Kurt Lewin's change theory in the field and in the classroom

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Jeremy Miller
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1 Kurt Lewin's change theory in the field and in the classroom Jan Toftegaard Støckel ass. professor Centre for Research in Childhood Health Institute of Sports Science and Clinical Biomechanics University of Southern Denmark .: 1

Research background Sociology, psychology and pedagogy Current research projects After school day care Athletes psychological wellbeing Bicycling

2 Research background Sociology, psychology and pedagogy Current research projects After school day care Athletes psychological wellbeing Bicycling intervention in 25 municipalities Research topic Children and youth participation in sport play learning Well-being Welfare and rights in sport 2

3 Present a model for understanding and intervening in cognitive and behavioral change program in a range of settings from prevention work thru to teaching and learning environments. Kurt Lewin s change theory Kippenberger s model on forcefields 3

4 Obesity Inactivity Inclusion Sport proces More or less a Black box Improved health Social inclusion Crime prevention problem sport solution 4

5 We are not genetically pre-disposed to act in particular ways or make certain choises Behavior ultimately derives from imbedded values, norms and social practices Values, norms and social practices are constructed differently in different settings depending on culture, political governance, time 5

6 Kurt Lewin ( ), german psychologist Studied under early gestalt theory pioneer Max Wertheimer, at Berlin Universität Fled to USA in early 1930 s due to nazi jew persecution Pioneer within group dynamics, leadership styles Founded Research Center for Group Dynamics at the Massachusetts Institute of Technology. After his death it was moved to University of Michigan. All current behavioral change models basicly stem from Lewins original work 6

7 Democratic leadership Group based approach Activity choises available after seing all possibilities Free choise of group and activities Leader only to facilitate proces through open and neutral questions Autocratic leadership Strongest decides Technigues and goal decided by leader one by one Decision making proces unknown to the group Group and assignment set by leader Random and subjective critisism 7

8 There have been few experiences for me as impressive as seeing the expression in children s faces change during the first day of autocracy. The friendly, open, and co-operative group, full of life, became within a short half-hour a rather apathetic looking gathering without initiative. The change from autocracy to democracy seemed to take somewhat more time than from democracy to autocracy. Autocracy is imposed upon the individual. Democracy he has to learn. (Lewin 1948: 82) 8

9 At first hand autocracy seems easier, but 30 times more hostile dominance Bigger need for attention More hostile critisism we-feeling low I feeling high Twice as submissive All relations (child-child and child-adult) were affected so was the learning environment 9

10 Greater tension Greater difference in social status Greater concern about making mistakes Bigger tendency for having scapegoats 10

11 Student questions: Why don t we seek change when something is dysfunctional in our environment? When did you last make a planned change? Individual Group/ family Institutions Society 11

12 Unfreeze Change Kurt Lewin model for behavioral change Refreeze 12

13 positive and negative drivers... Disconfirmation Existing attitudes and behavior challenged Something aint right e.g. seing the doctor Induction of guilt / survival anxiety If you don t quit smoking you ll get sick or die Fear of not complying - dying? Is guilt or survival anxiety bad? Creation of psychological safety or overcoming learning anxiety Throwing out lifebelts if you do as I suggest you ll benefit right away Work on/confront discomfort of change 13

14 It is too expensive! I have tried... Can t find the energy 14

15 challenge High ANXIOUS AROUSED FLOW Medium WORRYING CONTROL Low RELAXED BOREDOM Low Medium High Skills/competencies 15

16 Suppression (put away from conscious level) Denial (smoking is not harmful) Minimalization (I only smoke a little) Rationalization (my dad smoked till he was 89 years so I can also smoke without consequenses) + at least 12 other types of defence mechanisms 16

17 Cognitive redefinition Semantic redefinition lingvistic meaning concepts/terms Cognitive broadening new ways of thinking about something New standards of judgment or evaluation Change through positive or defensive identification with available positive or negative role models Trial and error based on scans of enviroment for new concepts 17

18 Congruence Identity and self-perception in balance with external perception refreeze to a new status-quo 18

19 Unfreeze Disconfirmation Induction of guilt or survival anxiety Creation of psychological safety or overcoming learning anxiety Change cognitive redefinition congruence Refreeze 19

20 Inspired by Kurt Lewin s change theory Introducing the force field diagram 20

Inhibiting forces high Dependency on key personel Consensus on goals Common values Resources (time) Willingness to change equality Equilibrium

21 Inhibiting forces high Dependency on key personel Consensus on goals Common values Resources (time) Willingness to change equality Equilibrium Personal commitment Help from Consultant Financial contribution Education programs Political aims and ambitions Other Low Facilitating forces 21

22 1. Talk to your partner about who is most different from you. This will require that I think about how you are and the ways in which another will be quite different 2. Find one that fits your definition of being most different from you and establish a relationship with that person so you can spend a few hours to get closer to this person's life 3. Be ready to report back to the class about what you have learned 22

23 Kurt Lewin s model of planned change compared to other existing models of change Examples of where theory was used in research Your questions 23

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