Mg Zaw Myo Htut

၁မဟ/ပည(စိတ်)-၁
Epsy-611
Assignment

Elements of Thought (Tools of Thinking)

The elements of thought may be summarized as follow:
1. Image
2. Concept
3. Symbols and signs
4. Language
5. Muscle activities
6. Brain function

1.Image
Images, as mental pictures consist of personal experiences of objects,
persons or sense actually seen, heard and felt. We usually manipulate the
images rather than the actual objects, experiences or activities.
2. Concepts
A concept is a general idea that stands for a general class and represents
the common characteristic of all objects or events of this general class.
Concepts economise the efforts in thinking. For example, we need to remind
not only about the nature and qualities of elephant as a class but also our own
experiences and understanding of them come to the surface in our
consciousness.
3. Symbols and signs
Symbols and signs represent and stand for substitutes for the actual
objects, experiences and activities. In this sense, they are not confined to
words, mathematical numerals and terms. These symbols and signs stimulate
and economise thinking. They at once tell us what to do or how to act.
4. Language
Language is the most efficient and developed vehicle used for carrying
out the process of thinking. Reading and writing of documents and literature
also help in stimulation and promoting the thinking process.
5. Muscle activities
Thinking shows evidence of the involvement of some incipient
movements of groups of our muscles. A positive correlation has been found
between the thinking and muscular activities of an individual. When we move
towards a state of muscular relaxation, our thought processes are also
gradually lulled.
6. Brain
Thinking is a function of the brain. Our mind or brain is said to be the
chief instrument or seat for the carrying out of the process of thinking. The
experiences registered by our sense organs have no meaning unless these
impressions are received by our brain cells. The mental pictures or images can
be stored, formed, reconstructed or put to use only on being processed by the
brain. What happens in our thought process is simply the function or product
of the activities of our brain.

Training or Development of Thinking

Thinking is one of the important aspects of teaching-learning process.
here’s how you might approach this new (or any) training program with
design thinking for training and development.

1. Find out where employees are and what they want

The first step, empathize, is all about researching the learner experience.
Find out what employees want to learn and how they want to learn it by
asking. And then, you as a teacher, need your Learning Management System
to compile reports on how and when people are engaging with their training.
Finally, look at delivery from the learners’ perspective. How and where are
learners already using tech?
2. Clearly state the problem

Here, you’ll define the problem. What is it you’re looking to achieve

with this new training?

Take your observations and sum up the problem as well as the result you
want. This will give you a clear goal to work toward and a way to focus all
your efforts. Focusing on what employees need will help you design a
solution that works for them and will therefore be more successful.

3. Come up with (multiple) solutions

When you focus on quantity vs. one polished solution, you keep your
options open and make room for experimenting. Conduct brainstorming
sessions with stakeholders and designers to get every idea for delivery out
there.

4. Produce scaled-down versions of your solution

This is where you build out prototypes. You don’t develop full products
yet, just functional versions of some of your best solutions that you can test
before committing to a final solution. Test them out within them out within
the team or with a small test group within one department and watch how it
goes. Take notes and be ready to brainstorm and iterate again if you see big
room for improvement.

5. Test out the final product

Once you got a good sense of the solution you want to present, create a
more complete prototype and try it out on a real audience. But don’t forget
this is an iterative process. Don’t just pat yourself on the back for reaching the
final phase, launch your training, and move on. Stay curious and remember:
your purpose is to best serve learners. So, be open to what else they might
need.

Design thinking for training and development is a great solution for

approaching your next training course. Its focus on the user experience will
help you keep the real objectives of training in mind: education and employee
development.
Reference:

https://www.talentlms.com/blog/training-and-development-design-thinking/

Psychology of Adjustment

Characteristics of a Well-adjusted Person

A well-adjusted person is supposed to possess the following

characteristics:

1. Awareness of his own strengths and limitations.

2. Respecting himself and others.

3. An adequate level of aspiration.

4. Satisfaction of basic needs.

5. Absence of a critical or fault-finding attitude.

6. Flexibility in behavior.

7. The capacity to deal with adverse circumstances.

8. A realistic perception of the world.

9. A feeling of ease with his surroundings.

10. A balanced philosophy of life.

Theories or Models of Adjustment

Why do some people adjust to their environment and others do not? What are
the factors that make an individual adjusted or maladjusted? There are several
theories and models describing the pattern of adjustment for answering such
questions.

1. The moral model

This represents the oldest view-point about adjustment or

maladjustment. According to this view, adjustment or maladjustment should
be judged in terms of morality i.e. absolute norms of expected behavior.
Those follow the norms are adjusted and those who violate or do not follow
these norms are maladjusted. In nineteenth century, the moral model was
replaced by the medico-biological model.

2. The medico-biological model

According to this model, maladjustment is the result of disease in the

tissues of the body, especially the brain. In the opinion of Lazaras(1976), the
correction of adjustive failures or disorders requires correction of the tissue
defect through physical therapies such as drugs, surgery and the like. It is not
correct to assign physiological or organic causes to all maladapted and
malfunctioning behavior, especially when there is no evidence of
physiological malfunction.

3. The psychoanalytic model

This model owes its origin to the theory of psychoanalysis propagated

by Sigmund Freud (1938) and supported by psychologists like Adler, Jung
and other neo-Freudians.

According to Freud’s views, the human mind consists of three layers, the
conscious, the sub-conscious and unconscious. The unconscious decides the
individual’s adjustment and maladjustment to his self and to his environment.
Then Freud postulated the imaginary concepts of ‘id’, ‘ego’ and ‘superego’
for the adjustive and non-adjustive behavior patterns. A person remains
adjusted to the extent that his ego is able to maintain the balance between id
and superego. In case the ego is not strong enough to exercise proper control
over one’s id and superego, malfunction of behavior would result.

Freud also uses the concept of libido. If its flow is outward causing sex
gratification, the individual remains adjusted. Its inward flow leads to self-
indulgence and narcissism. If its path is blocked, this results regressive
behavior, a kind of abnormality. If its flow is dammed up, it may cause severe
maladjustment. According to Freud, what the individual may have
experienced as a child, is also important for making him adjusted or
maladjusted to his self and the environment.

Adler’s views

Adler disagreed with his teacher and substituted the sex motive with the
power motive or desire to attain superiority and perfection to explain human
behavior.