General psychology group assignment

Chapter 9:- Intra-personal and Inter-

personal skills.
Introduction
Under this category, we will describe the difference between intra personal and inter personal skills.
This category is mainly concerned about self-concept, self-awareness ,self-esteem ,self-confidence ,self-
control, anger management ,emotional intelligence ,resilience and coping with stress, critical and
creative thinking, problem solving and decision making. We try to describe the above topics one by one.

The difference between intra-personal and inter-personal skill

Intra-personal skills help us to differentiate and recognize our strengths and weaknesses. And also they
help us in controlling our emotions. Example: - self-awareness, self- confidence etc. while inter-
personal skills helps us to live with other persons in a good manner and to be sociable.

1.1 Self-concept and Self- awareness

A. Self-concept
Is the concept about ourselves or it is our personal knowledge.

Important features of self-concept:- it is the sum total of ideas about oneself.

 It includes all believes of a person about himself/herself.

 It is composed of relatively permanent self-assessment.
 It also include past, present and future selves.
 Self contains all characteristics of a person e.g. academics, gender roles, racial identity and so on.
 It guides all the present and future actions of a person.

B.Self-awareness
Is identifying the strengths and weaknesses of ourselves and also having understanding about our
beliefs, motivations, emotions and thoughts. It helps us to understand the thought of others.

- It helps us to become successful that means if we know our weaknesses, we try to improve it and also
if we know our strengths, we continue in that behavior. So, there will be success.

Some points to start building self-awareness

- practice open mindfulness

- Become good listener and having knowledge about oneself.

- Take feedback from others

- Set goals and try to achieve

- Develop self-esteem ( you will get in detail in the next topic)

1.2. Self-esteem and Self-confidence

A. Self-esteem
The word esteem comes from Latin word "aestimare" meaning "to appraise, value, rate, weigh, and
estimate". Thus, self-esteem is the value which we give for ourselves.

It studies evaluative and emotional dimensions of the self-concept. i,e self-esteem is evaluating and
handling opinion about oneself. It play role in making decisions. There are two aspects of self-esteem
that are used to the formation of self-concept and sources of motivations. These are:

i. Self-esteem based on a sense of competence, power or efficacy and

ii. Self-esteem based on a sense of virtue or moral worth. Self-worth is dependent in norms
and values.

B. Self-confidence
The word confidence is derived from Latin word "fidere" which means "to trust”. So, self-confidence is
having a trust on capabilities and skills of oneself to do different activities.

When a person becomes self-confident, he/she is ready to face challenges, use and create good
opportunities and also become responsible and successful.

If someone has a high potential but no confidence, that person can't be successful and achieve goals.

1.3. Self-control
Self-control is managing ourselves before taking any action and making decision. It is regulating us in the
right way and in appropriate time. It doesn't mean minimizing our ability on important tasks.

1.4. Anger Management

Everyone gets angry by different reasons. If someone can't control anger, there will be a conflict that
leads to different bad consequences until loss of life. But when we develop anger management, at least
we can reduce the destruction to be occured and conflict.

- There are some techniques for managing anger

 Thinking that anger is invaluable.

 When you become angry, think and do things that are useful for you.
 Think that the actions which you are doing in anger are not correct.
 Try to understand and identify in detail about the annoying thing.
 Try to listen and understand the issue of others.
  Know your physical and mental resources or try to look in to yourself. Anger mainly occurs
when you are tired, sick, hungry etc. so recognize this thing.
 Focus what is happening in the future and try to improve and repair what was happened.
 Anger is temporary and don't waste your time by temporary condition.
In general, Anger makes us not to live with people peacefully and causes damage in our
physical and psychological health. So, use the above techniques in order to control your anger.

1.5. Emotional Intelligence & Managing Emotion

A. Emotional Intelligence
Emotional Intelligence (EI) is the ability to manage both your own emotions and understand the
emotions of people around you.

There are five key elements to emotional intelligence

 Self-awareness
 Self-regulation
 Motivation
 Empathy
 Social skills

High emotional intelligence can be shown in many areas of a person's life. Some clear examples would
be: displays of good self-control when faced with something emotionally upsetting, showing empathy
towards others, and taking criticism well.

B. Managing Emotions
There are a number of skills that can help us self-regulate our emotions.

 Create space
 Noticing what you feel
 Naming what you feel
 Accepting emotion
 Practicing mindfulness
 Identify and reduce triggers
 Tune into physical symptoms
 Consider the story you are telling yourself

1.6. Stress, Coping with Stress and Resilience

A. Stress
Stress can be defined as a state of worry or mental tension caused by a difficult situation. Stress is a
natural human response that prompts us to address challenges and threats in our lives. Everyone
experiences stress to some degree.

This may include emotional stress (resentments, fears, frustration, sadness, anger, grief/bereavement),
cognitive stress (information overload, accelerated sense of time, worry, guilt, shame, jealousy,
Resistance, attachments, self-criticism, self-loathing, unworkable perfectionism, anxiety, panic attacks,
not feeling etc.…

B. Coping with Stress

Preventing and managing long-term stress can lower your risk for other conditions —like heart disease,
obesity, high blood pressure, and depression

In managing stress, individuals often turn to two primary coping strategies: problem-focused and
emotion-focused approaches. Problem-focused coping involves a belief in one's ability to address
stressors directly by altering the circumstances or adapting oneself. For example, if impatience leads to
conflict with a friend, direct communication can be used to resolve the issue. On the other hand,
emotion-focused coping comes into play when one perceives limited control over a situation. In such
cases, individuals are more likely to address their emotional needs by seeking support from other
sources, especially if efforts to alter the situation prove challenging. Both strategies offer valuable tools
for navigating various stressors, allowing individuals to choose a response that best suits the situation at
hand and promotes effective stress management.

C. Resilience
Resilience is the process and outcome of successfully adapting to difficult or challenging life experiences,
especially through mental, emotional, and behavioral flexibility and adjustment to external and internal
demands.

A number of factors contribute to how well people adapt to adversities, predominant among
them:
 the ways in which individuals view and engage with the world
 the availability and quality of social resources
 specific coping strategies

Psychological research demonstrates that the re

Sources and skills associated with more positive adaptation (i.e., greater resilience) can be cultivated
and practiced

1.7.Problem Solving and Decision Making

A.Problem Solving
Problem solving process in which we perceive and resolve a gap between present situation and desire
goal with the path to the goal blocked by known or unknown obstacle they are two classes of problem
need and all defend.

Well defined problem are toes problem whose goals path to solution and obstacles to solution are
clear based on information question for example how to calculate simple simulation equation.
Ill-defined problem characterized by their lack of clear path to solution for example how to find life
partner.

Decision Making
Decision making a process of making choice by gathering information and assessing alternative
resolution critical and creative thinking.

Critical thinking is purposeful self-regulation by judgment which results in interposes upon which
judgment is based.

It requires self-correction monitoring and reflexively.

It also included decision making problem slotting and information gathering skill

1.8.Critical and Creative Thinking

Critical thinking is purposeful self-regulation by judgment which results in interposes upon which
judgment is based.

It requires self-correction monitoring and reflexively.

It also included decision making problem slotting and information gathering skill

Goals of posting critical thinking and posturing creativity considered as quite efferent.

Critical thinking Creative thinking

Analytic generalize

convergent divergent

vertical lateral

probability possibility

judgement Suspended fund

Hypothesis testing Hypotheses forming

objective subjective

Answer In answer

closed associative

linear speculating
wire intuition

Yes but Yes and

Experience and Reflection of the Group

From our discussion we have come on the conclusion of having intrapersonal and interpersonal
skills is inevitably crucial in our daily life. For instance as students we may face different kinds of
presentations and we may be expected to reflect on different issues. In order to accomplish
those things well we must have those intrapersonal and interpersonal skills like confidence and
self-esteem discussed above. We also have to manage our anger and live with our mates
harmoniously to get the most out of our effort.

Finally we want to give an emphasis on how controlling our emotions and making the right
Decisions at the right time plays a huge role on our personality and future.
 CHAPTER TEN
ACADEMIC SKILLS
Introduction

In this chapter we will raise topics to help students develop their academic skills like
taking notes, time management goal setting and carrier developmen. We also give
some reflections concerning academic skills at the end of this chapter.

1.1Time Management
Time management is the ability to plan and control how someone spends the hours
in a day to accomplish his or her goals effectively. It is important to establish clear
goals and priorities in order to set aside non-essential tasks that can waste time, and
to monitor where the time actually goes.

Time is a communal non-renewable resource for all human beings but abused by
many

Individuals. wise utilization of time is very beneficial for success, happiness and

peace of mind.

People who practice good time management techniques often find that they:

- Are more productive,

- Have more energy for things they need to accomplish,

- Feel less stressed,

- Are able to do the things they want,

- Get more things done,

- Relate more positively to others, and

- Feel better about themselves.

There are ways or things you should do to manage your time well. Those things are:

1. Set a goal and spend your time to things that lead you to your goal.
2. Plan your daily routine.
3. Stop procrastinating and do things on time.
4. Set priorities.
5. Make your self away from time wasters.
1.2. Note-taking and Study Skills
In order to succeed in learning, it is often necessary to take good notes as lecturers
often provide you with key information for the course. Staying organized while
taking notes is just as important as note-taking itself because if you have good notes
to study, you will be more likely to do well in exams.

1.3. Test-Taking Skill

every student practice certain type of test-taking thump rules.

Depending up on what they think right, they prepare themselves for tests and
approach the tests.Some of these suggestions are given below.

1. Attend all classes

2. Take organized and clear lecture notes

3. Plan your study time and set study goals

4. Use SQ3R(Survey, Question, Read, Revise and Recite) study style

5. Use memorizing techniques such as associating difficult material with

something you already know

6. Divide the review material into logical sections and concentrate on one at a
time.

7. Organize the information you must remember

8. Know your teacher(e.g., His/her focus areas) and meet with your teacher out
of class

9. Make your presence known in class by your courtesy, cooperation and

willingness to learn

10. Ask questions to increase your understanding of course material

11. Make use of tutoring services and student support centers of the college

12. Separate review time from daily assignments

13. Start reviewing systematically and early, not just the night before the test

14. Practice predicting and answering test questions.

15. Learn test-taking terms and strategies.

 16. Examine previous tests to ascertain what you did well and what you did not
do so well.

17. Find out what kind of a test it will be: objective, essay, or a combination of
both.

18. Find out when and where the test will be given; what you are expected to
bring with you (pens); and what you are allowed to bring with you
(dictionary). Get to the test site early with appropriate materials and do
deep breathing exercises to relax. Do not, at this time, continue to try to
study.

19. Get plenty of sleep the night before the exam.

20. Get up early enough to avoid rushing and to eat a healthy breakfast.

21. Finally behave properly in the exam class and do your best!

1.4. Test Anxiety and Overcoming Test Anxiety

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

Severe test anxiety can cause a host of problems in students. Although each person
will experience a different collection of symptoms with differing degrees of
intensity, the symptoms of sever test anxiety fall into a few categories.

Physical - headaches, nausea or diarrhea, extreme body temperature changes,

excessive sweating, shortness of breath, light-headedness or fainting, rapid
heartbeat, and/or dry mouth

Emotional - excessive feelings of fear, disappointment, anger, depression,

uncontrollable crying or laughing, feelings of helplessness

Behavioral - fidgeting, pacing, substance abuse, avoidance

Cognitive - racing thoughts, going blank, difficulty in concentrating, negative

self talk, feelings of dread, comparing self with others

In order to reduce test anxiety, students should exercise realistic thinking. Realistic
thinking means looking at all aspects of a situation (the positive, the
negative and the neutral) before making conclusions.
The following are steps of realistic thinking that can be applied to reduce
test-anxiety.

Step 1: Pay attention to your self-talk

Thoughts are the things that we say to ourselves without speaking out loud
(self-talk).

We all have our own way of thinking about things, and how we think has a big effect
on

how we feel.

Often, we are unaware of our thoughts, but because they have such a big impact on
how

we feel, it is important to start paying attention to what we are saying to ourselves.

Step 2: Identify thoughts that lead to feelings of anxiety

It can take some time and practice to identify the specific thoughts that make

you anxious. Pay attention to your shifts in anxiety, no matter how small.

When you notice ourself getting more anxious, that is the time to ask yourself.

Therefore, here are some important suggestions to identify thought that can

lead to anxiety.

What am I thinking right now?

What is making me feel anxious?

What am I worried will happen?

What bad thing do I expect to happen?

Step 3: Challenge your "anxious" thinking

it is helpful to challenge your anxious thoughts because they can make you

feel like something bad will definitely happen, even when it is highly unlikely.

1.5. Goal Setting

Goal setting is like drawing map, which will help individuals to track their
development towards reaching their full potential. It is the process of
imagining, planning and implementing the big picture of ones destination.
the following to be the most important purposes of goal setting:

- Guide and direct behavior

- Provide clarity

- Provide challenges and standards

- Reflect on what the goal setters consider important

- Help to improve performance.

- Increase the motivation to achieve

- Help increase pride and satisfaction in achievements

- Improve self-confidence

Help to decrease negative attitude

1.6. Career Development Skill

Career is how individuals live their lives across different contexts and settings,
including education, work, family and leisure time.

Career development is a lifelong continuous process of planning implementing and

managing one's learning, work and leisure in order to achieve life objectives.

It is a continuous lifelong process of developmental experiences that focuses

on seeking, obtaining and processing information about self, occupational and

educational alternatives, life styles and role options is career development

Career management skill is often used to describe skills aptitudes abilities and
attitudesrequired to manage life. In other language career management skills

(CMS) are copetencies which help individuals to identify their existing skills develop
career learninggoals and take action to enhance their careers.

The concept of career management assumes that individuals can influence

their careers, that there are a range of skills which help an individual to

manage their career in ways that are personally advantageous, and that at least
some of these skills can be acquired through learning and experience.
Experience and reflection of the group
We took this chapter very useful and we discussed it very thoroughly as it is connected
with the academic carrier we have. In order to succeed in our educational journey we
must manage our time well and apply studying methods that suits our past experiences
and potentials. Moreover we have to overcome a test an axiety which is experienced
almost by everyone. We should manage and controll test anxiety to do our best. If we
do these whole things it's obvious thet we will be successful students.
CHAPTER 11

Social skills

Introduction

On his book of "Introduction to Psychology -7th edition" Clifford T. Morgan defines humans as a
social animal. He explains that people interact with each other in many ways. As a result of this
interaction one's personal life may be affected in many ways.

In this chapter we will discuss skills to manage our social skills. How to live harmoniously with
others without being affected by peer pressure and conflicts.

11.1 Understanding cultural diversity

Diversity has become an undeniable truth of the world in social and cultural perspectives.
Diversity arises from the ways in which one defines his/her identity. People may use their
ethnicity, language, religion, culture, political views and so on in order to define their identities.
Those identities vary tremendously- that's what we call diversity. Now days we no longer live in
homogenized world.

Culture is the criteria with which we evaluate everything aroung us. We evaluate what is right
or wrong, proper or improper, usefull or harming based on our cultural stand views that are
shaped from the day of our birth throughout ourlife. Those kinds of cultural views arise from
the values of the society we live in. As a result people usually tend to use their culture as a
standard to judge other cultures. Moreover people will experience a cultural shock when they
are introduced in a new cultural environment the had not experienced before.

Cultural diversity is useful if know how to tolerate other's views amd live harmoniously. The
next topic "Diversity Management" tries to explain the exact issue.

Diversity Management

The key to manage diversity is to capitalize more effectively on our capacity for multiple social
identities. Hence to manage cultural diversities we need to:

1. Increase level of understanding about each other's cultures. By interacting with other's
culture
2. Avoid imposing values on one another.
3. When interacting with whom outside our culture group understand lack of
language proficiency does not indicate their intellectual level.
4. Recognize that concepts such as family, gender roles, sprituality and emotional well-
being vary significantly among cultures.
 5. Within workplace and educational settings use materials that are representatives of the
various cultures.
6. Intervene in an appropriate manner when others talk.
7. Be proactive in listening, accepting and welcoming different people's idea

11.2 Gender and social inclusion

The term "sex" usually refers to the biological differences among men and women such as
hormonal and reproductive differences. Whereas "gender" is the ideal concept, principles,
values and roles men and women have in their societies. Scholars conceptualize genderas an
institution encompassing three levels of analysis. Individual , interactional and structural.

1. The individual level refers to stable traits of men and women that are rooted in
biology or early childhood socialization.
2. The interactional level examines the ways in which social behavior is constrained or
facilitated by the expectations that people have how should men and women act.
3. The structural level addresses how macro level patterns like positions in society are
assigned to men and women.

In the human history women have been deprived of economic and social activities in many
ways. But for a healthy development inclusion of women is crucial. To build a culture of gender
inclusion it is impprtant to:

1. Encourage inclusive engagement in all areas of development.

2. Apply gender inclusive approach.
3. Promote good practices in gender inclusion. And
4. Optimize resources and prosperity for all.

11.3 Interpersonal communication skills

Interpersonal communication isthe process by which people exchange information. This

process encompasses not only vocal language but also facial expressions, body language and so
on. Core areas for effective interpersonal interaction includes: self-awareness, assertiveness,
effective lestening and non verbal communicating skills (facial expressions, gaze, body language
etc.).

11.4 social influence

Social influence takes place when one person tries to persuade, threaten or promise to others
in order to make them behave differently from their normal way. The main goal of social
influence is to produce a change in attitude and to make them serve our need and make them
believe our view on particular issues.
Yet, sometimes influence aims not at transforming views , but securing compliance. A
stern teacher demanding homework completion, or a doctor urging lifestyle changes,
seeks obedience, not necessarily a change in mindset.

11.5 peer pressure

Peer pressure is the desire to be in a similar fashion whith one's peer. This may arise from the
longing to fit in, be accepted, be respected amd so forth. Peer pressure can affect one's life
both negatively and positively. There is a famous saying regarding this phenomena "tell me
your friend and I will tell you who you are". Can often lead to psychological and physiological
problems for instance using drugs.

How to handle peer pressure

1. Say "NO!" to the offers your peers present that doesn't match your plans. Know that
you don't have to please everyone.
2. Choose your peers wisely.
3. Set your personal goal untouchable.
4. Know your self better. Know your preferences

11.6 assertiveness

Assertiveness is having confidence in yourself and standin for your point with a respectful
manner. Lacking of assertiveness is revealed by passive manners of low self-esteem and not
being able to express one self rather to conceal your feelings. Assertiveness is crucial to be who
you are and to get what you deserve. Assertiveness includes:

1. Having confidence, self-esteem and self-awareness.

2. To be able to express one's own feelings.
3. To admit mistakes and be respectful. And so forth.

11.7 Conflict and conflict resolution

Conflicts are when our ideologies towards some phenomena varies. It is often for ideas to
conflict. And this is neither good nor bad by itself but how perceive and overcome it may make
it bad or good. We may use conflict of ideas creatively to innovate things or cause destruction.

Sources of conflict

Conflicts may arise from economy, value and power according to Daniel Katz(1965)
 1. Economic conflicts may arise from one's need to maximize its profit from a resource.
2. Value conflict takes place when there is a difference in ideology and ways of life.
3. Power conflict : when each party try to monopolize its influence on others.

Apart from those situations listed above miscommunication, emotional bias, prejudice amd self
centerdness can also be sources of conflict.

Levels of conflict

1. Intrapersonal conflict : a mind vs heart situation or opposing motives or ideas in one's

mind.
2. Intrapersonal conflict: a conflict among people due to incompatible needs.
3. Intergroup conflict : a conflict between groups for instance a conflict between ethnic
groups.
4. Multi party conflict: occurs between organizations due to variance in policy
development.
5. International conflict: between sovereign states at a global level. For example the "Nile
basin" conflict between Ethiopia and Egypt.

Methods of Conflict Resolution

There are three general strategies to resolve conflicts.

1. Win-lose approach : when a conflict ends up in the preference of one group. It is biased.
2. Lose-lose approach : all parties lose. Considered to be fair and not biased.
3. Win-win approach: when all the parties agree to resolve their conflict in a profitable
manner for all of them. Ethiopian traditional conflict resolution mechanisms often fall
to this category.

11.8 Team Work

Imagine scaling a mountain - steep terrain, diverse challenges. A strong team can
conquer it, each member bringing their unique skills, united by a shared goal.

Building Up: A skilled leader facilitates, fostering trust and collaboration through team-
building.

Shared Vision: Members commit to understanding each other's goals, weaving them
into a common purpose.

Joint Ownership: Every task held with pride, responsibility shared equally.

Coordinated Effort: Seamless teamwork, tasks distributed fairly and tackled together.
Open Communication: Information flows freely, fostering honesty and constructive
criticism.

Obviously, a team is better than solos if it's managed wisely and firmly.

11.9 Overcoming Risky Behavior

Risky behaviors are harmful behaviors that may have a long-term effect in psychological and
physiological health of humans. Specially teenagers are exposed to those kinds of behaviors. So
as a society we need to provide quality education, love and care, support and emotional
competence for children and teenagers to avoid risky behaviors they might suffer from.

Experience and conclusion of the group

As our group discussed social skills are of great values to tie people with various cultures
together and to live peacefully. In a country like Ethiopia respecting other's cultures is much
important. Also as a student of a university we may face classmates of different cultural
backgrounds but regardless of that we need to develop social skills to live in cooperation.

We also understood that having a firm ground and not be washed up by peer pressure is a core
to maintain our values. Finally ended up by reviewing about conflicts and how to avoid them.
Ethiopia is endowed by many cultural methods of solving conflicts therefore our group believes
those cultures can be used to resolve conflicts arising from different sources.
References :
1. MoSHE module for "General Psychology(Psyc1011)", september,2019.
2. "Introduction To Psychology" by Clifford T. Morgan, 7th edition, 1993.
3. "You Can Win" by Shiv Khera, 2000.