Pines City Colleges

COLLEGE OF DENTISTRY

Motivation
What is it ?

Everyone is motivated to action or to inaction.not to be motivated is to be dead.

What Human do is somewhat instinctual in nature .This concept is difficult to accept because of
the varied nature of human behavior.If the “ instinct theory “ were valid all personality will
show a uniformity of behavior across all cultures. This is not the case others believe that:

 Behavior is learned and that environment determine action.

 Environmental Factors :

a. Educational background

b.Socioeconomic Status

C. Cultural norm of the individuals

 Individuals performance or output are based on the degree to which they are motivated .

 Motivation makes the difference.

 Motivation : Definition

- is an internal knowledge and will of the entire individual to act.

- It is an inner drive pushing an individual to satisfy a need.

 Motivation is not achieved by utilizing certain “tools” or methods ,but it is a distinct property of
life itself. The “push process” usually occur naturally and gradually without any specific effort on
the part of the individual .

 When we want to do something ,we motivate ourselves internally by means of innate forces
.Only we can motivate ourselves by using a generator and self – starter. Others can fuel the
 generator with encouragement ,ideas ,and actions ,BUT only WE have the key to start the
generator.

 Human motivation is Complex .It is based on a blending of expectations , ideas, feelings, desires,
hopes, attitudes, values, and other factors that initiates ,maintain and regulate behavior
towards achieving a given goal or outcome.

 Other factors : previous adverse experiences, educational insufficiency , nonacceptance by peers

,poor self image, and impoverished socioeconomic circumstances can cause negative behavior .

 Some of these positive or negative “motivators” are operating at a subconscious level

.Motivation factors can change with time.

 Humans are strongly goal-oriented and can demonstrate a tremendous drive to achieve their
personal ambitions.

Intrinsic / Extrinsic Motivation

A. Intrinsic – results from an internal decision .

- it is truly self generated.

-People are strongly driven to make their own decisions and do what they wish.

- In most cases, these decisions are made on the basis of facts, concepts and values held by the
individual.Everyone’s behavior is self-justified.

-A naturally developing intrinsic motivation that is based on an individuals own desires usually
produces long lasting learning or action.

-Health educator should provide the information and establish an environment that will allow
an individual to make an informed decision freely regarding accomplishment of a desired
behavioral change.

B. Extrinsic motivation – reside outside the individual.

Ex. persuasion – can be defined as the attempt to influence through appeal to reason or to a
personal relationship .

- These are powerful methods to influence behavior especially when the health educator and
patient developed a relationship of trust or when the patient is seeking logical answers to a
problem

-Simple persuasion becomes in reality ,manipulative persuasion,which consist of more overt

external reinforcement. designed more to meet the needs of the educator than the patient.
 - Since , only the individual concerned can be motivated ,when we as health educators speak of
“ motivating people to do something “, we are technically in error .All that the health
professional does is to establish the proper learning environment and to inform ,persuade, and
facilitate an individual’s desire for behavioral change.

Socioeconomic needs and preventive Motivation

 Maslow’s hierarchy of needs:

 Abraham Maslow’s ( humanistic psychologist)

- Viewed human organism as an integrated , organized whole, and not as a collection of separate
organs and functions.

- Needs- inner forces that drive a person to actions were referred to by Maslow.

- He believed that an individual takes action to satisfy these needs ,and conceptualized five levels
of basic human needs.

 Conceptualized five levels of basic human needs

 5 levels are arranged in pyramid form with the highest priority needs being at the base.

 There are 2 lower order needs and 3 higher order needs

1.Physiological needs

- Includes necessary to maintain body homeostasis.

-food, water , oxygen, sleep

-other function necessary to human survival

2. Safety and Security needs

-assure minimum number of hazards that can cause physical and mental damage.

-guarantees a stable and predictable environment.

* Once majority of physiological and safety needs have been met , the sociopsychological needs
then become the prime motivating force

3. Love and belongingness

- Higher need for this implies group acceptance ,social acceptability ,opportunity to give and
received friendship and love .

-teeth – regarded as having important cosmetic and social function.

4. Ego (self- esteem) needs

-involves feeling basic worth whileness includes:

-achievement , confidence, competence ,mastery ,status , prestige.

5. Self –actualization (highest needs)

Based on positive tending for development growth and self enhancement.

-at this level the individual strived to become the person one has the potential to be.
 * For as long as the individual are subject to lower needs bondage they cannot concentrate on
satisfying the higher needs .

Maslow’s Concepts brought up to date :

 Drumm updated Maslow’s concepts .

 He pointed out that the older generations had values based on the conventional work ethics.

 As the older generation made gain toward “good life “ and as society took steps to decrease
personal concerns about meeting physiological and safety needs, individual now need system
changed .

 The reduced emphasis on physiological and to a lesser extent on security needs, changed the
pyramidal configuration to that of a diamond.

ADHERENCE

- Motivation applies to the enthusiasm and desire of an individual to achieve a given objective.

-Adherence is the term used to indicate the actual cooperation of patient in carrying out recommended
directions and actions for the prevention or treatment of a disease.it is used interchangeably with the
term Compliance.

-Compliance is a problem for all health professions.it is of little use to accomplish a counseling session if
the patient does not choose to secure the necessary drugs or follow the recommended actions for self
care .Even when serious medical problems problems are present. It is estimated that 30 to 70% of the
recommended regimens are not followed.

ADHERENCE is greatest when the recommended act is simple, of short duration, and produces
immediate results.
Least effective when: task is complex , of long duration , or does not produce dramatic results
Preventive procedures usually fall in the latter category since they only produce a lifelong continuum of
good health.
- facts that adherence is important for self-care programs ,relatively little is known about how to
identify the patient who will demonstrate adherence.Common sense dictates that patient must know
exactly what is expected.Thus , the education program should be directed to achieving both patient
motivation and adherence.
-Patients with a good record of participating in preventive recal visits,and with a higher occupational
status ,educational level, and income tend to demonstrate more adherence to recommended self-care
programs.
The greatest success in adherence is attained with a patient who:
a. Believes that he/she susceptible to the disease.
b. Is convinced that the disease can be prevented.
c. Understands that prevention is preferable to disease.
d. Knows that he/she can modify the course of the disease.
The maximum success in attaining adherence will depend upon the
a. personality,persuasiveness,and interest of the practitioner
b. the health professional-patient rapport.
c. Enthusiasm and motivation of the patient to cooperate in recommended self-care program.

Selecting Methods-of influencing Behavior Alteration

The Health Professional ‘s Role:
-it is tempting for health professional to try to impose his/her views upon the patient without
explanation ,because he/she knows that the principles of health care are well founded and applicable in
general .
-Most patient are willing to cooperate in employing health care procedures if they understand the
reason behind the recommended treatment .
-Health professionals must make their own interest clear-cut and known to the patient in order to
assure the patient against the feeling of being manipulated by an all knowing and socially distant expert.
-The approach used to influence and/or inform the patient should be guided by the individual’s needs,
motives, and self-established values.
- In dental practices, failure to show sensitivity to the feelings of others destroys the foundation of
mutual trust and cooperation.

Self Actualization
Ego 1. Acceptance
Higer 2. Intellectualization
Order 3. Persuasion
Needs
Love 4. Reward
1. Authority
Safety 2. Bargaining
Lower 3. Coercion
Order Physical 4. Fear Arousal
Needs
Methods of influencing higher and lower order needs. It is prudent to avoid dealing with lower order needs because the
methods of influence are geared toward manipulative nonproductive methods.

Different Styles of Participation or Methods of Influence :

-The health Professionals has the choice of 2 ways to relate to patient

I. Authoritarian /Non –Authoritarian Styles :

-according to Barkley,most dentists and health professionals are practicing authoritarian and are adept
at applying external pressures on people .
-For the health profession in command, authority provides a means to achieve a quick ,efficient, and
gratifying results
-Authoritarian is forceful, doing most of the talking and advice-giving ,with the patient expected to
listen and obey .
-Some patient welcome the authoritarian approach ,since it frees them from the responsibility of
decision –making ,in this scenario, the responsibility for initiating, altering and / maintaining the desired
behavior remains in the hands of the authoritarian – not in the hands of the patient.

Problems associated with Authoritarian Style:

-generates resentment and temporary,grudging compliance, as long as the external pressure is being
appied.
-excercising authoritarian influence is tyrannical,because people are not achieving their own goalsnt to
.they are not doing the things they want to do and eventually they will rebel.
- excessive fear arousal will lead to unpredictable behavior and the blocking out of other important
information.
-Direct frontal attacks on personal value system are counterproductive, the confronted person may
avoid the health professional in the future ,or may even retaliate.
Authoritarian Style is necessary :
- In times of emergency , when correct decisions must be made quickly to avoid life-threatening
events,the authoritarian should take command.
- dealings with individuals not capable of decision making ( young and mentally retarded ) decision
should be made together with the parent /guardian.
2. Non- Authoritarian Style:
-seeks to develop the potential of the patient’s desire to satisfy his/her needs.
-The health professional together with the patient explore the various preventive option and planning
objectives.
-The nonauthoritarian appeals to higher order means of acceptance –reasoning ,non-threatening
persuasion , and rewards .He/she talks less, listen more, question, reacts, clarifies,or synthesizes when
necessary.
-According to Rogers, freedom of choice allows the patient to be his true self ,thus increasing possibility
of learning new behavior.

MODELING OR VICARIOUS LEARNING

One of the most important ways that people learn new behaviors and are motivated to maintain such
behaviors is by observation of others , or psychologists refer to as modeling or vicarious learning.
- What this means to us as health professionals is that our patients are going to look at us as being
important models, especially in the area of health behavior.
-When the words and the actions are too incongruent or discrepant ,we become faced with a credibility
gap .This gap results in distrust or cynicisms on the part of those expose to such situations.
-As health professionals ,we can more effectively get ourselves to do what we know we should do in
order that we might not only help ourselves but be more effective models to our patient.
-Sound practices on our part will help remove an important block to behavior change by our patients (
credibility gap) and furnish a positive ,successful, motivating models for them to attempt to emulate.

Edgar Dale’s Cone of Experience

Background:

Years ago an educator named Edgar Dale (Educational Media, 1960), often cited as the father of
modern media in education, developed from his experience in teaching and his observations of learners
the "cone of experience”. The cone's utility in selecting instructional resources and activities is as
practical today as when Dale created it.

People generally remember …

10% of what they read

• 20% of what they hear
• 30% of what they see
• 50% of what they hear and see - video
• 70% of what they say or write
• 90% of what they say as they do something
Interpreting the Cone

▪ The cone is based on the relationships of various educational experiences to reality (real life).

▪ The bottom level of the cone, "direct purposeful experiences," represents reality or the closest
things to real, everyday life.

▪ The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching,
movement) is considered in the cone.

▪ Direct experience allows us to use all senses. As you move up the cone, fewer senses are
involved at each level.

▪ The more sensory channels possible in interacting with a resource, the better the chance that
many students can learn from it.

▪ Each level of the cone above its base moves a learner a step further away from real- life
experiences, so experiences focusing only on the use of verbal symbols are the furthest
removed from real life.

▪ Motion pictures (also television) is where it is on the cone because it is an observational

experience with little or no opportunity to participate or use senses other than seeing and
hearing.

▪ The experiences below this one provide opportunity for the learner to enter into the experience
in more ways, using more senses.
 ▪ Contrived experiences are ones that are highly participatory and simulate real life situations or
activities.

▪ Dramatized experiences are defined as experiences in which the learner acts out a role or
activity.

NOTE THAT:

▪ When Dale formulated the cone of experience, computers were not a part of educational or
home settings, so they aren't part of the original cone.

▪ Dale’s Cone & Teaching

The importance of Dale's cone of experience is the tool it provides to help an educator make decisions
about resources or activities. Using your knowledge of the cone, you can ask yourself several questions
about the potential value of a resource to learning.