FEM 3001 (INTRODUCTION TO HUMAN DEVELOPMENT)

1. FEM 3001(INTRODUCTION TO HUMAN DEVELOPMENT) INSTRUCTOR DR SITI NOR BINTI YAACOB JPMPK, FEM CONTACT NO PHONE: 03-89467088 E-MAIL: sitinor@putra.upm.edu.my F2F – 2, 31 MARCH 2012

2. OUTLINE • UNIT 6 – INDIVIDUAL ECOSYSTEM • UNIT 7 – INTERACTIONS AND TRANSACTIONS WITHIN THE FAMILY ENVIRONMENT • UNIT 8 – INTERACTIONS AND TRANSACTION S WITHIN THE FAMILY ENVIRONMENT • UNIT 9 – INTERACTIONS AND TRANSACTION S WITHIN THE FAMILY ENVIRONMENT

3. UNIT 6INDIVIDUAL’S ECOSYSTEM & THE DEVELOPMENT OF RESILIENT HUMAN BEINGS

4. INDIVIDUAL ECOSYSTEM • 3 aspects of focus: • Physical system • Individual internal system - personality • Interpersonal environment - communication • These aspects interact with family environment to produce a healthy & productive environment or otherwise.

5. Individual who are positive, well nourished, physically healthy, can function effectively, using resources accordingly & can adapt to changes, stress & transitions • These individuals may grow to become effective members of family, society and nation

6. INPUTS & OUTPUTS OF THE INDIVIDUAL SYSTEM THE INDIVIDUAL OUTPUTS INPUTS Work Exercises Reproduction Wastes Self-worth Values, beliefs Perceptions Decision making Oxygen Nutrients Water

7. INDIVIDUAL PHYSICAL SYSTEM • 3 BASIC elements serve as inputs in individual physical system: • Oxygen • Nutrients • Water These elements are important for functioning & generativity.

8. We need oxygen for breathing, our body contains water, we need food – carbohydrate, fat, proteins, vitamins & mineral  to survive • These elements exist in the natural environment • Other environments may influence the availability / quality or continuous supply of them (i.e. – pollution (man built & socio cultural environments … lead to low air quality)

9. Who Is A Healthy / Fully Functioning Person? • Refers to physical well-being = a balanced person is a healthy person • Aristotle: concept of “The GOLDEN MEAN”; referring to moderation (mean); avoiding the extremes (too much or too littleof anything - food, drinks & exercise or self control, courage & other virtues) can be harmful • Homeostasis? Stability; centered • TOO GOOD TO BE TRUE? Esp. in a family system

10. INDIVIDUAL INTERNAL SYSTEM • Comprises self concept & personality • The development of self concept occur throughout individual’s socialization process; does not exist at birth • Self concept = An organized set of perceptions of oneself, governing thoughts & feelings about one self as a person • Self esteem is a sub of self concept; it refers to the emotional aspect (a feeling of) of self worth & dignity

11. An individual may have various perceptions about him/herself & his or her abilities; which will influence his/ her behaviour & personality • Positive self concept leads to well/positive life functioning • Individual personalities comprises a blend of characteristics that develop through out life • Temperament, birth order, personality styles etc..

12. Temperament (Natural Characteristics)9 Basic Component Of Behaviour Based On Temperaments • Activity Level = frequency of spontaneous motor activities (“slow” vs. “very active”; constantly moving vs not moving much at all) • Rhythmicity = routines, organized, scheduled • Approach & withdrawal (ability to approach others or withdraw from social contact) • Adaptability

13. 5. Response threshold – responsiveness; ability to respond based on senses = fast/slow; i.e some people can tolerate loud noise; some are quick to react 6. Intensity of reaction : how does one react to stress (adapt, withdraw or explode) 7. Quality of mood / mood swing 8. Distractibility = level of self control (impulse control) – to concentrate even with distraction 9. Attention span/ Persistency: ability to continuosly / seriously focussing/ concentrating on any specific task

14. High Low LEVEL OF ACTIVITY RHYTHMICITY APPROACH /WITHDRAWAL ADAPTABILITY RESPONSE THRESHOLD INTENSITY OF REACTION MOOD DISTRACTIBILITY ATTENTION SPAN MOTOR ACTIVITY TIME SCHEDULE DISTANCE REGULATION FLEXIBILITY RESPONSIVENESS IMPULSE CONTROL HAPPY/SAD CONCENTRATION PERSISTENCE Temperamental Response Pattern

15. Goodness of Fit concept (Chess & Thomas; 1968) = an interaction that results when properties of the environment & its expectations & demands are in accord with the organism’s capabilities, motivations & styles of behaviour • In harmony--- optimal development in a progressive direction • Can be influenced by: the organism, its attributes, the relationships of the system elements & the environment

16. Babies develop personality characteristics based upon impulse & emotions hunger, sad, fear, discomfort • Personality develops across life stages based on experiences & interactions esp. with the socio-cultural environment • Different types of personality make people unique

17. Styles of interactions with family, friends & others are highly influenced by one’s personality preference • According to Jungian Theory, each individual has 4 pairs of personality preferences

18. Extrovert vs. introvert • Sensing vs. intuitive • Thinking vs. feeling • Judging vs. perceiving

19. Personality preference depicts genetic influences as well as earlier life experiences. • It refers to the concept that ONE personality style is more prominent in a person.

20. EXTROVERTED (E) INTROVERTED (I) Thinks & rehearse before speaking (“I’ll think about that” Talks first, think later Knows many people, counts many as close friends Anjoys a small number of good friends Likes varieties & action; can tolerate noise, distraction Likes quiet for concentration; enjoys peace & quiet A good listener, often feels Taken advantage of Dominates conversation Apprachable & easily engaged By friends / strangers Appears quiet, reserved & reflective

21. EXTROVERTED (E) INTROVERTED (I) Often gets suspicious if people praise them; or repeating things that have been said Likes to talk a lot; at any time • An individual may have both orientations; but one is > prominent

22. EXTROVERTED (E) INTROVERTED (I) Likes parties, enjoy talking to many people Likes 2 share special occasions with selected friends Prefers generating ideas with a group Thinks of ideas, reflects on them & wishes to get them out > forcefully Listening is > difficult than talking Likes to be “THE FOCUS” Likes to state ideas without interruptions Talks way through things; “I lost my books, has anyone seen them?” Thinks through where misplaced items & looks 4 them on own Needs affirmation; enjoys feedbacks about accomplishment “Recharges alone”

23. SENSOR (S) INTUITIVE (N) Thinks about several things at once; “absent minded” Prefers specific answers; details Perceives the future as intriguing; Excited about his/her future than other’s Concentrate on “the doings”; prefers doing than thinking Finds satisfying jobs that yield tangible results. Details are perceived as boring & redundant If s’thing is not broken, it does not have to be fixed Enjoys figuring out how things work

24. Prefers to work with concrete facts, not theories or concepts • Does not engage in fantasies • Reads from front to back • Takes things literally • See details easier than overall picture • “Seeing is believing”; evidence is important • Tries to connect & interrelate things, do not things at face value • Reflect, think, imagine; analyze “what does that mean” • Reads anywhere interesting • Sees the BIG PICTURE • thinks about possibilities; What could be • Time is relative; it is not late unless s’thing has started without you

25. THINKER (T) • Do not show emotions; uncomfortable dealing with people’s feelings • Calm, cool, collected when others are upset • Settles disputes based on fairness, truth rather than what makes people happy • Likes to proof a point; argues on both sides • > firm minded; < gentle hearted • > objective; “cold hearted” • Makes difficult decisions FEELER (F) • > aware of other’s feelings • A good decisions is one that takes other’s feelings into account • Over-extends self to others in considering • Prefers harmony; avoid conflicts • Can easily take back what has been said that offended s’one; indecisive • Takes things personally

26. It is more important to be right than liked; it is unnecessary to like people in order to work with them & do a good job • Impressed with scientific/logic things; remembers numbers & figures better than faces & names • Wonders if people care; although it is not easily said • Over extends self in meeting other’s needs • People & feelings are more important

27. JUDGER (J) • Waits for others • Puts everything in place • “knows” that if people would do what they are supposed to when they are supposed to, things would be much better – Things are decided • Does not like surprise, make this well known. Structured • Keeps list & uses them. PERCEIVER (P) • Is distracted easily & gets “lost” between activities • Loves to explore the unknown • Does not plan tasks, waits 2C what the demands are; often perceived as disorganized; things are pending • Very last minute • Believes creativity, spontaneity & responsiveness are > important than order & neatness • Turns work into play - FUN

28. Thrives on order; has a system to keep everything in place • States opinion emphatically; often accused of being angry when merely stating opinion – forcefully • Completes things & get them out of the way - closure • Does not have a system; changes conversation frequently on any topic • Keep options open Does not like to be pinned down about most things; would rather keep options open • Make things less than definite.. openness

29. Personality types constitute combinations of preferences (ways of perceiving & interacting with the environment) • ISTJ = introvert, sensing & thinking, judging preference toward the outer world • ENFP = extrovert, intuition & feeling; perceiver of the outer world • There are many areas in life when personality types are considered important

30. Sensing = to establish facts • Intuition = to suggest all possible solutions • Thinking = to determine all probable consequences of actions • Feeling = to weigh desirability of each outcome • Variability in personality types is an advantage; learn to appreciate the differences

31. APPLICATION – ON CHOICE OF OCCUPATION OR PROFESSION

32. Interpersonal Environment - Communication • Communication is critical for family adaptability, cohesion & functionality • There is a common communication pattern in each culture; each family develops its own communication pattern • People develop communication skills within the family system; learning both the cultural patterns & the specific family styles & rules

33. A symbolic transactional process involving creating & sharing meaning through consistent patterns. • Assumptions: • COMMUNICATION is transactional (exchange of information/thought / ideas) • It is impossible to not communicate

34. The structural elements of communication • The communicator • The message • The medium • The recipient • Technology is an adjunct to one or more of these elements. • More focus on the message & the medium; often neglecting the communicator & the reaction of the receiver.

35. The message Figure: Parts of communication process system The Recipient The Communicator The medium

36. THE MESSAGE • Is the heart of communication • Units of information transmitted between sender & receiver. • May contain feelings, thoughts, ideas, suggestions or commands • After preparing (encoding) the message, the sender decides whether the message needs to be: • Explained, disguised, censored, or made appropriate to the receiver / situations. • Message is sent to the receiver who will decode the info as an input for the individual system

37. Messages are thought of in terms of words • Words are actually signs or symbols • We are now in a more semiotic age == visual symbolic communication (image symbols) • ？ &

38. THE MEDIUM • Is the WAY a message is presented to the receiver • Influences the “meaning” • TV ads. Are costly; messages are short; aiming for quick impressions through sounds, colors, movements, images, few words which are normally “powerful”

39. THE RECIPIENT • The receiver of the message. • Communicator must understand the receiver & be aware of the context of the message being received. • Different words or gestures can give different meanings to recipients who have different perceptions from those of the sender. • “Interpretations” lead to reactions. • Example: table manners; “specific jokes”, slangs etc • Responses to communication are either visible physiological appearances or through technological devices (i.e. testing biofeedback - body temperature, brain waves, stress levels etc)

40. Our cultural background influences our perceptions; so do our socializations agents & contexts (family, friends, teachers) • Place & space add to contextual meanings & influence our interpretations & understandings of a message (whispering = scared or shy?)

41. Communication Patterns Influence Family Meanings • Meanings come through continuous interpretations of and response to messages. • The sensitivity of our basic senses serve as the first filters in communication. • Our perceptions are also filtered through our family system & social system through: • Language. • Accepted ways of seeing & interpreting things. • All socially-agreed upon conventions that standardized our world.

42. Through the filtering process we assign general meanings to verbal and nonverbal symbols. • General experiences are shared with many people we encounter. • Specific and unique experiences are gained within one’s family.

43. The language that we use often limits the shape and meanings we can ascertain. • Individual characteristics can uniquely influence one’s interpretations. • After functioning in a family system - comfortable with ability to handle the language symbols, can interpret them at all levels for their systems  “pattern”

44. Communication pattern: • Is both verbal and nonverbal • Is specific to the relationship within the system • Is reciprocal & interactive • Is often predictable • Contain both content & feeling messages • Defines relationships • May be changed by forces within the systems • Mays stimulate changes in that system

45. Factors that influence the creation of meanings in communication: • Family of origin influences. • Family communication rules. • Gender and communication. • Communication framework.

46. Family of Origin • The family that we are “born into” – known as “family of orientation”. • Family as our first socialization context - specific experiences within the family reflect a unique combination of personalities. • Will influence later experiences in life - one’s own “family of procreation” i.e. “family secret”, “in the honor of the family”

47. Family Communication Rules • Rules are relationship agreements that prescribe and limit a family’s behavior over time. • Family system has its own “administrative” system that forms a structure which serves as guidance for the family.

48. We may not realize some of the rules since many are not told but are learned through repeated interactions (a range of explicit  implicit rules). • Family rules developed over time. • It set predictable patterns that regulate behavior. • It involved expectations. • Unknown rules may create conflict. • Communication rules: what, how, to whom

49. GENDER & COMMUNICATION • GENDER may influence: • the way people communicate • meaning of the messages perceived and received by people involved. • Socio-cultural influences dictate which behavior is gender appropriate. - big boys don’t cry.. • Contextual influence: - office setting vs. non-formal setting - male-female in private vs. in public

50. FAMILY COMMUNICATION FRAMEWORKS • Family members communicate in order to form a group that can share information. • This is arranged through a communication framework. • Family members establish certain channels for information flow, share the meanings through interactions & by a prescribes path through the family communication framework • Vertical vs. horizontal communication