Two terms used throughout the need discussions are defined below:

Need Conflicts: Within a particular dimension some needs conflict with each other because they evoke incompatible behavior if they are expressed synchronically (simultaneously). For example, the aggression and nurturance needs evoke incompatible behavior in all three dimensions. Needs that conflict in a particular dimension are located in opposite areas of that dimension (see Target Model) indicating that they are not normally activated synchronically in that dimension.

Mal Adaptive Need Fusion: Needs that normally produce conflicting behavior when synchronically evoked in a particular dimension are sometimes combined or fused despite resulting conflicts. Mal adaptive fusion creates frustrations and problems. For example, in the combative dimension, when the aggression and succorance needs are synchronically activated, the fused behavioral expression may take the form of whining and complaining that does not effectively express either the aggression need or the succorance need.

The Deference Need
(The need to follow the advice and guidance of those with experience and authority)

Deference may be needed in any situation where two or more people are interacting. Children are usually expected to defer to parents or adult authority figures. Adults must frequently defer to others but on a more selective basis. Adults are expected to defer to those with recognized authority or expertise but only within the limits of the power or expertise of those with authority. For example, a client will defer to a lawyer with regard to legal matters but not in matters outside the lawyer's realm of competence.

Deference has its roots in emotions of admiration, respect, and fear. We defer to some people because we admire and respect them while we defer to others because we fear their power to punish. Deference is closely related to the succorance need but there is a significant difference. Through succorance we seek to have things done for us or given to us. Through deference we do things for ourselves but under the supervision or direction of those with experience or authority.

Children are first taught deference by parents and other adults. Many of the beliefs we acquire at these early stages about the need to defer are later transferred to religious figures, political leaders, teachers, work supervisors, police, judges, heroes and, less personally, to laws, rules, mores, and other social-political codes of authority. Beliefs related to our deference and succorance needs largely determine our basic trust or distrust of those with authority and power.

Cultures vary considerably in the emphasis placed on deference and the ways in which it is expressed. Totalitarian societies inculcate deference in their subjects by fear of reprisal for failure to be obedient. Democratic societies stress positive admiration and respect for leaders to instill deference in followers. In a democracy, people like to think of their leaders as strong but also benevolent and friendly people. Although primitive societies do not need highly systematized traditions to handle their deference transactions, within a tribe or a clan there may be important rules and practices as to how deference is accorded to leaders and objects of religious worship. Deference, and its near opposite, dominance, become more important and complex as social organization becomes more complex. For example, people who live in cities must obey more rules (e.g., traffic and sanitation laws, building codes, etc.) and be directed by others more than those who live in rural areas.

There are many behavioral expressions of deference. Listening attentively, asking for instruction or information, yielding a position to another, being polite, showing esteem, respect, admiration, reverence, awe, veneration, are all ways of expressing deference. There are also many symbolic expressions of deference such as the military salute, a standing ovation, bestowing honors, addressing a person by a title such as "Sir", "Madam", "Your Honor", etc.

The Function of the Deference Need

The function of the deference need is to establish a social hierarchical structure based on trust and respect as an alternative to a hierarchy based on aggression and fear. A hierarchy based on deference and dominance is more conducive to cultural development than a simpler structure based on fear and aggression since it motivates people to be willingly guided by authority and to participate in the development of cultural mores and laws.

Problems Related to the Deference Need

As with all needs, problems with deference have to do with knowing when and how to express the need. People who fail to defer to others when it is appropriate have difficulty learning from others not to mention troubles with authority. Much of our learning is acquired by accepting on faith what we are told by others. If we had to learn everything through our own direct experience, each person would start at a Stone Age level and would be able to advance very little in the course of a lifetime. Even though we may acquire much that is false or inaccurate from authorities, we cannot afford to reject all knowledge and information provided by others. The real task in learning from others is to differentiate more effectively between reliable and unreliable sources of information. Some people with strong anti-deference problems make learning overly difficult by challenging all information and direction supplied by others or by refusing to seek any guidance and direction from others.

People with extreme anti-deference feelings can become reckless and anti-social. They may be "rebels without a cause" who stay in constant conflict with authority. Having no cause or leader with which they can identify, they may become overly impressed with their own authority and
"rightness." Identifying with a cause or person outside ourselves can give purpose, meaning, and direction to our lives. It also broadens our perspective so that we do not believe we are the center of the universe.

People who defer too much to others tend to be indecisive and find it hard to act without the approval of others. They are unwilling to assume responsibility for their own actions and attempt to place responsibility on others through constant advice-seeking. They often become confused and unable to act because they keep seeking more opinions and advice. The fact that the advice they receive often conflicts with previous advice makes it difficult for them to shift responsibility to others since they must use their own judgment to decide which advice to follow. They tend to over-identify with authority and thus become hero worshippers or blind followers ("true believers") at the expense of their own autonomy and identity.

Dimension Locations of the Deference Need

In the combative dimension, the deference need is normally located in the noncombative area. This location indicates a generally held belief that the need to follow the advice and guidance of others is strongly opposed to combative self-assertion. When we defer, we accept and submit to the will of others. It would be contradictory to try to impose our will on others atthesametime we are trying to defer to others.

The deference need is normally located near the mid-point of the personal dimension. This location indicates that people feel that deference is fairly neutral in personal and impersonal interactions and can be mildly active in both types of situations. Highly social situations are structured so that everyone is doing something they enjoy doing and this makes deference unnecessary. Highly impersonal situations require rational analysis of disagreements among equals to arrive at a solution satisfactory to all. In such situations, deference to the authority of others is seldom needed.

Deference is normally located in the noncompetitive area of the competitive dimension. This location indicates that when we are actively competing we are not being directed by others. In active competition, athletes, performers, and other competitors are "on their own." However, in the early learning stages of competitive endeavor, we must frequently shift from the competitive to the noncompetitive area to get direction and guidance before returning to active competition.

Deference Dislocated in the Combative Area of the Combative Dimension

When the deference need is dislocated in the combative area it creates conflict between desires to obey and yield to others and desires to assert one's own will and power. People with this dislocation have a hard time resolving such conflicts. Such conflicts are ordinary occurrences in every day life; it is the resolution of the conflict that the dislocation hinders. In some cases, the deference need maladaptively fuses with combative needs to form a hostile type of pseudo-deference (e.g., "OK, have it your way - since you seem to know everything"). A variation on this type of fusion occurs when combative rebellious feelings are concealed by an appearance of submissiveness and respect (the underlying combativeness is usually sensed by others).

Deference Located Toward the Periphery of the Noncombative Area of the Combative Dimension

When the deference need is located too far toward the periphery of the noncombative area so that it is isolated from other needs, opposition to self-assertion is overly inhibited if it is activated during a conflict. On the other hand, when such a person does become assertive, the deference need is too far removed to exert modifying control over aggression.

Deference Dislocated in the Personal-Social Area of the Personal-Social Dimension

When the deference need is dislocated in the personal area it suggests that the person's close relationships involve considerable obedience and compliance. Personal relationships may be sought with those perceived as counselors or advisors and the person may assume a follower rather than an equal role in their personal relationships.

Deference Dislocated in the Impersonal Area of the Personal Dimension

When the deference need is dislocated in the impersonal area it may create problems when efforts are required to resolve a conflict between friends or loved ones. In such situations, the person may tend to automatically defer to others rather than compromise or rationally resolve problems. It may also indicate difficulty in social interactions with those regarded as having superior status.

Deference Dislocated in the Competitive Area of the Competitive Dimension

When the deference need is dislocated in the competitive area it indicates a conflict between desires to actively compete independently with desires to be directed by others while competing. There are many competitive activities that call for collaboration and team-work but the individuals in the team are expected to independently carry out their individual responsibilities after assignments have been made by leaders. The deference need mislocated in the competitive area may be an indication that the person requires too much direction and supervision in their competitive activities.

Deference Located Too Near the Periphery of the Noncompetitive Area of the Competitive Dimension

When the deference need is located toward the periphery of the noncompetitive area so that it is isolated from other needs, it is too strongly opposed to competitive activity. The person may become too withdrawn from competitive activity if they have any feelings of insecurity. However, when they do engage in competitive activity their deference need may be too far removed to allow them to seek guidance and direction when that is needed.