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Integrative psychotherapy and proactive coaching of
the «personality-business-family» system in the modality of
personal source code
Halyna Shabshai
Iefym Shabshai
2023
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Abstract:
is monograph presents an in-depth exploration of integrative psychotherapy and
proactive coaching within the context of the “personality-business-family” system, focus-
ing on the modality of personal source code. e work is grounded in the theories of
integral individuality, which strive to present a comprehensive approach to the study of
personality. e author’s research reveals a universal law of transformation of these prin-
ciples and theories into practical implementation in the applied plane of phenomenology,
which in behavioral sciences is psychotherapy and coaching.
e monograph is organized into seven sections, each addressing a dierent as-
pect of the integrative approach. e rst section discusses the transition from integral
individuality to integrative psychotherapy and coaching, emphasizing the importance of
semi-explicit postulates in integrative psychology. e second section explores the source
code of a person as a solution to the methodological search for the initial units of mental
activity and personality formation.
e third section delves into the diagnostics of the Family Source Code within the
context of integrative psychodiagnostic technologies. e fourth section examines the
phenomenology of the club system in integrative psychotherapy and coaching. e h
section discusses the organizational and technological aspects of working with tutors and
authors of the system, focusing on the integrative approach to Personal Program levels.
e sixth section presents the methodology of bringing business to a new level ac-
cording to the Shabshai system. e nal section addresses applied problems of coherence
of the concept of the human source code and models of integrative psychotherapy and
coaching.
e monograph also critically examines key integrative theories in modern psychol-
ogy, including Robert Kegan’s Integral theory, Ken Wilber’s Integral Psychology, Arthur
J. Dixon’s theories of integral individuality, and Daniel Steiner’s Integral theory. e au-
thor provides a comprehensive analysis of these theories, highlighting their strengths and
weaknesses, and their applicability in the eld of integrative psychotherapy and coaching.
In conclusion, this monograph oers a comprehensive and in-depth exploration of
integrative psychotherapy and proactive coaching, providing valuable insights and prac-
tical tools for practitioners in the eld. It contributes signicantly to the understanding of
the “personality-business-family” system in the modality of personal source code, oering
a new perspective on the application of integrative models in psychology.
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Contents
I. From integral individuality to integrative psychotherapy and
coaching
II. e source code of a person as a solution to the methodological
search for the initial units of mental activity and personality
formation
III. Diagnostics of the Family Source Code in the context of
integrative psychodiagnostic technologies
IV. Phenomenology of the club system in integrative psychotherapy
and coaching
V. Organizational and technological aspects of working with tutors
and authors of the system. Personal Program levels: an integrative
approach
VI. Methodology of bringing business to a new level according to
the Shabshai system
VII. Applied problems of coherence of the concept of the human
source code and models of integrative psychotherapy and coaching
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I. From integral individuality to integrative
psychotherapy and coaching
In psychology, t here are several theories of integral individuality that take into account
various aspects of personality and strive to present a comprehensive approach to its study.
It is the theory of integral individuality that forms the basis of the models of integrative
coaching and integrative psychotherapy. Within the framework of our theoretical and
methodological research, we have discovered a universal law of transformation of the
principles and theories of integral individuality into their practical implementation in
the applied plane of phenomenology, which in behavioral sciences is psychotherapy and
coaching.
In addition, we base our scientic search on certain semi-explicit postulates - one
of the concepts in integrative psychology to explain how dierent theories and approaches
can be combined into a single theoretical framework. As we know, many theoretical
postulates are not explicitly expressed within the framework of specic theories or
methods, but can be discovered with a deeper analysis.
For example, in the framework of integrative psychology, semi-explicit postulates
may include the idea that personality is a holistic and dynamic system, that thinking,
emotions and behavior interact with each other and inuence each other, that a person
functions in the context of a social and cultural environment, etc.
us, semi-explicit postulates can serve as a link between various theories and
approaches in integrative psychology, allowing us to formulate a common theoretical
framework that unites them into an integral system. However, at the same time, this
concept can also be criticized for the lack of clarity and concreteness in the formulation of
the postulates, which may complicate their practical application.
At the same time, we have taken into account the semi-implicit postulates of
integrative psychology, which are reected in some general principles:
1. Global approach. Integrative psychology seeks to combine various theories and
methods of psychology into a single and global picture of a person’s mental life.
2. Considering the context. Integrative psychology takes into account a wide context,
including cultural, social, historical and environmental factors that inuence the formation
of personality.
3. Individual approach. Integrative psychology believes that each person is unique,
and in its work takes into account the individual characteristics of the patient, his life
history and personal characteristics.
4. Variability and modularity of psychotherapeutic techniques. Integrative
psychology includes a wide range of psychotherapeutic methods and techniques, such as
cognitive behavioral therapy, gestalt therapy, psychoanalysis and others.
5. Integration of dierent levels of mental activity. Integrative psychology combines
various levels of mental activity, such as cognitive, emotional, behavioral, bodily and
spiritual.
6. Patient-therapist collaboration. Integrative psychology recognizes that the success
of psychotherapy depends on the cooperation of the patient and therapist and takes this
factor into account in its work.
7. Personal development. Integrative psychology believes that psychotherapy should
contribute to the development of personality, self-knowledge and growth of the patient.
Our methodology is based on a systematic approach to structuring psychology
according to Noel W. Smith. Because a person’s personality itself is a complex system
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that includes many aspects, such as the physical body, emotions, thoughts, behavior and
spirituality. N. Smith has developed a model that includes 14 dierent systems, each of
which is responsible for a certain aspect of personality.
e main ideas of psychology systems include:
1. Complexity of personality. Personality is a complex and multifaceted system that
cannot be described with the help of a single theory.
2. Systematic approach. Analysis of personality as a system consisting of interrelated
elements.
3. Integration. We need to integrate various theories and methods of psychology in
order to create a more complex model of personality.
e main ideas that we consider as the methodology of the integrative approach
include:
1. Individuality: each person is unique and has his own system of values, beliefs and
worldview.
2. Integrity: e human psyche cannot be divided into separate components, such as
thinking, feelings or behavior, they are interconnected and form an integral system.
3. Contextuality: A person’s behavior and thinking depend on the context in which
they occur, including cultural, social and historical factors.
4. Variability: e human psyche can change and develop throughout life, depending
on experience and interaction with the environment.
5. Rationality: e human psyche strives for rationality and logic, even if at rst
glance behavior may seem irrational or illogical.
Scientic research has led us to the need to consider key integrative theories in
modern psychology, in particular, we are talking about:
- Robert Kegan’s Integral theory
- Ken Wilber’s Integral Psychology,
- eories of integral individuality by Arthur J. Dixon,
- Daniel Steiner’s Integral theory
Let’s consider at them in more detail.
Robert Kegan’s integral theory suggests that personality develops from more
primitive to more complex forms of self-consciousness, which represent a more integrated
and complex image of personality. Kegan identies six stages of personality development,
each of which is characterized by a more complex level of self-awareness:
1. e impulsive stage is characterized by the lack of a clear structure of self-
consciousness, a person is not aware of his desires and needs.
2. e stage of egocentrism - at this stage, a person is focused on satisfying his needs,
but is not yet able to consider the situation from the side of other people.
3. e stage of developing interpersonal understanding - at this stage, a person
begins to realize that other people may have their own needs and desires, and take them
into account.
4. e stage of self-responsiveness - at this stage, a person begins to see himself as a
separate person who can have his own needs, desires and beliefs.
5. e stage of developed interpersonal understanding - at this stage, a person is
more deeply aware of their relationships with other people and begins to understand
dierent perspectives and views.
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6. e stage of integral self-awareness - at this stage a person is able to consider
himself and his relationships with other people.
e main idea of Kegan’s theory is that personality gradually develops and becomes
more integrated and complex. Each stage of personality development is characterized by
its own characteristics and tasks, and the successful completion of each stage opens the
way to the next higher stage. Robert Kegan’s integral theory has received both positive and
negative reviews from critics.
One of the criticisms of the theory is the lack of empirical data conrming the stages
of personality development proposed by Kegan. Critics also point out that the stages of
personality development may be too simplistic and not take into account individual
dierences in the process of personality development.
In addition, Kegan’s theory may be too abstract and complex to be applied for
practical purposes. Some critics also point out that the theory is too focused on Western
culture and may not be applicable to other cultures.
Despite this, Kegan’s theory continues to arouse interest among many psychologists
and researchers who continue to explore and develop its concepts.
Ken Wilber’s Integral Psychology is based on the idea that personality can be
represented as a system of interrelated aspects, including cognitive, emotional, social and
spiritual щтуы. Wilber identies four dimensions of personality: individual, collective,
internal and external. In addition, Wilber identies four categories of personality aspects:
physical, psychological, social and spiritual.
Wilber’s integral psychology pays great attention to the evolutionary aspect of
personality, considering that personality develops from simple to complex forms of
consciousness, and that each level of development contains an increasingly wide range of
opportunities and prospects.
One of the key elements of Wilb er’s integral psychology is the so-called «C artographic
Atlas» or «Integral Map».
is map visualizes an integral approach to the study of personality and its
development, including various aspects of personality, such as physical, psychological,
social and spiritual, as well as various levels of development, from primitive to more
complex forms of consciousness.
e integral map consists of several parts that correspond to dierent categories of
personality aspects and dierent levels of development. Each part of the map describes
relevant notions and concepts that can be linked to each other, creating a coherent picture.
e Wilber Map also allows you to understand the dierent levels of personality
development and their interaction. For example, at lower levels of personality development
(for example, at the rst two levels), individuals may tend to more selsh behavior, whereas
at higher levels (for example, at the third and fourth levels), individuals are more focused
on general values and care about the well-being of society.
e integral card is widely used in integral psychology, as well as in other elds such
as philosophy, business consulting, leadership and spiritual development.
Despite the fact that Wilber’s integral map has been recognized by many psychologists
and researchers, it has also been criticized. Critics point to the lack of empirical data
supporting Wilber’s proposed concepts, as well as some diculties in applying them
for practical purposes. In addition, some critics believe that Wilber’s integral map is too
complex and abstract to understand and use in everyday life, besides it is too focused on
Western culture and may not take into account cultural dierences.
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e theory of integral individuality by Arthur J. It is based on the integration
of various approaches to the study of personality, including cognitive, emotional, social,
physiological and spiritual aspects.
e main provisions and principles of the theory of integral individuality by Arthur
J. Dixon ‘s include the following:
1. Personality is an integral system that includes physical, intellectual, social and
spiritual components.
2. Each component of the personality interacts with other components and
determines the uniqueness of the personality.
3. e physical component includes biological factors such as heredity, physical
characteristics, health and physical condition.
4. e intellectual component is associated with cognitive abilities, including
memory, attention, thinking and speech.
5. e social component reects the inuence of the environment on the individual,
including culture, society, family and other social factors.
6. e spiritual component is related to values, beliefs, ethics and religiosity.
7. Personality can be changed and developed through individual work on each of the
components.
8. Personality development should be based on an integral approach that takes into
account all components of personality.
9. erapy should also be integrative, based on an understanding of each component
of the personality and their interaction.
e theory of integral individuality by Arthur J. Dixon is not a universal solution
and may be subject to criticism. Some of the possible criticisms include:
1. Insucient methodological validity. Some critics believe that the theory of integral
individuality is not scientically sound enough, and additional research is needed to
conrm its eectiveness and accuracy.
2. Minimal consideration of dierences between people. Critics point out that the
theory of integral individuality does not take into account individual dierences between
people, including cultural and gender dierences, which can lead to incorrect conclusions
about personality.
3. Ignoring the factors of the social environment. Some critics believe that the theory
of integral individuality does not take into account the inuence of the social environment
on the individual, such as economic status, public policy, and other social factors.
For the application of the theory of integral individuality of Arthur J. Dixon’s
practice has developed various tools that help identify and evaluate aspects of a person’s
personality, as well as work with them. Some of these tools are:
1. e Integral Personality Questionnaire is a questionnaire that evaluates 21 aspects
of personality in four areas: cognitive, emotional, physical and spiritual.
2. e technique of «Integral Life Planning», which helps people develop strategies
and plans based on an integral understanding of their personality. is may include
setting goals in each category of personality aspects, as well as identifying steps to achieve
these goals.
3. Integral coaching methodology that helps people overcome problems and achieve
goals based on an integral understanding of their personality.
4. e integral personality prole is a comprehensive analysis that includes an
assessment of various aspects of the personality, such as the level of intelligence, emotional
stability, physical tness and the level of spirituality.
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5. Integral team analysis is a method that allows you to evaluate the integral qualities
of a team, such as the level of communication, the eectiveness of decision-making,
teamwork, etc.
6. An integral approach to leadership is a method that allows you to dene a
leadership style and develop managerial skills taking into account the integral aspects of
personality.
7. Integral psychotherapy is a method that uses the principles of the integral theory
of personality to treat various psychological problems, such as depression, anxiety, etc.
Daniel Steiner’s Integral theory - assumes that personality consists of various
levels that interact and determine a person’s perception and behavior. Steiner identies
three main levels: physical, emotional and spiritual.
is is a comprehensive theory of the development of personality and culture, which
was developed in the 1970s. It is based on ideas derived from psychology, philosophy and
spiritual teachings.
e origins of Daniel Steiner’s theory can be found in his early work in the eld
of philosophy, where he studied phenomenology, existentialism and the philosophy of
consciousness. en he redirected his attention to the eld of psychology and began to
develop his theory, which includes both psychological and philosophical elements.
e basic principle of Daniel Steiner’s integral theory is the idea that personality
development occurs at dierent levels, each of which includes the previous levels. He
developed a model that includes 12 levels of development, which he called «conceptual
clusters». Each cluster is a set of qualities, values, beliefs and skills that develop together
at a certain level.
He assumed that each level has its own unique characteristics, and that a person can
develop from one level to another over the course of a lifetime.
Steiner calls the rst 3 levels «archaic», and they are related to basic needs and
survival. ey include biological processes, behavioral responses, and primitive culture.
Steiner calls the next 4 levels «magical», and they are related to magic and religion.
ese include mythological beliefs, rituals and ceremonies.
Steiner calls the next 3 levels «realistic», and they are associated with rational
thinking and scientic discoveries. ey include logic, science, and technology.
Steiner calls the last 2 levels «integral», and they are connected with spirituality and
higher consciousness. ey include contemplation and self-realization.
Steiner believed that each level is an interconnected complex of thinking, feelings,
behavior and values, and that the transition from one level to another occurs through
overcoming crises and challenges. He also believed that a person can stay on the same
level throughout life if there is no reason to change.
e tools and techniques of Steiner’s integral psychology include the use of
meditation, self-reection, visualization and other techniques to help in the transition
from one level to another and to ensure balance in various aspects of life.
Another important principle of Daniel Steiner’s theory is the concept of
«consciousness», which he denes as the ability of a person to see his life in the context of
a broader reality and on three levels.
e rst level is «ego-consciousness», which is related to our basic needs, survival
and identity.
e second level is «empathic consciousness», which is associated with our ability
to understand and empathize with other people.
e third level is «intuitive consciousness», which is associated with our ability to
see deep connections and understand the meaning of life.
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In addition, Daniel Steiner’s theory includes the concept of «interdependence»,
which means that all aspects of personality and culture are interconnected and interact
with each other. He also believed that it was important to take into account both individual
and collective aspects of personal and cultural development. Steiner identies three main
aspects of interdependence: ecological, social and spiritual. e ecological aspect is related
to how we interact with the natural environment and how it aects us and our lives. e
social aspect is related to how we interact with each other and how it aects our lives
and our psychological and spiritual component. e spiritual aspect is related to how we
interact with higher forces and how it aects our lives and our ability to develop and grow.
Daniel Steiner’s Integral psychology includes a number of tools and techniques that
help people develop their integrality and reach higher levels of consciousness. We should
pay attention to some of them:
1. Meditation and contemplation. Steiner paid great attention to the practices of
meditation and contention, which help people to put their thoughts and emotions in
order and achieve a deeper understanding of themselves and the world around them.
2. Working with dreams. Steiner believed that dreams are an important source of
information about our unconscious, and recommended practicing working with them to
achieve a deeper understanding of ourselves.
3. Biography analysis. Steiner suggested analyzing his life and past events to
understand his strengths and weaknesses, as well as to nd ways of personal and spiritual
development.
4. Working with myths and symbols. Steiner believed that myths and symbols are
important aspects of culture and our unconscious, and recommended working with them
to understand their internal processes and develop higher integration.
5. Creativity practices. Steiner paid attention to creative practices, such as painting,
music, dance, etc., which help people develop their creative abilities and achieve a higher
level of integration.
6. Interpersonal work. Steiner paid attention to human interaction and group work,
recommending using this process to develop deeper relationships and achieve a higher
level of integration.
Steiner also calls for the development of collective wisdom, which is based on an
understanding of the interdependence between all aspects of life and nature. To do this, he
oers various techniques and methods, for example, group discussions and consultations
that help people understand dierent points of view and nd common solutions based on
mutual understanding and cooperation.
All three theories are the Integral Psychology of Ken Wilber, the eory of Integral
Individuality of Arthur J. Dixon and Daniel Steiner’s Integral eory have a common
philosophical approach to the study of personality and psychology, namely, they strive to
integrate various approaches and theories into a single concept that allows a deeper and
more comprehensive understanding of a person.
However, each of these theories has its own peculiarities and accents:
Ken Wilber’s Integral Psychology focuses on the integration of philosophy,
psychology, science and spirituality, as well as on the study of various levels of consciousness
and their interaction. e main tools are a map of consciousness development, meditation
techniques, analysis of cultural and religious traditions.
e theory of integral individuality by Arthur J. Dixon focuses on individual
development and identication of an individual life task. e main tools are the
methodology of development through overcoming crises, analysis of individual resources
and needs.
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Daniel Steiner’s integral theory identies 12 levels of development based on the
concept of «conceptual clusters» and is focused on the integration of scientic and spiritual
approaches to the study of personality. e main tools are meditation methods, analysis of
symbols and dreams, work with emotions and perceptions.
In general, all three theories oer a comprehensive approach to the study of
personality based on the integration of various approaches and methodology.
Furthermore, while integrative models of psychology represent an attempt to
combine and unify dierent approaches and theories in psychology, they also have their
weaknesses, namely:
1. Insucient verication of empirical conrmability: Many integrative models
have been developed without proper verication of their empirical conrmability. is
means that, despite their logical integrity, they may not have a sucient scientic basis to
conrm their eectiveness.
2. Ambiguity of concepts: Many integrative models include concepts that may be
ambiguous or even indenite, which can lead to diculties in understanding and applying
these models.
3. Complexity: Integrative models are oen very complex and can be dicult to
understand and apply, especially for psychology practitioners without experience in
working with them.
4. Lack of specicity: integrative models may lack specicity in practical application,
as they oen describe abstract concepts and processes rather than specic methods and
approaches.
5. Limited scope: Integrative models may be limited in their scope, as they may not
take into account some specic aspects of psychological disorders or life situations.
6. Risk of simplication: integrative models can simplify complex psychological
processes in order to describe them within a specic model, which can lead to the loss of
important nuances and details.
Actually, as we said initially, the theories of integral personality of a person reveal
the prospects of their applied extrapolation in coaching and psychotherapy.
We found that the ideas of integrality lead us to several well-established coaching
theories and approaches, in particular:
- e actual theory of integrative сoaching (Integrative Coaching),
- eory of «Holistic Coaching» (Holistic Coaching eory),
- eory of «Personal Coaching» (Personal Coaching eory),
- eory of «Integral Coaching» (Integral Coaching eory).
Integrative Coaching theories are a comprehensive approach to coaching that
combines various approaches and methods from dierent elds of psychology, business
and personal development. e goal of integrative coaching is to help clients achieve their
goals and desires, overcome diculties and develop their potential.
ere are several theories of integrative coaching:
e theory of «Holistic Coaching» (Holistic Coaching eory) is based on
the principle that a person is an integral organism that includes physical, emotional,
intellectual and spiritual dimensions.
e main provisions of the theory of holistic coaching include:
1. Holistic approach. e coach works with the client as a complete system, taking
into account all its aspects and the interrelations between them.
2. Existential orientation. e coach helps the client to determine his life purpose
and values, understand his strengths and weaknesses and develop accordingly.
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3. Capacity development. e coach helps the client to reach his potential and
achieve personal growth, taking into account all aspects of his life.
4. Problem solving. e coach helps the client to solve current problems, develop
strategies and action plans to achieve the desired results.
e theory of «Personal Coaching» (Personal Coaching eory) is based on the
idea that each person is unique and has his own individual path of development. Personal
coaching helps clients understand their unique qualities and use them to achieve goals.
e basic principles of this theory are:
1. Goal setting. e central principle of personal coaching is setting goals that help
determine the desired future and direct eorts to achieve them. Goals should be SMART:
specic, measurable, achievable, relevant, and associated with a specic deadline.
2. Active listening and empathy. Personal coaching is based on close cooperation
between the coach and the client. e coach uses active listening and empathy to
understand the client and his needs, as well as to help him dene his goals and develop
strategies to achieve them.
3. Positive psychology. Personal coaching is based on the ideas of positive psychology,
which focuses on strengthening personal qualities and improving the quality of life. e
coach helps the client to develop positive thinking and evaluate their achievements.
4. Focus on problem solving. Instead of focusing on past problems and shortcomings,
personal coaching helps the client focus on solving specic problems, setting goals and
developing an action plan.
5. Using various tools. Personal coaching oers a wide range of tools to support
clients in their personal growth and development. is may include the use of cognitive
behavioral therapy, meditation, breathing exercises, visualization, and other techniques.
6. Assessment of progress. e coach helps the client to track their progress and
achieve their goals. Assessment of progress can be carried out using various tools, such as
diaries,
e theory of «Integral Coaching» (Integral Coaching eory) is based on the
philosophy of «Integral eory» by Ken Wilber and involves the integration of various
approaches and methods in coaching. Integral coaching helps clients overcome limitations
and develop their potential in all aspects of life.
e basic principles of the theory of «Integral Coaching» include:
1. Integration. e basic principle of the theory of «Integral Coaching» is the
integration of various aspects of personality, such as cognitive, emotional, physical and
spiritual. is helps the client to understand his life as a whole and nd harmony between
various aspects of his personality.
2. Focus on action. Coaching is not a theoretical approach, but is aimed at action.
e coach helps the client to identify specic actions that need to be taken in order to
achieve their goals.
3. Contextuality. Contextuality means taking into account the relationship between
the client and his environment. e coach helps the client understand how his environment
aects his life and nd ways to adapt to changes in the environment.
However, as in any other eld, there are also weaknesses of integrative coaching
theories. One of these weaknesses may be too many approaches and methods, which
can lead to confusion and misunderstanding on the part of the client. Also, integrative
coaching can be more costly and complex than more traditional forms of coaching.
Actually, the main concepts of integrative psychotherapy (Norcross & Goldfried,
2005) are focused on four ways of integrating therapeutic theories and approaches:
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1. Dening and following generalizing factors,
2. Technological eclecticism,
3. eoretical integration,
4. Assimilation integration.
e denition and following of generalizing factors is based on the idea of the
existence of common factors in psychotherapeutic directions.
is approach to the integration of psychotherapeutic practices determines the
common factors characteristic of most areas of evidence-based psychotherapy (Norcross,
2005). At the same time, it should be borne in mind that common factors may overlook
methods specic to each theoretical view, this approach postulates that it is the factors
common to most therapeutic areas that can make any psychotherapy successful.
is theoretical postulate is based on the idea of initiating a neurobiological
mechanism for recombining autobiographical and traumatic memory in such a way as
to lead to the deconsolidation of its content (Ecker, Ticic & Hulley 2012; Lane et al. 2015;
Welling 2012), which is the primary basis of the processes of further integration.
Reconsolidation (recombination) of autobiographical and traumatic memory is
a process in which information traces (engrams) stored in memory are reactivated and
become subject to changes, and then are stabilized again. is process occurs both during
normal, daily memories, and during therapeutic sessions in which patients experience
traumatic memories.
In the context of psychotherapy, memory recombination is used to change negative
memories associated with traumatic events. It can be achieved through various techniques,
such as EMDP (emotional and motivational desensitization and processing), traumatic
concentration of attention, meditation and other methods. e result of the recombination
process is a decrease in the strength and frequency of negative emotions associated with
traumatic memories, and an increase in the level of comfort and well-being of the patient.
e next approach, focused on technological, more precisely psychotechnological
eclecticism, is that it allows the use of various strategies, regardless of the theoretical
position of the psychologist. e most famous model of eclectic psychotherapy is the
multimodal therapy of Arnold Lazarus (2005).
Multimodal therapy is a psychotherapeutic approach developed by American
psychotherapist Arnold Lazarus. It is based on the assumption that a person functions in
several modes, each of which may be associated with dierent problems and diculties.
Multimodal therapy assumes that a person’s mental problems can be successfully
solved if he can work simultaneously in dierent modes – psychological, physical, social,
cultural, ethical and spiritual. Appropriate working methods are dened for each mode.
Multimodal therapy uses a wide range of techniques and methods from various
psychotherapeutic approaches, such as cognitive behavioral therapy, gestalt therapy,
psychodrama, hypnosis, as well as techniques from physical and sports medicine. Each of
these approaches can be used depending on the specic needs and problems of the client.
e main objectives of multimodal therapy are:
- identication of problems and diculties that may be associated with dierent
modes of operation;
- development of an individual therapy plan, including various methods of work in
accordance with the specic problems of the client;
- assistance to the client in achieving goals related to improving the quality of life
and eliminating psychological problems.
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Multimodal therapy can be eective in dealing with various problems, such as
depression, anxiety, phobias, relationship problems and others. It is suitable for people of
dierent ages and cultural groups.
Another model of technical eclecticism is the approach of Larry E. Beutler and
the systematic choice of treatment (Beutler, Consoli, & Lane, 2005). Larry E. Beutler’s
approach, a well-known American psychologist and psychotherapist, is called Systematic
Treatment Selection (STS). It is an integrative approach to psychotherapy, which is based
on an individual choice of therapeutic methods for each individual patient.
STS involves the use of a system of evaluation and choice of therapy, which is
based on scientic and empirical data, as well as on the knowledge and experience of a
psychotherapist. It helps the therapist to choose the optimal treatment strategy for each
patient, taking into account his individual needs and characteristics.
e main stages of STS include the collection of data about the patient, the assessment
of his problems, the choice of therapeutic methods based on data and experience, as well
as continuous monitoring and adjustment of the chosen strategy.
STS is recognized as an eective approach in psychotherapy, which helps the
therapist to choose the most eective therapeutic strategy for each patient, which can
improve treatment outcomes and reduce the risk of undesirable eects.
e third approach to the integration of psychotherapy is the so-called
theoretical integration, in which «two or more therapies are integrated into one whole.»
One of the most striking examples of theoretical synthesis is Paul Wachtel’s model of
cyclic psychodynamics, which combines the theories of psychodynamic, behavioral
and family systems (Wachtel, Kruk, & McKinney, 2005). Paul Wachtel’s model of cyclic
psychodynamics is a conceptual framework that explains the dynamics of mental states
and human behavior in the process of psychotherapy. It is based on the idea that mental
processes obey certain cyclical patterns and go through four main phases: joining,
research, work and completion. Each phase has its own characteristics and tasks, and the
process of moving from one phase to another is called a cycle.
In the attachment phase, the patient establishes contact with the therapist and
begins to trust him. In the research phase, the patient begins to realize his problems and
understand how they aect his life. In the work phase, the patient actively works on his
problems and learns new ways to resolve conicts. In the completion phase, new skills are
strengthened and the transition to independent problem solving takes place.
Paul Wachtel’s cyclic psychodynamics is actively used in psychotherapy, as it allows
us to better understand and describe the dynamics of the treatment process.
Another example of synthesis is Anthony Ryle’s model of cognitive analytical
therapy, combining ideas from the psychoanalytic theory of object relations and cognitive
psychotherapy. Cognitive Analytical therapy (CAT) is a psychotherapeutic approach
developed by British psychotherapist Anthony Ryle. is therapy combines cognitive and
psychoanalytic therapy and suggests that patients can consciously change their thinking
and behavior using a deeper understanding of their unconscious processes.
e basic idea of CAT is that people have basic beliefs that determine their thinking
and behavior. ese beliefs can be unproductive and cause problems in the patient’s life.
During therapy, patients learn to recognize their beliefs, understand how they aect their
lives, and develop new, more adaptive beliefs.
CAT also uses methods inherent in psychoanalytic therapy, including working with
projection and transference. In therapy, «role splitting» is oen used, in which patients
play dierent roles of imaginary situations in order to better understand their emotions
and behavior.
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e goal of CAT is to help patients become more aware and self-condent, develop
more adaptive thinking and behavior strategies, and increase their self-esteem and life
satisfaction.
Such a model of theoretical integration as integral psychotherapy deserves attention
(Forman, 2010; Ingersoll & Zeitler, 2010). Integral psychotherapy is a direction in
psychotherapy, which was developed by A. Forman in the 1990s based on the works of
K. Junga, H. Wilber and other authors. It is based on the idea that human experience and
personality include several levels and dimensions, such as biological, psychological, social
and spiritual.
Integral psychotherapy assumes that the patient’s problems can be eectively solved
only through the integration of all these levels. Various methods and approaches are used
for this, including cognitive behavioral, gestalt therapy, psychodrama, family and group
therapy, as well as techniques based on meditation and spiritual practices.
Forman’s integral psychotherapy is a system that allows you to integrate various
methods and approaches into a single therapeutic practice. is system includes four
main elements: theory, methods, performance criteria and evaluation methodology.
e theory of integral psychotherapy is based on the understanding of personality
as a complex system that includes various levels and dimensions. Methods of integral
psychotherapy are a combination of dierent approaches and techniques that are applied
depending on the needs and characteristics of each specic case.
e criteria for eectiveness include changing symptoms, improving the quality of
life, developing self-awareness and spirituality, as well as strengthening the personality
and developing the ability to adapt.
e assessment methodology includes the use of various methods and tools to
assess the condition and progress of the patient, as well as to assess the eectiveness of the
therapeutic process as a whole.
e most notable model describing the relationship between several dierent
theories is the trans-theoretical model (Prochaska & DiClemente, 2005). e trans-
theoretical model of psychotherapy (TTM) was developed by James Prochaska and Carlo
DiClemente in the late 1970s and is an integration of various theories of behavior change.
e model is based on the assumption that behavior change does not occur instantly, but
through a series of successive stages that lie on the spectrum from lack of desire to change
to stable retention of changes.
TTM includes six stages of behavior change: (1) preconception (there is no desire
to change), (2) contention (the beginning of awareness of the problem and possible ways
of change), (3) preparation (determination of specic actions for behavior change), (4)
action (active behavior change), (5) maintenance (retention of the new behavior), and (6)
relapse (return to the previous behavior).
TTM also takes into account the importance of self-ecacy, social support, decision-
making, knowledge processing and rational thinking in changing behavior. is model is
used in psychotherapy to help clients become aware of and improve their behavior, as well
as to support clients during the transition between stages of change.
Assimilation integration is the fourth way to integrate psychotherapeutic models.
e main models of assimilation integration function on the basis of a psychodynamic
approach (Frank, 1999; Stricker & Gold, 2005) and cognitive behavioral therapy
(Castonguay, Newman, Borkovec, Holtforth, & Maramba, 2005).
e authors single out as one of the forms of integration «integration by conversion»
(retrieval integration) as a process of integration of various information elements into one
integral representation, which occurs by linking new information with already existing in
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memory. is form of integration is based on the fact that the storage and perception of
information in memory does not occur in the form of separate elements, but in the form
of connected networks in which elements are connected to each other by various criteria.
During integration, new information is associated with the information already available
in memory, which allows you to create a more complete and accurate representation of an
object or phenomenon. is form of integration can be used in psychotherapy to improve
the perception and understanding of the client’s life situation and make more eective
decisions.
As such a theoretical integration of approaches in the literature, an attempt is
made to implement the concept of empathy in psychoanalysis and the emphasis on
mindfulness and acceptance in the «third wave» of cognitive behavioral therapy. In
psychoanalysis, empathy became especially relevant in the 1970s with the development
of the interpersonal approach, which highlighted the role of the relationship between
the patient and the therapist in the treatment process. One of the representatives of the
interpersonal approach was Harry Stack Sullivan, who emphasized the importance of
understanding and empathy in the relationship with the patient.
In the «third wave» of cognitive behavioral therapy, which developed at the end of
the 20th century, attention was also paid to empathy and acceptance. ese concepts have
been integrated into approaches such as dialectical behavioral therapy and acceptance-
oriented therapy. Dialectical behavioral therapy (DBT) and acceptance-oriented therapy
(AOT) are two popular forms of psychotherapy that are currently used to treat a wide
range of mental disorders.
DBT was developed by Marshall Linehan in the 1980s as a therapy for the treatment
of patients with personality disorders, especially with an emotionally unstable type
of personality disorder (including borderline personality disorder). It is based on a
combination of cognitive-behavioral and dialectical principles, including the principle
of dialectics, which assumes that all phenomena contain two opposite sides and require
nding a balance between them.
AOT was developed by Stephen Hayes in the 1980s as a therapy to treat patients
with depression and other mental disorders. It is based on the concept of accepting and
acknowledging what needs to be changed and using this understanding to take active
steps towards achieving goals. AOT also includes elements of meditation and mindfulness
aimed at improving awareness and presence in the present moment.
Both therapies can be eective for the treatment of a wide range of mental disorders,
including depression, anxiety, personality disorders and others. However, they have
dierences in approach and focus on dierent aspects of treatment. For example, DBT
focuses on developing emotion regulation skills and interpersonal relationships, while
AOT focuses more on improving awareness and acceptance of inevitable suering.
In addition, it is necessary to pay attention to the three-stage model of Clara E.
Hill (2014). ree-stage model of Clara E. Hill is a model that describes the process of
working with traumatic memories. e model consists of three stages:
1. Safety and stabilization: In this stage, the therapist works with the client to create
a safe and stable environment. He teaches the client to relax and use self-regulation
techniques such as deep breathing and meditation to cope with anxiety and stress.
2. Traumatic memory processing: At this stage, the therapist helps the client identify
and express their traumatic memories. He uses various techniques to process these
memories, such as cognitive behavioral techniques, hypnosis, and EMDR (eye movement
therapy).
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3. Integration and transformation: At this stage, the therapist helps the client integrate
his experience and create a new meaning for his life. He helps the client transform his
experience so that he can use it as a source of personal growth and development.
ree-stage model of Clara E. Hill (2014) is one of the most common models of
working with traumatic memories in psychotherapy. It is used in working with clients
suering from PTSD (post-traumatic stress disorder), as well as with clients who have
other forms of traumatic memories.
It is also necessary to take into account the integrative approach of Hood and
Bateman (2006) as the integration of common factors and technical eclecticism in
psychotherapy. is approach involves a holistic approach to therapy, including both
general factors such as empathy, compassion and understanding on the part of the
therapist, and specic methods and techniques chosen to suit the individual client’s needs
and problems. e approach is based on the idea that the eectiveness of therapy depends
not only on specic methods, but also on the quality of the relationship between the
therapist and the client. erefore, common factors such as empathy and understanding,
which are necessary conditions for successful therapy, come to the fore. is may include
elements of various psychotherapeutic approaches, such as cognitive behavioral therapy,
psychoanalysis, gestalt therapy, etc. e main idea of this approach is an individual and
exible approach to each client, taking into account his unique needs and characteristics.
At the same time, the choice of specic methods and techniques is determined by the
individual needs and problems of the client, which makes the approach exible and
adaptive.
Our study would be incomplete if we did not take into account the concept of
multitheoretical psychotherapy (Brooks-Harris, 2008) - an integrative model combining
elements of technical eclecticism and theoretical integration.
Multitheoretical psychotherapy (MT) is an integrative model of psychotherapy
developed by Gerald Brooks-Harris in 2008.
Multitheoretical psychotherapy (MT) is built around ve principles of integration,
which include:
1. Intentionality - the therapist must have a clear understanding of what he wants
to achieve with the client within the framework of treatment and what methods and
techniques to use to achieve this goal.
2. Multidimensionality - MT recognizes that the client is a multidimensional and
complex person who has physical, emotional, psychological, social and spiritual aspects.
A psychotherapist should take all these aspects into account when treating a client.
3. Polytheoretical - MT uses elements from various theoretical approaches to create
an individual treatment model for each client. A psychotherapist must have knowledge
in various theoretical areas in order to choose the most eective treatment methods for a
particular client.
4. Strategic - MT suggests that a psychotherapist should use a strategic approach
to choose the most eective treatment method for a client in a particular situation. e
therapist must adapt his approach to the needs of the client and his problems.
5. Relational - MT pays great attention to the relationship between the client and the
therapist, considering it an important factor in successful treatment. e therapist should
develop a trusting and empathic relationship with the client to help him achieve better
results.
In general, these principles allow the therapist to create an individual treatment
model, taking into account the unique needs and problems of each client. MT is considered
an eective treatment model for dealing with a wide range of clients and problems.
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MT combines elements of technical eclecticism and theoretical integration.
Technical eclecticism is an approach based on the use of various techniques and
methods from various theoretical approaches within one session of psychotherapy.
eoretical integration is an approach based on combining various theoretical approaches
into a single model of psychotherapy.
e basic principles of MT are:
- Client orientation: the therapist must take into account the individual needs,
values and beliefs of the client.
- Integration of theoretical approaches: a psychotherapist should use elements of
various theoretical approaches to create an individual treatment model.
- Flexibility: the therapist should be ready to change methods and techniques
depending on the changing needs of the client.
- Activity: the therapist must be an active participant in the treatment process and
constantly interact with the client.
Psychotherapists using a multitheoretical approach can combine various theoretical
approaches and methods to formulate an individual conceptualization of the client and
select the most eective interventions.
Cognitive strategies are used to help the client change negative thoughts and beliefs
that may be the cause of mental problems. A psychotherapist can use cognitive behavioral
therapy (CBT) techniques such as thought expansion, thought reassessment, and stress
management techniques to help the client develop functional thoughts.
Behavioral interventions such as systematic desensitization, social skills training,
and exposure therapy can be used to help the client develop more eective behavioral
strategies.
Empirically-humanistic skills, such as active listening and expressing empathy, can
be used to help clients explore their emotions and personal experiences, which can help
them make more adaptive decisions and better choices.
Common to all these methods is the approach to working with the client as a
unique and multidimensional being, taking into account all aspects of their life. MT oers
psychotherapists to integrate various methods and techniques to create an individual
treatment model for each client, which increases the likelihood of treatment success.
In this context, the study by Robert Norton (Norton R.W.) is interesting, in
which eight categories are found that can be extrapolated to the context of integrative
psychotherapy:
1. Multiple meanings – the situation is uncertain when there are at least two options;
2. Vagueness, incompleteness, fragmented – the stimulus is indenite when parts of
the whole are missing;
3. Probability – a situation is uncertain if it can be analyzed as a set of probabilities
or as a set of interpretations with some probability of response;
4. Unstructured; – an incentive that does not have an explicit organization, or is
partially organized is considered as indenite;
5. Lack of information – a situation in which information is either missing or very
little of it can be considered as uncertain;
6. Uncertainty – uncertainty is considered as a state generated by an ambiguous
situation;
7. Inconsistencies & contradictions – the stimulus is identied as indenite if, for
example, information is received that something is X and not-X at the same time;
8. Unclear – sometimes these two concepts act as synonyms.
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We consider it necessary to note the fundamental importance of these categories in
structuring models of integrative psychotherapy.
In metatheoretical studies of evidence-based psychotherapy, emphasis is placed on
various advantages of integrative therapy. Among them, in particular, are:
- Individualization of the therapeutic process. Since integrative therapy is
predominantly individualized, it can be adapted depending on the situation of a particular
person.
- Flexibility. As a rule, most forms and methods of psychotherapy are algorithmized,
integrative therapy is more exible and can adapt over time and based on coherent events,
changes or new experiences that may occur during the therapeutic process.
- Adaptability. is key advantage of integrative therapy is that it can be changed
depending on the disorder or psychological problem that the person is facing.
- Integrity. Integrative therapy focuses on a holistic vision of various aspects of
personality and experience, including mind, body, relationships, spirituality, thoughts and
emotions. Instead of focusing on any problem from a single perspective or in isolation,
this type of therapy can stimulate a broader, more holistic model of self-vision.
Actually, summing up the intermediate result, it is necessary to state that integrative
therapy is based on several principles, including:
1. e principle of wholeness: In integrative therapy, a person is considered as
an integral system, where physical, emotional, cognitive and spiritual aspects are
interconnected and inuence each other. Instead of focusing on one part of the client,
integrative therapy uses an integrated approach to include all aspects of the client’s
personality.
2. e principle of genetic connection: Integrative therapy takes into account the
inuence of heredity and genetic factors on the mental state of the client.
3. e principle of conditioning: Integrative therapy takes into account the role of
past events, experiences and conditions in the formation of the client’s personality and
current problems.
4. e principle of positivity: Integrative therapy focuses on nding and using the
client’s resources and strengths to help him achieve the desired results.
5. e principle of consonance: In integrative therapy, they strive to create harmony
between various aspects of the client’s personality and the environment in order to achieve
harmony and balance.
6. e principle of potentiality: In integrative therapy, it is believed that each client
has the potential for personal growth and development, and therapy is aimed at helping
the client realize this potential.
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II. e source code of a person as a solution to
the methodological search for the initial units of
mental activity and personality formation
Currently, the most well-known theory of integral individuality is the concept
developed by Arthur J. Dixon in 2010. is theory is based on the integration of various
approaches to the study of personality and is designed to help in creating a more complete
and accurate picture of personality.
According to Dixon’s theory of integral individuality, personality consists of four
main components: bodily, intellectual, emotional and spiritual. Each of these components
is interconnected and aects the rest, which creates a unique personality of each person.
ere are also other concepts of integral personality, such as Ken Wilber’s integral
psychology and Robert Kegan’s integral theory. Both of these theories also oer a
comprehensive approach to the study of personality and take into account various aspects
of personality, including cognitive, emotional, social and spiritual aspects. However,
each of these theories has its own characteristics and unique ideas regarding the integral
personality.
In psychology, there are several basic units of personality study that are used in
dierent areas of psychology. Some of them are listed below:
Personality traits are stable personality characteristics that manifest themselves in a
person’s behavior and thinking. Traits can be studied by observing a person’s behavior and
reactions in various situations, as well as by analyzing personality tests and questionnaires.
Personality traits are studied in personality psychology and in more applied elds, such as
the psychology of recruiting and personnel management.
Motivation is what leads to a person’s behavior and actions. Motives can be internal
(for example, the desire to achieve personal goals) or external (for example, the desire to
receive a reward). e study of motivation includes the study of how people choose their
goals, what obstacles they overcome to achieve them, and what consequences may arise if
they fail.
States are temporary personality characteristics that can change depending on the
situation. States may include characteristics such as mood, emotions, anxiety level, etc.
States are studied in the psychology of emotions and the psychology of stress.
Perception is the way a person reads and interprets information from the outside
world. Perception can be associated with characteristics such as attention, memory, and
time perception. Perception is studied in the psychology of perception and the psychology
of cognitive processes.
Emotions are complex reactions to certain events or stimuli, which may include
physical and psychological states. e study of emotions involves understanding how
they arise, how they aect behavior and thinking, and how they can be controlled and
regulated.
Self-awareness is the awareness of oneself as an individual and of one’s characteristics,
both physical and psychological. e study of self-awareness includes the study of how
people perceive and evaluate themselves, how they develop their personality and how they
relate to their own personality.
Behavior is the observed actions and reactions of a person in dierent situations.
Behavior can be associated with characteristics such as motivation, values, habits, etc.
Behavior is studied in the psychology of behavior and the psychology of social interactions.
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Social relationships are interactions and relationships between people that include
emotions, communication, and behavior.
Each branch of psychology can use one or more of these basic units to study personality
and its characteristics. In general, the question of studying the basic units of personality
refers us to two concepts: the physiology of human potential and resourcefulness and to
what is conventionally called personal potential.
e physiology of human potentials and its resources studies the biological
mechanisms that make it possible to achieve high productivity and achieve success in
various spheres of life.
One of the key concepts in this area is the concept of human resources. Human
resources are physical, cognitive and emotional capabilities that can be used to achieve
goals. ey can include endurance, muscle strength, exibility, reaction speed, memory,
attention, creativity, motivation, condence and other qualities.
e main physiological mechanisms that provide human resources are
neuroplasticity and homeostasis. Neuroplasticity is the ability of the brain to change
its structure and function in response to experience and learning. is allows a person to
develop new skills, improve memory and improve their cognitive abilities. Homeostasis
is the ability of an organism to maintain the stability of the internal environment and
adapt to changing conditions. is allows a person to maintain stamina, ght stress and
maintain emotional stability.
One of the key concepts in this area is the concept of human resources. Human
resources are physical, cognitive and emotional capabilities that can be used to achieve
goals. ey can include endurance, muscle strength, exibility, reaction speed, memory,
attention, creativity, motivation, condence and other qualities.
For example, a person’s cognitive resources are related to their ability to think,
including memory, attention, problem solving, creative skills, and decision-making.
Physical resources are related to a person’s physical tness, health and endurance,
which aect their physical activity and ability to tolerate stress.
Emotional resources include the ability to manage your emotions and respond to
stressful situations, which can increase resilience and adaptability. Social resources include
social skills that can help a person interact with other people, establish and maintain
relationships, and work in a team.
Let’s turn to the consideration of the concept of personal potential.
Personal potential is a set of individual qualities and abilities that can manifest
themselves in dierent situations and conditions. It includes mental and physical
capabilities, as well as personal qualities, such as the ability to solve problems, think
creatively, communicate with people, manage their emotions, etc.
Approaches to the study of personal potential in dierent areas of psychology may
dier, but they are usually based on determining individual qualities and abilities of a
person and trying to use them in the best way to achieve goals and success.
For example, in developmental psychology, interest in personal potential usually
begins in early childhood, when researchers are looking for indicators of what abilities a
child has at the moment and how they can be developed in the future. ey can study the
growth and development of dierent aspects of personality, such as intellectual, social,
emotional and physical, and try to determine how these aspects interact with each other.
In cognitive psychology, the approach to the study of personal potential is associated
with the concept of cognitive abilities. Cognitive abilities describe a person’s intellectual
functions, such as attention, memory, problem solving, etc. ey can be studied through
testing and analysis to determine which cognitive abilities are most developed in a
particular person.
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In social psychology, personal potential can be associated with social competencies,
such as communication skills, the ability to work in a group, etc. Researchers in this eld
can study how these skills are formed in the process of interacting with other people and
how they can be developed.
Actually, our analysis of the initial units of human study focuses our further
attention on the concept of «personality traits» - these are stable and relatively constant
personality characteristics that determine how a person perceives, thinks, behaves and
reacts to situations for a long time. Personality traits are internal factors that are formed
under the inuence of genetic, biological and social factors, as well as experience and
upbringing.
ere are several approaches to the study of personality traits:
e approach through the description of personality traits: this approach
involves the study of a large number of descriptive words and phrases that can be used to
characterize a personality. e most famous representative of this approach is Kettel, who
identied 16 basic personality traits.
An approach based on factor analysis to the study of personality. is approach
involves the identication of the main factors that explain the variability in personality
descriptions. e most famous representative of this approach is Goldberg, who identied
5 main personality factors (openness, benevolence, emotional stability, consciousness and
extroversion).
An approach that focuses on the biological foundations of the psyche deserves
attention. is approach involves the study of biological factors that can inuence the
formation of personality traits. e most famous representative of this approach is
Eysenck, who linked personality traits with the biological characteristics of the brain and
nervous system.
It is worth considering an approach that takes into account the cultural characteristics
of sociogenesis and ontogenesis, which involves the study of personality traits taking into
account cultural and social factors. e most famous representative of this approach is
Hofstede, who identied several cultural dimensions that inuence the formation of
personality traits.
e variability of methodologies and approaches to the study of the basic units of
personality has led us to the need to introduce a new scientic concept – the source
code of a person.
Note that we base our understanding of the human source code on the information-
genetic concept of the study of the psyche, which is an approach to the study of mental
processes and human states using information processing models. According to this
concept, mental processes and states can be explained in terms of information processing
Let’s consider the basic principles of the information concept of the study of the
psyche.
First of all, it is worth noting that the processing of information occurs sequentially.
In addition, information is processed in limited capacities: a person has limited resources
to process information, so he chooses only the most important or most interesting data
to process.
An important aspect of our methodology is that understanding the source
information is associated with the use of internal representations: a person uses his ideas
about his resource and the world in order to process and interpret incoming information.
e most important theses of our concept is that understanding the initial information
about one’s potential and resource aects behavior and is carried out through modeling.
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Accordingly, there is a need to understand the content of the original information about
yourself.
In this regard, at the level of modeling information and behavioral systems, we
introduce the concept of «Human Source Code» – this is his potential given at birth. It is
by drawing on their Source Code that one moves towards their dreams and goals.
Prenatally conditioned, the «human source code» is an integrative variable based
on perceptual, motor, emotional and cognitive abilities that correspond to the potential of
the human psyche at birth represents the starting point for further development, which,
of course, depend on many factors and can be implemented to varying degrees depending
on external conditions and internal capabilities.
Actually, the Source Code makes it possible to measure the potential of a particular
person and give an answer to the eternal question «Who am I?».
It is worth noting that the idea of «Self» is one of the central ones in psychology and
philosophy. Consider some of the most famous theories of the «Self» in psychology.
As is known, the basis of most psychological views on the nature of the human
Self is the psychoanalytic, in fact, Freudian theory of the «Self» - a model of the mental
apparatus in which the «Self» is one of the main instances. According to this model, the
«Self» is a part of the mental apparatus that is responsible for controlling reality and
suppressing unacceptable desires and instincts, developing in the process of socialization
and learning.
At the same time, Jung’s theory of «Self» focuses on the self-determination of a person
and his individuality. e «Self» in Jungian psychology is associated with archetypes and
the collective unconscious.
At the same time, the humanistic theory of the «Self» is regarded as the central
element of self-awareness and self-esteem of a person. «Self» is associated with the need
for self-actualization and self-realization, as well as with the experience of personal
freedom and responsibility.
In addition, cognitive theory claries the content of the «Self» in connection with
personal beliefs, values, knowledge and expectations.
Actually, in the well-known discourse of behavioral sciences, the «Self» is considered
as a concept related to the identity and consciousness of a person, and most oen the
content of the Self is interpreted in various contexts, for example, as free will, as socio-
cultural education. Such approaches in the age of post-post-non-classical phenomenology
rather reect the fragmentation and failure of the conceptualisation of the self, referring
it to the phenomena of ontogenetic development, ignoring the original given potential.
In this regard, we emphasize the need for the full integration of prenatal and
postnatal factors in the study of the original initial units of personality. erefore, we
consider the Source Code of a person as a dynamic system of human data, which can be
updated, replenished or depleted. A person can change their Source Code to achieve their
life goals.
Actually, the idea of life goals is the most important concept of behavioral sciences.
e phenomenon of life goals is one of the central ones in psychology and can be
considered from the point of view of various psychological directions.
According to humanistic psychology, a person’s life goals are related to his need
for self-actualization and self-realization. A person strives to achieve his potential and
embody his personal values and beliefs in life. In humanistic psychology, it is believed
that self-determination and awareness of one’s life goals helps a person to feel happy and
satised.
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Within the framework of psychodynamic psychology, a person’s life goals are related
to his need to satisfy his unconscious desires and needs. According to this theory, life goals
can be associated with complexes and traumas from the past that need to be resolved in
order to achieve psychological balance and harmony.
However, according to cognitive psychology, life goals are associated with personal
beliefs, values and expectations. A person strives to achieve certain results and a degree
of control over his life. Cognitive psychology believes that people choose their life goals
based on their cognitive schemas and understanding of the world.
In the context of evolutionary psychology, life goals are related to a person’s need
for survival and reproduction. According to this theory, life goals are formed under the
inuence of heredity and social experience, and this refers to the evolutionary tasks that a
person must solve in order to survive and pass on his genes to future generations.
Such a variety of approaches to the study of life goals reveal the prospects for the
implementation of the main provisions of our theory of the human source code.
Our experience allows us to notice that in a situation where desires / goals are
higher than the Source Code, a person needs to raise his potential to the level necessary
to achieve the goal. If the Source code is higher than the set goals, a person cannot fully
realize his potential. In this case, he needs to reconsider his goals and choose higher ones.
is is already the most important topic of goal-setting. e concept of goal setting is an
important topic in psychology and refers to the process of forming and achieving goals.
We propose to turn to the analysis of the basic concepts of goal-setting in psychology.
Edward Locke’s goal-setting theory. According to this theory, goal setting involves
setting a goal, planning actions, and completing a task. Locke believed that the goal should
be specic, measurable and achievable so that a person could really achieve it.
Harry Eysenck’s goal-setting theory. Eysenck believed that goal-setting is associated
with personal characteristics of a person, such as extroversion and neuroticism. He argued
that extroverts are more likely to set goals than introverts, and neurotics are more likely to
set themselves unacceptably high goals.
Edwin Lockhart’s goal-setting theory postulates that a person needs to set a specic
and clear goal in order to motivate and orient him to achieve the goal, which implies faith
in his abilities and a positive attitude towards his goal.
eodor Meiser’s goal-setting theory divides goals into two types: egocentric
(aimed at satisfying personal needs) and altruistic (aimed at helping others). e scientist
believed that altruistic goals are more motivating and favorable for personal development.
Raymond Cattell’s goal-setting theory considers goal-setting in connection with
the intellectual and personal characteristics of a person. He distinguished two types of
goal-setting: intellectual (aimed at acquiring knowledge), personal (aimed at achieving
personal goals).
e theory of goal-setting by E. Tollman conceptualizes that the setting of goals
is the result of the assimilation of values and motives that are formed in the process of
experience and learning. e goal is the result of choosing between alternative behaviors.
e theory of goal-setting by E. Lenninger suggests that setting goals depends on
the needs and interests of the individual. e goal is the result of satisfying needs and
fullling desires.
Each of these goal-setting concepts is a special model that describes the process
of setting and achieving goals, however, they ignore the need to focus on the initial
parameters of the psyche, which represent some basic universals. So, according to our
theory of the human source code, such universals are:
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- type of thinking and level of intelligence quotient – IQ;
- emotional intelligence level – EQ;
- the body’s intelligence level – VQ.
Let’s take a closer look at the basic concepts of our theory.
IQ is the intelligence quotient. is is intelligence in the conventional sense or
cognitive intelligence. It is determined by a person’s ability to solve certain tasks, the ability
to nd solutions to complex problems, and come up with new ideas. IQ is a quantitative
assessment of the level of intelligence relative to the level of intelligence of the average
person.
Speaking about intelligence, we come to consider, in fact, the most complex concepts
of cognitive and behavioral science. As you know, intelligence is a broad concept that
describes a person’s ability to think, understand, learn, solve problems and adapt to the
environment. e study of intelligence is one of the key topics in psychology, as we know
these studies are oen context-dependent. It is worth paying attention to the fact that in
world science there are basic approaches to the study of intelligence, which, conditionally,
tend to the British, American, German and French traditions. Analyzing their conceptual
foundations, we can generalize the following.
e British approach to the study of intelligence focuses on the development and use
of tests that measure various aspects of intelligence, such as verbal and nonverbal ability,
logical thinking and memory. One of the most famous tests is the Wechsler Intelligence
Scale intelligence test.
is approach to the study of intelligence is mainly related to the work of John
Carroll, who developed the three-factor theory of intelligence. He argued that intelligence
can be described through three factors: crystallized intelligence (knowledge that a person
has learned), life experience and susceptibility to learning. British psychologists are also
actively studying the relationship between intelligence and personal characteristics.
Crystallized intelligence is part of John Carroll’s three-factor theory of intelligence,
which describes a person’s ability to use the knowledge and experience acquired during
life to solve problems and make decisions. is type of intelligence is associated with a
person’s ability to use language, knowledge, logical analysis, social skills and other skills
that he has learned in the process of learning and experience.
However, this theory has some drawbacks. Firstly, it does not take into account
the possibility of transferring knowledge and skills. at is, if a person is well versed in
one area of knowledge, this does not guarantee his success in another area. Secondly,
crystallized intelligence does not describe a person’s ability to think abstractly and solve
problems, which is an important aspect of intelligence.
Actually, the methodological problem of the three-factor theory of intelligence
and, in fact, crystallized intelligence is that these concepts do not take into account some
aspects of intelligence, such as creativity, intuition, the ability to abstract thinking and
problem solving, which are associated with other factors of intelligence. Also, this theory
does not take into account individual dierences in people’s abilities and the tendency to
change intelligence depending on age and life experience.
At the same time, crystallized intelligence may be limited in areas where a person
does not have sucient experience or knowledge. For example, a person with high
crystallized intelligence may have diculties in solving new tasks or problems that require
unconventional approaches and creative thinking.
Actually, we pay attention to these aspects in applied research of the Human Source
Code. us, while crystallized intelligence is important for explaining how people use their
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knowledge and experience to solve problems, it is not the only aspect of intelligence in the
British approach. Other aspects, such as uid intelligence, can also play an important role
in determining a person’s success in various situations.
Fluid intelligence is a concept proposed by Raymond Cattell that describes
a person’s ability to adapt quickly to new situations and solve problems not previously
known. is is a type of intelligence associated with rapid information analysis, logical
thinking, abstract reasoning and problem solving.
e advantage of uid intelligence theory is that it reveals the intellectual
mechanisms of rapid adaptation of an individual to new situations, the ability to quickly
nd new solutions and eectively solve problems. According to this model, the ability to
quickly analyze complex problems and make decisions in conditions of uncertainty and
uncertainty is solved.
e disadvantage of uid intelligence theory is that it can be limited in areas where
a deep understanding of the topic, accumulated experience or knowledge in a suciently
subject area is required.
It is worth noting that the advantages of uid intelligence theory are gaining value
in today’s rapidly changing world, where people must quickly adapt to new technologies,
processes and requirements.
In the USA, intelligence is studied using a variety of approaches, including cognitive
psychology, which explores the internal processes of thinking, such as perception, attention
and memory. In particular, the dominant methodology is Howard Gardner’s theory of
multiple intelligence, a concept that assumes that a person has several dierent types of
intelligence, each of which is responsible for specic aspects of thinking and behavior. He
argues that intelligence cannot be reduced to a single indicator or test, such as IQ.
Howard Gardner identied eight main types of intelligence in his theory:
- Linguistic intelligence: the ability to use words and language to express one’s
thoughts and ideas.
- Logical and mathematical intelligence: the ability to logical and mathematical
analysis, problem solving and the development of arguments.
- Musical intelligence: the ability to understand music, its production and analysis.
- Spatial intelligence: the ability to perceive and understand three-dimensional
space and forms.
- Kinesthetic intelligence: the ability to control your body and coordinate movements,
as well as the ability to use your body to solve problems.
- Interpersonal intelligence: the ability to understand and empathize with other
people, as well as the ability to interact with them.
- Intrapersonal intelligence: the ability to self-understand, introspect and manage
your emotions.
- Natural intelligence: the ability to understand nature and living organisms.
Gardner also notes that each type of intelligence can manifest at dierent levels in
dierent people, and that each type of intelligence can interact with other types.
e advantage of the theory of multiple intelligence is its multidimensional nature
and consideration of various types of intelligence that aect our ability to think and act in
the world. e disadvantage may be the lack of a single measurement system for each type
of intelligence, which makes it dicult to assess and compare individuality.
In addition, not all researchers support this theory and believe that it is not
suciently substantiated empirically.
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In comparison with other theories, such as John Carroll’s three-factor theory of
intelligence or Raymond Cattell’s theory of uid intelligence, the theory of multiple
intelligence is broader and multidimensional, taking into account many dierent human
abilities.
Speaking about modern intelligence research, Daniel Kahneman’s approach, which
postulates the concept of two systems of thinking, deserves unconditional attention.
System 1 is fast, automatic, intuitive, which works with lightning speed and eortlessly, is
used in everyday life, for example, for face recognition or quick decision-making. System
2 is slow, conscious, rational, which requires eort and concentration, is used in solving
complex tasks and making important decisions.
D. Kahneman also studied the eects of cognitive distortions (cognitive biases),
which can lead to inaccurate decision-making and assessment of the situation. For
example, cognitive dissonance is an eect in which we tend to seek conrmation of
our beliefs and ignore information that contradicts our views. Another example is the
accessibility eect, in which we tend to consider probable events that easily come to our
mind, to the detriment of less obvious, but more likely events. Or the conrmation eect
is a tendency to seek conrmation of one’s beliefs and ignore contradictory evidence.
Kahneman’s approach to studying these eects emphasizes the importance of critical
thinking and active information retrieval, which can help avoid problems associated with
cognitive biases.
It is worth noting that along with these theories in the USA there is a tradition of
studying intelligence in the social sciences, especially in the eld of education and the
psychology of learning. We take this aspect into account in the practical implementation
of the concept of human source code.
In Germany, the approach to the study of intelligence is associated with the concept
of «general intellectual ability», or g-factor, which reects a person’s general ability to
think and solve problems.
e theory of general intellectual ability was developed by Charles Spearman and
suggests that intelligence can be described by a single numerical value, which is the sum
of all specialized types of intelligence.
C. Spearman believed that the solution of all intellectual problems depends on
the general intellectual ability, which is called the g-factor. He assumed that the g-factor
represented a general ability for abstract thinking and problem solving. According to
this theory, if a person copes well with one type of task, such as logical thinking, then
he will probably also cope well with other types of tasks, such as solving mathematical
problems or analyzing texts.
It is worth noting that the advantage of the g-factor theory is its simplicity and
convenience for measuring intelligence. At the same time, the disadvantage of the g-factor
theory is its narrow specicity. It does not take into account the variety of intellectual
abilities that a person may have, such as musical or spatial intelligence, which are not
related to general intellectual ability. Also, the g-factor theory does not explain how
dierent types of intelligence interact with each other.
We conclude that, in general, the g-factor theory may be useful for measuring
general intellectual ability, but it does not fully explain the complexity and diversity of
intellectual abilities that aect a person’s ability to think and act.
e German approach to the study of intelligence is rather focused on psychometric
methods of measurement and testing.
One of the most famous representatives of German psychology, Wilhelm Wundt,
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proposed the rst system of classication of human intellectual abilities. He divided
intelligence into three categories: perception, associative thinking and thinking by
principle.
Joseph Yastrov also developed the concept of «actions of meaning» (sinnvolles
Handeln), which represent a person’s ability to understand and nd meaning in the world
around them.
According to J. Yastrov, the actions of meaning are the ability of a person to
understand and nd meaning in the world around him, as well as in his own actions and
life. is ability includes purposefulness and awareness of actions, as well as the ability to
learn and self-improvement.
e actions of meaning, according to J. Yastrov, are the basis of human activity and
development. He argued that a person can achieve the highest level of development if his
actions are aimed at achieving meaning and goals, and not at satisfying instantaneous
needs.
In addition, J. Yastrov distinguished two forms of meaning actions: pragmatic and
aesthetic. Pragmatic actions are associated with solving practical problems and achieving
goals, and aesthetic actions are associated with creativity and the manifestation of beauty
and harmony.
e actions of meaning have become an important concept in various elds of
science, such as psychology, sociology and philosophy.
At the same time, more recent research by German psychologists such as Helmut
Schmidt and Gerhard Rott has focused on how dierent parts of the brain are related to
intellectual abilities. ese studies are of particular interest, given the active development
of neuropsychological science.
In his research, Helmut Schmidt suggested that dierent parts of the cerebral cortex
are responsible for dierent types of intellectual tasks, such as mathematical thinking or
logical thinking.
For example, he assumed that the frontal lobes of the cerebral cortex are responsible
for logical thinking and analysis, and the occipital lobes are responsible for processing
information related to visual and spatial tasks. In addition, he argued that the parietal lobes
of the cerebral cortex play an important role in understanding language and processing
sound information.
us, Schmidt identied dierent areas of the cerebral cortex that are responsible
for dierent types of intellectual tasks. He assumed that if these areas of the cerebral cortex
are well developed, then a person will have a high level of intelligence in the corresponding
areas.
However, we found that this theory is not without criticism. Some researchers
believe that intelligence is a more complex and integrated phenomenon than simply the
sum of dierent types of tasks, and that it cannot be decomposed into separate functional
units. In addition, many researchers emphasize that intelligence depends not only on the
structure of the brain, but also on many other factors, such as education, experience,
social environment, etc.
At the same time, Gerhard Rott, on the other hand, discovered a connection between
intelligence and brain activity. Using functional magnetic resonance imaging (fMRI), Rott
discovered how dierent parts of the brain are activated while solving intellectual tasks.
It has been proven that when a person solves mathematical problems, areas of the
brain associated with logical thinking and information processing, such as the frontal
lobes, are activated. When a person analyzes a text or solves tasks related to language, the
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brain regions responsible for processing language information, such as the occipital and
parietal lobes, are activated.
Also, studies show that when performing intellectual tasks, not only individual
parts of the brain are activated, but also various networks and connections between them.
For example, when a person solves problems related to spatial thinking, not only the
areas of the brain responsible for processing spatial information are activated, but also
the connections between these areas and other parts of the brain, such as the cerebellum.
us, studies of the activation of various parts of the brain in solving intellectual tasks
help to understand which areas of the brain play a key role in performing various types of
tasks, and how these areas interact with each other. is may help in the development of
more eective methods for measuring intellectual abilities and treating some intellectual
disabilities.
In total, Schmidt and Rott focused on studying the physiological processes that
occur in the brain during thinking and problem solving. ey tried to identify how
dierent parts of the brain interact with each other and how they aect our ability to think
and solve problems. ese studies are important for understanding the physiology of
intelligence and may help in the development of new methods for measuring intellectual
abilities and treating certain intellectual disabilities.
e modern German approach to the study of intelligence, as a rule, includes
intelligence testing using various methods, such as tests for abstract thinking, problem
solving, logical thinking and others. German scientists also pay attention to how dierent
types of intellectual abilities interact with each other and how they aect a person’s overall
ability to think and solve problems.
We cannot ignore the research of Gerd Hegerenzer, a German psychologist and
expert in the eld of decision-making, who oered his own view on the concept of
intelligence.
According to G. Hegerenzer, intelligence is not only the ability to abstract thinking,
but also the ability to make eective decisions in the real world. He believes that intelligence
cannot be measured only by traditional tests, such as IQ tests, but should include qualities
such as exibility, intuition and experience.
G. Hegerenzer proposes the concept of «ecological intelligence», which is dened
as the ability to adapt to complex environments and eectively solve problems in the real
world. He argues that ecological intelligence includes knowledge, experience, intuition
and the exibility of thinking that allow a person to make decisions in conditions of
uncertainty.
In addition, according to G. Hegerenzer, ecological intelligence includes several
components. Firstly, it is knowledge and understanding of the characteristics of the
environment and its patterns. Secondly, it is the ability to nd and use resources in the
environment to solve problems. irdly, it is the ability to adapt to a changing environment
and quickly nd new solutions based on experience.
us, G. Hegerenzer emphasizes the importance of the practical applicability of
intelligence in real life. He believes that traditional IQ tests cannot fully cover all aspects
of intelligence and that a person’s eectiveness in real life depends on his environmental
intelligence, that is, on his ability to adapt to dicult situations and make the right
decisions quickly.
However, it should be noted that the concept of ecological intelligence also has its
drawbacks and is criticized by some researchers. For example, some researchers believe
that environmental intelligence does not suciently take into account the role of education
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and other socio-cultural factors in the development of human intellectual abilities. In
addition, some researchers believe that environmental intelligence is too broad and
ambiguous a concept that is dicult to measure and investigate in practice.
Studying French schools that study intelligence, we found the following.
e famous French scientist Jean Piaget proposed a theory of cognitive development
that links intelligence with the development of cognitive abilities in childhood.
His theory is based on the assumption that children go through four main stages
of cognitive development, which determine the ways of thinking, perceiving and
understanding the world at dierent age periods.
e rst stage, which J.Piaget called the stage of sensorimotor intelligence, associated
with the age from birth to two years. At this stage, children begin to realize their body and
its capabilities, and also begin to understand that they can inuence the world around
them.
e second stage, the stage of preoperative intelligence, is associated with the age
of two to seven years. At this stage, children begin to develop symbolic thinking and can
use language to present their ideas. However, they are not yet able to reason logically and
cannot take into account dierent aspects of the same situation.
e third stage, the stage of concrete operational intelligence, is associated with the
age of seven to twelve years. At this stage, children begin to think logically and understand
cause-and-eect relationships. ey also begin to understand that dierent aspects of the
situation can be taken into account simultaneously.
e fourth stage, the stage of formal operational intelligence, is associated with the
age of twelve years and older. At this stage, children become capable of abstract thinking
and begin to learn how to solve problems and draw logical conclusions without the need
to use specic objects.
us, Jean Piaget’s theory of cognitive development connects intelligence with the
processes of cognition and development of the child, and explains how dierent levels of
cognitive abilities develop with age.
We may nd that Jean Piaget’s theory of cognitive development is one of the
most inuential theories of child development, however it also has some criticisms and
limitations:
- Unrepresentativeness and ineciency of age groups. Piaget’s theory focuses on the
development of children from birth to the end of adolescence. However, some researchers
believe that this theory does not take into account possible changes in cognitive
development in adulthood.
- Ignoring socio-cultural factors. Critics argue that Piaget’s theory pays too little
attention to socio-cultural factors, such as the role of parents and society in the formation
of cognitive processes in children.
- Insucient statistical representativeness. Some critics point out that Piaget used
a small sample of children in his research, which can lead to subjective conclusions and
limitations in generalizing the results.
- Problems with testing and measuring intelligence itself. Piaget’s theory is based on
the method of observation and experimental testing, but some researchers argue that this
is not always a suciently accurate way to measure cognitive processes in children.
- Insucient attention to individual dierences. Piaget’s theory assumes that all
children go through the same stages of development, but in fact development can be
individual and depends on many factors, such as heredity and environment.
us, although Jean Piaget’s theory of cognitive development has many advantages
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and has had a great impact on understanding the development of children, it also has its
limitations and requires additional research and discussion.
One of the most famous French schools is the school of structuralism, founded by
Claude Levi-Strauss, which assumes that thinking is a universal phenomenon that can be
studied independently of specic intellectual tasks.
According to K. Levi-Strauss, intelligence consists of a set of structural principles that
are used by a person to organize information and understand the world. He believed that
these structural principles were universal and could be applied to any form of knowledge.
K. Levi-Strauss also argued that intellectual activity is a product of interaction
between a person and his environment and has a direct dependence on cultural, social
and historical contexts.
One of the key concepts of K. Levi-Strauss’ structuralism is the concept of «binary
oppositions». He believed that our ability to think depends on the ability to create and
distinguish between two opposite concepts, such as light/darkness, feminine/masculine,
good/evil, etc. ese binary oppositions are fundamental to our understanding of the
world and language, being universal, since they are found in all cultures and languages,
being a key element of human intellectual development.
However, it should be noted that Levi-Strauss’s theory of intelligence has its
drawbacks and it is criticized for its universalist approach to the study of intelligence.
Critics point out that structuralism does not take into account dierences in intellectual
abilities in dierent cultural and social contexts. In addition, some researchers believe that
structuralism is too abstract and does not take into account the real problems that people
face in everyday life.
Another important French school of thought is the Gaston Bachelard school,
which studies the phenomenology of thinking. G. Bashlar argued that intelligence is the
main way in which a person interacts with the world and understands it.
e Phenomenological School also studies various types of thinking, such as
intuitive thinking, associative thinking and reexive thinking.
Intuitive thinking in the context of the Bashlar school is a form of thinking based
on instant perception and sensation. He believed that intuitive thinking occurs without
the use of language and logical reasoning and depends on the ability to perceive and
understand the world as a whole.
At the same time, associative thinking is based on creating connections between
various elements of experience. G. Bashlar believed that thinking occurs by linking
various ideas and ideas that can be linked by association or contrast.
Reexive thinking, in turn, is a more conscious and logical type of thinking.
According to G. Bashlar, reexive thinking occurs through the analysis and evaluation of
information and the use of logical reasoning and arguments.
However, we have drawn attention to the fact that these types of thinking are not
separate and distinct categories, but rather represent a spectrum of dierent abilities and
thinking strategies that can interact and overlap with each other.
It is also worth noting that the school of thought of G. Bashlar explores the role of
language and social context in understanding the world and thinking abilities.
One of the key concepts of the phenomenological school of thought is the concept
of «epoch», which refers to the study of our experience and perception of the world.
e Gaston Bashlar School has its advantages and disadvantages. Its advantage is
that it emphasizes the importance of social and cultural context in our understanding
of the world and studies dierent types of thinking. In addition, this approach takes
into account the diversity of thinking strategies and does not try to reduce them to one
32
universal model. However, critics point out that the approach of G. Bashlar may be too
abstract and not take into account the practical problems that people face in everyday life,
since the phenomenological school of thought is not always empirically sound and may
be prone to theorizing.
In addition, there are other approaches to the study of intelligence in the French
tradition. For example, Philippe Defrobville proposed the concept of «practical
intelligence», which refers to a person’s ability to solve problems in specic situations and
nd practical solutions.
e basic principles of the concept of «practical intelligence» include the following:
- Practical intelligence is dened as the ability to solve practical problems in the real
world using their experience, knowledge and skills.
- Practical intelligence is an important component of the overall picture of
intelligence.
- Practical intelligence can be developed and improved through experience and
training.
- Practical intelligence can be an important success factor in real life and work.
It is worth noting a number of disadvantages of this methodological approach. One
of the disadvantages of this concept is its vagueness and uncertainty. Practical intelligence
can be dened in dierent ways, and its measurement can be dicult and ambiguous.
In addition, the concept of «practical intelligence» focuses on practical skills and
experience, and may overlook other important components of intelligence, such as
cognitive abilities, creativity, etc.
It can also be dicult to distinguish between «practical intelligence» and other
concepts such as emotional intelligence or social intelligence, which can lead to duplication
of concepts and uncertainty.
Finally, some critics argue that the concept of «practical intelligence» may
underestimate the importance of general cognitive abilities, such as analytical thinking or
memory, in the development of practical skills and experience.
us, despite its advantages and novelty, the concept of «practical intelligence» also
has its drawbacks and limitations that need to be taken into account when using it in
research and practical work.
us, in France there are dierent schools of thought and approaches to the study of
intelligence, which dier in their conceptual foundations and research methods. Each of
these approaches has its advantages and disadvantages, and the interaction between them
allows you to get a more complete understanding of the nature and functions of human
intelligence.
In our proposed concept of the human source code and the Shabshai System, the
type of thinking and the level of the intelligence quotient – IQ includes the following
skills:
• Personal qualities
• Awareness
• Vision
• e ability to assess the situation, foresee and calculate the moves
• e ability to operate with the proposed circumstances
• e courage to think in new ways
• e courage to discard past meanings.
•
In the Shabshai System (a system created to diagnose the Source Code), 10 individual
types of thinking are investigated. Each of the types of thinking corresponds to one of the
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types in the enneagram. According to the Shabshai Upgrade system, the following types
of individual thinking correspond to each of the enneatypes:
1st enneatype - critical thinking.
Critical thinking we consider the process of systematic and logical analysis and
evaluation of information, including a critical assessment of the quality of evidence,
identifying deciencies in reasoning and arguments, as well as making informed decisions
based on the ndings. It is the conscious use of critical skills, such as analysis, evaluation,
interpretation, synthesis and evaluation, in order to achieve the most accurate and
objective conclusions.
2nd enneatype - variable thinking.
Variable thinking is the process of generating a variety of possible ideas, alternative
solutions or approaches in response to a specic task or problem. It involves the use of
creative skills, such as associative thinking, idea generation, synthesis and evaluation, in
order to create a variety of possible solutions and choose the best one.
3rd enneatype – imaginative thinking.
Imaginative thinking is a way of presenting information in the form of images,
metaphors, symbols and analogies, which is used to better understand, analyze and solve
problems. It represents the ability to perceive, process and interpret information in the
form of visual, sound, tactile and other images. Imaginative thinking is an important
aspect of cognitive development
4th enneatype – creative thinking.
Creative thinking is the process of creating new and original ideas, solutions and
products by using non-standard approaches and combining existing knowledge, skills and
experience. is is a process of generating various solutions that do not require standard
and familiar methods of thinking.
5th enneatype – analytical thinking.
Analytical thinking is the process of parsing complex information into simpler
elements for better understanding and analysis. It includes the ability to understand the
problem, analyze it, identify its main components, argue conclusions and make informed
decisions.
6th enneatype - logical thinking.
Logical thinking is the ability to think consistently and logically, using the rules of
formal logic to come to informed conclusions and decisions. It is a process of analyzing
and evaluating information, determining cause-and-eect relationships and formulating
patterns.
Logical thinking is a key element of critical and analytical thinking, and can be a
teachable skill. e development of logical thinking includes training in solving problems,
working with formal logic, analyzing evidence, identifying errors in reasoning and making
informed decisions. It is an important tool for decision-making and problem solving in
various elds of activity.
7th enneatype – panoramic thinking.
Panoramic thinking is the ability to consider problems and events in the context of
their environment and at a broader level, including taking into account various factors and
perspectives. It is a process of thinking in which all the elements of the problem are rst
analyzed, and then the connections between them, causes and consequences. Panoramic
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thinking involves the ability to see and understand the connection between the elements
of the system, as well as to assess the consequences of their actions at all levels.
8th enneatype – strategic thinking.
Strategic thinking is the ability to think in the long term, taking into account the
broad context and various factors that can aect the achievement of goals and objectives.
It represents the ability to develop and implement long-term strategies and plans, taking
into account internal and external factors, analyzing their impact and predicting their
changes in the future.
9th enneatype – abstract thinking.
Abstract thinking is the ability to think about objects, events, and ideas in terms of
concepts abstracted from a specic situation or context. It is a process of creating abstract
concepts and theories that can be used to describe and explain phenomena in dierent
elds of activity.
10th enneatype – existential thinking.
According to existential philosophy, thinking is a way by which a person can realize
his existence and understand the meaning of life. It is a process that allows a person to
view his life as a unique and inimitable experience that needs to be realized and fully
accepted.
Let’s move on to the next level of our model.
EQ – emotional intelligence. is is a person’s ability to recognize emotions,
understand the intentions, motivation and desires of other people and their own, as well
as the ability to manage their emotions and the emotions of other people in order to solve
practical problems.
ere are several basic theories describing emotional intelligence (EI), which dier
in their approaches and accents.
Daniel Goleman’s model explaining EI as the ability to manage your emotions and
understand the emotions of other people. Emotional intelligence is presented as a set of
ve key skills: self-awareness, emotion management, motivation, empathy and the ability
to establish relationships.
e model is based on the concept of socio-emotional learning.
e main focus is on the development of social competence and leadership skills.
1. is model identies ve main components of EI:
- Self-awareness is the ability to be aware of your emotions, thoughts and actions
and understand how they are interconnected.
- Self-regulation - the ability to control and regulate your emotions and behavior in
accordance with the situation.
- Motivation - the ability to use your emotions to achieve goals and motivate yourself
to act.
- Empathy is the ability to understand other people’s emotions and respond to them
accordingly.
- Social skills - the ability to establish and maintain emotional relationships with
other people, as well as interact with them eectively.
2. e theory of Peter Salovey and John Mayer denes EI as the ability to perceive,
understand, use and manage emotions. Emotional intelligence is represented as the ability
to perceive, understand, use and manage emotions. e theory describes four important
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components of EI: the perception of emotions, the use of emotions, the understanding
of emotions and the management of emotions. e theory focuses on the importance of
the development of EI in education and at work.eir theory identies four components:
the perception of emotions, the understanding of emotions, the use of emotions and the
management of emotions.
Emotion perception is the ability to recognize and understand emotions, both your
own and other people’s.
Understanding emotions is the ability to interpret the meaning of emotions and
understand how they aect our thoughts and behavior.
Using emotions is the ability to use emotions to better adapt to situations and make
better decisions.
Emotion management is the ability to manage your emotions and react to the
emotions of other people, including by regulating your thoughts and behavior.
3. Richard Boyatzis ‘ theory identies four main components of emotional and
social intelligence:
Self-awareness is the ability to be aware of your emotions, thoughts and actions, as
well as their impact on others.
Emotion management is the ability to regulate and control your emotions, including
when experiencing stress or conict situations.
Social consciousness is the ability to understand the emotions and needs of other
people, as well as establish eective relationships with them.
Social skills - the ability to interact eectively with other people, including
communication, leadership and conict resolution.
Emotional intelligence is represented as the ability to understand and manage one’s
own and others’ emotions.
e theory identies four key components of EI: self-awareness, emotion
management, social consciousness and relationship management.
e main focus is on the development of leadership qualities and managerial skills.
4. e theory of Marshal Rosenberg - describes EI as the ability to manage one’s
emotions and relationships with other people. His model identies three components:
self-awareness, relationship management, and taking responsibility.
Self-awareness is the ability to be aware of your emotions, needs and values. Self-
awareness helps people better understand what is going on inside themselves, and how
their emotions aect their behavior and relationships with other people.
Relationship management is the ability to nd eective ways to communicate and
interact with other people. Relationship management includes the ability to express your
emotions and needs, as well as the ability to listen and understand the emotions and needs
of other people.
Taking responsibility is the ability to take responsibility for your actions and
decisions, as well as for the impact of your emotions and behavior on other people. Taking
responsibility helps people establish more eective relationships with other people and
resolve conicts.
Emotional intelligence is presented as the ability to be aware of your emotions
and the emotions of other people, as well as the ability to use this knowledge to improve
communication and relationships.
e theory distinguishes three components of EI: self-awareness, relationship
management and acceptance of responsibility.
36
e focus is on establishing connections between emotions and needs.
It is worth noting that some psychological trends dispute the idea of the existence of
emotional intelligence for several reasons.
First of all, this is a criticism of theoretical constructs: one of the main problems
with the concept of emotional intelligence is related to the fact that, according to some
researchers, the concept of emotional intelligence does not have a clear theoretical
denition, and its constructs and indicators are not uniform.
e next point of criticism is that the concept of emotional intelligence is based
exclusively on applied aspects, we learn about it indirectly, for example through training,
which may not have a long-term eect and may be insucient grounds for postulating a
new scientic concept.
In addition, some studies show that emotional intelligence is not a reliable predictor
of success and performance indicators, which also casts doubt on its signicance and
practical value.
And perhaps the most paradoxical is the argument in the direction of leveling the
ideas of emotional intelligence, known as the risk of stereotyping. According to some
researchers, there is a danger that the concept of emotional intelligence can lead to the
stereotyping of people according to emotional characteristics and properties.
In general, the concept of emotional intelligence has its advantages and disadvantages
that need to be taken into account when using it. Challenging this concept is a natural part
of the scientic process and can contribute to further renement and development of
the theory. At the same time, there are a number of studies that provide evidence for the
existence of emotional intelligence.
For example, Daniel Goleman conducted a meta-analysis of more than 100 studies
related to emotional intelligence, and came to the conclusion that people with higher
emotional intelligence scores are more successful in life than those with lower scores.
ere was also a study conducted at Yale University that linked high emotional
intelligence scores with great success in personal and professional life.
In addition, many studies show a link between emotional intelligence and success in
leadership, interpersonal relationships, decision-making, conict management and other
areas of life.
ere are several reasons why many psychologists and researchers believe that
emotional intelligence (EI) really exists:
1. Actual observations. Objectively, many people notice that some people understand
their emotions and the emotions of other people better, and also know how to manage
their emotions much more eectively in various situations.
2. Studies show that people with higher EI scores, no matter what level of theoretical
abstraction we are at, cope better with life problems such as stress management, establishing
interpersonal relationships and success at work.
3. Anatomical structure of the brain. Studies also show that dierent parts of the brain
are associated with processing emotions and understanding social situations. is may
indicate that emotional intelligence has a physiological basis. For example, studies show
that brain activity in the prefrontal cortex, hippocampus, and limbic system is associated
with high levels of EI. ese brain regions are responsible for emotion regulation, memory,
and social interaction. In addition, emotional intelligence is also associated with the
activity of neurotransmitters such as serotonin and dopamine, which play an important
role in regulating mood and emotions. Studies also show that people with high levels of EI
have a higher level of activity in the brain area responsible for empathy and empathy than
people with low levels of EI. In general, although the mechanisms of interaction between
37
the brain and emotional intelligence still need further investigation, there is evidence that
various brain regions play an important role in regulating emotions and understanding
social situations, which, in turn, can aect the level of emotional intelligence in people.
4. e evolutionary aspect. Evolutionary psychology suggests that our psychological
functions and behaviors were shaped during evolution to help our ancestors survive and
reproduce. According to this theory, emotions and social intelligence developed along
with our abilities to adapt to social environments and interact with other people. us,
emotional intelligence can be considered as one of the ways in which people adapt to the
social environment. For example, the ability to recognize and correctly interpret other
people’s emotions can help us interact more eectively with them and establish better
relationships. Evolutionary psychology also explains why some aspects of emotional
intelligence (for example, empathy and the ability to recognize emotions) can be universal
for all cultures and languages, since they were developed in the course of evolution to
solve common social tasks related to survival and reproduction.
In this regard, it is worth considering that emotional intelligence has a direct impact
on emotional burnout, which manifests itself in emotional and physical exhaustion,
disavowing work and reduced productivity. People with a high level of emotional
intelligence can better recognize their emotions and the emotions of other people, as well
as manage them more eectively, which can help prevent emotional burnout.
Moreover, a high level of emotional intelligence can help prevent emotional burnout
in the following ways:
1. Reducing the degree of contact with anxious and stressful situations. People with
a high level of emotional intelligence can predict their emotional reactions and choose
healthier ways to respond to stressful situations.
2. Improving the quality of interpersonal relationships. People with a high level of
emotional intelligence are better able to express their feelings and emotions, as well as
understand the emotional needs of other people. is can help reduce the level of conict
and increase the level of support from others.
3. Self-government and self-regulation. People with a high level of emotional
intelligence can better control their emotions and actions, which can help them avoid
overload and exhaustion.
However, it should be noted that emotional intelligence is not the only factor that
aects emotional burnout. Some other factors, such as excess work, limited resources
and a low level of support from management and colleagues, can also aect emotional
burnout.
According to our theory, EQ – emotional intelligence represents the essence of a
person responsible for:
•
• the opportunity to love.
e aliative nature of a person refers to his propensity for social interactions
and the desire to be connected with other people. is concept is based on evolutionary
psychology and suggests that in the process of evolution, people developed strategies
that helped them survive in groups and societies. People who were more connected to
the group had a better chance of survival and reproduction than those who were more
isolated.
e aliation nature of a person manifests itself in various forms of social activity,
such as communication, support, consolation, cooperation.
Research also conrms that humans have biological mechanisms that contribute
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to an aliation nature. For example, studies show that when a person comes into contact
with loved ones, the hormones oxytocin and vasopressin are produced, which strengthen
feelings of aection and trust.
us, the aliation nature of a person is an important aspect of his psychological
function and contributes to the formation of social ties and interaction in groups and
societies.
It is worth noting that the aliation nature of a person is most objectively expressed
in the ability to love. e aliation nature of a person describes his propensity for social
interactions and the desire to be connected with other people, and the ability to love
reects his ability for emotional attachment and love.
e ability to love depends on many factors, which can be both internal and external.
Some of them include:
Emotional openness: People who are more open emotionally and sensitive to the
emotions of others are more likely to be able to love and be loved.
Self-condence: A person who has a healthy self-esteem usually has more faith in
the ability to love and be loved.
Experience: e experience of early relationships and previous love and breakup
relationships can aect a person’s ability to love.
Emotional support: People who receive emotional support and comfort in their
lives are likely to have more opportunities to love and be loved.
Compatibility: People who have similar interests, values, and personality traits are
more likely to love each other.
Physiology: some chemical processes in the brain and hormonal changes can aect
the ability to love, for example, increased levels of oxytocin (the hormone of love and
trust) can improve the opportunity for love.
In general, the ability to love depends on many factors, and each of them can be
explored and developed with the help of psychological help and personal growth.
• Stress resistance
Stress tolerance is considered as a person’s ability to adapt to stressful situations,
maintaining psychological and physical stability in conditions of increased stress and
changes. is is psychological exibility, which makes it easier to bear negative emotions,
stay calm and productive under stress. Stress tolerance can be developed and improved by
awareness of one’s emotions and experiences, as well as strengthening self-regulation and
stress management skills.
Our long-term research and coaching practice suggest that there is a close connection
between stress tolerance and emotional intelligence. As we have noticed, people with a
high level of emotional intelligence are more likely to be stress-resistant. is is due to
the fact that emotional intelligence allows you to better understand and manage your
emotions, and also improves communication and relationships with other people, which
can reduce stress levels.
A number of studies conrm that a high level of emotional intelligence allows
a person to better adapt to new situations and respond quickly to changes in the
environment, which can also increase his stress tolerance. Communication with other
people, understanding their emotions and needs is also an important aspect of stress
tolerance and is associated with emotional intelligence.
In general, emotional intelligence can serve as an important tool in achieving a
high level of stress tolerance. However, it should be noted that stress resistance depends
39
on many factors, such as the availability of support from the social network, the general
health and physical tness of a person, as well as the availability of certain skills and
resources to cope with stress.
• the ability to resist lies and attacks of the world
e ability to resist lies and attacks of the world belongs to the category of social
competence. It is associated with the ability to interact eectively with other people,
recognize and interpret their emotions and intentions, as well as build relationships based
on trust and respect.
To develop the ability to resist lies and attacks of the world, it is necessary to have
emotional intelligence skills, such as emotional self-regulation, empathy, the ability to
manage conicts and eectively express your thoughts and feelings.
Also important factors are the practice of interacting with dierent types of people,
awareness of their boundaries and the establishment of healthy boundaries in relationships,
as well as work to strengthen their self-esteem and self-condence.
Our research allows us to systematize personality qualities that help to resist lies and
attacks, among them we include:
- Condence in yourself and your capabilities;
- Honesty and openness in communication;
- Ability to analyze and critically evaluate information;
- e ability to establish healthy boundaries in relationships with others;
- Willingness to protect their interests;
- Development of constructive conict resolution skills.
- At the same time, psychological stability plays an important role.
We found that the ability to resist lies and attacks of the world corresponds to
the mechanisms of lie recognition. Emotional intelligence determines the following
competencies in lie recognition:
- Analysis of micro-facial expressions. is is an approach based on the study of the
smallest changes in a person’s facial expressions in the process of communication. Some
experts claim that certain micro-facial expressions may indicate that a person is lying.
- Voice analysis. is approach is based on the study of tones and intonations of
a person’s voice in the process of communication. Some experts say that changes in the
voice may indicate that a person is lying.
- Analysis of nonverbal signals. is approach is based on the study of gestures,
postures and other non-verbal signals that a person can use when he is lying.
- Context analysis. is approach is based on the study of the circumstances in
which communication takes place.
Some experts believe that the most eective way to recognize a lie is to combine all
these approaches and analyze several factors at once. We proceed from the fact that it is
important to evaluate information comprehensively and draw conclusions based on all
available data.
In addition, it is necessary to take into account many types of cognitive distortions
that can prevent a person from recognizing a lie. One of the most well-known is
conrmation bias, when a person searches for information that conrms his preconceived
opinions and ignores information that contradicts these opinions. is can lead to the
fact that a person will not notice the signs of a lie if they do not correspond to his already
existing opinion about the person or situation.
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Another type of cognitive distortion that can interfere with the recognition of lies is
the eect of false condence (overcondence eect), when a person is too condent in his
knowledge and ability to assess situations. is can lead to the fact that a person will be
sure that he can recognize a lie, but at the same time will not notice the signs that indicate
it.
Another common cognitive distortion is the superiority bias eect, when a person
believes that he is better than others in some aspects, including the ability to recognize
lies. is can lead to the fact that a person will be dismissive of the opinions of others,
which may prevent him from noticing the signs of a lie.
Other types of cognitive distortions that can interfere with the recognition of lies
include the eect of stereotyping (stereotyping bias), the eect of the rst impression
(primacy eect), distortion of information search (information bias), the eect of
complementarity (additive eect), etc.
In this context, we should mention the importance of assertiveness as the ability to
express one’s thoughts, feelings and beliefs clearly and accurately.
We observe that people with a high level of emotional intelligence are oen more
successful in developing assertiveness, as they have a more accurate understanding of their
emotions, can better manage them and feel more condent in various social situations.
ey also oen have a better understanding of other people’s emotions, which can help
them communicate more eectively and nd compromises in dicult situations.
In general, emotional intelligence and assertiveness can complement each other,
improving the quality of interpersonal relationships and helping a person achieve greater
personal and professional success.
• awareness of your emotions and their manifestations, the spectrum of emotions
ere are several typologies of emotions, one of which is the classication proposed
by the American psychologist Paul Eckman. He identies six universal emotions: joy,
sadness, fear, anger, surprise and disgust. ese emotions are considered universal, as they
manifest themselves in dierent cultures and races.
is theory has been widely accepted in the scientic community, however, some
critics point to its shortcomings and limitations:
- Some researchers believe that the concept of the universality of emotions is
exaggerated and that the expression of emotions depends on context and cultural
dierences.
- Other critics point out that Eckman’s classication does not take into account the
complexity of emotions and does not reect their dynamism and variability.
- Eckman’s theory is also criticized for the fact that it does not describe the
relationship between emotions and does not take into account individual dierences in
the expression of emotions.
- Some critics believe that Eckman’s classication does not cover all types of emotions
broadly enough and may be unsuitable for describing emotions in specic contexts.
Another approach to the classication of emotions was proposed by the American
psychologist Robert Plutchik, who identied eight basic emotions: joy, sadness, fear,
anger, surprise, disgust, trust and expectation. At the same time, each of these emotions
can have a dierent degree of intensity and severity, as well as be combined with other
emotions. Some experts believe that this classication is too simplistic and does not take
into account the contextual nature of emotions, their cultural specics and individual
41
interpretation. In addition, the question arises whether it is possible to divide all emotions
into basic categories, and how these categories are universal for all people and cultures.
ere are other typologies of emotions, for example, the classication proposed
by the American psychologist Carol Eisenberg, or a model based on the theory of the
«circle of emotions» by Paul Eckman. e classication proposed by Carol Eisenberg
includes six basic emotions: anger, fear, joy, sadness, surprise and disgust. It also includes
combinations of these emotions, for example, a surprised-joyful state, a fearful-angry
state, etc. e main idea of this classication is that each emotion has its own unique
prole of physiological, cognitive and behavioral components, and these components
vary depending on individual characteristics and context. However, this theory has some
drawbacks, including:
- An overly simplied model that does not take into account the full variety of
emotions and their possible combinations.
- Lack of scientic justication for the circular structure in which emotions are
represented.
- Some emotions, such as love, jealousy and compassion, are missing from the
classication, which may reduce its usefulness for understanding complex emotional
states.
- Insucient consideration of the peculiarities of the cultural context and its
inuence on the expression and interpretation of emotions.
We found that various mechanisms are used to understand emotions and their
manifestations. One of these mechanisms is metacognitive awareness of emotions, which
is the ability to view one’s emotions in terms of their causes, consequences and possible
management strategies. Another mechanism is metacognitive awareness, which allows
you to pay attention to your thoughts, feelings and physical sensations at a given time,
which contributes to a more complete understanding of your emotions.
e spectrum of emotions includes all possible human emotions, ranging from
basic emotions such as joy, sadness, fear and anger, to more complex emotions such as
respect, gratitude and compassion. Awareness of one’s range of emotions helps a person to
better understand their reactions to various situations and manage their emotions more
eectively.
Mechanisms that help develop metacognitive awareness of emotions include:
1. Emotion detection and recognition: developing the ability to recognize and
identify your own emotions and the emotions of others.
2. Determining the causes of emotions: understanding what causes certain emotions
in yourself and in other people.
3. Understanding the relationship between emotions and thinking: Understanding
how emotions aect thinking, and how thinking in turn aects emotions.
4. Emotion regulation: developing the ability to manage your emotions and tune
into more positive states.
5. Goal setting: the ability to set goals that help improve the emotional state and
achieve the desired results.
6. Self-reection: the ability to critically examine your thoughts, emotions and
behavior to improve your emotional competence.
• the volume of emotions and feelings.
e volume of emotions and feelings describes the number and variety of emotions
and feelings that we can experience over a period of time. is may vary for each person
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depending on their personal characteristics, context, events, socio-cultural factors and
other inuences. e volume of emotions and feelings can be both positive (for example,
joy, satisfaction, love) and negative (for example, anger, fear, sadness).
Various factors, such as stress, anxiety, depression or trauma, can reduce the volume
of emotions and feelings. is can lead to the fact that a person begins to feel detached
from his emotions and the world around him, which makes it dicult to make decisions
and violates the quality of life. erefore, the development of emotional literacy and the
ability to manage your emotions can help expand the volume of emotions and feelings
and improve the quality of life.
In this regard, it is necessary to take into account the factor of emotional variability -
a concept describing the variability of a person’s emotional states over time and in various
situations.
It reects a person’s ability to adapt to changing circumstances and adjust their
emotional state to current needs and tasks. Emotional variability can be both positive (for
example, the ability to quickly switch to positive emotions) and negative (for example, a
tendency to frequent and unreasonable experiences of negative emotions). It is important
to note that the level of emotional variability may vary among dierent people and depends
on many factors, including heredity, personality traits, experience and training.
In addition, emotional processes in humans are closely related to physiological
processes, such as hormone production and activation of the nervous system. For example,
emotions can cause an acceleration of the heart rate, an increase in blood pressure and a
change in the level of hormones in the body.
In addition, emotional processes may be subject to daily biorhythms. For example,
some studies show that a person’s anxiety level may be higher in the morning, and the level
of positive emotions may increase in the evening. Also, some emotions may be associated
with certain seasons, for example, in winter a person may experience melancholy, and in
summer – joy and cheerfulness.
us, physiological and circadian rhythms can aect a person’s emotions, making
them less predictable and more dynamic.
e nal block of our concept refers us to the need to focus on the phenomenon
of physicality, the image of the physical Self, the body schema and the concept of the
body, as well as vitality. In our concept, it has a denition as the VQ quotient of the
body. is is the quotient of personal energy or vitality. e ability to maintain oneself in
an energetically charged state, maintain health, and have an attractive appearance.
Roy Baumeister (Baumeister et al., 2000) proposed the concept of energy depletion,
known as the «egoistic reservoir». He suggested that people have a limited supply of energy
to make decisions and control their behavior, which he calls the «egoistic reservoir» (ego
depletion).
Experiments conducted by Baumeister and his colleagues showed that participants
who performed a task requiring strong self-control, aer this action were less able to self-
control in the next task. For example, participants who restrained their emotions while
watching a video showed less patience in a task where they had to choose between a
smaller reward now and a larger reward later.
e concept of the «egoistic reservoir» has become widely used in psychological
research and has practical applications. For example, learning this concept can help
people better understand why it is dicult for them to restrain their desires or regulate
their behavior when they are tired or stressed. It can help to understand why people can
43
make bad decisions at the end of the day when their selsh reservoir has already been
exhausted.
However, it should be noted that the concept of an «egoistic reservoir» is not without
criticism. Some researchers believe that the studies on which this concept is based are
ambiguous and do not fully conrm it. In addition, there are other theories of fatigue and
exhaustion that can explain such phenomena.
ere are several approaches to the study of physicality and the image of the physical
self in psychology that can be compared and evaluated.
1. Cognitive behavioral approach. In this approach, physicality and the image of
the physical self are studied in the context of the relationship between thoughts, feelings
and behavior. Cognitive processes, such as experiences and beliefs, can inuence our
feelings and perceptions of the body. A psychologist can use cognitive behavioral therapy
techniques to help a client change negative thoughts and behavioral patterns associated
with their physical self image and bodily sensations.
2. Somatic approach. e somatic approach assumes that physical symptoms and
sensations are related to physiological processes occurring in the body. A psychologist can
use techniques such as relaxation, meditation and breathing exercises to help the client
become aware of his body, reduce physical tension and learn to better perceive his bodily
sensations.
3. Phenomenological approach. e phenomenological approach assumes that
physical sensations and the image of the physical self are part of our personal experience
and perception of the world. A psychologist can use techniques such as focused attention
and visualization work to help the client better understand his body and the connection
between his physical self and emotional state.
Body schema in neuropsychology refers to the representation of our body in the
brain. is concept is related to the idea that we have a mental map of our body in the
brain, which is used to control and coordinate movements and to process information
about our body.
e body schema in the brain is formed during our development and can change
depending on our experience and interaction with the environment. For example, studies
show that regular physical activity can change the body schema in the brain, increasing
the brain map of the body and improving the accuracy of movement coordination.
e body schema in the brain can also be disrupted in some neurological and
psychiatric disorders. For example, with sensitivity disorders, such as amputation or
paralysis, there may be a distortion of the body circuit in the brain. is can lead to
diculties with coordination of movements and a decrease in the feeling of one’s own
body.
Body schema in neuropsychology is an important concept that helps to understand
how the brain controls our body and processes information about our body. is concept
can be useful when working with clients who have sensitivity disorders or injuries related
to the body. Also, the study of the body schema in neuropsychology can help in the
development of more eective methods of treatment and rehabilitation for those suering
from neurological disorders.
In neuropsychology, there are several theories about how the brain processes
information about the body. One of these theories - the theory of sensorimotor integration
(TSI) - claims that our perception of the body is the result of the interaction between
sensitive nerve bers that communicate information about our sensations and motor
nerve bers that control our movements.
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TSI claims that violations in this integration can lead to problems with movement
and perception of the body. For example, children with TSI disorders may have diculties
with coordination of movements, orientation in space and perception of their body.
Various assessment and treatment methods have been developed within the
framework of TSI, such as therapy of motor disorders, therapy of the vestibular system and
therapy of sensory integration. e purpose of these methods is to improve the perception
of the body and movement, improve stability in space, coordination of movements and
increase the level of comfort in everyday life.
Another theory - the theory of body maps - claims that we have a mental map of
our body in the brain, which is used to control and coordinate movements and to process
information about our body. Body map theory is a concept in neuropsychology that states
that we have a mental map of our body in the brain that is used to control and coordinate
movements and to process information about our body.
According to the theory of body maps, the brain receives information about our
body from sensory receptors that are located throughout the body. is information is
transmitted to the cortical regions of the brain, which process it and create a mental map
of our body. is card is used to control movements, orientation in space and perception
of the body.
e theory of body maps suggests that this map can change depending on our
experience and interaction with the environment. For example, with regular physical
activity, the brain can increase the mental map of the body and improve the accuracy of
coordination of movements.
Some violations of the body map can lead to diculties with coordination of
movements and perception of the body. For example, people with limb amputation may
have feelings of «phantom pain» in the missing limb, which indicates a change in the body
map in the brain.
e theory of body maps is an important concept in neuropsychology that helps to
understand how the brain controls our body and processes information about our body.
is concept may be useful for developing more eective treatment and rehabilitation
methods for those who suer from bodily map disorders, such as amputations or
neurological disorders.
e concept of the body from the point of view of neuropsychology is an important
concept that helps to understand how the brain controls our body and processes information
about our body. is concept may be useful for understanding the mechanisms of some
neurological and mental disorders related to the body, and for developing more eective
methods of treatment and rehabilitation.
In the context of our research, the concept of vitality (from the Latin word «vitalis» -
vital) deserves attention. is approach is based on the theory of positive psychology and
has a number of principles and approaches.
e basic principles of the concept of vitality in psychology include:
1. Focus on growth and development. e concept of vitality calls people to constant
growth and development based on personal values and beliefs.
2. Focus on strengths. e concept of vitality focuses on a person’s unique strengths
and encourages their use in everyday life.
3. Creating meaning. e concept of vitality encourages people to nd meaning in
life through the establishment of personal goals and their implementation.
4. Development of emotional stability. e concept of vitality supports the
development of emotional stability and the ability to adapt to life changes and challenges.
5. Strengthening social relations. e concept of vitality calls for the development
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and maintenance of positive social relationships, such as family ties, friendship and
communication with colleagues.
e model of vitality, which arose within the framework of the theory of self-
determination, deserves special attention. According to the theory of self-determination,
vitality is the main motivational factor that motivates people to activity and self-
development. is model was developed by Ryan and Deci (2000) based on their theory
of self-determination, which suggests that people can be motivated by internal or external
factors.
Within the framework of the vitality model, intrinsic motivation is a key element
for achieving long-term well-being and self-development. Intrinsic motivation implies
that people act out of inner satisfaction, passion or interest, and not because of external
rewards or punishments. is means that a person does not act in order to receive a
reward or avoid punishment, but because it corresponds to his inner values and beliefs.
e vitality model states that intrinsic motivation can be underpinned by three
basic needs: autonomy, competence, and communication.
- Autonomy implies that a person has the ability to make decisions and control his
life.
- Competence is condence in one’s abilities and skills.
- Connection - means a sense of belonging to someone or to something more.
If these basic needs are met, then internal motivation will increase, and people will
experience greater vitality. is can lead to passion and achievement of high results in
activities.
e vitality model can have practical applications in the eld of psychology and
psychotherapy, for example, in helping people nd their inner motivations and hobbies
in life. Also, the model can be used to create conditions that support the satisfaction of
basic needs.
It is worth noting that two categories of vitality are distinguished in psychology: as
a state and dispositional vitality. e latter is of particular interest in the framework of our
research and the construction of our own concept.
As a state, vitality describes a person’s temporary experience of a strong desire to
live and a feeling of energy. In this state, a person can feel that life has meaning and value,
and show a high level of motivation and energy. A state of vitality can arise in response to
various stimuli, for example, as a result of successfully completing a task, communicating
with loved ones, doing something meaningful, etc.
Dispositional vitality is a stable personality characteristic that determines how
much a person is inclined to experience states of vitality. People who have a high level of
dispositional vitality usually show a high level of energy and motivation in everyday life,
they are more adaptive to stress and more resistant to life diculties. On the contrary,
people with low levels of dispositional vitality may feel tired, lack motivation, and oen
feel anxious and worried.
In psychology, criteria for assessing the level of dispositional vitality are highlighted:
1. Energy and activity in everyday life.
2. Goal-setting and a sense of direction, the ability to make plans for the future.
3. Interest in life, optimism and a positive attitude towards the environment.
4. Empathy and social responsibility.
5. Personal development and self-improvement.
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6. Self-condence and self-esteem.
7. Self-actualization and the pursuit of self-realization.
e theoretical approaches considered by us in relation to the phenomenon of
physicality, the image of the physical Self, the body schema and the concept of the
body, as well as vitality, allow us to conceptualize the quotient of vital and sexual energy
responsible for:
• the ability to act, be a leader and achieve goals
• will, unbending intention
• the courage to act contrary and the courage to be yourself.
Speaking about the quotient of vital and sexual energy (QVSE), we cannot fail to
mention the contribution of the German psychotherapist Wilhelm Reich to this problem.
According to his concept, a person has a certain energy that can be used for life activities
and for sexuality.
Reich believed that this energy could not only be distributed between life activity
and sexuality, but could also be squeezed and unused, which could lead to negative
consequences. For example, a person may experience fatigue, apathy, depression and
other problems if his energy is not used properly.
QVSE is measured by determining the amount of sexual energy that can be used for
life activities and social relationships. If this quotient is high, then a person has great vital
energy and the ability to be active, as well as healthy relationships with other people. If
this quotient is low, then a person may experience a lack of energy and problems in social
relations.
Considering modern research in the eld of sexuality, we should turn to the works
of B. Tkach and V. Lunev.
Based on the concept of neuropersonology, sexual activity and sexual potential
are dierentiated in connection with the functional state of the dorsolateral - DL (pars
dorsolateralis cortex praefrontalis cerebri - DL), orbito-frontal - OF (pars orbitofrontalis
cortex praefrontalis cerebri - OF), ventromedial - VM (Pars ventromedialis cortex
praefrontalis cerebri - VM) part prefrontal cortex and anterior lumbar gyrus - PC (Cortex
cingularis anterior cerebri - CA) of the cerebral cortex.
It is well known that the large hemispheres of the brain evolved from the olfactory
brain, namely from the center, which in phylogeny was responsible for sexual sense of
smell. erefore, there is an element of eroticism in all human cognitive activity. However,
it is the neuropersonal characteristics of a person that determine the implementation of
this program of the body.
Modern trends in neuropsychoanalysis open up prospects for specialists in the
eld of clinical psychology and family counseling to consider the neuro-personological
prerequisites of sexual behavior as a complex socio-cultural and behavioral phenomenon.
According to the theory of B.Tkach and V. Lunev, sexual behavior and sexual preferences
of a person are sensitive to the neuro-personological patterns of partners, individual and
unique characteristics of each participant in socio-erotic collective relationships.
e neuropsychological understanding of sexuality in its content corresponds to
the scientic level of thinking and provides the ability to manage ego-syntonic and ego-
distonic symptoms of sexual socialization, which will contribute to reducing the level
of neuroticism. Understanding the neuropersonal determinants of sexual behavior can
improve the therapeutic process and evidence-based research in the eld of psychotherapy
and sexology.
47
Summarizing the validity of our theory of the human Source Code, it is worth
noting that, in turn, IQ (intelligence quotient), VQ (body intelligence quotient), EQ
(emotional intelligence quotient) have 3 levels of eciency:
Level 1 - low
Level 2 - medium
Level 3 - high
Characteristics of intelligence quotient levels:
Characteristics of body intelligence quotients - VQ
1 - Low VQ level. It can be recognized through behavioral reactions such as laziness,
conformity, apathy, passivity.
People with this level of personal eectiveness in VQ are characterized as so-
bodied, unable to defend their interests, without initiative, having a driven position. Oen
such people remain silent and wait for instructions. But if the instruction is given clearly,
they follow it and wait for the next one. If the instruction is not given accurately, they
simply do nothing.
Characterized by the following:
- fatigue, low vitality
- low productivity
- lack of initiative
- focus on the process, not the result
2 - e average level of VQ can be recognized through the presence of a person’s
will. Such people can fulll their promises, plan and act according to the planned plan.
ey are hardworking, persistent, purposeful. Harmoniously merge into the team. ey
are calmly and condently moving towards the goals that they have set themselves.
Characterized by the following:
- inuence ability
- stable vitality, energy
- ability to lead, organizational skills
- the ability to inspire the team, motivate them to a common action
- high productivity, discipline
- high performance (said – done)
3 - A high level of VQ can be recognized through the presence of charisma and
leadership qualities. Such a person always has one’s own opinion and an individual view on
everything. He is able to inspire, unite and lead people. He oen has a complex character.
He is uncooperative and uncompromising in what he does or says. An excellent motivator
and an absolute authority.
Characterized by the following:
- clear leadership qualities
- ability to manage the situation
Characteristics of emotional intelligence quotients EQ
1 - A low level of EQ can be recognized as an uncontrolled emotional response to
the situation, the environment and their actions. As a consequence of such reactions,
a person with a low level has a habit of experiencing negative emotions. Such as envy,
resentment, longing, sadness, self-pity, fear, self-deprecation.
48
Characterized by the following:
- lack of communication skills
- inability to win people over
- low stress resistance
- long experience of problems
2 - e average level of EQ contains a more expanded range of emotions, which
includes the ability to live contradictory or complementary emotions. For example, I am
oended, but grateful. I’m angry, but I’m happy. I envy, but I admire this man. A wider
range of emotions allows you to have the freedom to choose your reactions.
At this level, a person already has the opportunity to choose the emotional reaction
that will be most constructive and eective for him at this moment in life.
Characterized by the following:
- harmonization of the atmosphere
- the ability to read the emotional state of other people, intuitively choose reliable
partners
- the ability to be a «muse», to inspire
- easy creation and maintenance of social connections
- stress resistance, self-control in crisis situations
3. A high level of EQ is the ability to transform or transform emotions into energy to
achieve your goals. A high level is also characterized by the ability to create the necessary
emotional atmosphere. For example, fear can be transformed into love, and anger into
compassion, hatred into forgiveness. A high level of EQ allows you to experience rened
emotions and high aesthetic feelings. Developed emotional intelligence is also clearly
manifested in the skills to distinguish emotions, feelings and create moods from them,
both inside oneself and in other people.
Characterized by the following:
- correct intuitive solutions in conditions of uncertainty
- exibility in the implementation of goals, the ability to take risks
- the ability of controlled conict management
- the ability to create an atmosphere for long-term cooperation
- ability to manage the communication eld of the family
Characteristics of IQ intelligence quotients
1 - Low IQ - standard thinking. is is a set of habitual thoughts and opinions about
yourself, objects and situations. It follows that this form of thinking is formulaic. is
level is a mental associative reaction to external circumstances or internal experiences.
Performs the role of an internal memory base or library. At this level of thinking, all the
information that a person has received during his life is stored.
Characterized by the following:
- inability to view the situation from dierent angles
- lack of new ideas
- there is no way to nd solutions in non-standard new situations, in conditions of
crisis or uncertainty
2 - Average IQ – individual thinking. It is our natural talent to perceive and express
thoughts.
Characterized by the following:
49
- ability to see simple solutions to complex problems, common sense
- ability to analyze and optimize processes
- high learning ability
- eective planning
- creating conditions for a promising partnership
- self-presentation skills
3- A high level of the quotient of thinking is brilliant thinking. It is a free form
of perception, expression and generation of thoughts that goes beyond patterns and
individuality. At this level of thinking, there is a constant upgrade (increase in the level)
of one’s own intelligence system.
4- Characterized by the following:
- large-scale vision (ability to take into account the full picture)
- Forecasting, anticipation, foresight
- long-term strategy
50
III. Diagnostics of the Family Source Code in the
context of integrative psychodiagnostic technologies
ere are several theories of family systems that reveal the prospects of studying the
family within the framework of an integrative approach in psychology. Among the most
valid and evidential are the following.
Actually, the theory of systemic family relations (Bowen eory) was developed
by American psychiatrist Murray Bowen. It is based on the idea of the family as a system
in which each member interacts with each other and inuences the behavior of other
members. Bowen’s theory also states that problems in the family can occur due to
insucient dierentiation of family members, i.e. their ability to separate their emotions
and thoughts from the emotions and thoughts of other family members.
e basic principles of Bowen ‘s theory consider the family in several positions:
- Family as a system. e family is seen as a system where each member interacts
with each other and inuences the behavior of other members. Problems in the family
may arise due to the fact that family members cannot adapt to changes in the family
system.
e presence of dierentiation mechanisms. Dierentiation is the ability of family
members to separate their emotions and thoughts from the emotions and thoughts of
other family members. Insucient dierentiation can lead to the fact that family members
are too dependent on each other and cannot make decisions based on their own beliefs
and values.
- Model of triangular relations. A triangular relationship is an interaction between
three family members that can occur when one family member cannot directly resolve
a conict with another member and attracts a third person into this conict. Such
relationships can lead to increased tension in the family.
An intergenerational perspective. It involves taking into account the interaction
of family members over several generations. Bowen’s theory suggests that behavior and
relationships within the family may be a continuation of those observed in previous
generations of the family.
e theory of Family roles (Family Roles eory) states that each family member
has a specic role in the family system. Roles are determined by the expectations that
society, culture, and family have imposed on each member. e roles that develop within
the family can be dynamic and change over time.
e main categories of the theory of family roles:
- Roles – certain role expectations that are expressed in behavior and relationships
within the family. Roles can be socially dened and depend on age, gender, culture,
education and other factors. Roles can also be implicit and informal, and the functioning
of the family system may depend on them.
- Role conicts – are considered as situations when the roles that have been assigned
to a family member contradict each other or conict with other roles.
- Role allocation is a process when family members assign certain roles and tasks
to ensure the functioning of the family system. e distribution of roles can be formal or
informal, and may depend on cultural and social norms.
- Role changes are a process when family members change their roles in accordance
51
with changing life circumstances. For example, the role of the wife may change to the role
of the mother when a child is born in the family.
e theory of family roles can help to understand how roles within the family aect
behavior and relationships between family members. It can be used to develop strategies
aimed at improving communication and resolving conicts within the family.
Minuchin’s Family Systems eory states that the family is a system that functions
on the basis of certain rules and boundaries. It was developed by Argentine psychiatrist
Salvador Minuchin and his colleagues in the 1960s.
e basic principles of the theory of family systems of the Ministry of Education:
- Family as a system. e family is seen as a system that functions on the basis
of certain rules and boundaries. Each family member inuences other members, and
changing the behavior of one family member can cause changes in the behavior of other
members.
- Family rules and boundaries as invisible and explicit rules that regulate behavior
and relationships within the family. Violation of rules and boundaries can cause conicts
and problems in the family.
- Family subsystems. e family is dierentiated into subsystems, which may include
a couple, a parent duo, siblings, etc. Each subsystem has its own rules and boundaries, and
a change in one subsystem can aect other subsystems.
Boundaries within the family are patterns that dene what is inside and outside
the family. Insucient boundaries can lead to the fact that the family is too involved
in each other’s lives and does not devote enough time to interacting with the external
environment. Too rigid boundaries can lead to a lack of communication between family
members.
- e exibility and adaptability of the family allows it to adapt to changing
circumstances. Families who are too rigid and unable to adapt to changes may face
problems and stress.
e Family Life Cycle eory states that families go through dierent stages in
their lives, each of which has its own tasks and challenges. is theory was developed by
Erickson and Levin in the 1950s.
e main stages of the family life cycle according to this theory are presented in this
way:
- Creating a family. is stage begins with marriage or the creation of a couple and
continues until the birth of the rst child. e main tasks at this stage are to establish
relationships between partners and prepare for the role of parents.
- Development of a family with young children. is stage begins with the birth of
the rst child and continues until the children reach school age. e main tasks at this
stage are the establishment of family life with young children, the development of the
roles of parents and the provision of care for children.
- Family development with teenagers. is stage begins with the appearance of
teenagers in the family and continues until they leave home. e main tasks at this stage
are preparing children for adulthood, establishing new relationships between parents and
children and preparing for the role of the elderly.
- Family development with the elderly. is stage begins aer the children have le
home, and continues until the death of one of the spouses. e main tasks at this stage
are preparing for old age, establishing new relationships between spouses and developing
new interests and occupations.
52
- Families in old age. is stage begins aer the death of one of the spouses and
continues until the end of the life of the other spouse. e main tasks at this stage are
maintaining ties with children and grandchildren, maintaining health and establishing
new relationships with peers.
e theory of the family life cycle can help to understand how the tasks and
challenges that families face in dierent periods of their activity change.
Summarizing, we can say that all these theories are important for understanding
the functioning of the family and the role of each of its members. ey highlight dierent
aspects of family life and focus on dierent aspects of family dynamics. e theory of
systemic family relations (Bowen eory) highlights the role of family history and
emotional reactions to family dynamics. It pays great attention to the inuence of dierent
generations on the behavior and relationships of family members. e theory of Family
Roles (Family Roles eory) pays more attention to the expectations that society, culture
and family have imposed on each family member. It highlights the roles and distribution of
roles within the family that can inuence the functioning of the family system. Minuchin’s
eory of Family Systems (Minuchin’s Family Systems eory) considers the family as a
system that functions on the basis of certain rules and boundaries. It highlights family
rules and boundaries, family subsystems and the exibility and adaptability of the family
system. e Family Life Cycle eory states that families go through various stages in
their lives, each of which has its own tasks and challenges. It identies various stages of the
family life cycle, starting from the creation of a family and ending with old age.
In general, these theories together can help to understand dierent aspects of family
life and dynamics, as well as develop strategies aimed at improving communication and
resolving conicts within the family. Each theory emphasizes certain aspects of family life,
and their use depends on the specic needs and problems faced by a particular family.
Working with the family, in fact, the family system is a process in which the
consultant helps the family in solving conicts and problems by using various methods
and techniques. e basic principles of working with the family are based on:
- A systematic approach is an understanding of the family as a system that functions
in interconnected parts. As part of a systematic approach, the consultant is looking for
ways to help the family change the dynamics and structure of its system.
- Cooperation is an interaction between a consultant and a family based on trust
and respect. e consultant helps the family to set goals and develop an action plan, and
then works together with the family to achieve them.
- Lack of criticism is a principle that implies that the consultant does not evaluate or
criticize the behavior of the family. Instead, the counselor helps the family understand the
causes and consequences of behavior and take responsibility for their actions.
- e focus on solving problems is a principle that means that the consultant helps
the family to focus on solving problems and nding practical solutions, and not on nding
the culprits.
- Respect for diversity is a principle that implies that the consultant respects cultural
and ethical dierences within the family. e consultant takes into account the cultural
and personal characteristics of each family member and helps the family to use their
strengths in solving problems.
- Condentiality is a principle that ensures that all information received by the
consultant in the process of working with the family remains condential and is not
53
disclosed to third parties without the consent of the family.
At this stage of our research, we will turn to the main models used in the psychological
diagnosis of the family.
One of the most valid models of social relations seems to us - the Social Relations
Model (SRM) is a model of psychological diagnostics of family relations, which is used
to study interactions between family members. SRM assumes that each family member
interacts with each other based on three factors: the actor (the person performing the
action), the goal (to which the action is directed) and the context (the environment in
which the action takes place).
e Social Relations Model (SRM) is a statistical approach to the study of interactions
between people within a group, such as a family, team or organization. SRM uses matrices
to describe various aspects of interaction, such as variability of behavior and evaluation
of each other.
In family psychodiagnostics, SRM can be used to study the dynamics of relationships
between family members. With the help of SRM, you can explore how each family
member aects the relationships within the family and how the family as a whole aects
the relationships between its members.
SRM can also be used to identify family patterns such as conict, collaboration,
and social support. is data can be useful for determining which aspects of family
relationships need improvement and which strategies can be eective to improve the
quality of family life.
One of the SRM tools is the Circumplex Model, which is used to study relationships
between people based on two main dimensions: dominance/submission and attractiveness/
unattractiveness. is approach allows us to explore which qualities of interaction are
constructive and which can be destructive.
SRM allows you to study how each family member perceives and evaluates each
other’s behavior, as well as how these assessments aect their relationships. e SRM
method can be used to study various aspects of family relationships, such as emotional
connection, communication, conicts and interaction within family roles.
SRM is a statistical approach to analyzing family relationships, using mathematical
models to study complex interactions between family members. e SRM method can be
used to evaluate the eectiveness of family therapy, study the eects of various factors on
family relationships and develop individual programs to improve family relationships.
e next model - e Family Assessment Device (FAD) – describes an algorithm
for diagnosing the functioning of the family. It was developed by Epstein et al. (1983) and
is a self-reporting questionnaire containing 60 questions. FAD covers seven main aspects
of family functioning, including communication, coherence, roles, family manageability,
emotional communication, social adjustment issues, and overall family functionality.
FAD is a widely used tool for diagnosing family functioning. It can be used
as part of a general assessment of a client or family in the context of psychological or
psychotherapeutic work. FAD can also be used to study the eectiveness of intervention
programs and evaluate the results of therapy.
It should be noted that the FAD model evaluates eight dierent aspects of family
functioning:
1. Communication problems
2. Problems of role-playing functioning
3. Problems of the emotional sphere
4. Problems of adolescent behavior
54
5. Problems of social support
6. Problems of family problem solving
7. Problems of family management
8. Problems of family adaptation
FAD can be used as a diagnostic tool to assess family relationships and determine
where help is needed. It can also be used to evaluate the eectiveness of family therapy
and assess changes in family relationships aer therapy.
FAD has been modied and adapted for use with a variety of populations, including
families with children, elderly families, and families with substance abuse problems.
However, as with any diagnostic tool, it is necessary to take into account its limitations
and evaluate the results taking into account the context of the family and other factors.
It is also important to understand that FAD cannot be used as the only tool for
diagnosing a family. Its results should be considered in the context of other factors, such
as family history, social support, cultural and religious beliefs, and other factors that may
aect the functioning of the family.
It is also necessary to take into account the McMaster Model, a model for
evaluating family relationships that was developed in the 1970s at McMaster University in
Canada. It is based on the idea that healthy families have open and eective communicative
behavior, and problems in family relationships can arise due to lack of communication
and inadequate functioning of family roles.
e McMaster Model includes eight dierent areas of family functioning:
1. Communication
2. Distribution of roles
3. Problems of emotional functioning
4. Problems of social adaptation
5. Entertainment and free time
6. Religious beliefs and practices
7. Financial resources
8. Work and career
e McMaster Model method provides information about how families function
and can help identify areas that need improvement. It can also be used to evaluate the
eectiveness of family therapy and assess changes in family relationships aer therapy.
It is also necessary to take into account the main provisions of ASEBA (Achenbach
System of Empirically Based Assessment) - a system of psychodiagnostics, which is
used to assess various aspects of psychological and emotional development, including the
diagnosis of family problems. ASEBA was developed by omas Achenbach in the 1960s
and is in widespread use around the world.
ASEBA includes assessment of various aspects of mental health, including diagnosis
of family problems:
1. Assessment of parental depression, anxiety and stress
2. Assessment of behavior problems in children and adolescents
3. Assessment of the problems of adaptation in the family and family functioning
ASEBA provides quantitative data on family problems and allows you to compare the
results with other families in accordance with regulatory data. is can help in identifying
areas that require attention and assistance as part of family therapy.
ASEBA can also be used to evaluate the eectiveness of family therapy and assess
changes in family relationships aer therapy.
55
And perhaps one of the most common methods of family diagnosis is the genogram
method – a graphical representation of the family structure and dynamics of relations
between family members. e genogram is used as a diagnostic tool to assess family
relationships and their impact on the mental health and well-being of family members.
e genogram allows you to present a family history, including information about
family ties, marriages, divorces, births, deaths, relocations and other signicant events. It
may also include information about the physical and mental health of family members, as
well as their social and economic status.
Genograms can be created manually or using specialized soware. ey can be used
as part of family therapy, where they can help in communicating with family members
and identifying problematic patterns of interaction.
It is also worth paying attention to the specic tools for measuring family
relationships and their dynamics. is list is not exhaustive, but we should pay attention
to such techniques and models as:
1. e Family Values Model. is model assumes that families that have clear and
high values have a higher degree of well-being and health. e assessment of family values
may include questions about what values the family adheres to and how they aect family
relationships. e Family Values Model is based on the assumption that families that have
clear and high values have a higher level of coherence and unity, and also cope better with
stress and problems. e assessment of family values may include questions about what
values the family adheres to, for example, religious, ethical, moral or social values, and
how these values are consistent with the values of each family member. e assessment
may also include questions about how family values inuence the decisions and behavior
of family members. e Family Values Model can be useful in diagnosing family problems,
such as conicts and dysfunctional relationships, as well as in identifying strategies to
improve the quality of family life. However, as with any model, it is necessary to take
into account its limitations and evaluate the results taking into account the context of the
family and other factors.
2. e Family Resources Scale is a family psychodiagnostic tool that evaluates
various aspects of family resources, such as social and economic support, parenting
skills of parents, ability to cope with stress, etc. e questionnaire was developed by
Samuel Gorinstein and his colleagues in 1978.
e Family Resources Scale questionnaire evaluates 11 family resources:
- Social and economic support: assessment of the availability of social and economic
support inside and outside the family.
- Parenting skills of parents: assessment of parents’ parenting skills, their ability to
set rules and provide a structure for family life.
- Degree of mutual understanding: assessment of the presence of understanding
between family members and the level of communication.
- Degree of involvement: assessment of the level of involvement of each family
member in various aspects of family life.
- Ability to cope with stress: assessment of a family’s ability to cope with stress and
adapt to a changing situation.
- Degree of control: An assessment of the level of control that family members can
exert on each other.
- Mutual support: assessment of the presence of mutual support between family
members.
56
- Parenting style: An assessment of the parenting style used by parents, their
tendency to harshness or gentleness.
- Ability to change: assessment of the readiness and ability of the family to change
their habits and lifestyle.
- Family values: assessment of the values that the family adheres to and their impact
on family relations.
- Social activity: assessment of the degree of social activity and involvement of each
family member in external family and social events.
3. Model of Family Roles and Tasks (Family Roles and Tasks Model). is model
assumes that family members must perform certain roles and tasks to ensure the healthy
functioning of the family. Assessment of family roles may include questions about what
roles each family member plays and how well these roles are performed. Assessment
of family roles and tasks may include questions about what roles each family member
plays, what tasks each should perform, and how well these roles and tasks are performed.
It may also include an assessment of how eectively the family performs its functions,
such as ensuring security, nancial well-being, providing education and health of family
members. e model of Family Roles and Tasks can be useful in diagnosing family
problems, such as uneven distribution of roles, insucient fulllment of family tasks, as
well as in determining strategies to improve the quality of family life. However, it should
be remembered that the model of Family Roles and Tasks does not take into account
the individual dierences of each family member and can lead to a narrowing of role
functions. erefore, the results of the assessment of family roles and tasks should be
considered taking into account the context of the family and other factors.
4. Family Harmony Scale. is scale evaluates the level of harmony in the relationship
between family members and can help in identifying those aspects that can be improved
to improve family relations. e scale was developed by Mark Lord and Colin Nowell
in 1969. e Family Harmony Scale consists of a single scale that evaluates the level of
harmony and consistency in family relationships.
5. Family Communication Scale. It was developed in 1979 by Marion Loki and
James Rappaport. is questionnaire evaluates the level of openness and trust, emotional
expression, the ability to express their thoughts and feelings, as well as the ability to
listen to other family members. Actually, it evaluates the eectiveness of communication
between family members and can help in identifying those areas that can be improved to
improve family relations.
As we can see, most valid models of psychodiagnostics of the family are based on
ideas, to some extent, outdated against the background of changing models of the modern
family. Accordingly, we are faced with the need to create a new model. In this context, the
diagnostic model of the human Source code becomes relevant.
57
III.I. Diagnostics of the Shabshai Source Code
for the family
In working with a client within the Club System, family psychodiagnostics is
considered as a process that can include various strategies, depending on the specic
needs and problems faced by a particular family. However, some of the main strategies for
psychodiagnostics of the family include:
- Detection of open and hidden transactions - focuses on the study of interaction
between family members using the concept of transactions. A transaction is an exchange
of information between people, which can be healthy or unhealthy depending on the
content, tone and context.
- Family constellation is a strategy that uses methods based on the technique of family
constellations. is technique allows family members to «arrange» their relationships
with each other in space and time in order to understand their emotional connections
and problems.
- Interactionism - focuses on interaction between family members based on
interaction and interdependence between family members. is approach allows you
to understand how each family member interacts with others and identify problems
associated with this interaction.
- Identication of family syndrome - a certain lifestyle or dynamics of relationships
in the family, which can lead to conicts, emotional tension and psychological problems
in family members. Family syndrome can manifest itself in various forms, for example:
Symbiosis - family members are too strongly connected with each other, which can
lead to dependence and limitation of the personal development of each family member.
Conicts - A family may experience constant conicts that may be related to the
role of each family member, dierences in opinions and values, or other problems.
Estrangement - Family members may feel alienated from each other, which can lead
to feelings of loneliness and emotional tension.
Intractable conicts - the family may face problems that cannot be solved, which
can lead to chronic stress and emotional problems for family members.
Destructive behavior - Family members may exhibit destructive behavior, such as
violence, alcoholism or drug addiction, which can seriously aect the psychological state
of all family members.
Actually, family syndromes are the most complex phenomenology in working with
the family system. e starting point in working with the client within the Club System is
the diagnosis of his Shabshai Source Code for the family (hereinaer SSC), which consists
of ve stages:
1. Getting to know each of the family members:
Mother + Father + Children
2. Determination of the goals, desires and tasks of each of the family members.
3. Diagnosis of the IQ of each of the family members (IQ).
4. Diagnosis of the EQ of each of the family members (quotient of emotional
intelligence).
5. Diagnosis of the VQ of each of the family members (body intelligence quotient).
6. Analysis of diagnostic results.
7. Creating an adjustment plan.
SC diagnostics is carried out in 7 stages:
58
1. Meetings with family members to determine the goals and clarify the request. As
a rule, two meetings are held:
• the rst is acquaintance, determination of goals, diagnosis of enneatype (type of
thinking), IQ, VQ, EQ quotient levels;
• the second is based on the results of diagnostics and in order to develop an
adjustment scenario.
2. Drawing up a diagnostic plan:
• drawing up a list of actions in which it is necessary to take part in order to carry
out diagnostics;
• drawing up a list of proposals (complaints) that need to be checked, conrmed,
analyzed;
• compiling a list of people from the family members’ environment for a more
thorough analysis of the SC.
3. Analysis of the current situation of relationships in the family.
4. Diagnosis of SC of each family member, i.e. determination of types of thinking
and levels of IQ, VQ, EQ eciency quotients.
To calculate each quotient correctly, a 3-point scale is used:
• low – 1 point;
• average – 2 points;
• high – 3 points.
For example, it is determined that:
• father has the following points for each quotient –
o IQ – 2 points;
o EQ – 1 point;
o VQ – 2 points;
• mother has the following points for each quotient –
o IQ – 1 point;
o EQ – 2 points;
o VQ – 1 point;
• the child has the following points for each quotient –
o IQ – 1 point;
o EQ – 1 point;
o VQ – 1 point.
en the point levels of each corresponding personal quotient of family members
are summed up and divided by the number of people. In our example it looks like this:
IQ = (2 + 1 + 1) : 3 = 1,3,
which corresponds to the level of this quotient from low to medium;
EQ = (1 + 2 + 1) : 3 = 1,3,
which also corresponds to the level of this quotient from low to medium;
VQ = (2 + 1 + 1) : 3 = 1,3,
which also corresponds to the level of this quotient from low to medium.
us, it is important to calculate a Personal program based on the need to develop a
particular vector to achieve goals, taking into account the assessment of the level of each
personal quotient.
5. Formation of a role hierarchy in a family working to achieve family goals.
6. Fixing the diagnostic results and preparing a presentation and creating a strategy
for adjusting the family’s SC with the proposal of an appropriate program.
7. According to the results of the diagnosis, the client receives a ready–made
document - a SC diagnosis.
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2. Determination of the goals, desires and tasks of each of the family members.
e analysis of the current situation in the family includes the following elements:
e strategic goals and objectives of the family describe:
• strategic goals of the family in the perspective of the year (for example, moving to
another place of residence, acquiring real estate, inheriting a business, etc.);
• strategic goals of family members (for example, admission to university, the birth
of children, grandchildren, marriage, etc.);
• the degree of implementation of the strategic goals of the family and its members;
• existing diculties and obstacles at the stage of their achievement.
2. Tactical goals and objectives of the family and current indicators of their
implementation.
Tactical goals and objectives of the family describe:
• current goals of the family and its members in the future up to a year;
• existing diculties and obstacles at the stage of their achievement.
3. Hierarchy in the family
Includes a description of the current distribution of roles in the family.
3. e eectiveness of the IQ, EQ, VQ levels of each of the family members
At the IQ level:
• the presence of clan, family values is determined;
• strategic and tactical plans and goals are established.
During the analysis of the IQ level of the family, it is important to determine the
level of thinking of the father of the family (husband) and his readiness for the role of
leader.
e second important parameter is the level of contact and mutual understanding of
the father with the rest of the family (whether they share his goals and objectives, whether
they accept him as a leader).
At the EQ level:
the atmosphere in the family is determined, which includes:
• basic emotions prevailing in the family;
• the ability of family members to negotiate among themselves;
• the level of internal ethics and discipline in the family;
• the level of trust and openness.
During the analysis of the EQ level, it is important to determine the level of emotional
intelligence of parents (husband and wife), as well as their level of mutual understanding
and interaction with each other and with children.
At the VQ level:
the quality of interaction in the family is determined through:
• the presence of a control and management system in the family;
• the presence of family traditions and continuity;
• compliance with the accepted family orders.
Gaps at IQ, EQ, VQ levels
At this stage, key gaps at each level of the family’s intelligence are recorded and
analyzed. In other words, whether the corresponding functions are performed at each
level with examples and facts conrming them.
In the diagnosis of SSC of the Family, 10 individual types of thinking – enneatypes
are studied. Each of the types of thinking corresponds to one of the types according to the
enneagram. According to the Shabshai system , the following types of individual thinking
correspond to each of the enneatypes:
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• 1st enneatype – critical thinking;
• 2nd enneatype – variable thinking;
• 3rd enneatype – imaginative thinking;
• 4th enneatype – creative thinking;
• 5th enneatype – analytical thinking;
• 6th enneatype – logical thinking;
• 7th enneatype – panoramic thinking;
• 8th enneatype – strategic thinking;
• 9th enneatype – abstract thinking;
• 10th enneatype – existential thinking.
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III.II. Personal program development
(goal achievement algorithm)
An individual scenario is developed for the client’s Personal Program, taking into
account the interests, wishes, requests and goals of each of the family members.
e individual scenario of each of the family members is built in accordance with
the Goals that the client wants to achieve on the principle of NOT HARMING another
family member.
e scenarios are correlated and negotiated with the whole family, in addition to the
condential requests of each of the members.
e following characteristics of the quotient levels are determined:
Characteristics of body intelligence quotients – VQ
1) Low VQ level. It can be recognized through behavioral reactions such as laziness,
conformity, apathy, passivity.
People with such a level of personal eectiveness in VQ are characterized as so-
bodied, unable to defend their interests, without initiative, having a driven position. Oen
such people remain silent and wait for instructions. But if the instruction is given clearly,
they follow it and wait for the next one. If the instruction is given inaccurately, they simply
do nothing.
It is characterized by the following qualities:
- fatigue, low vitality;
- low productivity;
- lack of initiative;
- focus on the process, not on the result.
2) e average level of VQ can be recognized through the presence of a person’s will.
Such people can fulll their promises, plan and act according to the prepared plan. ey
are hardworking, persistent, purposeful. Harmoniously merge into the team. ey are
calmly and condently moving towards the goals that they have set themselves.
It is characterized by the following qualities:
- ability to inuence;
- stable vitality, energy;
- ability to lead, organizational skills;
- the ability to inspire the team, motivate them to a common action;
- high productivity, discipline;
- high performance («said – done»).
3) A high level of VQ can be recognized through the presence of charisma and
leadership qualities. Such a person always has one’s own opinion and an individual view on
everything. He is able to inspire, unite and lead people. He oen has a complex character.
He is uncooperative and uncompromising in what he does or says. An excellent motivator
and an absolute authority.
It is characterized by the following qualities:
- clear leadership qualities;
- ability to manage the situation.
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Characteristics of emotional intelligence quotients – EQ
1) A low level of EQ can be recognized as an uncontrolled emotional response to the
situation, the environment and their actions. As a consequence of such reactions, a person
with a low level has a habit of experiencing negative emotions. Such as envy, resentment,
longing, sadness, self-pity, fear, self-deprecation.
It is characterized by the following qualities:
- lack of communication skills;
- inability to win people over;
- low stress resistance;
- long experience of problems.
2) e average level of EQ contains a more expanded range of emotions, which
includes the ability to live contradictory or complementary emotions. For example, I am
oended, but grateful; angry, but happy; envious, but admire this person. A wider range
of emotions allows you to have the freedom to choose your reactions.
At this level, a person already has the opportunity to choose the emotional reaction
that will be most constructive and eective for him at this moment in life.
It is characterized by the following qualities:
- harmonization of the atmosphere;
- the ability to read the emotional state of other people, intuitively choose reliable
partners;
- the ability to be a «muse», inspire;
- easy creation and maintenance of social connections;
- stress resistance, self-control in crisis situations.
3) A high level of EQ is the ability to transform or transform emotions into energy
to achieve goals. A high level is also characterized by the ability to create the necessary
emotional atmosphere. For example, fear can be transformed into love, and anger into
compassion, hatred into forgiveness. A high level of EQ allows you to experience rened
emotions and high aesthetic feelings. Developed emotional intelligence is also clearly
manifested in the skills to distinguish emotions, feelings and create moods from them –
both inside oneself and in other people.
It is characterized by the following qualities:
- correct intuitive solutions in conditions of uncertainty;
- exibility in the implementation of goals, the ability to take risks;
- the ability of controlled conict management;
- the ability to create an atmosphere for long-term cooperation;
- the ability to manage the communication eld of the family.
Characteristics of intelligence quotients – IQ
1) Low IQ – standard thinking. is is a set of habitual thoughts and opinions about
yourself, objects and situations. It follows that this form of thinking is formulaic. is
level is a mental associative reaction to external circumstances or internal experiences.
Performs the role of an internal memory base or library. At this level of thinking, all the
information received by a person during his life is stored.
It is characterized by the following qualities:
- inability to view the situation from dierent angles;
- lack of new ideas;
- it is not possible to nd solutions in non-standard new situations, in conditions of
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crisis or uncertainty.
2) Average IQ – individual thinking. It is our natural talent to perceive and express
thoughts.
It is characterized by the following qualities:
- ability to see simple solutions to complex problems, common sense;
- ability to analyze and optimize processes;
- high learning ability;
- eective planning;
- creating conditions for a promising partnership;
- self-presentation skill.
3) High IQ – brilliant thinking. It is a free form of perception, expression and
generation of thoughts that goes beyond patterns and individuality. At this level of thinking,
there is a constant upgrade (increase in the level) of one’s own intelligence system.
It is characterized by the following qualities:
- large-scale vision (ability to take into account the full picture);
- forecasting, anticipation, foresight;
- long-term strategy.
e quotients of personal eectiveness of each Family member determine the
quality of life of the Family:
IQ (intelligence quotient) – success and well-being of the Family;
EQ (emotional intelligence quotient) – happiness and love in the Family;
VQ (body intelligence quotient) – the health and longevity of the genus.
In accordance with the Requests and Goals, methods and exercises are selected,
specially selected for each of the clients. en, according to the developed scenario and
Goals, IQ, EQ, VQ tutors and game modiers are assigned.
Accordingly, the time of the authors of the system is allocated, depending on the
level of the Program.
By agreement with the family, as well as by agreement with each of the family
members, the script is adjusted, as well as the methods and appointments of tutors.
e program can be a period from 3 months to 1 year, depending on the goals and
training of the client, as well as his motivation.
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III.III. Scenarios, methods and exercises
necessary to achieve the goal
Aer getting acquainted with the individual situation of each family member in his
personal life, business or in relationships with other family members, the authors of the
system develop several options for a personal scenario to achieve the stated goals.
e family chooses the most optimal scenario for themselves.
Aer that, the detailing of the scenario chosen by the family begins.
e scenario, as described by the authors of the system, is a sequential algorithm of
scenes and actions leading to the goals stated by clients (family members).
In addition to Goals and Actions, the development and detailing of the scenario
includes Goal Setting, Strategic Analysis and Strategic Planning in accordance with the
circumstances proposed by the family (CP).
us, the Shabshai author’s program is used:
«I’m in «CP» «Acting»
e scenario is detailed at all stages, up to changing the habits, behaviors and
reactions of each of the family members, their thinking, including even the development
of speech modules and dialogues.
1. Determination of Growth Points to increase personal eciency quotients of
family members:
• Growth Points take into account the strategy of personal quotients development:
- what quotients should be increased and to what level – to achieve the desired
result?
• Growth Points take into account the tactics of personal quotients development:
- what is the sequence of growth of quotients?
2. Development of a set of methods necessary to achieve Growth Points.
e methods are selected according to the development of each of the personal IQ,
EQ, VQ quotients.
Basic sequence of methods implementation:
1. Introduction of VQ methods aimed at:
• improving the level of discipline in the family;
• raising the father/husband’s VQ level to the VQ leadership level.
2. Introduction of EQ methods aimed at:
• improving the ethics of family members;
• raising the level of parents’ EQ to the level of stress resistance EQ.
3. Introduction of IQ methods aimed at:
• increasing the level of responsibility of family members;
• raising the IQ level of the father/husband to a non-standard IQ level.
e selection of methods is determined by the personal diagnosis of Family
members.
Basic methods of the author’s programs of the Shabshai family:
- Amograce – Emotional Detox, Anti-burnout, Relationship Refresh, Level up, Face
Antistress;
- comprehensive emotional and intimate health programs from High Studio;
- training courses for the development of a child’s thinking according to the theory
of 10 enneatypes and gamication environment from Future Education Centre 3/7;
- emotional health and emotional business security from Emotional Security Group.
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Methods of inuencing IQ
• Working with a tutor
• Identication of deep mental attitudes and their elaboration
• Studying the type of thinking of the client
• Formation of new mental skills
• Cognitive practices
Methods of inuencing EQ
• Meditative breathing practices
• e practice of emotional cleansing
• Working with a tutor
• Teaching the vision of emotions and the formation of the skill of emotional stability
Methods of inuencing VQ
• Massages (elimination of stress blocks)
• Massages (activation of internal VQ resources)
• Cognitive games
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III.IV. Working with tutors and authors of the
system
A group of experts is appointed to the selected Family Personal Program (PP):
1. IQ Tutor;
2. VQ Tutor;
3. EQ Tutor;
4. gamier;
5. the authors of the system.
1) IQ tutor helps to see and master the individual type of thinking of the client and
use it as much as possible, learn to separate yourself from your thoughts, communicate
with other family members. Teaches to convey the idea correctly from the rst time,
correctly formulating and selecting a connection with family representatives.
An IQ tutor is a person who teaches new Meanings, the ability to think and anticipate
situations. e IQ tutor teaches each of the family members the basic laws of action or
goal achievement, as well as the correct use of their type of thinking for easier and more
successful communication, for an easier process of thinking and the birth of ideas.
IQ tutor helps the client to see their limitations, bad habits and separate from them.
e task of an IQ tutor is to open up to the client his gi of individual thinking and
make the most of this resource.
An IQ tutor oen uses an individual or family psychodrama to solve family requests.
2) e EQ tutor works with emotional intelligence. His task is to teach to recognize
and understand emotions, to expand the range of feelings and emotions of the client, to
teach to accept and respect each of the family members. is helps to establish contact in
the family faster, restore love and gratitude, experience more pleasant, joyful and fullling
impressions, and feel the fullness of life.
e EQ tutor also works with the stress resistance of the family and the ability to
«take a hit», «get up from your knees», overcome crisis situations.
His task is to teach the client to «live» correctly and constructively overcome the
situation with a minimum of losses for his own resource.
e EQ tutor teaches new emotional habits necessary for a happy everyday life.
3) VQ-tutor – introduces the family to the secrets of his body. Teaches individual
discipline, self-regulation, various types of charging, daily routine and nutrition. If
necessary, it helps to lose weight, builds a proper diet and teaches other useful skills and
life hacks necessary for health, improving immunity and a beautiful gure.
Works with the client’s stress blocks inside the body of each of the family members,
and within the family.
It helps to release the encapsulated energy and tension inside the body, helps to
remove uncontrolled complexes and clamps inside the body. As a result of the work of
the VQ tutor, the body of each of the family members becomes freer, gets tired less, and
retains a resource longer. e client needs less time to recover and sleep.
VQ-tutor teaches you to relax correctly and quickly, gain physical resources, cope
with psychosomatic diseases, if there are any. A VQ tutor increases bodily self-condence,
and this is the ability to communicate, become a leader.
VQ tutor teaches new body habits, skills and life hacks.
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us, tutors within the framework of a Personal program help each of the family
members to improve their body condition, take care of their health, remove excess weight
and raise their level of quotients, expand their capabilities.
Each of the tutors is assigned a clearly dened number of hours to work.
4) e gamier, in accordance with a Personal program, teaches specially selected
life hacks and skills necessary to achieve the goals of both the whole family and each of
its members.
It helps to adapt these life hacks to personal situations, as well as to solve family and
business issues.
e life hacks taught by the gamier allow the client to develop a non-standard
form of thinking, a new perception for him and apply it for an impeccable action.
Life hacks are created individually for the client and adjusted depending on how
quickly he applied and learned them. ere are 3D, 3D-4D and 4D life hacks.
5) e time of the authors of the system is the hours of their individual work,
during which the clients solve their specic issue.
Also, communication with the authors is an opportunity to adjust the Source Code
or the Program itself, if necessary, to introduce new additional elements into it.
Communication with authors is a time when a client can quickly and professionally
solve their problems: not only personal, but also in professional activities.
A clearly dened number of hours are allocated to work with the authors of the
system.
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III.V. Personal Program levels and trainings
ere are four levels of a Personal Program:
1. Blast o – within the framework of this Program, one of the quotients (IQ, VQ
or EQ) is adjusted. At this level of the Program, the client gets acquainted with the basic
principles of the Club system. e standard term is from 3 to 6 months.
2. Attention control – this level of the Program provides for the adjustment of two
quotients depending on the client’s goals. ere is also a special emphasis on where the
client’s attention is located according to the principle «what is given attention, it grows».
is level is much more interesting and exciting than Blast o, because it helps the client
to realize himself and the channels of leakage and accumulation of attention. Being at
this level makes it possible to dramatically raise the level of attentiveness to all processes
taking place in the individual, business and family. e standard term is from 6 months.
3. Memory management — working with all three quotients according to the client’s
goals. A level that allows you to restore memory due to specially selected author’s programs.
At this level, the concepts of memory and gender are deeply explored, methods of
immersion in the birth canal are used, the past is re-edited and recapitulated, prerequisites
for a successful future are created. We are working with the deep psychotrauma of the
past.
At this level, the beginning of work with the 4th Dimension takes place.
4. Time inception is a program that provides training in futuristic skills, programming
skills of the future, forecasting and building your own scenario in conditions of uncertainty.
e fundamental dierence of the 4th level is that all the previous levels of the
Program help the client to implement the scenario created with the participation of the
authors of the Club system, but the Time inception level helps the client to learn how to
prescribe their own scenarios and inuence the future situation in the best way for him.
At this level, there is an active learning of 4th Dimension technologies. ere is a deep
awareness and understanding of time.
In addition to individual work with the client, joint trainings can be conducted
within the framework of a Personal program. ese are programs of direct work either
with tutors, or with the authors of the system, depending on the level of the program.
During the trainings, control points are set, life hacks are checked, as well as the
quality of skills and their adaptation for use in real life.
e number of trainings is individual and depends on the specics of the Personal
program.
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IV. Phenomenology of the club system in integrative
psychotherapy and coaching
e club system of coaching and psychotherapy is an approach in which several
clients work in a group with one coach or psychotherapist. It is based on several principles:
1. Equality of participants: each participant has the right to speak out and get help
from other participants and a coach/psychotherapist.
2. Mutual assistance: participants help each other, share their experience and
knowledge.
3. Condentiality: All information discussed in the group is condential.
4. Safety: A coach or therapist creates a safe and supportive environment for all
group members.
e benets of a club coaching and psychotherapy system include:
1. e opportunity to receive support from several sources: group members help
each other and share their experience, which can improve the results of work.
2. Interaction with other people: Group work can help in developing communication
skills and improving interpersonal relationships.
3. Saving time and money: e costs of a coaching/psychotherapy session are shared
among several participants.
4. More motivation and responsibility: Group members can provide mutual support
and motivation to each other, as well as feel more responsible for their progress.
e club system of coaching and psychotherapy can be a useful tool for those who
are looking for support and help in various life situations.
ere are several approaches to club therapy that are used by practicing
psychotherapists and coaches. Below are some of them:
1. Integrative approach. is approach uses elements of various approaches to
psychotherapy, such as psychodynamic, cognitive-behavioral, gestalt, systemic and others,
to achieve the best result for the group members.
2. e solution-oriented approach focuses on solving the specic problems of the
group members and on nding practical solutions to these problems.
3. Systematic approach - focuses on how interaction and communication between
group members aect their psychological well-being and how these interactions can be
changed to improve the quality of life.
You can use the service of Source Code Diagnostics and the development of a
Personal Program for achieving life goals through membership in the Shabshai Time
Technology Club System – a community of people who are implementing their Personal
Program.
e club approach in the Shabshai Time Technology system is based on several
theories that are used to explain the eectiveness of group therapy. First of all it is:
1. Social support theory: According to this theory, social support received from
other people can help in coping with diculties and stress. e theory of social support
suggests that the availability of social support can be useful for improving people’s physical
and mental health, as well as for improving their social adaptation. Social support can be
dened as the availability of resources provided by other people who can help in coping
with diculties caused by stress or illness. Such resources can be emotional support,
practical help and informational support. Social support theory states that people who
have access to social support have better physical and mental health than those who do
not have such support. Studies have shown that social support can help reduce stress
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levels, improve mood, and reduce the risk of depression, heart disease, and other physical
illnesses. In general, the theory of social support also implies that dierent types of social
support can have dierent eects on physical and mental health. e club approach in
psychology, in which several participants work in a group, can provide more opportunities
for social support.
2. Interaction theory: According to this theory, interaction between group
members can lead to changes in internal beliefs, behavior and emotions. e main idea
of the interaction theory is that any changes that occur during psychotherapy occur due
to the interaction between the therapist and the client, and not due to the use of specic
techniques or methods. us, the interaction between the therapist and the client is
considered as the main factor determining the eectiveness of psychotherapy. According
to the theory of interaction in group psychotherapy, a group is a complex system in which
each participant interacts with all other participants. Interaction between participants can
occur at the level of open communication or at the level of non-verbal signals. e theory
of interaction in group psychotherapy suggests that interaction between participants can
lead to transformation and change of their internal beliefs, behavior and emotions. is
is due to the fact that group interaction allows participants in psychotherapy to see their
problems in a new light, understand them better and consider them in the context of the
experience of other group members. e club approach in psychology can provide a wider
range of opportunities for interaction and mutual inuence between participants.
3. Similarity theory: According to this theory, people with similar characteristics
and interests are more likely to communicate and cooperate. e theory of similarity
suggests that participants in a psychotherapy group can benet greatly from the therapy
process if they have common features, for example, common values, interests, personal
characteristics, etc. Similarity theory suggests that people tend to communicate and
interact with those who are similar to them. is can happen because people have a sense
of comfort and condence when they are surrounded by people who are like them. In
group psychotherapy, the theory of similarity can manifest itself in the fact that group
members can better perceive advice and help from those who are similar to them. Also,
the theory of similarity can contribute to more eective interaction in the group and
it is easier to nd common points of view between participants. e club approach in
psychology can attract people with common interests and problems, which can improve
the eectiveness of group therapy.
4. eory of self-realization: according to this theory, people strive to realize
their potentials and achieve self-realization. e theory of self-realization assumes that
each person has unique abilities and talents that must be developed and used to achieve
personal goals and the meaning of life. In group therapy, the theory of self-realization
can be used to help group members achieve personal goals and self-development. Group
therapy can provide participants with the opportunity to improve their communication
skills, better understand their emotions and motivations, and gain support and empathy
from other group members. e theory of self-realization also emphasizes the importance
of taking responsibility for one’s life and actions. Group members can be helpful in this
process by supporting each other and discussing their life experiences and decisions. e
club approach can help group members gain new skills and knowledge, as well as develop
their personal qualities.
5. Social comparison theory: According to this theory, people compare themselves
with other people to determine their place in the social hierarchy. is theory assumes that
people determine their well-being and level of satisfaction with their lives by comparing
themselves with other people, which allows them to determine their personal standards
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and values. e club approach can provide group members with the opportunity to
compare their problems and achievements with other members and nd new ways to
solve their problems.
In summary, we must say the following. e club approach in coaching and
psychotherapy has proven eectiveness. Research shows that group psychotherapy can be
more eective than individual psychotherapy in a number of cases. Group psychotherapy
can provide more opportunities for communication with other people, support and
empathy from the group, as well as help in overcoming social isolation.
In addition, the club approach can help group members develop social support and
empathy skills, which can lead to an improvement in overall well-being. Research also
shows that social support can reduce stress levels, improve physical health, and increase
life satisfaction.
At the same time, the club approach can also help group members develop leadership
skills, which can be useful for improving career prospects and personal development.
Our experience proves that the club approach can also improve the eectiveness
of coaching, allowing participants to share experience and knowledge. is can help
group members develop their leadership skills and better understand their strengths
and weaknesses. In general, the club approach in coaching and psychotherapy can be
very eective in helping group members achieve personal goals, increase self-esteem and
improve the quality of life.
Diagnostics of a person’s Source Code determines:
- Type of thinking and related talents
- e eld of a person’s strength is his strong abilities and skills, sources of resources,
support for achieving goals
- e levels of the quotients of the Source code and the reasons why the quotients
are at an insucient level
- Targets and growth points for increasing each of the intelligence quotients - IQ,
EQ, VQ
Diagnostics of the human Source Code gives:
- e ability to use your own thinking at 100%, resources and superpowers of the
4th Dimension
- Real Programming of the Future in the «compressed time» life hack mode
Diagnostics of the Source Code takes place in an individual format with the
participation of:
- tutor (determines the type of thinking and the level of IQ)
- coach (determines the level of emotional intelligence quotient)
- massage therapist (determines the level of the body’s intelligence quotient)
For members of the Club system, it is available to compile a Personal program
for achieving life goals. Such a program includes the following stages:
- Diagnostics of Source code and type of thinking
- Goal setting (in one of the specied directions: personal relationships, business,
individual mission)
- Development of a personal program for achieving goals
- Analysis of the current situation with the adjustment of the Personal Program
- Creation of skills and development of competencies necessary to achieve the goal
- Introducing new skills into life
- Formation of a new lifestyle and constructive worldview
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Work on a Personal program involves the following formats:
- Tutor-support
- Personal Trainer
- Upgrade tours
- Trainings
- Massages
- Online lectures
- Quests «4th Dimension»
- Gamication
- Micro-education
Depending on which of the quotients needs to be increased, the following methods
are used:
Methods of inuencing IQ
• Working with a coach
• Identication of deep mental attitudes and their elaboration
• Studying the type of thinking
• Formation of new mental skills
• Cognitive practices
Methods of inuencing VQ
• Massages (elimination of stress blocks)
• Massages (activation of internal VQ resources)
• Cognitive games
Methods of inuencing EQ
• Meditative breathing practices
• e practice of emotional cleansing
• Working with a coach
• Teaching the vision of emotions and the formation of the skill of emotional
stability.
By agreement, the script, methods and assigned tutors are adjusted.
e program can be from 3 months to 1 year, depending on the goals and training
of the client, as well as his motivation.
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V. Organizational and technological aspects of
working with tutors and authors of the system. Personal
Program levels: an integrative approach
Our concept is based on the idea of the paramount importance and eectiveness
of tutoring in various elds, including coaching, psychotherapy, management and other
professional elds. Some of the advantages of tutoring in the Shabshai Time Technology
system include:
1. Skill development. Tutoring provides an opportunity for a beauty to develop
the skills and competencies necessary for successful work in her profession. is may
include developing leadership skills, improving communication and management skills,
developing customer service skills, etc.
2. Support. A tutor can provide emotional and professional support to a beauty, help
him/her overcome diculties and overcome obstacles on the way to achieving goals.
3. Acceleration of the learning process. Tutoring can speed up the learning process
and help a beauty achieve success in her professional activity faster.
4. Development of a network of contacts. Tutoring can help a beauty expand her
network of contacts, including acquaintances with other professionals and experts in her
eld.
Tutoring itself is an eective way to develop skills and competencies in various elds.
It can help a beauty to improve her professional level and achieve success in her activities.
In addition, tutoring can provide the emotional support and motivation necessary for
successful work in your profession.
ere are several approaches to tutoring that we use in the Shabshai Time
Technology system:
1. Modeling-based approach: is approach is based on the use of modeling as a way
to demonstrate skills and competencies by a tutor who is an expert in his eld. e tutor
uses his experience and knowledge to help the tutor develop his skills and competencies.
2. Joint problem solving approach: is approach is based on joint problem solving
and nding optimal solutions. e tutor and the beauty work together to develop a strategy
to achieve their goals.
3. Feedback-based approach: is approach is based on using feedback to help
a beauty develop her skills and competencies. e tutor provides tutors with tips and
recommendations for improving their professional skills.
4. Introspection-based approach: is approach is based on the help of a beauty in
conducting self-analysis of their skills and competencies. e tutor helps the beauty assess
their strengths and weaknesses, and develop a strategy to improve their professional skills.
5. Experience-based approach: is approach is based on using the tutor’s experience
to help the tutors develop skills and competencies. e tutor uses his experience to help
the beauty develop their skills and competencies.
6. Mentoring-based approach: is approach is based on the use of mentoring as a
way to help beauty develop skills and competencies. e tutor is a mentor and advisor for
the tute, providing him/her with guidance and support in professional growth.
e personal program includes working with a group of experts:
6. IQ Tutor;
7. VQ Tutor;
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8. EQ Tutor;
9. gamier;
10. the authors of the system.
1) e IQ tutor helps to see and master the individual type of thinking of the client
and use it as much as possible, learn to separate yourself from your thoughts, communicate
with other people, conveying the idea correctly from the rst time, correctly formulating
and correctly selecting a connection with other types of thinking.
An IQ tutor is a person who teaches the basic laws of action or goal achievement, as
well as the correct use of his type of thinking for easier and more successful communication,
for an easier process of thinking and the birth of ideas.
e IQ tutor helps the client to see the internal dialogue and separate from it.
e task of an IQ tutor is to open up to the client his gi of individual thinking and
make the most of this resource.
2) e EQ tutor works with emotional intelligence. His task is to teach the client
to recognize and understand emotions, to expand the range of feelings and emotions of
the client, to diversify the range of emotions in a person’s life. is helps to recover faster,
experience more pleasant, joyful and lling impressions, and feel the fullness of life.
e EQ tutor also works with the client’s stress tolerance and his ability to «hold a
punch» and «get up from his knees». His task is to teach the client to properly survive and
constructively overcome the situation with a minimum of losses for his own resource.
3) VQ-tutor – introduces the client to the secrets of his body. Works with the client’s
stress blocks inside the body. It helps to release the encapsulated energy and tension inside
the body, helps to remove uncontrolled complexes and clamps inside the body. As a result
of the work of the VQ tutor, the body becomes freer, gets tired less, and retains its resource
longer. e client needs less time to recover and sleep.
VQ-tutor teaches you to relax correctly and quickly, gain physical resources, cope
with psychosomatic diseases, if there are any. A VQ tutor increases bodily self-condence,
and this is the ability to communicate, become a leader.
us, tutors within the framework of a Personal program help the client to raise
his level of quotients and expand his capabilities. Each of the tutors is assigned a clearly
dened number of hours to work.
4) e gamier, in accordance with a Personal program, teaches specially selected
life hacks and skills necessary to achieve goals. It helps to adapt these life hacks to personal
situations, as well as to solve family and business issues.
e life hacks taught by the gamier allow the client to develop a non-standard
form of thinking for him, a new perception and apply impeccable actions. Life hacks are
created individually for the client and adjusted depending on how quickly he applied and
learned them. ere are 3D, 3D-4D and 4D life hacks.
5) e time of the authors of the system is the hours of their individual work, during
which the client solves his specic question. Also, communication with the authors is
an opportunity to adjust the Source Code or the Program itself, adding new additional
elements to it (if necessary).
Communication with authors is a time when a client can quickly and professionally
solve their problems: not only personal, but also in professional activities.
A clearly dened number of hours are allocated to work with the authors of the
system.
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I. Personal Program levels (subscriptions)
e level of the required Personal Program (subscription) is determined based on
the diagnosis of the Source Code, based on the results of the diagnosis and the level of the
goal.
e lower the goal level corresponds to the current levels of the Source Code
quotients, the higher the subscription level is required to achieve this goal.
ere are four levels of a Personal Program:
1. Blast o (jump, takeo, ight) – recommended in situations where the target level
corresponds to the level of the quotients of the Source Code. As part of this Program, one
of the quotients (IQ, VQ or EQ) is adjusted. e standard term is from 3 to 6 months.
Acquired skills:
- Knowledge of their abilities and capabilities – both Source Code talents and
critical points, as well as the formation of life hacks that transform critical points into
success factors
- Awareness of oneself in the surrounding world «what I want» and «what I can»
- Stress resistance
- Restoring emotional balance aer emotional burnout.
2. Attention control (resources and attention control) is recommended in situations
where the level of the goal slightly exceeds the level of the quotients of the Source Code, as
well as for teenagers, when there are already enough physiological resources of attention,
but they need to be invested wisely to form habits, from which, as is known, character
is formed, and fate is formed from character. is level of the Program provides for
the adjustment of two quotients depending on the client’s goals. ere is also a special
emphasis on where the client’s attention is located according to the principle «what is
given attention, it grows». is level, unlike Blast o, helps a person to become aware of
himself and the channels of leakage and preservation of attention. Being at this level makes
it possible to dramatically raise the level of attentiveness to all processes taking place in
the individual, business and family. e standard term is from 6 months. Acquired skills:
- blast-o level skills
- Expansion and increase of attention volumes in IQ, EQ, VQ quotients
- Attention Management
- Divided Attention – multitasking
- Tenacity of attention
- Cognitive thinking
- Emotional adaptability
3. Memory management is recommended in situations where the level of the goal
exceeds the level of the quotients of the Source Code, as well as for in—depth work with
generic channels, awareness of cause-and-eect series in order to solve those life situations,
the causes of which lie at the depth of the generic channels. is level is recommended
for the elderly in order to prevent diseases associated with loss of attention and memory.
At this level, we work with all three quotients according to the client’s goals. A level
that allows you to restore memory through specially selected exercises. At this level, the
concepts of memory and gender are deeply explored, methods of immersion in the birth
canal are used, the past is re-edited and recapitulated, prerequisites for a successful future
are created. ere is a beginning of work with the 4th Dimension. Acquired skills:
- Management of memory development – bodily VQ, intellectual IQ, emotional EQ
- e ability to leave important and necessary things in memory
- Life hacks for cleaning outdated memory
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- Memory of yourself
- Awareness of «Who I am»
4. Time inception (time resources) – recommended for achieving large-scale
goals or solving extremely complex «unsolvable» situations. is is a program that
provides training in futuristic skills, programming skills of the future, forecasting and
building your own scenario. e fundamental dierence between this level is that all the
previous levels of the Program help a person to implement a scenario created with the
participation of the authors of the Club system, but the Time inception level helps to learn
how to write their own scenarios and inuence the future situation in the best way for a
person. is is working with the 4th Dimension - there is a deep awareness of the concept
of time. Acquired skills:
- Synchronization of all three levels of personal quotients of the Source Code
- Awareness and understanding of the «here and now» – the present moment of the
4th Dimension
- Life hacks of access to resources and superpowers of the 4th Dimension
- e ability to act and think in and out of the Present
In addition to individual work with the client, trainings are conducted as part of
a Personal program. ese are programs of direct work either with tutors, or with the
authors of the system, depending on the level of the program.
During the trainings, control points are set, life hacks are checked, as well as the
quality of skills and their adaptation for use in real life.
e number of trainings is individual and depends on the specics of the Personal
program.
e work within the framework of the Personal Program continues until the result
is achieved. e result of the implementation of the Personal Program is (depending on
the quotients being worked out):
IQ quotient:
• insight thinking;
• stopping internal dialogue;
• restoration of neuroplasticity and cognition;
• ability to manage multitasking;
• prevention of diseases associated with loss of attention and memory.
EQ quotient:
• formation of emotional intelligence;
• increased stress tolerance;
• restoration of peace of mind and inner harmony;
• prevention of heart disease and emotional burnout;
• development of intuition as a key characteristic of the 4th Dimension.
e VQ quotient:
• activation of leadership qualities;
• charisma development;
• strengthening immunity;
• activation of the body’s self-regulation processes;
• activation of hidden internal resources;
• restoration of vitality;
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• slowing down the aging process.
e program helps to get out of the circle of stereotypes, activates the understanding
of the surrounding world in its singularity, under the guidance of experts to overcome the
time loop and program the Future in the Present moment.
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VI. Business withdrawal methodology
to a new level according to the Shabshai system
VI.I. Diagnostics of Business Potential and
Development Potential of Key Persons
I. eory of Business Potential Analysis
1) Potential. General theory
e eectiveness of a business is determined by the level of its eciency quotients.
It is known that the eectiveness of a business can be determined using eciency
quotients. ese quotients are indicators that help to assess how well a company uses its
resources to generate prots and create value for shareholders. Some of the most common
eciency factors include:
- Return on assets (ROA) – the ratio of net prot to total assets. is indicator allows
you to assess how eectively a company uses its assets to generate prot.
- Return on equity (ROE) – the ratio of net prot to equity. It shows how eectively
a company uses its own capital to create prot.
- Return on investment (ROI) – the ratio of prot to investment. is quotient shows
how protable investments in the company are in terms of return on investment.
- Asset turnover – the ratio of revenue to total assets. is indicator demonstrates
how eectively the company uses its assets to generate revenue.
- Inventory turnover – the ratio of the cost of sales to the average inventory balance.
is quotient allows you to estimate how quickly a company sells its goods and reduces
storage costs.
- e share of personnel costs – the ratio of labor costs to total revenue. is indicator
allows you to assess how eectively the company uses its employees and controls labor
costs.
Using these and other eciency quotients, you can get an overall picture of how
successful and ecient the business is. However, it should be borne in mind that these
indicators depend on the industry and the market situation, so they should be analyzed
taking into account this context.
e personal factor also plays an important role in business performance. e
characteristics, qualities and skills of an entrepreneur or manager can signicantly aect
the success and eectiveness of a company. Some key personal factors that can aect
business performance include:
- Leadership. e ability of the manager to inspire, motivate and guide the team to
achieve common goals.
- Decision-making. Ability to make decisions quickly and accurately based on
available information and analysis of the situation.
- Communication. Communication skills that help an entrepreneur or manager to
interact eectively with employees, customers and partners.
- Strategic thinking. e ability to see a long-term perspective and determine
strategic priorities for business development.
- Time management. e ability to eectively allocate your time and resources to
achieve maximum results.
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- Flexibility and adaptability. e ability to adapt to changes and nd new solutions
in conditions of constant uncertainty.
- Risk management. e ability to assess and control business-related risks and take
measures to minimize them.
- Creativity and innovation. e ability to generate new ideas, approaches and
solutions that can help the company stand out in the market and ensure its long-term
success.
It is important to understand that the personal factor is not the only determining
factor of business success. It interacts with other external and internal factors, such as the
economic situation, market competition, the level of eciency quotients, etc. However,
of course, the personal qualities of a manager can signicantly aect the eectiveness of a
business.
According to our proposed approach , the Potential of Business Eciency can be
observed and measured in three areas:
IQ (intelligence quotient)
In the eld of business , he is responsible for:
- business ideas, vision, new products, innovations;
- vision of new market opportunities (CA, markets, customers);
- new business, nancial and operational schemes.
EQ (Emotional Intelligence quotient)
In the eld of business , he is responsible for:
- the level of teamwork and its interaction;
- customer loyalty level;
- reputation and the level of trust and support of external partners.
VQ (Body Intelligence Quotient)
In the eld of business , he is responsible for:
- the scale of business development and market position;
- eciency and eectiveness of business processes;
- business security.
2) Management Structure and Areas of Responsibility
e management structure and areas of responsibility in a business determine how
roles, tasks and powers are distributed between employees and departments. ey are
the basis for the eective functioning of the company and allow you to coordinate the
activities of dierent departments in order to achieve common goals. Here are the main
elements of the management structure and areas of responsibility:
- Top management. At the top level of the organizational structure are senior
managers, such as the chief executive ocer (CEO), chief nancial ocer (CFO) and chief
operating ocer (COO). ey determine the company’s strategy, make key decisions and
are responsible for its success.
- Middle management. e middle management level includes heads of departments
and divisions who coordinate the work of their teams and ensure the implementation of
the strategy dened by top management. ey also plan, organize and control resources
within their area of responsibility.
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- Line managers and team leaders. Line managers and team leaders at the lower
management level are responsible for the management and support of employees, as well
as for the implementation of specic tasks and projects within their areas of responsibility.
- Departments and functional divisions. e organizational structure may
have various departments and functional divisions, such as marketing, sales, nance,
production, IT, HR, etc. Each department has its own area of responsibility and specializes
in a specic eld of activity.
Depending on the size and specics of the business, the management structure and
areas of responsibility can be more or less complex and hierarchical. It is important that
the organizational structure and management processes are clearly dened and meet the
needs of the company, ensuring eective interaction between employees.
3) Business Style
Business styles refer to the dierent approaches and strategies used by companies
and entrepreneurs to conduct their business. e style of business depends on many
factors, such as the size of the company, industry, corporate culture, market conditions
and personal preferences of the manager.
According to our approach, businesses come in three styles: IQ, EQ, VQ.
Regardless of the style, a Business can be in an eective (constructive) state and an
inecient (destructive) state.
e eective (constructive) state of the business is characterized by:
- steady growth of the market position and scale of the business;
- the presence of an eective team of like-minded people;
- the presence of values and missions that have clear signs of implementation both
at the level of the ideology of the owners and at the level of top managers and performers.
Due to the fact that every entrepreneur and every person initially has a predisposition
to one of the Management and Leadership Styles and uses it to achieve business goals, it is
necessary to take into account your own Management and Leadership Style in evaluating
a particular business.
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e technologies of the Shabshai Business Diagnostics Program allow companies,
owners and teams to consciously approach the expansion of the range of business styles
used.
Having expanded its competencies and mastered the skills characteristic of other
business styles, Management and Leadership, the company reaches a new level of
development and eectiveness.
IQ business is characterized by the fact that it produces an intelligent product or
service.
Oen, this product or service is not tangible and clearly measurable. Pricing for
such a product or service is oen individual and cannot be compared, since the product is
unique. erefore, the level of protability of a Business in this style tends to innity, and
investments in a Business of this style are among the most protable, but also the most
risky.
IQ-style businesses include: IT sphere, alternative energy, space sphere, biomolecular
sphere, investment sphere, consulting, law, nancial sphere, etc.
IQ business in an eective state is characterized by:
- high level of innovation;
- high speed of project implementation and introduction of new products and
services to the market;
- high mobility and exponential growth of income and investments.
In fact, such a business operates in a monopolistic environment, creating markets
and new industries or being one of the rst to use the emerging trend.
EQ business is characterized by the fact that it produces a product or service aimed
at obtaining emotional impressions by a person.
is style of Business in most cases is not large-scale. e period of its prosperity is
oen tied to the period of active activity of its creator and ideologue.
erefore, businesses of this style in its pure form are dicult to scale.
EQ business in an ecient state is characterized by:
- the highest level of loyalty and loyalty of customers;
- high creativity, occupation of a unique market niche and creation of unique, oen
exclusive market oers;
- high resistance to crises.
In fact, such a business is quite stable and has no signicant dependence on the
market or economic situation. Reliance on internal resources allows you to stay aoat for
many years, regardless of external factors.
EQ style businesses include: show business, advertising business, art trade business,
infobusiness, tourism, SPA, restaurant business, fashion, etc.
VQ business is characterized by the fact that it produces a product or service aimed
at meeting the daily needs of the human body.
is style of Business is predominant. Its strengths are that there have been proven
schemes for centuries. Until recently, the largest companies were representatives of this
particular style of business. Due to the prevailing investment attractiveness of these
businesses in the past, most management tools and methods were created specically for
businesses of this style.
VQ-style businesses include: extraction and processing of raw materials, traditional
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energy, mechanical engineering, FMCG sphere, generic pharmaceuticals, retail, fast food
restaurants, logistics, etc.
VQ business in an ecient state is characterized by:
- high market share and work with the majority of customers in their market;
- has a high degree of stability due to a high investment threshold;
- constant inow of investments and long-term projected income, even in conditions
of high market uctuations.
In fact, such a business covers the needs of a certain territory in products or services
and holds these positions for decades.
e main risk for the VQ style business is the collapse of the market itself.
e introduction of the Shabshai Business Diagnostics Program leads to the
harmonization of IQ, EQ, VQ styles. We help, for example, a VQ-style business to increase
the level of IQ or EQ in the business system, and thus, by expanding the competencies and
style of the business, increase current performance and at the same time increase the life
of the business.
If we consider investment-attractive companies, the trend of the last decade is that
the largest business systems just use mixed business styles.
Mixed Business Styles
IQ-EQ style.
Examples of this business style are companies such as Netix, YouTube, Facebook,
etc.
EQ-VQ style.
Examples of this business style are FIFA, NBA, NHL and other sports business
systems, MaryKay, Inditex (Zara), Virgin, etc.
IQ-VQ style.
Examples of this style of business are Apple, Tesla, McDonalds.
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VI.II. eory Of Analysis Of e Development
Potential Of Key Persons
4) General theory
Developing the potential of key people in the company is a critical aspect of a
successful business. Investing in the development of leaders and talented employees can
lead to increased productivity, innovation, as well as strengthening corporate culture.
According to our theory, the eectiveness of an employee is determined by the level
of his personal eciency quotients. e personal eectiveness of an employee can be
observed and measured in three areas:
- IQ (intelligence quotient);
- EQ (emotional intelligence quotient);
- VQ (body intelligence quotient).
e IQ (intelligence quotient) of an employee in the eld of business is responsible
for his ability:
- to see and create trends, think through a strategy, analyze the business situation;
- to generate non-standard, innovative and creative business proposals, products;
- to see new business schemes, formulate innovative market proposals, rationalize
existing business processes.
e EQ (Emotional Intelligence quotient) of a business employee is responsible
for:
- the level of business empathy and the ability to build business relationships;
- the level of emotional support of the team and the ability to work in a team;
- the level of stress resistance and crisis management.
VQ (Body Intelligence quotient) of an employee in the eld of business is
responsible for:
- the ability to fulll the obligations assumed (level of discipline);
- the ability to be a leader and lead;
- the level of competitiveness.
5) IQ, EQ, VQ – levels
Each personal eectiveness quotient has three levels: low, medium and high.
Characteristics of body intelligence quotients – VQ
1. Low VQ level. It can be recognized through behavioral reactions such as laziness,
conformity, apathy, passivity.
People with this level of personal eectiveness in VQ are characterized as so-
bodied, unable to defend their interests, uninitiative, having a driven position. Oen such
people remain silent and wait for instructions. But if the instruction is given clearly, they
follow it and wait for the next one. If the instruction is given inaccurately, they simply do
nothing. More oen they are specialists of a narrow prole.
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In the business sphere, this level corresponds to the personality of the «Performer»
type and is characterized by the following qualities:
- fatigue, low vitality;
- low productivity;
- lack of initiative;
- focus on the process, not on the result;
- perception of an employee (tell me what I should do).
2. e average level of VQ can be recognized through the presence of a person’s will.
Such people can fulll their promises, plan and act according to the prepared plan. ey
are hardworking, persistent, purposeful. Harmoniously merge into the team. Calmly and
condently move up the career ladder and achieve the goals that they have set themselves.
In the business sphere, this level corresponds to the personality of the «Manager»
type and is characterized by the following qualities:
- ability to inuence;
- stable vitality, energy;
- ability to lead, organizational skills;
- the ability to inspire the team, motivate them to a common action;
- high productivity, discipline;
- high performance (said – done).
3. A high level of VQ can be recognized through the presence of charisma and
leadership qualities. Such a person always has one’s own opinion and an individual view on
everything. He is able to inspire, unite and lead people. He oen has a complex character.
Uncooperative and uncompromising in what he does or says. An excellent motivator and
an absolute authority.
In the business sphere, this level corresponds to a person of the «Charismatic
personality» type and is characterized by the following qualities:
- clear leadership traits;
- ability to manage the situation;
- ability to structure your business.
Characteristics of emotional intelligence quotients EQ
1. A low level of EQ can be recognized as an uncontrolled emotional response to
the situation, the environment and their actions. As a consequence of such reactions, a
person with a low EQ level has a habit of experiencing negative emotions, such as envy,
resentment, longing, sadness, sadness, self–pity, fear, self-deprecation.
In the business sphere, this level corresponds to a personality of the «Sociopath»
type and is characterized by the following qualities:
- lack of communication skills;
- inability to win people over;
- low stress resistance;
- long experience of problems.
2. e average level of EQ contains a more expanded range of emotions, including
the ability to live contradictory or complementary emotions. For example, I am oended,
but grateful; angry, but happy; envious, but admire this person. A wider range of emotions
allows you to have the freedom to choose your reactions.
At this level of EQ, a person already has the opportunity to choose the emotional
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reaction that will be most constructive and eective for him at this moment in life.
In the business sphere, this level corresponds to the personality of the «Soul of the
company» type and is characterized by the following qualities:
- harmonization of the atmosphere (including in negotiations);
- the ability to read the emotional mood of other people, intuitively choose
reliable employees and partners;
- the ability to create a corporate culture in which you want to stay and grow, be a
«muse», inspire;
- easy creation and maintenance of social connections;
- stress resistance, self-control in crisis situations.
3. A high level of EQ is the ability to transform or transform emotions into energy
to achieve goals. A high level is also characterized by the ability to create the necessary
emotional atmosphere. For example, the ability to transform fear into love, anger into
compassion, hatred into forgiveness. A high level of EQ allows you to experience rened
emotions and high aesthetic feelings. Developed emotional intelligence is also clearly
manifested in the skills to distinguish emotions, feelings and create moods from them
both within oneself and in other people.
In the business sphere, this level corresponds to the personality of the «Magnet
Man» type and is characterized by the following qualities:
- correct intuitive decisions in conditions of uncertainty;
- exibility in the implementation of goals, the ability to take risks;
- mastering crisis management skills;
- the ability of controlled conict management;
- the ability to create an atmosphere for long-term cooperation;
- ability to manage the communication eld of the organization.
Characteristics of IQ intelligence quotients
1. Low IQ – standard thinking. is is a set of habitual thoughts and opinions about
yourself, objects and situations. It follows that this form of thinking is formulaic. is
level is a mental associative reaction to external circumstances or internal experiences.
Performs the role of an internal memory base or library. At this level of thinking, all the
information that a person has received during his life is stored.
In the business sphere, this level corresponds to a person of the «Specialist» type and
is characterized by the following qualities:
- inability to view the situation from dierent angles;
- lack of new ideas;
- it is not possible to nd solutions in non-standard new situations, in conditions of
crisis or uncertainty;
- lack of career growth.
2. Average IQ – individual thinking. It is our natural talent to perceive and express
thoughts.
e Shabshai Upgrade system explores 10 individual types of thinking. Each of the
types of thinking corresponds to one of the types in the enneagram. Knowledge about
enneatypes is the foundation of the Shabshai Upgrade system.
According to the Shabshai Upgrade system, the following types of individual
thinking correspond to each of the enneatypes:
1st enneatype – critical thinking;
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2nd enneatype – variable thinking;
3rd enneatype – imaginative thinking;
4th enneatype – creative thinking;
5th enneatype – analytical thinking;
6th enneatype – logical thinking;
7th enneatype – panoramic thinking;
8th enneatype – strategic thinking;
9th enneatype – abstract thinking;
10th enneatype – existential thinking.
In the business sphere, this level corresponds to the personality of the «Top Manager»
type and is characterized by the following qualities:
- ability to see simple solutions to complex problems, common sense;
- ability to analyze and optimize business processes;
- high learning ability;
- eective planning;
- creating conditions for a promising partnership;
- skills of self-presentation, business presentation, product.
3. High IQ – brilliant thinking. It is a free form of perception, expression and
generation of thoughts that goes beyond patterns and individuality. At this level of thinking,
there is a constant upgrade (increase in the level) of one’s own intelligence system.
In the business sphere, this level corresponds to a person of the «Genius» type and
is characterized by the following qualities:
- the ability to create absolutely unique businesses and markets;
- large-scale vision (takes into account the full picture);
- forecasting, anticipation, foresight;
- long-term business and capital diversication;
- vision of strategy and tactics (including in negotiations).
6) Management and Leadership Style
In the eld of management and leadership, there are many theories that describe
dierent styles and approaches to management and leadership. We recommend that you
familiarize yourself with the following basic approaches and theories:
- eory of traditional leadership styles. It is based on the fact that there are
three main leadership styles: authoritarian (the head controls all activities and makes all
decisions), democratic (the head involves employees in decision-making) and lasse-fer
(the head provides employees with greater freedom and autonomy).
- eory of Transformational and Transactional leadership. Transformational
leadership is focused on inspiring, motivating and stimulating employees to change and
grow. Transactional leadership, on the contrary, is based on a system of rewards and
rewards for completing tasks.
- eory X and eory Y (Douglas MacGregor). eory X suggests that employees
are lazy, avoid responsibility and need constant monitoring. eory Y, on the contrary,
asserts that employees are motivated, strive for self-development and are capable of self-
management.
- eory of Situational leadership (Paul Hersey and Ken Blanchard). is theory
states that the eectiveness of a leader depends on his ability to adapt his style to the
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specic circumstances and needs of employees. e leader must be exible and be able to
change the approach depending on the situation.
- e theory of service leadership (Robert K. Greenleaf). It is based on the idea
that a leader should serve his employees, put their interests above his own and help them
develop and achieve success.
- eory of Learnable leadership (Peter Senge). is theory focuses on the fact that
eective leaders must be trainable.
At the same time, the theory of three Management and Leadership Styles has the
greatest empirical explication: IQ, EQ, VQ.
e IQ style of management and leadership is characterized by the fact that the
leader of this style concentrates on the implementation of the Idea in his activity. It is
important to understand that such an Idea in most cases does not have a conrmed
successful implementation or an analogue. erefore, the result for an IQ-type business
leader will be «the realization of a new, impossible, yet non-existent».
e business owner or manager of this type relies primarily on Vision in his activities.
He literally sees what product or service he wants to oer to the market and how.
It is important to remember that the business vision of the IQ style leader has
nothing to do with copying existing solutions or adapting them in other markets and
related industries. is approach is just typical for VQ style leaders.
For an IQ-type Leader, it is extremely important to embody a new idea, innovativeness,
ingenuity. For the success of the IQ management style, a prerequisite is the understanding
of the Idea itself and its acceptance by the team of partners and employees.
e EQ style of management and leadership is characterized by the fact that the
leader of this style in his activity concentrates more on the atmosphere and emotional
content of what is happening. It is important for him that the business activity is perceived
in a certain way by others, which will create the necessary environment for achieving
results. e result for a business leader of this type is oen the impression that the client,
partner, employee receives.
e business owner or manager of this type relies primarily on Faith in his activities.
He believes it will work that way and shares his faith with others. And, as it is not strange
for a representative of the IQ style, for whom it will be clearly not clear what the idea of
what is happening, or for a representative of the VQ style, for whom such a process of
achieving the goal will be uncontrollable, the EQ leader will successfully achieve his goals
without having visible mechanisms and obvious reasons.
VQ style of management and leadership is characterized by the fact that the leader
of this style in his activities focuses more on achieving nancial goals and business results.
Leaders of this style are characterized by behavior based on the principle of «result above
all», as well as evaluating themselves and others through explicit, measurable results. e
leaders of this style are primarily focused on the market share and place, the scale of the
business and its constant growth.
A business owner or a VQ-type manager relies primarily on Will in his activities. He
is able to achieve, push, overcome, win.
VQ style managers have well-structured, working business processes, the results of
their management are predictable, understandable and reliable.
It is unreasonable to consider each style of management and leadership from the
point of view of «right» or «wrong», «successful» or «unsuccessful», «modern» or «non-
88
modern», «trending» or «non-trend».
We suggest considering leadership styles as «healthy» and «unhealthy».
Healthy leadership is not subject to «viruses». If we consider the analogy, then a
person in a healthy and unhealthy state has dierent eciency and ability to interact with
the world.
Similarly, the style of management and leadership in «healthy» and
«unhealthy» states has dierent eectiveness, attractiveness and eectiveness.
Representative of the IQ style of leadership and management:
In a «healthy» state:
1. Generates a large number of ideas, is able to rene them, improve and develop an
existing idea when feedback is received.
2. He is able to describe an idea and rally around it a team of partners, employees and
even clients involved in its implementation.
3. Able to bring ideas to a working product.
In an «unhealthy» state:
1. He focuses on one idea or concept, and perceives any feedback as criticism of the
idea, without being able to develop and strengthen it.
2. He is not able to create a team to implement his plans and is forced to promote the
idea with his own eorts.
3. Most of the ideas are not brought to implementation, having a low level of resource
eciency.
Representative of the EQ leadership and management style:
In a «healthy» state:
1. It is able to create a non-standard, hard-to-copy oer on the market and scale it.
2. Has systematic diculties with delegation of authority and development of team
competencies.
3. e company has developed the competence to fulll its obligations, obligations to
customers and partners are fullled on time and in full.
In an «unhealthy» state:
1. Focused on interpersonal relationships and their maintenance, not on achieving
business goals.
2. Creates a personal dependency of the team and closes most of the issues on itself.
3. Misses a large number of business opportunities, having a reputation as a partner
with whom it is easy to negotiate, but it is dicult to conduct business and achieve results.
Representative of the VQ leadership and management style:
In a «healthy» state:
1. Able to adapt quickly to changing market and business conditions.
2. e focus of the interests of the management and the company is shied towards
meeting the needs of customers, rather than protecting existing business interests.
3. e company’s management system does not prevent the emergence of new ideas
and opportunities, as well as the acceptance of feedback from the market and employees.
In an «unhealthy» state:
1. He is focused on maintaining the current, ecient business model and is not able
to make adjustments to it due to changes in the market and in the business environment.
2. Does not accept feedback and does not create mechanisms to receive it.
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3. Rejects new ideas and opportunities if they require fundamental changes to
existing processes and foundations, considering them too complex or risky.
It is worth noting that the absolute majority of entrepreneurs at the beginning of
their business career will profess one, not several styles of leadership and management,
namely: IQ, EQ or VQ.
At the same time, the natural and organic development of any business leader will
be the expansion of competencies and the development of two other styles of management
and leadership.
Experienced serial entrepreneurs are just an example of the development of this kind
of business. For example, Elon Musk, having started his business in the IQ style, today
added VQ style to it. Richard Branson, having started his activity in the VQ style, very
quickly developed the EQ style and at the same time did not lose his VQ skills, becoming
one of the most odious and diverse managers of our time.
is system of diagnostics and analysis of management style and leadership, when
synthesized with diagnostics and analysis of business style, gives a very clear, objective
vision regarding the approach to planning the development of both business owners and
managers, as well as the schemes themselves for building eective management teams.
90
4) e practice of determining the type of thinking
e following tools are used to determine the Type of inking of an Employee:
- questionnaire-test for determining the Type of inking. Filled in personally by
an employee in the presence of an expert of the Shabshay Business Diagnostics Program.
It is a primary diagnostic tool and allows you to determine the basic assumptions about
the Type of inking;
- monitoring of employees during meetings, interviews and diagnostic training. It is
used to verify and conrm basic assumptions.
For a more detailed understanding of the tools for diagnosing the type of thinking
within the framework of the Shabshai Business Diagnostics Program, the book «Body
Types – Types of inking» by Yem and Galina Shabshai is mandatory to study.
Questionnaire for determining the type of thinking of an employee
1. FULL NAME_______________________________________
2. Phone:__________________________________
3. E-mail: ______________________________________
e author’s method of diagnosing the type of thinking
is test will allow you to determine the type of thinking and the way of perceiving
information.
Based on the test results, we will tell you the strengths of your type of thinking,
as well as areas of improvement for your type. We will also give an example of famous
personalities who, having the same type of thinking as you, were able to unleash their
natural potential and achieve success.
e test is divided into 10 blocks. Go through each block, trying to give frank answers
that reect your personal characteristics. Don’t try to imagine yourself in some other way
than you really are. Mark the answer «yes» when you are completely sure of the statement.
Aer passing the test, count the number of «yes» answers in each block, write this
number in the results for each block; then determine the block with the maximum number
of «yes» answers.
QUESTIONS
1.1. Are you always interested in details, pay attention to them:
- yes
- no
- not sure
1.2. Do you like to work alone and prefer work to another cooperative:
- yes
- no
- not sure
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1.3. You need to make an urgent decision (for example, an unexpected project or a
business task) - will you rather refuse the oer than agree:
- yes
- no
- not sure
1.4. Do you always see the weaknesses and shortcomings of an employee, client or
process:
- yes
- no
- not sure
1.5. In order to cope with a dicult situation, do you usually need time and the
opportunity to be alone:
- yes
- no
- not sure
1.6. In what you do, do you always strive to achieve the ideal, to do the work as
eciently as possible:
- yes
- no
- not sure
1.7. Can you concentrate on the task for a long time and nd an independent answer/
solution:
- yes
- no
- not sure
1.8. Can you easily distinguish useful information from unnecessary and understand
its essence:
- yes
- no
- not sure
1.9. Do you strive to do everything perfectly and spend a lot of time working out
individual elements of the task:
- yes
- no
- not sure
1.10. Are you always very demanding of yourself and others. Do you think that
everyone should act according to the rules:
- yes
- no
- not sure
Result: _______________________
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2.1. Is your distinctive feature the desire to help employees and customers:
- yes
- no
- not sure
2.2. Is it more important for you to complete the task faster so that you are noticed:
- yes
- no
- not sure
2.3. Do you prefer to quickly understand the situation without delving into its details:
- yes
- no
- not sure
2.4. Do you like to change tasks oen and don’t linger on the same one for a long
time:
- yes
- no
- not sure
2.5. Since childhood, you always have a lot of ideas that you want to implement:
- yes
- no
- not sure
2.6. You are cheerful, sociable, like to be the soul of the team and make new business
contacts:
- yes
- no
- not sure
2.7. Are you emotional and value communication with colleagues above all else:
- yes
- no
- not sure
2.8. Do you oen take oense and react sharply to changes in the attitude of the
team towards you:
- yes
- no
- not sure
2.9. Do you always have a lot of options on how to solve a business problem:
- yes
- no
- not sure
2.10. Are you an emotional person and can always sense how someone feels about
you:
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- yes
- no
- not sure
Result:_______________
3.1. Is it very important for you how you look in the eyes of the team and partners
and what impression you make with your actions:
- yes
- no
- not sure
3.2. Can you be called a «Trend setter», do you strive to create something new in an
interesting area for you:
- yes
- no
- not sure
3.3. Does your image always correspond to the business situation:
- yes
- no
- not sure
3.4. Are you always interested in the latest trends, is it important for you that the
business meets them:
- yes
- no
- not sure
3.5. Do you have a high self-esteem, and strive to show it in a team:
- yes
- no
- not sure
3.6. Can you oen change your style and image depending on where you are (oce,
business meeting, home):
- yes
- no
- not sure
3.7. Is your most important need to be among the leaders. You do everything in
order to get the «highest score»:
- yes
- no
- not sure
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3.8. You oen talk about yourself, your own talents, successes, achievements:
- yes
- no
- not sure
3.9. You usually don’t pay attention to failures. e main thing for you is to achieve
your goals at any cost:
- yes
- no
- not sure
3.10. You see yourself exclusively as a winner under any circumstances:
- yes
- no
- not sure
Result:_______________
4.1. You have a well-developed imagination. You can easily present non-standard
products and projects:
- yes
- no
- not sure
4.2. Do you like to create and invent new things, while connecting seemingly
incompatible elements together:
- yes
- no
- not sure
4.3. You are a dreamer, you can «animate» products and create whole stories of their
lives:
- yes
- no
- not sure
4.4. Oen you underestimate yourself and your successes, your self-esteem is lower
than you deserve:
- yes
- no
- not sure
4.5. Do you like to dream and immerse yourself in your dreams with your head,
oen forgetting about real business circumstances:
- yes
- no
- not sure
95
4.6. You don’t like routine, prefers creativity and self-expression:
- yes
- no
- not sure
4.7. You have many diverse hobbies through which you strive to express yourself:
- yes
- no
- not sure
4.8. You always strive to make your business better, more attractive, more interesting:
- yes
- no
- not sure
4.9. You can spend a lot of your time trying to gure out how to solve the problems
of another person or department:
- yes
- no
- not sure
4.10. You can oen imagine yourself as one of your colleagues or business partners,
experiencing their feelings and states:
- yes
- no
- not sure
Result:_______________
5.1. You are a person who says only what he thinks:
- yes
- no
- not sure
5.2. In business, you value the honesty of colleagues and partners most of all:
- yes
- no
- not sure
5.3. Do you think that you need to be open and direct in communicating with
colleagues:
- yes
- no
- not sure
5.4. You weigh all the pros and cons and analyze for a long time before making a
business decision:
- yes
- no
- not sure
96
5.5. You actively defend your position and business interests:
- yes
- no
- not sure
5.6. You may perceive ordinary business situations as a danger or a challenge:
- yes
- no
- not sure
5.7. You don’t like to share your experiences, thoughts, ideas:
- yes
- no
- not sure
5.8. You are not afraid of conicts and can easily join the «ght» for defending
business interests:
- yes
- no
- not sure
5.9. You are very careful about money and always hold on to the benets:
- yes
- no
- not sure
5.10. If you have made a decision, then you reasonably believe that your point of
view is the only correct one:
- yes
- no
- not sure
Result:_______________
6.1. Are you worried about what might happen as a result of your business actions:
- yes
- no
- not sure
6.2. In any team, you strive to nd a leader and follow him:
- yes
- no
- not sure
6.3. Are you consistent in your thinking, is the order of actions important for you:
- yes
- no
- not sure
97
6.4. Do you always strive to explain events according to the principle of «cause –
eect» and then draw a conclusion:
- yes
- no
- not sure
6.5. In the process of thinking, you always rely on facts and what you know for sure:
- yes
- no
- not sure
6.6. You are a man of rules. You always try to make rules in everything. Strive to
create an environment of condence and reliability around you:
- yes
- no
- not sure
6.7. You always feel a hidden danger, so internally you try to be ready for it and be
on the alert:
- yes
- no
- not sure
6.8. You try to be attentive, prudent and keep everything under control:
- yes
- no
- not sure
6.9. You are characterized by anxiety and excessive concern for the future, you do
not like spontaneous rash business decisions:
- yes
- no
- not sure
6.10. You always try to anticipate undesirable consequences and minimize business
risks:
- yes
- no
- not sure
Result:_______________
7.1. You are enterprising by nature, you see how you can most protably use
circumstances for yourself:
- yes
- no
- not sure
98
7.2. You always see the business situation broadly, you can connect disparate
elements into a single system:
- yes
- no
- not sure
7.3. Learning is easy for you, you have a exible mindset, you are talented in learning
new systems:
- yes
- no
- not sure
7.4. Entering a new company, you quickly understand how things work and establish
contacts with new people:
- yes
- no
- not sure
7.5. You like to be the center of attention and feel like the master of the situation:
- yes
- no
- not sure
7.6. You have a reputation for being knowledgeable. You are quick-witted, quickly
understand and feel your intellectual superiority in any company:
- yes
- no
- not sure
7.7. You are witty and can develop any topic of conversation, love and know how to
speak in public:
- yes
- no
- not sure
7.8. Do you think that business should not be boring and it is necessary to nd time
for celebration and pleasure:
- yes
- no
- not sure
7.9. You conduct negotiations and meetings convincingly:
- yes
- no
- not sure
7.10. e phrase «My tastes are extremely simple. I am easily satised with the best»:
- yes
99
- no
- not sure
Result:_______________
8.1. You are an active person, always striving to adjust the business situation for
yourself:
- yes
- no
- not sure
8.2. You are a man of action. e main thing is that things move forward:
- yes
- no
- not sure
8.3. You like to lead, you always strive to organize the people around you:
- yes
- no
- not sure
8.4. You value order in things and actions and control its maintenance:
- yes
- no
- not sure
8.5. You like to be listened to and obeyed, because you are sure that you know how
to act correctly:
- yes
- no
- not sure
8.6. You like to plan, you always have a to-do list in your head for today:
- yes
- no
- not sure
8.7. You are good at organizing and managing. Do you like to give commands and
tasks:
- yes
- no
- not sure
8.8. You are a persistent person and strive to achieve business goals. It is important
to you that everyone is in the process and performs their actions:
- yes
- no
- not sure
100
8.9. Do you think that if a person has made a mistake, he should immediately point
it out:
- yes
- no
- not sure
8.10. You will actively express your position if something does not suit you:
- yes
- no
- not sure
Result:_______________
9.1. Usually you do not strive to stand out and do not want to be in the rst roles:
- yes
- no
- not sure
9.2. You really do not like conicts and strive to smooth them out in every possible
way:
- yes
- no
- not sure
9.3. It’s easier for you to say what you don’t want and disagree with than to express
your opinion:
- yes
- no
- not sure
9.4. At noisy meetings or large meetings, it is comfortable for you to nd a comfortable
place and observe what is happening as if from the sidelines:
- yes
- no
- not sure
9.5. Do you like to stretch out time and do not separate priority cases from the usual
ones:
- yes
- no
- not sure
9.6. You are learning well, but rst you need to see the whole process:
- yes
- no
- not sure
9.7. You oen take your time to solve a problem and wait for a more convenient
moment to solve it. Usually you take up her decision at the last moment:
101
- yes
- no
- not sure
9.8. Are you sure that business should be without sudden steps and go on as usual:
- yes
- no
- not sure
9.9. Do you think that everyone has the right to their own opinion:
- yes
- no
- not sure
9.10. Do you think that business issues should be resolved calmly and your
opportunities will not go away from you:
- yes
- no
- not sure
Result:______________
10.1. You can talk loudly and laugh in oces and meetings, even if it seems
inappropriate to others:
- yes
- no
- not sure
10.2. You want to express your uniqueness in all business issues and oen express it
in the design of projects and products:
- yes
- no
- not sure
10.3. Do you like to protest against rules, norms, etiquette, thereby destroying the
foundations of the company or even the market:
- yes
- no
- not sure
10.4. You have a natural cheerfulness, are active, tireless and perceive business as a
game:
- yes
- no
- not sure
10.5. Do you think that you need to do only what brings happiness and fulllment
of purpose, including in business:
- yes
- no
- not sure
102
10.6. Do you value a business idea and a dream higher than their material results:
- yes
- no
- not sure
10.7. You refuse to drive yourself into the framework of corporate rules, to behave
«not like everyone else» is the norm for you:
- yes
- no
- not sure
10.8. Do you believe that you will create a unicorn business, that it will happen in an
amazing way, and you love to fantasize:
- yes
- no
- not sure
10.9. Others say that you are too trusting in business and deep down you sincerely
believe in miracles:
- yes
- no
- not sure
10.10. You are devoted to yourself. For you, being sincere and real is much more
important than being protable and productive:
- yes
- no
- not sure
Result:_______________
5) e practice of determining the levels of quotients
e following tools are used to determine the Level of Employee quotients:
- questionnaire-test for determining the level of quotients. Filled in by an expert
of the Shabshay Business Diagnostics Program from the words of an employee. It is a
primary diagnostic tool and allows you to determine the basic assumptions about the level
of quotients;
- monitoring of the employee in the framework of meetings, interviews and
diagnostic training. It is used to verify and conrm basic assumptions.
For a more detailed understanding of the tools for diagnosing the Level of quotients
in the framework of the Shabshai Business Diagnostics Program, part 2 «Strategy for
Realizing the Potential of Business and the Development Potential of Key Persons» of
this Manual is mandatory.
103
Questionnaire for determining the level of quotients
1. Full name_______________________________________
2. Telephone:__________________________________
3. E-mail: ______________________________________
e author’s method of diagnosing the level of employee quotients
is test will determine the level of Employee quotients. e test is divided into 9
blocks of 5 questions.
Speech module for an employee:
«Try to give frank answers that reect your personal characteristics. Don’t try to
imagine yourself in some other way than you really are. Mark the answer «yes» when you
are completely sure of the statement.»
Aer passing the test, count the number of «yes» answers in each block, write this
number in the results for each block. en dene the block with the maximum number
of «yes» answers.
104
QUESTIONS
1.1. You get tired quickly at work, you need frequent pauses for work:
- yes
- no
- not sure
1.2. It is dicult for you to perform multiple tasks/projects at the same time:
- yes
- no
- not sure
1.3. It is not typical and dicult for you to take the initiative:
- yes
- no
- not sure
1.4. Do you prefer repeatable tasks, rather than tasks that involve achieving results
in a limited time:
- yes
- no
- not sure
1.5. You prefer to receive clear, clear tasks and instructions for their implementation,
rather than tasks that do not have clear conditions:
- yes
- no
- not sure
Result:______________
2.1. You don’t tend to get tired during the day, and you have a sucient supply of
energy aer its completion:
- yes
- no
- not sure
2.2. Do you prefer to manage others and like organizational tasks:
- yes
- no
- not sure
2.3. You are able to assemble a team and keep it motivated to achieve results:
- yes
- no
- not sure
2.4. You have a high level of self-discipline and self-organization:
- yes
105
- no
- not sure
2.5. You keep your word on the principle of «said – done»:
- yes
- no
- not sure
Result:_______________
3.1. Your energy is enough not only for yourself, but also for business, family, hobbies
and friends:
- yes
- no
- not sure
3.2. You are constantly looking for ways to expand opportunities and implement
them:
- yes
- no
- not sure
3.3. You have the experience to lead a team and a team in a crisis situation and win:
- yes
- no
- not sure
3.4. You have absolute authority in your company in the eyes of colleagues,
management and partners:
- yes
- no
- not sure
3.5. You have been a leader for many years and this does not tire you, but only
inspires you:
- yes
- no
- not sure
Result:______________
4.1. Do you think that communication with colleagues is a necessity:
- yes
- no
- not sure
4.2. Is it dicult for you to win over your colleagues:
- yes
106
- no
- not sure
4.3. Do you worry for a long time when mistakes or crisis situations occur:
- yes
- no
- not sure
4.4. Do you oen experience stress from work processes:
- yes
- no
- not sure
4.5. You see that communication in the team needs to be improved, but you do not
consider it your task:
- yes
- no
- not sure
Result:______________
5.1. You know how to cheer up your colleagues:
- yes
- no
- not sure
5.2. During negotiations, you create a constructive and friendly atmosphere:
- yes
- no
- not sure
5.3. Are you able to pull yourself together:
- yes
- no
- not sure
5.4. You are able to inspire colleagues and maintain corporate traditions:
- yes
- no
- not sure
5.5. You easily make business contacts and maintain them:
- yes
- no
- not sure
Result:_______________
6.1. You are very oen worried about what may happen as a result of your actions:
107
- yes
- no
- not sure
6.2. In a team, it is important for you to nd a leader and follow him:
- yes
- no
- not sure
6.3. Are you consistent in your thinking, is the order of actions important for you:
- yes
- no
- not sure
6.4. Do you always strive to explain events according to the principle of «cause –
eect» and then draw a conclusion:
- yes
- no
- not sure
6.5. In the process of thinking, you always rely on facts and on what you know for
sure:
- yes
- no
- not sure
Result:_______________
7.1. It is dicult for you to nd several correct solutions to the situation:
- yes
- no
- not sure
7.2. Do you prefer proven solutions:
- yes
- no
- not sure
7.3. In an uncertain situation, you do not make decisions, waiting for its clarication:
- yes
- no
- not sure
7.4. You have been in the same position for many years:
- yes
- no
- not sure
108
7.5. Do you think that improving the situation is not your task:
- yes
- no
- not sure
Result:_______________
8.1. You nd simple solutions in dicult situations:
- yes
- no
- not sure
8.2. You constantly see opportunities to optimize processes and oer solutions:
- yes
- no
- not sure
8.3. You love learning and do it all the time:
- yes
- no
- not sure
8.4. You are able to assess the situation and plan its development:
- yes
- no
- not sure
8.5. You are able to come up with and oer a mutually benecial business solution:
- yes
- no
- not sure
Result:_______________
9.1. You are able to see unique business and market opportunities:
- yes
- no
- not sure
9.2. You see the development of the business situation in the future for years to come
and anticipate trends:
- yes
- no
- not sure
9.3. You know how to diversify risks, capital and investments:
- yes
- no
- not sure
109
9.4. You know how to switch from strategic to tactical thinking when necessary:
- yes
- no
- not sure
9.5. You constantly see opportunities to take your business to a new level and
implement them:
- yes
- no
- not sure
Result:_______________
110
VI. III. Business diagnostics
1) What is Business Diagnostics
As you know, business diagnostics is a systematic process of analyzing the current
situation of a company in order to identify opportunities for growth, identify problems
and improve eciency. Interaction with the client during business diagnostics includes
the following main stages:
- Collecting information. At this stage, information is collected about the company,
its activities, products or services, markets, competitors, nancial condition and corporate
culture. Information can be collected through the analysis of documentation, conducting
interviews with management and employees, as well as studying industry and market data.
- Analysis of the current situation. Based on the collected information, the current
situation is analyzed, the company’s strengths and weaknesses, opportunities and threats
in the market are identied, and the main problems and areas requiring improvement are
identied.
- Development of recommendations. Based on the analysis, specic recommendations
and strategies are being developed to improve the current situation, solve problems and
realize opportunities for growth.
- Presentation of the results. e results of business diagnostics and developed
recommendations are presented to the client in the form of a report or presentation.
Possible options for action are discussed and priorities for the implementation of the
proposed measures are determined.
- Implementation and control. Aer making a decision on the implementation of
the proposed recommendations, the stage of implementing changes and monitoring their
eectiveness begins. During this process, additional support and advice from business
diagnostics experts may be required.
Business diagnostics allows companies to determine their position in the market,
identify opportunities for growth and improvement, as well as make informed decisions
to achieve their strategic goals.
At the same time, we insist that business diagnostics is a process of interaction with
the client in order to analyze the Current Situation.
e task of Business Diagnostics is to collect the necessary information, systematize
it, digitize it, prepare it for presentation and, together with system conclusions, provide it
to the customer.
During Business Diagnostics, it is strongly not recommended:
• to draw conclusions and conclusions about what he saw and share this information
with the customer and his employees;
• to oer solutions to the customer and his employees on any issues until the nal
presentation;
• to advise the client within the framework of existing competencies on issues not
included in this Diagnosis.
Diagnostics of Business Potential includes:
• analysis of the current level of IQ, EQ, VQ business Resources;
• analysis of the current level of eciency of the use of IQ, EQ, VQ business
Resources;
• business style.
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Diagnostics gives answers to questions:
• at the expense of what types of resources does the company achieve current results?
• what is the eciency of the current level of use of business resources?
• why are the current results such and what is holding back their growth?
Diagnostics of personal eciency quotients of employees includes:
• analysis of the current IQ, EQ, VQ levels of key employees;
• analysis of the current level of eciency of using IQ, EQ, VQ by key employees and
their potential;
• dening the management style and leadership of key employees;
• identication of active EQ Killers (see Part 4 «EQ Killers: Diagnostics, theory and
practice of counteraction» of this Special case).
Diagnostics gives answers to questions:
• how is the personal factor related to current and possible business results?
• why is there a shortage of resources in the company and can it be compensated at
the expense of internal reserves?
• who should I bet on in the context of the company’s existing business goals?
2) How is the business diagnostics going?
Business diagnostics is carried out according to the following stages:
1. Collecting Business Goals and Objectives. Clarication of the Request:
• preliminary Interview with business owners;
• Preliminary Interview with the CEO (chief executive ocer).
2. Drawing Up a Business Diagnostic Plan:
• compiling a list of companies, locations, processes, employees with whom meetings
and interviews should be conducted;
• drawing up a list of processes in which it is necessary to take part for Diagnostics:
meetings, working meetings, sales meetings, oce work observations, technological
processes, business processes;
• drawing up a list of prerequisites (complaints) that need to be checked, conrmed,
analyzed.
3. Planning diagnostic training:
• determination of the content of the training, its duration and the composition of
participants (see paragraph 6. An example of lling a diagnostic training in Appendix 1.)
4. Coordination of the Business Diagnostics plan with the client:
• receiving conrmation from the client about the readiness for visits and the
readiness of the necessary persons to participate in diagnostic training.
5. Work with the client:
• conducting Interviews;
• monitoring of meetings, working meetings, sales meetings, monitoring of oce
work, technological processes, business processes;
• conducting diagnostic training.
6. Fixing the results of business diagnostics and preparing a presentation.
3) By what criteria is the assessment carried out
Business diagnostics is carried out according to the following criteria:
- business style;
- Resource level IQ, EQ, VQ (determination of the current level);
- IQ, EQ, VQ Eciency level – how IQ, EQ, VQ resources are used to achieve the
goal;
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- the level of Resource potential IQ, EQ, VQ;
- does the current level of potential correspond to the goals and objectives of the
business?
- the main EQ Killers in the team and their inuence.
Diagnostics of employees is carried out according to the following criteria:
- management and leadership style;
- current level of personal eectiveness quotients IQ, EQ, VQ;
- employee eciency level: how does the current level of IQ, EQ, VQ resources
correspond to the employee’s task level;
- the potential level of the personal eciency quotients IQ, EQ, VQ of the employee:
a) to what level and with what eorts can the level of quotients of this employee be
increased? b) will this potential be sucient for the eective performance of tasks by an
employee?
- active EQ Killers of the employee and their inuence.
4) What result does the client get
1. Understanding the current business style.
2. Digitization of the current level of business resources IQ, EQ, VQ.
3. Digitization of the current eciency of the use of IQ, EQ, VQ resources and their
potential.
4. Understanding the level of IQ, EQ, VQ resources that are necessary to achieve the
desired business goals.
5. Digitization of the current level of personal eciency quotients IQ, EQ, VQ of key
employees.
6. Vision of the development potential of IQ, EQ, VQ quotients of key employees
and their compliance with the current level of tasks and responsibilities.
7. Understanding the sources and mechanism of realizing the potential of business
development, as well as the selected team.
Appendix 1. Example of lling diagnostic training
Shabshai Business Diagnostics Program – XYZ COMPANY DIAGNOSTICS
PROGRAM
Task : To diagnose and collect the necessary materials for:
• determining the IQ, EQ, VQ level of key employees;
• determining the EQ killers operating in the company;
• assessment of the emotional atmosphere and the level of emotional capital.
Purpose: To collect material for the sale of «trainings» and «expertise» of the
Shabshai Business Diagnostics Program – Personal work with top managers.
CONTENT OF THE TRAINING:
30 minutes – GAME Cl. 3 (error analysis)
30 minutes – TYPEWRITER
15 minutes – WHO IS WEARING WHAT
30 minutes – ASSOCIATION GAME
1.5 hours – THE GAME «NEGOTIATIONS»
30 minutes – GURDJIEV’S COUNTING
THE GAME «NEGOTIATIONS»:
THE TASK is to get the consent of the second party to the conditions indicated on
the card.
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SITUATION 1.1. COORDINATION OF PLANS BEFORE PREPARING FOR
THE SEASON
ROLES: CHIEF PRODUCTION OFFICER AND MARKETING AND SALES
DIRECTOR
YOU ARE THE CHIEF PRODUCTION OFFICER
PROPOSED CIRCUMSTANCES:
• cost increased by 20%. e task is to coordinate an increase in prices for ready-
made swimwear by at least 15%;
• fabric stocks in stock: 40% yellow, 30% blue, 30% white;
• the task from the CEO is to get rid of old stocks of fabrics in the warehouse. e
marketing director is your long–time colleague, it was he who recommended you to this
company a year ago.
TASKS:
• coordinate price increases;
• coordinate the release of swimwear from fabric stocks.
SITUATION 1.2. COORDINATION OF PLANS BEFORE PREPARING FOR
THE SEASON
ROLES: CHIEF PRODUCTION OFFICER AND MARKETING AND SALES
DIRECTOR
YOU ARE THE MARKETING AND SALES DIRECTOR
PROPOSED CIRCUMSTANCES:
• expected price reduction of 5% this season in order to enter a new market;
• the trend of colors this season: black, silver and white;
• you recommended a production director to work for this company a year ago.
TASKS:
• agree that the cost will be reduced by 5%;
• agree on the procurement of new trend fabrics for production.
SITUATION 2.1. PROCUREMENT FINANCING
ROLES: CHIEF FINANCIAL OFFICER AND MARKETING AND SALES
DIRECTOR
YOU ARE THE MARKETING AND SALES DIRECTOR
PROPOSED CIRCUMSTANCES:
• the desire to enter a new market, but the production does not have the necessary
materials;
• one of the major clients wants to return 40% of the purchased swimsuits that are
not for sale (this is 5% of the total sales of last year), otherwise he threatens not to buy a
new collection this year.
TASKS:
• to coordinate the return of the goods from the customer;
• coordinate the purchase of fabrics of new modern colors;
• hint to the CFO that the one you recommended for the job is not quite coping.
SITUATION 2.2. PROCUREMENT FINANCING
ROLES: CHIEF FINANCIAL OFFICER AND MARKETING AND SALES
DIRECTOR
YOU ARE THE CFO
PROPOSED CIRCUMSTANCES:
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• you received a task from the owners to repay the loans earlier than planned, and
according to the nancial service, in order to repay the loans, you need to free up resources
from fabric stocks and not spend much on purchasing new ones;
• you are expecting payment for an item that was shipped last year in full;
• hint to the Marketing and Sales director that you are very happy with the new
production director.
TASKS:
• convince the marketing director that it is possible to make a sales plan without
buying new fabrics;
• agree on the nal payment dates of customers for products shipped last year.
SITUATION 3.1. WHERE ARE THE RIGHT PEOPLE?
ROLES: CHIEF HUMAN RESOURCES OFFICER AND CHIEF INFORMATION
OFFICER
YOU ARE A CHIEF INFORMATION OFFICER
PROPOSED CIRCUMSTANCES:
• you have undertaken to implement a new IT system, 2/3 of the deadline has already
passed, and only 1/3 of the plan has been implemented;
• programmers are constantly being red from your company;
• you know that this is an opportunity for you to gain a new level of inuence in the
company, if you successfully cope, and a bonus that you just lacked to buy a new car that
you have wanted for a long time;
• you have learned from fellow IT directors that employees are being outbid for IT
development, so the programmers’ budget needs to be raised by 30%.
TASK:
• enlist the support of the HR director at a meeting with the director on the need to
raise salaries so that programmers do not run away.
SITUATION 3.2. WHERE ARE THE RIGHT PEOPLE?
ROLES: CHIEF HUMAN RESOURCES OFFICER AND CHIEF INFORMATION
OFFICER
YOU ARE THE HR DIRECTOR
PROPOSED CIRCUMSTANCES:
• you promised the director at the time of hiring that you would be able to keep the
salary budget at the same level as now for a year;
• the programmers who le told you that the issue is not about salary, but about the
lack of order in the IT department, but those who stayed do not complain and say that
they are oered more in other places;
• you have an excellent candidate for the position of CIO from one of the previous
jobs.
TASKS:
• nd out from the IT director his vision of the reasons for people leaving and deal
with complaints;
• prevent budget increases so as not to jeopardize your promises
SITUATION 4.1. COMPETITOR’S BREAKTHROUGH
ROLES: CEO AND CHIEF COMMERCIAL OFFICER
YOU ARE THE CEO
PROPOSED CIRCUMSTANCES:
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• you have been at the company for six months;
• you have insider information that a competitor has received substantial funding
and high-level support;
• a competitor has started construction of a new production line;
• a competitor has made protable oers to top customers.
TASKS:
• nd out from the commercial director whether he owns the information;
• if the commercial director owns the information, why didn’t he report it, if he
doesn’t own it, why doesn’t he own it;
• assign a task to the commercial director to study the model of the new oer and
report.
SITUATION 4.2. COMPETITOR’S BREAKTHROUGH
ROLES: CEO AND CHIEF COMMERCIAL OFFICER
YOU ARE A CHIEF COMMERCIAL OFFICER
PROPOSED CIRCUMSTANCES:
4. you have received an oer from a recruiter to switch to a competitor for a salary
twice as high;
5. according to the recruiter, the competitor has received new funding and has
ambitious plans;
6. you have been working in the company for a long time, you grew up from the
«bottom» in your time and really want to continue working in it, but you have the desire
and ambitions, but you do not see the opportunity to implement them;
7. you have a new CEO, and you planned that this position would be oered to you.
TASKS:
8. get conrmation that the company is still interested in you;
9. nd out from the CEO the prospects for the growth of your career;
10. nd out from the CEO the prospects for the growth of your income.
SITUATION 5.1. OFFICE ROMANCE
ROLES: CHIEF HUMAN RESOURCES OFFICER AND CEO
YOU ARE A CHIEF HUMAN RESOURCES OFFICER
PROPOSED CIRCUMSTANCES
• you have information that the marketing director is having an aair with one of
the employees in the personnel department. You are a clear opponent of relationships in
the oce;
• you see an employee as promising, but she has stopped keeping up with work;
• e marketing director is the CEO’s right–hand man and has a signicant
inuence on the latter. A signicant part of business results is based on it. At the same
time, according to rumors, this is not the rst case of a marketing director’s aair, which
led to the departure of promising middle–level employees from dierent departments.
TASKS:
• to convey information about the situation to the CEO and the risks of its
development;
• coordinate the position of the CEO and the company regarding aairs at work.
SITUATION 5.2. OFFICE ROMANCE
ROLES: CHIEF HUMAN RESOURCES OFFICER AND CEO
YOU ARE THE CEO
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PROPOSED CIRCUMSTANCES:
• e chief human resources ocer asked you to meet with a sensitive issue that he
did not voice over the phone;
• the marketing director closes a huge part of the business, practically lives at work
and constantly complains about the lack of time for personal life;
• you once met your wife at work and are happily married.
TASKS:
• nd out what the chief human resources ocer wants and what is the secret of the
situation;
• to understand the situation;
• make a decision on the situation.
SITUATION 6.1. CLARIFY THE SITUATION
ROLES: CHIEF COMMERCIAL OFFICER AND REGIONAL MANAGER
YOU ARE A CHIEF COMMERCIAL OFFICER
PROPOSED CIRCUMSTANCES:
• you are the second month in the company and the second month the plans for the
region of this manager are not fullled, this is the second largest region (15% of sales);
• you have already talked to the manager twice, he promises to x the situation, but
nothing changes, you don’t trust him;
• you have already talked to the CEO twice about the situation with this employee,
oering to dismiss him, but he says that he is a good employee, has always been very
successful, he just has not the best of times right now.
TASKS:
• understand the situation;
• collect irrefutable evidence that the employee will not improve.
SITUATION 6.2. CLARIFY THE SITUATION
ROLES: CHIEF COMMERCIAL OFFICER AND REGIONAL MANAGER
YOU ARE A REGIONAL MANAGER
PROPOSED CIRCUMSTANCES:
• you know how the system works and how to increase sales;
• you planned that you would be oered the position of commercial director, but
you took a new person;
• there are many problems in the company that you used to solve using superpowers,
and now, when you have not been promoted, you spend exactly as much as you need on
work: for example, you do not have enough sales agents and the personnel department
cannot nd them, the warehouse has not shipped 20% of applications in the last two
months, etc.
TASKS:
• not to give your achievements to a new commercial director;
• not to be red;
• not to take on more tasks than by position.
SITUATION 7.1. WHERE TO DIRECT INVESTMENTS?
ROLES: CHIEF FINANCIAL OFFICER AND CEO
YOU ARE THE CFO
PROPOSED CIRCUMSTANCES:
• you have investment applications for this year, three of them came this month, but
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there is only money for one investment;
• one investment is an online advertising campaign (a new advertising channel), the
second is in an IT program for nancial accounting and business analytics (its purchase
has been postponed for 4 months), the third is for the purchase of an automated line in a
warehouse;
• you really need a new program, because you came six months ago and planned to
automate accounting for six months - this is your personal KPI;
• you don’t really believe in advertising because the last campaign didn’t meet
expectations.
TASKS:
- get a decision from the CEO to invest in the program this month
- prove to the CEO that investments in advertising are not eective
SITUATION 7.2. WHERE TO DIRECT INVESTMENTS?
ROLES: CHIEF FINANCIAL OFFICER AND CEO
YOU ARE THE CEO
PROPOSED CIRCUMSTANCES:
• you need quite a bit of additional sales (10% growth) to meet the half-year goals
and compensate for the sales failure in the second month;
• according to logistics estimates, due to problems with personnel in the warehouse,
you lose from 5 to 10% of sales;
• digital is a promising new channel on which you have never advertised. According
to the marketing director, competitors who started advertising in digital have grown by
15%;
• e CFO has been giving you good advice since joining.
TASK:
• make a decision where to direct investments.
SITUATION 8.1. AN AWKWARD SITUATION
ROLES: CHIEF SALES OFFICER AND CHIEF HUMAN RESOURCES OFFICER
YOU ARE A CHIEF HUMAN RESOURCES OFFICER
PROPOSED CIRCUMSTANCES:
• the CEO asked for a job for his wife’s niece. You oered to employ her in the sales
department, and she has been working for the company for three months:
− you took this step «with a creak in your heart», only because you needed to
approve a new personnel development program, the CEO hinted that he would support
this program only if you solve the issue with his niece and she will work;
− the nance director is categorically against nancing your program and the only
chance to bring it to a result is the support of the CEO.
TASKS:
• save a «valuable employee»;
• make sure that the CEO will continue to support your project.
SITUATION 8.2. AN AWKWARD SITUATION
ROLES: CHIEF SALES OFFICER AND CHIEF HUMAN RESOURCES OFFICER
YOU ARE THE CHIEF SALES OFFICER
PROPOSED CIRCUMSTANCES:
• your sales plans have started to collapse;
• the reason is that the employee you took to the department at the request of the
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HR director destroys the team;
• you are a person of discipline and planned work, and a new employee is constantly
late, spends time chatting, constantly leaves with colleagues for a smoke break and does
not respond to comments;
• the employee’s personal results are satisfactory;
• you suspect that she didn’t come from the street and the HR director is covering
for her.
TASK:
• agree on the dismissal of this employee or transfer her to another department.
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Appendix 2. Example of a Business Diagnostic Plan
e Shabshai Business Diagnostics Program IS A VISIT PLAN FOR XYZ
COMPANY.
VISIT PLAN. Arrival – Sun, March 10
Mon, March 11, city 1
11:00-14:00 STD // Ulug’siymo
15:00-18:00 PIXEL Media (MEROS Media) // SC Oce
Tue, March 12, city 1
9:00-12:30 Visit to MEROS PHARM
14:00-18:00 Visit to the SEEM Factory
Wed, March 13, city 2
09:00-15:00 Meeting of the Management Committee and the Executive Committee
(strategic and operational issues)
16:00-18:00 Visit of the Management Committee
u, March 14, city 2
9:00-12:00 Visit to Olam Pharm // Visit to INOM Healthcare
13:00-16:00 Visit to LPS // Visit to Neues Leben
16:00-18:00 Visit to HCB // INSO Pharm Consulting
Fri, March 15, city 2
9:00-13:00 Coordination council, oce of the Management Committee
14:00-18:00 Visit of the Management Committee
Sat, March 16, city 2
10:00-13:00 Training for employees (9 people)
15:00-18:00 Training for employees (9 people)
Departure – Sun, March 17
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VI.IV. Business Potential Realization Strategy
and e Development Potential Of Key Individuals
e strategy for realizing the business potential and the development potential
of key individuals includes the development and implementation of long-term plans
and approaches aimed at improving the company’s eciency and personal growth of
employees. We recommend considering the following approaches in this area:
- SWOT analysis. SWOT analysis allows you to identify the strengths and weaknesses
of the company, as well as opportunities and threats in the market. is analysis helps to
develop strategies that allow you to use strengths and opportunities, as well as reduce the
impact of weaknesses and threats.
- e theory of the «blue ocean». is approach is based on the idea of nding and
creating new market niches where competition is minimal or absent. e Blue Ocean
strategy can be used to expand the business and realize its potential.
- Balanced Scorecard (BSC). BSC is a strategic management tool that allows
companies to monitor their performance in four key aspects: nance, customers, internal
business processes and training and growth. BSC helps companies develop and implement
strategies aimed at improving results in each of these areas.
- Talent management. e talent management approach includes the identication,
development and retention of key employees. is may include training and development
activities, mentoring, career planning, motivational programs and reward systems.
- eory of Transformational leadership. is theory states that leaders should
be inspirers and motivators who help employees develop and grow. e introduction
of transformational leadership in the company can contribute to the realization of the
development potential of key individuals.
I. Analysis of the Current Business Situation
1) eory Of Strategic Analysis:
- from Potential Diagnostics to Strategic Analysis;
- from Strategic Analysis to Strategic Planning.
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2) Elements of Strategic Analysis: identication of existing gaps in business style,
management style and leadership of the head and the eectiveness of IQ, EQ, VQ and the
level of quotients.
e strategic Analysis of the Customer’s Business includes the following elements:
1. Strategic goals and objectives of the Business and current indicators of their
implementation.
e strategic goals and objectives of the Business describe:
• strategic goals of the Business in the perspective of the year (for example, market
share and position in the market, markets in which it is planned to conduct business, sale
of business, capitalization (IPO, ICO, attracting investors);
• strategic goals of Business Owners (for example, exit from operational management,
inheritance, scale of development);
• the degree of implementation of the Strategic Goals of the Business and Owners;
• existing diculties and obstacles at the stage of their achievement.
2. Tactical goals and objectives of the Business and current indicators of their
implementation (including nancial indicators).
Tactical goals and objectives of the Business describe:
• current business results (implementation of sales plans, implementation of
prot plans, implementation of current development plans, implementation of business
development projects);
• market position and its dynamics;
• existing diculties and obstacles at the stage of their achievement.
3. Business Management Structure
Includes:
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• industry and its condition;
• description of the sales system;
• management structure: organizational structure, basic rules and principles of
management, mission and values of the company (if any);
• Key Business Persons (KBP): a list of key employees and their personal stories in
the business.
4. IQ, EQ, VQ resources.
Assessment of IQ, EQ, VQ Resources includes:
• dening the business style;
• denitions of KBP management style;
• determination of the IQ, EQ, VQ KBP quotients.
5. Analysis Of e Management System.
Eectiveness of IQ, EQ, VQ levels
e management system of any company is divided into three levels:
At the IQ level:
• the vision of business development is determined;
• strategic and tactical plans and goals are established.
During the analysis of the IQ level, it is important to determine the level of thinking
of representatives of this level and its compliance with the level of business goals.
e second important parameter is the level of contact and mutual understanding
between Business Owners and CEOs, as well as Business Owners and top managers (do
top–level managers understand and share the goals of Owners and Businesses).
Objective evaluation mechanism – such games as «Fuck up», «Insight», «Feedback»,
Set the goal».
At the EQ level:
• the business atmosphere is determined.
e business atmosphere includes:
• the basic emotions prevailing in the company, the ability to negotiate constructively
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and eectively, the level of internal ethics and performance discipline in the company, the
level of loyalty of customers and business partners.
During the analysis of the EQ level, it is important to determine the level of emotional
intelligence of top managers, as well as their level of mutual understanding and interaction
with each other and with management.
Objective evaluation mechanism – Game Status, Task Statement, Delegation.
At the VQ level:
• the quality of business processes is determined.
e quality of business processes is determined by two parameters:
• performance discipline in the company;
• the quality of the task statement from top managers to department heads and
performers.
Objective evaluation mechanism – games «Set the task», «Delegation»,
«Management».
Gaps at IQ, EQ, VQ levels
At this stage, key gaps at each management level are recorded and analyzed. In other
words, whether the corresponding functions are performed at each level with examples
and facts conrming them.
6. Resource shortage analysis.
At IQ, EQ, and VQ levels.
Based on the analysis of gaps at each level, the shortage of IQ, EQ, VQ resources at
the Business level is determined and described.
e shortage assessment is carried out relative to the Goals of the Business and the
Business Owners. For example, the goal of a business is to come out on top in the market.
e current market situation is the company in the top three.
Business Style – VQ.
• e IQ level of the business is non–standard.
• EQ business level – standard.
• VQ business level is non–standard.
To achieve this goal, the company needs to raise the EQ level from standard to non–
standard, and the VQ level from non-standard to genius. At the same time, the IQ level
should not fall below the current (non-standard level).
By KBP personnel regarding goals and objectives.
Further, the existing gap is analyzed with respect to specic KBP, which form a
particular level of Business Resources.
A personal analysis of the lack of IQ, EQ, and VQ resources is carried out and
described.
7. Analysis of EQ Killers.
At IQ, EQ, and VQ levels.
e company analyzes the main EQ Killers, which determine the current business
atmosphere. At the same time, the main EQ Killers are determined at each of the control
levels.
By KBP personnel regarding goals and objectives.
e second stage of the analysis of EQ Killers is a personal analysis of EQ Killers, it is
used to build personal development programs for KBP, detach managers from subordinates
and determine the CORPORATE SUPPORT PROGRAM.
8. Analysis of the existing potential.
At IQ, EQ, and VQ levels.
By KBP personnel regarding goals and objectives.
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e analysis of the existing potential is the nal resulting analysis. It consists of
conclusions about the possibility and conditions of changes, as well as the timing of
possible changes necessary to activate the necessary level of Resources.
3) Analysis of destructive scenarios of the situation.
e purpose of this stage:
• show the development of the situation if the current level of IQ, EQ, VQ remains
at the same level;
• nd out what will happen to the business, the goals of the business and the goals
of the business owners.
e analysis of destructive scenarios should be based on the revealed facts and
conclusions at the «Resource Shortage Analysis» step.
e result of the analysis will be the compilation of selling modules for the formation
of additional motivation of the customer about the need for changes.
An example of a destructive scenario.
Company A has a tactical goal – to grow in sales by 30% in a year and a strategic goal
– to become a market leader in three years. Market parameters make it possible to achieve
this goal, for this it is necessary to ensure growth by 15-20% faster than competitors in a
growing market.
Business Style: VQ.
e company’s initial quotients are: IQ – standard, EQ – non–standard, VQ
-standard.
To achieve this goal, the company has attracted a new head (CEO). It has the
following initial quotients:
IQ – standard, EQ – standard, VQ – non-standard.
Logically, if the CEO manages to increase the company’s eciency level to a non-
standard VQ, then the company is guaranteed to develop at the market level.
However, if the non-standard EQ level is maintained, the company has a high chance
of developing faster than its competitors.
But in fact, the company fails to realize this opportunity.
e carrier of non–standard EQ competencies in the company is the sales manager,
and his management style is EQ.
Aer the appearance of a new CEO with a pronounced VQ management style,
a conict arose between the new CEO and the sales manager. is conict cannot be
resolved without external help due to the standard IQ level of both top managers.
e dismissal of one of the managers will also not bring the desired result. Firstly,
the dismissal of one will strengthen the «standard» perception of the situation of the other.
Secondly, time will be lost to nd and adapt a new manager, which will create an additional
gap in development from competitors. irdly, any quick replacement at the top level (IQ/
EQ management level) introduces an imbalance and defocusing at the level of performers
(VQ level) and the time to return the situation to its original is oen long.
If we leave this situation without a solution, the conict will not give any of the
leaders the opportunity to realize their strengths. eir attention is already occupied by an
internal war, and this war will only grow as pressure from the owners in terms of obtaining
the necessary result.
e takeover and suppression by one of the company’s managers of another will also
lead to undesirable results and will not allow achieving either tactical or strategic goals,
because there will be no growth in the level of business quotients as a whole.
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VI.V. eory Of Development Of Constructive
Scenarios For e Development Of e Situation
1) Identication of growth points to increase business eciency quotients:
- from Potential Diagnostics to Strategic Analysis;
- from Strategic Analysis to Strategic Planning.
Strategic Analysis. Growth points:
ТРN = f (VQ, EQ, IQ)
Each Growth Point is determined on the basis of Strategic Analysis, depending on
the need for the development of quotients. is is the basis for the optimal selection of
methods and complexes.
Growth Points.
e denition of growth points is aimed at transforming a destructive scenario into
a constructive one.
1. Growth Points take into account the Development Strategy of quotients:
- what quotients should be increased and to what level – to achieve the desired
result?
2. Growth Points take into account the Tactics Of quotient Development:
- what is the sequence of growth of quotients?
Example of a constructive scenario
We return to the example from point I «Analysis of the Current Situation in
Business», subparagraph 3 «Analysis of destructive scenarios of the situation».
To transform a destructive scenario into a constructive one, it is necessary to achieve
the following Growth Points:
• raising the CEO’s IQ level to non-standard;
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• raising the IQ level of the sales manager to non-standard;
• increasing the CEO’s EQ level to non-standard;
• raising the sales manager’s VQ level to non-standard;
• increase the VQ level of the sales team.
Achieving these Growth Points will allow you to obtain the following conguration
of the quotients of this business:
• VQ – non-standard,
• EQ – non-standard,
• IQ – non-standard at the IQ level of management.
us, the company will have the necessary resources to achieve Strategic and Tactical
Goals.
2) Determining the conguration of the team needed to achieve growth points
e conguration of the command should take into account:
• growth points to be achieved;
• initial parameters of the customer’s team.
e task at the stage of Strategic Analysis is to determine the members of the client’s
team who will participate in the development program.
e main parameters by which the readiness or unwillingness of managers to
implement the development program is determined are as follows:
• internal motivation to achieve goals in this particular company;
• the level of internal potential, the ability and desire of the manager to develop it;
• the presence of a basic level of Will («said – done»);
• external incentives and conditions for development: ambition, positive experience
of achieving a new level of personal development, personal conditions, the need to
conrm or increase social status, the need to receive remuneration from the result for the
acquisition of personal benets, etc.
Employees and managers who do not meet these criteria are not recommended to
the customer to work on personal development programs, and if possible, before the start
of the development project, their replacement with other specialists is recommended.
e exception is employees who cannot be replaced due to the high level of
responsibility and involvement in operational and strategic processes.
If such a situation occurs, then before the start of the project, it is necessary to
prepare and implement a scenario for activating this employee and building his long-term
motivation for changes. is scenario assumes agreements between business owners and
such a manager, is developed individually and is an additional service of the Shabshai
Diagnostic Program.
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VI.VI. Strategic Planning
1) Programming scenarios of constructive relationships to achieve the goals of the
Business Owner:
- from Potential Diagnostics to Strategic Analysis;
- from Strategic Analysis to Strategic Planning.
Programming scenarios of constructive relationships to achieve the goals of the
Business Owner includes a set of methods necessary to achieve Growth Points.
e methods are selected according to the development of each of the IQ, EQ, VQ
quotients.
Basic sequence of methods implementation:
1. Introduction of VQ methods aimed at:
1. improving the discipline of key managers;
2. improving the level of Discipline in the team;
3. raising the VQ level of key managers to the VQ Leadership level.
2. Introduction of EQ methods aimed at:
1. improving the ethics of key managers;
2. improving the level of Ethics in the Team;
3. increasing the EQ level of key managers to the level of Stress Resistance EQ.
3. Introduction of IQ methods aimed at:
1. increasing the level of responsibility of key managers;
2. increasing the level of responsibility in the team;
3. raising the IQ level of key managers to a non-standard IQ level.
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e selection of methods is determined by the Personal Diagnostics of Managers
and the Constructive Scenario of the Situation.
Basic Methods of the Shabshay Business Diagnostics Program
VQ methods:
• cathartic practices (cathartic yoga, catharsis by zones);
• ST Game;
• Zen Fencing – VQ level (development of technology and formation of the will to
win);
• «Shabshai Discipline» – adaptation to the business objectives of the game 9-5.
EQ methods:
• Breath of Design;
• Zen Fencing - EQ level (stress resistance training);
• EQ Killers counteraction schemes (see Part 4 «EQ Killers: Diagnostics, eory and
Practice of Counteraction» of this Manual);
• «Ethics of Shabshai» – adaptation to the business objectives of the rst three points
of ethics.
IQ methods:
• theory and practice of developing the personal type of thinking of the Client’s key
persons;
• ST Game – second level;
• Status game;
• «Feedback» game.
2) Development of a detailed Implementation Plan
e Detailed Implementation Plan includes:
1. A list of methods used in working with a specic client.
2. e list of persons in the client’s company with whom support work is carried out.
3. e sequence of methods used in working with the client’s key persons.
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4. e number of hours of support work. e number of hours for the personal work
of the client’s key persons
5. Control Points.
e nal plan is formed in the form of a «checkerboard» and is an incoming
document for Corporate Support.
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VI.VII. INTEGRATION.
Realizing the Potential of Business
and the Development Potential of Key Individuals
I. Training
1) Emotional Detox
Training «Emotional Detox. How to transform emotions into a business success
tool?»
1. Description of the training
e topic of the training: the role of emotions in business and business
communications.
Everything is interconnected in our life. is is becoming obvious in the business
sphere as well. What state you are in, your team is in this state and, accordingly, your
business is in this state. And this inner state is determined by the quality of your own
emotions.
Today it is no secret that not only personal life, but also career depends on emotional
health. How oen, when you were in a good mood, did you feel ready to move mountains?
And indeed: emotionally healthy people are much more successful in developing their
careers without sacricing happiness and health. Become one of these people right now,
sign up for the training!
Duration: 3-5 days, 5 hours.
e training allows you to:
• learn how to create a favorable atmosphere for you in negotiations;
• get rid of groundless claims against yourself and colleagues at work;
• learn how to solve issues of any complexity as quickly and eciently as possible;
• stop being annoyed and reacting to someone’s stupidity;
• improve communication skills;
• reduce the number of reactions, increase constructiveness and productivity;
• increase the degree of friendliness and support in the team;
• open a source of new ideas and inspiration, which will easily allow you to overcome
the «competence ceiling»;
• prevent emotional burnout and preserve health.
2. Structure and schedule of the training
10:00-10:30 – Opening speech of the Coach
10:30-11:30 – Practice of rapid emotional recovery «Breath of design»
11:30-11:45 – Gymnastics for the eyes
11:45-12:30 – Practice «Cleansing jiberish»/»Cathartic Yoga»
12:30-13:30 – Practice «Reed in the wind»
13:30-14:00 – Relax
Participants can lie down on the mats, completely relax and have a deep rest to so
pleasant music.
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14:00-15:00 Sharing
Participants share their impressions, there is an awareness of the results obtained.
e nal stage: the Coach’s recommendations for maintaining the result obtained.
3. Introductory speech of the Coach
Remember how quickly and easily any projects are implemented when you are
overwhelmed with joyful emotions. And how everything literally falls out of hand if
depression and despondency overcome. is is because only healthy emotions can ignite
in us a creative, truly magnetic and transformative energy that can transform any reality
at will.
Without realizing the full power of emotions, we oen use them to destroy ourselves
and others. e ability to manage emotions is fundamental for any person. In the modern
world, it is emotions that allow us to stay in the rapidly changing ow of information and
overcome the huge amount of stress that life gives us. Especially if we want to create or
maintain a successful business in a super-fast trending world.
To understand the mechanism of emotions, let’s give an example with a passenger
car. In order for it to go, gasoline is needed, which is fed into the internal combustion
engine and moves the wheels through a mechanical transmission. Similarly, emotions
serve us for action – to improve the process of thinking and the ability to achieve any
goals. ey also serve as a «safety cushion» for us to overcome any stress.
What hinders us in business / at work / in the management of personnel (team)?
is is a low level of stress tolerance and an emotional attitude to situations or a specic
person.
e rst step towards the formation of stress tolerance will be the release from
memory of all the negativity associated with Work Colleagues (boss, started and failed
business projects). To do this, we will do a series of exercises that step by step will help free
the memory from the negative experience of the past…
4. Necessary inventory:
• a device for playing music (music player, laptop, etc.);
• karemats;
• blankets;
• eye patches;
• paper towels;
• aroma oils or aroma sticks;
• caratals.
5. Description of training technologies
5.1. e practice of rapid emotional recovery «Breath of Design»
e practice is aimed at cleansing from negative emotions, internal relaxation and
activation of self-regulation.
e main components:
• breathing;
• attention;
• quality.
Technique of execution
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Sit in a comfortable position, keeping an even spine. Smooth, relaxed shoulders, the
crown stretches upwards, the coccyx, like an arrow, looks down.
Hands «Namaste» – palm to palm at chest level, forearms are parallel to the oor.
Breathing is even, deep. We inhale through the slightly open mouth, inhale with the
stomach (the stomach inates when inhaling).
We gather all our attention between our palms and imagine that the le palm takes a
breath. To enhance the sensations, we use an image. We feel that when inhaling, the palm
is lled with clean water.
e next breath is an impulse of attention and breathing, as pure water lls the le
forearm, with the next breath, the level of breathing with pure water bends around the
elbow, rises up, lls the shoulder and ows into the heart. ere is a small pause in the
heart – awareness. We feel how the pure water of attention and breathing washes the heart
and with exhalation washes out everything unnecessary from the heart.
Exhale from the heart through the right shoulder, the water of attention and
breathing goes around the right elbow, lls the forearm and ows out of the right palm.
ere is emptiness between the palms, the reference point «zero», pause, awareness.
Inhale through the le palm – forearm – elbow – shoulder – into the heart – pause.
Exhale from the heart through the right shoulder – elbow – forearm – from the right palm
– pause.
Inhale – clean, fresh water – pause, wash the heart – exhale musty, stagnant water.
It is important to combine breathing with attention. Aer this skill is formed, you
can add quality. e quality is introduced according to the principle of antagonists. If
tension is felt in the inner space, then relaxation, darkness – light, fear – love, heaviness –
lightness, resentment – gratitude, etc. are introduced into it with inspiration.
* In the process of performing the technique, so, calm music sounds.
5.2. Gymnastics for the eyes
Gymnastics for the eyes allows you to remove excess tension from the eyes and
direct attention from the surface of the eyes to the pituitary gland. It is recommended to
perform each exercise 3 times.
Eye and brow massage
Rub your palms together until you feel warm and apply them to your closed eyes.
Breathe the darkness and warmth of your palms into the center of your head. Gently
massage the brow ridges in a circle in the direction from the center to the periphery.
Breathing is calm, deep.
Eye movement in a circle
Very slowly, with the maximum amplitude of the withdrawal of the pupils to the
periphery of the circle (as if trying to «look» beyond the eld of view), draw the pupils
clockwise, then counterclockwise. e speed should be very slow: one eye circle takes
about 60 seconds. Feel a slight tension in the muscles of the eyes. Focus your breathing
and attention in the middle of your head.
Make sure that the head remains stationary.
Defocusing
Look at the tip of your nose, hold your gaze for 3-5 seconds. Now move your gaze
forward 5-7 meters and hold your gaze again. Watch your breathing.
Buttery wings
For 15 seconds. blink as oen as possible. en close your eyes, slowly open them.
e exercise helps to focus attention on the pupils. To strengthen the exercise, imagine
that the eyelashes are buttery wings that move quickly in ight.
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Criss-cross
Look up as much as possible (trying to look behind the crown), then look down
as much as possible (trying to look under the feet). Aer that, look to the right and le
as much as possible (try to look behind the ear). Do not forget about deep breathing and
make sure that the head does not move aer the look.
Closing your eyes
Close your eyes as much as possible, stay like this for 3-4 seconds. Exhale and release
the tension.
Yo-yo
Focus your gaze on the tip of your nose. Now, as it were, translate it to some distant
object (wall, shelf, ceiling, beautiful print on the carpet). Return your gaze to the tip of
your nose again. Similarly, try to «cast» a glance into the inner space (see the knee, internal
organ or nger tip).
Stress relief
Rub your palms again until you feel warm and gently massage your eyes with warm
palms and exhale to release all residual tension.
5.3. e practice of «Cleansing Jiberish»
is practice allows you to remove negativity, resentment, anger from memory, get
rid of groundless claims against yourself and colleagues at work, get rid of situations that
are «stuck» in memory.
e practice consists of three stages
• we express what has accumulated in the language of Jiberish;
• verbally express everything that causes concern;
• we say what I can learn from this person/what I admire/respect/am grateful for.
Each stage lasts 15 minutes.
Before starting practice, it is recommended to do gymnastics for the eyes.
en the Coach explains what jiberish is.
Jiberish consists in pronouncing nonsense from various syllables and sounds, relying
on the emotional center. Djiberish opens the creative right hemisphere and removes
the load from the frequently used le hemisphere (because it does not carry logic and
semantic load).
us, the usual system turns o and rests. Rest and relaxation of the le hemisphere
(the active work of which oen suppresses our emotional desires). e system is recharged
(by activating the connection with the emotional center and freeing it from suppressed
negative emotions, attachments, dirt, dependencies).
e coach asks everyone to practice pronouncing Jiberish.
en the Coach distributes eye patches for a more comfortable immersion into the
inner world.
Stage 1
We mentally see a photo of a colleague or boss with whom a negative emotion is
associated.
We express to him through Jiberish everything that has accumulated. You can also
recall the situation, imagine it and express everything that rises in memory.
Stage 2
We verbally express everything that we remembered in the 1st stage.
Stage 3
We say what I can learn from this person/what I admire/respect/envy/am grateful
for.
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If the situation comes to mind, then we say what I learned, what I got as a skill.
5.4. Meditative technique «Cathartic yoga»
Cathartic yoga is a set of physical exercises aimed at freeing the body from
accumulated suppressed negative emotions. ese exercises create static tension in the
body in the characteristic areas of the muscular frame. Due to the created tension in the
body, a person’s attention begins to ow into the appropriate zones – this is how emotions
are «released» from the body.
At the beginning of the lesson, a preparatory stage is needed – Impulse yoga. Aer
that, you can proceed to the main stage.
1. Preparatory stage – impulse yoga (warm-up stage before cathartic yoga)
Complex of asanas «Greeting to the sun»
Fig. 1 Stand up straight with your arms folded.
Fig. 2 en stretch your arms up and back and bend over, keeping your legs straight
at the knees.
Fig. 3 Slowly bend forward and touch the ground with your hands, and touch your
knees with your head. When performing a tilt, do not bend your knees.
Fig. 4 Liing the body, stretch the le leg back as much as possible. At the same time,
open your chest as much as possible.
Fig. 5 Raise your arms up and bend back.
Fig. 6 Lower your arms and at the same time return your le leg to the starting
position. Extend your right leg back.
Fig. 7 Raise your arms up again and bend over, opening your chest as much as
possible.
Fig. 8
Lower both hands to the ground and at the same time stretch your le leg
back. e buttocks stretch upwards, and the whole body remains tense and
motionless. Bend your back and hold your body on your arms and legs.
Fig. 9 Go down. e weight of the body is entirely supported on the palms of the bent
arms and toes.
Fig. 10 Straightening the arms, bend as much as possible, open the chest and take the
head back. e body is still held on the palms and toes.
Fig. 11 Jump your legs back to your hands. We fold in a tilt, legs are absolutely straight,
head rests on knees.
Fig. 12 Stand in a stance with your arms folded in front of your chest as at the very
beginning.
* IMPORTANT: All asanas are accompanied by Design Breathing.
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e complex is optimally repeated 3 times.
2. e main stage. Cathartic yoga.
Pose No. 1
It is aimed at freeing from resentment and is performed in combination with an
open sound of «Uh-uh», hissing.
e legs are shoulder-width apart, the arms are joined palm to palm at chest level.
At the therapist’s signal, one hand begins to exert pressure on the other, creating tension
in the arms themselves, the thoracic region and the shoulder girdle.
Pose No. 2
It is aimed at liberation from anger and anger. An open «A-a» sound, turning into
a growl.
e legs are slightly wider than the width of the shoulders, the feet are parallel.
Straight arms through the sides rise up and above the head are joined palm to palm.
e legs bend at the knees. e body simulates sitting on a chair, while the lower leg is
perpendicular to the oor, and the hips are strictly parallel. e arms and body form a
straight line, the body is slightly tilted forward. e main tension is created in the inner
and back parts of the thigh, as well as in the pelvic area.
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Pose No. 3
It is aimed at liberation from anger, aggression, resentment, self-pity. e sound
used is «A–a», turning into growling and profanity.
e body assumes the «prone stop» position, the legs and the body form one line.
Attention is focused on the tension in the arms, chest and abdomen. To enhance the eect,
the arms are bent at the elbows and the body is xed at a distance of 10 cm from the oor.
Pose No. 4
It is aimed at liberation from anger and self-pity. e open sound «A-a» is used. It is
possible to use rapid breathing (sharp quick and short breaths and exhalations in between
stresses).
e body is positioned horizontally on the oor, face up. At the therapist’s signal,
straight legs are raised at a distance of 10 cm from the oor. Additionally, you can li
the body, while the body forms a «boat». Tension is created in the abdominal area. To
enhance the eect, the arms are additionally straightened forward and all muscle groups
are strained as much as possible.
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Pose No. 5
It is aimed at liberation from self-pity and attachments of the past. e open sound
«A-a» is used. It is possible to use rapid breathing and words prohibited by censorship.
e body is placed on the oor face down. At the therapist’s signal, the arms and legs
are raised at the same time, while the arms are spread apart. Tension in the chest area from
the back and in the lower back.
Important!
When performing the complex, each of the exercises (poses) is performed at least
three times, while the tension in the zones is brought to a peak state. When working with
tension, it is necessary to use the breath of design, jiberish and voice vibration, sound.
* It is important that the sound comes from the lower abdomen, for this the throat
should be relaxed. e sound should be low and mued. If the sound turns into a squeak, it
is necessary to inhale and exhale a sound from the lower abdomen. If the client cannot extract
sound from the abdomen, it is recommended to perform Strelnikova Breathing (described
below)
In the intervals between the approaches of performing exercises, it is necessary to
relax all muscle groups as much as possible, restore breathing. It is also possible to use a
free dance to relieve tension and redistribute the load.
e duration of each exercise (pose) can be from 30 seconds. up to 1.5 min. and
possibly more, depending on the physical tness of the client(s). e break between
approaches can be about 2 minutes. e break between exercises (poses) can last up to 5
minutes.
Cathartic yoga can be used for both group and individual therapy.
5.5. Meditation technique «Djiberish by chakras»
e technique of «Djiberish by chakras» is aimed at cleansing from suppressed
emotions by chakras (areas in the body that are projections of certain segments of life). It
allows you to raise, realize and separate from thoughts and emotions that a person does
not see.
Chakras:
1st: coccyx, pelvis, genitals area;
2nd: lower abdominal area, 2 ngers below the navel, lower back;
3rd: solar plexus zone;
4th: chest area, heart area, area between shoulder blades;
5th: neck area;
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6th: head zone;
7th: the area above the crown.
e peculiarity of the technique is to pronounce directly aloud everything that
is suppressed. Oen people are embarrassed by their voice and their thoughts. Here,
the coach needs to focus on the volume of speech and the continuity of pronouncing
everything that rises. If a person has a stupor or pauses, he can pronounce the words–
catalysts corresponding to each of the chakras (1 - sex, 2 – I have strength / no strength,
3 – can / can’t, 4 – love / dislike, 5 – I am, 6 – like / dislike, 7 – God).
Before starting the technique, it is important to pay special attention to the training
of the Jiberish technology. e technique consists of seven consecutive stages, and each
stage has two parts: jiberish and expression (expression in ordinary direct speech, that is,
aloud).
Part of «Jiberish»
Sitting or standing. Eyes closed. We feel the projection of the chakra in the body
(they are described in detail below), you can do a light massage in this area. We begin to
speak gibberish (gibberish or speaking in other languages. Speech is syllabic, unrelated,
as small children say ... ka la ma pu re da ti ru. Performed loudly, clearly, at an average or
fast pace). We feel that jiberish and attention directed to the area with which we work, like
ultrasound, are crushing this area. Be sure to take a deliberately deep breath with your
stomach! We change the tempo and volume of speech. When an emotion rises, we put its
expression in jiberish. You can gesture widely with your hands and move your body for a
better bodily sensation of the area we are working with.
e «Expression» part
At the sign of the presenter, we begin to speak from the zone in which we spoke
jiberish, any text that rises on a topic corresponding to the chakra. You need to talk non–
stop, any words, they may seem meaningless, but this is the essence of the expression - to
get all the suppressed unconscious.
e stages are repeated for each chakra. e change of stage is determined by the
change of the musical composition or the command of the presenter.
1st stage:
- 1st part: we direct jiberish to the 1st chakra. At the same time, the Coach reminds
that the 1st chakra is responsible for money, sex, survival;
- Part 2: we express our attitude to money, sex, survival.
Stage 2:
- 1st part: we direct jiberish to the 2nd chakra. At the same time, the Coach reminds
that the 2nd chakra is responsible for the lower emotions, strength, life resource (there are
forces, there are no forces);
- Part 2: we express our emotional attitude, express suppressed emotions.
Stage 3:
- 1st part: we direct jiberish to the 3rd chakra. At the same time, the Coach reminds
that the 3rd chakra is responsible for the will, the achievement of goals;
- Part 2: we express our attitude to external obstacles, we express our inner «no».
Stage 4:
- 1st part: we direct jiberish to the 4th chakra. At the same time, the Coach reminds
that the 4th chakra is responsible for relationships with people, resentments, fears;
- Part 2: we express our attitude to people, our grievances, fears.
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Stage 5:
- 1st part: we direct jiberish to the 5th chakra. At the same time, the coach reminds
that the 5th chakra is responsible for self-expression, creativity, the manifestation of their
talents through society, acceptance / rejection of themselves;
- Part 2: we express our attitude to self-manifestation.
Stage 6:
- 1st part: we direct jiberish to the 6th chakra. At the same time, the coach reminds
that the 6th chakra is responsible for vision;
- Part 2: we express judgment, misunderstanding, attitude to the fact that you are
being «treated with brains».
Stage 7:
- 1st part: we direct jiberish to the 7th chakra. At the same time, the coach reminds
that the 7th chakra is responsible for communication with Higher Forces, seeing the
Divine manifestation in everything;
- Part 2: we express claims to fate, to God.
5.6. Practice «Reed in the wind»
is practice allows you to harmonize the inner world, calm the mind and emotions,
and get in good shape.
e technique consists of 4 consecutive stages. e total execution time is 30 minutes.
Stage 1. Breath
We take a comfortable standing position, eyes closed. e body is relaxed. e feet
are parallel, the knees are slightly bent. All attention is focused on the pelvic area. Breathing
is deep, intense and directed to the pelvic area. Swinging movements of the pelvis help to
keep attention and breathing there. Eyes closed.
Attention rises to the level of the chest. Breathing is deep and light in the chest area.
Inhale and exhale deeply. Eyes closed.
Attention and breathing are directed to the middle of the head. During inhalation
and exhalation, breathing and attention are concentrated in the middle of the head in the
pituitary gland area. Eyes closed.
e stage execution time is 5-7 minutes.
Stage 2. Shaking
We begin to gently shake the body to the beat of the music and create a subtle
vibration, starting with the legs, the body shakes arbitrarily, the movements are aimed at
relaxing the muscles. Gradually relax the whole body. Breathing is free, through an open
mouth. Eyes closed. e execution time is 5-7 minutes.
Stage 3. Buzzing
e stage can be performed both sitting with an even spine and standing. If we sit
on the oor, the spine is smooth.
Humming is performed on exhalation, sound vibrations are directed into the body
to the internal organs. Eyes closed.
e execution time is 5-7 minutes.
Stage 4. Relaxation
We stand on our feet without opening our eyes. We are aware of the body. A smooth
dance, while the body is relaxed, the movements are light, slow, arbitrary. e execution
time is 5-7 minutes.
e technique is performed to specially selected music corresponding to each stage.
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2) eory Of Personal Eectiveness quotients
Training «IQ, EQ, VQ – Personal Eectiveness Resources
1. Description of the training
Training topic: types of Resources to achieve Business Goals.
Duration: 3-5 days, 1 hour.
e training allows you to:
1. understand the sources of improving the personal eectiveness of Business owners,
top managers and Employees;
2. understand the relationship between the types of personal eciency Resources
and their impact on various business areas;
3. nd an understanding of the relationship between the current level of IQ, EQ, VQ
and business results, as well as business problems and business situations.
2. Structure and schedule of the training
Day 1
16:00-16:15 – Opening speech of the Coach
16:15-17:00 – Lecture «Types of IQ, EQ, VQ Resources»
Day 2
16:00-16:15 – Sharing of understanding on the rst day
16:15-17:00 – Lecture «IQ, EQ, VQ quotient levels»
Day 3
16:00-16:15 – Sharing of understanding on the second day
16:15-17:00 – Lecture-discussion: «Centering IQ, EQ, VQ. e Manager’s Power
Field. Dierent operation speed IQ, EQ, VQ»
Day 4
16:00-16:15 – Sharing of understanding on the third day
16:15-17:00 – Lecture-discussion «Zones of inuence of IQ, EQ, VQ in business.
Analysis of business situations and problems in business through the analysis of the level
of IQ, EQ, VQ in the Client’s business»
Day 5
16:00-16:15 – Sharing of understanding on the fourth day
16:15-17:00 – Lecture-discussion «Interaction of Managers and employees with
dierent centering (eld of force): IQ and EQ, EQ and VQ, VQ and IQ»
3. e Coach’s introductory speech
Remember the cases when it was dicult for you to negotiate, interact with managers,
colleagues or employees.
Remember the cases when it seemed to you that a person did nothing, but he easily
achieved results. Remember the cases when everything was clear to you for a long time, and
the person could not make a decision or continued to explain. Remember the cases when
excessive bureaucratization killed the atmosphere and, in your opinion, interfered with
work, while past results were achieved precisely at the expense of discipline. Remember
the cases when quick intuitive actions that contradicted a sober calculation gave results,
and clear calculations led to business losses.
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All this suggests that dierent Types of Resources can be used to achieve Business
Results. e more Resources the Manager, Employees, and Company have, the easier and
faster the company achieves higher results.
e eectiveness of a business and a manager is determined by the level of its
eciency quotients.
e potential of Business Eciency can be observed and measured in three areas:
IQ (intelligence quotient)
In the eld of business , he is responsible for:
- business ideas, vision of new products, innovations;
- vision of new market opportunities (CA, markets, customers);
- new business, nancial and operational schemes.
EQ (Emotional Intelligence quotient)
In the eld of business , he is responsible for:
- the level of teamwork and its interaction;
- customer loyalty level;
- reputation and the level of trust and support of external partners.
VQ (Body Intelligence Quotient)
In the eld of business , he is responsible for:
- the scale of business development and market position;
- eciency and eectiveness of business processes;
- business security.
4. Necessary inventory:
• ipchart;
• markers;
• blank A4 sheets;
• notebooks for writing;
• pens/pencils.
3) Training: Management Technologies
Management technologies of the House of Shabshai Corporation
e training is conducted in a Business Format, the main focus is on Business
Technologies (hereinaer referred to as Management Technologies of the House of
Shabshai Corporation).
e management technologies of the House of Shabshai Corporation are the author’s
developments of Yem and Galina Shabshai and are designed to improve the eciency of
business management and the personal eectiveness of top managers.
Management technologies allow to increase IQ, EQ, VQ quotients.
e use of management technologies leads to the elimination of ineciency in
communication, setting and performing tasks, delegation.
ese Technologies allow you to save Time Resources, Personal Energy Resources
of managers, which ultimately leads to increased nancial results without physical,
emotional and intellectual exhaustion of the team.
e business technologies of the House of Shabshai Corporation are divided into
several levels: basic, advanced and advanced.
e basic level includes the following technologies:
1. Dynamic Like «Like – Dislike»;
2. «Ask me why»;
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3. Management «Do it»;
4. «Set the task».
e advanced level includes:
4. «Insight»;
5. Prompter «Repeat»;
6. Classy «Jump 4 joy»;
7. «Your opinion»;
8. «Delegation» «Deputy».
Advanced level includes:
9. Exercise «Fixer»;
10. «Status»;
11. «Fuck Up»;
12. «Feedback».
Description OF MANAGEMENT TECHNOLOGIES. Basic Level
__________»Dynamic like»/»Like – Dislike» _______________
«Perhaps the wisdom of nature is nowhere more clearly revealed than in the universal
feedback mechanism.»
Alexander Gelman
e «Dynamic Like» technology helps to «Be present in the Present.» Allows you
to quickly nd a contact with a colleague, team, manager. To gain mutual understanding.
Learn to negotiate and take into account the interlocutor. Teaches to give and receive
«feedback».
Develops Empathy and «Emotional Support».
Technology Rules
Two people participate in the Practice. e leading participant starts talking on any
topic. e second participant (listener) evaluates what was said with the thumb of his right
hand.
Variants:
• thumbs up – «entered», everything is clear, there are no objections;
• nger in the middle – there are questions, some part is unclear. en the participant
asks a question;
• thumbs down – nothing is clear /disagree.
P.S.:
During execution
e thick nger is pulled back as much as possible.
Technology Levels:
1) One hand is used. 2) e technology uses both hands.
e right «male» is responsible for understanding. e le «female» for the emotional
attitude.
For example:
- the nger of the right hand up – I believe (I understand);
- the nger of the right hand down – I don’t believe (I don’t understand);
- the nger of the right hand in the middle – convince me (explain to me);
———————————————————————————————-
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- the nger of the le hand up – I like it, the emotion is pleasant;
- the nger of the le hand down – I don’t like it, the emotion is unpleasant;
- the nger of the le hand in the middle – inspire me.
_______________ «Management» /»Do it» _________________
«Manage – control and determine the course
or the activity of something; to lead.»
Wiktionary
«Only the one can command,
who knows how to obey.»
Army rule
«Management» is a mandatory skill of a CEO.
e «Do it» technology is aimed at developing the VQ quotient. Increases stress
resistance and reaction speed. Develops attentiveness, concentration, diligence, leadership
skills, stops internal dialogue. Helps in overcoming resentment and judgment. Allows you
to learn how to quickly change the roles of «manager – subordinate».
Technology Rules:
2-5 participants participate. e order and duration of the management are
determined. At the signal of the supervisor with the right hand, the subordinate
participant performs physical exercises specied by the supervisor: movement to the
specied location.
• Hand movement from top to bottom – squat.
• From bottom to top – jump.
• Hand rotation clockwise / counterclockwise – circling in a given direction.
Aer each completed task , the subordinate says: «yes, sir!» (symbolizing the
completion of the task). If desired, the manager can show on his ngers the number
of times to execute the command. In this case, «yes, sir!» is said aer performing the
specied number of exercises.
At the end of the specied time, the role of the Presenter passes to the next participant.
Technology Levels:
1. Execution of standard commands.
2. e manager uses both hands to control. Subordinate participants perform only
the commands indicated by the right hand, without reacting to the le. By agreement,
you can connect the «Insight» Technology.
3. «Your opinion» and «Say to know» technologies are added.
Combine with «Insight» «Say to know», «Your opinion», «Fixer», «Set the task».
_________________/«Ask me why» _____________________
«You always need to learn, while at least something remains unknown.»
Seneca
«If curiosity dies, then old age has come.»
Siegfried
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e «Ask me why» technology is aimed at removing complexes in the subconscious
and releasing suppressed emotions. Opens the Mind to New Meanings. Frees up memory
resources in EQ/IQ and helps to transfer their level from standard to individual. Develops
Mindfulness and «Acuity of Perception». It helps to replace «explanations» and «excuses»
with «Lively Interest». Activates curiosity, «tenacity» of thinking and a burning desire to
«get to the Truth.»
Technology Rules
Two participants participate: the rst is a Student, the second is a Teacher.
Before the start of the Practice, the order of participants and the duration of the
Practice are determined.
e practice begins when the Teacher explains a topic and says one armative
sentence. During the explanation of the topic, the Teacher pauses and waits for the
Student’s question. e student asks the question in the context of the above and in terms
that are unknown to him or in terms that the Student wants to «expand»/»deepen». If the
Student does not ask a question within 15 seconds, the Teacher can connect the «Fixer»
or «Insight» Technology. e teacher, explaining the topic, strives to present it simply
and concisely. Active communication and lively interest are welcome from the Student.
At the initial stages of Practice, the Teacher says no more than one sentence and expects
active questions from the Student. At the same stage, if the Teacher says more than one
sentence, the Student has the right to give the Teacher «Insight». Aer the specied time,
the participants change roles.
«Ask me why» Technology Levels:
1. Using ordinary everyday topics to train the question-answer skill.
2. Research on topics that require reection.
3. Combination with Technologies: «Your opinion», «Say to know»,»Repeat!»,
«Insight», «Fixer».
_____________«ST» (Setting the task)____________
«Setting the task is the exact formulation of the conditions
of the task with a description of input and output information».
Wikipedia
Anecdote on the topic of how important it is to clearly set the task:
«Google bought Motorola:
— Sergey, you asked to buy a Motorola. We bought it.
— What model?
—Model?!?!»
«ST» is a mandatory SEO skill.
e «ST» technology is included in one of the basic Technologies for Action – both
in everyday life and in Business. It is aimed at eliminating misunderstandings (distortion of
information, «damaged phone») in the eld of relationships between partners, supervisor
and subordinate, parent and child.
is technology clearly regulates the stages and sequence of the correct formulation
of the problem, because it is proven that the transmitted information is perceived by
another person with a high degree of distortion and interpreted purely individually.
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Awareness of the existence of the fact of information distortion, as well as understanding
of its essence, in particular by the head, parent, partner, helps to take a dierent look at the
management processes (people and other situations).
Helps the manager/parent to provide employees/child with all the necessary
information on the issues they need to solve in a timely manner. Maintains feedback with
subordinates/children for the purpose of mutual understanding and «control points» for
the implementation of the task.
Technology Rules
Two participants participate in the Practice. e leader (supervisor) gives the task
to the participant (subordinate) according to the following algorithm:
1. e «Leader» clearly sets the task and species the deadlines for its completion.
2. e «Subordinate» gives the «Leader» a «Feedback».
3. e «Subordinate» aer completing the «ST» informs the «Leader» about the
«completion of the task».
Nuances: e leader always has the initiative to ask the subordinate what he
understood, and he, in turn, gives a «Feedback», saying how he understood the task, with
a mandatory indication of the deadline.
Important!
When specifying the deadline for the «subordinate», it is necessary to take away the
time spent on feedback.
Example: e manager allocates 2 minutes for the task. is means that the
subordinate, aer feedback, has 1 min. 50 seconds le to complete the task.
Introduction of ST in Business
Rule: Interaction with the HEADS of DEPARTMENTS ONLY through the ST.
ST stages:
1. Formulation of the Task: clearly formulate the task and what you expect as a
RESULT.
2. Indication of the time for its execution: announce the deadline required for the
business to complete the task.
• «Feedback» from THE HEAD OF THE DEPARTMENT (HD):
a) e HD must repeat the task as he understood it and what will be its result;
b) e HD must accept the deadline or propose an alternative one. In any case, the
nal decision on the timing is for the CEO.
• Identify Control Points for the task:
a) how many control points do you need: Control points are set either at critical
points of the task or at key stages;
b) When and in what form the HD should submit a report on the Control Points.
• Task Report:
a) e HD must report on the task in an agreed form and conrm its completion;
b) conrmation of completion can be: a document, a photo/video report, a nancial
report or a report on performance indicators.
Technology Levels:
1. Setting simple game tasks: sit down, run, say a compliment.
2. Setting tasks that require a subordinate to perform a long time, memory and
inclusion of professional skills.
3. Setting tasks in real Business Conditions.
Combine with «Deputy», «Control Point», «Status», «Insight», «Fuck Up».
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Description OF MANAGEMENT TECHNOLOGIES. Advanced Level
______________________ «Insight» ________________________
Insight – sudden understanding of the problem, intuitive
nding a solution, insight, comprehension, sudden guess.
Insight Technology is the basic technology for the development of VQ, IQ, EQ.
A key Technology that makes it possible to «Feel», Realize and develop «Intuition»
in Yourself.
It is aimed at developing «Willpower» and the ability to Act through «Intuition».
Forms the skill of presence in the Present, Attention Management and «Stopping Internal
Dialogue».
One of the best techniques for developing the Will, Heart and Mind. Accumulates
«Personal Power». Eliminates «Leaks». Saves the «Resource».
«Insight» – helps to accept and realize the «Feedback» and produce a «Fuck up».
_____________________Prompter/«Repeat»______________________
Prompter (French soueur – prompter) — theater worker,
who follows the course of rehearsals, the performance according to the text
of the play and give hints about the role.
Anecdote:
«An actor got sick, another one was urgently sent to the stage, who did not know the
role.
e prompter prompts: «In the decanter (sounds like «countess» in Russian) you see
the mother!»
e actor approaches the table,
He looks into the decanter: «Mom! How did you get there?»
e “Repeat” technology is aimed at Developing EQ and IQ. Instills New Meanings
and the skill of Presence. It allows you to learn to feel and distinguish between «Your» and
«Other people’s» thoughts and emotions. Technology expands the spectrum of Higher
oughts and Feelings. e opportunity to «Discard the past and fall in love with the
new.» Develops Empathy. Works closely with Feedback. Develops from the Standard to
the Non-Standard level and from the Non-Standard to the Genius level of EQ.
Technology Rules
Two people are involved.
e technology starts at a signal – the Presenter points to the participant with his
le hand. e le hand is the «receiving» and symbolizes the «Repeat» Technology. e
participant must repeat the phrase aer the Presenter, preferably with the same intonation,
timbre of voice and tempo rhythm. e number of repetitions is regulated by the Presenter.
Technology Levels:
1. Verbatim repetition of the phrase «in form».
2. Verbatim repetition of the phrase «in form» + «transmission of intonation, timbre
and tempo»
3. Verbatim repetition of the phrase «in form» + «transmission of intonation, timbre
and tempo» + «transmission of Meaning».
4. Combined with «Your opinion», «Ask me why», «Insight», «Fixer».
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______________________«Classy»/«Jump 4 joy»_____________________
Elaboration of EQ quotients שבשאי
Technology Rules:
Speech modules are pronounced (SM):
• «Killed... your name is a Genius... a real Genius!»
• «Classy!»
• «Incomparable!»
• «Bravo!»
_____________«Your opinion»________________________
«Opinion — a point of view or statement on the topic,
in which it is impossible to achieve complete objectivity.»
Wikipedia
Anecdote:
— Can a Soviet citizen freely express his opinion?
— Yes, if he crossed the border and does not think to return.
e «Your opinion» technology is aimed at freedom of expression. e ability to
formulate your thoughts boldly. Increases the level of IQ/EQ quotients. It is the «twin» of
the «Prompter» technology.
Allows you to develop:
• critical and analytical thinking;
• self-condence and intelligence;
• exibility and speed of thinking;
• the skill of overcoming the fear of evaluation and the fear of error.
Technology Rules
Two participants participate.
e technology takes place in the format of communication.
e technology starts at a signal – the presenter points to the participant with his
right hand. e right hand is the «giver» and symbolizes the «Your opinion» Technology.
e participant must express his opinion on the question asked by the Moderator or
continue the thought in the context of what was said.
Technology Levels:
1. Development Of e «Your opinion» Technology.
2. A combination of «Your opinion» and «Repeat» technologies, where the Presenter
starts using both hands in any order. At this level, the participant needs to hold several
objects of attention.
3. Practice «Your opinion» in Real Business Conditions.
4. Combine with «Repeat», «Ask me why», «Insight», «Set the task», «Feedback».
_________«Delegation»/«Deputy» ________________
Delegation of authority is the process of transferring part of the functions and tasks
from the manager to other employees in order to achieve specic goals of the organization.
It is used to improve and optimize time, as well as for eective process management.
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Anecdote:
– Dad, what is delegation of authority?
Father, thinking: – Ask your Mom.
«Delegation» is a mandatory skill of the CEO.
e «Delegation» technology is aimed at increasing IQ and VQ levels. Allows you
to increase the eectiveness of the manager and the eectiveness of the team. Trains the
manager to free up time in a multitasking environment.
«Delegation» develops: leadership qualities, memory, intelligence, operational
analysis, foresight.
Technology Rules
Participate from three participants. Participants are divided into the Head, Deputy
and Subordinates.
e head gives 3-4 tasks for the Deputy. e deputy repeats all the tasks aloud,
analyzes them and, using the «Set the task» Technology, intelligently and prudently
distributes tasks among Subordinates.
Tasks should be of three types: IQ (intellectual tasks, come up with an idea, nd info),
EQ (emotional contact, negotiate), VQ (performing direct actions: bring, go, etc.). Aer
completing the tasks, the roles change.
Technology Levels:
1. e deputy learns – technically and in form – to distribute tasks among
Subordinates.
2. e deputy learns – technically and in form – to distribute tasks among
Subordinates + e deputy learns to distribute tasks according to the type of thinking and
centering of the Subordinate.
3. e deputy learns – technically and in form – to distribute tasks among
Subordinates + e deputy learns to distribute tasks according to the type of thinking and
centering of the Subordinate + a combination with the «Control Point» Technology.
4. Combine with «Control Point», «Fixer», «Set the task», «Do it», «Your opinion».
Description OF MANAGEMENT TECHNOLOGIES. Advanced Level
__________________________«Exercise»/«Fixer»____________________
«Exercise is a walk for the purpose of rest.»
Wikipedia
Technology Rules
A Mentor (Coach) and a Participant participate.
e «Fixer» technology is used in close cooperation with the «Insight» and
«Feedback», «Fuck Up» Technologies.
Aer the Participant received Feedback and had an «Insight», this new understanding
- a «New Meaning» (insight) – must be remembered and applied in everyday life /in
business/family/. To consolidate the «New Meaning» aer «Insight», it is necessary to
apply the «Fixer» Technology.
Technology Algorithm:
1. Remember the «Fuck Up» error. Find the cause of the error.
2. Aer nding the cause of the error, a SM is created, the purpose of which is to
correct the cause of the error.
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3. is SM is «Superimposed» on a special Personal Movement of the Body (Qigong
Shabshai) 4. SM and movement are performed until the «Insight» is fully assimilated and
the error is transformed. 5. e «Fixer» technology is xed in Practice on a particular
topic for at least 21 days.
Technology Levels:
Provided that «Feedback» has occurred and «Insight» has arisen, an SM is created:
1. SM or a new habit is understood.
2. Understanding is «brought into the body.» An old habit is being destroyed.
3. Understanding is «introduced into the body», the old habit is destroyed and a new
habit is formed (life hack).
4. Combine with «Insight», «Feedback», «Fuck Up».
_________________________«Status»______________________
«Status (Latin status — state, position), the status of an object or subject is its state or
position, rank in any hierarchy, structure, system.»
Wikipedia
«Everyone is worth as much as what he cares about is worth.»
Marcus Aurelius
«When you meet a decent person, think about how to compare with him.
When meeting a low person, look closely at yourself and judge yourself.»
Confucius
e «Status» technology is a mandatory skill of the CEO.
e «Status» technology allows you to realize your Self-worth, your place in the
hierarchy of Values, your Status. Forms an understanding of their real Level in the soware,
an objective assessment of emselves and others. Builds the principles of ethics, hierarchy
and subordination. It helps to establish an «internal scale of values», the principles of
managing the situation and the team. Builds eective Manager–Subordinate, Parent–
Child, Partner–Partner relationships.
In real Business Conditions, it allows you to get «Intellectual Superiority» and
«Emotional Advantage».
Increases IQ and EQ levels.
Technology Rules
ree people participate in the Technology: the Head, the Deputy and the Visitor. e
head appoints the Deputy with the phrase: «You are my Deputy.» e task of the Deputy
is to protect the Head from the intrusive attention of the Visitor and report to the Head
about the completed task. In the future, the Head sets tasks only through the Deputy.
e task of the Deputy is to perform the tasks of the Head and «win back» the Status
of the Head, preventing the Visitor from direct communication with the Head.
Combine with «Insight», «Set the task», «Repeat», «Say to know», «Your opinion».
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________________«Fuck up» (Fixing an error)_____________________
«e only mistake is repeating the mistake.»
«It is common for every person to make mistakes, but no one,
except for a fool, it is unusual to persist in a mistake.»
Aristotle
e «Fuck up» technology is a key Technology in Business.
e «Fuck up» technology is aimed at Recognizing and Correcting mistakes. In this
Sense, the Creators remind us that error itself is a natural Human factor on the Path of
Development. In general, a person who does something.
e «Fuck up» technology is the best technology for the development of stress
resistance. Develops «Higher Forms Of inking». Gives the skill to apply Knowledge to
Yourself. Develops Freedom, Autonomy and Flexibility of inking. e ability to correct
and not repeat mistakes.
Technology Rules
Two or more participants participate.
e «Fuck up» technology can be worked out with any other Technology or with
several.
e meaning of the Technology is that when one of the participants violates the
rules of a given Technology, the second participant xes him in «Insight», goes behind his
back in a circle and pronounces the following speech module:
«<Name of the participant>, you have a violation of the rules of Technology <Name
of Technology>.»
en there is a pause to realize the error, aer which the Participant exits «Insight»
and conducts «Fuck Up» – work on the error.
Aer the participant has exited «Insight», he says:
1. «ank you <Name of the one who xed the error>.
2. «I have a violation of the rules of Technology <Technology name>.»
3. e participant is aware of the reason for the error. Performs error analysis.
Eliminates the reason so as not to repeat this error.
e «Fuck up» technology includes three main stages:
1. Fixing the error.
2. Error analysis.
3. Error correction.
e «Fuck up» Technology is combined with any Technology.
___________________________«Feedback»__________________________
«e feedback has been there ever since,
how a man leaned towards the water and saw his reection.»
Marshall Goldsmith
Feedback Technology is a key Business Technology.
e technology is aimed at Self-Awareness in the Proposed Circumstances. Usually
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a person observes others more and does not see Himself, thereby losing his adequacy to
the Present Moment. Without seeing himself from the outside, a person tends to «Fall
into an Illusion» very quickly. He «Loses the Reality» of what is happening and «Falls
asleep in the image of himself.» In the future, the «Self-image» is aggravated and turns into
an «Ego» or «Sense of self-importance». To help a person in working with the Ego, the
Creators oer the «Feedback» Technology.
When forming a personal program, the Manager makes an individual request for
the development or elimination of certain qualities.
ese qualities are included in the personal program and are the ethical basis for the
Feedback Technology.
e technology has three stages:
1. «Feedback» in accordance with the request of the Manager in the personal program
(PP).
2. Personal work of the Manager with «Feedback».
3. Clarication of the «Feedback» by the Coach in the case when the Manager has
questions about the «Feedback».
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II. Business Support
1) Business Support eory
Business Support is a support system for achieving the Company’s Business Goals.
Business Support does not include work on dening Goals, as well as on reaching a
New level of Goals and bringing the Business to a new Scale.
To implement these tasks, the House of Shabshai Corporation provides individual
programs for the development of inking, starting from the Attention Control level.
Business Support is responsible for achieving the existing intended Business goals
within the existing resources with maximum eciency.
To do this, the Business Support program focuses on building schemes and
implementing processes that help Business Owners and CEOs free up ATTENTION
and TIME from current routine and operational processes, without reducing current
performance.
e main tools of Business Support are the Management Technologies of the House
of Shabshai Corporation, which are introduced into business activities and brought to
automatism at the First and Second Levels of Management.
e rst Level of Management is the Level of interaction between Business Owners
and CEOs (or the Board of Directors, hereinaer referred to as CEOs), depending on the
management structure.
e second Level of Management is the Level of interaction between CEOs and
Heads of Departments, Departments and Branches.
e Basic Sequence Of Implementation Of e Management Technology of the
House of Shabshai Corporation:
1. «Dynamic Like» technology is designed to build mutual understanding between
levels and employees, as well as eliminate communication costs.
2. e «Management» technology is designed to restore the hierarchy and the
principle of «unity of command».
3. e «Setting the task» technology is designed to systematize tasks, build priorities
and control points for their implementation.
4. e «Ask me why» technology is designed to reduce the time for «Setting the task»
and «Control Points»
Mandatory Elements preceding the introduction of the Management Technology of
the House of Shabshai Corporation are the Training «Emotional Detox» and the Training
«Training: Management Technologies».
e duration of the introduction of the Basic Level Of Management Technologies
of the House of Shabshai Corporation is 3-6 months.
e base period of cooperation with the Client at the rst stage is 6 months.
e duration depends on the inertia of the environment and the discipline of the
Client’s management.
e criteria for the success of the Implementation of the Basic Management
Technologies of the House of Shabshai Corporation are:
1. Increasing the number of tasks that are successfully completed at Levels 1 and 2.
2. Freeing up Managers’ Time at Levels 1 and 2.
3. Reduction of administrative costs at Levels 1 and 2.
4. Timely achievement of Business Goals and Implementation of Improvement and
optimization Projects.
5. e emergence of a Constructive and Eective Atmosphere in Business
Management: reducing the number of «res», unforeseen and crisis situations.
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6. Reducing the level of emotional burnout of Managers at levels 1 and 2.
7. Elimination of Conicts between Levels and between Managers.
As the Implementation of the Basic Management Technologies of the House
of Shabshai Corporation is successful, it is possible to add «advanced» technologies in
an individual «tasting» order for individual managers. is Implementation is used to
familiarize with additional levels of possible Business eciency and «sales» of the second
and third periods of cooperation.
e advanced level is implemented holistically for business from the second
contract (the second half of the year of work) and includes:
1. e «Insight» technology is designed to focus the attention of employees of the 1st,
2nd and 3rd levels on business tasks and free up additional resources of Managers’ time.
2. e «Repeat» technology is designed for the rapid development and delegation
of negotiation, sales, and communication skills to improve both within the company and
with external partners and counterparties.
3. e «Jump 4 joy» technology is designed to create mechanisms for emotional
support and growth of lower-level employees.
4. e technology «Your Opinion» is intended for the development of individual
thinking of managers of the 1st, 2nd and 3rd levels and the creation of a «personnel»
reserve.
5. Delegation is designed to scale the system and create a «personnel» reserve at the
level of operational skills and business processes.
e advanced level is implemented holistically for business from the third contract
(the third half of the year of work) and includes:
• e «Fixer» technology is designed for rapid change and adaptation of managers
to rapidly changing conditions.
• e «Status» technology is designed for the Head to go beyond the business system
without compromising its eectiveness, the eectiveness of the pace of development.
• «Fuck up» technology is designed to develop the skills of managers of the 1st and
2nd levels of rapid adaptation to changes in market and other business conditions and is
the basis for bringing business to a new level and scale.
• «Feedback» technology is designed to develop the skills of managers of the 1st and
2nd levels of rapid adaptation to changes in market and other business conditions and is
the basis for bringing business to a new level and scale.
2) Business Support Practice
Business Support is carried out in three formats:
• Trainings. It includes 3-5-day trainings: training «Emotional Detox», training
«Training: Management Technologies». During the six-month support, three trainings
are expected: staging, supporting and xing.
• Business Support Coaching – includes analysis of specic business issues
and business situations, as well as the development of solutions to improve eciency.
Coaching is carried out once a week. e duration of Coaching is 30-45 minutes. Within
the framework of Coaching, Control Points for the implementation of coordinated actions
and plans are carried out and critical points and success factors are analyzed together with
the Client
• Work in the Business Support chat – includes a system of daily reports of the
Manager on the progress according to the plan, answers to emerging operational questions,
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emotional and technological support of the manager.
Business Support Chat
e technology of the Business Support Chat involves the individual work of the
CEO of the company or the Head of the Department (if the scale of the business implies
the need to lower it to a level below the CEO).
e Business Support chat only works for a Manager who is on a Personal Program.
On the part of the House of Shabshai Corporation, at least two experts participate
in the chat. Preferably one expert (business expert) specializing in the client’s business and
having an understanding of the Client’s business processes, and one expert (expert coach)
specializing in personal work with the Client.
e task of a Business Expert is to analyze the business situation and business
processes and provide solutions in a given situation.
e task of an Expert Coach is to prevent the Client from shiing responsibility for
business decisions to the Expert of the House of Shabshai Corporation Program and to
link the necessary business actions with the Client’s personal work.
e experts of the House of Shabshai Corporation Program are obliged to use ALL
the Management Technologies of House of Shabshai Corporation available to the Client
at the current stage of work in the Chat.
Special attention should be paid to the technologies «Setting the task», «Dynamic
Like», «Control Points», «Feedback».
Getting started with the Business Support Chat.
e chat starts working by setting a Task for the Client’s Employee according to the
chat operation scheme, areas of responsibility and the chat schedule.
An example of the organization of the Chat.
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III. Personal program
1) Personal Program eory
Structure of the Personal Program:
• Diagnostics – Analysis Of e Current Situation (ACS).
• Personal Program – Determination Of Growth Points.
• Personal Program – Denition Of Methods.
Diagnostics – Analysis Of e Current Situation (ACS)
Diagnostics includes the following mandatory elements:
• denition of the Type of inking;
• determination of the level of the VQ quotient;
• determination of the level of the EQ quotient;
• determination of the level of the IQ quotient;
• Dening the Employee’s Business Goals.
Personal Program – Determination Of Growth Points
e Growth Point shows the necessary level of development of IQ, EQ, VQ quotients,
the sequence of their development, and also sets target levels.
Growth point 1
e Base Point of Growth is the Growth of VQ.
e growth of the VQ quotient is estimated by the level of discipline of techniques
and reports.
From the business point of view, the achievement of growth point 1 is the introduction
and systematic use of the «Setting the task» simultaneously with an increase in the number
of tasks performed and the quality of their implementation.
e expected time to reach the Growth Point is 1-2 months.
e selection of techniques is carried out aer Training 1, where methods and
techniques are taught, which are adjusted based on the gender, age and business schedule
of the employee.
Growth Point 2
e Second Point of Growth is the Growth of EQ.
e growth of the EQ quotient is estimated by the level of stress resistance.
Stress tolerance in Business is determined by the employee’s ability to overcome
undesirable business situations and constructively resolve business conicts, which must
be resolved without compromising the employee’s personal condition and reducing
business results.
Indicators of achieving Stress Tolerance are the proactive, constructive state of the
employee, the growth of business results and an increase in the volume of solved business
tasks.
e expected time to reach the Growth Point is 2-2.5 months. e selection of
techniques is carried out aer Training 2, where methods and techniques are taught,
which are adjusted based on the gender, age and business schedule of the employee.
Growth Point 3
e ird Point of Growth is the Growth of IQ.
e growth of the IQ quotient is estimated by achieving the level of non-standard
thinking.
Non-standard inking in Business is determined by an employee’s ability to see
new business development opportunities, as well as the ability to take responsibility and
bring new projects to results, invent and implement innovative business solutions and
new business directions.
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Indicators of achieving Non-standard thinking are knowledge of one’s own type of
thinking and the ability to use its success factors, removing critical points. Achieving a
new level of business results, increasing the area of responsibility and personal income
growth.
e expected time to reach the Growth Point is 2-3 months.
e selection of techniques is carried out aer Training 3, where methods and
techniques are taught, which are adjusted based on the gender, age and business schedule
of the employee.
Personal Program – Denition Of Methods
2) Personal Program Practice
e implementation of the Personal Program is carried out in two formats:
• Trainings. It includes 3-5-day trainings: training «Emotional Detox», training
«Training: Technologies of work on a Personal Program». During the six-month support,
three trainings are expected: training with an emphasis on VQ, training with an emphasis
on EQ, training with an emphasis on IQ.
• Work in the chat «Personal Program IQ, EQ, VQ» – includes a system of employee
reports on work on the Personal Program, answers to emerging operational questions,
emotional and technological support.
Chat «Personal Program IQ, EQ, VQ»
e technology of the Chat «Personal Program IQ, EQ, VQ» involves personal
interaction with an employee, individual work.
On the part of the Program of the House of Shabshai Corporation, two experts
and a responsible employee of the head oce participate in the chat, supervising the
implementation of the Personal Program by Experts, but not interacting with employees.
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e Team of Experts of the Program of the House of Shabshai Corporation:
• Expert on VQ, EQ;
• Expert on IQ.
e task of the VQ, EQ Expert is to analyze, supervise and support the Client’s
employee in the implementation of a Personal Program. Support includes weekly
communication in a chat format, answers to questions about techniques, exercises and
Client conditions. e main task of this expert is to harmonize the Client’s states and
support his motivation for the duration of work with Mi–Fa and Si-Do technicians.
e task of an IQ Expert is to analyze, supervise and support a Client’s employee
in the implementation of a Personal Program from the point of view of directing the
activated VQ, EQ resource to the implementation of Business Tasks, as well as support in
the activation and development of a personal type of thinking.
Getting started «Personal IQ, EQ, VQ Program».
e chat starts working by assigning a Task to the Client’s employee in accordance
with the chat work scheme, areas of responsibility and the chat work schedule.
An example of the organization of the Chat.
Aer this Information, the employee is sent a «Presentation of his Personal Program»
in a pdf le.
e presentation of the Personal Program is carried out ONLY AFTER the employee
passes Training 1, at which it is presented and explained to the employee in the format of
individual coaching.
Next, the SM is sent to the Client about the rules of work in the chat and its
participants are presented, as well as a basic report form is provided.
«Dear «Employee’s Name»»
is le contains the Diagnostics of Your Source Code.
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Recall that the Diagnosis contains:
- diagnostics of your Type of inking;
- diagnostics of the initial level of IQ, EQ, VQ quotients;
- Indication of Growth Points to increase IQ, EQ, VQ quotients.»
e algorithm of work in the chat.
1. Several experts provide support in the chat:
• Expert 1 (Name of the Expert) – Your IQ Coach;
• Expert 2 (Name of the Expert) – Your EQ and VQ Coach.
(Name of the Expert) – Head/an employee of the center for training programs of
the House of Shabshai Corporation will carry out Points of Control over our joint work.
2. To make it interesting, easy and informative, Experts will speak on behalf of:
• Your IQ;
• Your EQ;
• Your VQ.
us, the study of the resources available to you will take place in an easy and creative
way, most eectively for you personally)
3. Every week (the day is determined individually additionally) you will receive a
«ST» for working with IQ, EQ, VQ Resources.
Task completion reports can be given in several formats.
We recommend the most frequently used:
• intensive (gives maximum eect)
daily;
• standart (recommended for experienced users)
3 times a week
Questions about the work of IQ, EQ, VQ Resources are welcome in any quantity and
at any time.
Separately from this chat, you will have a «Business Suport Chat», where business
tasks will be solved.
4. Chat Report Form:
1) Has the Practice been done (yes/no)?
2) What were the diculties (if any)?
3) What were the discoveries, understandings?
4) How do you assess your current resource balance:
• IQ (High/Medium/Low);
• EQ (High/Medium/Low);
• VQ (High/Medium/low).
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VI.VIII. EQ Killers: diagnostics,
theory and practice of counteraction
I. Studying the book «EQ Killers»
10 days before the start of training, it is necessary to study the book as part of the
Shabshai Business Diagnostics and learn the theoretical basis of the Shabshai Business
Diagnostics Program:
• understanding the principles of EQ Killer impact;
• basic patterns of behavior and impact on the team;
• emotional habits and examples of their manifestation;
• «critical points» in the presence of dierent types of EQ Killer in the team.
II. Ethics, technology, energy in the learning process. Working methods
Ethics when working with a client:
Includes three main parameters:
• Measure
An important rule is the presentation of knowledge and the formation of skills step
by step & from simple to complex. is means that it is categorically not allowed to give
knowledge and skills outside the framework of the method with which work is currently
planned according to the strategic plan, even if in your opinion this method will lead to
the client getting the desired result.
• Distance
Informal, friendly ties are formed during the work. is level of contact is necessary
for the formation of trust between the expert and the client. At the same time, for the
period of work, experts are prohibited from: using this contact for personal purposes,
receiving gis from a client in any form (including treats in a restaurant, etc.), moving in
communication and interaction beyond the described process, giving advice on personal
life and/or career development, comment on the decisions of the company’s Management.
• Condentiality
All information received in the course of working with the client and his employees
regarding the business, its results, personal parameters of the client’s employees, their
critical points and strengths is CONFIDENTIAL. And cannot be transferred to third
parties inside or outside the company.
Necessary conditions:
• respect and distance. e expert remembers that an employee is a client;
• customer orientation, attentiveness and responsiveness to the needs of the client
and his employees;
• in the course of communication, it is necessary to maintain an easy, partner
atmosphere;
• absence of rude statements, direct remarks, claims and reproaches;
• the expert is recommended to work through the questions, remembering that
any statement is a «decision» for which you need to be responsible. e purpose of the
Shabshay Business Diagnostics Program is not to nd solutions for the client’s employees,
but to give them the necessary knowledge that will allow them to make decisions more
consciously;
• it is not allowed to raise the voice, switch to shouting and into negativity;
• compliance with hierarchy and status. e expert must correctly prevent any
attempts by the client to switch to familiarity or rudeness;
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• it is forbidden to use mobile phones in the gym during classes;
• the expert himself must perform all methods and technologies both during work
and aer, while showing the necessary example to the client.
Ethical techniques when working with the Shabshay Business Diagnostics
Program:
• Respect for elders and women is the basis of relationships in the team.
• Ethics of relationships in the team: «e manager speaks, the employees listen and
ask questions. Employees talk – others listen and ask questions.»
• First, the task is repeated and accepted, and aer that a proposal is made to improve
it and change the parameters.
Technology of the Shabshay Business Diagnostics Program:
• Performing a sequence of methods and working out the method to the ideal.
• Implementation of technologies.
• Perfect knowledge of methods and expected results from their implementation.
Energy
Occurs when the technology is performed correctly and ethics are observed.
Techniques for communicating with a client’s employee:
• Body contact – you can say hello by the hand.
• Eye-to-eye contact – when communicating, it is necessary to look the client in the
eye, otherwise he will doubt the truth of what has been said.
• Breathing - follow the breathing, it should be calm and measured.
• Not to take the situation to heart, to go through understanding – not to allow
emotions to prevail over a sober understanding and to experience dicult situations
together with the client and the employee.
• e ability to listen. Endurance is the ability to listen to the end of the client’s
thought, not to interrupt him and not to evaluate his actions ahead of time.
e main functions of the Shabshay Business Diagnostics Program:
1. To give the client methods of emotional protection and basic skills that he can use
in everyday business activities.
2. To practice skills until the result is obtained and the client’s ability to use them
independently.
3. Expand the client’s employees’ understanding and set of skills to achieve results by
activating the tools of irrational thinking.
Tasks of an expert diagnostician:
• Explain methods in an accessible language for the client, based on his business
practice and using images and examples.
• Have personal experience of using methods in everyday and business activities.
• Monitor the correct implementation of the methods and structure of classes and
tasks.
• To help the client achieve results is an EVENT that will be followed by a change of
behavior and the achievement of business goals.
Skills of an expert diagnostician:
See where the customer has attention and where it is not. Be able to distinguish
between emotions and experiences – both your own and the client’s. Determine the
internal state of the client and give the right emotional support.
Be able to use games when working with a client and to x and analyze their own
mistakes in work.
Concepts you need to know
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1. VQ is the quotient of vital energy, the ability to energize yourself and others.
Leadership qualities, charisma.
2. EQ is a p erson’s ability to recognize emotions, understand the intentions, motivation
and desires of other people and their own, as well as the ability to manage their emotions
and the emotions of other people in order to solve practical problems.
3. IQ – intelligence quotient, quantitative assessment of the level of intelligence,
alertness of mind, work of thought, level of thinking.
4. e type of thinking is a personal way of perceiving, processing and presenting
information.
5. Personal – personal, peculiar to this individual, diering in characteristic features
from others.
6. Pattern — a certain set, pattern of behavioral reactions or a sequence of stereotypical
actions.
7. Stereotypical action – repetitive schemes of summing up and actions.
8. Emotional intelligence is a person’s ability to recognize emotions, understand the
intentions, motivation and desires of other people and their own, as well as the ability
to manage their emotions and the emotions of other people in order to solve practical
problems.
9. Empathy (Greek. – compassion) — conscious empathy with the current emotional
state of another person without losing the sense of the external origin of this experience.
10. EQ resource (capital) – the atmosphere of the business environment. It includes a
set of emotional states of employees. Determined by the EQ level. By analogy with nancial
capital, it is a tool for achieving business goals, determining the level of opportunities for
constructive and teamwork in a team. Responsible for the ease and speed of achieving
business goals.
11. EQ killers are emotional viruses that destroy the atmosphere and create leaks of
the EQ resource. e action of EQ Killers leads to a drop in the speed of achieving business
goals, conicts, a decrease in the level of team interaction, diculties and undesirable
processes and events in business.
12. Skill is an activity formed by repetition and bringing it to automatism.
13. Negative emotions are a negative response to an event that is not entirely consistent
or contradicts the attitudes of the person himself.
14. Emotional burnout is a state when a person feels exhausted mentally, mentally and
physically.
15. Stress block is the connection between stress and the body’s response to it.
16. Destructive behavior – actions (verbal or practical) aimed at destroying anything
– peace, peace, friendship, agreement, mood, success, health, physical objects, etc.
17. Trigger — a certain message that prompts at the psychological level to perform
the required action.
18. A psychological trigger is an automatic behavioral reaction of people that occurs
as a response to any stimulus.
19. A habit is a well—learned action that a person feels the need to perform. Occurs
aer repeated repetition of the same action, when it ceases to require volitional and
cognitive eorts.
20. Personal eectiveness quotients – allow you to evaluate the eectiveness of the
actions performed.
21. Ethics (Greek – morals, custom) is the subject of the study of morality, morality,
principles of good and evil.
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III. EQ Killer – Type «LOSER-ACTIVIST»
Module 1. «Diagnosis of EQ Killer – Type «LOSER-ACTIVIST» (10 hours)
e purpose of this stage is to learn how to identify the active action of a «LOSER-
ACTIVIST» in a team.
Tasks:
•identify the source of enthusiasm, followed by self-pity;
•to determine the mechanism of action of enthusiasm, followed by self-pity;
•to identify the consequences of the action of enthusiasm, followed by self-pity, on
business results (to collect facts and conrmations).
Methods of determination:
«LOSER-ACTIVIST» in personal communication:
In personal communication, the «LOSER-ACTIVIST» will become active. It will
always seem to you that a «LOSER-ACTIVIST» is a person you have been looking for
for a long time, and now you nally have an active employee. And indeed, the «LOSER-
ACTIVIST» will be full of many ideas, suggestions, opportunities. e main problem is
that none of these features will be implemented. And this is even though this employee
will really make eorts to implement, well, at least at the rst stage.
A «LOSER-ACTIVIST» will give you enthusiasm, draw prospects, opportunities.
He will ignite you and others, but at the moment of the need to implement the planned
enthusiasm will abruptly disappear.
Aer a conversation with a «LOSER-ACTIVIST», you will be inspired, but as soon
as you try to get down to business, you will feel «the whole weight of being» and self-pity
will overtake you.
«LOSER-ACTIVIST» in teamwork:
Will actively participate in the process and initiate meetings, general meetings and
discussions. At the same time, its main action is «activity», no matter what and in what,
the main thing is to do something, without reference to the result. A «LOSER-ACTIVIST»
will be ready to accept any responsibility, but it will also be easy to discard it, nding any
reasons, excuses and pretexts.
If the «LOSER-ACTIVIST» Leader:
e meetings will be bright, interesting, inspiring. e tasks and plans will be large
and ambitious. Any risky decisions will be made easily and quickly. A lot of attention will be
devoted to «motivated motivation» and justication of the importance and signicance of
the next project. At the same time, as soon as the meeting or meeting is over, the «LOSER-
ACTIVIST» will leave you without support, resources and easily switch the attention of
the team to a new project.
If the «LOSER-ACTIVIST» is a subordinate:
He will be the rst one who is ready to solve the problem, take responsibility and
take the initiative. He will oer you initiatives and opportunities quite regularly. But the
«LOSER-ACTIVIST» himself will not be able to implement any of the initiatives on his
own.
If we talk about constructive interaction with a «LOSER-ACTIVIST», then it can
be used to quickly start necessary projects, as well as to introduce new processes in the
team as their activator. At the same time, it is important to remember that even at the rst
real actions of this employee, you must understand who will replace him at the stage of
implementation of plans.
Module 2. «e theory of countering EQ Killer is a type of «LOSER-ACTIVIST» (10
hours)
163
e purpose of this stage is to study the principles and mechanisms of countering
the «LOSER-ACTIVIST» in the team.
Tasks:
• to study methods of stopping enthusiasm, which is replaced by self-pity in the
team;
• to study the methods of preventing the emergence of enthusiasm, which is replaced
by self-pity in the team.
Counteraction schemes:
Supervisor – Subordinate
If a subordinate is a «LOSER-ACTIVIST», it is necessary rst of all to remember
about his qualities. In communicating with this employee , the Manager needs to:
1. Use «Critical inking» when Setting the Task (ST). Clearly formulate the
task itself and critically evaluate the scale of the task, the budget and deadlines for its
implementation, as well as the expected results. Pay special attention to the Control Points:
there should be more of them than with a conventional ST, it is recommended to install a
step-by-step system for reporting on the completion of the task. Initially, think about who
you will «redelegate the task» to at the rst signs of its delay.
2. When holding a meeting, remember that the «LOSER-ACTIVIST» will be an
active participant in it, will become involved in all issues and «pull the blanket over
himself». At the same time, immediately aer the meeting, he can «forget» or «postpone»
all the commitments he has undertaken. erefore, be sure to appoint a person responsible
for xing tasks and areas of responsibility and in no case appoint a «LOSER-ACTIVIST»
to this role, even if he actively takes the initiative.
3. Do not give an employee with the type of «LOSER-ACTIVIST» tasks that require
long-term concentration on goals and can jeopardize the reliability of the company. Put
this employee only at the initial stages of the process.
4. An employee of the «LOSER-ACTIVIST» type can be assigned a task in which
you need to set the initial dynamics of the process, start the process, overcome the initial
resistance to change.
5. When communicating with a «LOSER-ACTIVIST», it is forbidden to use the
phrases: «Tell me, what resources do you need to complete this task?», «What will help
you continue in the same rhythm?», «I thought that you are ready for a new level of tasks.»
Employee – Employee
If there is a «LOSER-ACTIVIST» in the team, employees need to communicate:
1. Do not take his initiatives and statements seriously and do not expect long-term
assistance in the implementation of tasks and projects.
2. Systematically use the ST game during meetings and personal meetings, and do
«ST» in writing.
3. It is forbidden to use phrases in conversation: «How would you recommend me
to do in this project?», «Can you help me?», «Do you want to move to my department?»
Subordinate – Manager
If the Manager is a «LOSER-ACTIVIST», the employee is recommended for safety
reasons:
6. Remember that aer all the stories about great plans and opportunities, it is you
who will have to implement the voiced.
7. You will be given large-scale projects, probably with unrealistic goals and
insucient or already spent resources.
8. In conversation, it is forbidden to use the phrases: «Chief, in which of your projects
can I help you?», «Chief, let’s nish the projects that have already begun?»
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Module 3. «Practice of Counteraction of EQ Killer – type «LOSER ACTIVIST» (10
hours)
e purpose of this stage is to work out practical mechanisms to counteract the
«LOSER-ACTIVIST» in the team.
Tasks:
• to work out methods to stop the spread of frustration, despondency and defeatism
in the team;
• to work out techniques to prevent the occurrence of frustration, discouragement
and defeatism in the team.
Growth Points (GP):
GP1: Observation
Diagnosis of a «LOSER-ACTIVIST» is not enough to counteract this EQ Killer. It
is necessary to study the action of a «LOSER-ACTIVIST» in a business environment. To
do this, it is recommended to consciously be in the atmosphere of a «LOSER-ACTIVIST»,
tracking changes in EQ, VQ, IQ quotients.
e rst point of growth will be to remember the state at the beginning of the action
of the «LOSER-ACTIVIST» and track changes in the quotients – how does IQ, EQ, VQ
change?
Track the moment when enthusiasm gives way to self-pity: when and how quickly
does self-pity arise? how does it manifest itself in the sensations of the body and its
behavior? how does it manifest itself in feelings, what is the feeling in the chest area, what
is the mood? how does it manifest itself in thinking? what do you start thinking about,
what sensations arise in the area of the head?
GP2: Protection
Aer the rst point of growth has been reached, it is necessary to develop the skill of
returning to a working and eective state, without the inuence of a «LOSER-ACTIVIST».
To do this, the following methods are used:
• VQ – the development of Will is recommended. Use «Cathartic Yoga» to overcome
the emerging «self-pity». With the help of the «Design Breath», relax the shoulders, chest
area, the area between the shoulder blades, the solar plexus. Use the scheduling mechanism
to manage your priorities.
• EQ – we use «humor» to change the atmosphere, make a joke about the severity
of the atmosphere, expose changes in behavior from activity to passivity through humor.
• IQ – we use the memory of the goal and the memory of the «scale» to assess the
situation. We use written planning to maintain rhythm and discipline.
GP3: Counteraction
e criterion that the second growth point has been reached will be the separation
of the atmosphere of the «LOSER-ACTIVIST» and the return of the «own» atmosphere.
When your own atmosphere has arisen and is held for a long time, you can proceed to the
counteraction stage.
e counteraction will be interaction with a «LOSER-ACTIVIST», the use of critical
thinking.
To practice skills and achieve growth points, it is recommended to use games:
• Repeat;
• Your opinion;
• Mirror;
• Fixer;
• Insight.
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Control Points (CP):
Control points for achieving skills are carried out through business games:
• e ST game. Task: setting the task in the atmosphere of a «LOSER-ACTIVIST».
When setting the task, the achievement of GP and the use of recommended speech
modules and communication schemes are analyzed.
• e game «Points of Control». Task: to carry out TK tasks in the atmosphere of
a «LOSER-ACTIVIST». When implementing CP, the achievement of GP and the use of
recommended speech modules and communication schemes are analyzed.
To create an atmosphere for a «LOSER-ACTIVIST», it is necessary to use situations
in which commitments were made, and then they were not fullled for some time and
there was a shortage of resources to complete the task.
• e nal part. Business Practice (10 hours)
IV. EQ Killer – Type «HARE»
Module 1. «Diagnostics of EQ Killer – Type «HARE» (10 hours)
e purpose of this stage is to learn to identify the active action of the «HARE» in
the team.
Tasks:
• identify the source of fears and anxiety in the team;
• determine the mechanism of occurrence of fears and anxiety;
• identify the eects of fears and anxiety on business results (collect facts and
conrmations).
Methods of determination:
In person:
In personal communication, the «HARE» will show uncertainty and caution. You
will not get a direct answer from him, he will answer all the time, explaining and justifying
what he tells you. In his answers, he will oen refer to authorities (Management) and to
previously approved schemes.
When working as a team:
He will stay on the sidelines until a clear leader appears, aer that he will try to take
his place, while supporting him. In a crisis situation, he will stop acting, «paralyzed» by
fear.
If the «HARE» is the Head:
He will listen a lot. Everything will be surrounded by an atmosphere of secrecy.
Obtaining any information will require justication.
If the «HARE» is a subordinate:
It will require conrmation of your authority and conrmation of the Management
of the ability to tell you anything, even if such permission has been obtained. He will
be stingy with information and answers, will try to nd out what he is threatened by a
conversation with you.
Module 2. «e theory of counteraction EQ Killer – Type «HARE» (10 hours)
e purpose of this stage is to study the principles and mechanisms of countering
the «HARE» in the team.
Tasks:
• to study methods of stopping fears and anxiety in the team;
• learn techniques to prevent the occurrence of fears and anxiety in the team.
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Counteraction schemes:
Supervisor – Subordinate
If the subordinate is a «HARE», it is necessary rst of all to remember about his
qualities.
In communicating with this employee , the Manager needs to:
• Be calm and condent. Remember that fear and anxiety will be the natural
reactions of the employee at the time of the ST. Do not react to comments related to risk,
but soberly assess the likelihood of their occurrence, not forgetting that their signicance
is enhanced by the emotion of fear.
• Do not give the ST at the last moment – «urgent», «for yesterday». If there is a
«HARE» employee in the company, the most important quality for the Head, which, if
necessary, needs to be educated, will be foresight and timely information.
• It is necessary to use phrases in conversation: «Everything will be ne», «e risks
are clear, but we have provided for such a development of the situation», «e risks will
not arise if we ourselves calmly act according to the plan».
• e conversation itself should be calm, slow. e speaker’s voice should be
measured, slow, without breaking and raising the tone.
Employee – Employee
If there is a «HARE» in the team, employees need to communicate:
• Use the «Breath of Design» when communicating with an employee – carrier of
EQ Killer «HARE» when the rst symptoms of anxiety and/or fear occur. Do not get
involved in the analysis and discussion of risks (this is the prerogative of Management),
but strictly follow the rules of the ST.
• Do not give the ST at the last moment – «urgent», «for yesterday». In case of ST, be
sure to ask what action plan the employee sees at the feedback stage.
• Use phrases in conversation: «Everything will be ne», «e Management has
foreseen the risks», «Let’s calmly focus on the task that the Management has set.»
• Minimize or exclude discussion of business issues in an informal (friendly)
communication format.
• e conversation itself should be calm, slow. e speaker’s voice should be
measured, slow, without breaking and raising the tone.
Subordinate – Manager
If the Manager is a «HARE», the employee is recommended for security purposes:
• Be calm and relaxed when receiving the ST. Remembering that at the time of
receiving the ST, fear and anxiety will be contained in the ST. If the ST will carry excessive
detail, do not react to this aspect, but clearly record all the stages of the ST of the Head and
repeat them to him. is will bring calmness back to the process.
• Do not come to the Manager with questions and the need for solutions at the last
moment – «urgently», «for yesterday». If there is a «HARE» Manager in the company,
foresight and timely information will be a mandatory quality for employees.
• In a conversation, it is necessary to use the phrases: «Chief, we will succeed»,
«Chief, you have provided excellent options for the development of the situation», «I will
report to you that everything is going according to plan».
• e conversation itself should be calm, slow. e speaker’s voice should be
measured, slow, without breaking and raising the tone.
Module 3. «Practice of Counteraction of EQ Killer – Type «HARE» (10 hours)
e purpose of this stage is to work out practical mechanisms to counteract the
«HARE» in the team.
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Tasks:
• to work out methods of stopping fears and anxiety in the team;
• work out techniques to prevent the occurrence of fears and anxiety in the team.
Growth Points (GP):
GP1: Observation
Diagnostics of the «HARE» is not enough to counteract this EQ Killer. It is necessary
to study the action of the «HARE» in these conditions.
To do this, it is recommended to be consciously in the atmosphere of the «HARE»,
tracking changes in the quotients EQ, VQ, IQ.
e rst point of growth will be to remember the state at the beginning of the
action of the «HARE»: at what point do you have fear and anxiety? how do they manifest
themselves in the sensations of the body and its behavior? how do they manifest themselves
in feelings, what is the feeling in the chest area, what is the mood? how do they manifest
themselves in thinking? what do you start thinking about, what sensations arise in the area
of the head?
GP2: Protection
Aer the rst growth point is reached, it is necessary to develop the skill of returning
to the state without the inuence of the «HARE».
To do this, the following methods are used:
• EQ – we use the «Breath of Design», deliberately lengthen the breath, exhale fear
on the exhale, inhale calmness on the inhale. Gradually, we «breathe» the chest area, arms,
stomach, head.
• VQ – we stop the bustle of the body, slowly observe the movements of the body,
make them smoother, relaxed. We pay special attention to the hands and ngers, they
should be calm and relaxed. Pay attention to the posture of the legs, they should not be
crossed or twitch nervously.
• IQ – we use «jibirish» to stop the «internal dialogue». We relax the face, lips,
cheekbones.
GP3: Counteraction
e criterion that the second growth point has been reached is the separation of the
«HARE» atmosphere and the return of its own atmosphere.
When your own atmosphere has arisen and is held for a long time, you can proceed
to the counteraction stage.
e counteraction will be interaction with the «HARE» using the appropriate speech
modules (see Module 2).
To practice skills and achieve growth points, it is recommended to use games:
• Repeat;
• Your opinion;
• Mirror;
• Fixer;
• Insight.
Control Points (CP):
Control points for achieving skills are carried out through business games:
• e ST game. Task: problem statement in the atmosphere of the «HARE». When
setting the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
• «Delegation» game. Task: delegate the task in the atmosphere of the «HARE». When
setting the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
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To create a «HARE» atmosphere, it is necessary to use «stressful» conditions to
achieve the goal, limiting the time and/or resources to achieve it.
e nal part. Business Practice (10 hours)
V. EQ Killer – Type «SKUNK»
Module 1. «Diagnosis of EQ Killer – Type «SKUNK» (10 hours)
e purpose of this stage is to learn how to identify the active action of the «SKUNK»
in the team.
Tasks:
• identify the source of depression, sabotage;
• identify the mechanism of depression, sabotage;
• identify the eects of depression, sabotage on business results (collect facts and
conrmations).
Methods of determination:
«SKUNK» in personal communication:
In personal communication, the «SKUNK» will be active. At rst it may seem that
the «SKUNK» wants to help you. He is actively interested in how things are going, makes
suggestions, solutions and shares contacts for the implementation of his plans. «SKUNK»
is actively interested in what is happening, is involved in the discussion of cases and issues.
In fact, his interest is to get information about what is happening in order to present it at
the right moment in the form in which it will be benecial to him.
is behavior has the opportunity to talk about what is happening, share plans
and new opportunities. Only aer a long time will you discover that the information you
shared was voiced to other colleagues and Management with a certain assessment.
For some reason, you will not be able to coordinate with the Management and
colleagues a project that is clearly promising and protable.
«SKUNK» in teamwork:
Will actively participate in the process. He will agree with everything and listen
carefully. A «SKUNK» will almost never, except in cases of a direct question, have «his
own opinion». But even in the case of a direct question, his opinion is the opinion of the
Management and/or authoritative colleagues. Even if the «SKUNK» has explicitly stated
that he supports the initiative, this does not mean that he actually supports it and will even
more so carry it out. e «SKUNK» will never come into direct contradiction, but will
take a pause in order to cancel an initiative or task, acting through Management or other
colleagues.
If the «SKUNK» is the Head:
ere will be a lot of attention to details in the meetings. «SKUNK»-e head will
never make decisions on proposals from employees, but will always remember them and
most oen pass them o as his own. e «SKUNK» Manager does not like large meetings
and most oen will involve only trusted employees - those whom he trusts to solve issues.
Also, the «SKUNK» Manager will not evaluate initiatives, suggestions or give support
for completing tasks. It will be business-like «dry» and specic.
If the «SKUNK» is a subordinate:
He will calmly accept any task, while at the same time he will demand detailed
instructions for their implementation, «masking» them under the need to understand the
task in detail.
If the «SKUNK» does not agree with the task, he will not openly give feedback,
but he will not complete the task either. His tool is sabotage. It will turn out that he did
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everything possible to complete the task, but either the higher management rejected it,
or circumstances of force majeure developed, or, most oen, a specic culprit will be
identied, naturally not a «SKUNK», because of which the task was not completed.
Module 2. «e theory of counteraction EQ Killer – Type «SKUNK» (10 hours)
e purpose of this stage is to study the principles and mechanisms of countering
the «SKUNK» in the team.
Tasks:
• to study methods of stopping depression, sabotage in the team;
• learn techniques to prevent depression, sabotage in the team.
Counteraction schemes:
Supervisor – Subordinate
If the subordinate is a «SKUNK», it is necessary rst of all to remember about his
qualities. In communicating with this employee , the Manager needs to:
• When Setting a Task (ST), formulate the task as a goal by «delegating» a plan for
its implementation to a «SKUNK». It is strictly forbidden to answer questions about the
implementation plan of the task during the ST or to get involved in the discussion of
which version of the plan will be most eective. Use the speech module: «Repeat the goal
you need to achieve»; in response to an attempt to engage in a discussion of details, use the
speech module: «Building and executing a plan to achieve results is your responsibility, in
fact, that’s what you were hired for.» Specify the deadlines that you need, reducing them
by 30%, and focus your attention on the «control points».
• When holding meetings, try to minimize the presence of a «SKUNK» at them. But
if this is not possible, avoid voicing success factors to achieve the goal – the «SKUNK»
will attack the project or task precisely at the most critical points. Hold the meeting itself
calmly, without giving the «SKUNK» the opportunity to understand that this project is
very important for you and the team, otherwise it will immediately become the center of
attention and attack of the «SKUNK».
• Do not give an employee with the «SKUNK» type tasks that are critically important
to you or the company. Focus his attention on everyday, routine tasks, the performance of
which was successful before you handed them over to the «SKUNK».
• Upon receipt of any information, opinions or «facts», require conrmation of the
sources of information and check their reliability personally.
• When communicating with SKUNK, it is forbidden to use the phrases: «is
project is extremely important for the company and the team», «We decided to make a
pilot and if everything goes well, we will have something to show the Management», «Do
you succeed and do you understand the task in all the details?»
Employee – Employee
If there is a «SKUNK» in the team, employees need to communicate:
• Use the ethical principle of «Condentiality».
• Know and practically use the game «Status» when setting a task and identifying
control points.
• Systematically use the «Delegation» game when holding meetings and face-to-face
meetings.
• In conversation, it is forbidden to use the phrases: «What is your action plan to
achieve this goal?», «What help do you need to achieve the goal?», «Do you understand
how important this project is?»
• Minimize or exclude discussion of the signicance of projects.
Subordinate – Manager
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If the Manager is a «SKUNK», the employee is recommended for safety reasons:
• When taking the initiative, clearly x the authorship of the project and seek
approval of the project at a higher level.
• Do not voice doubts to the Manager about the Management or the existing strategy
of the company.
• In conversation, it is forbidden to use the phrases: «Chief, I have a great idea»,
«Chief, I believe that in this matter our Leadership does not quite understand what is
happening / is doing the right thing / has chosen the right strategy.»
Module 3. «Practice of Counteraction of EQ Killer – Type «SKUNK» (10 hours)
e purpose of this stage is to work out practical mechanisms to counteract the
«SKUNK» in the team.
Tasks:
• to work out methods to stop the spread of depression, sabotage in the team;
• to work out techniques to prevent the occurrence of depression, sabotage in the
team.
Growth Points (GP):
GP1: Observation
Diagnosis of «SKUNK» is not enough to counteract this EQ Killer. It is necessary to
study the action of the «SKUNK» in business conditions. To do this, it is recommended to
consciously interact with the «SKUNK», tracking changes in EQ, VQ, IQ quotients.
e rst point of growth will be to remember the state at the beginning of the action
of the «SKUNK» and track changes in IQ, EQ, VQ quotients: when and in what situations
does sabotage occur? how does it transform into depression? how does depression
manifest itself in body sensations and behavior? how does it manifest itself in feelings,
what is the sensation in the solar plexus area, what is the state? how does it manifest itself
in thinking? what do you start thinking about, what sensations arise in the area of the
head?
GP2: Protection
Aer the rst point of growth is reached, it is necessary to develop the skill of
returning to a working and eective state, without the inuence of a «SKUNK».
To do this, the following methods are used:
• VQ – change the body position. We relax the whole body. Take 5-10 deep breaths
/ exhalations, concentrating attention in the area of the solar plexus.
With the help of the «Design Breath», relax the solar plexus, hip area, pelvic area.
• EQ – we use «humor» to change the atmosphere, make a joke about the seriousness
of the oppressive atmosphere, internally, to create the necessary mood, you can use the
technique of «BOO-HA-HA» and «e Practice of developing Moral Strength.»
• IQ – we use the game «e price of the question» to assess the situation. e
«SKUNK» view inates an insignicant situation to a global scale. Aer checking the facts,
evaluate the real «issue price» and decide whether you should personally pay attention to
this issue.
GP3: Counteraction
e criterion that the second growth point has been reached will be the separation
of the «SKUNK» atmosphere and the return of «own» vision of the situation and the
memory of «their» goals. When your own vision of the atmosphere has arisen and is held
for a long time, you can move on to the Counteraction stage.
e counteraction will be interaction with the «SKUNK», the preservation of the
ethical principle of «condentiality» and «delegation» in response to depression and
sabotage.
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To practice skills and achieve growth points, it is recommended to use games:
• Repeat;
• Your opinion;
• Mirror;
• Fixer;
• Insight.
Control Points (CP):
Control points for achieving skills are carried out through business games:
• e ST game. Task: problem statement in the atmosphere of «SKUNK». When
setting the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
• e game «Points of Control». Task: to carry out TC tasks in the atmosphere of
«SKUNK». When implementing CP, the achievement of GP and the use of recommended
speech modules and communication schemes are analyzed.
To create a «SKUNK» atmosphere, it is necessary to use situations in which there
is a dierent view of eciency and the possibility of the situation developing by several
employees.
• e nal part. Business Practice (10 hours)
VI. EQ Killer – Type «SNAKE»
Module 1. «Diagnostics of EQ Killer – Type «SNAKE» (10 hours)
e purpose of this stage is to learn how to identify the active action of the «SNAKE»
in the team.
Tasks:
• identify the source of vindictiveness, resentment and destruction of authority;
• identify the mechanism of vindictiveness, resentment and destruction of authority;
• identify the consequences of vindictiveness, resentment and destruction of
authority on business results (collect facts and conrmations)
Methods of determination:
«SNAKE» in personal communication:
In personal communication, the «SNAKE» will show activity and even some
aggressiveness. She likes to manage the situation and will show her attitude to everything
that is happening. She will openly indicate her position – a typically negative assessment.
At the same time, the «SNAKE» will appeal a lot to the standards of behavior, upbringing,
the quality of the task and work performed, but not in order to improve the situation. Her
task is to destroy authority, not to x the situation.
«SNAKE» in teamwork:
In teamwork, the «SNAKE» will «pull the blanket over itself.» And rst of all, not
in order to gain power or take responsibility, she does not need it. Her task is to show the
«shortcomings» of others and thus stand out from the general background. erefore,
the presence of a «SNAKE» in the team leads to a heated relationship, resentment and
vindictiveness. In the atmosphere of the «SNAKE» it is good to summarize the results
of the audit and arrange a «debrieng», but to achieve a constructive and search for the
necessary new and breakthrough solutions, the «SNAKE» will be an obstacle.
If the «SNAKE» is the Head:
Meetings and communication will be very dry and sharp. e atmosphere of the
meetings may seem «businesslike», but in fact it will be lled with «fear» and resentment.»
e «SNAKE» manager will give rise to uncertainty among employees and constantly
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knock down their mood with sharp and caustic remarks, assessments, reasoning. Aer
interacting with the «SNAKE» Manager, subordinates will have a low level of assessment
of their own strength, so achieving goals of a new level in conditions when the Leader is a
«SNAKE» is almost impossible.
If the «SNAKE» is a subordinate:
When communicating one-on-one, the subordinate «SNAKE» will not actively
show his position. First of all, its eect will be actively manifested at meetings. Here the
«SNAKE» will act, focusing precisely on the negative aspects of the decisions made by the
Head. At the same time, she will activate and involve other employees to communicate
her position or assess what is happening. Activation will occur due to «pressure» on the
pain points of a particular person or department. For example: «Ivan Petrovich, but if we
change the motivation system, will your people run away?» – «SNAKE» will address the
Head of the department in which there are problems with personnel, while protecting
himself and his department.
e «SNAKE» will demand from the Manager to explain why a particular decision
was made, although it has possible negative consequences, calling into question the
competence of the Manager or employee.
Module 2. «e theory of counteraction EQ Killer – Type «SNAKE» (10 hours)
e purpose of this stage is to study the principles and mechanisms of countering
the «SNAKE» in the team.
Tasks:
• to study methods of stopping vindictiveness, resentment and destruction of
authority in the team;
• learn techniques to prevent vindictiveness, resentment and the destruction of
authority in the team.
Counteraction schemes:
Supervisor – Subordinate
If the subordinate is a «SNAKE», then in communicating with this employee, the
Manager needs to:
• Clearly articulating the task, avoid reasoning about its priority or correctness. If
possible, make an «ST» to the «SNAKE» employee in writing (via mail or messenger) or
remotely. When setting deadlines, the «SNAKE» will denitely challenge them. e task
of the Manager is not to enter into discussions about the correctness of deadlines, but to
set an appropriate priority for this task.
• When giving an ST or holding meetings, if you had an urgent need to invite
a «SNAKE» to it, at the beginning of the meeting, be sure to announce the «Rules» of
communication at the meeting.
• e basic rules of the meeting with the participation of the «SNAKE»: 1) criticize
– oer; 2) compliance with the «status» and «respect» for colleagues; 3) e head listens to
dierent opinions, makes the nal decision, which is not discussed.
• Do not give an employee with the «SNAKE» type of tasks that can undermine the
authority of the Manager (there is a high probability of a «setup»). It is also impractical to
give the «SNAKE» tasks that require the creation of a team, few employees will work with
the «SNAKE» in a team.
• In conversation, it is forbidden to use phrases that endow the «SNAKE» with
additional authority: «What would you do in my place?», «Which of these solutions do
you see as more correct / eective?», «Who do you think will cope with this task better?»,
«What do you think is the best way to justify is it the Management?», «Advise me...».
Employee – Employee
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If there is a «SNAKE» in the team, employees need to communicate:
• Use the «Breath of Design» when resentment arises to eliminate it.
• Remember the principle of «status» and do not allow the «SNAKE» to destroy the
status of the Leader.
• In conversation, it is forbidden to use the phrases: «What do you / you advise
me?», «How do you think the Management will react to ...», «Do you think this decision is
correct?», «I see that this Manager/the employee could have worked better.»
• Minimize or exclude discussion of the decisions made and the results of other
employees and the Manager.
Subordinate – Manager
If the Manager is a «SNAKE», the employee is recommended for security reasons:
• Do not focus on the constant «negative» assessments and the emotional component
when pointing out mistakes and shortcomings.
• Do not discuss the work of other employees with the Manager.
• In conversation, it is not recommended to use the phrases: «Chief, what do you
advise me to do?», «Chief, do you think I should ...», «Chief, will I be able to achieve this
goal?».
Module 3. «Practice of Counteraction of EQ Killer – Type «SNAKE» (10 hours)
e purpose of this stage is to work out practical mechanisms for countering the
«SNAKE» in the team.
Tasks:
• to work out methods of protection against vindictiveness, resentment and
destruction of authority in the team;
• work out techniques to prevent vindictiveness, resentment and destruction of
authority in the team.
Growth Points (GP):
GP1: Observation
To counteract the «SNAKE», it is necessary to study its action in real conditions. To
do this, it is recommended to be consciously in the atmosphere of the «SNAKE», tracking
changes in the quotients EQ, VQ, IQ.
e rst point of growth will be to remember the state at the beginning of the action
of the «SNAKE» and track changes in IQ, EQ, VQ quotients: what happens rst – there is
resentment or a desire for revenge? when and how quickly does the loss of authority occur
aer resentment and vindictiveness? how does resentment manifest itself in the sensations
of the body and its behavior? how does vindictiveness manifest itself in the sensations of
the body and its behavior? how do they manifest themselves in feelings, what is the feeling
in the chest area, what is the mood? how do they manifest themselves in thinking? what
do you start thinking about, what sensations arise in the area of the head?
GP2: Protection
Aer the rst point of growth is reached, it is necessary to develop the skill of
returning empathy in the atmosphere of the «SNAKE».
To do this, the following methods are used:
• VQ – using the «Design Breath» to relax the chest area, expand the chest space,
exhaling anger and resentment, and inhaling relaxation and calmness in their place.
• EQ – we use «gratitude» to change the inner atmosphere. Remember what you
are grateful to the Manager, colleagues, and yourself for. Do this until you feel grateful
and can’t hold it for a long time. Aer its occurrence, the behavior and injections of the
«SNAKE» will seem funny to you and will cease to be painful.
• IQ – we use the memory of the «status» principle to assess the situation. e view,
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assessment and impact of the «SNAKE» lead to the destruction of «authority» and «status».
Restoring the «status» and acting from it will bring the situation into balance.
GP3: Counteraction
e criterion that the second growth point has been reached will be the separation
of the «SNAKE» atmosphere and the return of its own atmosphere.
When your own atmosphere has arisen and is held for a long time, you can proceed
to the counteraction stage.
e counteraction will be interaction with the «SNAKE», calmness and lack
of reaction to injections, wagering the status of colleagues and Managers, treating the
situation with ease and humor.
To practice skills and achieve growth points, it is recommended to use games:
• Repeat;
• Your opinion;
• Mirror;
• Fixer;
• Insight.
Control Points (CP):
Control points for achieving skills are carried out through business games:
• e ST game. Task: problem statement in the atmosphere of the «SNAKE». When
setting the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
• Task: «brainstorming» – to nd a new solution in the atmosphere of the «SNAKE».
Analyze the achievement of TR and the use of recommended speech modules and
communication schemes.
To create an atmosphere of «SNAKE», it is necessary to use, exaggerate mistakes and
focus on imperfect actions of the Management.
• e nal part. Business Practice (10 hours).
VII. EQ Killer – Type «BRICK»
Module 1. «Diagnostics of EQ Killer – Type «BRICK» (10 hours)
e purpose of this stage is to learn how to identify the active action of the «BRICK»
in the team.
Tasks:
• identify the source of hopelessness and loss of enthusiasm;
• identify the mechanism of hopelessness and loss of enthusiasm;
• identify the consequences of hopelessness and loss of enthusiasm on business
results (collect facts and conrmations).
Methods of determination:
«BRICK» in personal communication:
In personal communication, the «BRICK» will show passivity, an experienced
«BRICK» may even give the impression that he simply agrees with everything. e
«BRICK» will not challenge individual elements of the decision, it is easier for him to
agree without going into details. e «BRICK» will only be characterized by a heavy sigh
from time to time. At the end of the conversation, the «BRICK» will usually lay down
some signicant fact why the result or goal may not be achieved, and some fact that
may seem «murderously indisputable», for example, if the task is to form a team of new
employees, the «BRICK» will denitely mention that there is a leak of qualied personnel
in the country now.
«BRICK» in teamwork:
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He will sit on the sidelines until the discussion itself does not concern him. In
the event of a problem concerning him, he will again resort to stating a «murderously
indisputable fact», something like: «I have been here for 5 years and no matter how much
this task was not taken, it never came out.»
If the «BRICK» is the Head:
Meetings and communication will be held in a gloomy, heavy atmosphere. If
possible, it will not gather numerous meetings. Communication with employees will not
be frequent. e task will be set without details and explanations. Employees will feel a
lack of support, they will oen feel powerless to complete tasks.
If the «BRICK» is subordinate:
He will not take the initiative in any form. Receiving tasks will be passively sabotaged,
hiding behind «murderously indisputable facts». It will always «blur» any specics on the
timing of the task, referring to the need to clarify details, etc.
Module 2. «e theory of counteraction of EQ Killer – Type «BRICK» (10 hours)
e purpose of this stage is to study the principles and mechanisms of countering
the «BRICK» in the team.
Tasks:
• to study methods of stopping hopelessness and loss of enthusiasm in the team;
• learn techniques to prevent the emergence of hopelessness and loss of enthusiasm
in the team.
Counteraction schemes:
Supervisor – Subordinate
If the subordinate is a «BRICK», it is necessary rst of all to remember about his
qualities.
In communicating with this employee , the Manager needs to:
4. Cle arly formulate the task. At the time of the ST, the dead lines for its implementation
must be reduced by 30-50%, remembering that at the time of the ST, the «BRICK» employee
will stretch the deadlines in every possible way. Do not pay attention to heavy sighs and a
«sullen» facial expression. When setting the ST, it is necessary to immediately put it with
a plan of action, without waiting for the «BRICK» to think it through.
5. When giving an ST or holding meetings, if you had an urgent need to invite a
«BRICK» to it, do not ask his opinion about the likelihood of achieving the goal in the
task, the correctness of the chosen direction or the need for the task itself. When setting a
task to a «BRICK», remember: the task is really necessary (otherwise you would not have
set it), the task is possible to implement (otherwise it would not have arisen), the deadlines
you have chosen for its implementation are feasible (you have already thought through
and evaluated everything).
6. Do not give an employee with the «BRICK» type tasks that have a high degree of
criticality in terms of deadlines or a «high issue price».
7. Do not give the employee tasks related to new projects and promising areas.
8. In conversation, it is forbidden to use the phrases: «What is bothering you?»,
«What solution would you suggest?», «What would you do in my place?», «What do you
think ...?»
Employee – Employee
If there is a «BRICK» in the team, employees need to communicate:
4. Use the game «Fixer» (physical action), as well as «Cathartic yoga» at the rst
symptoms of «hopelessness and loss of enthusiasm».
5. Do not provide assistance in completing tasks.
6. Do not try to give support and motivate a colleague for career growth.
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7. In conversation, it is forbidden to use the phrases: «What are you upset about?»,
«What is going on with you?», «Have you not stayed too long in this position?», «How can
I help you?».
8. Minimize or exclude discussion of business prospects and new projects.
Subordinate – Manager
If the Manager is a «BRICK», it is recommended to the employee for safety reasons:
1. Do not accept the gloom and joylessness of the Manager as an assessment of your
work. Do not try to get a positive assessment of your work and praise.
2. Do not try to take care of the Manager and his mood. No results will cause mood
changes in this type of Manager.
3. It is forbidden to use phrases in conversation: «Chief, tell me how I can better solve
this situation / task», «Chief, let’s do it in a new way», «Chief, let’s make our atmosphere
more joyful».
Module 3. «Practice of Counteraction of EQ Killer – Type «BRICK» (10 hours)
e purpose of this stage is to work out practical mechanisms for countering the
«BRICK» in the team.
Tasks:
• to work out methods of stopping hopelessness and loss of enthusiasm in the team;
• to work out techniques to prevent the emergence of hopelessness and loss of
enthusiasm in the team.
Growth Points (GP):
GP1: Observation
Diagnostics of the «BRICK» is not enough to counteract this EQ Killer. It is
necessary to study the action of the «BRICK» in these business conditions. To do this, it is
recommended to be consciously in the atmosphere of the «BRICK», tracking changes in
the quotients EQ, VQ, IQ.
e rst point of growth will be to remember the state at the beginning of the action
of the «BRICK» and track changes in IQ, EQ, VQ quotients: what happens rst – loss of
enthusiasm or the appearance of hopelessness? when and how quickly does the loss of
enthusiasm turn into a state of hopelessness? how do they manifest themselves in the
sensations of the body and its behavior? how do they manifest themselves in feelings, what
is the feeling in the chest area, what is the mood? how do they manifest themselves in
thinking? what do you start thinking about, what sensations arise in the area of the head?
GP2: Protection
Aer the rst point of growth is reached, it is necessary to develop the skill of
returning to the state without the impact of the «BRICK».
To do this, the following methods are used:
• VQ – change the body position. We create conscious tension/relaxation in the
body. Up to three points of tension: anus, abdomen, tongue under the palate or chest
tension. If you were sitting, it’s better to get up and walk, stretch or stretch your body. Do
5-10 squats/push-ups, if possible.
Using the «Breath of Design» to relax the cheekbones, face, neck-collar area,
shoulders.
• EQ – we use «humor» to change the atmosphere, make a joke about the seriousness
of the oppressive atmosphere, internally, to create the necessary mood, you can use the
«BOO-HA-HA» technique.
• IQ – we use the memory of the «scale» to assess the situation. e «BRICK» view
narrows the situation down to a «point of view».
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GP3: Counteraction
e criterion that the second growth point has been reached will be the separation
of the «BRICK» atmosphere and the return of its own atmosphere.
When your own atmosphere has arisen and is held for a long time, you can proceed
to the counteraction stage.
e counteraction will be interaction with the «BRICK», humor in response to
complaints and lamentations and ignoring them.
To practice skills and achieve growth points, it is recommended to use games:
• Repeat;
• Your opinion;
• Mirror;
• Fixer;
• Insight.
Control Points (CP):
Control points for achieving skills are carried out through business games:
• e ST game. Task: problem statement in the atmosphere of «BRICK». When
setting the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
• «Delegation» game. Task: Delegate a task in a «BRICK» atmosphere. When setting
the task, the achievement of GP and the use of recommended speech modules and
communication schemes are analyzed.
To create an atmosphere of «BRICK», it is necessary to use situations in which, at
rst glance, there are no necessary resources to achieve goals.
• e nal part. Business Practice (10 hours)
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VI.IX. Customer support within the Club system
I. Source Code Diagnostics
e starting point in working with the client within the Club System is the diagnosis
of its Source Code, which consists of 5 stages:
1. Getting to know the client.
2. Denition of its goals and objectives.
3. Diagnosis of IQ (intelligence quotient).
4. Diagnosis of EQ (quotient of emotional intelligence).
5. Diagnosis of VQ (body intelligence quotient).
If the client’s goal is higher than his Source Code, then it is recommended that he
raise the level of the Source Code.
If the client’s goal is lower than his Source Code, then he is recommended to work
with his potential and goals.
II. Development of a Personal program (algorithm for achieving goals)
e development of a Personal program based on the Source Code includes:
1. goal setting;
2. strategic analysis;
3. strategic planning.
An individual scenario for achieving goals is developed for the client’s Personal
program. In accordance with the goals, methods and exercises are selected, specially
selected for each of the clients. en, according to the developed scenario, IQ, EQ, VQ
tutors, game modiers are assigned and the time of the authors of the system is allocated,
depending on the level of the Program.
By agreement, the script, methods and assigned tutors are adjusted.
e program can be from 3 months to 1 year, depending on the goals and training
of the client, as well as his motivation.
III. Scenario, methods and exercises required for the scenario
Aer getting acquainted with the individual situation of the client in his personal
life, business or family, the authors of the system develop several options for a personal
scenario to achieve the goals stated by the client.
e client chooses the most optimal scenario for himself. Aer that, the detailing of
the scenario selected by the client begins.
e scenario, as described by the authors of the system, is a sequential algorithm of
scenes and actions leading to the goals stated by the client.
In addition to goals and actions, the development and detailing of the scenario
includes goal setting, strategic analysis and strategic planning in accordance with the
circumstances oered to clients (soware). In this way, the author’s program Shabshai «I
am in» is used for «acting» (according to Stanislavsky).
Scenario detailing is carried out at all stages, up to changing habits, behaviors and
the development of speech modules and dialogues.
IV. Working with tutors and authors of the system
e personal program includes working with a group of experts:
11. IQ Tutor;
12. VQ Tutor;
13. EQ Tutor;
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14. gamier;
15. the authors of the system.
1) e IQ tutor helps to see and master the individual type of thinking of the client
and use it as much as possible, learn to separate yourself from your thoughts, communicate
with other people, conveying the idea correctly from the rst time, correctly formulating
and correctly selecting a connection with other types of thinking.
An IQ tutor is a person who teaches the basic laws of action or goal achievement, as
well as the correct use of his type of thinking for easier and more successful communication,
for an easier process of thinking and the birth of ideas.
e IQ tutor helps the client to see the internal dialogue and separate from it.
e task of an IQ tutor is to open up to the client his gi of individual thinking and
make the most of this resource.
2) e EQ tutor works with emotional intelligence. His task is to teach the client
to recognize and understand emotions, to expand the range of feelings and emotions of
the client, to diversify the range of emotions in a person’s life. is helps to recover faster,
experience more pleasant, joyful and lling impressions, and feel the fullness of life.
e EQ tutor also works with the client’s stress tolerance and his ability to «hold a
punch» and «get up from his knees». His task is to teach the client to properly survive and
constructively overcome the situation with a minimum of losses for his own resource.
3) VQ-tutor – introduces the client to the secrets of his body. Works with the client’s
stress blocks inside the body. It helps to release the encapsulated energy and tension inside
the body, helps to remove uncontrolled complexes and clamps inside the body. As a result
of the work of the VQ tutor, the body becomes freer, gets tired less, and retains its resource
longer. e client needs less time to recover and sleep.
VQ-tutor teaches you to relax correctly and quickly, gain physical resources, cope
with psychosomatic diseases, if there are any. A VQ tutor increases bodily self-condence,
and this is the ability to communicate, become a leader.
us, tutors within the framework of a Personal program help the client to raise
his level of quotients and expand his capabilities. Each of the tutors is assigned a clearly
dened number of hours to work.
4) e gamier, in accordance with a Personal program, teaches specially selected
life hacks and skills necessary to achieve goals. It helps to adapt these life hacks to personal
situations, as well as to solve family and business issues.
e life hacks taught by the gamier allow the client to develop a non-standard form
of thinking for him, a new perception and apply impeccable actions. Life hacks are created
individually for the client and adjusted depending on how quickly he applied and learned
them. ere are 3D, 3D-4D and 4D life hacks.
5) e time of the authors of the system is the hours of their individual work, during
which the client solves his specic question. Also, communication with the authors is
an opportunity to adjust the Source Code or the Program itself, adding new additional
elements to it (if necessary).
Communication with authors is a time when a client can quickly and professionally
solve their problems: not only personal, but also in professional activities.
A clearly dened number of hours are allocated to work with the authors of the
system.
V. Personal Program levels and trainings
ere are four levels of a Personal Program:
5. Blast o – within the framework of this Program, one of the quotients (IQ, VQ
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or EQ) is adjusted. At this level of the Program, the client gets acquainted with the basic
principles of the Club system. e standard term is from 3 to 6 months.
6. Attention control – this level of the Program provides for the adjustment of two
quotients depending on the client’s goals. ere is also a special emphasis on where the
client’s attention is located according to the principle «what is given attention, it grows».
is level is much more interesting and exciting than Blast o, because it helps the client
to realize himself and the channels of leakage and preservation of attention. Being at this
level makes it possible to dramatically raise the level of attentiveness to all processes taking
place in the individual, business and family. e standard term is from 6 months.
7. Memory management — working with all three quotients according to the client’s
goals. A level that allows you to restore memory through specially selected exercises. At
this level, the concepts of memory and gender are deeply explored, methods of immersion
in the birth canal are used, the past is re-edited and recapitulated, prerequisites for a
successful future are created. ere is a beginning of work with the 4th Dimension.
8. Time inception is a program that provides training in futuristic skills, programming
skills of the future, forecasting and building your own scenario. e fundamental dierence
of the 4th level is that all the previous levels of the Program help the client to implement
the scenario created with the participation of the authors of the Club system, but the Time
inception level helps the client to learn how to prescribe their own scenarios and inuence
the future situation in the best way for him. is is working with the 4th Dimension -
there is a deep awareness of the concept of time.
In addition to individual work with the client, trainings are conducted as part of
a Personal program. ese are programs of direct work either with tutors, or with the
authors of the system, depending on the level of the program.
During the trainings, control points are set, life hacks are checked, as well as the
quality of skills and their adaptation for use in real life.
e number of trainings is individual and depends on the specics of the Personal
program.
In the light of the topics outlined, the prospects for research in the eld of diagnostics
of business potential and the development potential of key individuals can be divided into
several areas:
I. eory of Business Potential Analysis:
1. Development and improvement of tools and methods for assessing business
potential, including quantitative and qualitative indicators.
2. Study of the inuence of the management structure and areas of responsibility on
business eciency and its potential for growth and development.
3. Analysis of various business styles and their impact on the success and stability
of companies, as well as identication of optimal strategies for dierent industries and
markets.
II. eory Of Analysis Of e Development Potential Of Key Persons:
1. Study of correlations between intellectual, emotional and strong-willed qualities
of key individuals and their impact on the success of the company.
2. Development and application of new approaches to the assessment and
development of intellectual (IQ), emotional (EQ) and volitional (VQ) levels of employees.
3. Study of management and leadership styles, their impact on motivation,
involvement and eectiveness of subordinates, as well as determining optimal approaches
for dierent types of organizations.
4. Development of methods for determining the type of thinking and its impact on
decision-making and problem solving.
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5. e study of the relationship between intelligence quotients, emotional intelligence,
volitional intelligence and the success of key individuals, as well as the creation of integral
models for assessing development potential.
III. Business diagnostics:
1. Integration of tools and techniques from the areas of business potential analysis
and the development potential of key individuals to create integrated business diagnostics
systems.
2. Development of algorithms and soware to automate the process of business
diagnostics,
In the light of the topics outlined, the prospects for research in the eld of business
potential realization strategy and the development potential of key individuals under the
Shabshai Business Diagnostics Program can be divided into several areas:
I. Analysis of the Current Business Situation:
1. Deepening and development of the theory of strategic analysis, in order to identify
the best methods and tools for analyzing the situation at the enterprise.
2. Research of various elements of strategic analysis, such as SWOT, PESTEL, etc.,
and determination of their role in assessing the current state and prospects of business
development.
3. Development of a methodology for analyzing destructive scenarios of the situation
in order to identify and prevent possible risks and threats.
II. Development Of Constructive Scenarios For e Development Of e Situation:
1. Study and determination of growth points to increase business eciency quotients,
as well as the development of strategies for their implementation.
2. Study of the optimal conguration of the team to achieve growth points, including
the analysis of skills, competencies and motivation of employees.
III. Strategic Planning:
1. Development of scenarios of constructive relationships to achieve the goals of the
business owner, including analysis of possible partnerships, innovations and organizational
changes.
2. Creation of approaches to the development of a detailed implementation plan,
including the denition of key milestones, resources, deadlines and implementation
control mechanisms.
In general, research in these areas will contribute to a deeper understanding of the
processes of diagnosis and realization of the potential of business and key individuals.
is, in turn, will allow us to develop more eective tools and methods to increase the
competitiveness of enterprises and improve the results of their activities.
IV. Training:
1. Study of the inuence of the emotional factor on the learning process and the
development of key individuals, as well as the development of methods and tools for the
eective implementation of emotional detox in the learning process.
2. Development and implementation of the theory of personal eectiveness
quotients, which can help individuals and organizations to determine and improve their
productivity.
3. Research of modern management technologies aimed at increasing the
development potential of key individuals and improving business eciency, as well as the
development of innovative methods and approaches to training.
V. Introduction of personal programs:
1. Development and deepening of the theory of a personal program that will help
key individuals determine their individual goals, resources and strategies for achieving
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business success.
2. Study of the practice of a personal program in order to identify the most eective
methods and tools for the implementation of individual development programs, as well
as analysis of successful cases and identication of factors contributing to the successful
implementation of personal programs.
In general, research in these areas can contribute to improving the eectiveness
of the processes of training and development of key individuals, as well as improving
individual and organizational productivity. In addition, the results of such studies can
serve as a basis for the development of new educational programs and tools aimed at
increasing the potential of business and the development of key individuals.
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VII. Applied problems of coherence of the concept
of the human source code and models of integrative
psychotherapy and coaching
Actually, our research reveals two promising directions in the conceptualization of
integrative psychotherapy:
1. Integrative psychotechnologies for the development of the socio-psychological
potential of the individual
2. Cognitive-style determination of the proactive potential of the individual
We consider the phenomenology of integrative psychotherapy in the context of
dierentiation, integration and modeling of therapeutic theories and concepts.
Integrative psychotherapy is a form of therapy that incorporates theories and
techniques from various therapeutic approaches to address the unique needs of individual
clients. Phenomenology, on the other hand, is a philosophical approach that emphasizes
the study of subjective experience and consciousness. e integration of phenomenology
into integrative psychotherapy has the potential to deepen our understanding of how
therapeutic techniques can be used to help clients explore and make meaning of their
experiences.
is article will explore the phenomenology of integrative psychotherapy, specically
focusing on dierentiation, integration, and modeling. ese concepts are essential to
understanding how integrative psychotherapy can be used to help clients with a wide
range of psychological concerns. By understanding the underlying principles of these
concepts, therapists can create a more personalized and eective treatment plan for each
individual client. e article will also discuss the importance of incorporating the client’s
subjective experience into the therapeutic process and how phenomenology can be used
to facilitate this process.
Overall, this article aims to provide an in-depth analysis of the phenomenology of
integrative psychotherapy and how it can be used to help clients achieve their therapeutic
goals. By exploring dierentiation, integration, and modeling, therapists can gain a deeper
understanding of how dierent therapeutic approaches can be used in combination to
create a unique and eective treatment plan for each individual client.
e integration of phenomenology into psychotherapy has opened up new avenues for
exploring the subjective experiences of individuals and how they can be addressed through
treatment. is integration has been further enhanced by modern psychotechnologies in
social and behavioral psychology, which oer new tools and techniques for understanding
and intervening in human behavior.
Phenomenology in integrative psychotherapy emphasizes the importance of
exploring the individual’s subjective experience and understanding their unique perspective.
is approach recognizes that each person’s experiences are shaped by their individual
histories, social and cultural contexts, and psychological factors. By acknowledging these
factors, integrative psychotherapists can create personalized treatment plans that address
the specic needs of their clients.
Modern psychotechnologies, such as cognitive-behavioral therapy (CBT),
mindfulness-based interventions, and virtual reality exposure therapy, oer new ways
to address psychological concerns. ese techniques can be used to help clients develop
new coping strategies, reframe negative thoughts, and confront their fears in a safe and
controlled environment.
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e integration of phenomenology and modern psychotechnologies has led to the
development of new approaches to psychotherapy that are tailored to the unique needs
of each individual client. For example, therapists may use virtual reality exposure therapy
to help clients with phobias confront their fears in a controlled environment, while also
exploring the client’s subjective experience and developing personalized coping strategies.
Overall, the integration of phenomenology and modern psychotechnologies oers a
promising path for the future of psychotherapy. By combining these approaches, therapists
can oer clients personalized, eective, and evidence-based treatment that addresses their
specic needs and experiences.
Integrative psychotherapy is a comprehensive approach that blends dierent
therapeutic techniques to provide a tailored treatment plan for each individual client.
is approach acknowledges that each person is unique, and no single therapeutic
method can eectively address every aspect of human functioning. e main
psychotechnologies used in integrative psychotherapy include:
Cognitive-behavioral therapy (CBT). is technique focuses on identifying and
modifying dysfunctional thoughts, beliefs, and behaviors. CBT helps clients recognize
and change negative thought patterns and develop more adaptive coping strategies.
Cognitive-behavioral therapy (CBT) integrative psychotherapy is an approach that
combines the principles and techniques of CBT with other therapeutic modalities to create
a comprehensive and individualized treatment plan. is approach recognizes that clients
may benet from a variety of interventions to address their unique needs and preferences.
CBT is a well-established and evidence-based therapy that focuses on identifying and
modifying dysfunctional thoughts, beliefs, and behaviors. It is highly eective for a range
of psychological disorders, including anxiety, depression, and phobias. In the context of
integrative psychotherapy, CBT can be blended with other therapeutic approaches, such
as:
- Combining CBT with mindfulness practices can help clients develop a deeper
awareness of their thoughts, feelings, and bodily sensations. is integration can lead to
enhanced emotional regulation and more eective coping strategies.
- Integrating CBT with experiential techniques, such as Gestalt therapy or Emotion-
Focused erapy (EFT), can help clients explore and process their emotions more deeply.
is combination can lead to increased self-awareness and a better understanding of the
connection between thoughts, emotions, and behaviors.
- Combining CBT with creative therapies like art therapy, music therapy, or drama
therapy can oer clients new ways to express and process their emotions. is integration
can help clients gain insights into their thought patterns and emotional experiences
through non-verbal means.
- Integrating CBT with psychodynamic principles can help clients explore
the unconscious aspects of their thought patterns and emotional experiences. is
combination can lead to a deeper understanding of the origins of their issues and facilitate
more profound changes in their cognitive and behavioral responses.
- Combining CBT with humanistic approaches, such as person-centered therapy
or existential therapy, can help clients develop greater self-awareness, autonomy, and
authenticity. is integration can promote a more holistic and client-centered approach to
cognitive-behavioral change.
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- Integrating CBT with systemic therapies, such as family therapy or couples
therapy, can help clients address the interpersonal aspects of their cognitive and behavioral
patterns. is combination can lead to improved communication, healthier relationships,
and a greater understanding of the impact of family dynamics on individual thoughts and
behaviors.
In CBT integrative psychotherapy, therapists adapt and blend the techniques from
various therapeutic approaches to create a personalized treatment plan that addresses
the specic needs and goals of the client. is exible and holistic approach ensures that
clients receive the most appropriate and eective care for their individual circumstances.
Mindfulness-based therapies. ese approaches emphasize cultivating non-
judgmental awareness of one’s thoughts, feelings, and bodily sensations in the present
moment. Mindfulness-based therapies, such as Mindfulness-Based Stress Reduction
(MBSR) and Mindfulness-Based Cognitive erapy (MBCT), help clients develop a
deeper connection with themselves and cultivate greater self-awareness and emotional
regulation.
Mindfulness-based therapies integrative psychotherapy is an approach that
combines the principles and techniques of mindfulness practices with other therapeutic
modalities to create a comprehensive and individualized treatment plan. is approach
acknowledges that clients may benet from a variety of interventions to address their
unique needs and preferences.
is approach has been shown to be eective for a range of psychological issues,
including stress, anxiety, depression, and chronic pain. In the context of integrative
psychotherapy, mindfulness-based therapies can be blended with other therapeutic
approaches, such as:
- Integrating mindfulness practices with CBT can help clients develop a deeper
awareness of their thoughts and emotions, enhancing their ability to identify and modify
dysfunctional thought patterns and behaviors. is combination can lead to improved
emotional regulation and more eective coping strategies.
- Combining mindfulness-based therapies with experiential techniques, such as
Gestalt therapy or Emotion-Focused erapy (EFT), can help clients explore and process
their emotions more deeply. is integration can lead to increased self-awareness and a
better understanding of the connection between thoughts, emotions, and behaviors.
- Integrating mindfulness practices with creative therapies like art therapy, music
therapy, or drama therapy can oer clients new ways to express and process their emotions.
is combination can help clients gain insights into their emotional experiences through
non-verbal means and foster a deeper connection with themselves.
- Combining mindfulness-based therapies with psychodynamic principles can help
clients explore the unconscious aspects of their emotional experiences. is integration
can lead to a deeper understanding of the origins of their issues and facilitate more
profound changes in their emotional responses.
- Integrating mindfulness practices with humanistic approaches, such as person-
centered therapy or existential therapy, can help clients develop greater self-awareness,
autonomy, and authenticity. is combination can promote a more holistic and client-
centered approach to emotional healing and personal growth.
- Combining mindfulness-based therapies with systemic therapies, such as family
therapy or couples therapy, can help clients address the interpersonal aspects of their
emotional experiences. is integration can lead to improved communication, healthier
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relationships, and a greater understanding of the impact of family dynamics on individual
well-being.
In mindfulness-based therapies integrative psychotherapy, therapists adapt and
blend the techniques from various therapeutic approaches to create a personalized
treatment plan that addresses the specic needs and goals of the client. is exible and
holistic approach ensures that clients receive the most appropriate and eective care for
their individual circumstances.
Experiential therapies integrative psychotherapy is an approach that combines
the principles and techniques of experiential therapies with other therapeutic modalities
to create a comprehensive and individualized treatment plan. is approach recognizes
that clients may benet from a variety of interventions to address their unique needs and
preferences.
Experiential therapies involve engaging clients in experiences that foster personal
growth, self-awareness, and emotional healing. Examples include Gestalt therapy,
Emotion-Focused erapy (EFT), and psychodrama. ese therapies oen use techniques
such as role-playing, guided imagery, and emotional expression to help clients explore and
process their feelings. In the context of integrative psychotherapy, experiential therapies
can be blended with other therapeutic approaches, such as:
- Integrating experiential therapies with CBT can help clients gain a deeper
understanding of the connection between their thoughts, emotions, and behaviors.
is combination can enhance emotional regulation and promote more eective coping
strategies by addressing both cognitive and emotional aspects of the client’s experience.
- Combining experiential therapies with mindfulness practices can help clients
develop a deeper awareness of their thoughts, feelings, and bodily sensations in the present
moment. is integration can lead to increased self-awareness and improved emotional
regulation.
- Integrating experiential therapies with creative therapies like art therapy, music
therapy, or drama therapy can oer clients new ways to express and process their emotions.
is combination can help clients access and express emotions that may be dicult to
articulate through words alone.
- Combining experiential therapies with psychodynamic principles can help clients
explore the unconscious aspects of their emotional experiences. is integration can
lead to a deeper understanding of the origins of their issues and facilitate more profound
changes in their emotional responses.
- Integrating experiential therapies with humanistic approaches, such as person-
centered therapy or existential therapy, can help clients develop greater self-awareness,
autonomy, and authenticity. is combination can promote a more holistic and client-
centered approach to emotional healing and personal growth.
- Combining experiential therapies with systemic therapies, such as family therapy
or couples therapy, can help clients address the interpersonal aspects of their emotional
experiences. is integration can lead to improved communication, healthier relationships,
and a greater understanding of the impact of family dynamics on individual well-being.
In experiential therapies integrative psychotherapy, therapists adapt and blend the
techniques from various therapeutic approaches to create a personalized treatment plan
that addresses the specic needs and goals of the client. is exible and holistic approach
ensures that clients receive the most appropriate and eective care for their individual
circumstances.
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Creative therapies use various forms of art, such as music, dance, drama, and
visual arts, to facilitate self-expression, self-discovery, and emotional healing. Examples
include art therapy, music therapy, and drama therapy. ese approaches can help clients
access and express emotions that may be dicult to articulate through words alone. In
the context of integrative psychotherapy, creative therapies can be blended with other
therapeutic approaches, such as:
- Integrating creative therapies with CBT can help clients gain insights into their
thought patterns and emotional experiences through non-verbal means. is combination
can enhance emotional regulation and promote more eective coping strategies by
addressing both cognitive and emotional aspects of the client’s experience.
- Combining creative therapies with mindfulness practices can help clients develop a
deeper awareness of their thoughts, feelings, and bodily sensations in the present moment.
is integration can lead to increased self-awareness and improved emotional regulation.
- Integrating creative therapies with experiential techniques, such as Gestalt therapy
or Emotion-Focused erapy (EFT), can help clients explore and process their emotions
more deeply. is combination can promote a more holistic approach to emotional healing
and personal growth.
- Combining creative therapies with psychodynamic principles can help clients
explore the unconscious aspects of their emotional experiences. is integration can
lead to a deeper understanding of the origins of their issues and facilitate more profound
changes in their emotional responses.
- Integrating creative therapies with humanistic approaches, such as person-
centered therapy or existential therapy, can help clients develop greater self-awareness,
autonomy, and authenticity. is combination can promote a more holistic and client-
centered approach to emotional healing and personal growth.
- Combining creative therapies with systemic therapies, such as family therapy
or couples therapy, can help clients address the interpersonal aspects of their emotional
experiences. is integration can lead to improved communication, healthier relationships,
and a greater understanding of the impact of family dynamics on individual well-being.
In creative therapies integrative psychotherapy, therapists adapt and blend the
techniques from various therapeutic approaches to create a personalized treatment plan
that addresses the specic needs and goals of the client. is exible and holistic approach
ensures that clients receive the most appropriate and eective care for their individual
circumstances.
Psychodynamic integrative psychotherapy is an approach that combines the
principles and techniques of psychodynamic therapy with other therapeutic modalities
to create a comprehensive and individualized treatment plan. is approach recognizes
that clients may benet from a variety of interventions to address their unique needs and
preferences.
Psychodynamic therapy aims to uncover unconscious patterns and conicts
that underlie a person’s emotional distress. Techniques such as free association, dream
analysis, and exploration of transference can help clients gain insight into the roots of
their issues and develop a better understanding of their emotional needs. In the context of
integrative psychotherapy, psychodynamic therapy can be blended with other therapeutic
approaches, such as:
- Integrating psychodynamic therapy with CBT can help clients explore the
unconscious aspects of their thought patterns and emotional experiences. is
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combination can lead to a deeper understanding of the origins of their issues and facilitate
more profound changes in their cognitive and behavioral responses.
- Combining psychodynamic therapy with mindfulness practices can help clients
develop a deeper awareness of their thoughts, feelings, and bodily sensations in the present
moment. is integration can lead to increased self-awareness and improved emotional
regulation.
- Integrating psychodynamic therapy with experiential techniques, such as Gestalt
therapy or Emotion-Focused erapy (EFT), can help clients explore and process their
emotions more deeply. is combination can promote a more holistic approach to
emotional healing and personal growth.
- Combining psychodynamic therapy with creative therapies like art therapy, music
therapy, or drama therapy can oer clients new ways to express and process their emotions.
is integration can help clients gain insights into their emotional experiences through
non-verbal means and foster a deeper connection with themselves.
- Integrating psychodynamic therapy with humanistic approaches, such as person-
centered therapy or existential therapy, can help clients develop greater self-awareness,
autonomy, and authenticity. is combination can promote a more holistic and client-
centered approach to emotional healing and personal growth.
- Combining psychodynamic therapy with systemic therapies, such as family
therapy or couples therapy, can help clients address the interpersonal aspects of their
emotional experiences. is integration can lead to improved communication, healthier
relationships, and a greater understanding of the impact of family dynamics on individual
well-being.
In psychodynamic therapy integrative psychotherapy, therapists adapt and blend
the techniques from various therapeutic approaches to create a personalized treatment
plan that addresses the specic needs and goals of the client.
Humanistic integrative psychotherapy is an approach that combines the principles
and techniques of humanistic therapies with other therapeutic modalities to create a
comprehensive and individualized treatment plan. is approach recognizes that clients
may benet from a variety of interventions to address their unique needs and preferences.
Humanistic therapies emphasize the inherent worth and potential of each
individual, focusing on self-awareness, personal growth, and self-actualization. Examples
of humanistic therapies include person-centered therapy, existential therapy, and Gestalt
therapy. In the context of integrative psychotherapy, humanistic therapies can be blended
with other therapeutic approaches, such as:
- Integrating humanistic therapies with CBT can help clients develop a deeper
understanding of their thoughts, emotions, and behaviors. is combination can enhance
emotional regulation and promote more eective coping strategies by addressing both
cognitive and emotional aspects of the client’s experience.
- Combining humanistic therapies with mindfulness practices can help clients
develop a deeper awareness of their thoughts, feelings, and bodily sensations in the present
moment. is integration can lead to increased self-awareness and improved emotional
regulation.
- Integrating humanistic therapies with experiential techniques, such as Emotion-
Focused erapy (EFT) or psychodrama, can help clients explore and process their
emotions more deeply. is combination can promote a more holistic approach to
emotional healing and personal growth.
- Combining humanistic therapies with creative therapies like art therapy, music
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therapy, or drama therapy can oer clients new ways to express and process their emotions.
is integration can help clients gain insights into their emotional experiences and foster a
deeper connection with themselves.
- Integrating humanistic therapies with psychodynamic principles can help clients
explore the unconscious aspects of their emotional experiences. is combination can
lead to a deeper understanding of the origins of their issues and facilitate more profound
changes in their emotional responses.
- Combining humanistic therapies with systemic therapies, such as family therapy
or couples therapy, can help clients address the interpersonal aspects of their emotional
experiences. is integration can lead to improved communication, healthier relationships,
and a greater understanding of the impact of family dynamics on individual well-being.
In humanistic therapies integrative psychotherapy, therapists adapt and blend the
techniques from various therapeutic approaches to create a personalized treatment plan
that addresses the specic needs and goals of the client. is exible and holistic approach
ensures that clients receive the most appropriate and eective care for their individual
circumstances.
In integrative psychotherapy, therapists may combine these various techniques to
create a customized treatment plan that best meets the specic needs and goals of the
client. is exible, holistic approach ensures that clients receive the most appropriate and
eective care for their individual circumstances.
An individualized treatment plan is a tailored therapeutic strategy designed to
address the specic needs, goals, and preferences of a client. In the context of integrative
psychotherapy, therapists consider various therapeutic approaches and techniques to create
a comprehensive and personalized plan that addresses the client’s unique circumstances.
To develop an individualized treatment plan, therapists typically follow these steps:
- Assessment. e therapist conducts a thorough assessment of the client’s
presenting concerns, psychological history, family dynamics, and personal preferences.
is assessment may include interviews, questionnaires, and observations to gain a
comprehensive understanding of the client’s situation.
- Identication of therapeutic goals. Based on the assessment, the therapist and client
collaboratively identify the therapeutic goals to be addressed during the course of therapy.
ese goals may include improving emotional regulation, enhancing communication
skills, resolving relationship conicts, or promoting personal growth.
- Selection of appropriate therapeutic approaches. e therapist considers the client’s
needs, goals, and preferences to determine which therapeutic approaches and techniques
would be most eective in addressing the identied concerns. is may involve integrating
components of cognitive-behavioral therapy, mindfulness-based therapies, experiential
therapies, creative therapies, psychodynamic therapy, humanistic therapies, and systemic
therapies.
- Development of the treatment plan. e therapist outlines the specic interventions,
techniques, and strategies that will be used in therapy to address the client’s goals. is plan
may include a combination of individual, group, or family sessions, as well as a variety of
therapeutic approaches to ensure a comprehensive and holistic approach to the client’s
care.
- Implementation of the treatment plan. e therapist and client work together to
implement the treatment plan, engaging in therapeutic activities and exercises designed
to address the client’s goals. roughout the course of therapy, the therapist continually
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evaluates the client’s progress and adjusts the treatment plan as needed to ensure the most
eective care.
- Evaluation and termination. Once the therapeutic goals have been met or signicant
progress has been made, the therapist and client evaluate the eectiveness of the treatment
plan and discuss the potential for termination or transitioning to a maintenance phase of
therapy.
In summary, an individualized treatment plan is a exible, client-centered approach
to therapy that combines various therapeutic modalities to address the unique needs and
goals of the client. is holistic approach ensures that clients receive the most appropriate
and eective care for their individual circumstances and therapeutic relationship.
e therapeutic relationship, also known as the therapeutic alliance or working
alliance, is the collaborative bond that forms between the therapist and the client during
the course of therapy. is relationship is a key component of successful psychotherapy, as
it provides the foundation for trust, open communication, and emotional healing.
Several factors contribute to a strong therapeutic relationship, including:
- Empathy. erapists demonstrate understanding and compassion for the client’s
emotions, thoughts, and experiences, helping the client feel heard, validated, and supported.
- Genuineness. erapists are authentic, honest, and transparent in their interactions
with clients, fostering an environment of trust and openness.
- Unconditional positive regard. erapists accept and value the client without
judgment, regardless of the client’s actions, feelings, or beliefs. is unconditional support
encourages the client to explore their emotions and experiences more deeply.
- Active listening. erapists attentively listen to the client, reecting back their
understanding of the client’s experiences and emotions, and asking clarifying questions
when needed.
- Collaboration. erapists work with the client as a partner in the therapeutic
process, respecting the client’s autonomy and involving them in decision-making regarding
treatment goals and interventions.
- Goal-setting. erapists and clients collaboratively identify specic, measurable,
and attainable goals for therapy, which provide direction and focus for the therapeutic
process.
- Flexibility. erapists adapt their approach and techniques to meet the unique
needs and preferences of the client, demonstrating responsiveness and sensitivity to the
client’s evolving concerns and goals.
- Consistency and boundaries. erapists maintain professional boundaries and
adhere to ethical guidelines, creating a safe and predictable environment for the client.
- Cultural sensitivity. erapists acknowledge and respect the client’s cultural
background, beliefs, and values, incorporating this understanding into the therapeutic
process.
A strong therapeutic relationship is associated with better therapy outcomes and
increased client satisfaction. Research has consistently shown that the quality of the
therapeutic relationship is more important for treatment success than the specic type
of therapy used. To foster a strong therapeutic relationship, therapists should focus on
developing rapport, trust, and open communication with their clients, while also being
sensitive to the client’s unique needs and preferences.
While integrative psychotherapy, personalized treatment, and the therapeutic
relationship have made signicant advancements, there are still unresolved issues and
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prospects for future research. Some of these areas include:
- Integration of diverse therapeutic approaches. Despite the growing popularity of
integrative psychotherapy, there is a need for more research on the most eective ways
to combine dierent therapeutic approaches, as well as how to tailor these approaches to
meet the unique needs and preferences of individual clients.
- Mechanisms of change. Further research is needed to better understand the
mechanisms of change underlying the integration of various therapeutic approaches and
how these mechanisms contribute to treatment outcomes.
- Evidence-based practice. While there is considerable support for the eectiveness
of many individual therapeutic approaches, more research is needed to establish the ecacy
of integrative psychotherapy as a whole and to identify the most eective combinations of
therapeutic approaches for specic client populations and presenting issues.
- Training and competency. As integrative psychotherapy involves drawing
from multiple therapeutic approaches, there is a need for research on eective training
methods and competency standards for therapists practicing integrative psychotherapy.
is includes exploring the most ecient and eective ways to train therapists in multiple
approaches and how to evaluate their competence in integrating these approaches in
practice.
- Personalized treatment. More research is needed to develop and rene methods for
assessing clients’ individual needs, preferences, and strengths to inform the development
of personalized treatment plans. is may include the use of technology, such as machine
learning algorithms, to better predict which therapeutic approaches will be most eective
for a particular client.
- erapeutic relationship. Although the therapeutic relationship has been identied
as a crucial factor in successful psychotherapy outcomes, further research is needed to
explore the specic components and processes that contribute to a strong therapeutic
alliance. is may include examining how factors such as therapist characteristics, client
characteristics, and cultural considerations inuence the development and maintenance
of the therapeutic relationship.
- Cultural competence. As societies become more diverse, there is a growing need for
research on how to eectively integrate cultural competence into integrative psychotherapy
practice. is includes exploring the role of cultural factors in the therapeutic relationship,
as well as identifying best practices for adapting integrative psychotherapy to meet the
needs of clients from diverse cultural backgrounds.
- Long-term outcomes and relapse prevention. While many studies have focused on
the short-term outcomes of integrative psychotherapy, more research is needed to examine
the long-term eects of this approach and the factors that contribute to the maintenance
of therapeutic gains and relapse prevention.
By addressing these unresolved issues and advancing research in these areas, the
eld of integrative psychotherapy can continue to evolve and provide more eective,
personalized treatment options for clients seeking mental health care.
At the same time, we argue that the main target of the integrative approach in
therapy and coaching can be the potential of the individual who creates its source
code.
e social potential of an individual is a multifaceted concept that encompasses
their ability to eectively navigate and contribute to their social environment. It is a critical
factor that inuences personal success, interpersonal relationships, and overall well-being.
Although individual traits, such as cognitive abilities and emotional intelligence, have
long been the focus of research, there is a growing appreciation for the role that social and
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cultural factors play in shaping an individual’s behavior and social potential. is article
aims to explore the complex interplay of social and cultural factors on individual behavior
and highlight their signicance in determining a person’s social potential.
Social and cultural factors, which include aspects such as cultural background,
social norms, and family upbringing, are critical components in the development of an
individual’s identity, values, and beliefs. ese factors can not only aect how individuals
perceive themselves and others but also inuence their decision-making processes,
communication styles, and emotional responses. Consequently, understanding these
factors is essential for comprehending the broader context within which individual
behavior is embedded.
Recent advancements in the elds of sociology, psychology, and anthropology
have provided valuable insights into the mechanisms through which social and cultural
factors inuence individual behavior. For instance, research on social learning theory has
demonstrated the role of observational learning and imitation in shaping an individual’s
behavior, while cultural psychology has illuminated the impact of cultural dierences on
cognition and emotions. Moreover, the concept of social capital has emerged as a crucial
determinant of an individual’s access to resources, support networks, and opportunities,
which can signicantly inuence their social potential and resourcefulness.
Meta-theoretical analysis refers to an examination of theories or perspectives,
oen from dierent disciplines or domains, to understand and integrate their underlying
principles, assumptions, and methodologies. In the context of assessing the social
potential and resourcefulness of an individual, meta-theoretical analysis can provide a
more comprehensive understanding by considering insights from various elds such as
psychology, sociology, economics, and anthropology.
Here are some key aspects of social potential and resourcefulness that can be
identied through a meta-theoretical analysis:
- Cognitive abilities. An individual’s cognitive abilities, including intelligence,
problem-solving skills, and creativity, play a signicant role in their social potential and
resourcefulness. Understanding how cognitive abilities contribute to social success can
help identify potential areas for improvement and support.
- Emotional intelligence. Emotional intelligence is the ability to recognize,
understand, and manage one’s own emotions and those of others. High emotional
intelligence is linked to better interpersonal relationships, empathy, and social skills, all of
which are crucial for social potential and resourcefulness.
- Social capital. Social capital refers to the resources and benets derived from social
networks, relationships, and connections. An individual with strong social capital is likely
to have greater access to resources, information, and support, which can enhance their
resourcefulness.
- Motivation and self-regulation. An individual’s motivation and selfregulation,
such as the ability to set and pursue goals, manage time eectively, and persevere in the
face of obstacles, can inuence their social potential and resourcefulness.
- Cultural and contextual factors. Cultural and contextual factors, such as an
individual’s upbringing, social class, and cultural background, can shape their social
potential and resourcefulness. For example, growing up in a supportive and resource-rich
environment might provide an individual with more opportunities to develop their social
skills and access resources.
- Resilience. Resilience refers to an individual’s ability to adapt and thrive in the face
of adversity. Resilient individuals are more likely to overcome challenges, learn from their
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experiences, and demonstrate resourcefulness in a variety of situations.
By examining these factors through the lens of various theories and perspectives,
meta-theoretical analysis can help provide a more holistic understanding of an individual’s
social potential and resourcefulness. is, in turn, can inform interventions, policies, and
practices aimed at enhancing these qualities in individuals and communities.
One approach is the social learning theory, which suggests that individuals learn
from observing and imitating the behavior of others in their social environment.
Social Learning eory: Observational Learning and Imitation in the
Development of Social Potential
Social Learning eory, rst introduced by psychologist Albert Bandura, posits that
individuals acquire new behaviors and knowledge by observing and imitating the actions
of others in their social environment. is theory emphasizes the importance of social
interactions and environmental inuences in shaping an individual’s behavior, rather than
relying solely on innate traits or cognitive processes. e key components of the Social
Learning eory include observational learning, imitation, and reinforcement.
Observational Learning
Observational learning, also known as vicarious learning or modeling, refers to the
process by which individuals acquire new behaviors, skills, or knowledge by watching
others. By observing the actions, consequences, and emotional reactions of others,
individuals can learn which behaviors are appropriate or rewarding in a given situation
without having to engage in trialand-error learning themselves. is learning process is
particularly important during childhood and adolescence, as individuals develop their
social skills, values, and beliefs by observing their parents, peers, and other signicant
gures in their lives.
Imitation
Imitation is a fundamental aspect of social learning, as individuals actively reproduce
the behaviors they have observed in others. Imitation allows for the ecient transmission
of knowledge and skills within social groups and can facilitate the development of socially
acceptable behavior patterns. e likelihood of imitation is inuenced by factors such
as the attractiveness, similarity, and perceived competence of the model, as well as the
observer’s motivation and ability to replicate the behavior.
Reinforcement
Reinforcement plays a crucial role in social learning by inuencing the likelihood
that a particular behavior will be repeated or avoided in the future. Positive reinforcement
occurs when a behavior is followed by a desirable outcome, increasing the likelihood of
its repetition, while negative reinforcement involves the removal of an aversive stimulus,
also increasing the probability of the behavior being repeated. Conversely, punishment
decreases the likelihood of a behavior being repeated by introducing an aversive stimulus
or removing a desirable one.
e Social Learning eory has signicant implications for understanding
the development of an individual’s social potential. By recognizing the role of social
interactions and environmental inuences, this theory highlights the importance of
providing supportive and enriching social environments that foster the acquisition
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of adaptive behaviors and social skills. Additionally, it underscores the potential for
targeted interventions, such as modeling and reinforcement, to promote positive behavior
change and enhance social potential in individuals who may struggle with interpersonal
relationships or social functioning.
Social Cognitive eory: e Role of Cognitive Processes in Shaping Social
Behavior
Social Cognitive eory, developed by Albert Bandura as an extension of his earlier
Social Learning eory, emphasizes the role of cognitive processes in shaping social
behavior. is theory posits that individuals actively process information from their social
environment and use cognitive processes such as attention, memory, and motivation
to determine their behavior. By considering the interplay between cognitive processes,
environmental factors, and individual behavior, Social Cognitive eory provides a
comprehensive framework for understanding the development of social potential.
Key components of Social Cognitive eory
Attention
Attention is a crucial cognitive process that inuences the information individuals
perceive and process from their social environment. Factors such as the salience, novelty,
and emotional valence of a stimulus can impact the degree of attention it receives. e
ability to selectively attend to relevant social cues and ignore irrelevant or distracting
information is essential for eective social functioning and the development of social
potential.
Memory
Memory plays a signicant role in social cognitive processes by enabling individuals
to store and retrieve information about past experiences, social norms, and behavioral
expectations. rough encoding, storage, and retrieval, memory allows individuals to learn
from past experiences, anticipate future situations, and adapt their behavior accordingly.
Motivation
Motivation refers to the internal and external factors that drive an individual’s
behavior, such as personal goals, beliefs, and expectations. Social Cognitive eory
highlights the role of self-ecacy, or an individual’s belief in their ability to successfully
perform a specic task, in shaping motivation and behavior. High self-ecacy can lead
to increased motivation, persistence, and resilience in the face of obstacles, all of which
contribute to the development of social potential.
Reciprocal Determinism
Reciprocal determinism is a core principle of Social Cognitive eory that
emphasizes the dynamic interplay between an individual’s behavior, personal factors
(e.g., cognitive processes), and environmental factors. is principle highlights the
bidirectional inuence between these factors, such that an individual’s behavior can
impact their environment, and vice versa, while personal factors can shape both behavior
and environmental interactions.
Social Cognitive eory has signicant implications for understanding and
promoting social potential. By emphasizing the role of cognitive processes in shaping
social behavior, this theory highlights the importance of fostering cognitive skills such
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as attention, memory, and motivation to enhance an individual’s ability to navigate their
social environment eectively. Moreover, interventions that target self-ecacy, such as
mastery experiences, vicarious experiences, and verbal persuasion, can be employed to
improve an individual’s condence in their social abilities and promote adaptive social
behavior.
Resource Model of Social Potential: e Role of Social Context in Shaping
Individual Behavior
e Resource Model of Social Potential posits that an individual’s social potential is
shaped by the resources available to them, such as social support, education, and economic
resources. is model emphasizes the importance of social context in determining an
individual’s capacity to eectively navigate and contribute to their social environment.
By considering the various resources that can impact an individual’s social potential, the
Resource Model provides a comprehensive framework for understanding the role of social
context in shaping individual behavior.
Key components of the Resource Model
Scial support
Social support refers to the emotional, instrumental, and informational assistance
that individuals receive from their social networks, including family, friends, and
community members. Social support can enhance an individual’s social potential by
providing a safety net, fostering a sense of belonging, and promoting resilience in the face
of adversity.
Education
Education plays a vital role in shaping an individual’s social potential by providing
them with the knowledge, skills, and competencies necessary to navigate their social
environment eectively. Higher levels of education are oen associated with improved
cognitive abilities, critical thinking skills, and social skills, all of which contribute to an
individual’s social potential.
Economic resources
Economic resources, such as income, wealth, and access to material goods, can
signicantly impact an individual’s social potential. Individuals with greater economic
resources may have more opportunities to develop their social skills, access resources, and
participate in social activities, thereby enhancing their social potential.
Cultural capital
Cultural capital refers to the non-material resources that individuals acquire through
their upbringing, such as values, beliefs, and social norms. Cultural capital can shape an
individual’s social potential by inuencing their behavior, communication styles, and
social expectations.
Social capital
Social capital encompasses the resources and benets derived from social networks,
relationships, and connections. Individuals with strong social capital are more likely
to have access to resources, information, and support, which can enhance their social
potential and resourcefulness.
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e Resource Model has signicant implications for understanding and promoting
social potential. By emphasizing the role of social context in shaping individual behavior,
this model highlights the importance of addressing social inequalities and ensuring that
all individuals have access to the resources necessary to develop their social potential.
Furthermore, interventions and policies aimed at enhancing social potential should
consider the various resources that can impact an individual’s social context, such as
improving access to education, promoting social support networks, and addressing
economic disparities.
e Impact of Social Potential on Coping Abilities
An individual’s social potential plays a crucial role in determining their ability
to cope with stressors and challenges in their lives. Social potential encompasses an
individual’s access to social resources, such as social support, education, and economic
resources, which can help them navigate dicult situations and mitigate the adverse
eects of stress. By providing a foundation for resilience, social potential can signicantly
impact an individual’s mental health, well-being, and overall quality of life.
Key aspects of social potential that inuence coping abilities
Social support
Social support acts as a buer against stress and adversity by providing emotional,
instrumental, and informational assistance. Strong social support networks can help
individuals cope with stressors by oering encouragement, practical help, and advice. In
turn, this can enhance an individual’s resilience, reduce feelings of isolation, and promote
overall well-being.
Education
Higher levels of education can contribute to an individual’s coping abilities by
providing them with the knowledge, skills, and competencies necessary to navigate
challenging situations. Education can help individuals develop problem-solving skills,
critical thinking abilities, and emotional regulation, which are essential for coping with
stress and adversity.
Economic resources
Access to economic resources, such as income, wealth, and material goods, can
impact an individual’s ability to cope with stressors by providing them with the means to
address problems and alleviate stress. Economic resources can enable individuals to seek
professional help, access healthcare, and participate in leisure activities that can help them
manage stress and maintain well-being.
Cultural capital
Cultural capital, which encompasses values, beliefs, and social norms, can inuence
an individual’s coping abilities by shaping their attitudes and responses to stressors. For
example, cultural beliefs about the acceptability of seeking help or expressing emotions
can impact how an individual copes with stress and adversity.
Social capital
Social capital refers to the resources and benets derived from social networks,
relationships, and connections. Individuals with strong social capital are more likely
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to have access to resources, information, and support, which can enhance their coping
abilities and resilience in the face of challenges.
By understanding the role of social potential in shaping an individual’s coping
abilities, researchers, policymakers, and practitioners can develop targeted interventions
and policies aimed at enhancing social resources and promoting resilience. is may
include strategies such as fostering social support networks, improving access to education
and economic opportunities, and addressing cultural barriers that may hinder eective
coping.
An individual’s social potential and coping abilities are intrinsically interconnected.
Social potential equips individuals with the necessary social resources, such as social
support, education, and economic resources, to eectively cope with stressors and
challenges in their lives. Conversely, an individual’s coping abilities can inuence their
access to and utilization of these social resources, thereby impacting their social potential.
By understanding this connection, psychologists and other mental health
professionals can develop targeted interventions and strategies to help individuals enhance
both their coping skills and social potential. is may involve promoting social support
networks, improving access to education and economic opportunities, addressing cultural
barriers that hinder eective coping, and fostering resilience.
By focusing on the interplay between social potential and coping abilities, mental
health professionals can ultimately contribute to improving an individual’s overall well-
being. In doing so, they can help create a more supportive and resourceful society, in which
individuals are better equipped to handle the stressors and challenges that life presents.
We will begin by discussing the key social and cultural factors that contribute to
individual behavior, followed by an examination of the relevant theoretical frameworks
and empirical ndings. We will then address the practical implications of these insights,
focusing on the development of interventions and policies aimed at fostering social
potential and resourcefulness. Finally, we will identify gaps in the existing literature and
propose avenues for future research in this area.
In conclusion, the exploration of the interplay between social and cultural factors
and individual behavior promises to enrich our understanding of the determinants of
social potential and provide valuable insights for designing eective interventions and
policies. By recognizing and addressing the role of these factors, we can move towards
a more comprehensive and nuanced perspective on the development of an individual’s
social potential, ultimately contributing to the enhancement of individual and societal
wellbeing.
Social Cognitive eory provides a valuable framework for understanding
the development of social potential through the interplay of cognitive processes,
environmental factors, and individual behavior. By incorporating cognitive processes
into the study of social behavior, this theory contributes to a more comprehensive and
nuanced understanding of the factors that determine an individual’s social potential and
resourcefulness.
e social Learning eory oers a valuable framework for understanding how
individuals develop their social potential through the observation and imitation of
others in their social environment. By considering the role of social inuences in shaping
behavior, this theory contributes to a more comprehensive and nuanced perspective on
the factors that determine an individual’s social potential and resourcefulness.
Resource Model of Social Potential provides a valuable framework for understanding
the role of social context in shaping an individual’s social potential. By considering the
various resources available to individuals and the impact of social context on behavior,
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this model contributes to a more comprehensive and nuanced understanding of the factors
that determine an individual’s social potential and resourcefulness.
An individual’s social potential plays a signicant role in determining their coping
abilities by providing access to crucial social resources. ese resources can help individuals
navigate stressors and challenges in their lives, ultimately promoting resilience, mental
health, and overall well-being.
e study of social potential, coping abilities, social resources, and cognitive
processes oers promising prospects for research in various domains of psychology,
sociology, and related disciplines. Understanding the intricate relationships between
these factors can signicantly contribute to the development of interventions and policies
aimed at enhancing individual wellbeing and fostering resilient societies. Below are some
potential avenues for future research in this area:
- Longitudinal studies can help researchers gain a deeper understanding of the
dynamic interplay between social potential, coping abilities, social resources, and
cognitive processes over time. Such studies can illuminate how these factors evolve across
the lifespan and provide insights into critical periods for intervention.
- Cross-cultural research can oer valuable insights into how social and cultural
factors shape the development of social potential and coping abilities across dierent
societies. is type of research can help identify universal aspects of social potential and
coping strategies, as well as culturally specic factors that may impact individual behavior.
- With the increasing prevalence of digital technology and social media, research
should explore the impact of these tools on social potential and coping abilities. is may
include investigating both the positive and negative eects of online social networks, as
well as identifying strategies for promoting healthy digital behaviors that support social
potential and well-being.
- Further research is needed to develop and evaluate interventions targeting social
potential, coping abilities, and the use of social resources. is may involve designing
targeted programs for specic populations or age groups, as well as evaluating the
eectiveness of existing interventions.
- Investigating the eects of socioeconomic disparities on social potential, coping
abilities, and access to social resources can help identify strategies to mitigate these
inequalities and promote social justice. Research should explore the mechanisms through
which socioeconomic factors impact individual behavior and well-being, as well as
potential interventions to address these disparities.
- An interdisciplinary approach that integrates neuroscientic ndings with
psychological theories and methodologies can deepen our understanding of the cognitive
processes underlying social potential and coping abilities. is can lead to novel insights
into the neural mechanisms that support social behavior and resilience.
In conclusion, the prospects for research on social potential, coping abilities,
social resources, and cognitive processes are vast and diverse. By exploring these areas,
researchers can contribute to a more comprehensive understanding of the factors that
inuence individual behavior and well-being. is knowledge can, in turn, inform the
development of interventions and policies aimed at enhancing social potential, fostering
resilience, and promoting overall well-being for individuals and societies alike.
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e problem of a person’s proactive potential also requires methodological
understanding in the context of integrative psychotherapy and coaching.
In recent years, there has been an increasing interest in understanding the proactive
potential of individuals and how it inuences their ability to adapt, innovate, and succeed
in various aspects of life. e proactive potential of an individual encompasses their
capacity to self-initiate change, seek opportunities, and take control of their environment,
rather than merely reacting to external events. is article aims to provide a comprehensive
and integrative approach to the conceptualization of proactive potential, by reviewing
and synthesizing diverse perspectives from the elds of psychology, sociology, cognitive
science, and neuroscience. We will explore the theoretical foundations, multidimensional
constructs, and empirical evidence related to proactive potential and its contributing
factors, with the goal of informing future research, interventions, and practical applications
that promote individual and societal well-being.
Proactivity as an essential psychological construct
Proactivity is an essential psychological construct that has gained signicant
attention in various disciplines due to its relevance and impact on individual and
organizational success. It represents a forward-looking and goal-oriented mindset, which
drives individuals to anticipate future needs, take initiative, and create positive change
in their environment. Proactivity has been found to inuence a wide range of outcomes,
including work performance, career advancement, job satisfaction, mental health, and
overall well-being.
At the heart of proactivity lies the notion of personal agency—the belief in one’s
ability to shape and control the course of their own life. is sense of agency is fostered by
several interconnected factors, such as self-ecacy, motivation, goal-setting, and cognitive
and emotional regulation. ese components collectively contribute to an individual’s
proactive potential, allowing them to eectively navigate and adapt to the complexities of
modern life.
Proactivity is a dynamic and context-dependent construct, with its expression being
inuenced by various personal and situational factors. For instance, personality traits like
conscientiousness, openness to experience, and extraversion have been consistently linked
to higher levels of proactivity. Similarly, environmental factors, such as organizational
culture, leadership styles, and social support, can either promote or hinder proactive
behaviour.
e study of proactivity has benetted from the integration of diverse methodological
approaches and theoretical perspectives. For example, researchers have employed
experimental, longitudinal, and qualitative designs to investigate the antecedents,
processes, and consequences of proactivity. Moreover, the interdisciplinary nature
of this eld has led to the development of several conceptual frameworks, such as the
Job Demands-Resources model, the Proactivity Facets model, and the Self-Regulation
Perspective, which together contribute to a more comprehensive understanding of the
proactive potential.
So, proactivity is an essential psychological construct that has wide-ranging
implications for individuals, organizations, and society at large. An integrative approach
to understanding the proactive potential of individuals is necessary, as it allows for the
synthesis of diverse perspectives and provides a holistic understanding of this complex
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phenomenon. By advancing our knowledge of proactivity, we can inform evidence-
based interventions and strategies aimed at fostering a proactive mindset and enhancing
individual and collective well-being.
e proactive potential of an individual is indeed a critical factor in determining
their success and well-being across various domains of life.
is potential reects the individual’s ability to anticipate future challenges, adapt
to changing circumstances, and take charge of their personal and professional growth. By
actively engaging with their environment and seeking opportunities for improvement,
proactive individuals can unlock numerous benets, including increased performance,
career advancement, and overall life satisfaction.
e association between proactivity and success can be understood through several
underlying mechanisms. Firstly, proactive individuals tend to set clear and ambitious
goals, which provide a sense of direction and motivation to strive for excellence. By
actively pursuing their objectives, they are more likely to achieve personal and professional
milestones.
Secondly, proactive individuals exhibit a strong sense of self-ecacy and condence
in their abilities, enabling them to overcome obstacles and persist in the face of adversity.
is resilience allows them to learn from failures and bounce back more eectively,
ultimately contributing to their success.
irdly, proactive individuals are more likely to engage in continuous learning
and skill development, which enhances their adaptability and ability to thrive in rapidly
changing environments. By staying up-to-date with the latest trends and technologies,
they can seize opportunities for growth and remain relevant in their respective elds.
Furthermore, proactivity also inuences well-being by promoting a sense of
autonomy and control over one’s life. Proactive individuals are more likely to take
responsibility for their happiness and mental health, engaging in self-care practices and
seeking support when needed. is proactive approach towards well-being reduces the
risk of burnout and fosters greater life satisfaction.
Lastly, proactive individuals tend to have more robust social networks, as their active
engagement with others facilitates the formation of meaningful relationships. ese social
connections provide emotional support, resources, and opportunities for collaboration,
further contributing to an individual’s success and well-being.
e proactive potential of an individual plays a vital role in determining their
success and well-being across dierent aspects of life. By fostering a proactive mindset,
individuals can unlock a multitude of benets that contribute to their personal and
professional growth, ultimately leading to a more fullling and satisfying life experience.
Trait-based approaches to studying proactive potential emphasize the role
of stable personality traits in inuencing an individual’s propensity for proactive
behavior.
ese approaches are grounded in the belief that certain personality characteristics
predispose individuals to be more or less proactive in their actions and decision-making
processes. By identifying and understanding these traits, researchers can gain valuable
insights into the factors that contribute to proactive potential and how it manifests in
various contexts.
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Some of the key personality traits that have been linked to proactivity include:
- Conscientiousness. Conscientious individuals are characterized by their diligence,
dependability, and strong work ethic. ey are more likely to be proactive, as they plan and
set goals, exhibit self-discipline, and persistently work towards achieving their objectives.
- Extraversion. Extraverted individuals are outgoing, assertive, and socially engaged.
eir energetic and active nature makes them more inclined to take initiative, engage with
their environment, and seek new opportunities for growth and development.
- Openness to Experience. Individuals who score high on openness to experience
are curious, imaginative, and receptive to new ideas and experiences. eir openness
facilitates a proactive orientation, as they are more likely to explore novel approaches,
adapt to change, and embrace innovation.
- Emotional Stability (Low Neuroticism). Emotional stability refers to the ability
to maintain psychological well-being in the face of stress and adversity. Individuals
with higher emotional stability are more likely to exhibit proactive behavior, as they can
eectively regulate their emotions, think rationally, and make sound decisions under
pressure.
- Locus of Control. Locus of control refers to the extent to which individuals believe
they can control events aecting them. ose with an internal locus of control perceive
that they have greater control over their lives and are more likely to take proactive actions
to shape their circumstances, whereas individuals with an external locus of control tend
to be more passive and reactive.
Trait-based approaches have signicantly contributed to the understanding of
proactive potential by elucidating the role of individual dierences in predisposing
individuals to proactive behavior. However, it is essential to recognize that proactivity is
not solely determined by personality traits but is also inuenced by situational factors,
such as organizational culture, social support, and environmental constraints. us, an
integrative approach that considers both trait-based and contextual factors is crucial for
a comprehensive understanding of proactive potential and its applications in various
domains of life.
Situation-based approaches to studying proactive potential place emphasis on
understanding how situational factors inuence an individual’s proactivity.
Unlike trait-based approaches, which focus on stable personality characteristics,
situation-based approaches examine the role of external circumstances, environmental
conditions, and contextual factors in shaping proactive behavior. By considering these
factors, researchers can better understand how individuals interact with their environment
and the conditions that either promote or inhibit proactivity.
Some key situational factors that have been found to inuence proactive potential
include:
- Organizational Culture. e values, beliefs, and practices within an organization
can signicantly impact an individual’s proactivity. Supportive and empowering cultures
that promote innovation, autonomy, and risk-taking are more likely to foster proactive
behavior, whereas rigid and hierarchical cultures may stie initiative and creativity.
- Leadership Style. e manner in which leaders manage and interact with their team
members can either encourage or discourage proactivity. Transformational leadership,
characterized by inspiring and motivating employees, supporting their growth, and
fostering a collaborative environment, tends to promote proactive behavior. In contrast,
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authoritarian leadership styles may limit employees’ autonomy and hinder proactive
initiatives.
- Job Design. e structure, demands, and resources associated with a specic
job can inuence an individual’s proactive potential. Jobs that provide employees with
autonomy, opportunities for skill development, and clear performance feedback are more
likely to encourage proactive behavior, as they enable individuals to take control of their
work and make meaningful contributions.
- Social Support. e presence of supportive social networks, including peers,
supervisors, and mentors, can enhance an individual’s proactive potential. Social support
can provide individuals with the resources, encouragement, and feedback necessary to
take initiative and pursue their goals.
- Environmental Constraints. External factors such as economic conditions,
industry trends, and regulatory requirements can impact an individual’s ability to engage
in proactive behavior. For instance, a stable and prosperous economic environment may
provide more opportunities for individuals to take initiative, while a volatile or uncertain
context may inhibit proactive actions.
Situation-based approaches contribute valuable insights into the dynamic nature
of proactive potential and highlight the importance of considering contextual factors
when examining proactive behavior. However, it is crucial to recognize that both trait-
based and situation-based factors interact to shape an individual’s proactive potential.
erefore, adopting an integrative approach that combines both perspectives is essential
for a comprehensive understanding of the antecedents, processes, and outcomes associated
with proactivity.
Social cognitive theor y, develope d by Albert Bandura, emphasizes the importance
of self-ecacy in shaping an individual’s proactive potential.
Self-ecacy refers to an individual’s belief in their ability to successfully execute
the necessary actions to achieve a desired outcome. According to social cognitive theory,
self-ecacy plays a central role in determining the likelihood of an individual engaging
in proactive behavior, as it inuences their motivation, goal-setting, and perseverance in
the face of challenges.
ere are several ways in which self-ecacy can impact proactive potential:
- Goal-setting. Individuals with high self-ecacy are more likely to set challenging
and specic goals, as they believe in their ability to achieve these objectives. Clear and
ambitious goals provide direction and motivation for proactive behavior, as individuals
strive to make progress towards their desired outcomes.
- Persistence. Self-ecacious individuals exhibit greater persistence when faced with
obstacles or setbacks, as they are condent in their ability to overcome challenges. is
resilience enables them to maintain a proactive orientation, even in the face of adversity.
- Resourcefulness. High self-ecacy can lead to increased resourcefulness,
as individuals are more inclined to seek out and utilize available resources to support
their proactive initiatives. is might include acquiring new skills, seeking feedback, or
leveraging social networks to access valuable information and assistance.
- Emotional Regulation. Individuals with high self-ecacy are better equipped to
manage their emotions and maintain psychological well-being, even in stressful situations.
is emotional regulation is crucial for proactive behavior, as it enables individuals to
remain focused and make rational decisions under pressure.
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- Risk-Taking. Self-ecacious individuals are more likely to engage in calculated
risk-taking, as they believe in their ability to handle potential negative outcomes. is
willingness to take risks can lead to increased innovation and creative problem-solving,
both of which are important components of proactive behavior.
By understanding the role of self-ecacy in shaping proactive potential, researchers
and practitioners can develop targeted interventions aimed at enhancing individuals’
self-beliefs and promoting proactive behavior. For example, interventions might focus on
providing mastery experiences, vicarious learning opportunities, and social persuasion
to strengthen self-ecacy beliefs. Additionally, creating supportive environments that
foster autonomy, provide constructive feedback, and encourage calculated risk-taking can
further enhance an individual’s proactive potential.
In conclusion, social cognitive theory highlights the critical role of self-ecacy in
determining an individual’s proactive potential. By considering the impact of self-ecacy
on goal-setting, persistence, resourcefulness, emotional regulation, and risk-taking,
researchers and practitioners can better understand the mechanisms underlying proactive
behavior and develop eective strategies for fostering proactive potential in individuals
and organizations.
Goal-setting theory, developed by Edwin Locke and Gary Latham, emphasizes
the importance of setting specic and challenging goals in promoting proactivity.
e theory posits that goals serve as a powerful motivator and direct an individual’s
attention, eort, and persistence towards the desired outcome. According to goal-setting
theory, well-dened and ambitious goals can stimulate proactive behavior by engaging
individuals in a purposeful and goal-directed manner, ultimately leading to enhanced
performance and personal growth.
ere are several ways in which specic and challenging goals contribute to
proactivity:
- Clarity and Focus. Specic goals provide a clear direction for individuals, helping
them concentrate their eorts on the tasks and actions required to achieve the desired
outcome. is focus enables individuals to take initiative and engage in proactive behavior,
as they can better identify opportunities for improvement and progress towards their goals.
- Motivation. Challenging goals are inherently motivating, as they represent a desired
state that requires eort and persistence to achieve. is motivation drives individuals to
be proactive, as they are compelled to seek out new strategies, resources, and opportunities
to overcome obstacles and achieve their objectives.
- Persistence. e pursuit of challenging goals requires individuals to demonstrate
resilience and determination, as they are likely to encounter setbacks and diculties along
the way. is persistence is a key aspect of proactive behavior, as it fosters a mindset of
continuous improvement and adaptation in the face of challenges.
- Self-Regulation. Goal-setting encourages individuals to engage in self-regulation,
as they monitor their progress, evaluate their performance, and adjust their strategies as
needed. is self-regulatory process promotes proactive behavior by enabling individuals
to take responsibility for their actions and adapt their approach to ensure goal attainment.
- Feedback. Specic and challenging goals provide a framework for individuals to
solicit and receive feedback on their performance. is feedback is essential for proactive
behavior, as it helps individuals identify areas for improvement, rene their strategies, and
learn from their experiences.
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By understanding the role of specic and challenging goals in promoting proactivity,
researchers and practitioners can develop interventions and strategies to enhance proactive
potential. For example, goal-setting training programs can be implemented to teach
individuals how to set eective goals, monitor their progress, and adjust their strategies as
needed. Additionally, organizations can create environments that support goal attainment
by providing resources, feedback, and opportunities for skill development.
In conclusion, goal-setting theory highlights the critical role of specic and
challenging goals in promoting proactivity. By setting clear, ambitious objectives,
individuals can harness their proactive potential to drive personal and professional
growth, ultimately leading to improved performance and well-being.
Self-determination theory (SDT), developed by Edward Deci and Richard Ryan,
emphasizes the importance of autonomy, competence, and relatedness in promoting
proactivity.
SDT is a human motivation theory that posits that individuals have innate
psychological needs that must be satised to achieve optimal growth, well-being, and
engagement. According to SDT, fullling these basic psychological needs—autonomy,
competence, and relatedness—facilitates intrinsic motivation, which in turn promotes
proactive behavior.
- Autonomy. Autonomy refers to an individual’s sense of control and volition in their
actions and decisions. When individuals perceive that they have the freedom to choose
their goals and the means to achieve them, they are more likely to be proactive. Autonomy
fosters initiative-taking, ownership, and personal responsibility, all of which contribute to
proactivity.
- Competence. Competence is the individual’s belief in their ability to eectively
interact with their environment and achieve desired outcomes. When individuals feel
competent, they are more likely to engage in proactive behavior, as they are condent in
their ability to overcome challenges and achieve their goals. Developing and enhancing
competence through skill-building, feedback, and mastery experiences can lead to
increased proactivity.
- Relatedness. Relatedness refers to the individual’s sense of connection and
belonging with others. When individuals feel connected and supported by their social
environment, they are more likely to engage in proactive behavior. Relatedness provides
the emotional support and resources necessary for individuals to take risks, collaborate,
and pursue their goals.
By satisfying these basic psychological needs, individuals are more likely to
experience intrinsic motivation, which promotes proactive behavior. Intrinsic motivation
is the engagement in an activity for its inherent enjoyment and satisfaction, rather than
for external rewards or pressures. Proactive behavior driven by intrinsic motivation is
typically more sustainable, adaptive, and eective in achieving desired outcomes.
Organizations and leaders can foster proactivity by creating environments that
support the satisfaction of these psychological needs. For example, they can:
Provide employees with opportunities for autonomy by allowing them to make
decisions, set their own goals, and choose their work methods. Support competence
development by oering training, skill-building resources, and constructive feedback.
Encourage relatedness by fostering a collaborative and supportive work culture, where
employees feel connected and valued.
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Self-determination theory highlights the critical role of autonomy, competence,
and relatedness in promoting proactivity. By addressing these basic psychological needs,
organizations and individuals can enhance intrinsic motivation, leading to increased
proactive behavior and, ultimately, improved performance and well-being.
Conclusions
e study of conceptual approaches to the proactive potential of an individual using
an integrative approach has several prospects and current issues that warrant further
exploration and attention. ese include:
- Interdisciplinary Collaboration. ere is a growing need for interdisciplinary
collaboration in understanding proactive potential, as proactivity is a complex construct
that spans multiple domains, such as psychology, sociology, and organizational behavior.
Collaborative research eorts can help develop a more comprehensive understanding of
proactivity and its applications across dierent contexts.
- Integrating Dierent eories and Approaches. e integrative approach requires
combining dierent theories and approaches, such as trait-based, situation-based, and
motivational theories like self-determination theory and goal-setting theory. Future
research should focus on identifying the mechanisms and interactions between these
various factors to develop a more cohesive understanding of proactive potential.
- Cultural and Contextual Factors. e role of cultural and contextual factors in
shaping proactive potential is a critical area for further exploration. Understanding how
dierent cultural values, societal norms, and environmental factors inuence proactive
behavior can help researchers and practitioners develop culturally sensitive interventions
and strategies to foster proactivity.
- Measurement and Assessment. e development of reliable and valid measures
to assess proactive potential is an ongoing challenge in the eld. ere is a need for
more rigorous and context-specic tools to evaluate the various dimensions of proactive
potential and their inuence on individual and organizational outcomes.
- Longitudinal Studies. Longitudinal research designs can provide valuable insights
into the development and trajectory of proactive potential over time. By examining
how proactive potential evolves throughout an individual’s life, researchers can better
understand the factors that contribute to proactivity and the impact of interventions on
long-term outcomes.
- Intervention Design and Evaluation. e development and evaluation of
evidence-based interventions to enhance proactive potential is a crucial area of research.
By identifying eective strategies to foster proactivity, researchers and practitioners can
support individuals and organizations in harnessing the benets of proactive behavior for
personal growth and performance.
- Real-World Applications. Translating research ndings on proactive potential into
practical applications is an ongoing challenge. Researchers should focus on collaborating
with practitioners to develop actionable recommendations and strategies for fostering
proactive behavior in various settings, such as the workplace, educational institutions,
and healthcare environments.
In conclusion, the study of conceptual approaches to the proactive potential of an
individual using an integrative approach oers many prospects and faces several current
issues. By addressing these challenges and pursuing further research, scholars can advance
the understanding of proactive potential, its antecedents, and consequences, ultimately
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contributing to the development of eective interventions and strategies to foster
proactivity across diverse contexts.
In this context, we pay attention to the main approaches to understanding
cognitive styles of individuality.
Cognitive styles are consistent individual dierences in the way people perceive,
process, and organize information. ey play a signicant role in learning, problem-
solving, and decision-making processes.
e study of cognitive styles has long been an area of fascination for psychologists
and researchers interested in understanding the intricacies of human cognition. Cognitive
styles, as individual dierences in the way people perceive, process, and organize
information, play a crucial role in shaping our learning, decision-making, problem-
solving, and overall cognitive functioning. Despite the wealth of research on this topic,
our understanding of cognitive styles remains an evolving landscape that calls for an
integrated perspective.
is article aims to provide a comprehensive overview of the main approaches to
the study of cognitive styles, highlighting the unique insights and contributions of each
approach while emphasizing the need for interdisciplinary collaboration. We will explore
the experimental approach, which focuses on objective measurements of cognitive style
through carefully designed tasks; the self-report approach, which relies on individuals’
introspective assessments of their cognitive preferences; the neuroscientic approach,
which delves into the neural correlates of cognitive styles using advanced brain imaging
techniques; and the humanistic approach, which examines cognitive styles within the
context of personal growth, self-actualization, and the development of one’s unique
potential.
By synthesizing ndings from these diverse approaches, we aim to present a more
holistic and nuanced understanding of cognitive styles, shedding light on the complex
interplay between biological, psychological, and environmental factors that inuence
the way we process information. Moreover, we will discuss the practical implications
of cognitive styles research in various domains, such as education, work settings, and
clinical interventions, underscoring the importance of recognizing and accommodating
individual dierences in information processing to promote more inclusive and eective
practices.
As we embark on this journey through the multifaceted landscape of cognitive
styles, we invite readers to reect on their own cognitive preferences and consider the
myriad ways in which understanding individual dierences in information processing can
enrich our lives, both personally and collectively.
e aim of research
Exploring the Multifaceted Landscape of Cognitive Styles: Integrating Diverse
Approaches to Understand Individual Dierences in Information Processing.
Main Scientic Approaches
Experimental approach. is approach involves observing and measuring cognitive
styles through controlled experiments, oen using psychometric tests or computer-based
tasks.
Observational approach: Researchers in this approach use naturalistic observations
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to examine cognitive styles in real-world settings, such as classrooms, workplaces, or
during problem-solving tasks.
e experimental approach to cognitive styles involves conducting controlled
experiments in a laboratory or other controlled environments to systematically observe,
measure, and manipulate variables related to cognitive styles. is approach allows
researchers to establish cause-and-eect relationships and infer general principles about
cognitive styles. Some common methods and tools used in experimental research on
cognitive styles include:
- Psychometric tests. Researchers use standardized psychological tests to measure
individual dierences in cognitive styles. Examples include the Group Embedded Figures
Test (GEFT) for assessing eld dependence-independence, and the Matching Familiar
Figures Test (MFFT) for measuring impulsivity-reectivity.
- Computer-based tasks. Participants complete tasks on a computer that are
designed to assess specic cognitive styles. For instance, tasks that require individuals to
analyze complex visual scenes can be used to measure holistic-analytic cognitive styles.
- Reaction time and accuracy measures. Researchers oen analyze participants’
reaction times and accuracy in completing experimental tasks to understand how cognitive
styles inuence information processing speed and eciency.
- Manipulating cognitive style variables. In some experiments, researchers
manipulate variables related to cognitive styles to examine their eects on performance
or other outcomes. For example, a study may manipulate the presentation of information
(e.g., visual vs. verbal) to determine how dierent cognitive styles respond to dierent
types of stimuli.
Experimental research on cognitive styles has contributed signicantly to our
understanding of individual dierences in information processing. For example, studies
have shown that eld-independent individuals tend to perform better on tasks requiring
analytical thinking, whereas eld-dependent individuals excel in social and interpersonal
situations. Additionally, research on impulsivity-reectivity has demonstrated that
impulsive individuals are more prone to errors in problem-solving tasks, while reective
individuals tend to be more accurate but slower in their responses.
Despite the advantages of experimental research, there are some limitations,
including potential biases introduced by articial laboratory settings and the challenge
of translating ndings to real-world contexts. Nonetheless, the experimental approach
remains a valuable tool for studying cognitive styles and their implications for learning,
decision-making, and other aspects of human cognition.
Self-report measures. Individuals complete questionnaires or surveys to assess their
cognitive styles, which are then analyzed by researchers.
Self-report measures are a common method used in cognitive style research, where
individuals complete questionnaires or surveys designed to assess their cognitive styles.
ese measures typically include a series of statements or questions related to information
processing preferences and strategies. Participants rate their level of agreement or
disagreement with each statement or provide responses to questions, which are then
analyzed to determine their cognitive style prole.
Some popular self-report measures of cognitive styles include:
- Learning Style Inventory (LSI). Developed by David Kolb, this questionnaire
measures individuals’ learning preferences based on four dimensions: concrete experience,
reective observation, abstract conceptualization, and active experimentation.
- Cognitive Style Inventory (CSI). is measure assesses cognitive styles based
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on eld dependence-independence, focusing on how individuals perceive and process
information in relation to contextual cues.
- Myers-Briggs Type Indicator (MBTI). Although not exclusively a cognitive style
measure, the MBTI assesses personality types based on four dichotomies (extraversion-
introversion, sensing-intuition, thinking-feeling, and judging-perceiving), which are
related to cognitive processing preferences.
- Verbalizer-Visualizer Questionnaire (VVQ). Developed by Richard Riding, this
measure examines individuals’ preferences for processing information verbally or visually.
Advantages of self-report measures include their ease of administration, relatively
low cost, and ability to gather information about participants’ subjective experiences and
perceptions. ey can also be administered to large groups of people simultaneously,
making them suitable for large-scale studies.
However, self-report measures have some limitations:
- Social desirability bias. Participants may provide responses that they believe are
more socially acceptable, rather than accurately reecting their cognitive styles.
- Introspection limitations. Individuals may not be fully aware of their cognitive
processing preferences and strategies, leading to inaccurate self-reports.
- Response bias. Participants may exhibit a tendency to respond in a particular way
regardless of the content of the question (e.g., choosing the middle option or consistently
agreeing/disagreeing).
Despite these limitations, self-report measures continue to play a signicant role
in cognitive style research, providing valuable insights into individual dierences in
information processing and their implications for education, decision-making, and other
aspects of human cognition.
Neuroscientic approach. is approach utilizes brain imaging techniques like
fMRI or EEG to investigate the neural correlates of cognitive styles.
e neuroscientic approach to cognitive styles involves using advanced brain
imaging techniques and neurophysiological methods to investigate the neural correlates of
cognitive styles. By examining the brain’s structure, function, and connectivity, researchers
aim to understand the neurobiological basis of individual dierences in information
processing. Some of the techniques used in this approach include:
- Functional Magnetic Resonance Imaging (fMRI). is technique measures brain
activity by detecting changes in blood ow, which is associated with neural activation.
Researchers use fMRI to identify brain regions involved in dierent cognitive styles and
to examine how these regions interact during information processing.
- Electroencephalography (EEG). EEG records electrical activity in the brain by
placing electrodes on the scalp. It has high temporal resolution, allowing researchers to
study the timing of neural events related to cognitive styles. By analyzing event-related
potentials (ERPs), researchers can investigate the brain’s response to specic cognitive
tasks or stimuli associated with dierent cognitive styles.
- Diusion Tensor Imaging (DTI). is MRI-based technique measures the
diusion of water molecules in the brain’s white matter, providing information about
neural connectivity. Researchers use DTI to examine how dierences in brain connectivity
relate to individual cognitive styles.
- Transcranial Magnetic Stimulation (TMS). TMS uses magnetic elds to stimulate
specic brain regions noninvasively, allowing researchers to examine the causal role of
these regions in cognitive styles. By temporarily disrupting the function of targeted brain
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areas, researchers can investigate their involvement in dierent cognitive processes.
Some ndings from neuroscientic research on cognitive styles include:
- Field dependence-independence. Studies using fMRI and EEG have shown
that eld-independent individuals exhibit greater activation in brain regions associated
with attention and visual processing (e.g., parietal cortex) compared to eld-dependent
individuals.
- Holistic-analytic. Research has demonstrated dierences in brain activation
patterns between holistic and analytic thinkers, with holistic thinkers showing more
activation in areas associated with global processing (e.g., right hemisphere regions), and
analytic thinkers exhibiting greater activation in regions involved in local processing (e.g.,
le hemisphere regions).
- Impulsivity-reectivity. Neuroimaging studies have found that impulsive
individuals exhibit dierences in brain activity and connectivity within the fronto-parietal
network, which is associated with cognitive control and decision-making.
e neuroscientic approach to cognitive styles has advanced our understanding
of the biological basis of individual dierences in information processing. However, it is
important to recognize that cognitive styles are complex and multidimensional constructs,
and further research is needed to fully elucidate their neural underpinnings and the
interactions between brain function, genetics, and environmental factors.
e humanistic approach to cognitive styles focuses on understanding individual
dierences in information processing within the context of personal growth, self-
actualization, and the development of one’s unique potential. is approach, rooted
in humanistic psychology, emphasizes the importance of subjective experience, self-
awareness, and the pursuit of personal goals and values.
In the context of cognitive styles, the humanistic approach considers how
individual dierences in information processing can impact personal development,
self-understanding, and self-expression. e key aspects of the humanistic approach to
cognitive styles include:
- Self-awareness. Understanding one’s own cognitive style can help individuals
become more aware of their strengths and weaknesses, preferences, and patterns of
thought. is self-awareness can foster personal growth and facilitate the development of
eective strategies for learning, decision-making, and problem-solving.
- Valuing individual dierences. e humanistic approach emphasizes the
importance of recognizing and appreciating the diversity of cognitive styles. It encourages
the view that dierent ways of processing information are not inherently better or worse
but rather reect the unique characteristics and potential of each individual.
- Personal growth and self-actualization. e humanistic approach posits that
understanding and embracing one’s cognitive style can help individuals pursue personal
growth, develop their potential, and achieve self-actualization. By acknowledging and
working with their cognitive preferences, individuals can make more informed choices,
set meaningful goals, and engage in experiences that promote growth and fulllment.
- Holistic perspective. e humanistic approach considers cognitive styles within
the broader context of an individual’s life, including their emotional, social, and cultural
experiences. is holistic perspective acknowledges the complex interplay between
cognitive styles and other aspects of an individual’s identity, experiences, and personal
development.
In practical terms, the humanistic approach to cognitive styles has implications
for education, counseling, and personal growth. For example, educators who adopt a
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humanistic perspective can create learning environments that value and accommodate
diverse cognitive styles, promoting student engagement and personal development. In
counseling, therapists can help clients explore their cognitive styles to gain self-awareness,
develop self-acceptance, and identify strategies for personal growth and fulllment.
Main eories of Classication
Field dependence-independence. is theory, proposed by Herman Witkin, posits
that individuals dier in their ability to separate an object from its background (eld
dependence) or focus on the object independently of its surroundings (eld independence).
Field dependence-independence is a cognitive style that reects individual
dierences in the way people perceive, process, and organize information in relation to
the context or environment. is concept was rst introduced by Herman Witkin and his
colleagues in the 1950s as a part of their research on perceptual and cognitive styles.
Field-dependent individuals tend to have diculty separating an object or a piece
of information from its surrounding context. ey are more likely to rely on external cues
and global features to process and understand information. Field-dependent individuals
typically excel in social and interpersonal situations, as they are sensitive to contextual
cues and are adept at perceiving relationships between elements.
In contrast, eld-independent individuals are more capable of focusing on specic
details and analyzing the structure of information without being inuenced by contextual
factors. ey can separate an object or a piece of information from its background and
concentrate on individual elements or properties. Field-independent individuals oen
perform better on tasks requiring analytical thinking, problem-solving, and spatial
abilities.
One of the most widely used tools to assess eld dependence-independence is the
Group Embedded Figures Test (GEFT). In this test, participants are asked to locate a simple
geometric shape hidden within a more complex gure. Field-independent individuals tend
to perform better on this task, as they can more easily identify the target shape without
being inuenced by the surrounding context.
e concept of eld dependence-independence has been applied to various
domains, including education, decision-making, and interpersonal communication. For
example, eld-dependent learners might prefer cooperative learning environments and
require more guidance and structure, while eld-independent learners may thrive in more
autonomous learning settings. Understanding individual dierences in eld dependence-
independence can help educators, employers, and others tailor their approaches to better
meet the needs of diverse individuals.
Holistic-analytic. According to this theory, some people process information
holistically, perceiving patterns and relationships among elements, while others prefer an
analytic style, focusing on individual elements and their properties.
Holistic-analytic cognitive style refers to individual dierences in the way people
perceive, process, and organize information based on their preference for focusing on
global patterns and relationships (holistic thinking) or individual elements and properties
(analytic thinking). is cognitive style has been extensively studied in the context of
cultural dierences, particularly between Eastern and Western cultures, as well as in
research on individual dierences in cognition.
Holistic thinkers tend to perceive and process information as a whole, focusing
on the relationships among elements and the overall structure or pattern. ey are more
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sensitive to context and prefer to understand situations, problems, or phenomena in terms
of their interconnectedness. Holistic thinkers are oen adept at recognizing patterns,
making connections between seemingly unrelated elements, and considering the broader
context when making decisions or solving problems.
In contrast, analytic thinkers prefer to break down information into its constituent
parts and examine individual elements or properties. ey oen adopt a more linear
and systematic approach to problem-solving and decision-making, focusing on logical
reasoning, cause-and-eect relationships, and categorization. Analytic thinkers are
typically skilled at identifying details, analyzing structures, and isolating specic factors
that contribute to a given outcome or situation.
Research on holistic-analytic cognitive style has implications for various domains,
such as education, communication, and decision-making. For example, educators can
design instructional materials and teaching strategies that cater to both holistic and
analytic learners, promoting a more inclusive learning environment. In communication,
understanding an individual’s cognitive style can help improve clarity and eectiveness by
presenting information in a manner that aligns with their preferred processing approach.
In decision-making, recognizing one’s own cognitive style and being aware of potential
biases can lead to more balanced and well-informed choices.
It is important to note that the distinction between holistic and analytic cognitive
styles is not mutually exclusive or xed; individuals may exhibit a blend of these styles or
adjust their approach depending on the context or task at hand.
Impulsivity-reectivity. Jerome Kagan’s theory suggests that some individuals make
rapid decisions with limited information (impulsive), while others are more deliberate
and gather more information before making decisions (reective).
Impulsivity-reectivity is a cognitive style that reects individual dierences in the
way people approach problem-solving and decision-making tasks. is theory, developed
by psychologist Jerome Kagan in the 1960s, posits that some individuals tend to make
rapid decisions with limited information (impulsive), while others are more deliberate
and gather more information before making decisions (reective).
Impulsive individuals are characterized by a preference for quick decision-making
and a tendency to jump to conclusions based on limited information. ey oen have
shorter attention spans and may exhibit greater risk-taking behavior. While impulsivity
can lead to faster responses in certain situations, it can also result in higher error rates,
as impulsive individuals may not fully consider all relevant information or potential
consequences before acting.
Reective individuals, on the other hand, are more cautious and methodical in
their approach to problem-solving and decision-making. ey take the time to gather
and analyze information, weighing the pros and cons of dierent options before reaching
a conclusion. Reective individuals are generally more accurate in their judgments and
decisions but may take longer to respond compared to their impulsive counterparts.
One of the tools used to assess impulsivity-reectivity is the Matching Familiar
Figures Test (MFFT). In this test, participants are presented with a target gure and an
array of similar gures, and they must identify the gure that matches the target. Impulsive
individuals tend to respond more quickly but are more prone to errors, while reective
individuals are slower but more accurate.
Understanding impulsivity-reectivity can have practical implications in various
domains, such as education, work settings, and clinical interventions. For example,
educators can tailor their teaching methods to accommodate both impulsive and
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reective learners, providing a more inclusive and eective learning environment. In
work settings, awareness of individual cognitive styles can help managers assign tasks and
responsibilities that align with employees’ strengths and preferences. In clinical settings,
recognizing impulsivity-reectivity can inform the development of targeted interventions
for individuals struggling with impulsivity-related issues, such as ADHD or impulse
control disorders.
Weaknesses of Cognitive Style eories.
Lack of consensus on denitions and classications. ere are various theories and
measures of cognitive styles, making it challenging to achieve a unied understanding.
Overemphasis on dichotomies. Many theories classify cognitive styles into binary
categories, which may oversimplify the complex, multidimensional nature of human
cognition.
Limited generalizability. Some cognitive style measures are context-specic, which
can limit their applicability across dierent situations or populations.
Cultural bias. Some cognitive style theories and measures may not adequately
account for cultural dierences in information processing.
Modern Research on Cognitive Styles.
Neuroscience and cognitive styles. Recent research has explored the neurobiological
basis of cognitive styles, examining how brain structure, function, and connectivity relate
to individual dierences in information processing.
Cognitive styles and learning. Studies have investigated how cognitive styles
inuence learning outcomes, instructional preferences, and the eectiveness of dierent
teaching strategies.
Cognitive styles and technology. With the increasing use of technology in education
and the workplace, research has examined how cognitive styles aect the interaction with
and eectiveness of technology-based learning tools.
In conclusion, cognitive styles are an essential aspect of individual dierences in
human cognition. Although there are various theories and classications, as well as some
weaknesses in the eld, modern research continues to advance our understanding of
cognitive styles and their implications for education, decision-making, and other aspects
of human functioning.
e study of human cognitive styles in behavioral sciences has made signicant
progress in recent decades, but there is still much to explore and clarify. As our
understanding of cognitive styles continues to evolve, several prospects and areas of focus
for future research can be identied:
Integration of multiple approaches. Combining ndings from experimental,
neuroscientic, self-report, and humanistic approaches can provide a more comprehensive
understanding of cognitive styles. Future research should aim to integrate insights from
these dierent perspectives to develop a more nuanced and holistic understanding of how
cognitive styles shape human behavior and cognition.
Cultural and contextual factors. Further exploration of the role of cultural and
contextual factors in shaping cognitive styles is needed. Understanding how cognitive
styles vary across dierent cultural groups and how they are inuenced by social and
environmental factors can help develop a more inclusive and culturally sensitive
understanding of individual dierences in information processing.
Longitudinal and developmental studies. Longitudinal research can provide valuable
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insights into the stability and changes in cognitive styles over time, as well as the factors
that contribute to their development. Such studies can help determine whether cognitive
styles are innate or shaped by life experiences, and how they may evolve throughout an
individual’s lifespan.
Neurobiological underpinnings. Continued investigation of the neurobiological
basis of cognitive styles, using advanced brain imaging techniques and neurophysiological
methods, can help elucidate the neural mechanisms underlying individual dierences
in information processing. is research can contribute to our understanding of the
biological factors that inuence cognitive styles and their potential implications for
learning, decision-making, and other aspects of cognition.
Practical applications. Further research is needed to explore the practical
implications of cognitive styles in various domains, such as education, work settings,
clinical interventions, and interpersonal communication. Identifying eective strategies
for accommodating diverse cognitive styles and leveraging their strengths can lead to
more inclusive and eective practices in these areas.
Addressing limitations and biases. Future research should aim to address the
limitations and potential biases associated with the study of cognitive styles, such as social
desirability bias in self-report measures or the articial nature of experimental tasks.
Developing more ecologically valid research designs and rening assessment tools can
help improve the accuracy and generalizability of ndings.
By addressing these prospects and areas of focus, the study of human cognitive
styles in behavioral sciences can continue to advance our understanding of individual
dierences in information processing and their implications for various aspects of human
cognition and behavior.
e next task of the methodology of integrative psychotherapy and coaching
concerns the problems of cognitive-style mediation of entrepreneurial and business
activity of an individual.
e ever-evolving world of entrepreneurship and business demands a deep
understanding of the complex interplay between individual cognitive preferences and the
dynamic landscape of organizational activities. In this highly competitive environment,
recognizing and leveraging cognitive styles can be a game-changer, providing a foundation
for increased performance, innovation, and adaptability. is article aims to explore the
multifaceted realm of cognitive styles in the context of entrepreneurial and business
activities, taking an integrative approach that combines insights from various research
domains.
We will delve into the diverse cognitive styles that shape the way individuals
perceive, process, and organize information, and discuss their implications for key aspects
of entrepreneurial and business activities, such as decision-making, problem-solving,
teamwork, leadership, and creativity. By synthesizing ndings from experimental, self-
report, neuroscientic, and humanistic approaches, we will present a comprehensive
understanding of cognitive styles that goes beyond traditional classications, embracing
the richness and complexity of individual dierences in information processing.
e article will also explore practical applications of cognitive styles research in the
world of entrepreneurship and business, providing evidence-based recommendations
for enhancing individual and organizational performance. We will discuss strategies for
recognizing and accommodating diverse cognitive styles within teams, optimizing the
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decision-making process, fostering a culture of innovation, and harnessing the power of
cognitive diversity to drive organizational success.
As we navigate the intricate relationship between cognitive styles and entrepreneurial
and business activities, we invite readers to reect on the unique cognitive strengths and
preferences that they bring to the table, and consider how a deeper understanding of
cognitive styles can empower individuals and organizations to thrive in today’s fast-paced
and ever-changing business landscape.
Indeed, dierent cognitive styles can signicantly impact entrepreneurial and
business activities, as they inuence how individuals perceive, process, and organize
information, and how they approach various tasks and challenges. Recognizing and
leveraging cognitive styles can contribute to improved performance, innovation, and
adaptability in the business world. Some key aspects where cognitive styles can have an
impact include:
Decision-making. Cognitive styles can inuence the way individuals gather
information, evaluate options, and make decisions. For example, individuals with an
analytical cognitive style may focus on a systematic evaluation of alternatives, while
holistic thinkers may rely more on intuition and the overall context. Understanding these
dierences can help in designing more eective decision-making processes that cater to
diverse cognitive preferences.
Problem-solving. Dierent cognitive styles can lead to varying approaches to
problem-solving. For example, eld-independent individuals tend to excel at tasks
requiring analytical thinking and are more likely to break down complex problems
into manageable parts, while eld-dependent individuals may prefer to work in a more
collaborative environment, relying on external cues and contextual information.
Teamwork and collaboration. Cognitive diversity within teams can be a valuable
asset, as individuals with dierent cognitive styles can complement each other’s strengths
and weaknesses. For instance, impulsive individuals may contribute with quick, innovative
ideas, while reective individuals can help ensure thorough evaluation and analysis.
Harnessing cognitive diversity can lead to more eective teamwork and enhanced
creativity.
Leadership. Eective leaders need to be able to understand and adapt to the cognitive
styles of their team members. By doing so, they can tailor their communication, feedback,
and delegation to better suit the cognitive preferences of each individual, ultimately
fostering a more inclusive and supportive work environment.
Creativity and innovation. Diverse cognitive styles can lead to a broader range of
ideas and perspectives, which can fuel creativity and innovation within an organization.
For example, holistic thinkers may excel at identifying patterns and making connections
between seemingly unrelated concepts, while analytic thinkers may contribute by rening
and optimizing ideas through systematic analysis.
By acknowledging and leveraging the role of cognitive styles in entrepreneurial
and business activities, individuals and organizations can harness the power of cognitive
diversity to enhance performance, foster innovation, and adapt to the ever-changing
business landscape.
Field dependence and independence are indeed two cognitive styles that can
signicantly inuence an individual’s ability to identify opportunities and make eective
decisions in a business context. ese cognitive styles refer to the way people perceive and
process information, particularly in the context of organizing and dierentiating elements
from their surrounding environment.
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Field-dependent individuals tend to rely more on external cues and contextual
information when processing information. ey have a stronger inclination to perceive
the overall structure and relationships among elements, which may lead them to be
more sensitive to social cues, interpersonal dynamics, and group norms. In a business
context, eld-dependent individuals might excel at tasks that involve understanding the
needs and preferences of clients, working collaboratively in team settings, and adapting to
organizational culture.
Field-independent individuals, on the other hand, are more adept at extracting
specic elements from their surrounding context and analyzing them independently.
ey possess a greater ability to focus on details and apply logical reasoning, even when
faced with complex or ambiguous situations. In a business context, eld-independent
individuals may excel at tasks that require analytical thinking, problem-solving, and
strategic planning. ey may be more eective at identifying opportunities and potential
risks by breaking down complex situations into smaller, manageable components.
Creativity is indeed a vital cognitive style for entrepreneurs and business leaders,
as it plays a signicant role in driving innovation, problem-solving, and the ability to
adapt to the ever-changing business environment. Creativity, in this context, refers to
the capacity to generate novel and valuable ideas, think outside the box, and nd unique
solutions to challenges.
Some of the ways creativity contributes to entrepreneurship and business leadership
include:
Innovation. Creativity is at the heart of innovation. Entrepreneurs and business
leaders who possess a creative cognitive style are more likely to develop innovative
products, services, or business models that dierentiate them from competitors and meet
the evolving needs of their customers.
Problem-solving. Creative individuals tend to approach problems from multiple
perspectives and generate a diverse range of potential solutions. is exibility in thinking
can be particularly valuable in complex or rapidly changing business environments, where
traditional problem-solving approaches may be insucient.
Adaptability. A creative cognitive style can help entrepreneurs and business
leaders adapt to changing market conditions, customer preferences, and technological
advancements. By constantly generating new ideas and exploring alternative approaches,
creative individuals are better equipped to navigate uncertainty and capitalize on emerging
opportunities.
Competitive advantage. Creativity can provide a crucial competitive advantage in
the business world, as it allows organizations to stay ahead of the curve, identify untapped
market niches, and dierentiate themselves from competitors. Creative business leaders
can inspire their teams to embrace a culture of innovation, leading to long-term success
and growth.
Team building and collaboration. Creative entrepreneurs and business leaders
oen recognize the value of diverse perspectives and cognitive styles within their teams.
By fostering a collaborative environment that encourages open communication and the
sharing of ideas, creative leaders can harness the collective intelligence of their teams to
drive innovation and performance.
Cultivating creativity as a cognitive style can signicantly enhance an entrepreneur’s
or business leader’s ability to identify opportunities, solve problems, and drive innovation.
By encouraging a culture of creativity within their organizations, entrepreneurs and
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business leaders can promote adaptability, resilience, and long-term success in today’s
dynamic and competitive business landscape.
Decision-making is indeed a critical skill for successful entrepreneurs and business
leaders, as they oen need to make crucial choices under uncertain conditions. Cognitive
styles, such as reective thinking, problem-solving ability, and eld-independence,
can signicantly enhance an individual’s ability to make sound decisions in the face of
ambiguity and complexity. Let’s delve into each of these cognitive styles and their impact
on decision-making:
- Reective thinking. Reective thinkers tend to take a more deliberate and cautious
approach to decision-making. ey are more likely to consider multiple alternatives,
weigh the pros and cons, and evaluate the potential consequences of each option before
making a decision. is cognitive style can help entrepreneurs and business leaders make
well-informed choices, particularly in situations where there is limited information or
high levels of uncertainty.
- Problem-solving ability. Individuals with strong problem-solving abilities are
adept at identifying the underlying causes of complex issues, generating multiple potential
solutions, and evaluating the feasibility and eectiveness of each option. In a business
context, this cognitive style can contribute to more eective decision-making by enabling
entrepreneurs and leaders to tackle challenges systematically, anticipate potential obstacles,
and choose the most viable course of action.
By leveraging these cognitive styles, entrepreneurs and business leaders can enhance
their decision-making capabilities, enabling them to navigate uncertain and complex
situations with greater condence and eectiveness. It is also essential for leaders to
recognize the diverse cognitive styles within their teams, as this can foster a more inclusive
and collaborative decision-making process that harnesses the collective intelligence and
unique perspectives of all team members.
Leadership is a crucial skill for entrepreneurs and business leaders, as they need to
motivate and guide their teams eectively to achieve organizational goals. Cognitive styles
such as emotional intelligence, social awareness, and empathy can signicantly contribute
to an individual’s leadership abilities, enabling them to build strong relationships, inspire
their teams, and foster a positive work environment.
- Emotional intelligence. Emotional intelligence refers to an individual’s ability to
recognize, understand, and manage their own emotions, as well as the emotions of others.
Leaders with high emotional intelligence can better navigate complex interpersonal
dynamics, manage conicts, and provide eective feedback. ey are also more adept
at creating a supportive work environment that fosters trust, collaboration, and open
communication.
- Social awareness. Social awareness involves an individual’s ability to accurately
perceive and understand the emotions, needs, and concerns of others. Leaders with strong
social awareness can empathize with their team members, anticipate potential issues, and
adapt their leadership style to suit the unique needs and preferences of each individual. is
cognitive style can contribute to more eective teamwork, higher employee satisfaction,
and improved overall performance.
- Empathy. Empathy is the capacity to put oneself in another’s shoes and understand
their feelings, thoughts, and perspectives. Empathetic leaders can create strong connections
with their team members, fostering a sense of belonging and loyalty. By understanding the
challenges and concerns of their teams, empathetic leaders can provide tailored support,
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guidance, and encouragement that address each individual’s unique needs.
When entrepreneurs and business leaders harness these cognitive styles, they can
enhance their leadership abilities, enabling them to create a positive work environment
that fosters collaboration, innovation, and high performance. Moreover, by recognizing
and valuing diverse cognitive styles within their teams, leaders can promote inclusivity,
encourage the exchange of ideas, and harness the collective intelligence of their
organizations to drive success and growth.
e business environment is constantly changing, and entrepreneurs need to adapt
to stay relevant. Cognitive styles such as exibility, open-mindedness, and tolerance of
ambiguity can contribute to an individual’s ability to adapt to changing circumstances.
Adaptability is a critical skill in today’s fast-paced and ever-changing business
environment. Cognitive styles such as exibility, open-mindedness, and tolerance
of ambiguity can indeed contribute to an individual’s ability to adapt to changing
circumstances and thrive in uncertain situations.
- Flexibility. Cognitive exibility refers to the ability to switch between dierent
mental tasks, strategies, or perspectives, and adapt one’s thinking to new or unexpected
situations. Individuals with high cognitive exibility are more likely to embrace change,
learn from experience, and adjust their approach when faced with challenges or obstacles.
In a business context, this cognitive style can be invaluable for navigating uctuating market
conditions, evolving customer preferences, and emerging technological advancements.
- Open-mindedness. Open-minded individuals are receptive to new ideas,
experiences, and perspectives, even if they challenge their existing beliefs or assumptions.
is cognitive style can help entrepreneurs and business leaders identify novel
opportunities, consider alternative solutions, and embrace innovative approaches. Open-
mindedness can also foster a culture of continuous learning and improvement, where
employees are encouraged to question assumptions, experiment, and learn from both
successes and failures.
- Tolerance of ambiguity. Tolerance of ambiguity refers to an individual’s ability to
cope with uncertainty, complexity, and incomplete information without becoming overly
anxious or frustrated. Individuals with high tolerance for ambiguity can make decisions
and take action even when faced with ambiguous or conicting information. is cognitive
style can be particularly benecial in a business context, where entrepreneurs and leaders
oen need to make crucial decisions and chart a course of action amid uncertainty.
By cultivating cognitive styles such as exibility, open-mindedness, and tolerance of
ambiguity, individuals can enhance their adaptability and resilience in the face of change.
is can lead to more eective decision-making, problem-solving, and innovation,
ultimately contributing to the long-term success and growth of both individuals and
organizations. Additionally, by recognizing and valuing diverse cognitive styles within
their teams, entrepreneurs and business leaders can foster a more inclusive and dynamic
work environment that harnesses the collective strengths and unique perspectives of all
team members.
Entrepreneurs and business leaders need to pay attention to details to ensure that
their products or services meet customers’ expectations. Cognitive styles such as analytical
thinking, detail-orientedness, and rule-following can contribute to an individual’s ability
to attend to details.
Paying attention to details is indeed essential for entrepreneurs and business leaders
to ensure that their products or services meet customers’ expectations and maintain a
high level of quality. Cognitive styles such as analytical thinking, detail-orientedness, and
rule-following can signicantly contribute to an individual’s ability to attend to details and
excel in tasks that require precision and accuracy.
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- Analytical thinking. Analytical thinkers possess a strong ability to break down
complex problems into smaller, manageable components and examine each element
methodically. ey oen approach tasks systematically and logically, making it easier for
them to identify potential issues, inconsistencies, or areas for improvement. In a business
context, this cognitive style can be crucial for tasks such as quality assurance, nancial
analysis, or strategic planning.
- Detail-orientedness. Detail-oriented individuals are highly attentive to the minutiae
of tasks, projects, or situations. ey are skilled at spotting errors, discrepancies, or
potential issues that might be overlooked by others. is cognitive style can be particularly
valuable for entrepreneurs and business leaders in ensuring that their products or services
meet the desired quality standards and comply with relevant regulations or industry best
practices.
- Rule-following. Rule-following refers to an individual’s tendency to adhere
to established guidelines, procedures, or protocols. Individuals with a rule-following
cognitive style are likely to be conscientious, disciplined, and thorough in their approach
to tasks, which can contribute to greater accuracy and attention to detail. In a business
context, this cognitive style can help ensure that processes run smoothly and consistently,
leading to more predictable outcomes and reduced risk of errors or oversights.
By leveraging these cognitive styles, entrepreneurs and business leaders can enhance
their ability to attend to details, maintain high-quality standards, and ensure that their
products or services consistently meet or exceed customer expectations. Additionally,
recognizing and valuing diverse cognitive styles within their teams can help create a more
inclusive and eective work environment, where individuals with complementary strengths
and perspectives can collaborate to achieve common goals and drive organizational
success.
e willingness to take risks is an essential factor in entrepreneurship and business.
Individuals with a high risk-taking propensity are more likely to engage in innovative and
unconventional business strategies, which can lead to signicant rewards but also carry
higher risks. On the other hand, individuals with low risk-taking propensity may be more
conservative and prefer to stick to proven business strategies.
e willingness to take risks is indeed an essential factor in entrepreneurship and
business, as it can signicantly inuence the types of opportunities that individuals choose
to pursue and the strategies they employ to achieve their goals.
- High risk-taking propensity. Individuals with a high risk-taking propensity tend to
be more comfortable with uncertainty and are willing to take on challenges that involve a
higher degree of potential failure or loss. is cognitive style can be particularly benecial
in entrepreneurship, where innovation and the pursuit of novel opportunities are oen
key drivers of success. High risk-takers may be more inclined to:
- Explore new markets or customer segments
- Develop disruptive products or services
- Pursue unconventional business models or strategies
- Invest in emerging technologies or trends
- While high risk-taking propensity can lead to signicant rewards and competitive
advantages, it can also expose entrepreneurs and businesses to greater potential risks, such
as nancial losses, reputational damage, or regulatory challenges.
- Low risk-taking propensity. On the other hand, individuals with low risk-taking
propensity tend to be more conservative and prefer to stick to proven business strategies
or models. ey may be more risk-averse and seek to minimize uncertainty through
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careful planning, research, and the use of established best practices. Low risk-takers may
prioritize:
- Incremental improvements to existing products or services
- Maintaining a stable and predictable business environment
- Focusing on well-established markets or customer segments
- Ensuring compliance with regulations and industry standards
While a low risk-taking propensity can contribute to more stable and predictable
outcomes, it may also limit an entrepreneur’s or business leader’s ability to seize novel
opportunities, innovate, or adapt to changing market conditions.
Ultimately, striking the right balance between risk-taking and risk-aversion is crucial
for entrepreneurs and business leaders to navigate the complex and dynamic business
landscape. Successful leaders need to recognize their own risk-taking propensity and the
diverse cognitive styles within their teams, ensuring that they make well-informed decisions
that balance the potential rewards and risks associated with various business strategies. By
fostering a culture that encourages calculated risk-taking and open discussion of diverse
perspectives, entrepreneurs and business leaders can drive innovation, adaptability, and
long-term success.
Achievement orientation is indeed an important cognitive style for success in
business, as it signicantly inuences an individual’s motivation, persistence, and
drive to excel. Individuals with a high achievement orientation tend to display certain
characteristics that contribute to their performance and ability to overcome obstacles in
pursuit of their goals:
- Goal-setting. High achievers typically set ambitious and challenging goals for
themselves and their teams. ese goals can serve as powerful motivators, providing a
clear sense of direction and purpose that helps maintain focus and drive.
- Persistence. Individuals with a high achievement orientation are more likely to
persist in the face of setbacks, obstacles, or failures. ey view challenges as opportunities
to learn and grow, rather than reasons to give up or disengage. is resilience can be
particularly valuable in the dynamic and uncertain world of business, where setbacks are
oen inevitable.
- Proactive behavior. High achievers tend to be proactive in seeking out new
opportunities and taking initiative to drive progress. ey are more likely to identify areas
for improvement, propose innovative solutions, and take calculated risks to achieve their
goals.
- Feedback and recognition. Individuals with a high achievement orientation are
oen motivated by feedback and recognition, whether it be in the form of performance
evaluations, awards, or praise from colleagues and superiors. is external validation
can help reinforce their sense of competence and accomplishment, further fueling their
motivation to succeed.
- Continuous learning and growth. High achievers are typically committed to
continuous learning and personal growth. ey are more likely to seek out new challenges,
learn from their experiences, and adapt their approach in pursuit of ever-greater levels of
success.
By cultivating a high achievement orientation, entrepreneurs and business leaders
can enhance their motivation, drive, and resilience, ultimately contributing to better
performance and long-term success. Moreover, by recognizing and valuing diverse
cognitive styles within their teams, they can foster a more inclusive and dynamic work
environment, where individuals with complementary strengths and perspectives can
collaborate to achieve common goals and drive organizational success.
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e ability to think both holistically and analytically is indeed essential for success
in business, as each cognitive style oers unique strengths and perspectives that can
contribute to more eective decision-making, problem-solving, and innovation.
- Holistic thinking. Holistic thinkers excel at seeing the big picture and understanding
how various elements are interconnected within a broader system. ey are more likely to:
- Identify patterns and trends that may not be immediately apparent
- Recognize the potential impact of decisions or actions on dierent parts of the
organization or system
- Generate creative ideas and solutions by making connections between seemingly
unrelated pieces of information
- Develop a strategic vision that guides long-term planning and decision-making
In a business context, holistic thinking can be particularly valuable for tasks such as
strategic planning, market analysis, or product development, where an understanding of
the broader context and the interplay between various factors is crucial.
- Analytical thinking. Analytical thinkers, on the other hand, are skilled at breaking
down complex problems into smaller, more manageable components. ey tend to:
- Approach tasks in a systematic and logical manner
- Identify the root causes of issues and develop targeted solutions to address them
- Evaluate the feasibility and eectiveness of dierent options through data-driven
analysis
- Create detailed plans and strategies to achieve specic objectives
In a business context, analytical thinking can be particularly valuable for tasks such
as nancial analysis, operations management, or quality assurance, where attention to
detail and the ability to dissect complex problems are essential.
By cultivating the ability to think both holistically and analytically, entrepreneurs
and business leaders can leverage the unique strengths of each cognitive style, enabling
them to make more informed decisions, tackle challenges more eectively, and drive
innovation. Furthermore, by recognizing and valuing diverse cognitive styles within their
teams, they can foster a more inclusive and dynamic work environment, where individuals
with complementary strengths and perspectives can collaborate to achieve common goals
and drive organizational success.
Studying cognitive styles and their relationship with entrepreneurial and business
activities is an interesting and promising area of research. e way individuals process
information, make decisions, and approach problem-solving can have a signicant impact
on their ability to succeed in entrepreneurship and business.
Research has shown that certain cognitive styles, such as high levels of creativity, risk-
taking propensity, and a proactive personality, are associated with greater entrepreneurial
success. Other cognitive styles, such as high levels of analytical thinking and attention to
detail, are more closely related to success in management and administration roles.
By understanding how cognitive styles aect entrepreneurship and business
activities, researchers can develop strategies to support and enhance the eectiveness of
entrepreneurs and business leaders. is knowledge can also inform the development of
entrepreneurship education programs and the selection and training of individuals for
entrepreneurial and business roles.
Overall, studying cognitive styles and their relationship with entrepreneurship and
business activities has the potential to generate valuable insights and practical applications
that can benet individuals, organizations, and society.
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Actually, the task that we set ourselves in the applied aspect is the creation of
an integrative psychotechnology for the development of adaptive, proactive potential
and resourcefulness of the individual.
e rapidly changing and increasingly complex nature of today’s world presents
individuals with a myriad of challenges that require adaptability, resilience, and
resourcefulness. To successfully navigate these challenges, individuals must possess
a strong adaptive potential, which refers to their ability to adjust and thrive in various
situations, both predictable and unpredictable. Developing this adaptive potential is crucial
not only for personal well-being but also for the overall stability and success of societies.
is article explores the fundamental psychotechnologies that can be employed to foster
the adaptive potential and resourcefulness of individuals, with the goal of enhancing their
capacity to cope with the demands of modern life.
e study of adaptive potential and resourcefulness spans multiple disciplines,
including psychology, neuroscience, and sociology. Drawing from these diverse elds,
this article will examine various psychotechnologies, or psychological techniques and
interventions, designed to cultivate adaptive potential and resourcefulness. ese
psychotechnologies range from traditional approaches, such as cognitivebehavioral
therapy, to innovative methods that leverage technology, such as biofeedback and virtual
reality exposure.
e article will begin by providing an overview of the key concepts and theories
related to adaptive potential and resourcefulness, such as resilience, coping strategies, and
social and cognitive resources. Next, we will discuss the role of various psychotechnologies
in enhancing adaptive potential, focusing on their theoretical underpinnings and
empirical evidence for their eectiveness. We will also consider the potential challenges
and limitations associated with these psychotechnologies, as well as ethical considerations
and practical implications for their implementation.
Finally, we will explore future directions for research and practice in the eld of
adaptive potential and resourcefulness, highlighting the need for interdisciplinary
collaboration, integration of emerging technologies, and development of personalized
interventions tailored to individual needs.
e adaptation potential of an individual refers to their ability to adjust and thrive
in various situations, whether predictable or unpredictable. Several approaches can be
employed to study and develop an individual’s adaptation potential. ese approaches
oen involve a combination of psychological, sociological, and biological perspectives.
Some of the main approaches include:
Resilience research
Resilience research focuses on understanding the factors that enable individuals
to bounce back from adversity and maintain well-being despite facing challenges. is
approach emphasizes the role of personal characteristics, such as self-esteem, optimism,
and coping strategies, as well as social support networks and environmental factors that
contribute to an individual’s resilience.
Cognitive-behavioral approaches
Cognitive-behavioral approaches aim to enhance an individual’s adaptation
potential by targeting their cognitive processes, such as beliefs, attitudes, and thought
patterns, as well as their behavioral responses to various situations. Cognitive-behavioral
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therapy (CBT) is a widely used intervention that helps individuals identify and modify
maladaptive thoughts and behaviors, thereby improving their adaptive potential and
overall well-being.
Stress and coping research
is approach examines the ways in which individuals cope with stressors and the
impact of dierent coping strategies on their adaptation potential. Researchers in this eld
study various coping mechanisms, such as problem-focused coping, emotion-focused
coping, and social support seeking, to better understand how these strategies inuence an
individual’s ability to adapt and thrive in challenging situations.
Social support and social capital
is approach emphasizes the importance of social networks and relationships in
shaping an individual’s adaptation potential. Research in this area explores the role of
social support, social capital, and social integration in promoting resilience and well-
being, as well as the ways in which individuals can cultivate and maintain supportive
social connections.
Biological and neuroscientic perspectives
is approach seeks to understand the biological and neural mechanisms underlying
an individual’s adaptation potential. Researchers in this area study the role of genetic
factors, neurochemistry, and brain structure and function in determining an individual’s
capacity for adaptation and resilience. is knowledge can inform the development of
targeted interventions, such as pharmacological treatments or neurofeedback, to enhance
adaptive potential.
Positive psychology
Positive psychology focuses on the study of well-being, happiness, and human
ourishing. is approach explores factors that contribute to an individual’s adaptation
potential, such as character strengths, positive emotions, and engagement in meaningful
activities. Interventions based on positive psychology, such as mindfulness training and
gratitude practices, can help individuals cultivate these positive attributes and enhance
their adaptation potential.
Cross-cultural perspectives
Cross-cultural research explores how cultural factors shape an individual’s
adaptation potential and coping strategies. By examining the role of culture in inuencing
resilience, coping styles, and social support systems, this approach can help identify
culturally sensitive interventions and promote more eective adaptation strategies for
diverse populations.
Cognitive-behavioral therapy (CBT) is a widely used and evidencebased
psychological intervention that aims to improve an individual’s adaptation potential by
targeting their cognitive processes and behavioral responses. CBT is based on the premise
that maladaptive thought patterns and behaviors can contribute to psychological distress
and impair an individual’s ability to cope with challenging situations. By identifying and
modifying these maladaptive cognitions and behaviors, CBT can enhance an individual’s
adaptive potential and overall well-being.
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CBT involves several key components that contribute to the development of an
individual’s adaptation potential:
Cognitive restructuring
Cognitive restructuring is a core component of CBT that involves identifying
and challenging irrational, distorted, or unhelpful thoughts that may contribute to
psychological distress. rough cognitive restructuring, individuals learn to replace these
maladaptive thoughts with more adaptive, balanced, and realistic cognitions, ultimately
improving their emotional regulation and ability to cope with stressors.
Behavioral activation
Behavioral activation is a technique used in CBT to help individuals engage
in activities that bring them pleasure, satisfaction, or a sense of accomplishment. By
increasing participation in these rewarding activities, individuals can counteract the
eects of depression, anxiety, or other psychological distress, thereby improving their
adaptation potential.
Problem-solving skills training
CBT oen incorporates problem-solving skills training, which helps individuals
develop eective strategies for coping with challenging situations. rough this training,
individuals learn to identify problems, generate possible solutions, evaluate the pros
and cons of each solution, and implement the most eective strategies. is process can
enhance an individual’s adaptive potential by improving their ability to cope with stressors
and challenges.
Exposure therapy
Exposure therapy, a technique commonly used in CBT for anxiety disorders,
involves gradually and systematically exposing individuals to feared or anxiety-provoking
situations. By facing these situations in a controlled and safe environment, individuals can
learn to tolerate and manage their anxiety, ultimately enhancing their adaptation potential
and ability to cope with stressors.
Skills training and psychoeducation
CBT oen includes skills training and psychoeducation to help individuals develop
adaptive coping strategies and better understand the nature of their psychological distress.
is may involve teaching relaxation techniques, mindfulness practices, communication
skills, or assertiveness training. By acquiring these skills, individuals can improve their
ability to manage stress and adapt to challenging situations.
Overall, CBT has been shown to be eective in enhancing the adaptation potential
of individuals across a wide range of psychological disorders and life challenges. By
targeting maladaptive cognitions and behaviors, CBT can foster the development of
adaptive coping strategies and resilience, ultimately improving an individual’s well-being
and ability to thrive in various situations.
Mindfulness-based interventions (MBIs) are psychological approaches that aim to
cultivate mindfulness, a state of non-judgmental, present-moment awareness. MBIs have
been shown to improve an individual’s adaptation potential by promoting psychological
well-being, reducing stress, and enhancing emotional regulation. Some well-known
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mindfulness-based interventions include Mindfulness-Based Stress Reduction (MBSR)
and Mindfulness-Based Cognitive erapy (MBCT).
MBIs can contribute to the development of an individual’s adaptation potential
through several mechanisms:
Increased self-awareness
Mindfulness practices encourage individuals to pay attention to their thoughts,
emotions, and bodily sensations in a non-judgmental manner. is heightened self-
awareness can help individuals identify maladaptive thought patterns or emotional
responses, enabling them to implement more eective coping strategies in response to
stressors.
Emotional regulation
MBIs can enhance an individual’s ability to regulate their emotions by teaching
them to observe and accept their emotional experiences without becoming overwhelmed
or consumed by them. By learning to relate to their emotions in a more balanced and
accepting manner, individuals can respond more adaptively to challenging situations and
maintain psychological wellbeing.
Stress reduction
Research has consistently demonstrated that MBIs can eectively reduce stress
and improve psychological well-being. By cultivating presentmoment awareness and
non-judgmental acceptance, individuals can develop a healthier relationship with stress,
ultimately improving their adaptation potential and resilience.
Cognitive exibility
Mindfulness practices can promote cognitive exibility, allowing individuals to
approach challenging situations with greater openness and adaptability. is increased
cognitive exibility can enhance problemsolving abilities and facilitate more eective
coping strategies in response to stressors.
Improved interpersonal relationships
MBIs can contribute to the development of empathy, compassion, and eective
communication skills, which can improve an individual’s interpersonal relationships.
Strong social connections and support networks are essential components of adaptive
potential and resilience.
Integration with other therapeutic approaches
MBIs can be integrated with other therapeutic approaches, such as cognitive-
behavioral therapy (CBT), to create synergistic eects. For example, Mindfulness-Based
Cognitive erapy (MBCT) combines elements of mindfulness training with cognitive-
behavioral techniques to help individuals prevent relapse in depression and manage
anxiety disorders more eectively.
Positive psychology interventions (PPIs) focus on cultivating wellbeing, happiness,
and human ourishing by promoting positive emotions, character strengths, and
engagement in meaningful activities. ese interventions have been shown to improve
an individual’s adaptation potential by fostering psychological resilience and enhancing
overall wellbeing. Some of the ways PPIs contribute to the development of an individual’s
adaptation potential include:
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Promotion of positive emotions
PPIs oen involve activities that encourage individuals to experience and savor
positive emotions, such as joy, gratitude, and contentment.
Experiencing positive emotions can broaden an individual’s perspective, enhance
creativity, and improve problem-solving abilities, ultimately contributing to greater
adaptive potential in the face of challenges.
Development of character strengths
PPIs frequently focus on helping individuals identify and cultivate their unique
character strengths, such as courage, kindness, and perseverance. By recognizing and
utilizing these strengths, individuals can develop greater resilience and adaptive potential,
enabling them to better navigate life’s challenges and stressors.
Engagement in meaningful activities
Positive psychology interventions emphasize the importance of engaging in activities
that provide a sense of meaning and purpose in life. Participation in meaningful activities
can enhance an individual’s sense of self-worth, promote psychological well-being, and
foster greater adaptation potential.
Fostering positive relationships
PPIs oen involve activities that promote the development of positive relationships
and social connections. Strong social networks and supportive relationships are essential
components of adaptive potential and resilience, as they provide individuals with the
resources and support needed to cope with stressors and challenges.
Goal setting and achievement
PPIs can help individuals set and pursue meaningful goals that align with their values
and strengths. Achieving these goals can enhance an individual’s sense of self-ecacy and
competence, ultimately contributing to greater adaptive potential and resilience.
Cultivating optimism and hope
Positive psychology interventions oen involve activities that encourage individuals
to cultivate an optimistic outlook and maintain hope in the face of adversity. Optimism and
hope can enhance an individual’s adaptive potential by promoting positive expectations,
problem-solving abilities, and eective coping strategies.
Encouraging mindfulness and self-compassion
Some PPIs incorporate mindfulness practices and self-compassion exercises, which
can enhance an individual’s self-awareness, emotional regulation, and ability to cope with
stressors and challenges.
Positive psychology interventions can signicantly contribute to the development
of an individual’s adaptation potential by promoting positive emotions, character
strengths, meaningful activities, positive relationships, goal achievement, optimism, hope,
mindfulness, and self-compassion. By cultivating these aspects of well-being, individuals
can enhance their resilience and capacity to adapt and thrive in the face of life’s challenges
and stressors.
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Social support interventions focus on enhancing the quality and availability
of social connections and resources for individuals, ultimately contributing to their
adaptation potential. Social support plays a crucial role in promoting resilience and well-
being, as it provides individuals with the emotional, informational, and practical resources
needed to cope with stressors and challenges. Some ways social support interventions can
enhance the adaptation potential of individuals include:
Emotional support
Social support interventions can provide individuals with emotional support
by fostering nurturing and empathetic relationships. is emotional support can help
individuals feel valued, understood, and cared for, ultimately enhancing their ability to
cope with stressors and maintain psychological well-being.
Informational support
ese interventions can oer informational support in the form of advice, guidance,
or feedback from others. Access to such information can help individuals navigate
challenging situations more eectively, develop problem-solving skills, and enhance their
adaptive potential.
Practical support
Social support interventions can also provide practical assistance, such as nancial
aid, childcare, or help with daily tasks. is practical support can reduce the burden
of stressors and challenges, allowing individuals to focus on developing their adaptive
potential and resilience.
Development of social skills
Some social support interventions aim to enhance an individual’s social skills, such
as communication, empathy, and assertiveness. Improved social skills can lead to stronger
social networks, better relationships, and increased access to social resources, ultimately
contributing to greater adaptation potential.
Building social networks
Social support interventions may focus on creating opportunities for individuals
to expand their social networks and form new connections. By increasing the size and
diversity of their social networks, individuals can access a wider range of social resources,
enhancing their adaptive potential and resilience.
Community-based interventions
Community-based social support interventions can foster social cohesion,
mutual aid, and collective problem-solving within a community. By promoting a sense
of belonging and shared responsibility, these interventions can enhance the adaptation
potential of individuals and contribute to overall community resilience.
Peer support programs
Peer support programs, in which individuals with similar experiences or challenges
provide support to one another, can help build a sense of camaraderie and shared
understanding. ese programs can empower individuals, enhance their coping skills,
and ultimately contribute to their adaptive potential.
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Social support interventions play a vital role in enhancing the adaptation potential
of individuals by providing emotional, informational, and practical support, as well as
fostering the development of social skills, social networks, community cohesion, and peer
support. By strengthening these aspects of social support, individuals can better cope with
stressors and challenges, ultimately promoting greater resilience and well-being.
Career and life coaching are personalized, goal-oriented approaches designed to
help individuals navigate various aspects of their personal and professional lives. ese
interventions aim to enhance an individual’s adaptation potential by fostering self-
awareness, setting and achieving meaningful goals, developing eective problem-solving
skills, and promoting overall well-being. Career and life coaching can contribute to the
adaptation potential of individuals in several ways:
Clarifying values and goals
Career and life coaching can help individuals identify and clarify their values,
passions, and aspirations, enabling them to set meaningful and achievable goals.
By pursuing goals that align with their values, individuals can experience increased
motivation, satisfaction, and resilience.
Self-awareness and personal growth
Coaching interventions oen emphasize the development of selfawareness, which
can enable individuals to better understand their strengths, weaknesses, and areas for
growth. is increased self-awareness can lead to personal growth and enhance an
individual’s adaptive potential.
Developing eective problem-solving skills
Career and life coaching can teach individuals practical problemsolving skills and
techniques, such as breaking down complex tasks, setting realistic timelines, and evaluating
the outcomes of various actions. By enhancing their problem-solving abilities, individuals
can better navigate challenges and stressors in both their personal and professional lives.
Coaching interventions can help individuals develop eective communication and
interpersonal skills, which are crucial for building and maintaining strong relationships.
Strong social connections can contribute to an individual’s adaptive potential by providing
emotional, informational, and practical support.
Building self-condence and self-ecacy
Career and life coaching can foster an individual’s self-condence and self-ecacy
by helping them recognize their accomplishments, develop their strengths, and overcome
obstacles. Increased self-condence and selfecacy can enhance an individual’s adaptive
potential by promoting a belief in their ability to cope with challenges and achieve their
goals.
Encouraging work-life balance
Coaching interventions can help individuals nd balance between their personal and
professional lives, enabling them to manage stress more eectively and maintain overall
well-being. By promoting work-life balance, career and life coaching can contribute to an
individual’s resilience and adaptive potential.
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Providing accountability and support
Coaches can provide individuals with ongoing support and accountability, which
can help them stay on track with their goals and maintain motivation. is supportive
relationship can be a valuable resource for individuals as they navigate challenges and
work towards achieving their objectives.
Career and life coaching can signicantly contribute to the adaptation potential of
individuals by clarifying values and goals, fostering selfawareness and personal growth,
developing problem-solving skills, enhancing communication and interpersonal skills,
building self-condence and self-ecacy, encouraging work-life balance, and providing
accountability and support. By focusing on these aspects, individuals can better adapt and
thrive in the face of personal and professional challenges, ultimately promoting greater
resilience and well-being.
By examining the various techniques and interventions available, we hope to
contribute to a better understanding of the factors that can promote adaptability and
resilience in the face of modern-day challenges, ultimately paving the way for a more
resourceful and resilient society.
Various approaches can be employed to study and develop the adaptation potential
of individuals. By integrating these dierent perspectives, researchers and practitioners
can develop a more comprehensive understanding of the factors that contribute to an
individual’s ability to adapt and thrive in the face of challenges, ultimately informing the
development of targeted interventions and policies that promote resilience and well-being.
Mindfulness-based interventions have been shown to improve an individual’s
adaptation potential by fostering self-awareness, emotional regulation, stress reduction,
cognitive exibility, and interpersonal skills. By cultivating mindfulness, individuals can
enhance their capacity to cope with stressors and challenges, ultimately promoting greater
psychological wellbeing and resilience.
In conclusion, the study of psychotechnologies and their impact on the adaptive
potential, resourcefulness, coping skills, and well-being of individuals is a crucial area
of research with signicant implications for both personal and societal well-being. By
exploring and integrating various approaches, including cognitive-behavioral therapy,
mindfulness-based interventions, positive psychology interventions, social support
interventions, and career and life coaching, researchers and practitioners can develop
a more comprehensive understanding of the factors that contribute to an individual’s
resilience and adaptation potential.
Future research perspectives in this eld should focus on:
Longitudinal studies to examine the long-term eects of psychotechnologies on an
individual’s adaptation potential, resourcefulness, and well-being.
Comparative studies to determine the relative eectiveness of dierent
psychotechnologies in promoting adaptive potential, coping skills, and well-being across
diverse populations.
Investigating the underlying mechanisms through which various psychotechnologies
exert their eects on adaptation potential and wellbeing, including neurobiological,
cognitive, and social factors.
Exploring the potential synergistic eects of combining multiple psychotechnologies
or integrating them with other therapeutic approaches to enhance their impact on adaptive
potential and well-being.
Identifying individual and contextual factors that may inuence the eectiveness of
psychotechnologies, such as personality traits, cultural factors, or social support systems,
to facilitate the development of more personalized and targeted interventions.
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By pursuing these research perspectives, the eld of psychotechnologies can continue
to advance our understanding of the complex interplay between individual, social, and
cultural factors in shaping an individual’s adaptive potential, resourcefulness, coping skills,
and overall well-being. Ultimately, this knowledge can inform the development of more
eective interventions, policies, and practices aimed at promoting resilience, adaptation,
and ourishing in the face of life’s challenges and stressors.
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Integrative psychotherapy and proactive coaching of
the «personality-business-family» system in the modality of
personal source code
Halyna Shabshai
Iefym Shabshai
2023