Individuals may perceive or focus on this need very specifically. For example, one individual may have a strong desire to become an ideal parent. Cognitive needs drive our pursuit of knowledge and understanding. For instance, a student’s desire to understand complex mathematical theories, a traveler’s curiosity about diverse cultures, or an individual’s quest for life’s deeper meanings all exemplify these needs. Maslow looks at the complete physical, emotional, social, and intellectual qualities of an individual and how they impact learning.

Cultivate psychological safety– Foster an environment where people feel safe to take risks, make mistakes, and speak up without fear of embarrassment or punishment. Ainsworth and colleagues observed how comfortable each infant was physically farther away from the mother in an unfamiliar environment, how each infant interacted with the stranger, and how each infant greeted the mother upon her return.

Educational Implications

Esteem needs – which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the need to be accepted and valued by others (e.g., status, prestige). He looked at the biographies and writings of 18 people he identified as being self-actualized. From these sources, he developed a list of qualities that seemed characteristic of this specific group of people, as opposed to humanity in general. It is through an individual’s internal working model that childhood patterns of attachment are carried forward across the life cycle into adolescence and adulthood. Attachment is characterized by specific behaviors in children, such as seeking proximity to the attachment figure when upset or threatened (Bowlby, 1969).

Freud used three main methods of accessing the unconscious mind: free association, dream analysis and slips of the tongue. Belongingness– Loneliness impedes healing. Make patients feel welcomed and included. Introduce them to other patients. Allow for family visitation and spiritual practices. Additionally, during the same situation the infant tended to be slightly distressed during separation from the mother, but the infant rarely cried. As adults, those with an anxious preoccupied attachment style are overly concerned with the uncertainty of a relationship. They hold a negative working model of self and a positive working model of others. Avoidant AttachmentRudolph Schaffer and Peggy Emerson (1964) investigated if attachment develops through a series of stages by studying 60 babies at monthly intervals for the first 18 months of life (this is known as a longitudinal study). They also rated their well-being across three discrete measures: life evaluation (a person’s view of his or her life as a whole), positive feelings (day-to-day instances of joy or pleasure), and negative feelings (everyday experiences of sorrow, anger, or stress).

Mittelman, W. (1991). Maslow’s study of self-actualization: A reinterpretation. Journal of Humanistic Psychology, 31(1), 114-135. Attachments are most likely to form with those who responded accurately to the baby’s signals, not the person they spent more time with. Schaffer and Emerson called this sensitive responsiveness.

It refers to the person’s desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially.

Although people achieve self-actualization in their own unique way, they tend to share certain characteristics. However, self-actualization is a matter of degree, ‘There are no perfect human beings’ (Maslow, 1970a, p. 176). Applications of Maslow’s hierarchy theory to the work of the classroom teacher are obvious. Before a student’s cognitive needs can be met, they must first fulfill their basic physiological needs. This level of need refers to what a person’s full potential is and the realization of that potential.

Psychology was institutionalized as a science in 1879 by Wilhelm Wundt, who found the first psychological laboratory.