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Introduction to Human Behavior

Introduction to Human Behavior

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Introduction to Human Behavior

Introducton
• HUMAN BEHAVIOR
– Aims to understand others – To determine how and why people behave the way they do. – Is a complicated phenomenon influenced by many factors. – A collection of activities influenced by culture, attitude, emotions, values, ethics, authority, rapport, hypnosis, persuasion and coercion.

Classifications of Human Behavior
1. Conscious - State of awareness of thoughts, feelings, perception and what is going on in the environment. Unconscious – 3. Overt - Open to public observation • Covert - Unseen objects such as thoughts, feelings or responses which are not easily seen. 5. Rational - Pertaining to reason, influenced or guided by reason rather than emotion. • Irrational - Illogical

1. Voluntary - Intentional • Involuntary – Doing something against your will, action made without intent or carried out despite an attempt to prevent them. 3. Simple – ex. What you see is what you get. • Complex - compound complicated behavior. ex. Drinking alcohol

DESCRIPTION OF HUMAN BEHAVIOR
1. 3. 5.
• • •

Human behavior is motivated motivation – driving force behind all action of an organism Human behavior has multiple causes. - Influenced by culture Human behavior can be adaptive and maladaptive
Human are social beings Any person depend upon each other for survival People need interaction

6. 7. 8. 9.

People play an integral part in creating their experience Human lives are continuous process of change. Every person is different yet the same. Individual is a unique person.

Theoretical approaches about the factors that cause, maintain, alter behavior, and mental process:

PSYCHODYNAMIC APPROACH
Is based on the belief that childhood experiences greatly influence the development of late personality traits and psychological problems. It also stresses the influence of unconscious fears, desires and motivations on thoughts and behavior.


HUMANISTIC APPROACH
Emphasizes that each individual has great freedom in directing his/her future, a large capacity for personal growth, a considerable amount of intrinsic worth & enormous potential for self-fulfillment.


BEHAVIORAL APPROACH
Studies how organism learn new behavior or modify existing ones, depending on whether events in their environment reward of punish these behavior.


COGNITIVE APPROACH
Examines how we process, store, and use information, and how this information influences what we attend to, perceive, learn, remember believe and feel.


BIOLOGICAL APPROACH
Focuses on how genes, hormones & nervous system interact with the environment to influence learning, personality, memory, motivation, emotions at coping techniques.

Theories that explain motivation to Human Behavior

HUMAN NEEDS THEORY BY: MASLOW
– –
• •

PHYSIOLOGICAL NEEDS
Needs such as air, food, water, shelter, rest, sleep, activity and temperature maintenance are crucial for survival. The need for safety has both physical and psychological aspects. The person needs to feel safe both in the physical environment and in relationship. The third level needs includes giving and receiving affection, attaining a place in group, and maintaining the feeling of belonging. The individual needs both self-esteem (ex. Feelings of independence, competence, and self-respect) and esteem from others (ex. Recognition, respect, and appreciation) When the need for self-esteem is satisfied, the individual strives for self-actualization, the innate need to develop one’s maximum potential and realize one’s abilities and qualities.

SAFETY AND SECURITY NEEDS

LOVE AND BELONGING NEEDS

SELF-ESTEEM NEEDS

SELF-ACTUALIZATION

PSYCHOANALYTIC THEORY (Sigmund Freud)
• This theory explained that human behavior is motivated by an inner force called the human mind. This theory was introduced by SIGMUND FREUD • SIGMUND FREUD (1856-1939) was an Austrian physician who worked as an neurologist. Early in his career, he used hypnosis to treat people with physical and emotional problem. From his work with these patients, he began to conceptualize a theory of human behavior. • Freud theorized that people have two (2) basic instincts – SEXUAL and AGGRESSION. These two (2) basic instincts are not always socially acceptable. When people exhibit behavior that is nor acceptable, they often experience punishment, guilt and anxiety. • Freud’s theory describes a conflict between a person’s instinctual needs for gratification and the demands of society for socialization. For Freud, a person’s core tendency is to maximize instinctual gratification while minimizing punishment and guilt.
– Addresses the relationship among inner experience, behavior, social roles & functioning. This theory proposes that conflicts

1. LEVEL OF AWARENESS
– CONSCIOUS – aware of here and now, in contact with reality.

• It functions only when the person is awake.
– PRECONSCIOUS / SUBCONSCIOUS

• Contains the partially forgotten memories that can be recalled at will. Preconscious serves as the “watchman” by preventing unacceptable & anxiety producing memories from reaching the conscious awareness.
– UNCONSCIOUS – The largest part of the personality that is often compared to the hidden iceberg under the water that contains memory that are forgotten & cannot be brought back to consciousness at will.

ORGANIZATION OF THE MIND
• ID – represents psychological energy, or libido and it operates on pleasure principles which can be understood as a demand to take care of needs immediately. The ID only knows that what it wants and what it wants right away regardless of the present circumstances.
– – – does not care about morals, society and other individuals starts from birth to 6 months demanding, unrealistic, primitive, instinctual, uncivilized, undisciplined

EGO – is the one that relates to the world or reality to satisfy the demands of the ID. The ego operates by reality principle & uses problem solving based on how it judges reality. It controls the demands of & mediates between the ID and the Superego according to the demands of the reality.
– – – operates on conscious level begins in the first 6 or 8 months of life and fairly well developed at age 2 or 3 years serves to control and guide actions of an individual

SUPEREGO- is the one that rewards the moral behavior and punishes actions that are not acceptable by creating guilt. The superego is our conscience, a residue of internalized values & moral training of early childhood.

• operates on both conscious and unconscious • functions on MORAL PRINCIPLE • develops around the age of 3-4 or 4-5 and fairly well developed at age 10 years Ego Ideal – rewards the person with feeling of well-being and pride when a person conforms to the demands of the superego.

FREUD’S STAGES OF PSYCHOSEXUAL DEVELOPMENT

• Oral - 0-18 months

• Anal - 18 mos. - 3 years

– The infants pleasure is believed to center around gratification from using his mouth for sucking and satisfying hunger. Feeling and activities are focused on & expressed by the mouth and are orally dominated. – Begins w/ the attainment of neuromuscular control of the anal sphincter. – Toilet training is the crucial issue requiring delayed gratification in compromising between enjoyment of bowel function and limitations set by social expectations for the toddler. – Increased curiosity re: the genitals, questioning and selfstimulation or masturbation. – The child realizes that desires directed to the parent of opposite sex are not feasible, and become occupied with socializing with peers, refining roles and relationships. – Develops awareness of body & sexual part. – Represents an emergence of sexual interest w/c can now be expressed in an overt heterosexual relationship.

• Phallic - 3 to 6 years • Latent - 6 –12 years

• Genital - 12 - 20 years *adult sexuality

SOCIAL THEORY
Erik Erikson

• The developmental theory of Erik Erikson (1963) was based on Freud’s work. Erikson expanded Freud’s theory to include cultural and social influences in addition to biologic processes. He believed there was an interrelationship between such variables that impact the psychosocial development of an

Psychosocial Theory
• based on four major organizing concepts:
– – – – (1) (2) (3) (4) stages of development development goal or task psychosocial crisis the process of coping.

Erickson believed that development is a continuous process consisting of distinct phases characterized by the achievement of developmental goals. He emphasized that certain tasks progressed in a definite order, but were affected by the social environment and significant others.

Stages of Development

• Erikson identified eight stages of development from birth through old age and death. He was one of the first theorists who acknowledged the continuation of personality development into the adult years. At each stage, Erikson presented a developmental crisis which had to be mastered. Each crises is a set of normal stresses imposed on a person by the demands of society. The internal ego identity and the external expectations of an individuals behavior by society are in conflict. These demands vary from one stage to the next and must be resolved or at least the tension must be reduced to successfully advance to the next stage.

Trust vs. Mistrust (0-1)
• the first stage is the period of infancy. As the infant learns to rely on caregivers so that basic needs of warmth, food, and comfort are met, he begins to believe and trust in his caregivers. Mistrust may occur if care is inconsistent or inadequate. The infant may view the environment as being unsafe or chaotic.

Trust
Ease in feeding Depth in sleep Relaxation of bowels First social achievement allows mother out of sight w/o undue anxiety or rage

Mistrust

Maladaptati on

Malignan cies
Withdrawal Depression Paranoia Possibly psychosis

Withdrawal Sensory into distortion schizoid Overly trusting, and gullible, this depressiv person cannot e states believe anyone would mean them harm.

Autonomy vs. Shame and Doubt (1-3 years old)
• during the toddler years, the child begins to learn more about his environment through newly learned motor and language skills. He is gaining independence through parental encouragement with activities of daily life, such as eating, toileting, and dressing. Shame and doubt result if the parents are overprotective and do not allow the child a chance to attempt new skills. Expectations that are too high for the developmental age of the child can produce feelings of

Autonom y
Self control w/ loss of selfesteem Good will and pride Rightful dignity Sense of justice

Shame & Maladaptat Malignancies Doubt ion
Low selfImpulsivenes Compulsion esteem s Feels that as if Secretivene Sort of their entire ss shameless being rides on Feelings of willfulness everything that leads in they do, and persecuti later so everything on childhood must be done and even perfectly. adulthood, to jump into things w/o proper consideratio

Initiative vs. Guilt (3-6 years old)
• a time for seeking new experiences and imagining the “how” and “why” of surrounding activities. Confidence gained as a toddler now allows the preschooler a sense of initiative in learning. Guilt is the negative result of restrictions or reprimands for their many questions and explorations. Guilt can be seen an a hesitancy to attempt more challenging skills in motor or language development.

Initiative

Guilt

Maladapta Malignancies tion
Ruthlessnes Inhibition s Will not try things Self-righteous because goals are “nothing everything, ventures, and guilty nothing lost” feelings are for weak

Purpose Inhibition Loving SelfRelaxed righteous Bright in ness judgment Paralysis Energetic Taskoriented

Industry vs. Inferiority (7-12 years old)
• the school-age child focuses on the end results of his accomplishments. He gains much pleasure in finishing projects and receiving recognition from family, teacher, and schoolmates. This sense of industry is benefited by rewards, such as good grades or winning games. As sense of competition develops through peer interaction and also assists in development of sense of industry. • If child is not accepted by his peers or cannot meet expectations of adults, a feeling of inferiority and lack of self-worth may occur. However, the school-age child receives feedback from many persons at this time due to increased social interaction from the home. This increased interpersonal exchange allows for negative influences to be encountered with support from

Industry

Inferiorit Maladapt y ation
Sense of inadequa cy Selfrestrictio n Conformity Mediocrity

Malignancies

Competenc y Productivity Task completio n Perseveranc e

Narrow Inertia virtuosit Inferiority complex y Never develop Too much social skills - inert industry

Identity vs. role confusion ( 12 – 18 years old)
• the adolescent is faced with many changes occurring in his own body. Hormonal changes cause physiologic growth of secondary sex characteristics and labile mood swings. The transition from childhood to adulthood requires many decisions based on the teenager’s perception of self. Achieving a stable sense of identity is the major task for the adolescent. Attempting various roles enables one to acquire an idea of self from personal observations and from peers, parents, or other role models. Occasionally, rebellion and resistance to conformity are the norm. • Role confusion may occur if the adolescent is unable to obtain a sense of who he really is, or the direction in which he plans to take in his life. This fluctuation between identity and role

Identity

Role Maladaptat Confusio ion n

Malignancies

Fidelity Confidence Loyalty

Delinquency Fanaticism Repudiation Doubt and Believes Repudiate their sexual that the need for identity identity only way “Fuse” with group: is his way cults, may involve in destructive activities, drugs, alcohol.

Intimacy vs. Isolation (20’s – young adult)
• the task of the young adult is intimacy, which involves uniting selfidentity with identities of friends for social or career endeavors. It includes the development of close personal relationships based on commitment to others, which necessitates self sacrifice and compromise. Fear or such commitments can predispose the

Intimacy

Isolation

Maladaptat ion

Malignancies

Love Character Promiscuit Exclusion Commitmen problem y Isolate oneself from t Distancing Intimate too love, friendship Sacrifice behaviors freely, too to develop Work easily and certain productivi w/o any hatefulness in ty depth of compensation to Satisfactory intimacy loneliness. sex relation

• the middle adult years are time of concern for the next generation and guiding one’s own children or those friends, relatives, or community groups. This sense of guidance is exhibited in a variety of creative approaches to one’s work or life experiences. There is an intense desire to leave a contribution to the world. If generativity does not occur, stagnation result. The person becomes self-absorbed, is obsessed with his own health needs, or regresses to earlier means of coping.

Generativity vs. Stagnation – (late 20’s to 50’s- middle adult)

Generati vity

Stagnati on

Maladapt Malignancies ation

Productivit y Creativity Caring

Self-love Overextens Rejectivity Lack of faith ion No longer Caring for no No time for participating in one self or contributing Involve in so to society many things

Ego Integrity vs. Despair ( 50’s and beyond- old adult)
• later adulthood or old age allows for the reminiscence of life events with the attainment of purpose and fulfillment. Positive feelings present a sense of ego integrity. When the aging adult believes his life was a series of failures or missed directions, a sense of despair may prevail. During this final stage of development a final attempt to resolve the cumulative conflicts throughout life should occur.

CARL JUNG
– CONSCIOUS (ego) – COLLECTIVE UNCONSCIOUS“Psychic Inheritance”
• Contains the universal memories & history of all humans • A reservoir of our experiences as a species, a kind of knowledge we are all born with.

– PERSONAL UNCONSCIOUS
• Determined by individual personal experience

ARCHETYPES
– – –


– –

Repeated images The structural component of the collective unconscious. It is a universal thought form (idea) that contains large element of emotion. Can be a mythical figure, such as Hero, the Nurturing Mother, the Powerful Father or the Wicked Witch.

PERSONA
Represents your public image. Is the public personality, the aspect of self that one reveals to others, the role that society expects one to play. The persona is frequently at variance with true identity.


ANIMA & ANIMUS
Feminine archetype in man is anima, and masculine archetype in woman is animus.


– – – –

SHADOW
Archetype reflects the prehistoric fear of wild animals & represents the animal side of human nature. The shadow contains the opposite of what we feel ourselves to be. It consists of the animal instincts that human inherited in their evolution from lower forms of life. Serves as a “trash can”. It is the “dark side” of the ego, and the evil that we are capable of is often stored there.

Amoral – neither good nor bad, just like animals

PERSONALITY ORIENTATIONS:
• INTROVERSION
– Orients the person towards the inner subjective world. – Describes the person who is focused inward, cautious, shy, timid & reflective.

• EXTROVERSION
– Orients the person towards the external, outside world – Describes the person who is outgoing, sociable, assertive & energetic – Jung’s view, motivation comes not only from past conflicts but also from future goals and the need for selffulfillment. He also believed that a healthy person maintains a balance in all spheres – male and female, introversion and extroversion, conscious and unconscious – and has the ability to accept the past and strive for the future.

Application to nursing:
• Jung emphasized the importance of symbolism, rituals, and spirituality. When we enter a client’s environment, we see symbols of importance to that person. We become aware of the client’s rituals of self-care. When client’s rituals interfere with growth and health, we look for the conflicts and anxiety behind the behaviors.

The End
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