The goal of this training module is to learn the rationale for the Perspective Taking Approach to Behavior Change and how to use this approach in practice with individuals who think differently (e.g., people with disabilities, people with psychological disorders or mental health conditions, children, individuals from different demographics, etc.).
This document discusses various topics related to perception and attribution. It begins by defining perception as the ability to be aware of one's surroundings through the senses. It then discusses several factors that determine perceptual organization, including figure-ground relationships, grouping, closure, proximity, and similarity. The document also covers visual perception, perceptual errors in social judgments, and attribution theory, including internal vs. external attribution and Kelley's covariation principle.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
Attitude is a learned disposition that influences behavior and can be positive or negative. Attitudes are formed through life experiences and interactions with others. While attitudes can be difficult to change, it is possible to do so by introducing new, contradictory information and using rewards and punishments. Maintaining a positive attitude is important for success and positive relationships, as positive attitudes tend to lead to desirable outcomes.
Counselor self-disclosure is a technique where counselors share personal information to build rapport with clients and model vulnerability. While it can improve the relationship through increased intimacy and trust, it risks undermining the power dynamic or distracting from client issues. For it to be effective, any disclosure must be brief, focused on the client, and avoid problems or role confusion.
This document outlines techniques for improving self-esteem. It begins by defining key concepts like self-concept, self-esteem, and self-knowledge. It then discusses signs of low self-esteem like inability to make decisions and negative self-talk. The document provides strategies for building self-esteem such as unconditional self-worth, self-friendship, personal growth, and focusing on strengths. Specific tips include forgiving mistakes, positive self-talk, getting rest, developing skills, and accepting oneself. The overall message is that one can improve their self-esteem through belief in themselves and making the most of their unique abilities.
Impression management is how people present themselves to others through dress, body language, and behavior in order to make a favorable impression. The document discusses various impression management techniques including self-promotion, flattery, favors, excuses, apologies, and opinion conformity. It provides tips for effective impression management such as dressing appropriately, learning to shake hands well, keeping an open body language, and faking confidence until feeling it. The document emphasizes that first impressions are important and discusses techniques for introductions and small talk to make a good first impression.
Groupthink refers to a psychological phenomenon where people conform to group opinions even if they disagree. It occurs most often when groups are highly cohesive, face external threats, and have charismatic leaders. Symptoms include assuming invulnerability, ignoring warnings, stereotyping outsiders, and self-censorship. While groupthink speeds decisions, it risks poor outcomes from lacking diverse opinions and critical thinking. Leaders can minimize it by encouraging dissent, using subgroups, and obtaining outside perspectives.
This document discusses various topics related to perception and attribution. It begins by defining perception as the ability to be aware of one's surroundings through the senses. It then discusses several factors that determine perceptual organization, including figure-ground relationships, grouping, closure, proximity, and similarity. The document also covers visual perception, perceptual errors in social judgments, and attribution theory, including internal vs. external attribution and Kelley's covariation principle.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
Attitude is a learned disposition that influences behavior and can be positive or negative. Attitudes are formed through life experiences and interactions with others. While attitudes can be difficult to change, it is possible to do so by introducing new, contradictory information and using rewards and punishments. Maintaining a positive attitude is important for success and positive relationships, as positive attitudes tend to lead to desirable outcomes.
Counselor self-disclosure is a technique where counselors share personal information to build rapport with clients and model vulnerability. While it can improve the relationship through increased intimacy and trust, it risks undermining the power dynamic or distracting from client issues. For it to be effective, any disclosure must be brief, focused on the client, and avoid problems or role confusion.
This document outlines techniques for improving self-esteem. It begins by defining key concepts like self-concept, self-esteem, and self-knowledge. It then discusses signs of low self-esteem like inability to make decisions and negative self-talk. The document provides strategies for building self-esteem such as unconditional self-worth, self-friendship, personal growth, and focusing on strengths. Specific tips include forgiving mistakes, positive self-talk, getting rest, developing skills, and accepting oneself. The overall message is that one can improve their self-esteem through belief in themselves and making the most of their unique abilities.
Impression management is how people present themselves to others through dress, body language, and behavior in order to make a favorable impression. The document discusses various impression management techniques including self-promotion, flattery, favors, excuses, apologies, and opinion conformity. It provides tips for effective impression management such as dressing appropriately, learning to shake hands well, keeping an open body language, and faking confidence until feeling it. The document emphasizes that first impressions are important and discusses techniques for introductions and small talk to make a good first impression.
Groupthink refers to a psychological phenomenon where people conform to group opinions even if they disagree. It occurs most often when groups are highly cohesive, face external threats, and have charismatic leaders. Symptoms include assuming invulnerability, ignoring warnings, stereotyping outsiders, and self-censorship. While groupthink speeds decisions, it risks poor outcomes from lacking diverse opinions and critical thinking. Leaders can minimize it by encouraging dissent, using subgroups, and obtaining outside perspectives.
Research demonstrates that we all harbor unconscious biases. The good news is that enhanced awareness and training can create an inclusive culture that identifies and helps eliminate these hidden biases.For more details
http://www.tatvaleadership.com/htm/unconscious-bias-training.html
This document discusses norms, conformity, and cohesiveness in groups. It defines norms as standards of expected behavior in a group. Conformity is modifying individual behavior due to group influences. Cohesiveness refers to the unity and consistency within a group. The document states that groups benefit from shared norms as they regulate relationships. It also explains that while conformity has a negative connotation of following the majority, studies show conforming to group norms can improve group functioning and individual well-being. Finally, it describes cohesiveness as the level at which a group stays together and is motivated, noting that highly cohesive groups interact and influence members more effectively.
People's behavior is based on their perception of reality rather than reality itself. Perception is the process of selecting, organizing, and interpreting sensory information in a way that reflects our past experiences. Many factors influence perception, including characteristics of the perceiver and the target, as well as the context and social situation. Perceptual biases can lead to errors in judgment like stereotyping or projecting our own views onto others.
This document discusses several theories of human aggression. It begins by describing five main theories that guide current aggression research: cognitive neoassociation theory, social learning theory, script theory, excitation transfer theory, and social interaction theory. It then introduces the general aggression model (GAM) as an integrative framework that combines elements of these different theories. The GAM proposes that cognition, affect, and arousal mediate the effects of situational and personal factors on aggression. The document argues that the GAM provides a useful way to organize existing knowledge about aggression and suggest directions for future research.
Conditional strokes- Transactional Analysis - Manu Melwin JoyManu Melwin Joy
This document discusses conditional strokes in transactional analysis. It defines a conditional stroke as relating to what someone does, and provides examples of a positive conditional stroke praising a good piece of work, and a negative conditional stroke criticizing someone's socks. The document was prepared by Manu Melwin Joy, an assistant professor at Ilahia School of Management Studies in Kerala, India, and cites references from Berne in 1971 and Woollams and Brown in 1978 regarding the definition of strokes.
This research paper examines gender differences in the Big Five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. A sample of 28 university students completed the Big Five Inventory. Results found no significant gender differences in Openness and Neuroticism, but found women scored higher than men in Conscientiousness, Extraversion, and Agreeableness. The paper concludes there are small but significant gender-based differences in some personality traits.
1. Impression formation is the process by which people develop perceptions of others based on limited initial information and cues.
2. Solomon Asch conducted experiments showing that people rely heavily on a few central traits to form initial impressions, and that the order and context of trait information influences the impressions formed.
3. Additional research has identified several factors that influence impression formation, including roles, physical cues, salient features, categorization, and context effects. People tend to quickly make inferences about others' personality traits from limited behavioral and contextual information.
Transactional analysis (TA) was formulated by Eric Berne in the 1960s as a model of psychotherapy and personality theory. It views personality as comprising three ego states - parent, adult, and child. The goal of TA therapy is to help clients transform themselves by identifying distorted ego states and restoring healthy communication patterns. Key concepts include strokes, transactions, games, and life scripts. While providing a simple framework, TA has been criticized for its cognitive focus and lack of empirical support since Berne's death.
- Prejudice involves negative prejudgments or feelings toward others based on their group membership rather than their individual attributes. It can stem from emotional, social, cognitive, and personality factors.
- Stereotypes are overgeneralized beliefs about groups. They can be positive or negative and become problems when incorrectly applied to individuals. Stereotype threat describes how awareness of negative stereotypes can undermine performance.
- The fundamental attribution error involves explaining others' behaviors based mainly on internal factors rather than external situational influences. This satisfies the just-world hypothesis that people get what they deserve.
1) The document discusses several classic social psychology experiments and concepts related to social influence, conformity, compliance and obedience. It summarizes Solomon Asch's conformity experiments, Milgram's obedience experiments, and techniques of persuasion and compliance.
2) Key factors that influence conformity include group cohesiveness, size, social and situational norms. Asch found that one-third of participants conformed to an incorrect group opinion.
3) Milgram showed that ordinary people may obey destructive commands, especially when authority figures assume responsibility and issues are gradual. The document outlines ways to resist destructive obedience.
4) Techniques to gain compliance include reciprocity, scarcity and others discussed in Cialdini's
This document outlines key concepts related to persuasion including:
- Persuasion involves influencing others through symbolic communication and shaping attitudes and behaviors. It is a means of transmitting messages to audiences.
- There are important reasons to persuade such as prompting action, changing beliefs, and motivating others.
- Credibility is crucial to persuasion and depends on personal credibility, expertise, and understanding the audience. Building trust, respect, evidence, and representing your message well can establish credibility.
- Modes of persuasion include appeals to logos (logic), ethos (credibility), pathos (emotion), kairos (timing), and various psychological principles.
- Psychological theories inform persuasion including social influence
This document discusses assertiveness training and provides guidance on how to communicate assertively. It defines assertiveness as expressing one's thoughts and feelings directly and honestly without disrespecting others. Assertiveness is described as more adaptive than passive or aggressive behaviors. The document outlines components of assertiveness including physical presence, vocal tone, and assertion level. It provides a 4-step model for assertive communication and guidelines for behaviors like making requests, refusing requests, and responding to criticism.
Personalities are tough to understand. That being said lets agree to disagree.
We all need a little help in knowing something extra about somebody. Doesn't matter who.
This will help broaden your perspective of the subject.
Looks like it's that difficult after all eh?
View. Learn. Recreate.
This document discusses different perspectives on aggression. It defines aggression as presenting an aversive stimulus to an unwilling victim. There are two main types of aggression: hostile aggression which involves striking out due to anger, and instrumental aggression which uses hostile means to obtain desired results. Factors that can increase aggressive behavior include certain neurological activations and environmental stressors like crowding and heat. Perspectives on the causes of aggression include biological theories about hypothalamic stimulation, psychodynamic theories involving frustration of desires, cognitive theories regarding how information is processed, and social learning theories where aggression is reinforced. Cultures can also influence aggression levels by fostering competitiveness or deference. Experts definitions of aggression vary and include behaviors intended to harm others
Interpersonal attraction is influenced by physical attractiveness, proximity, familiarity, and similarity. The triangular theory of love proposes that attraction consists of intimacy, passion, and commitment. Reinforcement theory states that individuals expect greater benefits relative to their costs in a relationship. Social exchange theory suggests people evaluate fairness in relationships based on equitable contributions and outcomes. Complementary theory proposes that opposite sex attraction fosters reproductive success. Attachment theory posits that seeking attachment figures in times of stress develops from responsive caregiving as a child.
A presentation on an essential topic of Oraganisational behaviour , Attitude, its formation, components , benefits of positive attitude and measurements. This presentation can be illustrated using relavent situtation with respect to the topics and points in the slides.
The document discusses the concepts of attitudes and how they can be defined. It states that an attitude is a positive or negative orientation or feeling toward something, referred to as the attitude object. Attitudes influence behaviors and behaviors also influence attitudes. Work attitudes, such as job satisfaction and organizational commitment, are also examined. Several theories of attitude change are outlined, including reinforcement theory, balance theory, and cognitive dissonance theory. Beliefs and values are defined as important components of attitudes. Societal values are also discussed in terms of human-nature orientation, man-nature orientation, time orientation, and activity orientation.
This document discusses four types of persuasion: emotional, benefits, logical, and character. Emotional persuasion involves using feelings and personal stories to influence others. Benefits persuasion highlights the positives and advantages of following a particular argument. Logical persuasion cites facts, statistics, and authorities to rationally persuade through reasoned arguments. Character persuasion establishes the speaker as trustworthy and credible to gain influence over the audience.
The document discusses attitudes and intentions, which are important variables in consumer behavior. It defines attitudes as lasting evaluations that can be formed through classical conditioning, operant conditioning, and observational learning. Attitudes are measured using multi-attribute models, semantic differential scales, and Likert scales. Intentions represent plans or goals and are based on attitudes, subjective norms, and perceived behavioral control. While intentions can predict behavior, the relationship is not always strong due to intervening factors.
This document provides an introduction to scenario planning and discusses its importance for dealing with uncertainty. It outlines some key concepts:
1. Scenario planning allows organizations to think about multiple possible futures rather than relying on single predictions, helping them adapt to changing environments.
2. Cognitive biases like overconfidence and confirmation bias can prevent organizations from detecting signals of change or updating their thinking. Scenario planning addresses this by challenging assumptions.
3. Scenarios are used to embed signals about the future into organizations' mental models of the world in order to draw conclusions and take action, facilitating learning.
4. Constructing and discussing scenarios explicitly challenges conventional wisdom and helps integrate alternative views of the future into decision making.
Research demonstrates that we all harbor unconscious biases. The good news is that enhanced awareness and training can create an inclusive culture that identifies and helps eliminate these hidden biases.For more details
http://www.tatvaleadership.com/htm/unconscious-bias-training.html
This document discusses norms, conformity, and cohesiveness in groups. It defines norms as standards of expected behavior in a group. Conformity is modifying individual behavior due to group influences. Cohesiveness refers to the unity and consistency within a group. The document states that groups benefit from shared norms as they regulate relationships. It also explains that while conformity has a negative connotation of following the majority, studies show conforming to group norms can improve group functioning and individual well-being. Finally, it describes cohesiveness as the level at which a group stays together and is motivated, noting that highly cohesive groups interact and influence members more effectively.
People's behavior is based on their perception of reality rather than reality itself. Perception is the process of selecting, organizing, and interpreting sensory information in a way that reflects our past experiences. Many factors influence perception, including characteristics of the perceiver and the target, as well as the context and social situation. Perceptual biases can lead to errors in judgment like stereotyping or projecting our own views onto others.
This document discusses several theories of human aggression. It begins by describing five main theories that guide current aggression research: cognitive neoassociation theory, social learning theory, script theory, excitation transfer theory, and social interaction theory. It then introduces the general aggression model (GAM) as an integrative framework that combines elements of these different theories. The GAM proposes that cognition, affect, and arousal mediate the effects of situational and personal factors on aggression. The document argues that the GAM provides a useful way to organize existing knowledge about aggression and suggest directions for future research.
Conditional strokes- Transactional Analysis - Manu Melwin JoyManu Melwin Joy
This document discusses conditional strokes in transactional analysis. It defines a conditional stroke as relating to what someone does, and provides examples of a positive conditional stroke praising a good piece of work, and a negative conditional stroke criticizing someone's socks. The document was prepared by Manu Melwin Joy, an assistant professor at Ilahia School of Management Studies in Kerala, India, and cites references from Berne in 1971 and Woollams and Brown in 1978 regarding the definition of strokes.
This research paper examines gender differences in the Big Five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. A sample of 28 university students completed the Big Five Inventory. Results found no significant gender differences in Openness and Neuroticism, but found women scored higher than men in Conscientiousness, Extraversion, and Agreeableness. The paper concludes there are small but significant gender-based differences in some personality traits.
1. Impression formation is the process by which people develop perceptions of others based on limited initial information and cues.
2. Solomon Asch conducted experiments showing that people rely heavily on a few central traits to form initial impressions, and that the order and context of trait information influences the impressions formed.
3. Additional research has identified several factors that influence impression formation, including roles, physical cues, salient features, categorization, and context effects. People tend to quickly make inferences about others' personality traits from limited behavioral and contextual information.
Transactional analysis (TA) was formulated by Eric Berne in the 1960s as a model of psychotherapy and personality theory. It views personality as comprising three ego states - parent, adult, and child. The goal of TA therapy is to help clients transform themselves by identifying distorted ego states and restoring healthy communication patterns. Key concepts include strokes, transactions, games, and life scripts. While providing a simple framework, TA has been criticized for its cognitive focus and lack of empirical support since Berne's death.
- Prejudice involves negative prejudgments or feelings toward others based on their group membership rather than their individual attributes. It can stem from emotional, social, cognitive, and personality factors.
- Stereotypes are overgeneralized beliefs about groups. They can be positive or negative and become problems when incorrectly applied to individuals. Stereotype threat describes how awareness of negative stereotypes can undermine performance.
- The fundamental attribution error involves explaining others' behaviors based mainly on internal factors rather than external situational influences. This satisfies the just-world hypothesis that people get what they deserve.
1) The document discusses several classic social psychology experiments and concepts related to social influence, conformity, compliance and obedience. It summarizes Solomon Asch's conformity experiments, Milgram's obedience experiments, and techniques of persuasion and compliance.
2) Key factors that influence conformity include group cohesiveness, size, social and situational norms. Asch found that one-third of participants conformed to an incorrect group opinion.
3) Milgram showed that ordinary people may obey destructive commands, especially when authority figures assume responsibility and issues are gradual. The document outlines ways to resist destructive obedience.
4) Techniques to gain compliance include reciprocity, scarcity and others discussed in Cialdini's
This document outlines key concepts related to persuasion including:
- Persuasion involves influencing others through symbolic communication and shaping attitudes and behaviors. It is a means of transmitting messages to audiences.
- There are important reasons to persuade such as prompting action, changing beliefs, and motivating others.
- Credibility is crucial to persuasion and depends on personal credibility, expertise, and understanding the audience. Building trust, respect, evidence, and representing your message well can establish credibility.
- Modes of persuasion include appeals to logos (logic), ethos (credibility), pathos (emotion), kairos (timing), and various psychological principles.
- Psychological theories inform persuasion including social influence
This document discusses assertiveness training and provides guidance on how to communicate assertively. It defines assertiveness as expressing one's thoughts and feelings directly and honestly without disrespecting others. Assertiveness is described as more adaptive than passive or aggressive behaviors. The document outlines components of assertiveness including physical presence, vocal tone, and assertion level. It provides a 4-step model for assertive communication and guidelines for behaviors like making requests, refusing requests, and responding to criticism.
Personalities are tough to understand. That being said lets agree to disagree.
We all need a little help in knowing something extra about somebody. Doesn't matter who.
This will help broaden your perspective of the subject.
Looks like it's that difficult after all eh?
View. Learn. Recreate.
This document discusses different perspectives on aggression. It defines aggression as presenting an aversive stimulus to an unwilling victim. There are two main types of aggression: hostile aggression which involves striking out due to anger, and instrumental aggression which uses hostile means to obtain desired results. Factors that can increase aggressive behavior include certain neurological activations and environmental stressors like crowding and heat. Perspectives on the causes of aggression include biological theories about hypothalamic stimulation, psychodynamic theories involving frustration of desires, cognitive theories regarding how information is processed, and social learning theories where aggression is reinforced. Cultures can also influence aggression levels by fostering competitiveness or deference. Experts definitions of aggression vary and include behaviors intended to harm others
Interpersonal attraction is influenced by physical attractiveness, proximity, familiarity, and similarity. The triangular theory of love proposes that attraction consists of intimacy, passion, and commitment. Reinforcement theory states that individuals expect greater benefits relative to their costs in a relationship. Social exchange theory suggests people evaluate fairness in relationships based on equitable contributions and outcomes. Complementary theory proposes that opposite sex attraction fosters reproductive success. Attachment theory posits that seeking attachment figures in times of stress develops from responsive caregiving as a child.
A presentation on an essential topic of Oraganisational behaviour , Attitude, its formation, components , benefits of positive attitude and measurements. This presentation can be illustrated using relavent situtation with respect to the topics and points in the slides.
The document discusses the concepts of attitudes and how they can be defined. It states that an attitude is a positive or negative orientation or feeling toward something, referred to as the attitude object. Attitudes influence behaviors and behaviors also influence attitudes. Work attitudes, such as job satisfaction and organizational commitment, are also examined. Several theories of attitude change are outlined, including reinforcement theory, balance theory, and cognitive dissonance theory. Beliefs and values are defined as important components of attitudes. Societal values are also discussed in terms of human-nature orientation, man-nature orientation, time orientation, and activity orientation.
This document discusses four types of persuasion: emotional, benefits, logical, and character. Emotional persuasion involves using feelings and personal stories to influence others. Benefits persuasion highlights the positives and advantages of following a particular argument. Logical persuasion cites facts, statistics, and authorities to rationally persuade through reasoned arguments. Character persuasion establishes the speaker as trustworthy and credible to gain influence over the audience.
The document discusses attitudes and intentions, which are important variables in consumer behavior. It defines attitudes as lasting evaluations that can be formed through classical conditioning, operant conditioning, and observational learning. Attitudes are measured using multi-attribute models, semantic differential scales, and Likert scales. Intentions represent plans or goals and are based on attitudes, subjective norms, and perceived behavioral control. While intentions can predict behavior, the relationship is not always strong due to intervening factors.
This document provides an introduction to scenario planning and discusses its importance for dealing with uncertainty. It outlines some key concepts:
1. Scenario planning allows organizations to think about multiple possible futures rather than relying on single predictions, helping them adapt to changing environments.
2. Cognitive biases like overconfidence and confirmation bias can prevent organizations from detecting signals of change or updating their thinking. Scenario planning addresses this by challenging assumptions.
3. Scenarios are used to embed signals about the future into organizations' mental models of the world in order to draw conclusions and take action, facilitating learning.
4. Constructing and discussing scenarios explicitly challenges conventional wisdom and helps integrate alternative views of the future into decision making.
Disruption of the 'usual' - rethinking behavior change and communication in n...craig lefebvre
Effective communication is an essential component in the mix of strategies used to effect behavior change in regard to healthy eating. But are nutrition educators using all the behavior change tools? Are we really communicating effectively? Is our communication passionate enough and inspired enough to be heard? How do we increase the likelihood of improving healthy nutrition behaviors? With so many voices and choices out there in so many mediums (i.e. social media, grocery and food packaging advertising, television commercials, radio, etc) we have constant competition. This topic is sure to get nutrition educators thinking about how they currently communicate and to consider new avenues and strategies for their programs.
This document discusses various intrapsychic factors that influence behavior, relationships, and performance including attitudes, job satisfaction, self-concept, values, and ethics. It covers Theory X and Y attitudes, the factors that influence job satisfaction, how self-concept is formed through self-efficacy and attributions, the role of values and spirituality in the workplace, Kohlberg's stages of moral development, and challenges around global ethics.
This document discusses the concept of attitudes. It defines an attitude as a psychological tendency to evaluate an entity with favor or disfavor. Attitudes have three main components: affective (emotional), behavioral, and cognitive (thinking). Attitudes can be observed through a person's cognition, affect, and behavior in response to stimuli and influence how they evaluate things. While attitudes can predict behavior, other factors like norms, alternatives, and outside events also influence behavior. The consistency between attitudes and behaviors depends on attributes like attitude specificity, strength, and accessibility. The document then provides tips for changing a negative attitude into a positive one such as focusing outward, facing flaws, looking at the bright side, counting blessings, and surrounding oneself with optimistic people
This document summarizes key concepts from a psychology lecture on learning processes. It discusses operant conditioning principles like reinforcement schedules and punishment. It also covers classical conditioning, factors that influence learning like biology and cognition. Additionally, it outlines observational learning through modeling behavior and the effects of vicarious reinforcement. Mirror neurons are noted for their role in enabling observational learning through cognitive mirroring of others' actions.
This document provides a book review and summary of The Compound Effect by Darren Hardy. It discusses key concepts from the book, including that big results come from small, consistent actions over time through the compound effect. Small choices compound to create habits, character, and destiny. The summary emphasizes taking responsibility for your life and choices, identifying and creating good habits while removing bad ones, and developing momentum through strong daily routines.
Bridge's model for change outlines three stages: endings, a neutral zone, and new beginnings. The neutral zone between the ending and new beginning can be confusing but also creative. Transitioning through change is a personal process that occurs at different speeds for different people. Stages of change include pre-contemplation, contemplation, preparation, action, and maintenance. Building new habits involves thinking about the change, creating an action plan, repeating the new actions until they become habits, integrating the change into one's character, and achieving one's destiny through habitual choices.
This document discusses the concept of attitude. It defines attitude as an evaluating statement that can be favorable or unfavorable about objects, people, or events. Attitude reflects how people feel and is learned through social interaction and experience. The document also discusses the cognitive, affective, and behavioral components of attitudes. It explains how attitudes are different from but related to values and beliefs. Additionally, it covers functions of attitudes and theories of attitudes including balance theory, congruity theory, and cognitive dissonance theory. The document concludes by briefly defining job satisfaction and its relationship to attitudes.
The document discusses the importance of maintaining a positive attitude for success. It emphasizes that attitude is the most important factor, accounting for 85% of promotions, and our environment, experiences, and education shape our attitudes. It provides tips for developing a positive attitude including setting goals, associating with positive people, having gratitude, and focusing on opportunities rather than problems. It also contrasts winners with losers, noting winners are solution-focused, see gains not just pains, and believe in win-win outcomes.
The document describes two models of stages of change: the Transtheoretical Model which includes the stages of precontemplation, contemplation, preparation, action, and maintenance; and the Kübler-Ross model which includes the stages of shock, denial, self-doubt, acceptance, experimentation, search for meaning, and integration. Each stage is characterized and strategies are provided to support moving through the stages of change when making or adapting to changes in one's life.
The document provides information on effective decision making skills. It discusses that good decision makers have a systematic process they follow step-by-step rather than acting on impulse alone. The document then outlines a 7 step process for decision making: 1) identify the decision, 2) think critically and analytically, 3) gather information, 4) consider alternatives, 5) choose an alternative, 6) implement the decision, and 7) evaluate the decision. It emphasizes gathering all relevant information, considering multiple alternatives, being objective, and learning from decisions made. The document also includes a case study example about making a decision to divert a train to save most children at the cost of one child's life.
1. The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2. It recommends developing positive attitudes, thoughts, and behaviors to influence one's environment and contributions in a positive way.
3. The key message is that individuals have a choice in how they respond - with a positive or negative attitude - and choosing positive allows one to better handle challenges.
1) The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2) It emphasizes choosing a positive attitude by taking responsibility for one's thoughts and behaviors from the inside out.
3) Specific tips include focusing on the good, practicing empathy, spreading smiles, keeping promises, and having a forgiving view of others. Choosing positivity can influence one's environment for the better.
1. The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2. It recommends developing positive attitudes, thoughts, and behaviors to influence one's environment and contributions in a positive way.
3. The key message is that individuals have a choice in how they respond - with a positive or negative attitude - and choosing positive allows one to better handle challenges.
This document provides tips for staying positive in a tough work environment. It discusses negative influences like poor management, unrealistic deadlines, and competition. It suggests adopting a positive attitude by taking responsibility, controlling negative thoughts, and choosing positive behaviors. Specific tips include focusing on daily good, practicing empathy, spreading smiles, keeping promises, and having a forgiving view of others. The overall message is that with a positive attitude, you can overcome challenges and have good days, while a negative attitude will always lead to bad days.
1. The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2. It recommends developing positive attitudes, thoughts, and behaviors to influence one's environment and contributions in a positive way.
3. The key message is that individuals have a choice in how they respond - with a positive or negative attitude - and choosing to be positive can help overcome challenges.
1) The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2) It emphasizes choosing a positive attitude by taking responsibility for one's thoughts and behaviors from the inside out.
3) Specific tips include focusing on the good, practicing empathy, spreading smiles, and keeping promises to influence one's environment positively.
1. The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2. It recommends developing positive attitudes, thoughts, and behaviors to influence one's environment and contributions in a positive way.
3. The key message is that individuals have a choice in how they respond - with a positive or negative attitude - and choosing positive allows one to better handle challenges.
1. The document provides tips for staying positive in a tough work environment, including dealing with negative coworkers, constant change, and past experiences.
2. It recommends developing positive attitudes, thoughts, and behaviors to influence one's environment and contributions in a positive way.
3. The key message is that individuals have a choice in how they respond - with a positive or negative attitude - and choosing to be positive can help overcome challenges.
Similar to Perspective taking approach to behavior change (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. Created by Alana Glickman
❯
A guide to using the Perspective Taking framework in action.
:
2. Table of Contents:
Chapter 1: Introduction …………………………….………………slide 3
Chapter 2: Rationale ………………………..………………...... slide 7
Chapter 3: Components …………………………………………… slide 22
Chapter 4: Calibrating on the “why”…………………………slide 39
Chapter 5: Caveats…………………………………………………….slide 46
Chapter 6: What to do when it isn’t appropriate to
use the Perspective Taking Approach…………………………slide 52
Take the quiz following the lesson
❮ ❯
Click the back arrow ( ) in your browser at
any time to return to the Perspective
Taking Approach website.
3. Chapter 1:
Introduction to the Perspective Taking
Approach to Behavior Change❮ ❯
“Give a man a fish and you feed
him for a day; teach a man to fish
and you feed him for a lifetime.”
4. The Perspective Taking Approach to Behavior Change
involves considering the other person's point of view when
asking someone to change their behavior.
This approach involves considering information you know
about the person as well as information you know about
the context to help that person understand why the way
they are behaving might not be in line with their own
values and beliefs.
Introduction to the Perspective Taking
Approach to Behavior Change
❮ ❯
5. Introduction to the Perspective Taking
Approach to Behavior Change
The Perspective Taking framework is different from traditional
models of behavior modification in that the goal is not simply to
get the lower-status party to comply with the higher-status
party's demands.
With the Perspective Taking framework, some or all individuals
who will be directly affected by a given decision are encouraged
to work towards a state of alignment in order to agree on the
best course of action for everyone involved.
❮ ❯
6. The Perspective Taking Approach not only gives an individual the
tools to make a more informed autonomous choice in the
moment, but also in similar situations in the future.
❮ ❯
Introduction to the Perspective Taking
Approach to Behavior Change
7. Chapter 2:
Rationale Behind the Perspective Taking
Approach to Behavior Change
❮ ❯
“You can lead a horse to water,
but you can’t make him drink.”
8. Rationale Behind the Perspective Taking
Approach to Behavior Change
Logical people make decisions based on two factors:
Values and Beliefs
❮ ❯
Values:
An individual's personal set of
standards that they strive to abide by.
e.g., fairness, efficiency,
punctuality, leisure, health, safety,
friendship, kindness, vengeance,
respecting others, purity, loyalty,
truthfulness, trustworthiness
People prioritize acting in line
with their strongest values
Strong values ➡high priority ➡
heavy weighting/importance.
Beliefs:
What a person knows to be true about
the world.
e.g., The sky is blue, dinosaurs are
extinct, Ali Marks has a little dog
named Jax, David's favorite color is
green.
Beliefs can be objective (e.g., grass
is green) or subjective (e.g., green is
a pretty color.)
Beliefs can also be inaccurate (e.g.,
Santa Clause got me a present).
9. Rationale Behind the Perspective Taking
Approach to Behavior Change
Different people may have different values and beliefs,
leading to different logical behavioral outcomes (i.e.,
different decisions/choices).
Example of different beliefs leading to different behavioral outcomes:
• Paula and Sunil are invited to an event. The invitation says that the event
starts at “ ”
• Paula believes the first number is a 1.
• Sunil believes the first number is a 7.
• Paula and Sunil both value punctuality.
• Paula will likely decide to show up at the event a few minutes before
1:00pm.
• Sunil will likely decide to show up at the event a few minutes before
7:00pm.
❮ ❯
10. Rationale Behind the Perspective Taking
Approach to Behavior Change
Different people may have different values and beliefs,
leading to different logical behavioral outcomes (i.e.,
different decisions/choices).
Example of different values leading to different behavioral outcomes:
• Maya values popularity and status.
• AJ values friendship with people who are genuine and kind.
• Maya and AJ both agree on who the "popular kids" are at their school.
• Maya may decide to forge her way into the in-crowd (i.e., social
climb), even if it means leaving some old friends behind.
• AJ may not prioritize getting in with the popular kids, even if it leads
to a lasting reputation of being uncool. only one other student who is
generally considered "uncool.
❮ ❯
11. Rationale Behind the Perspective Taking
Approach to Behavior Change
When making decisions, people consider their personal values
and beliefs.
This process can be conscious or subconscious
Values and beliefs comprise the “why” behind each decision,
no matter how trivial the decision may seem.❮ ❯
12. Should the woman in the cartoon buy the flip-flops?
Why or why not?
Rationale Behind the Perspective Taking
Approach to Behavior Change
❮ ❯
13. Values
Value
Weighting
Beliefs
Belief
Weighting
Conservativeness Medium I already have 2 pairs of similar flip-flops at home. Slightly
Negative
Payoff Medium I would get a decent amount of use out of the flip-flops. Fairly
Positive
Pleasure Medium I would feel happy each time I wore the flip-flops. Very
Positive
Convenience Medium Flip-flops are very convenient to wear in the summer Very
Positive
Aesthetics High I like the look of these flip-flops. Fairly
Positive
Comfort High These flip-flops do not seem comfortable at all. Very
Negative
Status Low This brand is very trendy right now. Very
Positive
Saving Money Medium These flip-flops are kind of expensive. Fairly
Negative
Accountability Low I am on a pretty tight budget. Fairly
Negative
Safety High If I spend more money on shopping than my predetermined
allotted amount, I might not be able to meet my basic needs
(e.g., pay for food, pay rent, pay for gas).
Very
Negative
❯❮
14. Mathematical equation for decision making:
𝑽 𝟏(𝑩 𝟏) + 𝑽 𝟐(𝑩 𝟐) + 𝑽 𝟑(𝑩 𝟑) + ⋯ + 𝑽 𝒏(𝑩 𝒏)
V=Value weighting (i.e., how much do I care about
living by this value right now?)
B= Belief weighting (i.e., how positive or negative
do I want to consider this belief right now?)
In the flip-flop scenario, let’s assign the woman’s
weightings the following numerical values:
Value Weightings:
Low=1
Medium=2
High=3
Belief Weightings:
Slightly= +/- 1
Fairly= +/- 2
Very= +/- 3
❮ ❯IMPORTANT:
When using this
equation, you are
responsible for making
sure all of the relevant
values and beliefs are
present in the equation,
and that they are all
weighted correctly
according to your own
best judgement.
For binary decisions (i.e., yes/no; “should I do it, or not?”),
Positive number= yes Negative number= no
Rationale Behind the Perspective Taking
Approach to Behavior Change
15. V=Value
weighting
B= Belief
weighting
Value
Weightings:
Low=1
Medium=2
High=3
Belief
Weightings:
Slightly= +/- 1
Fairly= +/- 2
Very= +/- 3
𝑽 𝒄𝒐𝒏𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒗𝒆𝒏𝒆𝒔𝒔(𝑩 )𝒄𝒐𝒏𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒗𝒆𝒏𝒆𝒔𝒔 + 𝑽 𝒑𝒂𝒚𝒐𝒇𝒇 𝑩 𝒑𝒂𝒚𝒐𝒇𝒇
+ 𝑽 𝒑𝒍𝒆𝒂𝒔𝒖𝒓𝒆 𝑩 𝒑𝒍𝒆𝒂𝒔𝒖𝒓𝒆 + 𝑽 𝒄𝒐𝒏𝒗𝒊𝒏𝒊𝒆𝒏𝒄𝒆(𝑩 𝒄𝒐𝒏𝒗𝒊𝒏𝒊𝒆𝒏𝒄𝒆)
+ 𝑽 𝒂𝒆𝒔𝒕𝒉𝒆𝒕𝒊𝒄𝒔(𝑩 𝒂𝒆𝒔𝒕𝒉𝒆𝒕𝒊𝒄𝒔) + 𝑽 𝒄𝒐𝒎𝒇𝒐𝒓𝒕(𝑩 𝒄𝒐𝒎𝒇𝒐𝒓𝒕)
+ 𝑽 𝒔𝒕𝒂𝒕𝒖𝒔(𝑩 𝒔𝒕𝒂𝒕𝒖𝒔) + 𝑽 𝒔𝒂𝒗𝒊𝒏𝒈 𝒎𝒐𝒏𝒆𝒚(𝑩 𝒔𝒂𝒗𝒊𝒏𝒈 𝒎𝒐𝒏𝒆𝒚)
=𝟐 −𝟏 + 𝟐 𝟐 + 𝟐 𝟑 + 𝟐 𝟑 + 𝟑 𝟐 + 𝟑 −𝟑 + 𝟏 𝟑
-1
According to the woman’s own values
and beliefs, she should NOT buy the
flip-flops right now.
Mathematical equation for yes/no decision making:
=
❮ ❯
Rationale Behind the Perspective Taking
Approach to Behavior Change
16. The same equation can be used when making
a decision between several viable options.
(e.g., What should I have for dinner tonight?)
Solve the equation for each option you are considering.
For categorical decisions, the option with the highest
numerical value is most in line with your current values
and beliefs.
V=Value
weighting
B= Belief
weighting
Value
Weightings:
Low=1
Medium=2
High=3
Belief
Weightings:
Slightly= +/- 1
Fairly= +/- 2
Very= +/- 3
Note: Weightings of values and beliefs constantly change based on
circumstances.
Every decision is a new circumstance, and for every decision you make,
you may need a new mental model.
For example, conserving calories may have been of high value to you at
lunch today, but come dinner time, you may decide that conserving
calories is so unimportant that you won’t even include it in your
model. Changing your mental model often is expected!
𝑽 𝟏(𝑩 𝟏) + 𝑽 𝟐(𝑩 𝟐) + 𝑽 𝟑(𝑩 𝟑) + ⋯ + 𝑽 𝒏(𝑩 𝒏)
❮ ❯
Rationale Behind the Perspective Taking
Approach to Behavior Change
17. V=Value
weighting
B= Belief
weighting
Value
Weightings:
Low=1
Medium=2
High=3
Belief
Weightings:
Slightly= +/- 1
Fairly= +/- 2
Very= +/- 3
𝑽 𝒏𝒖𝒕𝒓𝒊𝒕𝒊𝒐𝒏(𝑩 𝒏𝒖𝒕𝒓𝒊𝒕𝒊𝒐𝒏) + 𝑽 𝒕𝒂𝒔𝒕𝒆 𝑩 𝒕𝒂𝒔𝒕𝒆 + 𝑽 𝒔𝒂𝒕𝒊𝒔𝒇𝒂𝒄𝒕𝒊𝒐𝒏 𝑩 𝒔𝒂𝒕𝒊𝒔𝒇𝒂𝒄𝒕𝒊𝒐𝒏 + 𝑽 𝒂𝒗𝒐𝒊𝒅𝒊𝒏𝒈 𝒇𝒆𝒆𝒍𝒊𝒏𝒈 𝒔𝒊𝒄𝒌(𝑩 𝒂𝒗𝒐𝒊𝒅𝒊𝒏𝒈 𝒇𝒆𝒆𝒍𝒊𝒏𝒈 𝒔𝒊𝒄𝒌)
Values
Value
Weighting
Buttered Noodles
Beliefs
Belief
Weighting
Nutrition Medium High in
carbohydrates and
fat. No additional
nutritional value
Very
Negative
Taste Medium Great Taste Very
Positive
Satisfaction High I would feel
satisfied.
Very
Positive
Avoiding
feeling sick
Low I might feel sick
later
Fairly
Negative
Chicken Parmesan
Beliefs
Belief
Weighting
High in
carbohydrates.
Medium in fat.
Contains protein.
Fairly
Positive
Great Taste Very
Positive
I would feel
satisfied.
Very
Positive
If I eat it all I might
feel sick later, but I
don’t have to eat it
all.
Slightly
Negative
2 −3 + 2 3 + 3 3 + 1 −2 =
7
Buttered Noodles
2 2 + 2 3 + 3 3 + 1 −1 =
Chicken Parmesan
18
According to the model, this person should get chicken parmesan!
❯❮
Rationale Behind the Perspective Taking
Approach to Behavior Change
18 > 7
18. When a person behaves in a manner that is inconsistent
with their own values and beliefs, they experience a strong
feeling of unease called cognitive dissonance.
Rationale Behind the Perspective Taking
Approach to Behavior Change
❮ ❯• Cognitive Dissonance: The feeling of discomfort that
results from an inconsistency between a person’s
beliefs/values and that person’s behavioral choices.
• Cognitive dissonance often results in fallacious decision
making.
• Fallacious: Based on faulty logic.
19. Rationale Behind the Perspective Taking
Approach to Behavior Change
❮ ❯
Fallacious decision making happens because people are
subconsciously trying to make themselves feel better.
People usually accept the first solution they think of in order
to artificially repair an extremely uncomfortable disconnect in
their brains (i.e., cognitive dissonance) as fast as they can.
People tend to make snap judgements rather than taking the
time to come up with something a little more logical. This is
very common.
The human tendency to accept the first thing that comes to
mind as true is known as the availability heuristic.
20. • Maya values popularity and status.
• Jessica values having a few close friends who are genuine and kind.
• Maya and Jessica both agree on who the "popular kids" are at their school.
• Maya may decide to forge her way into the in-crowd, even if it means leaving some old
friends behind.
• Jessica may no
• t prioritize getting in with the popular kids, even if it means sitting at a lunch table with
• only one other student who is generally considered "uncool."
Example: Cognitive Dissonance ➡ Fallacious decision making
Rationale Behind the Perspective Taking
Approach to Behavior Change
Tyler is psychologically and chemically addicted to
cigarettes. It is near impossible for him to stop smoking.
Tyler knows (i.e., believes) that smoking cigarettes is bad for
his health and can lead to a decrease in life expectancy.
Tyler values his life.
Because he can’t stop smoking, Tyler will likely fallaciously
rationalize that smoking isn’t actually that bad for him, or
that he doesn’t actually value extending his life.
❮ ❯
21. • Maya values popularity and status.
• Jessica values having a few close friends who are genuine and kind.
• Maya and Jessica both agree on who the "popular kids" are at their school.
• Maya may decide to forge her way into the in-crowd, even if it means
leaving some old friends behind.
• Jessica may no
• t prioritize getting in with the popular kids, even if it means sitting at a
lunch table with only one other student who is generally considered
"uncool."
Example: Cognitive Dissonance ➡ Fallacious decision making
Rationale Behind the Perspective Taking
Approach to Behavior Change
Marco plans to fly a plane from Russia to Alaska.
Marco believes that the world is flat. He believes he will
need to travel across the entire width of the earth in order
to reach his destination.
Marco values efficiency.
Greg tells Marco that the world is round. Greg shows Marco
reliable information that is consistent with the fact that the
destination is much closer to the starting point than Marco
initially thought.
In order to resolve the dissonance, Marco simply blocks out
all information that is not in alignment with his beliefs. He
might not even remember that Greg showed him this new
information.
Marco will likely fallaciously choose to spend an extremely
long time flying across the width of the entire earth in order
to reach his destination.
❮ ❯
22. Chapter 3:
Components of the Perspective Taking
Approach to Behavior Change
❮ ❯
“Don’t judge a book by its cover.”
23. Notice the other person's behaviors.
Develop a working hypothesis.
Work to find any disconnects.
Involve the other person in this process.
Repair any disconnects.
Assure an updated, comprehensive, and accurate
mental model.
Never assume obviousness of rationale.
Watch out for psychological invalidation.
Filter our unnecessary values.
Calibrate on the "why"
Components of the Perspective Taking
Approach to Behavior Change
❮ ❯
24. Components of the Perspective Taking
Approach to Behavior Change
Notice the other person's behaviors.
Observe which behavioral decisions seem "strange."
Try to parse out in which contexts the person tends to
make those "strange" decisions.
For example:
You notice that a colleague typically has good table manners,
with the exception of when he eats soup. Instead of using a
spoon, he always picks up his bowl and drinks from it.
into the in
❮ ❯
25. Components of the Perspective Taking
Approach to Behavior Change
Develop a working hypothesis regarding which values and
beliefs may differ between yourself and the other person.
Keep in mind that some beliefs are subjective (e.g., water
parks are fun), while other beliefs are objective (e.g.,
Raging Waters is a water park in San Dimus, California).
Ask yourself WHY a logical person might behave in this
manner.
❮ ❯
26. Components of the Perspective Taking
Approach to Behavior Change
❮ ❯
Develop a working hypothesis
Thought Process:
Maybe this person does not value using good table etiquette, or
maybe he does not value being perceived as respectful.
• This is logically unlikely since the person usually has good
table manners.
Alternatively, maybe this person believes that other people will not
judge him for drinking his soup in this unusual way. Maybe he prefers
to consume soup this way and thinks his method is not that unusual.
• This reasoning is more logically sound given what you
know about the person and what you know about
the context.
27. Components of the Perspective Taking
Approach to Behavior Change
Work to find any disconnects between the other person's
behavior and their own values/beliefs.
e.g., a person says they hate onions but then orders a dish that
is very heavy in onions.
It is often helpful to involve the other person in this process!
It can be extremely useful to ask an individual WHY they are
behaving the way they are behaving in order to expedite the
disconnect identification process.
“Why do you always drink your soup instead of using a spoon?”
❮ ❯
28. Components of the Perspective Taking
Approach to Behavior Change
If applicable, repair any disconnects in the other person's
reasoning AND/OR in your own reasoning.
Differences in objective beliefs and value weightings can be discussed
with the ultimate goal of reaching common ground and coming to a better
understanding of the truth.
Keep in mind that differences in value/belief weightings as well as
differences in subjective beliefs will lead logically lead to different
behavioral outcomes. However, those differences may not warrant
intervention.
Faith-based decisions often fall into this category.
You: Why do you always drink your soup instead of using a spoon?
Colleague: It’s just easier, and no one really seems to mind.
You: That makes sense that it’s easier. However, a few people actually told
me they were uncomfortable with the way you were eating your soup.
in
❮ ❯
29. You: Why do you always drink your soup instead of using a spoon?
Colleague: It’s just easier, and no one really seems to mind.
You: That makes sense that it’s easier. However, a few people actually told
me they were uncomfortable with the way you were eating your soup.
in
Components of the Perspective Taking
Approach to Behavior Change
❮ ❯
If applicable, repair any disconnects in the other person's
reasoning AND/OR in your own reasoning.
Differences in objective beliefs and value weightings can be discussed
with the ultimate goal of reaching common ground and coming to a better
understanding of the truth.
Keep in mind that differences in value/belief weightings as well as
differences in subjective beliefs will lead logically lead to different
behavioral outcomes. However, those differences may not warrant
intervention.
Faith-based decisions often fall into this category.
30. Components of the Perspective Taking
Approach to Behavior Change
Make sure both parties are making decisions based on a
fully updated, comprehensive, and accurate mental
model.
Even when all relevant individuals have very similar values and
beliefs, it is possible for a person to completely forget to factor
a value or belief into the equation when making a decision.
❮ ❯For example: Valencia decides to hold band practice in her garage at 11:30pm.
11:30pm was one of the only times that all band members reported being
available, and Valencia strongly values respecting others’ time. She also values
respecting others' sleep schedules, but she completely neglected to consider
that her band's loud music is likely to keep her neighbors awake. Once she is
reminded about the likelihood of her neighbors being asleep
at 11:30pm, she will logically make a more informed choice
about what time to hold band practice if she truly values
respecting her neighbors' sleep schedules.
31. Components of the Perspective Taking
Approach to Behavior Change
NEVER assume that a value or belief is too obvious to possibly
be left out of a person's mental model!
❮ ❯
32. Components of the Perspective Taking
Approach to Behavior Change
NEVER assume that a value or belief is too obvious to possibly
be left out of a person's mental model!
When someone asks a question about the rationale for a decision
that directly impacts them (e.g., "Why should I do that?“, “What’s
the point?”), ALWAYS give that person the benefit of the doubt
and take the time explain the rationale for the decision to the
best of your ability.
If it is not appropriate to explain the rationale for a choice in
the moment, take care to let the other person know that, and
do you best to bring up the rationale with the person at a
later time in order to help them understand.
Failing to acknowledge that a person's expressed curiosity may in
fact be a genuine question is a form of inadvertent emotional
abuse called psychological invalidation.
❮ ❯
33. Components of the Perspective Taking
Approach to Behavior Change
Watch out for psychological invalidation.
Psychological invalidation (i.e., gaslighting): convincing
another person that their own thoughts, feelings, and
perceptual experiences are inherently wrong or untrue.
Psychological invalidation can be intentional, but is more
often unintentional/inadvertent, and done with the very
best of intentions.
❮ ❯
34. Components of the Perspective Taking
Approach to Behavior Change
Watch out for psychological invalidation.
It is very easily to accidentally invalidate another person’s
reality when that person thinks/perceives the world in a
way that is different from what most people know to be
true about the way other people might potentially
think/perceive the world.
When a person's reality is invalidated, they will experience
cognitive dissonance. In order to resolve the discomfort,
they will likely defer to a trusted authority figure's opinions
over their own lived experiences, and rationalize that their
lived experience must not be true.
If a person in a low-status position does not defer to the
authority figure when their reality is challenged, they
will likely be perceived as stubborn and defiant.
❮ ❯
35. Components of the Perspective Taking
Approach to Behavior Change
Watch out for psychological invalidation.
Examples of a teacher invalidating a student's perceptual reality:
Student: I thought we were going to play with real bugs today.
Teacher: No, you didn't think that. I told you we were going to be using
pretend bugs for our project.
Student: It hurt my feelings when you said that.
Teacher: No, it didn’t hurt your feelings. I treated you with kindness.
Student: I was confused by the lesson today.
Teacher: I laid the material out very clearly. It was not confusing.
Student: My costume for the play is really uncomfortable.
Teacher: No it’s not. It’s made out of cotton, and you wear cotton every day.
❮ ❯
36. Components of the Perspective Taking
Approach to Behavior Change
Filter out any unnecessary values.
When making decisions, people tend to consider many values
that feel logical, but in reality don’t make logical sense.
Values you may want to consider removing from your mental model
if your goal is to make a logical decision:
• Conformity (Everyone else does it this way.)
• Tradition (That’s the way it’s always been done.)
• Spent Resources (I already spent so much time and energy doing it this way.)
• Trust (People I trust say I should do it this way.)
• Vengeance (Someone hurt me so now I have permission to hurt them.)
• Equality (I’ll treat everyone the same regardless of their starting point.
HINT: try substituting equity.)
• Loyalty (I’ll blindly stick by someone — usually someone similar to me —
simply due to a strong sense of allegiance.)
37. Components of the Perspective Taking
Approach to Behavior Change
Calibrate on the "why."
Once both people are familiar with each other's mental
models in regards to making the decision (e.g., values,
beliefs, and weighting), a logical solution can typically be
reached that works well for both parties.
The exception to this is when both parties TRULY do not share
the same values and beliefs.
e.g., due to different religions, upbringings, or political
ideologies
❮ ❯
Typically disconnects in reasoning between two people occur
because they are not considering each other’s context (i.e., perspective)
in their mental models.
• It is impossible to consider the other person's context unless they
share it with you!
• It is also equally impossible for the other person to consider YOUR
context unless you share it with them!
38. Components of the Perspective Taking
Approach to Behavior Change
❮ ❯
40. Calibrating on the “why”
Below is a helpful format for calibrating on the “why.”
This format is a tool, not a rule!!
The GOAL is to calibrate perspectives and come to a mutual
agreement on the best course of action for everyone
involved in a given situation.
1. Validate their reality.
3. Remind them of their OWN perspective.
2. Provide YOUR novel context.
4. Solicit THEIR additional context
5. Confirm calibration.
❮ ❯
Note: A person does not need to explicitly ask a “why” question in
order for you to use this model. This model is appropriate whenever
another person expresses with their words OR actions that they do not
understand why their behavior is inappropriate for the situation.
41. 1. Validate their reality.
3. Remind them of their OWN perspective.
2. Provide YOUR novel context.
4. Solicit THEIR additional context
5. Confirm calibration.
You know how (meet the other person where they are at)? You told
me that (what the other person reported about their own
values/beliefs). Well, I was thinking that (your values and beliefs).
Also, (additional values and beliefs). Finally, (even more values and
beliefs). Is there anything else you’d like to consider while we’re
thinking about this decision? Does this decision make sense to you?
Calibrating on the “why”
❮ ❯
42. Helpful Response Unhelpful/Harmful Response
I know it’s a little cold out, but popsicles tend to get
really messy, even when everyone is doing their best
to stay clean. Remember yesterday afternoon when
you pointed out that there was a giant group of ants
on the sidewalk eating popsicle juice? If we spilled
sugary popsicle juice all over the floor inside, it
would attract ants. We spend a lot of time in this
room and most of us don’t want to spend time in a
room that is filled with ants, so we’re going to make
sure not to eat popsicles inside. Also, it's not nice to
create so much extra work for the maintenance staff.
Does that make sense?
• Because I said so.
• That’s the rule.
• We don’t eat popsicles inside.
• We only eat popsicles outside.
❯❮
Calibrating on the “why”
Question: “Why can’t we just eat the popsicles inside?”
Calibrating on the “why”
1. Validate their reality.
2. Remind them of their OWN perspective.
3. Provide YOUR novel context.
4. Solicit THEIR additional context.
5. Confirm calibration.
43. Calibrating on the “why”
Question: “Why can’t I play videogames during my college lecture?”
Helpful Response Unhelpful/Harmful Response
I know college students tend to browse social media
during class, but videogames are a little different than
social media because they are so flashy and attention-
grabbing. Students in your class may get annoyed with
you because they are trying to learn, but your
interesting videogame is making it difficult for them to
pay attention to the material. Also, it will be hard for
you to listen to your instructor if your attention is
focused on playing the videogame. You mentioned
earlier that you feel that it is important for yourself to
learn the material so you can pass the class. Do you
want to brainstorm some other things you might want
to try during class to help occupy your senses but are
less disruptive to everyone’s learning?
• You know why.
• That’s not an expected
behavior.
• You’re too mature to still
like videogames.
• College students don’t use
electronics during class.
(that one is an overt lie)
• You just can’t.
• It’s weird.
Calibrating on the “why”
1. Validate their reality.
2. Remind them of their OWN perspective.
3. Provide YOUR novel context.
4. Solicit THEIR additional context.
5. Confirm calibration.
❮ ❯
44. ❯❮
Calibrating on the “why”
Question: A 10-year-old is lying down on their stomach with
their face down in the middle of a social skills group.
Helpful Response Unhelpful/Harmful Response
I'd like it if you sat up and looked at me while I'm
talking. I know you can technically hear me with
your ears even if you are lying on the ground, but
when your body isn't facing me, it makes me feel
like you aren't respecting me or the time I spent
preparing this lesson for you. Can you please sit up
so that you can help me see that you are ready to
listen and learn?
---------------still no compliance---------------
Is something preventing you from sitting up and
looking at me? Why are you lying on the ground
with your face down when you’re supposed to be
showing me you’re ready to learn?
• Sit up. Now.
• Stop it. You’re too old not to
know the answer to that question.
• I’m going to count to 10, and if
you are not sitting up with your
eyes on me when I’m done, you
will be sent to the principal’s
office.
• You have to listen to me because
I'm the teacher. That's final.
Calibrating on the “why”
1. Validate their reality.
2. Remind them of their OWN perspective.
3. Provide YOUR novel context.
4. Solicit THEIR additional context.
5. Confirm calibration.
45. Calibrating on the “why”
Question: A student is refusing to help out with a cooking activity.
Helpful Response Unhelpful/Harmful Response
I know cooking isn’t your first choice of activities,
but I think you’d have a lot of fun if you joined us!
You usually love group activities that don’t involve
just sitting at a desk and completing table work.
Why don’t you want to help out with the cooking
project?
Student: I’m severely allergic to raw eggs so
I’m trying to keep my distance so I can keep
myself safe.
• Everyone is required to
participate.
• If you don’t participate, your
grade will be in jeopardy.
• The expected behavior is to at
least sit next to your classmates.
Calibrating on the “why”
1. Validate their reality.
2. Remind them of their OWN perspective.
3. Provide YOUR novel context.
4. Solicit THEIR additional context.
5. Confirm calibration.
If this student was not afforded an opportunity to convey their
perspective, their immediate health and safety would have been
(unintentionally) put at high risk.
❮ ❯
46. Chapter 5:
Caveats to the Perspective Taking
Approach to Behavior Change
❮ ❯
“There is a time and a place for everything.”
47. Caveats
Sometimes the Perspective Taking Approach can be used in the
moment, but other times it is not effective in leading to
immediate changes in behavior.
It may not be appropriate to use the Perspective Taking
Approach under the following circumstances:
High emotionality
Inadequate time/resources
Fundamental differences in relevant values and beliefs
❮ ❯
48. Caveat: High Emotionality
The Perspective Taking Approach should not be
used in instances where either party is
emotionally charged.
Disagreements ➡ Cognitive Dissonance ➡ Anger
❮ ❯
49. Note: This approach often still works when the higher-
status party is emotionally charged as long as that
person is able to convincingly portray their emotions as
being at a lower level.
Caveat: High Emotionality
The Perspective Taking Approach works well when all
parties involved are feeling or .
The Perspective Taking Approach sometimes works
when one or more parties feel .
The Perspective Taking Approach rarely works when
one or more parties feel or .
❮ ❯
50. Caveat: Inadequate time/resources
Sometimes, there are not enough resources to use the
Perspective Taking Approach in a given moment.
For example…
You have four kids, and three of them are crying about
different things, and you’re running late to get the kids to
the bus on time, and you really don’t want to miss your 8am
meeting but it’s looking like you might, and you just need to
do whatever you can to appease everyone in the moment.
It is the middle of a meeting in which time-sensitive
material is being discussed with an important client, and
your employee says something you really wish they didn’t
say, but it would be inappropriate to take time away from
the meeting to let the employee know in the moment why
what they said was unacceptable.
❮ ❯
51. Caveat: Fundamental differences in
relevant values and beliefs
When people truly have different values and beliefs in regards
to a given issue, they will logically NOT autonomously make
the same behavioral decision.
For example…
You are a cake decorator and a gay couple asks you to
design their wedding cake. You believe that people should
be able to love who they love, but your supervisor believes
that homosexuality is a cardinal sin.
It is time for your three-year-old to take a bath, but he
loudly announces that he does not want to take a bath and
he just wants to run around naked. He truly does not care
about (i.e., value) whether or not he goes to sleep clean,
and he does not yet understand (i.e., believe) the concept
of germs leading to illness/infections nor does he
appreciate (i.e., value) the importance of respecting
others’ time.
❮ ❯
52. Chapter 6:
What to do when it isn’t appropriate to
use the Perspective Taking Approach❮ ❯
“If at first you don’t succeed,
try, try again.”
but don’t forget…
“Insanity= doing the same
thing over and over again but
expecting different results”
53. What to do when it isn’t appropriate to use
the Perspective Taking Approach
If it is not an appropriate moment to use the Perspective Taking
Approach, alternate behavior modification techniques can be used
until it is a better time to help the person understand why their
actions are not acceptable.
Take a Pause
Rewards and Punishment
Provide Choices
Give in
Come Back to it Later
❮ ❯
54. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Sometimes there is a distinction between getting something
accomplished in the moment and providing good teaching.
The Perspective Taking Approach outlines a framework for
providing good teaching, but is not always the most efficient
in the moment, especially when something needs to get
done quickly.
❮ ❯
For example, having students clean up after themselves
teaches independence, but a teacher may sacrifice a
teaching moment in order to expedite the clean-up
process, especially if it means the difference between
getting to the bus on time to leave for the field trip and
making the entire grade late.
55. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Take a pause.
For a child, this may look like physically removing them from
the situation.
For example…
Taking a preschooler on a walk when they refuse to stop
making silly noises during a religious service.
Taking away a child’s toy hammer when she refuses to
stop banging it on the wood floor as loudly as she can in
your second-floor apartment.
Walking away and letting a teenager have some space
after they punch a hole in the wall in response to
something you’ve said.
❮ ❯
56. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Take a pause.
For an adult, this may look like terminating a conversation
and making a plan to discuss the decision at a later time.
For example…
An employer implements a new company-wide
policy, and a valued employee disagrees with the
rule and becomes visibly angry. The employer
chooses to actively take a pause. The employer and
employee set up a meeting for a later time in
which they will discuss the disagreement. The
employer reiterates that the employee will need to
follow the new rule if they would like to keep their
job, but acknowledges that it is important that the
employee understand the rationale for the new
rule they are being asked to follow.
❮ ❯
57. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Rewards and Punishment
This may look like offering something favorable for
completing a clearly defined desired task, or warning that a
privilege will be taken away if the person does not
complete a clearly defined desired task.
For example…
Telling a child they can have 2 candies for dessert instead
of 1 if they get into their pajamas before the 3-minute
hourglass timer runs out.
Telling a teenager that they cannot go to the school dance
if they get caught drinking alcohol one more time this
month.
Telling an employee that they will be taken off of a given
project if they display a lack of professionalism by showing
up to work late one more time this quarter.
Note: Rewards and
punishments only
work if you stick to
your word!
❮ ❯
58. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Provide Choices.
When someone is asked to perform an action they do not
agree with by a higher-status party, their sense of
autonomy becomes depleted.
Providing choices helps replenish an individual’s sense of
autonomy, and may even make the individual more likely to
comply with a demand that they do not yet fully agree
with.
For example…
When you’re all done taking your bath, do you want
to have 1 gummy vitamin or 2 gummy vitamins?
Would you prefer to meet in person, or would you
rather have a virtual meeting?
❮ ❯
59. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Give in.
While giving in is the last resort, it is inevitable that
sometimes we will have to just give in and let the other
person get what they want/let them continue behaving
inappropriately.
Rewarding a person for bad behavior is not good teaching,
but it is just unavoidable sometimes.
In instances where you end up giving in, it is not a lost
cause! You can still provide good teaching later.
❮ ❯
60. What to do when it isn’t appropriate to use
the Perspective Taking Approach
Come back to it later.
It is important to provide good teaching when you get the
chance so that the individual has the necessary information to
make more informed autonomous decisions in the future.
For example…
Write a social story for a preschooler to help them understand
the importance of sharing with their sibling, and read it every
night before bed. (see example on next slide)
Have a discussion with your colleague about how some specific
types of remarks they tend to make are likely to be
interpreted as rude by others.
Provide a nonverbal child with many opportunities to learn to
anticipate upcoming transitions in routines through interacting
with images on a first-then board. (see example on future slide)
❮ ❯
61. What to do when it isn’t
appropriate to use the
Perspective Taking Approach
Come back to it later.
Example of a social story using the Perspective Taking Approach:
Calibrating on the “why”
1. Validate their reality.
2. Remind them of their OWN perspective.
3. Provide YOUR novel context.
4. Solicit THEIR additional context.
5. Confirm calibration.
When you play with your
cool toys, you have so much
fun! Sometimes you feel
like you want to keep your
toys all for yourself instead
of sharing with Brian. Oh
no! When you keep your
toys all for yourself, Brian
gets a frown on his face,
doesn’t he? Find the frowny
face. Does frowning mean
Brian is happy or sad? That’s
right; sad. Do you like to
make people sad? No! You
like to make people happy!
❮ ❯When you share a toy with
Brian, he gets a big smile
on his face, doesn’t he?
Find the smiley face. Does
smiling mean Brian is
happy or sad? That’s right;
happy! Yay! You love to
make people happy!
Sharing toys with Brian
makes him happy! Don’t
you think it’s so nice to
share your toys with Brian
every once in a while?
62. Come back to it later.
Visual tools such as first-then boards can help a child learn to
understand what to expect and what is expected of them during
routine activities.
What to do when it isn’t appropriate to use
the Perspective Taking Approach
❮ ❯
Note: It can take many exposures a visual tool before a person is able to
make the association between what is shown in the pictures and what is
expected in real life. This is especially true if the person has never used a
similar tool before. Make sure to take advantage of every available learning
opportunity to help the person make the connection between the visuals and
what is expected of them in real life.
63. Thank you!
Thank you for completing this training module!
Please complete the interactive quiz to monitor your
understanding of how to use the Perspective Taking
Approach in practice.
Click the back arrow ( ) in your browser to return to
the Perspective Taking Approach website.