Kurt Lewin - “ Change Theory “
The Change Theory of Nursing was developed by Kurt Lewin, who is considered the
father of social psychology. This theory is his most influential theory. He theorized a
three-stage model of change known as unfreezing-change-refreeze model that requires
prior learning to be rejected and replaced.
Lewin’s definition of behavior in this model is “a dynamic balance of forces working in
opposing directions.”
The Change Theory has three major concepts: driving forces, restraining forces, and
equilibrium.
- Driving forces are those that push in a direction that causes change to occur.
They facilitate change because they push the patient in a desired direction. They
cause a shift in the equilibrium towards change.
- Restraining forces are those forces that counter the driving forces. They hinder
change because they push the patient in the opposite direction. They cause a
shift in the equilibrium that opposes change.
- Equilibrium is a state of being where driving forces equal restraining forces, and
no change occurs. It can be raised or lowered by changes that occur between
the driving and restraining forces
Three Stages of the Change Theory
• Unfreezing
• Change
• Refreezing
- Unfreezing is the process which involves finding a method of making it possible
for people to let go of an old pattern that was somehow counterproductive. It is
necessary to overcome the strains of individual resistance and group conformity.
o There are three methods that can lead to the achievement of unfreezing.
The first is to increase the driving forces that direct behavior away
from the existing situation or status quo.
Second, decrease the restraining forces that negatively affect the
movement from the existing equilibrium.
Thirdly, finding a combination of the first two methods.
- The change stage, is also called “moving to a new level” or “movement,” It
involves a process of change in thoughts, feeling, behavior, or all three, that is in
some way more liberating or more productive.
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- The refreezing stage is establishing the change as the new habit, so that it now
becomes the “standard operating procedure.” Without this final stage, it can be
easy for the patient to go back to old habits.
KOHLBERG’S MORAL DEVELOPMENT
Lawrence Kohlberg, who was born in 1927, grew up in Bronxville, New York,
KOHLBERG'S SIX STAGES
Level 1. Preconventional Morality
Throughout the preconventional level, a child’s sense of morality is externally
controlled. Children accept and believe the rules of authority figures, such as parents
and teachers. A child with pre-conventional morality has not yet adopted or internalized
society’s conventions regarding what is right or wrong, but instead focuses largely on
external consequences that certain actions may bring.
Stage 1. Obedience and Punishment Orientation
o Stage 1 focuses on the child’s desire to obey rules and avoid being
punished.
For example, an action is perceived as morally wrong because the
perpetrator is punished; the worse the punishment for the act is, the
more “bad” the act is perceived to be.
Stage 2. Individualism and Exchange
o Stage 2 expresses the “what’s in it for me?” position, in which right
behavior is defined by whatever the individual believes to be in their best
interest. Stage two reasoning shows a limited interest in the needs of
others, only to the point where it might further the individual’s own
interests. As a result, concern for others is not based on loyalty
or intrinsic respect, but rather a “you scratch my back, and I’ll scratch
yours” mentality.
An example would be when a child is asked by his parents to do a
chore. The child asks “what’s in it for me?” and the parents offer the
child an incentive by giving him an allowance.
Level II. Conventional Morality
Throughout the conventional level, a child’s sense of morality is tied to personal
and societal relationships. Children continue to accept the rules of authority figures, but
this is now due to their belief that this is necessary to ensure positive relationships and
societal order. Adherence to rules and conventions is somewhat rigid during these
stages, and a rule’s appropriateness or fairness is seldom questioned.
Stage 3. Good Interpersonal Relationships
o In stage 3, children want the approval of others and act in ways to avoid
disapproval. Emphasis is placed on good behavior and people being
“nice” to others.
Stage 4. Maintaining the Social Order
o In stage 4, the child blindly accepts rules and convention because of their
importance in maintaining a functioning society. Rules are seen as being
the same for everyone, and obeying rules by doing what one is
“supposed” to do is seen as valuable and important. Moral reasoning in
stage four is beyond the need for individual approval exhibited in stage
three. If one person violates a law, perhaps everyone would—thus there is
an obligation and a duty to uphold laws and rules. Most active members of
society remain at stage four, where morality is still predominantly dictated
by an outside force.
Level III. Postconventional Morality
Throughout the postconventional level, a person’s sense of morality is defined in
terms of more abstract principles and values. People now believe that some laws are
unjust and should be changed or eliminated. This level is marked by a growing
realization that individuals are separate entities from society and that individuals may
disobey rules inconsistent with their own principles. Post-conventional moralists live by
their own ethical principles—principles that typically include such basic human rights as
life, liberty, and justice—and view rules as useful but changeable mechanisms, rather
than absolute dictates that must be obeyed without question. Because post-
conventional individuals elevate their own moral evaluation of a situation over social
conventions, their behavior, especially at stage six, can sometimes be confused with
that of those at the pre-conventional level. Some theorists have speculated that many
people may never reach this level of abstract moral reasoning.
Stage 5. Social Contract and Individual Rights.
o In stage 5, the world is viewed as holding different opinions, rights, and
values. Such perspectives should be mutually respected as unique to
each person or community. Laws are regarded as social contracts rather
than rigid edicts. Those that do not promote the general welfare should be
changed when necessary to meet the greatest good for the greatest
number of people. This is achieved through majority decision and
inevitable compromise. Democratic government is theoretically based on
stage five reasoning.
Stage 6: Universal Principles.
o In stage 6, moral reasoning is based on abstract reasoning using universal
ethical principles. Generally, the chosen principles are abstract rather than
concrete and focus on ideas such as equality, dignity, or respect. Laws
are valid only insofar as they are grounded in justice, and a commitment to
justice carries with it an obligation to disobey unjust laws. People choose
the ethical principles they want to follow, and if they violate those
principles, they feel guilty. In this way, the individual acts because it is
morally right to do so (and not because he or she wants to avoid
punishment), it is in their best interest, it is expected, it is legal, or it is
previously agreed upon. Although Kohlberg insisted that stage six exists,
he found it difficult to identify individuals who consistently operated at that
level.
Web Reference:
1. https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-
development/
2. http://www.polsci.tu.ac.th/lawrence.pdf
