MODULE 9: Intro, Lesson 1 and 2
July 24
TODAY'S MESSAGE
TODAY'S ASSIGNMENTS:
1. Complete the Module 9 Pre-Test.
2. Review the Module 9 Glossary and any vocabulary practice. You will be required to know the terms included for the post assessment at the end of the module.
3. Review Lesson 1 Notes about Motivation and Emotion.
4. Complete the Lesson 1 Practice Activity.
5. Complete the Lesson 1 Assignment.
6. Review Lesson 2 Notes on Motivation in Action.
#8. Complete the Lesson 2 Practice Activity.
#9. Complete the Lesson 2 Assignment on the Analysis of Eating Disorders.
TEACHER TALK 1
What motivates you to do the things you do or to make the decisions you make? Are these motives innate, meaning are they just instinct, or are they the result of your upbringing and environment? What about emotions, why do we get angry, sad, happy, etc… Why do those feelings produce physical responses like sweaty palms, rapid heartbeat, or a flushed face? In this module we learn about ways in which we express emotion and the parts of the brain that are involved in emotional processing, regulation, and perception. We will also learn that emotions as well as biological needs drive or motivate our behavior.
As an introduction to this module I want to look at music and how it influences/causes emotions. Music, more than any other stimulus, has the ability to conjure up images and feelings. Professor Daniel Levitin explains that the brain’s emotional, language and memory centers are connected during the processing of music, providing what is essentially a synesthetic experience. (http://psychcentral.com/lib/music-how-it-impacts-your-brain-emotions)
Research conducted by Robert Zatorre and Valorie Salimpoor showed that “music people described as highly emotional engaged the reward system deep in their brains — activating subcortical nuclei known to be important in reward, motivation and emotion. They found that listening to what might be called “peak emotional moments” in music — that moment when you feel a “chill” of pleasure to a musical passage — causes the release of the neurotransmitter dopamine, an essential signaling molecule in the brain.” (http://www.nytimes.com/2013/06/09/opinion/sunday/why-music-makes-our-brain-sing.html)
For further reading on how music influences emotions click on the articles below.
TEACHER TALK 2
Prior to completing today’s assignments practice applying motivational theories by viewing the slideshow. Each image in the slideshow reflects one of the following theories, Instinct, Incentive, Drive-reduction, & Arousal. See if you can figure out which theory matches each image.
What motivates our behavior? According to Abraham Maslow, a humanistic psychologist, our actions are motivated by the drive to meet and/or achieve a specific need. He identified a hierarchy of needs, working from the bottom up, physiological, security, social/belonging, esteem, and self-actualization. According to Maslow, one must first satisfy basic needs (physiological and security) before moving on to meet higher level needs (social and esteem).
Maslow believed that every person is capable and has the desire to move up the hierarchy toward a level of self-actualization, but only about one in hundred people ever become truly self-actualized. Unfortunately, progress is often disrupted by failure to meet lower level needs. Life experiences like a divorce or loss of a job may cause an individual to fluctuate between levels of the hierarchy.
(adapted from http://www.simplypsychology.org/maslow.html)
The pyramid below describes each level of Maslow’s hierarchy. Use the pyramid to help you complete today’s written assignment.
In this lesson your learned about Maslow's Hierarchy of Needs. Where do teenagers fit in with this model?
Physiological Needs
In adolescence children start to take these needs into their own hands. While they still rely on parents or others for some of these needs, they are more self reliant than ever. They are making choices of how these needs are met and hopefully they are making the right ones. Water is one of our most basic needs. Teens have a lot of choices when it comes to fluids. Like adults, adolescence should be getting eight, eight ounce servings of water per day. Most schools have soda machines and many other choices besides water so it is important teens drink enough water.
Safety Needs
Meeting safety needs effects many aspect of adolescents lives. Parents and society in general want to give children a safe environment to grow up in. Security at schools has become a hot issue in the last decade. No parent wants to wonder about the safety of their child while at school. Schools are supposed to be safe places. Schools are trying to become more security conscious. Many districts employ security guards and have programs in place for students to report suspicious behaviors.
Belonging and Love Needs
One of the social needs that begins to take form during this age period is intimacy. Teens start to feel the need for intimate and romantic relationships. Most teens are just beginning to explore the ins and outs of being in an intimate relationship. There is a lot of trial and error at this age while teens try to sort out new feelings. This age group also starts searching for autonomy from their parents. At school, they start separating themselves from the rest of the crowd. Reference groups, clicks, and "in crowds" are formed.
Esteem Needs
Teens can be very sensitive when it comes to esteem in middle and high school. Popularity reigns supreme when talking about adolescence esteem needs in their school social group. Students spend more time with peers at school than with family so most teens place a large importance on how others view them.
Self-Actualization
Erikson states that adolescence are going through the identity-versus-identity-confusion stage and from this theory we can get a good grasp of where they are with self-actualization. The term identity-versus-identity-confusion means a period during which teenagers seek to determine what is unique and distinctive about themselves. This is not to say that adolescence are unaware of their capabilities, however, they are still discovering new abilities while trying to decide who they really are.
TEACHER TALK 3
Why do we do the things we do? What is it that drives our behaviors? Psychologists have proposed a number of different ways of thinking about motivation, including one method that involves looking at whether motivation arises from outside (extrinsic) or inside (intrinsic) the individual.
Extrinsic Motivation
Extrinsic motivation occurs when we are motivated to perform a behavior or engage in an activity in order to earn a reward or avoid a punishment.
Examples of behaviors that are the result of extrinsic motivation include:
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Studying because you want to get a good grade
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Cleaning your room to avoid being reprimanded by your parents
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Participating in a sport in order to win awards
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Competing in a contest in order to win a scholarship
In each of these examples, the behavior is motivated by a desire to gain a reward or avoid a negative outcome.
Intrinsic Motivation
Intrinsic motivation involves engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.
Examples of behaviors that are the result of intrinsic motivation include:
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Participating in a sport because you find the activity enjoyable
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Solving a word puzzle because you find the challenge fun and interesting
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Playing a game because you find it exciting
In each of these instances, the person's behavior is motivated by an internal desire to participate in an activity for its own sake.
(adapted from: http://psychology.about.com/od/psychologytopics/tp/theories-of-motivation.htm)
Today we also looked at the three major eating disorders—anorexia, or voluntary starvation; bulimia, marked by bouts of bingeing followed by purging; and binge-eating, marked by excessive eating.
Eating disorders happen as a result of severe disturbances in eating behavior, such as unhealthy reduction of food intake or extreme overeating. These patterns can be caused by feelings of distress or concern about body shape or weight and they harm normal body composition and function. A person with an eating disorder may have started out just eating smaller or larger amounts of food than usual, but at some point, the urge to eat less or more spirals out of control.
Eating disorders frequently develop during adolescence or early adulthood, but some reports indicate their onset can occur during childhood or later in adulthood. Many adolescents are able to hide these behaviors from their family for months or years.
Eating disorders are not due to a failure of will or behavior; rather, they are real, treatable medical illnesses in which certain patterns of eating take on a life of their own.
Eating disorders frequently occur together with other psychiatric illness such as depression, substance abuse, or anxiety disorders. In addition, people who suffer from eating disorders can experience a wide range of physical health complications, including serious heart conditions and kidney failure, which may lead to death. Recognition of eating disorders as real and treatable diseases, therefore, is critically important.
Females are much more likely than males to develop an eating disorder. Only an estimated 5 to 15 percent of people with anorexia or bulimia and an estimated 35 percent of those with binge-eating disorders are male.
SHOUT-OUT
IMPORTANT DATES THIS WEEK
7/26: Module 8 Grace Period ends; Module 9 ends; Take Module 9 Test and Honors Summative
7/27: Module 9 Grace Period begins; Module 10 begins (Personality)
CONTACT ME
Text/Call: 919.602.5075
E-mail: christopher.watson@ncpublicschools.gov
Text anytime between 9 a.m. and 9 p.m.
NCVPS Psychology
CITATIONS
Today's Assignments (Book Icon Orange, David Peters, Wikpedia Education Program Case Studies.pdf, Creative Commons Attribution-Share Alike 3.0 Unported license
Teacher Talk (Red Silhouette - Teacher, Ben from Openclipart, Openclipart, Creative Commons CCO 1.0 Universal Public Domain Dedication license)
Shout Out (callout-quote-bull-speaking-bubble, Pixabay, Pixabay, CCO Public Domain license)
Important Dates This Week (Blank Calendar Page Icon, Jackaranga, Jackaranga, GNU Free Documentation License)
Contact Me (Smart phone mobile phone, Pixabay, Pizabay, CCO Public Domain)