Using Analytic Techniques to Add Meaning to Data Scoring Guide.docx
- 1. Using Analytic Techniques to Add Meaning to Data Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the company background and the practical business context. Does not describe the company background and the practical business context. Describe a part of the company background or a part of the business context, but not a complete description of the company. Describe the company background and the practical business context.
- 2. Describe the company background and a detailed business context to give a well rounded view of the company in the marketplace. Create four different graphical representations of the data, including scatterplots and histograms. Does not create four different graphical representations of the data, including scatterplots and histograms. Creates graphical representations of the data with errors or that do not include at least one scatterplot and histogram. Creates four different graphical representations of the data, including scatterplots and histograms.
- 3. Creates four different graphical representations of the data that are professionally formatted and clearly labeled, including scatterplots and histograms. Calculate descriptive statistics for two different variables, including mean, median, mode, and standard deviations. Does not calculate descriptive statistics for two different variables, including mean, median, mode, or standard deviations. Calculates descriptive statistics for two variables, but there are errors in mean, median, mode, and/or standard deviations. Calculates descriptive statistics for two different variables, including
- 4. mean, median, and mode, standard deviations. Calculates descriptive statistics for two variables, including mean, median, mode, and standard deviations, that are clearly labeled and professionally presented. Summarize the processes by which graphs and statistics were created and calculated. Does not summarize the processes by which each graph and statistics were created and calculated. Sentences begin to describe the process of creating the graphs or calculating parts of the statistics, but does not fully explain all of the elements. Summarize the
- 5. processes by which each graph and statistics were created and calculated. Detailed summaries of the processes by which each graph and statistic were created and calculated in language that shows an advanced understanding of the concepts. Format citations and references correctly using current APA style. Does not format citations and references using APA style. Formats citations and references with errors in APA style. Formats citations and references correctly using current APA style. Formats citations and references flawlessly in
- 6. current APA style. Present content clearly, professionally, and logically for the identified audience. Does not present content clearly, professionally, or logically for the identified audience. Presents content with some flaws in organization or clarity that affect professional delivery for the identified audience. Presents content clearly, professionally, and logically for the identified audience. Presents content with exceptional clarity, organization, professionalism, and appropriateness for the identified audience.
- 7. Sit in Your Groups While you wait – Do a quick gratitude circle with your table group. INSTRUCTOR NOTE: Play music of your choice for about 5 minutes before class begins. We typically choose something upbeat and uplifting. 1 XXX 2 Questions Mindfulness Activity Participate Zen Counting
- 8. This mindfulness exercise is a participate exercise: We are going to do what is called “Zen counting.” Here is how it works. Get into your groups of 6-8 people. When the exercise begins, we are going to start counting one person at a time, with random people in the group calling out numbers in order. One person calls out 1, another person say 2, then another say 3, and so on. If two people call out the same number at the same time, then you need to start over back at 1. There is no communication with each other in any way. If your group reaches 20, then start over and this time close your eyes. Ok, Step 1: get in your mindfulness position – in this case standing up (computer laptops closed, phones put away, books closed) Step 2: take a nice deep breath Step 3: begin the exercise of participating in Zen counting. Do this exercise for 2:00 minutes – then debrief it by asking students to describe they experience – praising descriptions that are based on facts, and highlighting others that are based on judgment. 4 The Model of Emotions Lesson 7
- 9. (DeCano & Cook, 2015) 6 Summary of the Previous Lesson What we pay attention to impacts how we feel and behave Our natural tendency is to pay more attention to negative or bad aspects (emotions) of ourselves, others, and the environment than positive aspects Negative confirmation bias refers to getting stuck on paying attention to negative and stressful experiences while tuning out, ignoring, and missing the positive The five main take home messages from this lesson are as follows: What we pay attention to impacts how we feel and behave Our natural tendency is to pay more attention to negative or bad aspects of ourselves, others, and the environment than positive aspects Negative confirmation bias refers to getting stuck on paying attention to negative and stressful experiences while tuning out, ignoring, and missing the positive With effort and intention, we can purposefully choose to focus on more positive aspects of our lives, others, and daily experiences (that is, finding the silver lining, paying attention to the positive in others, and developing positive go-to staples). Gratitude is a special type of positive attention that involves recognizing and acknowledging what and who we are grateful
- 10. for in our lives Specific ways to practice gratitude include: Gratitude journaling Thank You Notes Gratitude letter Gratitude visit 7 Summary of the Previous Lesson Gratitude is a special type of positive attention that involves recognizing and acknowledging what and who we are grateful for in our lives Specific ways to practice gratitude include: Gratitude journaling Thank You Notes Gratitude letter Gratitude visit Awe in the present moment The five main take home messages from this lesson are as follows: What we pay attention to impacts how we feel and behave Our natural tendency is to pay more attention to negative or bad aspects of ourselves, others, and the environment than positive aspects Negative confirmation bias refers to getting stuck on paying attention to negative and stressful experiences while tuning out, ignoring, and missing the positive With effort and intention, we can purposefully choose to focus on more positive aspects of our lives, others, and daily experiences (that is, finding the silver lining, paying attention to the positive in others, and developing positive go-to staples).
- 11. Gratitude is a special type of positive attention that involves recognizing and acknowledging what and who we are grateful for in our lives Specific ways to practice gratitude include: Gratitude journaling Thank You Notes Gratitude letter Gratitude visit 8 Learning Objectives After completing this lesson, you will be able to: Learn about the function and purpose of emotions Understand how emotions function and why we may continue to feel a specific emotion for so long Engage in specific activities and behaviors to cultivate positive emotions 9 Lesson 7: Glossary TermsModel of EmotionsVulnerability FactorsThose factors that make you more reactive/intense to your emotions than you would normally bePrompting EventThe presentation of an event or stimulus that sets off the entire emotion processAction UrgeThe internal desire that pushes one to act behaviorally specific due to the current emotion being experiencedPositive MantraA positive mantra is an uplifting, empowering, positive statement you can say during emotionally intense times.
- 12. Participation Week 7 Part 1 How long do you think emotions last? 11 Emotions 101 Three goals of emotion: They communicate information to ourselves - an internal subjective experience that combines bodily and cognitive reactions. They communicate to others and provide them with information - real or imagined. Motivating and organizing action – thus emotions are adaptive by nature. In order to gain greater insight into your emotional world, it is essential to learn what emotions do for you. The idea is that we all experience emotions for a reason. Emotion has three goals: (1) Your emotions are sending you an important message. Emotion can give us information about a situation or event. They can signal to us that something is going on. Think of some times when emotions are self-validating. For example: I am going to a party, but I feel uneasy about it, as if something is
- 13. going to happen. At the party, a friend and I have an argument and I leave. My feeling about something happening is right. Another example, I am home alone and feeling very lonely. I am getting more and more anxious and angry. I call friends and try to get someone to come and stay with me. No one will come. So this intense negative emotion also validates my feeling that I am lonely and no one cares. Remember, validating our emotion is important because we can get our needs taken seriously. Think of some examples of your own. Remember that we are not evaluating or judging anyone's feelings or behavior. We are just trying to look at how emotions function. (2) We communicate our emotions to other with verbal and nonverbal (facial expressions, body gestures or postures) language. Whether we intend it or not, the communication of emotion influences others. When you are happy- come to talk to me; when you are mad- leave me alone (3) Finally, emotions motivate our behavior. There is an action urge connected to specific emotions that is hard-wired. "Hard- wired" means it is an automatic, built-in part of our behavior. For example, if you see your friend walking in the middle of the street and a car coming, you will feel an emotion, fear, and this emotion will prompt you to run to save your friend. You don't stop to think about it. You just do it. Your emotion has motivated your behavior without you having to take the time to think. Emotions can also help us overcome obstacles in our environment. An example given in the book is the anxiety someone feels when they are about to take a test. This anxiety, though it's uncomfortable, helps to motivate you to study so you will do well on the test.
- 14. Make a list in one minute of all the emotions you can think of Now divide into negatives and positives Who had more negatives than pos evolutionarily advantageous, but now it can have negative impacts on your mental health 12 Negative and Positive Emotions Negative emotions are those that accompany an unpleasant or aversive experience, such as fear, anger, shames, guilt, sadness, and jealousy. Positive emotions are those that accompany a pleasant and wanted experience, such as joy, excitement, happiness, and love. Activity – make a list of all the emotions you can think of in 1 minute. Emotions tend to be one word. Now rate them as negative or positive. What’s the ratio of negative to positive? Negative emotions are not bad, they are facts of life. Everyone has the “cloudy day” once awhile. Angry and hate are extreme powerful emotion. Do not make decision, what should you do instead? Over 65--- What you suppose to do? (Distress Tolerance Skills)
- 15. The goals of emotion regulation: To understand the emotions you experience To reduce our emotional vulnerability by stopping unwanted emotion from starting in the first place To decrease the frequency of unwanted emotions and to decrease our suffering from unwanted emotions once they start. 13 Why Regulate Our Emotions? The goals of emotion regulation: To understand the emotions you experience. To reduce our emotional vulnerability to unwanted emotions. To decrease the frequency of unwanted emotions and to decrease our suffering from unwanted emotions once they start. Our emotions are always valid! Benefits of Emotions Positive Emotions: energize and motivate us to perform give us feedback about our environment are important for learning and memory add flavor to life As I’ve stated before, emotions also carry motivational properties. When you feel badly, it isn’t just that you are aware
- 16. of something threatening or wrong, you probably feel pretty compelled to deal with it or avoid it altogether. For example, if you feel scared because there is a giant black widow spider crawling towards your hand as you are sitting on the couch, you probably won’t just think, “Hmmm, what a cute black widow spider! I wish it would crawl away.” Rather, you’re likely to jump up and get the broom and swat it away. If you’re feeling guilty over something, this is your emotional system telling you that you are violating your own values system, and that unpleasant feeling encourages you to correct your actions. Feelings can actually act like an internal judicial system that helps regulate our behavior. Emotions give us feedback. They tell us when to defend ourselves or flee the situation. They signal to use a sense of gratitude toward others, which enables us to build better relationships. Emotions also add flavor to our lives. Imagine, we can climb mountains, spend time with family and friends, do a thousand things, but without emotion, what’s the point? Emotions give meaning, color, and texture to our lives--taking us from elation to sorrow, excitement to resentment, satisfaction to need. The inability to experience emotions, which is referred to as emotional numbness, can be a debilitating condition, because life seems as if it doesn’t have much to offer. Emotions are a vital part of our daily life; they help us experience the world as well as express ourselves and communicate with others. Emotions are also a critical aspect of learning and memory. People are significantly more likely to remember events and content that involves some level of emotional arousal than when minimal to no emotional response is provoked. Flashbulb memories are a great example of the role of emotions in learning and memory. Millions of Americans have vivid remembrances of decades-old traumatic events, including John
- 17. F. Kennedy's assassination, the Challenger space shuttle explosion and, more recently, the 9/11 attacks. Flashbulb memories enable detailed recollections that can be as clear as something that happened yesterday, right down to the dialogue, the weather, and even what people were wearing when they heard the news. The amygdala, which is the emotional epicenter of the brain, trains our attention to focus intensely on emotionally arousing information to the exclusion of everything else around us, which is why people can remember emotionally- provocative information much better than information that does not carry emotional arousal. 15 Reminder : Emotion-Provoking Buttons Everyone goes from calm to not calm There is always a button that gets pushed to cause us to go from calm to not calm Important to develop an understanding of one’s own emotion- provoking buttons 16 Remember how a habit/reaction forms? 17 Cue (Prompting Event) Habit (Behavior/Action Urge/Emotional Response)
- 18. Reward (Consequence) You have emotion response and it happens quickly. We often have vulnerability factor affects our emotion. E.g., “Hangry= Hungry + Angry” This is what is happening when you have an emotional response an event happens that causes us to have internal responses or we have thoughts about an event that causes internal responses we have internal and external responses things may have happened earlier that make us more prone to this (turn and talk about what those are) This all happens in 60-90 seconds, then we either emotionally move on our we have further thoughts that retrigger the same emotion No one knows what is going on internally unless we give external clues either bodily or verbally Each one of this spot, we are learning the skills to change. 18 Example of prompting event that may elicit to 2 different emotions
- 19. Roller Coasters Sleep Hungry Exercise Sick Start with the prompting event – in this case roller coasters Next – highlight that we have factors that make us more vulnerable to our emotions. Not history is also a vulnerability factor yet, we don’t have any skills that can go back and change history 20 Roller Coasters Sleep Hungry Exercise Sick I will die Get sick Falling out Love it Excitement No hands Joy Fear Discuss our thoughts and interpretations of the prompting event
- 20. And determine what emotion they might experiencing if they don’t like roller coasters – FEAR or if they love roller coasters - JOY 21 Roller Coasters Sleep Hungry Exercise Sick I will die Get sick Falling out Love it Excitement No hands Heart racing Butterflies Jittery Heart racing Butterflies Nauseous Anxiety Walk away Butterflies Nauseous Attraction Walk toward Excitement Joy Fear Discuss inside the body from the Fear perspective: Next from the Joy perspective
- 21. 22 Roller Coasters Sleep Hungry Exercise Sick I will die Get sick Falling out Love it Excitement No hands Heart racing Butterflies Jittery Heart racing Butterflies Nauseous Anxiety Walk away Butterflies Nauseous Attraction Walk toward Excitement Startling look Mouth open Wide-eyed Look of awe Mouth open Wide-eyed Run away Scream Freeze Approach Scream Attend to
- 22. Joy Fear Now discuss what happens outside the body, including possible behavioral reactions for those who experience Fear Next from the Joy perspective 23 Roller Coasters Sleep Hungry Exercise Sick I will die Get sick Falling out Love it Excitement No hands Heart racing Butterflies Nauseous Heart racing Butterflies Nauseous Anxiety Walk away Butterflies Nauseous Attraction Walk toward Excitement Startling look Mouth open
- 23. Wide-eyed Look of awe Mouth open Wide-eyed Run away Scream Freeze Approach Scream Attend to Joy Fear Avoid Pride Go again! Finally – discuss possible consequences and secondary prompting events from the Fear side And then from the Joy side. 24 REFRESHER P Opposite Action Willingness The skills answer key to where each skill can be used to help regulate the emotions and their severity 25
- 24. REFRESHER P Opposite Action Willingness 26 Self Talk Self-talk is your internal dialogue, your own personal pep talk, the messages you communicate to yourself about yourself and current circumstances: Self-Encouragement Positive Mantra Prayers Talk with you groups about your mantra and assess whether it’s something you can say to yourselves to stop intense negative emotions Self-talk is our internal dialogue, our own personal pep talk, the inner thoughts that are communicated about ourselves, others, and current circumstances. Self-talk can be self-fulfilling when it focus on ourselves. If you’re constantly critical of yourself, what kind of message are you sending to yourself? The inner
- 25. conversations we have with ourselves have a powerful impact on our emotions. This should come as no surprise, given that the previous lesson delved deeply into the power of thought. Becoming aware of exactly what you are saying to yourself about yourself can help you understand why you react the way you do to events and people in your life. It can also give you a handle on controlling your moods, repeating your successes and short-circuiting your shortcomings. Positive self-talk can do a lot to give us the confidence to overcome challenging, stressful situations and diminish the negative self-talk that triggers intense negative emotions. If public speaking makes you nervous, use your inner voice to reassure yourself: “You can do it. You’ve done it well before. Why else would they have asked you to do it again?” If being treated unfairly by others causes you to become angry, use your inner voice to guide you towards an effective response: “I don’t appreciate being treated unfairly, and the best way for me to handle this situation is once I’m cool, calm, and collected.” Different types of self-talk could be in the form of prayers, self- encouragement, or a positive mantra. I will briefly describe each one of these below. Prayer If you happen to be a religious or spiritual person, research has shown that prayer is a powerful form of inner talk that has been shown to help people manage their emotions. Saying a small prayer to get through a difficult time is not unusual. This near- instinctive plea for help from a higher power is an unspoken acknowledgment of the powerful benefit spirituality can have in people’s lives. A connection to something greater than the self offers people more than just hope; it strengthens their emotional health, too. Prayer can provide a framework for coping with unexpected or negative events and put things into perspective, which causes emotions to lessen and rational thinking to return.
- 26. Self-Encouragement Truly choosing to speak kindly to ourselves in an encouraging way--and not just positively, but in a way that truly empowers us. One thing I have noticed in my work is that for some, the perfect positive self-talk can be hard to come up with or generate. Positive Mantra A positive mantra is an uplifting, empowering, positive statement you can say during emotionally intense times. Positive self-talk mantras can be something you come up with yourself, a quote you find that you are drawn to, or even inspirational song lyrics. The positive mantra can be used at the start of the day to get it off to a good start or any time you feel negative thoughts coming on. For example, my positive mantra when I become upset is “This Too Shall Pass.” Just as the emotions came, they will go away. Other positive mantras include “Keep Calm and Carry On,” “Tomorrow is another day,” “I’m the driver of my own destiny,” or “Do that which is effective, not that which my emotion is telling me to do.” Your goal is to identify and develop a positive mantra that you can go to during times of emotional duress. 27 The Resilience Recipe: Ratio of Positive to Negative Emotions 3 to 1 People flourish and well-being is optimized at above about three positive emotions for every one negative emotion. The idea here is to try to engage in three positive emotions for one negative in order to keep yourself in a generally good place.
- 27. Building up a daily diet of positive emotions does not require banishing negative emotions. To be happy, people do not need to adopt a passive approach and deny the upsetting aspects of life. The levels of positive emotions that produce good benefits do not have to be extreme. People who focus on the positive aspects of their daily lives with average and stable levels of positive emotions still show growth in resilience even when their days include negative emotions. A lot of times we get so wrapped up in thinking about the future and the past that we are blind to the goodness we have right in front of our faces, whether it’s the beauty outside the window or the kind things that people are doing for us, or a funny joke you heard from a friend. The better approach is to be open and flexible, to be appreciative of whatever positivity enters your daily circumstances, rather than waiting for really big things to come into our lives to trigger positive emotions--such as ‘Will I be happy if I move to a different city?’ ‘Will I have pride in my work once I get the big raise?’ or ‘Will I finally be happy if I get married?’ 28 Broaden and Build Theory of Positive Emotions Dr. Barbara Fredrickson developed the Broaden-and-Build Theory of Positive Emotions to explain the mechanics of how positive emotions are important to survival, and ultimately to our resilience and social-emotional wellbeing. This theory posits that positive emotions are distinct from negative emotions and have different effects over the short and long terms. Over the short term, positive emotions widen the repertoire of people’s possible actions, resulting in greater creative thinking, the readiness to take advantage of
- 28. opportunities, the strengthening of social bonds, and the undoing of negative emotions. Positive emotions also create openness to new experience and widen the attentional scope, causing people to notice more of their environment and pay more attention to what is going on around them. In contrast, negative emotions cause people to narrow their focus and reject new experiences. In short, while negative emotions narrow a person’s repertoire of thoughts, actions, and interests, positive emotions broaden them. In the long term, multiple moments of broadening add up to create resources, such as physical health, new skills, new knowledge, and better relationships, that can help people be resilient and get through hard times. The ultimate implication of this theory, which is supported by a wealth of research, is that positive emotions have inherent value to human growth and development, and cultivation of positive emotions will help people be resilient and lead fuller lives. 29 Positive Emotions Joy, happiness, pride, interest, love, amusement, awe Broaden Expands one’s inventory of thoughts and actions Build Develops mental, social, and physical resources Transform Advances personal growth & creates more positive emotions
- 29. Cultivating Positive Emotions Brainstorm in your group ways you build positive emotions – each group shares one 30 Intentionally Cultivating Positive Emotions #1: Focus on the Small Positive Things The small positive moments that are right in front of our faces Focusing on the small positive moments that are right in front of our faces The pace of modern life is often so relentless that it keeps us focused outward--often beyond what’s immediate to us, and definitely away from our inner core. We need to slow ourselves down enough that we can see and hear and sense with our heart, not just our eyes, ears, and mind. Connect with the goodness that is right in front of our faces day in and day out. Small moments let positive emotions blossom, and that helps us become more open and build greater resources. That openness then helps us build resources that can help us rebound better from adversity and stress, ward off depression, and continue to
- 30. grow. Building up a daily diet of positive emotions does not require banishing negative emotions. To be happy, people do not need to adopt a Pollyanna-ish approach and deny the upsetting aspects of life. The levels of positive emotions that produce good benefits do not have to be extreme. People who focus on the positive aspects of their daily lives with average and stable levels of positive emotions still show growth in resilience even when their days include negative emotions. A lot of times we get so wrapped up in thinking about the future and the past that we are blind to the goodness we have right in front of our faces, whether it’s the beauty outside the window or the kind things that people are doing for us, or a funny joke you heard from a friend. The better approach is to be open and flexible, to be appreciative of whatever positivity enters your daily circumstances, rather than waiting for really big things to come into our lives to trigger positive emotions--such as ‘Will I be happy if I move to a different city?’ ‘Will I have pride in my work once I get the big raise?’ or ‘Will I finally be happy if I get married?’ 31 Intentionally Cultivating Positive Emotions: #2 Kindness Counts Do Kind Things for Others (Acts of kindness) Do Kind Things for Others
- 31. Kindness has at least two sides. When you count your blessings, you often appreciate how others have been kind to you and have elicited gratitude. Recognizing the other side of kindness—your side—is another simple and cost-free way to tap into positive emotions. Keep a daily tally of the number and type of acts of kindness you do for others, which includes everything from opening doors, picking up trash after someone, letting someone get in front of you in line, giving a person some money who was short change, offering to help someone pick up an object, or asking a person if they need help if it appears they do. Volunteer work and offering up our time to help friends or family members are acts of kindness that yield tons of positivity. 32 Intentionally Cultivating Positive Emotions #3 Engage in activities where you experience flow Engage in activities where you experience ‘flow’ Engage in activities where you experience ‘flow’ People who have the opportunity to do what they do best—to act on their strengths—are far more likely to flourish. When we engage in activities that we are good at, we are likely to experience ‘flow,’ which is a state of complete immersion in a task. Flow is described as being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz, reading a good book, cooking a meal, playing a game of chess, or gardening. Your whole being
- 32. is involved, and you're using your skills to the utmost. Some people refer to flow as being “in the zone.” When we are in a state of flow, we experience a range of positive emotions that are energized and aligned with the task at hand. We are willing to push ourselves. Often flow comes from engaging in activities that we’re good at but are willing to challenge ourselves to get better. 33 Intentionally Cultivating Positive Emotions #4: Connect with Others Connecting with others in fun and meaningful ways Meaning, it needs to be consistent with our long-term values and goals Connecting with others in fun and meaningful ways Experiencing positive emotions is not a solo endeavor. Good social relations are a necessary condition for flourishing in life. Being with others, whether we know them well or not, is an extraordinarily reliable way to increase positive emotions. Social connections increase the likelihood of experiencing one of the 10 forms of positive emotions. This is not to say that spending time with others with whom we have warm and trusting relationships is not important. Rather, when we are interacting with and in the presence of others we are significantly more likely to receive a boost in positive emotions. 34
- 33. Intentionally Cultivating Positive Emotions #5: Practicing Gratitude Intentionally practicing gratitude Practicing Gratitude Hopefully, you haven’t forgot about this key resilience practice, and you’ve continued to purposefully pay attention to those things you are grateful for in your life. As we learned in Lesson 5, practicing gratitude can be an extremely powerful way to increase positivity and overall well-being. Gratitude is the felt sense of wonder, thankfulness, and appreciation for the small and big things that come along with life. Basically, it is the opposite of taking life for granted. Practicing gratitude is an intentional endeavor, which means we most purposefully find the time to reflect on what we are grateful for and engage in particular activities. There are a number of evidence based- strategies for practicing gratitude, including weekly gratitude journaling, thank you notes, gratitude letters, and gratitude visits. For more information on practicing gratitude, see Lesson 4. Activity – think of the ways you brainstormed building positive emotions in your group, categorize which type they fall under 35 Summary of this Lesson Emotions have 3 goals: communicating to self, communicating to others, and to motivate for action We as humans have a negative bias regarding emotions: meaning we tend to focus on the negative emotions compared to the positive ones
- 34. Emotions last a very short period of time – 60-90 seconds Emotions are a full body response and there are numerous places within this response where skills can be used to regulate emotions Cultivating positive emotions requires intentionality (mindfulness) There are 5 main points of today’s lesson Emotions have 3 goals: To communicate to ourselves that we need be aware that something is happening, to communicate to others regarding a situation, and to motivate our bodies to move or take action for adaptive reasons. We have a negative bias towards the emotions that give us negative physiological sensations Emotions only last a very short period of time. Why they seem to last longer is because we keep fueling the emotions via our thoughts Emotions are a full body response, and if we are aware of that, we have numerous identified places to use our skills in managing our emotions There are numerous ways that we can cultivate positives, and it is a matter of being aware and purposeful in acquiring or cultivating our positive emotions. 36 Participation Week 7 Part 2 What is one way in which you will cultivate positive emotions for yourself this week. 37 Mindfulness Activity
- 35. Participate Snap, Crackle, & Pop Similar to the earlier mindfulness exercise – this will also be a participate exercise called Snap, Crackle, Pop. Stand up and get yourselves into groups of 6 to 8 people. Given it’s a participate exercise, we are going to through ourselves in 110%. So here is how this exercise works. The person who starts is going to say “snap” pointing to the person to the left of them by raising their right hand over their head at a 90 degree angle, or to the right of them using their left hand over their head at the same 90 degrees. The person who receives the point, then says “crackle” while pointing to the left or right of themselves by crossing their opposite arm across their chest. For example, the person who receives the snap, now says “crackle” while folding their left arm over their chest point to the person to the right of them. The person who receives the crackle, then says “pop” while pointing to any person in the circle, including across the circle. Ok, Step 1: get in your mindfulness position – in this case standing up (computer laptops closed, phones put away, books closed) Step 2: take a nice deep breath Step 3: begin the exercise of participating in Snap, Crackle, Pop.
- 36. Do this exercise for 2:00 minutes – then debrief it by asking students to describe they experience – praising descriptions that are based on facts, and highlighting others that are based on judgment. 38 How HAPPY are you feeling in this moment? Rate yourself! 1-10 Observe what the emotion you are feeling right now. If you aren’t feeling happy…notice what emotions are you feeling 39 Activity Scavenger Hunt! With your table group, try to do as many activities that cultivate positive emotions as possible in the next X minutes. Here are some examples: Focus on small positives – name something small that was positive in your day Acts of kindness – go to a nearby busy place and find someone to give a compliment to Flow – immerse yourself in an activity you like (i.e. reading, a quick run) for a few minutes Connect with others – call a friend whom you haven’t talked to in a bit to tell them you miss them Gratitude – do a gratitude circle as a group There’s a “take what you need” flyer in the class activities folder that students may want to hang up randomly on campus
- 37. as their “acts of kindness”. REMIND THEM TO COME BACK FOR THE LAST 15 MINUTES OF CLASS FOR DISCUSSION 40 SHARE YOUR SCAVENGER HUNT PICTURES! https://padlet.com/mef07/h2u5ic508ouw You probably need to update the padlet for your class 41 Observe your emotions again….. Rate how happy you are feeling NOW. Group Discussions How did you happiness level change doing these cultivating positive emotions activities? Which activity do you feel gave you the biggest “bang for your buck”? What are other ways you can cultivate positives in your life? Emotion Name Describe
- 39. Current Thoughts Sensations, or Urges Wave Skill Crisis Survival Skills Body Changes TIP Expression
- 41. the Body Prompting Event #2 ABC Emotion Name Describe Emotions And rate (0-5) Vulnerability Factors PLEASE Prompting Event #1 Problem Solving Thoughts about the
- 42. Event Check the Facts Mindfulness of Current Thoughts Sensations, or Urges Wave Skill Crisis Survival Skills Body Changes TIP Expression Face/Body Action Behavior Opposite Action Consequences of Action Distress Tolerance Skills Model of Emotions Inside the Body Outside the Body Prompting Event #2 ABC
- 43. Homework Post 7: Model of Emotions Skill Practice Reflection: Reflect on your understanding of the model of emotions and cultivating positive emotions that you learned this week. Include a response to the following prompts for a total of about 1.5 pages double spaced. · Think about a situation you were in this week that made you feel a specific emotion. Walk through each part of the model of emotions using that situation as an example. · Complete a WOOP for cultivating positive emotions based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan. · WISH: What is something you wish to change in your future in terms of cultivating positive emotions? This change can be longer term, but make sure to then also identify something for within the next 4 weeks. · OUTCOME: What would a specific outcome be if you were to live out the above wish? · OBSTACLE: What is an obstacle that has kept/will keep you from cultivating positive emotions? Name at least one internal barrier and one external barrier. · PLAN: What are your plans for overcoming these obstacles and barriers to use gratitude? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Be specific! Class Activity Reflection: Reflect on the cultivating positive emotions scavenger hunt from class this week and complete the following activity. Your response for this section should be about half page double spaced. · What were some of the activities your group did on the scavenger hunt? · How did your emotions change as a result of participating in
- 44. the scavenger hunt? · What are some new ways you thought of cultivating positive emotions as a result of doing the scavenger hunt with your group? Gratitude Practice: Write a half a page about something little you would miss if it wasn’t in your life anymore. Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page. · What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)? · Identify one way you can see the content in the readings helping you going forward. GRADING STANDARDS Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3-4 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points. Homework Post 7 : Model of Emotions
- 45. Skill Practice Reflection: Reflect on your understanding of the model of emot ions and cultivating positive emotions that you learned this week. Include a response to the following prompts for a total of about 1.5 pages double spaced. · Think about a situation you were in this week that made you feel a specific emotion. Walk through each part of the model of emotion s using that situation as an example . · Complete a WOOP for cultiva ting positive emotions based on the follo wing four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
- 46. · WISH: What is something you wish to change in your future in terms of cultivating positive emotions ? This ch ange can be longer term, but make sure to then also identify something for within the next 4 weeks. · OUTCOME: What would a specific outcome be if you were to live out the above wish? · OBSTACLE: What is an obstacle that has kept/will keep you from cultivating positive emotions ? Name at least one internal barrier and one external barrier. · PLAN: What are your plans for overcoming these obstacles and barriers to use gratitude? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Be specific!
- 47. Class Activity Reflection: Reflect on the cultivating positive emotions scaveng er hunt from class this week and complete the following activity. Your response for this section should be abo ut half page double spaced. · What were some of the activities your group did on the s cavenger hunt? · How did your emotion s change as a result of participating in the scavenger hunt? · What are some new ways you thought of cultivating positive emotions as a result of doing the scavenger
- 48. hunt with your group? Gratitude Practice: Write a half a page about something little you would miss i f it wasn ’ t in your life anymore . Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next wee k and the associated videos. Respond to the following prompts in a half page. · What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)? ·
- 49. Identify one way you can see the content in the readings helping you going forward. GRADING STANDARDS Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, total ing around 3 - 4 double - spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on h ow “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points. Homework Post 7: Model of Emotions Skill Practice Reflection: Reflect on your understanding of the model of emotions and cultivating positive emotions that you learned this week. Include a response to the following prompts for a total of about 1.5 pages double spaced. feel a specific emotion. Walk
- 50. through each part of the model of emotions using that situation as an example. g positive emotions based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan. future in terms of cultivating positive emotions? This change can be longer term, but make sure to then also identify something for within the next 4 weeks. live out the above wish? : What is an obstacle that has kept/will keep you from cultivating positive emotions? Name at least one internal barrier and one external barrier. and barriers to use gratitude? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Be specific! Class Activity Reflection: Reflect on the cultivating positive emotions scavenger hunt from class this week and complete the following activity. Your response for this section should be about half page double spaced. scavenger hunt? ing in the scavenger hunt? emotions as a result of doing the scavenger hunt with your group?
- 51. Gratitude Practice: Write a half a page about something little you would miss if it wasn’t in your life anymore. Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page. Wednesday, particularly from the lecture material? What do you still have questions about (if anything)? helping you going forward. GRADING STANDARDS Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3-4 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points. Case Study: 1) Please go through assignment sample document and rubric document(attached rubric doc seperately) and provide atleast 2- 3 pages for case study in APA format with more than 2
- 52. references. 2) Rubric document name: Rubric Detail.