abrahms maslow

1. Abraham Maslow’s Hierarchy
of Needs
Dr.Ronak prajapati
1st year Resident
Department of psychiatry
Dr. M. K. Shah medical collage & research center

3. • Abraham Maslow was born in Brooklyn, New York, and
Completed his undergraduate and graduate work at the university of
Wisconsin.
• Maslow described a hierarchical organization of needs present in everyone.
• Maslow's hierarchy of needs is a motivational theory in psychology
comprising a five-tier model of human needs, often depicted as
hierarchical levels within a pyramid.
• Maslow (1943, 1954) stated that people are motivated to achieve certain
needs and that some needs take precedence over others. Our most basic
need is for physical survival, and this will be the first thing that motivates
our behavior. Once that level is fulfilled the next level up is what motivates
us, and so on.

4. What is MOTIVATION?
• Motivation is the process by which activities are started, directed, and
continued so that physical or psychological needs or wants are met (Petri,
1996).
• The word itself comes from the Latin word movere, which means “to
move.” Motivation is what “moves” people to do the things they do.
• There are two types of motivation. extrinsic and intrinsic.
• In extrinsic motivation, a person performs an action because it leads to an
outcome that is separate from the person.
• intrinsic motivation is the type of motivation in which a person performs an
action because the act itself is fun, rewarding, challenging, or satisfying in
some internal manner.
• Both outcome and level of effort can vary depending on the type of
motivation.

5. Theories of motivation
• Drive theories
• Incentive theories
• Opponent process theory
• Optimal-level theory

6. Drive theories
• Described as a push theory of motivation; behaviour is ‘pushed’
towards goal by driving state within a person or animal.
• Internal driving state is aroused individual engage in behaviour
lead to a goal reduced the intensity of driving state.
• Motivation is consist of
1. A driving state
2. The goal directed behaviour by driving state
3. The attainment of appropriate driving state
4. Reduction of driving state and subjective satisfaction and relief
when the goal is reached.

7. • After a time, driving state build up again to push behaviour towards
appropriate goal.
• Sequence of events describe earlier is called “MOTIVATIONAL CYCLE”.

9. • Some theories conceived driving state as being inborn, or instinctive.
• Other theories emphasized role of learning in the origin of driving state.
Such as learned drives, as they called them, originate in the person’s or
animal’s training or past experience and thus differ from individual to
another.
• Example : Because of previous use of the drug, a heroin addict, develops a
drive to get the substance and is therefore pushed in that direction.
• In the area of human social motives, people are learned drives for power,
aggression, or achievement. Such learned driving states become
characteristic of the particular person and push that person towards
appropriate goals.

10. Incentive theory
• Drive theories of motivation apply best to the biological motives likes –
Hunger, thirst & sex. But even here they encounter problems.
• Example : We compare the motivated, goal-directed behaviour of two
groups. Take 2 group of rats with equivalent hunger drives; the first is given
a very tasty food, while the second group get plain old laboratory rat chow.
• As you might expect, the first group would probably eat far more than the
second one.
• This suggested that there is something about THE GOAL itself that
MOTIVATES BEHAVIOUR.
• This is even clearer in the case of sexual motivation; rats (and people, too)
are aroused and motivated by the perception of appropriate sexual goal
objects.

11. • Thus the stimulus characteristic of the goal can sometimes start a
train of motivated behaviour. This is the basic idea behind theories of
INCENTIVE MOTIVATION. (Bolles, 1975; Pfaffmann, 1982)
• INCENTIVE theories are “PULL THEORIES” of motivation.
• The goal object which motivates behaviour are known as INCENTIVES.
• Individual expect pleasure from the attainment of positive incentive
and from the avoidance of what are known as negative incentives.
• In a workday world, motivation seems to be more a matter of
expected incentives – wages, salaries, bonuses, vacations.

12. Opponent-process theory
• The OPPONENT-PROCESS theory takes hedonistic view of motivation.
• HEDONISTIC VIEW of motivation say that we are motivated to seek goals
which give us good emotional feelings and to avoid those resulting in
displeasure.
• This theory says about what is pleasant and what is unpleasant, so this
theory is also classed as theory of emotion.
• Basic to this theory is the observation that many emotional-motivating
states are followed by opposing, or opposite, states.

13. • A woman at work discovered a lump in her breast & immediately get
terrified. She sits still, intermittently weeping. After few hours, she slowly
regains her composure, stops crying, & begins work. At this point, she is
still tense & disturbed. In this state she calls her doctor for appointment.
After examination doctor ensure that there is no possibilities of cancer and
this is just clogged sebaceous gland requiring no medical attention.
• The woman leaves the doctor’s office, smiling, greeting strangers, and
walking happily. Her euphoric mood permeates all her activities and she
resumes her normal duties. Then after few hours her emotional
expressions are back to normal.
• The process can go other way. For example, a person using heroin for the
first time may feel an intense pleasure; followed by a less-intense, good
feeling; and then by craving and displeasure before the emotional-
motivating state returns to normal- the baseline.

14. • The peak point of the emotional-motivational state
(State A) occurs soon after the emotion-provoking
situation is encountered. State A can be pleasant
or unpleasant emotional state.
• With the emotion-provoking stimulus still present,
the intensity of emotional-motivational state
adapts and declines to a steady-state.
• When an emotion-provoking situation terminates,
an after-reaction occurs in which the emotional-
motivation state (State B) is the opposite of state
A.
• State B is gradually declines until baseline is again
reached.
• Sequence of Emotional-Motivational changes goes
like:
• Baseline Peak of State A Decline of State A to
steady state State B Decline of State B to
Baseline

15. • Suppose that the same emotion-
provoking situation has happened many
times. Like the heroin user found the rush
pleasurable and was motivated to repeat
the experience many times.
• With repeated usage, as drug tolerance
develops, the heroin user will experience
less pleasure (less State A), while the
intensity of the unpleasant after response
(State B) will increase.
• At first, the heroin user was motivated by
the expected pleasure of the rush; after
becoming a conformed user, he or she is
now motivated to use the drug in order to
reduce the discomfort felt in the drug
free-state.

16. Optimal-level theories
• There is a certain OPTIMAL, or best, level of arousal that is pleasurable.
• According to the arousal theory of motivation, each person has a unique
arousal level that is right for them.
• When our arousal levels fall outside of these personalized optimal levels,
we seek some sort of activity to get them back within our desired ranges.
• Examples of arousal theory include:
• If our arousal levels drop too low, we might seek stimulation by going out
to a nightclub with friends.
• If our arousal levels become too elevated and we become overstimulated,
we might be motivated to select a relaxing activity such as going for a walk
or taking a nap.

17. Expectancy Value theories
• These are a class of theories based on the work of Tolman & others.
• These theories assume that actions of human cannot be predicted or
fully understood without understanding the beliefs, values and the
importance a person attaches to those beliefs and values at any given
moment in time.
• Cognitive expectancies- a set of beliefs about what will happen in the
future based on the past experiences.

18. Self-Determination theory
• Proposed by Ryan & Deci(2000).
• There are three inborn & universal needs that help people gain a
complete sense of self and whole healthy relationship with others:
Autonomy(self-determination), competence, Relatedness.
• This theory holds that satisfying these needs can be best done if there
is a supportive environment to develop goals & relationship with
others.

19. Maslow’s Five stage Model:

20. • This five-stage model can be divided into deficiency needs and growth
needs. The first four levels are often referred to as deficiency needs
(D-needs), and the top level is known as growth or being needs (B-
needs).
• Deficiency needs arise due to deprivation and are said to motivate
people when they are unmet. Also, the motivation to fulfill such
needs will become stronger the longer the duration they are denied.
For example, the longer a person goes without food, the more hungry
they will become.

21. • Maslow (1943) initially stated that individuals must satisfy lower level
deficit needs before progressing on to meet higher level growth
needs. However, he later clarified that satisfaction of a needs is not
an“all-or-none” phenomenon, admitting that his earlier statements
may have given “the false impression that a need must be satisfied
100 percent before the next need emerges”
• When a deficit need has been 'more or less' satisfied it will go away,
and our activities become habitually directed towards meeting the
next set of needs that we have yet to satisfy. These then become our
salient needs. However, growth needs continue to be felt and may
even become stronger once they have been engaged.

23. • Growth needs do not stem from a lack of something, but rather from
a desire to grow as a person. Once these growth needs have been
reasonably satisfied, one may be able to reach the highest level called
self-actualization.
• Every person is capable and has the desire to move up the hierarchy
toward a level of self actualization. Unfortunately, progress is often
disrupted by a failure to meet lower level needs. Life experiences,
including divorce and loss of a job, may cause an individual to
fluctuate between levels of the hierarchy.

24. The hierarchy of needs five-stage model
includes:
• 1. Physiological needs - these are biological requirements for human
survival, e.g. air, food, drink, shelter, clothing, warmth, sex, sleep. If
these needs are not satisfied the human body cannot function
optimally. Maslow considered physiological needs the most important
as all the other needs become secondary until these needs are met.
• 2. Safety needs - protection from elements, security, order, law,
stability, freedom from fear.

25. • 3. Love and belongingness needs - after physiological and safety
needs have been fulfilled, the third level of human needs is social and
involves feelings of belongingness. The need for interpersonal
relationships motivates behavior Examples include friendship,
intimacy, trust, and acceptance, receiving and giving affection and
love. Affiliating, being part of a group (family, friends, work).
• 4. Esteem needs - which Maslow classified into two categories: (i)
esteem for oneself (dignity, achievement, mastery, independence)
and (ii) the desire for reputation or respect from others (e.g., status,
prestige). Maslow indicated that the need for respect or reputation is
most important for children and adolescents and precedes real self-
esteem or dignity.

26. • 5. Self-actualization needs - realizing personal potential, self-
fulfillment, seeking personal growth and peak experiences. A desire
“to become everything one is capable of becoming”

27. The expanded hierarchy of needs
• It is important to note that Maslow's (1943, 1954) five-stage model
has been expanded to include cognitive and aesthetic needs (Maslow,
1970a) and later transcendence needs (Maslow, 1970b).
• Changes to the original five-stage model are highlighted and include a
seven-stage model and an eight-stage model; both developed during
the 1960's and 1970s.

28. • 1. Biological and physiological needs - air, food, drink, shelter,
warmth, sex, sleep, etc.
• 2. Safety needs - protection from elements, security, order, law,
stability, etc.
• 3. Love and belongingness needs - friendship, intimacy, trust, and
acceptance, receiving and giving affection and love. Affiliating, being
part of a group (family, friends, work).
• 4. Esteem needs - which Maslow classified into two categories: (i)
esteem for oneself (dignity, achievement, mastery, independence)
and (ii) the desire for reputation or respect from others (e.g., status,
prestige).

29. 5.Cognitive needs - knowledge and understanding, curiosity,
exploration, need for meaning and predictability.
6. Aesthetic needs - appreciation and search for beauty, balance, form,
etc.
7. Self-actualization needs - realizing personal potential, self-fulfillment,
seeking personal growth and peak experiences.
8. Transcendence needs - A person is motivated by values which
transcend beyond the personal self (e.g., mystical experiences and
certain experiences with nature, aesthetic experiences, sexual
experiences, service to others, the pursuit of science, religious faith,
etc.).

31. Self-actualization
• Abraham Maslow stated that human motivation is based on people
seeking fulfillment and change through personal growth.
• Self-actualized people are those who were fulfilled and doing all they
were capable of.
• The growth of self-actualization refers to the need for personal
growth and discovery that is present throughout a person’s life.
• For Maslow, a person is always 'becoming' and never remains static
in these terms. In self-actualization, a person comes to find a meaning
to life that is important to them.

32. Characteristics of self-actualized people:
• 1. They perceive reality efficiently and can tolerate uncertainty.
• 2. Accept themselves and others for what they are;
• 3. Spontaneous in thought and action;
• 4. Problem-centered (not self-centered);
• 5. Unusual sense of humor;
• 6. Able to look at life objectively;
• 7. Highly creative;
• 8. Resistant to enculturation, but not purposely unconventional;

33. • 9. Concerned for the welfare of humanity;
• 10. Capable of deep appreciation of basic life-experience;
• 11. Establish deep satisfying interpersonal relationships with a few
people;
• 12. Peak experiences;
• 13. Need for privacy;
• 14. Democratic attitudes;
• 15. Strong moral/ethical standards.

34. LIMITATIONS:
• The most significant limitation of Maslow's theory concerns his
methodology. Maslow formulated the characteristics of self-
actualized individuals from undertaking a qualitative method called
biographical analysis.
• From a scientific perspective, there are numerous problems with this
particular approach. First, it could be argued that biographical
analysis as a method is extremely subjective as it is based entirely on
the opinion of the researcher.
• Personal opinion is always prone to bias, which reduces the validity of
any data obtained. Therefore Maslow's operational definition of self-
actualization must not be blindly accepted as scientific fact.

35. • Another criticism concerns Maslow's assumption that the lower
needs must be satisfied before a person can achieve their potential
and self-actualize. This is not always the case, and therefore Maslow's
hierarchy of needs in some aspects has been falsified.
• Through examining cultures in which large numbers of people live in
poverty (such as India), it is clear that people are still capable of
higher order needs such as love and belongingness. However, this
should not occur, as according to Maslow, people who have difficulty
achieving very basic physiological needs (such as food, shelter, etc.)
are not capable of meeting higher growth needs.

36. References
• Clifford T. Morgan 7th edition
• Psychology Saundra K. Ciccarelli, J Noland white 5th Edition
• Kaplan’s and Sadock's synopsis of psychiatry 12th Edition
• McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved from
www.simplypsychology.org/maslow.html.
• TIPPS