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10th Edition
Understanding
Human Behavior
A Guide for Health Care Professionals
Alyson Honeycutt, M.A., N.C.C.
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Print Number: 01 Print Year: 2023
Contents
Preface �� vii
Section I Becoming a Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1 Challenges and Responsibilities of Health Care Professionals . . . . . . . . 3

Challenges and Satisfactions in Health Care. . . . . . . . . . . . . . . . . . . . . . . . . .4
Providing Client-Centered Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Practicing Habits That Lead to Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Practicing Empowerment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 2 The Philosophy of Individual Worth and Equitable Care. . . . . . . . . . . . 13

The Meaning of Individual Worth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
What Is Bias? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Promoting Equity in Health Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Practicing Cultural Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Cultural Competence and Health Care Outcomes. . . . . . . . . . . . . . . . . . . . . 18
Chapter 3 Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Understanding Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Developing a Growth Mindset. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Your Role As a Health Care Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Your Life Roles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Managing Your Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Section II Understanding Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 4 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

The Basis of Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
How People are Alike and Different . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Genetic Influences on Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
The Developmental Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
How Physical and Social Environments Shape Behavior. . . . . . . . . . . . . . . . 38
Assuming Responsibility for Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
iii
iv Contents
Chapter 5 Physical Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Maslow’s Hierarchy of Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Importance of the Hierarchy of Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Physical Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Comfort and Safety Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Physical Needs and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 6 Social and Emotional Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Social Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Self Esteem, Self-Concept, and Self-Awareness. . . . . . . . . . . . . . . . . . . . . . . 63
Self-Actualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Environmental and Cultural Influences on Social/Emotional Needs. . . . . . . . 71
Social/Emotional Competence for Health Care Professionals. . . . . . . . . . . . . 73
Chapter 7 Emotions and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Meaning, Importance, and Physiological Effects of Emotions. . . . . . . . . . . . . 76
Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Positive and Negative Emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Formation of Emotional Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Using Emotions Constructively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Chapter 8 Adjustment and Patterns of Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . 93

Understanding Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Emotions and Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Frustrations and Satisfactions in Daily Life. . . . . . . . . . . . . . . . . . . . . . . . . . 97
Improving Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Adapting to the Role of Health Care Professional. . . . . . . . . . . . . . . . . . . . 103
Section III Behavior and Problems in Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Chapter 9 Common Threats to Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Adjustment Through Stages of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Adjusting to Life Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Social and Cultural Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chronic Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Coping Skills and Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 10 Effects of Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

What Is Trauma?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Traumatic Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Domestic Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Reactions to Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Trauma-Informed Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Contents v
Chapter 11 Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

The Purpose of Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Common Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Substance Abuse and Dependency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Defense Mechanisms and Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Chapter 12 Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Understanding Frustration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Effects of Frustration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Coping with Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . 165
Frustration, Inner Conflict, and the Health Care Professional. . . . . . . . . . . . 171
Section IV Effective Human Relations and Communication. . . . . . . . . . . . . . . . . 175
Chapter 13 Effects of Illness on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Physical Effects of Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Emotional Effects of Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Effects of Serious Illness on Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
The Challenge for Health Care Professionals . . . . . . . . . . . . . . . . . . . . . . . 184
Chapter 14 Human Relations and Coping with Patient Behavior. . . . . . . . . . . . . . 187

Practicing Effective Patient Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Helping Patients Adjust to Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Guidelines for Interacting with Patients and Clients . . . . . . . . . . . . . . . . . . 190
Common Behavior Patterns of Patients. . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Chapter 15 Practicing Effective Communication. . . . . . . . . . . . . . . . . . . . . . . . . . 203

Observing and Interpreting Nonverbal Behavior. . . . . . . . . . . . . . . . . . . . . 204
Verbal Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Paraverbal Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Effective Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Improving Communication Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Section V Death and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Chapter 16 Grief and Loss Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Coping with Change and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Losses Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Losses due to Death. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Understanding Grief. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Role of Health Care Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
vi Contents
Chapter 17 Death: Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Changing Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
The Meaning of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Death with Dignity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Issues Related to Care of the Dying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Legal Aspects of the Right to Die. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
A Challenge for Health Care Professionals. . . . . . . . . . . . . . . . . . . . . . . . . 249
Chapter 18 Caring for the Dying Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Reactions to Diagnosis of a Terminal Illness. . . . . . . . . . . . . . . . . . . . . . . . 256
Dying as a Growth Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Personal and Family Issues Related to Care of the Dying . . . . . . . . . . . . . . 259
Medical Issues Related to Care of the Dying. . . . . . . . . . . . . . . . . . . . . . . . 262
Rights of the Dying Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Roles of Health Care Professionals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Section VI Trends in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Chapter 19 Health Care Through the Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Healing in Early Civilizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Evolution of Modern Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Allopathic Medicine and Alternative Approaches . . . . . . . . . . . . . . . . . . . . 278
Innovations in Modern Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Issues in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Staying Informed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Chapter 20 What Is Healing? Who Is the Healer?. . . . . . . . . . . . . . . . . . . . . . . . . 291

Factors That Affect Healing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Who Gets Sick? Who Gets Well?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
The Holistic Approach to Health Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
What Is Legitimate Therapy?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Role of the Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Chapter 21 Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Understanding Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Reducing Physiological Effects of Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Preface
Introduction
Understanding Human Behavior: A Guide for Health Care Professionals is designed to assist
students in health care education programs to learn basic principles of human behavior.
These principles provide a basis for increased self-understanding and improved interpersonal
relationships. With technological advances in diagnostic and therapeutic procedures, it is
easy for a health care professional to focus on procedures and routines. Patients, however,
want personalized care that conveys respect for the patient as a person.
Patients’ expectations are more likely to be met when health care professionals aim for
effective interaction with each patient. By consciously attending to each interaction with
patients, the health care professional will experience greater job satisfaction.
Organization
Understanding Human Behavior: A Guide for Health Care Professionals, Tenth Edition, is
organized to proceed from relatively simple information to more complex concepts, from the
known to the unknown, and from application to self to application in a variety of interper-
sonal situations. For that reason, Chapters 1 through 18 are designed for sequential study.
Chapters 19-21 do not follow the sequential pattern. Chapter 19 describes historical con-
tent and current developments in health care; Chapter 20 explores the nature of healing and
suggests guidelines for evaluating the legitimacy of various therapies. Each of these chapters
can be studied independently at any point in the course. Chapter 21 introduces the impor-
tance of managing stress and can potentially be assigned early in the program, so students
can start practicing stress management. Undertaking the role of a student, introduction to the
clinical setting, and care of the sick all include stressful experiences. Preparing to become
a health care professional includes learning the importance of self-care, and stress manage-
ment is an essential component of self-care.
Section I (chapters 1-3) provides an orientation to the role of health care professional, the
importance of accepting each patient as a worthwhile human being, the challenge of striv-
ing for self-understanding, and guidelines for personal and professional growth. Section II
(chapters 4-8) presents information about various influences on human behavior: the role
of heredity, basic physical and psychological needs, developmental factors, role of the social
environment, emotions and their power to influence behavior, and adjustment as a compos-
ite of all these factors. Section III (chapters 9-12) presents more complex concepts related to
human behavior: stressful events that occur in the lives of most people, domestic violence
and bullying, and the mental and emotional effects of traumatic experiences. Many victims
of a traumatic event subsequently require health care. For both personal and professional
reasons, health care professionals need to be aware of the mental/emotional and physical
effects of these traumatic experiences, as well as the potential for long-term adverse effects
on the victim. The remainder of Section III covers other factors related to one’s adjustment:
common defense mechanisms, inner conflict, and frustration.
vii
viii Preface
Section IV (chapters 13-15) explores the components of effective communication. Practice

exercises are designed to help students become better communicators by improving their
skills in sending, receiving, and observing verbal and nonverbal exchanges. These exer-
cises can involve all students and be accommodated readily within a class period. Section V
(chapters 16-18) provides an overview of practices in relation to death and dying and legis-
lation related to the rights of patients to participate in health care decisions, especially those
related to end-of-life care. The grief process is discussed in detail, with guidelines for assist-
ing the bereaved.
Section VI (chapters 19-22) is designed to encourage students to accept the changes that
inevitably will occur in the dynamic health care system. Chapter 19 provides a historical
overview that reflects the roots of current practices, including holistic health care. Chapter 20
describes the emergence of the holistic emphasis and spotlights several complementary
healing modalities that have gained widespread acceptance with the public. The reader is
encouraged to maintain an open mind in conjunction with a healthy skepticism in evaluating
various treatment modalities. Chapter 21 addresses stress management.
Changes to the Tenth Edition

Understanding Human Behavior, Tenth Edition, includes the following updates and additions:
●● In Section I: Becoming a Health Care Professional, Chapter 3 includes an expanded
discussion of growth mindset.
●● In Section II, Understanding Human Behavior, Chapter 5 describes the connection
between nutrition and resistance to illness, and Chapter 6 contains an exploration of the
need for balance between independence and interdependence. Chapter 8 provides an
expanded discussion of positive emotions, including gratitude and joy, and addresses
the influence of culture on the expression of emotion. Chapter 8 includes a discussion
of how social media can impact adjustment, and Chapter 9 addresses the influence of
national and world events, including the COVID-19 pandemic, on adjustment.
●● In Section III: Behavior and Problems in Living, Chapter 10 describes the traumatic impact
of the COVID-19 pandemic. Chapter 11 includes updated information about substance
use in the US, and Chapter 12 now includes a discussion of discrimination can be a
source of frustration.
●● In Section IV: Effective Human Relations and Communication, Chapter 13 now includes
a discussion of how financial concerns and cultural background impact behavior of
patients and their families. Chapter 14 provides practical strategies for setting personal
matters aside while at work. Chapter 16 discusses cultural differences in how individuals
express grief.
●● In Section V: Death and Loss, Chapter 18 discusses how financial concerns impact family
decisions about end-of-life care.
●● Section VI: Trends in Health Care, Chapter 20 is streamlined, providing guidelines for
evaluating the validity of alternative and complementary treatments. Chapter 21 explores
the connection between stress and health.
Preface ix
Instructor & Student Resources

Additional instructor and student resources for this product are available online. Instructor
assets include an Instructor’s Manual, Educator’s Guide, PowerPoint ® slides, Solution and
Answer Guide, and a test bank powered by Cognero®. Student assets include PowerPoint®
slides. Sign up or sign in at www.cengage.com to search for and access this product and its
online resources.
MindTap
MindTap is a fully online, interactive learning experience built upon authoritative Cengage
Learning content. By combining readings, multimedia, activities, and assessments into a sin-
gular learning path, MindTap elevates learning by providing real-world application to bet-
ter engage students. Instructors customize the learning path by selecting Cengage Learning
resources and adding their own content via apps that integrate into the MindTap framework
seamlessly with many learning management systems.
To learn more, visit www.cengage.com/training/mindtap.
Using Understanding Human Behavior

The effectiveness of Understanding Human Behavior depends on the instructor’s choice of
activities: class time to clarify various concepts and specific activities to encourage student
participation, especially the sharing of experiences, discussion of problem situations, and
selection of effective behavior for real and hypothetical situations. The instructor’s own cre-
ative use of the text material is the key to students’ achievement.
No one ever completely masters human relations skills. Those who sincerely want to
relate effectively to others must become lifelong students of human behavior. They must con-
sciously practice human relations skills in order to improve their sensitivity to the possible
meaning of observed behavior and select appropriate responses. The immediate challenge
is to gain as much as possible from this course, as a foundation for the lifelong challenge of
developing a high level of skill in human relations.
About the Author

Alyson Honeycutt, M.A., N.C.C., is a National Certified Counselor, holds a License in School
Counseling from the North Carolina Department of Public Instruction, and has advanced
degrees from North Carolina State University at Raleigh and Appalachian State University.
She has taught parenting and literacy classes, has been an instructor in English at the col-
lege level, has taught students with emotional and behavioral disabilities, has served as a
district-level behavior support coordinator in the public schools, and has worked as a health
and wellness coach and yoga instructor.
x Preface
Reviewers of the Tenth Edition

Brett Brandon, RMA, AA, BS, MPAS Kat Slusser, PhD, RN
Allied Health Instructor Falculty, Program Coordinator
Sarasota, FL Santa Rosa, CA
Elizabeth MacQuillan, PhD, RDN, CHSE Joshua Snyder, MBA, EMT-P
Program Director and Assistant Professor Clinical Coordinator
Grand Rapids, MI McKinney, TX
Beverly Marquez, M.S., RHIA
Director
Sedalia, MO
Section I
Becoming a Health Care

Professional
T
his section introduces some of the challenges, responsibilities,
and satisfactions of being a health care professional. People
from all walks of life require health care. As a health care professional,
you will be challenged to serve each person effectively. Section I is
designed to help you become aware of the realities of a health career
and to help you learn strategies to succeed as both a student and a
health care professional.
1
Chapter
Challenges and Responsibilities

of Health Care Professionals
Objectives
After completing this chapter, you should be able to:
●● Describe the challenges and satisfactions of working in health care.
●● Explain the importance of client-centered care for health care professionals.
●● Explain how your study habits as a student relate to your future work habits as a health
care professional.
●● Explain the meaning of empowerment and apply the concept of empowerment to
real-life situations.
Key Terms
Client-centered care Self-confidence Standards of
Empowerment Self-reliance performance
4 Section I: Becoming a Health Care Professional
Congratulations! You have decided to become a health care professional. During your edu-
cational program, you will have the satisfaction of learning new information and developing
new skills. As a health care professional, you will be able to make a significant contribution
to your community. This chapter introduces some of the challenges, responsibilities, and
satisfactions of being a health care professional.
Challenges and Satisfactions in Health Care

Your career choice indicates that you like people and have a strong desire to help others.
Although you could possibly make more money in some other field, a career that provides
opportunities to help others may be very rewarding. You will also be part of one of the largest
and fastest growing industries in the world. As you gain skills and experience, you will have
opportunities to work in many different locations and different types of facilities. Qualified
health care professionals are expected to be in high demand in the future.
Challenges
Health care providers have always faced challenges, including long work hours, staff
shortages, and potential job burnout. In recent years, events such as changes in the health
insurance system and the COVID-19 pandemic have increased these challenges. Many
health care facilities experience high turnover, and health care professionals often cite
stress, burnout, and long hours as factors in their decision to leave their jobs. Yet many
health care professionals also report finding great satisfaction in their work. The habits
and attitudes you practice now as a student will impact your effectiveness and your satis-
faction in your work later.
© Gorodenkoff/Shutterstock.com
FIGURE 1-1 Qualified health care professionals are expected to be in high demand in the future.
Chapter 1: Challenges and Responsibilities of Health Care Professionals 5
Approval versus Inner Satisfaction

We all admire those who can do something extremely well; each of us would like to be
admired by others. We enjoy receiving approval from others, yet this good feeling is only
temporary. Athletes may enjoy hearing the cheers of the crowd, but the deepest satisfaction
comes from knowing that they performed with great skill. True satisfaction is an inner feeling of
pride in doing something well, regardless of whether the performance is applauded by others.
As a health care professional, you will find your greatest satisfaction in trying to give each
patient appropriate care. By meeting each patient’s needs to the best of your ability, you will
complete the day with an inner feeling of pride. The opposite approach—to view your work
as a series of assignments to be completed so that you can get off work or go on break—
results in finishing the day by saying, “Whew, I’m glad that’s over!” Stop now and consider
this very important question: How will you approach your work? As a challenge that provides
satisfaction and a sense of accomplishment? Or as work you must do to get a paycheck?
Setting Goals for Inner Satisfaction

Performing your work well can provide self-confidence and a deep sense of satisfaction
that is not dependent on praise from others. By working to improve your performance each
day, you will increase your level of skill. Excellence lies in that little bit of extra effort given
to achieve a superior performance. In the health field, that little bit of extra effort may make
the difference between safe and unsafe practice.
The habits you form as a student carry over into your performance as a health care
professional. Now is the time to develop habits that will lead to skillful performance,
self-confidence, and pride in your work.
Setting Standards of Performance

Only you can set the standards that will guide your performance over the coming years.
At times, you may be tempted to take a shortcut. Sometimes a piece of equipment will be
contaminated and obtaining sterile materials to complete the procedure will require extra
effort and time. Only you will know whether or not sterile technique was violated and the
contaminated equipment was used—unless, of course, the patient develops an infection as
a result. Your own standards should include accuracy in measurements, observations, and
reporting. Your standards of performance determine whether you experience the inner
satisfaction that comes from knowing the job was well done.
One key skill that will serve you well as a student and as a professional is the ability
to focus your full attention on the task at hand. Modern life is full of distractions, and
most of us are accustomed to multitasking.
Many students complete assignments while
having a conversation, watching a video,
or texting a friend. Consider this now: For Discussion and Reflection
Would an effective health care provider be Do you often multitask, for example, by
distracted while checking a patient’s vital completing assignments while checking
signs or administering medication? If you social media or texting friends? In the
make it a habit to set study goals and give future, what types of tasks might need
each task your full attention, you will be your full attention, without distractions?
better equipped to perform your job duties
effectively in the future.
When making that little bit of extra effort to do tasks well has become a habit, it becomes
an essential part of your performance. Thus, excellence as a health care professional will
depend upon setting high standards of performance for yourself now.
Excellence and Patient Safety

In the health field, all professionals should strive for excellence. Anything less than excel-
lence can endanger the patient. The nurse should give the correct medicine to each patient.
The medical assistant should use correct technique in all situations that require asepsis. The
laboratory assistant should report test results correctly; the dental assistant should sterilize
instruments correctly; the ambulance attendant should move the accident victim correctly.
Careless or incorrect performance can have disastrous effects for the patient.
Providing Client-Centered Care

As a health care professional, you will work with many different people, each of whom is a
unique individual—a physical, emotional, mental, and spiritual being. Each has a history of
experiences, a life within the context of a specific family and community, beliefs and values,
and a unique genetic makeup. To provide the best possible care, you will need to show con-
cern about the patient as a person rather than as someone for whom a specified procedure
must be carried out (“the knee replacement”).
As a Student
Your commitment to providing quality, client-centered care begins now, while you are a
student. Your first responsibility as a student is to take full advantage of every opportunity to
learn. Try to see the purpose in each assignment; look at it as an opportunity to learn, rather
than as a chore to complete. With this attitude toward learning, you will not be tempted to
skip class without good reason.
Your second responsibility is to decide what standards will guide your performance as
a student. Imagine that your school has set a certain grade, such as 70, as passing in your
program. Now imagine yourself saying, “I’ll study this material until I know it well enough to
make 75.” In many courses of study, a grade of 75 is acceptable; a deficiency in the student’s
knowledge of subject matter is unlikely to cause harm to someone else.
In an allied health course, however, the
implications of “just passing” are much more
serious. Any gaps in your knowledge and
For Discussion and Reflection performance of skills can affect every patient
1. Explain the importance of setting high served. Do you want your future services to
standards for yourself as a student and patients to be of “just passing” quality? Or do
as a health care professional. you wish to give the very best service you can
2. Tell about a time you felt proud of give? If your educational program is prepar-
something you worked hard to ing you to provide health services, can you
accomplish. What made your be content to learn only 70 percent of what
accomplishment so satisfying? your teachers expect you to learn? Can you
be content to develop your skills just enough
to get a passing grade in a laboratory course?
Of course, you won’t earn perfect scores on every assignment or test, nor should you
expect to. Grades can be viewed as feedback from your instructor about what material
you have mastered and what you need to review. Make it a habit to look back over your
graded tests and assignments to see which topics you need to revisit. If you are uncertain,
ask your instructor to discuss the test or assignment with you, not in an effort to raise your
grade, but in order to increase your understanding and skills. The mark of a good student
is not someone who receives a high score every time, but rather someone who uses each
assignment, especially difficult ones, as an opportunity to learn more.
Practicing Habits That Lead to Success

In setting standards for achievement, plan to do your best, rather than trying to be the best
student in the class. How can you do your best? Develop a study routine and establish the
habits that work best for you. To get started, consider the following guidelines:
●● Tell family and friends that you have set aside a certain time of day as your study period.
Do not allow them to violate your schedule by interrupting you unless there is an
emergency.
●● At the beginning of each study period, write out a list of specific things you need to
complete; then rank the items in order of importance. Complete task #1 (most important)
first, and then move on to task #2. If one of the tasks is something you dislike but must
get done, let it be task #1 so that you get it out of the way.
●● If your list of study assignments is too long to complete today, set up tomorrow’s list
so today’s remaining assignments come first; then put the items on that list out of your
mind until tomorrow and give your full
attention to today’s list.
●● Set up a calendar or special notebook For Discussion and Reflection
for assignments, due dates for projects What study techniques have been most
or reports, and test dates. Note on your effective for you in the past? What
calendar the dates/times you will work on challenges do you foresee in creating a
specific assignments or study for a test. study routine?
By planning, you can avoid last-minute
rushes to meet a deadline.
Practicing Empowerment
Adults should control most aspects of their lives. During adolescence, learning to make deci-
sions is an important developmental task. If you entered adulthood with a tendency to let
your parents, spouse, friends, or anyone else make decisions for you, it is time to recognize
that you are giving away your power—the power to be a self-reliant, responsible adult.
When you are planning to eat out with a friend, who decides which restaurant? Do you
usually say, “Oh, I don’t care—you choose”? Does your significant other give you a choice?
If you do not participate in small decisions that affect you, how can you expect others to
include you in big decisions?
How does empowerment affect you? Suppose you have informed the family that your
study hour will begin at 9:00 each evening. During the second day of this plan, your
teenager calls you to the phone at 9:15; the caller is a relative, who talks about their prob-
lems for a full half hour. Two days later, your 10-year-old opens the door at 9:30 and says,
“I need a note for my teacher about the field trip next Monday.” Each time you permit
these violations of your study hour, you are giving away your power. You gave your two
children the power to interrupt your study hour. You gave your relative the power to use
30 minutes of your study time for their own purposes. You probably responded to these
requests because you are accustomed to meeting the needs of others, even if doing so
interferes with your own needs.
When you take an active role in making decisions, you are taking responsibility for your
life. If you have not been in the habit of making your own decisions, you can start claim-
ing your power by requiring others to respect your needs. For example, after informing all
members of your family that a certain time is your study time, do not permit any violations to
occur. Remind those who interrupt you that you are not available during study hour. If you
are consistent, the interruptions will eventually stop.
Then you can use the same approach with another of your needs. You may choose
to make the next decision about where to eat or which movie to see, instead of allowing
someone else to make that decision. You may wish to inform your partner or friend that
you want to be involved in any decisions that affect you. This change will not occur rapidly;
be content with small changes initially. By persisting, you will eventually gain more control
over your life. Do not be surprised if others resist your decision, especially if you are just
beginning to participate in making decisions. Give your family and friends time to accept
your change in behavior. Ideally, decision making is a give-and-take situation. Sometimes
your decision is accepted, whereas at other times another person’s decision prevails.
© areetham/Shutterstock.com
FIGURE 1-2 Empowerment contributes to patients’ self-esteem and sense of well-being.
As a health care professional, you should

also recognize the importance of empower-
ment to patients’ self-esteem and sense of For Discussion and Reflection
well-being. Patients who are dependent on Sometimes even a self-reliant person has
others for their personal needs may express an experience that gives rise to feelings
anger about their helplessness. Many patients of helplessness or at least requires
need help in regaining some control over asking for help. For each situation
their life situations. By respecting their below, describe one or more actions that
wishes and involving patients in decisions, would indicate self-reliance rather than
when appropriate, you contribute to feelings dependence on others.
of empowerment. a. You have a flat tire on the way to class.
Choosing to enter this educational pro- b. You have locked your keys in the car.
gram for the health field was an import- c. You are going to lunch with two
ant decision in your life. Now, it is time classmates and realize that you left
to make another decision—what kind your wallet at home.
of health care professional will you be?
Excellent? Or “just passing”? Remember,
the standards of performance that will characterize you as a health care professional will
be influenced by the standards you set for yourself now.
Activities
1. Interview someone who works in health care to ask about what challenges they experience
in their job and what they find satisfying about their job.
2. Describe the steps you can take as a student to prepare yourself to provide client-
centered care in your future work.
3a. Complete each of the following using Worksheet A (see page 11) at the end of this
chapter.
a. List the things you have to do each day.
b. List the things you have to do each week, but not every day.
c. List the things you have to do occasionally.
d. Beside each item in a, b, and c, write the name of someone who could help you
complete that task, at least some of the time. For example, could you and a friend
rideshare so that you alternate days picking your children up from day care or
school?
3b. Use Worksheet B (see page 12) at the end of this chapter to develop a tentative study
plan. Note times you have class, work, or other commitments. Decide when you will
study each day, and when you will devote time to other tasks or hobbies. Try this plan
for two weeks. If your plan seems to be effective, continue to use it. If it is not effective:
a. List problems that interfered with the effectiveness of the plan.
b. Modify the plan by changing the schedule, the place where you study, or other
details. If other people are part of the problem, try to involve them in developing
the “improved plan” to increase the probability of getting their cooperation.
4. Explain what empowerment means and why it is important for adults to control most
of the decisions about their own lives. To what extent do you make your own decisions
about the following: your finances, your daily schedule, your meals, and your relation-
ships with others? Are there areas of life in which you would like to take a more active
decision-making role?
Reference
CHG Healthcare. (2021, April 6). Survey: Healthcare career satisfaction drops, burnout rises amid
COVID-19. https://chghealthcare.com/blog/survey-healthcare-career-satisfaction-drops-burnout
-rises-amid-covid-19/
Worksheet A
Tasks I Have to Do
Every day:
Once a week:
Occasionally:
Worksheet B
Study Plan
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
6 a.m.
10
11
12 Noon
1 p.m.
10
11
12 Mn
2
Chapter
The Philosophy of Individual

Worth and Equitable Care
Objectives
●● Explain the philosophy of individual worth.
●● Define and give examples of bias.
●● Discuss barriers to equity in health care.
●● Explain cultural awareness.
●● Describe how cultural competence contributes to improved health care outcomes.
Key Terms
Bias Cultural competence Socioeconomic
Cultural awareness Equity
13
As a health care professional, you will meet people from many different backgrounds.
Patients have varying incomes, educational levels, and occupations. Your coworkers and
patients will likely represent many cultural groups and nationalities. In addition to back-
ground, each person has unique qualities that make them who they are, including their
gender identity, sexual orientation, religious beliefs, value system, interests, abilities, and
preferences. As a health care professional, you are responsible for showing respect to
coworkers and providing quality care to all patients.
The Meaning of Individual Worth

The philosophy of individual worth is the belief that everyone, regardless of personal
circumstances or personal qualities, has worth and is entitled to respect as a human
being. For health care professionals, this means that the quality of service does not vary
because of the patient’s race, nationality, religion, gender identity, sexual orientation,
age, economic level, occupation, education, diagnosis, or any other characteristic.
Each patient is an individual. Each should receive health care that takes into consider-
ation both the person’s individuality and the specific health problem. The philosophy of
individual worth has many implications for patient care. Health care professionals who do
not accept the philosophy of individual worth may interact differently with patients from
a culture other than their own while remaining unaware of any differences in the care
they are providing.
© Rawpixel.com/Shutterstock.com
FIGURE 2-1 Everyone, regardless of personal circumstances or personal qualities, has worth and is
entitled to respect as a human being.
Chapter 2: The Philosophy of Individual Worth and Equitable Care 15
What Is Bias?
Bias refers to making assumptions or judgments about a person, group, or situation based on
our own beliefs, expectations, or previous experiences. When we encounter people with whom
we have something in common, our expectations and assumptions tend to be positive, and we
are more likely to give others the benefit of the doubt. When we perceive a person or situation
as unfamiliar, we may feel cautious or unsure. If a person or situation reminds us of a negative
experience or a strongly held belief we have,
we may assume the worst or approach the
person with a judgmental attitude. For Discussion and Reflection
Feeling some degree of bias in our
encounters with others is normal. However, Have you ever felt that another person’s
effective health care professionals learn to behavior toward you reflected bias based
recognize and question their own biases. on your race, ethnicity, gender identity,
Rather than making assumptions or judging religion, socioeconomic status, lifestyle,
a patient or a situation, they practice an atti- or other factors? How did the person’s
tude of openness, curiosity, and willingness behavior show bias, and how did you
to recognize each person as a unique, valu- respond?
able individual.
© pixelheadphoto digitalskillet/Shutterstock.com
FIGURE 2-2 For health care professionals, quality of service does not vary because of the patient’s race,
nationality, religion, gender identity, sexual orientation, age, economic level, occupation,
education, diagnosis, or any other characteristic.
Promoting Equity in Health Care

Patients’ attitudes toward health care, their ability to access health care, and their previous
experiences with health care professionals also vary. Some patients are accustomed to seek-
ing care when needed and are comfortable asking questions and advocating for their own
needs. Other patients feel unsure of how to access care and are nervous about speaking to
a professional about their needs. In accessing health care, patients may face one or more of
the following barriers:
●● Location and availability of providers: In some communities, there are too few health care
facilities, facilities may be located far from patients’ homes, and appointments may fill up
quickly.
●● Transportation and childcare: Patients may have difficulty traveling to health care facilities
or may need assistance caring for children or other family members while they attend an
appointment.
●● Lack of knowledge or access to technology: Patients may be unsure how to access medical
care or what type of provider to call. They may lack access to a computer to complete
online intake forms or to view test results through a patient portal.
●● Language: Patients may need a translator to schedule appointments and to discuss their
health care with providers.
●● Fear of discrimination: Based on previous experiences or experiences they have heard
about from others, some patients are reluctant to seek health care because they fear
discrimination due to race, ethnicity, religion, economic status, gender identity, sexual
orientation, or other characteristics.
●● Financial status: Patients may not have medical insurance or may be concerned about
how to cover the cost of care. They may also fear creating a financial burden for their
families.
Promoting equitable access to health care means being sensitive to these and other
barriers patients may face. Health care providers can listen with understanding to
patient concerns or take extra time to explain medical information in familiar language.
When appropriate, they can provide information about community resources to assist
with finances, transportation, or child-
care. They can be familiar with their
employer’s procedure for accessing an
For Discussion and Reflection interpreter.
Have you or a member of your family Health care providers can also practice
ever had difficulty accessing health care? self-awareness about their own feelings
If so, what barriers created the difficulty? and reactions toward patients. Rather than
Were you able to overcome these judging or making assumptions about a
barriers? If so, what helped? If not, what patient’s behavior, providers can seek to
resources were needed? understand the patient’s perspective and
to address barriers the patient may be
experiencing.
© New Africa/Shutterstock.com
FIGURE 2-3 Promoting equitable access to health care means being sensitive to barriers patients may face.
Practicing Cultural Awareness

Cultural awareness refers to understanding that everyone’s habits and behaviors are shaped
by their culture, accepting differences and similarities among cultures, and appreciating the
diverse characteristics of different cultures. Some cultural differences are easy to observe,
such as clothing styles, language, and food. Other behaviors, beliefs, and practices that vary
by culture include the following:
●● Hygiene and personal care practices
●● Family structures and roles
●● Parenting and discipline styles
●● Religious or spiritual practices
●● Gender roles and expectations
●● Attitudes toward dating and sexual relationships
●● Attitudes toward education and work
Cultural awareness also means recogniz-

ing that culture is not limited to groups from
For Discussion and Reflection a specific region or ethnic group but can
Describe a culture or group you consider include any group of people who identify
yourself to be part of. How has culture themselves as sharing similar beliefs, values,
has shaped your behaviors or beliefs in or practices. For health care professionals,
two or more of the areas listed above? practicing cultural awareness means remain-
ing open, curious, sensitive, and respectful
of the culture of each patient.
Cultural Competence and Health Care Outcomes

Developing cultural awareness is an important first step. Health care organizations and health
care professionals have a responsibility to practice cultural competence as well. For organiza-
tions, cultural competence includes creating policies, procedures, or programs that actively
seek to create equity in hiring and patient care. For example, organizations may actively
reach out to underserved populations to identify and remove barriers to accessing health
care. Many organizations provide employee training in diversity and inclusion.
For you as a health care professional, practicing cultural competence means listening
to patients’ values, needs, and expectations. While maintaining professional best practices,
you can tailor care to best fit the needs of each patient. You can be familiar with resources
in your organization and community that assist patients in overcoming barriers to care such
as those listed earlier in this chapter. Most importantly, you can practice understanding and
respect, even in situations that you find challenging.
Studying a Situation
It is not easy to serve all patients equally well. Sometimes there is a strong desire to escape—
to carry out an assigned task and leave the patient as quickly as possible. If you find your-
self trying to avoid a patient, consider the situation carefully: Why do you find this patient
difficult to serve? Have you tried to understand this patient’s personal and health needs?
Have you tried to see the situation as the patient sees it? If you make a habit of studying
such situations, applying your knowledge about human behavior, you will grow in your
ability to form effective relationships with your patients.
Improving Health Care Outcomes

Developing positive relationships with patients leads to improved health care outcomes.
Patients who feel respected and heard are more likely to keep appointments, follow
treatment plans, and call to ask questions about their health care. They are more likely
to seek care when a health problem arises rather than waiting until the problem has
become severe. Assistance with translation, scheduling appointments, transportation,
childcare, and other logistics can determine whether patients are able to receive the care
they need.
Practicing a Philosophy of Individual Worth

It is easy to state the philosophy of individual worth; it is quite difficult, however, to practice
it day after day when there is a busy schedule and a wide variety of patients to take care
of—unless you form certain ways of thinking about your patients. The following suggestions
provide a starting point for developing and applying a philosophy of individual worth to
your relationships with patients:
●● Accept each patient as an individual with a unique personality.
●● Recognize that each person tries to meet their needs with patterns of behavior that have
developed over a lifetime; these patterns cannot be changed easily.
●● Make a conscious effort to understand each patient’s behavior.
●● Accept that many of your patients will not behave as you want them to behave.
●● Do not expect a sick person to adapt to you. As a health care professional, you should
adapt to the patient.
●● Consider each patient with a cultural background different from yours as an opportunity
for you to learn.
●● Make it a habit to treat all patients with respect, regardless of their backgrounds.
Activities
1. In your own words, explain the philosophy of individual worth. What attitudes, words,
and actions can you take to practice this philosophy?
2. Notice how social media, television, movies, and politicians speak about different groups
of people. Can you find examples that reflect a philosophy of individual worth? Which
examples illustrate bias?
3. Review the list of barriers to care listed in this chapter. Research online resources in your
community that can assist patients in overcoming these barriers. Based on your research,
what additional resources does your community need?
4. Think about someone you know whose background is different from your own. Describe
how this person’s life (past and present) is similar to or different from your life.
5. Consider how you can apply cultural competence to these patient situations:
a. A 15-year-old patient is pregnant and is afraid to tell their family.
b. A patient states that they do not want to take a prescribed medication because they
read online that weight gain is a common side effect.
c. A patient who has had a heart attack states that it is difficult to follow the doctor’s
dietary recommendations because their partner does the cooking, and the family
enjoys eating traditional meals together.
d. A patient who has been diagnosed with colon cancer declines treatment because
they do not wish to place a financial burden on their family.
e. A patient tells you that some aspects of the treatment plan outlined by their doctor
conflict with their religious beliefs.
References and Suggested Readings
Greene-Moton, Ella, & Minkler, Meredith. (2019). Cultural competence or cultural humility? Moving
beyond the debate. Health Promotion Practice, 21(1), 142–145. doi:10.1177/1524839919884912.
Henderson, Saras, Horne, Maria, Hills, Ruth, & Kendall, Elizabeth. (2018). Cultural competence in
healthcare in the community: A concept analysis. Health & Social Care in the Community, 26(4),
590–603. doi.org/10.1111/hsc.12556.
Radix, Asa, & Maingi, Shail. (2018). LGBT cultural competence and interventions to help oncology
nurses and other health care providers. Seminars in Oncology Nursing, 34(1), 80–89. doi.org
/10.1016/j.soncn.2017.12.005.
Sharifi, Majmeh, Adib-Hajbaghery, Mohsen, & Najafi, Maryam. (2019, November). Cultural compe-
tence in nursing: A concept analysis. International Journal of Nursing Studies, 99(103386). doi
.org/10.1016/j.ijnurstu.2019.103386.
Shepherd, Stephane M., Willis-Esqueda, Cynthia, Newton, Danielle, Sivasubramaniam, Diane, &
Paradies, Yin. (2019). The challenge of cultural competence in the workplace: Perspectives of
healthcare providers. BMC Health Services Research, 19, 135. doi.org/10.1186/s12913-019-3959-7.
3
Chapter
Self-Awareness
Objectives
●● Distinguish between learning information, applying skills, and modifying your behavior.
●● Explain the benefits of a growth mindset.
●● Explain why health care professionals must clearly understand their role.
●● Identify your life roles and appropriate behaviors for each role.
●● Discuss time management strategies.
Key Terms
Ethics Procrastinate Self-Awareness
Fixed Mindset Proficient
Growth Mindset Role
21
You are studying to become a health care professional. When you graduate, you will likely
work at an agency that provides health services to the community. How best can you, the
student of today, prepare to become you, the health care professional of tomorrow?
Understanding Learning
As a student, you must gain knowledge, learn to apply it appropriately to a wide variety of
situations, and develop skills in performing certain procedures. Your teachers have created
learning experiences to guide your progress toward a future role in health care. To benefit
from these experiences, you will need the desire to learn, the willingness to make the neces-
sary effort, and the determination to gain as much as possible from each learning experience.
Learning Information
Based on past experiences, many students view learning as a series of terms to memorize
and tests to pass. If you can answer the questions on a test, but do not apply that information
in appropriate clinical situations, have you really learned? Do you approach assignments as
though you are storing information that can be played back on demand? Memorizing infor-
mation is just a first step toward becoming proficient, or developing the professional skills
you will use daily in your work as a health care professional.
Applying Skills
Do you constantly ask yourself how a new idea can be used? Does new information guide
you in selecting appropriate behavior for situations where that information is relevant? If you
can answer “yes” to these questions, then you are truly learning. You are using mental pro-
cesses such as thinking, reasoning, selecting, decision making, and evaluating for conscious
control of your behavior.
Modifying Your Behavior

Learning new skills begins with studying and continues with practicing and applying new
skills. With practice, your new skills become routine parts of your behavior. Each time you
begin a new topic of study in class, ask yourself the following questions:
● What
do I already know about this
topic?
For Discussion and Reflection ● What
do I want to find out about this
Think of a skill that you can perform well topic?
now but once had to learn, such as riding ● How
will I apply this information now?
a bicycle, playing a sport, driving a car, In my future career?
or cooking. What was your first attempt
like? How did you become proficient at When you connect new information to
this skill? ideas you have previously learned, the new
information becomes more meaningful and
easier to remember.
Chapter 3: Self-Awareness 23
© fizkes/Shutterstock.com
FIGURE 3-1 H
onestly assessing your strengths and weaknesses is a first step in developing your
potential.
Taking a New Look at Yourself

A first step in developing your potential is to practice self-awareness. Notice your habits
and behavior patterns. Identify your feelings and thoughts in various situations. Be honest
with yourself about your strengths and weaknesses.
The first question to ask yourself is “Am I willing to make changes in myself?” When
someone criticizes you, do you nurse your hurt feelings or express anger toward your critic?
Do you reject the criticism or make excuses for your behavior? Or do you see criticism as a
possible indication that you need to change some aspect of your behavior? Willingness to
change is necessary so that you can learn and grow as a person.
Strengths and Weaknesses

Your next question might be “What are my strengths and my weaknesses?” To develop your
potential, you must know your weak points, for these will need your attention and greatest
effort. For example, do you put off tasks until the last minute? This habit can lead to many
undesirable results: being late to class, not being prepared for a test, not practicing a skill until
you have achieved a high level of proficiency. By correcting a tendency to procrastinate,
you can spare yourself the emotional strain of doing things at the last minute. You may even
escape the irritation others express when your last-minute efforts inconvenience them.
An honest appraisal of your personal

traits, including your work habits, is the key
For Discussion and Reflection to planning ways of developing your poten-
Regarding your habits and personal tial. If you change behaviors that interfere
traits, which of the following statements with good performance, you will improve
best reflects your attitude? What are the your ability to perform well in a variety of
pros and cons of each of these attitudes? situations.
a. “This is just the way I am; other
people need to accept that.” Adapting to New Conditions
b. “I try to learn from each experience
and become a better person over A third question to ask yourself is “How
time.” well do I adapt to change?” Do you still fol-
low ineffective habits formed early in your
school years? If so, these habits are proba-
bly not working very well in your current educational program. No longer can you depend
on the teacher. No longer can you expect the teacher to go over the same material until you
have passively absorbed it. You must assume primary responsibility for learning.
In the future, you may be in a new situation and find yourself saying or thinking, “But I
learned to do it a certain way, not the way they do it here.” For most tasks, there is more than
one acceptable procedure; adapting to the new setting requires that you perform according
to the procedures of the new setting. Basic principles, however, do not vary. For example,
aseptic technique requires certain steps and certain precautions, regardless of the setting or
the precise sequence of steps for the total procedure.
Using Experience to Learn

A fourth question is “Do I learn from my experiences?” Let’s take a look at how two
people reacted to an embarrassing experience. When Maria and Darian gave oral reports,
they both showed signs of nervousness and performed poorly. For each of them, this was a
very embarrassing experience.
Maria reviewed the situation, admitted to putting little effort into the assignment, and
made plans to be well prepared for the next oral report. Maria decided to have the infor-
mation better organized, to study the material thoroughly, to prepare good notes, and to
rehearse the presentation until it was smooth. Maria also spoke with the instructor after class
about ways to improve the presentation.
Darian, on the other hand, used the same approach to prepare the next oral report,
which proved to be another poor performance. In addition to being no better prepared for
the second report than for the first, Darian was developing a fear of oral reports that would
have a negative effect on future efforts to speak in front of others.
Maria used an uncomfortable experience constructively, making careful plans to prevent
a recurrence of this particular embarrassment. With additional practice, Maria will give oral
reports with confidence. Darian, on the other hand, allowed the experience to create self-
doubt and fear of oral reports. Which of these students will grow as a person?
Developing a Growth Mindset

Stanford researcher Carol Dweck popularized the term growth mindset. Dweck found that
students who believed that their abilities and intelligence were fixed, or unchanging, traits
were less successful than students who believed that they could develop and increase their
abilities through effort and practice. Statements such as “I’m just not good at math” indicate a
fixed mindset and can make it more difficult to learn new skills.
Students with a growth mindset, on the other hand, tend to have the following attitudes
and beliefs about learning:
●● While not everyone will become a “genius,” anyone can learn and improve their skills.
●● By reviewing what has or has not worked previously, we can determine whether a new
strategy or approach is needed.
●● An unsuccessful attempt should not be viewed as a failure, but as feedback about how to
improve future efforts.
Dweck (2015) cautions that while effort is an important part of the growth mindset, effort
alone may not lead to improvement. Rather, Dweck says, “Students need to try new strategies
and seek input from others when they’re stuck” (pp. 20, 24).
Consider these differences in how individuals with a fixed mindset tend to approach
learning and life situations, compared to how individuals with a growth mindset approach
these same situations. Someone with a fixed mindset may avoid challenges and new expe-
riences, while someone with a growth mindset may seek out challenges. After making
a mistake, someone with a fixed mindset may hide the mistake or blame others, while
someone with a growth mindset will ask, “What can I learn from this situation? How can I
do better next time?” Someone with a fixed mindset may avoid asking others for help, not
wanting to look weak, or may say, “Can you do this for me? I don’t know how.” Someone
with a growth mindset is more likely to ask for help by saying, “Can you show me how to
do this so I can learn?”
No one has a fixed mindset or a growth mindset all the time, in all areas of life. Most
people have a fixed mindset in some areas of life and a growth mindset in other areas.
For example, Darian (from the public
speaking example earlier in this chapter)
may have a fixed mindset about giving
oral presentations but a growth mind- For Discussion and Reflection
set about learning to play a sport. What Do you have a particular subject area or
about you? How would you describe your skill that you tell yourself “I’m just not good
mindset toward learning? Toward certain at?” On the other hand, do you have skills
subjects such as math, reading, or science? that you have worked hard to develop
By noticing how you think about your through effort and practice? How do the
abilities in these areas, you can intention- concepts of a fixed mindset and a growth
ally choose a growth mindset that will mindset apply to either of these skills?
support your progress in your health care
preparation courses.
Your Role As a Health Care Professional

Role Perception
An additional question to ask yourself is “What is my role?” The present program of study
will help you understand your future role as a health care professional. For every role there
are appropriate and inappropriate ways of behaving. Whether a particular behavior is appro-
priate depends not only on the specific type of health care professional you are preparing to
become, but also on the level of that role in relation to other health team members.
Certain behaviors that are appropriate for a specific health care role may not be
appropriate for personnel in a different role. For example, the behaviors appropriate
for laboratory personnel are distinct from those appropriate for nursing personnel. Also,
within individual departments there are differences in roles based on level: Within nurs-
ing there are nursing assistants, licensed practical nurses, registered nurses, head nurses,
and supervisors, all of whom have specific roles; similarly, within the hospital laboratory,
there are numerous roles such as pathologist, medical technologist, clinical laboratory
assistant, and others. The same is true of other hospital departments such as physical
therapy, radiology, food service, and so on, as well as for medical offices. In the dental
field, dentists, dental hygienists, dental assistants, and dental laboratory technologists are
all concerned with oral health. Their roles vary according to the specific functions and
educational preparation of each.
Knowing one’s role is essential to effective functioning. Most roles within the health field
require accepting instructions from someone at the next higher level. If you do not like “tak-
ing orders,” then you may not be happy as a health care professional. If you feel anger or
distrust toward persons in authority, you are likely to resent the ethics of the health field;
the policies of your health agency; and relationships with those on the health team who have
responsibility for giving instructions, making assignments, and evaluating performance. On
the other hand, if you can accept a defined role, function within that role to the fullest extent
of your educational preparation, and accept the limitations of the role, then you are likely to
find much satisfaction as a health care professional.
Your Life Roles

How many roles do you play? Probably several. You are a student now and hope to have
a role as a health care professional in the future; you may be an employee, a spouse or
partner, parent, or sibling. Within each role, you have a set of behaviors and responsibilities
to fulfill.
Role as an Influence on Relationships

There are similarities in the child-parent relationship and the teacher-student relationship
during the school years. In a health occupations education program, the teacher-student
relationship is between two adults, even though one adult is a student. What difficulties in
role perception might occur if the student is a mature, 50-year-old person, and the teacher is
a 25-year-old health professional? Or if a doctor is 35 and the medical office assistant is 55,
with 20 years of experience?
Making a Distinction between Roles

The roles you play at home, in community activities, as a health occupations student,
and as a neighbor are all different. To some extent, each role requires different behavior
patterns. Do not confuse the health care professional role with other roles in your per-
sonal life. Some friends may try to get “free medical advice,” but the role of friend and
the role of health care professional are different. Medical practice acts, which are state
laws, make it illegal for nonphysicians to diagnose and prescribe. Therefore, this type of
role confusion is dangerous.
The Value of Studying Human Behavior

Note that the sequence of growth is from understanding self to understanding others. There-
fore, the ability to understand others is limited until you have begun to understand yourself.
Human behavior is very complex. In any situation, the behavior of a person is influ-
enced by many different factors. The remainder of this course will introduce some of these
influences. Understanding of oneself and others must be based on knowledge about human
behavior in general.
Managing Your Time

An important aspect of understanding yourself is to recognize how you use your time. Have
you ever asked yourself at the end of the day, “Where did the time go?” Have you ever won-
dered why some people seem to get everything done, whereas others are perpetually late or
behind on their assignments? Learning to manage your time can make you more effective as
a student and a professional.
To help you identify how you spend your time, try for a day or two to write down hourly
what you are doing. You will gain a realistic estimate of how long household tasks or child-
care take as well as how much time you spend on nonessential activities, such as television,
social media, or games. Once you know how you are spending your time, you can decide
what changes you would like to make in your daily routine.
The following strategies may help you use your time more effectively:
●● Write down tasks or goals you hope to accomplish each day.
●● Prioritize your goals so that you tackle the most important or most urgent first.
●● As much as possible, focus on completing one task at a time.
© Daniel M Ernst/Shutterstock.com
FIGURE 3-2 Learning to manage your time will reduce stress and help you meet deadlines.
●● Throughout the day, stop periodically and ask yourself, “Am I working to meet my goals?
Am I doing what I am supposed to be doing?”
●● Review your list of goals each evening, mark off those that were completed, and plan the
list for the next day.
●● Start tasks well ahead of time to avoid the stress of having to rush.
●● Break large tasks into small chunks and tackle one chunk at a time.
Personal Growth
Consider the following strategies you can use to understand yourself and set goals for
personal growth and achievement as a student and health care professional:
●● Recognize that learning occurs only if you make the effort to learn, if you are willing to
change, and if you recognize opportunities for learning.
●● Study yourself in relation to specific traits, such as willingness to change, ability to be
honest with yourself, and readiness to correct weaknesses and change habits.
●● Identify your strengths and make full use of them to achieve your goals.
●● Identify your weaknesses—the traits or habits you need to change to be more effective in
each of your roles.
●● Study your various roles in terms of desirable behavior. Identify differences, such as
habits used at home that are not appropriate at school, interpersonal relations between
a parent and child that are not appropriate between the health care professional and a
pediatric patient, or relations between friends that are not appropriate between a hospital
employee and a patient.
●● Study your ability to make distinctions between different life roles and change your
behaviors accordingly.
●● Study your tendency to use old habits in new situations. Do you allow habits to determine
your behavior in any situation? Do you need to improve in adapting your behavior to
each situation?
●● Mentally review past experiences to understand how your own behavior contributed to
the outcome. Consider the important question “Would the outcome of that experience be
improved if I had behaved differently?” This practice can serve as a “rehearsal” for future
similar experiences.
By considering the questions above on a regular basis, you will identify ways you can
grow in your personal life and in your role as a health care professional.
Activities
1. Describe learning strategies you have used in the past, both in class and in nonschool
activities such as sports or learning a new hobby. Which strategies are likely to be
effective in your health care preparation program? Which strategies are not likely to be
effective?
2. Identify one area of your life in which you have a fixed mindset and one area in which
you have a growth mindset. What differences do you notice about how you approach
each of these areas?
3. Identify one behavior in your personal life that is not an acceptable behavior with
patients or coworkers.
4. Which of the following roles do you play in your current life situation? Add other roles
to the list as needed.
Student in a health-related educational program
Spouse or partner
Parent of a child
Family member
Employee
a. Beside each role that applies to you, estimate how much time per day you devote
to that role.
b. Mark the role that you value most with an asterisk (*).
c. If other demands (e.g., job, school) limit the amount of time you devote to the role
you value the most, describe how you can improve your approach to that role so
that quality can compensate for lack of quantity. For example, “When in the role of
_______, I will give it my full attention and not allow concerns about my other roles
to distract me.”
5. Consider a situation in which you ran out of time to complete a task. Discuss how time
management strategies might help you handle a similar situation more effectively in the
future.
References and Suggested Readings

Dweck, Carol. (2015, September 23). Carol Dweck revisits the “growth mindset.” Education Week,
35(5), 20, 24.
Elliot-Moskwa, E. (2022). The growth mindset workbook: CBT skills to help you build resilience, increase
confidence, and thrive through life’s challenges. Oakland, CA: New Harbinger.
Robbins, M. (2021). The high 5 habit: Take control of your life with one simple habit. Carlsbad, CA:
Hay House.
Section II
Understanding Human
Behavior
T
he interpersonal skills of health care professionals are very
important to the patient. The health care professional who
can build rapport with patients increases confidence in the health
team, promotes faith in the treatment plan, and is more likely to
gain the patient’s full cooperation. If a health care professional
is unable to develop rapport, then the opposite may occur. The
patient may have negative feelings toward members of the health
team, may distrust them, and may not comply with the health care
plan. The skillful health care professional can recognize behavior
that indicates negative feelings and attitudes and respond to them.
Section II explains some of the many factors that influence human
behavior.
31
4
Chapter
Influences on Behavior
Objectives
●● Identify the basic purpose of human behavior.
●● Discuss how people are alike and different.
●● Describe genetic influences on behavior.
●● Summarize the developmental process.
●● Describe how the physical and social environments influence development and behavior.
●● Discuss the importance of taking responsibility for one’s behavior.
Key Terms
Behavioral genetics Genes Heredity
Chromosomes Genetics Human Genome Project
Congenital Genotype Phenotype
DNA Hereditary Rapport
33
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whispering he was privileged to answer “Perfect.” Now, in fact, the
pupils formed cliques and agreements to such an extent that they
made almost a complete farce of this attempt at discipline. They lied
with the greatest liberty and seemed to feel no restraint from their
principal. He appeared not to know that they were guilty of
deception and insubordination, and of course he became the butt of
ridicule because of these and many other unwise acts.
The girls would be found by him crying over the low grades they
received. Through their hands they joyously watched him as he
marched back to his desk and silently changed the numerals.
Occasionally he returned and reported, “After thinking over your
work further I have decided to give you a better grade.” He was more
than paid for his trouble as the smiles drove back the tears and the
eyes of the poor, grieved ones hung for a moment on his.
He suffered from note-writing. Jim was a source of anxiety on this
score. The unvarying procedure was the following:
“Where is the paper you had a moment ago?”
“It’s in my desk.”
“Is there any writing on it?”
“Yes, I think so.”
“Hand it to me.”
Silence on Jim’s part.
“Jim, aren’t you going to give me that note?”
“No, sir.”
“Jim, you go at once to Mr. Evans’ room,” or, “Take your books
and go home.”
Not once, nor twice, but scores and scores of times this same
routine was followed. Jim never handed him a note in the whole two
years. Mr. Bradley never discovered the intense satisfaction that Jim
had in drawing attention to himself, in defeating the principal and in
thus creating a general sensation.
Mr. Bradley’s temper was easily aroused. At first his face would
turn white; the pupils quickly noted his pallor and laughed at him;
his anger then drove him to a few tears, which one by one trickled
down his careworn cheeks.
In these moments of ill-temper he was more helpless than ever. He
did not attempt to do much teaching for a short period, but marked
time until he could recollect himself and get his pedagogical machine
back on track again.
In the frequent, extreme cases of refractory pupils that he had to
dispose of, his main resort was to send or accompany pupils to Mr.
Evans, the superintendent of schools. In reporting the misdemeanor
or in remarking on the items of a report of misconduct by the pupil
himself he adopted the very poor method of exaggerating the
circumstances insufferably. Often he interrupted a pupil’s account
with single words or phrases that exaggerated the offense and so
attempted to justify himself in referring the case to higher authority.
These unfair methods enraged even a guilty pupil to an extent that all
hope of his returning to the high school room with any little good will
toward the principal was lost.
You at once inquire, How was it possible for a man of this sort to
keep his position for two years? The answer is two-fold: his
treatment of pupils and citizens generally outside of school hours
was such as, in a way, to discredit the impressions reported by
dissatisfied pupils; the superintendent was capable enough himself
to neutralize, in part, the ill effects of the principal’s poor disciplinary
methods and thus to enable him to retain a well informed instructor.
You want to know more about this remarkable superintendent,
Mr. Evans? His personal presence was somewhat in his favor. He
was a man of good height, but very slender. The look of his eye was
direct and lingering. His hand-grasp was warm, kindly and
reassuring. He was never in a hurry, but disposed of mountains of
work. He always took time to hear all that pupils had to say—one of
his strongest assets.
It was a valuable lesson in school discipline just to observe him in
an interview with an offending pupil.
“Well, Jim, what is it this morning?”
“I suppose I’ve got to tell you about a little affair that occurred in
the Latin class yesterday.”
“Come and have this chair over here by the desk. Excuse me until I
pull down the shade a bit. Well, now, go on. What is it all about?”
But these cold words do not convey to the reader the impression
that they made on Jim. There was a yearning in the voice that fairly
drew Jim out of himself. He had just come from a fresh combat with
Mr. Bradley and was in a mood to do battle; in fact, strange to say,
this thought crossed his mind, “All right, I’ll go in to see Evans. If he
has it in for me, I’ll show them both a new deal; I’ll give them the
time of their lives in this town!”
How easy it would have been to set fire to this piece of tow and so
produce an uncontrollable conflagration. But there was Mr. Evans’
voice, so suave and appealing. He assumed that Jim had something
interesting to tell; that he had suffered some accident; that he was in
search of a friend. Mr. Evans was that friend. He said, “You know, of
course, that I’ll want to hear the other side of the story, but you go
ahead and tell me everything just exactly as it is.”
Jim told his story. The superintendent nodded assent to the
several statements, indicating that he had taken in their full
significance and was laying the ground for a just disposition of the
matter. About the time Jim finished, Mr. Bradley stepped in. He
soon began his account of the affair. Mr. Evans listened with a
judicial air, by no means disclosing any antagonism toward his
principal, but very cautious not to give Jim any notion that the
principal had the inside track in the mind and sympathy of his
superior. There were no comments, no nodding of the head, no
knowing smiles that meant, “We’ll fix this fellow, all right.”
Since Mr. Evans had previously frankly said that he would hear the
principal’s story, in the first part of the interview, Jim was not
surprised that it was given unremitting attention. But he was highly
pleased to see that favoritism for the principal was not going to play
any part in the final settlement of the matter.
In fact, every pupil expected to see Mr. Evans go the second mile in
any case where he came intimately into contact with a pupil, either in
the ordinary affairs of the school, or when disciplinary problems
must be adjudicated. It was, in a way, a painful experience to meet
Mr. Evans under circumstances such as these; he made one feel
grieved to impose on him by wrenching his heart with
disappointment. There was no fear of consequences, but an anguish
over injuring the feelings of the superintendent.
When the facts were all before him, this friend of boys and girls
would say:
“I don’t believe it would be right in this case to ...” and he would
mention penalties that were severe, though perhaps often employed
by other teachers, perhaps were even not condemned by the
community. He would finally come to the conclusion of the matter by
saying:
“I think we can fix this up in this way ...” a method that was almost
without exception such as to strengthen the discipline of the school,
to rescue the pupil from provoking circumstances and probably to
serve as a deterrent to future misconduct.
At the conclusion of every case of discipline, Mr. Evans left the
situation in a better status than before. The boy or girl who had to
settle accounts with the superintendent, when all was said and done,
knew that the issue was disposed of according to the principles of
right and for the good of both the pupil and the school. Wisdom,
sympathetic understanding, willingness to make concessions,
positive devotion to the pupil’s comfort and welfare, were written all
over the man’s actions so plainly as to disarm criticism and to bind
every pupil to him as a life-long friend.
Throughout this Course for teachers, we have steadily laid
emphasis on the need in the pupil for the cultivation of self-control
as a basis for any satisfactory building of character. Scarcely less
have we insisted that the same trait of character is essential in a
successful teacher. Our survey of the blunders of disciplinarians
leads to the conclusion that by far the larger part committed by
school teachers can be traced back to an inexcusable lack of this
central virtue of self-control.
The passionate, selfish teacher can not see the pupil’s point of
view. The measureless transformations of the adolescent period
throw a vast majority of people out of sympathy with the adolescent
and still more with those of younger years.
The system of school discipline advocated in this Course for
teachers, frankly rests on coöperation with the pupil, initiative being
taken by the teacher in working out disciplinary problems in frank,
wholehearted adjustment to pupil needs and characteristics. No
teacher can adopt the policy represented by this principle without
attaining, in a measure, and further developing his own self-control.
Our experience and observation, our fresh survey of all the facts
while compiling the data presented in these volumes, have deepened
immeasurably the conviction that the teacher who seeks the level of
the life of the children whom he wishes to govern, assisting them,
aiding them, guiding them according to the dictates of their natures
rather than contrariwise, will cure himself of one of his own worst
vices, namely, anarchy in mood, temper and judgment; and will
develop in its place the basic element of a noble character, self-
control.
By presenting, as a final word, the contrast between these two
teachers, we hope to heighten the impressions that have repeatedly
been made as the reader has followed the narratives and discussions
contained in the preceding pages. Remember that the two men here
described worked under the same circumstances, during the same
two years, with the same pupils, in the same building; that each had
the benefit of consultation with the other, that both were well
received in public and had many friends among the business men
and in the homes of the city. The advantage in physical organization
lay with him who failed. The essential difference between the two is
found in the inner, basic attitude of each toward his pupils.
The one ruled by personality and broad, humane principles; the
other was an apostle of force, fitfully administered, as, in fact, it must
of necessity be administered. The one was conscious of his authority;
the other forgot it and worked man to man with his pupils. The one
exhausted his force and failed; the other scarcely ever drew upon his
reserve and never lost a pupil friend. The one ground his teeth in
rage at the perversity and rebellion of his pupils, the other enjoyed
their friendship and reveled in the memories of sympathetic
appreciation of his labors. In short, one was beloved by all, the other
despised.
Of all the words from tongue or pen that explain the more
desirable of the two methods described, none is better than the word
Coöperation. This is the capstone of our five fundamental principles
—Suggestion, Substitution, Expectation, Approval, Coöperation.
Approval of good effort, in fact, turns out to be one mode of
coöperation with the pupil. It ministers to his self-love and elicits
further effort. A teacher can not exemplify this one principle of
coöperation without hitting upon or consciously employing all the
others we have named and illustrated. “I work with my pupils,” is the
highest self-praise a teacher can utter. It is a simple, modest,
unassuming statement; if true in its deepest sense, he who thus
speaks of himself is a perfect teacher and disciplinarian.
We commend this gospel to coöperative school-room discipline to
every aspiring teacher who reads these volumes; we can only hope
that every one may be converted heart and soul to this mode of
action and with religious devotion set about remoulding his
treatment and management of school children so that he truly may
be a Friend to Man.
INDEX
PAGE
Absences, 764
Acquisitiveness, 309
Adaptive instincts, 361
Adenoids, 58
Altruism, 586, 727
Anti-social tendencies, 672
Approval, 51, 55, 58, 61, 92, 103, 108, 132, 137, 139, 147, 161, 171, 181,
190, 201, 210, 213, 222, 235, 244, 266, 272, 277, 294, 303, 376,
388, 394, 401, 411, 415, 422, 440, 448, 450, 486, 507, 519, 588,
595, 662, 735, 774, 868
Athletics, aid in discipline, 96, 405, 530, 726, 737, 739, 740, 831
cheating for sake of, 284, 289
fights in, 249
Attention, desire to attract, 23, 50
in school work, 55, 368, 554
Authority, excessive use of, 81, 94, 95, 183, 220, 634, 644, 661, 697,
860
Awkwardness, 61, 141, 143, 148
Bluffing by teacher, cause of disobedience, 121, 536

Boy and girl question, 839
Bullying, 233
Card-playing, 115
Carelessness, 83, 562, 567, 765, 801
Cheating, on examination, 269
how provoked, 268
in recitation, 273
sentiment against, 269, 282
Chewing gum, 388
Choice and disobedience, 31
Church-going, 817
Cigarettes, 402
Class rivalry, 253
Cleanliness, 76, 449
Cliques, 471, 474, 717
Cloaks and overcoats, 79
Clumsiness, 140, 148
Collections of curios, 70, 209, 236, 310, 311, 502
Commands, how to give, attention to be secured, 55
be near child, 50
choose what child wants to do, 51
privately given, 60, 103
repetition to be avoided, 55
rights of pupil to be conserved, 93
speak intelligibly, 53, 753
time to be opportune, 72
Community, understanding conditions in, 43, 775
Companions, choosing, 321, 474, 812, 841, 843
Competition, leading to fighting, 249
Conceit, 192
Confession by pupil, 73, 101, 163, 212, 242, 294, 302, 308, 309, 340,
565, 568, 837
by teacher, 124
Confidence, 31, 32, 52, 60, 68, 71, 85, 89, 96, 105, 116, 121, 150, 167,
196, 201, 209, 212, 266, 299, 376, 406, 496, 499, 642, 667, 776
Conspiracy, 106, 378, 384, 464, 536, 695
Conventionalities, submission to, 803
Coöperation, initiative in, 45, 50, 60, 70, 74, 79, 81, 82, 87, 91, 96,
103, 108, 114, 119, 124, 142, 149, 158, 160, 162, 165, 171, 181, 190,
198, 201, 203, 209, 213, 222, 231, 241, 243, 256, 262, 265, 282,
313, 317, 320, 337, 372, 386, 392, 396, 397, 410, 416, 420, 424,
447, 467, 478, 492, 503, 508, 569, 637, 662, 711, 718, 738, 772,
797, 819, 824, 842, 866, 868
Coughing epidemics, 380
Crying, 257
Curiosity, 549
Dancing 111, 831

Defamation of a teacher, causing disobedience, 65
Defying a teacher 69, 70, 73, 99, 101, 106, 111, 118, 123, 168, 173, 180,
183, 189, 195, 199, 202, 208, 220, 762, 774, 809, 862
Desk order, 77
Destruction of property, 89, 254, 644, 647, 649
Disciplinarian, description of, a 17
Discipline, kinds of, 19
Discipline, what it is, 16
why necessary, 13
Dislike for school, 158, 162, 860
Disobedience, causes of, 41
community sentiment, contravened, 110
due to commands impossible to obey, 56
that are inopportune, 72
that infringe personal rights, 93
unintelligibly stated, 53
due to community conditions, 44
due to defective motor functions, 61
due to faultfinding, 89
due to imitation of others, 69
due to inattention, 55
and instincts, 41
due to parents, 42, 49, 65
due to pleasure-seeking, 117
due to pupils’ conspiracy, 106
due to teacher’s suspicious attitudes, 42, 59, 83
due to unregulated independence in the child, 86
nature of, 30
over-emphasized, 76
wilful, 49
Disputing with teacher, 123, 133, 199, 200, 211
Disrespect for teacher, 187, 366, 368, 370, 373, 490, 538
Dramatizing, 416, 417, 427, 435, 453, 490, 491
Drawing, 74, 303, 665
Dull children, 768
Eating at school, 59, 391, 392, 689

Examinations, cheating at, 269
correct view of, 271
fear of, 264
plans for, 277, 282
questions for, 270, 272
when to give, 271
Expectancy, 51, 58, 61, 62, 65, 68, 79, 80, 84, 85, 88, 92, 96, 104,
124, 133, 137, 183, 202, 231, 252, 392, 397, 411, 462, 479, 582, 585,
729, 772, 868
Explanation of commands, 35, 36, 79, 133, 143, 251, 282, 288, 333,
403, 404, 419, 429, 446, 596, 610, 626, 654, 663, 582, 729, 804,
805, 821, 823
Expressive instincts, 577
Failure and success, contrast between, 859

Falling in love with teacher, 847
Faultfinding, 62, 66, 78, 89, 100, 141, 159, 173, 183, 215, 225, 234,
250, 261, 329, 371, 374, 377, 382, 388, 395, 416, 418, 421, 433,
443, 485, 557, 571, 602, 626, 780
Fear, and cheating, 269
and discipline, 259
and examinations, 264, 284
instinctive, 255
and the lie, 297
in recitation, 264
and stubbornness, 180
Fidgets, 134, 142, 150
Fifth and Sixth grades,
cleanliness, 412, 450, 456, 462
cliques, 717, 719
curiosity, 569
disrespect, 197, 367
eating at school, 395, 689
gambling, 315
giggling, 382
impudence, 206, 210
inattention to study, 554
jealousy, 707
leaving room, 378
lying, 307
manners, 418, 420, 442, 444, 803
Mimicry of speech, 366
mischief, 485, 494
obedience, 65
paper wad throwing, 219, 307
play, teaching how to, 525, 527
selfishness, 688
stealing, 638
stubbornness, 172, 178
studying aloud, 628
talkativeness, 607, 608, 611, 612
tattling, 638, 639
teasing tricks, 509
whispering, 592, 604
Fighting, due to accidental situation, 236
due to competition, 249
due to ridicule, 239
Thomas Hughes’ advice on, 96
Fire drills, 757
Firmness, 585
First and Second grades,
absences, 764
altruism, 729
careless work, 765
cleanliness, 451, 453
crying, 257
dislike for study, 766
disobedience, 773
disrespect, 189
drawing, 665
drills, 752
dull children, 768
eating at school, 392, 393, 691
fighting, 236
first day in school, 748
first year in school, 747
ill-temper, 182, 187
impudence, 772
indifference to school, 159
laughing, 234
leaving room, 375
lying, 300, 301
making faces, 483
manners, 415, 428
mischief, 766
muscle training, 144
noise, 136
obedience, 49
passing quietly, 751
penmanship learning, 663
play, teaching how to, 524
quarreling, 225, 229, 231
refusal to recite, 256
ringleader, 782
scribbling, 659
selfishness, 677, 679, 781
sex hygiene, 832
sickness a cause of backwardness, 155
smartness, 770
stealing, 327, 330
stubbornness, 170
stuttering, 652
swearing, 651
talkativeness, 634
tardiness, 763
tattling, 633, 634
Flag salute, 809, 811
Gambling, 115, 312, 318

Games, certain objectionable, in acquiring motor control, 148, 829
Gesture, mimicry of, 368
Groups of pupils, enlisting, 79, 91, 97, 119, 540, 573, 574, 712, 715,
719, 722, 724, 726, 777, 782, 830, 838
Gymnasium, promoting use of, 149, 501
Habit of crying, 258
quarreling, 230
whispering, 583
Hair-pulling, 203
Helping pupil in study, 103, 105
High School,
altruism, 736
athletics, supervision of, 532, 534, 537
boy and girl question, 839, 841, 843
cheating by pupil, 281
cheating by teacher, 284
cigarettes, 409
cliques, 720, 725
companions, choosing, 812, 815
curiosity, 571, 573
dancing, 831
destroying property, 561
eating in school, 397, 400
falling in love with teacher, 848, 852
fear, 264, 267
fighting, 249
gambling, 320
impudence, 214
indifference, 167
jealousy, 712, 713, 716
laughing, 193, 194, 497, 598
manners, 425, 427
marking books, 661
nervousness, 264
obedience, 89
passing quietly, 761
practical joke, 504, 513, 516, 519
race prejudice, 471
religion, 817, 819, 821, 823
ringleader, 788, 790, 793, 800
selfishness, 675, 699
sex attraction, unconscious, 831
stealing, 338
sororities, 720
talkativeness, 623, 624
tattling, 643, 647, 649, 661, 697
truancy, 157, 548
Home study, 77, 87
How to study, teaching, 626, 628
Humor and discipline, 215, 598
Ideals, false and perverted, 24

Ignoring misconduct, 142, 196, 200, 205, 238, 293, 372, 381, 444,
482, 484, 520, 635, 637, 662, 763
Ill-temper, 182
Imagination, aid in discipline, 184, 488
and lying, 295
Imitation, aid in discipline, 184, 361
and bodily action, 63
cause of misconduct, 23, 69, 361
provoking impudence, 206
Impartiality, 108
Impudence, 65, 190, 199, 206, 211, 213, 772, 795
Inattention, 55, 554
Independence in the child, causing disobedience, 86
Indifference as cause of disorder, 157
Inhibition and discipline, 21
Injured child, sympathy for, 258
Instincts, classification of, 129
relation to discipline, 13, 17, 19, 20, 21
disobedience, 30
fear, 255
function of, 129
Interviews, 34, 52, 60, 62, 63, 68, 84, 86, 87, 88, 92, 96, 101, 112,
113, 114, 119, 132, 155, 174, 175, 177, 191, 215, 222, 232, 242, 251,
288, 302, 313, 320, 322, 332, 336, 398, 410, 421, 423, 449, 457,
466, 472, 494, 499, 510, 520, 566, 586, 605, 641, 645, 682, 700,
864
Jealousy, 700
Jokes on teacher, 366, 368, 370, 373
Joking teacher, 205, 505, 507
Kindergarten. (See First and Second grades.)

Knowing the pupil, 51, 58, 60, 63, 87, 108, 131, 142, 151, 156, 176,
179, 186, 194, 200, 209, 212, 218, 226, 339, 241, 481, 566, 511, 584,
615, 620, 673, 706, 777
Laboratory as an instrument of discipline, 167

Laughing in school, 72, 74, 75, 99, 193, 194, 234, 382, 493, 494, 497
Laziness, clumsiness and fidgets as causes of disorders, 130
Leaving the room, 375
Lighting of a school-room, 154
Literary societies, troubles with, 106
Lunches, stealing of, 334
Lying to conceal, 301, 465, 594
enquiry into, 212
for fame, 506
for gain, 298, 300
and gambling, 313
and the imagination, 295
kinds of, 297
provoked by teacher, 67, 292, 303, 307
and stealing, 329, 335
teacher practices, 59, 288, 304, 863
Mannerisms of teacher, 102, 366, 370, 373, 368

Manners, 53, 191, 411, 672, 684, 695, 700, 715, 717, 736, 740, 803
Making faces, 482, 483, 487, 500, 781
Marbles, gambling with, 312
Marking desks, 301
Matching pennies, 319
Mimicry, 365
Mischief-maker, 98, 478, 485, 501, 504, 766
Money stolen, 337, 338, 340
Motor functions defective, causing disobedience, 61
Nervous child, 134, 447

Noise, 94, 135, 143, 443, 446, 463, 466, 589, 591, 602, 621, 622
Note-writing, 643, 834, 835, 836, 862
Obedience, factors making for, 38

Fifth and Sixth grades, 65
First and Second grades, 49
formal, 34, 746
High School, 89
intelligent, 36, 746
kinds of, 33, 186
public expects, 38
pupils expect to obey, 39
relation to character building, 29
relation to school efficiency, 27
Seventh and Eighth grades, 76
stages in development of, 33
Third and Fourth grades, 56
Oversensitiveness, of pupil, 214
of teachers, 189
Paper scattered, 49, 77, 80, 459

Paper wad throwing, 219, 307, 492
Parents, causing a boy to tease, 240
defaming teacher, a cause of disobedience, 65
leading families, dealing with, 70
provoking disobedience, 41, 86, 438, 770
provoking impudence, 206
provoking indifference to school, 159
provoking quarrels, 228
provoking selfishness, 684, 687
provoking stubbornness, 172
responsibility in keeping order, 110, 165, 323, 452, 457, 469, 745,
840
teacher conferring with, 67, 68, 158, 228, 322
Passing quietly, 137, 751, 756
Pencil, misuse of, 135, 187, 443
Penmanship, learning, 663
Personal right of pupils, infringement of, 93
Physical conditions, causing misconduct 131, 134, 141, 143, 148, 155,
236, 587
Picnic manners, 418
Play, 477, 671, 692, 829, 831
supervised, 226, 230, 317, 522, 692
Pleasure-seeking causing disobedience, 117
Poolroom, The, 641
Practical jokes, 504, 510
Preparation (to teach), defective, 121
Prohibitions, 99, 111, 362, 383, 390, 395, 398, 416, 451, 580, 754,
755, 591, 795, 839
Promise, making to pupils, 109
Public opinion disregarded, 110
Punishment, apology as, 321, 371
corporal,
awkward position, 443, 483
boxing ears, 276
requesting right to use, 94
shaking, 50, 384, 603, 762
tying hands together, 562
whipping, 66, 68, 78, 89, 93, 163, 164, 172, 173, 195, 202, 211,
218, 261, 263, 319, 332, 485, 508, 706, 861
demotion, 502, 629
detention after school, 73, 151, 190, 230, 241, 260, 275, 336, 374,
588, 612, 710
discipline, not dependent upon 17
grade lowered, 277
ineffective, 135, 141, 161
loss of privileges, 321, 737, 780, 802
provoking disobedience, 89
ridicule, 206
school work, as 90, 599
suspension, 282, 317, 467, 513, 518, 839
Punning, 200
Quarreling from spite, 228

on school grounds, 225
way to school, 229
Quarrelsomeness, bullying and fighting, 223
Questioning pupils about misconduct, 73, 90, 99, 213, 234, 273, 275,
276, 292, 301, 307, 317, 321, 333, 335, 382, 389, 391, 393, 398,
410, 421, 443, 464, 466, 498, 499, 501, 506, 517, 543, 636, 661,
797, 862
Race prejudice, 471, 474
Reasons, failure to comprehend cause of misconduct, 22
Reform of teacher, 95, 102, 124, 228, 590, 612, 763
Refusal to do home work, 87, 88
to go to school, 87
to recite, 256
Regulative instincts, 745
Religious attitudes, 817
perplexities, 821
recluse, 823
Responsibility, 84, 86
Retardation of a pupil, 64, 67, 132, 150, 769
Ridicule provoking fighting, 239
Rights of child as to playthings, 313
Ringleader, dealing with a, 52, 70, 98, 113, 119, 367, 385, 405, 411,
529, 546, 574, 740, 776
Rivalry between student groups, 106, 713
Rules, overemphasis of, causing disobedience, 76, 81, 662, 750
Rural School
anarchy in, 217, 310
cheating, 273, 276, 281
clumsiness, 140
coaching pupil, 181
conceit, 192
defying teacher, 69
eating during school hours, 59
first day, 749
inattention, 55
indifference, 159
joking teacher, 205
mischief in, 99
paper scattered, 49
quarreling, 229

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Understanding Human Behavior: A

Guide for Health Care Professionals

Alyson Honeycutt, M.A., N.C.C.

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

VP, Product and Marketing: Thais Alencar

Product Assistant: Jannell Whitted

Learning Designer: Deb Myette-Flis Library of Congress Control Number: 2023932104

Digital Delivery Quality Partner: Lisa Christopher Cengage Learning

Notice to the Reader

Printed in the United States of America

Section I Becoming a Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 1 Challenges and Responsibilities of Health Care Professionals . . . . . . . . 3

Chapter 2 The Philosophy of Individual Worth and Equitable Care. . . . . . . . . . . . 13

Chapter 3 Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Section II Understanding Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Chapter 4 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter 5 Physical Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Chapter 6 Social and Emotional Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Chapter 7 Emotions and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Chapter 8 Adjustment and Patterns of Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . 93

Section III Behavior and Problems in Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Chapter 9 Common Threats to Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Chapter 10 Effects of Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

Chapter 11 Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Chapter 12 Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Section IV Effective Human Relations and Communication. . . . . . . . . . . . . . . . . 175

Chapter 13 Effects of Illness on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Chapter 14 Human Relations and Coping with Patient Behavior. . . . . . . . . . . . . . 187

Chapter 15 Practicing Effective Communication. . . . . . . . . . . . . . . . . . . . . . . . . . 203

Section V Death and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Chapter 16 Grief and Loss Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Chapter 17 Death: Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Chapter 18 Caring for the Dying Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Section VI Trends in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Chapter 19 Health Care Through the Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Chapter 20 What Is Healing? Who Is the Healer?. . . . . . . . . . . . . . . . . . . . . . . . . 291

Chapter 21 Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Section IV (chapters 13-15) explores the components of effective communication. ­Practice

Changes to the Tenth Edition

Instructor & Student Resources

Using Understanding Human Behavior

About the Author

Reviewers of the Tenth Edition

Becoming a Health Care

and satisfactions of being a health care professional. People

you will be challenged to serve each person effectively. Section I is

designed to help you become aware of the realities of a health career

and to help you learn strategies to succeed as both a student and a

health care professional.

Challenges and Responsibilities

Challenges and Satisfactions in Health Care

Approval versus Inner Satisfaction

Setting Goals for Inner Satisfaction

Setting Standards of Performance

Excellence and Patient Safety

Providing Client-Centered Care

Practicing Habits That Lead to Success

FIGURE 1-2 Empowerment contributes to patients’ self-esteem and sense of well-being.

As a health care professional, you should

The Philosophy of Individual

The Meaning of Individual Worth

Promoting Equity in Health Care

Practicing Cultural Awareness

Cultural awareness also means recogniz-

Section IV (chapters 13-15) explores the components of effective communication. Practice

FIGURE 1-2 Empowerment contributes to patients’ self-esteem and sense of well-being.