Human 1

HUMAN BEHAVIOR
AND VICTIMOLOGY
Criminology 4
Chapter i:
introduction to human behavior
Segment 1: OVERVIEW ON HUMAN
DEVELOPMENT
Segment 2: ABNORMAL BEHAVIOR
Segment 3: MENTAL DISORDER
Segment 4: CRIMINAL BEHAVIOR AND
INTELLIGENCE
OVERVIEW ON HUMAN DEVELOPMENT
WHAT IS BEHAVIOR???
BEHAVIOR refers to the actions of an organism or
system, usually in relation to its environment, which includes
the other organisms or systems around as well as the
physical environment. It is the response of the organism or
system to various stimuli or inputs, whether internal or
external, conscious or subconscious, overt or covert, and
voluntary or involuntary
BEHAVIOR can also be defined as anything that you do
that can be directly observed, measured, and repeated.
Some examples of behavior are reading, crawling, singing,
holding hands and the likes.
WHAT IS HUMAN BEHAVIOR???
HUMAN BEHAVIOR is the range of actions and
mannerisms exhibited by humans in conjunction with their
environment, responding to various stimuli or inputs,
whether internal or external, conscious or subconscious,
overt or covert, and voluntary or involuntary.
HUMAN BEHAVIOR is
influenced by many factors,
including:
attitudes beliefs
emotions reasoning
culture values
ethics religion
authority rapport
motivation persuasion
coercion genetics
WHAT IS HUMAN DEVELOPMENT???
HUMAN DEVELOPMENT is the process of a person’s
growth and maturation throughout their lifespan, concerned
with the creation of an environment where people are able
to develop their full potential, while leading productive and
creative lives in accordance with their interests and needs.
Development is about the expansion of choices people have
in order to lead lives they value.
FOUR PILLARS OF HUMAN DEVELOPMENT
EQUITY - is the idea SUSTAINABILITY -

encompasses the
that every person view that every
has the right to an person has the right
education and to earn a living that
health care, that can sustain him or
there must be her, while everyone
also has the right to
fairness for all access to goods
more evenly
distributed among
populations
FOUR PILLARS OF HUMAN DEVELOPMENT
PRODUCTION - is EMPOWERMENT - is
the view that people
the idea that people who are powerless,
need more efficient such as women,
social programs to need to be given
be introduced by power
their governments
THEORIES OF CHILD (HUMAN)
DEVELOPMENT
A. PERSONALITY THEORY
B. PSYCHOSOCIAL THEORY OF DEVELOPMENT
C. COGNITIVE DEVELOPMENT THEORY
D. SOCIO-CULTURAL THEORY
E. BIO ECOLOGICAL THEORY
F. MORAL DEVELOPMENT
I. PSYCHOANALYTIC THEORY
(Sigmund Freud)
The Structure of Personality (Tripartite
Personality)
The structure if personality, according to Sigmund
Freud, is made up of 3 major systems: the ID, the EGO, the
SUPEREGO. Behavior is always the product of of an
interaction among these three systems; rarely does one
system operate to the exclusion of the other two.
(Sigmund Freud)
Personality)
1. ID - allows us to get our basic needs met. Freud
believed that the ID is based on the PLEASURE
PRINCIPLE.
ID refers to the selfish, primitive, childish,
pleasure-oriented part of the personality with no
ability to delay gratification. Freud called the ID the
“true psychic reality” because it represents the
inner world of subjective experience and has no
knowledge of objective reality.
(Sigmund Freud)
Personality)
2. EGO - as the child interacts more with the world,
the ego begins to develop. The ego’s job is to meet
the needs of the ID, whilst taking into account the
constraints of reality. The ego acknowledges that
being impulsive or selfish can sometimes hurt us, so
the ID must be constrained (reality principle).
EGO is the moderator between the ID and
SUPEREGO which seeks compromises to pacify both.
It can be viewed as our “sense of time and place”.
(Sigmund Freud)
Personality)
3. SUPEREGO - develops during the phallic stage as
a result of the moral constraints placed on us by
our parents. It is generally believed that a strong
superego serves to inhibit the biological instincts of
the id, whereas a weak superego allows the id more
expression - resulting in a low level of guilt.
SUPEREGO internalizes society and parental
standards of good and bad/right and wrong
behavior.
Child THE CONSIOUS LEVEL - consists of
Socialization 01. you
whatever sensations and experiences
are aware of at a given moment
of time
THE PRECONSCIOUS LEVEL - sometimes
02. called “available memory” encompasses

all experiences that are not conscious at
the moment but which can easily be
retrieved into awareness either
spontaneously or with a minimum of
effort. Examples might include memories
of everything you did last Saturday night,
all the towns you ever lived in, your
favorite books, or an argument you had
with a friend yesterday.
Child
Socialization
THE UNCONSIOUS LEVEL - it is the deepest
and major stratum of the human mind. It is the
03. storehouse for primitive instinctual drives plus
emotion and memories that are so
threatening to the conscious mind that they
have been repressed, or unconsciously pushed
into the unconscious mind. Examples of
material that might be found in your
unconscious include a forgotten trauma in
childhood, hidden feelings of hostility toward
a present, and repressed sexual desires of
which you are unaware.
FREUD’S MODEL OF PERSONALITY
DEVELOPMENT (PSYCHOSEXUAL STAGES)
1. ORAL STAGE (0-18 months)
This is the first psychosexual stage in which the infant’s source
of id gratification is the mouth. Infant gets pleasure from sucking and
swallowing. Later when he has teeth, infant enjoys the aggressive
pleasure of biting and chewing. A child who is frustrated at this stage
may develop an adult personality that is characterized by pessimism,
envy and suspicion. The overindulged child may develop to be
optimistic, gullible, and full of admiration for others.
2. ANAL STAGE (18 months - 3 years)
When parents decide to toilet train their children during anal
stage, the children learn how much control they can exert over others
with anal sphincter muscles. Children can have the immediate pleasure
of expelling feces, but that may cause their parents to punish them.
This represents the conflict between the id, which derives
pleasure from the expulsion of bodily wastes, and the super-ego which
represents external pressure to control bodily functions. If the parents
are too lenient in this conflict, it will result in the formation of anal
expulsive character of the child who is disorganized, reckless and
defiant. Conversely, a child may opt to retain feces, thereby spiting his
parents, and may develop an anal retentive character which is neat,
stingy and obstinate.
3. PHALLIC STAGE (3-6 years)
Genitals become the primary source of pleasure. The child’s
erotic pleasure focuses on masturbation, that is, on self-manipulation
of the genitals. He develops a sexual attraction to the parent of the
opposite sex; boys develop unconscious desires for their mother and
become rivals with their father for her affection.
3. PHALLIC STAGE (3-6 years)
This reminiscent with Little Hans’ case study. So, the boys
develop a fear that their father will punish them for these feelings
(castration anxiety) so decide to identify with him rather than fight him.
As a result, the boy develops masculine characteristics and represses
his sexual feelings towards his mother. This is known as:
OEDIPUS COMPLEX - instance wherein boys build up a warm and
loving relationship with his mother.
ELECTRA COMPLEX - occasion wherein girls experience an intense
emotional attachment for their father.
4. LATENCY STAGE (6-11 years)
Sexual interest is relatively inactive in this stage. Sexual energy
is going through the process of sublimation and is being converted into
interest in schoolwork, riding bicycles, playing house and sports.
5. GENITAL STAGE (11 years)
This refers to the start of puberty and genital stage; there is
renewed interest in obtaining sexual pleasure through the genitals.
Masturbation often becomes frequent and leads to orgasm for the first
time. Sexual and romantic interests in others also become a central
motive.
Interests now turns to heterosexual relationships. The lesser
fixation the child has in earlier stages, the more chances of developing
a “normal” personality, and thus develops healthy meaningful
relationships with those of the opposite sex.
1. ORAL pleasure centers on the mouth

2. ANAL pleasure focuses on bowel and bladder
3. PHALLIC elimination; coping with demands for
4. LATENCY control
5. GENITAL pleasure zone is the genitals; coping
with incestuous sexual feeling
a phase of dormant sexual feelings
maturation of sexual interests

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HUMAN BEHAVIOR

EQUITY - is the idea SUSTAINABILITY -

THE PRECONSCIOUS LEVEL - sometimes

02. called “available memory” encompasses

1. ORAL pleasure centers on the mouth

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