ARELLANO UNIVERSITY

GRADUATE SCHOOL IN NURSING

2600 Legarda St., Sampaloc Manila

www.arellano.edu.ph

Academic Year 2019-2020

Raffy V. Tabalbag, RN
C 218 PSY Crisis Interventation
1st Semester 2019 -2018

Human Needs

MASLOW’S HEIRARCHY OF NEED

1. Physiologic Needs

Air, food, water, shelter, rest, sleep, activity and temperature

maintenance that are crucial for survival

2. Safety and Security Needs

Safe in physical and psychological aspects

3. Love and Belonging Needs

Giving and receiving affection, attaining a place in a group,

maintaining the feeling of belonging

4. Self – esteem Needs

Self esteem – feelings of independence, competence and self respect

Esteem from others – recognition, respect, appreciation

5. Self Actualization

One’s maximum potential and realize one’s abilities and qualities

Humanistic Theory of Learning

The humanistic theory of learning involves the concept of learning through watching the
behavior of others and what results from that behavior. However, learning does not
have to involve a behavior change. Learning comes about as a result of observation
(Barrett, 2006).

The teacher's role, according to the humanistic theory, is to be a role model. The
teacher is to model appropriate behavior and make an effort not to replicate
inappropriate behavior. A teacher is also expected to provide a reason and motivation
for each task, teach general learning skills, foster group work, and if possible, give a
choice of tasks to the students (Huitt, 2001). The role of the student is to explore and
observe. Students can use self-evaluation techniques to monitor and observe their own
behaviors and make necessary changes. Students also need to take responsibility for
their own learning and keep their goals realistic.
If a teacher were to use a humanistic approach to teach a unit in multiplication she
would have the students work in collaborative groups. There, students can closely
observe the behavior of peers and evaluate their own progress. A teacher could also let
the students brainstorm and discuss how they think they would best learn multiplication
as a class (Huitt, 2001).
Theories of Learning in Educational Psychology
Abraham Maslow: Humanistic Theory of Learning

Maslow, Abraham H. (1908-1970)

Humanistic Theory of Learning

1908 – 1970, Born in Brooklyn NY

Ph.D., Univ. of Wisconsin, 1934
Theory

Abraham Maslow has been considered the Father of Humanistic Psychology. Maslow's
theory is based on the notion that experience is the primary phenomenon in the study of
human learning and behavior. He placed emphasis on choice, creativity, values, self-
realization, all distinctively human qualities, and believed that meaningfulness and
subjectivity were more important than objectivity. For Maslow, development of human
potential, dignity and worth are ultimate concerns.

Maslow rejected behaviorist views and Freud's theories on the basis of their
reductionistic approaches. He felt Freud's view of human nature was negative, and he
valued goodness, nobility and reason. Also, Freud concentrated on the mentally ill, and
Maslow was interested in healthy human psychology.

Maslow and his colleagues came to refer to their movement as “third force psychology,”
the first two being psychoanalysis and behaviorism. The third force is based on
philosophies of existentialism and humanism.

He is famous for proposing that human motivation is based on a hierarchy of needs.

The lowest level of needs are physiological and survival needs such as hunger and
thirst. Further levels include belonging and love, self-esteem, and self-actualization.

From Maslow's perspective, the drive to learn is intrinsic. The purpose of learning is to
bring about self-actualization, and the goals of educators should include this process.
Learning contributes to psychological health. Maslow proposed other goals of learning,
including discovery of one's vocation or destiny; knowledge of values; realization of life
as precious, acquisition of peak experiences, sense of accomplishment, satisfaction of
psychological needs, awareness of beauty and wonder in life, impulse control,
developing choice, and grappling with the critical existential problems of life.

Maslow's theory of learning highlighted the differences between experiential knowledge

and spectator knowledge. He regarded spectator, or scientific, knowledge to be inferior
to experiential.

Properties of experiential learning include:

immersion in the experience without awareness of the flow of time
momentarily not being self-conscious
transcending time, place, history, and society by being beyond and unaffected by them
merging with that which is being experienced
being innocently receptive, as a child, uncritical
suspending temporarily evaluation of the experience in terms of its importance or
unimportance
lack of inhibition, subsiding of selfishness, fear, defensiveness
experience unfolds naturally without striving or effort
suspending criticism, validation, and evaluation of the experience
trusting experience by passively letting it happen; letting go of preconceived notions
disengaging from logical, analytical, and rational activities

ANXIETY

Anxiety is a normal and often healthy emotion. However, when a person regularly feels
disproportionate levels of anxiety, it might become a medical disorder.

Anxiety disorders form a category of mental health diagnoses that lead to excessive
nervousness, fear, apprehension, and worry
These disorders alter how a person processes emotions and behave, also causing
physical symptoms. Mild anxiety might be vague and unsettling, while severe anxiety
may seriously affect day-to-day living.

Anxiety disorders affect 40 million people in the United States. It is the most common
group of mental illnesses in the country. However, only 36.9 percent of people with an
anxiety disorder receive treatment.

What is anxiety?

The American Psychological Association (APA) defines anxiety as "an emotion

characterized by feelings of tension, worried thoughts and physical changes like
increased blood pressure."

Knowing the difference between normal feelings of anxiety and an anxiety disorder
requiring medical attention can help a person identify and treat the condition.

In this article, we look at the differences between anxiety and anxiety disorder, the
different types of anxiety, and the available treatment options.

When does anxiety need treatment?

While anxiety can cause distress, it is not always a medical condition.

Anxiety

When an individual faces potentially harmful or worrying triggers, feelings of anxiety are
not only normal but necessary for survival.

Since the earliest days of humanity, the approach of predators and incoming danger
sets off alarms in the body and allows evasive action. These alarms become noticeable
in the form of a raised heartbeat, sweating, and increased sensitivity to surroundings.
The danger causes a rush of adrenalin, a hormone and chemical messenger in the
brain, which in turn triggers these anxious reactions in a process called the "fight-or-
flight' response. This prepares humans to physically confront or flee any potential
threats to safety.

For many people, running from larger animals and imminent danger is a less pressing
concern than it would have been for early humans. Anxieties now revolve around work,
money, family life, health, and other crucial issues that demand a person's attention
without necessarily requiring the 'fight-or-flight' reaction.

The nervous feeling before an important life event or during a difficult situation is a
natural echo of the original 'fight-or-flight' reaction. It can still be essential to survival –
anxiety about being hit by a car when crossing the street, for example, means that a
person will instinctively look both ways to avoid danger.

Anxiety disorders

The duration or severity of an anxious feeling can sometimes be out of proportion to the
original trigger, or stressor. Physical symptoms, such as increased blood pressure and
nausea, may also develop. These responses move beyond anxiety into an anxiety
disorder.

The APA describes a person with anxiety disorder as "having recurring intrusive
thoughts or concerns." Once anxiety reaches the stage of a disorder, it can interfere
with daily function.

Types of Anxiety

Normal- mobilizes a person to action

Acute - precipatated by imminent loss or change that threatens the sense of security

chronic- the individual has lived with for a long time

MANIFESTATION OF ANXIETY

Signs and symptoms:

Mild

Physical - ↑PR, RR, BP, pupillary dilatation, sweating

Cognitive - Attentive and alert

Emotional - Minimal use of defenses

Moderate

Physical - Nausea, Anorexia, Vomiting, Diarrhea, Constipation, Restlessness

Cognitive - narrowed perceptual field & selective inattention

Emotional - use of any defense mechanism available

SEVERE

Physical - s/sx becomes the flow of attention

Cognitive – perceptual field is greatly narrowed, focus of attention is trivial events

Emotional – defense mechanism operate

Generalized Anxiety Disorder

(GAD)

Unrealistic, excessive anxiety and is unable to control worry.

Clients may experience: fatigue, irritability, restlessness, muscle tension, sleep disturbance
Obsessive Compulsive Disorder

Is characterized by recurrent obsessions and compulsions that interfere with normal life.

Obsession

Refers to persistent, painful intrusive thought, emotion or urge that one is unable to suppress or
ignore.

Compulsion

Refers to repetitious uncontrollable act and sometimes a purposeful act to prevent a certain
mistake in an event or situation.

Post-Traumatic Stress Disorder (PTSD)

Is the delayed reaction of the person who has been involved or exposed to a traumatic events.

Symptoms of this disorder are:

 intense psychological distress

 feeling of detachment or estrangement from others

 insomnia

 decreased concentration

 avoidance of thoughts and feelings

 recurrent distressing dreams

 inability to recall an important aspect of the trauma

Nursing Interventions

Calm and nonjudgmental approach to convey acceptance.

Use short and simple sentences or words.

Help the client develop an increase tolerance to anxiety.

Help the client to:

 develop a problem-solving and coping skills of the client.

  develop the ability to remain calm in anxiety-producing situations.

Approach: kind-firmness

Characterized by:

 Disorientation

 Purposeless wandering

 Impairment in ability to perform ADL

Rapid recovery generally occur

ANXIETY RELATED DISORDERS

Somatization Disorder

Free floating anxiety disorder

Clients:

 express emotional turmoil or conflict through physical symptoms.

 usually seek for repeated medical attention.

 may exhibit antisocial behavior and may attempt suicide.

Associated with anxiety and depression

Conversion Disorder

A condition in which an anxiety-provoking impulse is converted unconsciously into functional

symptoms.

Conscious counterpart of malingering

Examples: Paralysis, blindness, loss of touch or pain sensation, dyspnea, seizures or

convulsions

Hypochondriasis

An individual presents an unrealistic or exaggerated physical complaints.

The person becomes, preoccupied with the fear of developing or having already a disease or
illness in spite of medical reassurance.
Body Dysmorphic Disorder

Preoccupation with an imagined defect in his or her appearance.

Slight physical abnormality = excessive concern / anxiety

Dissociative Amnesia

inability to recall extensive amount of important information

Caused by trauma

 Grandiosity and need for constant admiration

 Exploitation of others for fulfillment of own desire

Anxious or Fearful Personality Disorder (Type C)

Avoidant (inferiority complex)

 Social inhibition

 Feelings of inadequacy and sensitivity

 Low self-esteem

 Social withdrawal in spite of a desire for affection and acceptance

Dependent (submissive)

 Submissive clinging behavior related to excessive need to be cared for by others

 Lack of self-confidence

 Perceive self as helpless and stupid

Obsessive-Compulsive (perfectionist)

 Preoccupied with orderliness, perfectionism, inflexibility, need to be in control

 Formal and serious interpersonal relationship

 Judgmental of self and others

Passive-Aggressive

 Intentional inefficiency
  Passive resistance to demands for adequate performance in both occupational and
social functioning

Nursing Diagnosis:

 Ineffective individual coping

 Self-esteem disturbance

Reference: https://www.medicalnewstoday.com/articles/323454.php

https://www.simplypsychology.org/maslow.html