Life skills and Self-Development

LIFE SKILLS: SELF-AWARENESS AND EMPATHY FOR SECONDARY SCHOOL TEACHERS
IN MIZORAM.
Venue: Two days International Online workshop on Mental health, Well-being and
life skills education for secondary school teachers in Mizoram.
19.8.2020
Dr. Debdulal Dutta Roy, Ph.D.
Head & Associate Professor, Psychology Research Unit
Indian Statistical Institute, Kolkata.
Founding President of Rabindrik Psychotherapy Research Institute Trust.
dduttaroy@gmail.com

Education is dynamic. It is not
limited within the four walls
Education should
be integrated
with the culture.
It should not be
treated as
foreign object.
Dr. Debdulal Dutta Roy, Psy.Res.Unit, Ind. Statistical
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Life skills
• Life skills is a term used to
describe a set of basic skills
acquired through learning
and/or direct life experience
that enable individuals and
groups to effectively handle
issues and problems commonly
encountered in daily life.
• They include creativity, critical
thinking, problem-solving,
decision-making, the ability to
communicate and collaborate,
along with personal and social
responsibility that contribute
to good citizenship – all
essential skills for success in
the 21st century, both for
healthy societies and for
successful and employable
individuals.
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Life skills act as defense
Teacher’s
self/Consciousness
Life
Skills
Role Stress
•Role Overload
•Self-Role distance
•Role stagnation
Endless
accountability
Work-life imbalance
Underfunded
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Consciousness layers in Rabindrik
psychotherapy for Teacher training
The consciousness is unbounded. It is
dynamic in nature like the cloud in the
sky, like the ocean waves.
The self or the cognitive structure of I
is changing by the laminar and
turbulent flows.
The ‘ I’ or self changes it’s position on
it’s interaction with different roles.
Roles come from within ( needs,
personality) and from external
sources.
Teacher’s self interacts and changes
with the role systems - role space and
role set.
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Role as an interacting agent of individual self and
expectations from school
• Role assists in
making the
interaction
between
individual self
of teacher and
expectations
from school.
Teache
r
School
Role
Teacher can
make new role
Teacher
follows
assigned role
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Self-development of teacher
• The term ‘Self’ refers to the interpretations
the person makes about the referent ‘I’.
• It is a cognitive structure which evolves from
past experience with other persons and
objects.
• Self can be defined as the experience of an
identity arising from a person’s interactions
with the external reality – things, persons and
systems.
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Self-development of teacher
• A teacher performs various roles which are
centered around the self.
• These roles are at varying distances from the
self(and from each other). These relationships
define the role space.
• Role space is the dynamic interrelationship
between the self and the various roles an
individual occupies, and also amongst these
roles.
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Mapping Role system is important for
self development
• There are two role systems for every person –
the role space and the role set.
• Role space is the system of various roles that a
person takes and performs.
• Role set is the system of teacher’s
organizational role.

Mapping assignment
• Roles
occupied/perfor
med
• 1.
• 2.
• 3.
• 4.
• 5.
• Rank of
importance
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Self-Role distance
• Higher rank
indicates close to
the self.
Self
5
4
3
2
1
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Self-role distance
• This stress arises out of the
conflict between the self-concept
and the expectations from the
role, as perceived by the role
occupant.
• Teacher’s personality creates
conflict with the job.
• Skill:
– To develop mutual
relationship among multiple
roles by developing multiple
tasking teacher.
Teacher changes own personality to meet
student needs.
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Intra-role conflict
• Now-a-days,
teacher has to
play different
roles as teacher
like teaching and
research.
• Skill
– Exploring how
each role assists
other role.

Role stagnation
• As a teacher grows older, he grows in the role
he occupies in an organization the new role
demands that the individual outgrows the
previous role and takes charge of the new role
effectively.
• Skill
– Technology adaptation.
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Teaching style
High Tech
Low Tech
Teacher centered Student centered
https://teach.com/what/teachers-know/teaching-methods/Dr. Debdulal Dutta Roy, Psy.Res.Unit, Ind. Statistical
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Inter-role distance
• An individual develops
expectations of his socialization
and identification with the
significant others. He may
perceive certain
incompatibilities between the
expectations of the
organizational role and other
roles he occupies. For example,
teacher plays role assigned by
the school in association with
other roles like caring the family.
• This leads to inter role conflict.
Skill: Develop compatibility
between the roles.
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Role set conflict
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Role ambiguity
• An individual
experiences this
conflict when he is
not clear about the
various
expectations that
people have from
his role.
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Role overload
When the role
occupant feels too
many expectations
from significant
others in his role
set, he experiences
role overload.
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Role erosion
When the role
occupant feels
that the functions
that he would like
to perform are
being performed
by some other
role, he
experiences role
erosion stress.
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Resource inadequacy
• This stress is
experienced when
the resources
required by the
role occupant, are
not available for
the effective
performance of
the role.
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Personal inadequacy
When a role occupant
feels that he is not
prepared to
undertake the job
effectively, he
experiences this
stress.
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Role isolation
In a role set the role
occupant may feel
that certain roles are
psychologically more
close to him, while
others are at a
distance. The main
criterion of distance
is the frequency and
ease of interaction.
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Empathy
• Empathy is an important component of social
cognition that contributes to our ability to
understand and respond adaptively to others’
emotions, succeed in emotional
communication, and promote prosocial
behavior.
• The term “empathy” is derived from
Titchener’s translation of the German word
Einfühlung, meaning “feeling into”.
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Types of empathy
Emotional empathy
• emotional empathy is
commonly thought of as an
emotional reaction (e.g.,
compassion) to another’s
emotional response (e.g.,
sadness).
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Cognitive empathy
Cognitive empathy
• cognitive empathy
involves an intellectual or
imaginative apprehension
of another’s emotional
state, often described as
overlapping with the
construct of theory of
mind (understanding the
thoughts and feelings of
others) and used
interchangeably by some
authors. Dr. Debdulal Dutta Roy, Psy.Res.Unit, Ind. Statistical
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Perspective-taking
the "ability to consciously put oneself in the mind of
another individual and imagine what that person is
thinking or feeling.
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Empathic concern
• Empathic concern: which is the motivation to care
for individuals who are vulnerable or distressed;
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Empathy skills of teacher
Provide children self-regulation skills.
Provide knowledge to learn to control guilt feeling.
help by fostering secure attachment relationships
teaching students how to cope constructively with
their own, negative emotions.
Allow students to disseminate negative emotions.
helping kids find constructive ways to handle their
bad moods
Emotion coaching
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Thank you
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Life skills and Self-Development

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