MSW I Semester I G IV

1. MSW I Semester I G IV Psychology for Social Workers - Dr. Jaimon Varghese

2. 2. Human Behaviour 2.1. Concept of Human Behavior 2.2 Factors influencing Human behaviour: 2.2.1 Heredity, 2.2.2 Environment, 2.2.3 Intelligence, 2.2.4 Needs, 2.2.5 Motives Psychology for Social Workers

3. 2. Human Behaviour 2.3.Characteristics, needs, tasks & problems of Stages in life from conception to old age 2.4.Theories of Human Development- 2.4.1 Freud’s Psycho- Analytical Theory, 2.4.2 Erickson’s Psycho-Social Theory Psychology for Social Workers

4. 2.1. Concept of Human Behaviour • Behavior means any observableaction or reaction of a living organism-everything from overt actions (anything we say or do) through subtle changes in the electrical activity occurring deep inside our brains (covert). • If it can be observed and measured, then it fits within the boundaries of psychology. • Similarly, by cognitive processes, psychologists mean every aspect of our mental life-our thoughts, memories, mental images, reasoning, decision making, and so on- in short, all aspects of the human mind Psychology for Social Workers

5. 2.1. Concept of Human Behaviour • Physical (Psychomotor) behaviour • Cognitive (Mental / Intellectual) behaviour • Emotional (affective) behaviour • Social behaviour • Conscious, sub conscious and unconscious behaviour • Verbal and non verbal behaviour • Overt (open) and covert (hidden) behaviour Psychology for Social Workers

6. 2.2 Factors Influencing Human Behaviour 2.2.1 Heredity, 2.2.2 Environment, 2.2.3 Intelligence, 2.2.4 Needs, 2.2.5 Motives Psychology for Social Workers

7. 2.2.1. Heredity • Biological determinants or genetic features of human development and human behaviour inherited from parents to children and runs through generations • In biology, heredity refers to the genetic transmission of biological characteristics from a parent organism to offspring. • Heredity is the sum of characteristics and associated potentialities transmitted genetically to an individual organism. • Genes are the carriers of biological information. Psychology for Social Workers

8. 2.2.1. Heredity • High heritability coefficient does NOT mean unchangeable e.g. height and nutrition, or intelligence and environment • Hereditary and genetic influences are two separate mechanisms • Heritability does not address mechanisms of genetic influence • All the hereditary influences (excluding social or cultural inheritance such as religion, mother tongue etc.) are genetic; however, all the genetic factors are not hereditary (birth abnormalities) Psychology for Social Workers

9. 2.2.1. Heredity • Human body - human cell – nucleus – 23 pairs of chromosomes (which determines human species) • 23rd pair of chromosomes (XY) decides the gender of the child • Since Y chromosome is found only in male species, it is the father who decides the gender of the child • The Human Genome: Each gene consists of a set of Deoxyribo Nucleic Acid sequences • Vast majority of our genes are identical, non-identical ones influence variation among people in physical and also some psychological characteristics Psychology for Social Workers

10. 2.2.1. Heredity • Charles Darwin proposed a theory of evolution in 1859. Darwin believed in a mix of blending inheritance and the inheritance of acquired characteristics. • Francis Galton, who laid the framework for the biometric school of heredity rejected the aspects of Darwin's pangenesis model which relied on acquired characteristics • The idea of particulate inheritance of genes can be attributed to the Austrian monk Gregor Mendel who published on pea plants in 1865 Psychology for Social Workers

11. 2.2.1. Heredity • The law of segregation (Mendel's first law) states that in the process of the formation of the gametes the pairs separate, one going to each gamete, and that each gene remains completely uninfluenced by the other. • The law of independent assortment (Mendel's second law) states that characteristics are inherited independently of each other; e.g., the dominant trait of yellow seed color in pea plants can appear in combination with either the dominant trait of plant tallness or the recessive trait of dwarfness. Psychology for Social Workers

12. 2.2.1. Heredity • Mendel found that when a pure strain of peas bearing one form of a gene (that is, a strain in which both members of the gene pair being studied are the same), inbred for many generations, was crossed with a pure strain carrying an alternative form of the gene, one of these forms consistently prevailed over the other in determining the visible characteristics of the offspring; he therefore termed the two forms dominant and recessive, and called the phenomenon itself the law of dominance. Psychology for Social Workers

13. 2.2.1. Heredity • Height, body structure, colour of skin, hair and eyes, colour blindness, • HIV • Intelligence (arithmetic and linguistic), aesthetics (music, arts, crafts and sports), susceptibility to illness (AIDS, asthma, depression and psychoses like schizophrenia) and temperament (partially) • Certain human characteristics are genetic, but not hereditary: gender (male or female), mental retardation, corollary abnormalities, mono zygotic twins, physical disabilities (physical, visual, hearing or speech impairment and cerebral palsy) and several other physical disorders Psychology for Social Workers

14. 2.2.1. Heredity • Studies on extraversion and neuroticism show moderate genetic influence • Similarly emotionality (intensity and type), sociability and activity level (intensity and tempo) have also some degree of genetic influence • Genetic component is found for shyness and empathy • Some genetic component for attitudes and beliefs, particularly traditionalism. • Aggressive and altruistic tendencies are moderately hereditary (Mono Zygotic twins more similar than Di-Zygotic twins) Psychology for Social Workers

15. 2.2.1. Heredity • No genetic influence is there on character, illness like cancer, leprosy, diabetes, corollary diseases, mental retardation (genetic, but not hereditary), alcoholism, morality, religious behaviour, language (mother tongue), culture (culture is social inheritance), knowledge and social skills (leadership, management, romantic love) • Heredity is an important influence, but not near 100%, on personality • Non-genetic influences are clearly and equally important in personality • Heredity and Environment INTERACT prior to any human behaviour Psychology for Social Workers

16. 2.2.2. Environment • One of the assumptions of behaviourist thought is that behaviour is determined not by heredity but by the environment either through association (conditioning), reinforcement (reward & punishment), imitation, observation, modelling, behaviour modification and learning. Psychology for Social Workers

17. 2.2.2. Environment • Prenatal environment: malnutrition, medication, injuries • Childbirth: oxygen, birth disorders (injuries) • Post natal environment: malnutrition, immunisation, medication, illness • Physical environment (geographical and climatic features) • Social, political and economic environment Psychology for Social Workers

18. 2.2.2. Environment • Early childhood and family environment: siblings, peers, care givers (parents, grand parents, significant elders) • School environment • Occupational environment • Marriage and in laws’ home environment Psychology for Social Workers

19. 2.2.2. Environment • Neighbourhood, school, occupational, institutional (kinship, religion, organisational and political) environment and their influence in affecting human development and moulding human personality • Social roles, status, social competence and leadership • Social perception, cultural and ethnic prejudices, stereotyping and personality development • Mass and crowd behaviour • Group dynamics Psychology for Social Workers

20. 2.2.2. Environment • Rumour, propaganda, lobbying and advocacy • Social action and social movements: campaigning, self help group • Reformation, revolution and community organisation • Values, norms and culture to shape human personality • Poverty, unemployment and illiteracy their impact on personality development Psychology for Social Workers

21. 2.2.2. Environment • Political influences, party politics, political crises, political movements, civil war and terrorism and their impact on personality development • Urbanisation, corruption and crimes and their impact on personality • Globalisation, migration, cosmopolitan culture and inter caste marriages and their impact Psychology for Social Workers

22. 2.2.2. Environment • Economic conditions of the state, region and neighbourhood and their impact on personality • Stress and burnout: loss of loved ones, loss of employment, marital disputes, financial crisis, over work, compassion fatigue Psychology for Social Workers

23. 2.2.2. Environment • Natural and man made material environment • Scarcity of natural resources • Environmental and ecological factors: pollution (air, water, soil and noise) • Geographical, climatic and economic (infra structure) environment • Natural disasters and calamities and their impact on personality Psychology for Social Workers

24. 2.2.2. Environment • Housing conditions (home, school, factory, shop and office) • Space, congestion, over crowding, squatter dwellings and slums • Road, transportation and communication facilities of the region, village and neighbourhood • Advanced scientific knowledge and corresponding civic amenities: central locking, theft alarm, automatic doors and water taps (with infrared sensing technology), locks with chip technology (i-cats), Psychology for Social Workers

25. 2.2.2. Environment • Technology: computer, internet, super sonic transportation, modern medical and diagnostic machinery, mass media and communication environment: mobile phone (3G) • Distance and travel to work place • Work environment and fatigue: light, sound, fresh air, heat, air conditioning, toilet and drinking water facilities Psychology for Social Workers

26. 2.2.2. Environment • Child rearing practices • Gender typing (gender roles) • Educational, occupational and social status of the parents and family • Family traditions (traditional occupations) • Class and caste of the family • Marital disputes: misunderstandings, mistrust, legal disputes, dowry disputes Psychology for Social Workers

27. 2.2.2. Environment • Domestic violence • Divorce and issues of child care • Number of children / lack of children / adopted children • Indiscipline, truancy and running away • Presence of dependent members: persons with disabilities, infants, the elderly, the sick, the incurables • Fatal sickness: cancer Psychology for Social Workers

28. 2.2.2. Environment • Medical treatment and financial crises • Destitution • Drug addiction • Alcoholism of the chief earning members • Working parents • Role performance: Under achievement of children • Family crises: failure in the performance of family duties Psychology for Social Workers

29. 2.2.2. Environment • Dissatisfaction and frustration in family life of the couples: issues related to impotency and infertility • Loss of family members Psychology for Social Workers

30. 2.2.3. Intelligence • Intelligence is a significant factor of behaviour • Intelligence is not satisfactorily defined; it is a combination of abilities and competencies • Intelligence is the ability to learn (IQ); emotional competence (EQ); social competence (leadership); organisational ability (administration and management); spiritual and charismatic quality (ability to move people); artistic aptitudes, sports and crafts abilities; mechanical aptitudes (workmanship); ability for achievement (business); life skills Psychology for Social Workers

31. 2.2.3. Intelligence • IQ Test measures mainly arithmetic, logical and linguistic abilities that are suitable for learning; lower IQ does not mean that the person is socially, artistically, or spiritually incompetent • Learning disabilities or learning abilities do not have any relationship with the life skills which explains why intellectually superior people sometimes fail in real life while people with average intelligence succeed in life • Intelligence is normally distributed with majority in the average and a few in the bright or dull group • IQ increases by age till 16-25 yrs, then stops vertically but expands horizontally with experience Psychology for Social Workers

32. 2.2.3. Intelligence • Intelligence means intellect put to use. It is the use of intellectual abilities for handling a situation or accomplishing any task (Woodworth & Marquis, 1948) • Intelligence is a general capacity of an individual consciously to adjust his thinking to new requirements. It is general mental adaptability to new problems and conditions of life (Stern, 1914) • Intelligence is the capacity to learn and adjust to relatively new and changing conditions (Wagnon, 1937) Psychology for Social Workers

33. 2.2.3. Intelligence • Intelligence is the power of good responses from the point of truth or fact (Thorndike, 1914) • Intelligence is the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment (Wechsler, 1944) • Intelligence is the ability to undertake activities that are difficult, complex and abstract and which are adaptive to a goal, and are done quickly and which have social value and which lead to creation of something new and different (Stoddard, 1943) Psychology for Social Workers

34. 2.2.3. Intelligence • Intelligence may be regarded as a sort of mental energy in the form of mental or cognitive abilities available with an individual to enable him to handle his environment in terms of adaptation and facing novel situations as effectively as possible (Mangal SK, 1998:221) Psychology for Social Workers

35. 2.2.3. Intelligence Unitary theory or monarchic theory (outdated) Anarchic theory or multifactor theory (EL Thorndike) also named atomistic theory considers intelligence a combination of numerous separate elements of factors, each one being a minute element of an ability of an ability. Two factor theory of Spearman: Every different intellectual activity involves a general factor ‘g’ which is shared with all intellectual activities and a specific factor ‘s’ which it shares with none. Psychology for Social Workers

36. 2.2.3. Intelligence Group factor theory (Thurstone): 9 factors: Verbal (V), Spatial (S), Numerical (N), Memory (M), Word Fluency (W), Inductive Reasoning (RI), Deductive Reasoning (RD), Perceptual (P), and Problem solving (PS) Hierarchical Theory of Vernon (1950): ‘G’ is the most prominent mental ability measured through IQ tests. Under ‘G’, there are two main types of mental abilities, first being ‘Ved’ – Verbal, Numerical and Educational abilities and the second being ‘KM’ – practical, mechanical, spatial and physical abilities. Further each sub type is further divided into minor abilities down the hierarchy Psychology for Social Workers

37. 2.2.3. Intelligence In Guilford's Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioural). Since each of these dimensions is independent, there are theoretically 150 different components of intelligence. Psychology for Social Workers

38. 2.2.3. Intelligence • Individual test and group tests • Verbal (with language content) and non verbal (performance based or spatial / logical / pictorial content) tests • Individual verbal IQ test: Stanford Binet Test (1960): first developed by French psychologists, Alfred Binet and Theodore Simon in 1905 consisting of 30 items like, ‘at age 3 – point out to nose, eyes and mouth; at age 7 – tell what is missing in the unfinished picture’. Adapted and revised in the USA at Stanford University in 1931 (by Terman), 1937 (by Maud A Merril) and finally in 1960 for age groups 2 to 22 years. Psychology for Social Workers

39. 2.2.3. Intelligence • Alfred Binet IQ Test was adapted to India for the first time in 1922 by Dr CH Rice ‘Hindustani Binet Performance Scale’. Stanford Binet Test has been translated to Hindi as ‘Budhi Pariksha Anooshilan’ by the State Manovigyan Shala of UP • Samanya Budhi Pariksha (part I & II), the Indian adaptation of William Stephenson’s Verbal IQ Test has been prepared by State Bureau of Educational and Vocational Guidance, Gwalior, MP Psychology for Social Workers

40. 2.2.3. Intelligence Block building or cube construction To fit the blocks in the holes Tracing a maze Picture arrangement or picture completion Popular Performance Tests: The Pinter Patterson Scale, designed in the USA in 1917, a comprehensive test including 17 sub-tests Arthur’s Point Scale having 9 sub tests Alexander’s Battery of Performance Tests (Edinburg): 3 tests – Pass-along, Block designs and cube construction Psychology for Social Workers

41. 2.2.3. Intelligence Bhatia’s Battery of Performance Tests (Dr. Chander Mohan Bhatia): 5 subsets – Koh’s Block Design Test, Alexander’s Pass-along test, Pattern Drawing Test, Immediate memory test for digits, Picture construction test Wechsler bellevue Intelligence Scale for Children (WISC): both verbal and performance tests: Verbal scale – General Information, General Comprehension, Arithmetic reasoning, distinction between similarities, digit span and vocabulary; Performance scale – Digit & symbol, Picture completion, Block design, Picture arrangement, Object assembly. Psychology for Social Workers

42. 2.2.3. Intelligence Army Alpha Test (during World War I) Army General Classification Test (World War II) CIE verbal group test of Intelligence (Hindi) (Prof. Uday Shankar) Samuhik Mansik Yogyata Pariksha (Dr. S Jalota) Samuhik Budhi Pariksha (Mansayan, Delhi) Samuhik Budhi Pariksha (Shri PL Shrimali, Vidya Bhavan, Udaipur) Samuhik Budhi Ki Jaanch (Shri SM Mohsin, Edu. & Voc. Guidance Bureau, Patna) General Mental Abilities Test (Punjabi) (Dr. PS Hundal, Punjab University) Group verbal intelligence test (Malayalam) (Dr. P Gopala Pillai, Kerala University) Psychology for Social Workers

43. 2.2.3. Intelligence Army Beta Test (World War I for the US soldiers who were illiterate or non English speaking) Chicago Non-verbal Test Raven’s Progressive Matrices Test CIE nonverbal group test of intelligence, originally prepared by JW Jenkins, adapted into Hindi medium schools Psychology for Social Workers

44. 2.2.3. Intelligence • IQ = (MA / CA) x 100 (IQ – Intelligence Quotient; MA – Mental Age; CA – Chronological Age) • IQ remains rather constant throughout the age of a person • Classification of IQ (Udai Shankar, 1984) • 0-25: Custodial 25-50: Trainable • 50-75: Educable 75-90: Borderline • 90-110: Average 110-125: Superior • 125-140: Very superior >140: Genius Psychology for Social Workers

45. 2.2.4. Needs and Motives • Needs and motives are primary factors of motivated behaviour • Needs are more physiological by origin, while motives are acquired by learning and socialisation; needs are basic and primary while motives are secondary needs • Hunger, thirst, rest, activity, escape from pain and survival are needs while achievement, rewards, knowledge, happiness, satisfaction and contentment are motives Psychology for Social Workers

46. 2.2.4. Needs and Motives • Needs are innate and motives are learnt • Needs are associated with instincts, impulse and drives; while motives are associated with goals, ideals, objectives, purpose and reason Psychology for Social Workers

47. 2.3.Characteristics, needs, tasks & problems of Stages in life from conception to old age • General task for every stage • Achieving a realistic frame of reference • Development of physical, intellectual, emotional and social competencies needed in one’s culture • Learning about and preparing for the problems likely to be encountered in living Psychology for Social Workers

48. 2.3. Characteristics, needs, tasks & problems of Stages in life from conception to old age • General task for every stage • Developing and using one’s capacities • Accepting reality and building valid attitudes and values • Participating creatively and responsibly in family and other groups • Building rich linkage with one’s world Psychology for Social Workers

49. 2.3. Characteristics, needs, tasks & problems of Stages in life from conception to old age • Developmental needs, tasks and problems (0-6 yrs) • Learning to walk, crawl, take solid food, talk, control the elimination of body wastes, Learning sex differences and sexual modesty, getting ready to read, forming concepts and learning language to describe social and physical reality. • Sense of trust in self and others • Capacity to give and take affection • Skills in motor coordination Psychology for Social Workers

50. 2.3. Characteristics, needs, tasks & problems of Stages in life (3 Months) • Lift head and shoulders while on stomach • Follow object with eyes, turn head towards light • Grasp rattle; Wiggle and kick • Smile and wiggle for familiar adult or become quiet and interested • Coo, gurgle, repeat sounds made by adult, play peekabooo; Communicate fear, hunger etc by crying or facial expressions • Some reflexes become purposeful like rooting for nipple, sucking, grasping Psychology for Social Workers