KORBEL FOUNDATION COLLEGE,INC

Purok Spring, Brgy Morales, Koronadal City

BS in Social Work
SY 2022-2023

SUBJECT CODE: SWCA2

Subject Name: SOCIAL WORK ASSESSMENT 2
Module Number: 4
Topic: The Filipino Personality and Social Work
Instructor: Bella D. Lechonsito, RSW

INTRODUCTION:

We will continue to review in this module theories and perspectives of other

social scientists to understand from different viewpoint behavior of individual
person.

LECTURE/DISCUSSION:

Abraham Maslow was born Brooklyn, New York on 1908. He earned his degrees
at University of Wisconsin. He did a research on the behaviour of primate and for
fourteen years he was a faculty of Brooklyn College.
Maslow’s Hierarchy of Needs
The lowest level of unmet needs in the hierarchy of needs need the most urgent
attention and efforts. Once a level of need is satisfied the person is motivated to
aspire for higher level of needs. Needs are relatively satisfied; growth and self-
actualizing is a life-long process.
The driving force in personality development is the “self-actualizing motive”
which seeks to develop optimally the person’s capacities.
Maslow presented the hierarchy of needs in a Pyramid, where physiological needs
is at the lowest level and the self-actualization at the peak.

 According to Maslow, the lower the need in the hierarchy, the more
powerful it is, the higher the need, the weaker it is and the more distinctly
human it is;
 Physiological needs are the most basic to ensure our survival eg. Food,
clothing, shelter, water etc.
 Safety needs – when the physiological needs have been adequately met,
these needs emerge next which include our needs for structure order,
security and predictability (Hergenhahn, 1994)
 Belongingness and love needs – when physiological and safety needs are
met satisfactorily, a person is motivated by this set of needs – the need to
love and be loved, to belong and be accepted.
 Esteem needs – the fourth in the hierarchy, requires both recognition from
recognition from other people, which result in feeling of prestige,
acceptance and status, and self-esteem which results in feeling of
adequacy, competence and confidence. (Hergenhahn, 1994)
 Self- actualization – the highest need, which refers to man’s desire for self-
fulfilment namely, the tendency for him or her to be actualized in what he
is potentially capable. (Maslow, 1970)
Maslow contends that a lower level of need does not have to be satisfied
completely before the next level emerges. Further, the self-actualizing person’s
life is governed by values, growth motives or metamotives. On the other hand,
non -actualizing people are governed by deficiency motives and are influenced by
the absence of such things as food, love or esteem.

BEHAVIORIST THEORY
( JOHN WATSON, IVAN PALVLOV, B.F. SKINNER, BANDURA)
Behaviourists holds that the search for the reasons for behaviour is determined
by the person’s external environment. Behavior is shaped through the process of
learned responses to a given stimulus in the person’s environment. Behaviors are
reinforced or conditioned and since it is learned then, it can be modified or
unlearned.
Behavior is learned and that desired behaviour can be developed with the
manipulation or control of environmental factors. Behaviorism focuses on what is
observable rather on what can be inferred. Watson and Pavlov stressed classical
conditioning or respondent behaviour. Classical conditioning is characterized by
the stimulus-response pattern. According to Hergenhahn (1994), Pavlov’s work on
learning contains the following ingredients:
Conditioning Stimulus (CSO) – a stimulus which, at the beginning of training, does
not elicit a predictable response from organism.
Unconditional Stimulus (UCS) – a stimulus that elicits an automatic, natural and
predictable response from an organism.
Pavlov found that if the conditioned stimulus were paired several times with
unconditioned stimulus, it gradually would develop the capacity to elicit a
response similar to unconditioned response. Such response is called conditioned
response (CR).

B.F SKINNER ( BEHAVIORIST THEORY OF PERSONALITY DEVELOPMENT

B.F. Skinner’s key concept is that of operant conditioning.
Operant Conditioning – modification of response strength by manipulating the
consequences of response. ( Hergenhahn,1994)
Manipulation is done by conditioning that is by representing the reinforce after
the occurrence of the response. Only this way does the frequency of the response
increases. Remember, Skinner maintained that it is what happens after the
response which is important.
Eg. How do we train children to finish their school assignments first before going
to play? – through reinforcements such as : giving the child incentives or rewards
– a treat at jolibee, new toy, new dress, icrease allowance etc . . .
REINFORCEMENT therefore is crucial to learning. The process by which learning
develops is explained by related concepts such as: shaping, extinction, and kinds
of reinforcements.
1. Shaping – are two types:
 Differential reinforcement – some responses are reinforced some are
not.
 Successful approximations- the responses which are increasingly
close to the response ultimately desired, are the ones reinforced.
2. Extinction – occurs when a reinforce no longer follow a response, and the
frequency that the response is made returns to a level it was at, before the
reinforce was reinforced into the situation.

3. Kinds of reinforcement contingencies:

 Positive reinforcement – presents the organism with something it

wants ( which increases the frequency of the occurrence of such a
good behaviour.
 Negative reinforcement – which removes something the organism
does not want ( which reduces or decreases the frequency of the
occurrence of such behaviour
 Avoidance contingency – engaging in behaviour that prevents an
aversive event from occurring
 Punishment – involves either removing a positive reinforce or
presenting a negative reinforce

ALBERT BANDURA
Albert Bandura ( together with Walter Michel) position was originally referred to
as social learning theory however, Bandura now believes the term social cognitive
theory is more appropriate.
The social portion acknowledges the social origins of such human thought and
action: the cognitive portion recognizes the influential causal contribution of
thought process to human motivation, affect and action.
Bandura’s theory emphasizes reciprocal determinism or the interaction of the
person, situation and behaviour variables.
Situation variables – provide the setting in which a person behaves.
Person variables, determine how a situation is analysed and which behaviour are
chosen. Behavior variables both provide information concerning the person’s
analysis of the situation and modify the environment.
Some key concept as discussed by Hegenhann (1994)
 Observational learning requires no reinforcement. Learning is perceptual
process. Although reinforcement is not believed to influence learning, it is
believed to be importantly related to performance and perceptual
processes.
 The processes that influence observational learning are the : attentional,
retentional motor reproduction and motivational processes.
 Most human behaviour is self-regulated. Through cumulative direct and
vicarious experience, people develop performance standards that they use
to evaluate their own behaviour.

Bandura (1989) observed that, among the mechanisms of personal agency, none
is more central or pervasive than people’s beliefs about their capabilities to
exercise control over events that affect their lives. Self – efficacy refers to what a
person is actually capable of doing.

COGNITIVE THEORY ( JOHN PIAGET)

There is continuity in cognitive development with each stage building on the
former and representing more comprehensive and more complex ways of
thinking. Cognitive development is not governed either by internal maturation or
external teaching, but by the people experiencing it through her/his activities as
developed or modified by the interaction of the person and his or her
environment.
COGNITIVE STAGES OF DEVELOPMENT is a spontaneous process by which
individuals build their own structures through their own experiences through the
processes of assimilation, accommodation and organization. The four cognitive
stages of development are as follows:
 Sensorimotor intelligence (Birth to 18 months) – cognitive development
centers on sensory and motor scheme;
 Preoperational Thought ( 16 months- early school years: 6-8 years)
operation of action by means of contemplative thinking: accumulation of
knowledge ( words and meanings)
 Concrete operational thought – early adolescence:11-13 – marked rapid
development of cognitive activities, evidence of organization associated
thinking
 Formal operational thought (adolescence thru adulthood) person has the
cognitive equipment to a full and productive life, can deal abstractly with
logic; develops the capacity to reason along multiple lines in any given
situations, can deal with contingencies, develop capacities for reflective
thinking and detached here and now but can contemplate future events.

To Piaget, it is the sequence of stages that is critical, not the age at which stage is
attained.
Intelligence is seen as a process of adaptation and organization.
Adaptation is the equilibrium occurring as a child interacts with his environment.
Two processes:
1. Assimilation –the incorporation of the environment into present patterns of
behaviour
2. Accomodation – is the change in the intellectual structure (schemas) a
person must make to adjust to the demand of environment.

THE THEORIES OF ADLER, HORNEY AND ERICKSON

Adler, Horney and Erickson are associated with the socio-cultural school of
thought because all appear to have basic agreement about the importance of
socio-cultural factors in the development of personality.
Alfred Adler was born in Vicana in 1870 of a middle class family. He received a
medical degree and specialized in ophthalmology. After a period of practice in
general medicine, he became a psychiatrist. He formed his own group which
came to be known as Individual Psychology and attracted followers throughout
the world.
Karen Horney was born in Hamburg, Germany in 1885. She received a medical
training and was associated with the Berlin Psychoanalytic Institute. She co-
founded the association for the Advancement of Psychoanalysis and the American
Institute of Psychoanalysis.
Erick Erikson was born in Frankfurt, Germany, of Danish parents. His parents
separated before he was born and his mother married a paediatrician who
adopted him. He had experience teaching in a small private school in Vienna. He
became so interested in education of the children that he enrolled in and
graduated from a school for the training of teachers in the Montessori method.He
underwent training in psychoanalysis. After settking in Boston, he became the
first child psychoanalyst.
BASIC CONCEPTS OF ADLER:
 He emphasized the role of sexual instinct in the development of personality
 He contends that human are motivated by social and not by sexual interest
and strive to develop a unique style of life
 He emphasized the conscious aspect of personality and developed the
concept of the creative self that enables the person to find meaning and
purpose in life.
 He found the idea of fictional finalism which refers to motivation of
humans of their expectations of the future than by experiences of the past.
He contented that the final goal maybe a fiction, that is an idea that is:
1. Impossible to realize but which is nonetheless a very real spur to human
striving and the ultimate explanation for conduct
2. Striving for superiority
  There are three stages regarding the final goal of Humans: to be
aggressive, to be powerful and to be superior
 Superiority is striving for a complete. It is innate and may manifest
itself in a thousand different ways. Each person has his/her own
concrete mode of achieving or trying to achieve perfection.
3. Inferiority feelings and compensation
Adler’s concept of inferiority includes those that arise from subjectivity
felt psychological or social disabilities as well as those that stem from
actual body weakness or impairment.

Adler contends that inferiority feelings are not sign of abnormality, they
are the cause of all improvement in the human lot. Humans are pushed
by the need to overcome their inferiority and pulled by the desire to be
superior.
4. Social Interest
It is exemplified by the individual helping the society to attain the goal of
perfect society. Striving for superiority become specialized; the ideal of
perfect society takes place of purely personal ambition and selfish gain.
By working for the common good, human compensates for their
individual weakness.
5. Style of Life
All of person’s behaviour springs from his/her style of life. The person
perceives, learn and retains what fits the style of life, and ignores
everything else. The style of life is a compensation for a particular
inferiority.
6. The Creative Self
These asserts that human make their own personalities: they construct
them out of the raw material of heredity and experience. The creative
self gives meaning to life; it creates the goal as well as the means to the
goal.

HORNEY’S TEN NEUROTIC NEEDS:

 It is categorized into three adjustment modes:
 Moving toward people
 Moving against people
 Moving away from people

Self-effacing solution Expansive Solution Resignation solution

Love – “Moving toward” Mastery “ Moving Freedom “Moving Away”
(Compliance) against” (Detachment”
(Aggression)
Need for:
1. Affection and 4. Power and 9. Restriction of life
approval Omnipotence to narrow borders
2. Partner to take 5. Exploration of 10. Self-sufficiency
control others and independence
3. Restriction of life 6. Social recognition 11. Perfection and
to narrow borders 7. Personal unassailability
Admiration
“If you love me, 8. Personal “ If I withdraw, nothing
you will not hurt Achievement can hurt me”
me” “If have power, no Vaccilation between
Identification with one can hurt me” despised real self and
despised self. Identification with the ideal self
ideal self.

BASIC CONCEPT OF KAREN HORNEY

 Horney believed that cultural conditions influence personality conflicts
rather than the demand of id, ego and superego
 Contrary to Freud’s , she contended that penis envy is not biologically
determined but it is culturally determined. Thus, it is not the penises that
women envy and desire but the ability to influence and to participate in
their culture freely.
  Major concept: Basic anxiety can be related to two basic needs in
childhood: safety and satisfaction. If not met sufficiently, these can led to
emergence of basic hostility and anxiety.

PSYCHOSOCIAL THEORY OF DEVELOPMENT

 There are eight stages in the development of personality and each stage is
critical for developing certain personality characteristics and for preparing
the individual for subsequent ones.
 Erikson’s theory holds that each stage involve specific development tasks,
and a crisis ( that is there is a state of tension or disequilibrium at the
beginning of each new stage) which can be resolved positively or
negatively, the resolution of which leads to optimum ego development.
 Erick Erikson is one of the best known Ego-psychologists. In Ego psychology,
the ego is viewed as that part of personality that takes actions in life’s
situations
 It is considered as the executive officer of the personality. Ego psychology
emphasizes the autonomous function of the ego and de-emphasizes the
importance of ID to personality development.
According to Erikson’s epigenetic principle, the stages unfold in sequence that is
genetically transmitted; all eight stages are present in rudimentary form at birth.
According to this principle , the personality characteristics that become salient
during any particular stage of development exist before that stage and continue
to exist during that stage. For social and biological reasons however, the
development of a certain personality characteristic becomes than focus of one
stage as opposed to other stage.
Erikson emphasizes, the outcome of every crisis resolution is reversible. For
example, the person leaving the first stage of development without basic trust
may later gain it and the person having it may lose it.
In his writings, particular emphasis is placed on adolescent period because it is
then that the transition between childhood and adulthood is made. What
happens during this stage is of greatest significance to adult personality.
Summary of Erikson’s Stages of Development
 SUCCESS FAILURE
1. Early infancy TRUST VS MISTRUST
(Birth to 1 year) Child receive affection Child abused or
and need satisfaction neglected
2. Later Infancy AUTONOMY VS SHAME AND DOUBT
(1-3 years) Child encourage to Child made to feel
develop self-control and inadequate and not
is provided respect by worthy of respect
parents
3. Early childhood INITIATIVE VS GUILT
(4- 5 years) Child encouraged to use Child made to feel guilty
imagination and test for his fantasies, which
reality on his own are often sex- related;
4. Middle Childhood INDUSTRY VS INFERIORITY
( 6-11 years) Child has developed Child does not value
sense of duty and accomplishment. Exhibit
accomplishment sense of Failure
5. Puberty and EGO IDENTITY VS ROLE CONFUSION
adolescence Individual has now Individual has no real
(12-20 years) developed a sense of sense of being. Confused
self-concept, a sense of about himself and his
what he is not, can do relation to the world.
and cannot do
6. Early Adulthood INTIMACY VS ISOLATION
Individual has the ability Individual remains apart
to form close from others. May even
relationships be antagonistic toward
them
7. Middle Adulthood GENERAVITY VS STAGNATION
Time of productivity in Time of non-productivity
work and family and wandering. No real
accomplishment in any
area
8. Late adulthood INTEGRITY VS DESPAIR Loss of death in
Approaches state of self- self and others. Fearful
actualization of approaching death
ASSESSMENT:
Assessment exam will be given on the subject area
References:
Leonora Serafica de Guzman, et al. Review notes in Social Work, SSWAP, Manila,
1978

Thelma Lee Mendoza, Social Human Behavior and Social Change Unit, IPOU and
UP, 1995

Isabel Panopio et al. General Sociology Focus on the Philippines, Kon,Inc, Quezon
City, 1995

ADDU SW Review Notes, 2019