Transcript Kurt Lewin: Filed Theory And Adolescence

Kurt Lewin: Field Theory
And Adolescence
Thamer Alkhadra BDS, MS
One of the lewin’s core concepts is the
law that behavior B is the function of
person P and the environment E
 B=PxE
 P and E are interdependent variable,
where person and environment
continuously and mutually influence
each other
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The sum total of all environmental and
personal factors in interaction is called the
life space or the psychological space
Behavior is a function of the life space and
not only the physical stimuli
The life space includes physical
environments, social, and psychological
factors such as needs, motives, goal..etc
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To determine the dynamics of the life space,
Lewin introduce two constructs
A map or geometrical representation of the
life space, in which the person, available goals
and possible barriers between the individual
and his goals are depicted
A representation of the forces that act on
the individual and bring about locomotion
toward or away from a goal
Within life space, objects or goals can
have a positive (attraction) or negative
(repulsion) valence
 When several forces act
simultaneously, the locomotion is called
a resultant
 Either away or toward the goal
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Adolescents Developments
Fundamental to Lewin’s theory of
development is the view that
adolescence is a period of transition
during which adolescents must change
their group membership. Neither child
or adult
 Difficulties arise because certain
childish forms of behavior are no
longer accepted
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Social Locomotion
The adolescents is in a state of “social
locomotion” moving through
unstructured social and psychological
field
 Goals are no longer clear and the paths
to them are ambiguous and full of
uncertainties
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Adolescents is moving through rapid
fields, he/she does not know the
direction of the specific goals and is
open to constructive guidance, but is
also vulnerable to persuasion,
seduction, and group pressure
Field theory
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Field theory defines adolescences as a
period of moving from childhood to
adulthood
Lewin Two Constructs
A map or geometrical representation of
the life span, in which the person,
available goals, and possible barriers
between an individual and his goals are
depicted
 A representation of the factors that
act on the individual and bring about
locomotion toward or away from goal
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Adolescents may show shyness and
sensitivity but at the same time
aggressiveness, mainly because of the
unclearness of the situation and the
disequilibrium in their life span
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As a marginal man, the adolescent experience
a continues conflict among different
attitudes, values, ideologies, and life styles,
since he or she is shifting his or her
orientation from the childhood group to the
adult group, but he or she really does not
belong to either. Therefore, he or she
experience lack of social anchorage except in
relation to his or her peer group
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There is a predisposition in the
adolescents to take extreme positions
and to change behavior drastically;
consequently one can find radical,
rebellious attitudes and actions side by
side with sensitivity and withdrawal
tendencies
Adolescents behavior
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“Adolescents behavior” can be observed
only if and to the extent that the structure
and the dynamics of the life involves the
following:
Expansion and differentiation of the life
space
Marginal-man standing in relationship to
childhood and adults groups
Biological determined changes in the life
space, as a result of body changes
The particular type of behavior that
emerges and the degree of “adolescent
behavior” depends greatly on the
strength and nature of these conflict
forces
 Above all in importance is the amount
of difference between adult society
and child society
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Adolescents are in a stage of locomotion;
they are transferring from one group to
another but do not belong to either one
The term marginal man implies that
adolescents are social outcasts
This make them more dependent on their own
age group for support, inspiration, fellowship,
and idols
This fits with junior High school
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Lewin’s concept of the enlargement of
the time perspectives during
adolescents coincides with the teaching
of history at the onset of adolescents
As Orthodontist
You should treat your adolescent
patient with more understanding of
what goes in to their life
 Listen to them
 Don’t treat them like an old child
 Treat them like young adults
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Thank You