BICOL UNIVERSITY

College of Social Sciences and Philosophy

DEPARTMENT OF PSYCHOLOGY
Daraga, Albay

LESSON 4

2023 February 08 PSYC 19 Positive Psychology

Motivational Theories

Goal Setting Theory

Self - Determination
Theory

Problem-Focused vs.
Solution-Focused
Motivational Theories
Maslow's Theory
The Hierarchy of Needs

/ Abraham Maslow explained motivation through the satisfaction of needs

arranged in a hierachical order.

/ Depicted using a pyramid to show the basic human needs that have to be
fulfilled before one can live up to their true potential.

/ As satisfied needs do not motivate, it is the dissatisfaction that moves us in

the direction of fulfillment.

A. MOTIVATIONAL THEORIES - Maslow's Hierarchy of Needs 1

Cont.

Maslow's Theory
The Hierarchy of Needs

/ Our most basic needs are those of survival, and these are the primary
things that motivate behavior.

/Once this level is fulfilled, the next level in the pyramid becomes the source
of your motivation, until you reach your full potential.

A. MOTIVATIONAL THEORIES - Maslow's Hierarchy of Needs 2

Cont.

Maslow's Theory
The Hierarchy of Needs

A. MOTIVATIONAL THEORIES - Maslow's Hierarchy of Needs 3

Herzberg's Theory
Motivation-Hygiene Theory | Frederick Herzberg
/ Also known as Herzberg’s two-factor theory was originally intended to
address employee motivation and recognized two sources of job
satisfaction.

/ Outlines that humans are motivated by two things: motivators and hygiene
factors.

/ Motivators encourage job satisfaction and hygiene factors prevent job

dissatisfaction

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 4

Cont.
Herzberg's Theory
Motivation - Hygiene / Herzberg's Two-Factor
Two types of factors that can add to or detract from job satisfaction :
/ Motivation factors: factors that are related to workplace satisfaction.
They cover intrinsic needs such as achievement, recognition, and
advancement.
- the need to avoid unpleasantness
/ Hygiene factors: factors that are not related to workplace satisfaction but
must be present in the workplace in order to prevent dissatisfaction. It cover
extrinsic needs such as pay grade, workplace policy and relationships with
their peers.
- the need of the individual for self-growth and self-actualization.
A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 5
Cont.
Herzberg's Theory
Motivation - Hygiene / Herzberg's Two-Factor

Hygiene Factors Motivation Factors

Job Satisfaction
Job Dissatisfaction

Pay Meaningful Work

Status Challenging Work
Security Recognition for Accomplishments
Working Conditions Feeling of Achievement
Fringe Benefits Increased Responsibility
Policies & Admin Practices Opportunities for Growth
Interpersonal Relationships The Job Itself

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 6

Cont.
Herzberg's Theory
Motivation - Hygiene / Herzberg's Two-Factor

Satisfiers (Motivators) Dissatisfiers (Hygiene Factors)

Performance and Achievement Salary

Recognition Working Conditions
Job Status The physical workspace
Responsibility Relationship with colleagues
Opportunities for Advancement Relationship with supervisor
Personal Growth Quality of Supervisor
The work itself Policies and Rules

To Herzberg, motivators ensured job satisfaction while a lack of hygiene factors

spawned job satisfaction.
To Herzberg, the opposite of job satisfaction was not job dissatisfaction, but no job
satisfaction. Conversely, the opposite of job dissatisfaction is no job dissatisfaction
A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 7
Cont.
Motivation Factors
Advancement: the upward and positive status or position of someone in a
workplace. Meanwhile, a negative or neutral status at work represents
negative advancement
The work itself: The job’s difficulty and level of engagement can
dramatically impact satisfaction or dissatisfaction in the workplace
Possibility for growth: they are opportunities for a person to experience
personal growth and promotion in the workplace.
Responsibility: People gain satisfaction from being given the responsibility
and authority to make decisions. Conversely, a mismatch between
responsibility and level of authority negatively affects job satisfaction

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 8

Cont.
Motivation Factors
Recognition: When employees receive praise or rewards for reaching
goals at their job or for producing high-quality work, they receive
recognition. Negative recognition involves criticisms or blame for a poorly-
done job
Achievement: Positive achievement can involve completing a difficult task
on time, solving a job-related problem, or seeing positive results from one’s
work. Negative achievement includes failure to make progress at work or
poor job-related decision making

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 9

Hygiene Factors
Interpersonal relations: Interpersonal relationships involve the personal
and working relationships between an employee and his supervisors,
subordinates, and peers.
Salary: Salary includes wage or salary increases, and negatively, unfulfilled
expectations of wage or salary increases
Company policies and administration: Company policies and
administration includes factors such as the extent to which company
organization and management policies and guidelines are clear or unclear.
Supervision: Supervision involves an employee’s judgements of the
competence or incompetence and fairness or unfairness of the supervisor or
supervisions.
A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 10
Cont.
Hygiene Factors
Working conditions: Finally, working conditions involve the physical
surroundings of the job and whether or not they are good or poor. Factors
leading to a good or poor workspace could involve the amount of work,
space, ventilation, tools, temperature, and safety

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 11

McClelland's Theory
David Clarence McClelland
Three Needs Theory : Power, Achievement, and Motivation
/ Each person is motivated by power, affiliation, or achievement. One trait is
usually more dominant, but the others are present in an individual as well.

/ Also sometimes called the Learned Needs Theory because these

motivators are learned

/ Regardless of gender, culture, or age, we all have three motivating drivers,

and one of these will be our dominant motivating driver. This dominant
motivator is largely dependent on our culture and life experiences.

A. MOTIVATIONAL THEORIES - McClelland's Three Needs Theory 12

Cont.
McClelland's Theory
Three Needs Theory : Power, Achievement, and Motivation

Need for Achievement (nACH): Personal responsibility, Feedback, Moderate risk

Typical behaviors:
High: Must win at any cost, must be on top, and receive credit.
Low: Fears failure, avoids responsibility.

A. MOTIVATIONAL THEORIES - McClelland's Three Needs Theory 13

Cont.
McClelland's Theory
Three Needs Theory : Power, Achievement, and Motivation

Need for Power (nPOW): Influence, Competitive

Typical behaviors:
High: Demands blind loyalty and harmony, does not tolerate disagreement.
Low: Remains aloof, maintains social distance.

A. MOTIVATIONAL THEORIES - McClelland's Three Needs Theory 14

Cont.
McClelland's Theory
Three Needs Theory : Power, Achievement, and Motivation

Need for Affiliation (nAFF): Acceptance and friendship, Cooperative

Typical behaviors:
High: Desires control of everyone and everything, exaggerates own position
and resources.
Low: Dependent/subordinate, minimizes own position and resources.

A. MOTIVATIONAL THEORIES - McClelland's Three Needs Theory 15

Cont.
Power Motive
Characteristics: wants to control and influence others, likes to win
arguments, enjoys competition and winning, and enjoys status and
recognition.
If an individual’s predominant motive is power, they are motivated to
influence others and take control.
Do not seek to implement a dictatorship but hope to motivate others,
delegate responsibility and influence those around them.
Power-motivated individuals were best suited for leadership positions
within a company.

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 16

Cont.
Achievement Motive
Characteristics: has a strong need to set and accomplish challenging goals,
takes calculated risks to accomplish their goals, likes to receive regular
feedback on their progress and achievements, and often likes to work alone
If an individual’s predominant motive is achievement, they are motivated to
do better for the sake of doing so.
They hope to exceed expectations and are pleased when they surpass their
peers.
Achievement-oriented individuals will change the situation or the location if
they feel like it is not meeting their needs.
Example: Entrepreneurs

A. MOTIVATIONAL THEORIES - Herzberg's Two Factor Theory 17

Cont.
Affiliation Motive
Characteristics: wants to belong to the group, wants to be liked, and
will often go along with whatever the rest of the group wants to do,
favors collaboration over competition, doesn't like high risk or
uncertainty.
If an individual’s predominant motive is affiliation, they are
essentially motivated by social connections.
They are primarily motivated to fit in and please others, and value
their relationships with their peers.
There is no drive to improve their employee status or their personal
position, which makes them, in effect, the least effective workers.

18
Cont.
Using the Theory
McClelland's theory can help you to identify the dominant motivators of people
on your team. You can then use this information to influence how you set goals
and provide feedback, and how you motivate and reward team members.

Step 1: Identify Drivers - Examine your team to determine which of the

three motivators is dominant for each person.

Step 2: Structure Your Approach - Based on the driving motivators of

your workers, structure your leadership style and project assignments
around each individual team member.

19
Cont.
Using the Theory (Examples)

Achievement: They thrive on overcoming difficult problems or situations, so

make sure you keep them engaged this way. When providing feedback, give
achievers a fair and balanced appraisal. They want to know what they're doing
right – and wrong – so that they can improve.

Affiliation: When assigning projects or tasks, save the risky ones for other
people. When providing feedback to these people, be personal.

Power: Those with a high need for power work best when they're in charge.
They do well with goal-oriented projects or tasks. When providing feedback,
be direct with these team members. And keep them motivated by helping them
further their career goals.
20
McGregor's Theory of X and Y
Douglas McGregor proposed two contrasting theories by which managers
perceive and address employee motivation. This stemmed from his idea that
a manager’s attitude and management style have an impact on employee
motivation.

/Each theory assumes that the manager’s role is to organize resources,

including people, to best benefit the company.

/The difference between each theory lies in the attitudes and assumptions they
embody.

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 21

 Theory X
/Managers have a pessimistic view of their team members and assume that they
dislike their work and have little motivation.
/Assumes that the primary source of employee motivation is monetary, with
security as a strong second.
/Managers are likely to use an authoritarian style of management and can take a
hard or soft approach to attain results from employees.

Hard Approach Soft Approach

Coercion, implicit threats, Being permissive in hopes that
micromanagement, and tight employees will be cooperative
controls Results: growing desire for greater
Results: hostility, purposely low reward in exchange for diminished
output, extreme demands work output

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 22

Cont.
Theory X
Organizations with a Theory X approach tend to have tiers of managers and
supervisors to oversee and direct workers. Authority is rarely delegated, and
control remains firmly centralized.

Theory X management may have fallen out of fashion in recent times, but big
organizations usually adopt this management style due to the number of their
employees and the deadlines they have to meet.

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 23

Cont.
Theory X
Assumptions about workers:

Dislike their work.

Avoid responsibility and need constant direction.
Have to be controlled, forced, and threatened to
deliver work.
Need to be supervised at every step.
Have no incentive to work or ambition, and therefore
need to be enticed by rewards to achieve goals.

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 24

 Theory Y
/Managers who have an optimistic view of their team members and believe that
they take pride in their work and see it as a challenge is more likely to adopt a
participative management style.

/Managers who use this approach trust their people to take ownership of their work
and do it effectively by themselves.

/This management style encourages a more collaborative, trust-based relationship

between managers and their team members.

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 25

Cont.
Theory Y
Assumptions about workers:
Happy to work on their own initiative
More involved in decision making
Self-motivated to complete their tasks
Enjoy taking ownership of their work
Seek and accept responsibility, and need little direction
View work as fulfilling and challenging
Solve problems creatively and imaginatively

/Theory Y has become popular among organizations.

/Theory Y organizations also give employees frequent opportunities for promotion.
/This reflects workers’ increasing desire for more meaningful careers that
provide them with more than just money.

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 26

Photo from: McGregors-Theory-X-and-Theory-Y.png (850×631) (researchgate.net)

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 27

 Disadvantages
Theory X Theory Y
Restrictive nature Too much freedom
/Employees may get demotivated /Employees may stray from their
and become non-cooperative key objectives or lose focus
which may lead to high staff /Less motivated individuals may
turnover. shirk their work

A. MOTIVATIONAL THEORIES - McGregor's Theory of X and Y 28

Alderfer's ERG Theory of Motivation
Clayton Alderfer developed Maslow’s Hierarchy of Needs into a three-factor
model of motivation known as the ERG model (existence, relatedness, and
growth).

/This theory proposes that how we meet our needs is individualized, and is
based on our own environment and experiences.
EXISTENCE relates to basic survival, and include physiological and safety needs.
RELATEDNESS encompasses social and external esteem, a sense of community, and a
good relationship with yourself, family, friends, coworkers, and employers.
GROWTH relates to self-development, fulfillment, and the sense of achieving your
potential.

A. MOTIVATIONAL THEORIES - Alderfer's ERG Theory 29

Photo from: Alderfer's ERG Theory of Motivation: A Simple Summary - The World of Work Project

A. MOTIVATIONAL THEORIES - Alderfer's ERG Theory 30

Alderfer's ERG Theory of Motivation
Key Points
/People can be motivated by needs from multiple levels at the same time instead of
only being motivated by stage-specific needs. It is possible to meet those needs
simultaneously as the needs are independent of one another.

/The importance of needs will vary from person to person. Need importance can also
change as an individual’s circumstances change. This makes it possible for some people to
focus on social relationships while others put a higher value on basic needs.

/There is a lack of regression in the ERG theory of motivation. The priorities of a person
may be fluid and can move between the existence, relatedness, and growth levels of needs.

A. MOTIVATIONAL THEORIES - Alderfer's ERG Theory 31

Alderfer's ERG Theory of Motivation
In work
/Employees can be motivated by different levels of needs at the same time.

/Their motivational priorities change in relation to their sense of progress.

/Managers and leaders should not focus on helping the members of their team
satisfy one level of need at a time. They should be aware of the blend of needs
that humans can have and help their team members progress in relation to a
blend of needs, which will change over time.

A. MOTIVATIONAL THEORIES - Alderfer's ERG Theory 32

Mayo's Human Relations Theory
George Elton Mayo conducted the Hawthorne experiment in which he tested
if improving the working conditions of employees resulted in increased or
decreased productivity.
/Mayo also found out that both social relationships and job content affected
job performance.

HAWTHORNE EFFECT
People’s tendency to change their behavior in response to being closely supervised or
monitored.

A. MOTIVATIONAL THEORIES - Mayo's Human Relations Theory 33

Cont.
Mayo's Human Relations Theory
/Based on the results from the Hawthorne experiments, Mayo proposed that
employees aren’t that motivated by pay and environmental factors. Instead,
positive relational factors play a bigger role in productivity.

/Employees are motivated more by camaraderie or positive attention than a

nice place to work with a good paycheck.

A. MOTIVATIONAL THEORIES - Mayo's Human Relations Theory 34

 Matrix for Team Effectiveness
NORMS

Some Positive High Positive

Impact Impact

Negative
No Impact
Impact

COHESIVENESS
Group cohesiveness can be attributed to comradery
Norms are whether the group encourages positive (higher norm) or
negative (lower norm) behaviors.
A. MOTIVATIONAL THEORIES - Mayo's Human Relations Theory 35
Cont.
Matrix for Team Effectiveness
1. Low norm and low cohesiveness: This group is ineffective and has no impact since
none of the members are motivated to excel or succeed.
2. Low norm and high cohesiveness: This group has a negative impact since fellow
members encourage negative behavior which includes gossip, coming in late, or doing a
poor job on purpose.
3. High norm and low cohesiveness: This group has a small degree of positive impact
through individual member accomplishments. Each employee will be working towards
their own success instead of focusing on the overall success of the team.
4. High norms and high cohesiveness: This group has the greatest positive impact as
group members would encourage each other to succeed. There would be a focus on
individual responsibility to the job and to the team. A supportive network would form so
that everyone could excel equally.

A. MOTIVATIONAL THEORIES - Mayo's Human Relations Theory 36

Goal Setting Theory
SMART
 1) Edwin Locke
2) Latham and Locke
Edwin Locke
/ In 1960's, Edwin Locke put forward the Goal -Setting Theory of motivation

/ This theory states that goal setting is essentially linked to task performance

/ It states that specific and challenging goals along with appropriate feedback
contribute to higher and better task performance

/ In simple words, goals indicate and give direction to an employee about what
needs to be done and how much efforts are required to be put in

B. GOAL SETTING THEORY 1

Cont.
Features/Characteristics
of Goal Setting Theory
1) Goal Specificity
vague goals rarely alter behavior

2) Challenging Goals
goals should not be so easily attainable that they can be achieved without altering
behavior

3) Goal Commitment
must be "buy-in" from employees for goals to be motivating

4) Presence of Feedback
employees must know how they are performing so they can alter existing behavior
B. GOAL SETTING THEORY 2
Eventualities
of Goal Setting Theory
/Self-efficiency
Self-efficiency is the individual's self-confidence and faith that he has potential of
performing the task. The higher the level of self-efficacy, the greater will be the efforts
put in by the individual when they face challenging tasks and vice versa.
/ Goal Commitment
Goal setting theory assumes that the individual is committed to the goal and will not
leave the goal.
The goal commitment is dependent on the following factors ;
1)Goals are made open, known and broadcasted
2) Goals should be set-self by individual rather than designated
3) Individual's set goals should be consistent with the organizational goals and vision.

B. GOAL SETTING THEORY 3

Why does goal setting

lead to increased performance?

1) Goal focus our energies on things that matter
helps prioritize importance of tasks
2) Goals energize us
stretch goals tend to lead to increased effort and performance
3) Goals affect persistence
more likely to stay committed to a tasks if it relates to goal
4) Force us to use existing knowledge/skills or acquire them to achieve goal

B. GOAL SETTING THEORY 4

 Limitations of Goal Setting Theory

/ At times, the organizational goals are in conflict with the managerial

goals.

/ Very difficult and complex goals stimulate riskier behavior

/ If employee lacks skills and competencies to perform actions essential for

goal, then the goal - setting can fail and lead to undermining of
performance

/ There is no evidence to prove that goal - setting improves job satisfaction

B. GOAL SETTING THEORY 5

 Latham & Locke
/ Dr. Locke and Dr. Latham joined published "A Theory of Goal Setting and
Task Performance" in 1990

/ Their book reinforced the importance of setting specific and difficult goals

/ It concluded that there were five fundamental principles that lie behind
effective goal setting. Not only that but the degree to which these are present in a
goal and is directly linked to the achievement of that goal.

B. GOAL SETTING THEORY 6

Fundamental Principlesof Goal Setting Theory
1) Clarity
/ Clear goals are measurable and unambiguous
/ When the goal is clear and specific, with a definite time set of completion,
there is less misunderstanding about what behaviors will be rewarded

2) Challenge
/ When setting a goals, make each goal a challenge

3) Complexity
/ For goals or assignments that are highly complex, take special care to
ensure that the work doesn't become too overwhelming

B. GOAL SETTING THEORY 7

Cont.
Fundamental Principles of Goal Setting Theory

4) Commitment
/ Goals must be understood and agreed upon if they are to be effective. employees
are more likely to "buy-into" a goal if they feel they were part of creating that goal

5) Feedback
/ Provides opportunities to clarify expectation, adjust goal difficulty, and gain
recognition. It is important to provide benchmark opportunities or targets, so
individuals can determine for themselves how they're doing.

B. GOAL SETTING THEORY 8

"What man needs is not tension-less state, but a striving
and struggling for a worthwhile goal"

Viktor Frankl
Self - Determination
Theory
 Founders:
1) Richard M. Ryan
2) Edward Deci
Self-Determination Theory
“Self-determination theory (SDT) is an empirically derived theory of
human motivation and personality in social contexts that differentiates
motivation in terms of being autonomous and controlled.” (Deci, E.L &
Ryan, R.M, 2012)

It was developed through experiments concerning extrinsic rewards and

intrinsic motivation

C. SELF-DETERMINATION THEORY 1
Motivated or Unmotivated?
Motivation is complex

Motivation can significantly impact one's

success and it is key to sustainable behavior

c. SELF-DETERMINATION THEORY 2
Categories of Motivation
Intrinsic (Affiliation, Generativity, Personal Development)

Extrinsic (Wealth, Fame, Attractiveness)

C. SELF-DETERMINATION THEORY 3
Self-Determination Theory
If motivation is driven by Rewards, Punishment, and Internal
Pressure, an individual will find it hard to sustain their behavior and feel
a sense of satisfaction.

If motivation is driven by Value or Interest and Enjoyment, the

individual can sustain their behavior for a long time, feel more
satisfaction, and have an overall higher wellbeing.

C. SELF-DETERMINATION THEORY 4
Three Psychological Needs
Autonomy- refers to feeling one has a choice and is willingly
endorsing one’s behavior
Competence - refers to the experience of mastery and being
effective in one’s behavior
Relatedness- refers to the need to feel connected and a sense of
belongingness with others

C. SELF-DETERMINATION THEORY 5
Self-Determination Theory
Competence Human's 3 Basic Autonomy
Needs
Need to be Need to control
effective in the course of
dealing with their lives
environment Relatedness

Need to have a close, affectionate

relationship with others

C. SELF-DETERMINATION THEORY 6
“The social environment (e.g., family, friends, co-workers, health care
professionals, culture, etc.) can promote or get in the way of people’s strivings
by the extent to which they support a person’s basic psychological needs.

Autonomy is supported by attempting to grasp and acknowledge the

person's wishes, preferences and perspectives, conveying understanding
of their point of view, providing a rationale for engaging in a behavior,
and providing choice in how to behave. Supporting someone’s autonomy
also means refraining from trying to control or pressure them to act in a
certain way.

C. SELF-DETERMINATION THEORY 7
Cont.

Competence is supported by providing the person with optimal

challenges and opportunities (specific goals that are challenging enough,
but not overwhelming), encouraging their sense of initiation (try it out!),
providing structure (for example, evidence-based health
recommendations) to mobilize and organize behavior and providing
relevant feedback.

Finally, relatedness is supported when others are involved and show

interest in the person’s activities, are empathic in responding to their
feelings and convey that the person is significant, cared for, and loved.”

(URMC)

C. SELF-DETERMINATION THEORY 8
Cont.
“Causality orientations- refer to how people adapt and orient themselves to
their environment and their degree of self-determination in general, across
many different contexts.

Three causality orientations:

Autonomous: all three basic needs are satisfied.
Controlled: competence and relatedness are somewhat
satisfied but autonomy is not.
Impersonal: none of the three needs are satisfied.”

(PositivePsychology.com)

C. SELF-DETERMINATION THEORY 9
Two sub-theories of SDT
Cognitive Evaluation Theory (CET)
Organismic Integration Theory (OIT)

C. SELF-DETERMINATION THEORY 10
Problem-Focused vs.
Solution-Focused
Focusing on the “Solution” Rather than the “Problem”:
Empowering Client Change in Adventure Experiences
(Gass & Gillis, 1995)

Experience processing – techniques that are used to augment the

qualities of the adventure experience based on an accurate
assessment of the client’s needs (Gass, 1993, p.12)

/These adventure experiences are focused on examining how their

actions in the experience were similar to behaviors in their real lives.

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 1

Cont.
Focusing on the “Solution” Rather than the “Problem”:
Empowering Client Change in Adventure Experiences
(Gass & Gillis, 1995)
Two different presentations can be offered as part of the introduction of the debriefing to the
experience – one is a problem-solving approach and one is solution-focused :

Problem-Solving Facilitation Approach – focusing on why a problem emerged to

eliminate the cause
Solution-focused Approach – helping clients identify, construct, and implement
solutions to the problem to produce functional change.

Not centering on the problem, but rather: (1) looks for what clients want rather than what
they don’t want, (2) looks for what is working for clients rather than what is not, (3) if certain,
things are not working for clients, assists them in doing something different (e.g. Walter &
Peller, 1992).

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 2

Cont.

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 3

Cont.
Problem Focus Solutions Focus

What is not working What works

Analysing Past Analyse preferred futures
Stuckness Movement
Deficit Resources
Failures Successes
Person is problem Person has problem
Notice problems Notice Solutions
Therapist is "expert" Client is "expert"
Pathology Possibility
Victim (visitor, complainant ) Survivor (client)
Isolated (blamed) Partnership (empowered)
Hopelessness/despair Expectation of change
D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 4
Here are a few scenarios and how they can be approached from either a
problem or a solution-oriented mindset:
Problem-oriented: I wish I could do "X" but I can't because of "Z".
Solution-oriented: How can I work around "Z" so that I can do "X"?

Problem-oriented: Why did they get that? It's not fair!

Solution-oriented: How can I put myself in a position to get what they got? Let me see if they'd be willing to
give me some tips.

Problem-oriented: I'm stuck. I don't know what to do.

Solution-oriented: Let me sit down and think of some options to move forward.

Problem-oriented: I can't afford that.

Solution-oriented: How can I afford that?

(from Rich Dad, Poor Dad by Robert Kiyosaki)

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 5

Problem Focus Solutions Focus
What's wrong What's wanted

What needs fixing What's working

Blame Progress

Control Influence

Causes in the past "Counters" in the past

The expert knows best Collaboration

Deficits and Weaknesses Resources and Strengths

Complications Simplicity

Definitions Actions 6
Solution-focused approaches are strength-based approaches that emphasize people’s
resilience, strengths, and resources and how these can be utilized in pursuing goals and
enacting purposeful, positive change (Grant, 2011).

One noteworthy application of this is to focus on repeating established successful behavior

patterns than trying to stop or change existing problematic behavior. Seeking and
recognizing positive and desired emotional states and interactional patterns are
encouraged rather than focusing on avoiding negative and dysfunctional ones. This
emphasizes what individuals are doing already that is useful, which directs them to
highlight, access, and utilize their strengths.

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 7

The solution-focused approach originated in the counseling and therapeutic
fields from the work of de Shazer, Berg, and colleagues at the Brief Family
Therapy Centre in Milwaukee, Wisconsin. (used in coaching and consulting)
Steve de Shazer and Insoo Kim Berg - founders of Solution-Focused Therapy
(SFT)
This approach was developed because of the therapist’s frustration and
dissatisfaction with the problem-focus inherent in the diagnostic medical model
(O’Hanlon & Beadle, 1996).
In a comprehensive literature review, Corcoran and Pillai (2009) found that
solution-focused approaches were effective for a wide range of therapeutic
situations including marriage counseling (Zimmerman, Prest, & Wetzel, 1997),
suicide prevention interventions (Rhee, Merbaum, Strube, & Self, 2005),
criminal offending (Lindforss & Magnusson, 1997), and with caregivers of people
with chronic schizophrenia (Eakes, Walsh, Markowksi, Cain, & Swanson, 1997).

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 8

Other reviews of solution-focused counseling and therapeutic interventions
have found solution-focused approaches effective in enhancing parenting skills
and dealing with anxiety, stress, and depression (e.g., Kim, 2008; Stams,
Dekovic, Buist, & de Vries, 2006). There is also growing empirical support for
the use of solution-focused approaches in non therapeutic areas such as
organizational, executive, and personal coaching and sports coaching (Bell,
Skinner, & Fisher, 2009; Grant, 2003; Jackson & McKergow, 2002; Szabo &
Meier, 2009).
A study by Grant (2012) revealed that a solution-focused approach appeared to
be superior to the problem-focused approach; it significantly increased levels
of positive affect, and significantly reduced negative affect levels. It also found
that the self-efficacy increase for the solution-focused group was over five
times the size of the increase in self-efficacy for the problem-focused group. In
terms of enhancing the goal approach, the solution-focused approach was
almost twice as effective as the problem-focused condition, with the former’s
increase being significantly greater than the latter’s increase. 9
Individuals with a strong problem-solving orientation are adept at pinpointing the
nature and source of issues. They can examine a scenario and determine where the
failure is occurring. However, when they are extremely focused on the problems, they
tend to see only problems, and some see issues when none exist.

In contrast, solution-focused persons are more adept at problem-solving. They are

exceptionally skilled in identifying interventions or techniques for resolving issues at
their root. However, too much of this can also be problematic. When all you can see are
remedies, you frequently fail to recognize the underlying issue. This does not fix the
underlying issue; it merely alleviates your immediate discomfort.

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 10

Cont.

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 11

Cont.

Alison Doyle (2020)

D. PROBLEM-FOCUSED VS. SOLUTION FOCUSED 12
13
 BICOL UNIVERSITY
Thank you!
College of Social Sciences and Philosophy
DEPARTMENT OF PSYCHOLOGY
Daraga, Albay

LESSON 4 Aguilar, Rochelle Anne A.

Borcelis, John Antonmel D.
Buera, Feliza Nadezhda B.
Cargullo, Karen Alexandra D.
Pertez, Dexter A.
BS Psychology 2B

Dr. Rudya A. Roallos, LPT, RGC, RPm

2023 February 08 PSYC 19 Positive Psychology Professor I, BUCSSP Psychology Department
Course Professor, Psyc 19
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