Q.1 Comparatively discuss the nature and role of internal and external motivation. Give examples to support your point of view.
motivation
When I first spoke to Simon, I asked him if he had any hints or tips on motivation.
“Sure, I have loads” he said “but unless you understand how motivation works, and why you’re trying to motivate your staff in the first place, then all you’re doing is following blind advice. What if you listen to the wrong tip? It might end up doing you more harm than good!”
So I scrapped my first question, in an effort to learn more about motivation. Instead, I asked Simon exactly why motivation is so important.
“As we all know” said Simon “everyone is different, we all have different motives and we’re all motivated by different things. People will undertake their job tasks, for example, answer their emails, make client calls and attend meetings. But their mind may sometimes be somewhere else, and they won’t be very productive. This is where motivation techniques are essential to engaging your team to buy into your company ethos and enjoy performing job tasks for their own sake. When you motivate your staff, you’re giving them a desire to work, or a reason to want to work; this also gives people a sense of purpose and has been shown to increase well-being.”
Isn’t a fair salary motivation enough
By Simon’s definition, it sounds like paying employees a fair salary should be more than enough to motivate them. Isn’t your salary the main reason you want to work, after all?
However, as you and I very well know, it doesn’t always work like that. So I asked Simon if he could share some of his expertise on the matter.
“Salary definitely plays a part,” he said “and you should absolutely make sure you’re paying fair wages. It is one of many ‘external’ motivators. However, the impact of salary as a motivator tends to diminish over time. A fair salary mostly just keeps your employees turning up to work – it doesn’t necessarily keep them at their productive best.”
external motivation
OK, so salary keeps bottoms on chairs. The answer made sense. But it raised several new questions. Such as what is ‘external’ motivation? How does it differ from ‘internal’ motivation? Is there even such a thing as ‘internal’ motivation?
Well, I wasn’t sat next to a business psychologist for nothing – and I was determined to make the most of his brain!
“There are two primary types of motivation,” Simon explained, “Internal and external. When we talk about external motivation, we’re talking about perks and physical rewards – salary being one of them. Other types of external motivation might include a generous holiday allowance, discounted gym membership, or a company car. Again though, these types of motivation serve more to make your employees want and need their jobs – not necessarily to want to work!”
internal motivation
I was starting to get the hang of this. Just to be sure though, I asked Simon to talk me through internal motivation – what is it, why is it useful, and how is it different to external motivation?
“OK, so on the flip side, we have internal motivation. This is the kind of motivation that drives staff to do their job well, and to take pride in their work. Staff with high levels of internal motivation will feel a deep sense of satisfaction by completing a job well for its own sake. Internal motivation is fuelled by thoughts and emotions – so it pays to keep your staff stimulated. This might be making sure your staff have a good balance of work and play. Or it might even be as simple as making sure they have a good variety of jobs to do – if boredom sets in, it can really sting internal motivation levels.”
benefits to having a motivated workforce
I decided to run a quick summary by Simon at this point. Here’s what I had taken so far from his thoughtful answers:
I felt like I was nearly an expert myself! But I had one more question for Simon. I wanted to know if there were any other benefits to a motivated workforce – aside from increased productivity.
“Absolutely! Motivated employees feel more valued, and are more loyal. This seriously boosts your retention rates, and even increases the reputation of your business. But it also has plenty of knock-on effects, too – for example, employees will be more resilient to change within your organisation, which is a great asset in an ever-changing and competitive business environment.”
Talk to someone who works with drug rehab patients, and you’ll hear the same wisdom shared over and over: “Success depends on your motivations.” They can instantly tell if their patient will get clean and stay that way. Everyone who overcomes a drug addiction is motivated, but the ones who succeed long-term are the ones who are motivated for the right reasons.
And what are the right reasons? The research shows rehab success lasts when the patient is motivated to make himself better… for himself. Some people go to rehab because they’re afraid they’ll lose their job, their house, or their family. These patients might get clean, but it rarely lasts. Others go to rehab because they fear they’ll lose themselves. These are the people who turn their lives around for good. [1]
That example illustrates the difference between internal and external motivation. When you’re externally motivated to make a change, the things that drive that change are outside of you and your control. For an addict in rehab, it could be the loss of a relationship, a job, or something else. For you, trying to get in shape, it could be keeping your partner attracted to you, finding a mate, or impressing friends and colleagues.
All the data say if these are the reasons you do what you do, it probably won’t last. External factors change, you can’t control them, and trying to keep up with them proves useless over time.
But when you’re internally motivated, you’re driven by a desire to make yourself better. You’re only accountable to you, and that means you control the variables that decide whether you succeed or fail. When those factors are stacked in your favor, the odds say you’ll make lasting change.
Q.2 Critically discuss the major causes of individual differences. Also point out provisions of education in our system for individual differences
Some of the main causes of individual differences are as under:
One of the most significant and chief causes of individual differences is heredity. Individuals inherit various physical traits like face with its features, colour of eyes and hair, type of skin, shape of skull and size of hands, colour blindness, baldness, stub-finger and tendency to certain diseases like cancer and tuberculosis, mental traits like intelligence, abstract thinking, aptitudes and prejudices. Now it is an admitted fact that heredity differences result in the quantity and rate of physical as well as mental development being different and different individuals.
Environment significantly influences individual differences. Changes in child’s environment are reflected in the changes in his personality. Psychologically speaking, a person’s environment consists of sum total of stimulation which he receives from conception until his death.
Environment consists of physical, intellectual, social, moral, political, economic and cultural forces. All these forces cause individual differences. Modern psychologists believe that individual differences are caused by both heredity and environment. Personality is the outcome of mutual interaction between heredity and environment.
Individuals of different castes and races exhibit very marked differences. It is generally seen that son of a Kshatriya has a more of courage in him while the son of a trader has the traits of business.
Similarly individuals of different nations show differences in respect of their personality, character and mental abilities. These are the outcome of their geographical, social and cultural environment. Many studies have shown the existence of differences between Americans and Negroes, Chineese and Japaneese, English and Indian individuals.
Development of boys and girls exhibits differences due to difference in sex. The physical development of the girl takes place a year or two earlier than the boys. Between the age of 11 and 14, girls are taller and heavier than the boys. After 15, boys start winning the race.
Girls are kind, affectionate, sympathetic and tender while the boys are brave, hard, choleric, efficient and competent.
Physical, intellectual and emotional development is caused by the growth in age. Many individuals differ because of the differences in intelligence. Individuals who are below the average in intelligence and mental age find much difficulty in learning and the average intelligent persons can learn quickly.
Some people are by temperament active and quick, while others are passive and slow, some humorous and others short tempered. Emotional stability of the individual is differently affected by physical, mental and environmental factors. Differences in emotional stability cause individual differences.
Interests, aptitudes, achievements, sentiments, character, educational and home background lead to individual differences.
Individual differences are caused by economic condition of the parents and the education of the children. It is not possible for the children of two economic classes to have a similarity and equality.
One of the important objectives of modern education is the complete development of the individual. Individuals have different goals, different interests, different emotional problems and different abilities. We cannot afford to ignore these individual differences in imparting education to children. Since school work is planned on group basis it presents a formidable challenge to all teachers.
Q.3 Highlight the role of mental health of both leanrer and teachers in the proces of edeucation. What are the characteristics of a mentally healthy person?
Mental health refers to the emotional well-being of a person. It is often viewed as an adult issue, but in fact, almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.”[1] Mental health issues can pose a huge problem for students in terms of academic and social success in school.[2] Education systems around the world treat this topic differently, both directly through official policies and indirectly through cultural views on mental health and well-being. These curriculums are in place to effectively identify mental health disorders and treat it using therapy, medication, or other tools of alleviation.
role of teacher in developing mental health
In most of the cases, the step taken when a child misbehaves or turns up with incomplete homework is ‘punishment.’ Extra homework or standing outside the classroom. But, this won’t and has never helped any child in school. The famous murga or the hands up punishment have now become a joke. We laugh on the memes. Subjecting students to corporal punishment is a BIG NO. For instance, when a child is lonely and refrains from mingling with the other kids, then making him or her play compulsorily during PT period is not the correct way to handle it.
Role of teacher in developing mental health is important and can save a child from falling prey to his or her fears and obsessions.
Can teachers do this alone
No. It is not easy for teachers to understand the psychology of each kid without the active help and participation of the school management. Role of school in promoting mental health is crucial as the teachers and parents.
At Zedua, our vision is to bring about a change in the education system as well in the thinking of the people who constitute the education system.
We think,
We all need to understand that schools are not mere the centres of education and giving exams but a place where the child develops, starts understanding life to build a happy and healthy future.
“Children are like wet cement whatever falls on them makes an impression.”
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Children are our future and we can’t let our future generation live in the mistakes of the past. Visiting a therapist is just like visiting a general physician. Do you ignore your child’s sniffles or an upset stomach then why he or she is left alone to suffer when dealing with extreme stress?
Q.4 Explain principles of guidance with examples and point out the need and ways to evaluate a aguidance program in a school.
The principles of guidance certainly form the basis of the need of guidance. Furthermore, principles of guidance are important principles without which guidance cannot take place. Below are the principles of guidance:
Principle of all-round development- Guidance must take into account the all-round development of the person. Furthermore, guidance must ensure this desirable adjustment in any specific area of the individual’ personality.
Principle of human uniqueness- Certainly no two individuals are alike. Furthermore, individuals differ in mental, social, physical, and emotional development. Moreover, guidance must recognise these important differences and guide individuals according to their specific need.
Principle of holistic development- This principle states that guidance must take place in the context of total personality development. Moreover, a child grows as a whole. Also, if one aspect of personality is in focus, then the other areas of development must be kept in mind. Most noteworthy, these other areas of development indirectly influence the personality.
Principle of cooperation- This principle states that there cannot be any force on any individual regarding guidance. Moreover, the cooperation and consent of the individual is a pre-requisite for providing guidance.
Principle of continuity- The principle says that the guidance must take place as a continuous process to an individual. Also, this guidance must take place in different stages of the individual’s life.
Principle of extension- In this principle, there should not be a limitation of guidance to a few individuals. Most noteworthy, the extension of guidance must be to all individuals of all ages.
Principle of adjustment- It is certainly true that guidance influences every aspect of an individual’s life. However, guidance is chiefly concerned with a person’s mental or physical health. Furthermore, this adjustment takes place at school, home, society, and vocation.
Guidance certainly has an enormous need in every individual’s life. Below are some factors which highlight the need for guidance:
Different stages of development- The division of an individual’s life can take place into various stages. These stages are infant, childhood, pre-adolescent, adolescence and manhood. So, an individual needs guidance in every stage of life. Maximum guidance is required during the adolescence stage.
Differences among persons- Psychology inform us that no individuals are alike. Furthermore, no two individuals get similar opportunities in life. Therefore, every individual requires guidance, in order to find out the most suitable profession for him.
Career Maturity- Guidance is certainly essential for the development of a positive work attitude. Furthermore, guidance would help build suitable habits and values towards one’s work or profession. This is because; guidance increases the awareness of one’s world of work. Also, an individual is able to plan and prepare for his work or profession efficiently due to guidance.
Educational growth- Guidance certainly helps in the development of educational skills and abilities. Above all, these skills would facilitate learning and achievement.
Q.5 How counselling is a comprehensive profession. Critically discuss the psychoanalytic approach to counseling
Many people will, at some point in their lives, find themselves in the role of a counsellor without having a true understanding of the concept of counselling or what the role of the professional counsellor entails.
There is a big difference between a professional counsellor and a person who uses some counselling skills as part of their role, for example as a friend or colleague. A professional counsellor is a highly-trained individual who is able to use a different range of counselling approaches with their clients.
There are therefore a number of aspects to counselling. For example, it is important that the counsellor is trained. It is also important that the process is about helping you to find ways to deal with your problems, rather than giving advice or telling you what to do.
There are a number of things that it is generally agreed that counselling is, and a number of others that it is not.
Counselling is:
The process that occurs when a client and counsellor set aside time to explore difficulties which may include the stressful or emotional feelings of the client.
The act of helping the client to see things more clearly, possibly from a different view-point. This can enable the client to focus on feelings, experiences or behaviour, with a goal of facilitating positive change.
A relationship of trust. Confidentiality is paramount to successful counselling. Professional counsellors will usually explain their policy on confidentiality. They may, however, be required by law to disclose information if they believe that there is a risk to life.
Counselling is not:
Giving advice.
Being judgemental.
Attempting to sort out the problems of the client.
Expecting or encouraging a client to behave as the counsellor would behave if confronted with a similar problem in their own life.
Getting emotionally involved with the client.
Looking at a client’s problems from your own perspective, based on your own value system.
Counselling and Psychotherapy
‘Psychotherapy’ and ‘counselling’ are very similar, but not exactly the same. Both describe a process of helping someone to come to terms with and work out solutions to their problems.
However, they vary in the approach used, and underpinning model and thinking.
Counselling is a helping approach that highlights the emotional and intellectual experience of a client: how a client is feeling and what they think about the problem they have sought help for.
Psychotherapy, however, is based in the psychodynamic approach—it encourages the client to go back to their earlier experiences and explore how these experiences affect their current ‘problem’.
A psychotherapist, therefore, helps the client to become conscious of experiences which they were previously unaware of. Counsellors, however, are less likely to be concerned with the past experiences of the client and are generally trained in a humanistic approach, using techniques from client-centred therapy.
Psychoanalytic therapy is a form of talking therapy based on the theories of Sigmund Freud. Considered one of the forefathers of psychology, Freud is the founder of psychoanalysis. The approach explores how the unconscious mind influences thoughts and behaviours, with the aim of offering insight and resolution to the person seeking therapy.
Psychoanalytic therapy typically looks at the client’s experiences of early childhood, to see if any events have had particular impact on their live, or contributed in some way to current concerns. This form of therapy is considered a long-term choice, and sessions can continue for weeks, months or even years, depending on the depth of the concern being explored.
As mentioned above, the theories behind psychoanalysis and psychoanalytic therapy come from the work of Sigmund Freud. It was during the late 1800s that Freud began studying with Jean-Martin Charcot in Paris, a neurologist who used hypnosis to treat women suffering from what at the time was called ‘hysteria’. Charcot found that by talking to his patients about the traumatic experiences, their symptoms lessened.
Freud continued his work, developing his own method of talk therapy and establishing therapeutic techniques that are still used today, including free association, dream analysis and transference. While some of Freud’s theories have come under scrutiny since, much of his work remains influential in the world of psychotherapy.
Psychoanalytic therapy is insight driven, and therefore looks to foster change by helping you understand your past and how events from your early life could be affecting you now. Sessions will vary according to why you are seeking therapy, and where you are in the therapy journey, but much of the time will be spent talking freely to your therapist in a safe, non-judgemental environment.
The therapist will listen to your concerns and look out for patterns or certain events that may hold significance. In this type of therapy, it is believed that our unconscious feelings and certain childhood events play a key role in mental distress.
As well as listening to you talk about your experiences and your concerns, the therapist may use other techniques to help you understand and identify potential causes for your concerns, such as free association, therapeutic transference and interpretation.
Free association involves you talking about whatever comes into your mind without censoring or editing the flow of memories or ideas. Your therapist will encourage you to speak freely to help you return to an earlier emotional state, so they can better understand any recurrent patterns of conflict you may be experiencing.
Transference relates to the way you may be transferring thoughts or feelings connected to influential figures in your life (for example your parents or siblings) onto your therapist. While this may not happen in every case, if it does, your therapist should discuss transference with you to help you gain further insight into the way you deal with people in your daily life.
A key element of psychoanalytic therapy is interpreting and 'reading between the lines'. While your therapist is likely to stay relatively quiet and allow you to talk freely, they will occasionally interject with thoughts or interpretations of the topics you discuss. They may also ask you about your dreams; Freud wrote a lot on the subject of dream analysis and believed that dreams were important resources for understanding the unconscious.
Psychoanalytic therapy can be used by those with a specific emotional concern, as well as those who simply want to explore themselves. Understanding why we are the way we are, often brings with it a sense of well-being and a strong sense of self. As psychoanalytic therapy is considered one of the more long-term therapy types, it is perhaps less useful for those seeking quick, solution-focused therapies. Psychoanalytic therapy is a gradual process that takes time, yet the results are said to be life changing.
Some believe that due to the nature of therapy, psychoanalytic work is better suited to more general concerns such as anxiety, relationship difficulties, sexual issues or low self-esteem. Phobias, social shyness and difficulties sleeping are further examples of areas that may be effectively managed with the help of psychoanalytic therapy.
Psychoanalytic therapy can also be applied in a group setting. This is called group analysis. This form of therapy brings together psychoanalytic techniques with interpersonal functions.