Color the wheel using colors representing how you feel like a playful way to reveal your needs to the group.

Use it in a small group setting to facilitate creative play.

Leverage the blank spaces provided in the outer circle to add your own feeling words.

Here are some suggested use according to Willcox: It has two outer concentric circles describing secondary feelings that relate to the primary ones, painted in lighter shades than their counterparts. The feeling wheel is composed of an inner circle with six segments corresponding to six primary feelings: mad, sad, scared, joyful, powerful, and peaceful. The Feeling Wheel is the precursor data model for the emotion wheel we use in our self-assessment app. In her experience as a psychotherapist, she found that people seemed to find themselves at a loss for words when describing how they feel, usually handicapped in their ability to verbalize their emotions by learned behaviors of what is and not acceptable, when it comes to sharing feelings. Eluding to the blending nature of emotions, she painted these external sectors in decreasing shades of their corresponding inner feeling. To keep things balance between comfortable and uncomfortable emotions, she expanded 'glad' into three emotions: joyful, powerful, and peaceful.Īrmed with this balanced cohort, she matched them to the primary and secondary colors to render the inner wheel of fundamental emotions, from which the outer circles would radiate. Inspired by Joseph Zinker's ideas of conceiving the therapist as an artist (Zinker, 1978), and Robert Plutchik's comparison of emotions to colors (Plutchik's 1980), Wilcox set out to design the feelings wheel using the four basic emotions: scared, sad, mad and glad. It is encouraged that students include a self-reflection when appropriate.Background story Anatomy of the feeling wheel Recommended Uses Final Thoughts References Try our feeling wheel app Remember, the student needs to be an active participant in this process. The student should have the opportunity to practice informed choice throughout the VR process! Strengths/Abilities/Capabilities/Transferable Skills: What skills does this student bring to this vocational goal? What are they good at and enjoy?.

Resources/Supports: What resources or support systems does the student have that will help them obtain employment?.Priorities: What are the student’s concerns about working?.Interests: Why did the student choose this employment goal?.Discuss student vocational themes with your VRC to ensure the employment goal can be supported by VR. For the VR plan to be written, students need to identify an employment goal. Each Vocational Rehabilitation Counselor (VRC) may add but not subtract any of the documents In the Referral and Application section.įor VR to provide substantial services, each student will need to have an Individualized Plan for Employment (IPE).

Color of emotions wheel