ࡱ> M qbjbj== ʨWW_[ l>>>DyyyxzDz\rrrr[[[}$ >[w[[[rr[""r>r}[}(r>1rP qqe[vty}"J1L0zz1 INTERPERSONAL SKILLS MODULE Exercises & Handouts Generic Skills Integration Project (GENSIP) Student Counselling Service & Staff Development University of Dublin Trinity College Compiled by Tamara OConnor January 2003 EXERCISES Professional Skills Checklist Try Not to Listen Listening Assessment Questionnaire Non-Verbal Communication One- and Two- Way Communication Providing Feedback Modelling Exercise Giving Feedback Checklist Team Skills Development Checklist Definitions of a Group Group Experiences Group Process Checklist Working in Groups Group Role-Play Relaxation Techniques Oral Presentation Checklist HANDOUTS Effective Listening Skills Guidelines for Role-Play Feedback Five Ways to Say I Giving & Receiving Feedback Ten Dos and Donts Group Work Plan Giving a Presentation  Rate yourself on the following skills. 1 I am very poor at that skill2 I am poor3 I am sometimes good4 I am usually good5 I am always good 1.Introducing yourself123452.Listening - taking in what people say123453.Listening - showing interest in people123454.Communicating feelings123455.Dealing with anger/hostility123456.Responding to praise123457.Responding to expression of anxiety123458.Responding to negative feedback123459.Coping with apathy and expressions of disinterest1234510.Coping with silences in conversations1234511.Appreciating other people's feelings1234512.Giving information1234513.Advising on emotional issues/difficulties1234514.Seeking clarification1234515.Asking open-ended questions1234516.Waiting for replies1234517.Changing direction of conversation1234518.Expressing support1234519.Self-disclosure as appropriate1234520.Making a conversation more serious1234521.Making a conversation less serious1234522.Summarising what people have said1234523.Holding someone's interest and attention1234524.Finishing conversations in a positive way1234525.Organising skills1234526.Time management1234527.Liasing with others1234528.Resolving conflicts 1234529.Finishing tasks12345 Exercise Try Not to Listen Ask the students to find a partner to work with. Each person will take it in turns to talk for 2 minutes, about any subject they like, whilst the other person makes it clear that they are not listening. Call them A and B, so A talks for 2 minutes and B demonstrates not listening and cannot say anything. They then swap around and it is Bs turn. When participants try to talk for 2 minutes they usually dry up before the 2 minutes. It is difficult to keep going when someone isnt taking any notice of you. This is a light-hearted start to the activity, so if it disintegrates into humorous chaos, it doesnt matter, the points will nonetheless be made. When both A and B have had their turn, ask them first of all how it felt not to be listened to and discuss and write up their immediate reactions on the flipchart or board. The following list represents the answers they are likely to come up with: Frustrated Angry/cross/livid That Im not important What I was saying was boring I couldnt go on I dried up I felt insignificant. Then ask what behaviours they observed in the person who was not listening to them. The following list represents typical answers: Head bent down (looking at floor) No eye contact Looking at the floor/ceiling Folded arms/crossed legs Blank/bored expression Yawning/whistling/scratching Preoccupied No interaction. Point out that the exercise allowed for exaggerations but, taking the first list, this is how we all feel when others dont listen to us. In the second list, the majority of these points apply to poor listeners and most of us are not good listeners. From Student Counselling Service (2002), Peer support training manual. LISTENING ASSESSMENT QUESTIONNAIRE Read through each of the statements and then tick a box. You may strongly agree, agree, disagree or strongly disagree with each statement. You may also indicate that you dont know about a particular item. Work fairly quickly through the statements; do not miss any. You may score it by using a scale with 1 for strongly agree to 5 for strongly disagree. Try discussing the results with a partner or friend. 1. I consider myself an effective listener. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure I enjoy listening to other people. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 3. I find listening fairly difficult when I am tired. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 4. Most people can listen without any particular training. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 5. I can only listen to people I like. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 6. It is important to listen to what people really mean when they speak. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 7. Reading peoples non-verbal communication is as important as listening to them. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 8. I restate the speakers remarks from time to time. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure I try to ask relevant questions to encourage the speaker when I am listening. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 10. I use positive non-verbal body language when listening. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure I avoid interrupting the speaker when I am listening. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure 12. I need more practice in listening. Strongly AgreeAgreeDon't KnowDisagreeStrongly DisagreeNot Sure Exercise Non-Verbal Communication This exercise is designed to increase awareness of expressed feelings in a non-verbal way. Divide into groups of three. Read each situation described and list the possible feelings that may have been behind the nonverbal expression. Compare your answers with the others in your group. The radio is playing in the background while two flatmates are studying. One of them gives a big sigh, gathers her books and goes to her room. What might she be feeling? The tutorial group is having a lively discussion when one member, without expression, suddenly changes the subject. What might he be feeling? Some friends are chatting. As the chat continues, one friend starts tapping her feet, drumming her fingers and shifting in her seat. What might she be feeling? Exercise One & Two-Way Communication Students divide into pairs, sitting back to back. One person will be the sender, the other the receiver. Each sender gets a copy of a diagram similar to the one below. The sender describes it to the receiver who must draw it as accurately as possible. The receiver may not ask questions or look at the diagram. The sender may not answer any questions or give any reactions. After a fixed time (approx. 5 minutes) allow receivers to see diagrams and have pairs discuss how the messages could have been improved to enhance the drawings. As a larger group compare strategies for improving the sending of messages (usually things like giving an overview, clear steps, etc.). If time permits do the exercise again, this time allowing two-way communication.     Exercise - Modelling Feedback Simulate a feedback session relevant to your class. For example, it could be providing feedback to a student on an essay, a manager giving feedback to an employee, a peer discussing work from a group, a supervisor to a trainee, etc. Demonstrate the various strategies for providing constructive feedback. You could use an evaluation form (for example see Assessment of Presentation) as a starting point. Alternatively, here is an exercise from Robbins & Hunsaker (1996, p. 77): A class leader is to be selected (either a volunteer or someone chosen by the instructor). The class leader will preside over the following discussion and perform the role of administrator in the feedback session. The instructor is to leave the room. Research has identified seven performance dimensions to the college instructors job: instructor knowledge, testing procedures, student-teacher relations, organizational skills, communication skills, subject relevance, and utility of assignments. The leader is to use the class as a resource in helping him or her provide feedback to the instructor on each dimension. The leader has up to fifteen minutes to get input from the class and to prepare his or her ratings. (The leader should take notes for personal use but will not be required to give the instructor any written documentation.) After the fifteen-minute period is up, the leader should invite the instructor back into the classroom. The students observe and after feedback session all participants discuss process. Feedback can also be practiced in groups of three where one person gives feedback, one person receives feedback and the third acts as an observer using the Guidelines for Role-Play Feedback. Giving Feedback Checklist Complete the following checklist based on a recent experience of providing feedback to a colleague or peer. Take time to consider if you would do it differently and what ways you might go about improving the way you give feedback. Did I find out if there were any special issues my colleague/peer wanted to focus on in the review session? Did I focus on specific behaviours? Did I make sure the behaviour is controllable by the recipient? Did I think about how I might feel receiving these comments? Did I use non-judgemental language? Was my feedback timely and in context? Did I state when my feedback was subjective rather than objective? Did I provide feedback on my colleague/peers strengths and accomplishments as well as weaknesses and errors? Did I avoid overloading my colleague/peer with too much feedback? Did I find out if my feedback was understood? Did I demonstrate support for my colleague/peer? Did I invite my colleague/peer to comment on my feedback? Team Skills Development Checklist From Gibbs, G. (1995). Learning in teams: A tutor guide. Oxford: Oxford Centre for Staff Development. The following checklist may help you diagnose where to focus your attention to develop your students teamwork skills.  Exercise - What is the Best Way to Define a Group? From Johnson, D.W. & Johnson, F.P. (2000). Joining together: Group theory and group skills, 7th ed. Boston: Allyn and Bacon, p. 18. Given below are several definitions of the concept group. Rank them from most accurate (1) to least accurate (7). Write down your rationale for your ranking. Find a partner and share your ranking and rationale, listen to his or her ranking and rationale, and cooperatively create a new, improved ranking and rationale. Then find another pair and repeat the procedure in a group of four. RankDefinitionA group is a number of individuals who join together to achieve a goal.A group is several individuals who are interdependent in some way.A group is a number of individuals who are interacting with one another.A group is a social unit consisting of two or more persons who perceive themselves as belonging to a group.A group is a collection of individuals who influence each other.A group is a collection of individuals who are trying to satisfy some personal need through their joint association.A group is a collection of individuals whose interactions are structured by a set of roles and norms. Exercise - Group Experiences 1. List the kinds of groups you have been a member of. (This could include work, sport, social, friendship, flat) 2. How do you tend to behave in group situations? How would you like to behave, ideally, in group situations? What is the most enjoyable or satisfying group you have been a member of, and what made it so good? What is the least enjoyable or satisfying group you have been a member of, and why was the experience a negative one? From your experience to date, what skills do you have that may contribute to working successfully in a group? From experience so far, what group skills do you think you need to work on? Adapted from Maskill & Race (1996), Personal and professional development for scientists, Unit 2, pp. 4-5. Exercise Working in Groups Below are several suggestions that provide group experiences for students. Please also consult Gibbs (1994), Learning in teams; Jacques (2000), Learning in groups; Johnson & Johnson (2000), Joining together: group theory and group skills, 7th ed. Students to form groups of 4-5. Have students spend 10 minutes listing all the ways to sabotage a group assignment (negative brainstorming). Gather together as a larger group and compare responses, putting them on a flip chart or board. Have the groups reform and produce a 5-10 point contract with agreed guidelines for the conduct of group work. The idea is to try to turn the negatives into positives, so they want to come up with ideas that would prevent or overcome what they listed initially. A group consists of people with a range of differing abilities and personalities. The benefit of working in a group is to avail of the varying skills and expertise of members. Have students think about the strengths and weaknesses of various members of a group. How could each offer something useful? Would it be better to have members with similar characteristics or a range of different types? Take five minutes to brainstorm ideas on the theme How could I wreck group sessions and make sure they are an ordeal for the group and the tutor? Keep a list. Then take five minutes to brainstorm If that is how I wreck a group, how can I make it work? From this a list of ground rules for groups can be generated. Team treasure hunt. Have students form teams or else assign to a team and have them complete some sort of treasure or scavenger hunt (this could be based on discovering the college campus for new students). Once completed each group discusses relevant issues like team development, how they went about the task, what type of decision-making, how teamwork might apply to their careers, etc. Exercise Group Role-Play This is a group role-play activity from Maskill & Race (1996), Unit 2, p. 11. The actual tasks can be altered to suit the subject matter. Encourage structured feedback after the role-play Presume that you are the advisory panel for a large international company which has recently taken over a smaller pharmaceutical company. The pharmaceutical company is developing two major new drugs: Drug A offers to intending parents the possibility of choosing the sex of their child. Drug B might postpone the aging process by 20% for those over the age of 40.   Exercise Relaxation Techniques Deep Breath or Quick Release of Tension Whenever you feel anxious, panicky or uptight Let your breath go (dont breathe in first). Take in a slow, gentle breath, breathing in through your nose. Hold it for a second or two (count to four). Let it go, slowly with a leisurely sigh of relief out your mouth. Make sure your teeth are not clenched together. 6. Repeat 4 times. This exercise forces your shoulders down and eases the abdomen, both sources of tension. It also gives you a short break to think some positive thoughts and get back in control. Exercise Oral Presentation Checklist ASSESSMENT OF PRESENTATION Rate the speaker(s) on the following items where 1 is minimal and 4 is maximum points. Speaker/Group Name: ___________________________________ Aims clearly presented1234Material Relevant to topic/audience1234 Structure clear & logical1234 Broken into key elements1234 Adequately explained/argued1234Delivery Kept to time1234 Mix of inputs/aids1234 Relevant/clear visual aids1234 Appropriate for topic/audience1234 Held audience interest1234 Showed confidence1234 Projected voice/self/content1234 Dealt with questions 1234Overall assessment1234Comments: Effective Listening Skills  Guidelines for Role-Play Feedback There are usually three participants in a role-play situation: Person in the hot seat asking the questions, doing the interview, offering help, giving feedback, etc. Person receiving Observer After a role-play situation, each person should have the opportunity to reflect and discuss the experience. Some suggested questions for each are listed below. Person 1 What were your thoughts and feelings about the experience? What do you think went well? What were you less pleased about? What would you do differently? What help or suggestions do you want? Person 2 What were your thoughts and feelings about the experience? What did you find useful? What was less useful? Person 3 From what observed, what did you think was positive? What do you think they might do differently?  From Ellis, D. (1994). Becoming a master student, 7th edition. Rapid City, SD: Houghton Mifflin Co, p. 246. Giving and Receiving Feedback Giving Constructive Feedback Give feedback on others behaviour, not personality. Give descriptive, not judgemental feedback. Give feedback on others actions in a specific situation, not in the abstract. Give feedback on immediate behaviour, not on the past. Share your perceptions and feelings, not advice. Give feedback only when other people ask you to. Do not give people more feedback than they can understand at the time. Focus your feedback on actions that the person can change. Receiving Feedback Constructively Ask for feedback on your behaviour, not personality. Ask for descriptive, not judgmental feedback. Ask for feedback about your actions in a specific situation, not in abstract. Ask for feedback in the immediate situation, not in past situations. Ask for perceptions and feelings, not advice. Do not let people force feedback on you. Only receive as much feedback as you can comprehend and process. Only reflect on feedback on aspects of yourself you can change. From Johnson, D. W. (2000). Reaching out: Interpersonal effectiveness and self-actualization, 7th edition. Boston: Allyn and Bacon, p. 61. Ten Dos and Donts for Students Working in a Group DO: Contribute to the group by putting forward ideas and getting involved in discussion Cooperate with other members of the group. Select specific roles for every group member (e.g. Spokesperson, Leader, Timekeeper, Scribe etc.) Take on your given role for the group. Organise meeting times and stick to them. Share the workload equally. Respect the values and opinions of others. Communicate and share ideas with each other. Encourage others to speak. Value diversity  EMBED MS_ClipArt_Gallery.5  DO NOT: Sit back and do nothing. Think that others will do the work. Take the lead and ignore others. Be afraid to speak. Expect all your own ideas to be used. Leave people out of the discussion. Become distracted from the subject. Be aggressive, interrupt or criticise unnecessarily. Ignore other members of the group. Allow one person to dominate. Compiled using comments made by first year Geography undergraduates at Liverpool Hope University; see Jackson (1999), Geography for the new undergraduate. Group Work Plan Goals and outcomes needed: Final Deadline: Sub-tasks needed to achieve group goals and outcomes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Sub-task 1: _________________________ Group Member Responsible: _________________________________ Deadline: ____________________________________ Sub-task 2: _________________________ Group Member Responsible: _________________________________ Deadline: ____________________________________ Sub-task 3: _________________________ Group Member Responsible: _________________________________ Deadline: ____________________________________ Sub-task 4: _________________________ Group Member Responsible: _________________________________ Deadline: ____________________________________  PLANNING AND PRESENTATION What are the goals of your presentation? Knowing this will help you to determine what information to include and how you might format the presentation. Who is your audience? Identifying this will help you to know what level to pitch the information, what questions might be asked and how to keep your audience interested. How might you structure the presentation? Focus on a few main ideas, depending on the time available. Divide your talk into three sections: Introduction, Body and Conclusion The Introduction. This includes a thesis statement or overview. Try to get the attention of the audience with an interesting fact, a question, something humorous or an eye-catching visual aid. The first few minutes are critical! The Middle. This part of your talk covers the main points (remember the Kiss principle, Keep It Simple Stupid). This is where you develop your position. Try to link your ideas coherently so the presentation flows and makes sense. The Conclusion. This is where you briefly sum up your talk by restating the main points and presenting your conclusions. Make sure to thank people and ask for comments/questions.  Prepare presentation aids. Make sure visual aids are clear, simple and uncluttered. If using overhead transparencies or slides, limit the text using as large a font as possible (24+). You can also use flipcharts, videos, displays, etc. Have back ups! Practice giving the presentation. This gives you a chance to correct things you dont like and it gives you confidence. DELIVERY If possible check out the room to ensure everything works and you have an idea of the layout. Try not to read your talk. Use cue cards to prompt your memory. On an index card list a key point with several words to remind you of what you want to cover or an example. Use a conversational tone. Make sure you are speaking loud enough to be heard. Be aware of your body language i.e. try to maintain eye contact and keep your hands under control (one way is by holding your cards). Face the audience and try smiling occasionally! Try to be enthusiastic. Use visual aids only when making that point and remove when finished. Try not to turn your back to the audience while using visual aids. Make sure to pause between points, indicating to the audience a change and helps to slow down your pace. DEALING WITH NERVES Preparation and practice are the best medicine! Become familiar with the venue. Try imagining the room and giving the presentation in a successful way, playing it over and over in your minds eye. This will give you a feeling of confidence and control. Use positive thoughts. Anticipate what might go wrong and prepare ahead, i.e. a glass of water in case your mouth goes dry. Take a deep breath, inhaling through the nose and exhaling through your mouth to relieve tension no one can see you do it!  Trinity College Dublin Generic Skills Integration Project Interpersonal Skills Trinity College Dublin Generic Skills Integration Project Interpersonal Skills Five ways to say I An I message can include any or all of the following five parts. The more you include, the more effective your message. Observation. Describe the facts the indisputable, observable realities. Talk about what you or any one else can see, hear, smell, taste, or touch. Avoid judgements, interpretations, or opinions. Instead of saying, youre a slob, say, Last nights lasagne pan was still on the stove this morning. Feelings. Describe your own feelings. It is easier to listen to I feel frustrated than You never help me. Talking about how you feel about anothers actions can be valuable feedback for that person. Thoughts. Communicate your thoughts, and use caution. Beginning your statement with an I doesnt qualify it as an I message. I think you are a slob is a You judgement in disguise. Instead, say, Id have more time to study if I didnt have to clean up so often. Wants. You are far more likely to get what you want if you say what you want. If someone doesnt know what you want, he doesnt have a choice about helping you get it. Ask clearly. Avoid demanding or using the word need. Most people like to feel helpful, not obligated. Instead of Do the dishes when its your turn, or else! say, I want to divide the housework fairly. Intentions. The last part of an I message is a statement about what you intend to do. Have a plan that doesnt depend on the other person. For example, instead of From now on were going to split the dishwashing evenly, you could say, I intend to do my share of the housework and leave the rest undone. GIVING A PRESENTATION Tips for an effective presentation Professional Skills Task 1 The company can only afford to develop one of these drugs. As a team, you have to advise the company on the following: Which of the two drugs should the company develop and why? What should the drug be called? With what underlying message should the drug be marketed? Task 2 As a team, design an innovative logo and choose a new name for this pharmaceutical company. Non-Verbal behaviour Look at the person use eye contact Smile and nod in agreement Use open, positive posture Display interest Be aware of own body language Acceptance Suspend judgement listen with unbiased and open mind Focus of attention on listener, not on your ideas or opinions Allow people time to think Understanding Use probing in a helpful way to follow up Paraphrase and summarise to let the listener know you are listening and to give them a chance to correct misunderstandings Do students feel the need to become better at working in teams? Are students given advice about working in teams? Are students given examples of how effective teams work? Are students given initial training in teamwork? Are students given a chance to practise working in teams? Is the practice safe for students so that they can experiment (e.g. not assessed)? Are students encouraged to experiment with new ways of working? Is attention paid to the emotional climate within which learning to work in teams operates? Do students get feedback on their team skills? Do students get the chance to work in different kinds of team on different kinds of task? Are students encouraged to follow a recipe in working in teams, or to Become flexible? Tell them what you are going to tell them. Tell them! Tell them what you told them. #'<OQRSz|CDxy  K L ٸ٭CJaJ5CJOJQJ\^JaJCJOJQJ^JaJ5OJQJ\^JjCJUmHnHsH uOJQJ]^J OJQJ^J56>*CJ,\]aJ56>*\]aJ6>*CJ4]aJ<#$%&'<=>?@ABCDEFGHI$a$ccqIJv!"45XYrs 9r $a$$%=>PQabxy&'78NNOQSz|8V$$If,0''D62 22 24a$If $$Ifa$ `XT$If $$Ifa$V$$If,0##62 22 24a     $$Ifa$$If $$Ifa$V$$If,0##62 22 24a  $$Ifa$$$Ifh֞=q A#'''4'4'4'4'4P#62 22 22 22 22 22 22 24a9;=?AC $$Ifa$$IfCDG $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aGnprtvx $$Ifa$$Ifxy| $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a| $$Ifa$$If $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a      $$Ifa$$If  !  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a! A C E G I K $$Ifa$$IfK L O  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aO $$Ifa$$If  $$Ifa$$$If+֞=q A#######P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a      $$Ifa$$If   P Q u v   E F w x   K L l m  ^_klm78   YZCJOJQJ^JaJ6>*OJQJ]^J>*OJQJ^J OJQJ^JCJaJCJOJQJ^JaJP    $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a F H J L N P $$Ifa$$IfP Q U  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aU k m o q s u $$Ifa$$Ifu v z  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24az $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a      $$Ifa$$If    $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a ; = ? A C E $$Ifa$$IfE F J  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aJ m o q s u w $$Ifa$$Ifw x |  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a| $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a     $$Ifa$$If    $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a A C E G I K $$Ifa$$IfK L P  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aP b d f h j l $$Ifa$$Ifl m q | $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24aq $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If  $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If | $$Ifa$$$Ifh֞=q A########P#62 22 22 22 22 22 22 24a $$Ifa$$If $$Ifh֞=q A########P#62 22 22 22 22 22 22 24a   pqUV'(|}+H & F & FHTde`abno $$Ifa$h^h$a$ & F943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a31$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If&,8AT^ $$Ifa$ & F^_aceg943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24agiklm311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If $$Ifa$943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a7311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If78GMYbu $$Ifa$943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If $$Ifa$943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a    Y311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$IfYZio{ $$Ifa$Z UVbcdCD ,-.ef,-9:<?d23fh""""""""""($B$Y$Z$((N)6>*OJQJ]^J+j>*CJOJQJU^JmHnHsH u>*OJQJ^J OJQJ^JCJaJCJOJQJ^JaJI943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If #/8KU $$Ifa$ UVXZ\^943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a^`bcd311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If $$Ifa$943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a31$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If8CDSYen $$Ifa$h^h & F 943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If $$Ifa$ "$&(943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a(*,-.31$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If.efu{ $$Ifa$ & F 943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If", $$Ifa$,-/135943333$If$$Ifֈ-i Y<'<<'<<<h62 22 22 22 22 22 24a579:;<311$$Ifhֈ-i Y######h62 22 22 22 22 22 24a$If<>?cd23efh"""""""^ & F#h^h & F#""""""""""""""""Y$Z$$$%%((q)r)^h^hh`hh`hN)o)q)u)))y*}***++d+e+++++------...-/_/a/e////11 1!1$1)1j1k1n1s111111112h2i2l2q22222"3#3&35>*OJQJ\^J>*CJOJQJ^J6>*OJQJ]^J6H*OJQJ]^J(jCJOJQJU^JmHnHsH u>*OJQJ^J>*OJQJ^J OJQJ^J6OJQJ]^J>r)t)u)))x*y*}****++d+e+++++++?,D,,,,-- & F h^h$a$-<-=-q-u--------N.O.......////11 9r h^h & F 11 1!1"1j1z(mm $R&`#$/Ift$$Ifl      0 Z 6`R0      64 la$$R&`#$/Ifa$j1k1l1111111h2i2j2222}},}}}} }}} $R&`#$/Ift$$Ifl      0 Z 6`R0      64 la2"3#3$33333}} t$$Ifl      0 Z 6`R0      64 la $R&`#$/If&3+33333335474k4m44455(5-555 6666666^7o7777777@>[>????=@C@@@@@@@@@@$Cаа>*CJOJQJ^J(jCJOJQJU^JmHnHsH u56OJQJ\]^J>*OJQJ^J6H*OJQJ]^J6OJQJ]^J6>*OJQJ]^J OJQJ^J>*OJQJ^J5>*OJQJ\^J43333333333333333t$$Ifl      F0 Z 6`R0      64 la333444546474j4k4l4m4n444444455555d555555 & F5 6 6 666W6]6^6_6`6a6b6c6d6e6666677799s;t; & F  9r h`h & Ft;<<>>@>[>\>????<@=@@@@@@@@@@@@@@A$a$h`hh^h & F AAABACADAAAAAAAAAA(B)B*B>B?B@BABBB#C$C%C@C$a$h^h & F$C@CACCCCCCCC D D1D2DWDXD|D}DDDDDDDDDDDEEFEGEiEjEEEEEEEEEEEEE F FF0F1F4F6FXFFFGGHHI IpIrIsII(jCJOJQJU^JmHnHsH u+j>*CJOJQJU^JmHnHsH u5>*CJ OJQJ\^JCJaJ>*OJQJ^J OJQJ^J5>*CJOJQJ\^JA@CACCCCCCCCCCC $$Ifa$$Ifh`h 9r CCCCCCCUOFFFF $$Ifa$$If$$IfhrI '''''62 22 22 22 22 24aCCDDDD DUHOFFFF $$Ifa$$If$$IfrI #####62 22 22 22 22 24a D D)D+D-D/D1DUOFFFF $$Ifa$$If$$IfhrI #####62 22 22 22 22 24a1D2DODQDSDUDWDUOFFFF $$Ifa$$If$$IfhrI #####62 22 22 22 22 24aWDXDtDvDxDzD|D}DDUOFFFFUO $$Ifa$$If$$IfhrI #####62 22 22 22 22 24aDDDDDDDDDLF$If$$IfhrI #####62 22 22 22 22 24a $$Ifa$DDDDDDDDDLHF$If$$IfrI #####62 22 22 22 22 24a $$Ifa$DDDDDDDUdOFFFF $$Ifa$$If$$IfhrI #####62 22 22 22 22 24aDDDDDDDU|OFFFF $$Ifa$$If$$IfhrI #####62 22 22 22 22 24aDDEEEEEE>EUOFFFFUO $$Ifa$$If$$IfhrI #####62 22 22 22 22 24a>E@EBEDEFEGEaEcEeELF$If$$IfhrI #####62 22 22 22 22 24a $$Ifa$eEgEiEjEEEEEELxF$If$$IfhrI #####62 22 22 22 22 24a $$Ifa$EEEEEEEEEUOFFFFUO $$Ifa$$If$$IfhrI #####62 22 22 22 22 24aEEEEEEEEELF$If$$IfhrI #####62 22 22 22 22 24a $$Ifa$EEEEEEEEELpF$If$$IfrI #####62 22 22 22 22 24a $$Ifa$EEEEEEEUOOOOO$If$$IfhrI #####62 22 22 22 22 24aEEFFFF FU<OOOOO$If$$IfrI #####62 22 22 22 22 24a F F F F FFFFFUSMMMMMMh`h$$If,rI #####62 22 22 22 22 24aFFFF0F1F6FXFYFFFGG G!GGGGGH%HgHHHHHHH & F$a$h`hHII IICIqIrItIuIvIwIxIyIzI{I|I}I~IIIIIIIIIII 9r IIIIIIIIIIIIIIIIIIIIIIIIIJJJh^hIIIIJJ0J2JRJ%LLL$N&NGNNNNNNNNNNPPPPPPPPIRRRRRRSS,S/SeSWWWWWWW^Xս}6>*CJOJQJ]^JCJ OJQJ^J(jCJOJQJU^JmHnHsH ujA CJUVaJmH sH  jU 6CJ] 5CJ\ CJOJQJ 6H*]6]5\ 6>*CJ] OJQJ^J6H*OJQJ]^J6OJQJ]^J1J0J1J2J3J4J5JKoKpKKKKK%L&L'L(L)Lh^h$h^ha$)L*L5LMLNLLLLLMMGMHMvMwMMMMMM$N%N&N'N(N)N*N+NNNh^hNNNNNNJOuOOO(PDPoPPPPPPPP Q0QQQeQQQQ & F 9r  & Fh^hQR+RIRJRKRLRMRRRRSSSSSSS+S,S-S.S/SeSfSSS^ & F$a$h^h & FSSTWTXTTTT UIUJUKUqUrUUUUVVDVtVuVVVV W W&dP^ & F & F^ W0W1WnWWWWWWWWWWW]X^X Y Y5YrYYYYZZ[ 9r  & Fh^h & F$a$$a$^XsX Y3YYYZZ[[D\E\L\g\L]n]]]]`acc cc`cbcc4h8h j jCjDjXjk,lGlullm#mmpppppqqmH sH CJOJQJ^JCJCJ$ CJ OJQJ>*CJ OJQJ6] 6CJ]6>*CJOJQJ]^J(jCJOJQJU^JmHnHsH u5OJQJ\^J OJQJ^J6OJQJ]^J1[[C\D\F\G\H\I\J\K\L\M\j\K]L]n]]]]-^.^^^._/___ & F$a$ & F^ & F___````a a9a:aZa[a b b!b"bbbccc c c c c c^$a$ & F$a$ & F cccJcacbcccccccGdHd|e}eIfJfZg[ghhj j j jCj$a$ & Fh^hCjDjXjYj`jajjjkk5k6kpkqkxkykkkkkl,lGl & Fdh^` & Fdh^`^8^8h^h & FGlXlvlwlllllmm"m#mMmmm n;ntnn & F & Fx^` & Fh`h & F x^` & F ^^8^8 & Fdh^`nn4otoooYpppppppppppppqqqqqh^h$a$$a$ & F3 0&P 1h. A!"#$% 2 0 01h. A!"#$% P. 0 01h. A!"#$%/ 01h. A!"#$% EDd0=6  3 A?2XE8&:P,$4EDp`!,E8&:P,$a (Ehi.Dx|UEzPnA@i$) $ )IRR$y?{ˣ>?gUffZ=|AD!EԤ!'ߧ q-nXm|*I}b"%7634P=V+>5L9`3^2BsR'ڦj717811EоHqZYF#eZd*6P (&e"?&v2[+bGFY.kdeAf*fexFۅmqpX{m #!^pk g)|G"ϫ:|SJ~1=_Ϙz(IlJ$j Z|G8#e{l^}ws[.&븵7$KYR.L,/7NN>?3`6e8v&DGˇ.v%.`ruLdXw"nR-Pu8ǙAc,v_8 xzi@ИbT4}m~-5M"АWxi͔礦 ` &'z'e?h!E&8"c=W(8%dH:f1l5md۩&6.^;&%J!uh <{NW}NN-OeO$yx.HWX5 o;^"vJ,h;*QFjvn|eH;PNE~_n.I*%MޥssIgEȯ (C6R I-3tJs%#K$gsIKKN>qI6Dv۲vnKءvԶ3\%<^8-)CkO1Nؿ{==\CUXQ%?:LNӥD?{Ĵ-Uh<~IU[Z1jL ޓS2T=GLܹ_0tqG<.AOd8](bdiS}eԍaZ#NrHAѽ.Cbq+c𓞸q` BXݯp{B*y, xKa% a¥ٻcfk`6F.>pK3M엡K& ~C>|ʿsygph:*}8PZ_VFe@0M&hܙ.9wjY(xb|I`K9A{9ŹMcrb'4b0Cσrm,5(7*m8WQ1syߛe|֜䀒4Ai LjN[2d35d,LI!Il 7^ǿ;_$Cd   37IJLa2R?g7א(PCfi$d_>hq-q&0d, ]1)ƿM\m l)6S3zu{Vٿag{(qy PG=r|g|[H#&帷42u1)-oII)/́W]GPFnjRߖNXLb}Ae!{DqEi8Y9Nse6r[,+ Eڶ}Y0Ocz; P+ CXZOd=a-L֓;4z4 6QxY6!M+0}7P9-$'/u_͉S_~,5`$ߤ>_>Xv#tݍaaLama ZNIZK|0dNMEpt.P/j%}䉞*\):kE;p:ʷ2%:Qizp I0lmOv D]vIҰذd J4RasZ.fa3Ta 9R(_fwʩA^pry%qdOPE%4~nwpU΍쮲װӲҵ4ߝQ{2<{i.ytҏS؍Ils.hKq5ۓv;iJs^ v!еeYU,"s ;Mm] pIwsv?P;U4rUx_.lbt@oA<ʃ KriL՟UVrgRB= /m pN WhwqopsTx~|qE~-<MOgs&g0LN.2ɆMFM`U`. ,dp.l_J{,y[+a-k]+W<זyƫoR<"S=84~ndp\6;Q:TjHgCS7=1 [k%5眭z,nD Wcp zzb19Bk<:}-=F#w]iF֛P>L /RM4..2{kՃ/أ/1uxǿ)fsS]!  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry  Fse[Data EWordDocument ʨObjectPool Eje[se[_1103533715FEje[Eje[Ole CompObjzObjInfo ! FMicrosoft ClipArt GalleryMS_ClipArt_GalleryMS_ClipArt_Gallery.59qAll CategoriesC:\Program Files\Common Files\Microsoft Shared\Clipart\cagcat50\pe01561_.wmf1u =ngxnč@nxxnAll CategoriesLC:Ole10Native1TablezSummaryInformation( DocumentSummaryInformation8D\Program Files\Common Files\Microsoft Shared\Clipart\cagcat50\pe01561_.wmfOh+'0 0< X d p |Handout Self Expression0andStudent Councellingtudtud Normal.dotnDerek Richardsl2reMicrosoft Wo      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~IJĄA; a,] G⾵4exɤmB>nUkiBM'zd8hP %M=zaBExz|<IJ4S2ӂ~4>(N >0ws#E]Y_v ;4ULlYZG8z=_'Lt ;@ R 5 ҈s ֚U1YI4}5hf^3Cih$Ŕ̦k L*FԢZy  `zgw&gXkw =Hղ=4r' zk8,PlpjE> 0O wA^ 589[xygxt0rFZV p>evS` 9\FZHc=bg} rm~+! !|%5L /^*xs售 Wr {~w1]q c0oJ4&GPNMcq*uͱʿn GCqUQIaKJ(1!9X: 70ln/p|e'E[HhX, 2Иi֞>ӛ^t||3J (P F'0!}?NՅTЃڨ=]U&<̀ô v6H'`=nԸS o~"xZ8J#&=nѸôoLk0'/U ƃ)del S>t係|=hȡ¹MI~wLNh2s}Z+&)3Y)B)_6)Ň&+`2oT;24~ІOyG07c6j94)22&pm.Ozf02mi}L 7[Lu2 еLͩ\ p3zӃ=pEjQ۸Jb{$ LXG3؝Og|pM5 8Ux/2p)HoAr2=H)<{)y ]fi:sCJG &,ВC. sT rI{IZ*o83=.V6Y x^edKZF+$?Η$8EC_˷L Cr~` rTc:~\ez֨3=vԶ>־tCi}dD~Ld1OQ2']mڏoAL1eԖ2QWm?R4hKh$.B:J'@Sh3բT&R*L/Q;zQZef3ͼߡyx3UjBHwvALEuᢴޢ>*#9jCO1t=G,O80>@K8-UT_W& Ԗ`Gݵ=x%8$d^G,ר97Fܑjr*_RaNYy%6qqnby:%񔅇S!K jkJ}RH̚ ŗ\_Ĭ!JIW#3ti~ Z>}wэ(O(/TJ|eyJbD>s/<ި=x)2s8.( mHE/N-yr%<$>c{!BT 󈝧uJ .#k񺺗ߓY\AE^T/i=b1VYj8.\EqMϵ >Q$Ep {C򮞜YsMuvT[r&<2zޓ|]",}ȭ|9I./K).I\[^$ėrC}zEx(z%r\Cv;do7va` {TC^lgz;Om'XQ̱w7Mw_s{8_q9[EVsJ Ou ꯲?u|NX % 'RgpK\>^n?p4 {Qe QްjK0;yyDS]r^!.sU,p. vEx;X~ w'wW}?y_bғ􅔧^cl'簩,&2FLRSxOUoډ&e%NsM%y r98-6\7'夹 md$MF;h^j/fD2Od6ܐsQ2Ue>xW~rO+tD2AICG!#xF2Kuܫ|ڲ#gB 䲩!M^GlLܲl jjSR @CiSB46 }k?ٶ;yq22FdTf5-d Sf6%eoDmZ+Ehte (gLWJiS:{RctQN 9He-}j)҈fJ5AJCW5oRQMƖ6!yceOu_6%/{ilղϥKx!n}ģ| ϳ{K!Jɢ~ʠM#˜a[q!<pl}6X@5>%x7[ O RQHW!‰!TbRy0XcU,;1)y:SgkF(g_*4n,jnl.ҁVATe%oPA^8FԴWLGbsNKēAf?r h ;1 n5!r8x_ijm(H/lK_^1F*m~Qu9z=b:H`̐2 씏c38##s&8,'rM[c~1r,Ydi]exJsw FK`UKmU㠗8GҚ f7_J3BRδԦ7U_Kyx]4&y쑇j/;SZjY=򁾿a)AG^Վ%;/8Y"ryӉ{hc s f'Ǚ7pLSt-3-0iIM'S| x;g-*' Lpgc63H?֦v4TfmdJ\ qyԎf',2`99O =0:H TmUW5pdP>yǮ\lÏ߱[pAGGq[pCqwk{>ϕ6ma2P~SʚJ֔m|TdwMZ`.[2UTy^G;dQ<`5'A3Laf聯(| fcEXUa?&\¼pOǑRBBz AS_gUc"ncQeV_lƆ0H,}8|!fJx_#ͬ)q<|s`*p,ĸ?58܄?Z\ %~q z-VzXc0~v^hS0:*E[wӯpGx\SK0aFh:>ľf93g 6+ 1X9&3jV}80>x#D}aѸ tqcrة2~Q_}-1g1ZcZRtƾdf21iM=naZdž&}KՄImFrc񪪩IM:1^G h9dmm3uhO77hyKc9Zljjے6hO#n2V}}ah۴ a#ԁU#W۰ m.].@RC)t$p܆l1wy斞; Msn=b9Q%=MSOb@%}. m}2tVZf)aHo\zÔ*r*z (p@O9 {GowFdztӾʡW8:<{82d&aCæt;D~/%Τ,?JFS j=9xhi!)ZHVF(!]cw+wa4;׌\4W)}(%n!.'tsg{؎hSXVoќU!a|$|«4~NS#ë.|B×0 q! ;kT}ɜ:|[^ %yMRO8I q0ҧb*BH\We oӈ, /Q1NoHH]DwpQ.Dž$-m"D;Jh_q1$VesxIֆ7 ȴ|^os2. b8FKh]I-"TfyN3.Wٔ+("]z92AWPvk%\7$pd$Ci=i. .%]:{el07]!{k\z;Yٝvntu3Uh>)urWU6呓.w$q S3#o":_7K4<&)˒>|(9Com0f v SaB*O67F LK2B2"Tu㤁.BiVhN*vF]^v]S@ ,W/lJh_6$V3*xr=G{WKzOSGN=<d3x xWӧWx4_!>i W\al2m]6hݧuѸnPv4ו?Ÿgfw wk[=PyKarTȽGo.TuӶ'VdrPbBP|=GL.3UwYC:T.+qX}9@Dn_<+r"AG9uKӸI0_` eh!su,S;xg4<#V ER-nB `qS6U)MQ4oj~NpGCR5H "e` o#em$\$ZW`?{>X\1SNwem]}oUw4ACtyKr PM@ $/4\B^䶩'LU(KUHSFF(gKI4(Uv@'yL_mK]3B!r9#?=eCU䀮Pzy*I:*YiF3-.T~'䣛:WRgXUu/s?e/#T]A[|6/=?Q<6mlT1^>wv&0M@IlaRC[J:6%kXĮv=1j#y/I2<*a\uyt/d)]RԜF8=GN*cPM;>ݩmGl+jc;RUۇTn(M̡Ϥ ߔ|Faϻ-hyR2GG_7=F)g~rH|oVYhx>>:HTHFDܞ>Or7>L׷""?TK}9- SF빸`!I}?[+` w`1F[K{n[BH/?A N0OTuٯoACZĘX0csTGmg&* i"M*1&Z# I m8AED$J׾i|9kg;d(9;) t0UJ,4#wLLKe O'O"~>rYVs/ &Lv&r)UQ)2_%quܧ¹Z  6OYفoJ*RnQ.Wci[ F_` $7D,>On\a-J9װWRѩ^Az+ qkjPYsZ!}Et|*#,?34׍̿։&8}':JmjL/L"0/ߏx~㼞c9 hxG)a۞zlכv4ko$qmC7 8i^?x}`'):(x|B8MS[zQGhh,wTzsԙ{ & vSmZs4s)7g hģLƷ,V.3? ˳ǝ4/ڤ$N3"T8my gvĢ pI@*>+؍،-X]1!%b;X~wܻ`݄_[D#`mZ\Ii)P*EPjуJ;VCp8H$kE'1h>Ulc#[GڵL<sӻ wп7P?*ti;M 0@ t߃Ո*0;^m N8R4Uhd]pӴQ?16;i$QfR=i 58m XB|%0 b8]6M*ޔ(1-B_E8-{*ernޠ\JBsN,US@C~L(yx<[p5]hUЋt]Lh/g-BDd}X;bM@qy)(27Vټ3h4&sLk(cBvQ痨qIG O;[QpϠѭAbE7Q8ы !\޽:n=_n9R1Q^xnn;P,ag9~-|ݻYe2sdd!_,ZWD5HM\3OE"j)Y̔Ȑb{9,,s!c(q6N>w@ nen#v|J>J!bOSxF1ޖY*iYv.#Po˯͔M\g;uH~0,1e6wnZ~˻U٪~- U SvfURc!a i8@8 NormalCJ_HaJmH sH tH <@< Heading 1$$@&a$ 6CJ]0@0 Heading 2$@&>*6@6 Heading 3$$@&a$CJ6@6 Heading 4$@& 5CJ\8@8 Heading 5$@&^CJ>@> Heading 6$@&^ 5CJ\J@J Heading 7$@&^5CJOJQJ\^J<A@< Default Paragraph FontB>@B Title$a$5>*OJQJ\^JmH sH 6J@6 Subtitle6]aJmH sH ,@, Header  9r , ", Footer  9r <C@2< Body Text Indent h^hRR@BR Body Text Indent 2 h^h6OJQJ]^JT ^   Z m     T ^   Z ]  2F'JJm  5 i #$%&'<=>?@ABCDEFGHIJv!"45XYrs$%=>PQabxy&'78NOQSz|   9;=?ACDGnprtvxy|!ACEGIKLO FHJLNPQUkmoqsuvz ;=?ACEFJmoqsuwx|  ACEGIKLPbdfhjlmq  p q U V  ' ( | } +HTde`abno&,8AT^_acegiklm78GMYbu    YZio{ #/8KUVXZ\^`bcd8CDSYen "$&(*,-.efu{",-/13579:;<>?cd23efhY Z !!$$q%r%t%u%%%x&y&}&&&&''d'e'''''''?(D(((())<)=)q)u))))))))N*O*******++++--- -!-"-j-k-l-------h.i.j...."/#/$/////////////////////3040506070j0k0l0m0n000000011111d111111 2 2 222W2]2^2_2`2a2b2c2d2e2222233355s7t788>:@:[:\:;;;;<<=<<<<<<<<<<<<<<===B=C=D==========(>)>*>>>?>@>A>>>#?$?%?@?A??????????????????@@@@ @ @)@+@-@/@1@2@O@Q@S@U@W@X@t@v@x@z@|@}@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@AAAAAA>A@ABADAFAGAaAcAeAgAiAjAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABBBB B B B B BBBBBBBB0B1B6BXBYBBBCC C!CCCCCD%DgDDDDDDDEE EECEqErEtEuEvEwExEyEzE{E|E}E~EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEFFF0F1F2F3F4F5FGoGpGGGGG%H&H'H(H)H*H5HMHNHHHHHIIGIHIvIwIIIIII$J%J&J'J(J)J*J+JJJJJJJJJKuKKK(LDLoLLLLLLLL M0MQMeMMMMN+NINJNKNLNMNNNNOOOOOOO+O,O-O.O/OeOfOOOOPWPXPPPP QIQJQKQqQrQQQQRRDRtRuRRRR S S0S1SnSSSSSSSSSSS]T^T U U5UrUUUUVVWWCXDXFXGXHXIXJXKXLXMXjXKYLYnYYYY-Z.ZZZ.[/[[[[[\\\\] ]9]:]Z][] ^ ^!^"^^^___ _ _ _ _ ___J_a_b_____G`H`|a}aIbJbZc[cddf f f fCfDfXfYf`fafffgg5g6gpgqgxgygggggh,hGhXhvhwhhhhhii"i#iMiii j;jtjjj4ktkkkYlllllllllllllmmmm000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 000000}  0 0 0 0 0 0 0 000000000000000000000000000 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 00000000000000000000000000000000000 00000000000000000000000000000000000000000000# 00# 003# 03030000000000000000000000000000000000!0!000000%0%0% 000& 00& 00' 00 00' 00 00 000 00( 0 0 0 0 0 000)0)0)0)0)0)0)0)0)0)0000*0000+0+0+0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+@0+0+00000000000000000040040000j00j00 00n00n00n00n0 0000000000 000d10d10d10d1 001010101 000000000000002020202 0202 0202 0202 0202020202020202020202020202020(0<(0<(0<(0<(0<0<0<0<0<0< 0<0<0< 0<0<0< 0<0<0< 0<0<0< 0<0<0<0<0<0<0<0<000000%?0%?0%?0%?00?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0?0000000000000@0@0@0@0YB 0 0 0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@000CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE`0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE0CE`0CE0CE0CE0CE0CE0CE`0CE0CE00J0J0J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0 J0J0J0J0J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0 J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J 0J0J0J 0J0J0J 0J0J0J 0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0J0000S 0S0S 0S0S 0S0S0S0S0S 0S0S 0S0S 0S0S0S0S0S0S0S0S0S0S 0S0S0S 0S0S00Y 0Y0Y 0Y0Y 0Y0Y 0Y0Y 0Y0Y 0Y0Y 0Y0Y00\ 0\0\ 0\0\ 0\0\ 0\0\ 0\0\ 0\0\0\0\h0\0 _0 _0 _0 _0. @0@0@0@0 00000 00 00 00 00 00000000(0000 00 00 00(0000800  0  0 H 0  0v 0v0v800 0 0 00X00^  0^  0^ 0^  0^  0^  0^  0^  0^  0^  0^  0^  0^  0 ^  0 ^  0 ^ 0^ 0^ 0^ 0^ 0^ 0^ 0^ X0X00. 0. 0. 0. SSS ZN)&3$CI^Xq9WINCGx| ! K O   P U u z   E J w |   K P l q H^g7YU^(.,5<"r)-1j12335t;A@CCC D1DWDDDDDD>EeEEEEEE FFHIJ)LNQS W[_ cCjGlnq:<=>?@ABCDEFGHIJKLMNOPQRSTUVXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~q;LLLm:D@N(  H  #  N  3 ̙ N  3 ̙ f  s *̙)X?  `   c $)X?  f   s *)X?  N   3  ̙  N   3 ̙  N   3 jJ  B"        jW?GOOD LUCK!Arial Black(  (B  (   (2  (R  B S  ?Q*<<1B2B3BrESDX_mTt8` t t t@ d t t t\ t t |<&t <td<lt (t h8tlMt5At___mm___mmbb=?gh@HKOuvs%u%))**++--//////22q333399?:@:<<>>BB5BpESS_____$`$`%`f f f fmmStudent CouncellingbC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Interpersonal Skills Exercises.asdStudent CouncellingbC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Interpersonal Skills Exercises.asdStudent CouncellingHC:\My Documents\Tamara\Gensip Modules\Interpersonal Skills Exercises.docStudent CouncellingbC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Interpersonal Skills Exercises.asdStudent CouncellingHC:\My Documents\Tamara\Gensip Modules\Interpersonal Skills Exercises.docStudent CouncellingHC:\My Documents\Tamara\Gensip Modules\Interpersonal Skills Exercises.docStudent CouncellingbC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Interpersonal Skills Exercises.asdStudent CouncellingHC:\My Documents\Tamara\Gensip Modules\Interpersonal Skills Exercises.docStudent CouncellingHC:\My Documents\Tamara\Gensip Modules\Interpersonal Skills Exercises.docDerek RichardsTC:\Documents and Settings\drichard\Desktop\GENSIP\Interpersonal Skills Exercises.doc"]IUUtv}JTS T jdi aG1ј_?[}efJH:D`jN $g- p2s(xzm+.ʧh2nHC7<ANB& `KHӼl[2 Lk\t`NL_1 V"&/@&^Fnh,4bd[1rhZZn.FpoR/!v@;SRwH\8x8gylʢ&{)U~z2M#N ^`CJOJPJQJ^Jo(5 ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(808^8`0CJ$OJPJQJ^Jo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( 88^8`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. hh^h`OJQJo( ^`OJQJo(o ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hhh^h`.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo(o ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. hh^h`OJQJo( ^`OJQJo(o ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(^`o(.^`.L^`L.P P ^P `.  ^ `.L^`L.^`.^`.`L`^``L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. ^`OJPJQJ^Jo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(eke^e`kOJPJQJ^Jo(w ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(hh^h`o(.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. hh^h`OJQJo( ^`OJQJo(o ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(hh^h`o(.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.^`)^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hhh^h`.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. hh^h`o(.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.#i IUKH}e?`NLSRw#s(1rh]8gyU~ANB&{ :DS- m+.T @&^@&^ 0Zn1 VG1tv}/!v7h2j,4b[2 Lpo8x@0""h        ʸ                                                                                                                                                                                                            Ҫ        Vg                                                                                z|   9;=?ACDGnprtvxy|!ACEGIKLO FHJLNPQUkmoqsuvz ;=?ACEFJmoqsuwx|  ACEGIKLPbdfhjlmq&,8AT^_acegikl8GMYbu   Zio{#/8KUVXZ\^`bcDSYen "$&(*,-fu{",-/13579:-- -!-"-j-k-l-------h.i.j...."/#/$//////?????????????@@@@ @ @)@+@-@/@1@2@O@Q@S@U@W@X@t@v@x@z@|@}@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@AAAAAA>A@ABADAFAGAaAcAeAgAiAjAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABBBB B Bmrd 9.0@@Ē@S[@S[ aN՜.+,0 hp  Trinity College Dublin(A` Handout Self Expression Title@( m@UnknownGz Times New Roman5Symbol3& z ArialK,Bookman Old Style?Wingdings 2?5 z Courier New;Wingdings"hsss& aN(!r0dA` Q 2QHandout  Self ExpressionStudent CouncellingDerek RichardsCompObj j  FMicrosoft Word Document MSWordDocWord.Document.89q