Do the following descriptions of decision-making seem familiar? 

Defaulting to familiar routines under stress—like sticking with the same study playlist even though it’s distracting.
Difficulty making decisions when feeling unwell—such as struggling to choose between tasks when dealing with sleep deprivation.
Imagining worst-case scenarios—like assuming you’ll fail a class after one low quiz grade.
Taking failures too personally—such as blaming yourself entirely when a project doesn’t meet expectations.

The video lesson includes the following topics and lesson objectives:

Cognitive Domain (Knowledge & Understanding)

1.1 Explain how specific tools (e.g., Weekly Needs Assessment, Optimal Decision Making Eval) can support decision-making processes by providing essential information to the brain.
1.2 Recognize the strategic components of optimizing the internal and external environment for decision-making.

Affective Domain (Attitudes & Values)

2.1 Acknowledge the importance of accurate observation and quality information in making well-informed decisions and discuss how these contribute to optimal decision-making
2.2 Value the role of structured tools using task induction in maintaining up-regulation of the Deliberate system by providing relevant information.
2.3 Demonstrate openness to using the DDM tools to improve decision-making practices by providing clear, current, and constrained information to the decision-making areas of the brain.

Psychomotor Domain (Skills & Actions)

3.1 Practice using the Optimal Decision-Making Eval tool to accurately identify and categorize personal needs to improve decision-making readiness.
3.2 Demonstrate observation skills by engaging in exercises focusing on relevant current-state information without distractions, which is essential for effective decision-making.
3.3 Apply the Optimal Decision Making Eval to assess a current situation, ensuring that observations are constrained, contextual, and relevant to...