Abraham Maslow: Hierarchy of Needs

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Abraham Maslow Hierarchy of Needs

• Ref
• Abraham H. Maslow (1968)
• Toward a Psychology of Being.
• Satisfaction of certain needs are a driving force
  in peoples' lives ("drive theory")

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1.Physiological Needs.

• Biological needs such as oxygen, food, water,
  warmth / coolness, protection from the elements
  and sleep.
• These needs are the strongest because if
  deprived, the child could or would die.

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2.Safety Needs.

• Felt frequently by children who feel threatened
  or insecure and also adults during emergencies
  and periods of disorganisation in the social
  structure.

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3.Love, Affection and Belongingness Needs.

• The needs to escape loneliness and alienation and
  give (and receive) love, affection and the sense
  of belonging.

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4.Esteem Needs.

• Need for a stable, firmly based, high level of
  self-respect, and respect from others in order to
  feel satisfied, self confident and valuable.
• If these needs are not met, the person feels
  inferior, weak, helpless and worthless.

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5.Self-actualisation Needs.

• An ongoing process.
• Self-actualising people are... involved in a
  cause outside their own skin. They are devoted
  to something very precious to them - some calling
  or vocation.

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Taking Maslow further

• Progress for some people through the levels to to
  self-actualisation is thwarted.
• This frustrates the person's need to be and do
  that which the person was born to do. If these
  needs are not met, the person feels restlessness,
  on edge, tense, and lacking something.

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Taking Maslow further(2)

• Lower needs may also produce a restless feeling,
  but here it is much easier to find the cause...
• If a person is hungry, unsafe, not loved or
  accepted, or lacking self-esteem the cause is
  apparent.
• It is not always clear what a person wants when
  there is a need for self-actualisation.

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By imposing ideas education can hinder personal
growth

• Respectful teaching promotes personal growth.
• 1.Teach kids to be aware of their inner selves
  and to hear their inner-feeling voices.
• 2. Teach kids to develop a wider picture.

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promote personal growth

• 3.Help kids discover what they are good at. Focus
  upon the right job and the right mate.
• 4.Teach kids that life is precious, that there is
  joy to be experienced in life.
• 5.Accept the person and help him or her learn
  their inner nature.
• 6.Check that basic needs are satisfied inc.
  safety, belongingness and esteem needs.

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promote personal growth

• 7. Teach that control is good, and complete
  abandon is bad. It takes control to improve the
  quality of life in all areas. Control feels good.
• 8.Teach to transcend the trifling problems and
  grapple with the serious problems in life.
• 9.Teach to be good choosers. Kids must be given
  practice in making choices, first between one
  goody and another.

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Relevance of Maslow

• Humanistic psychology sees personal growth as a
  key element.
• SEU Juvenile crime ? EY misconduct
  ? DfEE QCA / ACCAC ? Person
  al and Social Edn

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Personal and Social Edn Aims

• Equip pupils to be personally / socially
  effective
• develop self esteem / personal responsibility
• prepare pupils for challenges and choices
• empower pupils to participate in their community
• assist pupils to live healthy and fulfilled lives
• foster positive attitudes and behaviour

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Existing legislation

• Ed Act 1996, Section 351
• Each pupil should receive a broad and balanced
  curriculum which
• promotes the spiritual, moral, cultural, mental
  and physical development of pupils at the school
  and of society and prepares pupils for the
  opportunities, responsibilities and experiences
  of adult life.

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PSE Framework

• To be part of the NC by 2002 ?