Maslow's Hierarchy Of Needs

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Although Maslow had designed the pyramid to show his hierarchy of needs and has been accepted as the for runner to the theory, during the 1960s and 1970s, Maslow changed his five stage pyramid to a seven stage and eight stage pyramid placing in an additional three new sections McLeod(2007). The new layers of the pyramid that Maslow introduced were Cognitive, Aesthetic and Transcendence. However, Derra (2010) suggests more changes have happened since then due to observations taken by research teams, which included (Kenrick et al., 2016) who found that after observing psychological processes changed responses to evolutionary fundamental motives, such as self-protection, mating or status concerns. The researchers state regardless
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However, if the child shows a certain weakness in each of the preceding stages they cannot move on to the next. The idea of this is worrying as a parent and HLTA within the school to find out that children may be at risk due to lack of knowledge and understanding of how to guide the child in each stage in order to reach self-actualization. However, through Maslow, many concepts and ideas have been formulated, which in turn, would increase this knowledge and guidance. However, some have been critical about the hierarchy of needs due to its relatedness being too male orientated. (Hanley and Abell 2002) of Western Individualistic male-based notions of relatedness like Maslow 's have come from diverse thinkers and traditions. Theses critique views have come from feminist writers such as (Chodorow1978) (Gilligan, 1982) and (Keller and Longino, 1996). They suggested that women have a separate conception of interpersonal relationships than do men. Feminists felt that they are more aware of relationships and psychological truths that do not fit into Maslow’s male based hierarchy. This is where Thrive benefits as it is used for both male and female, reaching towards attainment and …show more content…
Thrive’s approach is to identify children at an early stage in their emotional development. Addressing the emotional development of an individual at an early stage can build upon the individual’s resilience, which in turn can help reduce the risk of mental illness (Thrive, 2016)
Currently, there are numerous other schools across Devon that are the using the intervention to help their children, including (, 2016). Thrive helps to re-engage children who are on the brink of exclusion with improved communication between educational staff and various outside agencies who have been involved with the child’s well-being. The principal aim of the approach is to assist those individuals who have been affected through the initial process of growing

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