MODULE - I

“MEN AND WOMEN ARE NOT PRISONERS

OF FATE, BUT ONLY PRISONERS OF THEIR
MINDS”
-Franklin D. Roosevelt
Introduction to Behavioral Science

It is the study of human habits, actions and

intentions.

This science involves knowledge of sociology,

psychology and anthropology with strong
observation, research and communication skills.

A person studying behavioural science works with

communities and individuals examining behavior
and decision-making.
Importance/Need of Behavioral
Science
Assist in
Improves the Helps us resolve understanding
quality of life. issues. what influences
human behavior.

Allows us to
Promotes value of
Helps in leading an contribute to our
cross-cultural
informed life. communities in a
diversity.
better way.

Helps in
rationalizing
human actions.
Knowledge
about self is HELPS TO
CONTROL
HELPS TO HELPS TO REACH
BETTER
REACH YOUR
extremely EMOTIONS GOALS. DECISIONS.

important
due to the
following
reasons: HELPS TO
IMPROVE
HELPS TO REALIZE
AND IMPROVE
HELPS TO
EXPERIENCE
RELATIONSHIP. YOUR FULL HAPPINESS AND
POTENTIAL. JOY.
 Gender and Identity

Gender refers to the characteristics of women, men, girls and

boys that are “socially constructed”. As a social construct, gender
varies from society to society.
Questions:-
– Do men and women have different abilities?
– Do men and women face different challenges in their
lives- both personal and professional?
– Is gender confined to the binary terms of male and
female?
Some observations made by researchers

• Men are physically stronger and more muscular. However, in the

‘ability to survive’, it has been medically proven that women have
greater survival ability. Men are affected more by starvation, shock,
fatigue etc. Therefore, women have longer life spans than men.
(Montague,1968)
• Men suffer more from psycho-physiological disorders like attention
deficit, antisocial personality disorder whereas, women suffer more
from psychological disorders like eating disorder. (APA, 1987)
• Aggression is not associated with chromosomes. It is instead a
reflection of cultural expectations of roles for men & women.
• Women are expected to be people-oriented. Socialization process
encourages women to be more aware and sensitive than men. They
are generally labelled as possessing higher social skills as compared to
men. They smile more, have more eye-contact and are sensitive to
non-verbal communication.(Colwill,1982)
 Peer Pressure

Peers are the individuals Peer pressure can happen

with whom a child or when we are influenced to
adolescent identifies do something we usually
himself ,who are usually would not do, or stop us
but not always of the same from doing something we
age-group. would like to do.
 Self concept

• Self-concept is an individual’s perception of

self and is what helps make each individual
unique.
• Positive and negative self-assessments in the
physical, emotional, intellectual, and
functional dimensions change over time.
• Self-concept affects the ability to function
and greatly influences health status.
 Ageing, Altered
illness, or Health
trauma Status

Factors Crisis or life

stressors
Experience

Affecting
Self-
Concept History of
success
Developme
ntal
consideratio
and failure ns

Internal
and
Culture
external
resources
 Self- Self-
recognition
Stages in the awareness
(infancy) (18 months)
development
of Self- Self-definition Self-concept
Concept (3 years) (6 to 7 years)
• Infant learns physical self different from
environment.
• If basic needs are met, child has positive
feelings of self.
• Child internalizes other people’s attitudes
toward self.
• Child or adult internalizes standards of
society.
 Components of Self-Concept

• Identity
• Body image
• Self-esteem
• Role
performance
Interrelationsh
ip of
Components
of Self-
Concept
 Identity
• A sense of personal identity
is what sets one person
apart as a unique individual.
• Identity includes a person’s
name, gender, ethnic
identity, family status,
occupation, and roles.
• One’s personal identity
begins to develop during
childhood and is constantly
reinforced and modified
throughout life.
 Body Image
• Body image is an attitude
about one’s physical
attributes and
characteristics, appearance,
and performance.
• Body image is dynamic
because any change in
body structure or function,
including the normal
changes of growth and
development, can affect it.
 Role
• Role refers to a set of expected
behaviors determined by familial,
cultural, and social norms.
• The level of self-esteem is
dependent upon the self-perception
of adequate role performance in
these various social roles.
• Stressors Affecting Role
Performance
• Role overload
• Role conflict
• – Whenever a person is unable to
fulfill role responsibilities, self-
concept is impaired.
 Self image
• Self-image is how you perceive yourself. It is a number
of self-impressions that have built up over time…
These self-images can be very positive, giving a person
confidence in their thoughts and actions, or negative,
making a person doubtful of their capabilities and
ideas.
• A positive self-image is having a good view of
yourself; for example:
 Seeing yourself as an attractive and desirable person.
 Having an image of yourself as a smart and intelligent
person.
 Seeing a happy, healthy person when you look in the
mirror.
 Self-Image vs. Self-Concept

• Self-image and self-concept are strongly

associated, but they’re not quite the same
thing.
• Self-concept is a more overarching
construct than self-image; it involves how
you see yourself, how you think about
yourself, and how you feel about yourself.
In a sense, self-image is one of the
components that make up self-concept .
 Process of knowing self

Johari window

• A MODEL of self awareness , personal

development, group development and
understanding relationship
• The Johari Window model was developed by
American psychologists Joseph Luft and Harry
Ingham in the 1950's .
 JOHARI Window: An Interpersonal
Communications Model
KNOWN TO ME UNKNOWN TO ME

KNOWN Public Blind (spot)

TO
OTHERS Open (Eg. Bad Breath, Body
(Eg.I love singing) odour etc)

UNKNOWN Hidden Unknown

TO Private Unconscious
OTHERS
(Eg: I actually hate Eg: That I love
parties) adventure sports
 • The Johari Window became
widely used model for
understanding and training self-
awareness, personal
JOHARI development, improving
WINDOW communications, interpersonal
relationships, group dynamics,
team development and inter-
group relationships.

• Refers to others and self

(Others – other people in the
team )
• The Johari Window represents
information - feelings, experience,
views, attitudes, skills, intentions,
motivation, etc. - within or about a
person - in relation to their group,
from four perspectives, which are
described below:

o Open Area -what is known by the

person about him/herself and is
also known by others - open self,
free area, free self, or 'the arena'
o Blind Area - what is unknown by
the person about him/herself but
which others know - blind area,
blind self, or 'blind spot'

o Hidden Area - what the person

knows about him/herself that
others do not know - hidden area,
hidden self, avoided area, avoided
self or 'facade’ .

o Unknown Area -what is unknown

by the person about him/herself
and is also unknown by others -
unknown area or unknown self .
 Self esteem
•Self-esteem is the judgement of personal
performance compared with the self-
ideal.
•Self-esteem is derived from a sense of
giving and receiving love and being
respected by others.
•Self-esteem is basically about how much
you value yourself and how much you
respect your decisions and how confident
you are in taking a risk and facing the
consequences.
The Importance
of Self Esteem
• People who feel good
about themselves more
likely to have the
confidence to try new
health behaviors
• Building esteem is a first
step towards your
happiness and a better life.
• High self-esteem increases
your confidence.
 Advantages of good self esteem

• Leaders to others
• Accept failure
• Doesn’t submit to peer pressure
• Believes in self
• Willing to try new things
• Appreciate life
• Change the bad
Characteristics of people with high self
esteem

• More ambitious in what one hopes to experience

in life
• Seeks the challenge of worthwhile and
demanding goals
• More capable of having open, honest and
appropriate Communications with others
• Self-confident – wants to be with other self-
confident people.
 Characteristics of HIGH self esteem

Able to accept and Confident without

Not devastated by
learn from their being obnoxious
criticism.
own mistakes. or conceited.

Not easily
Not overly
defeated by
defensive when
setbacks and
questioned.
obstacles.
How is self-esteem
built
& destroyed?
Building
• Find a good role model
• Praise & compliments
• Focus on the positive
• Keep criticism to a minimum
• Set & achieve goals
• Perfect your skills

Destroyed
• Comparing yourself to others
• Putting yourself down
• Drug/Alcohol abuse
• OTHERs
ERIKSON MODEL
 Introduction

• Biological in belief that there are innate drives

to develop social relationships and that these
promote survival (Darwinism)
• Divided life span into eight psychosocial
stages, each associated with a different drive
and a problem or crisis to resolve
 • Infants must rely on others
Stage 1: for care
(Birth–1) • Consistent and dependable
caregiving and meeting
Trust vs. infant needs leads to a
Mistrust sense of trust
• Infants who are not well
cared for will develop
mistrust
 Stage 2: (1–3 years)
Autonomy vs. Shame and Doubt

• Children are discovering their own

independence.
• Testing more independence by
assuming more self-responsibilities
– Toilet, Feeding, Dressing
• Those given the opportunity to
experience independence will gain a
sense of autonomy.
• Children that are overly restrained or
punished harshly will develop shame
and doubt.
Stage 3: (3–5 years)
Initiative vs. Guilt
• Preschoolers learn to
plan out and carry out
their goals
• Sense of
accomplishment leads
to initiative
• Feelings of guilt can
emerge if the child is
made to feel too
anxious or
irresponsible
Stage 4: (5–12 years))
Industry vs. Inferiority

• Stage of life
surrounding mastery
of knowledge and
intellectual skills
• Sense of competence
and achievement leads
to industry
• Feeling incompetent
and unproductive
leads to inferiority.
 • Developing a sense of who one
is and where one is going in life
– The adolescent’s path to
successful identity
achievement begins with
identity diffusion.
Stage 5: – This is followed by a
(Adolescence) moratorium period.
Identity vs. – Gradually, the adolescent
arrives at an integrated
Confusion identity
• Successful resolution leads to
positive identity
• Unsuccessful resolution leads to
identity confusion or a negative
identity
 Stage 6: (Young
adulthood)
Intimacy vs. Isolation

• Time for sharing

oneself with another
person
• Capacity to hold
commitments with
others leads to
intimacy
• Failure to establish
commitments leads to
feelings of isolation
Stage 7: (Middle adulthood)
Generativity vs. Stagnation

• Caring for others in

family, friends, and
work leads to sense of
contribution to later
generations
• Stagnation comes from
a sense of boredom and
meaninglessness
 Stage 8: (Late
adulthood to Death)
Integrity vs. Despair
• Successful resolutions of
all previous crises leads to
integrity and the ability to
see broad truths and advise
those in earlier stages.
• Despair arises from
feelings of helplessness and
the bitter sense that life has
been incomplete .
Process of knowing
self

Maintain a personal Practice meditation. Exercise regularly.

diary.

Go for outings Develop hobbies. Develop new

interests.

“No one can give you

better advice than
yourself”-Cicero
THANK YOU