Meaning and Growth

Overview

In this lesson (5 of 10), students build on earlier psychology ideas by exploring humanistic psychology. They focus on Maslow’s hierarchy of needs and person-centred therapy (Rogers), then apply these to a short case study to explain how needs, relationships, and self-growth shape wellbeing.

Learning intentions

• WALT understand humanistic approaches to psychology, including Maslow and Rogers.
• WALT describe how humanistic psychology views people as meaning-seeking and growth-oriented.
• WALT apply Maslow’s hierarchy to interpret why someone’s behaviour and wellbeing may change over time.
• WALT use psychological vocabulary appropriately when analysing a case.

Success criteria

• I can accurately explain humanistic psychology (key beliefs and aims).
• I can analyse a case study using Maslow’s hierarchy to justify conclusions.
• I can connect Rogers’ ideas (e.g., empathy, congruence, unconditional positive regard) to the case.
• I can communicate my analysis clearly using evidence from the case details.

Curriculum links

• Social Sciences (Psychology) — develop understanding of people’s behaviour, thinking, and wellbeing through psychological concepts and inquiry.
• NZ Curriculum — key competencies: thinking (use evidence to explain), communicating (use psychology language), participating and contributing (collaborate in discussions).
• Achievement standard alignment (for internal work in psychology units) — students practise explaining and applying theory to scenarios, building skills for later analysis tasks.

Lesson structure (60 minutes)

1. 0–5 min · Starter check-in. Teacher displays two prompt questions: “What helps you grow?” and “What blocks growth?” Students write 3–4 quick ideas in silence.

2. 5–15 min · Direct teach: Humanistic lens. Teacher explains humanistic psychology: people seek meaning, are shaped by experiences, and can grow when conditions are right; includes Maslow’s hierarchy (physiological, safety, belonging/love, esteem, self-actualisation) and Rogers’ therapy goals (person-centred support through empathy, congruence, unconditional positive regard). Students complete a teacher-provided note-catcher with headings “Maslow” and “Rogers”.

3. 15–25 min · Modelling an application. Teacher provides a brief mini-example (not the main case) and models how to map case details to a level of needs, then add one Rogers connection (how supportive relationships may help). Students answer two guided questions on their note-catcher: “Which need seems most relevant?” and “What support would likely help?”

4. 25–45 min · Case study analysis (group discussion). Teacher assigns groups of 3–4 and gives the case study: a Year 13 student who initially withdraws after a family move, later improves with consistent friendship support and a trusted mentor; include details that clearly connect to multiple Maslow levels and show a turning point where person-centred support matters. Students:

• First, individually underline 5–8 evidence details.
• Then, in groups, discuss and agree on: (a) the Maslow level(s) that best fit key moments and (b) one Rogers concept that explains the change.
• Quieter students use sentence starters (provided) so everyone contributes.

5. 45–55 min · Share and refine. Teacher facilitates a “gallery walk” or whole-class check-in: groups share one claim and the evidence for it; teacher presses for “What in the case makes you say that?” Students add one “improvement note” to their analysis based on peer feedback.

6. 55–60 min · Exit ticket. Students complete a quick exit ticket: “In one paragraph, explain how Maslow and Rogers together help explain the case. Include one piece of case evidence for each theory.”

Resources

• Humanistic psychology note-catcher (Maslow + Rogers columns)
• Case study handout (with clear time sequence and turning point)
• Sentence starters for analysis (e.g., “The case suggests… because…”)
• Highlighters or annotation pens
• Slide/board with Maslow levels and Rogers key terms
• Exit ticket slips or digital form

Assessment

• Formative: teacher circulates during group work, checking that students correctly match evidence to Maslow levels and use Rogers concepts accurately.
• Formative: during modelling and gallery walk, teacher listens for correct theory-to-evidence links and clarifies misconceptions promptly.
• Summative-in-mini: exit ticket paragraph assessed against the lesson success criteria (particularly theory application and evidence).

Differentiation

• Support for quieter students: structured group roles (Evidence Finder, Needs Mapper, Rogers Link, Writer) and sentence starters to ensure equal participation.
• Scaffold for writing: provide a “2-theory paragraph frame” with starters for topic sentence, evidence sentence, explanation sentence, and concluding sentence.
• EAL support: glossary cards with key terms (humanistic, hierarchy of needs, congruence, empathy, unconditional positive regard) and a short example sentence for each.
• Extension: students who finish early add a brief “alternative explanation” section (e.g., how could cognitive factors also explain the change?) while still grounding the main analysis in humanistic theory.