PSYCHOLOGICAL PSYCHOLOGICAL CONSIDERATIONSCONSIDERATIONS

HUMANISTIC

PSYCHOLOGY

‘FIRST FORCE’(Freudian Psychoanalysis)

 

‘SECOND FORCE’(Behaviorism)

‘THIRD FORCE’(Humanism – 1960s )

HUMANISM PHILOSOPHY Humans are inherently good. Humans are active as well as reactive. Human are more than the sum of their parts. Human existence takes place in a uniquely human

context (separate from animals). Human are always aware of being aware (conscious,

awareness of self and others). Human behavior is determined by an individual’s

perceptions of self (self-concept). For behavior to change, self perceptions must

change. Humans have free will and responsibility. Humans are intentional and aim for goals.

Regards Behaviorism as being very narrow that reduces humans to the level of programmable machines.

Criticized Freudian emphasis on mental illness – and all the negative aspects of human nature – misery, jealousy, hatred, fear, selfishness, etc.

The Philosophy of Humanistic Psychology

A. Maslow C. Rogers

• Concerned with subjective experiences of human beings

• Concentrates on Mental Health with positive attributes of happiness, contentment, ectasy, kindness, caring, sharing, and so on

• Stresses a phenomenological view of human experience

• Seeking to understand human beings and their behavior by conducting qualitative research

The Philosophy of Humanistic Psychology

ABRAHAM MASLOW (1908-1970)

Abraham Maslow(1908-1970)

• “Spiritual Father” of Humanistic Psychology• Started out as an enthusiastic Behaviorist• Unhappy about the limitation of Behaviorism

approach – especially that it seem to ignore “real people”.

• Developed the Theory of SELF-ACTUALIZATION: the innate (intrinsic) human motivation to achieve our potential

• Introduced “The Hierarchy of Needs”

The Hierarchy of Needs

Psychologically “healthy” people

• An objective perception of reality• Acceptance of their own natures• A commitment and dedication to

some type of work• Independence, a need for autonomy

and privacy• Empathy with and affection for all

humanity• Democratic characteristics• Keenness to be creative

Implication of Concept of Needs in the Classroom

• Ensure the pupils’ basic needs are fulfilled• Conducive classroom conditions during

teaching-learning activities• Pupils feel pleasant, happy, harmonious

and secure to involve themselves in the learning activities

• Be emphatic to fulfill pupils’ need for love and affection

• 1. Instill self-esteem value to provide motivation and reinforcement pupils try their best

• 2. Plan activities according to pupils’ ability, with aim to enhance confidence and fulfilling their needs for self-perfection, acquire knowledge, producing creative and aesthetic art of high standard

• 3. Instill self-motivation value pupils understand and accept themselves, actively involve in social activities determine aims and achieve highest level of self-actualization.

Implication of Needs in Classroom (cont.)

Carl Rogers(1902-1987)

Person Centred Therapy (PCT)

• 1. Client is responsible improving his or her life• 2. Client must consciously and rationally

decide for themselves what is wrong and what should be done about it.

• 3. Therapist is not responsible for changes in the client

• 4. Therapist is more of a confident (counselor) who listens and encourages on an equal level.

Psychologically healthy person

• Openness to experience – The accurate perception of one's feelings

and experience in the world. • Existential living

– Living in the present, rather than the past (gone) or the future (yet to come).

• Organismic trusting – Trusting one's own thoughts and feelings

as accurate. Do what comes naturally. • Experiential freedom

– To acknowledge one's freedoms and take responsibility for one's own actions.

• Creativity – Full participation in the world, including

contributing to others' lives.

Childhood upbringing, especially the role of mother, was a crucial factor in adult

personality

CARL ROGERS’ PRINCIPLES OF LEARNING

• 1. Human beings have a natural potential for learning.

• 2. Significant learning takes place when the subject matter is perceived by the student as having relevance for his/her own purposes, when the individual has a goal he/she wishes to achieve and sees the material presented to him/her as relevant to the goal, learning takes place with great rapidity.

• 3. Learning which involves a change in self-organization in the perception of oneself is threatening and tends to be resisted.

• 4. Those learning which are threatening to the self are more easily perceived and assimilated when external threats are at a minimum.

• 5. When the threat to the self is low, experience can be perceived in differentiated fashion and learning can proceed.

• 6. Much significant learning is acquired through doing.

• 7. Learning is facilitated when the student participates responsibly in the learning process.

• 8. Self-initiated learning which involves the whole person of the learner feeling as well as intellect is the most lasting and pervasive.

• 9. Independence, creativity and self-reliance are all facilitated when self-criticism and self-evaluation are basic and evaluation by others is of secondary importance.

• 10. The most socially useful learning in the modern world is the learning of the process of learning, a continuing openness to experience and to incorporate into oneself the process of change.

CARL ROGERS’ PRINCIPLES OF LEARNING (cont.)

Methods of Facilitating Learning

• 1. It is very important for the facilitator to set the initial mood or climate of the group or class experience.

• 2. The facilitator helps to elicit and clarify the purposes of the individuals in the class as well as the more general purposes of the group.

• 3. Rogers goes on to say about the facilitator: ‘If he is not fearful of accepting contradictory purposes and conflicting aims, if he is able to permit the individual a sense of freedom in stating what they would like to do, then he is helping to create a climate for learning.’

• 4. The facilitator relies upon the desire of each student to implement those purposes which have meaning for the student, as the motivational force behind significant learning.

• 5. The facilitator endeavours to organize and make easily available the widest possible range of resources for learning.

• 6. The facilitator regards himself/herself as a flexible resource to be utilized by the group.

• 7. In responding to expressions in the classroom group, the facilitator accepts both the intellectual content and the emotionalized attitudes, endeavoring to give each aspect the approximate degree of emphasis which it has for the individual or the group.

• 8. As the acceptant classroom climate becomes established, the facilitator is able increasingly to become a participant learner, a member of the group, expressing his/her views as those of one individual only.

Methods of Facilitating Learning (cont.)

• 9. Throughout the classroom experience, the facilitator remains alert to the expressions indicative of deep or strong feelings.

• Rogers goes on to say that these feelings should be understood and the empathic understanding should be communicated.

• 10. In his functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her own limitations.

Methods of Facilitating Learning (cont.)

Guidelines for facilitating learning (Rogers, 1969, p. 164).

In one study involving 600 teachers, 10,000 students (from kindergarten to grade twelve) of teachers who were trained to offer high levels of empathy, congruence and positive regard were compared with control students ofteachers who did not offer high levels of these facilitative conditions.

Aspy, D.; Roebuck, F. 1969. Our research and our findings. In: Rogers, C. R. Freedom to learn: a view of what education might become, p. 199-217. Columbus, OH, Charles E. Merrill.

The students of high facilitative teachers were found to:

• 1. Miss fewer days of school during the year;

• 2. Have increased scores on self-concept measures, indicating more positive self-regard.

• 3. Make greater gains on academic measures, including both math and reading scores.

• 4. Present fewer disciplinary problems.

• 5. Commit fewer acts of vandalism to school property.

• 6. Increase their scores on I.Q. tests (grades K-5);

• 7. Be more spontaneous and use higher levels of thinking.

In addition, these benefits were cumulative; the more years in succession that students had a high functioning teacher, the greater the gains when compared with students of low functioning teachers (Rogers, 1983, p. 202-03).

•Rogers, C. R. 1983. Freedom to learn for the 80s. Columbus, OH, Charles E. Merrill.

Thank you