Course Unit 12: Maslow, Sullivan, Lewin, Von, Erikson, Kohlberg PDF

Maslow’s Human Need Theory  Background  Abraham Maslow (born April 1, 1908, New York, New York, U.S.—died June 8, 1970, Menlo Park, California)  American psychologist  philosopher  Background  Maslow studied psychology at the University of Wisconsin and Gestalt psychol...

Maslow’s Human Need Theory  Background  Abraham Maslow (born April 1, 1908, New York, New York, U.S.—died June 8, 1970, Menlo Park, California)  American psychologist  philosopher  Background  Maslow studied psychology at the University of Wisconsin and Gestalt psychology at the New School for Social Research in New York City  Introduction Maslow first introduced his theory of hierarchy in his 1943 paper "A Theory of Human Motivation" and his subsequent book "Motivation and Personality". According to human psychologist Abraham Maslow, our actions are motivated in order to achieve certain needs. His hierarchy suggests that people are motivated to fulfil basic needs before moving on to other, more advanced needs. People need to satisfy their most important needs first, then when they achieved this, they can move onto the next important need.  The First Stage of the Hierarchy - The Physiological Stage The first stage of the hierarchy is the physiological stage - the stage required to sustain life. It includes breathing, excretion and the desire for food, water, sex, sleep and homeostasis. These are considered to be the 'basic' needs of human life. Maslow's theory suggests that if these fundamental needs are not satisfied the one must surely be motivated to satisfy them. Higher needs are not recognized until these 'basic' needs have been satisfied. The Second Stage of the Hierarchy The Safety Stage Once physiological needs have been met, attention and desire turns to safety and security, in order to be free from the threat of psychological and physical harm. Such needs may be fulfilled by:  Living in a safe area  Financial reserves  Job security  Good health According to Maslow's theory, you can not move up the pyramid to the next stages if you feel threatened. Once the threat has been addressed, one can then move up the pyramid.  The Third Stage of the Hierarchy The Love/Belonging Stage Once a person has met the lower physiological and safety needs, the higher needs can be addressed. This begins with the love/belonging stage, which can also be referred to as the 'social needs stage'. These are the needs related with interaction and can include family, friendship and sexual intimacy. The Fourth Stage of Hierarchy - The Esteem Stage Once a person feels like they belong, the need to be important can arise. Esteem needs can be classified as external or internal. Internal esteem needs are related to self-esteem, such as the need to respect yourself and achievement. External esteem needs are those such as social status, reputation and recognition.  The Fifth Stage of Hierarchy The Self- Actualization Stage Self-actualization is the summit of Maslow's hierarchy of needs. It can be defined as the quest of reaching your full potential. Unlike some of the lower needs, this need is never fully satisfied due to the fact that people can 'grow' and change and continue to challenge themselves. People in this stage tend to have needs such as: morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts, truth, problem solving. justice, wisdom and meaning.  INTERPERSONAL THEORY HARRY STACK SULLIVAN  Sullivan's Six Developmental Stages Infancy (0-2 years) (Epochs) Primary task: Development of security through reliable interpersonal relationships (especially with the mother or primary caregiver). Focus: Early interpersonal patterns and basic trust.  Sullivan's Six Developmental Stages Childhood (2-6 years) (Epochs) Primary task: Development of a sense of self and engagement in social interactions. Focus: Internalization of social norms, empathy, and self-control.  Sullivan's Six Developmental Stages Juvenile (6-9 years) (Epochs) Primary task: Development of peer relationships and understanding societal rules and roles. Focus: Social skills and peer acceptance as a source of self-esteem.  Sullivan's Six Developmental Stages Preadolescence (9-12 years) (Epochs) Primary task: Formation of deeper intimate relationships with peers. Focus: Development of a mature self-concept through interpersonal interactions.  Sullivan's Six Developmental Stages Early Adolescence (12-14 (Epochs)years) Primary task: Development of a stronger sense of personal identity and exploration of sexual and romantic identity. Focus: Complex intimate relationships and understanding of one's self in relation to others.  Sullivan's Six Developmental Stages Late Adolescence(Epochs) (14-21 years) Primary task: Formation of intimate relationships (romantic and platonic) and engagement in productive work and community involvement. Focus: Developing self-worth and navigating roles as a partner, parent, and worker. CHANGE THEORY KURT LEWIN  Background  Kurt Lewin born in 1890  Humanitarian, Social Scientist, Physicist Theories formulated in 1940s and still in use today  Areas of research - Field Theory, Group Dynamics and Action Research  Referred to as the Guru of Organizational Change theory Implementing a New Patient Care Protocol 1.Unfreezing:  Recognizing the Need for Change: A hospital notices a higher- than-expected rate of post-operative infections. Data indicates that updating the patient care protocol could improve outcomes.  Nurse managers hold meetings to discuss the infection rates and present evidence-based research supporting the new protocol, emphasizing its importance for patient safety.  Nurses express concerns about the additional workload and potential disruption. Management addresses these concerns through open discussions and reassurances about the benefits for patient care and workflow efficiency. Implementing a New Patient Care Protocol 2. Changing: Implementing the New Protocol: After thorough training sessions, the new patient care protocol is rolled out. Nurses learn about the new practices, such as enhanced hand hygiene and specific wound care techniques. Encouraging Adaptation: Nurse leaders and champions are assigned to support their peers during the transition. They provide guidance, answer questions, and help troubleshoot any issues that arise. Implementing a New Patient Care Protocol 3. Refreezing: Solidifying the Change: The new protocol becomes part of the standard operating procedures for patient care. Compliance is monitored through audits and feedback sessions. Reinforcing with Policies: The hospital incorporates the protocol into orientation for new staff and includes it in performance evaluations to ensure ongoing adherence. Ongoing Evaluation: Regular review meetings are held to assess the impact of the new protocol on infection rates and to make adjustments based on staff feedback and patient outcomes. LUDWIG VON BERTALANFFY – General Systems Theory  WHAT IS THE SYSTEM THEORY? The system theory is the transdisciplinary study of the abstract organization of phenomena, independent of their substance, type, or spatial or temporal scale of existence. It is also a management methodology as it is a way of analyzing and thinking about organizations and also an alternative approach  THE PREMISES OF THE SYSTEM THEORY The systems theory puts forth the premise that organizations, like living organisms, are made up of numerous component subsystems that must work together in harmony for the larger system to succeed. Systems theory states that organizational success relies on synergy, interrelations and interdependence between different subsystems. As arguably the most valuable component of a company, employees make up various vital subsystems within an organization. Departments, work groups, business units, facilities and individual employees can all be considered component systems of the organizations CHARACTERISTICS/FEACTURES OF THE SYSTEMS Communication THEORY  Communication mechanisms must be put in place for organizational systems to exchange relevant information with its environment.  Communication provides for the flow of information among the subsystems. CHARACTERISTICS/FEACTURES OF THE SYSTEMS Systems, Subsystems and Supersystem THEORY A SYSTEM is a collection of interrelated parts or components that work together to achieve a common goal or purpose. Systems transform inputs (resources, information, energy) into outputs (products, services, results) through processes or interactions. Example: In a nursing unit, the goal is to provide care for patients, and the system processes input (patient data, medical equipment, nurse care) to produce the desired output (improved patient health, patient satisfaction, and effective use of resources). CHARACTERISTICS/FEACTURES OF THE SYSTEMS Systems, Subsystems and Supersystem THEORY A SUBSYSTEM is a smaller, self-contained component or part of a larger system that performs a specific function necessary for the overall functioning of the system. Subsystems work together within the larger system to achieve its goals. In other words, a subsystem is a system within a system. EXAMPLE: Within a hospital system, the nursing department is a subsystem, with its own responsibilities, such as providing direct care, monitoring patient vital signs, administering medication, and offering emotional support. The medical department (doctors, specialists) is another subsystem, responsible for diagnosing diseases, prescribing treatments, and performing surgeries. CHARACTERISTICS/FEACTURES OF THE SYSTEMS Systems, Subsystems and Supersystem THEORY A SUPERSYSTEM is the larger system or environment within which a system operates. It encompasses external systems that affect and influence the survival, success, and functioning of the focal system. A supersystem typically has its own goals, and the survival of the focal system may depend on the conditions or interactions with the supersystem. EXAMPLE: In nursing, the nursing profession itself is part of a larger supersystem that includes professional organizations, educational systems, and government regulations (e.g., licensing requirements, scope of practice laws). These external systems set the rules, provide resources, and shape the direction of the nursing profession. CHARACTERISTICS/FEACTURES OF THE SYSTEMS Boundaries THEORY Refers to the defining lines or limits that separate a system from its environment, and determine what is considered part of the system and what lies outside of it. Boundaries help establish the system's identity and are essential in understanding how systems interact with their surroundings. Goal-directedness Systems are goal oriented and engage in feedback in order to meet the goals of the organization.  WAYS SYSTEM THEORY IS USED IN MORDERN ORGANIZATION  System theory is used to measure performance, control and compute the interactions among individuals in each department of the organization.  When the system theory is presented in an organization this helps in growth and development.  If a typical managerial leader has any knowledge of the system theory it is easier to manage the mechanisms of products and services leaving the organization.  Erikson's Psychosocial Stages of Development  Erik Erikson's Biography  Erik Erikson 1902-1994  Born June 15,1902 Frankfurt, Germany Died May 12, 1994 Massachusetts, USA Nationality American/ German  Fields Developmental Psychology Influences Sigmund Freud/ Anna Freud  Coined the term Lifespan Development  Key Idea Theories of Psychological Development  Trust vs. Mistrust  Occurs in infancy (birth- 18 months).  Babies must learn to trust their parents care and affection.  If not done the babies could develop a distrust and view the world as inconsistent and unpredictable. Questions  Autonomy vs. Shame and Doubt  Occurs in the toddler age. (18 months-3 years).  Child learns to feed themselves and do things on there own.  Or they could start feeling ashamed and doubt their abilities.  Questions the child's willpower.  Initiative vs. Guilt  Preschool age (3-5 years old).  Using initiative in planning or carrying out plans.  Or develop a sense of guilt over misbehavior regarding parent's limits.  Questions one’s purpose and role in life.  Industry vs. Inferiority  School age (5-11 years of age).  Learn to follow the rules imposed by schools or home.  Or the child can start believing they are inferior to others.  Identity vs. Role Confusion  Adolescence (11-18 years of age).  Acquire a sense of identity.  Or can become confused about one’s role in life.  Questions who you are and if you’re happy.  Intimacy vs. Isolation  Young adulthood (18-40 years of age).  Develop a relationship and joint identity with a partner.  Or can become isolated and stay away from meaningful relationships.  Questions if the person is ready for new relationships, or if there  Generativity vs. Stagnation  Middle adulthood (40-65 years of age).  Making use of time and having a concern with helping others and guiding the next generation.  Or can become self- centered, and stagnant.  Questions what the person will do with their extra time.  Integrity vs. Despair  Late adulthood (60-and up).  Understand and accept the meaning of temporary life.  Or complains about regrets, not having enough time, and not finding a meaning throughout life.  Questions one’s overview of their entire Kohlberg's Theory on Moral Development  Biography  Lawerence Kohlberg born in 1927  Grew up in Bronxville, New York  Died on January 17th, 1987 at the age of 59 Kohlberg became a professor of education and social psychology at Harvard in 1968  His book on moral development is used by teachers around the world to promote moral  Level 1: Preconventional Morality At this level, individuals' moral decisions are influenced primarily by external consequences rather than by internalized ethical principles. This level is typical of young children and some adolescents. Moral reasoning at this level is focused on avoiding punishment or gaining rewards. Stage 1: Obedience and Punishment Orientation The moral reasoning at this stage is driven by the desire to avoid punishment. Children in this stage view rules as fixed and absolute, and they believe that breaking rules will result in punishment. Example: A child does not hit a sibling because they are afraid of being punished by their parents. Stage 2: Individualism and Exchange At this stage, individuals recognize that different people have different viewpoints, and they begin to understand that there are different ways to achieve personal gain. The moral reasoning here is based on self-interest, and decisions are made to benefit oneself, often with a quid pro quo mentality: "I will do this for you if you do that for me." Example: A child may help a parent with chores if they expect to be rewarded  Level 2: Conventional Morality At this level, individuals begin to internalize the moral standards of others and society. Moral reasoning moves beyond self-interest to focus on relationships and societal expectations. This level is typical of adolescents and adults who are influenced by social norms and authority figures. Stage 3: Good Interpersonal Relationships This stage is often called the "Good Boy/Good Girl" orientation, or the "Interpersonal Concordance" stage. The focus of moral reasoning is on conforming to social norms and maintaining good relationships with others. People in this stage are motivated by the desire to be seen as “good” and to gain approval from others. They consider how their actions will affect the feelings of others and aim to be considerate, trustworthy, and loyal. Example: A teenager may refrain from breaking curfew to avoid disappointing their parents or to maintain their good standing in the community. Stage 4: Maintaining Social Order At this stage, individuals recognize the importance of maintaining social order and respecting laws and rules to ensure societal stability. Moral decisions are based on the importance of following established laws and rules, regardless of the outcome. Obeying the law and performing one's duties as a citizen becomes central to moral reasoning. Example: An adult pays taxes because it is the law, and they believe that adhering to laws is essential for the functioning of society.  Level 3: Postconventional Morality At this level, individuals develop a more abstract understanding of morality, guided by internal ethical principles rather than external societal rules or consequences. People at this level are concerned with justice, human rights, and equality. Not all individuals reach this level. Stage 5: Social Contract and Individual Rights At this stage, individuals understand that laws are important, but they also recognize that laws and rules should be changed when they do not promote the greater good or when they infringe upon basic human rights. Moral reasoning is based on the belief in a social contract, where individuals agree to follow laws for the benefit of society, but they also value individual rights and the common good. Example: A person may support civil rights movements or protest laws they believe are unjust, such as advocating for the right to vote or opposing discriminatory practices. Stage 6: Universal Principles The highest stage of moral development, Stage 6, involves abstract reasoning based on universal ethical principles such as justice, equality, and respect for human dignity. Individuals at this stage act according to principles that they have chosen based on deep personal reflection, regardless of the laws or social rules. This  SOCIAL LEARNING THEORY By: ALBERT BANDURA  Biography  Born on December 4, 1925  Canadian, American  Studied at University of British Columbia and University of Lowa.  Researched and taught at Stanford University  Elected president of American Psychological Association in 1974  Famous for research on social learning theories.  BASIC SOCIAL LEARNING CONCEPTS Observational Learning - People can learn through observation Intrinsic Reinforcement - Mental states are important for learning The Modeling Process - Learning does not lead to a change in behavior.  OBSERVATIONAL LEARNING A live model: Involves an actual individual demonstrating or acting out a behavior. A verbal instructional model: Involves descriptions and explanations of a behavior. A symbolic model: Which involves real or fictional characters displaying behaviors in books, films, television programs, or online media.  INTRINSIC REINFORCEMENT Intrinsic reinforcement is a form of internal reward, such as pride, satisfaction and a sense of accomplishment.  THE MODELING PROCESS Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. The following steps are involved in the observational learning and modeling process:  Attention  Retention  Motor reproduction  Motivation  THE MODELING PROCESS 1. Attention For learning to occur, the observer must first pay attention to the model. Factors like the attractiveness of the model, the relevance of the behavior, and how novel or interesting the behavior is affect attention. Example: A child is more likely to imitate a teacher’s math-solving technique if the teacher is engaging and presents the material in a fun way, rather than if the  THE MODELING PROCESS 2. Retention The observer needs to remember the behavior in order to reproduce it later. This involves storing the behavior in memory. The observer is more likely to remember a behavior if it is relevant, repeated, or mentally rehearsed. Example: A student watches a tutorial video on how to solve a math problem. If the video is clear and easy to follow, the student is more likely to remember the steps  THE MODELING PROCESS 3. Reproduction The observer must have the ability to physically reproduce the behavior. This stage requires the observer to have the necessary skills and physical capabilities to carry out the behavior they have observed. Example: A child watches a skateboarder perform a trick. They understand how it’s done, but they need to practice and develop the required coordination to try it  THE MODELING PROCESS 4. Motivation Even if an observer can remember and reproduce the behavior, they need to be motivated to perform it. Motivation can come from rewards (external reinforcement), seeing the behavior being rewarded in others (vicarious reinforcement), or personal satisfaction (internal reinforcement). Example: A teenager may be motivated to study hard for a test because they saw a classmate receive praise and a high grade for their efforts, or they might study because  RESEARCH EXPERIMENTS Bobo the clown Boys and girls watched a video of a person performing violent acts on a blowup clown named Bobo. Use of kicking, punching and hammering were modeled. When children were then left alone with the same blew up clown they performed the same behaviors they had observed.  PRINCIPLES OF SOCIAL LEARNING THEORY People can learn by observing the behavior of others and the outcomes of those behaviors. Learning can occur without a change in behavior. Cognition plays a role in learning.  APPLYING BANDURA'S THEORY IN THE CLASSROOM Carefully select audiovisuals that are to be used in the classroom. Create a sense of collective-efficacy by emphasizing team work. Set goals for students to accomplish, have them keep a record of these accomplishments. Once a month take the record out and celebrate their hard work. Incorporate technology by putting the students challenges and accomplishments online on the class website so they can show their friends and family. Thank You