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SKILLS - Practical Life Skills WKBK

The Practical Life Skills Workbook is designed to help individuals develop essential life skills necessary for personal and professional success. It includes self-assessments, exercises, and educational handouts across various areas such as problem-solving, money management, and self-awareness. The workbook aims to promote self-reflection and enhance participants' understanding of their life skills to facilitate positive change.

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0% found this document useful (0 votes)

206 views126 pages

SKILLS - Practical Life Skills WKBK

Uploaded by

leigh.emelko97

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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The

Practical
The
Practical
Life Skills
Life
Workbook Skills
Workbook
Self-Assessments, Exercises & Educational Handouts
Self-Assessments, Exercises
& Educational Handouts

Ester A. Leutenberg
John J. Liptak, EdD
Illustrated by
Amy L. Brodsky, LISW
Ester A. Leutenberg
John J. Liptak, EdD
Whole Person Associates
Duluth, Minnesota
Illustrated by
Amy L. Brodsky, LISW
Whole Person
101 W. 2nd St., Suite 203
Duluth, MN 55802
800-247-6789
books@wholeperson.com
www.wholeperson.com

The Practical Life Skills Workbook

Self-Assessments, Exercises & Educational Handouts

Copyright ©2009 by Ester A. Leutenberg and John J. Liptak.

All rights reserved. Except for short excerpts for review purposes
and materials in the assessment, journaling activities, and
educational handouts sections, no part of this book may be
reproduced or transmitted in any form by any means, electronic
or mechanical, including photocopying without permission in
writing from the publisher.

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

Editorial Director: Carlene Sippola

Art Director: Joy Morgan Dey

Library of Congress Control Number: 2009000000

ISBN: 978-1-57025-234-1
Using This Book (For the professional)

Practical life skills are actually more important than a person’s intelligence quotient (IQ). They
are those invaluable skills people use every day that, if used effectively, allow them to create the
life they desire and to access their inner resources needed to succeed.* Life skills are necessary
to help people take charge and manage their personal and professional lives in an increasingly
complex society. Life skills also help people manage change and deal effectively with their
environments and the people in those environments. All people possess life skills that dictate
their level of effectiveness in meeting the demands of everyday life.
The most important reason why life skills intelligence is more important than traditional
intelligence is that, unlike the knowledge measured by traditional Intelligence Quotient (IQ)
tests, life skills can be learned or refined so that you can lead a successful, satisfying and
productive life.* A person’s life skills IQ is comprised of many other types of intelligence
including:
Physical Intelligence — focused on nutritional practices; interest in regular exercise;
consistent and adequate sleep; practical and safe use of substances; optimism about one’s
ability to take care of health problems; and respect for one’s own body.
Mental Intelligence — focused on the ability to engage in clear thinking and recall
of information, with minimal interference from emotional baggage; ability to think
independently and critically; possession of basic reasoning skills; open to new ideas;
knowledge of one’s cultural heritage; and an interest in lifelong learning.
Career Intelligence — focused on maximizing one’s skills and abilities; the ability to
maintain a sense of control over the occupational demands in the workplace; power
to balance time and energy spent at work, with family and leisure; knowledge of one’s
interests, values, and personality; and knowledge of workplace politics, policies, and
procedures.
Emotional Intelligence — focused on awareness of one’s emotions; the ability to maintain
an even emotional state with appropriate emotional responses in reaction to life events; the
ability to maintain control over emotional states; the ability to experience happiness and
positive emotional states; and the ability to understand one’s feelings.
Social Intelligence — focused on sharing intimacy, friendship, and membership in groups;
the ability to practice active listening and empathy; interest in caring for others; and open to
caring and showing commitment to the common good of people, community, and the world.
Spiritual Intelligence — focused on issues of meaning, values, and purpose; interest in the
importance of and search for clarity; search for greater meaning in life; commitment to faith
and optimism; interest in developing the inner self and identifying purpose to life; and an
ability to see the whole picture, not just isolated events.

(Continued)

*Liptak, J.J. (2007). Life Skills IQ Test. New York: Penguin Publishing.
Using This Book (For the professional, continued)

The Practical Life Skills Workbook contains five separate sections to help participants
learn more about themselves and the competencies they possess in many life skills areas.
Participants will learn about the importance of practical life skills in their daily lives. They will
complete assessments and activities to make them better managers of life and to assist their
development of greater life skills.
The sections of this book are:
PROBLEM-SOLVING STYLE SCALE helps individuals understand how they attempt to
solve problems, and provides instruction to enhance their problem-solving ability.
MONEY MANAGEMENT STYLE SCALE helps individuals to identify their style in
managing money, and provides instruction for effective money management.
TIME MANAGEMENT SKILLS SCALE helps individuals identify how effective they are at
managing their time, and provides instruction for better time management.
PERSONAL CHANGE SCALE helps individuals identify the changes they are experiencing
in their lives, and provides instruction for managing change.
SELF-AWARENESS SCALE helps individuals identify their level of self-awareness related
to their emotions, self-confidence and self-assessment.
These sections serve as avenues for individual self-reflection, as well as for group
experiences revolving around identified topics of importance. Each assessment includes
directions for easy administration, scoring and interpretation. Each section includes
exploratory activities, reflective journaling activities and educational handouts to help
participants discover their habitual effective and ineffective life skills and provides instruction
to enhance their life skills.
The art of self-reflection goes back many centuries and is rooted in many of the world’s
greatest spiritual and philosophical traditions. Socrates, the ancient Greek philosopher,
was known to walk the streets engaging the people he met in philosophical reflection and
dialogue. He felt that this type of activity was so important in life that he went so far as to
proclaim, “The unexamined life is not worth living!” The unexamined life is one in which the
same routine is continually repeated without ever thinking about its meaning to one’s life
and how this life really could be lived. However, a structured reflection and examination of
beliefs, assumptions, characteristics, and patterns can provide a better understanding, which
can lead to a more satisfying life. A greater level of self-understanding about important life
skills is often necessary to make positive, self-directed changes in the negative patterns a
person may keep repeating. The assessments and exercises in this book can help promote
this self-understanding. Through involvement in the in-depth activities, the participant claims
ownership in the development of positive patterns.
Using This Book (For the professional, continued)

Journaling is an extremely powerful tool for enhancing self-discovery, learning, transcending

traditional problems, breaking ineffective life habits, and helping the person to heal from
psychological traumas of the past. From a physical point of view, writing reduces stress and
lowers muscle tension, blood pressure and heart rate levels. Psychologically, writing reduces
sadness, depression and general anxiety, and leads to a greater level of life satisfaction and
optimism. Behaviorally, writing leads to enhanced social skills, emotional intelligence and
creativity. It also leads to improved writing skills which then leads to more self-confidence in
the workplace.
By combining reflective assessment and journaling, participants will be exposed to a
powerful method of combining verbalizing and writing to reflect on and solve problems.
Participants will become more aware of the strengths and weaknesses of their daily life skills.
Preparation for using the assessments and activities in this book is important.
The authors suggest that prior to administering any of the assessments in this
book, you complete them yourself. This will familiarize you with the format of the
assessments, the scoring directions, the interpretation guides and the journaling
activities. Although the assessments are designed to be self-administered, scored
and interpreted, this familiarity will help prepare facilitators to answer questions
about the assessments for participants.
The Assessments, Journaling Activities
and Educational Handouts
The Assessments, Journaling Activities, and Educational Handouts in The Practical Life Skills
Workbook are reproducible and ready to be photocopied for participants’ use. Assessments
contained in this book focus on self-reported data and can be used by psychologists,
counselors, therapists and career consultants. Accuracy and usefulness of the information
provided is dependent on the truthful information that each participant provides through self-
examination. By being honest, participants help themselves to learn about unproductive and
ineffective patterns, and to uncover information that might be keeping them from being as
happy and/or as successful as they might be.
An assessment instrument can provide participants with valuable information about
themselves; however, it cannot measure or identify everything about them. The purpose of
an assessment is not to pigeon-hole certain characteristics, but rather to allow participants
to explore all of their characteristics. This book contains self-assessments, not tests. Tests
measure knowledge or whether something is right or wrong. For the assessments in this
book, there are no right or wrong answers. These assessments ask for personal opinions or
attitudes about a topic of importance in the participant’s career and life.
When administering assessments in this workbook, remember that the items are generically
written so that they will be applicable to a wide variety of people but will not account for
every possible variable for every person. Use them to help participants identify possible
negative themes in their lives and find ways to break the hold that these patterns and their
effects have.
Advise the participants taking the assessments that they should not spend too much time
trying to analyze the content of the questions; their initial response will most likely be true.
Regardless of individual scores, encourage participants to talk about their findings and their
feelings pertaining to what they have discovered about themselves. Talking about health,
wellness, and overall well-being can enhance the life of participants. These wellness exercises
can be used by group facilitators working with any populations who want to strengthen their
overall wellness.
A particular score on any assessment does not guarantee a participant’s level of life skills. Use
discretion when using any of the information or feedback provided in this workbook. The use
of these assessments should not be substituted for consultation and/or wellness planning
with a health care professional.

Thanks to the following professionals whose input in this book

has been so valuable!

Carol Butler, MS Ed, RN, C Kathy Liptak, Ed.D.

Kathy Khalsa, OTR/L Eileen Regen, M.Ed., CJE
Jay Leutenberg Lucy Ritzic, OTR/L
Layout of the Book
This book includes:
• Assessment Instruments – Self-assessment inventories with scoring directions and
interpretation materials. Group facilitators can choose one or more of the activities
relevant to their participants.
• Activity Handouts – Practical questions and activities that prompt self-reflection and
promote self-understanding. These questions and activities foster introspection and
promote pro-social behaviors.
• Journaling Activities – Self-exploration activities and journaling exercises specific to
each assessment to enhance self-discovery, learning and healing.
• Educational Handouts – Handouts designed to enhance instruction can be used
individually or in groups. They can be distributed, converted into masters for
overheads or transparencies, or written down on a board and discussed.

Who should use this program?

This book has been designed as a practical tool for helping professional therapists,
counselors, psychologists, teachers, group leaders, etc. Depending on the role of the
professional using The Practical Life Skills Workbook and the specific group’s needs, these
sections can be used individually, combined, or implemented as part of an integrated
curriculum for a more comprehensive approach.

Why use self-assessments?

Self-assessments are important in teaching various health and wellness skills.
Participants will:
• Become aware of the primary motivators that guide behavior.
• Explore and learn to indentify potentially harmful situations.
• Explore the effects of messages received in childhood.
• Gain insight that will guide behavioral change.
• Focus thinking on behavioral goals for change.
• Uncover resources they possess that can help to cope with problems and difficulties.
• Explore personal characteristics without judgment.
• Develop full awareness of personal strengths and weaknesses.

Because the assessments are presented in a straightforward and easy-to-use

format, individuals can self-administer, score, and interpret each assessment
independently.
Introduction for the Participant
Have you ever been frustrated because you keep reliving negative events in your life? Do you
feel like you are losing at the game we call life? Do you want to be living a more extraordinary
and successful life? If you answered yes to any of these questions, this workbook is for you.
Most of us have never learned the practical life skills we need to succeed. Because of this,
many of us have had to learn our life skills in the real world through the “school of hard
knocks.”
We all go to school to learn the basics of math, reading, writing, and history. However, when
we step out into the real world beyond school, we often find that the types of challenges and
problems we encounter are very different from what we learned in school. We begin to learn
that to be successful in life, we must learn more about social relationships, managing change
in our lives, leading and following others, getting along with co-workers, managing money
and time, and solving problems to name a few skills. These are called life skills, and some
people are better at developing and using them than others. The good news is that these are
skills you can learn and improve with practice.
Life skills practice allows you to develop skills needed for human development and skills that
will enable you to deal effectively with the personal challenges and changes that occur in
your life. Life skills, whether they are effective in helping you achieve your goals, or not, have
a tendency to keep repeating themselves if they are left unexamined. That is the reason that
many people go through life using ineffective life skills over and over again and expecting
different results each time. Once you have identified your negative patterns and skills, you
will have the power to alter them so that you begin to experience positive results as you
build your repertoire of positive and strong life skills.
This book, The Practical Life Skills Workbook, is designed to help you learn more about
yourself, identify your effective and ineffective life skills, and find better ways to use these
skills to positively adapt to and deal with the unique challenges of life and career.
The Practical Life Skills Workbook
table of Contents
Section I: Problem-Solving Style Scale

Problem-Solving Style Scale

Problem-Solving Style Scale Directions . . . . . . . . . . . . . . . . . . . 15
Problem-Solving Style Scale . . . . . . . . . . . . . . . . . . . . . . . . 16–17
Problem-Solving Style Scale Scoring Directions . . . . . . . . . . . . 18
Problem-Solving Style Scale Profile Interpretations . . . . . . 19–22
Exercises
Becoming a Skillful Problem Solver . . . . . . . . . . . . . . . . . . . . . 23
The Problem-Solving Process Outline . . . . . . . . . . . . . . . . . 24–25
Problem Solving Activity . . . . . . . . . . . . . . . . . . . . . . . . . . 26–29
Journaling Activities
My Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Educational Handouts
Logical Thinking Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Characteristics That Make Solving a Problem Difficult . . . . . . . 33

Section II: Money Management Style Scale

Money Management Style Scale

Money Management Style Scale Directions . . . . . . . . . . . . . . . 37
Money Management Style Scale . . . . . . . . . . . . . . . . . . . . . 38–40
Money Management Style Scale Scoring . . . . . . . . . . . . . . . . . 41
Money Management Style Scale Profile Interpretations . . . . 41–43
Exercises
How You Spend Your Money . . . . . . . . . . . . . . . . . . . . . . . . 44–46
Spending Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47–48
My Money History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49–51
Journaling Activities
Current Spending Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
New Spending Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Educational Handouts
Ways to Prevent Shopping Binges . . . . . . . . . . . . . . . . . . . . . . . 54
Spending Related Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
table of Contents (continued)
Section III: Time Management Skills Scale

Time Management Skills Scale

Time Management Skills Scale Directions . . . . . . . . . . . . . . . . 59
Time Management Skills Scale . . . . . . . . . . . . . . . . . . . . . . 60–61
Time Management Skills Scale Scoring Directions . . . . . . . . . . 62
Time Management Skills Scale Profile Interpretation . . . . . 62–63
Exercises
Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64–69
To-Do Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Protect Your Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Be More Assertive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Manage Perfectionistic Behaviors . . . . . . . . . . . . . . . . . . . . . . . 73
Delegate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Maintain Balance in Life . . . . . . . . . . . . . . . . . . . . . . . . . . . 75–76
Journaling Activities
Time Management Background . . . . . . . . . . . . . . . . . . . . . . . . 77
My Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Educational Handouts
Benefits of Effective Time Management . . . . . . . . . . . . . . . . . . 79
Symptoms of Poor Time Management . . . . . . . . . . . . . . . . . . . 80

Section IV: Self-Awareness Scale

Self-Awareness Scale
Self-Awareness Scale Directions . . . . . . . . . . . . . . . . . . . . . . . . 83
Self-Awareness Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84–85
Self-Awareness Scale Scoring Directions . . . . . . . . . . . . . . . . . 86
Self-Awareness Scale Profile Interpretation . . . . . . . . . . . . . . . 86
Self-Awareness Scale Profile Descriptions . . . . . . . . . . . . . . . . 87
Exercises
Emotional Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
My Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89–90
Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91–93
I am Unique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
table of Contents (continued)
Things I Can Do Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Things I Cannot Do Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Journaling Activities
Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
My Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Educational Handouts
Quotations ~ Self-Awareness . . . . . . . . . . . . . . . . . . . . . 101–101

Section V: Personal Change Scale

Personal Change Scale Directions . . . . . . . . . . . . . . . . . . . . . . 105
Personal Change Scale . . . . . . . . . . . . . . . . . . . . . . . . . . 106–107
Personal Change Scale Scoring Directions . . . . . . . . . . . . . . . 108
Personal Change Scale Profile Interpretation . . . . . . . . . . . . . . 108
Personal Change Scale Descriptions . . . . . . . . . . . . . . . . . . . 109
Exercises
How Do You Respond to Change . . . . . . . . . . . . . . . . . . . . . . 109
How Can You Cope? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Take Care of Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . 110–111
Create a Positive Inner Self . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Overcome Self-Defeating Prophesies . . . . . . . . . . . . . . . . . . . 113
Regain Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Create a Strategy to Take Action . . . . . . . . . . . . . . . . . . . . . . 115
Aspects to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116–118
Change and Others in My Life . . . . . . . . . . . . . . . . . . . . . . . . 119
Journaling Activities
Change in My Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Change Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Educational Handouts
Change Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Self-Fulfilling Prophesy Beliefs . . . . . . . . . . . . . . . . . . . . . . . . 123
Quotations ~ Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Section I:

Problem-Solving
Style Scale

Name____________________________________________

Date___________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 13
14 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: problem-solving style scale

Problem-Solving Stlye Scale Directions

Problems occur in the lives of all people. The ability to solve problems determines how satisfied
we are in the many aspects of our lives. By being able to solve problems effectively, we can live
a healthier and less stressful life. We may choose different approaches to solving problems. The
approach that one uses is largely based on one’s own personality. The Problem-Solving Style
Scale is designed to help you understand how you attempt to solve problems in life and to give
you additional skills in effective problem solving.
Read each of the statements and decide how descriptive the statement is of you. Circle the
number of your response of each statement.
In the following example, the circled 1 indicates the statement is not at all descriptive of the
person completing the inventory:

A Lot Somewhat A Little Not

Like Me Like Me Like Me Like Me
When I solve a problem . . .
I focus on what really happened to cause the problem 4 3 2 1

This is not a test and there are no right or wrong answers. Do not spend too much time
thinking about your answers. Your initial response will likely be the most true for you.
Be sure to respond to every statement.

(Turn to the next page and begin)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 15
Section I: Problem-solving style scale

Problem-Solving Style Scale

A Lot Somewhat A Little Not
Like Me Like Me Like Me Like Me
1. When I solve a problem . . .

I focus on what really happened to cause

the problem 4 3 2 1

I am attentive to specifics and details 4 3 2 1

I look for the immediate costs and benefits 4 3 2 1

I look for a practical solution to the problem 4 3 2 1

I look at the problem realistically 4 3 2 1

I rely on experience and standard ways to solve them 4 3 2 1

I like to gather as many facts as possible 4 3 2 1

TOTAL #1 = __________

A Lot Somewhat A Little Not

Like Me Like Me Like Me Like Me
1. When I solve a problem . . .

I try to solve the problem based on intuitive,

“gut” feelings 4 3 2 1

I look at the big picture, not small details 4 3 2 1

I do what feels right 4 3 2 1

I always look for new, creative ways to solve them 4 3 2 1

I rely on internal signals about what feels good 4 3 2 1

I focus on the meaning of the problem to all involved 4 3 2 1

I value insights over facts 4 3 2 1

TOTAL #2 = __________

(Continued on the next page)

16 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: problem-solving style scale

(Problem-Solving Style Scale, continued)

A Lot Somewhat A Little Not

Like Me Like Me Like Me Like Me
3. When I solve a problem . . .

I look at it logically 4 3 2 1

I analyze the facts and put them in order 4 3 2 1

I want to find the one right answer 4 3 2 1

I analyze the problem objectively 4 3 2 1

I pay attention to all details of the problem 4 3 2 1

I hesitate to add emotions to the problem situation 4 3 2 1

I concentrate on the problem,

not personal/group harmony 4 3 2 1

TOTAL #3 = __________

A Lot Somewhat A Little Not

Like Me Like Me Like Me Like Me
4. When I solve a problem . . .

I try to please others involved in the problem situation 4 3 2 1

I think about the people involved as much as the task 4 3 2 1

I try to sense how others feel about my solutions 4 3 2 1

I want the best solution for everyone involved 4 3 2 1

I use my emotions as part of the process 4 3 2 1

I try to work out a solution in harmony with others 4 3 2 1

I do not analyze the problem in a logical way 4 3 2 1

TOTAL #4 = __________

(Go to the Scoring Directions on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 17
Section I: Problem-solving style scale

Problem-Solving Style Scale

Scoring Directions
The Problem-Solving Style Scale is designed to measure your approach to solving problems
that occur in your life, relationships and career. For each of the four sections, add the scores
you circled for each of the items. Put that total on the line marked “Total” at the end of each
section.

Then, transfer your totals to the spaces below:

1. TOTAL = __________ Practical Thinking

2. TOTAL = __________ Intuitive Reaction Thinking

3. TOTAL = __________ Logical Thinking

4. TOTAL = __________ Social Sensitive Thinking

The area in which you scored the highest tends to be your problem-solving style. Similarly,
the area in which you scored the lowest tends to be your least preferred problem-solving
style. Now turn to the next page for a description of each of the four scales on the
assessment.

18 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: problem-solving style scale

Profile Interpretation
SCALE 1 — A PRACTICAL THINKING problem-solving style is one in which you
take in information that is real and tangible. You want to know what really is
happening in the problem situation. You are observant about the specifics of what
is going on around you and are especially attuned to the practical realities of the
problem situation. You tend to notice specifics and enjoy looking at the facts. You
may overlook recurring themes, focusing instead on the factual and the concrete
issues involved in the problem situation. You will rely on and trust your previous
experience in dealing with similar problems.
If this is your style:
You are oriented to the present
You focus on the real and actual
You trust your experience from previous problem situations
You trust facts rather than other people
You are very observant
You are able to remember specifics about the problem
You understand ideas through practical applications
You build carefully toward conclusions

Write about a time when the Practical Thinking problem-solving style has worked well for you.

___________________________________________________________________________________________

Write about a time when the Practical Thinking problem-solving style has NOT worked well.

___________________________________________________________________________________________

(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 19
Section I: Problem-solving style scale

Profile Interpretation
SCALE 2 — An INTUITIVE REACTION THINKING problem-solving style is one in
which you solve problems based on “gut-level” reactions. You tend to rely on
your internal signals. You identify and choose a solution based on what you feel
is the best possible solution for everyone involved. You do not spend a lot of
time collecting facts and gathering information before you decide on a solution.
This style can be useful when factual data is not available. It is important not to
substitute intuition for gathering-needed information to solve the problem. You
often solve problems based on hunches or your “sixth-sense” about the problem
situation.
If this is your style:
You are oriented to the future
You communicate creatively
You develop imaginative solutions to problems
You reach solutions quickly, based on your hunches
You look for similarities in other problems you have needed to solve
You need the problem to make sense to you
You are attuned to seeing new possibilities
You see the big picture

Write about a time when the Intuitive Reaction Thinking problem-solving style has worked
well for you.

___________________________________________________________________________________________

___________________________________________________________________________________________
Write a time when the Intuitive Reaction Thinking problem-solving style has NOT worked.
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________
(Continued on the next page)

20 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: problem-solving style scale

Profile Interpretation
SCALE #3 — A LOGICAL THINKING problem-solving style involves the exploration
of the problem and the affects of your environment. Using this style, you identify
the problem that has occurred, explore alternatives in solving the problem, and
develop a plan for solving the problem based on information. You carefully weigh
the costs and benefits of the various ways to solve the problem. You gather and
consider additional information about alternatives and the possible consequences
of each alternative. The ultimate solution you find to the problem is based on a
logical problem-solving approach.
If this is your style:
You are analytical
You use cause and effect reasoning
You rely on logic
You are reasonable
You have good common-sense
You want everyone to be treated the equally
You are energized by critiquing possible solutions to problems
You like to mentally remove yourself from the situation

Write about a time when the Logical Thinking problem-solving style has worked well for you.

___________________________________________________________________________________________

___________________________________________________________________________________________
Write about a time when the Logical Thinking problem-solving style has NOT worked well.

___________________________________________________________________________________________

(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 21
Section I: problem-solving style scale

Profile Interpretation
SCALE 4 — A SOCIAL SENSITIVE THINKING problem-solving style is one in which
you want to find the best answer for all people involved (tending primarily on
their emotions and values, and are most comfortable when they add emotion to
the problem situation.) You will most often depend on a subjective analysis of
the problem, rather than focusing on facts and figures. You try to mentally place
yourself in the other person’s or peoples’ places so that you can identify with
them. You will solve problems based on your value system that honors other
people in the problem situation. You are caring and want to support everyone
involved in the problem. This indicates a high level of interpersonal skills.
If this is your style:
You are empathetic to others in the situation
You are guided by your own personal issues
You are compassionate
You assess the impact of the problem on other people
You strive for harmony in resolving problems
Others call you tenderhearted
You always try to treat others fairly
You believe that positive interactions are critical in solving problems

Write about a time when the Social Sensitive Thinking problem-solving style has worked well
for you.
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________
Write about a time when the Social Sensitive Thinking problem-solving style has NOT worked
well.
___________________________________________________________________________________________

___________________________________________________________________________________________

22 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Activity Handouts

Becoming a Skilled Problem Solver

Look back at some of the problems you have solved in the past. Problems may have dealt
with your relationships, education, or aspects of your job. List these problems and write
down how you have approached a solution and the patterns that you notice.

Problems I Have Solved

Example of when I could have used the PRACTICAL THINKING style to solve a problem better
than I solved it:

___________________________________________________________________________________________

___________________________________________________________________________________________

Example of when I could have used the INTUITIVE REACTION THINKING style to solve a
problem better than I solved it:

___________________________________________________________________________________________

___________________________________________________________________________________________

Example of when I could have used the LOGICAL THINKING style to solve a problem better
than I solved it:

___________________________________________________________________________________________

Example of when I could have used the SOCIAL SENSITIVE THINKING style to solve a problem
better than I solved it:

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 23
Section I: Activity Handouts

The Problem-Solving Process Outline (1)

There is no simple step-by-step process that will guarantee you a solution to every problem
you encounter in your life. The problem-solving process is a search for, and implementation
of, the best possible solution for a specific problem. As a problem solver, you will develop
your own method for solving problems. One of the best methods for doing this is to try to
use the most effective aspects of the four different styles. The following is an outline of how
to integrate the four styles in the problem-solving process.

What is a problem that you have had in the past or one that you are presently
struggling with?

Step 1 — Define the problem by using Practical Thinking characteristics to see the
problem situation as it really is. You can do so by answering some of the following questions:
What can you see that is causing the problem?
Where is it occurring?
How is it occurring?
When is it occurring?
With whom is it occurring?
Why is it occurring?
What is your role in the problem?
What has already been tried to resolve the situation?

Step 2 — Consider the possibilities using Intuitive Reaction Thinking characteristics to

brainstorm all possible solutions to the problem. You can do so by answering some of the
following questions:
What other ways can you look at the problem?
What does the information that you have gathered suggest to you?
What are the connections to the bigger picture?
How do the other people fit into this picture?
What do you think is causing the problem?
What are some possible ways to approach the problem?

(Continued on the next page)

24 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Activity Handouts

The Problem-Solving Process Outline (2)

Step 3 — Weigh the consequences of courses of action to resolve the problem using Logical
Thinking characteristics. You can do so by answering some of the following questions:
What are the pros of each option?
What are the cons of each option?
What are the logical consequences of each option?
How does each option apply equally to each person involved?

Step 4 — Weigh the alternatives to each course of action using Social Sensitive Thinking
characteristics. You can do so by answering some of the following questions:
How does each alternative fit with my values?
How will the other people involved in the situation be affected?
How will each alternative contribute to harmony for all people involved?
How will each alternative enhance positive interactions?

Step 5 — Decide which aspects of Steps 1 – 4 will be most effective in solving this problem.

Step 6 — Act on your decision.

Step 7 — Evaluate whether the problem has been resolved or not

Complete the following four Problem Solving activity pages.

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 25
Section I: Activity Handouts

Problem-Solving Activity (1)

Identify a major problem you are facing.

___________________________________________________________________________________________
Complete this 4-page activity that will help you learn and apply the problem-solving process:
Step 1 — Define the problem by using PRACTICAL THINKING characteristics to
see the problem situation as it really is. You can do so by answering some of the
following questions:
What can you see that is causing the problem?

___________________________________________________________________________________________

Where is it occurring?

___________________________________________________________________________________________

How is it occurring?

___________________________________________________________________________________________

When is it occurring?

___________________________________________________________________________________________

With whom is it occurring?

___________________________________________________________________________________________

Why is it occurring?

___________________________________________________________________________________________

What is your role in the problem?

___________________________________________________________________________________________

What has already been tried to resolve the situation?

___________________________________________________________________________________________

26 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Activity Handouts

Problem-Solving Activity (2)

Step 2 — Consider the possibilities using INTUITIVE REACTION characteristics to
brainstorm all possible solutions to the problem. You can do so by asking some of
the following questions:
What other ways can we look at the problem?

___________________________________________________________________________________________

What does the information that you have gathered suggest to you?

___________________________________________________________________________________________

What are the connections to the bigger picture?

___________________________________________________________________________________________

How do the other people fit into this picture?

___________________________________________________________________________________________

What do you think is causing the problem?

___________________________________________________________________________________________

What are some possible ways to approach the problem?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 27
Section I: Activity Handouts

Problem-Solving Activity (3)

Step 3 — Weigh the consequences of courses of action to resolve the problem
using LOGICAL THINKING characteristics. You can do so by asking some of the
following questions:

What are the pros of each option?

___________________________________________________________________________________________

What are the cons of each option?

___________________________________________________________________________________________

What are the logical consequences of each option?

___________________________________________________________________________________________

How does each option apply equally to each person involved?

___________________________________________________________________________________________

28 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Activity Handouts

Problem-Solving Activity (4)

Step 4 — Weigh the alternatives to each course of action using SOCIAL SENSITIVE
THINKING characteristics. You can do so by asking some of the following
questions:

How does each alternative fit with my values?

___________________________________________________________________________________________

How will the other people involved in the situation be affected?

___________________________________________________________________________________________

How will each alternative contribute to harmony for all people involved?

___________________________________________________________________________________________

How will each alternative enhance positive interactions?

___________________________________________________________________________________________

Step 5 – Decide which aspects of Steps 1 – 4 will be most effective in solving this problem.

___________________________________________________________________________________________

Step 6 – Make a final decision:

___________________________________________________________________________________________

Step 7 – Act on your decision. What do you need to do to implement your decision?

___________________________________________________________________________________________

Step 8 – How did the problem get resolved?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 29

Section I: Journaling Activities

My Problems
What types of problems do you encounter the most? (conflicts with
relatives, communications, etc.)
___________________________________________________________________________________________

___________________________________________________________________________________________

What areas of your life are most affected?

___________________________________________________________________________________________

30 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Journaling Activities

Problem-Solving
With whom do you mostly have problems?
___________________________________________________________________________________________

___________________________________________________________________________________________

What aspects of the other problem-solving styles do you want to

integrate into your style?
___________________________________________________________________________________________

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 31
Section I: Educational Handouts

Logical Thinking Method

This technique includes clarifying the problem, analyzing
major causes of the problem, identifying alternatives, assessing
them, choosing and implementing an option, and evaluating the
outcome.

Divide:
Break problems into smaller, solvable problems

Brainstorm:
List all of the possible solutions, no matter how outrageous
they seem

Test:
Pose possible solutions to the problem and then try to prove
the accuracy of the solutions. Suggest how each might work.

Research:
Get valid information from trusted people and respected
publications.

Past Experience:
Remember similar problems, how you solved them and what
worked. Ask others what worked for them.

Trial-and-error:
Create and implement solutions, then see if they work

Incubation / Wait:
Stop focusing on the problem, and allow the subconscious
to work so that the solution will “pop out” while you work on
other things

32 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section I: Educational Handouts

Characteristics That Make

Solving a Problem Difficult

• Not knowing all of the facts before

trying to solve the problem

• Multiple possible outcomes

• Multiple views of others

• Large numbers of items and decisions

to be made to solve a major problem

• Time is of the essense

*Adapted from J. Funke (1995). Complex problem solving in personnel selection and training. In P.A. Frensch
& J Funke (Eds), Complex problem solving: The European Perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 33
34 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II:

Money
Management
Style Scale

Name____________________________________________

Date___________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 35
36 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: money management style scale

Money Management Stlye Scale Directions

Money management skills are difficult life skills to acquire and utilize effectively. Everyone has
different styles when it comes to managing money. This scale will help you identify your money
management style and skills, and learn techniques for more effective money management.
The scale contains 50 statements. Read each of the statements and decide to what extent the
statement describes you. For each of the statements listed, circle the number of your response
on the line to the right of each statement.

In the following example, the circled 2 indicates that the statement is a little like the person
taking the assessment:

A Lot A Little Not
Like Me Like Me Like Me

STYLE 1:
I buy whatever brings me pleasure 3 2 1

This is not a test and there are no right or wrong answers. Do not spend too much time thinking
about your answers. Your initial response will likely be the most true for you. Be sure to respond
to every statement.

(Turn to the next page and begin)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 37
Section II: money management style scale

Money Management Style Scale

A Lot A Little Not
Like Me Like Me Like Me
STYLE 1
I buy whatever brings me pleasure 3 2 1
I often buy gifts for other people 3 2 1
I have a hard time budgeting my money 3 2 1
It is difficult for me to save money 3 2 1
I buy things on impulse 3 2 1
I often overspend the money I earn 3 2 1
I am often in debt 3 2 1
I am not afraid to spend all the money I have 3 2 1
No gift is priced too high for me 3 2 1
I get a thrill from buying things 3 2 1

TOTAL = _______

A Lot A Little Not

Like Me Like Me Like Me
STYLE 2
I like to hold onto my money 3 2 1
I am great at saving money 3 2 1
I have a budget that I stick to 3 2 1
I will not buy non-essential items 3 2 1
I only buy what I need 3 2 1
I am focused on financial stability 3 2 1
I like the security of having money in the bank 3 2 1
I usually pay cash for my purchases 3 2 1
I am rarely in credit-card debt 3 2 1
I save at least 10 percent of my salary monthly 3 2 1

TOTAL = _______

(Continued on the next page)

38 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: money management style scale

(Money Management Style Scale, continued)

A Lot A Little Not

Like Me Like Me Like Me
STYLE 3
I often worry about my finances 3 2 1
I feel like it is up to me to control my money 3 2 1
I check my financial account balances often 3 2 1
I often think about what might happen to my money 3 2 1
If I just had more money I could stop worrying about it 3 2 1
I worry that I will not have enough retirement savings 3 2 1
I like my money in safe investments 3 2 1
I like to be able to put my hands on my money easily 3 2 1
I worry when I make a major purchase 3 2 1
I spend a lot of emotional energy worrying about finances 3 2 1

TOTAL = _______

A Lot A Little Not

Like Me Like Me Like Me
STYLE 4
I want to achieve great wealth 3 2 1
I believe that with wealth comes power and status 3 2 1
I put a lot of time into managing my money 3 2 1
I often spend hours hunting for the best investments 3 2 1
I use a personal finance computer program 3 2 1
I like to occasionally flaunt my wealth 3 2 1
I think that having a lot of money impresses people 3 2 1
I get obsessed with tracking my money 3 2 1
My self-worth comes from my investment portfolio 3 2 1
I often shift investments to earn the best returns 3 2 1

TOTAL = _______

(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 39
Section II: Money Management style scale

(Money Management Style Scale, continued)

A Lot A Little Not

Like Me Like Me Like Me
STYLE 5
I enjoy taking risks with money 3 2 1
I am competitive when it comes to money 3 2 1
I get a rush from any intense experience 3 2 1
I try to make a lot of money by playing the lottery 3 2 1
I thrive on uncertainty 3 2 1
I always go for broke with my money 3 2 1
I like the adrenaline rush from risking my money 3 2 1
Others say I am too aggressive in my investments 3 2 1
If I lose money, I believe more will come my way 3 2 1
I am motivated by variety and change 3 2 1

TOTAL = _______

(Go to the Profile Interpretation on the next page)

40 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Money Management style scale

Money Management Style Scale

Scoring Directions
The assessment you just completed is designed to measure your money management style.
Add the numbers you’ve circled for each of the five sections on the previous pages. Put that
total on the line marked TOTAL at the end of each section.
Transfer your totals for each of the five sections to the lines below:
Style 1: Spenders Total = _______
Style 2: Savers Total = _______
Style 3: Conscientious Managers Total = _______
Style 4: Amassers Total = _______
Style 5: Risk Takers Total = _______

Profile Interpretation
The area in which you scored the highest tends to be your money management style.
Similarly, the area in which you scored the lowest tends to be your least preferred style for
managing your money. Go to the section which describes your preferred money management
style. If time permits, read about the other money management styles. If you had similar
scores for several of the styles, read each of them and decide which money management
style fits you most, or how you combine the two styles in managing your money.
For each of the styles, place a check in the box by the characteristics that sound like you.

STYLE 1: SPENDERS
As a Spender, you tend to get carried away by instant gratification in your life. You often feel
compelled to spend or charge money very easily and quickly, even if you can’t afford the
purchases. You will shop and spend compulsively. You often find it difficult to think about
doing anything else other than shopping. Shopping provides you with psychological comfort
and distraction. You tend to buy things you do not even need, but it is the act of shopping
and spending money that satisfies your psychological cravings. You tend to have many credit
cards and many of them are probably charged to their limit. You probably feel like your debts
are out of control, but find it difficult to stop the psychological “high” you get from shopping
and spending money.
Characteristics:
You frequently receive overdue notices for bills past due.
You overspend to feel better about yourself.
Shopping is a form of addiction for you.
You often justify, especially to yourself, continuous buying.
You feel like you will be happier if you purchase material things.
You pay large amounts of money in interest on your credit cards.
(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 41
Section II: Money Management style scale

Profile Interpretation (Continued)

STYLE 2: SAVERS
As a Saver, you tend to be very financially stable. You feel a sense of pride in how you have
earned and now manage your money. You focus primarily on feeling safe and secure, and
doing what you need to do to stay that way. Your debts tend to be under control and all
of the choices you make are designed to keep you secure. You frequently check your total
assets so that you will feel more psychologically and economically secure.
Characteristics:
When it comes to money you are organized and focused on stability.
You tend to be educated about money and financial planning strategies.
You have conservative spending habits.
You save to ensure the future in anticipation of possible changes in your life.
You believe that the way to financial security is through steady, conservative
investments.
Regardless of your age, you enjoy planning for your retirement.

STYLE 3: CONSCIENTIOUS MANAGER

As a Conscientious Manager, you tend to believe that the only way to feel financially secure
is to hang on to every penny you earn. You tend to continually worry about money, and
often let your anxiety get in the way of having fun. You may even feel like a financial disaster
is inevitable, and you want to be ready. You prefer thrift over spending, are frugal, and do
without things you want. You are terribly afraid of losing your money and you want to be
prepared for long periods of unemployment or for financial disaster.
Characteristics:
You build a stash of money that you can fall back on in case of an emergency.
You like living on a budget.
You like using coupons to save money when you shop.
You are disciplined about money and are interested in advertisements and sales of
necessary products.
You live well within your monetary means.
You keep a balanced checkbook.

(Continued on the next page)

42 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Money Management style scale

Profile Interpretation (Continued)

STYLE 4: AMASSERS
As an Amasser, money is about status and living as if you make more money than you really
do. It is through money than you are able to keep score and compare yourself with others.
You like to keep up with, and perhaps surpass, the “Joneses.” You feel like the more you
have, the more successful you are. Therefore, your worth is tied to your possessions. Buying
upscale materials and goods provides you with psychological comfort. You may purchase
nice cars, homes, and clothes but you probably do not have an emergency fund set aside
for a rainy day. You may not even realize how much money you are spending, as opposed to
saving or investing.
Characteristics:
You probably have the drive and energy to make a lot of money.
You are willing to work hard and you take great pride in your accomplishments.
You are a natural achiever and enjoy spending money as a symbol of your achievements.
You think that appearances are important, and you usually have high quality possessions
and travel.
You tend to overestimate how much you earn and underestimate how much you spend.
When you see things you want, you go ahead and buy them regardless of how much they
cost.

STYLE 5: RISK TAKERS

As a Risk Taker, you tend to get an exhilarating emotional rush from spending and managing
money. You believe that the only way to have what you want in life is to take significant risks.
You always want whatever is bigger and better in your life and your career. You like to gamble
on hunches when it comes to money. You trust your instincts that your risks will pay off. You
are a gambler with your money.
Characteristics:
You always go for broke with your money.
You tend to be charismatic and creative in earning and spending money.
You don’t mind unpredictability and uncertainty when it comes to managing your
money.
You will gamble on your own ability to make a lot of money.
If you do invest your money, it will be in extremely high-risk endeavors.
You like to take chances.

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 43
Section II: Activity Handouts

How You Spend Your Money

This activity is designed to help you determine the approximate amount of money you are
currently spending on a monthly basis:

MONTHLY NECESSITIES
I. Home (rent, mortgage, insurance, gas, electricity, water, sewage, taxes, television, Internet
access, telephone, other)

___________________________________________________________________________________________

II. Car (car payment, car repairs, insurance, parking, gas, other)
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________

III. Personal Needs (clothes, food, entertainment, medical, newspaper, insurance, cell phone,
other)

___________________________________________________________________________________________

(Continued on the next page)

44 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Activity Handouts

How You Spend Your Money (Continued)

MONTHLY NECESSITIES (continued)

IV. Children’s Needs (medical/dental, education, clothes, food, child care, other)

___________________________________________________________________________________________

V. Financial Considerations (credit card payments, life insurance, loan repayment, taxes,
other)

___________________________________________________________________________________________

VI. Other

___________________________________________________________________________________________

___________________________________________________________________________________________
(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 45
Section II: Activity Handouts

How You Spend Your Money

MONTHLY LUXURIES
This exercise is designed to help you separate necessities from luxuries in your life.
Complete the sections below by listing your monthly luxuries in the right hand column.
What themes do you see?

Luxuries

Satellite dish, grass-cutting service, etc.

Home

Car

Personal

Children's Needs

Other

46 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Activity Handouts

Spending Habits
How are your money spending and saving habits similar or different from those of
your parents?

___________________________________________________________________________________________

How did your parents money management affect you (positively or negatively)?

___________________________________________________________________________________________

If you overspend, how do you attempt to hide your tendency to overspend?

___________________________________________________________________________________________

How often do you break your budget by spending more than you make? How can you fix
this situation?

___________________________________________________________________________________________

In what ways do your spending and saving habit ever cause conflict between you and
significant others?

___________________________________________________________________________________________

(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 47
Section II: Activity Handouts

Spending Habits (Continued)

What risk would you like to take with your money that you have been afraid to in the past?

___________________________________________________________________________________________

What risks would you like to stop taking?

___________________________________________________________________________________________

What is your greatest fear related to spending and saving money? Why do you have this fear?

___________________________________________________________________________________________

What feelings do you experience when spending money?

___________________________________________________________________________________________

What types of activities could you engage in to get the same pleasure you get from spending
money?

___________________________________________________________________________________________

If your life, or the life of your family, has suffered because you spend money on things you
cannot afford or do not spend money on things you can afford, write about it.

___________________________________________________________________________________________

48 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Activity Handouts

My Money History
It is often helpful to look at how money was handled in your family when you were
growing up:

In what town(s), state (s), and/or country(s) did you grow up?

___________________________________________________________________________________________

How did the location of where you grew up affect your family’s money management style?

___________________________________________________________________________________________

How financially comfortable was your family and how has this affected your current thoughts
about money?

___________________________________________________________________________________________

(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 49
SectionI II: Activity Handouts

My Money History (Continued)

What were your father / male caregiver’s thoughts about money and money management?

___________________________________________________________________________________________

What were your mother / female caregiver’s thoughts about money and money management?

___________________________________________________________________________________________

How was money handled in your family?

___________________________________________________________________________________________

What did you learn from your parents / caregivers about money management?

___________________________________________________________________________________________

(Continued on the next page)

50 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Activity Handouts

My Money History (Continued)

Who took care of the money management process as you were growing up?

___________________________________________________________________________________________

Who takes care of money management in your current family?

___________________________________________________________________________________________

How can you manage your money more effectively in the future?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 51
Section II: Journaling Activities

Current Spending Behavior

Write a summary of your current spending behaviors and money management style.

___________________________________________________________________________________________

Write a summary of the current spending behavior of the person or people with whom
you live.

___________________________________________________________________________________________

52 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Journaling Activities

New Spending Behaviors

How would you like to change your spending behaviors?

___________________________________________________________________________________________

How do you wish the person or people with whom you live would change their spending
behaviors?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 53
Section II: Educational Handouts

Ways to Prevent Shopping Binges

• Pay with cash, check or debit cards

• Make a shopping list and stick to it

• Destroy all credit cards except for one

“emergency” card

• Pay the total balance each month,

IF you use a credit card

• Avoid watching television shopping

channels

• Find an inexpensive hobby to rely on

when the urge to spend occurs

• Avoid shopping when you feel anxious,

angry or depressed

• Find healthy ways to meet your need to

spend

54 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Educational Handouts

Spending Related Behaviors

• Engaging in arguments with others about

spending money

• Buying on credit and monthly payments

• Thinking obsessively about money

• Spending money thoughtlessly

• Lying about how much you spend

• Juggling bills to accommodate spending

• Refusing to purchase necessities

• Feeling euphoria when you are spending

money

• Being too generous or not generous at all

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56 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III:

Time
Management
Skills Scale

Name____________________________________________

Date___________________________

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58 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section II: Time Management skills scale

Time Management Skills Scale Directions

For people who are good managers of time, time brings relaxation, satisfaction, and success.
Good time managers tend to have productive work habits, effective relationships, and a
successful life. For others who are managed by time opposed to being time-managers, time
brings anxiety, stress, exhaustion and complication. One of the leading causes of stress is
that people have too much to do and not enough time to do it. In this fast-paced society,
learning how to manage your time can help you to alleviate stress and reduce anxiety in
your life.
If you are struggling with time management, don’t worry – you’re not alone. Many people
feel that there is not enough time in the day and that they need to learn effective time
management skills. By learning better time management skills, you can regain control over
your life. Rather than getting bogged down and not getting enough done, effective time
management helps you to choose what you need to work on and when to work on it.
This assessment contains 32 statements that are related to your time management skills.
Read each of the statements and decide whether or not the statement describes you. If the
statement does describe you, circle the number in the YES column next to that item. If the
statement does not describe you, circle the number in the NO column next to that item.
In the following example, the circled number under “Yes” indicates the statement is
descriptive of the person completing the inventory.

YES NO

1. I have my short-term goals written down 2 1

(Turn to the next page and begin)

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Section III: Time management skills scale

Time Management Skills Scale

YES NO
GOAL SETTING
1. I have my short-term goals written down 2 1

2. I rarely write down my plans for the future 1 2

3. I use goal setting to decide what to work on 2 1

4. I stress out about deadlines 1 2

5. I say “yes” and then regret it 1 2

6. Before I take on a task, I make sure the results are worth the time 2 1

7. I often set and work toward unattainable goals 1 2

8. I take on more commitments than I have time to complete 1 2

TOTAL = __________

YES NO
PRIORITIZING
9. I hang on to mail and emails even though I know they are unimportant 1 2

10. I work on tasks starting with those I decide have the highest priority 2 1

11. I know how much time I spend on the tasks I do 2 1

12. I analyze new tasks for their importance and then prioritize them 2 1

13. I keep a prioritized “to do” list 2 1

14. I talk to my spouse / partner / boss about the priorities of tasks I am given 2 1

15. I hate to delegate jobs even though I know I cannot complete them 1 2

16. I work on projects that will yield the best results 2 1

TOTAL = __________

(Continued on the next page)

60 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Time Management Skills scale

(Time Management Skills Scale, continued)

Yes NO
PROCRASTINATING
17. I complete most projects at the last minute 1 2

18. I put off tasks that may be too difficult 1 2

19. I often put things off because I am afraid of making mistakes 1 2

20. I have trouble meeting deadlines set for me 1 2

21. I take pride in the fact that I usually complete tasks at the last minute 1 2

22. I try to return phone calls and e-mails within 24 hours 2 1

23. I rarely have to ask for more time to complete a task 2 1

24. I must often take work home to get it done 1 2

TOTAL = __________

YES NO
SCHEDULING
25. People say that I “have no sense of time” 1 2

26. I have a daily planner I carry with me 2 1

27. I have a filing system for personal papers 2 1

28. I set time aside to plan my work 2 1

29. I check my ‘to-do’ list regularly for new tasks 2 1

30. I have time built into my schedule to deal with unexpected events 2 1

31. I feel lost without a watch 2 1

32. I am often late 1 2

TOTAL = __________

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Section III: Time management skills scale

Time Management Skills Scale

Scoring Directions
Add your scores for each of the four sections and write those numbers in the total blanks
at the end of each section. Then transfer the numbers to each of the blank spaces below.

GOAL SETTING = __________

PRIORITIZING = __________

PROCRASTINATING = __________

SCHEDULING = __________

Profile Interpretation
Individual Indications
Result
Scale Scores

Scores from You tend to have very effective time

high
14 to 16 management skills in this area.

You tend to have some effective time

Scores from
Moderate management skills, but there is room for
11 to 13
you to improve as a manager of time.

You tend to have limited time management

Scores from skills in this area. You need to do as much as
Low
8 to 10 possible to enhance your time management
skills for personal and professional growth.

Read the following descriptions in the Profile Interpretations and complete the exercises that
are included. Regardless of how you scored on each of the scales, you will benefit from these
time-management exercises.

(Profile Interpretation continued on the next page)

62 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Time Management Skills scale

Time Management Skills Scale

Profile Interpretation (Continued)
GOAL SETTING
People scoring low on this scale are not setting adequate goals. Once you have set goals, you
can then know where you are going and what needs to be done to get there. With effective
goal setting, you tend to spend your time on conflicting priorities. By setting goals, you will
save yourself time, effort and frustration in the future. You need to begin setting concrete
attainable goals on how you use your time.

PRIORITIZING
People scoring low on this scale need to work on prioritizing what needs to be done.
Prioritizing helps you to work on those projects that are most critical. You need to develop a
system for prioritizing and adding structure to your work. To work effectively, you need to
work on the tasks that have the highest value and importance.

PROCRASTINATING
People scoring low on this scale need to work on getting tasks done on time and not wait
until the last minute. You need to develop the habit of not procrastinating or else tasks will
back up until you are unable to complete them all. You might feel like you will put things off
until you are rested or that you work best when under pressure. Pressure from undone tasks
can cause stress in your life that is avoidable.

SCHEDULING
People scoring low on this scale do not effectively schedule their own time. You need to begin
creating a schedule that can help to keep you on track and protect you from procrastination
and the stress that goes with it. Develop an awareness of the factors that may be interfering
with your ability to complete your work. Scheduling will ensure that you work on priority
tasks and allow for unexpected events and interruptions.

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 63
Section III: Activity Handouts

Time Management Exercises & Activities

GOAL-SETTING: Step 1 — Define Your Goals
It is important for you to determine what you would like to see happen in the future. This
will help to give order and context to your daily schedule. This might include such things as
being more efficient at work, getting involved with more community activities, or spending
more quality time with your family. These types of goals will provide you with direction and
priorities. You will need to give time and energy to the goals you develop for yourself.
The first step in setting and reaching effective goals is to define them so they are realistic and
achievable. Take a look at some sample goals:
“Be successful”
“Make a lot of money”
“Be happier in my marriage”
“Be a good leader”
“Be a better parent”
Notice that these goals are vague and difficult to measure. When you are developing goals
for enhanced time management, remember that the goals should have the following
characteristics: they need to be Specific, Measurable, Attainable, Relevant to you, and tied to
a Timeline (SMART for short). Let’s take a look at each of these characteristics in more detail:
Specific: Goals must be stated in concrete, behavioral terms. For example, “I would
like to travel to Quebec next summer” would be a concrete, behavioral goal.
Measurable: Goals must be measurable so that you can track your progress. For
example, traveling to Quebec next summer can be measured, while “Travel more” is
hard to measure.
Attainable: Goals must be within your reach or you will not be motivated to work
toward them. You must feel like you have a realistic opportunity to achieve your
goals. For example, feeling like you have the time, finances, and resources to travel
to Europe next summer may not be realistic whereas traveling to Quebec may be a
viable option.
Relevant: Goals must be important to you. For example, knowing that traveling to
Quebec will allow you and your children to experience a different culture makes this
goal very relevant to you.
Timed: Goals must have deadlines attached to them if they are going to motivate
you, though you need to be reasonable and set deadlines that you can realistically
commit to. For example, by stating that you would like to travel next summer puts a
time frame on the goal you have set.

(Continued on the next page)

64 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

GOAL-SETTING: Step 1 — Define Your Goals (Continued)

Define your own goals. They should be positively stated and realistic, identify specific
behaviors, and within your ability to achieve. Use the space below to set four or more goals
in each of the following areas of your life that will help you live better.

My Personal Goals

___________________________________________________________________________________________

My Family / Significant Other Goals

___________________________________________________________________________________________

My Career / Job Goals

___________________________________________________________________________________________

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Section III: Activity Handouts

GOAL-SETTING: Step 2 — Prioritize Your Goals

The next step is to prioritize your goals into long-term and short-term by importance. Short-
term goals are objectives that you would like to achieve in a year or less. These goals may be
changed or revised as new options present themselves. Long-term goals are objectives that
you want to achieve over a longer period of time, and can be set five to ten years into the
future. Try to clarify what is urgent, what is somewhat important, and what can wait.
Use the space below to prioritize your goals into long-range and short-range goals. Be sure to
place the short-term goals first. These may be related to your personal life, your family life, or
your career.

Short-Term Goals

___________________________________________________________________________________________

Long-Term Goals

___________________________________________________________________________________________

66 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

GOAL-SETTING: Step 3 — Don’t Procrastinate

Procrastination is the thief of time. Procrastination means that you put off things that you
need to do or want to do until a later time. You may have trouble starting to work on your
goals, or you may have trouble finishing a goal because you get distracted or begin working
on another goal.
Answer the following questions to help you identify what you procrastinate about:
1. Think about something you have always wanted to do, but have put off. What is it?

___________________________________________________________________________________________

2. What is keeping you from doing it?

___________________________________________________________________________________________

3. What are you avoiding?

___________________________________________________________________________________________

4. Answer the question, “What is the worst thing that could happen if I do it?”

___________________________________________________________________________________________

5. Identify a time when you can start to work on this goal:

Day of the week:_________________________ Time:__________________________________

6. When will you achieve this goal?

___________________________________________________________________________________________
(Continued on the next page)

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 67
Section III: Activity Handouts

GOAL-SETTING: Step 3 — Don’t Procrastinate (Continued)

Use the worksheet below to identify other ways that you are procrastinating in reaching
your goals:

Reasons I Procrastinate Luxuries

I'm a perfectionist

I might make a mistake

I'm worried about a confrontation

I have feelings of being overwhelmed

(Write your own reason here)

68 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

GOAL-SETTING: Step 4 — Schedule Your Time

Scheduling is the process of allocating time for prioritized goals. It is planning time to
accomplish individual goals. Strive to provide a set time schedule to achieve goals rather than
having it imposed by people or conditions outside of you. For example, if your supervisor
gives you an assignment on Monday to read and research something (and she needs it by
Friday), set an internal deadline of Thursday to finish the assignment.
Scheduling Techniques:
1. Time Blocking — Time Blocking is setting aside (or blocking out) several hours each day
to spend toward accomplishing one of your goals. When would you like to block out time for
during your day?

___________________________________________________________________________________________

___________________________________________________________________________________________
2. Break large tasks into smaller (easier to accomplish) goals. What large goal do you have
that you would like to break down into smaller goals?

___________________________________________________________________________________________

… And how might this plan look?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 69
Section III: Activity Handouts

Other Time Management Techniques

To-Do Lists
To-do lists are lists of tasks that need to be completed. This tool can help you to remember
tasks and not trust them to your memory alone. In this activity, you develop a list of tasks to
be accomplished and when they need to be accomplished. As you complete items on the task
list, you can simply check them off the list. Below, create a list of tasks you need to complete
for a project at home or at work:

Task to Do When I Need to Complete the Task Done

Paint the Bedroom A week from Tuesday 3

70 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

Protect Your Time

What are some things that you can start doing to protect your time better? Protecting your
time is critical in being a good time manager. Some ways of protecting your time might
include closing a door, putting a sign up and not answering your telephone.
What types of things will you do to protect your time? Complete your answers below:

Part of my Life What I will do

(ex. Limit my computer time)

Personal time

(ex. Time spent with special people only)

Time with Family / Friends /

and Significant Others

(ex. Fewer coffee breaks)

Time at Work

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SectionI III: Activity Handouts

Be More Assertive
Be assertive when you need to be. Time is a valuable commodity. Remember that it is your
time and does not belong to other people. You may need to be more assertive in protecting
the time you need and not allow people to “steal” time away from you. List the people who
“steal” time from you and how they do this:

People who ‘steal’ time from me How They Do It

Friend, Janet She tries to ‘give me the guilts’ when I don't

call every day.

72 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

Manage Perfectionistic Behaviors

Perfectionism is the notion that you must complete each task perfectly.

What makes you think you are a perfectionist?

___________________________________________________________________________________________

If so, in what areas of your life are you a perfectionist?

___________________________________________________________________________________________

How does that perfectionism take away your time?

___________________________________________________________________________________________

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SectionI III: Activity Handouts

Delegate
When you think about it, there will always be more to do than time to do it in. What types of
activities do you do (ones that steal a lot of your time), that you could delegate to others? List
the tasks/activities below, and the person or people to whom you could delegate these tasks/
activities:

Activities delegate to

Personal Life

Family Life

Career Life

74 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Activity Handouts

Maintain Balance in Life

When tasks become stressful, it is usually because you are experiencing an imbalance among
the various roles in your life. Think about the amount of time you spend on your personal
self, your family self, your career self and your relationships. It is important for you to
develop an awareness of what is most important in your life. Identify below how much time
you are spending on various aspects of life. Choose from the activities listed below or feel
free to write your own. In this chart, identify how you are spending your time on a daily
basis. List the activities on the chart and the amount of time you spend on a typical day on
that activity.
(Examples: Exercise, Work, Intimacy, Play / Leisure, Friendship, Hobbies, Community activities,
Solitude and contemplation, Simple pleasures, Household chores, Eating, Caring for children,
Caring for elderly parents, Commuting to work, Playing sports, Playing / Caring for animals,
Educational activities, Reading, Sleeping, Family activities, Others)

24 – HOUR TIME FRAME ACTIVITIES

7:00 am – 8:00 am 7:00 pm – 8:00 pm

8:00 am – 9:00 am 8:00 pm – 9:00 pm

9:00 am – 10:00 am 9:00 pm – 10:00 pm

10:00 am – 11:00 am 10:00 pm – 11:00 pm

11:00 am – Noon 11:00 pm – Midnight

Noon – 1:00 pm Midnight – 1:00 am

1:00 pm – 2:00 pm 1:00 am – 2:00 am

2:00 pm – 3:00 pm 2:00 am – 3:00 am

3:00 pm – 4:00 pm 3:00 am – 4:00 am

4:00 pm – 5:00 pm 4:00 am – 5:00 am

5:00 pm – 6:00 pm 5:00 am – 6:00 am

6:00 pm – 7:00 pm 6:00 am – 7:00 am

(Continued on the next page)

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SectionI III: Activity Handouts

Maintain Balance in Life (Continued)

Think again about the amount of time you would like to spend on your personal self, your
family self, your career self and your relationships. Identify below how much time you would
like to spend on various life aspects. Choose from the activities below or feel free to write
your own. In this second chart, identify how you would prefer to spend your time on a daily
basis. List the activities on the chart and the amount of time you would like to spend on a
typical day on that activity. When you are finished, it should total 24 hours.

(Examples: Exercise, Work, Intimacy, Play / Leisure, Friendship, Hobbies, Community activities,
Solitude and contemplation, Simple pleasures, Household chores, Eating, Caring for children,
Caring for elderly parents, Commuting to work, Playing sports, Playing / Caring for animals,
Educational activities, Reading, Sleeping, Family activities, Others)

24 – HOUR TIME FRAME ACTIVITIES

7:00 am – 8:00 am 7:00 pm – 8:00 pm

8:00 am – 9:00 am 8:00 pm – 9:00 pm

9:00 am – 10:00 am 9:00 pm – 10:00 pm

10:00 am – 11:00 am 10:00 pm – 11:00 pm

11:00 am – Noon 11:00 pm – Midnight

Noon – 1:00 pm Midnight – 1:00 am

1:00 pm – 2:00 pm 1:00 am – 2:00 am

2:00 pm – 3:00 pm 2:00 am – 3:00 am

3:00 pm – 4:00 pm 3:00 am – 4:00 am

4:00 pm – 5:00 pm 4:00 am – 5:00 am

5:00 pm – 6:00 pm 5:00 am – 6:00 am

6:00 pm – 7:00 pm 6:00 am – 7:00 am

76 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: Journaling Activities

Time Management Background

What was the time management like in your home when you were growing up?

___________________________________________________________________________________________

How has that background affected your sense of time?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 77
Section III: Journaling Activities

My Time Management
In what areas of your life do you already manage time well?

___________________________________________________________________________________________

In what areas of your life do you want to improve time management?

___________________________________________________________________________________________

78 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section III: educational Handouts

Benefits of Effective Time Management

By utilizing time management techniques,

you will be able to:

• Improve your productivity

• Make time for things you value

• Find greater balance

• Find greater life satisfaction

• Set and achieve long and short-term

goals

• Accomplish tasks and reach goals with

less stress and anxiety

• Focus your energy on important tasks

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 79
Section III: Educational Handouts

Symptoms of Poor
Time Management

• Forgetfulness

• Concentration

• Fatigued

• Overwhelmed

• Sleeplessness

• Irritability

• Headaches

• Worry

• Depression

80 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV:

Self-Awareness
Scale

Name____________________________________________

Date___________________________

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82 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: self-awareness scale

Self-Awareness Scale Directions

Recognition of one’s emotions and their effects (emotional awareness), knowledge of one’s
strengths and limits (self-knowledge), and sureness about one’s self-worth and capabilities
(self-confidence) are the touchstones of a person’s self-awareness. The Self-Awareness Scale
can help you identify your own self-awareness by exploring these three areas.
This assessment contains thirty statements. Read each of the statements and decide if
the statement is true or false. If it is true, circle the word True next to the statement. If the
statement is false, circle the word False next to the statement. Ignore the numbers after the
True and False choices. They are for scoring purposes and will be used later. Complete all
thirty items before going back to score this scale.

In the following example, the circled False indicates that the item is false for the participant
completing the scale:

EMOTIONAL AWARENESS

1. I am able to recognize and acknowledge my feelings True (1) False (0) Score ______

This is not a test and there are no right or wrong answers. Do not spend too much time
thinking about your answers. Your initial response will be the most true for you. Be sure to
respond to every statement.

(Turn to the next page and begin)

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Section IV: Self-Awareness scale

Self-Awareness Scale
EMOTIONAL AWARENESS
1. I am able to recognize and acknowledge my feelings True (1) False (0) Score ______
2. I do not suppress my feelings True (1) False (0) Score ______
3. I understand how my emotions affect other people True (1) False (0) Score ______
4. I can get too emotional True (0) False (1) Score ______
5. My emotions often negatively affect my performance True (0) False (1) Score ______
6. I know which emotions I am feeling True (1) False (0) Score ______
7. I understand the link between my emotions
and my thinking True (1) False (0) Score ______
8. My emotions often help me to better
understand situations True (1) False (0) Score ______
9. I cannot change my emotions True (0) False (1) Score ______
10. It is important for me to understand my emotions True (1) False (0) Score ______

TOTAL ____________

SELF-KNOWLEDGE
11. I know my limitations True (1) False (0) Score ______
12. I have a good sense of humor True (1) False (0) Score ______
13. I do not like to reflect on what happens in my life True (0) False (1) Score ______
14. I like to be a continuous learner True (1) False (0) Score ______
15. I am open to feedback from others True (1) False (0) Score ______
16. I can describe my strengths True (1) False (0) Score ______
17. I can describe my weaknesses True (1) False (0) Score ______
18. Self-development is not important to me True (0) False (1) Score ______
19. I like to receive different perspectives from
other people True (1) False (0) Score ______
20. I learn from my experience and do not make
the same mistakes True (1) False (0) Score ______

TOTAL ____________

(Continued on the next page)

84 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Self-Awareness scale

(Self-Awareness Scale, continued)

SELF-CONFIDENCE
21. I believe that I am talented True (1) False (0) Score ______
22. Others say I have a great personality True (1) False (0) Score ______
23. I like myself True (1) False (0) Score ______
24. My abilities compare favorably with the
abilities of others True (1) False (0) Score ______
25. I am easily intimidated True (0) False (1) Score ______
26. I will go out on a limb for what is right True (1) False (0) Score ______
27. I have trouble making decisions under pressure True (0) False (1) Score ______
28. I am very self-confident True (1) False (0) Score ______
29. I will voice views that may be unpopular True (1) False (0) Score ______
30. I will speak out about injustices in the world True (1) False (0) Score ______

TOTAL ____________

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Section IV: self-awareness scale

Self-Awareness Scale
Scoring Directions
The Self-Awareness Scale is designed to help you to explore your self-awareness.
To score the Self-Awareness Scale total your score for each section and then transfer them to
each of the individual scales below.

Emotional Awareness Scale: Total Score from #1 through #10 = __________

Self-Knowledge Scale: Total Score from #11 through #20 = __________

Self-Confidence Scale: Total Score from #21 through #30 = __________

Profile Interpretation
Individual Indications
Result
Scale Scores

On this scale, you do not score as being

Scores from very self-aware. It is important for you to
low
0 to 3 do everything you can to better understand
your strengths and weaknesses.

You score somewhat self-aware on this

Scores from
Moderate scale. You can benefit from becoming even
4 to 7
more self-aware.

You score self-aware on this scale. Continue

Scores from
high to do everything you can to retain your self-
8 to 10
awareness.

The higher your score on the Self-Awareness Scale, the more self-aware and emotionally
tuned in you are. No matter if you scored in the Low, Moderate or High range, the exercises
and activities that follow are designed to help you learn to increase your self-awareness even
more.

86 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: self-awareness scale

Profile Descriptions

EMOTIONAL AWARENESS
People scoring high on this scale are able to quickly and easily recognize the emotions they
are feeling and understand the effects that these emotions have on their thinking and actions.
They rely on their ability to focus and know the subtle internal signals that tell them what
they are feeling. They are able to manage their negative feelings, keep themselves motivated,
and accurately tune in to the feelings of those around them. They are able to develop and use
good social skills and build long-term, trusting relationships with other people.

SELF-KNOWLEDGE
People scoring high on this scale are able to quickly and easily know and understand both
their strengths and weaknesses, work to enhance their weaknesses, work continuously
toward greater self-development, and learn from their experiences. They are interested
in learning as much as possible about both positive and negative aspects of themselves.
They are receptive to open, honest and direct messages from other people, and use these
messages to improve themselves. They are aware of their limitations and know where they
need to improve.

SELF-CONFIDENCE
People scoring high on this scale are aware of their own capabilities, values, and goals and
have the presence and confidence to voice opinions that are different from those of other
people. They exude charisma and inspire confidence in people around them. They are able
to make tough decisions and follow a course of action they believe in. They believe in their
abilities and will work hard to persist through difficulties. They believe in their skills and are
able to effectively use the skills they have.

(Continued on the next page)

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Section IV: Activity Handouts

Emotional Awareness
Becoming aware of your emotions is not something that comes very easily. Part of the reason
for this difficulty is that to tune into feelings, you must experience them. When it comes to
many negative emotions — sadness, anger, hate and guilt to name a few — they can be very
painful to experience. Therefore, most people will tune them out or deny them. By doing so,
you spare yourself the agony of feeling bad at the moment, but you prevent yourself from
using the valuable information that these feelings can provide you. To get more in touch with
your emotions, try some of the following exercises:
Become more aware of the physical behaviors associated with your emotions.
Begin to pay attention to the outward signs of your emotions. Think about a time when you
experienced a negative emotion (such as feeling embarrassed when you stood up to speak
in front of a crowd). What physical manifestations did you experience (a red face, stomach in
knots, feeling faint, etc.)?

What is a time recently when you felt a negative emotion?

___________________________________________________________________________________________

What physical manifestations were associated with the emotion?

___________________________________________________________________________________________

88 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Activity Handouts

My Feelings
For the next week, at a particular time each day, write the feelings you experienced during
the preceding hours and the cause of those feelings.

Days Feelings experienced and causes

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

(Continued on the next page)

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Section IV: Activity Handouts

My Feelings (Continued)
At the end of the week, review what you have written. Do you find that you experienced
certain emotions more than others (anger, optimism, etc.)? What are these emotions?

___________________________________________________________________________________________

What caused these emotions? Describe the causes.

___________________________________________________________________________________________

What changes could you make to alleviate the negative emotions and experience more
positive emotions?

___________________________________________________________________________________________

90 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Activity Handouts

Self-Assessment
Self-assessment is learning as much as you possibly can about yourself and finding out what
makes you unique. The following questions are designed to help you with this process:
What are your strengths?

___________________________________________________________________________________________

What would others say your strengths are?

___________________________________________________________________________________________

What are your weaknesses?

___________________________________________________________________________________________

What would others say your weaknesses are?

___________________________________________________________________________________________

How do your friends describe you?

___________________________________________________________________________________________

___________________________________________________________________________________________
(Continued on the next page)

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Section III: Activity Handouts

Self-Assessment (Continued)
In what ways do you agree with your friends descriptions of you? Explain your reactions.

___________________________________________________________________________________________

List two situations when you are most at ease. What do you enjoy about them?

___________________________________________________________________________________________

What specific elements are present when you feel this way?

___________________________________________________________________________________________

What types of activities did you enjoy doing when you were a child?

___________________________________________________________________________________________

What about now?

___________________________________________________________________________________________

What motivates you? Why?

___________________________________________________________________________________________

___________________________________________________________________________________________
(Continued on the next page)

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Section III: Activity Handouts

Self-Assessment (Continued)
What are your dreams for the future?

___________________________________________________________________________________________

What steps are you taking to achieve your dreams?

___________________________________________________________________________________________

What do you fear most in your life? Why?

___________________________________________________________________________________________

What stresses you?

___________________________________________________________________________________________

What is your typical response to stress?

___________________________________________________________________________________________

What qualities do you like to see in people? Why?

___________________________________________________________________________________________

___________________________________________________________________________________________
Do you have many friends with the qualities you just described.

___________________________________________________________________________________________

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Section IV: Activity Handouts

I Am Unique
In the table that follows, identify what makes you unique:

I am unique in the
following roles ways I am unique

Family

Work

Relationships

Education

Hobbies

Other

94 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Activity Handouts

Self-Confidence
Self-confidence is the ability to see yourself realistically, capable, able and willing to take on
any challenges and master new jobs or skills.

What challenges lie before you that you would like to take on?

___________________________________________________________________________________________

What new skills are you confident that you could learn?

___________________________________________________________________________________________

What abilities do you possess that you are most confident about?

___________________________________________________________________________________________

When you disagree with someone's viewpoint, what do you do?

___________________________________________________________________________________________

What types of things would you stand up to other people for?

___________________________________________________________________________________________

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SectionI III: Activity Handouts

Things I Can Do Well

To be more self-confident, you need to identify your strengths. In the table that follows, list
those things you do well when you are working with your hands, working with ideas and
creativity, working with numbers, and working with people.

When I work with . . . I Can . . .

My hands ex: Repair cars, grow flowers

Ideas and creativity

Numbers and data

People

96 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Activity Handouts

Things I Cannot Do Well

To be more self-confident, you also need to know your weaknesses and limitations. In the
table that follows, list those things you would like to do better when you are working with
your hands, working with ideas and creativity, working with numbers, and working with
people.

Things I work with . . . Skills I would like to improve

My hands ex: Home repairs, anything mechanical

Ideas and creativity

Numbers and data

People

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Section IV: Journaling Activities

Self-Awareness

How can being self-aware help reduce your stress?

___________________________________________________________________________________________

What have you learned about yourself that surprised you the most?

___________________________________________________________________________________________

98 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: Journaling Activities

My Dreams

How will being more self-aware help you reach your life dreams?

___________________________________________________________________________________________

How will being more self-aware help you reach your career dreams?

___________________________________________________________________________________________

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 99
Section IV: Educational Handouts

Quotations ~ Self-Awareness

“We judge ourselves by what we feel capable of doing,

while others judge us by what we have already done.”
Henry Wadsworth Longfellow

“Change occurs when one becomes what she is, not

when she tries to become what she is not.”
Ruth P. Freedman

“You can live a lifetime and, at the end of it, know more about
other people than you know about yourself.”
Beryl Markham

“Hide not your talents, they for use were made.

What’s a sundial in the shade?”
Benjamin Franklin

“What is necessary to change a person is to change his/her

awareness of himself / herself.”
Abraham Maslow

“For a long time, the only time I felt beautiful — in the sense of
being complete as a woman, as a human being, and even female —
was when I was singing.”
Leontyne Price

100 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section IV: educational Handouts

Quotations ~ Self-Awareness

“I looked always outside of myself to see what

could make the world give me instead of looking within myself
to see what was there.”
Belle Livingston

“There is a need to find and sing our own song, to stretch our limbs
and shake them in a dance so wild, that nothing can roost there,
that stirs the yearning for solitary voyage.”
Barbara Lazear Ascher

“To love others, we must first learn to love ourselves.”

Anonymous

“I want to do it because I want to do it.”

Amelia Earhart

“I’ve learned to take time for myself and to treat myself

with a great deal of love and respect … cause I like me.
I think I’m kind of cool.”
Whoopi Goldberg

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Section III: Educational Handouts

Symptoms of Poor
Time Management

• Forgetfulness

• Concentration

• Fatigued

• Overwhelmed

• Sleeplessness

• Irritability

• Headaches

• Worry

• Depression

Personal Change
Scale

Name____________________________________________

Date___________________________

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104 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: personal change scale

Personal Change Scale Directions

Change is constant in the lives of most people today. Change is a part of life that can be
very unexpected, sudden, and stressful, if you are not prepared for it. You can learn a set of
skills and strategies to effectively deal with and overcome the change that happens in your
personal, family, work and financial lives. This scale was designed to help you examine the
types of changes occurring in your life that are causing you the most stress, and find ways to
take the necessary action to regain control over these change.
The Personal Change Scale contains 32 statements that are related to changes that affect
people. Read each of the statements and decide whether or not the statement describes you.
If the statement is TRUE, circle the number next to that item under the “True” column. If the
statement is FALSE, circle the number next to that item under the “FALSE” column.

In the following example, the circled number under “FALSE” indicates the statement is not
true of the person completing the inventory.

I have experienced the following changes in the past year . . .

TRUE FALSE
(A) I changed the type of work I do 2 1

(Turn to the next page and begin)

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Section V: personal change scale

Self-Awareness Scale
I have experienced the following changes in the past year . . .
TRUE FALSE

(A) I changed the type of work I do 2 1

(A) My work hours changed 2 1

(A) My work responsibilities increased 2 1

(A) I retired from my job 2 1

(A) I had to learn new technologies at work 2 1

(A) I had trouble with my supervisor 2 1

(A) I had to miss a lot of work 2 1

(A) I experienced a layoff or termination 2 1

(B) I moved my residence 2 1

(B) I married 2 1

(B) I divorced or separated 2 1

(B) A family member experienced a health problem 2 1

(B) My family dynamics changed (birth, adoption, etc.) 2 1

(B) I experienced problems with my in-laws 2 1

(B) I experienced death of a family member or friend 2 1

(B) I have problems with my children’s behavior(s) 2 1

(Continued on the next page)

106 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: personal change scale

(Personal Change Scale, continued)

I have experienced the following changes in the past year…

TRUE FALSE

(C) I changed my place of worship or religious beliefs 2 1

(C) I lost my place to live 2 1

(C) I was not able to take a vacation this year 2 1

(C) I started or finished school 2 1

(C) I experienced a major health problem 2 1

(C) I experienced sexual difficulties 2 1

(C) I made a major change that affected my future 2 1

(C) I developed or lost a close personal relationship 2 1

(D) I was in a car accident 2 1

(D) I experienced legal problems 2 1

(D) I added expensive hobbies or social activities 2 1

(D) I have made a major purchase 2 1

(D) I took on a new mortgage 2 1

(D) I experienced business losses 2 1

(D) I experienced financial losses 2 1

(D) I experienced property loss, damage or theft 2 1

(Go to the Scoring Directions on the next page)

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Section V: Personal Change scale

Personal Change Scale

Scoring Directions
This scale is designed to identify those areas in your life in which you have experienced
change. To get your scores, total the numbers that you circled for the statements marked
(A) in the previous section. You will get a number from 8 to 16. Put that number in the space
marked “(A) — Work Life Total” below. Then do the same for the other three scales:
(B) — Family Life, (C) — Personal Life, and (D) — Financial Life.

(A) — WORK LIFE TOTAL = __________

(B) — FAMILY LIFE TOTAL = __________
(C) — PERSONAL LIFE TOTAL = __________
(D) — FINANCIAL LIFE TOTAL = __________

Profile Interpretation
Individual Indications
Result
Scale Scores

You are experiencing a great many changes in

Scores from that aspect of your life. Developing effective
high
14 to 16 personal change management skills would be
very important for you.

You are experiencing some changes in that

aspect of your life. You might need to develop
Scores from some additional personal change management
Moderate
11 to 13
skills to deal effectively with current changes as
well as future changes.

Scores from 8 to 10 on any single scale

indicates that you are not currently
Scores from experiencing a lot of change in your life at this
low
8 to 10 time. Continue to develop effective personal
change management skills in anticipation of
changes that might occur in your life.

108 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Personal Change scale

Scale Descriptions
Read the descriptions below and complete the exercises that are included in this scale. No
matter how you scored, low, moderate or high, you will benefit from these exercises.
(A) — WORK LIFE — People scoring high on this scale are experiencing stressful
changes in their work lives, jobs and careers.
(B) — FAMILY LIFE — People scoring high on this scale are experiencing stressful
changes in their family lives.
(C) — PERSONAL LIFE — People scoring high on this scale are experiencing stressful
changes in their personal lives.
(D) — FINANCIAL LIFE — People scoring high on this scale are experiencing stressful
financial changes.

How Do You Respond to Change?

Change can affect all aspects of your life. Think about the changes you are currently going
through. How are these changes affecting you?

How are they affecting your body (headaches, exhaustion, stomach problems, pain, etc.)

___________________________________________________________________________________________

How are they affecting your mind (confusion, negative thoughts, forgetfulness, sleep, etc.)

___________________________________________________________________________________________

How are they affecting your feelings and emotions (depression, anger, fear, frustration, etc.)

___________________________________________________________________________________________

How are they affecting your spirituality (lack of commitment, purpose, meaning in life, etc.)

___________________________________________________________________________________________

___________________________________________________________________________________________
By learning the signals, you will soon be able to begin taking steps to enhance your
transition. When things are changing in your life, you need to learn effective ways to manage
yourself. Regardless of what is happening around you in your environment, you will always
have control over how you respond to stress, what types of things you do, how you feel, and
what you think.

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Section V: Activity Handouts

How Can You Cope?

A feeling of control over one’s environment is a fundamental need of all human beings.
During time of change and transition, unfortunately, it is natural for you to feel out of control.
That’s when you begin to experience difficulties. You may feel helpless in your situation and
unable to change things, or you might even feel like you are a victim and this is happening
to only you. Either way, you believe that you are out of control of your own life. You need to
start thinking about ways that you can regain control over your situation and your life. To
increase your personal power over change in your life, you can do several things:
Take care of yourself
Create a positive inner self
Create a strategy to take action

We will look at all of these strategies individually.

Take Care of Yourself

STAY IN THE PRESENT

Much of the stress that you are experiencing comes from worrying about the changes in your
life and how you will work to regain control over these changes. To reduce concerns and
ultimately stop worrying, you need to start living in the present moment. When you do this,
all of your attention becomes focused on what you are currently doing.

BREATHE
Because breath is vital to life itself, proper breathing is very important and can even be an
excellent form of stress reduction related to change in your life. Diaphragmatic breathing,
in which you take in long, very deep breaths, is an especially powerful tool for relaxation. In
diaphragmatic breathing, you push out your stomach and draw in a long deep breath. Then
you exhale as slowly and as long as possible. Repeat this until relaxation occurs.

(Continued on the next page)

110 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Activity Handouts

(Take Care of Yourself, continued)

EXERCISE
Exercise is another excellent method for combating and managing stress. In our society, the
time needed to exercise is often very hard to find, but it is very important that you put aside
time each week in order to exercise your body and relieve tension.

FOCUS ON A HEALTHY DIET

Many people admit that during high stress periods they tend to eat more or eat less than
usual. They also eat less healthy foods. A healthy diet contributes physically and mentally in
a positive way.

RELAX
Progressive relaxation helps you to bring relaxation to all parts of your body through
concentrated awareness. It allows you to actually produce relaxation by focusing self-
suggestions of warmth and relaxation in specific muscle groups throughout the body.

LISTEN TO MUSIC
Listening to music is probably one of the easiest forms of relaxation. To benefit from the
relaxation of music, select music that is soothing and that you find peaceful. To benefit
the most from your music relaxation sessions, allow approximately one-half hour of
uninterrupted time by yourself daily.

DEVELOP A SUPPORT NETWORK

It is vital to have a supportive network of people who can assist you. Think of your support
network as a team of people who can help you through this time of change. By discussing
your problems, goals and dreams with people you can trust, you reach out to those people
who can help you (and whom you can help if they need it).

For more tools and techniques regarding stress and stress management,
please refer to the book:
The Anger & Aggression Workbook, by Liptak and Leutenberg
Published by Whole Person Associates

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 111
Section V: Activity Handouts

Create a Positive Inner Self

You now need to learn to draw on your inner resources to increase your personal power over
the change occurring in your life. The first thing you must do is to see yourself as capable,
resourceful, and a master of change. Complete the following chart to mobilize your strengths.
List strengths from your personal and professional life:
My Strengths

___________________________________________________________________________________________

My Skills/Talents

___________________________________________________________________________________________

Resources I have Available

___________________________________________________________________________________________

Positive Attitudes I possess

___________________________________________________________________________________________

What I have to offer

___________________________________________________________________________________________

112 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Activity Handouts

Overcome Self-Defeating Prophecies

Positive inner beliefs and attitudes are important for your success in managing change. When
you continue to think pessimistic thoughts, they become self-fulfilling prophesies and you fail
to achieve success. Pessimistic thoughts can cause you to feel helpless and hopeless about a
change that is occurring in your life. Examples of these types of thoughts:
“I can’t do this.”
“I can’t change anything in my life.”
“The future will only get worse.”
If you are thinking those types of thought, you need to steer your attitude in a more positive
direction. You need to begin using positive affirmations to help guide your thoughts and actions.
Positive affirmations are phrases you can use to reprogram your mind to include more positive
thoughts. They are brief statements that put you in the proper frame of mind to accept intuitive
inputs. Affirmations are a way of sending your brain a message that the desired result has
already been achieved. What you state, in the present tense, can easily be achieved. Examples of
affirmation that might be used in helping to guide you through change might include:
“Change is inevitable. I can overcome my resistance to change.”
“Change can be an opportunity for me.”
“Life is changing fast, but I am embracing this change
and moving beyond my resistance to it.”
“I have control over my life despite recent changes.”
“I am maintaining a positive attitude towards change in my life.”

Create Your Own Affirmations

Using the examples of affirmations above, formulate some of your own affirmations below:

___________________________________________________________________________________________

___________________________________________________________________________________________
To strengthen your coping skills in stressful situations, you need to practice your affirmations
on a daily basis. Select one of the affirmations that you feel comfortable with and repeat the
affirmation for about five minutes each day for one week.

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Section V: Activity Handouts

Regain Control
You need to become more aware of what you have control over and what is not within your
control as you work through the change that you are experiencing. The following exercise
will help you with this process:
Think about the type of change you are currently experiencing. Describe it.

___________________________________________________________________________________________

Describe how the change makes you feel (i.e., scared, angry, happy, etc.)?

___________________________________________________________________________________________

Think about and list the things that you can control in this situation.

___________________________________________________________________________________________

What types of information do you need to gain about this situation in order to have
greater control?

___________________________________________________________________________________________

List the things that you cannot control in this situation.

___________________________________________________________________________________________

Identify those things you can control, that you would like to focus on immediately.

___________________________________________________________________________________________

114 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Activity Handouts

Create a Strategy to Take Action

TAKE ACTION
People who deal well with change are able to take an active, purposeful approach to change.
They look for things that they can change and take action to do so.
From the list of things you identified that you can control (in the last exercise you completed),
list those things you can control and how you will take action:

Things I can Control How I will Take Action

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Section V: Activity Handouts

Aspects to Consider
When you experience personal change, you must take stock of the resources you possess and
those that you lack. Answer the following questions to identify how well you are handling the
changes in your life.

When is it time to make a change, and why or why not?

___________________________________________________________________________________________

What change would you like to make?

___________________________________________________________________________________________

If this is not the best time, when would be the best time?

___________________________________________________________________________________________

How will you know when it is time to change?

___________________________________________________________________________________________

(Continued on the next page)

116 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Activity Handouts

Aspects to Consider (Continued)

Can you afford to change? What do you need to consider for this to happen?
___________________________________________________________________________________________

___________________________________________________________________________________________

Do you feel stagnant? In what parts of your life do you feel like this?
___________________________________________________________________________________________

___________________________________________________________________________________________

How can you overcome this feeling of stagnation?

___________________________________________________________________________________________

What would change look like to you?

___________________________________________________________________________________________

How would you be different (both positively and negatively)?

___________________________________________________________________________________________

___________________________________________________________________________________________
(Continued on the next page)

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SectionI V: Activity Handouts

Aspects to Consider (Continued)

Are you taking care of yourself during these times of change? In what ways do you do this?
___________________________________________________________________________________________

___________________________________________________________________________________________

What do you wish could be different for you during this change?
___________________________________________________________________________________________

___________________________________________________________________________________________

Describe who you are now?

___________________________________________________________________________________________

Who would you be after going through a successful change?

___________________________________________________________________________________________

How can this change be viewed as an opportunity?

___________________________________________________________________________________________

118 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Activity Handouts

Change and Others in My Life

How has this change (or will this change) affect other people around you?

Person Affected How they Are Affected

My partner

My children

My friends

Other

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Section V: Journaling Activities

Change in My Life

List what excites you most about change.

___________________________________________________________________________________________

List what scares you most about change.

___________________________________________________________________________________________

120 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: Journaling Activities

Change Management

What techniques for change management do you like best?

___________________________________________________________________________________________

What techniques for change management do you not like? Why

___________________________________________________________________________________________

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Section V: Educational Handouts

Change Results

Scott & Jaffe* say that there are four results people get
based on action they take and control they have:

Mastery – taking action on things you can

control helps you feel good and powerful

Ceaseless Striving – Taking action in

areas you cannot control leaves you feeling
frustrated and angry

Giving Up – Not taking action on things you

could control leaves you feeling helpless and
hopeless

Letting Go – Not taking action in areas where

you have no control leads to relief.

*Scott, C.D., & Jaffe, D.T. (2004). Managing Personal Change. Boston, MA: Thomson.

122 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Section V: educational Handouts

Self-Fulfilling Prophesy Beliefs

Pessimistic beliefs, like the ones below, can leave you

feeling helpless and hopeless:

“I can’t do this.”

“I can’t change anything.”

“People don’t care. Why should I?”

“The future is not within my control.”

“People who get ahead are lucky.”

“I don’t have enough money.”

“I’m not good enough.”

“My brother gets all of the breaks.”

How can you change these beliefs so that they are

more positive?

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Section V: Educational Handouts

Quotations ~ Change
“You must be the change you wish to see in the world.”
Mahatma Gandhi

“Life is change. Growth is optional. Choose wisely.”

Karen Kaiser Clark

“We must learn to view change as a natural phenomenon — to anticipate

it and plan for it. The future is ours to channel in the direction we want to
go . . . we must continually ask ourselves, “What will happen if . . .”
Or better still, “How can we make it happen?”
Lisa Taylor

“Things do not change; we change.”

Henry David Thoreau

“The one unchangeable certainty is that nothing

is certain or unchangeable.”
John F. Kennedy

“Change is the watchword of progression. When we tire of well-worn

ways, we seek for new. This restless craving in the souls of men spur
them to climb, and to seek the mountain view.”
Ella Wheeler Wilcox

“Readjusting is a painful process, but most of us need it

at one time or another.”
Arthur Christopher Benson

“The biggest temptation is to settle for too little.”

Thomas Merton

“It’s never too late — in fiction or in life — to revise.”

Nancy Thayer

124 © 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789
Whole Person Associates is the leading publisher of
training resources for professionals who empower
people to create and maintain healthy lifestyles. Our
creative resources will help you work effectively with
your clients in the areas of stress management, wellness
promotion, mental health and life skills.
Please visit us at our web site: www.wholeperson.com.
You can check out our entire line of products, place an
order, request our print catalog, and sign up for our
monthly special notifications.

Whole Person Associates

800-247-6789

© 2009 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 • 800-247-6789 125
ABOUT THE AUTHORS
Ester A. Leutenberg, co-founder and former vice-president of
Wellness Reproductions & Publishing, has a strong commitment to
the mental health profession. She continues to have a passion for
developing therapeutic products that help facilitators help their
clients. Ester is the co-author of the four-book SEALS series for teen-
agers, eight-book Life Management Skills series for adults, the book
Meaningful Life Skills for older adults, GriefWork ~ Healing from Loss
as well as a variety of other therapeutic card games, board games
and posters.
Dr. John J. Liptak is a nationally-recognized author. His extensive
experience over the past twenty years working with college and
university students, job search clients, mental health patients,
and offenders has led to the publication of numerous assssment
instruments, books, and journal articles. John frequently conducts
national and international workshops on assessments and
assessment-related topics. With Kathy Khalsa and Ester Leutenberg,
he has written three other comprehensive books on assessment
for teachers and counselors to use with their students and clients:
The Self-Esteem Program, The Social Skills Program and The
Stress Management Program: Inventories, Activities & Educational
Handouts.
Together, Ester and John have co-written the series Mental Health
& Life Skills Workbooks with Whole Person Associates: Anger
and Aggression, Communication Skills, Substance Abuse & Recovery,
Team Building, Domestic Violence Survival and Wellness Lifestyle
Workbooks.

ABOUT THE ILLUSTRATOR

Amy L. Brodsky, LISW, has worked assisting children and adults
in psychiatric crisis. She is well known for her creative illustrations
of the Emotions product line, over 25 therapeutic books, including
the Life Management Skills and SEALS series, the Teen Relationship
Workbook, Crossing the Bridge, GriefWork ~ Healing from Loss, the
Mental Health & Life Skills Workbooks series, as well as many
other creative resources.

101W. 2nd St., Suite 203, Duluth MN 55802

www.wholeperson.com

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SKILLS - Practical Life Skills WKBK

Uploaded by

SKILLS - Practical Life Skills WKBK

Uploaded by

The

The Practical Life Skills Workbook

Copyright ©2009 by Ester A. Leutenberg and John J. Liptak.

Printed in the United States of America

Editorial Director: Carlene Sippola

Library of Congress Control Number: 2009000000

Journaling is an extremely powerful tool for enhancing self-discovery, learning, transcending

Thanks to the following professionals whose input in this book

Carol Butler, MS Ed, RN, C Kathy Liptak, Ed.D.

Who should use this program?

Why use self-assessments?

Because the assessments are presented in a straightforward and easy-to-use

Problem-Solving Style Scale

Section II: Money Management Style Scale

Money Management Style Scale

Time Management Skills Scale

Section IV: Self-Awareness Scale

Section V: Personal Change Scale

Problem-Solving Stlye Scale Directions

A Lot Somewhat A Little Not

(Turn to the next page and begin)

Problem-Solving Style Scale

I focus on what really happened to cause

I am attentive to specifics and details 4 3 2 1

I look for the immediate costs and benefits 4 3 2 1

I look for a practical solution to the problem 4 3 2 1

I look at the problem realistically 4 3 2 1

I rely on experience and standard ways to solve them 4 3 2 1

I like to gather as many facts as possible 4 3 2 1

A Lot Somewhat A Little Not

I try to solve the problem based on intuitive,

I look at the big picture, not small details 4 3 2 1

I do what feels right 4 3 2 1

I always look for new, creative ways to solve them 4 3 2 1

I rely on internal signals about what feels good 4 3 2 1

I focus on the meaning of the problem to all involved 4 3 2 1

I value insights over facts 4 3 2 1

(Continued on the next page)

(Problem-Solving Style Scale, continued)

A Lot Somewhat A Little Not

I analyze the facts and put them in order 4 3 2 1

I want to find the one right answer 4 3 2 1

I analyze the problem objectively 4 3 2 1

I pay attention to all details of the problem 4 3 2 1

I hesitate to add emotions to the problem situation 4 3 2 1

I concentrate on the problem,

A Lot Somewhat A Little Not

I try to please others involved in the problem situation 4 3 2 1

I think about the people involved as much as the task 4 3 2 1

I try to sense how others feel about my solutions 4 3 2 1

I want the best solution for everyone involved 4 3 2 1

I use my emotions as part of the process 4 3 2 1

I try to work out a solution in harmony with others 4 3 2 1

I do not analyze the problem in a logical way 4 3 2 1

(Go to the Scoring Directions on the next page)

Problem-Solving Style Scale

Then, transfer your totals to the spaces below:

1. TOTAL = __________ Practical Thinking

2. TOTAL = __________ Intuitive Reaction Thinking

3. TOTAL = __________ Logical Thinking

4. TOTAL = __________ Social Sensitive Thinking

(Continued on the next page)

(Continued on the next page)

Becoming a Skilled Problem Solver

Problems I Have Solved

The Problem-Solving Process Outline (1)

Step 2 — Consider the possibilities using Intuitive Reaction Thinking characteristics to

(Continued on the next page)

The Problem-Solving Process Outline (2)

Step 6 — Act on your decision.

Step 7 ­— Evaluate whether the problem has been resolved or not

Complete the following four Problem Solving activity pages.

Problem-Solving Activity (1)

With whom is it occurring?

What is your role in the problem?

What has already been tried to resolve the situation?

Step 7 — Evaluate whether the problem has been resolved or not