1. MODULE - I

2. “MEN AND WOMEN ARE NOT PRISONERS
OF FATE, BUT ONLY PRISONERS OF THEIR
MINDS”
-Franklin D. Roosevelt

3. Introduction to Behavioral Science
It is the study of human habits, actions and
intentions.
This science involves knowledge of sociology,
psychology and anthropology with strong
observation, research and communication skills.
A person studying behavioural science works with
communities and individuals examining behavior
and decision-making.

4. Importance/Need of Behavioral
Science
Improves the
quality of life
Helps us resolve
issues
Assist in
understanding
what influences
human behavior
Helps in leading an
informed life
Allows us to
contribute to our
communities in a
better way
Promotes value of
cross-cultural
diversity
Helps in
rationalizing
human actions

5. Knowledge
about self is
extremely
important
due to the
following
reasons:
HELPS TO
CONTROL
EMOTIONS
HELPS TO
REACH YOUR
GOALS
HELPS TO REACH
BETTER
DECISIONS
HELPS TO
IMPROVE
RELATIONSHIP
HELPS TO
REALIZE AND
IMPROVE YOUR
FULL POTENTIAL
HELPS TO
EXPERIENCE
HAPPINESS AND
JOY

6. Gender and Identity
Gender refers to the characteristics of women, men, girls and
boys that are “socially constructed”. As a social construct, gender
varies from society to society.
Questions:-
– Do men and women have different abilities?
– Do men and women face different challenges in their
lives- both personal and professional?
– Is gender confined to the binary terms of male and
female?

7. Some observations made by researchers
• Men are physically stronger and more muscular. However, in the
‘ability to survive’, it has been medically proven that women have
greater survival ability. Men are affected more by starvation, shock,
fatigue etc. Therefore, women have longer life spans than men.
(Montague,1968)
• Men suffer more from psycho-physiological disorders like attention
deficit, antisocial personality disorder whereas, women suffer more
from psychological disorders like eating disorder. (APA, 1987)
• Aggression is not associated with chromosomes. It is instead a
reflection of cultural expectations of roles for men & women.
• Women are expected to be people-oriented. Socialization process
encourages women to be more aware and sensitive than men. They
are generally labelled as possessing higher social skills as compared to
men. They smile more, have more eye-contact and are sensitive to
non-verbal communication.(Colwill,1982)

8. Peer Pressure
Peers are the individuals
with whom a child or
adolescent identifies
himself ,who are usually but
not always of the same age-
group
Peer pressure can happen
when we are influenced to
do something we usually
would not do, or stop us
from doing something we
would like to do

9. Self concept
• Self-concept is an individual’s perception of
self and is what helps make each individual
unique.
• Positive and negative self-assessments in
the physical, emotional, intellectual, and
functional dimensions change over time.
• Self-concept affects the ability to function
and greatly influences health status.

10. Factors
Affecting
Self-
Concept
Altered
Health
Status
Experience
Developme
ntal
consideratio
ns
Culture
Internal
and
external
resources
History of
success
and failure
Crisis or life
stressors
Ageing,
illness, or
trauma

11. Stages in the
developmen
t of Self-
Concept
Self-
awareness
(infancy)
Self-
recognition
(18 months)
Self-definition
(3 years)
Self-concept
(6 to 7 years)

12. • Infant learns physical self different
from environment.
• If basic needs are met, child has
positive feelings of self.
• Child internalizes other people’s
attitudes toward self.
• Child or adult internalizes standards
of society.

13. Components of Self-Concept
• Identity
• Body image
• Self-esteem
• Role
performance

14. Interrelations
hip of
Components
of Self-
Concept

15. Identity
• A sense of personal
identity is what sets
one person apart as a
unique individual.
• Identity includes a
person’s name, gender,
ethnic identity, family
status, occupation, and
roles.
• One’s personal identity
begins to develop
during childhood and is
constantly reinforced
and modified
throughout life.

16. Body Image
• Body image is an attitude
about one’s physical
attributes and
characteristics,
appearance, and
performance.
• Body image is dynamic
because any change in
body structure or
function, including the
normal changes of growth
and development, can
affect it.

17. Role
• Role refers to a set of expected
behaviors determined by
familial, cultural, and social
norms.
• The level of self-esteem is
dependent upon the self-
perception of adequate role
performance in these various
social roles.
• Stressors Affecting Role
Performance
• Role overload
• Role conflict
• – Whenever a person is unable
to fulfill role responsibilities,
self-concept is impaired.

18. Self image
• Self-image is how you perceive yourself. It is a
number of self-impressions that have built up
over time…
• These self-images can be very positive, giving a
person confidence in their thoughts and
actions, or negative, making a person doubtful
of their capabilities and ideas.
• A positive self-image is having a good view of
yourself; for example:
 Seeing yourself as an attractive and desirable
person.
 Having an image of yourself as a smart and
intelligent person.
 Seeing a happy, healthy person when you look
in to the mirror.

19. Self-Image vs. Self-Concept
• Self-image and self-concept are strongly
associated, but they’re not quite the same
thing.
• Self-concept is a more overarching
construct than self-image; it involves how
you see yourself, how you think about
yourself, and how you feel about yourself.
In a sense, self-image is one of the
components that make up self-concept .

20. Process of knowing self
Johari window
• A MODEL of self awareness , personal
development, group development and
understanding relationship
• The Johari Window model was developed by
American psychologists Joseph Luft and
Harry Ingham in the 1950's .

21. Public
Open
(Eg.I love singing)
Blind (spot)
(Eg. Bad Breath, Body
odour etc)
Hidden
Private
(Eg: I actually hate
parties)
Unknown
Unconscious
Eg: That I love
adventure sports
JOHARI Window: An Interpersonal
Communications Model
KNOWN TO ME UNKNOWN TO ME
KNOWN
TO
OTHERS
UNKNOWN
TO
OTHERS

22. JOHARI
WINDOW
• The Johari Window became
widely used model for
understanding and training
self-awareness, personal
development, improving
communications, interpersonal
relationships, group dynamics,
team development and inter-
group relationships.
• Refers to others and self
(Others – other people in the
team )

23. • The Johari Window represents
information - feelings, experience,
views, attitudes, skills, intentions,
motivation, etc. - within or about a
person - in relation to their group,
from four perspectives, which are
described below:
o Open Area -what is known by the
person about him/herself and is
also known by others - open self,
free area, free self, or 'the arena'

24. o Blind Area - what is unknown by
the person about him/herself but
which others know - blind area,
blind self, or 'blind spot'
o Hidden Area - what the person
knows about him/herself that
others do not know - hidden area,
hidden self, avoided area, avoided
self or 'facade’ .
o Unknown Area -what is unknown
by the person about him/herself
and is also unknown by others -
unknown area or unknown self .

25. Self esteem
• Self-esteem is the judgement of
personal performance compared
with the self-ideal.
• Self-esteem is derived from a sense
of giving and receiving love and
being respected by others.
• Self-esteem is basically about how
much you value yourself and how
much you respect your decisions
and how confident you are in
taking a risk and facing the
consequences.

26. The Importance
of Self Esteem
• People who feel good
about themselves more
likely to have the
confidence to try new
health behaviors
• Building esteem is a
first step towards your
happiness and a better
life.
• High self-esteem
increases your
confidence.

27. Advantages of good self esteem
• Leaders to others
• Accept failure
• Doesn’t submit to peer pressure
• Believes in self
• Willing to try new things
• Appreciate life
• Change the bad

28. Characteristics of people with high self
esteem
• More ambitious in what one hopes to
experience in life
• Seeks the challenge of worthwhile and
demanding goals
• More capable of having open, honest and
appropriate Communications with others
• Self-confident – wants to be with other self-
confident people.

29. Characteristics of HIGH self esteem
Able to accept and
learn from their
own mistakes.
Confident without
being obnoxious
or conceited.
Not devastated by
criticism.
Not overly
defensive when
questioned.
Not easily
defeated by
setbacks and
obstacles.

30. How is self-esteem
built
& destroyed?
Building
• Find a good role model
• Praise & compliments
• Focus on the positive
• Keep criticism to a minimum
• Set & achieve goals
• Perfect your skills
Destroyed
• Comparing yourself to others
• Putting yourself down
• Drug/Alcohol abuse
• OTHERs

31. ERIKSON MODEL

32. Introduction
• Biological in belief that there are innate drives
to develop social relationships and that these
promote survival (Darwinism)
• Divided life span into eight psychosocial
stages, each associated with a different drive
and a problem or crisis to resolve

33. Stage 1:
(Birth–1)
Trust vs.
Mistrust
• Infants must rely on others
for care
• Consistent and
dependable caregiving and
meeting infant needs leads
to a sense of trust
• Infants who are not well
cared for will develop
mistrust

34. Stage 2: (1–3 years)
Autonomy vs. Shame and Doubt
• Children are discovering their own
independence.
• Testing more independence by
assuming more self-responsibilities
– Toilet, Feeding, Dressing
• Those given the opportunity to
experience independence will gain a
sense of autonomy.
• Children that are overly restrained or
punished harshly will develop shame
and doubt.

35. Stage 3: (3–5
years)
Initiative vs. Guilt
• Preschoolers learn to
plan out and carry out
their goals
• Sense of
accomplishment leads
to initiative
• Feelings of guilt can
emerge if the child is
made to feel too
anxious or
irresponsible

36. Stage 4: (5–12
years))
Industry vs.
Inferiority
• Stage of life
surrounding mastery
of knowledge and
intellectual skills
• Sense of competence
and achievement leads
to industry
• Feeling incompetent
and unproductive
leads to inferiority.

37. Stage 5:
(Adolescence)
Identity vs.
Confusion
• Developing a sense of who one
is and where one is going in life
– The adolescent’s path to
successful identity
achievement begins with
identity diffusion.
– This is followed by a
moratorium period.
– Gradually, the adolescent
arrives at an integrated
identity
• Successful resolution leads to
positive identity
• Unsuccessful resolution leads to
identity confusion or a negative
identity

38. Stage 6: (Young
adulthood)
Intimacy vs. Isolation
• Time for sharing
oneself with another
person
• Capacity to hold
commitments with
others leads to
intimacy
• Failure to establish
commitments leads to
feelings of isolation

39. Stage 7: (Middle adulthood)
Generativity vs. Stagnation
• Caring for others in
family, friends, and
work leads to sense of
contribution to later
generations
• Stagnation comes from
a sense of boredom and
meaninglessness

40. Stage 8: (Late
adulthood to Death)
Integrity vs. Despair
• Successful resolutions of
all previous crises leads to
integrity and the ability to
see broad truths and advise
those in earlier stages.
• Despair arises from
feelings of helplessness and
the bitter sense that life has
been incomplete .

42. Process of knowing
self
Maintain a
personal diary
Practice
meditation
Exercise
regularly
Go for outings Develop
hobbies
Develop new
interests
“No one can give you better advice than
yourself”-Cicero

43. THANK YOU