CALICUT UNIVERSITY – FOUR-YEAR UNDER

GRADUATE PROGRAMME (CU-FYUGP)

BSc PSYCHOLOGY

Programme B. Sc. Psychology

Course Title Life Skill Development
Type of Course MDC -1
Semester I
Academic Level 100-199
Course Details Credit Lecture per Tutorial Practical Total Hours
week per week per week
3 3 - - 45
Pre-requisites Nil
Course The Life Skill Development course equips students with essential tools
Summary and strategies to navigate everyday challenges, fostering self-awareness,
enhanced interpersonal skills, effective communication, and the
confidence to tackle life's challenges with resilience and adaptability for
lifelong success

Course Outcomes (CO):

CO CO Statement Cognitive Knowledge Evaluation
Level* Category# Tools used
CO1 Demonstrate a profound understanding U C Instructor-
of different life skills and its created exams
significance in daily life
CO Practise life skills U&Ap P Role-Playing
2 Assessments
CO3 Critically Analyse situations and An M Develop and
illustrate the life skills utilized present various
real-life
scenarios /
case studies/
Analysis of
skills in
different life
situations
CO4 Develop effective communication and Ap P Role play
interpersonal relationship.
CO5 Compare between problem-focused and U C Written

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 emotion-focused coping strategies. Assessments
CO6 Practise stress management in personal Ap P Role play
and professional life

CO7 Create life skill-based interventions in C C Discussion

personal and professional life.

CO8 Originate socially sensitive decisions C P Discussion

and solve problems through
internalization and characterization of
life skills.

* - Remember (R), Understand (U), Apply (Ap), Analyse (An), Evaluate (E), Create (C)
# - Factual Knowledge(F) Conceptual Knowledge (C) Procedural Knowledge (P)
Metacognitive Knowledge (M)

Detailed Syllabus:
Module Unit Content Hrs Marks
(45) (50)
I Introduction to Life Skills 7 105
1 Life skills- Definition by WHO 2
2 10 Core Life Skills 2
3 Components of life skill 1
4 Significance of Life skills for adolescents and 2
youth
Sections from References:
II Social Skills 7 12
5 Self-Awareness- Understanding one self- 1
Importance of Balanced Diet, Exercise, Sleep
Hygiene
6 Empathy 2
7 Effective communication and interpersonal 2
relationship
8 Assertiveness as a type of communication- 2
Passive communication and aggressive
communication
Sections from References:
III Cognitive Skills 15 16
9 Critical Thinking 1
10 Creative Thinking Skills - Thinking ‘out of the 1
box’
11 Decision making 1

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 12 Career decision 2
13 Conflict and its types-( Approach- Approach, 2
Avoidance- Avoidance, Approach- Avoidance)
14 Attempts of negotiation 2
15 Problem-solving- Individual and group level 2
16 Barriers to problem solving 2
17 Goal Setting 2
Sections from References:
IV Coping skills/ Management skills 7 12
18 Coping with emotion- Significance of Emotional 1
regulation
19 Stress- Biological changes associated with stress 2
20 Eustress and Distress- role of perception in stress 2
21 Coping mechanisms- Emotion-focused and 2
problem-focused
Time management
Sections from References:
V Open Ended Module: Application of life skills for 9
various groups
1 Teachers can decide the application of life skills
to any specific groups or organizations according
to the locality or social needs of the college.
Students can engage in the activities designed by
the teacher and the teacher will do a continuous
assessment of the performance of the student. An
interactive method of teaching can be preferred.
 Eg.: Encourage students to craft personal
narratives that highlight their experiences,
values, and goals to relate it to life Skills
 Share and discuss these narratives in a
supportive and constructive environment.
 Facilitate activities that allow students to
explore their leadership styles and
preferences.
 Encourage participation in student
organizations or community service to
develop leadership skills.
 Conduct workshops on effective
communication, active listening, and
conflict resolution.
 Encourage role-playing scenarios to
practice and reinforce interpersonal skills.
 Do self-assessment and peer assessment
after workshops and discuss the
significance of feedback communication.
Suggested activities for different modules
( Submit report of any two)

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Module 1:
 Analysis of skills in different life
situations- to identify the usage of life
skills and lack of skills- The teacher or
students can select suitable activities to
identify and internalize life skill
 Eg. Compare short-term and long-term
goals.(Identify life skills used and apply
life skills in analysis, and suggest
decisions with self awareness- Impulsive
decision- habit formation etc. -generate
discussion)
 Analyze a story- for example-the Story of
Crocodile and Monkey- relationship
development- Effective Communication-
emotional management- quick decision
making- terminating relationship-
identified toxicity in relationship etc.-
generate discussion
 Other life events leading to decision-
making can be analyzed in the classroom
 Students can find out similar socio-
political events for analysis and
discussion
Module 2
 SWOT analysis- Identify components of
toxic relationship quoting examples from
cinema or stories- Students’ presentation-
Group discussion.
 The teacher presents cases for the
identification of a lack of empathy and
discusses the need for social inclusion
(Eg. Reciprocal relationship between
parent and offspring, teacher and students
etc.- Need for empathy from both sides)
 Students can identify success stories of
social inclusion from their locality and
present them as a seminar.
 Develop code of conduct for college/
department- critically analyze based on
human right.
 Group discussion of POSH (Prohibition
of Sexual Harassment) Act at the
workplace- Prevention, Prohibition and
Redressal- Equality and Equity-
Discussion On Sexual Exploitation and
the Need For Assertive Communication
 Conduct role plays related to gender
discrimination- students may extend it to
street play.

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  Develop a theme dance on inclusion.
 ‘One-day’ activity analysis of a male and
female teacher- to discuss in the class
based on Social Skills
 Students write project proposals to the
government based on efforts for gender
justice/ students can analyze school or
nursery textbooks in terms of gender.
Module 3
 Categorise types of conflicts using
examples or list conflicts into different
types.
 Analyse the difficulty in decision-making
according to the complexity of problems-
puzzles, social conflict, personal conflicts
etc.
 Make group discussions on social
problems like causes of population
explosion, increased drug abuse- based on
life skills, and life skills applications to
prevent substance abuse on college
campuses. Explore hypothetical scenarios
to prompt reflection on the importance of
values in decision-making.
 Case study analysis on domestic violence-
discuss what a UG Student can do as per
their competence.
 Students conducting awareness classes on
webaholism and internet addiction for
school students
 Presenting seminars on cases like
domestic violence, negotiation in
organizational setup, labour conflicts,
aptitude measurement in career selection
etc also may be encouraged.
 Students cite examples of intolerance
from stories or history to become aware
of their cultural biases and assumptions.
 Foster an inclusive environment that
values diversity and different
perspectives.
Module 4
 Seminar on the students’ stress, academic
stress, exam fear, study skills, social
anxiety, Emotional regulation, etc – along
with generating a discussion.
 Adolescents’ conflicts with parents and
teachers- list out causes.
 How do you manage stress- compare
between students- unique ways of

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 managing stress- discussion
 Lifestyle disorders- causes and
consequences- collage
 Gender differences in expression of
emotions- role play
 Case analysis of self-harming behaviour-
suicidal tendency
 Use case studies or simulations to allow
students to practice handling challenging
interpersonal situations.

Sections from References:

Books and References:
1. Life Skills Education Toolkit for Orphans & Vulnerable Children in India, India –
(October 2007) ISBN 1-933702-19-2
2. Weiten, W., Dunn, D. S., & Hammer, E. Y. (2018). Psychology applied to modern
life- Adjustment in the 21st century, 12th Ed. USA: Cengage learning
3. Caproni, P. (2000). Practical coach: management skills for everyday life, the.
Prentice Hall Press.
4. Schab, L. M. (2022). The Self-esteem Workbook for Teens: Activities to Help You
Build Confidence and Achieve Your Goals. New Harbinger Publications.
5. Davis, M., Eshelman, E.R., & MKay, M. (2000). The Relaxation & Stress
Reduction Workbook. New Harbinger Publication, Inc.
6. Seaward, B.L. (2022). Managing Stress- Skills for Self- care, Personal Resiliency,
and Work life Balance in a rapidly changing world. Jones & Bartlett Learning.
7. American India Foundation (2018). Handbook of activities on life skills. Pealidezin.
https://aif.org/wp-content/uploads/2018/10/Lifeskills-2018a_MAST.pdf
8. Ministry of Youth and Sport of the Republic of Azerbaijan. (2019). Basic Life
Skills Course Facilitator’s Manual.
https://www.unicef.org/azerbaijan/media/2776/file/Basic%20Life%20Skills
%20Course%20Facilitator%E2%80%99s%20Manual.pdf
9. Ministry of Youth and Sport of the Republic of Azerbaijan. (2019). Basic Life
Skills Course Student Workbook.
https://www.unicef.org/azerbaijan/media/2796/file/BLS%20Student%60s%20book
%20.pdf
10. Life skills on adolescent reproductive health: package of lessons and curriculum
materials. https://unesdoc.unesco.org/ark:/48223/pf0000125112 De Azevedo
Hanks, J. (2016). The assertiveness guide for women: How to communicate your
needs, set healthy boundaries, and transform your relationships. New Harbinger
Publications.
11. Williams, v., &Williams, R. (1996). Life Skills. New York: Three Rivers Press.
12. https://files.peacecorps.gov/multimedia/pdf/library/M0063.pdf
Websites:
UNESCO - http://www.unesco.org/
UNFPA - http://www.unfpa.org/
UNICEF - http://www.unicef.org/
United Nations - http://www.un.org/
WHO - http://www.who.int/en/
Additional Reading
Kelly-Plate, J.,& Eubanks,E. (2010). Applying life skills. USA: The McGraw-Hill

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 Companies, Inc.
https://aif.org/wp-content/uploads/2018/10/Lifeskills-2018a_MAST.pdf

Note: The course is divided into five modules, with four modules together having total 21
fixed units and one open-ended module with a variable number of units. There are a total of
36 instructional hours for the fixed modules and 9 hours for the open-ended one. Internal
assessments (25 marks) are split between the open-ended module (5 marks) and the fixed
modules (20 marks). The final exam, however, covers only the 21 units from the fixed
modules. The 50 marks shown in the last column, distributed over the first four modules, is
only for the external examination.

Mapping of COs with PSOs and POs :

PSO1 PSO2 PSO3 PSO4 PSO5 PSO6 PO1 PO2 PO3 PO4 PO5 PO6

CO 1 3 - - - - -

CO 2 - 2 - - 2 -

CO 3 - - - - 3 -

CO 4 - 3 - - - -

CO 5 1 - - - - -

CO 6 - 2 - - 2 -
CO7 2 - - - -

CO8 - - - - 2

Correlation Levels:

Leve Correlation
l
- Nil
1 Slightly / Low
2 Moderate / Medium
3 Substantial / High

Assessment Rubrics:

 Quiz / Assignment/ Quiz/ Discussion / Seminar

 Midterm Exam
 Programming Assignments (20%)

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  Final Exam (70%)

Mapping of COs to Assessment Rubrics :

Internal Exam Assignmen Project Evaluation End Semester Examinations

t

CO 1 ✓ ✓

CO 2 ✓

CO 3 ✓

CO 4 ✓ ✓

CO 5 ✓ ✓

CO 6
CO 7

CO 8

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Material

III Cognitive Skills 15

9 Critical Thinking 1
10 Creative Thinking Skills - Thinking ‘out of the box’ 1
11 Decision making 1
12 Career decision 2
13 Conflict and its types-( Approach- Approach, Avoidance- 2
Avoidance, Approach- Avoidance)
14 Attempts of negotiation 2
15 Problem-solving- Individual and group level 2
16 Barriers to problem solving 2
17 Goal Setting 2

Activities

Module 3
 Categorise types of conflicts using examples or list conflicts into different types.
 Analyse the difficulty in decision-making according to the complexity of problems-
puzzles, social conflict, personal conflicts etc.
 Make group discussions on social problems like causes of population explosion,
increased drug abuse- based on life skills, and life skills applications to prevent
substance abuse on college campuses. Explore hypothetical scenarios to prompt
reflection on the importance of values in decision-making.
 Case study analysis on domestic violence- discuss what a UG Student can do as per
their competence.
 Students conducting awareness classes on webaholism and internet addiction for
school students
 Presenting seminars on cases like domestic violence, negotiation in organizational
setup, labour conflicts, aptitude measurement in career selection etc also may be
encouraged.
 Students cite examples of intolerance from stories or history to become aware of their
cultural biases and assumptions.
 Foster an inclusive environment that values diversity and different perspectives.

Thinking skills:
Thinking skills are one among the most important constructs regarding human
behavior.
Thinking skills are the mental processes or activities we use to process
information, make relations, take decisions and create new knowledge.

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We use our thinking skills when we try to make sense of experiences, solve
problems, take decisions, ask quarries, make plans or organize information.
Everyone possesses thinking skills, but not everyone uses them effectively.
Effective thinking skills are developed by individuals over a period of time.
Good thinkers always seek possibilities while others see only hindrances or
obstacles. Persons possess good thinking skills are able to make connection
between various factors and be able to tie them together. They always try to
develop innovative solutions to problems.
Thinking skills refers to the process of creating a logical series of connected
facts of information. Sometimes, thinking just happens spontaneously.
However, there are times when we consciously think. It may be about how to
solve a problem or making decision. Thinking enables us to relate and integrate
new experiences into our existing understanding and perception of how things
are.
Thinking skills vary from simplest ones such as recalling, recognizing and
understanding to higher order thinking skills like analytic thinking, creative
thinking and problem solving.
Thinking skills Thinking skills includes –critical thinking, creative thinking,
analytical reasoning, problem solving and decision making. These skills are
essential for better dealing in all spheres of life like personal relations,
professional issues and social problems which enable to make right decisions
and avoid conflicts.
Critical thinking
Critical thinking is an ability to analyze information and experiences in an
objective manner.
Critical thinking is the ability to think through a situation properly, assessing
the advantages and disadvantages so as to be able to make appropriate decisions
concerning one’s course of action. The individual is also able to analyse the
information received and authenticity of it for him/her self.
In one day how many choices do we make, how many decisions do we take,
how many situations do we analyze, and while doing all these things we use one
important skill i.e. the critical thinking skill.
Critical thinking skill is a purposeful, self-regulatory judgement which results in
interpretation, analysis, evaluation, and inference as well as explanation of the
situation
Critical thinking is a skill to think critically, involving three things:
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a. An attitude of being disposed to consider in a thoughtful way the problems
and subjects that come within the range of one’s experience
b. Knowledge of the methods of logical inquiry and reasoning
c. And some skills in applying those methods.
Once we have analyzed a situation the next step is to know the options available
around us which involves the creative thinking skill in an individual.
Critical thinking has been defined in many different ways. Very broad
definitions include ’thinking which has a purpose’ or ‘reflective judgment’. This
is the kind of thinking which seeks to explore questions about existing
knowledge for issues which are not clearly defined and for which there are no
clear-cut answers.
Key Elements in Critical Thinking
1. Describing. It is clearly defining what you are talking about, what
specifically was involved, where it took place and under what
circumstances.
2. Reflecting. It is reconsidering a topic by taking into account new
information or a new experience, or considering other viewpoints.
3. Analyzing. It is examining and then explaining how something is,
including comparing and contrasting different elements and
understanding relationships to your subject/topic.
4. Critiquing. It is identifying and examining weaknesses in arguments, as
well as acknowledging its strengths. It’s important to think of critiquing
as ‘neutral’ and not negative.
5. Reasoning. It is using methods such as cause and effect to demonstrate
logical thinking, as well as presenting evidence that either refutes or
proves an argument.
6. Evaluating. It can include commenting on the degrees of success and
failure of something, or the value of something

Enhancing Critical Thinking Skills

Critical thinking Skills can be enhanced through variety of ways. Let’s discuss
some of such strategies
Be Observant

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Analytical and creative thinking requires keen understanding of the situation
and need to utilize senses to acquire different types of information. Perceiving
people and situation with insight is key for developing analytical thinking
Read Books
The key to improving your analytical thinking skill is to keep our mind active
and running. Read books and try to work on an active reading strategy:
proactively read and digest and question what we are reading. we need to
highlight, raise questions, read aloud or make predictions to stay engaged with
your reading material to improve your thinking skills.
Learn How Things Work
Don’t just find the solution but know how exactly certain things work. By
scrutinizing how things work, we will have a better understanding of the
process which is vital in stimulating our analytical skills.
Ask Questions
Curiosity makes us smarter. Asking more questions can help develop better
problem-solving skills, retention, and memory of a subject. So don’t be shy to
ask questions, especially if your query is valid.
Play Brain Games
If we want to improve our analytical and critical thinking skills, it may be time
to play Sudoku or other brain games like puzzles, chess, or crosswords. The best
part of working on brain games to develop your analytical and critical thinking
skill set is it is fun and doesn’t require a lot of motivation to get started.
Practice Your Problem Solving Skills
Keep in mind that for every problem, there is a solution. Visualize and be
articulate in the presentation of a particular concept. Prepare two, three or even
more solutions to a problem. And, if possible, do test runs on those solutions.
See which one is the best and the most logical.
Think About Your Decisions
Making important decisions at all context of life is very common. Thus, think
hard and rationalize your decisions. What are the pros and cons of your
decision? Ask for an expert opinion if available or do extensive research. Ask
yourself; is this the best solution for this problem? Take a step back to rethink it
a bit more, and then you can finally decide. Simply this strategy looks for a
problem solution from a potpourri of solutions.

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Creative Thinking Skills - Thinking ‘out of the box’
It is commonly believed that creative thinking—the cognitive processes that
bring about novel ideas and objects—is based on thinking “outside of the box.”
Creativity is assumed to require that we break away from our knowledge, and
use some sort of extraordinary thought process to leap into the unknown
(https://academic.oup.com/book/7628/chapter-abstract/152648174?redirectedFrom=fulltext ).

Spearman (1931) “Creativity is the power of human mind to create new

contents by transforming relations and thereby generating new correlates”.
Creative thinking is the production of unusual and good responses to problems.
It is a form of divergent thinking. Divergent thinking, often referred to as lateral
thinking, is the process of creating multiple, unique ideas or solutions to a
problem that you are trying to solve.
Divergent thinking is a creative thinking in which an individual solves a
problem or reaches a decision using strategies that deviate from commonly used
or previously taught strategies.
It is a novel way of seeing or doing things that is characteristic of four
components (key elements)
• Fluency - producing many ideas
• Flexibility - producing a broad range of ideas or shifting perspective easily.
• Originality - producing uncommon ideas
• Elaboration - developing ideas or building on other ideas.
Stages in creative thinking
Graham Walles studied the steps involved in creative thinking, according to him
there are 5 stages of creative thinking :
preparation – the thinker here formulates the problem and collect the fact and
materials considered necessary for a new solution.
In this stage the thinker formulates the problem and collects the facts and
materials considered necessary for finding new solutions. Many times the
problem cannot be solved even after days, weeks or months of concentrated
efforts. Failing to solve the problem, the thinker turns away from it initiating
next stage.
Incubation – here some of the ideas that where incurring with solution tend to
fade in addition the creative thinker may have experiences that provide clues to
the solution, here the unconscious thought process is involved.
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During this period some of the ideas that were interfering with the solution will
tend to fade. The overt activity and sometimes even thinking about the problem
is absent in this stage. But the unconscious thought process involved in creative
thinking is at work during this period. Apparently the thinker will be busy in
other activities like reading literature or playing games, etc. In spite of these
activities the contemplation about finding a solution to problem will be going on
in the mind.
Illumination – occurs with its “aha” insight experience. That is an idea for
solution suddenly comes up into conssiousnous.
Following the period of incubation the creative ideas occur suddenly.
Consequently the obscure thing becomes clear. This sudden flash of solution is
known as illumination and is similar to ‘aha (eureka)’ experience. For example,
Archimedes found solution to the crown problem.
Verification:
Though the solution is found in illumination stage, it is necessary to verify
whether that solution is correct or not. Hence in this last stage evaluation of the
solution is done. If the solution is not satisfactory the thinker will go back to
creative process from the beginning. If it is satisfactory, the same will be
accepted and if necessary, minor modification may also be made in solution.
After discussing the conceptual aspect now it will be interesting to explore the
possibilities of creativity in the teaching learning process.
Principles of Creativity
“Creative thinking inspires ideas, and these ideas inspire change”. Creativity
and creative thinking are very important aspects in all human endeavors. Let us
learn about the Principles of Creativity. As we saw, every person is creative, i.e.
is capable of creativity. This creativity of every individual is composed of three
main components. So we will take a look at these three aspects in some detail.
1. Creativity involves Expertise
Expertise basically encompasses the knowledge of a person. This means
intellectual knowledge, procedural knowledge, technical knowledge all
combined together. Usually, it talks about all the knowledge a person has in a
specific field, i.e. in his domain.
And expertise and creativity are closely related. While it is not important to
have a creative side to attain expertise in one’s field, the opposite tends to be
true. Creativity generally does demand some level of expertise.
2. Creativity involves Thinking Skills
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Another Principle of Creativity is that it is associated with how one approaches
a problem or difficult situation. It involves finding a unique and creative
solution to any unanswered question or problem. It is basically “thinking
outside the box i.e., having a new perspective about something routine contrary
to the conventional.
New ideas, intelligent solutions, unique collaborations and combinations are all
a part of creative thinking. It exhibits the flexibility and imagination power of a
person. Creative thinking is stimulated by both structured processes such as
lateral thinking and unstructured processes such as brainstorming.
3. Creativity involves Individual Motivation
Motivation is the driving force behind an individual. It is the desire that pushes
a person to initiate any action or behaviour or sustain such behaviours as well.
Motivation is a very big part of any persons work environment. It really defines
the success of any endeavor.
Even in creativity, motivation plays a huge role. Creativity is not an easy
process; it requires efforts and hard work. If the person lacks motivation, he
may give up easily without sufficient efforts.
And the lack of results can be blamed on lack of creativity. But if a person is
truly motivated, and work towards his problems a creative solution can always
be attained.
Characteristics of creative thinkers include:
1 – Creative Persons are good communicators . Creative thinkers are always
good communicators. Creativity and confidence are expressed in many ways
through both listening and communicating. Collaboration is also important for
this kind of thinking, and good communication is essential for work
performance as a part of a team.
2 – They are open-minded An open mind is a mind that appreciates criticism, is
ready for new solutions and ideas, and isn’t afraid of evaluating ideas. A person
who is open-minded is willing to learn from both successes and failure, being
able to grow and develop.
3 – They are risk-takers Exploring new ideas and strategies is impossible
without risk-taking, as a willingness to face challenges and accept change.
Creative thinkers are resilient, and they aren’t afraid of taking a chance,
knowing that one needs to be brave when exploring innovative and original
ways of thinking about and solving problems. They know that leaving a comfort
zone is sometimes necessary to succeed, even if it means facing the unknown.
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Brainstorming as a Technique for fostering Creativity
Developed by – Osborn -1957
Brainstorming. Brainstorming is a strategy or technique for allowing a group to
explore ideas without judgment or censure. In practice, the children may be
asked to sit in a group for solving a problem and attacking it without any
inhibition from many angles: in fact, literally storming it with a number of
possible ideas and solutions.
Four steps (Selecting a problem or challenges and Fact finding (warm up),
Brain storming Stage (ideation), Evaluation)
To start with, the students may be provided with a focus e.g., a particular
problem likes 'student unrest', or the growing unemployment in India, or How to
check truancy in our school, etc. The students are then asked to suggest ideas as
rapidly as possible and the following norms are observed:
1. All ideas are encouraged and appreciated, therefore, no criticism is allowed
during the brainstorming session.
2. Students are encouraged to come out with as many ideas as possible, even
unusual and unorthodox ones.
3. They are not restricted to new ideas only but are also encouraged to enlarge
upon ideas put forward by fellow students.
4. No evaluation or comment of any sort is to be made until the session is over.
At the end of the session, all the ideas received (preferably written on the
blackboard) should be discussed in a free, frank and open environment and the
most viable ideas accepted for solution of the problem in hand.

Decision making
Decision making refers to the cognitive process of choosing between two or
more alternatives, ranging from the relatively clear cut (e.g., ordering a meal at
a restaurant) to the complex (e.g., selecting a mate).

Rational approach to decision making involves four steps

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 1. Problem Identification and Information Gathering The starting point is
some issue, concern, or problem. The first rational task is to gather
information related to the particular issue or concern.
Problem identification in therapy is different from problem identification
in medicine and many other areas of life. The problems themselves are
often murky.
2. Analysis The next rational step is processing the information. This
includes analysing, thinking about, working with, discussing, meditating
on, and immersing oneself in the information. Just as there are many
ways of gathering information, so there are many ways of processing it.
Effective information processing leads to a clarification and an
understanding of the range of possible choices. ‘‘Now, let’s see, what are
the advantages and disadvantages of each of these choices?’’ is one way
of analysing information. This approach assumes that the decision maker
has criteria, whether objective or subjective, for comparing alternatives.
3. Making a Choice Finally, decision makers need to make a choice—that
is, commit themselves to some internal or external action that is based on
the analysis.
4. Follow Through Real decision making ends in action. In therapy this
means problem-managing and/or opportunity-developing action that leads
to life-enhancing outcomes. Otherwise decision making is just wishful
thinking.
Models of decision making
When we talk about taking a decision there are several models and here we
would discuss two of them as:
1) POWER model P = Problem - Clearly identify the problem and define it O =
Options - Brainstorm and creatively think of many options W = Weigh each
option - pros and cons including feelings about each E = Elect and Enact the
best option - Implement your decision R = Review and Reflect - Does this
work? If not, go back to options and repeat

Importance of effective decision making in real life

Decision making plays a vital role in the life of students. It diverts the students
from falling into the trap that manages the students and saves their career life.

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The ability to distinguish between choice and needs plays a vital role in the life
of students. It promotes self-determination on how to make good decisions and
choices.

No human activity can evade decision making. It is very crucial to the

functioning of an organisation or any life for that matter. The possibilities of
attainment of organisational goals and objectives hinge on the sole act of
decision making. It is the pathway to the future. Decisions vary in complexity.
The leader of an organisation must be prepared to deal with all kinds. Listed
below are some of the reasons why decision-making skills are essential.
Leadership Skills:
It is the primary skill one should possess to become a leader. An organisation
stands on the foundation built by the leader's decisions. A wrong step can cause
it to fall like a house of cards. Besides, an indecisive leader cannot hold the fort
for long. A leader should be able to inspire and direct the subordinates to follow
the path. The authority of the position she/he is in lets her/him do that.
However, if the decisions or the decision-making skills are weak, employees
become dissatisfied. Sooner or later, employee turnover becomes a reality. The
company will go through tough times and some good times. The team has to
have confidence in the decision-making skills of their leader to deal with any
situation with poise.
To Deal with Problems:
When faced with any challenges or issues, as one will, decision-making skills
come in handy. When in adverse circumstances, fate hangs on the decisions one
makes. This applies to an individual as well as an organisational level. As far as
an organisation is concerned, when challenges due to globalisation surface, the
survival of the business counts on the leadership and the decision-making skills
of its manager. Even if not for survival, the smooth running of a company is
only possible if sound decisions are made at the right time, without delay.
To Achieve The Goals and Objectives:
The process of attaining the pre-set goals is bound to be laden with difficulties
and impediments. It is also one where an individual will face a dilemma of
some kind, especially when ethical concerns are involved. Decision making is
crucial in those circumstances. Acute decision-making skills must be employed

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to take decisions where moral values and organisational goal are in conflict with
each other.
For Growth and Diversification:
Managers have to take what they call as ‘non-programmed' decisions from time
to time. These are decisions that have not been programmed before. She/he has
to take them if the business environment calls for it. Such choices are not easy
to make. The manager or the decision maker must have sufficient experience to
adopt an arrangement such as that. With experience, one builds strong intuitive
skills. So experience, intuition and in-depth knowledge of the present scenario
are some of the qualities that will save the day. These are the decisions that are
made when mergers and acquisitions and similar propositions are to be
considered. Needless to add, these are some of the changes that will
significantly impact the organisation and hence, these decisions are the kind that
will change the tone of the business.
A Motivation for Workers:
Impressive decision-making skills of leaders inspire confidence in the members
of the workforce. It is always welcoming to have a strong front for a company.
It instils in the subordinates a greater sense of faith. With this motivating force,
they strive harder towards the attainment of goals. Also, when in a crisis, the
decision taken by the manager will have far-reaching effects on the lower level
of management. When faced with ethical choices, the decision maker, by
making the right and perhaps, the harder option will have motivated all the
employees to work harder.
Career decision
most people spend more time working than performing any other activity. Just
consider a typical weekday:
Sleep 6–8 hours
Commute to and from work 1–2 hours
Work 8 hours
Prepare and eat meals 2 hours
TV and Internet time 1–3 hours
Other activities 1–2 hours
As you can see, the importance of your career decision is enormous. It may
determine whether you are employed or unemployed, financially secure or
insecure, happy or unhappy. Rapidly advancing technology and the increased
training and education required to break into most fields make it more important
than ever to choose carefully. In theory, what’s involved in making a successful

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career choice is pretty straightforward. First, you need a clear grasp of your
personal characteristics. Second, you need realistic information about potential
careers. From there, it’s just a matter of selecting an occupation that is a good
match with your personal characteristics. In reality, however, the process is a lot
more complicated than simply finding a match between these two elements.
The core of career decision making is the process of choosing among career
alternatives. Career planning is a process in which an individual decides and
chooses an occupation of his / her interests. Career planning includes know
about yourself, explore your options, make decisions and move towards your
goal.
The career decision making process requires you to think carefully about your
interests, talents, abilities and values.
Career decisions are among the most important decisions individuals make in
their lifetime due to the vital role they play in individuals' social, economic, and
emotional well-being. Such decisions are challenging for most people, and
many find them stressful, potentially leading to career indecision. More than a
century ago, Parsons (1909) proposed three key principles for making a career
choice: (a) a clear understanding of oneself, (b) knowledge of different lines of
work, and (c) true reasoning about the relations between these facets.
Career decision making involves four steps.
1) Self-Evaluate: who you are as a person. This involves taking a personal
inventory of which you are and identify your individual values, interests, skills,
and personal qualities. The individual should gather information about oneself.
That is self-assessment in terms of their interests, values, roles, skills / aptitudes,
preferred environments, developmental needs and their realities.
2) Options: The individual should be able to explore the various occupations
in which they are interested. The exploration should be in each and every field
the individual is interested and keen. After the area of occupation is chosen, the
research or a survey on industries and labor market should be done to see in
which they would like to work.
3) Match: After the option is clear to the individuals, they will be able to
identify the possible occupations and evaluate the opportunities within that
occupation. The individual can explore the alternatives available, and thus chose
both a short term and long term option.
4) Action: The individuals in order to reach and achieve their goal have to
explore and investigate the sources for additional training and education. They

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would have to develop a job search strategy, write an effective resume, gather
information regarding company and prepare themselves for job interviews.
A career decision making model

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Conflict and its types-
( Approach- Approach, Avoidance- Avoidance, Approach- Avoidance)

Psychologist Kurt Lewin defined psychological conflict as a situation where the forces acting
on the person are opposite in direction and about equal in strength.

suggests that individuals are motivated to resolve conflicts that can be categorized into three
types: approach-approach, avoidance-avoidance, and approach-avoidance.

Approach-Approach Conflict (plus-plus conflict): This occurs when an individual must

choose between two equally attractive options. “a situation involving a choice between two
equally desirable but incompatible alternatives”. Also called double-approach conflict.

Avoidance-Avoidance Conflict (minus-minus conflict): This happens when an individual

must choose between two equally unattractive options. “a situation involving a choice
between two equally unacceptable alternatives, for example, when an individual must
choose between unemployment and a salary cut. Also called double-avoidance conflict.

For example, if he is faced by the alternatives of either performing some extremely distasteful
task or of suffering some punishment, the person is exposed to minus-minus conflict.

This is illustrated by the situation wherein a worker is faced with the alternative of
performing an unpleasant task or of losing the respect of his fellows, where it is not possible
for him to leave the job.

Approach-Avoidance Conflict (PLUS-MINUS CONFLICT): This arises when one option

has both attractive and unattractive aspects. the attractions of the goal region hold the person
nearby, whereas its unattractive aspects prevent him from attaining it.

For example, the fellow who is attracted by the good looks of a certain co-ed may be equally
repelled by her pungent and unwholesome breath. This situation comes closest to the
meaning of &dquo;ambivalence&dquo; in the language of psychoanalysis.

Psychological conflict is a condition that we often encounter in our daily lives. It isalso
known as interpersonal conflict and is defined as a conflict caused by the characteritself.
Commonly, it arises when people make difficult decisions. According to Kurt Lewin’s
theory, psychological conflicts are divided into three types: (1) approach-approach conflict
(an individual presented with two desirable alternatives), (2) avoidance-avoidance conflict
(an individual presented with two undesirable alternatives), and (3) approach-avoidance
conflict (an individual presented with twochoices, desirable and undesirable alternatives at
the same time).( https://ojs.unm.ac.id/Eliterate/article/download/34095/16203#:~:text=According%20to%20Lewin's%20conflict%20theory,%2C%20and%20approach%2Davoidance%20conflict. )

approach–avoidance conflict

a situation involving a single goal or option that has both desirable and undesirable
aspects or consequences. The closer an individual comes to the goal, the greater the
anxiety, but withdrawal from the goal then increases the desire.

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avoidance–avoidance conflict

Attempts of negotiation
A reciprocal communication process in which two or more parties to a dispute examine
specific issues, explain their positions, and exchange offers and counteroffers in an
attempt to identify a solution or outcome that is acceptable to all parties.

Negotiation skills- means not only negotiating with others but with oneself as well. For
effectively negotiating with others, one needs to know what one wants in life, is firm on
one’s values and beliefs and can therefore say “no” to harmful behaviour and risky
temptations.

Problem-solving- Individual and group level

Barriers to problem solving

Goal Setting

End

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