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Principles of Health Sciences
Human Needs
Name:
Date:
# of Students:
# of IEP Students:
Program: Health Sciences
Lesson Length: 5 days
Age/Grade Level:
# of GSSP Students
Course: Principles of Health Sciences
10-12
# of LEP Students:
Major Content: Developmental Stages
Unit Title: Human Needs Lesson Number and Title: 2 Coping Mechanisms
Course Task Number: 18, 19, 50,
51, 52, 53
Context
Healthcare employees encounter people who because of illness demonstrate a wide variety of
behaviors. For this reason, it is imperative that students understand the defense mechanisms
that people use to better understand ad meet the patients’ physical, social, emotional, and mental
needs.
Objectives
Students will:
1. Identify and explore commonly used defense mechanisms.
2. Evaluate Maslow’s Hierarchy of needs.
3. Value client’s independence and determination.
4. Demonstrate respect of individual cultural, social and ethnic diversity within the health care
environment
7. Meet above objectives to 80% mastery or above
Connections
Academic Expectations
Connecting and Integrating Experiences and Knowledge 6.3 Students expand their
understanding of existing knowledge by making connections with new knowledge,
skills, and experiences.
Core Content
 PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g.,
respect, self-advocacy, cooperation, communication, identifying, different
perspectives and points of view, empathy, personal growth, relationship building,
fulfilling commitments). DOK 2
Skill Standards
 Employability Skills 4.17 Exhibit respectful and empathetic behavior when interacting with peers,
superiors, subordinates, and customers in one-on-one and group situations.
Asses
Assessment Plan
In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if
applicable to the lesson plan).
Objective
Number
1-5
Type of
Assessment
Formative
1-5
Summative
Objective/Assessment Plan Organizer
Depth of
Description of
Knowledge Level
Assessment
Questioning, bellwork,
DOK 2
review activities,
demonstration of skills
Written exam
D0K 2
Adaptations and/or
Accommodations
Prompts / Cues
Prompts / Cues
Resources, media and technology
 List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the
students.
o Diversified Health Occupations, Simmons
o Student handouts
 Adapted from North Carolina Health Science Resources
http://www.ncpublicschools.org/cte/health_occupations/course-descriptions.html

If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to
cite the sources used to develop this lesson. (If you or your committee feel the technology observed in the lessons
does not fairly represent your use of technology, provide additional documentation. See Standard IX.)
o Internet access
Activities
Handout Activities
 PowerPoint Listening Guide
 Defense Mechanisms Scenarios
 Defense Mechanisms Quiz
Project Based Activities
 Comic Strip Scenarios
Research Activities
o Mental Health Research Paper using the Graphic Organizer
Accommodations for Special Populations
Procedures
Introduction
Ask the class to brainstorm a list of things that people do when they are under a lot of stress. List these on the board.
with the class, discuss how why each of these are useful or harmful to the person. Explain that people who are ill are
under a lot of stress. Healthcare workers must be able to understand these behaviors and help the patient to deal with
the stress appropriately.
Presentation
Review the Defense Mechanisms PowerPoint while students complete the Listening Guide.
.
Maslow’s Hierarchy of Needs
• Abraham Maslow
• A noted psychologist who developed a Hierarchy of Needs.
• According to Maslow, the lower needs must be met before a person can work towards meeting the
higher needs.
• Have significant relevance for health care workers who care for individuals with a variety of
health care needs.
• Physiological Needs
• Food
• Water
• Oxygen
• Elimination of waste
• Protection from temperature extremes
• Sleep
• If any of these needs are not met, death will occur
• Safety and Security
• Free from fear and anxiety
• Feel secure in the environment
• Order and routine help an individual to feel safe and secure
• Illness is a major threat to one’s security and well being as patients face the uncertainty of the
outcome
• Love and Affection
• Individuals need to feel a sense of belonging
• Can both give and receive friendship and love
• Illness can interfere with relationships and lead to feelings of loneliness and isolation
• Esteem
• Feeling important and worthwhile
• When others show respect, approval, and appreciation, the individual gains a feeling of esteem
and self-respect
• Illness can lead to a loss of self-esteem as normally independent individuals must rely on others
for basic care.
• Self-Actualization
• Individuals have:
• Obtained their full potential or that they are who they want to be
• Are confident and willing to express their beliefs and stick to them
• All other needs must be met, at least in part
Implication for Health Care Professionals
Healthcare workers must:
• Consider patient needs and their hierarchical order.
• Know what their patient’s needs are.
• Must develop, encourage, enhance, and provide a means of stimulation in a variety of settings.
Physiological Needs
Healthcare workers should provide adequate:
• Food, water, oxygen
• Sleep
• Elimination
• Protection from extreme temperatures
• Sensory needs - hearing, seeing, feeling, tasting, and mental stimulation
• Motor needs - if muscles are not stimulated,
they will atrophy
Safety and Security
Healthcare workers should:
• Relieve anxiety and fear by explaining procedures and answering questions
• Provide security in the environment
• Provide order and routine by meeting patient physiological needs
Love and Affection
Healthcare workers should:
• Get to know patient’s likes, dislikes, & concerns
• Be willing to spend time with the patient – avoid a hurried or rushed attitude
• Support the patient’s need to spend time with others
• Encourage participation in facility activities
• Be empathetic, considerate, patient, fair,
• Have a positive attitude
Esteem
Healthcare workers should:
• Focus on strengths and assets
• Take individual needs and abilities into account
• Be available and approachable
• Encourage patient participation
• Respect individual differences and values
Self-Actualization
Healthcare workers should:
• Give patients freedom to explore and discover on their own
• Make learning meaningful - connections to “real” life
• Allow time for self-expression
• Allow patients to be involved in creative activities and projects
Meeting Needs
• When needs are felt, individuals are motivated, or stimulated, to act.
• If the need is met, satisfaction, of a feeling of pleasure or fulfillment occurs.
• If a need is unmet, tension, or frustration occurs.
• May be met by direct or indirect methods
Direct Methods include:
• Hard work
• Realistic goals
• Situation evaluation
• Cooperation with others
Indirect Methods
• Reduce the need and help relieve the tension.
• The need is still present, but the tension is reduced.
Defense mechanisms
 Unconscious acts that help a person deal with an unpleasant situation or
socially unacceptable behavior, are the main indirect methods.
• Everyone uses defense mechanisms.
• Some use is helpful and allows the individual cope with certain situations.
•
•
Can be unhealthy is they are used all the time and are substituted for more effective ways of
Not always negative, unless their use begin to interfere with an individual’s sense of reality.
Rationalization
•
•
•
Using a reasonable excuse or acceptable explanation for behavior in order to avoid the real reason or true
motivation
Example: a patient who fears having laboratory tests performed may say, “I can’t take time off from my job.”
Purpose: helps a person to cope with fear of the test or test results
Projection
•
•
•
Placing the blame for one’s own actions and inadequacies on someone else or on circumstances rather than
accepting responsibility for the actions
Example: “The teacher failed me because she doesn’t like me.”
Purpose: Allows the person to avoid having to admit that they have made mistakes
Displacement
•
•
•
Transferring feeling from one object or person to another object or person. Usually occurs because individuals
cannot direct the feelings toward the person responsible, such as a boss or teacher.
Example: A man is mad at his boss and goes home and yells at his family.
Purpose: Allows feelings to be expressed through or to less meaningful objects or people .
Compensation
•
•
•
Substituting one goal for another goal in order to achieve success
Example: A student wants to become a doctor, but does not have enough money for med school and becomes a
physician’s assistant instead.
Purpose: allows person to overcome weakness or obstacle and achieve success
Daydreaming
•
•
•
Dreamlike thought process that occurs when a person is awake
Example: A person dreams of becoming a dental hygienist and takes courses to work toward the goal.
Purpose: Provides a means of escape is a person is not satisfied with reality.
Repression
•
•
•
Transfer of unacceptable or painful ideas, feelings, and thought into the unconscious mind. Occurs when feelings
or emotions become too painful or frightening to deal with
Example: A person is terrified of heights by does not know why.
Purpose: Allows the individual to continue functioning and to “forget” the fear or feeling.
Suppression
•
•
•
Similar to repression, but the individual is aware of the unacceptable feelings or thoughts and refused to deal with
them. The individual may substitute work, a hobby, etc., to avoid the situation.
Example: A woman ignores a lump in her breast, refuses to see her doctor, and avoids thinks about it by working
overtime.
Purpose: The individual avoids dealing with the stress by focusing on other activity.
Denial
•
Disbelief of an event or idea that is too frightening or shocking for a person to cope with.
•
•
•
Example: A mother, though told her daughter has terminal cancer, continues
to plan for her daughter’s college entrance
Purpose: Temporarily isolates person from full impact of a traumatic situation
Withdrawal
•
•
•
Ceasing to communicate or physically removing yourself from a conflict or painful situation.
Example: You work with an individual who constantly criticizes your work, so you do all you can to avoid him.
Purpose: Escape from an unpleasant situation.
Minimization
•
•
•
Trivializing significance of one’s behavior
Example: I may miss a lot of school, but I still get more work done than other students.
Purpose: Helps one to feel better about themselves.
Reaction Formation
Actions are opposite from how one feels.
Example: A woman is very angry with her boss and would like to quit her job. Instead
she is overly kind and generous toward her boss.
Purpose: Escape from one’s inability to face conflict.
Intellectualization
•
•
Use of academic type explanation to separate personal feelings from painful events
Example: A person receives a diagnose of a terminal illness and instead of expressing grief, focuses on the small
details of the medical procedures.
• Purpose: Escape from dealing with an unpleasant situation.
Conversion
Emotional conflicts or tensions are converted into physical symptoms that have no physical cause
Example: Before giving a speech to her class, a student becomes nauseous.
Purpose: Escape from unpleasant situation.
Regression
Reverting to an earlier stage of development in the face of extreme stress
Example: After the birth of sibling, a child suddenly starts to wet the bed after years of not doing so.
Purpose: Returning to a time when the person felt safer.
Implications for Health Care Workers
• To effectively meet the needs of patients, health care workers must understand and recognize the actions
that individuals take to meet their needs.
• By doing so, health care workers can provide more efficient and higher quality care.
Review
Allow students to complete learning activities
Impact
(How many students met performance criteria for objectives? How many did not meet the performance criteria for
objectives?
Refinement
(How will you change the lesson to increase student achievement?)
1. What did your impact analysis tell you about how your students learn?
2. What did your impact analysis tell you about the success of the strategies you used?
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the performance criteria and need to
move forward?
Human Needs
PowerPoint Listening Guide
1. Why did Abraham Maslow arrange his list of human needs as a hierarchy?
2. Label Maslow’s Hierarchy of Needs.
3. Complete the following chart according to the Maslow’s Hierarchy of Needs.
Need
Explanation
Implications for Health
Care Professionals
4. When needs are felt, individuals are _____________________, or stimulated, to act.
5. If the need is met, _____________________, of a feeling of pleasure or fulfillment occurs.
6. If a need is unmet, ________________, or frustration occurs.
7. May be met by ______________ or ____________________methods
8. Direct methods of meeting needs include:
a.
b.
c.
d.
9. The main indirect methods of meeting needs are ______________ ___________________.
10. Complete the following chart.
Defense
Mechanism
Example
Purpose
Defense Mechanism
Example
Purpose
Defense Mechanism Scenarios
1. A man wins the lottery. He turns to the person next to him and gives the person a big
kiss.________________________________
2. A person who has an obsessive need for control and order becomes a successful business
entrepreneur._____________________________
3. A man hears that his wife has been killed, and yet refuses to believe it, still setting the table
for her and keeping her clothes and other accoutrements in the
bedroom.______________________________
4. An unfaithful husband suspects his wife of infidelity.___________________
5. A person evades paying taxes and then rationalizes it by talking about how the government
wastes money (and how it is better for people to keep what they
can).___________________________
6. A person who is angry with a colleague actually ends up being particularly courteous and
friendly towards them. __________________________
7. A child suddenly starts to wet the bed after years of not doing so (this is a typical response to
the arrival of a new sibling)._____________________
8. A woman, rejected by her boyfriend, goes out with another man 'on the
rebound'.__________________________
9. Alcoholics vigorously deny that they have a problem.__________________
10. A woman who has been raped seeks out information on other cases and the psychology of
rapists and victims. She takes self-defense classes in order to feel better (rather than more
directly addressing the psychological and emotional
issues).________________________________________
11. A woman who is attracted to a fellow worker accuses the person of sexual
advances.___________________________________
12. A person fails to get good enough results to get into a chosen university and then says that
they didn't want to go there anyway.____________________
13. A person who suffers a mental breakdown assumes a fetal position, rocking and
crying._____________________________________
14. A child who is abused by a parent later has no recollection of the events, but has trouble
forming relationships._________________________________
15. A mother who has a child she does not want becomes very protective of the
child._____________________________
16. A young girl lacks a good singing voice and takes up the piano instead.
____________________________
17. A college student carefully takes their teddy-bear with them (and goes to sleep cuddling
it)._________________________________
18. I trip and fall over in the street. I tell a passer-by that I have recently been ill.
__________________________________
19. A man has a phobia of spiders but cannot remember the first time he was afraid of
them.__________________________________
20. A person who is in heavily debt builds a complex spreadsheet of how long it would take to
repay using different payment options and interest rates.
_______________________________________
Key – Defense Mechanisms Scenarios
1. displacement
2. sublimation
3. denial
4. projection
5. rationalization
6. reaction formation
7. regression
8. displacement
9. denial
10. intellectualization
11. projection
12. rationalization
13. regression
14. repression
15. reaction formation
16. compensation
17. regression
18. rationalization
19. repression
20. intellectualization
Comic Strip
Defense Mechanism Scenarios
Directions: Write and illustrate a scenario for your assigned defense mechanism. Work is not
assessed on artistic ability, but on your understanding of the subject.
Comic Strip
Hierarchy of Needs Scenario
Directions: Write and illustrate a scenario for your assigned need. Your characters are a patient
demonstrating the need and a healthcare worker who responds appropriately.
Comic Strip Scenario Rubric
1 – 5 Points Possible
_________
Organize, easy to follow.
_________
Realistic, true to life.
_________
Understanding of topic.
_________
Work is neat.
_________
TOTAL - 20 Points Possible
Mental Health
Graphic Organizer
Directions: Research a mental health condition of your choice and complete the following
organizer. After the information in the organizer is approved, your will write a 2 page paper on
the mental condition.
Definition of condition
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Prevalence (how often does this occur, who is most likely to be affected, why)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Etiology (what causes the condition)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Forms of the condition



Risk factors (what factors increase a person’s risk of getting this condition)





Signs and symptoms







Treatment






Prognosis (what can people diagnosed with this condition)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Prevention
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Works Cited ( 2 -- web address only)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Mental Health Research Rubric
Citation - 8pts
________ Correctly cites sources
Summary - 7pts each
________ Defines & explains disease or condition
________ Describes symptoms, complications, etc.
________Treatment, prevention, relevant information, etc.
________ Correct use of terminology
________ Organization
________ Grammar & correctness
________ TOTAL - 50 points
Works Cited Format
Last name, First name. “Title.” Name of Site. Day Month Year.
<web address>
Human Needs Exam
Multiple Choice
1. Which of the following is not a physiological need?
a. Food
b. Water
c. Sleep
d. Freedom from fear
2. As patients face the uncertainty of an illness, which human need is most affected?
a. Safety and security
b. Esteem
c. Self-actualization
d. Love and belonging
3. When the healthcare provider makes arrangements for family to visit, which need is he/she helping to
meet?
a. Safety and security
b. Esteem
c. Self-actualization
d. Love and belonging
4. When the healthcare provider focuses on the patient’s strengths, which need is he/she helping to
meet?
a. Physiological
b. Esteem
c. Self-actualization
d. Love and belonging
5. When needs are not met, the result may occur:
a. satisfaction
b. withdrawal
c. tension or frustration
d. feeling of accomplishment
6. Which of the following is not a direct method of meeting needs?
a. hard work
b. realistic goals
c. using a reasonable excuse for behaviors
d. cooperation with others
7. These unconscious acts that help a person deal with an unpleasant situation are:
a. negative thoughts
b. defense mechanisms
c. self-talk
d. obsessions
8. When a person places blame for one’s own actions on someone else, this is known as:
a. projection
b. rationalization
c. compensation
d. denial
9. A student wants to become a doctor, but does not have the money or grades for medical school.
Instead, she becomes a physician’s assistant. This is an example of:
a. rationalization
b. compensation
c. denial
d. displacement
10. When someone transfers painful feelings into the unconscious mind, this is an example of:
a. minimization
b. withdrawal
c. reaction formation
d. repression
11. Casey is a sophomore at Anywhere High School. As part of an assignment, Casey must write and
present an original poem in her English class. On the morning of her presentation, she awakes with
severe abdominal pains. This is an example of:
a. compensation
b. reaction formation
c. denial
d. conversion
12. Alissa , 17, recently missed two periods. She scheduled an appointment with her doctor and
discovered she was pregnant. She was extremely upset and began to show signs of depression. While
talking to her friends, she began to blame her mother, claiming that she did not spend enough time with
her during her childhood. This is an example of:
a. rationalization
b. compensation
c. denial
d. displacement
13. James, an 8 year old boy developed pneumonia after falling through the ice on a frozen pond. He is
admitted to the hospital and started in IV antibiotics. While there, James begins wetting the bed,
something he hasn’t done since he was 3 years old.
a. minimization
b. withdrawal
c. reaction formation
d. regression
14. Armar, 50, a base jumper, was injured suddenly when his parachute open too late while jumping from
a height of 16 stories. He has severe lacerations on his thoracic region, two broken ribs, and a broken
right humerus. He has no memory of the traumatic accident. This is an example of:
a. minimization
b. withdrawal
c. reaction formation
d. repression
Principles of Health Sciences
Human Needs
Open Response
Defense mechanisms may be helpful or harmful for an individual.
a. List one defense mechanism that may be helpful and give a specific example.
b. List one defense mechanism that may be harmful and give a specific example.
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Score
1
Criteria
Thoroughly and insightfully explains how defense mechanisms may be
helpful and harmful and gives an example of each.
Correctly explains how defense mechanisms may be helpful and harmful
and gives an example of each.
Correctly explains how defense mechanisms may be helpful and harmful
or gives an example of each.
Correctly explains how defense mechanisms may be helpful or harmful
or gives an example of one.
0
No attempt or answer is irrelevant.
4
3
2
Points
100
80
70
60
0