Module 1:Lesson 2: Module 1: Fundamental concepts of resource management (continued) Students learn about: Students learn to: needs and wants • defining needs and wants • specific needs - adequate standard of living (food, clothing, shelter) - health - education - employment - safety and security - sense of identity • Maslow’s hierarchy • satisfaction of needs and wants - goal setting - enhancing wellbeing • describe each of the specific needs and compare the significance of each to different individuals • critique Maslow’s hierarchy and debate its relevance and validity after considering contemporary views on human needs • outline a specific need that is significant to them and explain how goal setting can contribute to the satisfaction of that need
Transcript
Module 1:Lesson 2: Module 1: Fundamental concepts of resource management (continued)
Students learn about: Students learn to:
needs and wants • defining needs and wants • specific needs - adequate standard of living (food, clothing, shelter) - health - education - employment - safety and security - sense of identity • Maslow’s hierarchy • satisfaction of needs and wants - goal setting - enhancing wellbeing
• describe each of the specific needs and compare the significance of each to different individuals
• critique Maslow’s hierarchy and
debate its relevance and validity after considering contemporary views on human needs
• outline a specific need that is significant to them and explain how goal setting can contribute to the satisfaction of that need
Needs and Wants Defining needs and wants Needs can be defined as the things we require in order to feel a part of society and achieve optimal wellbeing. Examples of needs include; Wants can be defined as those things we would like to have or do and that we believe will help us to maintain optimal wellbeing Examples of wants include; - Owning your own house or car - travelling overseas
- Getting a high paying job - going to Uni or TAFE
Activity: circle whether the following examples are needs or wants Safety and security: Need /
Want
Being in a long-term relationship: Need / Want
Travelling overseas: Need / Want
Housing: Need / Want
Access to services: Need / Want
Having private health insurance: Need / Want
Education: Need / Want
Self-esteem: Need / Want
Getting a high paying job:
Need / Want
Owning your own car or house: Need / Want
Financial support: Need / Want
Sense of identity: Need / Want
Employment: Need / Want
Going to university or TAFE:
Need / Want
Health: Need / Want
• Specific needs An acronym to remember the different specific needs is; Specific needs Acronym
- Adequate standard of living - Education - Health - Employment - Safety and security - Sense of identity
All Elephants Have Excellent Soccer Skills
Worksheet 1: copy the following notes onto the worksheet
- Adequate standard of living Provides protection and shelter, and a place for social and emotional needs to be experiences. It also includes access to healthy food and protective clothing needed to maintain a healthy life.
- Education Is formal training in the knowledge and skills necessary to succeed in life. It also helps individuals to become aware of what services are available for them to use to maintain their wellbeing
- Health Being physically active and having good nutrition is essential for all individuals to maintain good health and wellbeing. - Employment This is needed by individuals so they can earn an income in order to provide for themselves and their families. Having an income allows individuals to satisfy their needs and wants including housing, food and clothing.
- Safety and security Safety and security is important for all individuals, not only for their personal comfort but also in ensuring that they are physically safe from any dangers in their outside environment. - Sense of identity This is an individuals understanding of who they are. This knowledge helps individuals feel confident in what they do in life.
- - describe each of the specific needs and compare the significance of each to different individuals
Watch the following 2 clips, and then complete worksheet 2 and 3 Worksheet 2- clip 1 Homelessness Worksheet 3- clip 2 Disabilities
• Maslow’s Hierarchy In 1943, a psychologist called Abraham Maslow developed a theory on how to classify needs, or to explain what he believed was the process of achieving optimal wellbeing. He called the idea of optimal wellbeing self-actualisation, and he believed that for a person to achieve self-actualisation they would need to satisfy various needs in a particular order. He presented his theory as a series of steps, or layers in a pyramid. He ranked the needs in order of importance, and he believed that certain needs had to be satisfied before a person could begin to feel a need for the next level.
Worksheet 4; Maslow’s hierarchy
Worksheet 2 continued Physiological (first level of hierarchy) Physiological needs are the basic necessities for survival. If these needs are not met, the human body simply cannot continue to function. In today’s society, clothing and shelter would appear to be physiological needs, because most people would think that they could not survive without these two things. However, clothing and shelter are not necessary for survival, and therefore would fall under the second level of the hierarchy, relating to security of the body and health.
Safety (second level of hierarchy) Only once a person has had their physiological needs satisfied will they feel a need for safety. Safety needs relate to a person feeling that they are free from harm and danger, as well as feeling that they are secure in their day-to-day life. For example, if a person has a job, a house to live in and people around them that they can trust, then they will feel a sense of safety and security. Safety and security needs can include housing, health, financial security and protection from accidents and injury.
Love and belonging (third level of hierarchy) Love and belonging needs are met through relationships with family, friends and/or significant others. All people need to feel a sense of belonging and acceptance, and they need to love and be loved by others. When these needs are not met, a person may feel lonely, shy or anxious in social situations. A prolonged inability to satisfy this need may lead to feelings of depression.
Esteem (fourth level of hierarchy) All people have a need to be respected, to have self-esteem, to have self-respect and to show respect for others. People need to engage in activities in order to gain recognition and feel a sense of contribution to society. When these needs are satisfied, the person develops self-confidence and a sense of respect for themself. A person who is at this level of the hierarchy will be able to speak positively about their strengths and abilities (self-esteem) as well as happily receive compliments and praise from others (esteem). If a person does not feel valued by society, this can lead to low self-esteem and a greater need for respect and acceptance by others. When esteem needs are not met, a person can feel frustrated, inferior, weak, helpless or worthless to society.
Self-actualisation (top level of hierarchy) Maslow describes self-actualisation as an individual’s need to do what they were ‘born to do’. This relates to a sense of purpose in life, a feeling of satisfaction and contribution to society and of being able to make a difference to something or someone. Maslow believed that the only reason people might find it difficult to achieve optimal wellbeing would be due to limitations or barriers placed in their way by society.
Activity:
Class members are grouped then allocated a particular level of Maslow’s Hierarchy.
Using magazines and class notes create a collage of the level you have been allocated
Your teacher will have the different colours organised in a pyramid shape for you to create your work.
• critique Maslow’s hierarchy and debate its relevance and validity after considering contemporary views on human needs
• Satisfaction of needs and wants Goal setting- (make a summary of the notes)
Goals are what people aim for in life. They are the things people want to achieve in order to satisfy their needs and wants. A goal is a desired end, something you wish to get or do. Some examples of a goal may include finishing Year 12, buying a car, going to a party on the weekend or getting physically fit. The goals people set tend to be indicators of their values. For example, if you value education, your goals may include completing all assessment tasks on time and to the best of your ability, studying for an hour each night and finishing Year 12. It is important that people are realistic. You should consider what resources you have available so that you can set appropriate goals. In this way you are more likely to achieve them and not feel disheartened. For example, not every student has the resources to achieve an Australian Tertiary Admission Rank (ATAR) in the 80s. Some students should set a goal to obtain a ATAR in the 60s or gain a HSC and not a ATAR.
• Goal setting- continued
As people may not have enough resources to reach all their goals, it is
often necessary to rank them in order of importance, that is, to prioritise them. By ranking goals in order of priority you are giving yourself a sense of direction and are more likely to reach them. The order of priority may change as you gain more information and knowledge or your attitudes and values change. Once achieved, some goals are no longer important. Remember that goals are not static; they change as your life progresses.
Activity: watch the SMART goals clip, and then complete worksheet 6
-Enhancing wellbeing
Think back to our definition of wellbeing and the factors that affect wellbeing:
How does the setting of goals to obtain needs and wants contribute to the enhancement of well-being? Is it the same for all individuals and groups? Justify your answer with specific examples.
