Word Count per Reflection:
每次思考的字数：

250 to 350 words
250至350字

Due Week for Assignment:
作业到期周：

Week 9
第 9 周

Due Date:
到期日：

21^st November 2024, 1pm, Malaysian Time
2024 年 11 月21^日下午 1 点，马来西亚时间

Due Day:
到期日：

Thursday
周四

Submission instructions (students):
提交说明（学生）：

Save as PDF and submit to Microsoft Teams portal for EIA Reflective Assessment
保存为 PDF 并提交到 Microsoft Teams 门户以进行 EIA 反思评估

Assessment Criteria
评估标准

Outstanding (3)
杰出(3)

Mastering (2)
掌握 (2)

Developing (1)
开发中 (1)

Beginning (0)
开始 (0)

(A) Student is able to identify the unpleasant activating event.
(A )学生能够识别令人不快的激活事件。

Demonstrates an ability to describe an unpleasant activating event with clarity.
能够清晰地描述令人不快的激活事件。

Demonstrates an ability to describe an unpleasant event.
表现出描述不愉快事件的能力。

Inaccurate attempt (i.e., described a pleasant activating event)
不准确的尝试（即描述了令人愉快的激活事件）

Did not attempt
没有尝试

(B) Student is able to identify the unhelpful thought.
(B)学生能够识别无益的想法。

Demonstrates an ability to identify an unhelpful thought that is linked to the activating event.
表现出识别与激活事件相关的无益想法的能力。

Demonstrates an ability to identify an unhelpful thought.
表现出识别无益想法的能力。

Inaccurate attempt (i.e., identified a helpful thought or did not describe a thought)
不准确的尝试（即确定了有用的想法或没有描述想法）

Did not attempt
没有尝试

(C) Student is able to identify the unpleasant emotion, describe the unpleasant action and unpleasant result.
(C)学生能够识别不愉快的情绪，描述不愉快的行为和不愉快的结果。

Demonstrates an ability to identify the unpleasant emotion, describe the unpleasant action and unpleasant result (all 3 components) accurately.
表现出识别不愉快情绪、准确描述不愉快行为和不愉快结果（所有 3 个组成部分）的能力。

Demonstrates an ability to identify or describe two components accurately.
展示准确识别或描述两个组件的能力。

Some inaccurate attempts include:
一些不准确的尝试包括：

- Components identified have no linkage to the unhelpful thought
-所识别的组件与无益的想法没有联系

- Identifying a thought rather than an emotion
- 识别想法而不是情绪

- Describing a pleasant action or result
- 描述令人愉快的动作或结果

Demonstrates an ability to identify only one component
表现出仅识别一个组件的能力

Inaccurate attempts on all three components or did not attempt
对所有三个组件的尝试都不准确或没有尝试

(D) Student is able to state the alternative thought and elaborate the alternative thought.
(D)学生能够陈述替代想法并详细阐述替代想法。

Demonstrates an ability to identify and elaborate an alternative thought that is targeted at the belief and elaborate on it.
表现出识别和阐述针对信念的替代思想并对其进行阐述的能力。

Demonstrates an ability to identify an alternative thought.
表现出识别替代想法的能力。

Inaccurate attempt (i.e., did not identify a thought or identified an unhelpful thought)
不准确的尝试（即，没有识别出一个想法或识别出一个无用的想法）

Did not attempt
没有尝试

(E) Student is able to identify a new emotion, describe a new action and a pleasant result.
(E)学生能够识别新的情绪、描述新的行动和令人愉快的结果。

Demonstrates an ability to identify a new emotion, describe a new action and a pleasant result (all 3 components) accurately.
表现出准确识别新情绪、描述新行动和令人愉快的结果（所有 3 个组成部分）的能力。

For the emotion, a reduction in intensity of the previous emotion stated in (C) is accepted.
对于情绪，接受（C）中所述的先前情绪强度的降低。

Demonstrates an ability to identify or describe two components accurately.
展示准确识别或描述两个组件的能力。

Some inaccurate attempts include:
一些不准确的尝试包括：

- Non-hypothetical effect
- 非假设效应

- Components identified have no linkage to the alternative thought
-确定的成分与替代思想没有联系

- Identifying a thought rather than a emotion
- 我识别的是一种想法而不是一种情感

- Describing an unpleasant result
- 描述不愉快的结果

Demonstrates an ability to identify only one component
表现出仅识别一个组件的能力

Inaccurate attempts on all three components or did not attempt
对所有三个组件的尝试都不准确或没有尝试

Assessment Criteria
评估标准

Outstanding (3)
杰出(3)

Mastering (2)
掌握 (2)

Developing (1)
开发中 (1)

Beginning (0)
开始 (0)

Student attaches their Big 5 Personality results.
学生附上他们的“大 5 人格”结果。

Student is able to utilise their Big 5 personality traits to manage the activating event
学生能够利用他们的 5 大人格特质来管理激活事件

Big 5 results are attached. The elaboration is connected to the Big 5 traits and managing the activating event with clarity.
附上 5 大结果。详细阐述与 5 大特征相关，并清晰地管理激活事件。

Big 5 results are attached. The elaboration has some relation to the Big 5 traits and the activating event.
附上 5 大结果。阐述与大5特征和激活事件有一定关系。

Big 5 results are not attached despite elaboration. OR
尽管进行了详细阐述，但并未附上 Big 5 结果。或者

Big 5 results are attached but elaboration is missing / irrelevant to the Big 5 traits or the activating event.
附有 Big 5 结果，但缺少详细说明/与 Big 5 特征或激活事件无关。

No attempt
没有尝试

Assessment Criteria
评估标准

Outstanding (3)
杰出(3)

Mastering (2)
掌握 (2)

Developing (1)
开发中 (1)

Beginning (0)
开始 (0)

Student identifies specific mindfulness technique.
学生识别特定的正念技巧。

Student is able to utilise the mindfulness technique to manage the activating event.
学生能够利用正念技巧来管理激活事件。

A specific mindfulness technique is stated.
阐述了一种特定的正念技巧。

The elaboration is connected to the mindfulness technique and managing the activating event with clarity.
这个阐述与正念技巧和清晰地管理激活事件有关。

A specific mindfulness technique is stated.
阐述了一种特定的正念技巧。

The elaboration has some relation to the mindfulness technique and the activating event.
这个阐述与正念技巧和激活事件有一定的关系。

The mindfulness technique is inaccurate/ missing with some elaboration to the activating event.
正念技术不准确/缺少对激活事件的一些阐述。

Mindfulness technique is accurate, but elaboration is missing/ irrelevant to the activating event.
正念技巧是准确的，但缺少详细说明/与激活事件无关。

No attempt
没有尝试

Unhelpful Thoughts (Aggressive):
无益的想法（攻击性）：

Unpleasant Emotions:
不愉快的情绪：

Unpleasant Actions:
令人不愉快的行为：

“She or he is being stupid.”
“她或他很愚蠢。”

“S/he doesn’t keep her/his commitments.”
“她/他没有遵守她/他的承诺。”

“She or he just doesn’t want to listen.”
“她或他只是不想听。”

“It’s her/his fault, not mine.”
“这是她/他的错，不是我的。”

“They need to pay / deserve to be punished.”
“他们需要付出代价/应该受到惩罚。”

“S/he is always messing things up.”
“她/他总是把事情搞砸。”

Resentful, Hurtful
怨恨、伤人

Disrespected, Furious
不受尊重、愤怒

Jealous, Envy, Greed
嫉妒、嫉妒、贪婪

Impatient, Provoked
不耐烦，被激怒

Frustrated, Irritated, Mad
沮丧、恼怒、疯狂

Anger, Rage, Annoyance
愤怒、愤怒、烦恼

Humiliated, Aggravated, Defeated
羞辱、恼怒、失败

Complain, blame, or gossip to someone else.
向别人抱怨、责备或说闲话。

Raise voice, shout, or become overly serious or intense.
提高声音、大喊大叫，或者变得过于严肃或激烈。

Say something condescending, such as “I told you so.”
说些居高临下的话，例如“我告诉过你了”。

Take control; take over.
掌控一切；接管。

Say or do something to hurt the other person (or to punish).
说或做一些伤害他人（或惩罚）的事情。

Push for what you want irrespective of others.
追求自己想要的东西，不管别人。

Unhelpful Thoughts (Passive):
无益的想法（被动）：

Unpleasant Emotions:
不愉快的情绪：

Unpleasant Actions:
令人不愉快的行为：

“I have no power, what I say or do won’t matter anyway.”
“我没有权力，我说什么、做什么都不重要。”

“They are going to make me…”
“他们会让我……”

“This always happens.”
“这种事总是会发生。”

“This isn’t even my problem.”
“这甚至不是我的问题。”

“It’s not like this really matters.”
“这并不是真正重要的事情。”

“I am the victim.”
“我是受害者。”

Uncaring, Rejected, Disgusted
冷漠、拒绝、厌恶

Sad, Grief, Disappointed, Lonely
悲伤、悲伤、失望、孤独

Remorseful, Guilty, Ashamed,
悔恨、内疚、羞愧，

Depressed, Helpless
郁闷、无助

Insecure, Anxious, Fearful
缺乏安全感、焦虑、恐惧

Shock, Uncertain, Distrustful
震惊、不确定、不信任

Bored, Overwhelmed, Dissatisfied
无聊、不知所措、不满意

Stop talking, withdraw.
别说话了，撤吧。

Give up; give up on the other person.
放弃;放弃另一个人。

Change the subject; evade the conversation.
改变话题；回避谈话。

Avoid conflict, minimize, soften.
避免冲突、最小化、软化冲突。

Fret, worry, or “I just keep thinking about it.”
烦恼、担心或“我只是一直在想这件事。”

Take all the responsibility, blame yourself.
承担所有的责任，责备自己。

Alternative Thoughts:
另类想法：

Pleasant Emotions:
愉快的情绪：

Pleasant Actions:
愉快的动作：

“What are some other ways to see this?”
“还有什么其他方法可以看到这一点？”

“What are some facts that go against the unhelpful thoughts?”
“有哪些事实可以与那些无益的想法相悖？”

“What else could the event mean?”
“这个事件还能意味着什么？”

“If a friend had this unhelpful thought, what would you say to him or her?”
“如果一个朋友有这种无益的想法，你会对他或她说什么？”

“If someone who loved me knew I was thinking this thought, what would he or she say to me?”
“如果一个爱我的人知道我有这个想法，他或她会对我说什么？”

“What does this person really need?”
“这个人真正需要什么？”

“I wonder what the other person is thinking and feeling?”
“我想知道对方的想法和感受如何？”

“What part of this is my responsibility?”
“这其中哪一部分是我的责任？”

“What does this person really need?”
“这个人真正需要什么？”

“What will support both of our long-term goals?”
“什么将支持我们的长期目标？”

Amazement, Surprise, Optimistic
惊讶、惊喜、乐观

Love, Anticipation, Excitement
爱、期待、兴奋

Patient, Calm, Relaxed
耐心、冷静、放松

Caring, Loving, Compassionate
关心、关爱、富有同情心

Happy, Content, Peace, Proud
快乐、满足、平和、自豪

Admiration, Trust, Acceptance
钦佩、信任、接受

Joy, Ecstasy, Serenity
喜悦、狂喜、平静

Curious, Confident, Courageous
好奇、自信、勇敢

Enthusiastic, Hopeful, Satisfied
热情、希望、满足

Wonder, Kindness, Affection
奇迹、善良、慈爱

Get more information
获取更多信息

Listen carefully, even write down what the other person is saying.
仔细聆听，甚至写下对方所说的话。

Look at the advantages and disadvantages.
看看优点和缺点。

Take responsibility for some part of the situation.
对部分情况承担责任。

Identify three or more options and evaluate them.
确定三个或更多选项并对其进行评估。

Take initiative, be proactive.
主动出击，积极主动。