Primera sesion Espaniol
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- 2. Actividad # 1: Preséntate a ti misma en Inglés respondiendo las siguientes preguntas. Full name Degree Motivation to become an au pair Experience with children and former jobs.
- 3. Actividad # 2En 20 minutos escribe un texto explicando los motivos por los cuales deseas ser una Au Pair en el extranjero.
- 4. Objetivos de laPrimera Sesión Al final de la Primera Sesión estarán en la capacidad de : Explicar con claridad y precisión los lineamientos del programa Au Pair Describir adecuadamente las habilidades necesarias que debe poseer una Au Pair Reflexionar sobre si misma y canalizar sus motivaciones para tener un exitoso año Au Pair.
- 5. En 10 segundospiensa en una palabra que claramente explique el concepto au pair Escribe la palabra que pensaste en tu cuadernillo y compartela con la clase.
- 6. Lee el siguienteconcepto y subraya las palabras clave del mismo. Luego organízalas en una secuencia lógica Verifica si tus palabras clave coinciden con claves reales del concepto. Escribe un concepto utilizando tus propias palabras para unir las palabras claves.
- 7. The word "AuPair" is a cultural exchange programme , that comes from a French term, which means "on par" or "equal to", denoting living on an equal basis in a reciprocal, caring relationship between the host family and the children. An Au pair will typically be a young woman and sometimes a young man from a foreign country who chooses to help look after the children of a host family and provide light housekeeping. The Au pair is given room and board and is typically paid a weekly "pocket-money" salary. Au pairs generally stay with their host family for up to one year.
- 8. Watch the followingvideo
- 9. Actividad # 4:Reponde las siguientes preguntasAnswer the following question: ¿Por qué quieres ser Au Pair? Escribe sólo dos objetivos principales que quieras alcanzar con el programa? Compártelo con el grupo
- 10. Basic Motivation ConceptCreates Achieves
- 11. Analiza el siguientegr á fico 4 tipos de motivación Positiva Motivación hacia el objetivo Negativa Motivación no relacionada a algo Intrisica Tú quieres hacer algo Be a good Au Pair and you get economical reward from the family I really want to be a good Au Pair. Be a good Au Pair or you are sent back home. I really don’t want to be a good Au Pair
- 12. Actividad # 5: Reponde las siguientes preguntas ¿Qué tipo de motivación debe primar para que tengas un año Au Pair exitoso ? Y ¿ Por quçe ?
- 13. Reflexiona acerca delsiguiente video dentro de tu grupo y establece la idea principal
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- 15. Test de MotivationAquí cuatro figuras geométricas. ¿Cuál de todas te gusta más? Organiza los números del que más te guste al que menos te guste. Recuerda que no hay una respuesta buena o mal. 1 2 3 4
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- 18. Test deProactividad ¿Sabes cuáles son tus fortelezas y tus áreas de mejora? ¿ Tomas tus propias decisiones? ¿Estás lista para aceptar nuevos retos ¿Actúas con determinación al querer lograr tus objetivos? ¿ Estas motiviada para buscar o creas nuevos escenarios? Reponde las siguientes preguntas , SI, A VECES Y NO
- 19. ¿Disfrutas tomando decionesy emprendiendo acción ? ¿ Te gusta asumir riesgos ? ¿Te anticipas a las situaciones ? ¿Tienes una actitud positiva frente al cambio? ¿Te fijas objetivos positivos, realistas y desafiadores?
- 20. ¿Piensas que loserrores son una ocasión para el aprendizaje? ¿Superas los obstáculos que se interponen en la consecución de tus objetivos? ¿Eres capaz de cambiar tus planes si algo no sale de acuerdo a lo planeado? ¿Encuentras siempre nuevas opciones y alternativas para resolver los problemas? ¿En momentos de crisis eres capaz de actuar rápida y decididamente?
- 21. “ My willshall shape the future. Whether I fail or succeed shall be no man's doing but my own. I am the force; I can clear any obstacle before me or I can be lost in the maze. My choice; my responsibility; win or lose, only I hold the key to my destiny.” – Elaine Maxwell
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- 23. ¿Qué significa seruna Au Pair PROACTIVA? Compromiso y Participación Somos responsables (Etica y responsabilidad) Ser prudente ( la virtud de la prudencia)
- 24. ¿Qué significa seruna au pair REACTIVA? Ausencia de Compromiso y Participación Nos hace ser irresposables Somos impulsivos y atolondrados (La Imprudencia)
- 25. Aquí el conceptode ser Proactivo
- 26. ¿ Qué necesitaspara ser proactiva? Conciencia de si mismo Fuerza de Voluntad Responsabilidad Dominio de si mismo
- 27. Case # 1: Listen carefully to the following letter from a Peruvian Au Pair after a couple of weeks with her Host Family. Within your group answer the following questions: What kind of au pair is she? Proactive or Reactive? And Why?
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- 29. Una Au pairdebe ser Emocionalmente Inteligente.
- 30. ¿Me conozco losuficientemente bien? “ Knowing others is wisdom, knowing yourself is Enlightenment.” - Tao Tzu Conocer a los demás es sabiduría, conocerse a uno mismo es la Ilustración - Tao Tzu
- 31. Desarrolla una autoevaluación.Luego, dile a alguien que te conozca que te señale las que considera que son tus fortalezas y debilidades para contrastar la información. Pídele a alguien conocido que opine respecto a la autoevaluación que tú desarrollaste. Lo importante es que la reflexión final te interprete. FORTALEZAS DEBILIDADES
- 32. Tema 4:Identificación deFortalezas y Debilidades personales Continúa el ejercicio escribiendo tus fortalezas en la columna “Competencia” y, en la fila correspondiente, acciones o conductas concretas que han dado cuenta de esas fortalezas a lo largo de tu vida. Si deseas, puedes diferenciar habilidades (Poder hacer), conocimientos (saber hacer) y actitudes o rasgos de personalidad (querer hacer). COMPETENCIAS CONDUCTAS QUE LA EXPRESAN
- 33. Tema 4:Identificación deFortalezas y Debilidades personales Actividad # 14: Luego de tu autoanálisis que fortalezas te ayudarían a tener un exitoso programa Au Pair y que debilidades entorpecerían esta experiencia.
- 34. El impacto dela Au Pair en al Familia anfitriona ¿Sabías que ? Los niños son excelentes para copiar lo que ven. ¿Alguna vez has dicho una grosería frente a un niño y luego lo has escuchado repetirla poco después ( por lo general en el peor momento posible)? A los niños les encanta imitar tanto las palabras como las acciones.
- 35. Si eres agresiva,el niño podría copiar tu actitud y también ser agresivo. Si eres demasiado social, es posible que el niño también lo llegue a ser. Asegúrate de que siempre seas un ejemplo a seguir fuerte, coherente y positivo para fomentar un mejor comportamiento en los niños que tengas a tu cargo -
- 36. Recuerda : Elniño aprende mas de las acciones que de las palabras Refleciona y establece que características debe tener una Au Pair para ser un modelo positivo en los niños. Ellos sólo quieren ser como tu..
- 37. Mira el siguientevideo Reflexiona y comenta tus conclusiones
- 38. Tema 6: Identificaciónde la propia cultura y estilo de vida.
- 39. Observa las siguientesfotografía y determina que tienen en común y en que se diferencian.
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- 41. Tema 6: Identificaciónde la propia cultura y estilo de vida. La Identidad cultural es el conjunto de valores, tradiciones, símbolos, creencias y modos de comportamiento que funcionan como elemento cohesionador dentro de un grupo social y que actúan como sustrato para que los individuos que lo forman puedan fundamentar su sentimiento de pertenencia. El Estilo de Vida ,es un conjunto de comportamientos o actitudes que desarrollan las personas. Es la manera en que vive una persona (o un grupo de personas). Esto incluye la forma de las relaciones personales, del consumo, de la hospitalidad, y la forma de vestir. Una forma de vida típicamente también refleja las actitudes, los valores o la visión del mundo de un individuo.
- 42. Livestyle A lifestyleis a characteristic bundle of behaviors that makes sense to both others and oneself in a given time and place, including social relations, consumption, entertainment, and dress. The behaviors and practices within lifestyles are a mixture of habits, conventional ways of doing things, and reasoned actions.
- 43. Homesickness If youare homesick , you feel unhappy because you are away from home and are missing your family, friends, and home very much.
- 44. Mental Breakdown (alsoknown as nervous breakdown or snapping ) is a non-medical term used to describe an acute, time-limited phase of a specific disorder that presents primarily with features of depression or anxiety .
- 45. La Nostalgia es referida comúnmente no como una enfermedad ni un campo del estudio, sino como un sentimiento que cualquier persona normal puede tener. La nostalgia es el sufrimiento de pensar en algo que se ha tenido y que ahora ya no se tiene. La nostalgia se puede asociar a menudo con una memoria cariñosa de niñez, una persona, un cierto juego o un objeto personal estimado. Tema 7: Cómo manejar la nostalgia y el choque cultural
- 46. Crisis nerviosa, Colapso mental o Hundimiento mental son términos no médicos usados para describir un ataque de enfermedad mental repentino y agudo como depresión o ansiedad. También llamado “Breakdown”. Puede ser consecuencia de no saber detectar a tiempo y no saber manejar el choque cultural. Tema 7: Cómo manejar la nostalgia y el choque cultural
- 47. Tema 7: Cómomanejar la nostalgia y el choque cultural Choque cultural es un término utilizado para describir la ansiedad y los sentimientos (de sorpresa, desorientación, confusión, etc.) causados en un individuo por el contacto con un medio social totalmente distinto, por ejemplo en otro país. Se relaciona frecuentemente con la incapacidad de asimilar la nueva cultura, creando dificultades en saber que es apropiado y que no. Frecuentemente se combina con un fuerte rechazo (moral o estético) a ciertos aspectos de la cultura ajena.
- 48. Tema 7: Cómomanejar la nostalgia y el choque cultural
- 49. Summary of stagesof the cultural shock
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- 52. Tema 7: Cómomanejar la nostalgia y el choque cultural
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Notas del editor
- #2 To begin the programme the local agent presents the trainners or couches . The participants will be divided in groups with a max of 5 participants per group and four groups in total. It is important to state that the purpose of the programme is not brainwashing just to let them be aware of the real meaning and characteristics of the Au Pair Programme, so they can reflect about if they are suitable for the programme and in what areas they need improvement. It is important to state that the programme has an international recognition among receiving agencies and their performance during and after it , is relevant for their future placement.. It would be better to have all the participants wear their name on a label.
- #3 This will demonstrate if the participants have the need of reinforcement in their English speaking skills. There will be an assessment sheet where you can mark their level of English.
- #4 Before the participants start the activity, it will be necessary to give some recommendation. Neat and Clean Presentation Good Handwriting Focus on the question And Write preferably in English. You can number the essays as they finish.
- #5 Participants should write them on their notebooks and keep them in mind the whole session. Would be better to ask someone after a while if they remember what was the purpose of the session.
- #6 If it is a small group you can ask for brainstorming quickly in order or at random. But if the capacity if covered better give them 5 minutes to discuss. Observe the behavior of the participants and mark on the assessment sheet. Ask always for volunteers to participate if there aren’t any just point out one.
- #7 For the last activity allow about 10 to 12 min to come with a concept.
- #8 The key words of the Au Pair concept are : Cultural Exchange Programme Living on a reciprocal, caring relationship between the host family and the children. Help look after the children of a host family and provide light housekeeping Stay with their host family for one year.
- #9 Brainstorming What is the main idea of the video? Is this behaviour common? Why? Is it possible that a good person can behave like that under difficult circumstances ? What kind of circumstances are those? Lead them to the word Motivation
- #10 Allow 10 min for this activity They need to compare their goals Determine which are the common goals Determine other ones
- #11 Needs creates behaviour or actions to reach goals Goals create new needs Needs are the same for everybody acording to the Needs Theories According to Arnold, there are 3 components of motivation: ● direction – what a person is trying to do ● effort – how hard a person is trying ● persistence – how long a person keeps on trying Furthermore, literature distinguishes 2 types of factors that influence motivation: ● intrinsic – self generated factors (responsibility, freedom to act, scope to use and develop skills and abilities, interesting and challenging work, opportunities for advancement) – they have a deeper and longer-term effect ● extrinsic - what is done for people to motivate them (rewards, promotion, punishment) – they have an immediate and powerful effect, but won’t necessarily last long
- #12 Ask the participants to analize the following graphic 3 min Each group will chose a quadrant and answer the following questions about its example: What is your opinion about that kind of motivation? Give three supporting ideas for your opinion. They will discuss within their group for about 15 min It is better to ask them to solve activity number 5 also.
- #15 The real title of the message is : “Advice, like youth, probably just wasted on the young" written by Mary Schmich She addressed this discurse in a Graduation Ask the participants what is the main idea of the video Lead them to the idea they are free to live, youth can be wasted What about the sunscreen? Living without regrets means living life thinking always in the consequences of our acts.
- #16 The results of the their answer can be seen in the following address : http://www.grafologicamente.com.ar/taj.html
- #18 Before Break time participants watch the video . Candidates will state three characteristics of the characters’ personality They will also state the difference between the behaviour of the mice and the people And Finally who do they identify with and why?
- #19 After the break they talk about the video and share their comments and ideas with the room Then they complete the following test. They half 30 secs to answer each questions on their answer sheets. There are 15 questions
- #22 This quotation shall lead you to the concept of Proactivity as one of the most important characteristic of an Au Pair . Next activity watch a video .
- #23 After watching the video ask them to give examples of how this could be picture in a host family’s house or better how this is picture in their own house.
- #24 La persona proactiva: Conoce sus fortalezas y saben donde no lo son. Gestiona positivamente sus emociones y su actitud Manifiesta sus opiniones de forma asertiva Confía en sí misma y le gusta asumir retos Toma la iniciativa y emprende la acción Actúa con decisión y determinación para alcanzar sus metas Afronta positivamente el cambio y la incertidumbre Transforma los problemas en oportunidades Es perseverante; no abandona a la primera de cambio Está dispuesta a cambiar el rumbo de la acción hasta alcanzar los resultados que desea Asume sus fracasos (resultados) y los considera como oportunidades de aprendizaje Genera nuevas ideas y estrategias para resolver los problemas (retos y oportunidades) y las dificultades Es inconformista, desafía lo convencional y anticipa futuros escenarios
- #25 Las personas reactivas: Se ven afectadas por las circunstancias, las condiciones, el ambiente social....Sólo se sienten bien si su entorno está bien. Centran sus esfuerzos en el círculo de preocupación: en los defectos de otras personas, en los problemas del medio y en circunstancias sobre las que no tienen ningún control. No tienen la libertad de elegir sus propias acciones. Es defensiva, humilla y desprecia aunque después se arrepienta. Es explosivo (a) y compulsiva (o). Interfiere con las decisiones de los demás. Tiende a culpar haciendo su propias proyecciones en el otro. Oculta un sentimiento de inferioridad.
- #27 Self-Awareness Being proactive starts with self-awareness. Self-awareness means observing your mind and having knowledge of your habitual thoughts, beliefs and emotions. It also means being aware of your behavior patterns. Self-awareness is the key to being proactive because if you're not aware of your negative reactions, it's impossible to take the initiative to change them into positive actions. Will Power Being self-aware does not necessarily lead to proactive behavior. Just knowing what behaviors you would like to change is not always enough. A good example of this is a smoker who knows smoking is harmful and would like to stop but is unable to quit. Will power is needed to be proactive. Responsibility Being proactive means having an attitude of responsibility for your own life. In his best-selling book, "The Seven Habits of Highly Effective People," author Stephen Covey explains what being proactive means this: "Look at the word responsibility---"response-ability"---the ability to choose your response. Highly proactive people recognize that responsibility. They do not blame circumstances, conditions, or conditioning for their behavior. Their behavior is a product of their own conscious choice, based on values, rather than a product of their conditions, based on feeling.“ Self-Mastery Being proactive means having complete mastery over your thoughts, emotions and beliefs. It also means having control over your actions and never blaming someone else for your mistakes or negative circumstances. Being proactive starts with self-awareness and grows with will power and taking responsibility for your actions. It is the key to creating personal happiness and the kind of life you desire.
- #28 Hi good morning Marielys That day I went to your office to talk to you but you weren’t there, so I write this mail to provide you with details of what happened. I continue studying with Ms. Bijleved and I’ve learned more things but I have to admit that I am way behind, it is a pitty that there is no English school near by, because It is more difficult for me since the English course I have is British English translated in a Spanish from Spain and many things that they taught me here I don’t even use it in my Spanish, but that has not been a problem because I am learning it anyway. On the other hand the day I went to your office I wanted to show you my timetable so you can check it, actually I think you have the one you sent me with the family application, but you know what days are very variable, sometimes the Mrs. wants me to help her in the morning with the kids but sometimes no, they dress the kids and go down for breakfast and the Mrs tells me to go down just for breakfast and the Mr. takes the kids to the Kinder the 3 days they go to school during the week, I practically never go for them, I always tell them that I offer my help or to go with them but they say no. Regarding Tuesday the day kids don’t go to school I start my day at noon so I can stay with them 8 hours but I don’t understand why they get angry if I don’t have breakfast with them, anyway today Tuesday I got up a bit early and at 12 I am going to take care of them. So I have no clue with the schedule, they change it constantly. I would like you to ask them and I want them to make me an schedule more specific and definite of what I have to do and even my free time because I don’t want to bother them, with the excuse that you are going to explain me in Spanish you could ask them and you explain me what they really want from me every day of the week; I also have understood that they wanted me only half Saturday and now I am all day, that I don’t get it either, anyway I hope you could help me with this please. On the other hand I have no complaint, and dissatisfaction with them, they are still very good to me. And on the problem that happened that day that I didn’t go with her and help her, was because she clearly told me at 9 - 9:20, so I had a shower and I guess that moment she spoke to me was during my shower, so I didn’t listen, and when I went down was around 8:50 she was already out with children ready to leave, when she came into the house she told me that she was very angry because I didn’t help her and I said that I had understood that it was at 9 and she said no that she said 8 8:20, I say nothing because at least I know the number in English maybe she was committed a mistake or I don’t know, anyway I offered her apologies and during the ride sto Haarlem she asked me what happened and I just told her that I misunderstood her I offered her my apologies and that it won’t happened again. Well I think that is all, I hope to chat with you in person in other occasion, because sometimes I have some doubts. We are in contact
- #29 Recall the “Who moved my cheese” video and locate the characters on the steps as well as the Peruvian Au Pair.
- #30 Emotional Intelligence ( EI ) describes the ability , capacity, skill or, in the case of the trait EI model, a self-perceived ability, to identify, assess, and manage the emotions of one's self , of others, and of groups . [1] Different models have been proposed for the definition of EI and disagreement exists as to how the term should be used. [2] Despite these disagreements, which are often highly technical, the ability EI and trait EI models (but not the mixed models) enjoy support in the literature and have successful applications in different domains. The ability-based model Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence. Following their continuing research, their initial definition of EI was revised to "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth." The ability based model views emotions as useful sources of information that help one to make sense of and navigate the social environment . [11] The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition . This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes 4 types of abilities: Perceiving emotions — the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts - including the ability to identify one’s own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. Using emotions — the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand. Understanding emotions — the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. Managing emotions — the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals. The ability-based model has been criticized in the research for lacking face and predictive validity in the workplace. [12] [ edit ] Measurement of the ability-based model Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap slightly different constructs. The current measure of Mayer and Salovey’s model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items. [11] Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests . By testing a person’s abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score. Central to the four-branch model is the idea that EI requires attunement to social norms . Therefore, the MSCEIT is scored in a consensus fashion , with higher scores indicating higher overlap between an individual’s answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated between an individual’s answers and those provided by a group of 21 emotion researchers . [11] Although promoted as an ability test, the MSCEIT is most unlike standard IQ tests in that its items do not have objectively correct responses. Among other problems, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally 'intelligent' only if the majority of the sample has endorsed them. This and other similar problems have led cognitive ability experts to question the definition of EI as a genuine intelligence. In a study by Føllesdal [13] the MSCEIT test results of 111 business leaders were compared with how their employees described their leader. It was found that there were no correlations between a leader's test results and how he or she was rated by the employees, with regard to empathy, ability to motivate, and leader effectiveness. Føllesdal also criticized the Canadian company Multi-Health Systems, which administers the MSCEIT test. The test contains 141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially. [ edit ] Mixed models of EI The model introduced by Daniel Goleman [14] focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs: [1] Self-awareness — the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions. Self-management — involves controlling one's emotions and impulses and adapting to changing circumstances. Social awareness — the ability to sense, understand, and react to others' emotions while comprehending social networks . Relationship management — the ability to inspire, influence, and develop others while managing conflict . Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance [1] . Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. [15] Goleman's model of EI has been criticized in the research literature as mere " pop psychology " (Mayer, Roberts, & Barsade, 2008). [ edit ] Measurement of the Emotional Competencies (Goleman) model Two measurement tools are based on the Goleman model: The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social Competency Inventory (ESCI), which was created in 2007. The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or 360-degree assessment. [16] [ edit ] The Bar-On model of Emotional-Social Intelligence (ESI) Bar-On [3] defines emotional intelligence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands. [17] Bar-On posits that EI develops over time and that it can be improved through training, programming, and therapy. [3] Bar-On hypothesizes that those individuals with higher than average E.Q.’s are in general more successful in meeting environmental demands and pressures. He also notes that a deficiency in EI can mean a lack of success and the existence of emotional problems. Problems in coping with one’s environment are thought, by Bar-On, to be especially common among those individuals lacking in the subscales of reality testing, problem solving, stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and cognitive intelligence to contribute equally to a person’s general intelligence , which then offers an indication of one’s potential to succeed in life. [3] However, doubts have been expressed about this model in the research literature (in particular about the validity of self-report as an index of emotional intelligence) and in scientific settings, it is being replaced by the trait EI model discussed below [18] [ edit ] Measurement of the ESI Model The Bar-On Emotion Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of emotionally and socially competent behavior that provides an estimate of one's emotional and social intelligence. The EQ-i is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be successful in dealing with environmental demands and pressures. [3] One hundred and thirty three items (questions or factors) are used to obtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores, corresponding to the five main components of the Bar-On model. A limitation of this model is that it claims to measure some kind of ability through self-report items (for a discussion, see Matthews, Zeidner, & Roberts, 2007). The EQ-i has been found to be highly susceptible to faking (Day & Carroll, 2008; Grubb & McDaniel, 2007) [ edit ] The Trait EI model Petrides and colleagues [19] (see also Petrides, 2009) proposed a conceptual distinction between the ability based model and a trait based model of EI. [8] Trait EI is "a constellation of emotion-related self-perceptions located at the lower levels of personality". In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report , as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework. [20] An alternative label for the same construct is trait emotional self-efficacy. The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it. [8] [ edit ] Measurement of the Trait EI model There are many self-report measures of EI, including the EQi, the Swinburne University Emotional Intelligence Test (SUEIT),the Schutte Self-Report Emotional Intelligence Test (SSEIT), a measure by Tett, Fox, and Wang (2005). From the perspective of the trait EI model, none of these assess intelligence, abilities, or skills (as their authors often claim), but rather, they are limited measures of trait emotional intelligence (Petrides, Furnham, & Mavroveli, 2007). The Trait Emotional Intelligence Questionnaire (TEIQue) is an open-access measure that was specifically designed to measure the construct comprehensively and is currently available in 15 languages. The TEIQue provides an operationalization for Petrides and colleagues' model that conceptualizes EI in terms of personality. [21] The test encompasses 15 subscales organized under four factors: Well-Being , Self-Control , Emotionality , and Sociability . The psychometric properties of the TEIQue were investigated in a study on a French-Speaking Population, where it was reported that TEIQue scores were globally normally distributed and reliable . [22] The researchers also found TEIQue scores were unrelated to nonverbal reasoning ( Raven’s matrices ), which they interpreted as support for the personality trait view of EI (as opposed to a form of intelligence). As expected, TEIQue scores were positively related to some of the Big Five personality traits ( extraversion , agreeableness , openness , conscientiousness ) as well as inversely related to others ( alexithymia , neuroticism ). A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritabilities for all trait EI scores. [23] .
- #31 Self-Awareness : Self-awareness includes a recognition of our personality, our strengths and weaknesses, our likes and dislikes. Developing self-awareness can help us to recognise when we are stressed or under pressure. It is also often a prerequisite for effective communication and interpersonal relations, as well as for developing empathy for others. Self-awareness Questions What are your strengths? What are your weaknesses? How do your friends describe you? Do you agree with their descriptions? Why or why not? List two situtations when you are most at ease. What specific elements were present when you felt that way? What types of activities did you enjoy doing when you were a child? What about now? What motivates you? Why? What are your dreams for the future? What steps are you taking to achieve your dreams? What do you fear most in your life? Why? What stresses you? What is your typical response to stress? What qualities do you like to see in people? Why? Do you have many friends as you just described? Why or why not? When you disagree with someone's viewpoint, what would you do? Building Relationships Personal Performance Managing change Livelong learning
- #37 Positive role models; Model positive choice-making: Little eyes are watching and little ears are listening. When it comes to being a role model, you must be aware that the choices you make don’t only impact you but also the children who regard you as their superhero. Someday, they will be in the same predicament and think to themselves, “What did s/he do when s/he was in the same situation?” When you are a role model it’s not enough to tell your charges the best choices to make. You must put them into action yourself. Think out loud: When you have a tough choice to make, allow the children to see how you work through the problem, weight the pros and cons, and come to a decision. The process of making a good decision is a skill. A good role model will not only show a child which decision is best, but also how they to come to that conclusion. That way, the child will be able to follow that reasoning when they are in a similar situation. Apologize and admit mistakes: Nobody’s perfect. When you make a bad choice, let those who are watching and learning from you know that you made a mistake and how you plan to correct it. This will help them to understand that (a) everyone makes mistakes; (b) it’s not the end of the world; (c) you can make it right; and (d) you should take responsibility for it as soon as possible. By apologizing, admitting your mistake, and repairing the damage, you will be demonstrating an important yet often overlooked part of being a role model. (This point began some great conversation on parents and role models in the comments below and here .) Follow through: We all want children to stick with their commitments and follow through with their promises. However, as adults, we get busy, distracted, and sometimes, a bit lazy. To be a good role model, we must demonstrate stick-to-itiveness and self discipline . That means; (a) be on time; (b) finish what you started; (c) don’t quit; (d) keep your word; and (e) don’t back off when things get challenging. When role models follow through with their goals, it teaches children that it can be done and helps them adopt an “if s/he can do it, so can I” attitude. Show respect: You may be driven, successful, and smart but whether you choose to show respect or not speaks volumes about the type of attitude it takes to make it in life. We always tell children to “treat others the way we want to be treated” and yet, may not subscribe to that axiom ourselves. Do you step on others to get ahead? Do you take your spouse, friends, or colleagues for granted? Do you show gratitude or attitude when others help you? In this case, it’s often the little things you do that make the biggest difference in how children perceive how to succeed in business and relationships. Be well rounded: While we don’t want to spread ourselves too thin, it’s important to show children that we can be more than just one thing. Great role models aren’t just “parents” or “teachers.” They’re people who show curiosities and have varied interests. They’re great learners and challenge themselves to get out of their comfort zones. You may be a father who’s also a student of the martial arts, a great chef, a good sportsman, and a treasured friend. You may be a mother who’s a gifted dancer, a solid rock climber, a celebrated singer, and a curious photographer. When children see that their role models can be many things, they will learn that they don’t need to pigeon-hole themselves in order to be successful. Demonstrate confidence in who you are: Whatever you choose to do with your life, be proud of the person you’ve become and continue to become. It may have been a long road and you may have experienced bumps along the way, but it’s the responsibility of a role model to commemorate the lessons learned, the strength we’ve amassed, and the character they’ve developed. We can always get better, however, in order for children to celebrate who they are, their role models need to show that confidence doesn’t start “5 pounds from now,” “2 more wins on top of this one,” or “1 more possession than I have today.” We must continue to strive while being happy with how far we’ve come at the same time.
- #50 Stages of culture shock A typical culture shock has 4 different phases. This is not in general: you may not experience all phases, but maybe only some of them. The phases are: Honeymoon Phase - Everything about Breda and Holland will seem new and exciting. You may love the food, bars, pace of life, habits of the Dutch and so on. You will feel euphoric. Negotiation Phase - Usually, after a few weeks, the second stage enters in. The differences between your old country and Holland become very apparent, and you may want to go back to the way it was back home. You can get mood swings, feelings of anger, impatience, etc. You are trying to adapt to the new culture. This can be a difficult process and takes time. Adjustment Phase - Usually, after 6-12 months, you enter the third phase. You grow accustomed to the Dutch culture, you have a sense of direction. Everything does not feel that new anymore, you are used to the Dutch habits and oddness. Things become normal again. Re-entry Shock - If you decide to return to your country of origin, you may experience some of the previous phases again. For example, things are different in your old country than when you left, and you may find that you have changed a bit, too! Maybe you got used to the fast pace of life here in Holland and find that you find the pace of life in your old country a little too slow when you return. Then you may go through the previous stages again.
- #51 Outcomes of culture shock Of course, not everyone passes through the phases fluently, adopting Dutch culture in the adjustment phase. In fact, there are 3 different outcomes that you can have. Rejectors - Some people find it impossible to accept Dutch culture and integrate. They isolate themselves from the Dutch environment, which they find hostile. Usually, they stay in groups with people of their own nationality and see return to their own culture as the only way out. However, this group also has the greatest problems re-integrating back home after return. This group usually consists of about 60% of all people who move abroad. Adopters - If you integrate fully and adopt everything from the Dutch culture, while losing your own culture, you belong to this group. Usually, this group remains in Holland forever. About 10% of people who move abroad behaves like this. Cosmopolitans - Some people manage to adapt the aspects of Dutch culture they see as positive, while keeping some of their own and creating their unique blend. They have no major problems returning home or relocating elsewhere. About 30% of people who move abroad belong to this group.
- #52 Symptoms of culture shock The symptoms of cultural shock can appear at different times. Although you might experience some pain from the culture shock, students usually cope with it better than adults. However, be prepared that even after your studies, the symptoms can come back! Some common symptoms are: Sadness Loneliness Pains Insomnia Feeling vulnerable or powerless Anger Identifying with the old culture or idealizing the old country Trying too hard to absorb everything in the new culture or country Lack of confidence