02A Lesson Proper for Week 1 (crim 3)

What is Behavior?
• It refers to the actions of an organism or system usually in relation to its 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.
• It 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?

• It 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.

What is Human Development?

· It is the process of a person’s growth and maturation throughout their lifespan.
· It is 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

1. Equity – It is the idea that every person has the right to an education and health care, that there must be fairness
for all.
2. Sustainability – it compasses the view that every person has the right to earn a living that can sustain him or
her, while everyone also has the right to access to goods more evenly distributed among populations.
3. Production – it is the idea that people need more efficient social programs to be introduced by their
governments.
4. Empowerment – it is the view that people who are powerless, such as women, need to be given power.
Theories of Child Human Development
A. Personality Theory
I. Psychoanalytic ( Sigmund Freud)
1. ID - It allows us to get our basic needs met.
• Freud believed that the id is based on the pleasure principle i.e. it wants immediate satisfaction, with no
consideration for the reality of the situation.
• It refers to the selfish, primitive, childish, pleasure-oriented part of the personality with no ability to delay
gratification.
• “true psychic reality”
2. EGO - Ego’s job is to meet the needs of the id, which taking into account the constraints of reality.
• acknowledges that being impulsive or selfish can sometimes hurt us, so the id must be constrained ( reality
principle)
• It 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”
3. SUPEREGO – ( Conscience of Man ) –
• It develops during the phallic stage as a result of the moral constraints placed on us buy our parents.
• It is generally believed that a strong superego serves to inhibit the biological instincts of the id (resulting in a
high level of guilt), 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”

https://www.simplypsychology.org/personality-theories.html
Level of Awareness (by: Sigmund Freud)
1. Conscious Level – It consists of whatever sensations and experiences you are aware of at a given moment of
time.
2. Preconscious Level – This domain is sometimes called “available memory” that encompasses all experiences
that are not conscious at that moment but which can easily be retrieved into awareness either spontaneously or
with a minimum of effort.
3. Unconscious Level – it is the deepest and major stratum of the human mind. It is the storehouse for primitive
instinctual drives plus emotion and memories that are so threatening to the conscious mind that they have been
repressed,
Psychosexual Stages (by; Freud)
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 ) - conflict between the id, which derives pleasure from the expulsion of
bodily wastes, and the superego which represents external pressure to control bodily functions.
• If the parents are too lenient in this conflict, it will result in the formation of an anal expulsive character of the
child who is disorganized, reckless and defiant. Ex: toilet training
3. Phallic Stage ( 3-6 years ) - Genitals become the primary source of pleasure.
• Child’s erotic pleasure focuses on masturbation, that is, on self-manipulation of the genitals.
• 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.
a. Oedipus Complex – this refers to an instance where in boys build up a warm and loving relationship with
mothers ( mommy’s boy )
b. Electra Complex – this refers to an occasion where in girls experience an intense emotional attachment for their
fathers ( daddy’s girl )
1. 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.
2. Genitals Stage ( 11 years on ) - 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. Interest now turns to heterosexual
relationships.

https://www.simplypsychology.org/personality-theories.html

Freud Psychosexual Theory believes that we are born with two basis instincts:
1. Eros – This is named after the Greek god for love. Eros includes the sex drives and drives such as hunger and
thirst.
2. Thanatos – This is named after Greek god death. This includes not only striving for death but also destructive
motives such as hostility and aggression. These drives highly influence the personality of a person.
3. TRAIT – refers to the characteristics of an individual,describing a habitual way of bahaving, thinking, and
feeling.
KINDS OF TRAITS ( by: Allport )

http://detsndt.ac.in/nmeict-files/nmeict-los/edupsycho/ep16/16.2.1/

Trait Theory ( by Gordon Allport )

1. Cardinal Trait – this is the trait that dominates and shapes a person’s behavior.
2. Central Trait – this is a general characteristic found in some degree in every person.
3. Secondary Trait – these are characteristics seen only in certain circumstances
(such as particular likes or dislikes that a very close friend may know ).
4. Common Traits – personality traits that are shared by most member of a particular culture.
5. Individual Traits – personality traits that define a person’s unique individual qualities.

https://positivepsychology.com/big-five-personality-theory/

https://www.google.com/search?q=PERSONALITY+TRAITS+BY+EYSENK&sxsrf=ALeKk01S5HM9oFQR
O7fcCBZNXvK1mDVwvw:1596446514584&sour ;
ce=lnms&tbm=isch&sa=X&ved=2ahU

PERSONALITY TRAIT ( BY EYSENCK )

1. Extrovert – it refers to a person that is sociable, out-going, and active
2. Introvert – it refers to a person that is withdrawn, quiet, and introspective.
3. Emotionally Unstable – it is a trait that is being anxious, excitable, and easily disturbed.
02A Lesson Proper for Week 2

To understand fully the lesson for today, read silently the material.
What is Temperament ?
• refers to the fundamental groundwork of character, generally presumed to be biologically determined and
existent early in life, inclusive of traits like emotional reactiveness, energy level, reaction tempo, and motivation
to explore.
Four Types of Temperament
1. Melancholic – sad, gloomy 3. Phlegmatic – sluggish, calm
2. Choleric – hot-tempered, irritable 4. Sanguine – cheerful, hopeful

Source https://www.vectorstock.com/royalty-free-vector/temperament-types-infographics-vector-20768542

Psychological Theory of Development Erik Erikson Stages of Human Development

https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

The theory describes eight stages through which a healthy developing human should pass from infancy to late
adulthood. In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the
successful completion of earlier stages. The challenges of stages not successfully completed mat be expected to
reappear as problems in the future

Piaget’s Theory
Four Stages of Cognitive Development

https://www.pinterest.ph/pin/384565255656960550/

Jean Piaget’s theory of cognitive development suggests that children move through four different stages of mental
development. His theory focuses not only on understanding how children acquire knowledge, but also on
understanding the nature of intelligence. Piaget believed that children take an active role in the learning process,
acting much like little scientists as they perform experiments, make observations, and learn about the world. As
kids interact with the word around them, they continually add new knowledge, build upon existing knowledge,
and adapt previously held ideas to accommodate new information.
Lev Vygotsky’s Sociocultural and social Development Theory

Vigotsky’s theory is one of the foundations of constructivism. It asserts three major themes regarding social
interaction, the more knowledgeable other, and the zone of proximal development. Social development theory
argues that social interaction precedes development; consciousness and cognition are the end product of
socialization and social behavior.

https://www.cleverism.com/kohlbergs-theory-of-moral-development/
The theory of moral development by Lawrence Kohlberg is made us understand that morality starts from the early
childhood years and can be affected by several factors. Kohlberg ideas started from the research he performed
with very young children as his subjects. He found out that children are faced with different moral issues, and
their judgments on whether they are to act positively or negatively over each dilemma are heavily influenced by
several factors. In each scenario that Kohlberg related to the children, he was not really asking whether or not the
person in the situation is morally right or wrong, but he wanted to find out the reasons why these children think
that character is morally right or not. Social Interaction plays a fundamental role in the process of cognitive
development.

Bio Ecological Theory ( Urie Bronfenbrenner )

This is known the Human Ecology Theory, the ecological system theory states that human development is
influenced by the different types of environmental systems.
This theory helps us understand why we may behave differently when we compare our behavior in the presence
of our family and our behavior when we are in school or at work.

https://supersonickidz.wordpress.com/2011/06/21/environmental-influence-in-child-development-
bronfenbrenners-ecological-theory/
02A Lesson Proper for Week 3

Abnormal behavior

· It is any behaviour that deviates from what is considered normal.

· There are four general criteria that psychologists use to identify abnormal behaviour: violation of social norms,
statistical rarity, personal distress, and maladaptive behaviour.

Psychopathology

· It is a term which refers to either the study of mental illness or mental distress or the manifestation of behaviours
and experiences which may be indicative of mental illness or psychological impairment.

The "4 D's" of Abnormality

1. Distress

• This is when behaviour causes anxiety, bad feelings or other negative feelings for either the person or others
who come in contact with them.

• Example: Mary is feeling down, doesn't feel like she can even get out of bed, hasn't bathed in four days and
won't respond to texts from her friends.

2. Danger

• Behaviours are the detrimental to the person or people around them.

• Example: During his manic phases of bipolar disorder, Juan will often go to the casino and bet his rent money
on roulette, not caring that if he loses he won't be able to pay for his apartment.

3. Deviance

• There are two different types: statistical and social. Statistical deviance means that the behaviour does not occur
often in society. Social deviance means that most people in the community find the behaviour to be
"odd". Neither of these by themself is enough for something to be abnormal.

• Example: Only one out of every hundred people will get a advanced (doctoral) degree, making them statistically
deviant. However, we wouldn't call that abnormal. However, one out every thousand people howl at the moon
(this is made up!), and that fact would add to the abnormality.

4. Dysfunction

• This is the point at which a person has a significant impairment in a life area, such as work, home, interpersonal
or social life is impaired. In the addictions world, this is often called "hitting rock bottom". A person can deal
with a lot of danger and deviance, but once they become dysfunctional, they often see (or others can see) that they
need outside help.
 MODELS OF
ABNORMALITY

http://aspsychologyblackpoolsixth.weebly.com/explanations-of-abnormality.html

IDENTIFICATION OF ABNORMAL BEHAVIOR

1. Deviation from Statistical Norm- most of the people fall within the middle range of intelligence, but a few are
abnormal stupid.

a. Intelligence –statistically abnormal for a person to get a score about 145 on IQ test or to get a score below
35, but the lowest score is considered abnormal.

b. Anxiety – person who is anxious all the time or has a level of anxiety.

2. Deviation from Social Norm – every culture has certain standards for acceptable behavior; behavior that
deviates from that standard is considered to be abnormal behavior.

3. Maladaptive behavior – it is how the behavior affects the well-being of the individual, or social group.

(ex. Paranoid individual, attempting suicide person )

a. Maladaptive to one’s self- It is the inability of a person to reach goals or to adapt the demands of life.

b. Maladaptive to Society – refers to a person’s obstruction or disruption to social group functioning.

4. Personal Distress – considers abnormality in terms of the individual’s subjective feelings, personal distress,
rather than his behavior.

5. Failure to Function Adequately – a person considered abnormal if they are unable to cope with the demands of
everyday life.

- Suffering

- Maladaptiveness ( danger to self )

- Vividness and unconventionality ( stands out)

- Unpredictably and loss of control

- Irrationality/ incomprehensibility

- Causes observer discomfort

- Violates moral/social standards

6. Deviation from Ideal Mental Health – the six criteria which mental health could be measure:

- Positive view of the self,

- Capability for growth and development

- Autonomy and independence

- Accurate perception of reality

- Positive friendships and relationships

- Environmental mastery ( able to meet the varying demands of day-to-day situations )

SYMPTOMS OF ABNORMAL BEHAVIOR

1. Long Periods of Discomfort

2. Impaired Functioning

3. Bizarre Behavior

4. Disruptive Behavior

MENTAL DISORDER

• It refers to the significant impairment in psychological functioning.

• also called mental illness or psychiatric disorder

Mental Retardation (MR)

• It refers to substantial limitations in present functioning. It starts before age 18 and is characterized by
significantly sub average intellectual functioning, existing concurrently with related limitations in two or more of
the following applicable adaptive skill areas: communication

• self-care

• home living

• social skills
• community use

• self-direction

• health and safety

• functional academics

• leisure

• work

Traditionally, MR has been classified into 5 categories:

• mild MR – IQ from (50-55) to 70

• moderate MR – IQ from (35-40) to (50-55)

• severe MR – IQ from (20-25) to (35-40)

• profound MR – IQ below (20-25)

• MR, severity unspecified – this is diagnosed when there is a strong suspicion of MR, but the individual cannot
be tested with standardized intelligence tests.

CAUSES AND SYMPTOMS OF MR

• Various genetic disorders (e.g. Down’s Syndrome, phenylketonuria)

• Certain maternal infections during pregnancy (e.g. rubella)

• Mother who abuses substances such as alcohol during pregnancy

• Certain psychosocial conditions (e.g. problems with caregiving, low socioeconomic status, low parental
education)

• Maternal exposure to various drugs (e.g. thalidomide, valproic acid)

• Maternal exposure to environmental chemicals (discussed in detail later)

Prevention of MR

• Immunization against diseases

• Paediatric care

• Screening ( critical, undernourished

• New born screening

• Good prenatal care

Intelligence Tests to Measure Learning Abilities and Intellectual Functioning

1. Standard - Binet Intelligence Scale 4. Kaufman Assessment for Children

2. Wechsler Intelligence Scales

3. Wechsler Preschool and Primary Scale of Intelligence