SUPPLEMENTARY READING MATERIAL

IN
PSYCHOLOGY
CLASS XII
Effective for the Academic Seio! "#$#%"#$$ a!d the &oard E'ami!atio! "#$$
CENTRAL &OARD O( SECONDARY EDUCATION
DELHI%$$##)"
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CONTENTS
UNIT * Pa+e No,
3.1 Adaptation and Adjustments 3
3.2 Human Strengths and Virtues 4
UNIT -
5.1 Zen 8
5.2 Counselling 8
UNIT .
8.1 Media and Human Values 12
8.2 Human ights 14
8.3 Citi!enship 15
8.4 "romotion o# "ea$e 15
UNIT )
Appli$ation o# "s%$holog% to #ollo&ing areas'
(.1 Sports 1)
(.2 *du$ation 21
(.3 Communi$ation 25
(.4 +rgani!ation 2,
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UNIT *
*,$ Adaptation and Adjustment
Adaptation
-e al&a%s #a$e di##erent .inds o# $hallenges in our li#e. /he di##i$ult
$ir$umstan$es0 pro1lems and o1sta$les o#ten 1lo$. our path leading to&ards the
$hosen li#e goals. 2ortunatel% &e also ha3e the $apa$it% to #a$e the $hallenges
and o3er$ome them0 1oth 1% means o# in41uilt tenden$ies as &ell as learned
1eha3iours 5&hi$h ena1le to adapt to di3erse situations. /he term adaptation
re#ers to the pro$ess o# $hange in organisms or spe$ies to a$$ommodate a
parti$ular en3ironment. -e tr% to $hange oursel3es a$$ording to the demands o#
the $ir$umstan$es. 2or instan$e &e put on &arm $lothes during &inter and &or.
hard &hen i# the &or. demands. /his ena1les our sur3i3al. Adaptation is $ru$ial
to the pro$ess o# natural sele$tion.
*thologists0 s$ientists &ho stud% the 1eha3iours o# animals in their natural
ha1itats ha3e do$umented t&o main patterns o# adapti3e 1eha3iours. Some
1eha3iours0 .no&n as 6$losed programs06 get transmitted #rom one generation to
the ne7t relati3el% un$hanged. +ther 1eha3iours .no&n as 6open geneti$
programs6 are sus$epti1le to greater degree o# en3ironmental in#luen$e.
Adaptation o$$urs in indi3idual organisms as &ell as in spe$ies. Sensor%
adaptation $onsists o# ph%siologi$al $hanges that o$$ur in response to the
presen$e or $essation o# stimuli. -e also adapt to en3ironmental and so$ial
$ir$umstan$es.
Ad/0tme!t
8n ps%$holog%0 the 1eha3ioural pro$ess 1% &hi$h humans and other animals
maintain a state o# e9uili1rium among their 3arious needs or 1et&een their needs
and the o1sta$les o# their en3ironments is $alled adjustment. A se9uen$e o#
adjustment 1egins &hen a need is #elt and ends &hen it is satis#ied. Hungr%
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people0 #or e7ample0 are stimulated 1% their ph%siologi$al state to see. #ood.
-hen the% eat0 the% redu$e the stimulating $ondition that impelled them to
a$ti3it%0 and the% are there1% adjusted to this parti$ular need.
8n general0 the adjustment pro$ess has #our parts' :1; a need or moti3e in the
#orm o# a strong persistent stimulus0 :2; the th&arting or non4#ul#illment o# this
need0 :3; 3aried a$ti3it%0 or e7plorator% 1eha3iour a$$ompanied 1% pro1lem
sol3ing0 and :4; some response that remo3es or at least redu$es the initiating
stimulus that 1rings satis#a$tion and $ompletes the pro$ess o# adjustment0 at
least temporaril%.
8t ma% 1e noted that adjustments also ta.e pla$e in so$ial and $ultural domains.
Su$h adjustments are 9uite similar to the pro$ess o# ph%siologi$al adjustment.
"eople stri3e to 1e $om#orta1le in their surroundings and to ha3e their
ps%$hologi$al needs :su$h as lo3e or a##irmation; met through the so$ial
net&or.s the% inha1it. -hen needs arise0 espe$iall% in ne& or $hanged
surroundings0 the% impel interpersonal a$ti3it% meant to satis#% those needs. 8n
this &a%0 people in$rease their #amiliarit% and $om#ort &ith their en3ironments0
and the% $ome to e7pe$t that their needs &ill 1e met in the #uture through their
so$ial net&or.s. +ngoing di##i$ulties in so$ial and $ultural adjustment ma% 1e
a$$ompanied 1% an7iet% or depression.
*," H0ma! Stre!+th a!d 1irt0e
8n re$ent %ears ps%$hologists ha3e sho&n in$reasing interest in understanding
&hat ma.es li#e good and meaning#ul. /his de3elopment is termed as positi3e
ps%$holog%. "ositi3e ps%$holog% s%stemati$all% in3estigates the positi3e aspe$ts
i.e. the strengths and 3irtues o# human 1eings. /he% are $entral to the li#e
sustaining pro$esses o# helping0 altruism0 $ooperation0 learning et$. A group o#
leading ps%$hologists ha3e tried to de#ine the uni3ersal <human strengths=. /he
strengths and 3irtues ena1le indi3iduals and $ommunities to thri3e. "ositi3e
ps%$hologists see. 6to #ind and nurture genius and talent06 and 6to ma.e normal
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li#e more #ul#illing0 not to $ure mental illness.> Martin Seligman has pro3ided
leadership to the mo3ement o# positi3e ps%$holog%. /he positi3e ps%$hologists
resear$hed around 2?? te7ts dra&n #rom 3arious traditions in$luding gret thin.ers
and te7ts li.e Aristotle0 "lato0 A9uinas0 St.Augustine0 +ld /estament0 the /almud0
Con#u$ius0 @uddha0 Aao4/!e0 @ushido :the samurai $ode;0 the Boran0 and the
Cpanishads. As a result the% &ere a1le to identi#% a $ore set o# human 3irtues
shared 1% these traditions. /hese in$lude -isdom and Bno&ledge0 Courage0
Ao3e and Humanit%0 Dusti$e0 /emperan$e0 and Spiritualit% and trans$enden$e. 8n
addition the% identi#ied a range o# <strengths= 5 personal $hara$teristi$s or
1eha3iours 1% &hi$h these 3irtues $an 1e attained. /hese 24 strengths are as
#ollo&s'
2idom a!d 3!o45ed+e
1. C0rioit6 7 I!teret i! the 4or5d8 An openness to e7perien$eE #le7i1ilit% a1out
things that don=t #it %our pre$on$eptions.
", Love of Lear!i!+8 /a.ing pleasure in learning ne& thingsE ta.ing e3er%
opportunit% to e7pand %our .no&ledge and e7pertise.
*, 90d+me!t 7 Critica5 Thi!:i!+ 7 O;e!%Mi!ded!e8 /hin.ing things through
and e7amining them #rom all sidesE not jumping to $on$lusionsE 1eing o1je$ti3e.
<, I!+e!0it6 7 Ori+i!a5it6 7 Practica5 I!te55i+e!ce 8 2inding ne& and pra$ti$al
&a%s o# a$hie3ing resultsE $reati3it%E <street &isdom=.
-, Socia5 I!te55i+e!ce 7 Pero!a5 I!te55i+e!ce 7 Emotio!a5 I!te55i+e!ce 8
Cnderstanding %our o&n and others= moti3es and #eelingsE a$ting in so$iall%
e##e$ti3e &a%s.
=, Per;ective8 A1le to adopt the <1ig pi$ture= so as to a$t &isel%E good at
pro1lem4sol3ing and gi3ing ad3i$e.
Co0ra+e
>, 1a5o0r a!d &raver68 -illing to $on#ront $hallenges and di##i$ult%E prepared to
adopt unpopular or dangerous positions.
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., Perevera!ce 7 I!d0tr6 7 Di5i+e!ce8 2inishing &hat %ou startE prepared to
ta.e on di##i$ult proje$tsE doing &hat %ou sa% %ou=ll do 5 and more.
), I!te+rit6 7 Ge!0i!e!e 7 Ho!et68 Ai3ing in a genuine0 authenti$ &a%E do&n
to earth and &ithout preten$e.
H0ma!it6 a!d Love
$#, 3i!d!e a!d Ge!eroit68 Helping other peopleE putting others= interests as
highl% as %our o&n.
$$, Lovi!+ a!d A55o4i!+ O!ee5f to ?e Loved8 Valuing and engendering $lose
and intimate relations &ith others.
90tice
$", Citi@e!hi; 7 D0t6 7 Team4or: 7 Lo6a5t68 -or.ing hard #or the su$$ess o#
the groupE 3aluing group goals and purposesE respe$ting authorit%.
$*, (air!e a!d EA0it68 A3oiding an% personal 1iasE 1eing guided 1% prin$iples
$on$erning e9ualit%E ta$.ling prejudi$e.
$<, Leaderhi;8 +rgani!ing a$ti3ities &ell and seeing that the% happenE
maintaining good relations in and 1et&een groups.
Tem;era!ce
$-, Se5f%Co!tro58 Che$.ing %our o&n impulses &hen appropriateE repairing
negati3e #eelingsE managing %oursel#.
$=, Pr0de!ce 7 Dicretio! 7 Ca0tio!8 @eing $are#ulE not sa%ing things %ou might
regretE resisting the impulse to a$t onl% #or the short term.
$>, H0mi5it6 a!d Modet68 Fot see.ing the spotlightE letting %our
a$$omplishments spea. #or themsel3esE unpretentious.
Tra!ce!de!ce
$., A;;reciatio! of &ea0t6 a!d E'ce55e!ce8 Appre$iating e7$ellen$e in all
domainsE a1le to #eel a&e and &onder.
$), Gratit0de8 Fot ta.ing things #or grantedE e7pressing gratitude to othersE
appre$iating li#e
"#, Ho;e 7 O;timim 7 (0t0re%Mi!ded!e8 Maintaining a positi3e stan$e
to&ards the #utureE e7pe$ting the 1estE leading a goal4dire$ted li#e.
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"$, S;irit0a5it6 7 Se!e of P0r;oe 7 (aith 7 Re5i+io0!e8 Strong and
$oherent set o# 1elie#s a1out larger purpose or meaningE a$ting in a$$ordan$e
&ith these 1elie#s.
"", (or+ive!e a!d Merc68 2orgi3ing those &ho hurt or o##end %ouE a1le to
trans#orm ho& %ou #eelE generosit% o# spirit.
"*, P5a6f05!e a!d H0mor8 Aaughing and $reating laughterE seeing the light
side o# li#e.
"<, Bet 7 Paio! 7 E!th0iam8 /hro&ing %oursel#0 1od% and soul into
a$ti3itiesE inspiring others.
8t is though a 3irtuous li#e that one $an attain lasting happiness and li#e a #ull li#e.
/he ps%$hologists are tr%ing to measure these strengths and 3irtues and
e7amining the sour$es o# their de3elopment. 8t has 1een #ound that hedonisti$
pursuit is not enough and one must tr% to ha3e meaning in li#e.
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U!it -
-,$ Be!
A s$hool o# Maha%ana @uddhism that asserts that enlightenment $an 1e attained
through meditation0 sel#4$ontemplation0 and intuition rather than through #aith and
de3otion. 8t is pra$ti$ed mainl% in China0 Dapan0 Borea0 and Vietnam. 8t is also
$alled Zen Buddhism.
Zen emphasi!es dharma practice and experiential wisdomGparti$ularl% as
reali!ed in the #orm o# meditation .no&n as zazenGin the attainment o#
a&a.ening. As su$h0 it de4emphasi!es 1oth theoreti$al .no&ledge and the stud%
o# religious te7ts in #a3or o# dire$t e7periential reali!ation.
-," Co0!e55i!+
A$$ording to -arner0 Counselling is <a therapeuti$ and gro&th pro$ess
through &hi$h indi3iduals are helped to de#ine goals 0 ma.e de$isions and sol3e
pro1lems related to the personal 5 so$ial 5 edu$ational and $areer $on$erns=.
Counselling in3ol3es helping relationship0 that in$ludes someone see.ing help
and someone &illing to gi3e help0 &ho is $apa1le o# or trained to help in a setting
that permits help to 1e gi3en and re$ei3ed.
/he #ollo&ing elements a1out $ounseling are $ommon to the major theoreti$al
approa$hes to $ounseling'
1. Counselling in3ol3es responding to the #eeling0 thoughts0 and a$tions o#
the $lients
2. Counselling in3ol3es a 1asi$ a$$eptan$e o# the $lients= per$eptions and
#eelings &ithout using an% e3aluati3e standards.
3. Con#identialit% and pri3a$% $onstitute essential ingredients in the
$ounseling setting. "h%si$al #a$ilities that preser3e this 9ualit% are
important.
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4. Counselling is 3oluntar%. 8t ta.es pla$e &hen the $lient approa$hes a
$ounselor. A $ounselor ne3er uses an% .ind o# $oer$ion #or o1taining
in#ormation.
5. Counselor and $lients 1oth transmit and re$ei3e 3er1al and non 3er1al
messages during the pro$ess. /here#ore a&areness and sensiti3it% to the
nature o# the message is an important prere9uisite #or the $ounselor=s
e##e$ti3eness.
Counselling is pra$ti$ed e7tensi3el% in s$hools. Man% edu$ators spend time &ith
$ertain students either in groups or more o#ten indi3iduall%. /he #ollo&ing
suggests &hen these Hget togethers> ma% 9uali#% $ounseling.
Ho& to de$ide i# $onta$t is $ounseling related
Are %ou meeting more than on$eI
Joes the student as.s #or or seem to &ant the $onta$tI
8s the purpose o# the meeting agreed on 1% 1oth the edu$ator and the
studentI
8s there a noti$ea1le progress to&ard this purposeI
Joes the edu$ator #re9uentl% listen and en$ourage tal.ingI
/hus0 a $ounselor is most o#ten interested in 1uilding an understanding o# the
$lients pro1lem 1% #o$using on &hat understanding the $lient has o# her K his
pro1lem and ho& sKhe #eels a1out it. /he a$tual or o1je$ti3e #a$ts o# the pro1lems
are $onsidered less important and it is more important to &or. on the #eelings
and their a$.no&ledgement 1% the $lients. /he #o$us is more on the person and
ho& sKhe de#ines the pro1lem.
Anal%!ing the a1o3e dis$ussion &e $an sa% that in $ounseling
t&o people are present
leads Lto a$tion on the part o# $lient
$ounselor listens
$lient $an 1e trusted to #ind their o&n solutions
personal gro&th o# $lient usuall% o$$urs
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resolution o# pro1lems is an e7pe$tation.
S/AM*S +2 C+CFS*AA8FM "+C*SS
1. Getti!+ tarted 5 it is de$ided as to the #re9uen$% &ith &hi$h the $ounselor
and the $lient &ill meet0 the times the% &ill intera$t0 &hen it is anti$ipated that the
relation &ill end .
2.I!trod0ctor6 ta5: 5 it entails general $on3ersation a1out their li3es0 then the
$ounselor &or.s to&ards spe$i#i$s0 it is 9uite li.el% that man% people do not .no&
&hat is trou1ling them until the% 1egin to tal.. Also the $lient gi3es personal
details.
3. Ide!tif6i!+ the i0e 5 Ji##erent t%pes o# 9uestions are as.ed 1% the
$ounselor li.e0 Ho& do %ou #eel a1out thatI0 -hat &as it li.eI Ho& are %ou
#eeling at the momentI -hat did %ou do thenI -hat happened &hen %ou did
thatI
4. Co;i!+ 4ith fee5i!+ 5 #our emotions $ommonl% suppressed or 1ottled up
areE Anger0 Mrie#0 2ear0 *m1arrassment. /hese emotions are to 1e a$$epted and
allo&ed to 1e e7pressed.
5. Ide!tif6i!+ ;oi?5e o50tio! 5 the $ounselor helps in dealing and $oping
&ith help o# H 1rainstorming H8t helps generate as man% solutions and $ome up
&ith an o13ious ans&er.
,. A+reei!+ o! a ;5a! 5 /he goal is identi#ied and also the steps &hi$h &ill lead
to&ards it. A pra$ti$al plan o# a$tion is thought o# &hi$h is reasona1le and
a$hie3a1le.
). Im;5eme!ti!+ the ;5a! 5 /he $lient does it independentl%0 &ith $ounselor=s
support.
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/hus &e see that $ounseling is just a helping pro$ess 1% &hi$h the $lient $omes
&ith a plan o# a$tion &ith the help o# a $ounselor. /he su$$ess o# $ounseling
depends on $ertain $hara$teristi$s o# the $ounselor. Aet us ela1orate them.
Characteritic of Effective He5;er
Pa+e $)" to $)* of NCERT ?oo: i! P6cho5o+6C C5a XII,
Ethic of co0!e55i!+
Pa+e $)* of NCERT ?oo: o! P6cho5o+6C C5a XII,
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U!it .
.,$ Media a!d H0ma! 1a50e
8n $ontemporar% li#e media is pla%ing a .e% role in regulating our li3es.
Media en$ompasses the &hole 1od% o# 1road 1ased $hannels o# $ommuni$ation
in print or ele$troni$ #orm that rea$h a large pu1li$ :e.g. radio0 tele3ision0
mo3ies0 maga!ines0 ne&spapers0 internet;. /he term &as $oined in the 1(2?=s
&ith the ad3ent o# nation&ide radio net&or.0 and $ir$ulation o# ne&spapers and
maga!ines. 8t is the media that rea$hes a mass audien$e. Mass media $an 1e
used #or 3arious purposes su$h as 4
1. Ad3o$a$% o# 1oth 1usiness and so$ial $on$erns. /his $an in$lude
ad3ertising0 mar.eting N propaganda0 pu1li$ relations0 and politi$al
$ommuni$ation.
2. *nri$hment and edu$ation.
3. *ntertainment4 traditionall% through per#orman$e o# a$ting musi$ and
sports along &ith light reading. Sin$e the 2?
th
Centur% there are Video N
Computer Mames.
4. Dournalism0 Fe&s et$.
5. "u1li$ ser3i$e announ$ement.
/he use o# mass media is 1e$oming a 3er% po&er#ul tool #or so$ial $hange0
edu$ation0 promotion o# 1usiness and attitude $hange. 8t is $hanging the &a%s
people get moti3ated0 e7perien$e emotions0 enjo% li#e and parti$ipate in the so$ial
a$ti3ities. /he manipulation o# large group o# people through media outlets0 #or
the 1ene#it o# a parti$ular part% or groups o# people has 1e$ome 3er% $ommon.
Sin$e media $rosses the $ultural 1oundaries there are di3erse in#luen$es and
out$omes &hi$h are per$ei3ed to 1e a threat to the nati3e $ulture.
/he in#luen$e o# media on human 3alues is all per3asi3e. Values re#er to
&hat is desira1le and $ontri1utes to &ell 1eing o# the people. -e o#ten im1i1e the
3alues &hi$h are em1edded in the messages and e7pli$itl% stated in the media.
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/he% are per$ei3ed as pre3alent in the so$iet% and are #or$e#ull% proje$ted 1% the
media into our su1$ons$ious and &e tend to internali!e it. 8t $an ha3e 1oth
negati3e and positi3e e##e$ts. 2or e7ample0 the positi3e outloo. to&ard
prote$tion o# en3ironment0 anti $ra$.ers= $ampaign and prote$tion o# animal rights
ha3e %ielded positi3e e##e$ts. +n the other hand0 it might sometimes lead to
undesira1le $hanges in 3alue patterns. /a.e #or e7ample the e7$essi3e #o$us on
a$hie3ing a goal :at an% $ost; &ithout an% regard to the means to a$hie3e them
or depi$tion o# 3iolen$e. Media is &or.ing as a .e% to glo1ali!ation and $ultural
$hange.
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.," H0ma! ri+ht
Human ights re#er to the 61asi$ rights and #reedoms to &hi$h all humans are
entitled 1e$ause the% are human 1eings. *7amples o# rights and #reedoms
&hi$h are o#ten thought o# as human rights in$lude $i3il and politi$al rights0 su$h
as the right to li#e and li1ert%0 #reedom o# e7pression0 and e9ualit% 1e#ore the la&E
and so$ial0 $ultural and e$onomi$ rights0 in$luding the right to parti$ipate in
$ulture0 the right to #ood0 the right to &or.0 and the right to edu$ation . /hese
rights empo&er people under parti$ularl% under di##i$ult $ir$umstan$es. /he
a&areness a1out human rights is important to li3e li#e as a $iti!en in a demo$rati$
set up. 8n parti$ular a $ountr% li.e 8ndia in &hi$h po3ert%0 so$ial disad3antage and
dis$rimination are present in man% se$tions. Ai3ing li#e &ith dignit% demands that
human rights o# e3er%1od% are maintained. /he traditional so$ieties ha3e man%
disparities &hi$h $ome in the &a% o# ensuring human rights to di##erent groups
and $ommunities.
/he Magna Carta or 6Mreat Charter6 &as one o# *nglandOs #irst do$uments
$ontaining $ommitments 1% a so3ereign to his people to respe$t $ertain legal
rights. All human 1eings are 1orn #ree and e9ual in dignit% and rights. /he% are
endo&ed &ith reason and $ons$ien$e and should a$t to&ards one another in a
spirit o# 1rotherhood. 8n order to promote human rights man% international
$on3entions0 treatise and pro3isions ha3e 1een made. Man% o# them ha3e 1een
a$$epted 1% 8ndia. 8n pursuan$e o# su$h pro3isions a Fational Human ights
Commission has 1een esta1lished. 8t is $haired 1% a retired Chie# Dusti$e o#
Supreme Court. 8t is empo&ered to ta.e steps #or ensuring prote$tion o# human
rights and ta.ing steps to $ur1 its 3iolations. 8n re$ent %ears &e ha3e noti$ed
man% instan$es in &hi$h the human rights agen$ies in 8ndia ha3e ta.en note o#
the atro$ities done on people in prison and poli$e $ustod%.
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.,* Citi@e!hi;
A $iti!en is a parti$ipator% mem1er o# a politi$al $ommunit%. Citi!enship is gained
1% meeting the legal re9uirements o# a national0 state or lo$al go3ernment. A
nation grants $ertain rights and pri3ileges to its $iti!ens. 8n return0 $iti!ens are
e7pe$ted to o1e% their $ountr%Os la&s and de#end it against its enemies. /he
3alue o# $iti!enship 3aries #rom nation to nation. 8n some $ountries0 $iti!enship
$an mean a $iti!en has the right to 3ote0 the right to hold go3ernment o##i$es0 and
the right to $olle$t unemplo%ment insuran$e pa%ments0 to name a #e& e7amples.
Citi!enship is not a passi3e $on$ept. 8t in3ol3es a$ti3e in3ol3ement in 3arious
so$ial 0 politi$al and $ultural a$ti3ities.
.,< Promotio! of Peace
"ea$e is a state in &hi$h 3arious elements li3e in harmonious relationship and
gro& &ithout inter#eren$e in ea$h other=s a$ti3ities. At a so$ietal le3el pea$e is
ne$essar% #or gro&th and de3elopment. -e #ind that $ountries &hi$h are
engaged in &ar and $on#li$t o#ten su##er e$onomi$all%0 so$iall% and do not #lourish
and de3elop. @ringing in and sustaining pea$e in so$iet% demands man% things
in &hi$h the #ollo&ing are more important'
1;. "ea$e Education4 Dust as man learns to #ight and go to &ar0 he $an also learn
to li3e pea$e#ull%. 2or this0 it is ne$essar% to edu$ate the pu1li$ and parti$ularl%
the %oung men and &omen to li3e in pea$e so that the% ma% learn to loo. upon
themsel3es as $iti!ens o# the &orld.
2;. Development of international relations4 -e need to promote $ondu$i3e
international relations so as to eliminate prejudi$e and stereot%pe0 &hi$h are the
root $auses o# hostilit% 0 &ar and 3iolen$e. /his $an 1e a$hie3ed 1% $reating
opportunities #or people o# di##erent parts o# the &orld to $ome in $onta$t &ith
ea$h other. +ne o# the &a%s in &hi$h this $ould 1e a$hie3ed is to $reate
international institutions in di##erent regions o# the &orld. 2or instan$e SAAC is
$reating opportunities #or $ooperation and intera$tion #or the $ountries o# south
Asia.
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3;.Social and Economic Welfare4 So$ial and e$onomi$ ine9ualities $onstitute the
greatest single enem% o# permanent pea$e. 8n most o# the pla$es &here &ar and
$on#li$t is ta.ing pla$e po3ert% is 3er% $ommon. /here#ore it is important that
steps 1e ta.en up to 1ridge the gap 1et&een the ha3es and ha3e not=s.
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U!it ) A;;5icatio! of P6cho5o+6
),$S;ort
Im;orta!ce of S;ort
/he importan$e o# sports and e7er$ise in $ontri1uting to the ph%si$al
gro&th0 mental health0 and o3erall &ell41eing o# $hildren is &ell re$ogni!ed.
"arents en$ourage $hildren to pla% and engage in a 3ariet% o# sports a$ti3ities.
"h%si$al edu$ation and sports also #orm an integral part o# the s$hool=s
$urri$ulum. /he theor% o# multiple intelligen$es re$ogni!es sports and athleti$s
too as a #orm o# intelligen$e that is no &a% lesser in importan$e than a$ademi$s.
8n this $onte7t0 sports ps%$holog% is emerging as an up$oming #ield dealing &ith
ps%$hologi$al and emotional #a$tors a##e$ting sport per#orman$e.
/he signi#i$an$e o# sports #or the holisti$ de3elopment o# $hildren and
adoles$ents is in$reasingl% re$ogni!ed. 8n parti$ular0 it #a$ilitates ph%si$al gro&th
and ps%$homotor $oordination. /his pro$ess $ontinues during later $hildhood
&ith more #ormal games and sports li.e 1adminton0 ta1le tennis0 aero1i$
e7er$ises and team games. Sports helps impro3ing health and raising energ%
le3el as the ph%si$al e7er$ise is a$$ompanied 1% $hanges in 1reathing and heart
rate &here1% o7%gen suppl% to all parts o# the 1od% is impro3ed. S&eating
o$$urs &hi$h helps remo3e to7ins #rom the 1od%. Appetite is also impro3ed.
S;ort C Socia5 Deve5o;me!tC a!d AcA0iitio! of 1a50e
-hile pla%ing games in an in#ormal setting li.e the neigh1orhood par. or
the <street= or &hile pla%ing in a more #ormal s$hool setting0 $hildren learn to
#ollo& rules and pro$edures as &ell as to de3elop team spirit. -hile pla%ing in a
group or team0 ea$h pla%er has spe$i#i$ roles &hi$h are assigned a$$ording to
the relati3e strengths and &ea.nesses o# ea$h indi3idual. 8n this setting0 the%
learn to adhere to the rules0 to adjust their 1eha3iour in a$$ordan$e &ith
re9uirements o# the group0 to $ooperate &ith the team #or attainment o# the goal0
and to de3elop team spirit. Jis$ipline is in$ul$ated in the pro$ess o# pla%ing the
rules o# the game.
17
Mem1ers o# the team reali!e the importan$e o# 1eing in time #or pra$ti$e
sessions and thus the 3alue o# pun$tualit% is a$9uired. "h%si$al #itness is an
essential re9uirement #or sele$tion in a team 5 so indi3idual pla%ers learn the
importan$e o# e7er$ise and 1alan$ed diet. /he goals o# the group 1e$ome the
goals o# the indi3iduals $omprising the team and thus mem1ers learn the 3alue o#
$ooperation. Sin$e ea$h team is pla%ing against another opposing team0 a
health% $ompetiti3e spirit is de3eloped. Sports also $ontri1utes to de3elopment
o# <sportsman spirit= &herein stress is laid on #ollo&ing the rules o# the game and
pla%ing to the 1est o# one=s a1ilit% regardless o# the #inal out$ome 5 su$$ess and
#ailure are 1oth ta.en in their stride.
S;ortC Emotio!a5 2e55%?ei!+ a!d Pero!a5it6
L*ngaging in sports implies high le3els o# ph%si$al a$ti3it% &hi$h $an ha3e
important $atharti$ e##e$t on a person i.e. 1% releasing 1ottled up energ% arising
#rom $on#li$ts0 anger and #rustration. Certain neurotransmitters are released
&hi$h $reate an o3erall #eeling o# &ell41eing in the person. And impro3ed
1lood suppl%0 espe$iall% to the 1rain0 impro3es $apa$it% #or mental &or.0 and ma%
1e asso$iated &ith higher le3els persisten$e in a$ti3ities.
/hese are important reasons #or in$orporating games0 sports and aero1i$
e7er$ises into the dail% regimen o# all persons0 o# all age groups.
P6cho5o+ica5 (actor a!d Performa!ce
-ith the rising popularit% o# sports and sports tournaments0 there is an in$reased
interest in the appli$ation o# ps%$hologi$al prin$iples to enhan$e per#orman$e o#
sportspersons. "s%$hologists ha3e studied the #a$tors a##e$ting sports
per#orman$e. 8t is re$ogni!ed that sports per#orman$e is a result o# intera$tion o#
se3eral #a$tors' the personality of the athlete the environment and the
characteristics of the coach and techni!ues of training"
/he Athlete' /he main $hara$teristi$s o# athletes &hi$h ha3e a 1earing on
per#orman$e in$lude the #ollo&ing' Sel#4$on#iden$e and sel#4esteem0 -a%s o#
$oping &ith an7iet%0 stress and #ailure0 A&areness o# and use o# mental
strategies0 "ersonalit% attri1utes
18
-hile the s.ills and strategies learnt 1% a sportsperson are undou1tedl%
important 5 the thoughts0 #eelings and attitudes o# the pla%er $an also a##e$t
per#orman$e0 espe$iall% in a $ompetiti3e situation. 8t is &ell4.no&n that optimum
le3els o# arousal are asso$iated &ith optimum per#orman$e. High le3els o#
an7iet% in the sportsman ma% a##e$t attention and $on$entration on the tas. and
hinder optimum per#orman$e. +n the other hand0 lo& an7iet% ma% 1e related
&ith lo& arousal le3els 5 &hi$h ma% #all 1elo& optimum le3el re9uired #or 1est
per#orman$e. Sometimes an7iet% is high &hen an athlete is desperate to per#orm
&ell as others e7pe$tations are 3er% high. +n the other hand o3er$on#iden$e $an
1e a negati3e #a$tor in per#orman$e. -hat is $ondu$i3e to good per#orman$e is
a realisti$ sel#4$on#iden$e in the pla%er in hisK her a1ilit% to per#orm &ell0 a #eeling
o# sel#4e##i$a$% emanating #rom possession o# appropriate s.ill in the sport.
Another $hara$teristi$ asso$iated &ith good per#orman$e &hether during
the learning o# a s.ill0 or per#orman$e in a $ompetiti3e situation is an inherent
optimism. +ptimism is the in$lination to e7pe$t #a3oura1le out$omes. +ptimism
is an e7ample o# positi3e thin.ing and is .no&n to redu$e an7iet% and $ope &ith
an7iet%0 &hi$h in turn is asso$iated &ith 1etter per#orman$e.
A&areness and use o# appropriate strategies is also li.el% to lead to
impro3ed per#orman$e. +ne su$h strateg% is mental pra$ti$e prior to per#orming
a motor s.ill. 8t is a .ind o# mental rehearsal and $an redu$e stress and help in
$oping &ith an7iet%.
/he *n3ironment' /he en3ironment during learning as &ell as during
per#orman$e $an ha3e a 1earing on the pla%er. An% instru$tions gi3en in an
angr% manner $an a##e$t the listening and remem1ering o# the in#ormation.
/he presen$e o# spe$tators $an a##e$t per#orman$e in di##erent &a%s. +ne
the one hand presen$e o# spe$tators ma% 1ring out the 1est e##orts o# the
sportsperson. Ho&e3er in $ase o# a pla%er &ho has not ade9uatel% mastered a
$omple7 sports s.ill0 higher le3els o# an7iet% and lo& le3el o# $on#iden$e $an
ad3ersel% a##e$t per#orman$e. A similar e##e$t $an o$$ur i# mem1ers o# the
audien$e are per$ei3ed as threatening. 8# opponents are per$ei3ed as 1eing
19
more s.illed or ha3e 1een seen as &inning in pre3ious tournaments0
per#orman$e $an 1e impa$ted negati3el%. +n the other hand0 it $ould 1e 3ie&ed
as an opportunit% to tr% their 1est. /he $aptain o# the team $an pla% a role in
determining the impa$t in the a1o3e situations.
/he Coa$h' /he role o# the Coa$h is important in man% &a%s 5 in imparting the
spe$i#i$ sports s.ill0 in #a$ilitating e##e$ti3e use o# pra$ti$e time and in moti3ating
the pla%er. Faturall% the e##e$ti3eness o# the $oa$h is dependent on his
$ommuni$ation s.ill and leadership st%le. 8t is here that the $onsultant
ps%$hologist=s inter3ention $an 1e o# 3alue. "s%$hologist $an #a$ilitate the $oa$h
in understanding o# ps%$hologi$al pro$esses that underline learning and
per#orman$e o# s.ills and 1% ena1ling him to appl% learning prin$iples in s.ill
instru$tions0 a$9uisition and retention.
Man% other instru$tional and $ommuni$ation te$hni9ues $an also 1e used.
2or e7ample0 it is #ound that in the tea$hing o# sports s.ills0 3isual in#ormation is
more e##e$ti3e than 3er1al in#ormation. 8t is also important that ne& s.ills and
strategies should 1e related to something learnt earlier0 as this impro3es
retention. Aearning and per#orman$e are 1etter i# the $oa$h $learl% states the
goals o# the instru$tional session i.e. learner should 1e $learl% told &hat he or she
is e7pe$ted to do a#ter instru$tion. Another important tool in learning o# s.ills0 is
the use o# #eed1a$.0 1oth in#ormati3e #eed1a$. as &ell as #eed1a$. to enhan$e
moti3ation.
Also0 &hen sports s.ills are pra$ti$ed in a realisti$ en3ironment0 it
in$reases the pro1a1ilit% o# it 1eing repli$ated. /hus there $ould 1e simulation o#
a$tual game $onditions during pra$ti$e sessions e.g. 1% ha3ing spe$tators.
/hus ps%$hologi$al prin$iples $an 1e applied to enhan$e sports
per#orman$e. /he ps%$hologist $an 1e in3ol3ed as a $onsultant to the $oa$h0 or
ma% 1e a personal $ounselor to indi3idual sportsmen or team.
20
)," P6cho5o+6 i! the Ed0catio!a5 Co!te't
Appli$ations o# ps%$holog% in edu$ational settings deal &ith #a$ilitating e##e$ti3e
tea$hing and learning. 8t is o#ten termed as instru$tional ps%$holog%0 s$hool
ps%$holog% or edu$ational ps%$holog%. /he main goal o# all these su1 dis$iplines
is to understand ho& humans learn in edu$ational settings0 the e##e$ti3eness o#
edu$ational inter3entions0 the ps%$holog% o# tea$hing0 and the so$ial ps%$holog%
o# s$hools as organi!ations.
Ed0catio!a5 ;6cho5o+6 #o$uses on the stud% o# learning out$omes0 student
attri1utes0 and instru$tional pro$esses related to the $lassroom and the s$hool0
su$h as the amount o# instru$tional time or indi3idual di##eren$es in s$hool
learning. An edu$ational ps%$hologist helps gathering in#ormation #or tea$hers
and parents &hen students ha3e a$ademi$ or 1eha3ioral pro1lems. /he% assist
in e3aluating students= a1ilities and assessing their strengths and &ea.nesses.
/ogether0 the parents0 tea$hers and edu$ational ps%$hologists #ormulate plans to
help students learn more e##e$ti3el%. *du$ational ps%$hologists &or. mostl% in
elementar% and se$ondar% s$hool $lassrooms. /he% ma% &or. in other settings
su$h as $olleges0 $onsulting organi!ations0 $orporations0 industr%0 militar% and
religious institutions.
A s$hool ps%$hologist &or.s &ith students0 tea$hers0 parents and administrators
to resol3e students learning and 1eha3ior pro1lems. /he% e3aluate the
e##e$ti3eness o# a$ademi$ programs0 1eha3ior management pro$edures0 and
other ser3i$es pro3ided in the s$hool setting. S$hool $ounselors help people to
a$$ommodate to $hange or to ma.e $hanges in their li#est%le. /he% use
te$hni9ues su$h as inter3ie&ing and testing to ad3ise the pupil ho& to deal &ith
pro1lems en$ountered in e3er%da% li#e.
*du$ational ps%$holog% in#orms a &ide range o# spe$ialties &ithin edu$ational
studies0 in$luding instru$tional design0 edu$ational te$hnolog%0 $urri$ulum
21
de3elopment0 organi!ational learning0 spe$ial edu$ation and $lassroom
management. /hus edu$ational ps%$holog% is the s%stemati$ stud% o# learners0
learning and tea$hing. Some o# the main issues addressed in edu$ational
ps%$holog% are dis$ussed 1elo&.
1; /heories o# de3elopment' /o understand the $hara$teristi$s o# learners in
$hildhood0 adoles$en$e0 adulthood and old age0 edu$ational ps%$holog%
de3elops and applies theories o# human de3elopment o#ten represented
as stages through &hi$h people pass as the% mature. Je3elopmental
theories des$ri1e $hanges in mental a1ilities :Dean "iaget;0 so$ial roles0
moral reasoning :Bohl1erg; and 1elie#s a1out the nature o# .no&ledge.
2or e7ample edu$ational ps%$hologists ha3e resear$hed the instru$tional
appli$a1ilit% o# Dean "iaget=s theor% o# de3elopment0 a$$ording to &hi$h
$hildren mature through #our stages o# $ogniti3e $apa1ilit%0 "iaget has
in#luen$ed edu$ational pra$ti$es 1% introdu$ing $on$epts su$h as $ogniti3e
$onstru$ti3ism and emphasi!ing de3elopmentall% appropriate edu$ational
re#orms.
2; Je3elopment during $hildhood and adoles$en$e' *$onomi$ and so$ial
#a$tors ha3e led to an in$reasing demand #or earl% $hildhood edu$ation
programs in$luding da% $are $enters0 nursing s$hools0 pres$hool
programs. esear$h #indings ha3e tended to support trends to&ards earl%
inter3ention programs. Je3elopmentall% appropriate pra$ti$es0 instru$tion
1ased on indi3iduals $hara$teristi$s and needs rather than on age are
1eing emphasi!ed.
3; Student di3ersit%' *a$h person has an indi3idual pro#ile o# $hara$teristi$s0
a1ilities and $hallenges that result #rom learning and de3elopment. /hese
mani#est as indi3idual di##eren$es in intelligen$e0 $reati3it%0 $ogniti3e st%le0
moti3ation0 $apa$it% to pro$ess in#ormation0 $ommuni$ate and relate to
others. /he most pre3alent disa1ilities #ound among s$hool age $hildren
are AJHJ0 learning disa1ilit%0 d%sle7ia and spee$h disorder
22
*du$ation ps%$hologists help in identi#%ing learning related pro1lems o#
these groups and arrange #or spe$iali!ed training. Also $hildren $lassi#ied
as gi#ted are o#ten pro3ided &ith a$$elerated or enri$hed programs.
Children &ith identi#ied de#i$its ma% 1e pro3ided &ith enhan$ed edu$ation
in spe$i#i$ s.ills su$h as phonologi$al a&areness.
4; @eha3ioral theories o# learning' /&o #undamental assumptions that
underlie #ormal edu$ation s%stem are that students :a; retain .no&ledge
and s.ills the% a$9uire in s$hool and :1; $an appl% them in situations
outside the $lassroom. /he prin$iples o# 1eha3ioral learning su$h as
rein#or$ement0 s$hedules o# learning0 memor% strategies are used to
enhan$e learning pro$ess. Fote ma.ing0 summari!ing and outlining #o$us
on the meaning#ul organi!ation o# in#ormation. /he 1eha3ioral learning
theories are $entral to the appli$ation o# edu$ational ps%$holog% in
$lassroom0 management0 dis$ipline0 moti3ation0 instru$tional modes and
other areas.
5; Cogniti3e theories o# learning' Among $urrent edu$ational ps%$hologists
the $ogniti3e perspe$ti3e is more &idel% held. Cogniti3e theories $laim
that memor% stru$tures determine ho& in#ormation is per$ei3ed0
pro$essed0 stored0 retrie3ed and #orgotten. Meta$ogniti3e s.ills help
students learn 1% thin.ing a1out $ontrolling and e##e$ti3el% using their o&n
thin.ing pro$ess. Students also di##er in their $ogniti3e learning st%les.
,; *##e$ti3e $lassroom learning' /he edu$ational ps%$hologists emphasi!e
on tea$her $ontrol o# most $lassroom e3ents and the presentation o#
stru$tured lessons. /he #o$us is on a$ti3e tea$hing0 lesson organi!ation
and e7amples0 demonstrations et$. /he tea$her should monitor0 $olle$t
and assess the students &or. and pro3ide #eed1a$.. Also the students
should trans#er this learning to outside $lassroom situations. "ro1lem
sol3ing s.ills ha3e to 1e taught.
); A$$ommodating instru$tion to meet indi3idual need' 8t is essential to
a$$ommodate instru$tion in the $lassroom to $ater to students= di##eren$es
23
in a1ilities and a$ademi$ a$hie3ement. /his ma% 1e done 1% grouping
students a$$ording to their needs and per#orman$e. Students &ho are at
ris. i.e. these &ho are li.el% to #ail a$ademi$all%0 #or an% reason ma% 1e
pro3ided &ith $ompensator% edu$ation or spe$ial edu$ation or e7posed to
earl% inter3ention programmes.
8; Moti3ating students to learn' Moti3ation is an internal state that a$ti3ates0
guides and sustains 1eha3ior. *du$ational ps%$hologi$al resear$h on
moti3ation is $on$erned &ith the 3iolation or &ill that students 1ring to a
tas.0 their le3el o# interest and intrinsi$ moti3ation0 the personall% held
goals that guide their 1eha3ior0 and their 1elie# a1out the $auses o# their
su$$ess or #ailure. /here are di##erent .inds0 intensities0 and dire$tions o#
moti3ation. Moti3ation to learn is $riti$all% important to students and
tea$hers. /ea$hers ha3e to enhan$e intrinsi$ moti3ation and use an
e##e$ti3e method o# re&ard0 #eed1a$. and in$enti3es.
(; *7$eptional Aearners &ith e7$eptionalities' Aearners &ith e7$eptional
$hara$teristi$s are students &ho ha3e spe$ial edu$ational needs in
relation to so$ietal or s$hool norms. /he% in$lude gi#ted and talented
learners and those &ith spe$ial needs. 2or them spe$ial edu$ation
programs are re9uired.
1?;Assessing a$ademi$ a$hie3ement' *du$ational ps%$hologists de3elop
3arious tools to assess the le3el o# assessing a$ademi$ a$hie3ement o#
students. Standardi!ed tests that are uni#orm in $onte7t0 administration
and s$oring there#ore allo& #or the $omparison o# results a$ross
$lassrooms and s$hools. /he edu$ational ps%$hologists &or. on grading
standards &hi$h ma% 1e a1solute or relati3e.
/hus edu$ational ps%$holog% deals &ith .no&ledge a1out $hild de3elopment0
1eha3ioral $hange indi3idual edu$ation programming0 $ounseling and
assessment te$hni9ues. /he s.ills essential in the edu$ational ps%$hologist
in$lude e3aluation o# $hildren=s needs0 &ritten and oral $ommuni$ation s.ills and
&ell4de3eloped people s.ills. *du$ational ps%$hologists engage in resear$h
related to a1o3e areas.
24
),* A;;5icatio! of P6cho5o+6 i! Comm0!icatio!
Students ma% re#er to pages 182 4 188 o# FC*/ 1oo. on "s%$holog%0 CAASS
P88.
25
),< A;;56i!+ P6cho5o+6 i! Or+a!i@atio!a5 Co!te't
Fo other human $reation has pro3ed as po&er#ul as organi!ations. 8ndeed in
toda%=s &orld organi!ations ha3e assumed a signi#i$ant pla$e in $ondu$ting and
regulating our e3er%da% li3es. -e are $onne$ted &ith them in t&o main &a%s.
-e &or. #or them and also $onsume the produ$ts deli3ered 1% them.
+rgani!ations are #ound in large and small si!es and spe$iali!e in 3arious
#un$tions :e.g. ser3i$e0 manu#a$turing0 and mar.eting;. /he% ma% 1e o&ned 1%
the Mo3ernment :pu1li$ se$tor organi!ations; or 1% indi3idualsK #amilies :e.g.
pri3ate organi!ations run 1% 1usiness houses li.e /A/A0 @irla0 and Am1ani;.
*7amples o# organi!ations that %ou must ha3e heard a1out in$lude J"S0 Apollo
Hospital0 State @an. o# 8ndia0 8CC8 @an.0 Air 8ndia0 SA8A0 +FMC0 MA8A0
M$Jonand restaurant0 Fational Congress "art%0 A$tion Aid0 +7#ord Cni3ersit%
"ress0 and J/C.
MEANING O( ORGANIBATION
2rom a1o3e e7amples %ou ma% reali!e that organi!ations are stru$tures
deli1eratel% $reated 1% an indi3idual or a group to see. #ul#illment o# a set o#
shared goals and o1je$ts. /he% ser3e di##erent purposes in 3arious areas o# li#e
su$h as health0 edu$ation0 transportation0 agri$ulture0 and 1an.ing.
+rgani!ations are per3asi3e in their presen$e. 8n one &a% or the other
e3er%1od% is intera$ting &ith small or large organi!ations in di##erent $apa$ities.
+rgani!ations should not 1e e9uated &ith o##i$es0 #a$tories or industries. /he%
should also not 1e $on#used &ith 1uildings or ma$hines. +rgani!ations e7ist and
#un$tion &ith people. 8t is the 1eha3iour o# people that matters most in running
the organi!ations. 2or instan$e a hospital $an run and help patients in gaining
health onl% &ith a $oordinated e##ort o# do$tors0 nurses0 te$hni$al sta##0 and
supporting sta##. All o# them pla% di##erent roles and hospital=s su$$ess is a joint
#un$tion o# the $on$erted e##orts o# all these people. /he same is true #or a
s$hool or a #a$tor%.
26
/he #ield o# organi!ational ps%$holog%0 also .no&n as organi!ational 1eha3iour
:+@; or industrialK organi!ational :8+; ps%$holog% helps understanding0 #a$ilitating
and shaping the 1eha3iour o# the people &or.ing in organi!ations so that the
organi!ation ma% #un$tion e##e$ti3el%0 per#orm &ell0 adapt to the needs and
demands o# the e7ternal en3ironment and gro&. 8# %ou anal%!e an% organi!ation
%ou &ill noti$e that the% are situated in the e7ternal en3ironment and are
re$ipro$all% related to the $onstraints and opportunities present in the
en3ironment and $ulture. 8n realit% all organi!ations ta.e inputs #rom their
e7ternal en3ironment :e.g. ra& material0 $apital0 emplo%ees0 poli$ies0 rules and
regulations; and a#ter underta.ing 3arious t%pes o# pro$essing produ$e or deli3er
3arious .inds o# produ$tions :in$luding ser3i$es; to the e7ternal en3ironment in
&hi$h the% are $onsumed.
Aspe$ts o# +rgani!ation' Qou &ill noti$e that organi!ations are $reated to
a$hie3e $ertain goals &hi$h are not attaina1le 1% a single indi3idual. All
organi!ations ha3e a stru$ture and se3eral #un$tions.
/he stru$ture o# organi!ation spe$i#ies the di3ision o# jo1s and the &a% the% are
assigned to the emplo%ees o# the organi!ation. 8t determines the #lo& o# e3ents
&ithin an organi!ational setting. Qou must ha3e o1ser3ed that ea$h organi!ation
$onsists o# man% departments :e.g. #inan$e0 produ$tion0 administration0
mar.eting0 human resour$e; and ea$h department spe$iali!es in its &or. or
#un$tion. Formall% the emplo%ees &or.ing in one department per#orms jo1s that
$ontri1ute one main #un$tion. /hus indi3idual jo1s are $lu11ed or grouped
together in one department. /his helps de$entrali!ation and enhan$es the &or.
e##i$ien$%. /a.en together all the departments &or. in $oordination and lend
support to o3erall #un$tioning o# the organi!ation.
All organi!ations ha3e an authorit% stru$ture. Csuall% it is 3erti$all% organi!ed
&ith in$rease in po&er and authorit% as one mo3e up&ard in the hierar$h%.
+rgani!ations di##er in the manner in &hi$h authorit% is distri1uted a$ross the
hierar$h%. 8n more $entrali!ed organi!ations people at higher positions ha3e
27
greater authorit%. /he% $ontrol0 gi3e orders and tr% to ensure that the
su1ordinates #ollo& their orders. /he% ha3e po&er to re&ard and punish their
su1ordinates. Some organi!ations are 3er% #ormal and maintain standardi!ed
pro$edures o# &or.. 8n less #ormal organi!ations the #un$tioning is #le7i1le.
8n an% organi!ation man% people &or. and $oordination among them 1e$omes
ne$essar% #or the su$$ess o# organi!ation. Coordination essentiall% in3ol3es
monitoring and $ontrol. Qou must ha3e noti$ed in s$hool0 hospital or o##i$e that
the mem1ers o# an% organi!ation are entrusted &ith di##erent degrees o# po&er0
authorit% and responsi1ilit%. /he mem1ers o# organi!ation di3ide the
responsi1ilities among themsel3es to $arr% out the o1je$ti3es. /his introdu$es
di3ision o# la1our.
Sin$e organi!ations in3ol3ed people0 &ho are $alled human resour$e0 the
attitudes0 per$eptions0 moti3es0 3alues0 $ommitments0 $on#li$ts and $ompetition
o# the people &or.ing &ithin the organi!ations 1e$ome important. /he 1alan$ing
o# homeK #amil% and &or. responsi1ilities is 1e$oming more and more $ru$ial.
/he introdu$tion o# te$hnolog% has added ne&er dimensions to organi!ational
1eha3iour. +rgani!ational ps%$hologists stud% all these and related aspe$ts.
Area o# Appli$ation ' /he role o# ps%$holog% in the $onte7t o# organi!ations is
9uite di3erse and multi#a$eted. /he su1spe$ialt% o# +@ addresses a num1er o#
spe$i#i$ ps%$hologi$al $on$erns su$h as re$ruitment0 training0 pla$ement0 $areer
planning0 moti3ating the mem1ers o# organi!ation0 mentoring0 $oa$hing0
maintaining a $ompetiti3e edge o# one organi!ation o3er other organi!ations0
pro3iding leadership0 $ounseling0 and managing stresses. Qou &ill easil% noti$e
that the role o# ps%$hologists is $entral to all these #un$tions. 8n #a$t all these
areas in themsel3es ha3e 1e$ome spe$iali!ed #ields o# stud% and resear$h.
8n order to illustrate appli$ations o# ps%$holog% in organi!ations &e ma% highlight
t&o areas i.e. personnel sele$tion and managerial 1eha3iour.
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"ersonnel sele$tion' Sele$ting $ompetent people #or 3arious jo1s is a
prere9uisite o# an% e##e$ti3e organi!ation. 2or this ps%$hologists underta.e jo1
anal%sis and prepare spe$i#i$ jo1 des$riptions &hi$h $learl% spell out the $ontents
o# jo1 along &ith nature o# &or. en3ironment and spe$i#i$ $onditions o#
emplo%ment. /o ensure that people &ith right .ind o# .no&ledge0 s.ill and 3alues
get re$ruited ad3ertisement is done and appli$ations are in3ited. Appli$ation
#orms are $reated &ith pro3ision o# detailed in#ormation a1out 9uali#i$ation0
e7perien$e and s.ills o# the appli$ants. /he% are also re9uired to #urnish
re$ommendation letters #rom emplo%ees or e7perts in the area. /he appli$ations
are s$reened and $andidates are as.ed to appear #or &ritten tests and or
inter3ie&. 8n re$ent %ears per#orman$e simulation is adopted in &hi$h
prospe$ti3e $andidates #or a jo1 are tested at assessment $enters. /he% are
gi3en a$tual pro1lems and are as.ed to pla% 1usiness games0 and e7er$ises.
Managerial @eha3ior' Managers are $entral to the #un$tioning o# an%
organi!ation. /he% are in3ol3ed in almost all stages o# the li#e $%$le o# an
organi!ation. /he% plan the organi!ation and set the goals and strategies to
attain them. /he% re$ruit the personnel #or per#orming di##erent #un$tions. /he%
pro3ide leadership and $oordinate the di##erent $omponents so that e7pe$ted
le3el o# per#orman$e is a$hie3ed. -hile per#orming the jo1 o# manager0
there#ore0 the% pla% three main roles i.e. interpersonal0 in#ormational and
de$isional. /he% $ommuni$ate and relate to people0 deal &ith rele3ant
in#ormation 1% re$ei3ing and gi3ing them and ta.e de$isions o# 3arious .inds. As
leader a manager $an adopt di##erent st%les o# &or.ing. /he% $an 1e more or
less parti$ipati3e and use authorit% in di##erent degrees. 8n 8ndian $onte7t a
nurturant tas. leader has 1een #ound more e##e$ti3e. Su$h a leader pro3ides
nurturan$e $ontingent on tas. per#orman$e.
/oda%=s &orld o# &or. is $hanging 3er% #ast. 8ntrodu$tion o# ne&er te$hnologies
re9uire di##erent .inds o# attitudes and preparation. Fo& num1er o# independent
&or.ers is in$reasing and organi!ations are redu$ing the si!e o# organi!ation
:do&nsi!ingR; and <outsour$e= man% a$ti3ities. Also the 1oundaries 1et&een &or.
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and home are 1rea.ing do&n. Csing 8nternet people $an and do &or. #rom
home. 8n this s$enario jo1 stress is in$reasing. /his re9uires inter3entions at
di##erent le3els in$luding indi3idual0 organi!ational and indi3idual4organi!ation
inter#a$e. @alan$ing &or. and #amil% roles is emerging as an important issue
among the pro#essionals. -ith glo1ali!ation the &or. #or$e is 1e$oming more
di3erse in terms o# $ultural 1a$.ground and pla$e o# &or.. +rgani!ational
ps%$hologists are attending to all these issues.
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