Abraham Maslow's Five Levels of the Hierarchy of Needs (Mehezabin and Shraddha)

Five Levels of the Hierarchy of Needs

There are five different levels in Maslow’s hierarchy of needs:

1. Physiological Needs
   These include the most basic needs that are vital to survival, such as the need for water, air, food, and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met.


2. Security Needs
   These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health care, safe neighborhoods, and shelter from the environment.


3. Social Needs
   These include needs for belonging, love, and affection. Maslow described these needs as less basic than physiological and security needs. Relationships such as friendships, romantic attachments, and families help fulfill this need for companionship and acceptance, as does involvement in social, community, or religious groups.


4. Esteem Needs
   After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment.


5. Self-actualizing Needs
   This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential.

Criticisms of Maslow’s Hierarchy of Needs

While some research showed some support for Maslow's theories, most research has not been able to substantiate the idea of a needs hierarchy. Wahba and Bridwell reported that there was little evidence for Maslow's ranking of these needs and even less evidence that these needs are in a hierarchical order.

Other criticisms of Maslow's theory note that his definition of self-actualization is difficult to test scientifically. His research on self-actualization was also based on a very limited sample of individuals, including people he knew as well as biographies of famous individuals that Maslow believed to be self-actualized, such as Albert Einstein and Eleanor Roosevelt. Regardless of these criticisms, Maslow’s hierarchy of needs represents part of an important shift in psychology. Rather than focusing on abnormal behavior and development, Maslow's humanistic psychology was focused on the development of healthy individuals.

While there was relatively little research supporting the theory, hierarchy of needs is well-known and popular both in and out of psychology. In a study published in 2011, researchers from the University of Illinois set out to put the hierarchy to the test. What they discovered is that while fulfillment of the needs was strongly correlated with happiness, people from cultures all over the reported that self-actualization and social needs were important even when many of the most basic needs were unfulfilled.

Maslow and his characteristics on Self Actualization (Mehezabin and Shraddha)

Maslow (1968): Some of the characteristics of self-actualized people

Although we are all, theoretically, capable of self-actualizing, most of us will not do so, or only to a limited degree. Maslow (1970) estimated that only two percent of people will reach the state of self actualization. He was particularly interested in the characteristics of people whom he considered to have achieved their potential as persons.

By studying 18 people he considered to be self-actualized (including Abraham Lincoln and Albert Einstein) Maslow (1970) identified 15 characteristics of a self-actualized person. 

Characteristics of self-actualizers:

1. They perceive reality efficiently and can tolerate uncertainty;

2. Accept themselves and others for what they are;

3. Spontaneous in thought and action;

4. Problem-centered (not self-centered);

5. Unusual sense of humor;

6. Able to look at life objectively;

7. Highly creative;

8. Resistant to enculturation, but not purposely unconventional;

9. Concerned for the welfare of humanity;

10. Capable of deep appreciation of basic life-experience;

11. Establish deep satisfying interpersonal relationships with a few people;

12. Peak experiences;

13. Need for privacy;

14. Democratic attitudes;

15. Strong moral/ethical standards.

Behavior leading to self-actualization:

(a) Experiencing life like a child, with full absorption and concentration;

(b) Trying new things instead of sticking to safe paths;

(c) Listening to your own feelings in evaluating experiences instead of the voice of tradition, authority or the majority;

(d) Avoiding pretense ('game playing') and being honest;

(e) Being prepared to be unpopular if your views do not coincide with those of the majority;

(f) Taking responsibility and working hard;

(g) Trying to identify your defenses and having the courage to give them up.

The characteristics of self-actualizers and the behaviors leading to self-actualization are shown in the list above.  Although people achieve self-actualization in their own unique way, they tend to share certain characteristics.  However, self-actualization is a matter of degree, 'There are no perfect human beings' (Maslow,1970a, p. 176).

It is not necessary to display all 15 characteristics to become self-actualized, and not only self-actualized people will display them.  Maslow did not equate self-actualization with perfection. Self-actualization merely involves achieving ones potential.  Thus someone can be silly, wasteful, vain and impolite, and still self-actualize.  Less than two percent of the population achieve self-actualization.

Freud’s Stages of Psychosexual Development (Mehezabin and Shraddha)

 

Freud’s Stages of Psychosexual Development

Sigmund Freud (1856-1939) is probably the most well known theorist when it comes to the development of personality. Freud’s Stages of Psychosexual Development are, like other stage theories, completed in a predetermined sequence and can result in either successful completion or a healthy personality or can result in failure, leading to an unhealthy personality. This theory is probably the most well known as well as the most controversial, as Freud believed that we develop through stages based upon a particular erogenous zone. During each stage, an unsuccessful completion means that a child becomes fixated on that particular erogenous zone and either over– or under-indulges once he or she becomes an adult.Oral Stage (Birth to 18 months). During the oral stage, the child if focused on oral pleasures (sucking). Too much or too little gratification can result in an Oral Fixation or Oral Personality which is evidenced by a preoccupation with oral activities. This type of personality may have a stronger tendency to smoke, drink alcohol, over eat, or bite his or her nails. Personality wise, these individuals may become overly dependent upon others, gullible, and perpetual followers. On the other hand, they may also fight these urges and develop pessimism and aggression toward others.Anal Stage (18 months to three years). The child’s focus of pleasure in this stage is on eliminating and retaining feces. Through society’s pressure, mainly via parents, the child has to learn to control anal stimulation. In terms of personality, after effects of an anal fixation during this stage can result in an obsession with cleanliness, perfection, and control (anal retentive). On the opposite end of the spectrum, they may become messy and disorganized (anal expulsive).Phallic Stage (ages three to six). The pleasure zone switches to the genitals. Freud believed that during this stage boy develop unconscious sexual desires for their mother. Because of this, he becomes rivals with his father and sees him as competition for the mother’s affection. During this time, boys also develop a fear that their father will punish them for these feelings, such as by castrating them. This group of feelings is known as Oedipus Complex ( after the Greek Mythology figure who accidentally killed his father and married his mother).Later it was added that girls go through a similar situation, developing unconscious sexual attraction to their father. Although Freud Strongly disagreed with this, it has been termed the Electra Complex by more recent psychoanalysts.According to Freud, out of fear of castration and due to the strong competition of his father, boys eventually decide to identify with him rather than fight him. By identifying with his father, the boy develops masculine characteristics and identifies himself as a male, and represses his sexual feelings toward his mother. A fixation at this stage could result in sexual deviancies (both overindulging and avoidance) and weak or confused sexual identity according to psychoanalysts. Latency Stage (age six to puberty). It’s during this stage that sexual urges remain repressed and children interact and play mostly with same sex peers. Genital Stage (puberty on). The final stage of psychosexual development begins at the start of puberty when sexual urges are once again awakened. Through the lessons learned during the previous stages, adolescents direct their sexual urges onto opposite sex peers, with the primary focus of pleasure is the genitals.

Understanding and Preventing Suicide (By Mehezabin and Shraddha)

 

Suicide is a major problem in the United States. Chances are good that you may even know someone who has either committed or attempted suicide. According to the National Institute of Health, suicide was the eleventh leading cause of death in the United States in 2006, with more than 33,000 people taking their own lives. Experts also suggest that for every death, another twenty-five people try to commit suicide, and it may surprise you to learn that suicide actually outranks homicide as a cause of death. These statistics are even more frightening among teens and young adults; among those age fifteen to twenty-four, suicide is the third leading cause of death.

Risk Factors Associated with Suicide

 

While the exact reasons why a person chooses to commit suicide vary from one person to the next, researchers have discovered a number of different psychological and environmental risk factors. Recent problems in close relationships, feelings of social isolation, irrational thinking, substance abuse, a family history of suicide, the presence of a firearm in the home and major psychological disorders are all factors associated with an increased risk of suicidal behavior.
People with poor problem-solving skills are also at a greater risk of committing suicide. When faced with a major life problem, rather than looking at the available options and looking for a realistic solution, these individuals may see suicide as the only way to resolve the crisis. For example, a student who fails all of his classes during his first year of college might become so depressed or fear the negative reaction of his parents so much that it seems like death in the only possible option.

How Can People Help Prevent Suicide?

 

While it is impossible to completely control the behavior of others, there are steps that you can take if you suspect that a friend or loved one is contemplating suicide. First, don't brush off or dismiss the person's suicidal talk by minimizing the situation or trying to paint a rosy picture that “everything is going to be all right.” Instead, focus on actively listening to the person's feelings without expressing judgment. Be emotionally supportive, and encourage the person to seek help from a trained mental health professional.

Psychotherapy and Other Approaches to Treatment

 

People seek the assistance of mental health professionals for a wide variety of reasons. Many people may seek treatment because they are suffering from some type of psychological disorder that seriously impairs their normal functioning or creates a significant amount of discomfort. However, not everyone who goes to a therapist has a mental disorder. Many people need help with various life issues, such as managing stress, dealing with relationship problems, or coping with a sudden life change. Now that you are familiar with some of the major mental disorders, let's take a look at some of the approaches used to treat these disorders. Keep in mind that treatments are constantly evolving as new ones enter the scene and older ones are improved upon. This chapter will take a look at both psychotherapy and biological approaches to treatment.

    

Personality Disorders (By Mehezabin and Shraddha)

Personality disorders are a classification of mental disorders characterized by maladaptive patterns that disrupt a person's ability to function in everyday life and/or cause extreme distress and the inability to get along with other people.
As you read, you may recognize someone you know in the symptoms of some of these disorders, but keep in mind that while a person may have some of the symptoms of a mental disorder, this does not necessarily mean he has the disorder itself. So don't go diagnosing your friends with a personality disorder or you just might not have any friends left!

Antisocial Personality Disorder

 

Probably the best-known personality disorder is antisocial personality disorder. People with this condition will manipulate or exploit others to get what they want, and this behavior if often characterized as criminal.
In the past, people have often called people with this disorder psychopaths or sociopaths, but psychologists now note that each of these represents a distinctly different mental disorder.
The DSM states that in order to diagnose an individual with antisocial personality disorder, he must be at least 18 years old and have a history of persistent disregard for the rights of other people since at least the age of 15. They must also exhibit a history of at least three of seven behavioral problems:

1. Impulsive and cannot plan ahead
2. Irresponsible and fails to meet obligations
3. Repeatedly gets into physical fights
4. Repeatedly breaks the law
5. Lacks guilt or regret for hurting others
6. Deceitful
7. Has a reckless regard for his own safety or the safety of others

While genetic factors are thought to play an important role in antisocial personality disorder, the exact cause is still unknown. Unfortunately, this disorder is also one of the most difficult to treat. People with this mental disorder rarely seek treatment on their own, so most are only diagnosed and treated after they have come into contact with the criminal justice system.

Narcissistic Personality Disorder

 

Narcissistic personality disorder is characterized by self-centeredness, lack of empathy for others, and an exaggerated sense of self-importance. Individuals with this disorder consider themselves to be better than everyone else. They expect everyone else to shower them with attention and favors, though they very rarely, if at all, return the favor. They are self-absorbed to the point where they are obsessed with their own self-importance, brilliance, and power. They are, essentially, in love with themselves.

Borderline Personality Disorder

 

Borderline personality disorder (BPD) is a personality disorder in which an individual has a history of unstable relationships — one minute the relationship will be passionate and intense as the partner is idealized, but in the next moment, the relationship takes a dive as the partner is suddenly of little or no value.
A person with borderline personality disorder is often self-destructive and may threaten to commit suicide. Drugs are sometimes a part of her life. Impulsiveness is also characteristic of this disorder, as is emotional instability.

Causes of Mental Disorders

 

Now that you've been able to take a closer look at some of the more common mental disorders and have seen how they can be debilitating to a person's life, you are likely wondering what could possibly cause such disorders. There isn't a simple and exact answer for this. Mental health professionals and researchers are constantly studying the causes of mental disorders in an attempt to better understand and treat the disorders.

Biological Factors

 

Some mental health professionals are of the belief that mental disorders are caused solely by problems in the brain and nervous system. As you know, the nervous system is a delicate and complex system in which there is a constant hum of activity that keeps your body alive and functioning well. If there were to be any damage to or a kink in the brain — the executor of the nervous system — the system could be thrown out of whack, possibly resulting in a mental disorder. For instance, the brain's prefrontal cortex is responsible for impulse control and planning. Should this part of the brain be damaged, a person may suffer impulsiveness and an inability to plan ahead, a symptom of schizophrenia.

These people have also shown that some of the biological factors of mental disorders are hereditary and that some people are more susceptible to particular mental disorders than others. For instance, research has shown that major depression is often a heritable mental disorder. Also, as you've surely heard, addiction is thought to originate in a person's biochemistry, and those with a genetic predisposition to addiction are more likely to suffer an addiction.

Psychological Factors

 

On the other hand, there are those who believe that psychological factors — such as traumatic experiences, past conflicts, the way parents behaved toward a child, etc. — are responsible for the development of mental disorders. For example, post traumatic stress disorder is a result of a traumatic experience; it is the body's reaction to and coping mechanism for past events of heightened stress. A mental health professional believing in this theory would focus solely on the traumatic event and its effects in an attempt to help the patient overcome this disorder. Certain phobias, also, have shown that they are a result of psychological factors. For instance, someone with the fear of the number thirteen may have developed the phobia due to societal stimulation or cultural tradition.

Working Together

 

Many mental health professionals and researchers in the field believe that the causes of mental disorders are found among a combination of biological and psychological factors. For instance, someone may have a genetic predisposition toward a certain mental disorder, such as addiction, but the onset of the mental disorder is triggered by a psychological event, such as being exposed to psychoactive drugs during adolescence. Borderline personality disorder is thought to be based on a problem with the emotion regulation system, so that emotions are experienced much more intensely than normal. Because feelings like frustration, hurt, or anger are so much more powerful even over small things, people with BPD elicit reactions such as “Just get over it”; “You're not that upset”; or “You're just looking for attention.” While parents of typical children often teach them how to self-soothe and deal with feelings, parents of people with BPD may not have the skills themselves to deal with extra-intense emotions. After a few years, people with BPD learn to hide their feelings — until they can't anymore, and the pain is simply intolerable. That's when they may hurt themselves, which then starts the consequences all over again. As stated before, the causes of mental disorders are continuously being researched and studied, and treatments are continuing to advance every day.

 

Bullying: How Parents, Teachers and Kids can take action against Bullying (by Mehezabin and Shraddha)

INTRODUCTION

Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. It is a repeated behavior and can be physical, verbal, or relational. While boys may bully others using more physical means; girls often bully others by social exclusion. Bullying has been part of school, and even workplaces, for years. More recently, though, technology and social media have created a new venue for bullying that has expanded its reach. Cyber bullying is bullying that happens online and via cell phones. Websites like Facebook, MySpace, Tumblr and Form
spring allow kids to send hurtful, ongoing messages to other children 24 hours a day. Some sites, such as Tumblr and Form spring allow messages to be left anonymously.
Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive, socially and academically, without being afraid. APA recommends that teachers, parents and students take the following actions to address bullying.

Teachers and school administrators 

 

Be knowledgeable and observant

Teachers and administrators need to be aware that although bullying generally happens in areas such as the bathroom, playground, crowded hallways, and school buses as well as via cell phones and computers (where supervision is limited or absent), it must be taken seriously. Teachers and administrators should emphasize that telling is not tattling. If a teacher observes bullying in a classroom, he/she needs to immediately intervene to stop it, record the incident and inform the appropriate school administrators so the incident can be investigated. Having a joint meeting with the bullied student and the student who is bullying is not recommended — it is embarrassing and very intimidating for the student that is being bullied.

Involve students and parents

Students and parents need to be a part of the solution and involved in safety teams and anti bullying task forces. Students can inform adults about what is really going on and also teach adults about new technologies that kids are using to bully. Parents, teachers, and school administrators can help students engage in positive behavior and teach them skills so that they know how to intervene when bullying occurs. Older students can serve as mentors and inform younger students about safe practices on the Internet.

Set positive expectations about behavior for students and adults

Schools and classrooms must offer students a safe learning environment. Teachers and coaches need to explicitly remind students that bullying is not accepted in school and such behaviors will have consequences. Creating an anti-bullying document and having both the student and the parents/guardians sign and return it to the school office helps students understand the seriousness of bullying. Also, for students who have a hard time adjusting or finding friends, teachers and administrators can facilitate friendships or provide “jobs” for the student to do during lunch and recess so that children do not feel isolated or in danger of becoming targets for bullying.

Parents of kids being bullied

 

 

Observe your child for signs they might be being bullied

Children may not always be vocal about being bullied. Signs include: ripped clothing, hesitation about going to school, decreased appetite, nightmares, crying, or general depression and anxiety. If you discover your child is being bullied, don’t tell them to “let it go” or “suck it up”. Instead, have open-ended conversations where you can learn what is really going on at school so that you can take the appropriate steps to rectify the situation. Most importantly, let your child know you will help him/her and that they should try not to fight back

Teach your child how to handle being bullied

Until something can be done on an administrative level, work with your child to handle bullying without being crushed or defeated. Practice scenarios at home where your child learns how to ignore a bully and/or develop assertive strategies for coping with bullying. Help your child identify teachers and friends that can help them if they’re worried about being bullied.

Set boundaries with technology

Educate your children and yourself about cyber bullying and teach your children not to respond or forward threatening emails. “Friend” your child on Facebook or MySpace and set up proper filters on your child’s computer. Make the family computer the only computer for children, and have it in a public place in the home where it is visible and can be monitored. If you decide to give your child a cell phone think carefully before allowing them to have a camera option. Let them know you will be monitoring their text messages. As a parent, you can insist that phones are stored in a public area, such as the kitchen, by a certain time at night to eliminate nighttime bullying and inappropriate messaging. Parents should report bullying to the school, and follow up with a letter that is copied to the school superintendent if their initial inquiry receives no response.

Parents should report all threatening messages to the police and should document any text messages, emails or posts on websites.

Parents of kids engaged in bullying

 

Stop bullying before it starts

Educate your children about bullying. It is possible that your child is having trouble reading social signs and does not know what they are doing is hurtful. Remind your child that bullying others can have legal consequences.

Make your home “bully free”

Children learn behavior through their parents. Being exposed to aggressive behavior or an overly strict environment at home makes kids more prone to bully at school. Parents/caregivers should model positive examples for your child in your relationships with other people and with them.

Look for self esteem issues

Children with low self-esteem often bully to feel better about themselves. Even children who seem popular and well-liked can have mean tendencies. Mean behavior should be addressed by parents and disciplined.

Students

 

Report bullying and cyber bullying

It is important for students to report any bullying to a parent or an adult they trust. Often kids don’t report cyber bullying because they fear their parents will take away their phone or computer. Parents will support their child’s reports of bullying and not take away their phones as a consequence. It is important for kids to remember that bullying is wrong and should be handled by an adult.

Don’t bully back

It may be difficult to not bully back, but as the saying goes, two wrongs don’t make a right. Try not to show anger or tears. Either calmly tell the bully to stop bullying or simply walk away.

Avoid being alone

Whenever possible, avoid situations where there are no other students or teachers. Try to go to the bathroom with a friend or eat lunch in a group. When riding the bus, sit near the front. If you know a student who likes to bully others is in an area where you normally walk to lunch or class, try to use alternative hallway routes.

Remember, report bullying of yourself or other students to your teacher, coach, principal and/or parent.

Conclusion

 

Students who experience bullying may feel overwhelmed, depressed or anxious. If your child or student is having trouble at school or with friends as a result of bullying, a mental health professional, such as a psychologist, can help your child develop resilience and confidence. This will enable your child to be more successful both socially and academically.