Running head: MASLOWS HIERARCHY OF HUMAN NEEDS

Maslows Hierarchy of Human Needs Madeline Webb Ivy Tech Community College Central Indiana

MASLOWS HIERARCHY OF HUMAN NEEDS In order to survive humans and animals have basic needs that must be met for them to continue to survive and reproduce. As humans evolved into the unique creatures we are today, more needs can be identified for us, not only to fulfill the basic necessities for the species to survive but also to expand the special characteristics of human beings and the human brain. In

1943 the Psychological Review published A Theory of Human Motivation, by Abraham Maslow. The theory discusses how humans become motivated to strive for more and to accomplish goals. Maslow created a hierarchy of needs to describe how motivation can be created by satisfying basic needs. He posited that meeting each individual need, encourages people to move on and eventually reach self-actualization. Thus, people can be content in their learning and life. Although the idea had been discussed by other professors and researchers, it was Abraham Maslow who developed the theory and is recognized as being one of the founders of humanistic psychology. Abraham Maslow was, born in Brooklyn in 1908. He was the eldest of seven children (Emrich, n.d). Many sources described Maslow as having endured lonely, isolated and sad childhood. Initially, Maslow studied law but soon came to realize that it was the wrong decision and changed from studying law to psychology at the University of Wisconsin (Emrich, n.d). While studying he married his cousin Bertha Goodman and they returned to New York in 1935 where he served as a faculty member from 1937-1951 at Brooklyn College (Emrich, n.d). Malsows early working life took place during an uneasy period of history. Many people were leaving Europe due to the spread of Nazism and the outbreak of the Second World War. Because of the influx of people into the United State, Maslow was able to meet many European intellectuals. The 1940s signified the beginning of what would become known as Maslows greatest contribution to the field of humanistic psychology with his initial research into the

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Human Motivation Theory. Although the first publication about his theory was released in 1943, the Hierarchy of Needs was not recognized until around 1945 (Emrich, n.d). After receiving international recognition for the Hierarchy of Needs, Maslow began working on his own form of psychology describing psychoanalytical and behaviorist approaches as negative approaches and representing humanism as a third force of human behavior (Cherry, 2013). Humanistic psychology differs from psychoanalysis and behaviorism as it does not focus on unconscious motivations or conditioning to produce behaviors. Humanists believe that those forms of studies produce negative connotations of human behavior and a pessimistic view of human nature. Humanistic psychology focuses on individuals and what they had to offer while always stressing the importance of growth through encouragement rather than implanting punishments for bad behavior. The theory believes that everyone is innately good and therefore when mental and social problems arise that the person has deviated from their natural tendency and must be encouraged to return (Biehler, & Snowman, 1997). Linking back to the hierarchy of needs and the need for gratification and encouragement, Maslow stated that "the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified" (Biehler, & Snowman, 1997). When Maslow thought about human beings needs he saw them arranged in a ladder or pyramid format. By describing these needs in such a way the idea that one need needs to be fulfilled before another can be attempted is an easily visualized concept. The ladder or pyramid is arranged with the most basic needs represented at the bottom. By ordering the needs in this way the strength of each need can easily be represented. The lower a need is in the hierarchy, the greater is its strength to stop higher needs from being satisfied. For example when a lower-level

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need is initiated (extreme hunger or fear of physical safety), people stop trying to attain a higherlevel need (such as esteem or self-actualization) and focus on making surethat the lower level need is met (Biehler, & Snowman, 1997). These basic needs include what is necessary for a human to survive each day for example needs like air, water, food, and sex. Then comes needs of safety, security, and stability. The third level refers to social needs and the need for belonging, love, and acceptance. One more step up and the recognition of developing self-esteem and confidence are seen and finally at the top are self-actualizing needs. If one of the lower needs were not met, Maslow theorized that it meant a person could be inhibited from climbing to the next stage. In education, the importance of making sure students have a good breakfast is an example of how not meeting basic needs could impact upon student learning. A child, who is focused on when they will have their next meal, because they are hungry, will not be able to focus on new math concepts or writing skills because the basic need for food has not been met. If a person is at the self-actualization stage they are very lucky as only a few truly are able to reach this level. It is this level that Maslow believes we are all working towards. In the publication The Human Motivation Theory, Maslow states: Even if all these needs (physical, safety, emotional and esteem) are satisfied, we may still often (if not always) expect that a new discontent and restlessness will soon develop, unless the individual is doing what he is fitted for. A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy. What a man can be, he must be. This need we may call self-actualization.(1943, pg. 383). In addition to the five basic needs that compose the hierarchy, Maslow describes some other needs including cognitive needs and aesthetic needs. While both of these needs are not

MASLOWS HIERARCHY OF HUMAN NEEDS represented on the pyramid or ladder they are still consider important aspects of Maslows Motivation Theory. Cognitive needs refer to a persons need to know and understand, whereas

aesthetic needs apply to the need for order, symmetry, or harmony (Biehler, & Snowman, 1997). Biehler and Snowman describe the why these other needs are needed to fully justify Maslows Theory: Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech (1997). Without freedom to investigate and learn from our interpersonal relationships he believed that the five basic needs could not be met and would virtually be impossible, therefore, the need to understand orderliness, fairness, and honesty is a very important part of his theory (Biehler, & Snowman, 1997). What separated Maslow and his research from others at the time was that his worked did not focus on illness or abnormalities in his psychological research instead he studied successful people with good mental health to try and understand how they motivated themselves to strive for more. His theory of Human Motivation lead to the creation of Humanistic Psychology which concentrates on guiding people to use their inner strength and resources to promote growth and healing in themselves rather than medications or behavioral methods. Since the creation of the hierarchy of needs model it has been used and adapted to fit many different areas including business models, schools and for personal growth. I. Maslows Hierarchy of Needs

The first level of the pyramid can be referred to as physiological needs. Physiological needs are the most basic needs in the pyramid. They include tangible and physical needs that are necessary for living. Some of these needs include oxygen, food, water, and shelter (Ormrod,

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2011, pg. 373). Physiological needs are normally met on an everyday basis; however, when these key needs are not met, all of the other levels are threatened. The second level of the pyramid focuses on safety needs of people in order to feel comfortable to strive for more. Once physiological needs are met, an individual can focus on safety and security needs. These needs involve jobs, security, insurance, and living in a safe area. Safety and security needs aim to reduce unfairness, inconsistency, and the threat of emotional or physical harm (Ormrod, 2011, pg. 373-374). When these needs are unfulfilled, an individual is unable to focus on higher levels in the hierarchy. In terms of education this can also have an impact on a students ability to focus on school work if they are homeless or are scared to walk home after school as the area they live in is dangerous. It is extremely important for teachers to be aware of issues their students are facing and try to make the classroom and school environment free from fear. The need for belonging and feeling accepted by others whether it is family or peers is an important level for people reach. When looking at our class text, the book describes the importance of this phase especially in adolescence (Kail, 2012, pg. 113).When the needs for safety and physiological well-being are satisfied, people can start to satisfy their needs for love, affection and belongingness. Maslow states that people seek to overcome feelings of loneliness and alienation (Maslow, 1943, pg. 383). This involves both giving and receiving love, affection and the sense of belonging. The fourth level of the pyramid of ladder involves building self-esteem. Upon the first three needs being met, a fourth domain of actualization surfaces: esteem and recognition from oneself, and from those around them (Maslow, 1943, pg. 383). When esteem needs are met, a person will feel confident in themselves, and feel they have a place in the world. If they stop

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feeling this way, they will become unstable on their path the self-actualization which could make a person feel helpless and worthless. Finally the last stage is reaching self-actualization. Self-actualization is the desire to realize ones full potential: A musician must make music, an artist must paint, and a poet must write (Maslow, 1943, pg. 383). Self-actualization can only be achieved when each of the other levels have been mastered, not just understood. A person will feel restless and be seeking how to relieve this feeling if self-actualization has not occurred, even if all other hierarchical needs have been met. Application in the classroom When it comes to taking care of physiological needs in the classroom, it is a shared responsibility between the teacher and the student. The teacher must be aware of the students needs; however, the students must also keep the teacher informed of their needs, for example if a student is having difficulty breathing, or if they are thirsty. This is when communication is key between teacher and student. Other physiological needs in the classroom may include desks as well as other school supplies. Without the basic school supplies students will have a difficult time being able to learn. As teachers we must not give our students every supply but we should have some extra and not make a fuss if a child does not have a pencil for school work. To ensure a safe and friendly environment in the classroom teachers must maintain a fair, orderly, and safe classroom at all times. Making sure that there are different policies concerning grading and consequences for bad behavior that is understood by the students will relieve stress and anxiety as to what the outcome will be in different circumstances. Students should be aware of the consequences for their actions even if it might seem off-putting at the beginning of the year. Students need to have barriers and know that they are safe within those boundaries but also

MASLOWS HIERARCHY OF HUMAN NEEDS realize what would happen if they were to break rules. The classroom must also be a place free

from bullying, whether it is verbal or physical. Bullying is hard area to tackle. As teachers we do not have eyes in the back of our heads and are with each student 24/7. By making the classroom bully free, a teacher can create a safe environment where all students feel protected. To help nurture a student in the belonging stage of Maslows Hierarchy of needs a teacher can have students perform group exercises which can increase a students feeling of belongingness in a classroom environment. Keeping class lighthearted and fun will also help improve affectionate bonds between classmates and develop the teacher student relationship also. Another way that teachers can help build relationships within the classroom is by recommending either online or face to face study groups which can help students create friendships with each other. Building the self-esteem of students can be a difficult task, but there are a few ways in which teachers can help. Teachers should ask questions in a way that encourages participation and avoids embarrassing or singling out students. An example of this when reading a book aloud, ask for volunteers, rather than a making everyone take a turn. A teacher should ensure that their teaching environment is free from emotional bullying also and not favor a student more than another. Another important way a teacher can help build self-esteem is by never giving up on a student. Encouraging students to study harder after a failed or below average score on an assignment can be the difference between a student dropping out later in life or ending up graduating as valedictorian. A teacher should congratulate students in private when they perform above average so other students do not get jealous or feel inferior for getting an average or below average grade.

MASLOWS HIERARCHY OF HUMAN NEEDS The final stage is not trying to make students reach self-actualization in your classroom but prepare them to strive for it throughout their lives. This impacts upon student-teacher

relationships because the teacher can have a considerable influence on the students path towards self-actualization. The teacher can encourage the student when they have done well, but also push them to achieve their highest potential. Maslows Hierarchy of needs plays an enormously significant role in humanistic psychology and can be applied to multiple occupations, conditions and circumstances. By realizing that certain needs have to be met before a student is able to learn, a teacher can be armed with the knowledge of how to set up a classroom environment to obtain maximum results from the students.

MASLOWS HIERARCHY OF HUMAN NEEDS References Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-96. McLeod, S. A. (2007). Maslow's Hierarchy of Needs. Retrieved fromhttp://www.simplypsychology.org/maslow.html http://psychology.about.com/od/historyofpsychology/a/hist_humanistic.htm Emrich, M. (n.d.). [Abraham maslow]. Retrieved March 30, 2013, from http://www.muskingum.edu/~psych/psycweb/history/maslow.htm#Biography Cherry, K. (2013). Humanistic psychology: The "third force" in psychology. Retrieved March 30, 2013, from http://psychology.about.com/od/historyofpsychology/a/hist_ humanistic.htm Biehler, & Snowman. (1997). Motivation. Retrieved March 30, 2013, from Houghton Mifflin's Project-Based Learning Space website: http://college.cengage.com/ education/pbl/tc/motivate.html#humanistic Ormrod, J. E. (2011). Educational psychology: Developing learners (7th ed.). Boston, MA: Pearson. Kail, R. V. (2012). Children and their development (6th ed.). Boston, MA: Pearson.

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