BASICS OF HUMAN NATURE
What is skill?
• A skill is an ability to translate knowledge into action that results in a desired performance.
• Hence, the first step to the development of human skills is to acquire a thorough understanding of human nature.
INTRODUCTION
• Human skill is the ability to work well with other people. • A person with good human skills has a high degree of self-awareness and a capacity for understanding or empathizing with the feelings of others.
INDIVIDUAL DIFFERENCES
Human beings differ from each other in so many different ways. PHYSICALLY: 1.Height 2.Weight 3.colour
PSYCHOLOGICALLY:
• Ability • Interests • Achievements
etc…….etc…………………..due to differences in our heredity and environment.
Types of individual differences??
1. Inter-individual differences
2. Intra-individual differences
Inter-individual differences
It is the differences in a particular characteristics among various people…..
Example: Intelligence Interests Physical features
Intra-individual differences
Intra individual differences are differences in various characteristics possessed by same person.
Example: A person is very good in sports but average in studies or vice-versa
Areas of Individual Differences
1. 2. 3. 4. 5. 6. 7. Differences in physique Differences in Intellectual level Differences in ability Differences in Aptitudes Differences in interests Differences in Achievements Differences in personality
PERIODS OF THE HUMAN LIFE SPAN
To understand ourselves better we must understand the process of development.
Psychologists have broadly divided entire human life-span into eight stages as follows:
8 stages are:
1. 2. 3. 4. 5. 6. 7. 8. Prenatal Stage: From Conception to birth Infancy and Toddlerhood: From birth to 3 yrs. Early Childhood: Between 3 to 6 Middle Childhood: From 6 to 12 Adolescence: From 12 to age of 20 Young Adulthood: From age of 20 to 40 Middle Age: Between age of 40 to 65 Late Adulthood: Period from 65 years onwards.
1.PRENATAL STAGE (From conception to birth)
Characteristics of this Age
• Basic body structure and organs develop. • Physical growth is rapid.
• The chances of genetic disorder and structural damage are high • Great care is needed during the first three months of pregnancy.
2.Infancy and Childhood (Birth to age 3)
1. Social Attachment
2. Sensory motor Intelligence and primitive causality 3. Object permanence 4. Maturation of motor functions
Early Childhood (Age 3 to 6)
1. Self-control
2. Language Development 3. Fantasy and play 4. Elaboration of Locomotion
Middle Childhood (Age 6 To 12)
1. Gender role identification 2. Early moral development 3. Preoperational thought 4. Group Play
Adolescence (Age 12 to20)
1. 2. 3. 4. 5. 6. 7. 8. 9. Social cooperation Self-evaluation Skill learning Team play Concrete operational thought Physical maturation Formal operations Membership in the peer group Sexualized relationships
Young Adulthood (20 to 40 yrs of age)
1. Marriage/Relationships 2. Childbearing 3. Work 4. Lifestyle
Middle Age (Age 40 to 65)
1. Management of the household. 2. Child rearing .
3. Management of a career.
Late Adulthood (Age 65 years and onwards)
1. Reaction Time slows down. 2. Intelligence and memory begins to deteriorate. 3. People review the life they have lived. 4. People need to cope with loss of loved ones. 5. People need to cope with their own impending death.
Theories of Human Development
1. Psychosexual Theory ( Sigmund Freud)
2. Psychosocial Theory (Erik Erikson)
Psychosexual Theory(Sigmund Freud)
Name: Sigismund Schlomo Freud Born: May 6, 1856 Birthplace: Freiberg, Moravia Died: September 23,1939 Location of death: London, England Cause of death: Euthanasia Remains: Cremated, Golders Green Crematorium, London, England Gender: Male Religion: Atheist Race or Ethnicity: White Occupation: Psychiatrist Nationality: Austria
INTRODUCTION
• He was the first one to suggest that psychological problems might have their roots in how children were treated. Freud believed that most of our personality is formed by early childhood, much of it so early that we don’t even have conscious memories. For example, people who were toilet-trained strictly and at an early age grow up to be intolerant of mess, disorder and anything that doesn’t go by the rules of how things are supposed to be.
Psychological problems
Age
0-2 years old 2-4 years old 4-5 years old 6 puberty
Name
Oral Anal Phallic Latency
Pleasure source
Mouth: sucking, biting, swallowing Anus:defecating or retaining feces Genitals
Conflict
Weaning from mother’breast Toilet training Oedipus (boys), Electra (girls)
Sexual urges sublimated into sports and hobbies. Same-sex friends also help to avoid sexual feelings Physical sexual changes reawaken repressed Need Direct sexual feelings towards others lead to sexual gratification. Social Rules also help avoid sexual feelings Social rules
puberty Onwards
Genital
Psychosocial Theory (Erik Erikson)
The Developmental Stages of Erik Erikson • "It is human to have a long childhood; it is civilized to have an even longer childhood. Long childhood makes a technical and mental virtuoso out of man, but it also leaves a lifelong residue of emotional immaturity in him." — Erik Homburger Erikson (1902-1994)
1. Infancy: Birth to 18 Months
• Ego Development Outcome: Trust vs. Mistrust • Basic strength: Drive and Hope • Erikson also referred to infancy as the Oral Sensory Stage (as anyone might who watches a baby put everything in her mouth) where the major emphasis is on the mother's positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn to trust that life is basically okay and have basic confidence in the future. If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of worthlessness and a mistrust of the world in general. • Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief that the world is trustworthy and that every individual has a right to be here. • Not surprisingly, the most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.
2. Early Childhood: 18 Months to 3 Years
• Ego Development Outcome: Autonomy vs. Shame • Basic Strengths: Self-control, Courage, and Will • During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong. And one of our skills during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for parents, but it develops important skills of the will. • It is also during this stage, however, that we can be very vulnerable. If we're shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result. • The most significant relationships are with parents.
3. Play Age: 3 to 5 Years
• Ego Development Outcome: Initiative vs. Guilt • Basic Strength: Purpose • During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—"WHY?" • While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt. • The most significant relationship is with the basic family.
4. School Age: 6 to 12 Years
• Ego Development Outcome: Industry vs. Inferiority • Basic Strengths: Method and Competence • During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem. • As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.
5. Adolescence: 12 to 18 Years
• Up to this stage, according to Erikson, development mostly depends upon what is done to us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues. Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval. A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes. It is no surprise that our most significant relationships are with peer groups.
•
•
•
6. Young adulthood: 18 to 35
• Ego Development Outcome: Intimacy and Solidarity vs. Isolation • Basic Strengths: Affiliation and Love • In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don't start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level. • If we're not successful, isolation and distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others. • Our significant relationships are with marital partners and friends.
7. Middle Adulthood: 35 to 55 or 65
• • • Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care Now work is most crucial. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to "be in charge," the role we've longer envied. The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become self-absorbed and stagnate. Significant relationships are within the workplace, the community and the family.
•
•
•
8. Late Adulthood: 55 or 65 to Death
• Ego Development Outcome: Integrity vs. Despair • Basic Strengths: Wisdom • Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. • On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering "Was the trip worth it?" Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. • The significant relationship is with all of mankind—"my-kind."
doc_481784104.ppt
What is skill?
• A skill is an ability to translate knowledge into action that results in a desired performance.
• Hence, the first step to the development of human skills is to acquire a thorough understanding of human nature.
INTRODUCTION
• Human skill is the ability to work well with other people. • A person with good human skills has a high degree of self-awareness and a capacity for understanding or empathizing with the feelings of others.
INDIVIDUAL DIFFERENCES
Human beings differ from each other in so many different ways. PHYSICALLY: 1.Height 2.Weight 3.colour
PSYCHOLOGICALLY:
• Ability • Interests • Achievements
etc…….etc…………………..due to differences in our heredity and environment.
Types of individual differences??
1. Inter-individual differences
2. Intra-individual differences
Inter-individual differences
It is the differences in a particular characteristics among various people…..
Example: Intelligence Interests Physical features
Intra-individual differences
Intra individual differences are differences in various characteristics possessed by same person.
Example: A person is very good in sports but average in studies or vice-versa
Areas of Individual Differences
1. 2. 3. 4. 5. 6. 7. Differences in physique Differences in Intellectual level Differences in ability Differences in Aptitudes Differences in interests Differences in Achievements Differences in personality
PERIODS OF THE HUMAN LIFE SPAN
To understand ourselves better we must understand the process of development.
Psychologists have broadly divided entire human life-span into eight stages as follows:
8 stages are:
1. 2. 3. 4. 5. 6. 7. 8. Prenatal Stage: From Conception to birth Infancy and Toddlerhood: From birth to 3 yrs. Early Childhood: Between 3 to 6 Middle Childhood: From 6 to 12 Adolescence: From 12 to age of 20 Young Adulthood: From age of 20 to 40 Middle Age: Between age of 40 to 65 Late Adulthood: Period from 65 years onwards.
1.PRENATAL STAGE (From conception to birth)
Characteristics of this Age
• Basic body structure and organs develop. • Physical growth is rapid.
• The chances of genetic disorder and structural damage are high • Great care is needed during the first three months of pregnancy.
2.Infancy and Childhood (Birth to age 3)
1. Social Attachment
2. Sensory motor Intelligence and primitive causality 3. Object permanence 4. Maturation of motor functions
Early Childhood (Age 3 to 6)
1. Self-control
2. Language Development 3. Fantasy and play 4. Elaboration of Locomotion
Middle Childhood (Age 6 To 12)
1. Gender role identification 2. Early moral development 3. Preoperational thought 4. Group Play
Adolescence (Age 12 to20)
1. 2. 3. 4. 5. 6. 7. 8. 9. Social cooperation Self-evaluation Skill learning Team play Concrete operational thought Physical maturation Formal operations Membership in the peer group Sexualized relationships
Young Adulthood (20 to 40 yrs of age)
1. Marriage/Relationships 2. Childbearing 3. Work 4. Lifestyle
Middle Age (Age 40 to 65)
1. Management of the household. 2. Child rearing .
3. Management of a career.
Late Adulthood (Age 65 years and onwards)
1. Reaction Time slows down. 2. Intelligence and memory begins to deteriorate. 3. People review the life they have lived. 4. People need to cope with loss of loved ones. 5. People need to cope with their own impending death.
Theories of Human Development
1. Psychosexual Theory ( Sigmund Freud)
2. Psychosocial Theory (Erik Erikson)
Psychosexual Theory(Sigmund Freud)
Name: Sigismund Schlomo Freud Born: May 6, 1856 Birthplace: Freiberg, Moravia Died: September 23,1939 Location of death: London, England Cause of death: Euthanasia Remains: Cremated, Golders Green Crematorium, London, England Gender: Male Religion: Atheist Race or Ethnicity: White Occupation: Psychiatrist Nationality: Austria
INTRODUCTION
• He was the first one to suggest that psychological problems might have their roots in how children were treated. Freud believed that most of our personality is formed by early childhood, much of it so early that we don’t even have conscious memories. For example, people who were toilet-trained strictly and at an early age grow up to be intolerant of mess, disorder and anything that doesn’t go by the rules of how things are supposed to be.
Psychological problems
Age
0-2 years old 2-4 years old 4-5 years old 6 puberty
Name
Oral Anal Phallic Latency
Pleasure source
Mouth: sucking, biting, swallowing Anus:defecating or retaining feces Genitals
Conflict
Weaning from mother’breast Toilet training Oedipus (boys), Electra (girls)
Sexual urges sublimated into sports and hobbies. Same-sex friends also help to avoid sexual feelings Physical sexual changes reawaken repressed Need Direct sexual feelings towards others lead to sexual gratification. Social Rules also help avoid sexual feelings Social rules
puberty Onwards
Genital
Psychosocial Theory (Erik Erikson)
The Developmental Stages of Erik Erikson • "It is human to have a long childhood; it is civilized to have an even longer childhood. Long childhood makes a technical and mental virtuoso out of man, but it also leaves a lifelong residue of emotional immaturity in him." — Erik Homburger Erikson (1902-1994)
1. Infancy: Birth to 18 Months
• Ego Development Outcome: Trust vs. Mistrust • Basic strength: Drive and Hope • Erikson also referred to infancy as the Oral Sensory Stage (as anyone might who watches a baby put everything in her mouth) where the major emphasis is on the mother's positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn to trust that life is basically okay and have basic confidence in the future. If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of worthlessness and a mistrust of the world in general. • Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief that the world is trustworthy and that every individual has a right to be here. • Not surprisingly, the most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.
2. Early Childhood: 18 Months to 3 Years
• Ego Development Outcome: Autonomy vs. Shame • Basic Strengths: Self-control, Courage, and Will • During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong. And one of our skills during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for parents, but it develops important skills of the will. • It is also during this stage, however, that we can be very vulnerable. If we're shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result. • The most significant relationships are with parents.
3. Play Age: 3 to 5 Years
• Ego Development Outcome: Initiative vs. Guilt • Basic Strength: Purpose • During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—"WHY?" • While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt. • The most significant relationship is with the basic family.
4. School Age: 6 to 12 Years
• Ego Development Outcome: Industry vs. Inferiority • Basic Strengths: Method and Competence • During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem. • As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.
5. Adolescence: 12 to 18 Years
• Up to this stage, according to Erikson, development mostly depends upon what is done to us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues. Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval. A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes. It is no surprise that our most significant relationships are with peer groups.
•
•
•
6. Young adulthood: 18 to 35
• Ego Development Outcome: Intimacy and Solidarity vs. Isolation • Basic Strengths: Affiliation and Love • In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don't start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level. • If we're not successful, isolation and distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others. • Our significant relationships are with marital partners and friends.
7. Middle Adulthood: 35 to 55 or 65
• • • Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care Now work is most crucial. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to "be in charge," the role we've longer envied. The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become self-absorbed and stagnate. Significant relationships are within the workplace, the community and the family.
•
•
•
8. Late Adulthood: 55 or 65 to Death
• Ego Development Outcome: Integrity vs. Despair • Basic Strengths: Wisdom • Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. • On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering "Was the trip worth it?" Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. • The significant relationship is with all of mankind—"my-kind."
doc_481784104.ppt