Transcript Emotional Intelligence, the master Aptitude

EI@work
Presented by: Joe Hasley
[email protected]
copyright Joe Hasley, 2007
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Goals of this class
• Be able to identify your own emotions,
cognitions.
• Better identify and understand the
emotions, cognitions of others.
• Increase your cognitive effectiveness.
• Increase your interpersonal effectiveness.
copyright Joe Hasley, 2007
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What this class is not
•
•
•
•
Therapy
Dale Carnegie, Tonny Robbins, Zig Zigler
Stress reduction class
EI is not just being nice, getting along with
others, or getting what you want out of
people.
copyright Joe Hasley, 2007
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Emotion Defined
• Impulses to act, an instant plan for
handling life.
Rooted in the Amygdala, part of the
“reptilian core” of the brain.
Emotion is very much a physiological
response.
copyright Joe Hasley, 2007
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Emotion in the Brain
Emotion is processed in many parts of the brain, but a key emotional-processing
center is the Amygdala (from the Greek word for Almond).
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Emotion in the Brain
copyright Joe Hasley, 2007
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Senses are processed in more than
one part of the brain.
• LeDoux- Destroyed the audio cortex of
rats, then exposed the rats to a tone
paired with an electrical shock. The rats
quickly learned to fear the sound, even
though they didn’t know they were hearing
it. What happened???
copyright Joe Hasley, 2007
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Senses are processed in more than
one part of the brain.
• Rats “heard” the sound in their amygdala,
even though they didn’t know they heard
it. If the rats could talk, and you had
asked them “did you just hear a tone”, they
would have said, “No.”
• The rats heard the sound emotionally, not
cognitively. (Goleman, 1995 p. 18)
• This could be interpreted as scientific
proof of the “sixth sense”. (jph)
copyright Joe Hasley, 2007
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Emotion and judgment
• Damasio (University of Iowa) – Patient, a lawyer,
had the pathway from the amygdala to the
prefrontal lobe cut during surgery to remove a
tumor.
• Patient did not suffer task impairment- he could
still perform complex cognitive tasks. However,
he lost his judgment. He could do calculus, but
he couldn’t figure out when to schedule his next
appointment. He couldn’t figure out, “Should I
go to the football game, or should I go to the
Sports Column (a sports bar)?
• He couldn’t use emotion to weigh options.
copyright Joe Hasley, 2007
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Your emotions hear better than
your ears
• Senses are actually many impulses of on/off.
• In any given nerve synapse, the stimulation must
reach a limen (Latin word for “Threshold”) to
pass along the stimulus to the next nerve cell.
• If the signal is not strong enough, it does not
“turn on” the next cell.
Limon
• However…
On
Synapse
Off
copyright Joe Hasley, 2007
Stimulation level 
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You emotions hear better than your
ears
• Research reveals that humans are
equipped to respond to sub-limen
(subliminal) perceptions.
• Individual sensitivity may differ, based on
fatigue and conditioning.
Limen
On
Synapse
Off
copyright Joe Hasley, 2007
Stimulation level 
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The sixth sense
• One of the main jobs of your nervous
system is to filter stimulus- otherwise, you
would become overwhelmed.
• This is why you don’t notice your toosh
until it’s been in the chair too long.
• Just b/c you filter it doesn’t mean it’s not
processed- you’re just not aware of it
being processed.
copyright Joe Hasley, 2007
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Anti-EI
• Research insinuates that psychopaths have
something wrong with their amygdalas.
• When hooked up to a shock machine and other
machines to measure the physiological signs of
stress (perspiration, heart rate) and told they
would receive a shock, psychopaths
acknowledge that it was going to hurt, but
showed no sign of distress. They knew it was
going to hurt, but they didn’t care.
copyright Joe Hasley, 2007
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The bottom line
• “Just as there is a stream of thought, there
is a parallel stream of feeling. The notion
that there is “pure thought,” rationality
devoid of feeling, is fiction, an illusion
based on inattention to the subtle moods
that follow us through the day. We have
feelings about everything we do, think
about, imagine, remember. Thought and
feelings are inextricably woven together.”
– Goleman 1998, p. 52
copyright Joe Hasley, 2007
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“A view of human nature that ignores
emotions is sadly short-sighted.”
• When you try to go into Spock mode, you ignore
the scientific facts.
• Emotion is just as important as logic when it
comes to making decisions. In fact, in many
ways, emotion is the most important part of
logic. (two things to consider during a decisionattribute values and attribute weights)
• Reason is a powerful tool, but an inadequate
master.
• Emotions are what we use when the decision is
too important to rely on logic alone.
copyright Joe Hasley, 2007
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EI – The goal
• The goal is balance, not emotional
suppression. What is wanted is the
appropriate emotion- feeling proportionate
and complementary to circumstance.
copyright Joe Hasley, 2007
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Intelligence
• There is a lot more to intelligence than just
reading and math (but that’s usually all they
want to test).
• Howard Gardner’s dimensions of intelligence:
–
–
–
–
–
–
–
Verbal logic
Math logic
Spacial capacity
Kinesthetics
Musical
Interpersonal skills
Intraspychic (intrapersonal skills)
copyright Joe Hasley, 2007
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Question???
• Why do we only test reading and math
skills in school?
• “We should spend less time ranking our
children and more time helping them
identify their natural competencies and
gifts, and cultivating those.”
– Howard Gardner, Ph.D.
copyright Joe Hasley, 2007
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EI defined
• Intrapersonal intelligence
– Recognizing and controlling one’s own
emotions as they occur. (Self-awareness)
– The right emotion at the right time expressed
in the right way. (Self-control)
• Interpersonal intelligence
– The ability to recognize and cope with the
emotions of others. (Empathy)
– The skills to effectively deal with the emotions
of ourselves and others. (Social intelligence)
copyright Joe Hasley, 2007
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Why does EI matter?
• At best, IQ accounts for about 20% of
success. Some estimates say as low as
4%.
• Emotional Intelligence, or “EQ”, is much
more predictive of where you’ll go in life.
copyright Joe Hasley, 2007
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Marshmallow test
• Starting in the 60’s, Stanford psychologist
Walter Mischel
• Sat pre-schoolers at a table. Put 1
marshmallow in front of them. Told them
“I’m going to leave the room. You can eat
the marshmallow at any time and you
won’t be penalized, but if you can wait until
I return, I’ll give you another marshmallow
when I come back.”
copyright Joe Hasley, 2007
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Marshmallow test – 14 years later
• The kids who could not resist impulse
– Were more likely to be involved with drugs
– Were less likely to finish high school
– Were less likely to go to college
– Were more likely to have been incarcerated
– Less happy, less socially adapted
copyright Joe Hasley, 2007
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Marshmallow test - later life
• The results of the marshmallow test were
a better predictor of grades in college than
were IQ, SAT, ACT, or ANY other
standardized score the children were
given.
• Later still, the impulsive children were
more likely to be divorced and fired from
their jobs.
WHY?
copyright Joe Hasley, 2007
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Case Study: Phineas Gage
• “The classic case of earlier studies of prefrontal cortex
function involved a railroad supervisor of construction—
one Phineas Gage—who in 1848, despite a metal rod
piercing his left cheek and exiting the top of his head,
survived the incident and healed. After the event he had
normal memory and abilities to walk and talk, but
because of the prefrontal injury could no longer behave
correctly, often getting into fights or acting shockingly.
The remainder of his life was a tragedy of knowing what
was right and wrong, but never choosing the right and
instead always picking what sounded pleasurable and
easy.”
copyright Joe Hasley, 2007
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Impulse control
• “Subsequent studies on patients with prefrontal injuries have shown
that, in testing, they verbalize what the most appropriate social
responses would be under certain circumstances, yet when actually
performing, they will still pursue behavior which is aimed at
immediate gratification even if they know the longer term results will
be self-defeating.”
• “This data indicates that not only are skills of comparison and
understanding of eventual outcomes harbored in the prefrontal
cortex, but that the prefrontal cortex (when functioning correctly)
controls the mental option to delay immediate gratification for a
better or more rewarding longer term gratification result. This ability
to wait for a reward is one of the key pieces that defines optimal
executive function of the human brain.”
– Wikipedia
They know cognitively that it’s wrong, but they do it anyway.
copyright Joe Hasley, 2007
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The Bottom Line
• “To the degree that our emotions get in the way
of or enhance our ability to think and plan, to
pursue training for a distinct goal, to solve
problems and the like, they define the limits of
our capacity to use our innate mental abilities,
and so determine how we do in life. It is in this
sense that emotional intelligence is the master
aptitude, a capacity that profoundly affects all
other abilities; either facilitating or interfering
with them.”
- Goleman, 1995
copyright Joe Hasley, 2007
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Don’t get me wrong…
• EQ is not going to substitute for intelligence: Al
Gore is very emotionally intelligent, but he will
never be as smart as Bill Clinton.
• Then again, he will probably never have to
explain his inappropriate behavior to the nation
on national television!
• Once you’re in college, grad school, upper
management, EVERYbody is talented and
smart. What will differentiate these individuals is
their EQ.
copyright Joe Hasley, 2007
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Basic Dimensions of EI
• Self-awareness: Awareness of your own
emotions; the ability to “step outside
yourself”; if you’ve ever had the thought, “I
shouldn’t feel this way,” that’s an example
of self-awareness.
• Self-awareness is the foundation of EI.
• Meta mood: thoughts and feelings about
your feelings.
copyright Joe Hasley, 2007
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Self awareness
• The ability to
– 1) Identify
– 2) Critically examine
cognitions and emotions.
• Example: What is your “go-to” emotion?
How do you react when surprised?
• What’s your strongest prejudice?
copyright Joe Hasley, 2007
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Activity
• “I’d like you all to pick up your pen or pencil…
and I’d like you to take note of what went
through your head when I said that.” Anybody
want to share?
• Note your emotion. All I said was “I’d like you to
pick up your pen or pencil.” I didn’t say you had
to do it. I didn’t say you were going to do
anything with it. Just notice your feelings, and
the stories that you told yourself.
• Discuss: what was your reaction? Anybody’s
rictor scale go off?
copyright Joe Hasley, 2007
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Identifying emotions
• For the next few minutes, we’re going to
work in the context of stress.
• Stress = Any circumstance that threatens
or is perceived to threaten one’s wellbeing and thereby tax one’s coping
abilities. The threat may be to physical
safety, security, self-esteem, reputation,
peace of mind. It may be real or imagined.
copyright Joe Hasley, 2007
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Stress
• Stress is cumulative. Routine stresses add up.
Circumstances that are not individually stressful
can combine to be stressfull
– parenthood = ok 
– career = ok 
– parenthood + career = overload 
• Kanner et al., 1981 found that minor hassles
were more related to subjects’ mental health
than were catastrophic stressors.
copyright Joe Hasley, 2007
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The Effects of Stress
• A little bit of stress can be a positive thing
– It can motivate us
– It can put us “in the zone”. Great athletes,
great dancers.
“The thing that I admire the most about you
humans is that you are at your best when
things are at their worst.” – Starman
However, stress can also have severe negative
consequences...
copyright Joe Hasley, 2007
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The Effects of Stress
• Cognitive effects - Stress saps the
prefrontal cortex of resources – attention,
memory, judgment, concentration.
• Stressed out people don’t learn.
• A big part of the military academy system
(and all military training) is learning how to
learn and function under extreme stress.
• Both short-term and long-term stress can
have SEVERE physiological effects!
copyright Joe Hasley, 2007
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The Effects of Stress: RIP
• While the opiates (adrenaline, corisol, and
prolactin) that are released during stress
surge through the body, the immune cells
are hampered in their function.
Conclusion: stress suppresses immune
resistance, at least temporarily,
presumably in a conservation of energy.
copyright Joe Hasley, 2007
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The Effects of Stress: RIP
• The old idea that a hurried, high-pressure TypeA personality is at great risk from heart disease
has not held up. Rather, it is hostility that puts
us at risk.
• Dr. Redford Williams at Duke found that those
physicians who had the highest scores on a test
of hostility while still in medical school were
seven times as likely to have died by the age of
50 as were those with low hostility scores.
Being prone to anger was a stronger
predictor of dying young than were smoking,
high blood pressure, and high cholesterol.
copyright Joe Hasley, 2007
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The Effects of Stress: RIP
• Anger adds an additional stress to the heart by
increasing heart rate and blood pressure, which can
cause micro tears in the blood vessel, where plaque
develops. The net effect is to make anger particularly
lethal in those who already have heart disease.
• In one study, while patients recounted incidents that
made them mad, the pumping efficiency of the heart
dropped by an average of 5%. The drop in pumping
efficiency was not seen with other distressing feelings,
such as anxiety, nor during physical exertion; anger
seems to be the one emotion that does the most harm to
the heart.
copyright Joe Hasley, 2007
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The Effects of Stress: RIP
• Anger
• Hostility (Agression)
• Fear
– These are negative coping strategies that
result from stress.
copyright Joe Hasley, 2007
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The Effects of Stress: RIP
http://www.npr.org/templates/story/story.p
hp?storyId=1780239
Article is from the March 20, 2004 program “Weekend Edition Saturday”
This article, and the other listed on the page that are highly related, are
interesting and worth listening to in their entirety.
For our purposes, listen to the section from 8:00 minutes to 10:44 minutes.
copyright Joe Hasley, 2007
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Stress – Nailing it down
• 4 types of stress
– Frustration: Any situation in which a goal is thwarted
(failure and loss are common types of frustration).
– Conflict: Occurs when 2 or more incompatible
impulses compete for behavior (cognitive
dissonance).
– Change: Alterations that require adjustment. (Even
positive, welcome change can cause stress. New
job, new spouse, new digs.)
– Pressure: Involves expectation or demands that we
behave a certain way. (Usually we must perform or
conform).
copyright Joe Hasley, 2007
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Diffusing stress
• The most common coping skills are
– Decrease the stress stimulus (drop a class)
– Increase stress tolerance (quit staying up til 2)
• Generally, the more familiar you are with
the stressor, the less likely you are to be
threatened.
• In general, people prefer predictable
stress over surprise packages.
copyright Joe Hasley, 2007
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Stress – a final note
• Three groups were placed in a room and asked
to take a test:
– Control group had no noise.
– Group2 was exposed to period, annoying noise.
– Group3 wes exposed to period, annoying noise, but
were given a button and told, “We’re running some
other tests that may be noisy. If the noise is
distracting you from your test, push this button, and
we will stop the other tests, but only push the button if
the noise if bothering you.”
copyright Joe Hasley, 2007
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Stress – a final note
• Overwhelmingly– The group with the button did not push the
button.
– The group with no control over the noise did
significantly worse than the no-noise control
group, but the group with control of the noise
scored the same as the control group.
copyright Joe Hasley, 2007
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Stress – a final note
• In another study of new residents at a nursing
home:
– One group was told “We’ve arranged your room in a
way we think you’d like it. If you don’t like it, tell us,
and we’ll be glad to re-arrange it for you.”
– The second group was told, “YOU can arrange your
room any way you want. If you want to make a
change that you can’t do by yourself, just ask for
help.”
– Those in the second group lived significantly longer
than individuals in the first group.
copyright Joe Hasley, 2007
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Self-talk: What to say when you
talk to yourself
• Self efficacy: If you want to know how a
student will perform academically in
college, all you have to do is ask.
• Students expectations of performance are
consistently better predictors of grades
than SAT, ACT, or any other standardized
test score.
copyright Joe Hasley, 2007
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Self-efficacy: A foundation for
cognitive dissonance?
• Cognitive dissonance: “the perception of
incompatibility between two cognitions,
where "cognition" is defined as any
element of knowledge, including attitude,
emotion, belief, or behavior”
• If you believe that you’ll be a good student,
going to the bars when you have
homework to do will create cognitive
dissonance.
copyright Joe Hasley, 2007
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Optimism and Locus of Control
• Optimism: how you explain future outcomes.
• Locus of control: how you explain past outcomes.
(Internal, external)
• Optimists and internal locus of control are more likely to
persist, less likely to react to adversity by lowering goals.
• Internals prefer games of skill, externals prefer games of
chance/luck.
• Internals are better able to resist coercion and tolerate
ambiguity better.
• Very strong link between external LOC and depression.
copyright Joe Hasley, 2007
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Explanatory style
• Indicates how people explain to themselves why
they experience a particular event.
– Personal. People experiencing events may see
themselves as the cause; that is, they have
internalized the cause for the event. Example: "I
always forget to make that turn" (internal) as opposed
to "That turn can sure sneak up on you" (external).
– Permanent. People may see the situation as
unchangeable, e.g., "I always lose my keys" or "I
never forget a face".
– Pervasive. People may see the situation as affecting
all aspects of life, e.g., "I can't do anything right" or
"Everything I touch seems to turn to gold".
copyright Joe Hasley, 2007
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Victim vs. Responsible
• We are all victimized. Very bad things
happen to very good people.
• Responsibility = Response + Ability
• Being responsible means choosing to be
response able. Choosing your response.
copyright Joe Hasley, 2007
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Circle of influence
Highly effective people expand
their circle of influence by
rocusing on the things
Outside your circle
that are in their circle.
of influence
The circles of
influence of great
leaders influnce the
world even when
that leader is
gone.
Inside your circle
of influence
MLK
Ghandi
(Covey, 1989)
copyright Joe Hasley, 2007
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Cognitive distortions (Burns, 1999)
• *All-or-nothing thinking: You see things in black
and white categories. If your performance falls
short of perfect, you see yourself as a total
failure.
• Overgeneralization: You pick out a single
negative detail and dwell on it exclusively.
• Disqualifying the positive: You reject positive
experiences and insist they “don’t count”.
• Jumping to conclusions: You make negative
interpretations even though no facts support
you.
copyright Joe Hasley, 2007
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Cognitive Distortions (Burns, 1999)
• *Magnification or Minimization: You
exaggerate the importance of things
(being late for an appointment) or you
inappropriately shrink things.
• Emotional reasoning: You assume that
your negative emotions necessarily reflect
the way things really are.
copyright Joe Hasley, 2007
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Cognitive Distortions (Burns, 1999)
• *Should statements: The emotional
consequence is guild. When you direct should
statements towards others, you feel anger,
frustration, resentment.
• *Labeling and mislabeling: Instead of describing
an error, you attach a negative label. “I’m a
loser.” Mislabeling involves describing an event
with language that is highly colored and
emotionally loaded.
• Personalization: You see yourself as the cause
of a negative event you are really not
responsible for.
copyright Joe Hasley, 2007
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Activity
• At the beginning of class, I asked you to
write down something that made you
upset or stressed.
• For the next 4 minutes, identify
– The emotions you have based on the situation
you described.
– The cognitive distortions that might be
occurring when you recall the situation.
copyright Joe Hasley, 2007
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Activity
• During your break, think of a new cognitive
distortion of your own. Where does this
show up in your life?
• Write it down. (It helps if it’s one that we
can discuss!)
copyright Joe Hasley, 2007
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Cognitive Distortions (jph)
•
Not mentioned in textbooks, but..
• “What is shouldn’t be.” (Resistance, denial)
• “The rules don’t apply to me.”
– “Man cannot break the law, he can only break himself against
the law.”
•
•
•
•
•
•
People as verbs (fundamental attribution error).
“That’s just how I am”.
All or none.
Cooperation || competition.
Dependence, Independence, Interdependence.
Right or wrong.
copyright Joe Hasley, 2007
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Basic Dimensions of EI
• Empathy (≠ Sympathy)
• Sympathy = Actually feeling another
person’s emotions
• Empathy = Recognizing the emotions of
another person at a cognitive level. “How
would I feel if I were that person?”
• Fundamental skill of relationships.
copyright Joe Hasley, 2007
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Empathy
• Larry Adler, M.D., at the Denver VA, uses
brain scanning technology to examine
what happens when people listen to
stimuli.
• Experimental subjects put on headphones
and are exposed to two clicks approx. 20
ms. apart.
• Normal subjects look like this:
copyright Joe Hasley, 2007
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Normal Subject: Click Test
First Click
Second Click
Brain Activity
0ms
50ms
55ms
Time
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Schizophrenic Subject: Click Test
First Click
Second Click
Brain Activity
Normal
Schizophrenic
0ms
50ms
55ms
Time
copyright Joe Hasley, 2007
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Empathy
• Adler demonstrated that some
schizophrenic patients had deficient P50
auditory filters. This is a fancy way of
saying that they didn’t filter sound the way
that you and I do. So, instead of filtering
background noise (blowing fans, music,
other conversations, traffic), some
schizophrenics hear EVERYTHING
coming at them. (This would make about
anybody crazy if they weren’t already!)
copyright Joe Hasley, 2007
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Empathy
• Amazingly, when Adler allowed the
schizophrenic subjects to go outside and
smoke a cigarette, when they repeated the
click test, those subjects’ P50 auditory
filters began working- their brain activity
displayed much more normal activity.
copyright Joe Hasley, 2007
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Reflection
• When I first read the Adler results, I
immediately realized:
– If I were not filtering sound, I might be willing
to try smoking (or a lot of other drugs) if it
gave me relief.
– Maybe not everyone who is an addict is a
loser- maybe they are trying to self-medicate.
copyright Joe Hasley, 2007
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Empathy
Source: http://www.psy.pdx.edu/PsiCafe/Overheads/BellCurve.htm
copyright Joe Hasley, 2007
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Empathy
• Aproximately 4% of the population has an IQ of
73 or lower.
• Individuals with an IQ of 73
– eg: Have trouble with time. They know time, but it’s
hard for them to describe how long something will
take (walking to work, getting dressed).
– How frustrating would it be if you didn’t know if you
had to set the alarm for 5AM or 6:30AM because you
didn’t know how much time to allow yourself?
– It’s easy to get down on people- until you’ve walked in
their shoes.
copyright Joe Hasley, 2007
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Empathy
Vietnam War
Korean War
copyright Joe Hasley, 2007
Source: Wikipedia
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Basic Dimensions of EI
• Self-Motivation
• Ability to set goals
• Ability to stay motivated and pursue goals in the face of
adversity, ambiguity, and setbacks.
• Ability to persist in the face of obstacles.
• Studies of Olympic athletes, world class musicians, and
chess grand masters find that their unifying trait is the
ability to motivate themselves to pursue relentless
training routines.
• Study at violin school- tope students had performed on
average twice as many lifetime hours as the next tier of
students.
copyright Joe Hasley, 2007
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Basic Dimensions of EI
• Resilience -> Planning, Flexibility,
Resourcefulness, Critical thinking/insight,
Forgiveness
copyright Joe Hasley, 2007
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Resiliency
• “Protective factors make a more profound
impact on the life course of children who
grow up under adverse conditions than do
specific risk factors or stressful life
events.” (Benard, 2004, p. 8)
copyright Joe Hasley, 2007
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Resiliency
• Resilient people ask questions; they reanalyze situations to ask, “What should I
do differently next time?”
• They take the time to learn how to learn.
• They are flexible, they don’t get stuck on a
plan, they change direction nimbly, they
don’t judge course corrections (certain
politicians?)
copyright Joe Hasley, 2007
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Resiliency
• Resilient people are resourceful- they
don’t mind asking for help, and they care
more about the outcome than the method.
• “If you only work with people you like, you
won’t get much work done.” –Harvey MacKay
• They are not governed by process.
Willows, not oaks. They are willing to
abandon old ideas when better ones come
along.
copyright Joe Hasley, 2007
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Interpersonal Skills
• Coordinating groups – essential skills of
the leader, CEO, director, military officer.
• Negotiation – skill of mediator, parents,
spouses, families.
• Empathizers – Good friends, counselors,
team-players.
• Good leaders are all 3, as the situation
demands!
copyright Joe Hasley, 2007
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Traits of EI Individuals
• Emotionally Intelligent people understand
how they impact those around them and
actively manage this effect.
• They understand that emotions are
contagious. They send out a good vibe,
even when times are tough.
copyright Joe Hasley, 2007
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Traits of EI Individuals
• They take initiative.
• They see challenges as games, not obstacles.
(Results in less stress, which means more
cognitive resources, less physical reactions,
more creativity and options.)
• Focus is on cooperation, not competition.
• They see failure as a temporary circumstance.
Hence, they are not afraid of it. They are
confident they will eventually succeed.
• They are persistent. They don’t take setbacks
personally.
copyright Joe Hasley, 2007
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Traits of EI Individuals
• They realize the importance of synergy and cultivate it.
• They are social creatures. They are team players, team
builders.
• They focus on the strengths of others and work to
capitalize on those strengths. They bring out the best in
others.
• They set others at ease. They empower those around
them.
• They are good at reading the “emotional landscape.”
• They have the ability to assert themselves w/o offending.
• Special forces, West Point: “The Rambo’s are the first to
wash out. Loners are dangerous- they can’t
communicate or synergize.”
copyright Joe Hasley, 2007
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Further Reading
•
•
•
•
•
•
•
•
•
•
Emotional Intelligence, Daniel Goleman (1994)
Working With Emotional Intelligence, Daniel Goleman (1998)
The Survivor Personality, Al Siebert (1996)
Deep Survival: Who Lives, Who Dies, and Why, Laurence Ganzales
(2004)
The Relaxation Response, Herbert Benson and Miriam Z. Klipper
(1976)
Learned Optimism, Martin E. Seligman (1992)
Feeling Good, David D. Burns (1999)
Resiliency: What We Have Learned (Benard, 2004)
Psychology Applied to Modern Life (Weiten, Lloyd, 2000)
The 7 Habits of Highly Effective People (Covey, 1989)
copyright Joe Hasley, 2007
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