively is a skill. Problem-solving is the process of working through the details of a
problem to reach a solution. Problem-solving may include mathematical or systematic
operations and can gauge an individual's critical thinking skills. It is one of the core life
skills. Problem solving is an art that can be mastered for solving problems easily and
effectively. Many suitable methods can be employed in smart solutions of varied
problems. “Problem solving skill” is operationally defined as “the skill to understand and
deal effectively with problems in day to day living.
This module presents the theoretical concept and various aspects of problem solving,
strategies and procedures for transacting Problem-solving skills, indicates scope for
locating and integrating the skills in different subject areas and the process of
ascertaining to what extent the individual has acquired the skills of Problem-solving .
2. OBJECTIVES
After going through this module, you will be able to:
 State the concept, nature and scope of problem solving;
 Describe different components of problem solving;
 Explain the significance of problem solving as a life skill;
 Describe the processes involved in problem solving skill with
examples;
 Integrate relevant component(s) of problem solving skill in
different subject/content areas;
 Assess the level of skill acquisition among students.

3. TRANSACTIONAL MODEL
There may be 3 time slots of one. First, for understanding theoretical aspects of the
skill. Second, for practice, development of interventions and skill integration and the
third for assessment. Interactive lectures integrated with PPT presentation will be
used for transacting the contents, wherever necessary.

Discussion
points
Processes

Problem
solving:
nature and
scope


Quotes trigger: The R.P will start a warm up environment for
trainees with a couple of quotes-
Imagination is more important than knowledge.
- Albert Einstein
Originality is simply a fresh pair of eyes.
- Woodrow Wilson

49. 49















































Have you got a problem? Do what you can where you are with
what you’ve got.
- Theodore Roosevelt
Then the R.P will give opportunity to the trainees for sharing their
experiences about the nature and scope of problem solving.
Then the R.P may explain an operational definition of problem
solving skill that-
Problem solving is a systematic process of defining problem
(question or situation presenting uncertainty, perplexity or
difficulty) and finding out a number of possible alternative
solutions without judging the solution.
“Problem solving skill” is operationally defined as “the skill to
understand and deal effectively with problems in day to day living.
Then the R.P will consolidate the nature and scope of problem
solving skill in following points:
Nature :
 Everyone encounters problems in their day to day life
 Everybody can benefit from having good problem
solving skills.
 Some of these problems are obviously more severe or
complex than others.
 Every problem has a solution available provided one
puts his effort.
 Every problem has some barriers.
In the present context, problems/challenges need to be addressed
One addresses the challenges in a complaint mode or in an optimistic
frame of mind
Problem solving skill can be improved through training
Scope:
 a problem may be stated in different ways
 a problem may be solved in different ways
 The problem solver may encounter several threats or
barriers during the course of solution
Now the trainer will facilitate the target group to identify the
components of problem-solving skills through brainstorming. The
size of the group should be small. In a brainstorming session, one
gives out stimulation to others and one receives it from others. The
ideas can be recorded or noted down by one of them. During the
session a long forgotten idea may be resurrected and found to be
effective.

50. 50


Components






Significance
































Process of
developing
problem
solving skill
Trainees were asked to list out the components while solving
problems, analyzing their own day to day life experience. After the
presentation of 2-3 participants, the R.P will present the following
components through PPT:
Self-knowledge, Positive attitude, Divergent thinking, Objectivity,
Rationality, Logical thinking, Analytical ability, Synthetic ability,
Anticipation of the consequences.
The trainer will now consolidate the significance of problem solving
through brainstorming. The R.P will focus the attention of the
trainees on the following statements:







The trainees are asked to review such experiences in their life and
feel the importance of problem solving skill. After presentation by a
few participants, the R.P will explain the significance of problem
solving skills.
 Problem solving skill is essential in life and to operate
effectively in an increasingly complex world.
 In a highly competitive society, there is a great need of
problem solving skill. It will be a mistake to assume that
knowledge is enough.
 One must be given freedom to evolve his/her own
problem solving models.
 Problem solving skills enable the individual to achieve
success and move ahead where the sky is the limit.
Now the R.P will orient the trainees to the process of developing
problem solving skill with various techniques:
Activity-1: Yes, I can
Trainees may be asked to think of a situation at home or workplace
where he was needed to resolve an issue.
The trainees were asked to answer the following questions:
1. What was the issue?
2. What were the possible causes?
3. Who were involved in it?
Right Decision at Right Time SUCCESS
Wrong Decision at Right Time MISTAKE
Right Decision at Wrong Time UNACCEPTANCE
Wrong Decision at Wrong Time DISASTER

51. 51

4. What steps were taken to resolve it?
5. What did you learn from this?
After receiving feedbacks from a few participants the R.P
will discuss the importance of the process , Yes, I Can and
state the quotation:
“How you think about a problem is more important than the
problem itself- so always think positively”.
Activity-2: Barriers to problem solving
There are many barriers to critical thinking which can hold back a
person from using his/her analytical skills. Through this activity
participants will be able to understand the barriers to problem solving
and try to remove them.
Process:
The R.P will ask the trainees to think of a problem that he was not
able to solve and note down the reasons for not being able to do so.
After presentation by a few participants, the R.P will discuss the
importance of thinking about the barriers in the solution of a problem
and state the key learning points:
1) Barriers to critical thinking can harm and distort critical
thinking concepts.
Barriers to problem solving:
i) ego-centric thinking
ii) social conditioning
iii) group thinking
2) These barriers can hold back a person from using his/her
analytical skills, reasoning, experience, intuition and common sense
from making informed decisions.
Practice













The trainer will divide the trainees into small groups for practice.
The strategies like brain-storming and role-play will be
simultaneously used in practice session. One small group may be
assigned role-play and they will be communicated the essence of the
skill and the relevant context/ situations. They will be engaged in
rehearsal while other groups will be engaged in brain-storming
session for 20 minutes. The next 10 minutes will be devoted to role-
play. The RP will introduce certain activities to introduce
interventions for the components of problem solving Skills.
Component: Divergent Thinking
Objective: To impart the message that divergent thinking facilitates
problem solving.

52. 52
















Development of
interventions

Strategy Proposed: Brain Storming and Role Play, each followed
by discussion.
Issues for Brainstorming: “What are the different ways in which
friends can convince?”
Context, Essence and background:
A group of std X students of a co-educational institution decided to
go for a movie on a Sunday afternoon. All the students were happy
and cheerful except Neetu who remained withdrawn.
Tips for conducting discussion:
1) What is the problem issue?
2) In what all various ways did the students think to convince
the parents?
3) What were the multiple ways in which parents were thinking?

The R.P will divide the trainees into subject specific groups to
generate content-specific interventions related to the following
component of problem solving. About 30 minutes will be devoted to
this activity.
Strategy Proposed: Brain Storming and Role Play, each followed
by discussion.
Group Components Issue
I
Logical Thinking Purnima was upset due to
frequent scolding by her
Class Teacher
II
Objectivity Two intelligent students of
Class IX compete for the 1
st

position in their Class. Both
accuse the teachers of
partiality for not getting the
1st position.
III
Anticipation of
Consequences
A Class XII student has
developed a habit of
smoking.

Integration








The R.P will organize some integration sessions for this purpose.
S/he asks the groups to locate scope for integration of the different
components in their own subject areas that would cater to the
development of different dimensions of problem-solving skills.

53. 53

Assessment


Specific tools for problem solving will be administered to check the
level of skill acquisition in problem solving.
Self- Assessment
Directions:
People respond to personal problems in different ways. The
statements on this inventory deal with how people react to personal
difficulties problems in their day-to-day life. The term “problems”
refer to personal problems that everyone experiences at times, such
as depression, inability to get along with friends, etc.
Please respond to the items honestly to reflect accurately how you
handle such personal problems. Your responses should reflect what
you actually do to solve problems, not how you think you should
solve them. When you read an item, ask yourself: Do I ever behave
this way? Please answer every item.
Read each statement and indicate the extent to which you agree or
disagree with that statement, using the scale provided.
Mark your responses by circling the number to the right of each
statement.
The responses should reflect what the students actually do to solve
them. When you read an item, ask yourself:
Do I ever behave this way?
1 Strongly agree
2 Moderately Agree
3 Slightly agree
4 Slightly Disagree
5 Moderately Disagree
6 Strongly Disagree
1 When a solution to a
problem has failed, I do
not examine why it didn’t
work……
1 2 3 4 5 6
2
I am usually able to think
of creative and effective
alternatives to my
problems…….

3
I have the ability to solve
most problems even
though initially no
solution is immediately
apparent….

54. 54

4
Many of the problems I
face are too complex for
me to solve…

5
When I make plans to
solve a problem, I am
almost certain that I can
make them work….


Scoring Key: Problem Solving Confidence
Low total score means good in problem solving


4. RESOURCE MATERIAL FOR PARTICIPANTS
Meaning and Importance
Life is full of problems and challenges. Problems are inevitable in life. Handling a
problem is a skill. It is a life skill since it is part of life. Every step in our lives, every
moment in our lives we have to face problems. The problems may be small or big.
Different problems are faced in different stages of life. Also the problems can be of
different degrees and intensities.
Problems in life cause tremendous amount of stress. It may interfere with the normal
functioning in life. These problems may lead one to have negative thoughts, feelings, and
actions resulting in complications in life. D'Zurilla and Goldfried (1971) say that "...
individual is unable to resolve certain situational problems in his life and his inadequate
attempts to do so are having undesirable effects, such as anxiety, depression, and the
creation of additional problems".
Garfield and Bergin (1978) have quoted examples of studies where they have found
differences between normal’s and deviants in their problem solving skill. It was also
found that those individuals labeled as 'emotionally disturbed' were often significantly
inferior to normal peers in the sheer number of possible solutions that they perceived in
hypothetical problem situations. It was also found that the solutions that they suggested
were anti-social in nature like being physically aggressive. In addition, they also had
inaccurate expectancies about the probable consequences of different options.
An individual's adaptability is indicated in the ways he solves the problems in his
life. Life is a process of solving /managing/dealing with problems. Those who can
manage problems efficiently do better in life, than those who have difficulty in managing
problems. The theoretical understanding given here about problems, problem solving and
the related issues are not very technical, rendered for easy understandability, though, this
is based on and derived from highly technical theories.

55. 55

"Problem solving skill" is operationally defined as "the skill to understand and deal
effectively with problems in day to day living". The words used in this definition have to
be discussed in detail so as to achieve the above objectives. Let us begin with
understanding the term 'problem'. The dictionary meaning of problem is trouble,
difficulty, and crisis, puzzle, set back. Understand means to know the nature, complexity,
and the elaboration of the problem in hand. Dealing effectively means to have a program
to manage a problem, which can bring about the result intended - either to manage or
arriving at a solution to the problem. Day to day living means, managing life issues that
happen on a daily basis. To recapitulate, problem solving skill means the skill to know
the nature, complexity and the elaboration of the problem of daily life, and to develop a
program to deal with the problem with the intention of solving or managing it.
There is one important issue that needs to be recognized and clarified here with regard
to the concept of problem-solving skill. That is, can all problems be solved? And is the
term problem solving appropriate? To do this, one should know the meaning of 'solution'.
As per the dictionary 'solution' means the process of finding an answer or explanation.
The term solution is dealt with separately because of the relevance and its importance to
the term 'problem'. Taking real life into consideration, many problems are not solvable.
There are certain problems, which can be solved completely. There are certain other
problems, which can be solved partially. So, the term solving problems does not seem to
be apt. Problems can and should be managed. One should train oneself to manage, i.e.,
handle ones problems in life. Those problems, which can be solved, should be solved and
those, which cannot be solved, should be lived with. This is where the term managing
problems comes in. we should be able to find ways and strategies to live with problems
without causing much of damage to oneself and/or others and within the socio-cultural
reality that the individual lives in. In the process, one should also get trained to analyze
and understand the difference between the problems that can be solved and those that
cannot be solved and the appropriate choice of action.
Components of Problem Solving Skill
As seen earlier, the concept of problem solving skill has been operationally defined
as "the skill to understand and deal effectively with problems in day to day living".
Problem solving could be understood better by understanding its different components
that surround the skill. Component means a dimension or aspect of the concept of
problem-solving. The components of problem solving skill are subtle psychological
phenomena. These psychological phenomena are present in every individual in some
degree. Being psychological phenomena, these components can also be developed in
terms of degree and refinement. These components together make the problem solving
skill. One or more of these, in isolation or in combination work in the process of problem
solving. In the process of problem solving one of them may get highlighted and the others
may remain dormant. These components of problem solving skill have to be understood
in some detail to develop the skill.
Self Knowledge: is the ability to understand and learn about one’s own capacities,
emotionalities and actions, and in relation to the socio-cultural milieu that one lives in, in
solving the problem. It is necessary to know about one’s own capacities, strengths,
weaknesses, and behaviour keeping one’s own social background and the context of the
problem in mind while managing problems. The way one behaves in various situations

56. 56

may be different, some known to the individual and some the person may not even be
aware of one’s own nature in relation to various problem contexts. It is quite common in
day to day living to face situations where the expression "It was surprising that I reacted
like that!"; "I didn't know I could do that!"; "I realized that I also will end up behaving
like that!" etc. So, the knowledge that we have about ourselves is limited and every
moment we are doing things, which are new and known to ourselves, or new and
unknown to ourselves. Also, there are times when we are surprised /shocked, when
someone says "you seem to be like this/that", and many others join that. This is only to
say that self knowledge is quite limited and it is necessary for us to realize what we are -
our strengths, weaknesses, likes, dislikes, feelings, thoughts, and our behaviour at large in
various problem contexts of our lives in relation to the problems that we are facing at a
given point of time.
Positive attitude: is the ability of being hopeful and confident in the approach to the
problem. It is well known and accepted both by the lay individuals as well as among the
professionals and all those belonging to different walks of life that being positive -
positive attitude, goes a long way in managing problems. Those positive qualities like
hope, success, happiness, joy, contentment, love and affection, liking, optimism etc.,
make a major impact on one's life in general and problem solving in particular. Unless
one has a positive attitude towards managing the given problem, even understanding the
problem is impossible, managing the problem is far away. This also makes us more open
to possible solutions and suggestions given by others. It is absolutely necessary to
develop the skill of facing a problem with a positive attitude for effective and successful
problem solving.
Divergent thinking: is the ability to think in multiple ways, to view and manage a
problem from different perspectives. Life has multiple facets. Any problem that is in life,
be it personal, social, interpersonal, person in interaction with the society, has a different
origin, cause, management, and solution. The ability to view a problem from different
perspectives for a better understanding of the problem - of its origin, cause, people
involved, set ups involved, the context, and to choose a solution (if any) from many
alternatives, or to manage it, given various alternatives, the ability to think divergently,
from multiple perspectives is essential. One has to train oneself to think from multiple
perspectives.
Objectivity: is the ability to view one’s own problem from a third person perspective as
they are. Problem solving is a cognitive activity. It is found that when cognition is
working, emotionality reduces and when emotionality is at work, cognition reduces.
When an individual is emotionally overwhelmed, he has difficulty in analyzing and
understanding the problem. Given a problem situation one should be able to view,
analyze and understand the problem without becoming emotionally overwhelmed.
Emotion cannot be removed totally, but one should know has to detach oneself and view
his problem as though it is somebody else's. This is what objectivity is. In problem
solving objectivity is very important for it to be effective and successful. This is an
ability, in which one can be and must be trained.
Rationality: is the ability to solve problems based on reasons and logic than using crude
methods or trial and error. One can attempt to solve a problem in many ways. Sometimes,
one might have tried to solve a problem impulsively or by trial and error method and by

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chance succeeded. The person solving the problem by such methods will neither be able
to explain why or how he succeeded, nor the reasons for what he did to solve the
problem. But, unfortunately such crude methods do not always help us to solve the
problems. Only when one adopts a method based on sound reasoning and logic he/she
has better chances of solving or effectively managing the problem.
Logical thinking: is the ability to understand and deal with the problem in a
systematic, orderly fashion. There is an order, system, and logic in any situation. One has
to understand that systematic approach to the problem, which many of the problems
solving strategies also suggest is very important in problem solving. The system involves
various aspects from realizing that there is a problem to solution to the problem. There is
a logical order in understanding the problem, analyzing the different aspects of the
problem, finding various alternatives to managing the problem, and the implementation
of the strategy chosen to manage the problem. Logical method of approaching the
problem will for sure lead to successful management of the problem. One has to train
oneself in thinking logically if one has to develop the skill of problem solving.
Analytic-synthetic ability: is the ability to breakdown and understand, and put
together, the various aspects of the problem and dealing with the problem. A problem
will have different aspects, levels, and perspectives, to be understood. Also, the given
problem will have multiple alternatives, which can be used for managing it. These
alternatives will have different aspects, levels, and perspectives, which need to be in
relation to the understanding of the problem. These need one to breakdown the problem
according to different aspects and levels, and put together the various aspects of the
problem to understand and manage successfully.
Anticipation of consequences: is the ability to infer or foresee the after effects of the
problem and /or the strategies used to manage the problems. Any problem has after
effects, whether solved or unsolved, managed or not managed, ignored or taken up. When
a problem context occurs one should be able to think of the consequences of the problem
situation given the above- mentioned alternatives. If different alternative solutions for
managing strategies are used, or totally ignored, what could be the outcome of the
different solutions, strategies or ignorance, has to be thought out in detail and in its
intricacies. Anticipation of consequences is the ability, which can guide one to choose the
appropriate alternative to manage the problem cost effectively. If one neglects the
consequences of any action towards management of the problem one may have to pay a
heavy price. Anticipation of consequences is an ability which one can and should train
oneself in.
Steps of Problem Solving: Different Formats
Any life skill needs are to be developed. The development of a skill happens in the
process of socialization itself. However, there are certain skills and situations for which
one has to be consciously trained. Also the existing skills can be improvised and refined
by training.
Problem solving is to do with pragmatism where the focus is on helping the
individual to discover and implement whatever adjustment strategies are effective in a
given situation. To do this, many psychologists have suggested, tried and tested various
techniques. A few are described in brief here.

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Mahoney and Mahoney (1976a, 1976b) have tried a format in which one can develop
complex problem solving skills in a progressive way. Here the personal problems are
treated like research problems and the similar skills necessary for a researcher in solving
research problems are treated to be fit in solving personal problems also. This is called
the personal science approach. This contains 7 sub skills represented by mnemonic
'SCIENCE'.
S Specify general problem
C Collect information
I Identify causes or patterns
E Examine options
N Narrow options and experiment
C Compare data
E Extend, revise or replace
Powell (1992) has suggested 5 stages of problem solving. Firstly, identifying and
defining clearly what the problem is. Secondly, Brainstorm. That is spending time
generating a list of as many possible options as one can without censoring for any reason.
Thirdly, decide which options are realistic and unrealistic from the list made in stage 2.
Fourthly, choose the option that is both most rewarding and feasible. Fifthly, prepare and
plan strategies for the accomplishment of the chosen option.
The other techniques as described in the website 'mind tools' include, appreciation -
Extracting all information from facts; drill-down - breaking problems down into
manageable parts; cause & effect diagrams - identifying likely causes of problems;
systems diagrams - understanding how factors affect each other; SWOT analysis -
analyzing strengths, weaknesses, opportunities and threats; forecasts with spreadsheets -
analyzing whether an idea is financially viable; and risk analysis - evaluating and
managing the risks.

Commonly Employed Problem Solving Techniques
In our lives, on day to day basis, we have been solving problems or managing
problems. There are several techniques by which we try solving our life problems,
without even being aware that they are 'specific techniques'. Some of these techniques are
as listed below, though the list may not be complete.
 Sharing the problem with someone. Usually, we share our problems with
someone with whom we feel close like a friend, mother, father, sibling, cousin or
it may even be a teacher. Sharing of the problem may or may not lead to a total
solution to the problem. However, sharing of a problem will yield certain benefits
- getting clarity about the problem, feeling lighter, in the process one may also
find a solution for the problem. For example, a student sharing his problem of
choice of career with his teacher. The student in the process of sharing would
make himself clear about what career would suit him, how he can proceed,
without the teacher telling him anything. Also, the teacher could guide him to

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solve his problem of career. Technically, this is called Ventilation; in which the
person just talks out about his feelings, emotions, ideas, problems, etc. to
someone.
 Getting suggestions from someone regarding dealing with the problem. We
interact with many people in different walks of life and we do get to discuss our
problem situations with the relevant people. Many of these people do give
suggestions on the alternatives to solve or manage the problem. Depending up on
the feasibility, we choose the appropriate alternative solution. For example, a
father tired of his teenage son's problem behaviour shares with his friend with the
intention of getting some suggestion in handling the boy. The friend does tell him
about the boy's behaviour and the way it can be handled. He suggests that the
father can be a little more considerate; he can be friendlier; if he is not able to
handle a particular situation, he could leave it with his wife to handle; not to
punish him or yell at him; and the like. The father would probably take up one or
more suggestions and try on the boy and his interaction with the boy.
 Reading regarding the problem with the intention of getting some solution. This is
another technique that we follow in situations, which are necessary and do not
want to discuss with someone. For example, sexual problems. Many of us find it
easier to find a solution to a problem in initial stages with regard to sex. One may
read sex education books, articles on sexual problems, and the like, to find
solution and manage a problem related to sex. Many of us don't even go to a
professional for help even if the problem is serious. We read and read whatever is
possible to find a solution to a problem of this kind.
 Telling oneself about different issues in the problem and the relevant possibilities
of solution. Here the individual tells oneself about various aspects of the problem,
which would lead oneself to some clarity about the problem, and the possibilities
of some solution to the problem also can flash to the person and tells it to oneself.
Another dimension to telling oneself is, telling oneself that he will do. For
example a student has the problem of blocking thought flow in the examination
hall. He will tell himself that he will be relaxed and that he will be able to write
well with free flow of answers. This he keeps on telling himself repeatedly for a
few weeks or months prior to the exam and he will really be able to do well in the
exams. This is something, which the students normally follow. Even adults during
their presentations in life, be it official, or personal, do tell themselves before
actually implementing. This goes a long way in solving our day-to-day problem.
This is technically called autosuggestion. This is a behaviour therapy technique
implemented formally in a therapeutic set up. However, this is commonly used in
our day-to-day problem solving.
 Observing oneself, one’s own experiences, feelings, ideas, and outcome in
relation to the problem situation. We have to observe ourselves, our ideas,
feelings, emotions, likes and dislikes, and our reactions to any problem situation.
This is technically called introspection. This will help us to know and understand
ourselves in various contexts in life, which would, in turn, help, us in managing
problem situations. For example, choosing a job. One thinks and observes about

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him in relation to the job that he has to take up. He may be unemployed. The
solution that is assumed is employment. But, is any job ok? The person thinks of
himself in this context - the kind of person that I am, will I have job satisfaction;
is the salary adequate - for the job, to manage the home; what will be my social
status; will I be happy on the job; what kind of colleagues will I get; will I be able
to make friends, etc. These help the individual to solve the problem of getting into
employment and adjusting there.
 Writing the problem to get clarity of the problem so as to find an effective
solution. This is a wonderful technique which many people use. Someone has an
emotional problem. He is totally disturbed. He does not want to reveal to any one
that he is emotionally disturbed. Something is causing him this disturbance. He
writes about what he is feeling, the thoughts associated with the feelings, etc. This
would bring clarity to the problem that is causing him distress, and the distress
itself. This clarity will help him to solve or manage the problems.
 Discussing the different solutions and management strategies, which you have
thought, with someone whom you think can help. One of us may have the ability
to find alternatives to manage a problem. But we may feel that it would be better
if these were discussed with someone who is more knowledgeable or experienced,
so that he or she could help you to choose the right alternative technique. For
example, a student in 10th Class is not sure what branch he has to take in PUC.
He thinks that he can take up science or commerce or not even go for PUC, but do
a Diploma course. He discusses this with his father about all that he is thinking.
The father can guide him to narrow down to one specific solution to the problem.
 Observing someone who has had similar problem and the process that, that person
follows in solving the problem. Many of us have problems of similar nature since
all of us have similar situations in life at one point or the other. So observing
people, who have already experienced similar problem and the way they have
managed it, can help us to choose the appropriate alternative solution. Certain
strategies that one follows would be really effective and successful. Certain other
strategies probably would be moderate in dealing with the specific problem. There
may be certain other strategies, which would be absolutely ineffective.
Interestingly, there also could be a strategy, which would have been tried which
could have caused more confusion adding to the problem. So, if we observe the
experienced individuals in managing problems we could be finding it easy to
choose a strategy, which is more appropriate in solving the problem.
 Putting across the problem to a group and getting their feedback about the
problem issue and the possible solutions. This is very commonly practiced in
many of the Indian family situation. For instance, the problem of marriage comes
up in a family. The girl in that family is the one to be married. The elders in the
family would talk to her regarding her marriage. The girl is hesitant and tells them
that she has chosen the boy whom she will live her life with. The family members
discuss among themselves and with the girl about different issues involved and
arrive at the solution of settling for the boy and the further course of action. This
is a classic example, which goes on commonly in the Indian scenario. This is

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found to be effective. There are many instances of this kind within the context of
family. Also in offices discussion of this kind works. Technically this is called
group discussion, which is an effective way of arriving at strategies for managing
the problem.
 Professional help with the specific problem related professionals. We also have
circumstances where these methods fail and we have to go for professional help.
Professional help for problems could be going to tuition for solving academic
problems, to a lawyer for legal problems, to religious leaders for emotional and
social problems, social forums for social problems, etc.
Other Techniques of Problem Solving
In addition to the problem solving methods mentioned above, both technical as well
as those used commonly, some specific techniques are mentioned here under:
1. Role-play: two or a group of individuals playing / acting. The roles as in real life
situation.
2. Role reversal: two individuals playing / acting the reverse roles of the partner. It
could be teacher - student; husband - wife; brother - sister; two friends; boss -
subordinate; etc.
3. Brainstorming: listing as many alternatives, ideas, options as possible, without
criticizing, cutting short, or laughing.
4. Group discussion: Discussion about the problem issue or different aspects of a
problem by one or more groups.
5. Dual discussion: Discussion by two individuals about a problem issue or
various aspects of a problem.
6. Introspection: Active observation of oneself – one`s feelings and emotions,
thoughts, actions, reactions, relationships, performance, and the like.
7. Introspective brainstorming: It is brainstorming done by one individual of oneself
without cutting short or criticizing for any reason.
8. Auto suggestion: Suggesting oneself by oneself on any issue which one wants to
think, feel, or do.
9. Rehearsal in front of the mirror: Practicing to behave in a particular way, with
appropriate body language and voice modulation in front of the mirror (to check
and learn by self feedback).
10. Reflection: Reflecting on the thoughts, feelings and actions of one’s past
behaviour.
People with or without much of technical expertise can use these techniques - both
the ones commonly used by the people as well as the techniques listed above effectively.
However, in this module, an attempt is made to train and develop sub-skills of problem
solving, and consequently the life skill of problem solving by using 3 major techniques.
The activities that are used in this module are role-play, discussion and brainstorming.
These techniques in relation to the various components of problem solving are dealt with.

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MODULE-6
CREATIVE THINKING
1. INTRODUCTION:
How is it that some people always seem to be able to generate new ideas and think
creatively, while others seem to struggle to do so? Regardless of whether you view
yourself as a creative type or not, you can learn some useful skills and techniques which
will enable you to tap into that creative ‘right brain’ thinking and bring a new perspective
to innovation, problem-solving and managing change. Although at first glance, creative
thinking techniques may sometimes look a bit ridiculous, there are good principles
behind most of them. However sceptical you may be about their potential, it’s a good
idea to approach them with an open mind. You may be surprised by the results.
Creative thinking can be stimulated both by an unstructured process such as
brainstorming, and by a structured process such as lateral thinking.
This module presents the theoretical concept and various aspects of creative thinking.
It delineates the strategies and procedures for transacting creative thinking skills,
indicates scope for locating and integration of the skills in different subject areas and the
process of ascertaining to what extent the individual has acquired the creative thinking
skills.
2. OBJECTIVES:
After reading this module, you will be able to
 Understand the concepts related to Creative Thinking.
 Explain the various aspects of Creative Thinking.
 Explain the importance of the components of Creative Thinking.
 Define different components involved in the enhancement of Creative Thinking
 Develop the skills to transact the different techniques and strategies which can be
used in developing creative thinking.
 Locate scope for integration of the skill in different subject areas.
 Assess the level of acquisition of creative thinking.
3.0 TRANSACTIONAL MODEL
Discussion
Points
Process
Creative
Thinking
The R.P introduces the Session by defining Creative Thinking.
“Creative Thinking contributes to both decision making and problem
solving by enabling us to explore the available alternatives and
various consequences of our actions or non-action. It helps us to look
beyond our direct experiences. Even if no problem is to be solved, or
no decision is to be made, creative thinking can help us to respond
adaptively and with flexibility to the situations of our daily lives.”
According to Robert Harris-“Creative thinking is a kind of thinking
that focuses on exploring ideas, generating ideas, generating

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possibilities looking for many right answers rather than just one. The
creative person knows that there is always room for improvement.”
Activity (Worksheet)
1. Ask trainees to suggest words and phrases that help define
Creative Thinking Skills.
Write their responses on Chart paper, perhaps as an idea cluster.
Such as:




2. The R.P will put emphasis on ‘To think Creatively, Think RED’
and have a brainstorming session and consolidate as follows:

Creative
Thinking
Adaptive
Flexible
Think Out
of the Box
Innovativ
e
Help
Solve
Problems
Come up
with
Brilliant
ideas
Question
Your
habits
look for
another &
a Better Way

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Then the R.P will present the following in the form of power point
presentation:
Creativity
Its Uses Positive attitude to enhance creative thinking.
Favourable environment to nurture creative thinking.
Benefits of being a creative thinker
Having understood the need and importance of developing creative
thinking skills in children and having formulated an operational
definition of creative thinking to guide us to train our children, let us
proceed to know some of the important components that attribute to
develop and build creative thinking.
Components The R.P takes the lead in discussion using slides and presents
through PPT to consolidate the following components through
lecture method:
Divergent Thinking, Innovativeness, novelty, Fluency, Flexibility,
Originality, Elaboration, Unconventionality, Independence.
Significance The R.P allots 3 minutes of time to the participants to think about the
importance of creative thinking skill and invites randomly to make
presentations.
The R.P then takes the lead in discussion using slides and presents
through power point to consolidate the importance of creative
thinking skills.
NOTE: Creative people see problems as interesting challenges worth
tackling. Problems are not fearful beasts to be feared or loathed; they
are worthy opponents to be jousted with and unhorsed. Problem
solving is fun, educational, rewarding, ego building, helpful to
R
•Recognise
Alternatives
or ideas
E
•Evaluate
•Various
possibilities
D
•Draw
•Solutions
Keys to
Creative
Thinking

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society.
A way of looking at problems or situations from a fresh perspective
that suggests unorthodox solutions (which may look unsettling at
first). Creative thinking can be stimulated both by an unstructured
process such as brainstorming, and by a structured process such as
lateral thinking. In an activity like problem solving, both kinds of
thinking are important to us. First, we must analyze the problem;
then we must generate possible solutions; next we must choose and
implement the best solution; and finally, we must evaluate the
effectiveness of the solution. As you can see, this process reveals an
alternation between the two kinds of thinking, critical and creative.
In practice, both kinds of thinking operate together much of the time
and are not really independent of each other.
Process of
developing
Creativity
Theme: One of the time-tested methods to nurture creativity is to
think and brainstorm. This gives a new perspective to things and
helps putting things in a new light. It unleashes creativity.
Mode: Group
Process: Form 4-5 groups
1) Distribute copies of the ‘Rack Your Brain’ handout to each
trainee.
2) Direct trainees to share with all, any problem solution that comes
to their mind related to a situation chosen by the trainees to
brainstorm on one out of all situations given in the handout.
3) Generate at least 20 ideas for solving the problem. Keep noting
them down on the white board.
4) Then distill this list into at least three practical, effective ideas.

“Rack Your Brain” Handout
Assign the following problems to the different groups for a
brainstorming session. Each group will discuss and enlist at least
20 ideas which shall be presented by one of the members from
each group.
a) A new snack food
b) How to keep rowdy children quiet on a school bus.
c) How to get more tourists to India
d) How to reduce Global warming.
e) A name for a new laundry detergent.

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Key Message:
1) Creativity is the ability to imagine or invent something new.
2) Brainstorming nurtures creativity

Practice The R.P undertakes certain activities for introducing intervention for
the components of Creative Thinking:
Component: Divergent Thinking
Objective: To foster the development of divergent thinking ability in
the participants.
Strategies Proposed: Brainstorming followed by discussion.
Issue for Brain Storming:
(Instructions: Participants are to be asked to express as many ideas
as possible on one of the following issues)
1) Suppose there is severe water scarcity in your village. What are
the various measures you can adopt to conserve water? Think out all
the possibilities.
2) Suppose a new variety of virus destroys chlorophyll in plants.
What are the various possible consequences?
3) What are the ways by which we can help the people affected by
earthquake?
4) What are the different factors, which can make schooling more
attractive?
Tips for R.P: Discuss the concept of “developing creative thinking”
on the basis of the responses elicited.
Development of
Intervention
The R.P divides the participants into small groups .Each group
consists of 4-5 members, preferably teaching the same subject. The
facilitator poses a question/problem to each group and assigns Group
Discussion. The members in their group will discuss the assigned
“Question” and one member from each group would come and
present their views in front of all the members.
Group Component Issue
I Independence 1)Changes that can be made in school
subjects
2) You as Education Minister for one
month

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II Innovativenes
s and Novelty
1)Different ways of reducing alcohol,
drug abuse and smoking among
school children
2)Steps that can be taken to reduce
deforestation
3)New ways to celebrate Gandhi
Jayanti

The R.P leads the discussion by facilitating the views of other groups
and seeks their opinions. Further, the groups are assigned the task of
inventing similar interventions for the rest of the components. Then
the R.P invites some of the members to make presentations.
Integration
Issues
The R.P asks the same groups to locate scope for integration of the
different components in their own subject areas taking into
consideration the Chapters in their text books.
(Limitation: Participants may not find enough scope for integration
of certain components in some of the Chapters which The R.P should
accept)
Assessment Self Assessment
Rate yourself on the following three levels by ticking in the
appropriate column:
Self Assessment Usually Someti
mes
Rarely
1.)I consider myself to be a
creative person

2.) I engage myself in creative
work

3.) Creative ideas simply occur
to me without thinking about
them.

4.)I tend to lose my sense of
time when I am engaged in my
work

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5.) I always think about how to
do every task differently

6.)I tend to work on different
ideas simultaneously

7.) I often think a lot and try to
have different ideas.

8.) I typically share my creative
products/ideas with other
people.

9.)I usually feel positive and
enthusiastic while I am working

10.) I don’t mind too much if it
takes time to get an answer to a
particular question.

Note: Your score in each
column gives you an indication
of your strengths as well as
areas you can improve on.
This scale will help you reflect
and introspect so that you can
work on enhancing your
Creative Thinking Skills.



4. RESOURCE MATERIAL FOR PARTICIPANTS
What is Creativity?
An Ability: A simple definition is that creativity is the ability to imagine or invent
something new. As we will see below, creativity is not the ability to create out of nothing
(only God can do that), but the ability to generate new ideas by combining, changing, or
reapplying existing ideas. Some creative ideas are astonishing and brilliant, while others
are just simple, good, practical ideas that no one seems to have thought of yet.
Everyone has substantial creative ability. Just look at how creative children are. In adults,
creativity has too often been suppressed through education, but it is still there and can be
reawakened. Often all that's needed to be creative is to make a commitment to creativity
and to take the time for it.
An Attitude: Creativity is also an attitude: the ability to accept change and newness, a
willingness to play with ideas and possibilities, a flexibility of outlook, the habit of
enjoying the good, while looking for ways to improve it. We are socialized into accepting

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only a small number of permitted or normal things, like chocolate-covered strawberries,
for example. The creative person realizes that there are other possibilities, like peanut
butter and banana sandwiches, or chocolate-covered prunes.
A Process: Creative people work hard and continually to improve ideas and solutions, by
making gradual alterations and refinements to their works. Contrary to the mythology
surrounding creativity, very, very few works of creative excellence are produced with a
single stroke of brilliance or in a frenzy of rapid activity. Much closer to the real truth are
the stories of companies who had to take the invention away from the inventor in order to
market it because the inventor would have kept on tweaking it and fiddling with it,
always trying to make it a little better. A creative person knows that there is always room
for improvement.
Components of Creative Thinking Skill:
1. Divergent Thinking: is the ability to think in different ways on one issue.
2. Innovativeness: is the ability to think in new ways of doing things, different from the
routine ways, which is cost-effective if implemented, and worthy emulation.
3. Novelty: is the ability to generate new ways of thinking which the individual/group
had not used in the past.
4. Fluency: is the ability to generate fluently many ideas about a situation without any
discontinuity of thoughts.
5. Flexibility: is the ability to shift perspectives while thinking and generate as many
ideas as possible.
6. Originality: is the ability to think very differently from the large majority of people on
different social situation, whatever be their social approval.
7. Elaboration: is the ability to think in such a way where one is capable of expanding
different issues to different proportions in a connected manner.
8. Unconventionality: is the ability to think very differently from the practised
conventional ways of thinking by the group on any issue of social life.
9. Independence: is the ability to think without being influenced by the views of others.
Positive Attitudes that Foster Creative Thinking:
Curiosity: Creative people are in the habit of asking “why”, “what if” and “I wonder”.
Such people tend to experience varied things in their lives and thus have well equipped
minds. Best ideas often emerge from well equipped minds. Seeing problems as
acceptable: Usually problems are seen as obstacles in life by many people. But creative
people see problems as a normal part of their life. They try to find a solution in the
problem itself.
Challenge: Creative people accept challenges and face them rather than run away from
them. Most of the creative ideas come up while attempting to solve those problems.
Positive Attitude: Creative people always remain optimistic in life and believe in the
fact that every problem can be solved.

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Holding off criticism & judgment: Great ideas, initially, seems to be weird, crazy and
strange. But gradually they come out as practical and usable. Thus it is important for a
creative person to hold off judging and criticizing ideas at the initial stage, otherwise, the
whole idea would be killed.
Determination: Creative people have the ability to stick to their ideas and see them
through even when facing negative responses like “that’s no good”, “that’s impossible”,
etc.
Flexible imagination: Creative people entertain all kinds of strange thoughts and ideas.
They are able to think of several solutions to a particular problem because of their
flexible imagination.
Characteristics of the Creative Person:
 curious
 seeks problems
 enjoys challenge
 optimistic
 able to suspend judgment
 comfortable with imagination
 sees problems as opportunities
 sees problems as interesting
 problems are emotionally acceptable
 challenges assumptions
 doesn't give up easily: perseveres, works hard
Creative Methods:
Several methods have been identified for producing creative results. Here are some of
them:
Evolution: This is the method of incremental improvement. New ideas stem from other
ideas, new solutions from previous ones, the new ones slightly improved over the old
ones. Many of the very sophisticated things we enjoy today developed through a long
period of constant incrimination. Making something a little better here, a little better there
gradually makes it something a lot better even entirely different from the original.
For example, look at the history of the automobile or any product of technological
progress. With each new model, improvements are made. Each new model builds upon
the collective creativity of previous models, so that over time, improvements in economy,
comfort, and durability take place. Here the creativity lies in the refinement, the step-by-
step improvement, rather than in something completely new. Another example would be
the improvement of the common wood screw by what are now commonly called drywall
screws. They have sharper threads which are angled more steeply for faster penetration
and better holding. The points are self tapping. The shanks are now threaded all the way

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up on lengths up to two inches. The screws are so much better that they can often be
driven in without pilot holes, using a power drill.
The evolutionary method of creativity also reminds us of that critical principle: Every
problem that has been solved can be solved again in a better way. Creative thinkers do
not subscribe to the idea that once a problem has been solved, it can be forgotten, or to
the notion that "if it isn’t broke, don't fix it." A creative thinker's philosophy is that "there
is no such thing as an insignificant improvement."
Synthesis: With this method, two or more existing ideas are combined into a third, new
idea. Combining the ideas of a magazine and an audio tape gives the idea of a magazine
you can listen to, one useful for blind people or freeway commuters.
For example, someone noticed that a lot of people on dates went first to dinner and then
to the theatre. Why not combine these two events into one? Thus, the dinner they ate,
where people go first to eat and then to see a play or other entertainment.
Revolution: Sometimes the best new idea is a completely different one, and marked
change from the previous ones. While an evolutionary improvement philosophy might
cause a professor to ask, "How can I make my lectures better and better?" a revolutionary
idea might be, "Why not stop lecturing and have the students teach each other, working
as teams or presenting reports?"
For example, the evolutionary technology in fighting termites eating away at houses has
been to develop safer and faster pesticides and gasses to kill them. A somewhat
revolutionary change has been to abandon gases altogether in favour of liquid nitrogen,
which freezes them to death or microwaves, which bake them. A truly revolutionary
creative idea would be to ask, "How can we prevent them from eating houses in the first
place?" New termite bait that is placed in the ground in a perimeter around a house
provides one answer to this question.
Reapplication: Look at something old in a new way. Go beyond labels. Unfixate,
remove prejudices, expectations and assumptions and discover how something can be
reapplied. One creative person might go to the junkyard and see art in an old model T
transmission. He paints it up and puts it in his living room. Another creative person might
see in the same transmission the necessary gears for a multi-speed hot walker for his
horse. He hooks it to some poles and a motor and puts it in his corral. The key is to see
beyond the previous or stated applications for some idea, solution, or thing and to see
what other application is possible.
For example, a paperclip can be used as a tiny screwdriver if filed down; paint can be
used as a kind of glue to prevent screws from loosening in machinery; dishwashing
detergents can be used to remove the DNA from bacteria in a lab; general purpose spray
cleaners can be used to kill ants.
Changing Direction: Many creative breakthroughs occur when attention is shifted from
one angle of a problem to another. This is sometimes called creative insight. A classic
example is that of the highway department trying to keep kids from skateboarding in a
concrete-lined drainage ditch. The highway department put up a fence to keep the kids
out; the kids went around it. The department then put up a longer fence; the kids cut a
hole in it. The department then put up a stronger fence; it, too, was cut. The department

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then put a threatening sign on the fence; it was ignored. Finally, someone decided to
change direction, and asked, "What really is the problem here? It's not that the kids keep
getting through the barrier, but that they want to skateboard in the ditch. So how can we
keep them from skateboarding in the ditch?" The solution was to remove their desire by
pouring some concrete in the bottom of the ditch to remove the smooth curve. The sharp
angle created by the concrete made skateboarding impossible and the activity stopped.
No more skateboarding problems, no more fence problems.
This example reveals a critical truth in problem solving: the goal is to solve the problem,
not to implement a particular solution. When one solution path is not working, shift to
another. There is no commitment to a particular path, only to a particular goal. Path
fixation can sometimes be a problem for those who do not understand this; they become
overcommitted to a path that does not work and only frustration results.
Negative Attitudes That Block Creativity:
1. Oh no, a problem! The reaction to a problem is often a bigger problem than the
problem itself. Many people avoid or deny problems until it's too late, largely because
these people have never learned the appropriate emotional, psychological, and practical
responses. A problem is an opportunity. The happiest people welcome and even seek out
problems, meeting them as challenges and opportunities to improve things. Definition: a
problem is (1) seeing the difference between what you have and what you want or (2)
recognizing or believing that there is something better than the current situation or (3) an
opportunity for a positive act. Seeking problems aggressively will build confidence,
increase happiness, and give you a better sense of control over your life.
2. It can't be done. This attitude is, in effect, surrendering before the battle. By assuming
that something cannot be done or a problem cannot be solved, a person gives the problem
a power or strength it didn't have before. And giving up before starting is, of course, self
fulfilling. But look at the history of solutions and the accompanying sceptics: man will
never fly, diseases will never be conquered, and rockets will never leave the atmosphere.
Again, the appropriate attitude is summed up by the statement, "The difficult we do
immediately; the impossible takes a little longer."
3. I can't do it. Or there’s nothing I can do. Some people think, well maybe the problem
can be solved by some expert, but not by me because I'm not (a) smart enough, (b) an
engineer, or (c) a blank (whether educated, expert, etc.) Again, though, look at the history
of problem solving.
Who were the Wright brothers that they could invent an airplane? Aviation engineers?
No, they were bicycle mechanics. The ball point pen was invented by a printer's
proofreaders, Ladislao Biro, not a mechanical engineer. Major advances in submarine
design were made by English clergyman G. W. Garrett and by Irish schoolmaster John P.
Holland. The cotton gin was invented by that well known attorney and tutor, Eli Whitney.
The fire extinguisher was invented by a captain of militia, George Manby.
In a nutshell, a good mind with a positive attitude and some good problem solving skills
will go far in solving any problem. Interest in and commitment to the problem are the
keys. Motivation--a willingness to expend the effort--is more important than laboratory
apparatus. And remember that you can always do something. Even if you cannot totally

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eradicate the problem from the face of the earth, you can always do something to make
the situation better.
4. But I'm not creative. Everyone is creative to some extent. Most people are capable of
very high levels of creativity; just look at young children when they play and imagine.
The problem is that this creativity has been suppressed by education. All you need to do
is let it come back to the surface. You will soon discover that you are surprisingly
creative.
5. That's childish. In our effort to appear always mature and sophisticated, we often
ridicule the creative, playful attitudes that marked our younger years. But if you solve a
problem that saves your marriage or gets you promoted or keep your friend from suicide,
do you care whether other people describe your route to the solution as "childish?"
Besides, isn't play a lot of fun? Remember that sometimes people laugh when something
is actually funny, but often they laugh when they lack the imagination to understand the
situation.
6. What will people think? There is strong social pressure to conform and to be ordinary
and not creative.
Positive Attitudes for Creativity:
1. Curiosity. Creative people want to know things all kinds of things just to know them.
Knowledge does not require a reason. The question, "Why do you want to know that?"
seems strange to the creative person, who is likely to respond, "Because I don't know the
answer." Knowledge is enjoyable and often useful in strange and unexpected ways.
For example, I was once attempting to repair something, without apparent success, when
an onlooker asked testily, "Do you know what you're doing?" I replied calmly, "No, that's
why I'm doing it."
In addition to knowing, creative people want to know why. What are the reasons behind
decisions, problems, solutions, events, facts, and so forth? Why this way and not another?
And why not try this or that?
The curious person's questioning attitude toward life is a positive one, not a destructive
one reflecting scepticism or negativism. It often seems threatening because too often
there is no good reason behind many of the things that are taken for granted--there is no
"why" behind the status quo.
So ask questions of everyone. Ask the same question of different people just to be able to
compare the answers. Look into areas of knowledge you've never before explored,
whether cloth dying, weather forecasting, food additives, ship building, the U.S. budget,
or the toxicity of laundry detergents.
2. Challenge. Curious people like to identify and challenge the assumptions behind ideas,
proposals, problems, beliefs, and statements. Many assumptions, of course, turn out to be
quite necessary and solid, but many others have been assumed unnecessarily, and in
breaking out of those assumptions often come a new idea, a new path, and a new
solution.
For example, when we think of a college, we traditionally think of a physical campus
with classrooms, a library, and some nice trees. But why must college be a place (with

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congregated students and faculty) at all? Thus, the electronic college now exists, where
students "go" to college right at home, online. Correspondence courses have existed for
years, too, beginning with the challenging of the school-as-centralized-place idea.
When we think of an electric motor, we automatically think of a rotating shaft machine.
But why assume that? Why can't an electric motor have a linear output, moving in a
straight line rather than a circle? With such a challenged assumption came the linear
motor, able to power trains, elevators, slide locks, and so on.
Problem: We make brandy, and for this special edition of our finest kind, we want a
fully-grown pear in one piece inside each bottle. The bottle is narrow necked. How can
we do it? As you think, watch for the assumptions you are making. Possible solutions
(assuming fully grown pear): close the neck or bottom after insertion, use a plastic bottle
like heat-shrink tubing, and change to a wide mouth bottle. If we do not assume a fully
grown pear: grow the pear from a bud inside the bottle.
3. Constructive discontent. This is not a whining, griping kind of discontent, but the
ability to see a need for improvement and to propose a method of making that
improvement. Constructive discontent is a positive, enthusiastic discontent, reflecting the
thought, "Hey, I know a way to make that better."
Constructive discontent is necessary for a creative problem solver, for if you are happy
with everything the way it is, you won't want to change anything. Only when you become
discontent with something, when you see a problem, will you want to solve the problem
and improve the situation.
One of the hallmarks of the constructively discontented person is that of a problem
seeking outlook. The more problems you find, the more solutions and therefore
improvements you can make. Even previously solved problems can often be solved
again, in a better way. A constructively discontent person might think, "This is an
excellent solution, but I wonder if there isn't another solution that works even better (or
costs less, etc)."
Another mark of constructive discontent is the enjoyment of challenge. Creative people
are eager to test their own limits and the limits of problems, willing to work hard, to
persevere and not give up easily. Sometimes the discontent is almost artificial--they aren't
really unhappy with the status quo of some area, but they want to find something better
just for the challenge of it and the opportunity to improve their own lives and those of
others.
4. A belief that most problems can be solved. By faith at first and by experience later on,
the creative thinker believes that something can always be done to eliminate or help
alleviate almost every problem. Problems are solved by a commitment of time and
energy, and where this commitment is present, few things are impossible.
The belief in the solvability of problems is especially useful early on in attacking any
problem, because many problems at first seem utterly impossible and scare off the fainter
hearted. Those who take on the problem with confidence will be the ones most likely to
think through or around the impossibility of the problem.
5. The ability to suspend judgment and criticism. Many new ideas, because they are new
and unfamiliar, seem strange, odd, bizarre, and even repulsive. Only later do they become

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"obviously" great. Other ideas, in their original incarnations, are indeed weird, but they
lead to practical, beautiful, elegant things. Thus, it is important for the creative thinker to
be able to suspend judgment when new ideas are arriving, to have an optimistic attitude
toward ideas in general, and to avoid condemning them with the typical kinds of negative
responses like, "That will never work; that's no good; what an idiotic idea; that's
impossible," and so forth. Hospital sterilization and antiseptic procedures, television,
radio, the Xerox machine, and stainless steel all met with ho-hums and even hostile
rejection before their persevering inventors finally sold someone on the ideas.
Some of our everyday tools that we now love and use daily, were opposed when they
were originally presented: Aluminium cookware? No one wants that. Teflon pans?
They'll never sell. Erasers on pencils? That would only encourage carelessness.
Computers? There's no market for more than a few, so why build them?
Remember then that (1) an idea may begin to look good only after it becomes a bit more
familiar or is seen in a slightly different context or clothing or circumstance and (2) even
a very wild idea can serve as a stepping stone to a practical, efficient idea. By too quickly
bringing your judgment into play, these fragile early ideas and their source can be
destroyed. The first rule of brainstorming is to suspend judgment so that your idea-
generating powers will be free to create without the restraint of fear or criticism. You can
always go back later and examine--as critically as you want--what you have thought of.
Proverb: "A crank is a genius whose idea hasn't yet caught on."
6. Seeing the good in the bad. Creative thinkers, when faced with poor solutions, don't
cast them away. Instead, they ask, "What's good about it?" because there may be
something useful even in the worst ideas. And however little that good may be, it might
be turned to good effect or made greater.
Example problem: How can we get college students to learn grammar better? Solution:
Spank their bottoms with a hickory stick. This isn't a good solution, partly because it's
probably illegal. But should we just toss it out? Why not ask what's good about it? (1) It
gives individual, attention to the poor performers, (2) it gives them public attention, (3) it
motivates other students as well as the student being spanked, (4) its easy and costs
nothing. The next question is, Can we adapt or incorporate some of these good things into
a more acceptable solution, whether derivative of the original or not?
We easily fall into either/or thinking and believe that a bad solution is bad through and
through, in every aspect, when in fact, it may have some good parts we can borrow and
use on a good solution, or it may do inappropriately something that's worth doing
appropriately. And often, the bad solution has just one really glaring badly part, that
when remedied, leaves quite a good solution. In the above example, changing the
physical spanking to a verbal spanking changes the entire aspect of the solution while
keeping all the good points we identified.
7. Problems lead to improvements. The attitude of constructive discontent searches for
problems and possible areas of improvement, but many times problems arrive on their
own. But such unexpected and perhaps unwanted problems are not necessarily bad,
because they often permit solutions that leave the world better than before the problem
arose.

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For example, the first margarine was made from beef fat, milk, water, and chopped cow
udder. It wasn't extremely tasty or healthy. Then about the turn of the century a shortage
of beef fat created a problem. What to use? The margarine makers turned to vegetable
fats from various plants and the soyabean, corn, and sunflower oils they used are still
used today. The margarine is healthier and tastes better.
Or think about exams or papers. When you don't do as well as you want, you think, "Oh
no!" But actually, you have a good insight into what you don't know and still need to
learn. You are aware of the geography of your knowledge in a much more detailed form
than before the errors showed up.
8. A problem can also be a solution. A fact that one person describes as a problem can
sometimes be a solution for someone else. Above we noted that creative thinkers can find
good ideas in bad solutions. Creative thinkers also look at problems and ask, "Is there
something good about this problem?"
For example, soon after the advent of cyanoacrylate adhesives (super glue), it was noted
that if you weren't careful, you could glue your fingers together with it. This problem--a
permanent skin bond--was soon seen as a solution, also. Surgeons in Viet Nam began to
use super glue to glue wounds together.
Another example, also involving glue: 3M chemists were experimenting with adhesives
and accidentally came up with one that was so weak you could feel it right back off. Hold
strength, shear strength, all were way below the minimum standards for any self-
respecting adhesive. Glue that won't hold? Quite a problem. But this problem was also a
solution, as you now see in Post-It Notes.
9. Problems are interesting and emotionally acceptable. Many people confront every
problem with a shudder and a turn of the head. They don't even want to admit that a
problem exists--with their car, their spouse, their child, their job, and their house,
whatever. As a result, often the problem persists and drives them crazy or rises to a crisis
and drives them crazy.
Creative people see problems as interesting challenges worth tackling. Problems are not
fearful beasts to be feared or loathed; they are worthy opponents to be jousted with and
unhorsed. Problem solving is fun, educational, rewarding, ego building, helpful to
society.

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MODULE-7
CRITICAL THINKING
1. INTRODUCTION
Critical thinking is the ability to engage in reflective and independent thinking. It requires
one to use his/her ability to reason. It is about being an active learner rather than a passive
recipient of information. Critical thinkers rigorously question ideas and assumptions rather
than accepting them at face value. They seek to determine whether the ideas, arguments
and findings represent the entire picture and are open to finding that they do not. Critical
thinkers will identify, analyse and solve problems systematically rather than by intuition
or instinct. Critical Thinking is the ability to analyse a situation adequately by weighing
the merits and demerits so that an individual may be able to make appropriate decisions on
one’s course of action.
People, the young ones in particular, are usually confronted with a number of issues that
are sometimes contradictory in nature. They have also to negotiate multiple expectations,
demands and challenges in everyday life. Sometimes, they have also to critically analyse
actual situations to reach a reasonable conclusion. Critical Thinking is inter-related with
other skills like decision-making and problem-solving. It is through Critical Thinking that
an individual can make proper decisions or solve problems.
This module presents the theoretical aspects of the concept and importance of critical
thinking. It also delineates the strategies and procedures for transacting skills of critical
thinking and indicates scope for location and integration of the skills in different subject
areas and the process of ascertaining to what extent the individual has acquired the skills
of critical thinking.
2. OBJECTIVES:
On studying the module, you will be able to;
 Explain the concept of the skill of Critical thinking.
 Describe the importance of critical thinking.
 Differentiate between creative and critical thinking.
 Transact the skill of Critical thinking without any confusion.
 Locate the scope of integrating the skill with various school
subjects.
 Assess the level of acquisition of the skill of critical thinking.
3. TRANSACTION MODEL
Discussion Points Process
Meaning of
Critical Thinking

The facilitator defines the skill to the participants through
lecture method.
It is the ability to analyse information and experiences in an
objective and logical manner. This is a process with which

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we can analyse or evaluate our own or others’ thoughts and
perceptions. It enables an individual to reach the conclusion
through rational analysis.
(Story telling, discussion, case- handouts study, group
discussion, question & answer are the various approaches to
acquiring the skill.)
The facilitator presents a situation in the form of a case-
study and leaves it incomplete.
Selim works for a construction company as a general
labourer. He has been there for three month. His boss, Mr.
Smith, has to leave the place to attend a meeting. He entrusts
Selim with the task of supervising the work and complete it
in 3 hours. There are 5 other workers. Selim has to supervise
and get the job done. As soon as the boss leaves the site, the
co-workers sit down and begin play cards. What should
Selim do?
- Participants are allowed 10 minutes to think out.
-S/he asks participants to supply a logical conclusion.
The feedback is used by facilitator to come up with
questions for discussion are:
i) How did you reach the conclusion?
ii) Is the given information enough to reach the conclusion?
iii) What data enabled you to reach the conclusion?
The facilitator sums up the discussion with the feedbacks
from participants.
Discussion Points Process
Components:

The R.P explains to the participants through slides
a) Intelligence
b) Rational thinking
c) Objectivity
d) Analytical faculty
e) Information gathering
f) Perceptive faculty
g) Evaluation of situation
The facilitator holds up a chart showing the list of
components.

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-Discussion in brief.
-Interactive method.
Significance


The facilitator will lead the discussion on the
importance of the skill and write it down on a white
board for the participants to note.
a) Development of analytical ability.
b) Logical thinking
c) Information gathering
d) Decision-making ability
e) Problem solving
f) Self-awareness

How to develop Critical
Thinking:


























Activity: Picture Story “Break Break Break……”
Time Required: 40 minutes.
Mode: Group work
Life Skills to be promoted: critical thinking, decision
making, problem solving.
Objectives:
 To help participants critically analyze a
situation.
 To promote logical thinking ability.
 Strategies for development of critical thinking
 Case-study
 Story-telling
 Contrasting pictures
 Open-ended Questions
 Debate
Process:
-The facilitator divides the trainers into several groups
-S/he puts up a picture on the wall showing a large
group of young men and women holding up a banner:
‘Break… Break… Break’
- The facilitator asks them to watch the picture closely.
-S/he asks them questions like:
i) Who are these people?

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Practice:
(a) Identifying
the problem.
(b) Perception of
the situation.
(c) Analysis of
the situation.
(d) Evaluation of
the situation.
(e) Reaching
conclusion.
ii) What are they doing?
iv) What’s the situation like?
v) Why are they holding up the banner? Etc.
-Each group will write the answers on cards given to
them. Each group has to come up with a rational
interpretation of the picture
-They will present the interpretation in the form of a
story.
-The facilitator will ask questions. Like, a) Why do
you find your interpretation logical?
b) What information have you got form the picture to
draw the conclusion?
The facilitator will praise and encourage them.
Discussion Points Process

Development of
Intervention for development
of component is to be given:
1) The R.P. will assign the
task of developing 2/3
component.
2) For the rest of the
component, the trainees will
develop.
-The facilitator will ask them if they have any
experience of critical thinking in real life.
-When hands are raised, s/he will ask a few of them
to narrate their experience.
-Then the facilitator will ask them about their idea
of critical thinking and how it helps in everyday
life.
With their feedback, the facilitator will summarize
the discussion.


Integration with
school syllabus
ENGLISH literature


-The facilitator selects the poem ‘Ring Out Wild
Bells’ by Lord Tennyson for a debate:
The old year is not worth looking back to’
-The facilitator divides the participants into several
groups. Each group selects a representative to speak
for/against the topic.
-participants submit names to the speaker.
-They are allowed 10 minutes to discuss the
arguments.
-Debate over; the facilitator discusses the

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Assessment Tools for Critical Thinking
There are 15 questions on reasoning, logic and mathematical ability.
The test is based on time.
20 minutes – excellent
25 minutes – good
30 minutes - fair
There are 15 questions below. The participants have to select one answer form the
alternatives given.
1) 1, 3, 12, 60, ----?
(i) 120 (ii) 360 (iii) 420 (iv) 140
2) Which pair is different from others –
(i) Boat and ship (ii) Can and oil (iii) Bottle and milk (iv) Bag and
clothes.
3) Find out the odd one from below:
(i) March (ii) June (iii) February (iv) October.
4) ---------, J, P, V
(i) A (ii) D (iii) H (iv) C
5) If APNAT is PATNA, then SIMLA is:
(i) MLISA (ii) ISAML (iii) ASLIM (iv) LSIMA
6) Statement: Reservation policy for backward communities in India is essential for
progress.
Reservation should be based on economic conditions.
Conclusion: a) Only the first statement is valid.
b) Only the second statement is valid.
c) Both are valid.
d) Neither is valid.
i) a ii) b iii) c iv) d
rationality of the arguments set forth.
-Participants are asked to select the best speaker.
In conclusion, the facilitator declares the winners
and sums up the debate.

Assessment
The facilitator may ask questions to test the critical
thinking skill of participants

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7) Statement: India should harness solar energy to solve the problem of energy scarcity.
Conclusion: The country will run short of other sources of energy soon.
Solar energy calls for a huge expenditure, which India cannot afford.

a) Only argument I is strong.
b) Only argument II is strong.
c) Both arguments are strong.
d) Neither argument is strong.

(i) a (ii) b (iii) c (iv) d


8) Statement: Students’ unions should be abolished from college and universities.
Arguments: It vitiates the academic atmosphere on the campus.
Politics on the campus makes students socio-politically conscious.


a) Only argument II is strong

b) Either I or II is strong

c) Neither I nor II is strong.

d) Both I and II are strong
(i) a (ii) b (iii) c (iv) d

Answer these questions with justification:




9) As clock is to time, thermometer is to –
(a) Place (b) hour (c) heat (d) temperature
10) As flower is to bud, plant is to ---
(a) Seed (b) branch (c) leaves (d) tree

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11) As cage is to birds, human beings are to ----
(a) Jail (b) home (c) school (d) cottage
12) As cup is to coffee, bowl is to ----
(a) Wine (b) tea (c) syrup (d) soup
13) As fire is to ashes, explosion is to ----
(a) Flames (b) ruins (c) debris (d) cracks
14) As boat is to oar, bicycle is to ----
(a) Pedal (b) brush (c) handle (d) seat
15) As face is to expression, hand is to ----
(a) Catch (b) grab (c) gesture (d) strike.

4. RESOURCE MATERIALS FOR PARTICIPANTS
Meaning of Critical Thinking
We all know that as human beings we differ from each other in terms of how we
behave, how we live, how we think, how we take decisions in life, how we communicate,
how we develop friends around and so on. Therefore, it is needless to say that as
individuals we differ from each other. It would be interesting to understand as to why
human beings differ on different attributes. One of the significant aspects among them is
the way one thinks about almost everything one is surrounded with. Our thinking reflects
on our own quality. One of the life skills that have focused on this is what is called
"Critical Thinking”. Different people have attempted to define Critical-thinking ability as
follows.
Critical Thinking is defined as an ability to analyze information and experience in
an objective manner. Bayer, (1985), defined Critical Thinking as the 'ability and tendency
to gather, evaluate and use information effectively'. According to Jones, (1996), Critical
thinking is generally agreed to include evaluation of the worth, accuracy or authenticity
of various propositions, leading to a supportable decision or direction for action. Critical
Thinking is defined by Robert Ennis (quoted in Presseisen) as Reflective and reasonable
thinking that is focused on deciding what to believe or do. According to Hudgins and
Edelman (1986) critical thinking is 'the disposition to provide evidence in support of
one's conclusions and to request evidence from others before accepting their conclusions.
According to Wikipedia, (2000), 'Critical thinking is a mental process of analyzing or
evaluating information, particularly statements or propositions that are offered as true. It
is a process of reflecting upon the meaning of statements, examining the offered evidence
and reasoning and forming judgments about facts.' According to Sumner, (1940), 'Critical
thinking is the examination and test of propositions of any kind which are offered for
acceptance, in order to find out whether they correspond to reality or not."
If one analyses all the above definitions, one could define critical thinking as the
process of determining the authenticity, accuracy, or value of something; characterized
by the ability to seek reasons and alternatives, perceive the total situation and develop
one's views based on evidence. Or critical thinking is a way of thinking where one
verifies and reaches conclusions about a statement/view based on facts and objective
assessment.

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Components of Critical Thinking
Critical thinking can be better understood if its components are understood. Some of the
components that could be considered are as follows. The following components are
operationally defined and explained in relation to the skill i.e., Critical Thinking.
(1) Analytic and synthetic abilities: are the abilities to analyze different components
of a social and personal situation and put many other issues together meaningfully
in order to understand the situation better by weighing different pros and cons.
In any critical thinking activity, one uses analytic and synthetic abilities. Different
situations are understood by analyzing different components threadbare. They are
assessed for their worth. The critical thinkers also will have the ability to relate
many different issues and components related to a situation and make a meaning
out of it. By so doing, they would be able to understand and appreciate the situation
much better.
Apart from defining 'critical thinking', we have understood the importance of
critical thinking, listed the virtues of a critical thinker, understood why critical
thinking should be nurtured through education and different strategies of
developing critical thinking.
After the analysis of different issues of the situations, he is also interested in
understanding the life success rate of those people and friends whom he knows in
order to predict his chances of success in life because of selecting one option. He
will also see things from the viewpoint of his affordability, parental aspirations,
parental affordability etc. So a decision which is based on these very many
perspectives, which is made to be connected / linked to the basic conflicting
situation is the ability of synthesizing different factors which are directly and
indirectly going to be affected. Therefore, ability to analyze and ability to
synthesize are two important twin abilities that are found among critical thinkers.
(2) Objectivity: is the ability to analyze social and personal situations based on pros
and cons dispassionately by delinking personal feelings and subjectivity.
A successful critical thinker is one who has the ability to analyze social and
personal situations de-linking any of his subjective feelings and emotions. It
means, he/she can think clearly weighing the merits and demerits/ pros and cons of
any situation against some external criteria. They are not guided by emotions but
they are guided by logic and reason. Therefore, they are rational and not emotional
in nature while thinking critically on any issue. This is the quality of intelligent and
balanced individuals. This ability is dominant among critical thinkers.
(3) Anticipation of consequences: is the ability to anticipate the consequences of
any line of thinking in social and personal situations. A successful critical thinker
is one who has the ability to anticipate the consequences of different actions and
decisions. This is possible because of the past experiences or their ability to
foresee things. This is sufficient to explain how intelligent these people are in
understanding different situations. Therefore, this is an important component of
critical thinking.

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(4) Intelligence: is the general ability to weigh the strengths and weaknesses of
any situation in the process of its understanding.
Critical thinkers are competent enough to use their intelligence in understanding
different situations by the application of weighing every situation to its pros and
cons/advantages and disadvantages/ merits/demerits and arrive at an inference as to
which course of action is quite likely to be more beneficial and productive. Therefore
intelligence is an important component of critical thinking.
(5) Logical Thinking: is the ability to think and reason systematically on all social
and personal situations of life based on objective principles.
Critical thinkers are not illogical and cannot afford to take decisions based on
emotions. Their entire thought processes are regulated and controlled by reasoning. For
them, logical thinking is not a forced act, but a way of life. The two methods of
reasoning, which they use, are either inductive or deductive reasoning.
Reasoning is the act of using reason to derive a conclusion from certain premises.
In inductive reasoning when the premises are true, then the conclusion follows with some
degree of probability. In this method, it gives more information than what was contained
in the premises. A classical example is as follows. "The sun rose to the east every
morning. Therefore, the sun will rise to the east tomorrow."
While in deductive reasoning, given the true premises, the conclusion must follow,
it does not increase one's knowledge base, since the conclusion is self-contained in the
premises. A classical example of deductive reasoning is as follows. "All humans are
mortal. Shekhar is a man. Therefore, Shekhar is mortal."
The above-explained components of critical thinking can further clarify the essence of
critical thinking. These components are present in any critical thinking process.
Importance of Critical Thinking
In recent years more and more people have started recognizing the importance of
critical thinking. This could be attributed to the realization of the fact that it is crucial in
many decision-making contexts. Management disciplines and psychology are using it to
its fullest extent while Education has been showing keen interest in taking the full
advantage of it for children in schools. It is worthwhile to understand the significance of
Critical thinking in our daily life. It can be understood in terms of the following
propositions.
(1) All intelligent people want to make judgments and take decisions in life, which can
yield the best possible results. In this process, one wants to be sure that he/she does
not make mistake. So, one wishes to understand the situation from all possible angles,
analyses pros and cons of taking the decision and then proceeds. This is what critical
thinking does. Therefore, critical thinking becomes a crucial component of an
intelligent life.
(2) Irrespective of our age, we all want to understand why we are behaving the way we
are behaving. In this process, willingness to question everything is almost becoming a
way of life. This is a happy thing. The present younger generation is moving far
ahead of the generations of the past on this aspect. Therefore, the 'reasoning mind' is

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overpowering a 'following mind'. This is what the paradigmatic shift we are seeing in
the present society. Uncritical acceptance of ideas is slowly fading out in a common
man. The entire upbringing is undergoing a shift worldwide. In this context, it
becomes imperative that we understand the significance of critical thinking and
provide opportunities for this to grow among children.
(3) The entire world is moving so fast that people are becoming specialized and super
specialized in their own areas of interest and profession. In order to compete and
catch up with the advancement, others are also attempting. In this process the weak
brains fail and strong and versatile will survive. The successful people use all possible
dexterity and skills to promote themselves. For these things to happen, ability to use
critical thinking is a prerequisite. Realizing the responsibilities of schools in the
changing context, it becomes an important agenda for schools to pay attention to the
development of critical thinking among school going children.
Those of our people who do not use critical thinking in their lives are quite at a
disadvantage and may start believing other people, advertisements, hearsay, blind
faiths and beliefs, and some source as significant one even though the credibility of
the source is doubtful. The present day society is much more alert than what it used
to be in the past. It implies that it is not desirable for any society to have its members
amenable for any exploitation and suffer any disadvantage if at all it has to be
progressive. Therefore, paying attention to the development of critical thinking
becomes important.
While commenting on critical thinking, Bayer, (1985) says, "Critical
Thinking has two important dimensions: a frame of mind and a number of specific
mental operations" (p.271). Norris, (1985) agreeing on Bayer, says, "having critical
spirit is as important as thinking critically. The critical spirit requires one to think
critically about all aspects of life, to think critically about one's own thinking, and to
act on the basis of what one has considered when using critical thinking skills"
(p.44). Sumner (1940) holds that the critical faculty is a product of education and
training. It is a mental habit and power. It is a prime condition of human welfare that
men and women should be trained in it. It is our only guarantee against delusion,
deception, superstition and misapprehension of our-selves and our earthly
circumstances."
Critical Thinking and School Education
On a larger base in school education sector, Critical Thinking has captured the
imagination of educators at large and has become an important input in education
process since school stages. Critical Thinking emphasizes the mental attitudes or
dispositions and the application of reasoning to everyday situations. Therefore, it gets
justified that Critical Thinking be made an integral part of school education. Every
child has a right to be educated on this.
Critical thinking across the disciplines share certain common features, says
Jones, (1996) based on extensive analysis and synthesis of material available on net.
They are as follows.

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(1) Critical thinking is a learnable skill with teachers and peers serving as
resources.
(2) Problems, questions and issues serve as the source of motivation for the
learner.
(3) Courses are assignment-centered rather than text or lecture-oriented.
(4) Goals, methods and evaluation emphasize using content rather than the simply
acquiring it.
(5) Students need to formulate and justify their ideas in writing.
(6) Students collaborate to learn and enhance their thinking (Meyers, 1985).
The schooling process has to enable students to develop thinking skills and
questioning abilities. Based on these, other higher order learning is possible. It
implies that thinking is one o' the basic abilities that need to be developed. The
thinking processes can be developed if a teacher is sensitive to the fad that he/she has
the responsibility to work for the all round development of the personality of children.
Pierce, W. (2004] gives a set of ways by which students' thinking potentials can be
enhanced.
Critical thinking is gaining importance in education. Education has a role in
working towards all-round development of personality of children. Thus, a good
schooling process must be capable of preparing good citizens who are productive in
society and in turn contribute for the development of a nation. Thus, training children
for critical thinking will go a long way. People who demonstrate good critical
thinking show certain dominant approaches to life. These have been captured by
Messina, and Messina, (2005) as follows.
Approaches to Life Characterizing Good Critical Thinking
 Inquisitiveness about wide range of issues
 Concern to become and stay well informed
 Alertness to opportunities to use critical Thinking
 Self-confidence in one's abilities to reason
 Open-mindedness about divergent world views
 Flexibility in considering alternatives and opinions
 Understanding the opinions of other people
 Fair-mindedness about appraising reasoning
 Honesty in facing one's own biases, prejudices, stereotypes, egocentric
tendencies
 Prudence in suspending, making, altering judgments
 Willingness to reconsider and revise views
 Clarity in stating question or concern

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 Orderliness in working with complexity
 Diligence in seeking relevant information
 Reasonable in selecting and applying criteria
 Care in focusing attention on the concern at hand
 Persistence through difficulties
 Precision to the degree permitted by subject and circumstances (Messina,
and Messina, 2005)
Different Strategies Which can Potentially Contribute for the Development of
Critical Thought
There are attempts to identify different possible strategies, which can be used in
developing critical thinking. According to Paul, Binker, Jensen and Kreklau, (1990)
Thirty-five different dimensions of critical thought could be developed. They could be
understood under affective strategies, Cognitive strategies- Macro abilities and Cognitive
Strategies-Micro abilities. They are listed as follows.
A. Affective Strategies:
(1) Thinking independently
(2) Developing insight into ego-centricity or socio centricity
(3) Exercising fair-mindedness
(4) Exploring thoughts underlying feelings and feeling underlying thoughts
(5) Developing intellectual humility and suspending judgment
(6) Developing intellectual courage
(7) Developing intellectual good faith or integrity
(8) Developing intellectual perseverance
(9) Developing confidence in reasoning.
B. Cognitive Strategies: Macro abilities:
(1) Refining generalizations and avoiding over simplifications
(2) Comparing analogous situations: transferring insights to new contexts
(3) Developing one's perspectives: Creating or exploring beliefs, arguments or
theories
(4) Clarifying issues, conclusions or beliefs
(5) Clarifying and analyzing the meanings of words or phrases
(6) Developing criteria for evaluation: Clarifying values and standards
(7) Evaluating the credibility of sources of information
(8) Questioning deeply; Raising and pursuing root or significant questions

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(9) Analyzing or evaluating arguments, interpretations, beliefs or theories
(10) Generating or assessing solutions
(11) Analyzing or evaluating actions or policies
(12) Reading critically: Clarifying or critiquing texts
(13) Listening critically: The art of silent dialogue
(14) Making interdisciplinary connections
(15) Practicing Socratic discussion: Clarifying, and questioning beliefs, theories or
perspectives
(16) Reasoning dialogically: Comparing perspectives, interpretations or theories
(17) Reasoning dialectically: Evaluating perspectives interpretations or theories
C. Cognitive Strategies: Micro Skills
(1) Comparing and contrasting ideals with actual practice
(2) Thinking precisely about thinking: using critical vocabulary
(3) Noting significant similarities and differences
(4) Examining or evaluating assumptions
(5) Distinguishing relevant from irrelevant facts
(6) Making plausible inferences, predictions or interpretations
(7) Evaluating evidence and alleged facts
(8) Recognizing contradictions Exploring implications and consequences
Steps Involved in the Critical Thinking Process:
There are a few steps involved in any critical thinking process. They include the
following.
(a) Perception of the situation: The first step in critical thinking is to perceive
the situation. Here, the thinker focuses his/her attention on the issue and tries
to understand the context of the situation. This is very important because,
there are so many issues surrounding us every moment. We will not be able to
pay attention to all of them. Therefore, recognizing an issue of importance and
preference is basic. Normally, the issues, which get subjected to critical
thinking, are not casual issues, but they are of serious nature in life. While,
ideally, it would be nice if one makes it a way of life to think critically in all
situations.
(b) Analysis of the situation: Here, a critical thinker attempts to analyze the
situation understanding different components of an issue. Different issues and
implications that surround the issue are recognized and the situation is
analyzed. In this analysis, one succeeds in identifying different components
and their possible role. Therefore, understanding of the situation is clearer
here.

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(c) Evaluation of the situation for merits/demerits or pros and cons: A
successful critical thinker evaluates the merits and demerits or pros and cons
of the situation. Here, objectively, one attempts to count the number of points
towards merits and demerits. They will be further subjected to different
weight ages and accordingly they will be again evaluated from among the
merits and demerits. At this point, one will be clear as to what one should do
based on the strengths of the situation. But, one does not jump to conclusions
here.
(d) Anticipate the consequences: After getting a clear picture of possible
strengths and weaknesses, one wishes to foresee or anticipate the
consequences of the possible action. This is an intelligent act. This may be
possible because of experiences of the past or the ability to foresee the
consequences based on assumptions. With this, one will be in a position to
understand clearly the situation. With this he/she will reach the last stage.
(e) Reaching a conclusion: A critical thinking process comes to a concluding
phase when it completes the earlier four stages successfully. This conclusion
is a tentative conclusion. It means, at that point of time, one wishes to
conclude as he does. If one gets more evidences, one may think further too.
Student Training Strategies
Apart from sensitizing the students to the importance of critical thinking
through the usage of brainstorming, role play and discussions the following list of
'Ways to improve students' thinking' may be adopted by the teacher.
a. Improve students’ cognitive abilities
• Model thinking processes
• Ask students to unpack their thinking
• Ask for monitoring and reflection by informal writing
b. Use effective questioning strategy
• Ask for clarification, evidence, reasoning—not just recall, not just the one correct
answer
• Ask questions with more than one correct answer
• Ask questions requiring several kinds of thinking
c. Have students use oral and written language often and informally
• Have students write answers to questions, before speaking up in class
• Use small-group tasks
• Teach students reading and note-taking strategies
• Use personal response and academic journals

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d. Design tasks that require thinking about content as a primary goal
• Use active-learning strategies that require students to process information, not just
recall it
• Sequence the tasks developmental
e. Teach explicitly how to do the thinking needed for the tasks
• Practice is not enough
• Model of the cognitive processes required
• Give feedback to students as they apply the steps in the needed cognitive processes.
f. Create a classroom atmosphere that promotes risk taking and speculative
thinking
• Arrange physical space to promote student-student interaction
• Avoid competition
• Foster interaction among students
g. Create a classroom climate conducive for development of critical thinking
 Setting ground rules well in advance
 Providing well planned activities
 Showing respect for each student
 providing non-threatening activities Being flexible
 Accepting individual differences
 Exhibiting a positive attitude
 Modeling thinking skills
 Acknowledging every response
 Allowing students to be active participants
 Creating experiences that will ensure success at least part of the time
for each student
 Using a wide variety of teaching modalities (Thacker 2001).
It is evident from the above that teachers at school level can do many things by which
they can enhance the thinking ability among their students. This has to be a way of
teaching learning process itself. For this all teachers need to be prepared. This has far
reaching implications for the lives of students not only for their schooling but also for
their future life.

92. MODULE-8
DECISION MAKING
1. INTRODUCTION:
Decision making is a cognitive process resulting in the selection of a belief or a course of
action among several alternative possibilities. Every decision-making process produces a
final choice that may or may not prompt action. Decision-making is the process of
identifying and choosing alternatives based on the values and preferences of the decision
maker. Decision making is the mental process of selecting a course of action from a set of
alternatives. A decision is one when there are different things you can do and you pick
one of them. You make lots of decisions every day!
Adolescence is the time of increased pressure for problem-solving and personal
decision. Adolescents have to make many difficult decisions on career, school
involvement and risk behaviour etc. Choices made at this time have the power to
influence many aspect of the adolescent’s future. Therefore, it is essential for adolescents
to be aware of the impact of their decisions and learn effective decision making skills.
No one makes the right decision every time but by developing our decision
making skills we can increase our success rate. The skills considered important for
effective decision making are:
 Identifying the possible options.
 Identifying the possible consequences that follow from each option.
This module presents the theoretical concept and various aspects surrounding
decision making, strategies and procedures for transacting decision-making skills,
indicates scope for locating and integration of the skills in different subject areas and the
process of ascertaining to what extent the individual has acquired the decision making
skills.
2. OBJECTIVES:
After reading this module, you will be able to:
 Understand and appreciate the issues involved in the process of decision making.
 Interpret, transact and impart the decision-making skills.
 Define different components that are involved in developing good decision-
making skills.
 Integrate the decision making skills in different content areas of various subjects.
 Assess the level of acquisition of skills by the students.

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3. TRANSACTIONAL MODEL
Discussion
Points
Process

Concept of
Decision
Making
The RP will introduce the various nuances in the process of decision making
life skills to the trainees through a power point presentation. The power point
will consists of the following:
 Definition of decision making
 Explanation leading to identification of problem
 Examples to help in the analysis of the problem
 Explanation of possible alternatives
 Towards determining a course of action
Brainstorming Session:
The RP will introduce a situation to the class, as follows:
Asha really wants a Dairy. Unfortunately, the one she wants costs Rs.150/ and
she has only Rs.95/. She wonders how she will get the rest of the money. The
RP will invite all possible solutions from the participants:
 Save her money until she gets enough money.
 Borrow money from the parents or friends.
 Buy a cheaper one.
After discussing the positive and negative consequences of all possible
solutions, the participants came out with the best possible alternative that “Asha
decided to wait in order to save some money for buying the cell phone.”
Summing-up:
After discussing the importance of taking right decision the RP would advise
the participants on the following aspects in sequence:
 Relax before taking a decision. Be at ease, which will help in the correct
assimilation of the situation.
 Be positive and motivate yourself. This will enhance your confidence
level.
 Identify the problem by taking a close look at it.
 List the various choices available at hand.
 Contemplate all possible solutions.
 Consider negative and positive outcomes of the solution.
 Decide on what is your priority and important to you.
 Make the final decision with confidence.

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Componen
ts of
Decision
Making
The RP will prepare an interactive power point presentation consisting of 11
slides mentioning all the components of decision making and give a brief
presentation through the lecture method. The components are as follows:
 Emotional Stability
 Objectivity
 Self -Knowledge
 Knowledge of the situation
 Analytical ability
 Divergent thinking ability
 Synthetic ability
 Anticipation of consequences
 Logical thinking
 Rationality
 General intelligence
Significanc
e of
Decision
Making
Life appears to be a never ending process of making decisions to be made and
that one is likely to be overwhelmed by the number of decisions to be made. To
make the participants realize the significance of decision making, the RP will
distribute a worksheet to each participant.
Worksheet -1:
I want to know how can I use my decision making skills efficiently in
my routine:

Day

Situation
I Took
This
Decision
If I had not taken this
decision
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

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After collecting the completed worksheets from the participants, the RP will now
consolidate the discussion by summing-up the significance of the decision making skills.
Process of
Developing
Decision
Making Skills
The RP will introduce the process of developing decision making
skills through Brain Storming, Role Play and discussions. In this
transaction process the RP will ask a question to the participants to
find out the process of developing decision making skills.
Questions:
1. Think about this: “I want more money” (a common wish among
us). How can I get more money? Try to list 8 possible solutions.
2. You plan to spend Rs.400 to buy a ticket for a famous musical
show. When you arrive at the theatre to buy the ticket, you discover
that Rs.400 is missing from your wallet. Now assume that you have
enough cash: Will you still buy the ticket? Why?
Summing-up:
The RP will sum-up with the following points:
 Each one of us faces challenges in our lives.
 We should make decisions by looking at all the choices
available and then arrive at a decision
The R.P discusses that one should critically examine different
situations and rationally use different elements involved in decision
making to arrive at the final decision.
Some of the models one can use are:
1) P.O.W.E.R MODEL
2) 3 C’s
3) Decision Making Wheel
4) Balloon Debate

1) P.O.W.E.R MODEL
All of us do face challenging situations in our day to day life. Many
of them involve decision making. We should critically examine
different situations and rationally use different elements involved in
decision making to arrive at with the final solution.

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2) Applying 3 C's in Making a Rational Decision
The Decision Making-3 C’s
Decision making requires a proper structure to be followed. A
random and vague decision does more harm than good.
The R.P shows the poster or flash card describing the 3 C’s
And asks the participants to list out certain situations from their day
to day life where they had to make decisions ( this is to be treated as
first C- the challenge)
Situation may be:
 Attending to a friend’s birthday party which may end late
night.
 Following a crash diet as you feel you are putting on weight
The R.P asks to brainstorm the possible choices that could be made
in the given situation
P.O.W.E.R MODEL
P= Problem
Step 1: Stop and state (or identify) the problem.
O= OPTIONS
Step 2: Think of different things you can do and use them. The
more options you have, the better.
W= WEIGH
Step 3: Look at the good things and weigh them against the bad
things of every option you thought of to solve your problem. The
things you value should guide you in your decision making.
E= ELECT
Step 4:Choose the best option, talk to a person you respect, then
take the best action. Elect the option which obtains what is
important to you. (Values).
R=REFLECT
Step 5:Think or reflect about what happened because of your
decision.





R=REFLECT
Step 5:
Think or reflect about what happened because of your decision

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 Initiate the discussion about the best decision for the
situation, along with the reasoning behind it.
 Discuss the consequence.
 Discuss how using the 3C’s helps in making a rational
decision.






3)Decision Making Wheel:
The R.P will direct the trainees to use their decision making wheel
sheet to record the answers to each question:
1) What is the problem?
2) What are the choices that you have?
3) What do you think the consequences of these choices will be
for yourself and others who are involved?
4) What values do you need to consider?
5) How do you feel about the situation?
6) Is there anything else you need to learn about it?
7) Do you need to ask for help?
8) Who will you ask?
9) What is your decision?
10) Do you think you have made the right decision? Why?












Challenge (or situation available for decision making)
Choices (try to list out as many rational choices as possible)
Consequences (list out 1 positive and 1 negative for each
choice

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DECISION MAKING WHEEL




















Participants do the following:
Think and write about a problem you are facing right now
Using the Decision Making Wheel, make a decision for solving
your problem.
NOTE: Allow ten minutes to resolve the assigned situation.
Invite participants to share their process and the decisions they
came up with.
4. Balloon Debate
A balloon debate is a debate in which a number of speakers attempt
to win the approval of the audience. While facing a decision making
situation, a balloon debate helps to think about issues and form
opinions about them. The issues and the opinions formed are then
discussed in a group to arrive at the final decision.
This wheel will help you to make better choices in life. When
you have an important decision to make, start by stating the
problem in the hub of the wheel. Next, move through the nine
choices, one by one.
When you have a decision to make, fill in the blanks.

2
choices
3
conseq
uences
4
values
5
Feeling
6 more
info
7 who
can
help
8
Decisio
n
9
Assess
Decision

PROBLEM

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Practice The RP will introduce certain activity to introduce interventions for
the components of decision making skills
Component: Emotional Stability
Objective: To impart the message that a person who is emotionally
perturbed is likely to take wrong decisions.
Strategy Proposed: Brain Storming and Role Play, each followed
by discussion.
Issues for Brainstorming: “What different things can we do to take
control of ourselves when we are upset about something?”
Context, Essence and Background of the Role Play:
Ramesh had got a new cycle as a birthday gift. He was very fond of
the cycle and did not allow even his best friends to handle it. One
day after the school hours when he went to fetch the cycle from the
parking area he found that the seat cover had been slashed badly. He
thought that Krishna, one of his best friends, must have done it
because he was not allowed to test ride it. On that occasion, Krishna
had cursed him and his cycle. He had actually wished that Ramesh’s
cycle to get damaged somehow. Without a second thought, Ramesh
lodged a complaint with the headmaster naming Krishna as a prime
suspect. An enquiry was conducted. It was established that Krishna
on that day had no activity under the supervision of the physical
education teacher during the free time. Though Ramesh apologized
in public, he lost a good friend because of the decision he made
when he was upset.
Tips for RP for conducting discussion:
1. Was Ramesh’s judgment sound?
2. What is the essence of the situation?
The R.P will ask what strategy or model was used to arrive at the
decision?
Development of
Intervention





The RP then divides the group into small groups, each group
consisting of 4-5 members. The facilitator will pose a problem
/situation to each group for the case study analysis.

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Group Components Problems for Case Study
1


2
3
Logical
thinking

Anticipation
of
consequences
Self
knowledge

Bhabana, is a 14 year girl. Her friend
asked her to go to a movie, without
asking her parents.
Sumit is 15 years old, male. He met with
some friends who have once bunked the
class and told him that he should try it.
Soma, 15 years old, female. She wakes up
one morning and doesn’t feel like going
to school.
(The R.P will ask what strategy or model
was used to arrive at the decision?)
Allow 10 minutes to each group to solve the situation given in each case study. Then the
RP will instruct the participants to speak for 4 minutes on the case study given to them
and how they were able to take a responsible decision. Further, the groups are assigned
the task of inventing similar interventions for the rest of the components.
Integration The R.P asks the groups to locate scope for integration of the
different components in their own subject areas that would cater to
the development of different dimensions of the decision making
skills.
Assessment Decision Making Self Assessment Tool:
Kindly answer the following by way of ticking in the available
three columns as “rarely’’ “sometimes’’ and “usually’’. Read each
of the statements and tick any one of the three alternatives as it is
applicable in your case. Your answer will be kept confidential.
Assessment Tools
Self Assessment Rarely Sometimes Usually
1. I consider a variety of potential solutions
Before I make my decisions

2. I try to find out the advantages and disadvantages
of all alternatives.

3. When making decisions, I like to collect a lot of
information.

4. I do not like to take responsibility for making
decisions.

5. I do not make decisions unless I really have.

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6. I always devote a lot of time to evaluate options
fully before coming to decisions.

7. I feel under pressure when making decisions.
8. I like to make decisions quickly and instantly.
9. I usually take advice from other people to arrive at
a solution.

10. I like working on my gut initiative feelings rather
than careful analysis.

Note: The score in each column gives an indication of the strengths as well as areas to
improve on. This scale will help to reflect and introspect so that one can work on
enhancing ones decision making skills.

4. RESOURCE MATERIAL FOR PARTICIPANTS
Meaning of Decision Making
Decisions, Decisions, Decisions; life appears to be a never ending process of
making decisions. Sometimes there may be so many decisions to be made that one is
likely to be overwhelmed by the number of decisions to be made. Did we not, sometimes
in our life, make decisions which had far- reaching consequences not only to our life, but
also to the lives of others? We all make decisions of varying importance every day, don't
we? Sometimes we might have made 'whether1 type of decisions (e.g. whether to buy a
new TV or not?), sometimes 'which' type of decisions (e.g. which TV to buy?), and
sometimes, 'if-then or conditional' type of decisions (e.g. I will buy only if I get the
expected pay hike). However, we do not consider some of them as decisions, because we
make them as a matter of routine. They make little impact on our life-style. They just
happen. We do not think of these ROUTINE decisions as decisions because they are
repetitive and are made in structured situations. We are certain of the procedure and are
sure of the results. We are conditioned to make those decisions. But, there are some
situations which are not so structured or semi-structured, wherein involves certain
amount of risk. Also, there are some which are completely unstructured and unique,
requiring decision making as in the case of solving unexpected problems, or as in facing a
crisis situation or as in the case of utilizing unexpected opportunity. These are NON-
ROUTINE decisions. Some of the decisions that we make may appear to be 'trivial' or
'unimportant', but they might be important. In fact, the cumulative effect of millions of
such decisions determines the outcome of our lives.
Another way to classify decisions is by considering the content of the decision. 1.
Social or human decisions involve setting goals and priorities that determine the general
roles of individuals and relationships among individuals within a group. 2. Economic or
allocation decisions involve the availability of resources and ways of allocating or
distributing these resources among various goals. 3. Technical or "what, when, how, who,
why" decisions involve allocating specific amounts of given resources to most efficiently
attain a single goal, accomplish a specific task or make a specific consumer purchase. 4.
Coordination and interaction decisions relate to social, economic, and technical decisions.

102. 103

They deal with communication within the family and with the larger community, the
kinds of information needed to make other decisions, criteria for evaluating decisions and
ways of motivating family members to carry out their roles.
Decisions can also be classified on the basis 'who makes them', i.e. Individual or
Group' as well as 'how they are made’, i.e. Authoritarian or democratic. While many
decisions are primarily a personal or individual concern, others involve the whole family,
club or group, the community and the broader society. Of course, whatever may be the
type; decisions have to be made in order to achieve certain objectives and hence are
inevitable. However, it should be noted that many a times, decisions are made by moving
back and forth between our objectives and alternative courses of actions. In other words,
decision making, many a times, is a non-linear recursive process.
In order to realize the importance of decision making in life, let us ponder over
the following statements: (a) By effective decision making one can 'make things happen'
instead of 'letting things happen', and (b) Only by making rational decisions we can take
full charge of our lives. Since decision making plays a crucial role in one's life, should we
not train our children in decision making, especially when it is a skill that can be learnt?
The answer is bound to be an emphatic 'yes', since we all know that even children are
required to make a lot of personal decisions. Of course, the nature and complexity of the
decisions which they have to make changes as they grow older. E.g. 'Should I share this
toy with the other child?', 'I know that Mother has prepared just enough sweets for
sharing among all the family members. Since I like this sweet very much, shall I eat just
one piece without telling anyone?' 'Some of my friends smoke cigarettes. Shall I try
once?'
Decision making is a critical component of, not only personal life but also of
many professions, where specialists apply their expertise in a given area to making
informed decisions. We, the teachers, also belong to such a profession and knowledge
about decision making processes help us to become better professionals? Are we not?
In fact, the idea of decision making as a sophisticated skill may appear to be
strange. But, studies indicate that wise decisions are decisions that are made using a
definite process involving careful consideration of alternatives or options. They also
depend on the values, perceptions, experience and Intelligence of the decision-maker. Let
us think back on a decision we made in the past which caused considerable pain to us.
We are likely to realize that we could have made a better choice, had we applied our
mind to it. Now, let us think back on a decision which yielded the desired results. Did we
not follow, knowingly or unknowingly, a definite procedure? Hence, we may conclude
that one could be a better decision maker if he or she is trained (at least) in the basic
processes of decision making?
Operational Definition
Various arguments presented hitherto have emphasized the need for and importance
of training children in decision making skill. What exactly is meant by Decision making?
Let us study the definitions given below which have been culled out from the Literature
on decision making. They will enable us to form an operational definition based on which
a training programme for school children can be designed.

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• Decision Making is the process of identifying as many alternatives as possible and
choosing the one that best fits the decision maker's goals, desires, values, lifestyle
etc.( Harris, R. 1998)
• Decision Making is the process of sufficiently reducing uncertainty and doubt about
alternatives to allow a reasonable choice to be made from among them. (Harris, R.
1998)
• Decision Making is the process of selecting one course of action from several
alternative actions. (Walker, D.S. 1987)
Let us now cull out the specific features of Decision Making from the above listed
definitions.
1. A situation which requires the individual to decide upon a course of action
must exist.
2. Individual must be aware of the fact that a decision has to be made by him
3. Individual must be clear about his goals, desires, values etc.
4. Individual must be intelligent and creative enough to identify various
available options.
5. Individual must possess or be capable of procuring information needed to
choose a course of action from among the available ones.
6. Last but not least, it is a cognitive process.
In the light of this analysis, we can define Decision Making as 'a process of making an
informed choice of a particular course of action from among the identified options in
order to achieve the objective'.
Components of Decision Making
While studying the above section, most of us might have felt that to carry out the
actions mentioned in the operational definition of decision making as well as avoid
committing common decision making mistakes we thought of, the individual needs to
possess 'some minimum number of abilities'. In this section we will find out whether we
were justified in feeling so or not. As we already know, none of the life-skills can work
in isolation. Practice of a particular life-skill involves the use of a number of abilities.
Some of these abilities may be required for more than a life- skill; some may be specific
to a particular life-skill. We call these as components of the skill. Let us now try not
only to enumerate and define the components of decision making skill operationally, but
also to relate them to already discussed operational definition of decision making skill.
Emotional Stability: is the ability to manage emotions and remain calm in any decision
making situation. When one is emotionally involved in a situation, he/she will not be in a
position to be objective or to think logically. They lose their reasoning power. This is also
true when one is under the sway of an emotion. Hence, in order to be a good decision
maker one should learn to control his/her emotions and remain calm in emotionally
disturbing decision making situations.

104. 105

Imagine a teen-aged boy who is infatuated with a girl who unfortunately appears to be
not interested in him. Or, imagine an adolescent girl from a conservative family who feels
humiliated in the school because her parents are not allowing her to wear 'in fashion'
dresses like her classmates. Can we expect these children to make reasonably good
decisions with respect to their problems as long as they are emotional about it?
Objectivity: is the ability to describe decision making situations/ problems exactly as
they are without being influenced by one's own or others' feelings, opinions and beliefs.
In order to be a good decision maker, it is essential that one should look at the decision
making situation dispassionately, understand the situation as it is and identify the real
issue on which a decision has to be made. The most common tendency is to interpret the
situation based on one's own feelings, beliefs, values etc. and then describe it to his/her
satisfaction and identify the issue as he or she would like it to be. Many a times, one may
try to collect information or seek the opinion of others before making a decision.
However, an individual who lacks objectivity is likely to seek or consider the information
which is to his/her liking only. Accepting information given by persons whom' one trusts
or by persons considered as 'experts' blindly, being over-influenced by information
received first or giving disproportionate importance to some information, misrepresenting
the situation while seeking opinion of others, making a choice because of some
obligations or because 'it feels good' etc. indicate lack of objectivity. Mistaking one's
'desires' for ' needs' also hampers making of decisions objectively.
Consider a teenager who is perennially short of pocket money even though he/she
is given a very liberal amount every week. Assume that it is so because of the spending
habits. Will it be easy for the teenager to be objective in stating the decision he/she
wishes to make? Consider a girl who has a talent for painting and can paint well. In the
same school there is another girl who sings beautifully and is praised by everybody. The
1st girl feels that nobody is recognizing her talent in the school and the entire school is
prejudiced against her because she comes from a poor family, Will it be easy for the 1st
girl to be objective in stating the decision she wishes to make?
Self-knowledge: is the ability to make a realistic analysis of what one is capable of doing
and what one is not capable of doing before making a decision. Awareness of one's own
strengths as well as weaknesses or what one is capable of doing or not doing and one's
own beliefs, values, aspirations, desires, emotions etc. go a long way in clarifying
objectives and making appropriate choices in decision making situations. Such realistic
self-knowledge not only enables one to be objective but also to take wise decisions. An
individual who has sound self knowledge is not likely to mistake the desires for needs
and is not likely to make choices which are beyond his capacity to implement though
they are sure to achieve the goals. Lack of self-knowledge may result in being over-
confident or being over-cautious. Realistic self-knowledge enables one to rate one's
achievability of options keeping in view what he/she is capable of doing as well not
capable of doing, his/her strengths and weaknesses after carefully weighing the 'pros' and
'cons' of each option.
Knowledge of the situation: is the ability to describe the context of the decision making
situation as well as its elements and their inter-relationships. Will a person who has no
realistic knowledge of the problem situation be in a position to make a decision which
has a fair chance of solving the problem? Unless one has full knowledge of the context in

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which the decision has to be taken as well as various socio-cultural or economic or
psychological 'pulls' and 'pressures' operating in the situation which have a bearing on
decision making, wise decisions cannot be made. The decision to any problem has to be
relevant to and practicable in the situation in which it has arisen. What was a wise
decision in one situation or context may turn out to be a bad decision in another context
or situation. Such knowledge cannot be obtained only by knowing various elements but
also by being able to understand the existing inter-relationship among them. In short, one
who knows the context in which the decision has to be made and has a holistic
perspective of the situation can be said to have the correct knowledge of the situation.
Consider the example of an adolescent girl from a conservative family who feels
humiliated in the school because her parents are not allowing her to wear 'in fashion'
dresses like her classmates. Will it be possible for her to solve her problem without the
knowledge of the situation in its totality?
Analytical Ability: is the ability to identify elements of the given decision making
situation by analyzing it. In order to obtain an accurate knowledge of the decision making
situation, one has to analyze the situation and identify various elements which have a
bearing on decision making. In other words, one who has this type of analytical ability is
likely to gain accurate knowledge of the decision making situation. Lack of this ability
may also result in accepting invalid information.
Problems do not arise by themselves. They arise due to the interaction between
different elements/forces operating in any given social environment. Of course, apart
from the individual and his aspirations there are 'others' with their aspirations as well as
social norms, conventions etc., which will also be operating in any social situation. One
cannot make a good decision without knowing all the elements/forces operating in the
situation which have a bearing on his/her problem. Only a person with good analytical
ability and objectivity can identify all the relevant elements and their inter-relationships.
As a product of this activity one is likely to possess a reasonably good knowledge of the
situation which is another important component of decision making. This the ability
which will help the girl mentioned in the last example to gain the knowledge of the
situation in its totality.
Divergent thinking ability: is the ability to think of diverse courses of action in any
decision making situation. Can a person who always thinks in terms of 'one correct
solution to a problem' (i.e. a person with only convergent thinking ability) think of
options/alternatives? This is the ability which enables the individual think in terms of a
number of alternative ways of doing something, however unconventional they may be.
An individual having this ability does not believe that there can only be 'one correct
method' of doing something but believes that it can be done in a variety of ways. Such a
person will always search for or try to think of various options or courses of action in any
decision making situation. Imagine a decision making situation wherein one can think of
only one course of action. In the absence of choices, he or she is forced to implement that
course of action or not do anything at all.
In fact, the opportunity for decision making arises only when there are choices to choose
from. Therefore, it is evident that a person having divergent thinking ability can make a
wise choice because he has thought of many options.

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Synthetic Ability: is the ability to synthesize different available possible courses of
action and to generate one's own course of action in decision making situations. As a
result of seeking advice from others one is likely to have a long list of options to choose
from in a decision-making situation. It may so happen that none of them are totally
satisfactory in the decision maker's point of view. However, there maybe a few which if
synthesized into one option will meet the decision maker's requirements. A person with
synthetic ability may cull out certain useful ideas from the suggestions offered by others;
synthesize them to formulate a new option or generate a new option by synthesizing
available options. Hence a person with this ability is likely to be a better decision maker
than the one without it. While thinking of options available, one may seek the opinion of
friends, experts etc.
Anticipation of consequences: is the ability to predict the possible consequences of
choosing a possible course of action. Choosing the best one from the available courses of
actions / options is the centrality of the process. However, it cannot be done on the basis
of 'it sounds good' factor or because it was recommended by majority of trustworthy
people or because it appeared to be the easiest one. Once the options have been listed,
they have to be rated based on a set of pre-determined criteria.
One of the criteria is the consequences of choosing an option. One has to think of what is
likely to happen if a particular course of action is implemented. This exercise is to be
repeated with respect to each one of the available options. In other words, one has to
think of possible consequences, both positive (pros) and negative (cons), for each one of
the options. A choice has to be made only after comparing the consequences. A person
makes a decision without doing this exercise is likely to 'pass the buck' to someone else
or grieve over his 'bad luck' in case the result happens to be unexpected one. It should be
remembered that the sole responsibility for what happens after the choice is made rests
only with the decision maker. Hence, this is an essential component of decision making.
Logical Thinking: is the ability to think systematically and sequentially using valid
principles of logic. Of course, one cannot analyze the problem or the situation, or
determine the validity of the information received or anticipate consequences if he does
not possess the logical thinking ability as defined above. Valid principles of logic imply
employing the principles of deduction or induction depending upon the purpose, not
indulging in rationalization, avoiding over-generalizing/over-simplifying, avoiding
fallacies. In short, this component runs through the entire process of decision making.
If the 'infatuated boy' mentioned earlier has this ability, he may find out that solving his
problem is not all that important. The girl worrying about dresses mentioned earlier may
redefine the meaning of 'in fashion' dresses. The boy worrying about pocket money is
likely to redefine his problem as that of modifying his spending habits.
Rationality: is the ability to take decisions or arrive at a conclusion on the basis of valid
reasons or logic and NOT impulsively or by trial and error or on the basis of one's own
feelings, opinions and beliefs. This component whose definition is self-explanatory also
operates throughout the decision making process. It is a fact that without rationality, one
cannot make a wise decision. One who chooses a course of action based on valid reasons
is more likely to achieve his objective than others who choose on the basis of
‘commonsense' etc.

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General Intelligence: is the general mental ability to understand, think, learn and apply
relevant procedures in decision making situations. As a rule any human Endeavour
requires some degree of intelligence. Decision making cannot be an exception to this
rule. The definition states the least that is expected of good decision maker.
Decision Making Styles
Having understood what decision making is all about; let us turn our attention to
different styles of decision-making. Not all individuals approach decision making in the
same manner. There are different styles of decision making. There are decision makers
who take responsibility for their decisions as well as those who try and transfer the
responsibility to others for their decisions. The following list (Rutgers University Career
Services. 2005) identifies a number of different decision-making styles. While studying
them we can also examine our own style of decision making.
• Fatalistic Decider-. One who leaves the resolution of the decision up to the
environment or fate: "Whatever will be, will be" type.
• Compliant Decider: One who goes along with someone else's plan rather than
making an independent decision, especially when that plan doesn't agree with one's
own beliefs: "If it's OK with you, it's OK with me" or "Anything you say" type?
• Delaying Decider-. One who delays thought and action on a problem: "I'll think
about it later" type.
• Agonizing Decider: One who spends much time and thought in gathering data and
analyzing alternatives only to get lost amidst the data gathered: "I can't make up my
mind. I don't know what to do" type.
• Intuitive Decider: One who decides based on what is felt, but cannot be verbalized:
"It feels right."
• Paralytic Decider: One who accepts the responsibility for decisions, but is unable
to do much toward approaching it: "I know I should, but I just can't get with it. I
can't face up to it."
Escapist Decider: One who avoids a decision or makes an answer to end the discussion,
such as "I'm thinking about it." This allows the escapist to give a socially acceptable
answer without taking responsibility.'

Play-it-Safe Decider-. One who almost always picks the alternative with the perceived
lowest level of risk: "I like anthropology, but I can get a job in accounting" type. Planner:
One whose strategy is based on a rational approach with some balance between the
cognitive and emotional: "I am the captain of my fate; I am the master of my soul" type.
We should also remember that as a leader, one may have an authoritarian ('without
involving others in decision making processes) or democratic ('involving others in
decision making processes') style of decision making.

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Common Strategies of Decision Making
According to the operational definition, the essence of decision making is 'making an
informed choice of a particular course of action. ‘What can be the general criterion for
making such an 'informed choice? Below are listed most commonly used strategies of
making an 'informed choice'.
Discover as many choices as possible and
1. Choose the very best depending upon the importance of the problem, time
available, resources available, personal values etc.
2. Choose the first 'satisfactory' alternative instead of the best from all the available
alternatives.
3. Choose the best one without considering risks involved.
4. Choose one with least risk.
Common Decision Making Mistakes
Let us think of decisions we made in the past which turned out to be unsatisfactory
ones. Did we, at that point of time try to analyze why we could not make wise decisions?
Perhaps some of would have, some not. Here is a list of some common decision making
mistakes which people commit. It will help us not only to be wiser in future, but also
train our students better. However, let us not assume that these are the only mistakes that
can be committed. Let us also remember that 'deciding not to do anything' is also a
decision.
 Relying too much on 'expert' opinion
 Overestimating/ Underestimating the value of information received from certain individuals
 Accepting information without verifying
 Misrepresenting the facts when seeking information
 Not being honest to oneself
 Not having confidence in one's ability to make good decisions or being overconfident
 Hearing only what one wants to hear or seeing only what one wants to hear
 Unwillingness to change
 Not looking beyond the scope of our experiences and rejecting the unfamiliar/unconventional
 Conforming to the accepted ways of doing things
 Relying too much on 'latest/recent' information
 Relying too much on one's own initial reactions
 Not considering different options
 Not knowing what exactly one wants to achieve or what the real problem is
 Hoping that something/someone will take care of our problems
 Relying only on 'commonsense' or 'gut feeling

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MODULE-9
EMPATHY
1. INTRODUCTION :
The skill of Empathy means putting your foot into others’ shoes. It basically is the ability
to foster insight into the motives, feelings, attitude and behaviour of the other people. It
also helps develop the ability to communicate the perception without resorting to value
judgment or imposing any kind of limits or conditions. This skill enables a person to set
aside his/her own perception and look upon the situation from another individual’s
position. It helps an individual to understand what life is like for another person in a
situation which we are not necessarily familiar with. It enables us to accept people, their
attitude and behaviour however different from our own.
"Empathy" was coined in 1909 by British psychologist Edward B. Titchener.
While the word's spelling borrows from an ancient Greek word, empátheia, which
meant "passion," Titchener used "empathy" for the purpose of translating a German
word (einfühlungsvermögen) and its concept of shared feeling. Interestingly, in modern
Greek, empátheia no longer has positive connotations. It instead refers to negative
feelings or prejudices against another person.
With this skill, one can comfortably be open with his/her feelings. Empathy, if
properly nurtured, can have an inspiring and medicinal effect on a distressed person. This
skill is effective in building healthy mutual relationship. Despite being different in every
respect, two or more persons may come close to one another; understand one another
towards promoting a positive and healthy reciprocity. Empathy is a very effective skill in
helping out individuals who are badly in need of psychological support, persons who are
terminally ill, or victims of social stigma, e.g., HIV/AIDS/STD patients.
This module presents the theoretical aspects of the concept and importance of
empathy. It also delineates the strategies and procedures for promoting and transacting
skills of empathy and indicates scope for location and integration of the skills in different
subject areas and the process of ascertaining to what extent the individual has acquired the
skills of empathy.
2. OBJECTIVES:
On studying this module, you will be able to
 Explain the skill of empathy.
 Differentiate between sympathy and empathy.
 Describe the importance of empathy.
 Underline the various components of empathy.
 Develop the skill of transacting empathy to school students.
 Integrate the skill of empathy in various school subjects.
 Assess the level of acquisition of the skill of empathy.

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3. TRANSACTIONAL MODEL
Discussion Points Process
Empathy

Before introducing the topic, the facilitator gives each
participant a balloon and asks them to write their own
names on it. Then he throws all the balloons around and
asks each participant to collect in one minute the one on
which his/her name is written. All the participants run
around in deep excitement to get hold of his/her own
balloon. No one obviously succeeds to do so. When they
give up, the facilitator asks them to get hold of whichever
balloon they can reach. They do it with great
disappointment.
Now the facilitator asks them:
Have you been able to collect your own balloon?
The participants disappointedly say ‘No’.
Then the facilitator asks them to hand the balloons over to
their rightful owner.
They do so with a relieved heart.
The facilitator asks them how they feel after getting their
own balloon.
S/he explains to them how we can win our own peace of
mind by empathizing with the other persons. And how our
little acts for others bring a lot of relief to them and helps
develop interpersonal understanding.
Then s/he goes on to explain Empathy:
Empathy is the capability to perceive what Life is like for
another person who Is in distress or some kind of crisis? It
enables a person to realize and accept other individuals
along with their respective behaviour pattern even if it is
different from ours.
The facilitator puts up poster that shows a person stretching
out his/her hand in a bid to hold the finger of a person in
distress. S/he asks the trainers what the picture meant to
them. The feedback will lead the facilitator to explain
Empathy
The RP may use facilitative questions like:
i) What does the picture say?
ii) The picture shows a physical action, does it
create any mental reaction in you?

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iii) How do you feel about the picture?
iv) How do you feel when you see someone
distressed?
The feedback will mostly refer to ‘sympathy’ instead of
‘empathy’. The RP will make it clear to the participants
the differences between the two through a PPT
presentation.
Emotional Differences
The feeling of sympathy emerges from the recognition
that another person is suffering, in contrast to empathy,
where the other person's pain or suffering is felt. A person
expresses sympathy, but shares empathy. The empathic
feeling may be brief, and the person feeling it is said to
"put themselves in the other person's place."
Of the two, empathy is a deeper feeling, but sympathy
can be just as honest and heartfelt. However, empathy can
forge a deeper and more meaningful connection, thus
serving as a bridge for greater communication between
individuals or between a leader and his or her followers.
The RP sums up the discussion.
Sympathy VS
Empathy: contrast
The facilitator displays a two-column chart to bring the
point home.






Sympathy
i)Sympathy is feeling for
others.
ii) Sympathy is a reaction to
personal call.
iii) Sympathy is a momentary
action.
iv)Sympathy is a reactive
approach.
v) Sympathy is part of instinct.
Empathy
i) Empathy is feeling with
others.
ii) Empathy is a long-term
act towards remission.
iii) Empathy is a social
call.
iv) Empathy is proactive.
v) Empathy a conscious
and deliberate act.
Significance of
Empathy

The facilitator uses a flip chart and asks facilitative
questions. The feedback is written on the flip chart through
interrogative method:
 Helps build mutual understanding
 Helps develop self awareness

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 promotes polite communication
 Enables taking perspectives
 Address others’ needs.
 Enables acceptance of others.
 Enhances tolerance.
 Promotes sense of respect for others feelings
 Prevents conflict
 Develops insight into others
Components of
Empathy
 Objective
outlook
 Sensitivity
 Social
responsibility
 Respect for
humanity
Discussion method
Objective outlook: A person bogged down in his/ her own
little world, is unable to reach to others .Empathy is a skill
that serves to develop an objective outlook in the individual
by setting aside his/ her subjective feeling. As a person
learns to see things from another person’s view point, he/
she develop an objective outlook.
Sensitivity: To see things from another person’s point of
view requires a sensitive mind. We can properly recognize
others feelings, only if we are able to sharpen our
sensitivity. A sensitive mind can develop insight into others
mind and empathize with him/ her.
Social responsibility: To think for others is to think of
society in general. Empathy is known as a social call. It
helps a person develop social interaction that involves
responsibility of the individual. Feeling with others by
placing oneself in another person’s position is part of social
responsibility.
Respect for humanity: As a human being, we are supposed
to have respect for fellow humans. It is a mutual process.
Unless we have respect for others, we cannot expect it from
others. The health of the society depends on these mutual
feelings. Empathy is a skill that provides us with the scope
of developing respect for others by way of looking at
things from others view point.
How to develop
Empathy



The facilitator explains to the participants the various ways
of developing the skill of empathy:
 Group discussion
 Role-Play
 Switching Roles

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Practice

 Questioning
Showing Empathy while speaking
ACTIVITY :ROLE PLAY
Time Required: 40 minutes
Materials needed: Slips of paper
Mode: Group Work
Life skill to be promoted: Empathy, Interpersonal relations
Objectives:
 To develop fellow-feeling among students.
 To promote objective outlook.
 To help develop mutual respect
Process: The facilitator will divide the participants in to 4 /5
groups.
S/ He will ask each group to pick up a slip of paper lying
folded on the table.
(Bullying, teasing, refusal to sit by a particular classmate,
hitting a classmate , abusing a class mate written on the
slips )
S/He will ask each group to role play the situation written
on the slips.
Role play by each group.
Role play over , the facilitator asks participants some
facilitative questions like:
i. How did you feel playing the role?
ii. How did the others feel?
iii. If you see someone sad/ hurt, what will you do?
Why/
iv. How do you feel when someone hurts or abuses
you?
Then the facilitator will discuss the feedback and
summarize.


Development of
intervention
Discussion method
Switching roles
Asking for feedback
Summarize

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Barriers to Empathy
 Sudden change of subject
 Taking upper hand
 Value judgement

The facilitator picks up some issues to develop the skill of
intervention: S/he divides the participants into 4-5 groups
and gives them a situation.
As a teacher, you regularly watch a back-bencher in a
classroom, who does not listen to you intentionally; neither
does he disturb the class in any way. He keeps a passive
stance. His classmates informed the headmaster that the boy
plays truant during recess almost every day. The headmaster
beats him up. Still he keeps fleeing. One day his classmates,
on your query, inform you that the boy has stopped fleeing
school. But he remains as passive as ever.
Some facilitative questions are given to the participants for
group discussion.
- What is your impression of the boy?
- How will you deal with the case?
- What steps will you take to look into his matter?
On receiving the feedback from groups, you sum up the
discussion placing several options before them to emphasize
the need of empathy to take care of the learner.
Integration with
school subject
English literature
The facilitator will ask trainers to locate an area in the
textbook which is compatible with the skill for practice.
[e.g, ‘The Lost Child’ by M.R. Anand]
Facilitator divides the trainers into several Groups.
Asks them to closely read a selected portion of the story for
10 minutes. Reading over, s/he asks them to discuss the
content within the group.
Opens discussion with facilitative questions
Of three types:
 Questions to test comprehension skill
 Open-ended questions
 Empathy- specific questions

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Q type 1:
i. Where is the child going?
ii. How do his parents behave?
iii. Does he get things he wants?
Q type 2:
i. What would you do if you were the child?
ii. How would you feel? Why?
iii. Do you have any such experience?
Q type 3:
i. How do you feel for the boy?
ii. Do you think his parents were heartless?
iii. Will you blame anyone for the incident?
The feedback from participants will help the Facilitator to
assess their understanding of the Text and promote their
skill of Empathy. The session will end with the facilitator
summarizing the discussion.
Assessment

Self-assessment tools to be used on a 5-point scale.
In the short term (between 3-6 months, the effectiveness of
a life skill programme can be measured against specific
learning objectives. In the longer term, (a year later) is it
feasible to evaluate life skills education in terms of the
prevention of health-hazardous and anti-social behaviour.
Self Assessment Tools for testing Empathy
Sl.
no
Questions Strongly
Disagree
1
Slightly
Disagree
2
Neutral
3
Slightly
Agree
4
Strongl
y
Agree
5
1 The sight of an animal
suffering pains me

2 I strongly feel like helping
a person in distress

3 I can really look at things
from others perspective

4 While talking ,I focus more
on listing than on my
thoughts

5 The sight of person crying
moves me

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6 Disrespect for others
always upsets me

7 If I feel I am right, I do not
bother about what others
say

8 I respect others view point
even if I disagree

9 Making others feel good
makes me happy

10 Relationship are valuable
for me

11 If someone misbehaves, I
feel hitting him

12 Being late in meeting
someone affects me

13 In a conversation, I can
easily gauge a persons’
interest level

14 Media report of a person in
distress upsets me

15 I get emotionally charged
very easily

16 Friends in problems
usually seek my help

17 If I see a person being
exploited I feel like
defending him/her

18 It is my nature to approach
others with my own
problem

19 If my parents deny me a
thing I want ,I never mind

20 Sometimes I bother about
people I dislike

21 I take interest in others
problems on my own

22 I can easily guess where I
am not welcome

23 I always believe that every
issue has several
viewpoints

24 If I Lose a contest I take it
in my stride

25 I never feel jealous at
others achievements

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Self assessment test score
Very low: 25
Low: 50
Moderate: 75
High: 100
Very High: 120 and Above
4. RESOURCE MATERIAL FOR PARTICIPANTS
Importance of Empathy:
 When an individual feels with another individual, he/ she build a relationship
that involves mutual understanding, trust and confidence. Two persons come
close to each other through empathy.
 Empathy helps an individual to be open with his/ her own feelings. At the
same time, he/she is able to recognize the effect of own behaviour, words and
body language on other individuals. Thus it helps a person to become aware of
him or herself.
 Empathy is a skill that helps convey to others the proper mode of behaviour .It
also builds respect for fellow beings. Thus empathy promotes polite
communication between individuals.
 Through the feeling of empathy a person develops the ability to take the
perspective of other individual it helps the person to get out of his/ own point
of view and look at the world through the eyes of others.
 Empathy is healthy way to address the needs of others. A person acquires the
ability to get out of his own self to stand by others who are in need.
 In a world where the feeling of self interest is on the rise, empathy enables a
person to accept the fellow beings with a positive mind set. It makes both the
persons feel good.
 When to individual come in close contact with each other, they learn to accept
each other with their qualities and flaws in nature. It increases their level of
tolerance.
 Empathy is skill that teaches a person to respect others feelings .When a
person respond to a social call in the interest of another , he/ she shows
respect for the other person.
 The more the skill of empathy is promoted, the less would be situation of
social conflict. If a person learns to accept and respect others it creates an
atmosphere where the possibilities of conflict are minimized.

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 As a person learns to empathise with others, he/she develops insight into
others mind. He learns to adopt the perspective another person and in the
process can study his/ her mind also.
Empathy is the ability to experience the feelings of another person. It goes
beyond sympathy, which is caring and understanding for the suffering of others. Both
words are used similarly and often interchangeably (incorrectly so) but differ subtly in
their emotional meaning.
How to Practice Empathy
Here are a few ideas on how to develop your empathy.
Listening
Listen attentively when people speak to you. Conversations, more particularly heated
topics, usually form a rhythm of back and forth speaking, with each party beginning a
point just before the conversation partner has ended his or her point. Recognize this
pattern. Before the speaker has finished, you have already formulated your response, and
you respond properly.
Next time you find yourself in a conversation like this, slow down. Try to listen to the
words. Consider the speaker's motivation behind what s/he is saying. Think of the life
and experience that has led to his/ her world-view.
Respond visually and with sound ("ah", "oh", "ya?") but allow at least a second to pass
before responding verbally. Ask follow up questions to better understand what the
speaker intended or how they feel before you respond. You'll need more time before you
speak, because you've been too focused on the speaker to prepare your response.
Comparison Chart

Empathy Sympathy
Definition Understanding what others are
feeling because you have
experienced it yourself or can
put yourself in their shoes.
Acknowledging another person's
emotional hardships and providing
comfort and assurance.
Example "I know it's not easy to lose
weight because I have faced the
same problems myself."
"Trying to lose weight can often
feel like an uphill battle."
Relationship Personal understanding Understanding the experience of
others
Nursing
context
A doctor relating with a patient
as he/ she has been in a similar
situation or experience
Doctors comforting patients or
their families

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Empathy Sympathy
Scope Personal; it can be one to many
in some circumstances
From either one to another person
or one to many (or one to a group).

Relationship between Empathy and Sympathy
The basis for both sympathy and empathy is compassion, a blending of
understanding and acceptance of others that can be seen as being derived or
enhanced by knowledge and wisdom.
Compassion recognizes the "me" in "you," the shared commonality of feelings
between individuals. Both sympathy and empathy imply caring for another person,
but with empathy, the caring is enhanced or expanded by being able to feel the other
person's emotions.
Examples
Empathy and sympathy are not mutually exclusive, nor are they always felt in
tandem. For example, people who lose a loved one can receive sympathy from
many, but only those who have experienced a similar loss are able to empathize
truly.
A case where there might be sympathy, but no empathy, could include someone who
files for bankruptcy. Most people who care about that person would feel sympathetic
to their situation and maybe pity them, a feeling sometimes closely related to
sympathy but relatively few would be capable of empathizing, as only a minority of
people ever go through the experience of filing for bankruptcy themselves.
Empathy, Sympathy, and Humanity
The capacity to sympathize and empathize is considered vital for a sense of
humanity i.e., the ability to understand one's fellow humans and their problems.
People who lack this capacity are often classified as narcissistic, sociopathic, or in
extreme cases, psychopathic. However, these terms are only applicable if a
person consistently lacks the capacity to sympathize or empathize with others.
In general, there are many cases where people may not feel sympathetic or
empathetic due to lack of knowledge or because their experiences are different; this
does not imply abnormal behavior. On the other hand, some people are overly
empathetic and can eventually be overwhelmed by the negative feelings they take on
from their relationships and encounters with other people.

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MODULE-10
MANAGING EMOTIONS
1. INTRODUCTION:
Everyone feels different emotions at different times. Sometimes we feel happy,
sometimes sad, worthless, hurt, or depressed. It is normal and natural to feel various
emotions. We recognize and manage our feelings like warmth, love, humor, curiosity, joy
or happiness. At the same time, one must also learn to control or manage negative
emotions like sorrow, fear, tension, anger, hate, jealousy etc. Excessive display of
emotions at times leads to disaster in inter-personal relationships, communications and
self-awareness. While recognizing one’s own emotions, one should also develop ability
to control it for healthy interactions and well-being. For children to develop in a healthy
way it is important that they learn to recognize their emotions. They need to realize why
they have certain emotions, learn how to express their emotions in a culturally
appropriate way and how to deal with their emotions.
This module presents the theoretical concept and various aspects of coping with
emotions, strategies and procedures for managing emotions without any confusion,
indicates scope for locating and integrating the skills in different subject areas and the
process of ascertaining to what extent the individual has acquired the interpersonal skills.
1. OBJECTIVES:
After reading this module, you will be able to
 Understand nature and types of emotions.
 Explain the importance of emotions in life.
 Describe various components of emotions.
 Develop the skills to transact different techniques and strategies to manage
emotions.
 Integrate the skill of managing emotions in teaching different subjects/content
area.
 Assess the level of acquisition of managing emotions skills
3.0 TRANSACTIONAL MODEL
Discussion
Points
Transactional Process
Meaning of
Emotions
The Resource Person (RP) defines managing emotions as a skill that
includes several skills for increasing internal locus of control for
managing emotions, anger and stress.
Activity
Make the trainees/participants stand in a circle. The facilitator steps
forward making a certain sound and movement (for example ‘Hello’
with a happy and angry voice and gesture). Let the whole group
imitate what RP did. Go on making a variety of sounds and
movements using different emotions that the group can imitate. (You

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can say hello in a 100 different ways: angry, sad, proud, arrogant,
afraid, hopeful, loud voice, low voice, etc.).The more varieties you
make, the more you stimulate expression and imagination within the
group.
Questions
1. What are the emotions you find in this activity?
2. Identify the emotions which you like most and which you do not
like.
Summing Up:
Having understood the different types of emotions, let us proceed to
know some of the important components that attribute to managing
emotions.
Components The RP takes the lead in discussion using slides and presents through
power point to consolidate the following components through lecture
method:
Empathy, sympathy, objectivity, emotional intelligence, self
awareness, analytic and synthetic ability, sense of proportion,
emotional shock absorbers, resilience.

Significance The R.P allots 3 minutes to think about the importance of managing
emotions and invites randomly to make presentations.
The R.P then takes the lead in discussion using slides and presents
through power point to consolidate the importance of managing
emotions.
Process of
managing
emotions
Participants can be sensitized to the need for learning to cope with
emotions through role-plays, brainstorming and discussion. Expose
them to various techniques of managing emotions.
The R.P then divides the participants into groups of three or four and
assigns each group one situation. Every group should appoint a
reporter. Then allow each group ten minutes to read the situation and
note their responses. Encourage everyone to participate in the
discussion. Instruct each reporter to share how the group members
responded to the situation assigned to them. If different behaviours
are discussed within the group, all of them should be reported.
Make two broad columns on the writing board and label them
'Positive Responses' and 'Negative Responses'.

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As the reporters read out their group's responses, ask the larger
group whether the response is 'positive' or 'negative' and write it
under the appropriate column.
At the end of the exercise, involve the whole group in a discussion on
healthy ways of dealing with stressful situations.
Situations
 A person lodges a false complaint against you to the tribal
community leader of your village.
 There is a problem at home and your best friend comes to
visit you.
 Your father scolds you without any reason.
 Your tribal community team wins in a folk dance
competition.
Tips for R.P:
1. Emotions are natural feelings.
2. Emotions are not good or bad. How they are expressed is
important.
3. Managing emotions is a big part of growing up.
4. Managing emotions is the ability to identify and express emotions
appropriately.
5. Steps for managing emotions include:
a) Identify your emotions
b) Analyze why the situation bothers you
c) Analyze the effect the situation has or can have on your life
d) Decide what you can and cannot change
Practice The R.P undertakes certain activities for introducing intervention for
the components of managing emotions:
Component: Emotional intelligence
Objective: To impart message that emotional intelligence facilitates
coping with emotions.
Strategies Proposed: Brainstorming and then Role-Play, each
followed by discussion.
Issue for Brain Storming: How can we develop the ability to laugh
at ourselves?
Context, Essence and Background of The Role Play:

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Padmini is a fairly intelligent girl and doing well in her class. Of late,
she has been observing that all is not too well at home. Her father is
coming home drunk late every day. She is not clear about what the
parents are actually quarreling about. However, she notices that some
days things really go out of control. The mother throws things around
the house, puts up a sullen face and refuses to serve dinner. The
father becomes violent and hits her. Padmini feels frightened. She
does not know what to do. She tries to shut herself in a room and
forces herself to concentrate on her studies. She cannot do so when
there is too much noise and disquiet around. There is no option but to
take up some measure to stop this nonsense at home.
Next day, when the father goes for work she decides to stay home
with mother and discuss a strategy. She knows that for her father, she
is the only weakness. He loves her a lot. But when he drinks he
forgets everything. So she decides to pretend that she has also started
drinking alcohol and soon she starts going to take drugs also. The
mother is against it. But, with great difficulty she accepts. On one
evening, the father comes home drunk. After ten minutes, Padmini
comes in acting as if she is also drunk and talks all nonsense to her
parents. She questions their ability to show any love and concern for
her. The father is shocked and confused. His voice comes down and
in confusion he sleeps off. Next morning, he gets up and discusses
with his wife about Padmini’s behavior. The wife explains that
because of his carelessness she is into drinking sometimes. This
shock jolts him. The next evening, he returns early without any
drinks and attempts to talk to his daughter who is wild on him.
Ultimately, he takes an oath that he will never drink again. This
works wonders in Padmini’s life. Padmini succeeds in playing on the
emotional weakness of her father to bring happiness back into the
family.
Tips for R.P:
•Elaborate on the possible thoughts and feelings of Padmini.
•How would you react or respond to a friend like Padmini if she
seeks your help?
•What is the central message of the above situation?
Developmen
t of
Intervention
The RP divides the participants into small groups. Each group
consisting 4-5 members, preferably teaching the same subject. The
facilitator poses a question/problem to each group and assigns Group
Discussion. The members in their group will discuss the assigned
“issues” and one member from each group would come up to present
their views in front of all the members.

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Group Component Issues
I Self awareness React differently to different
emotional situations.
II Resilience Control our emotion and become
normal easily.
III Analytic and
synthetic
ability
Evaluating the situation in terms of
emotion and the likely results.
Organize and use a ppropriate
emotions.
R.P leads discussion by inviting the views of other groups and seeks
their opinions. Further, the groups are assigned the task of inventing
similar interventions for the rest of the components. Then the RP
invites some of the members to make presentations.
Integration
Issues
The RP asks the same groups to locate scope for integration of the
different components in their own subject areas keeping in mind the
prescribed textbooks.
Activity
The facilitator will select a story from the prescribed text book THE
TRUNK OF GANESH. He divides the participants into four or five
groups. Asks participants to closely read a selected part of the story
in groups. Reading over ask them to discuss the content within the
group. Start discussion with facilitative questions of three types:
 Question on comprehension of text.
 Open-ended question.
 Emotion managing questions.
Why was Govind emotionally disturbed?
What may be the reason for his emotional disturbance?
(Limitation: Participants may not find enough scope for integration
of certain components in some of the Chapters)
Assessment Differential Emotional Scale
The tools given in the following sections will help us in
identifying/measuring your current emotional status. Read each item
carefully and mark as “Almost Never” (0), “Occasionally” (1),
“Sometimes” (2), “Frequently” (3) and “Very Often" (4). There is no
right or wrong answers. The scale sums your current emotional state.

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Differential Emotional Scale Scoring Pattern
The maximum possible total score on this scale is 132.
Norms: The scale can be interpreted in the following ways.
• Below 25: Emotions do not seem to move you at all.
• 26-50: Emotions move you within average limits.
•51-75: You are quite an emotional person and need to control/guide
your feelings for your optimum benefit.
•Above 75: You are in a serious emotional problem.
Measuring Tool: This is a scale for assessing the emotional state of the individual. The
teacher is required to rate the individual on the basis of observation in different life
situations.
Sl No Item 0 1 2 3 4
A Interest items:
1 Attention problems
2 Concentration difficulties
3 Losing alertness
B Enjoy items:
1 Feel unhappy
2 Feel discontented
3 Feel unpleasant
C Surprise items:
1 Feel surprised
2 Feel amazed
3 Feel discouraged
D Distress items:
1 Feel downhearted
2 Feel sad
3 Feel discouraged
E Anger items:
1 Feel enraged
2 Feel angry
3 Feel mad
F Disgust items:
1 Feel distaste
2 Feel disgusted
3 Feel revulsion
G Contempt items:
1 Feel contemptuous
2 Feel scornful
3 Feel disdainful
H Fear items:

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4. RESOURCE MATERIAL FOR PARTICIPANTS
Meaning and Nature of Emotion
Man has been long recognized as a rational animal. He is also an emotional creature
endowed with sentiment and feeling. In other words, man has intellect and affections. He
has a head as well as a heart. The head reasons, debates and works out logic. The heart
feels and experiences the inside and outside world. This module deals with all feelings,
sentiments, experiences and emotions. Where do they come from? How do they come?
Why do we feel what we feel? How to regulate/ modulate our emotions in daily life?
Emotions are recognized and defined in terms of feelings. Emotion is a mental state
that arises spontaneously rather than through conscious effort. It is accompanied by
physiological changes. Emotions mobilize the organism's resources. They energise
organisms to a very high degree in order to meet the emergency situations. For example,
fear makes available to the body enough energy to get away from the feared object or
stimulus.
How we recognize and manage our feelings from time to time plays a critical role in
development of life skills for any person. One must learn to experience or develop
positive feelings like warmth, love, compassion, humor, gratitude, curiosity, joy, or
happiness. At the same time, one must also learn to control or regulate negative emotions
like sorrow, fear, tension, anger, hate, envy, jealousy, resentment, repulsion, hostility,
depression, grief or insecurity. These positive and negative emotions are two dimensions
along the same continuum. The notion of subjective emotional well being and emotional
intelligence is gaining momentum these days to highlight the importance of feelings in
successful living.


1 Feel scared
2 Feel fearful
3 Feel afraid
I Shame items:
1 Feel sheepish
2 Feel bashful
3 Feel shy
J Guilt items :
1 Feel repentant
2 Feel guilty
3 Feel shame
K Anxiety items:
1 Feel apprehension
2 Feel worry
3 Feel nervous
Total

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Emotional Intelligence
The importance of feelings is recognized in the recent concept of emotional
intelligence (EI). It is defined as a constellation of non-cognitive skills resulting in the
ability to process emotional information particularly as it involves perception,
assimilation, understanding and management of emotions. EI is about recognizing joy
and pain in others. It is about being angry at the right time, in right manner and for the
right reason. It is about authentic use of emotions. It is analogous to the ability to read a
map. EI competencies are not innate talents. They are learned abilities. They are
competencies, which can be developed by training. EI refers to the emotional,' personal,
and social or survival dimensions of intelligence rather than the strictly cognitive IQ
skills related to learning memory, recall, thinking and reasoning.
EI describes the ability of a person to understand his or other's emotions. It enables us
to act appropriately based on this understanding. It is increasingly recognized that
rational intelligence (IQ) has only a small influence in the success of individuals in their
chosen areas of private or public life. More important are the emotional, interpersonal
and social skills. The EI of a person is measured in terms of an emotional quotient (EQ).
The EQ, rather than IQ, has been found to be greater predictor of success in life and
work.
An individual's IQ or cognitive ability remains relatively fixed throughout life. On the
other hand, EQ develops with age and experience. Through effort, EQ can be improved at
any age. For most people, EQ increases with advancing maturity. This is particularly true
as increasing age enable people to become more aware of their emotions, become more
empathetic with others and learn how to handle difficult relationships and social
situations. It is quite possible that a person starts out with high EL He gets emotionally
damaged in early childhood thereby causing low EQ later in life. It is also possible the
other way round. An individual starts out with relatively low El, but receives healthy
emotional modeling or nurturing-which results in moderately high EQ, It is easier to
destroy EQ than to create or build on them in individual cases. These observations bring
to focus the importance of parents, teachers, television or other means of socialization
when it comes to teaching emotional lessons in young children. The four major domains
and associated competencies of El are:
(i) Awareness: This involves becoming aware of one's own emotions, understanding
how you feel and knowing your strengths/weaknesses. It enables one to decide for
life based on one's own emotions.
(ii) Management or Control: This involves ability to balance emotions against set
goals, create plans and motivate self to achieve them. It helps to use emotions in a
situation rather than hinder one's progress. It includes ability to delay gratification
and reward to focus on the task at hand. The ability to delay gratification is a
master skill. It shows a triumph of the reasoning brain over the impulsive one. It
is a sign, in short, of emotional intelligence.
(iii) Social Awareness or Empathy: This involves ability to understand emotional
nature of those around you-friends, parents, partners, teachers, or your children. It
also implies that you use that knowledge to create better relationships.

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(iv) Social Skills: This involves skills to work with others, understand their emotions,
read signals, handle social situations, solving relationship problems, motivate
others, and create conditions for cooperation and teamwork. The specific
strategies in this include inspiring leadership, conflict management, building
bonds, teamwork and collaboration.
The four aspects of El are, (i) Perception, appraisal and expression of emotion; (ii)
Emotional facilitation of thinking; (iii) Understanding and analyzing emotions; and, (iv)
Reflective regulation of emotions to promote emotional and intellectual growth
respectively. Perception appraisal is the ability to identify emotion in one's own or others
physical states, feelings and thoughts. Expression of emotion involves ability to express
emotions and needs related to those feelings accurately along with proper discrimination
between accurate and inaccurate or honest and dishonest expressions of feeling.
Emotional facilitation of thinking refers to the fact that emotions prioritize thinking rather
than the other way round. Emotions direct attention to important information, aid
judgment and memory concerning feelings. Emotional mood swings change the
individual's perspective from optimistic to pessimistic (or vice versa) encouraging
consideration of multiple points of view by the individual. It also differently encourages
specific problem solving approaches such as when happiness facilitates inductive
reasoning and creativity. Understanding and analyzing emotions refer to ability to label
emotions and recognize relations among words and emotions themselves, such as,
relation between liking and loving. It is the ability to interpret meanings of emotions,
such as, sadness accompanies a loss. It is to understand complex feelings, simultaneous
feelings of love and hate or blends such as awe with fear and surprise. It is to recognize
likely transitions among emotions, from anger to satisfaction or from anger to shame.
Reflective regulation of emotions promote healthy living in an individual
 to stay open to feelings (pleasant or unpleasant)
 to reflectively engage /detach from an emotion depending on its judged
information or use;
 to reflectively monitor emotions in relation to oneself and others, such as,
recognizing how clear, typical, influential or reasonable they are; and,
 To manage emotions in oneself and others by moderating negative emotions and
enhancing pleasant ones, without repressing or exaggerating information they
convey.
Some people handle anger well but can’t handle fear. Some people can’t take joy. So
each emotion has to be viewed differently.
Types of Emotions
Some authors distinguish between primary and secondary emotions. A primary
emotion is what we feel first. The secondary emotion is what it leads to. Anger is a good
example of secondary emotion. There are many possible primary emotions which, when
they are intense enough lead to anger. We might feel insulted, cheated, or pressured. If
these feelings are at low level, we are not likely to say that we feel angry. But if they are
intense, we commonly say we feel angry. Depression is another example of secondary
emotion. Or we might call it a 'catch-all term'. Depression can include feeling

129. 130

discouraged, hopeless, lonely, isolated, misunderstood, overwhelmed, attacked,
invalidated, unsupported, etc. Normally it includes several feelings. These more specific
feelings are what are called primary emotions.
Some examples of emotions are interest-excitement; enjoyment-joy; surprise-startle;
distress-anguish; disgust- contempt; anger-rage; shame humiliation; fear-terror. It has
been severally found that non-verbal aspects communicate over 90% of emotion
expressions between individuals. They are expressed in vivid forms like changed facial
expression, voice change (screams, groans, sobs or laughter) and gestures. The facial
expression of emotion cover three dimensions, viz., pleasantness-unpleasantness,
attention-rejection (characterized by wide open eyes, flared nostrils, open mouth or
closed eyes, lips or nostrils) and sleep-tension. Studies have shown that people with
higher abilities to read or understand nonverbal cues of emotional expression are more
successful in their school, work or relationships with other people.
Managing Negative Emotions
Emotions can be classified as positive and negative. Emotions, which can be used for
successful adaptation or adjustment with others, are deemed positive and those, which
become a source for maladjustment with others, are considered negative emotions. Most
emotions are adaptive when they are in moderation. They become negative or
maladaptive only when carried to excess.
(a) Managing Fears: Fear is one of the primary emotions. It is a feeling of agitation
caused by presence of imminent danger. Fear is when we recognize what causes
it. We know what we are afraid of. Mild fears in presence of dangerous stimuli
are common and acceptable. Fears can turn abnormal or irrational when the
person realizes that a specific stimulus or situation elicits fright responses.
(b) Managing Anger: Adrenaline (called fight or flight hormone) increases when
you are angry. High level of adrenaline is dangerous for your body. If you find
that you are using anger as general pattern of your response, remember that it will
leave you feeling foolish and sorry in the end. In mild forms, anger is helpful in
mobilizing resources. In excess, it is harmful and destructive. If you feel like
bashing someone, try holding off until tomorrow. Meantime, throw yourself into
some physical activity like gardening, carpentry or game of tennis or you can
even go for a long walk. Working the anger out of your system will leave you
better prepared to handle your problem intelligently.
Learning to be less angry
 Change your expectations of self or others
 Do not hope for the best or expect the worst. Don't expect immediate
gratifications.
 Expect what you are most likely to get based on your past experience.
 Do not mistake that not getting angry is a sign of submission or weakness

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 Stop telling yourself that it is awful or terrible to wait, get caught in traffic, get
treated unfairly, receive inferior service at a restaurant, etc. They are merely
unavoidable, if unfortunate, facts of life.
 Few people seek help for their anger, as they rarely consider it their own problem.
 Breathe deeply and slowly to relax your anger.
 Use imagery and visualize a relaxing experience to overcome anger
 Avoid giving verbal instructions like 'never' or 'always'. Do not swear.
 Remind yourself that getting angry does not fix anything. It makes things worse.
 Don't say the first thing that comes into your head. Slow down and think carefully
about what you want to say.
 Listen carefully to what the other person is saying and take your time before
answering.
 "Silly humor" can help defuse rage. There are two cautions in using humor. First,
don't try to just "laugh off" your problems; rather, use humor to help yourself face
them more constructively. Second, don't give in to harsh, sarcastic humor; that's
just another form of unhealthy anger expression.
 Change your environment. Give yourself a break.
 Try changing the times when you talk about important matters so these talks don't
turn into arguments.
 Truly forgive the person who wronged you as well as to truly forgive yourself.
 Minimize your expectations from your various interpersonal relationships and
maximize on your yields or contributions to the relationships.
 Learn to appreciate differences and divergences in the nature, temperaments or
behaviors of people around you.
 Understand that relationships are meant to give mutual freedom and opportunities
for individuals to grow. Healthy relationships are not meant to be scheming,
exploitative, possessive or demanding on one another.
 Human relationships may begin sometimes on a biochemical basis with mutual
attraction and affections at first sight. Understand that intimate relations cannot
sustain for very long only on a physical basis. It requires great effort, hard work,
hope, optimism, good cheer, sharing, mutual interests, and compromises, giving
than receiving, and such other qualities to sustain any relationship.
The specific things or events that make one angry vary from person to person.
Nevertheless, anger is always a reaction to frustration generated from injuries, insults,
threats, motives and needs. For infants, the source of frustrations may be simple, such as,
going to bed, having things taken away, having their face washed, being left alone, losing
attention, or failing to achieve something they are attempting. Adolescents are infuriated
by, more than physical constraints, to sarcasm, bossiness, shunning or thwarting. Adults

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express anger through annoyance, spitting, smelling bad or cheating. The expression of
anger changes with age. Kids throw tantrums, show surliness, bullying and fighting.
Adolescents become subtle, sarcastic, swear, gossip, plot or at an extreme even become
argumentative and hostile.
A specific form of anger is resentment. It is usually a reaction towards authority-
when one feels repeatedly controlled and forced by authority figures. A child, who feels
controlled, pressured and forced by his mother, father and then by his teachers, and
school authorities, may later feel resentful of anyone in a position of power.
Most of us feel resentful when,
• Others try to tell us what to do, how to run our lives, what we need or what
they think is best for us;
• Others tell us what they think we should do how they think we should feel or
act;
• Others feel and act superior to us;
• Others act in hypocritical ways;
• Others deprive us of our needs;
• We see those in power abusing their power and hurting others who are less
powerful;
• We are falsely accused, judged, prejudged, discriminated, labeled, ignored,
attacked, hunted, persecuted, underestimated or invalidated.
• Others tell lies to us or lies about us.
Managing Jealousy: Jealousy appears somewhere between 12-18th months during a
child's life. It is usually in the context of birth of a new child and the resulting rivalry
between siblings. Jealousy results from a felt or perceived lack of attention/approval from
others in the family or surroundings. Jealousy is an irrational reaction compounded of
grief, loss of self esteem, enmity against the rival and self criticism. Jealousy can be
expressed in subtle or idiosyncratic ways. There are two possibilities for this emotion.
You could be a target of someone else's jealousy or you could be targeting someone due
to your jealousy. In either case, it is a negative emotion that needs to be understood and
managed effectively. When you are jealous about someone it means that you perceive as
if that someone is taking away a share of attention, which you feel, is deserved or
reserved for you. It means that you feel that you are not in the spotlight or limelight.
Jealousy gets expressed as scorn, sarcasm, pungent remarks, disparaging comments,
criticisms, belittling, or taunts.
When you are a victim of someone's jealousy:
 Don't react to the signals of their pungent remarks.
 Practice to take them in your stride.
 Tell yourself that the offender is probably reacting to some of your
qualities-which he perceives as threatening and not you as a person.

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 Understand that his jealousy is a reflection of his weakness rather than an
onslaught on your strengths.
 If you can be more magnanimous, try being modest. Reflect casually that
there are no special or extraordinary qualities in you. The things that have
been achieved by you could have been achieved by just about anyone in
the same position or circumstances that you were or are in.
 Neutralize or balance out the extremes of these emotions.
When you yourself develop feelings of jealousy against someone:
 Changing yourself is even more difficult task. Begin by having the will to
change. Remember that Rome was not built in a day. It takes time to change
you.
 Make a beginning realization and acceptance that you have feelings of jealousy.
 There is always a risk that at an extreme, jealousies go astray to manifest as
hate, wishing evil, spite, resentment or revenge.
 Nip feelings of jealousy at the bud.
 Indulgence in negative emotions can harm you more than the person that you
are targeting as victim of your jealousies. This is called the boomerang effect.
 Don't act impulsively without thinking, reflecting or weighing on the feelings.
 Postpone the expression of your jealous feelings. Procrastination dilates the
intensity of the emotions. When an emotion is spread out, its depth decreases.
 Try to analyze and understand your feelings of jealousy. Try to look at the
qualities in the person about whom or which you are feeling jealous. If possible,
try to achieve them step by step. Don't imitate, just try to emulate.
 Don't waste time grudging that person or finding faults about him or her. Don't
dissipate energies on such things. Sublimate them for your own self
improvement.
Managing Grief or Depression: Grief is the result of a loss. It is a deep mental
anguish arising from bereavement. The grieving process continues usually till the loss
is acknowledged by the aggrieved person. Almost everyone experiences grief at some
point or the other in one’s life. The passing of time, social supports, talking it over
with others, repeatedly relating the grieving incident and such other measures usually
helps overcome grief. Depression is a more prolonged state of sadness even after the
precipitating event/s has subsided. It is contagious. It can lead to pessimism. There
are no ideas of worthlessness or inadequacy in grief as seen in depression. Grief is in
fact beneficial. It improves by others trying to console.
Handling Grief & Depression
• Become aware of the cause of your feelings of grief or depression.
• List you negative or pessimistic thoughts by writing them down on a piece of
paper.

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• Make a separate, but related list of positive or optimistic thoughts and
accomplishments.
• Focus on your positive experiences more than on the negative thoughts or
feelings.
• Get socially active.
• Make a weekly schedule of you daily activities by including positive elements in
them.
• Find a hobby or two. Spend some time at your favorite activity or hobby. It could
be surely helpful.
• Exercise daily. Get plenty of rest and eat properly. When you are depressed your
immune systems are also weakened. You may find yourself more susceptible to
colds and flu,
• Use self relaxation exercises especially when you are feeling stress or tension.
This could be even a simple breathing exercise involving slow inhaling and
exhaling for few minutes until your whole body feels relaxed.
• Set realistic short term and long term goals.
• Accept that everyone has different abilities and interests. Focus on your unique
characteristics and positive accomplishments.
• Avoid comparison of yourself with others.
• Be assertive, not aggressive, when you are expressing your anger.
• Realize that you could have few automatic thoughts. This means there are some
thoughts (especially negative ones) that enter your mind during several common
life situations.
• Negative or automatic thoughts lead to sad feelings. Look for them and eliminate
them.
• Talk it over with a friend or confidant.
• Avoid isolation and withdrawal even though your depression makes you to assume
that others don't like you. The isolation worsens the depression as you lose the
positive feedback you can get from friends or family.
• Depression sets in a vicious cycle. The sadness, hopelessness, loss of interest, or
grief leads the depressed person to withdraw from social contacts which in turn add
on to these negative feelings.
• At an extreme, depression can bring thoughts on suicide. If one is contemplating on
suicide as means to get back on someone, remember that you are not going to be
around to enjoy your revenge. Virtually all problems are temporary. Suicide is a
permanent irrevocable action. It is not a solution.
• Merely the thought of suicide or wish to die does not mean that you have gone mad.
Suicide may seem as the only option to end pain or escape the situation. But, surely,
that is not the answer!

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Most people who attempt suicide do not want to die. They want to be heard and
helped through their pain. But, often, they are not thinking rationally or do not know
where or how to seek help. Instead of thinking "I need to talk to someone", they tell
themselves "I wish I were dead". Having a friend talk about suicide may be upsetting and
frightening. Don't brush her off by saying: "You must be joking!" Avoid statements that
deny her feelings, like: "I can't believe you" or "It can't be as bad as that, so cheer up".
Offer sympathy and concern. Do not be afraid to talk about it. Insist that your friend seek
professional help. If necessary, make the appointment yourself and see a counsellor and
go with her. Remove excess pills or any other thing that you consider dangerous from her
room. Many suicides are preventable because suicidal thoughts are temporary.
It is equally important to deal with tact when you come across someone recovering
from a suicide attempt. He may be embarrassed and unable to explain his actions to you.
The important thing for you is to be honest and express your concern by being non-
judgmental and letting him know that there are people around who care for him. You
might say, "I heard that you have been having a rough time. I'm sorry I didn't know you
were having trouble. But, I am glad you're fine. You have a lot of friends here who care
about you. Do you feel like talking about things?"
Warning Signs for Someone at Risk for Suicide
People contemplating suicide may exhibit one or more of the following warning signs:
• Shows change in behaviors: withdraws from friends and seems depressed.
• Shows a decrease in energy and enthusiasm.
• Talks about death: "I'd be better off dead!" or "I'm tired of living" or “My
family or friends would be better off if I were dead!"
• Writes poems or letters about death.
• Has had a recent loss or failure and is not recovering.
• Is preoccupied about reading or writing about death or reading about famous
people who have killed themselves.
• No longer cares about school, work, or personal appearance.
• Is accumulating pills or making enquiries about ways to kill one self.
• Gives away prized possessions.
• Shows a big change in weight.
• Begins to drink heavily, smoke or use drugs.
• Spends large amount of time alone.
• Changes physical appearance, Dresses in black.
Overcoming Shyness: Shyness is experienced as discomfort and/or inhibition in
interpersonal situations. It involves drawing back from contacts or familiarity with
others. It tends to hinder interpersonal or professional goals. It is a form of excessive
self-focus. It is a preoccupation with one's thoughts, feelings and physical reactions.
It varies from mild bashful or social awkwardness to totally inhibiting social phobia.

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Shyness may be chronic and dispositional. It may be a personality trait central in
one's self definition. Shyness is not to be confused with modesty. A modest person is
unassertive and shows no pretensions or vanity.
Shy people are ever self conscious, blame self, expect negative outcomes, or remain
fearful. These feelings maybe expressed internally or expressed verbally. Ordinarily
people take credit for success and externalize the cause of their failures. It is reverse
in case of shy people. They often see failure in stable, global, or uncontrollable terms.
This leads of feeling of shame. They have self abusive cognition which lowers their
self esteem. They feel insecure in social situations, feel others have more fun in social
situations than themselves, feel that others are rejecting them, find it difficult to
approach people having a conversation, feel lonely most of the time, tend to be more
critical of others, find it difficult to ask for favors from others or say 'no' to
unreasonable requests, tend to be suspicious of other peoples intentions towards them,
cannot participate in group discussions, worry about too many things, judge
themselves negatively, feel embarrassed in social company, feel disappointed or
ashamed of self most of the times, etc.
 Take initiatives to begin conversation with others.
 Make physical contacts like hugs or touches with close friends or in intimate
relationships.
 Don't pause to call others by their name.
 Smile at others.
 Don't hesitate to ask queries to strangers or say 'please' or 'thank you'.
 Make positive eye to eye contact when in conversation with others.
 Never say 'YES' when you want to say 'NO'. Be assertive in refusing to others
when you are in genuine inconvenience.
 Feel free to seek favors or help from others where you need it most.
 Try telling a joke or narrating a humorous event to others.
 Feel free to perform an act of kindness if you really want to do so.

Regulating positive emotions: While one may give endless counsel on overcoming
negative emotions, it is equally important to regulate positive emotions in our daily
lives. Even with happy emotions, we may inadvertently step on feelings of others as
we revel in our success. The sheer intensity of emotions becomes so self-absorbing
that we lose touch with our surroundings. We stop paying attention and when that
happens we make mistakes. We need to find a way to work with these intense
emotional outbursts when they occur. Don't be swept away by the emotions. Learn to
minimize their impact or express your feelings constructively. Many of us think, "But
I'm already doing that! I keep myself under control almost all of the time".
Repressing emotions is not the same as learning to work with them. Even if emotions
are kept under control, there will be times when they come rushing to the forefront

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especially during times of trauma, such as, failure in examination, experiencing a
death or when dealing with a break-up.
From biology, we learn that there's nothing inherently harmful in our emotions by
themselves. Any harm comes about because instead of making productive use of our
feelings, we allow them to rage through us like a forest fire or repress them until they
burn us out. In reality, our emotions are as natural and as vital as breathing, digesting,
eating or sleeping. Instead of trying to hide them, deny them, ignore them or avoid
them, we can learn to consciously utilize them, just as man has learned to use fire to
light darkness and fuel the engines of industry.
Tips to Cope with Negative Emotions
 Begin by identifying the negative feeling or emotions like anger, hostility,
resentment, envy, jealousy, or rage in your body.
 Take good self care by including adequate sleep, rest, appetite, nutrition & regular
exercise.
 Take a ten minute walk. When the situation comes to a boiling point or when it
becomes almost imperative for you to give vent to your emotions take a break. The
break could be an activity like walking in neighbourhood or outside the charged
situation. This helps to clear your mind. It saves you from losing your temper. If
the other person is not agreeable for the break, excuse yourself to the bathroom.
Stay long enough to go over your options and cool down. While you are cooling
down, remember that the other person is also cooling down.
 Vent to a mentor, coach or trusted colleague. The act of sharing frustrations and
fears will calm you down. Take the support of people and help yourself to move
forward.
 Ask yourself: 'What am I afraid of?' Most of our negative feelings appear when
one of our fears gets activated. By going directly to the source of your feelings,
you may be able to short circuit them,
 Make an exhaustive 'do not want' list. Write down everything you do NOT want
in the situation, such as, 'I don't want to look foolish', or 'I don't want to be
unprepared'. Once you write it down or all of it, your mind will be clear to
generate productive solutions.
 Distract yourself. Sometimes getting your mind off your upsetting subject is
enough to calm you down. Consider closing your door and playing some game or
some mindless or absorbing activity. Shifting your focus will shift your attitude.
 Ask 'what's working?' rather than 'what's wrong'. It may be a communication
breakdown. Ask what is it you want to destroy. Is it a person? Or is it a
relationship? Or is it myself? Instruct yourself that it is none of these.
 Ask whether what is happening is healthy. What would help me feel better, that I
can control. Take a deep breath. Exhale slowly. Relax.
 Understand relationships. A relationship is a series of compromises. The

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compromises may be made due to fear, anger or even threats. Marriage,
friendships and family life is no exception. Emotions may sometime get you what
you want in your relationships. Often, they do not. Probably, the best way to get
what you want in any relationship is by compromise and negotiation. Not by
control, confrontation or authority. If it is so, you must be able to maintain control
on your emotions. Remember that you cannot control the behaviour of others. On
the contrary, it is your own behaviour that needs or can be controlled.
 Avoid pushing your hot buttons. Every transaction between two or more human
individuals has its own 'boiling' or 'melting' points. It is when matters get to that
extreme boiling point-so to say, that emotional outbursts occur. Do not allow
yourself or others to be pushed to that point of no return.
 At the point of no return, there are four ways in which you or people react to
emotional distress.
(a) Attack behaviors (such as, hits self or others, pulls or pushes).
(b) Intimidation behaviors (such as, insults, harassment or making obscene
comments).
(c) Refusal behaviors (such as, stony expressions, unyielding or unfeeling actions).
(d) Deceiving behaviors (such as, telling lies, manipulation, acting, making interim
demands).
If you can recognize the tactic being employed by the opposite person/s during the
emotional transaction, you can avoid the calamity of allowing yourself or others to be
pushed to that point of no return.
 Disconnect physically or mentally. Even in case, you are pushed to that point
of no return during an emotional interaction that you feel like forced to make
an outburst, try to cut off yourself immediately. It does not do any good to
respond when you are angry or frustrated.
 Don't pressure yourself or others to make quick decisions. Quick or emotional
decisions can often lead to mistakes. Don't decide in haste. Whenever possible
take time to sleep on your decisions.
 Get curious, not furious. Reframe your negative emotions into ones of
curiosity. Ask the questions: "Why?" Why is it happening to me or others? In
seeking to understand, you neutralize the negative emotions.
Components of Coping with Emotions
1. Recognizing: Ability to identify or become aware of one's own feelings, the
course or origins of those feelings.
2. Empathy: Ability to feel with others in different emotional situations.
3. Sympathy: is the ability to feel for others in different emotional situations.
4. Objectivity: is the ability to understand the emotions as they are and not
based on personal biases.

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5. Emotional Intelligence: is the ability to identify one's own feelings, feelings
of others, regulate one's emotions and handle situations involving different
emotions.
6. Self Awareness: is the ability to be aware of internal changes and different
reactions given to different emotional situations in social and personal
situations.
7. Analytic And Synthetic Ability: Analytic ability refers to evaluating the
situation in terms of what has led to the emotional situation, and what would
be the likely result. Synthetic ability refers to the ability to organize and use
the appropriate emotions in response to the emotional situations.
8. Sense of Proportion: is the ability of an individual to be aware of the
intensity of his emotional reaction and be able to sense whether the same is
required for the situation.
9. Emotional Shock Absorbers: is the ability to withhold any emotional shock
potential of disturbing the individual directly, by trying to be non-emotional,
rational and capable of understanding the sources and meaning of
emotionally disturbing news.
10. Resilience: is the ability to recover quickly from any emotionally disturbing
situation and get back to mental cheerfulness.
Coping with emotions is a fundamental life skill wherein stress is understood as
a condition or feeling experienced when a person perceives that demands exceed
the personal, and social resources of the individual is unable to mobilize; it is
important to unravel the components that goes into the skill for mastering or
managing stress. The following components for coping with stress are given along
with their operational definitions:
1. Recognizing
a. Felt Emotions.
b. Sources of Feelings (Internal and External)
This cluster refers to a group of abilities to identify or become aware of one’s
own feelings, the course or origins of those feelings, an appraisal of the barriers or
obstacles that seemingly impede resolution of those feelings.
2. Empathy & Sympathy
a. Other Perspective
b. Feeling for Others
c. Feeling with Others
Empathy refers to an attitude of identification with or understanding of another person's
situation, feelings and motives. Compare and contrast with sympathy which refers to a
relationship or affinity between people or things in which whatever affects one
correspondingly affects another. In short, empathy is feeling for others as sympathy is
feeling with others.

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3. Objectivity
a. Depersonalizing
b. Distancing
c. Outsider Perspective
d. Specimen Study
e. Avoiding Magnification & Minimization
This cluster refers to a state, quality or attitude of being impersonal, external or
uninvolved to a problem or situation being examined or under focus. It includes a
cultivated sense of maintaining distance from the object under observation or study.
It provides an outsider perspective on the matter of study. It also avoids the pitfalls
of magnification or minimization of observed details or experiences.
4. Emotional Intelligence
a. Awareness
b. Management or Control
c. Social Awareness or Empathy
d. Social Skills
This cluster refers to a constellation of non-cognitive skills resulting in ability to
process emotional information particularly as it involves perception, assimilation,
understanding and management of emotions. For a more detailed description on the
above mentioned components read section 2.02
5. Self Awareness
a. Know Thyself
b. Knowing own strengths & weakness
c. Knowing about available or surrounding resources
Self awareness refers to realization of oneself as an individual entity or
personality, including ones feelings, traits or behaviors.
6. Analytic & Synthetic Ability
a. Analysis
b. Synthesis
This cluster refers to the ability to evaluate in terms of what has led to a given
emotional situation. It involves foreseeing what would be the likely result or
consequences thereof. Analysis is separation of a whole into its constituent parts
and study of their interrelationships in making up a whole. This is called de-
compositional or resolution concept of analysis. Sometimes analysis is viewed as
working back to earlier threads of a problem. This is called regression concept of
analysis. The third is called interpretative or transformational concept of analysis
which involves giving meaning to the entire problem of emotional experiences.

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Synthesis refers to the facility to combine the separate elements to form a
coherent whole. It involves organizing and use of the appropriate emotions in
response to the emotional situations. Usually analysis and synthesis go together.
7. Sense of Proportion
Proportion refers to the relationship between things or parts of things with
respect to comparative magnitude, quantity or degree. The relationship is usually
such that when one varies then another varies in a manner dependent on the first.
Samuel Johnson rightly observed: "We do not always find visible happiness in
proportion to visible virtue". Proportion also refers to an agreeable or harmonious
relation of the parts within a whole. It denotes balance or symmetry of feelings.
The meaning of proportion may be better understood when contrasted with
often-used phrase 'out-of-proportion'. This refers to things or situations not in
proper relation, especially by being wrong size or amount. For example, her
emotional response was out of all proportion to the circumstances.
8. Emotional Shock Absorbers
a. Impacting
b. Padding
c. Reprisal or Retaliation
A shock absorber is usually referring to a mechanical device used to absorb
sudden impulses. It is usually a pad or pillow with a soft filing used for being
resilient to shocks. The emotional shock absorbers mentioned herein refer to
psychological devices in an individual that offers resistance to stress, strain or
similar struggles and sufferings experienced in daily lives. They aid in continuing to
maintain ones emotional equilibrium and equipoise even in the face of difficult or
trying experiences.
9. Resilience
a. Overcoming Functional Fixedness
b. Developing Divergent Thinking
c. Conquering Rigidity of Thought
Resilience refers to the ability to recover quickly from change or misfortune. It
involves flexibility of the person to get back to original shape despite onslaught by
adversities. Obviously, this implies that the person must have flexibility in thinking
and problem solving. He must be capable of thinking in diverse ways, overcome
rigidity of thinking or stereotyped manner of thought or action.
Basic Processes Involved in Coping with Emotions
Coping with emotions begin with recognition that an emotion has affected an impact on
the individual. You should first become aware of the emotion. What are the feelings
being expressed by others? What are the feelings inside you? What do the facial
expressions of others tell us? What does their body language convey to us? You should
be able to read their posture, eye contact, voice, dress or appearance. All these things

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apply to you as well. What am I reflecting back to others in my expressions? Am I
mirroring the right feelings or emotions to others? Does my face show up the joy,
warmth, love, compassion, humor, gratitude, curiosity, or happiness that I intend to
show to others? If they are negative emotions, does my manner show up sorrow, fear,
tension, anger, hate, envy, jealousy, resentment, repulsion, hostility, depression?
Empathy and sympathy emerge as one of the basic elements in any emotional
exchange between two or more persons. You need to be able to identify and understand
another person's situation, feelings and needs as much as you expect the same thing to
happen to you during an emotional interaction. There is feeling for others as much as
feeling along with others. Like other emotional skills, empathy is innate quality that can
be shaped by experience. Infants, as young as three months, exhibit empathy when they
get upset at the sound of another baby crying. Even very young children learn by
imitation; by watching how others act when they see someone in distress. These children
acquire a repertoire of sensitive responses. If, on the other hand, the feelings they begin to
express are not recognized and reinforced by adults around them, they not only cease to
express those feelings, but also, become less able to recognize them in themselves or in
others.
Empathy can be seen as a survival skill. It is found that children from psychically
damaged families frequently become hyper-vigilant, developing an intense attunement to
their parents' moods. There is an instance of a child, who had a horrible habit of
approaching other kids in his nursery as if he were going to kiss them, then would bite
them instead. The family history showed that his psychotic mother responded to his
expressions of anger or independence with compulsive kisses.
The very nature of an emotion is to make the person feel and not to think. It is
meant to alert and energize us. It is a signal mechanism and an emergency reaction when
one is faced with the onslaught of an approaching stimulus experience. It is a very
subjective experience. Therefore, achieving objectivity during an emotional experience is
a difficult or challenging proposition. Nonetheless, one needs to develop a state, quality
or attitude of being impersonal, external or uninvolved to a problem or situation being
examined or under focus. One needs to cultivate a sense of distance, outsider perspective
as well as the ability to procrastinate certain emotional expressions especially the
negative or maladaptive ones. This is needed for a long term gain for the individual rather
than their short term satisfactions.
The balance of feelings and thought is critical for the successful adaptation or adjustment.
Emotional intelligence is all about this intricate ability to use emotions constructively
along sides with cognitive skills like perception, memory, thinking, problem solving,
comprehension, etc. A major part of emotional intelligence is one's self awareness. It is
about knowing oneself, one's feelings, sentiments and emotions. It is about knowing what
are one's own emotional strengths and weaknesses. It must be acknowledged that every
one of us has both positive and negative emotions. Emotions do not inherently possess
any intrinsic goodness or evil about them. There is no such thing as innately good, bad or
ugly feeling. A feeling is a feeling. It is meant to be experienced by the individual.
However, it makes a lot of difference when one chooses to direct or deflect the feelings
for one’s own or others benefits. One needs to regulate, control or manage them
according to one's circumstances, time, place or persons in one's surroundings. Angry

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tantrums by a two year old add to his good looks occasionally. But, the same expression
by a ten year old makes him uncouth and uncivil.
Another part of judicious emotional intelligence is analytic and synthetic ability.
Obviously, when one is in the grip of an emotion, one cannot be expected to be making
cool or calculated analysis of himself or the situations around. It cannot be a rational
response. If it were so, then it is not an emotional response at all. It becomes a well
thought-out, pre-meditated and considered intellectual response. This does not discount
the value of incorporating analytical and synthetic elements inside emotional responses.
As social human beings, we need to temper emotional expressions. We need to foresee
consequences of our words or actions. We need to ponder on our past, prize the present
and foresee the future.
There should also be a sense of proportion in the expression of our feelings. Too
much or too little of feelings can become unproductive. Excess love can be as hurting as
hatred. Whether good or bad feelings, joy or sadness, pride or prejudice, guilt or
innocence, compassion or coldness, anger or calm, repulsion or attraction, sympathy or
antipathy-all feelings will have to be tempered in the right proportion. The magnitude,
quality or degree to which one feels a particular emotion obviously varies with one's
inner needs, opportunities for their expression, prevailing situations, one's short term and
long term objectives, and a host of several factors. Nevertheless, one must balance the
feelings.
All said and done, everyone needs to build on emotional shock absorbers. Beginning
from the stage of impacting of an emotion, you must be sufficiently padded to receive the
onslaught of emotions from within as well as outside. You must be able to give back in
the right token and by the right measure. The maintenance of one's emotional equilibrium
and equipoise even in the face of difficult or trying experiences is the ultimate yardstick
for coping with emotions. Calamities, catastrophes, crises, devastations, disasters,
hassles, misfortunes, strain, stress, tensions, turmoil, upheaval's, worries and the like are
part and parcel of any ones living. It is unrealistic to expect of tension free life. One must
learn to accept the inevitability of their existence. Rather, one must also develop the
ability to recover quickly from them. It involves flexibility of the person to get back to
original shape despite adversities. Obviously, this implies that the person must have
flexibility in thinking and problem solving. He must be capable of thinking in diverse
ways, overcome rigidity of thinking or stereotyped manner of thought or action.

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MODULE-11
COPING WITH STRESS
1. INTRODUCTION
Stress is a common phenomenon in daily life. It is difficult to define stress as it has varied
meaning. From its origin, the meaning of stress is adversity or hardship. People have
their own different causes of stress. People have their own strategies to cope with it.
There are healthy ways to manage and cope with stress, but they all require change of
attitude. You can either change the situation or change your reaction. Everyone is a
victim of stress in different degrees. When our ability can’t keep pace with the external
demands, we surrender to stress. We sometimes desperately try to bring certain things
under control, but we fail to do so. Such a situation gives rise to stress. Stress is the
body’s reaction to changes that call for adjustment or response. The body wants to react
to these changes with physical, emotional and mental responses.
The proportion of stress is determined by individual ability to negotiate the external
challenges. Hence, the feeling of stress varies from person to person. Excessive work
pressure, worries, anger give rise to stress. On the other hand, very low level of work in
comparison to one’s ability, inferiority complex, and monotonous way of life too leads to
stress. It has both mental and physical effect in a negative way. Management of stress
means taking care of one’s own thoughts, emotions, time, environment and problems
with a view to leading a balanced way of life, keeping time-space, maintaining healthy
interpersonal relationship and cheerfulness.
In this module, we use “stress “as applied to human experience. We are dealing with
“psychological stress. Physically or psychologically challenging events and
circumstances are called stressors. The psychological and physiological response to a
stressor is called strain. The third approach describes stress as a process that includes
stressor and strains.
This module presents the theoretical concept and various aspects of coping with stress,
strategies and procedures for transacting skills of coping with stress and indicates scope
for location and integration of the skills in different subject areas and the process of
ascertaining to what extent the individual has acquired the skills of coping with stress.
2. OBJECTIVES
At the end of reading this module, you will be able to
 Define stress and concepts related to the nature of stress
 Explain various aspects of coping patterns of stress
 Explain the significance of coping with stress
 Define different components involved in developing patterns of coping with stress
 Use different skills to transact the various techniques and strategies which can be
used in developing good patterns for coping with stress
 Locate scope for integration of the skills in different subject areas
 Assess the level of acquisition of the life skills- coping with stress

144. 145

3. TRANSACTIONAL MODEL
Discussion
Points
Process
Meaning of
Coping
with Stress
The R.P introduces the session by defining stress and strategies of coping
with stress. Stress is a normal physical response to events that make you
feel threatened, or upset your balance in some way. When you sense
danger – whether it’s a real or an imagined one – the body’s defences kick
into high gear in a rapid, automatic process known as the “fight-or-flight”
reaction, or a stress response.
The stress response is your body’s way of protecting you. When working
properly, it helps you stay focused and alert. In emergency situations,
stress response can save your life, giving you the extra strength to defend
yourself.
R.P comes up with a stress reaction to make the participant understand
what stress is.
Activity-1

What can be done to reduce stress or avoid stressor?
Activity-2
The R.P asks each participant to list one incidence of stress he/she feels
frequently. He will make a list of the stress on the white board.
Then s/he will ask them when and why do these happen?
Summing Up: We have to understand the meaning of stress, what causes
it and different ways in which an individual is likely to react to stress. For
acquiring the skill, we need to understand different issues related to stress.

Three stages to be followed for effectively coping with stress.
 Awareness of or by the individual that s/he has stress.
Stressor
Avoid
Alter
Adapt
Accept

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 Attempting to develop a balance between felt stress and exigencies
on the individual.
 Coping with stress.
Component
s
The Resource person takes the lead in discussion using slides and presents
through power point to consolidate the following components through
lecture method:
Recognisability, Planning ability, Objectivity, Empathy, Resilience,
Reality orientation, Self awareness, Relaxation ability, Entertain ability,
Stability
Significance
of stress
managemen
t
The R. P. allots 3 minutes to think about the importance of coping with
stress and invites randomly to make presentations. The significance is
Environmental;
Healthy relationship among family members and maintain
healthy socio-cultural balance
Work place – nature of work, atmosphere of work place.
Physical; Physical health has important role in managing stress.
Personal and social;
A good social life required to require manage stress. Not to
be pre-occupied with own self.
To avoid excessive worry.
Behavioral
Work management and time management
Share responsibility without being too much self dependent.
Not to set very high standard for own achievement
Not to be perfectionist.
The R.P then initiates discussion using slides and PPT presentation to
explain the importance of coping with stress.
Process of
developing
skill of
coping with
stress
The R.P opens a discussion on :
 Recognize the source of stress and stressor.
 For e.g. - some person comes to office late. (achievement
oriented)
 Understand stress.
 Assess intensity of stress
 Reality orientation
 Identify what can make the individual relax
 Try relaxation activities and learn to handle them.
 Personal characteristics that can creat social problem. E.g.
poor communication, low self-esteem, insecurity, lack of
confidence, poor decision-making and fear of failure.

146. 147

Maintaining healthy distance and sensitize them to the importance of other
components.

As there is no standardized procedure for coping with stress – we have to
sensitize our students to different components of coping with stress
through role play, brainstorming and discussion and then think of a need
based specialized training program in specific components of coping with
stress.
 R.P asks the trainees to think of something as their causes of stress.
 The R.P, then explains how to overcome stress by adjusting the
environment.
Questions :
1. What do you do to release your frustration and anxiety?
2. What makes you feel when stressful appraisal comes?
The R.P then divides the participants into groups of three or four and asks
then to consider different scenarios that illustrate a bothersome quality that
someone has.
Activity-3
Group the participants, Each group having 4 to 7 members.
 Provide them a stressful situation. And ask them explain what
mental, physical, and behavioral changes take place.
 What do you do when you feel stressed?
Summing Up:
 Participants will learn that a web of needs for coping with stress is
essential for anyone’s life.
 Participants will become aware of the need for management of
stress in everybody life.
Practice The R.P undertakes certain activities for introducing intervention for the
components of coping with stress.
Strategies Proposed: Brainstorming and then Role-Play, each followed by
discussion.
Activity-4: Handling Stress (Role Plays)
Theme: Stress is a common phenomenon in our daily life. There are
different causes of stress. In this activity, students learn to cope with it.
Time required: 1 period
Materials Needed: Role play situations handout, white board and marker
pens
Mode: In groups of five students.

147. 148

Life Skills to be enhanced: Coping with Stress, Self Awareness, Critical
Thinking, and Creative Thinking and Effective Communication.
Objectives: Students will be able to:
 identify different situations that cause them stress;
 Use appropriate ways of coping with stress.
Getting Started:
Ask students about their understanding of the word 'stress'.
Process:
 Direct students to identify some common situations in which they
feel stressed.
 Make a list of the situations on the white board.
 Divide the students into groups.
 Assign one situation to each group, which may be selected either
from the ones identified by the students or the ones in the handout.
 Instruct each group to prepare a role play of about five minutes
based on the situation assigned to them.
 Allow them ten minutes.
 Each role play is to be followed by a small discussion within the
group.
 At the end of the session, the whole class discusses appropriate
ways of handling stress.
 Sum up the activity with the help of key messages.
Handout-Role Play Situations
Situation-1:
A bully is trying to get his classmate, Arjun to help him to cheat in an
examination. Arjun doesn't want to but doesn't know how to deal with the
situation. He reacts by stuttering; fiddling with his clothes, and avoids
looking at the bully.
Situation-2:
Sahil is twelve years old studying in class VIII. He has spent most of his
time playing, chatting and going out with his friends throughout the year.
He never listens to his parents. He is now under a lot of stress as the final
examinations are very close and he is not prepared for them.
Situation-3:
Aayshi is eleven years old studying in class VIII. She is dark and short.
She also uses glasses. Her friends always make fun of her dark
complexion. They tease her and say that she is not good looking. They
often call her 'Chashmu'. Due to this, her performance has also started
deteriorating. All this is causing her a lot of stress.

148. 149

Situation-4:
Riya is thirteen years old studying in class VIII. She is a good orator and
often participates in school programs. Last week, she had a quarrel with
her friend Ridhi as she was selected to participate in a school function and
Riya was not. Ridhi is one of her close friends. She stopped talking to Riya
and even persuaded some of her other classmates not to talk to her. This
has made Riya very stressed. She is not even able to concentrate on her
studies and often cries at home. She does not share her feelings with her
parents or anyone else.
Suggested Further Activities:
Encourage students to do the following:
1. Write a poem expressing your feelings when you are stressed.
2. Make a time table of all your activities for a week. Divide your time into
different activities like studies, play activities, watching television etc. and
prioritize.
Activity-5: Coping with Stress (Case Studies)
Theme: People have their own stress coping strategies. This activity helps
students to gain skills to deal with stressful conditions by using the case
study method.
Time required: 1 period
Materials Needed: Papers, pen, printed copies of the case study, white
board and marker pens
Mode: In groups of five students
Life Skills to be enhanced: Coping with Stress, Self Awareness, Critical
Thinking, and Creative Thinking, Decision Making and Effective
Communication
Objective: Students will be able to learn about stress and ways of coping
with it.
Getting Started: An ice breaking activity.
Process:
Share the objectives of the session with students.
Divide the class into groups.
Distribute copies of the case study to each group.
Instruct them to analyze the situation among the members. Allow fifteen
minutes.
A volunteer from each group presents the group's views on how to deal
with the case in the situation provided to them.

149. 150

Conclude the session by highlighting key messages.
1. Help your body to handle stress – if it is not within your power to
change the situation, change your attitude!
2. be creative and look at alternate and easy ways of doing things.
3. One should have positive attitude for good health.
4. Accept things that cannot be changed.
5. Possessing a good sense of humour and being able to laugh at oneself is
A desirable skill.
6. One should work towards achievements in fields that one is good at.
Worksheet: Case Studies
Case Study-1
Shreya lives in Delhi. She is thirteen years old studying in class VIII. She
is overweight and wants to be as thin as the models she sees on the
television and in magazines. She is constantly fighting a battle with herself
over what she calls her 'lousy figure'. She is thinking about it all the time
and can hardly concentrate on her studies or any other activity. All this is
causing her a lot of stress.
Case Study-2
Saurabh is thirteen years old studying in class VIII. Last week he had a
quarrel with his friend, Virat over class notes. Virat stopped talking to
Saurabh and even persuaded some of his other classmates not to talk to
him. This has made Saurabh very sad and depressed and he is not able to
concentrate on his studies. He often cries at home but does not share his
feelings with parents or anyone else. He is under a lot of stress.
Suggested Further Activities:
Encourage students to do the following:
1. Write a story in which one of the characters expresses his/her feelings of
stress.
2. Organize group discussions on stress coping skills.
3. Write in your notebook/diary whenever you feel stressed.
4. Write about your feelings when stressed and also how to handle such
situations.
The R.P undertakes certain activities for introducing intervention for the
components of coping with stress.
Tips for R.P: Discuss the concept of “formulate strategies for coping with
stress” after discussing the strategies or otherwise of the behavior of two
groups of students.

150. 151

 Put Off Procrastination
 Exercise Fuels the Brain's Stress Buffers
 Download Meditations
 Assert Yourself
 Avoid unnecessary stress
 Regular exercise
 Engage socially
 Alter the situation
 Accept the things you can’t change
 Adopt healthy life style

Developme
nt of
Interventio
n to cope
with stress
Participants will generate intervention activities through focus group
discussion and/ or workshop mode. A small group will be assigned a role
play. Then they will be instructed to have a rehearsal on the basis of the
given theme. At the same time, the brain storming session will be
organized to find the ways and means of different activities. It will be
again recast by the role play.
The R.P divides the participants into small group’s .Each group consisting
4-5 members, preferably teaching the same subject. The facilitator poses a
question/problem to each group and assigns Group Discussion. The
members in their group will discuss the assigned “Question” and one
member from each group would present their views in front of all the
members.
Group Component Question for Group Discussion
I Positive thinking
& imaginary
technique
What are the differences between the
terms? How to help this in deep stage of
relaxation. You are advised to use this
technique of positive thinking and
imagery.
II Breathing
exercise
Why & how breathing exercise help to
affect during coping with stress?
III Mental relaxation Focus the equilibrium between mind and
body. Define the process & techniques of
relaxation.
IV Muscle relaxation Feel the difference between tension and
relaxation

151. 152

R.P leads discussion by facilitating the views of other groups and seeks
their opinions. Further, the groups are assigned the task of inventing
similar interventions for the rest of the components. Then the R.P invites
some of the members to make presentations.
Integration
in school
subjects
The R.P Divides the trainers in to subject specific groups and will facilitate
the groups for integration of component(s) of the skill in their respective
contents.
(Limitation: Participants may not find enough scope for integration of
certain components in some of the Chapters)
Assessment (Testing and Tool use) The facilitator will assess the skill acquisition by
adopting alternative assessment practices/ tool use.
Use stress scale for youngster’s (SSY)
Self Assessment tool for Coping with Stress
Rate yourself on the following three levels by ticking in the
appropriate column
Self Assessment Mostly Sometimes Rarely
1. I often share my experiences
with my parents and siblings.

2. I generally get satisfactory
marks in my Examinations.

3. Students of higher classes
often bully me.

4. I feel difficulty in
controlling my anger.

5. I easily break down in tears.


6. I get upset when things do
not go my way.

7. I take help of relaxation
techniques when stressed.

8. I react without considering
consequences when upset.

9. I have a regular plan for
things and I follow it.

10. I work keeping the priority
of the task in mind.

This is a self assessment scale, meant to be used only as an indicator. It can
be administered to yourself or to a peer to establish areas for further
enhancement.

152. 153

Note: Your score in each column gives you an indication of your strengths
as well as areas you can improve on. This scale will help you reflect and
introspect so that you can work on Enhancing your skill of Coping with
Stress.



4. RESOURCE MATERIAL FOR PARTICIPANTS

153. 154

"Stress is a reaction people have when excessive pressure or demands are placed upon
them, and arises when an individual believes they are unable to cope."The coping with
stress refers to any program of behavioral and cognitive techniques that is designed to
reduce psychological and physical reactions to stress. Stress is a capable of affecting
physically health. It is usually characterized by physiological responses like increased
heart/blood rate, rise in blood pressure, hyperventilation, increase serum glucose level,
muscular strength and tension.
 Understand the concept and nature of stress.
 Be acquaint to with different components of stress.
 Use pharmacological approaches under medical supervision to reduce emotions,
such as anxiety, that accompany stress.
 Managing stress by Medication.
 Develop behavioral and cognitive method training for coping with stress.
 The ability to progressive muscle relaxation to reduce psychological stress.
 Conjunction with systematic desensitization for reducing fear and anxiety.
 The skill to develop Exchange attitude for gratitude.
 Nothing and no one can “make” you fester healthy food habits
 Take a break from the stressor.
 The skill to develop Exercise.
 The skill to develop Smile and laugh.
 The skill to develop Breathing exercise
 The skill to develop Mental relaxation
 The skill to develop Diary keeping
 The skill to develop healthy food habits
 “No’ to negative thought, Drugs, Smoking, Alcohol, &substance abuse
 The skill to develop Optimistic thinking
Many people have different ideas about what “stress” actually means. What most people
think of when they hear the word “stress” is actually distress? Distress is a negative
emotion that most people generally try to avoid. The word stress used in English
language means “emphasis or force”. The word originates from Middle English meaning
adversity or hardship. There is a problem in defining as various disciplines view stress
differently. In physics, it is used as “application or a system of forces that tend to strain
or deform a body”, Biologist view stress as “application of heat, cold and inadequate
supply of food source” for living organism. Stress is the body's reaction to any change
that requires an adjustment or response. The body reacts to these changes with physical,
mental, and emotional responses.






Sources of the stress are 3 types’ conflicts, frustration, and pressure.

154. 155

Mental and physical relaxation: With its focus on full, cleansing breaths, deep
breathing is a simple yet powerful relaxation technique. It’s easy to learn, can be
practiced almost anywhere, and provides a quick way to get your stress levels in check.
Deep breathing is the cornerstone of many other relaxation practices, too, and can be
combined with other relaxing elements such as aromatherapy and music. Walking and
spending time in nature, talking to good friends, physical exercise, breathing for a long
time, playing with pets, gardening, reading, listening to song, watching comedy film and
serial. Just talking to someone about how you feel can be helpful. Talking can work by
either distracting you from your stressful thoughts or releasing some of the built-up
tension by discussing it. All you really need is a few minutes and a place to stretch out.
Positive thinking and imagery technique: A great deal of relaxation is achieved by
one’s own positive thoughts about oneself. This technique involves giving positive
suggestions to oneself during deep stages of relaxation. You have to use of this
techniques of positive thinking and imagery. This involves telling yourself. All the
techniques of relaxation foster and facilitate alpha state of brain wave functioning.
Additional practice such as, use of meditation, prayer, listening or playing music, have
also been found to be effective in producing mental /physical relaxation or decreasing
stress and anxiety without inducing drowsiness. Its value has been documented in
reduction of blood pressure. And other bodily stress response like other forms of
meditation, it can make us relaxed.
Components Recognisability: It is a group of ability to identify or become aware of
one’s own feelings of stress, the course or origins of that experience of stress, an
appraisal of the barriers or obstacles that seemingly impede resolution of the stress as
well setting of goals appropriate and adequate for bringing about a relative end to
ongoing stressful experience.
Planning ability:This cluster refers to group of to draw blue print and schemes for
enabling short term or long term future courses of action by including effective
consideration towards the act, manner or practice of handling time constraints within the
gamut of planning for coping or bringing about a relative end to ongoing stressful
experience.
Objectivity: It is an ability to be in a state, quality or attitude of being impersonal,
external or uninvolved to a problem and situation being examined or under focus.
Empathy: Empathy is the experience of understanding another person's condition from
their perspective. In short, empathy is feeling with others as sympathy is feeling with
other.
Resilience: It is the ability to maintain mental cheerfulness by recovering quickly from
change or misfortune.
Reality Orientation: It is the ability to perceive or be aware of the objective world in
relation to one’s self across place, time, and person.

155. 156

Self- awareness: It is the ability to develop realization of oneself as an individual entity
or a person, including ones feelings, traits or behaviours covering both good and bad.
Relaxation ability: It is the ability to rejuvenate or refresh one’s body and mind so as to
bring it to an optimal state of functioning.
Entertain ability: Is the ability to amuse, please or indulge in diversions that enables the
individual to get back to optimal state of functioning?
Stability: It is the ability of being constant, firm, steadfast and resistant to change.

156. 157

FURTHER READINGS:
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judgments. In H. Guetzkow (Ed.), Groups, leadership and men. Pittsburg, PA:
Carnegie Press.
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CBSE (2013). Life Skills Manual for Class-VIII. CBSE, New Delhi
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159. 160

APPENDIX-A
List of Resource Persons Involved in Writing the Modules (7-9, September 2015)
1. Mrs. Smaranika Pattnaik, DAV Public School, Pokhariput, Bhubaneswar-751020
2. Dr. Rajlaxmi Mishra, C/O-D.P Padhi, College Square, cuttack-753003
3. Mr. Chandika Prasad Ghosal, The Oriental Seminary, 363, Rabindra Sarani,
Kolkata-700006.
4. Dr. Muktipada Sinha, Jadavpur University, Dept. of Education, Kolkata-32
5. Mr. Bhawani Shankar Gadatia, Assistant Teacher, Baragarh-768049
6. Dr. Minakshi Panda, Assistant Director, SCERT, Bhubaneswar
7. Prof. CGV Murthy, Dept of Education, RIE Mysore
8. Prof. B N Panda, Dept .of Education, RIE Bhubaneswar
9. Prof. K B Rath, Principal, RIE Bhubaneswar
10. Dr. E Gangmei, Dept. of Education, RIE Bhubaneswar
11. Mrs. Sunandita Bhowmik, Research Scholar, RIE Bhubaneswar
12. Miss. Subhashree Mohanty, Technical Assistant, RIE Bhubaneswar
13. Dr. B C Das, Lecturer in Education, Dept. of Education, Ravenshwa University
14. Dr. Chandra Prabha Mohanty, Retd. Director NIRTAR, Cuttack
15. Dr. Rasmirekha Sethy, Assistant Professor in Education, RIE Bhubaneswar
16. Dr. Ramakanta Mohalik, Assistant Professor in Education, RIE Bhubaneswar

List of Resource Persons Involved in Reviewing the Modules (5-6, November 2015)
1. Dr R P Devi, Retd. Principal, NDWCTE, Bhubaneswar
2. Dr Preetilata Jena, Retd. Deputy Director, TE and SCERT, Bhubaneswar
3. Dr R Sethy, Assistant Professor in Education, RIE Bhubaneswar
4. Dr R K Mohalik, Assistant Professor in Education, RIE Bhubaneswar
5. Mrs. Smaranika Pattnaik, DAV Public School, Pokhariput, Bhubaneswar-751020
6. Mr. Chandika Prasad Ghosal, The Oriental Seminary, 363, Rabindra Sarani,
Kolkata-700006.