Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory)
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Healthy Personality
HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 6 CONTINUING EDUCATION HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Continuing Psychology Education is approved to Neil Eddington, Ph.D. provide continuing education by the following: Richard Shuman, LMFT Texas State Board of Social Worker Examiners (Provider # CS3329) - 5 hours for this course; Texas State Board of Examiners of Professional Counselors (LPC Provider # 2013) - 6 hours for this course; Texas State Board of Examiners of Marriage and Family Therapists - 6 hours for this course; this course meets the qualifications for 6 hours of continuing education for Psychologists, LSSPs, LPAs, and Provisionally Licensed Psychologists as required by the Texas State Board of Examiners of Psychologists. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. -
Bsc Chemistry
____________________________________________________________________________________________________ Subject COMMERCE Paper No and 1: Management concept and organisational behaviour Title Module No and 19: Content Theories of Motivation Title Module Tag COM_P1_M19 COMMERCE PAPER 1: Management concept and organisational behaviour MODULE No. : 19: Content Theories of Motivation ____________________________________________________________________________________________________ TABLE OF CONTENTS 1. Learning Outcomes 2. Introduction 3. Concept of Motivation 4. Theories of Motivation 4.1 Content theory of motivation 4.2 Process theory of motivation 4.3 Basic Difference between Content theories and Process Theories 5. Content theories 5.1Abraham Maslow’s Need Hierarchy theory: based on needs 5.2Clayton Alderfer’s ERG theory: based on needs 5.3 McClellands learned need theory: based on needs 5.4 Fredrick Herzberg’s two factor theory: based on factors 5.5 Douglas McGregor’s Theory X and theory Y: based on personality 5.6 Comparison between different content theories 6. Summary COMMERCE PAPER 1: Management concept and organisational behaviour MODULE No. : 19: Content Theories of Motivation ____________________________________________________________________________________________________ 1. Learning Outcomes After studying this module, we shall be able to Define the content theories of motivation Learn about different content theories of motivation. Apply the understanding of different motivation theories to enhance the contribution of the -
Motivation Is the Driving Force by Which Humans Achieve Their Goals
Definition: Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. It involves the biological, emotional, social and cognitive forces that activate behavior. In everyday usage, the term motivation is frequently used to describe why a person does something. For example, you might say that a student is so motivated to get into a clinical psychology program that she spends every night studying. Components of Motivation There are three major components to motivation: activation, persistence and intensity. Activation involves the decision to initiate a behavior, such as enrolling in a psychology class. Persistence is the continued effort toward a goal even though obstacles may exist, such as taking more psychology courses in order to earn a degree although it requires a significant investment of time, energy and resources. Finally, intensity can be seen in the concentration and vigor that goes into pursuing a goal. For example, one student might coast by without much effort, while another student will study regularly, participate in discussions and take advantage of research opportunities outside of class. Extrinsic Vs. Intrinsic Motivation Different types of motivation are frequently described as being either extrinsic or intrinsic. Extrinsic motivations are those that arise from outside of the individual and often involve rewards such as trophies, money, social recognition or praise. Intrinsic motivations are those that arise from within the individual, such as doing a complicated cross-word puzzle purely for the personal gratification of solving a problem. -
The Transpersonal William James
THE TRANSPERSONAL WILLIAM JAMES Mark B. Ryan, Ph.D. Cholula, Puebla, Mexico ABSTRACT: Transpersonal psychologists often speculate on who was their ‘‘first’’ pioneer, commonly with reference to Carl Jung. A look at the early development of modern psychology, however, reveals various figures who accepted a spiritual and collective dimension of the psyche, among them William James. Out of a tension between scientific and religious outlooks embodied in his own life and thought, James had embraced and articulated the principal elements of a transpersonal orientation by the early twentieth century, and had given them a metaphysical and empirical justification on which they still can stand today. We can see those elements in four aspects of his thought: first, in what he chose to study, especially in his interest in psychic and religious experience; second, in his definition of true science and his refutation of materialism; third, in his concept of consciousness; and fourth, in his defense of the validity of spiritual experience. ‘‘100 Years of Transpersonal Psychology’’: the title and description of the Association for Transpersonal Psychology conference in September, 2006, represented a milestone in the official recognition of William James’s place in the origins of modern transpersonal thought. As the conference’s official announcement declared, James made the first recorded use of the term ‘‘transpersonal’’ in 1905. The conference’s title took its measure of a century from that coinage, suggesting a major role for James in the founding of the field. The occasion of James’s use of the term was modest: an unpublished document, merely a printed course syllabus at Harvard University for an introductorycourse in philosophy (Vich, 1998). -
Who Is Abraham Maslow?
WHO IS ABRAHAM MASLOW? A SHORT READING J WHO IS ABRAHAM MASLOW? • Abraham Maslow was an American psychologist. • Psychology is the scientific study of the mind and behavior. • Best known for Maslow’s Hierarchy of Needs • He stressed the importance of focusing on the positive qualities of people. • During his time, psychologists were usually focused on the abnormal and ill. • Maslow focused on positive mental health. WHAT IS MASLOW KNOWN FOR? MASLOW’S HIERARCHY OF NEEDS • Maslow described that people will be motivated to achieve certain needs, and some needs will take priority over others. • The first need is for physical survival, and that will be what motivates a person’s behavior. • Once that need is met, the next level of needs is what will motivate a person’s behavior. WHAT ARE THE NEEDS? PHYSIOLOGICAL • Most important needs to have met • Biological requirements for human survival • air, food, drink, shelter, clothing, warmth, sex, sleep SAFETY • People want to experience order, predictability and control in their lives. • These needs can be fulfilled by the family and society • Police, schools, business and medical care LOVE AND BELONGINGNESS • The third level of human needs is social and involves feelings of belongingness. The need for interpersonal relationships motivates behavior. • Examples include friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work). ESTEEM • The fourth level in Maslow’s hierarchy - which Maslow classified into two categories: 1. esteem for oneself (dignity, achievement, mastery, independence) and 2. the desire for reputation or respect from others (status, prestige). -
Challenges of Humanistic Psychology for Secondary Education Walter P
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 7-1972 Challenges of Humanistic Psychology for Secondary Education Walter P. Dember Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. CHALLENGES OF HUMANISTIC PSYCHOLOGY FOR SECONDARY EDUCATION By Walter P. Dember B.B.A., St. Bo11aventu.re University, 19.52 M.S., Niagara University, 1970 ~ ! ' ' ,.1. A Dissertation Submitted in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Walden University July, 1972 ~~-· ., . ABSTRACT CHALLENGES OF HUMANISTIC P&"YCHOLOGY FOR SECONDARY EDUCATION By Walter P. Dember E.B.A., St. Bonaventure University, 1952 M.S., Niagara University, 1970 Frederick C. Spei , Ed. D., Advisor School Administrator, Buffalo Public Schools Buffalo, New York A Dissertation Submitted in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Walden University July, 1972 ----~-----..,.------------------------.....·-::r, • ABSTRACT CHALLENGES OF HUMANISTIC PSYCHOLOGY FOR SECONDARY EDUCATION A new conception of man is now being unfolded in a very different orientation toward p~chology or in a new p~chology called "Humanistic Psychology." It is the purpose of this thesis to arrive at these new concepts of man through research into the writings of and about four hnma:nistic p~chologists--Gordon W. -
Maslow's Hierarchy of Needs in an Inclusion Classroom- by Kaitlin Lutz
Maslow's Hierarchy of Needs in an Inclusion Classroom- By Kaitlin Lutz (/Maslow%27s+Hierarchy+of+Needs+in+an+Inclusion+Classroom- +By+Kaitlin+Lutz) # Edit ! 0 (/Maslow%27s+Hierarchy+of+Needs+in+an+Inclusion+Classroom-+By+Kaitlin+Lutz#discussion) " 3 (/page/history/Maslow%27s+Hierarchy+of+Needs+in+an+Inclusion+Classroom-+By+Kaitlin+Lutz) … (/page/menu/Maslow%27s+Hierarchy+of+Needs+in+an+Inclusion+Classroom-+By+Kaitlin+Lutz) All students have basic needs to be met for learning to occur. The more needs that are met, the more students will learn. Maslow's hierarchy, developed by Abraham Maslow in 1954, is a way of organizing the basic needs of students on different levels (McLeod, 2007). The more levels that are met, the more a student will learn. Maslow's hierarchy of needs applies especially to students with exceptionalities, because many times students' with exceptionalities needs are more difficult to meet. Abraham Maslow http://thesocialworkexam.com/maslows-theory-of-basic-needs-learning What is Maslow's Hierarchy of Needs? According to Gorman in the Aboriginal and Islander Health Worker Journal, there are six levels to Maslow's Hierarchy of Needs. The first level is physiological needs. The first level must be met in order to move onto any other levels in the hierarchy. Physiological needs include the basic necessities of life (Gorman, 2010). These needs may include food, water, and shelter. Once physiological needs are met, students will then need the second level of Maslow's hierarchy. The second level is safety needs. Students need to feel safe in the environment in which they are learning with no outside threats. -
Boswell Et Al., 2010
Running head: SCHOOLS OF PSYCHOTHERAPY 1 Schools of Psychotherapy and the Beginnings of a Scientific Approach James F. Boswell, Brian A. Sharpless, Leslie S. Greenberg, Laurie Heatherington, Jonathan D. Huppert, Jacques P. Barber, Marvin R. Goldfried, and Louis G. Castonguay Running head: SCHOOLS OF PSYCHOTHERAPY 2 Abstract The theoretical, clinical, and empirical foundations of psychotherapy come from five primary movements that still exist today, continue to evolve, and remain scientifically productive: psychodynamic, cognitive-behavioral, humanistic, systemic, and integrative. The goal of this chapter is to examine the philosophical, clinical, and scientific underpinnings of each of these major traditions in detail. Experts in these five approaches will describe: (a) the model of psychopathology (especially focusing upon etiological and maintenance factors emphasized in assessment and case formulation); (b) the focus and specific techniques used in treatment planning and implementation; (c) the hypothesized therapeutic mechanisms of change; and (d) the outcome literature/empirical support for each modality. We conclude with a look toward the future of the science of psychotherapy and the scientist-practitioner model of psychotherapy. Keywords : psychotherapy, psychodynamic therapy, cognitive-behavior therapy, humanistic therapy, systemic therapy, integrative therapy Running head: SCHOOLS OF PSYCHOTHERAPY 3 Schools of Psychotherapy and the Beginnings of a Scientific Approach If defined as a “talking cure,” psychotherapy has a very long -
Teachers Job Satisfaction and Motivation for School Effectiveness: an Assessment
Teachers Job Satisfaction and Motivation for School Effectiveness: An Assessment Nwachukwu Prince Ololube University of Helsinki Finland. Abstract Significantly, job satisfaction and motivation are very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, center competencies, educational resources as well as strategies, in genuinely determining educational success and performance. This study assessed the differences and relationship between the level of teachers’ job satisfaction, motivation and their teaching performance in Rivers State of Nigeria. A questionnaire titled ‘TEJOSAMOQ’ was used to collect data for the study. While the data for the study was analyzed using multiple statistical procedures: mean point value, standard deviation, and variance, t-test of significance and One-way-analysis of variance (ANOVA). The survey results revealed that teacher related sources of job satisfaction seem to have a greater impact on teaching performance, as teachers are also dissatisfied with the educational policies and administration, pay and fringe benefits, material rewards and advancement. Background to the Study The relevance of job satisfaction and motivation are very crucial to the long-term growth of any educational system around the world. They probably rank alongside professional knowledge and skills, center competencies, educational resources and strategies as the veritable determinants of educational success and performance. Professional knowledge, skills and center competencies occur when one feels effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen when one is taking on and mastering challenging tasks directed at educational success and performance (Filak & Sheldon, 2003). The above factors are closely similar to efficacy, and, of course, it is well known that many teachers lose or fail to develop self-efficacy within educational settings (Dweck, 1999). -
Group Motivation”, Chapter 9 from the Book an Introduction to Group Communication (Index.Html) (V
This is “Group Motivation”, chapter 9 from the book An Introduction to Group Communication (index.html) (v. 0.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. i Chapter 9 Group Motivation PLEASE NOTE: This book is currently in draft form; material is not final. INTRODUCTORY EXERCISES 1. Identify three things that you feel motivate you more than any others to work together with other people. Tell a classmate about a situation in which you benefited from those three things. -
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2013 International Conference on Advances in Social Science, Humanities, and Management (ASSHM 2013) The Beauty of the Transcending of the Humanity --Research on Maslow’s Self-actualization Theory Liu Hongyu1 Han Lu2 1The School of Psychology and Cognitive Science of East China Normal Unversity 2The School of Art and Design of Wuhan Textile University Abstract: but also the highest value goal of the entire Abraham Harold Maslow is a world-renowned psychology and ethics. Maslow's psychology social psychologist, personality theorist and an and ethics are built around one center, i.e., man expert at comparative psychology. Maslow has or humanity. It is human-centered and based on also made great achievements in philosophy and humans’ needs with full realization of human literature. potential as its final goal. Maslow's theory can Maslow is a well-known scholars with his be expressed by a simple formula: human → study of self-realization in the West.The concept need (motivation) →behavior → realization of of self-realization is complex and rich in value or humanity (self-actualization is the connotation.He completed the research on the vertex). Maslow suggests that self-actualization self-fulfilling the original intention of those who is based on people's needs system rooted in are very specific,such as,to identify human genetic gene like instinct, namely the intrinsic beings,to make outstanding contributions to requirement of the realization of five needs society of people of common personality (physiology, safety, love/belonging, self-esteem, characteristics,to identify some of the positive self-actualization) from the bottom to the top, human potential value of the goal. -
02B Psych Timeline.Pages
THE HISTORY OF PSYCHOLOGY 100 Years: A Contemporary History Sigmund Freud founds Humanism Begins psychoanalysis Behaviorism Led by Carl Rogers and Freud's Edward Titchener John B. Watson publishes Abraham Maslow, who 1879 First Psychology Lab psychoanalytic introduces "Psychology as Behavior," publishes Motivation and Personality in 1954, this Wilhelm Wundt opens first approach asserts structuralism in the launching behaviorism. In experimental laboratory in that people are contrast to approach centers on the U.S. with his book conscious mind, free psychology at the University motivated by, Manual of psychoanalysis, of Leipzig, Germany. unconscious drives behaviorism focuses on will, human dignity, and Experimental the capacity for self- and conflicts. observable and Psychology measurable behavior. actualization. 1938 1890 1896 1906 1956 1860 1960 1879 1901 1913 The Behavior of 1954 Organisms First Modern William James begins B.F. Skinner Ivan Pavlov Cognitive Book of work in Functionalism publishes The Psychology William James and publishes the first Behavior of psychology By William John Dewey, whose studies in Organisms, psychologists James, 1896 article "The classical introducing operant begin to focus on Principles of Reflex Arc Concept in conditioning in conditioning. It draws cognitive states Psychology Psychology" promotes 1906; two years attention to and processes functionalism. before, he won behaviorism and the Nobel Prize for inspires laboratory his work with research on salivating dogs. conditioning. Name _________________________________Date _________________Period __________ THE HISTORY OF PSYCHOLOGY A Contemporary History Use the timeline from the back to answer the questions. 1. What happened earlier? A) B.F. Skinner publishes The Behavior of Organism B) John B. Watson publishes Psychology as Behavior 2.