M O T I VA T I O N

&
EMOTIONAL PROCESS

AMRITANSHU LECTURER SLMGNC

 Introduction
Psychology deals not only with what people do but also
why they do so. Why they do and how they behave in
particular situation can be understood in terms of
motivation. Motivation is an organized condition of
individual which serve to direct behavior toward a
certain goal. Motives are inference from observation of
behavior. While as they serve as powerful tools for
explanation of behavior, they also allow us to make
prediction of future behavior activating drives such as
needs, drive and motives mostly at work.
 Needs
• Needs are the basic requirements for our functioning and the
nutriments for our well-being and advancement. We can only
fully develop and flourish if all our basic needs are satisfied (at
least to some degree), and none can be neglected without
significant negative consequences. Needs are also a strong
direct source of meaning and pleasure (and displeasure): events
and activities that fulfil our needs are both meaningful and
pleasurable.
• If one thing can be said about design, it is that its relevance to
the individual and to humanity at large—its purpose, meaning,
success or failure—depends on the extent to which it satisfies
people’s needs. Needs are the fundament of our motivation
system, and all human activity is essentially fueled by the
aspiration of need fulfilment.
 Types of needs
• Biological needs:- A biological need refers
to a basic requirement for survival and well-
being, such as food, water, or sleep. It is an
essential necessity for maintaining physical
health.

• Need for oxygen, water and food

• Temperature, rest and sleep
• Need for satisfaction of the sex urge
 Psychological Needs
Also called secondary needs these are acquired through learning
and contact with others. These are linked with socio-cultural
environment and psychological makeup of an individual. These
needs transformation into dynamic forces underlying behavior.
• Autonomy
• Safety & security
• Love & Belongingness
• Recognition & Appreciation from others
• Hierarchical management
• Expression of self and actualization of potentials
 Drives
Drive theory is based on the principle that organisms
are born with certain psychological needs and that a
negative state of tension is created when these needs
are not satisfied. When a need is satisfied, drive is
reduced and the organism returns to a state of
homeostasis and relaxation. According to the theory,
drive tends to increase over time and operates on a
feedback control system, much like a thermostat.
• Biological or Primary Drive
• Socio-Psychological or Secondary drive
 Biological drive
Biological needs give birth to biological drives such as
hunger, thirst, sex and escapes from pain. These drives
are basically unlearned in nature. They arise from our
biological needs as a result of a biological mechanism
called homeostasis.
Homeostasis:- our body system constantly works to
maintain optimum level of functioning between input
and output. For example:- When blood sugar drops
brain sends signal to activate huger drive after
consumption of the meal body returns to its original
state of balance.
 Socio-psychological or Secondary
Drive
It includes fear and anxiety, desire for approval,
striving for achievement, aggression and
dependence. These drives are not related to our
physiological needs and therefore do not arise on
account of imbalance in body’s internal functioning.
They arise from socio-psychological needs and are
acquired through social learning as a result of one’s
interaction with socio-cultural interaction. Drives are
thus the basic activating force behind a behavior.
 Incentives
Anything that incites, rouses or encourages a
person is termed as an incentives. Drives are
influenced and guided by incentives. Praise,
appreciation, regards, bonus etc. are example of
incentives. Incentives works as a reinforcing agent
as it adds more strength to a drive like adding fuel
to already ignited fire. A peace of candy, chocolate
may work as incentive for child giving more
strength to its drive resulting in further motivation
to act or behave in desirable way.
 Motivation
A motive etymologically means that ‘which
moves’. A motive may be considered as an
energetic fore or tendency (learned or innate)
working within the individual to compel,
persuade or inspire him to act for the
satisfaction of basic needs or attainment of
some specific purpose. Motives can be seen
in the form of various needs, desires and
aspiration of an individual.
 Theories of motivation
Theory Main points

Instincts Innate biological instincts guide behavior. Eg. Attachment, play,

shame, shyness , modesy & love.

Drive reduction Behavior is guided by biological needs and learned ways of reducing
(Push Theory) drives arising from those needs. Eg. Hunger & Thirst

Arousal • People seek to maintain an optimal level of physiological arousal

which differs from person to person. Eg. Alertness, Wakefullness
• Maximum performance occurs at optimal level of arousal
Incentives External stimuli direct and energize behavior.
(Pull theory) Based on learning theories of Thorndike and Ivan Pavlov
Token Economy, Positive Reinforcement,

Hierarchy of needs • Needs form a hierarchy (Maslow’s Hierarchy)

•Lower order needs must be fulfilled before higher order needs are met
Maslow’s Hierarchy
 Emotions
Etymologically the word ‘emotion’ is derived from
the Latin Word, ‘emovere’ which means ‘to stir up’
or ‘excite’. In common usage emotion is referred to
as a subjective feelings.
Feelings are simple experience of the affective type,
pleasant or unpleasant. Emotions are more complex
affective experiences in which the whole individual
is stirred up. Emotions are feelings or affective
experiences characterized by physiological changes
that generally lead them to perform some or the
other types of behavior acts.
 Definitions
• The psychological feature that arouses an
organism to action toward a desired goal; the
reason for the action; that which gives purpose
and direction to behavior.
• Emotions is an affective experience that
accompanies generalized inner adjustment and
mental and physiological stirred-up states in the
individual that shows itself in his overt
behavior.
 Components of Emotion
• Subjective feeling:- They are what you believe and what you
are feeling. It is conscious and an intellectual perception of a
situation. If the situation is intense enough it may provoke an
emotions. Emotional feeling are experience before expression.
• Emotional expression or Expressive behavior:- Facial, Vocal,
Bodily Movements and gestures.
• Physiological Changes:- Increased blood pressure, Change in
rate of respiration, Dilation of pupil, Sweating & Decreased
secretion of saliva, Increased blood sugar level, Goosebumps,
Muscular tension and tremors.
•Conscious Experience:- emotional experience is generally a
conscious feeling. Feelings and emotional experience are both
important to assess an I individual emotions.
Types of emotions
 Characteristics of Emotions
Emotions expressed by humans can be divided into two broad categories and
are called as positive and negative emotions. Examples of positive emotions
include the following: Interest, enthusiasm, boredom, laughter, empathy,
action, curiosity. An attempt or intention to exclude is expressed by Negative
emotions. Apathy, grief, fear, hatred, shame, blame, regret, resentment, anger,
hostility are examples of negative emotions.
Emotions are accompanied by activation or an aroused state in the organism.
They are normally accompanied by both physiological and psychological
changes. The physiological changes normally include changes in gestures,
muscular movements, facial expression, changes in physiological reactions
like blood-pressure, pulse rate, heartbeat, respiration, etc. and psychological
changes include blurring or clouding of consciousness, blocking of memory,
confusion in perception etc.
 Development of Emotions
Katherine Bridges’ Theory - Emotions develop as
babies age
• Newborns - One emotion only: diffuse
excitement
• 3 Months - Distress and delight
• 6 Months - Distress differentiates into fear,
disgust, and anger
• 12 Months - Delight differentiates into elation
and affection
• 2 Years - Jealousy develops from distress; joy
develops from delight
Facial Expression from 6 months to 2 years
 Emotional Disorder
• Depressive Disorder
• Bipolar Disorder
• Premenstrual Dysphoric Disorder
•Anxiety Disorder
•Obsessive compulsive Disorder
Emotional Reaction
Theories of Emotions
 Emotions in sickness
• Anxiety
• Worry
• Fear
• Shock
• Denial
• Anger
• Depression
 Handling Emotions
• “Being aware of our internal emotional state and being
more mindful and present with how our mind and body
respond to situation enables us to mange stress better”
• Identifying emotions or emotional awareness.
• Listen to emotions
• Understand the source of emotions
• Accept emotions
• Express yourself in a healthy and constructive manner
• Build positive emotions
 Role of nurse in caring for
emotionally sick client
• Spend time with patient
• Facilitate verbalization of feeling
• Handling the emotions
• Orientation of patient to health care facilities
• Identification of learning needs of patient
• Provide diversional activities
• Taking care of insomnia, food, fluid intake,
elimination pattern
• Maintain cheerfulness and humor
• See help of mental health professional
 Stress and Adaptation
Stress is a feeling of physically, emotional & tension.
Everyone experiences stress as a part of daily life, but
each perceive and respond to stress in their own
unique way. Stress is the debilitating effects caused
by constant pressure both at work and home.
Adaptation is the process that requires a change in
behavior. So that the person is better suited to the
environment. The nurses need to understand the stress
to help the clients cope effectively and adapt to the
stressors of illness and care giving stress can lead to a
state of unhealthy.
 Definitions
• Stress is a demand made upon the
adaptive capacities of the mind and
body.
• Stress is the non- specific response of
the body to any demand, whether it is
caused by or results in pleasant or
unpleasant conditions.
-Hans Selye, 1936.
 Stressors
• An agent, condition, or other stimulus that
causes stress to an organism.
• A stressor is a situation, activity or event
that produces stress.
• Three major categories of stressors are:
1. Catastrophic events
2. Important life events
3. Daily hassles
 Catastrophic Events
• Catastrophic stress, also known as acute stress reaction, is
an intense reaction to rare, extreme events often involving the
threat or exercise of violence, and is difficult to cope with.
Ex:- Earthquake, Hurricane, War, Toxic waste contamination
and nuclear accidents.
• Important Life events:- Major life events such as death of a
family member have immediate negative consequences which
usually fade with time. Ex:- loss of job, illness, break up,
marriage etc.
• Daily Hassles:- There are minor irritants of life that we all
face time and again traffic delays, noise pollution, weather,
work demands, unhappy relationship, etc.
 Stressor
• A stressor is a stimulates that the person perceives
as a challenge or threat, it disturb the person’s
equilibrium by initiating a physical or emotional
response.
• Ways to reduce stress: Avoiding or managing the
stress, choosing what is important in life, time
management, simple living, learning to say no etc.
• Reaction to stress: Once there is a stressor our reacts
to it. Reaction to stress relates to perception of the
stress. When a person feels stressed due to the stressor,
the body begins to release chemicals to confront it.
• Wear and tear on the body and organ system:-
When a person become stressed and does not correct
the stressor, the same stress reaction which helped
cope in the beginning start to wear oneself.
• Remedies: Improving diet, regular exercise, yoga,
meditation etc.
• Reduced optimum Health: After a sustained period
of chronic stress the body wears down inviting more
serious disease like high BP, Heart problems etc
•Remedies; Consulting doctor, Acupuncture,
Naturopathy etc
• Alarm Reaction: The alarm reaction is essentially the
emergency response of the body. The body senses a threat
and the flight-or-fight response is initiated. During this
phase the hypothalamus pituitary adrenal axis (HPA axis)
becomes active. The hypothalamus sends parallel
messages in two directions. One, it stimulates pituitary,
which in turn stimulates the adrenal medulla to secrete
epinephrine and norepinephrine. Two, it stimulates the
Sympathetic Nervous System (SNS) which leads to
arousal of internal organs and glands. This leads to arousal
reactions in body such as, • Heart rate increases • Blood
pressure increases. • Blood sugar rises. • Blood flow to gut
decreases. • Blood flow to heart, brain and muscles
increases.
• Stage of Resistance: If the stressor continues to be present, the stage of
resistance begins, wherein the body resists the effects of the continuous
stressor. However, resistance to new stressors is impaired during this
stage. During this stage, the physiological changes of Alarm phase are in
effect. In addition to the previous bodily arousal, there are other hormonal
responses which help maintain the body's fight against the stressor.
• Hypothalamus secretes corticotrophin-releasing hormone (CRH) into the
blood stream. CRH stimulates pituitary gland to secrete
adrenocorticotropic hormone (ACTH). ACTH then stimulates the adrenal
cortex to secrete cortisol, which is also known as the stress hormone.
Cortisol - the stress hormone, helps the body fight the stressor by bringing
about bodily changes, such as, • It promotes formation of glucose in the
body • Leads to higher blood sugar levels • Breaks down fats and proteins
and converts them into glucose Prolonged high levels of cortisol have a
negative impact on the body's immune system, and heart health. In case
the stressor is still present and the body is constantly fighting against it,
there comes the next stage which is called the stage of exhaustion.
• Stage of Exhaustion: The final stage of the general adaptation
syndrome is the stage of exhaustion. In this stage, the body’s
capacity to respond to both continuous and new stressors has been
seriously compromised. For instance, due to the actions of cortisol,
a person may no longer be able to ward off infection and may
become sick and perhaps die. Or, because of other stressor-induced
hormonal effects, stomach ulcers, diabetes, skin disorders, asthma,
high blood pressure, increased susceptibility to cancer (Bammer &
Newberry, 1983) or a host of other diseases may occur at this stage
or late in the stage of resistance.
 Coping with stress
• Emotion focused coping: Journaling, Mindfulness
meditation, Forgiveness, Acceptance, Talking about it etc
• Problem focused coping: Problem-focused coping is a
technique in which an individual addresses a problem
directly as a way to eliminate it. For example, a student
who is worried about being late to class can take the time
to get up earlier in the morning before class starts.
• Avoidance coping : Avoidance coping involves
cognitive and behavioral efforts oriented toward denying,
minimizing, or otherwise avoiding dealing directly with
stressful demands and is closely linked to distress and
depression
 Attitude
Attitude is a specific mental state of an individual towards
something according to which his behavior towards it is
molded. Attitude is a way we perceive, think, feel and react
more or less permanently in relation to something.
Definition: An attitude can be defined as an enduring
organization of motivational, emotional perceptual and
cognitive process with respect to some aspect of the
individual’s world.
 Nature of attitude
• Attitudes are not innate.
•Attitude are more or less lasting
•Attitudes imply a subject-object relationship
• Attitude are related to images, thoughts and external objects.
•Attitude guides the behavior of an individual in one
particular direction.
 Formation & Development of
attitude
• Need Satisfaction: Research studies on “Need Satisfaction”,
reveal that we tend to develop favourable attitude toward
things which help us satisfy our needs. As is well known,
whenever something hinders our reaching a goal or stop us
from doing something that we want to or frustrate our attempts
to satisfy our goals and needs, we feel negatively for those
things which stand in our way. For example, in an experimental
study it was found that students developed favourable attitudes
toward those things which they viewed were instrumental in
the attainment of goal. But they had negative attitude toward
things that were of no use in goal attainment or which hindered
goal achievement.
• Social learning: This is another factor that plays an important role in the
development of attitude. Process of learning affects the development of attitude
and the way an individual learns other forms of behaviour. Three processes of
learning affect development of attitudes and these are (i) Classical conditioning
(ii)
Instrumental conditioning and (iii) Observational learning. These are being
discussed
below:
• Classical Conditioning: According to classical learning a neutral stimulus
comes to elicit an unconditioned response when repeatedly paired with an
unconditioned stimulus. Social psychologists opine that it applies to the
development of attitudes as well. For example, when a child repeatedly listens
from his father that Pakistan is an enemy country, and all the terrorist activities in
our country are Pakistan supported, the child gradually develops a negative
attitude towards Pakistan, even though initially the word Pakistan was a neutral
word for him.
Observational learning: A number of behaviours are learned
by watching the activities of others and the outcome of such
activities. Children growing often watch parents and
significant others in the family and society doing things
which they follow without questioning the wisdom or logic
behind these activities. They follow without question only
because they trust in the wisdom of their parents and
significant others in the family and society.
Role of attitude in health & Sickness
• Patient care
• Formation of attitude of peer or Juniors
• Acceptance of new technology
• Curriculum planning
 Effects of attitudes on meaningful
learning & Retention
• Ambition to do her task well
• Willingness to work with effectiveness
• Conformity with rules and regulation of the
profession she is preparing
• Cheerfulness and optimism
•Determination to grow professionally
• Maintenance of self control
• Rising to the unexpected without undue panic
•Determination to make the patient comfortable by
giving attention to small details
 Psychometric assessment of
motivation, emotion and attitude
• Projective technique: TAT
• Personality Inventory
• Situational Test
• Galvanic Skin Response
• ECG
• EEG
• Opinion Surveys & Self report
• Attitude scale
 Role of nursing in caring for
emotionally sick client
• Spend time with patient
• Facilitate verbalization of feeling
• Handling of emotion
• Orientation of patient to healthcare facility
• Identification of learning needs of patient
• Provide diversional activities
• Taking care of insomnia, food and fluid Intake,
Elimination pattern
• Maintain Cheerfulness & Humor
• Seek help of mental health professional