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Purpose

To introduce students to the study of human behavior and to develop their ideas about the importance of understanding mental health.

This lesson is the first of three lessons on mental health and human behavior.

Mental Health 1: Human Behavior provides students with a sound introduction and historical overview of the important figures and discoveries that have greatly advanced the study of human behavior since the early 1900s.

Mental Health 2: Bedlam gives students an up-close, personal look at Bedlam, the worlds first mental health asylum, and the kind of life and treatment that mentally ill people received before the 20th century.

Mental Health 3: Mental Health Through Literature examines how mental illness has been portrayed in the arts while highlighting for students a more insightful way to further develop their ideas about human behavior.

In elementary school, students should have learned that all people experience a variety of emotions, yet they often deal with their feelings or personal problems differently. Students also learn that talking to someone about their feelings and problems can help them, but that human beings often remain confused about why others act the way they do (and even about their own feelings and behavior). As a result, students at this level should understand that people differ in how they cope with stressful situationswhether internal or externaland that they often cope by denying there is a problem in the first place. (Benchmarks for Science Literacy, pp. 147149.)

By the time students enter high school, they probably would like to have a clearer understanding of why people behave as they do. While the world itself can be extremely confusing and stressful, dealing with unexplainable feelings and behavior can often be even more puzzling. That is why it is important at this stage of their development to expose them to the "general truths about social and psychological processes." Regarding health, it is worth pointing out that students of all ages tend to focus on the physical aspects of health and pay less attention to the mental and social aspects. The lessons in this series are intended to help students develop their ideas about the importance of understanding mental health.

In general, students at this level should come to realize that good mental health involves the interaction of psychological, biological, physiological, social, and cultural systems. Good mental health generally is regarded as the ability to cope with the ordinary circumstances people encounter in their personal, professional, and social lives. Ideas about what constitutes good mental health vary from one culture to another and from one time period to another. (This fact is probably the most important insight students can gain about mental health.) Moreover, students should be able to grasp the concept that what they may consider to be insane behavior could very well be viewed as simple eccentricity or divine inspiration by other people, for example, in Middle Eastern cultures. Similarly, differences in the ways cultures treat abnormal mental states can also differ widely; whereas one culture may prescribe therapy or drug remedies, other, more traditional cultures may promote prayer or social involvement to alleviate the ills of the person. (Science for All Americans, pp. 8284.)

Ideas in this lesson are also related to concepts found in these Common Core State Standards:

Since this Web resource includes numerous pages and a few interactive activities, it is highly recommended that students have online access for this lesson.

As an interesting and constructive way to start the lesson (and the series), have students review their present knowledge of mental health and human behavior by soliciting and then gauging their general ideas, beliefs, and feelings about these topics. One way to do this is to have students evaluate the ideas underlying the lesson benchmarks.

First, write the following statements on the board and have one or two students read them aloud.

Then use the following, thought-provoking questions as a general basis for this exploratory warm-up and discussion. Allow other related questions to arise during the discussion.

Note: Encourage a variety of answers and reactions. Accept all responses and do not provide explanations. The purpose of this activity is simply to draw out what students know about mental health and human behavior and how they perceive the two. Allow 10 to 15 minutes for this activity.

Ask students:

As a way to lead students into the core of the lesson, ask the following questions at the end of this activity:

(Accept all responses and encourage students to support their feelings and views.)

Using the Human Behavior student esheet, students will explore the PBS Then and Now: Human Behavior website, which contains an overview of the important figures and milestones in the history and evolution of mental health treatment and human behavior since 1900.

Divide the class into two groups. Identify one group as "People" and the other group as "Discoveries." Students assigned to the "People" group will read about the following key figures of the 20th century whose work impacted on or changed the way we view human behavior or treat mental illness:

Students assigned to the "Discoveries" group will read about the following landmarks in the history of psychology and medical science:

When students have finished their reading assignments, hold a group discussion on the importance, significance, and most interesting aspects of these 20th-century mental health developments and human behavior insights. Begin the discussion by asking students to summarize what they have read about each person or discovery. Then, use the questions below to check comprehension and guide your review of the material. Human Behavior: Class Discussion teacher sheet is provided that contains brief summaries of important figures and discoveries as well as suggested answers to these questions.

Ask students:

Depending on your time availability, the following assignment can be done in class and/or as homework.

In a brief essay, have students summarize in their own words what they believe is the key difference between how human behavior was viewed in 1900 and how it is viewed now. The essay should contain specific examples from the material they have read and/or discussed in class.

"That's My Theory!" with special guest Sigmund Freud is an amusing and informative online "game show" where students have to guess which of the three disguised psychologists is the real Sigmund Freud (based on questions dealing with the personality, mind function, and the purpose of psychology).

On The Edge: Miracle Pill is a colorful and dramatic comic book depicting an "ace" reporter's interview with Dr. Henri Laborit, whose revolutionary discovery of the first tranquilizing drug in 1952 changed the way mental health is viewed and treated.

You Try It: Probe the Brain is a very insightful and engaging activity that allows students to map out and probe the brain, just as Wilder Penfield first did in the 1950s and 1960s. As part of the exercise, students may enjoy the fact that the animators "give you an electric probe and an exposed brain" and that "all you need to do is shock and observe." (Shockwave is required.)

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Recent Articles | Human Behavior | The Scientist Magazine

1900: Many people suffer from the stresses the industrial, urbanizing society, experiencing a variety of nervous disorders, such as insomnia, headaches, anxiety, and exhaustion. Some doctors think this is a disease they call "neurasthenia," and there are many patent medicines claiming to be cures. Some think that you are born with a temperament toward this condition, as are those who succumb to serious mental illness and are confined to asylums for the insane. A few doctors begin to look for a way to treat the mind, rather than the body, to cure these conditions. Here are a few steps on the science odyssey from then to now, including links to activities and databank entries on this site.

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A Science Odyssey: Then+Now: Human Behavior

SPORTS

By Randy Galloway, Dallas Morning News | June 5, 1994

You never really know. There are no guarantees, not even when $30 million is. And the entire financial package totals out at $45 million. In other words, money doesn't make the man. Not even $45 mil can buy maturity, mental strength, the right attitude. And when deposited in the wrong hip pocket, it can actually cause the opposite reaction. It can bring out the deepest, darkest side of human behavior. Which, of course, is the Juan Gonzalez we now see failing miserably for the Texas Rangers.

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Articles about Human Behavior - tribunedigital-chicagotribune

Human behavior includes all patterns of behavior attributable to the human species as a whole and of individual people. It is studied by a range of natural and social sciences such as biology, neuroscience, psychology, anthropology and sociology. Human behavior is influenced by culture and tradition, as well as by human physiology and genetic factors. Collective human behavior is a separate subject of study, mostly concerned with population-scale phenomena such as evolutionary and emergent effects.

In their book The Material Life of Human Beings: Artifacts, Behavior and Communication, Andrea R. Miller and Michael Brian Schiffer provide two definitions of human behavior. First, behavior can be defined on a relational basis, as any activity of a person, involving the consequential manipulation of at least one "interactor", taken to mean a physical object in the person's environment or another person. This definition is appropriate for simple performance actions such as writing a letter or engaging in dialogue, but it leaves out complex or introspective human activities.

The second, broader definition is that human behavior consists of "all interactions in a given behavioral system." According to Miller and Schiffer such a broad definition of behavior is important because it unites various aspects of human actions, which have been studied in isolation in different fields. Thus, the primary focus of biologists on a range of reflexes and muscular motions as the basis of behavior and the main emphasis of sociologists on interpersonal relationships as its foundation can be united in one logical framework.

One of the most important scientific investigations with respect to human behavior focuses on identifying the primary factors that determine it. Recent findings in fields such as human genomics, cognitive and information sciences shed new light and improve our understanding of the ways, in which genes and learning influence behavior. What is more, investigations of complex social and ecological processes have revealed feedback mechanisms, in which collective human behavior itself may be responsible for changing the genetic makeup of the population over generations.

Such findings and the current state of the emerging field of behavioral genetics are summarized by the distinguished academics Cynthia Coll, Elaine Bearer and Richard Lerner, editors of the compendium Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development.

The conclusion seems to be that there is no clear divide between the formative influences of genetic makeup and environmental influences on human behavior. Gene-environment interplay starts to affect the behavior and development of humans and animals from the embryonic phase and continues throughout their life experience. Expression of the genotype, or the coded programming of the human genes, is often flexible and very much affected by the environmental context. Heredity alone cannot explain behavioral or developmental differences among different groups of people.

There are instances where collective human behavior may have profound consequences, which are unintended on an individual level. Many major advances in human civilization are likely the result of what biophysicist Harold Morowitz calls "synergistic interactions" of individuals' actions. Thus, collective adaptive behavior such as settling may lead to a population-wide trend such as urbanization.

Similar processes, observed in physical as well as biological and social systems, are characterized by the emergence on a macro-level of unique characteristics or patterns that set the direction of the entire system. Morowitz claims that "emergent" behavioral phenomena have shaped the development of humankind from the early exclusion of other hominid species to the development of technology, agriculture, language and religion.

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List of books and articles about Human Behavior | Online ...

Why Do We Do What We Do?

Its a hot summer day when you notice an Italian ice cream parlor. At first you resist the temptation since youve committed to a healthy diet. But as you get closer, you find your hand reaching for your wallet. Two scoops of vanilla, please. At home you confess your sin, but since you cant come up with a good reason, you simply mumble, The devil made me do it.

The metaphor of the devil is perhaps not as far fetched as it may seem. We are often moved by subconscious impulses that we may not be fully aware of. Human behavior is complex and rarely, if ever purely rational. But, behavior doesnt happen by chance or out of the blue.

The behavior of any animal is triggered by various stimuli in its environment. Behavior can be physical or mental, conscious or subconscious, inherited or learned, and voluntary or involuntary. In this way all organisms, including humans, are like machineswe receive an input from our environment (a stimulus) and we respond with an output (a behavior). Most behavior has a genetic component, for example we are all drawn toward food and away from pain. Human behavior can also be influenced by our cultural norms, our beliefs and biases, and social factors such as authority, persuasion, and coercion, making it significantly more complex than the behavior of non-humans. Still every behavior is a response to a stimulus, with the intention to optimize benefit and minimize harm (even if sometimes they don't work out as we intended, see bias). Because so many factors go into determining behavior, a large part of any behavioral response occurs on a level below our conscious awareness. You don't consciously think, "I must pull my hand away from this rattlesnake," you just do it. This system works magnificently well; after all it has preserved life on this planet for a long time.

The brain is not a unified whole, but more like a band of rivals, each part lobbying for its own agenda. One example is the ice cream shop dilemma, in which the desire for calories fights it out with the desire to look good. Another example is the push and pull between selfish and pro-social behavior. Our culture promotes pro-social behavior. Being perceived as selfish is not too endearing, but, its no secret that as April fifteenth approaches most of us would like to find ways to minimize our tax payments rather than just opening our check-book.

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Behavior | Being Human

Some of the books in our bookstore (most of the PDF versions of e-books) are Name-Your-Price products. That means that while we set the minimum amount (from $0 to $0.99), the amount you actually pay is up to you. Every dollar you add on top of the minimum price is a charitable donation that will be used to keep B. F. Skinners books in print, convert more works into e-book formats, provide free access to more and more articles, photographs, videos and other archival material through our website.

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The B. F. Skinner Foundation Science and Human Behavior ...