Unit I human Values

1. SRI RAMAKRISHNA INSTITUTE OF TECHNOLOGY,
COIMBATORE-10
(AUTONOMOUS INSTITUTION, APPROVED BY AICTE, NEW DELHI – AFFILIATED TO ANNA
UNIVERSITY, CHENNAI)
GE6075- PROFESSIONAL ETHICS IN ENGINEERING
I.Karthikeyan
Assistant Professor,
Mechanical Department .
6/10/2021
1

2. UNIT -1 HUMAN VALUES
Morals, values and Ethics – Integrity – Work ethic –
Service learning – Civic virtue – Respect for others
– Living peacefully – Caring – Sharing – Honesty –
Courage – Valuing time – Cooperation –
Commitment – Empathy – Self confidence –
Character – Spirituality – Introduction to Yoga and
meditation for professional excellence and stress
management.

5.  Moral- concerned with the principles of right and
wrong behaviour.
 (Philosophy- the study of the fundamental nature
of problems concerning matters such as
knowledge, reality, and existence, especially when
considered as an academic discipline.
 A theory or attitude that acts as a guiding principle
for behaviour).

6. 1.1 THE NEED FOR ETHICS
 Ethics is the study of choices people make
regarding right and wrong.
Each of us make dozens of moral choices daily:
1. Go to school or to work or play sick.
2. Use someone else’s work as our own or study and
do your best.
3. Tell the truth or tell a lie.
4. Obey the speed limit or ignore it.

7. THE NEED FOR ETHICS

9. 1.2 DEFINITION
 Moral behaviour that governs a person’s behaviour or the
conducting of an activity ”
 The branch of knowledge that deals with moral principles.
 It is derived from the word ancient Greek word ethos (Habit
or custom).
 As a branch of philosophy, it investigates “ What is the best
way for people to live”
 What actions are right or wrong in a particular
circumstances

10. 1.3 CLASSIFICATION
 Meta- ethics
Ethical Statements concerning the theoretical meaning
and reference of moral proportions, and how their truth
values can be determined.
( seeking to understand the nature of ethical properties
and evaluations)
 Normative ethics
- Concerning a practical means of determining a moral
course of action (What should I do)
 Applied ethics
- Concerning what a person is obligated to do in a
particular situation

11. IN SHORT
 1. Metaethics (what is good? etc)
 2. Normative ethics (what should we do?)
 3. Applied ethics (how do we apply ethics to work
and lives?)
 4. Descriptive ethics (what moral people follow)

12. 1.5 MORALS DEFINITION
 Morals are concerned with the judgment of the
goodness or badness of human action and
character.
 Teaching or exhibiting goodness or correctness of
character and behavior.
 Conforming to standards of what is right or just in
behavior; virtuous. (having or showing high moral
standards.)
 Arising from conscience or the sense of right and
wrong.(a person's moral sense of right and wrong,
viewed as acting as a guide to one's behaviour.)

13. 1.6 MORAL STANDARDS
 In most times and places, people acknowledge the
existence of an objective moral standard binding on
all people regardless of their personal desires and
preferences.
 There has not always been complete agreement on
what that standard was.
 Over the past several decades, that need has been
called into question.
 It is fashionable today to believe that decisions
about right and wrong are purely personal and
subjective.
 This belief is known as moral relativism.

14. MORAL VS ETHICS
 Ethics refer to rules provided by an external
source, e.g., codes of conduct in workplaces or
principles in religions.
 Morals refer to an individual's own principles
regarding right and wrong.

15. 1.4 CODE OF ETHICS
 Be Responsible
 Be fair
 Be honest
 Be Accurate
 Be Independent
 Minimize Harm
 Be Accountable

16. Moral Relativism:
 According to it, whatever anyone claims to be
morally acceptable is morally acceptable, at least for
that person.
 Supposedly, there is only one exception to this rule:
Judging other people’s conduct is considered
intolerant.

17. 1.7 WHY DO WE NEED ETHICS
 Many people reason that we don’t need ethics
because of our system of laws, when consistently
enforced, provide sufficient protection of our rights.
 In order to assess this idea we must understand
who makes laws and how they make them.
 Who makes them: local, state, and national
legislators.
 How they are made is somewhat more difficult.
Legislators must get together to talk about a
particular behavior and then vote on whether they
want to criminalize it.

18.  On what basis do they conclude that one act
deserves to be classified criminal and another one
doesn’t?
 What kinds of reasons do they offer to support their
views?
 How can they be sure those reasons are good
ones?
 The fact that 2 or 10 or 500 legislators expressed
that personal view would not be sufficient reason to
conclude that a law should be passed preventing
other people from committing the act.

19. WHY DO WE NEED ETHICS
 Why do we need ethics if we have laws?
 Because law is not possible without ethics.
 The only way for a law to be enacted or repealed is
for one or more people to make a decision about
right and wrong.
 Often laws must be revised.

20. EXAMPLE
 Whether we watch TV at a friend’s house or at our
own is not a moral issue.
 But whether we watch TV at a friend’s house
without his or her knowledge and approval is a
moral issue.
 Filling out an application for a job is a morally
neutral act. But deciding whether to tell the truth on
the application is a moral decision.

21. 1.8 ETHICS DEFINED
 An ethicist observes the choices people make in
various moral situations and draws conclusions
about those choices.
 An ethical system is a set of coherent(logical and
consistent) ideas that result from those conclusions
and form and overall moral perspective.
 Ethicists are not lawmakers.

22. INTRODUCTION TO THE VALUES THEORY
 Values 
 Are criteria people use to evaluate actions, people, and events.
 Each of us holds numerous values with
varying degrees of importance.

23. 2.0 HUMAN VALUES
 Are nothing but basic moral values one ought to
possess to live as a citizen or as a person.
 Values become variables in the decision making
process, ethical aspects of a decision often prove
more difficulty than the technical part.
 “We as an Engineer, should be aware of our
social responsibilities, and should develop a
great awareness and an understanding of the
ethical and social implications that arises in this
profession.”

24. FOUNDATIONS OF HUMAN VALUES
 A few key principles compose the foundations of
human values upon which societies have been
established.
1. The innate dignity of human life.
2. Respect and considered for others.
3. The interconnection between humankind and the
environment and thus the need to care and
preserve the earth.
4. The importance of integrity and service.
5. An attitude of non violence.
6. Peace and Happiness.

25. HUMAN VALUES CAN BE GROUPED INTO
 Love-bliss, caring, compassion, devotion, friendship,
tolerance, wisdom etc
 Truth –consciousness, creativity, honesty, Integrity, Quest for
knowledge, self analysis etc
 Right conduct- Courage, Duty, ethics, Gratitude, goals etc
 Peace- Calm, Concentration, Attention, honesty, Inner
silence etc
 Non violence- Brotherhood, Citizenship, Compassion,
consideration, Co-operation etc

26. THE TEN BASIC VALUES
 Ten motivationally basic values are derived from three universal
requirements of the human conditions.
 Needs, social interaction, and survival.
 Intended to include all the core values recognized in cultures around the
world.
 Self direction
 Stimulation
 Hedonism
 Achievement
 Power
 Security
 Conformity
 Tradition
 Benevolence
 Universalism

27. THE STRUCTURE OF VALUE RELATIONS

28. THE STRUCTURE OF VALUE RELATIONS
Self-Direction.
Independent thought
and action; choosing,
creating, exploring.
Stimulation.
Excitement, novelty,
and challenge in life.
Hedonism.
Pleasure and sensuous
gratification for oneself.

29. THE STRUCTURE OF VALUE RELATIONS
Social Esteem
Achievement.
Personal success
through demonstrating
competence according
to social standards.
Power.
Social status and
prestige, control or
dominance over people
and resources.

30. THE STRUCTURE OF VALUE RELATIONS
Conformity. Restraint of
actions, inclinations, and
impulses likely to upset or
harm others and violate
social expectations or
norms.
Tradition. Respect,
commitment, and
acceptance of the customs
and ideas that
traditional culture or
religion provide the self.
Security.
Safety, harmony, and
stability of society, of
relationships, and of self.

31. THE STRUCTURE OF VALUE RELATIONS
Universalism.
Understanding,
appreciation, tolerance,
and protection for the
welfare of all people and
for nature.
Benevolence.
Preserving and
enhancing the welfare of
those with whom one is
in frequent personal
contact (the ‘in-group’)

32. WHAT IS A VALUE?
 Qualities, characteristics, or ideas about
which we feel strongly.
 Our values affect our decisions, goals and
behavior.
 A belief or feeling that someone or
something is worthwhile.
 Values define what is of worth, what is
beneficial, and what is harmful
 Values are standards to guide your action,
judgments, and attitudes.

33. IMMATURITY - ONE WHO HAS NOT
IDENTIFIED HIS VALUES.
 Immaturity:
 Unclear values
 Drifters
 Flighty
 Uncertain
 Apathetic
 Maturity
 Clear values
 Life of purpose
 Meaning and direction

34. DIRECTION:
VALUES – GOALS – BEHAVIOR – SELF-
VALUE
 Values give direction and consistency to behavior.
 Values help you know what to and not to make time
for.
 Values establish a relationship between you and
the world.
 Values set the direction for one’s life.

35. WHERE DO WE GET VALUES?
 our homes,
 school,
 society,
 friends,
 TV,
 church,
 music,
 books,
 families,
 culture,
 employers,
 time-period in which
you were raised (70’s
anti-establishment,
peace, individuality.
80’s money, prestige,
don’t get caught, etc.
90’s earth, green peace,
health and fitness), etc.

36. YOUR AGE WILL GREATLY INFLUENCE YOUR
VALUES. DIFFERENT PEOPLE AND THINGS
INFLUENCE YOU AT DIFFERENT AGES:
 Ages 1-7 --- parents
 Ages 8-13 --- teachers, heroes (sports, rocks, TV)
 Ages 14-20 --- peers (values because of peers or
peers because of values?)
 Ages 21+ your values are established, but you may
test your values from time to time.

37. VALUES AND BEHAVIORS:
 Happiness comes from letting values decide your
behavior and goals.
 Values can change over a life-time as your
experiences change your view.

38. TYPES OF VALUES:
Moral
Material
Aesthetic
Intrinsic
Extrinsic
Universal/American
Group specific values

39. “IF YOU STAND FOR
NOTHING.
YOU FALL FOR
ANYTHING.”

40. “It’s not doing things
right,
but doing the right things. “

41. INTEGRITY
 Refers to a quality of a person’s character, when it
is applied to objects, integrity refers to the
wholeness, intactness or purity of a thing.
 Integrity is connected in an important way to acting
morally.
 Integrity as Self Integration
 Integrity as Maintenance of Identity
 Integrity as Standing for something
 Integrity as Moral Purpose
 Integrity as a Virtue

42. WORK ETHICS
 It is a cultural norm that advocates being personally
accountable and responsible for the work that one
does and is based on a belief that work has intrinsic
value.
Elements of Work Ethic
1. Interpersonal skills
2. Initiative
3. Being dependable

43. ETHICS IN THE WORKPLACE
INTRODUCTION
Work Ethics:
A group of moral principles,
standards of behavior, or set
of values regarding proper
conduct in the workplace

44. ETHICS IN THE WORKPLACE
Relationships at
Work
 Management/owner toward
client/customer
 Management/owner toward
employees
 Employee toward Employer,
Co-workers, Customers

45. ETHICS IN THE WORKPLACE
Business Abuse
Any :
 illegal
 unethical
 irresponsible Act done
against an Employer

46. ETHICS IN THE WORKPLACE
Results of Business
Abuse
Higher prices
Business Failure
Fewer Jobs
Unpleasant Working
Conditions

47. WHAT IS SERVICE LEARNING?
 Service Learning combines community service with
instruction, focusing on critical and reflective thinking
as well as personal and civic responsibility.
 It engages a person’s to solve real life problems
using what they learned.

48.  Students not only learn about democracy and
citizenship, they become actively contributing
citizens and community members through the
service they perform through experiential learning,
research, presentation skills and reflection.
 The partnerships built between community,
students and faculty are reciprocal meaning shared
responsibility and gain helping students address
local needs while developing their academic skills
and commitment to their community.

50. WHAT IS SERVICE LEARNING?

51. SERVICE LEARNING IS DIFFERENT FROM:
 Volunteerism
◦ Primary emphasis is on work being provided. Generally not linked to
intentional formal or information learning/reflection
 Community Service
◦ Primary emphasis in on the service being provided, some intentional
opportunities for reflection maybe incorporated, often not
 Internships
◦ Engagement is primarily for the purpose of gaining hands-on
experiences to enhance learning of a particular filed of study. Often
not linked to academic learning.
 Field Education/Work
◦ Engagement if the work of a community organization related to their
academic field of study. Not fully integrated into their current
coursework, limited opportunities for reflection.

52. SERVICE LEARNING COMPARED
Focus
Service Learning
Service Learning
Community Service Field Education
Volunteerism Internship

53. WHY DO SERVICE LEARNING?
 Because it…
◦ Promotes numerous a skills:
 Problem Analysis
 Critical Thinking
 Logical Reasoning
 Detailed Observation
 Issue Identification
◦ Enhances
 Student Motivation to Learn
 Student Retention
◦ Improves Learning Outcomes
◦ Encourages
◦ Sustainability
◦ Civic Engagement

54. CIVIC VIRTUE

55. CIVIC COMES FROM THE LATIN WORD
“CIVITAS”
Think of the word “citizen.”
which means “civilized”
or living in a city.

56. VIRTUE COMES FROM THE LATIN WORD
“VIRTUS”
which means being “moral”
or “good”.

57. “CIVIC VIRTUE” IS THE BEHAVIOR OF GOOD
CITIZENS.
So. . .
It includes:
•Voting
•Obeying rules and laws
•Serving on juries
•Responsibility
Can you think of other examples?

58. CIVIC VIRTUE INVOLVES GIVING BACK TO YOUR
COMMUNITY, AND YOUR SOCIETY SOME OF WHAT
THEY HAVE GIVEN YOU.

59. ASK YOURSELF . . .
What have I been given by my . . .
Family?
School?
Country?

60. “ASK NOT WHAT YOUR COUNTRY CAN DO FOR YOU,
BUT WHAT YOU CAN DO FOR YOUR COUNTRY.”
John F. Kennedy

61. THINK CAREFULLY . . .
 What can you do for your family?
What can you do for your school?
For your community?
For your country?

63. WHAT IS RESPECT?
 It’s how you treat others
 It’s being considerate of
people’s feelings
 It’s recognizing the
value of people,
property, the
environment and
yourself.

64. HOW DO YOU TREAT PEOPLE WHO
ARE DIFFERENT FROM YOU?
 Do you judge them by their
looks?
 Do you offer to be friends?
 Do you get to know who a
person really is?

65. WHAT DO YOU DO WHEN YOU GET
ANGRY?
 Do you blame others
for your mistakes?
 Do you admit when
you are wrong?
 Do you say “I’m
sorry”?
 Do you yell and
scream?

66. HOW DO YOU BEHAVE IN CLASS?
 Do you talk while others
are talking?
 Do you raise your hand
when you need help?
 Do you help teachers and
other students?
 Do you keep your area
clean?
 Do you practice the 6 P’s?

67. WE ARE DIFFERENT FROM EACH OTHER,
BUT WE ALSO HAVE SIMILARITIES
 People come in different sizes, shapes and
colors
 We all have hopes and dreams
 We all have feelings and emotions

68. HOW YOU SHOW RESPECT-
IT’S ALL UP TO YOU
Respect means caring
and treating others
with kindness. By
showing respect for
others, property, the
environment, and
yourself, you will, in
turn, earn the respect
that you deserve!

69. LIVING PEACEFULLY

70. PRINCIPLES OF PEACEBUILDING
AND CONFLICT RESOLUTION

71. ALL PEOPLE DESIRE TO LIVE IN A WORLD OF
PEACE AND HARMONY.
71

72. BUDDHA
72
“We are what we
think. All that we are
arises with our
thoughts. With our
thoughts, we make
the world.”

73. CONFLICT BEGINS WITHIN THE INDIVIDUAL.
Selfishness Unselfishness

74. 74
UNESCO CONSTITUTION
“Since wars begin
in the minds of
men, it is in the
minds of men that
the defenses of
peace must be
constructed.”
Preamble

75. DUAL PURPOSES
75
Whole
Purpose
Mind
Body Self Purpose

76. SELFISHNESS
76
Living only
for oneself
Lust
Exploitation
Prejudice
Greed
Vengeance
Arrogance
Basis for conflict

77. UNSELFISHNESS
77
Living for others
Self-control
Service
Fairness
Generosity
Forgiveness
Humility
Basis for harmony

78. NELSON MANDELA
78
“The first thing is to be
honest with yourself.
You can never have an
impact on society if
you have not changed
yourself.”

79. SOURCES OF CONFLICT
o Spiritual sources of conflict
Result of original ancestor’s separation from God and negative
influence from evil spiritual forces
o Individual sources of conflict
Disunity within the individual and confusion of values
o Family sources of conflict
Family dysfunctions affect succeeding generations.
o National/international sources of conflict
National policies affect future generations and can lead to
conflict within or between nations.

80. HISTORICAL SOURCES OF NATIONAL CONFLICT
o National crimes
burden future
generations.
o US Civil War
o Ethnic/religious
resentments
accumulate.
o Balkan conflicts

81. INDIVIDUAL CHOICE:
TO RESOLVE OR REPEAT PAST CONFLICTS
81
Past
Future
Each person passes
on either the problem
or the solution.

82. DOES FIGHTING RESOLVE CONFLICT?
Fighting can be necessary
 For self-defense
 To defend the weak
Fighting does not resolve conflict
 Defeating an enemy does not answer
his grievances or end his hatred.
 The defeated are tempted to seek
revenge.

83. BASIS FOR CONFLICT RESOLUTION
Indemnity conditions:
Efforts to reverse the
process by which the
original harmony was lost.
Lost Restored
State of
Conflict
State of
Harmony

84. RESTORATION OF CONFLICT
Unselfishness
Selfishness
Right
Wrong
Broken
Relationship
Loving
Relationship

85. STEPS IN CONFLICT RESOLUTION
Step 1.Self reflection &
reorientation
o Consider how one might have dealt with
the problem differently.
o Take responsibility for one’s contribution
to the conflict.

86. 86
“We never get rid of an
enemy by meeting
hate with hate; we get
rid of an enemy by
getting rid of enmity.”
Dr. Martin Luther King, Jr.

87. STEPS IN CONFLICT RESOLUTION
Step 2.Reversal & restitution
o Address whatever caused the
other to feel hurt and violated.
o Be open to efforts to reconcile.
o Seek to correct injustices.

88. STEPS IN CONFLICT RESOLUTION
Step 3. Reconciliation & renewal
o Give up claim for retaliation.
o Forgive and be open to receive
forgiveness.
o Resolve to help the other to change.
o Foster good will.

89. ACTIONS THAT LEAD TO PEACE
Humility: - Admitting to not always being right
- Being open to learn from others
Generosity: - Giving beyond convenience
- Giving unconditionally, without
expectation of return
Service: - Showing acts of caring to meet others’
needs
- Respecting the dignity of the recipient
- Reversing exploitation through service

90. GREATEST ACT OF LOVE:
WINNING OVER ONE’S ENEMY
Giving even to those who have done one harm
o Converts the enemy into a friend.
o Reverses ancient patterns of abuse and
revenge.

91. JESUS CHRIST
91
“I say to you, love your
enemies, and pray for those
who curse you, do good to
those who hate you, and
pray for those who
persecute you, so that you
may be sons of your Father
in heaven.”
Matthew 5:44-46

92. 92
ISLAM
“My Lord, who is the
greatest of Thy servants in
Thy estimation?”
“The one who forgives when
he is in a position of power.”
Hadith of Baihaqi

93. WHAT IS NEEDED?
Leadership centered
on true love
Ambassadors for
Peace

94. ATTITUDE OF AN AMBASSADOR FOR PEACE
o Show concern for both sides.
o Affirm the value of both sides.
o Gain trust from both sides that each is being
treated fairly.
o Aim for a win-win outcome.
o Guide both sides beyond blame and accusation.

95. MEDIATION SKILLS: TOWARDS THE OFFENDER
o Help the offender accept responsibility.
o Encourage admission of wrong.
o Help the offender accept the challenge of
reconciliation.
o Avoid labeling and blaming.
o Praise and offer a second chance.

96. MEDIATION SKILLS: TOWARDS THE OFFENDED
o Help the offended forgive and release
grudges.
o Help the offended recognize own faults.
o Help the offended to accept an apology.
o Foster harmony and friendship with the
offender.

97. PROMOTING PEACE AND RECONCILIATION
o Service programs
o Sports competitions
o Cultural programs
o Dialogue between religions
o Women as peacemakers

98. MAHATMA GANDHI
98
“When I despair, I
remember that all
through history the ways
of truth and love have
always won.”

99. ANWAR SADAT
99
“Any life that is lost in war
is a human life, be it that
of an Arab or Israeli.
Innocent children who are
deprived of the care and
compassion of their
parents are ours. They are
ours, be they living on Arab
or Israeli land.”
Speech to the Israeli Knesset

100. REV. SUN MYUNG MOON
100
“The reason why God does not
punish an enemy is that He is
thinking of the enemy’s
parents, wife and children
who all love him.
When you understand that
heart of God, could you take
revenge on your enemy?”

102. IT’S IMPORTANT TO CARE AND SHARE BECAUSE IT’S A
NICE THING TO DO. ALSO, SOME PEOPLE WOULD BE
THANKFUL FOR WHAT YOU DID. ALSO, THIS COULD
MEAN YOU HAVE A KIND HEART. THE PEOPLE
INVOLVED WOULD HAVE LIKED WHAT YOU DID. THEY
COULD THINK TO DO THE SAME THING FOR THE NEXT
PERSON THEY SEE. THEN, IT COULD GO ON AND ON.
NO MATTER HOW MUCH IT COULD COST YOU, CARING
IS THE MOST VALUABLE THIN YOU COULD ASK FOR IN
LIFE.

103. Its important to care and share because everyone is
equal and everyone should be cared for. If someone
feels like no one cares about them, they may think that
they’re just worthless or they could think that no one
likes them. I think no one deserves to be treated
without care.
When you are for someone, or if someone is kind to
you, you will feel good on the inside. You’ll feel better
and feel like your important. If your being kind to
someone else, you’ll feel good that you helped
someone else to feel important.

104. EMPATHY
 What does empathy mean?
 Empathy is “feeling into”, seeing how it is through
another's eyes.
 It involves experiencing the feelings of another
without losing ones own identity.

105. EMPATHY
 The emphatic person senses the other person’s
bewilderment, anger, fear or love “as if” it were his
own feeling, but he does not lose the “as if” nature
of his own involvement. (Robert Bolton, People Skills, 1987)

106. EMPATHY
 Some of the things that help you to feel empathy
towards another person are:
 Trust
 Attentiveness
 Appropriate Responses
 Shared Experiences
 Respect
 Support

107. EMPATHY
 Some of the things that make it difficult to feel
empathy towards another person are:
 Inattentiveness
 Lack of interest
 Lack of respect

108. EMPATHY
 The key elements of empathy as a skill are:
 We must separate our responses from
those of the person we are empathizing.
 Retain objectivity and distance
 Be alert to cues about feelings offered to us
by the other person.
 Communicate to people our feeling for them
and our understanding of their situations.

109. EMPATHY
 Some things a person can do to help in the
communication process are:
 Stop talking. Always remember that if you
are talking, than you are not listening.
 Ask questions
 Using “mms” and “ahs” to encourage them.
 Maintain good eye contact.
 Display attentive and welcoming body
language.

110. EMPATHY
 Some things a person can do to shut down the
communication process are:
 Not really listen
 Not showing interest
 Not being attentive to the person speaking
 Poor eye contact
 Changing the topic

111. EMPATHY
 When attempting to empathize with someone you
must always be on the watch for empathy blockers.
There are four main types:
 Domination
 Manipulation
 Disempowerment
 Denial

112. EMPATHY
Domination
 Threatening: “Do it or else”
 Ordering: “Don’t ask me why, just do it
because I said so”
 Criticizing: “You don’t work hard enough”;
“You’re always complaining”
 Name-Calling: “Only an idiot would say
that”; “You’re neurotic”
 Shoulding or oughting: “You shouldn’t be so
angry”; “You ought to face facts”

113. EMPATHY
Manipulation
 Withholding Relevant Information: “If you
knew the “big picture” you would see it
differently”
 Interrogating (micro-managing): “How many
hours did this take you?” “What are you
doing now?”
 Praising to manipulate: “You are so good at
report writing, I would like you do this one.”

114. EMPATHY
Disempowerment
 Diagnosing motives: “You are very possessive”;
“You have always had a problem with time
management”
 Untimely advice: “Why didn’t you do it this way?”
 Changing the topic: “Yes it is a worry…by the way,
did I tell you I applied for a new job?”
 Persuading with logic: “There’s nothing to be upset
about. It’s all quite reasonable…we just do
this…than we do that…”
 Topping: “I crashed the car last week” and you
follow with “When I smashed up my car…”

115. EMPATHY
Denial
 Refusing to address the issue: “There is nothing to
discuss as I cannot see any problem.”
 Reassuring: “Don’t be nervous”; “Don’t worry it will
work out”; “You will be fine”

116. EMPATHY
Important
 Always remember that people in trouble want to be
reassured and we want to give that reassurance.
 However the “there, everything will be alright”
approach is not a help. It may actually be a
disservice as everything may not be alright.

117. EMPATHY
Important
 The kind of reassurance that people in
difficulty need is not meaningless comfort
that the problem will take care of itself, but
rather our statement of faith that they will be
strong enough to work it out even if it is not
alright.
 Let them know that you are available and
would work with them in finding something
that can help.

118. EMPATHY
 Some of the consequences of using
“empathy Blockers” are:
 Defensiveness, resistance and resentment.
 Blocks feelings
 Diminishes self-esteem
 Decreases the ability to solve problems
 Creates emotional barriers between people.

119. EMPATHY
 People tend to fall into the trap of using empathy
blockers in many situations, including:
 They might be under stress
 Feeling angry
 Frustrated
 Out of control
 Out of habit

120. EMPATHY
 With awareness of our use of empathy blockers we
can try to choose more effective methods of
communication.

121. EMPATHY
 When we use an empathy blocker, or shut down
our communication when an empathy blocker is
used on us, we are probably relying on a habitual
and automatic way of behaving that we learned in
childhood.
 In other words “We React”.

122. EMPATHY
 However, when we pause a moment and choose a
response that opens rather than closes
communication, then we can “respond”. You may
use phrases such as “I’m listening”, “this really
seems important to you” or “let’s discuss it”.
 By choosing to respond, we are taking control of
our behavior and opening the door to richer
relationships.

123. EMPATHY
 Once we are responding rather than reacting , there
can be times when offering assurances or giving
advice can be helpful. Those times come after you
have listened and others know they have been
heard, and after you have shown them respect and
recognized how they are feeling.

124. EMPATHY
 Reassurance and advice may then be given in a
cautious, constructive and supportive manner that
empowers them to do what they need to in order to
move on.

125. WHAT IS YOGA
 Yoga originated in India
 From sanskrit word “yuj” meaning union
between mind ,body and spirit.
 Include ethical discipline,physical
postures,breathing control and meditation.
 Yoga is not only stretching.
 There are 8 limbs of yoga.
 Physical postures called “Asana” is just one
of the eight limbs of yoga
 Majority of types more concerned with
mental and spiritual well being.

126. THE EIGHT LIMBS OF YOGA
Body
mind
spirit
 1.Yama
 2.Niyam
 3.Asan
 4.Pranayam
 5.Pratyahar
 6.Dharana
 7.Dhyan
 8.Samadhi

127. YAMA
 Five ethical guidelines regarding moral behavior
towards others
 Ahimsa-Nonviolence
 Satya-Truthfulness
 Asteya-Nonstealing
 Brahmacharya-No lust or sexual activity within
marriage.
 Aparigraha-don’t collect things that are not
necessary.

128. NIYAM
Five ethical guidelines regarding moral behavior
towards others
Sauch-Clealiness
Santosh-Contentment
Tapas-Sustained Practice
Svadyay-Self Study
Ishvara Pranidhan-Surrender to God

129. THE EIGHT LIMBS CONT.
 Asana-Practice of yoga postures
 Pranayam-Practice of breathing exercises
 Pratyahara-Withdrawl of the senses, meaning that
the exterior world is not a distraction from the
interior world within oneself.

130. THE EIGHT LIMBS CONT.
 Dharana-Concentration,The ability to focus on
something uninterrupted by external or internal
distraction
 Dhyana-Meditation
 Samadhi-Bliss. Building upon Dhyana,the
transcendence of the self through meditation. The
merging of self with the universe.

131. WHAT IS STRESS
 The wear and tear our bodies experience
 The state of threatened homeostasis
 Stressors cause imbalance
 Body tries to balance
 Yoga can be a great help balance the imbalance!

132. STRESSORS
 Can be positive and negative.
 Positive stressors-can help compel us to action,
can result in a new perspective.eg:Birth of a new
baby, a job promotion, getting married.
 Negative stressors-can result in feeling of
distrust,rejection,anger etc.eg:death of a loved one,
loosing a job, getting divorced.

133. CLINICAL SIGNIFICANCE OF YOGA
 Reduced stress
 Spiritual growth
 Sense of well being
 Reduced anxiety and
muscle tension
 Increased strength and
flexibility
 Slowed aging
 Sound sleep
 Improve many medical
conditions:
 Lower heart rate
 Lower blood pressure
 Allergy and asthma
symptom relief
 Smoking cessation
help

134. STRESS AND HEALTHCARE
PROVIDERS
 Providing care to others is a rich and rewarding
experience
 Often feel improved self esteem and confidence
 But….They have the responsibility of another
human being’s life.
 No wonder they live under tremendous stress!

135. STRESS AND HEALTHCARE PROVIDERS
 Continuous exposure to suffering
 Psychological effects of death and dying patients
 Decreased sleep and food
 Long hours of work
 Constant worry about law suits
 CME – study ,study , study!

136. HOW YOGA CAN HELP
 Practicing yoga can be a best thing a
provider can do for himself/herself
 Doing simple “Pranayam” (breathing
technique) in breaks can calm their mind.
 Practicing yoga for ½ hr. a day can make
their body fit to take care of others.
 Yogic thought process- will teach not to
work only for money.

137. MOST RESEARCH IN INDIA
 Study at LTC ,Mumbai,India to determine if
practice of yoga has any effect on anxiety
status during routine activities and prior to
exam done showed reduction in baseline
anxiety as well as anxiety before exam.
 Study at Nehru hospital,Chandigarh,India
The psychological tests after yoga therapy
showed high sense of well-being in the
nurses

138. CONCLUSION
 A body with a stressful mind can not be a
healthy body
 HC providers are people who help others to
keep their body healthy
 Off course, to do so, first they need a
healthy body without a stressful mind
 Yoga helps the mind to become clear and
pure and clear mind is not affected by
stress.
 HCP with this kind of pure and clear mind
can really work better for the well being of
their patients.

139. THANK YOU