OVERVIEW OF THEORIES OF

HUMAN BEHAVIOR & THE SOCIAL ENVIRONMENT

APPLICATIONS TO SOCIAL WORK GENERALIST PRACTICE
DEFINITIONS:

Theory—interrelated sets of concepts and propositions, organized into a deductive system to explain
relationships about certain aspects of the world (e.g., the theories listed below).

Perspective—an emphasis or point of view; concepts at an earlier level of development (e.g., a “strengths
perspective”) or at a broader and higher level of abstraction (ex: a “humanistic perspective” or a “developmental
perspective”)

Paradigm—an archetype or mode of thought; a general way of seeing the world (e.g., “modernism” or “post-
modernism”)

Practice Model—a guide for practitioner interaction that operationalizes theory; includes concrete actions and
techniques (note: some theories have more well-developed practice models than others)

Dimension—a feature that can be focused on individually or separately, but can only be understood in relation
to other features (as in “dimensions of human behavior” or a “multi-dimensional approach” to human behavior)
 THEORY OF FOCUS OF LEVEL OF KEY POINTS MAIN CONCEPTS RE: THEORISTS SOME PRACTICE SOME PRACTICE
HUMAN THEORY ASSESSMENT HUMAN BEHAVIOR APPLICATIONS INTERVENTIONS
BEHAVIOR

Environment Perspective
ECOLOGICAL How persons  Micro  System: An entity made up of interrelated, interdependent parts.  Persons are in continual Bronfenbrenne  Useful for  Strengthen one part
SYSTEM interact with their  Meso  Boundaries: Barriers that define a system and distinguish it from other systems in transaction with their r developing of the system or
environment  Exo an environment. environment Parsons holistic view of subsystem to impact
 Homeostasis: The tendency of a system to be resilient with respect to external  Systems are interrelated Merton persons-in- the whole system
 Macro
disruption and to maintain its key characteristics. parts or subsystems Germain environment  Ecomaps &
 Chrono constituting an ordered  Enhances genograms for
 Adaptation: The tendency of a system to make the internal changes to protect itself & Gitterman
whole understanding of understanding system
and keep fulfilling its purpose.
 Each subsystem impacts all interactions dynamics
 Reciprocal Transactions: Circular or cyclical interactions that systems engage in between micro-
other parts and whole  Networking &
such that they influence one another. meso-macro
system referrals to facilitate
 Feedback Loop: The process by which systems self-correct based on reactions  Systems can have closed or levels of change
from other systems in the environment. open boundaries organization
 Microsystem: The system closest to the client.  Systems tend toward  Enriches
 Mesosystem: Relationships among systems in an environment. equilibrium contextual
 Exosystem: A relationship between two systems that has an indirect effect on a understanding of
third system. behaviour
 Macrosystem: A larger system that influences clients, such as policies,  Good fit:
administration of entitlement programs, and culture. When a person’s
 Chronosystem: A system composed of significant life events affecting adaptation adaptive or
coping
behaviours
promote or
restore growth
and health
 Bad fit:
When a person’s
coping
behaviours
brings on a
decline in
functioning

GENERAL How persons  Micro  Viewed as a whole; made up of interacting parts (subsystems). Open and closed system Bertalanffy o What positive  Open system allows
SYSTEMS interact with their  Meso  A system can be a person, a family, a group, community, organisation or nation. Skyttner functions can be for exchange of
THEORY environment  Framework depicting how human interactions are not in isolation but more  Explored base on ideas Hitchin continued activities and
 Exo
contextual and information Parsons o What negative interactions between
 Paying attention to the on-going, recurring patterns of interactions between all parts exchange members and
functions e.g.
of the family system  Reflects output and boundaries, outsiders
 A system is defined, made up of interacting parts. input feedback from the rules, roles that  Closed system
 Suggests that the family itself serve as the Client System environment needs to be means that outsiders
 Assessments therefore examine the inter-relationships between the individual  Refers to the inflow and changed are not allowed in
system and the environment the person is part of. outflow of energy and and insiders are not
 A part cannot be understood in isolation from the Whole information among the allowed to take part
 Pay attention to the on-going, recurring patterns of interactions between all parts of different systems. In in outside activities
the family system + external systems that the family meets. healthy families, there
is a good balance  Dysfunctional
between the openness when:
1. Adaptation: The capacity of society to interact with the environment. and closed-ness of the  Closed system: no
system
2. Goal attainment: The capability to set goals for the future and make decisions feedback was given
accordingly. Boundaries:  Open system:
Overwhelming of
3. Integration: The harmonization of the entire society is a demand that the values  Invisible lines of feedback and
and norms of society are solid and sufficiently convergent. separation that information
individuals or families  Boundaries, rules,
4. Latency: Latent pattern maintenance, challenges society to maintain the give themselves in roles
integrative elements of the integration requirement above terms of physical space unestablished/unclea
. and communication r or not adhered to
  Guards the information
and interaction within
the system

o Diffused Boundaries:
 Enmeshment
 Lack of control
 Information made known
to members that
shouldn’t: child was told
of father’s affair
o Rigid Boundaries:
 Social Isolation
 Distant relationship
 Lack of family support

Roles:

 Patterns of behaviour
carried out by members
according to a set of
defined expectations
o Social Roles base on
society / family’s
expectation according
to age, gender and life
stages
o Managing realistic
expectation
o Identifying if members
are facing role strain or
role conflict

Rules:

 Reflect the values of

the system as well as
explain the behaviours
expected of each
member. Rules can be
overt (known) as well
as covert (unspoken)
o Set structural
relationship to the
family
o Guides the
interaction
o Explicit or implicit
o Common or
uncommon

FAMILY How the family  Micro These six ingredients include:  Individual functioning shapes Bowen  Useful for  Assessment of family
SYSTEMS system affects  Meso 1. A change in one family member affects all of the family members. family functioning and family Satir understanding development and life-
the individual and  Exo 2. The family as a whole is more than the sum of its parts. systems can create Minuchin family systems cycle transitions
family functioning 3. Families try to balance change and stability. pathology within the Carter & and life cycles  Use of multi-
 Macro
across the 4. Family members’ behaviours are best explained by circular causality. individual McGoldrick over multiple generational
lifespan  Chrono  Boundaries, roles, generations genograms
5. A family belongs to a larger social system and encompasses many
subsystems. communication, family  Use of family and
6. A family operates according to established rule structure influence family parent coaching
functioning
  Problems occur as the result
of ongoing patterns of
communication within the
family.
 Crises encountered by the
family create both instability
and opportunities for
change.
 Families function according
to established rules that
must be altered before
problems can be effectively
and permanently resolved
PERSON-IN-THE- Views the  Micro Biological: Chronic illness, Disability People have Bio, Psycho, Richmond  To provide a  Assess many
ENVIRONMENT / individual and  Meso Psychosocial: Mental health, Coping mechanism Social, Spiritual, economic and holistic and environmental aspect
BIO-PSYCHO- their  Exo Interpersonal Relationship: Status of client’s Ecosystem, family relationship physical needs. When there is comprehensive including religions,
SOCIO- environments as Life Stages stressors: Marriage, Childbearing, empty nest deficiency/dysfunction in any method for political, familial,
 Macro
SPIRITUAL- a dynamic, Life crisis: Divorce, Retrenchment, Death of loved ones areas of these needs, they may assessing community,
interactive  Chrono have difficult adapting to the
ECONOMIC- clients. socioeconomic and
system in which environment.
PHYSICAL educational
each component
NEEDS  Identifying aspects of
simultaneously
affects and is client’s environment
affected by the that maybe
other contributing to client’s
problem and choose
to intervene
 Identifying aspects of
needs

MULTICULTURAL Views that  Micro One’s worldviews include attitudes, values, opinions which affect how one thinks, feels, People have different Sue, Ivey &  To understand  To be constantly self-
THEORY person’s  Meso make decisions worldviews which influence Pedersen one’s cultural aware of own
worldview is  Exo their decisions identity and behaviors towards
influenced by worldviews as a people of different
 Macro
their culture factor that may cultures
 Chrono
hinder outcomes
and not be
judgemental

STRENGTHS Views that people  Micro  Every individual, group, family and community has strengths  People are the experts of Saleebey  To ask questions  Tap on innate
PERSPECTIVE should tap on the  Messo  Life trauma and abuse, illness and struggle may be injurious but they can be their own lives e.g. change strengths in individual
strengths to solve  sources of challenge and opportunity  Growth is focused on questions, and strengths in
their situation  We best serve clients by collaborating with them possibilities and strengths esteem one’s environment to
problems  People’s upper limits to grow and overcome adversity is unknown and rather than deficits to resolve questions, empower oneself to
unknowable problems support resolve problems
 Every environment is full of resources  Environmental resources e.g. questions,
friends, families, survival
communities are reservoirs
questions to elicit
to tap on
strengths
INNER AND Paradigm  Micro  The basic assumption in the inner and outer forces model is that there are  How personality traits (inner)  Workers needed  Reduce maladaptive
OUTER LIFE attempts to  Meso forces developed both within the person and from the person’s environment that and social (family, to consider and outer forces and
FORCES MODEL explain why  Exo cause them to behave in certain ways. institutions, religion) work with both increase inner forces
people seem to  Macro  The real origin of the forces may never be identified, but the recognition that the influences their interaction the individual
act at times in  Chrono forces exist and continually interact to produce behavior is significant. (outer) and determining a and the
strange and person's behaviour and environment as
unpredictable thoughts. they attempted
ways.   Explain why some clients to to improve the
not function well in their life quality and
environment functioning of
- Types of external:
individuals,
Social
groups, and
Cultural
communities.
Political
- Types of internal
forces:
Low performances
Poor motivation
Limited social support

THE DOUBLE The Double ABC-  Micro *Describes how a crisis affects Ballard,  Workers to  If coping strategies
ABC-X STRESS X model  Meso a family using environmental Wieling, explore and are maladaptive,
MODEL describes the  Exo and biological perspectives. Solheim & investigate the explore adaptive
impact of crises Lang cause of events strategies for clients
on a family. It *The family’s multiple
leading up to the or family to allow
states that the environments influence each
crisis equilibrium.
combination of component of the model,
stressors (A), the consistent with the human
ecology framework.  The  Understanding if
family’s
resources (B), Double ABC-X suggests that coping
and the family’s there are multiple paths of strategies are
definition of the recovery following a crisis, and sufficient for
event (C) will these paths will be determined families to
produce the by the family’s resources and mitigate the
family’s coping processes, both stressors
experience of a personal and external.
crisis (X)

Developmental Perspective

PSYCHOSOCIAL How internal &  Micro Trust v. Mistrust (0-1)  Human development occurs Erikson  Useful for General assessment of
DEVELOPMENTAL external forces  Meso Autonomy v. Shame/ Doubt (1-3) in defined & qualitatively understanding developmental
THEORY shape life Initiative v. Guilt (3-6) different stages that are individual growth functioning that can be
development, Industry v. Inferiority (6-12) sequential & may be & development compared with
generally by life Identity v. Confusion (12-18) universal across life cycle chronological age of
stages Intimacy v. Isolation (Young adulthood)  Individual stages of the client
Generativity v. Stagnation (Middle adulthood) development include specific  Beneficial for
Integrity v. Despair (Old age) tasks to be completed & assessing
crises to be managed individual
 Time & social context shape strengths &
& individualize the meaning deficits
of life stages
ATTACHMENT Explain the  Micro The four child/adult attachment styles are:  Attachment theory explains Bowlby  Early attachment  Assess whether an
THEORY emergence of  Meso Secure – autonomous; how the parent-child Ainsworth patterns become adult who was
an emotional Avoidant – dismissing; relationship emerges and deeply abused as a child
bond between Anxious – preoccupied; and. influences subsequent embedded in the may not realise, they
an infant and Disorganized – unresolved. development. neural pathways are being harmed
primary of the brain and when abused as an
caregiver and the central adult.
Ainsworth’s Strange Situation  The behavioural
the way in nervous system.
which this bond theory of attachment stated
Securely attached babies   Assess client’s
affects the that the child becomes  Attachment strategies and
Insecure avoidant babies 
child's attached to the mother strategies from behaviours to survive
Insecure resistant babies 
behavioural because she fed the infant. childhood can during childhood and
 and emotional Insecure disorganized babies  profoundly affect to assess, whether
development  Bowlby defined our ability in they are maladaptive
into adulthood attachment as a 'lasting adulthood to and harmful
psychological regulate our
connectedness between emotions in
relationships –
human beings
especially
intimate and
sexual
relationships.

PARENTING STYLE Effects of  Micro Authoritarian parenting is a restrictive, punitive style in which parents exhort the child  Parenting styles can have Baumrind  Key element to  A Parenting / Risk
parenting  Meso to follow their directions and respect their work and effort. Such parents place firm limits both immediate and lasting assess children Assessment can
styles affect the and controls on the child and allow little verbal exchange. effects on children’s social and their family identify potential risks
children’s functioning in areas from who are in need to the child (e.g. child
behaviours Authoritative parenting encourages children to be independent but still places limits moral development to peer to promote their sex abuse, neglect,
which relate to and controls on their actions. Extensive verbal give-and-take is allowed, and parents are play to academic well-being and to emotional / physical
the parents’ achievement allow optimal abuse, drug abuse). 
warm and nurturing towards the child.
responsiveness outcome
and sensitivity  Social Workers seek
to their Neglectful parenting is a style in which the parents are uninvolved in the child’s life.
to achieve the best
children’s outcomes for the
demands and Indulgent parenting is a style of parenting in which parents are very involved with their child by helping
developmental children but place few demands or controls over them. parents develop their
tasks skills and knowledge
through direct
observation,
providing guidance
and assistance and
demonstrating
practical childcare
issues.

MORAL How children  Micro Level 1: Preconventional Morality  Moral development is a Kohlberg  Help people Work on changing
DEVELOPMENT develop -Stage 1: Obedience and punishment continual process throughout achieve highest moral thinking to
THEORY morality and -Stage 2: Individualism and exchange life through stages stage of moral influence decisions and
moral development behaviours
reasoning Level 2: Conventional Morality
-Stage 3: Developing good interpersonal relationships
-Stage 4: Maintaining social order

Level 3: Postconventional Morality

-Stage 5: Social contract and individual rights
-Stage 6: Universal principles
COGNITIVE How cognition  Micro 1.Sensorimotor stage: birth to 2  Stages occur in sequence Piaget  Help people Interventions to focus
DEVELOPMENTAL is developed -object permanence  Each later stage achieve formal on achieving each key
THEORY through stages incorporates earlier stages thinking fully and developments in each
from birth to 2.Preoperational stage: 2 to 7 consistently stage before
end of -dramatic play progressing to next
adolescene -metacognition stage
through series
of thinking
3.Concrete operational stage: 7 to 11
features
-reversibility
-decentering

4.Formal operational stage: 11 and above

-hypothetical reasoning
COGNITIVE Beck’s  Micro  Clients derive meaning from their experiences and, with time, rely on what he called  These schemas can Beck  Weed out  Gives rise to
THEORY Cognitive cognitive schemas (i.e., hypothetical organizing structures of experience represented constitute particular distorted and CBT
theory focused in thoughts) to provide meaning to experience vulnerabilities to interpret negative thought
on thought certain types of experiences patterns so
 Cognitive triad refers to thoughts about self, world, and future. In all the three
processes that inaccurately and cause clients can view
become instances, depressed individuals tend to have negative views. distorted cognitive/reality the world with
 habitual and - A depressed individual would tend to think they are a worthless person about clients or their optimism and
automatic. living in a futile and unforgiving world with a hopeless future. Beck's work environment hope.
These  These negative thoughts,
also led to the identification of particular patterns of habitual and
automatic also known as cognitions,
thoughts are maladaptive thinking that he called errors of thought. could create schemas, or a
theorized to set of beliefs that dictate how
differ a person views themselves
depending on and the world
the specific
psychological
problems a
person is
experiencing. 
TRANSPERSONAL How the  Micro  Focuses on meaning, Maslow  Provides non- Assess and understand
THEORY spiritual and  Everyone has innate tendency to reach self-actualization connection, and purpose Jung sectarian frame client’s spiritual & faith
religious  Maslow’s hierarchy of needs: there are basic needs (physiological, safety and Fowler for development
aspects of security, love and belonging, esteem) to be met before reaching self-  Some people achieve Wilber understanding
human developmental level beyond Washburn spiritual aspects Ethically and
actualization
existence can the personal (ego-based) of human appropriately utilize
be understood level into transpersonal experience spiritually derived
How spiritual (beyond self or ego) levels interventions
development of consciousness and  Describes
builds upon functioning. developmental Understand and
and goes process beyond support clients’
beyond  There is an inherent self-actualization spiritual and religious
biopsychosocia tendency to express innate beliefs, practices, and
l development potentials for love, creativity,  Provides support systems
and spirituality guidelines for
clinical
 There is a difference discussions of
between psychopathological spiritual or
phenomena and spiritual transcendent
growth experiences experiences

 Stresses the
importance of
spiritual and
religious support
systems for life
meaning and
well-being
PSYCHODYNAMIC How inner  Micro Personality is made up of 3 parts:  Unconscious and conscious Freud  Useful for Ego supportive
THEORY energies and mental activity motivate understanding treatment:
external forces  Id: consists of all inherited componennts of personality present at birth human behaviour inner meanings &
interact to including aggressive and sex instinct  Ego functions mediate intrapsychic  Clarification,
impact between individual and processes education, &
emotional  Ego: to mediate unrealistic id and external environment. Makes decisions. environment support of
development  Ego defence mechanisms  Useful for adaptive
 Superego: values and morals of society learned from one’s parents and protect individuals from understanding functioning
others becoming overwhelmed by motivation,
unacceptable impulses and adaptation, &  Empathy &
 Parts of unconscious mind (Id and superego) are in constant conflict with threats interpersonal attention to
the conscious part of the mind (ego). This conflict creates anxiety but ego’s  Internalized experiences relationships affects and
defense mechanisms deals with the anxiety. shape personality emotions
development and functioning  Useful for
 Healing occurs through assessing  Understanding
 Defense mechanisms: E.g.s Repression, Denial, projection, displacement, attention to transferences strengths & ego of ego defence
regression, sublimation and the treatment functioning mechanisms &
underscoring of
ego strengths

 Establishing,
building, &
using the
treatment
relationship to
 facilitate
change
FAMILY LIFE Provides a  Micro  Each family goes through different stages of development, with emotional, intellectual,  Describes the stages of the Carter &  Knowing these  Workers to be
CYCLE framework for  Meso and social changes for each member of the family. Individual changes influence the family life cycle with specific McGoldrick individual stages sensitive that
understanding  Exo family, and changes in the family structure (e.g., births, deaths, and marriages) attention to key emotional of development is not all clients
the passage of influence individuals and structural changes useful because it are capable or
 Macro
families undergirding each gives them a choose to
through time.  Chrono developmental phase adhere to the
 The family life cycle affords a multidimensional context for understanding individual foundation for
development and the impact of broader social systems on the family unit. FLC.
understanding
 Workers can
what typical
use the FLC to
issues stand out
1) Leaving Home and Becoming a Single Adult: This involves “launching” support the
in each life appropriate
2) The New Couple: Two individuals from separate family backgrounds unite to form
stages. support client
a new family system.
3) Becoming Parents and a Family with Children: Entering this stage requires adults  This helps requires in
to move up a generation and become caregivers to the younger generation. workers pay different FLC.
4) The Family with Adolescents: Adolescence is a period of development in which special attention
individuals push for autonomy and seek to develop their own identity. to an individual's
5) The Family at Midlife: It is a time of “launching” children, playing an important role progress or
in linking generations, and adapting to midlife changes in development. stagnation in this
6) The Family at Midlife: It is a time of “launching” children, playing an important role area, how that
in linking generations, and adapting to midlife changes in development. presents
symptoms in the
client, and how it
may impact their
later growth.

Social Behavioural Perspective

SOCIAL LEARNING How individuals  Micro Key points:  Imitation & reaction to Vygotsky  Useful for  Behavioural
THEORY develop stimulation shape Pavlov enabling interventions such as
cognitive  Focus is on observable evidence of behavior (what one does, thinks or feels). behavioural learning Skinner behavioural & classical or operant
functioning and Watson symptomatic conditioning, positive
learn behaviour  Knowledge is constructed Piaget change or negative
 Behavior is maintained through conditioning, reinforcement, socio-cultural
through acting through children physically Bandura reinforcement to
influences.
on their and mentally acting on Beck  Useful for reverse/loosen
environment objects assessing conditional pairing of
 Environment can be manipulated to change behavior individual stimulus and
 Intelligence is an cognitive response and replace
 Neutral cues (stimuli like places, people) can become associated with problem evolutionary, biological functioning, it with more adaptive
behaviours (conditioned responses) adaptation to environment group & family responses/behaviors
interactions (Behaviours can be
 Cognitive structures enable unlearned and
adaptation & organization relearned)

 Time-limited,
problem-focused
interventions

 Cognitive reframing
of automatic thoughts
about presenting
problems to facilitate
change
LOCUS OF  Micro  Individuals who hold the belief that outcomes are dependent on their own behavior or  Internal locus of control Rotter Workers to explore  Gives rise to Good
CONTROL personal characteristics are said to have an internal locus of control. orientation are suggested to the extent to which Life Model
 In contrast, those with an external locus of control believe that life outcomes are be more open to engaging in individuals are  Strength based
determined by forces outside of their control treatment and are also convinced that they intervention
considered more likely to can control events approaches.
have successful treatment themselves as a
outcomes consequence of
 Individuals with external their own behavior
controls and have little
personal autonomy, it is
important to consider what
treatment approaches might
 be most successful in
reorienting individuals’ locus
of control.
Rational Choice Perspective

SOCIAL EXCHANGE How persons  Micro  Social behavior is due to an exchange process to maximize benefits and *Antecedents, Homan  *Useful for *Assess resources and
THEORY minimize costs  Mess minimize costs consequences, personal Thibau assessing and power inequities at the
and maximize o  People value benefits and costs of each relationship expectations, and Kelley understanding meso-macro level
rewards  When risks outweigh rewards, people will terminate the relationship interpretation shape and Blau power *Facilitate group and
through maintain behavior in the inequities and community interaction
social present distributed *Maximize costs,
exchange *Self-interest determines justice minimize rewards in the
social exchange *Basis for cost- macro environment
*Unequal resources benefit
determine power inequities analysis
and reciprocity is essential
*Six propositions:
--Success proposition
--Stimulus proposition
--Value proposition
--Deprivation-satiation --
proposition
--Aggression-approval
proposition
--Rationality proposition
Social Constructionist Perspective
SOCIAL How  Micro  Culture and social interaction shape cognitive abilities  Zone of proximal Vygotsky  Enhances *Listen for cultured
CONSTRUCTIONIS sociocultural  Messo  People have potential abilities if given appropriate guidance development (ZPD) understanding narratives
M and historical -distance between actual of individual and
contexts shape developmental level cultural *Approach practice with
individuals and determined through connection a
the creation of independent problem solving stance of “not knowing”
knowledge and level of potential  Useful for
How individuals development under guidance understanding *View practice as
create of more knowledgeable other non-dominant “mutual interchange”
themselves  Scaffolding and because relationships
-temporary support given by oppressed have “mutual influence”
more knowledgeable other to groups in a
do task nonmarginalize *Recognize how
d manner individuals and groups
construct their identities
through an ongoing,
fluid
process

In education:
Interventions to give
guidance to learners in
ZPD (to give just
enough assistance) so
people can learn to
complete tasks;
workers to apply
scaffolding for client’s
goals or employ
collaborative learning
(in group)
SYMBOLIC How the “self”  Micro  Society is a product of shared symbols like language *Human action is caused by Mead & Weber *Enhances *Formulate assessment
INTERACTIONISM is  Meso  People construct their social world based on communication- through symbols complex interaction between understanding and intervene through
influenced and  Exo and within individuals of the relationship understanding roles
shaped by *Dynamic social activities between assumed by individuals
 Macro
social take place among persons the individual and and groups through
processes and  Chrono and we act according to how society individual and society
the capacity to we define our situation and the “self” as interaction
symbolize *We act in the present, not a social
the past process *Focus on
 *Individuals are actors on the diminishment
stage and take on roles, *Provides of the sense of stigma
interacting with the framework for for
environment individual, group, individuals, families,
and groups, and
societal communities
assessment
*Provides
alternative view
of deviance and
psychopathology
Psychoanalytic and Psychoanalysis Theories

PSYCHOANALYTIC All actions and  Micro  Our personality consists of 3 components, the Id, Ego, and Superego. ID: is the unconscious part that Freud *Helps clients *Can be use to explain
behaviors are  Messo drives the personality. It works understand their certain behaviours and
guided by on the pleasure principle, which emotions and the effect of those
childhood means that it needs instant unconscious beaviours in client’s
experiences, gratification for its needs. The patterns of environment.
repressed Id does not care about societal behavior.
traumas, and expectations or the difference *Helps to increase the
memories between wrong and right; it only *Explains by client’s self-awareness
wants the instant satisfaction of intrapsychic and understanding of
its needs. Freud stated that ID processes and the influence of the
is motivated by sex and interpersonal past on present
aggression. patterns outside of behaviour.
a person’s
Superego: The ethical conscious
*Knowing how to
component of the personality awareness and
and provides the moral based on their identify a client's ego
standards by which the ego childhood strengths can prove to
operates. The superego's experience be a vital determinant
criticisms, prohibitions, and of how well a client will
inhibitions form a person's *Understanding the cope with painful life
conscience, and its positive forces outside of a situations.
aspirations and ideals person’s
represent one's idealized self- awareness explain *An ego strength can
image, or “ego ideal.” why they behave a be defined as an
Supressing most primal urges certain way. aspect of someone's
and needs. personality, attitude, or
behavior that helps
Ego: The ego is the only part of them maintain good
the conscious personality. It's mental health in the
what the person is aware of face of adversity or
when they think about painful experiences. In
themselves, and is what they
ego psychology, an
usually try to project toward
others. ego strength is defined
as the capacity of the
The ego develops to mediate ego to cope with
between the unrealistic id and conflicting demands of
the external real world. It is the the id, superego and
decision-making component of reality
personality.

Theories of Motivation

HIERARCHY OF Explains  Micro  Physiological need *Theories addresses deficiency Maslow Social workers can Theory can be applied
NEEDS motivation - Air, water, food shelter, Sleep, clothing, reproduction needs and growth needs – that use Maslow's to all individuals,
through the  Safety need can develop and reduce hierarchy in client regardless of race,
satisfaction of - Personal security, employment, resources, health, property motivations. assessments to ethnicity, gender, sex,
needs  Love and Belonging guide their religion, ability or
arranged in a - Friendship, intimacy, family, sense of connection *Deficiency needs arise due to understanding of socioeconomic status.
hierarchical  Esteem deprivation and are said to where their client is
order. As motivate people when they are
 satisfied needs - Respect, Self-esteem, Status, Recognition, Strength, Freedom unmet. Also, the motivation to starting from and All have basic needs
do not  Self-Actualization fulfill such needs will become what needs they that must be fulfilled for
motivate, it is - Desire to be the most that one can be. stronger the longer the duration have yet to fulfil.  an individual to achieve
the they are denied. their psychological
dissatisfaction needs and self-
that moves us fulfilment needs
in the direction
of fulfilment.
ERG THEORY Builds on  Micro *Existence: Alderfer Workers working
Maslow's Maslow’s physiological with vocation
Hierarchy of needs stage concerns itself related cases can
Needs and with basic human needs explore needs that
states that such as air, water, food, and has not been
humans have shelter. Alderfer gave a fulfilled to
similar idea in terms of understand poor
three core
employment, property, and motivation in work
types of need:
health or task
Existence, performances.
Relatedness Relatedness:
and Growth. Humans need to have social
interactions which help them
live a healthy life. Secondly,
another important thing
humans strive to gain is the
respect of others. 

Growth:
Humans need to grow in
terms of having self-esteem,
confidence and focus on
personal development. It is
in this phase that a human
being strives to become the
best versions of themselves

*Clients can be motivated by

multiple levels of need at the
same time, and that the level
which is most important to them
can change over time.

*An individual’s priorities and

motivations may be fluid and
can move between the
existence, relatedness and
growth levels of need over time.
They can move upwards, and
they can move downwards.