Introduction to Human

Behavior
By: Jeffrey Eric Criste
 Introducton
• HUMAN BEHAVIOR
– Aims to understand others
– To determine how and why people
behave the way they do.
– Is a complicated phenomenon
influenced by many factors.
– A collection of activities influenced
by culture, attitude, emotions,
values, ethics, authority, rapport,
hypnosis, persuasion and coercion.
 Classifications of Human
Behavior
1. Conscious - State of awareness of
thoughts, feelings, perception and what
is going on in the environment.
Unconscious –
3. Overt - Open to public observation
• Covert - Unseen objects such as
thoughts, feelings or responses which are
not easily seen.
5. Rational - Pertaining to reason,
influenced or guided by reason rather
than emotion.
• Irrational - Illogical
1. Voluntary - Intentional
• Involuntary – Doing something
against your will, action made
without intent or carried out despite
an attempt to prevent them.
3. Simple – ex. What you see is what
you get.
• Complex - compound complicated
behavior. ex. Drinking alcohol
 DESCRIPTION OF HUMAN
BEHAVIOR
1. Human behavior is motivated
motivation – driving force behind all action of an
organism
3. Human behavior has multiple causes.
- Influenced by culture
5. Human behavior can be adaptive and
maladaptive
• Human are social beings
• Any person depend upon each other for survival
• People need interaction
6. People play an integral part in creating their
experience
7. Human lives are continuous process of change.
8. Every person is different yet the same.
9. Individual is a unique person.
 Theoretical approaches about the
factors that cause, maintain, alter
behavior, and mental process:
• PSYCHODYNAMIC APPROACH
– Is based on the belief that childhood experiences greatly influence
the development of late personality traits and psychological
problems. It also stresses the influence of unconscious fears, desires
and motivations on thoughts and behavior.
• HUMANISTIC APPROACH
– Emphasizes that each individual has great freedom in directing
his/her future, a large capacity for personal growth, a considerable
amount of intrinsic worth & enormous potential for self-fulfillment.
• BEHAVIORAL APPROACH
– Studies how organism learn new behavior or modify existing ones,
depending on whether events in their environment reward of punish
these behavior.
• COGNITIVE APPROACH
– Examines how we process, store, and use information, and how this
information influences what we attend to, perceive, learn, remember
believe and feel.
• BIOLOGICAL APPROACH
– Focuses on how genes, hormones & nervous system interact with
the environment to influence learning, personality, memory,
motivation, emotions at coping techniques.
Theories that explain
motivation to Human
Behavior
HUMAN NEEDS THEORY BY:
MASLOW
– PHYSIOLOGICAL NEEDS
• Needs such as air, food, water, shelter, rest, sleep, activity and
temperature maintenance are crucial for survival.
– SAFETY AND SECURITY NEEDS
• The need for safety has both physical and psychological aspects.
The person needs to feel safe both in the physical environment
and in relationship.
– LOVE AND BELONGING NEEDS
• The third level needs includes giving and receiving affection,
attaining a place in group, and maintaining the feeling of
belonging.
– SELF-ESTEEM NEEDS
• The individual needs both self-esteem (ex. Feelings of
independence, competence, and self-respect) and esteem from
others (ex. Recognition, respect, and appreciation)
– SELF-ACTUALIZATION
• When the need for self-esteem is satisfied, the individual strives
for self-actualization, the innate need to develop one’s maximum
potential and realize one’s abilities and qualities.
 PSYCHOANALYTIC THEORY
(Sigmund Freud)
• This theory explained that human behavior is motivated by
an inner force called the human mind. This theory was
introduced by SIGMUND FREUD
• SIGMUND FREUD (1856-1939) was an Austrian physician
who worked as an neurologist. Early in his career, he used
hypnosis to treat people with physical and emotional
problem. From his work with these patients, he began to
conceptualize a theory of human behavior.
• Freud theorized that people have two (2) basic instincts –
SEXUAL and AGGRESSION. These two (2) basic instincts are
not always socially acceptable. When people exhibit
behavior that is nor acceptable, they often experience
punishment, guilt and anxiety.
• Freud’s theory describes a conflict between a person’s
instinctual needs for gratification and the demands of
society for socialization. For Freud, a person’s core
tendency is to maximize instinctual gratification while
minimizing punishment and guilt.
– Addresses the relationship among inner experience, behavior,
social roles & functioning. This theory proposes that conflicts
1. LEVEL OF AWARENESS
– CONSCIOUS – aware of here and now, in contact with
reality.
• It functions only when the person is
awake.
– PRECONSCIOUS / SUBCONSCIOUS
• Contains the partially forgotten memories
that can be recalled at will. Preconscious
serves as the “watchman” by preventing
unacceptable & anxiety producing
memories from reaching the conscious
awareness.
– UNCONSCIOUS – The largest part of the personality
that is often compared to the hidden iceberg under the
water that contains memory that are forgotten &
cannot be brought back to consciousness at will.
 ORGANIZATION OF THE
MIND
• ID – represents psychological energy, or libido and it operates on
pleasure principles which can be understood as a demand to take care
of needs immediately. The ID only knows that what it wants and what it
wants right away regardless of the present circumstances.
– does not care about morals, society and other individuals
– starts from birth to 6 months
– demanding, unrealistic, primitive, instinctual, uncivilized, undisciplined
• EGO – is the one that relates to the world or reality to satisfy the demands
of the ID. The ego operates by reality principle & uses problem solving
based on how it judges reality. It controls the demands of & mediates
between the ID and the Superego according to the demands of the reality.
– operates on conscious level
– begins in the first 6 or 8 months of life and fairly well developed at age 2 or 3
years
– serves to control and guide actions of an individual
• SUPEREGO- is the one that rewards the moral behavior and punishes
actions that are not acceptable by creating guilt. The superego is our
conscience, a residue of internalized values & moral training of early
childhood.
• operates on both conscious and unconscious
• functions on MORAL PRINCIPLE
• develops around the age of 3-4 or 4-5 and fairly well developed at age 10
years
• Ego Ideal – rewards the person with feeling of well-being and pride when a person
conforms to the demands of the superego.
FREUD’S STAGES OF
PSYCHOSEXUAL
DEVELOPMENT
• Oral - 0-18 months
– The infants pleasure is believed to center around gratification from
using his mouth for sucking and satisfying hunger. Feeling and
activities are focused on & expressed by the mouth and are orally
dominated.
• Anal - 18 mos. - 3 years
– Begins w/ the attainment of neuromuscular control of the anal
sphincter.
– Toilet training is the crucial issue requiring delayed gratification in
compromising between enjoyment of bowel function and limitations set
by social expectations for the toddler.
• Phallic - 3 to 6 years
– Increased curiosity re: the genitals, questioning and self-
stimulation or masturbation.
• Latent - 6 –12 years
– The child realizes that desires directed to the parent of opposite sex
are not feasible, and become occupied with socializing with peers,
refining roles and relationships.
• Genital - 12 - 20 years *adult sexuality
– Develops awareness of body & sexual part.
– Represents an emergence of sexual interest w/c can now be
expressed in an overt heterosexual relationship.
SOCIAL THEORY

Erik Erikson
• The developmental theory of Erik
Erikson (1963) was based on
Freud’s work. Erikson expanded
Freud’s theory to include
cultural and social influences in
addition to biologic processes.
He believed there was an
interrelationship between such
variables that impact the
psychosocial development of an
 Psychosocial Theory
• based on four major organizing concepts:
– (1) stages of development
– (2) development goal or task
– (3) psychosocial crisis
– (4) the process of coping.

Erickson believed that development is a

continuous process consisting of distinct
phases characterized by the achievement of
developmental goals. He emphasized that
certain tasks progressed in a definite order, but
were affected by the social environment and
significant others.
Stages of Development
• Erikson identified eight stages of development
from birth through old age and death. He was one
of the first theorists who acknowledged the
continuation of personality development into the
adult years. At each stage, Erikson presented a
developmental crisis which had to be mastered.
Each crises is a set of normal stresses imposed on
a person by the demands of society. The internal
ego identity and the external expectations of an
individuals behavior by society are in conflict.
These demands vary from one stage to the next
and must be resolved or at least the tension must
be reduced to successfully advance to the next
stage.
 Trust vs. Mistrust (0-1)
• the first stage is the period of
infancy. As the infant learns to rely
on caregivers so that basic needs of
warmth, food, and comfort are met,
he begins to believe and trust in his
caregivers. Mistrust may occur if care
is inconsistent or inadequate. The
infant may view the environment as
being unsafe or chaotic.
Trust Mistrust Maladaptati Malignan
on cies
Ease in Withdrawal Sensory Withdrawal
feeding into distortion Depression
Depth in sleep schizoid Overly trusting, Paranoia
Relaxation of and gullible, this Possibly
bowels depressiv person cannot psychosis
First social e states believe
achievement anyone would
allows mean them
mother out of harm.
sight w/o
undue
anxiety or
rage
 Autonomy vs. Shame and
Doubt (1-3 years old)
• during the toddler years, the child begins
to learn more about his environment
through newly learned motor and
language skills. He is gaining
independence through parental
encouragement with activities of daily life,
such as eating, toileting, and dressing.
Shame and doubt result if the parents are
overprotective and do not allow the child a
chance to attempt new skills. Expectations
that are too high for the developmental
age of the child can produce feelings of
Autonom Shame & Maladaptat Malignancies
y Doubt ion
Self control Low self- Impulsivenes Compulsion
w/ loss of esteem s Feels that as if
self- Secretivene Sort of their entire
esteem ss shameless being rides on
Good will Feelings of willfulness everything
and pride that leads in they do, and
Rightful persecuti later so everything
dignity on childhood must be done
Sense of and even perfectly.
justice adulthood,
to jump into
things w/o
proper
consideratio
 Initiative vs. Guilt (3-6
years old)
• a time for seeking new experiences
and imagining the “how” and “why”
of surrounding activities. Confidence
gained as a toddler now allows the
preschooler a sense of initiative in
learning. Guilt is the negative result
of restrictions or reprimands for their
many questions and explorations.
Guilt can be seen an a hesitancy to
attempt more challenging skills in
motor or language development.
Initiative Guilt Maladapta Malignancies
tion
Purpose Inhibition Ruthlessnes Inhibition
Loving Self- s Will not try things
Relaxed righteous Self-righteous because
Bright in ness goals are “nothing
judgment Paralysis everything, ventures,
Energetic and guilty nothing lost”
Task- feelings are
oriented for weak
Industry vs. Inferiority (7-12
years old)
• the school-age child focuses on the end results of
his accomplishments. He gains much pleasure in
finishing projects and receiving recognition from
family, teacher, and schoolmates. This sense of
industry is benefited by rewards, such as good
grades or winning games. As sense of
competition develops through peer interaction
and also assists in development of sense of
industry.
• If child is not accepted by his peers or cannot
meet expectations of adults, a feeling of
inferiority and lack of self-worth may occur.
However, the school-age child receives feedback
from many persons at this time due to increased
social interaction from the home. This increased
interpersonal exchange allows for negative
influences to be encountered with support from
Industry Inferiorit Maladapt Malignancies
y ation

Competenc Sense of Narrow Inertia

y inadequa virtuosit Inferiority complex
Productivity cy y Never develop
Task Self- Too much social skills - inert
completio restrictio industry
n n
Perseveranc Conformity
e Mediocrity
 Identity vs. role confusion ( 12 –
18 years old)
• the adolescent is faced with many changes
occurring in his own body. Hormonal changes
cause physiologic growth of secondary sex
characteristics and labile mood swings. The
transition from childhood to adulthood requires
many decisions based on the teenager’s
perception of self. Achieving a stable sense of
identity is the major task for the adolescent.
Attempting various roles enables one to acquire
an idea of self from personal observations and
from peers, parents, or other role models.
Occasionally, rebellion and resistance to
conformity are the norm.
• Role confusion may occur if the adolescent is
unable to obtain a sense of who he really is, or
the direction in which he plans to take in his life.
This fluctuation between identity and role
Identity Role Maladaptat Malignancies
Confusio ion
n
Fidelity Delinquency Fanaticism Repudiation
Confidence Doubt and Believes Repudiate their
Loyalty sexual that the need for identity
identity only way “Fuse” with group:
is his way cults, may
involve in
destructive
activities, drugs,
alcohol.
 Intimacy vs. Isolation (20’s –
young adult)
• the task of the young adult is
intimacy, which involves uniting self-
identity with identities of friends for
social or career endeavors. It
includes the development of close
personal relationships based on
commitment to others, which
necessitates self sacrifice and
compromise. Fear or such
commitments can predispose the
Intimacy Isolation Maladaptat Malignancies
ion

Love Character Promiscuit Exclusion

Commitmen problem y Isolate oneself from
t Distancing Intimate too love, friendship
Sacrifice behaviors freely, too to develop
Work easily and certain
productivi w/o any hatefulness in
ty depth of compensation to
Satisfactory intimacy loneliness.
sex
relation
 Generativity vs. Stagnation –
(late 20’s to 50’s- middle
adult)
• the middle adult years are time of concern
for the next generation and guiding one’s
own children or those friends, relatives, or
community groups. This sense of guidance
is exhibited in a variety of creative
approaches to one’s work or life
experiences. There is an intense desire to
leave a contribution to the world. If
generativity does not occur, stagnation
result. The person becomes self-absorbed,
is obsessed with his own health needs, or
regresses to earlier means of coping.
Generati Stagnati Maladapt Malignancies
vity on ation

Productivit Self-love Overextens Rejectivity

y Lack of faith ion No longer
Creativity Caring for no No time for participating in
Caring one self or contributing
Involve in so to society
many
things
 Ego Integrity vs. Despair
( 50’s and beyond- old adult)
• later adulthood or old age allows for
the reminiscence of life events with
the attainment of purpose and
fulfillment. Positive feelings present a
sense of ego integrity. When the
aging adult believes his life was a
series of failures or missed
directions, a sense of despair may
prevail. During this final stage of
development a final attempt to
resolve the cumulative conflicts
throughout life should occur.
 CARL JUNG
– CONSCIOUS (ego)
– COLLECTIVE UNCONSCIOUS-
“Psychic Inheritance”
• Contains the universal memories & history
of all humans
• A reservoir of our experiences as a species,
a kind of knowledge we are all born with.
– PERSONAL UNCONSCIOUS
• Determined by individual personal
experience
 ARCHETYPES
– Repeated images
– The structural component of the collective unconscious. It is a universal
thought form (idea) that contains large element of emotion.
– Can be a mythical figure, such as Hero, the Nurturing Mother, the Powerful
Father or the Wicked Witch.
• PERSONA
– Represents your public image.
– Is the public personality, the aspect of self that one reveals to others, the role
that society expects one to play. The persona is frequently at variance with
true identity.
• ANIMA & ANIMUS
– Feminine archetype in man is anima, and masculine archetype in woman is
animus.
• SHADOW
– Archetype reflects the prehistoric fear of wild animals & represents the animal
side of human nature. The shadow contains the opposite of what we feel
ourselves to be.
– It consists of the animal instincts that human inherited in their evolution from
lower forms of life.
– Serves as a “trash can”.
– It is the “dark side” of the ego, and the evil that we are capable of is often
stored there.
• Amoral – neither good nor bad, just like animals
 PERSONALITY
ORIENTATIONS:
• INTROVERSION
– Orients the person towards the inner subjective world.
– Describes the person who is focused inward, cautious,
shy, timid & reflective.
• EXTROVERSION
– Orients the person towards the external, outside world
– Describes the person who is outgoing, sociable,
assertive & energetic
– Jung’s view, motivation comes not only from past
conflicts but also from future goals and the need for self-
fulfillment. He also believed that a healthy person
maintains a balance in all spheres – male and female,
introversion and extroversion, conscious and
unconscious – and has the ability to accept the past and
strive for the future.
 Application to nursing:
• Jung emphasized the importance of
symbolism, rituals, and spirituality.
When we enter a client’s
environment, we see symbols of
importance to that person. We
become aware of the client’s rituals
of self-care. When client’s rituals
interfere with growth and health, we
look for the conflicts and anxiety
behind the behaviors.
 The End
• Thank You