P1 – REVIEW NOTES FOR CRI 177 (HUMAN 3 FACULTIES OF MAN

BEHAVIOR AND VICTIMOLOGY) 1. WILL - Power of conscious deliberate actions;

BEHAVIOR the faculty by which the rational mind makes choice
 Behavior refers to the way in which an organism of its ends of action, and directs energies in
responds to stimulus. carrying out its determinations.
 It can be an actions or reactions of an organism in 2. INTELLECT - The faculty of power of perception
response to external or internal stimulus situations or thought; or power of understanding.
HUMAN BEHAVIOR 3. SOUL - The rational, emotional, and volitional
 is the study of human conduct, its action, response, faculties in man, conceived of as forming an entity
and reaction; the way a person behaves or acts; distinct from, often existing independently of his
includes the study of human activities in an attempt body; the emotional faculty of man distinguished
to discover recurrent patterns and to formulate rules from intellect.
about man's social behavior.
ATTITUDE
OPERANT CONDITIONING (BF SKINNER)
 Position of the body, as suggesting some
1. REWARD - Said to be the desirable behavioral
thought, feeling, or action; state of mind,
consequences likely to increase the frequency of
behavior, or conduct regarding some matter, as
occurrence of that behavior
indicating opinion or purpose; internal
 Positive Reward - Increase the frequency
processes.
PSYCHOLOGY of approved behavior by adding something
 The science that studies behavior and mental
desirable to the situation.
processes.  Negative Reward - Increase the frequency
PERSONALITY of approved behavior by removing
• A pattern of relatively permanent traits and something distressful from the situation.
characteristics that give both consistency and 2. PUNISHMENT - The undesirable behavioral
individually to a person’s behavior consequences likely to decrease the frequency of
CHARACTER occurrence of that behavior.
 Combination of qualities distinguishing any  Positive Punishment - Decrease the
person or class of persons; any distinctive trait frequency of unwanted behavior by adding
or mark, or such marks or traits collectively something undesirable to the situations.
belonging to any person, class or race.  Negative Punishment - Decrease the
frequency of unwanted behavior by
ATTRIBUTES OR CHARACTERISTICS OF removing something desirable from the
BEHAVIOR situations
1. OVERT BEHAVIOR - Behaviors that are
observable. FACTORS AFFECTING HUMAN BEHAVIOR
2. COVERT BEHAVIOR - Those that are hidden 1. HEREDITY - The process of transmitting genetic
from the view of the observer. characteristics from the parents to children that
3. SIMPLE BEHAVIOR - Less number of neurons determine many of their specific characteristics.
are consumed in the process of behaving 2. ENVIRONMENT - All the conditions inside and
4. COMPLEX BEHAVIOR - Combination of simple outside of an organism that is any way influence
behavior behavior, growth, and development of life
5. RATIONAL BEHAVIOR - Acting with sanity or processes.
with reasons
6. IRRATIONAL BEHAVIOR - Acting without THE THEORETICAL PERSPECTIVE ON HUMAN
reason/ unaware NATURE
7. VOLUNATARY BEHAVIOR - Done with full 1. CONFORMITY PERSPECTIVE - Views humans
volition of will. as creatures of conformity who want to do the
8. INVOLUNTARY BEHAVIOR - Bodily processes “right” thing. Human beings are basically “good”
that goes on even when we are awake or asleep. people trying to live to their fullest potential.
2. NON CONFORMITY PERSPECTIVE - Assumes
that human beings are basically undisciplined
creatures, who, without the constraints of the rules

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and regulations of a given society, would flout 1. PHYSICAL DEVELOPMENT - This focuses on
society’s conventions and commit crime the growth of the brain, body, and physical
indiscriminately. capabilities, along with the psychological
3. LEARNING PERSPECTIVE - Sees human implications of this growth.
beings as born neutral (neither inherently 2. COGNITIVE DEVELOPMENT - This
conforming nor unruly) and subject to development concerns with the growth of the mind
developmental changes throughout the life course. throughout life.
4. DIFFERENCE IN KIND PERSPECTIVE - 3. SOCIAL AND EMOTIONAL DEVELOPMENT -
Humans are fundamentally different from other This focus on relationships, the growth of social
animals in spiritual, psychological, and mental skills and social understanding, and the influence of
aspects. This perspective emphasizes a qualitative the social world on emotional life
distinction between humans and other species. 4. MORAL DEVELOPMENT - Concerns the
5. DIFFERENCE IN DEGREES PERSPECTIVE - development of moral values and behavior. Moral
Human aggression and violence are considered as values are beliefs about what is right and wrong
results of innate, biological needs related to PERSONALITY DEVELOPMENT
obtaining food supplies, territory, status, and mates. This explores how the distinctive qualities of people
This perspective suggests that aggression is a develop over life: their characteristic social and
natural part of human behavior. emotional dispositions, self-concept, views of the
world, and ways of acting and thinking.
PSYCHOLOGICAL CRIMINOLOGY
- The science of the behavior and mental THEORIES OF PERSONALITY
processes of the person who commits 1. PSYCHOANALYTIC THEORY - It emphasizes
crime. childhood experiences as critically important in
SOCIOLOGICAL CRIMINOLOGY shaping adult personality.
- Focuses primarily on groups and society as 2. BEHAVIORAL THEORY - It suggest that
a whole, and how they influence criminal personality develops as people learn their
activity environment. Human behavior is determined mainly
by what a person has learned in life, especially by
APPROACHES IN THE STUDY OF HUMAN what one has learned from interacting with people.
BEHAVIOR 3. HUMANISTIC THEORY - It emphasizes the
• NEUROLOGICAL ASPECT - Emphasizes human potential of human beings for growth, creativity and
actions in relation to events taking place inside the spontaneity. They stress the uniqueness of the
body, especially the brain and the nervous system. individual and his or her freedom to make choices.
• BEHAVIORAL - Focuses on those external 4. TRAIT THEORY - Trait theorists say that human
activities of the organism that can be observed and personality can be describes in terms of specific
measured. characteristics or traits (aggression, friendliness,
• COGNITIVE - Concerned with the way the brain emotional stability and so forth)
processes and transforms information in various
ways. 5 PSYCHOSEXUAL STAGES OF SIGMUND
• PSYCHOANALYTICAL - Emphasizes FREUD
unconscious motives stemming from repressed 1. ORAL (BIRTH TO 1 YEAR)
sexual and aggressive impulses in childhood. - This is the first psychosexual stage in which the
• HUMANISTIC - focuses on the subject’s infant’s source of id gratification is the mouth. Infant
experience, freedom of choice and motivation gets pleasure from sucking and swallowing. Later
toward self-actualization. when he has teeth, infant enjoys the aggressive
pleasure of biting and chewing
DEVELOPMENTAL PSYCHOLOGY 2. ANAL STAGE (1-3 YEARS)
• It is the study of the changes in humans over the - When parents decide to toilet train their children
course of their life time during anal stage, the children learn how much
control they can exert over others with anal
ASPECTS OF DEVELOPMENTAL sphincter muscles. Children can have the
PSYCHOLOGY

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immediate pleasure of expelling feces, but that may 1. SENSORIMOTOR STAGE (1-2 YEARS) -
cause their parents to punish them. infants and toddlers acquire knowledge through
3. PHALLIC STAGE (3-6 YEARS) sensory experiences and manipulating objects
- Genitals become the primary source of a pleasure 2. PRE OPERATIONAL STAGE (2-7 YEARS) -
source of a pleasure. The child’s erotic pleasure Begin to think symbolically and learn to use words
focuses on masturbation, that is, on self- and pictures to represent objects
manipulation of the genitals. He develops a sexual 3. CONCRETE OPERATIONAL STAGE (7-11
attraction to the parent of the opposite sex. YEARS) - Begin to think logically about concrete
 ELECTRA COMPLEX - At the same age, events
girls experience an intense emotional 4. FORMAL OPERATIONAL STAGE (12 YEARS
attachment for their father. (daddy’s girl). TO ADULTHOOD) - Begins to think more about
 OEDIPPUS COMPLEX - Boys build up a moral, philosophical, ethical, social, and political
warm and loving relationship with mothers. issues that require theoretical and abstract
(mommy’s boy). reasoning.

4. LATENCY STAGE (6-11 YEARS) BEHAVIORISM

- Sexual interest is relatively inactive in this stage.  John B. Watson and B.F. Skinner
Sexual energy is going through the process of  shifted the focus of psychology to observable
sublimation and is being converted into interest in behavior. Behaviorists conducted influential
schoolwork, riding bicycles playing house and research on conditioning and learning,
sports. impacting the study of child development.
5. GENITAL STAGE (11 YEARS UP) THE EGO PSYCHOLOGY
- With the arrival of puberty and genital stage, there  Erik H Erikson
is renewed interest in obtaining sexual pleasure  Erikson extended the study of the
through the genitals. Masturbation often becomes developing child beyond puberty, emphasizing that
frequent and leads to orgasm for the first time. the ego continues to acquire new characteristics
Sexual and romantic interest in others also as it meets new situations in life.
becomes a central motive. Three Interrelated Aspects of the Ego
1. Body ego – refers to one’s experience with
THE 3 ASPECTS OF PSYCHE ACCORDING TO his/her own body. This refers to the physical state
SIGMUND FREUD such as being sickly, healthy, abused, battered, etc.
1. ID - The id is considered the basis of sexual and 2. Ego ideal – represents the image we have of
aggressive energy and is largely held in the ourselves as compared with an established ideal,
unconscious, emerging as illogical or wishful such as role models or anyone that a person
thinking (pleasure principle) imitates. The standard that a person sets for
2. EGO - The ego operates based on the reality himself/herself is based on how well the ego ideal
principle, which strives to satisfy the id's desires in is doing.
realistic and socially appropriate ways. The reality 3. Ego identity – is the image we have of
principle weighs the costs and benefits of an action ourselves in a variety of social roles. For example,
before deciding to act upon or abandon impulses someone can be a mother and a daughter, but her
3. SUPEREGO - Superego civilized our behavior, it actions would depend on who she is dealing with.
suppresses IDs unacceptable urges and to act
upon idealistic standards rather than realistic PSYCHOSOCIAL DEVELOPMENT
principle.  Erik Erikson
 introducing a psychosocial theory of
THE COGNITIVE DEVELOPMENT THEORY development that emphasized the importance
 JEAN PIAGET of social and cultural influences on individual
 children's intelligence undergoes changes development across the lifespan
as they grow  THE PSYCHOSOCIAL STAGES ARE:
STAGES OF THE COGNITIVE DEVELOPMENT 1. Basic trust versus basic mistrust (birth –
1 year old)

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  development of a strong sense of basic trust  People who are high in this personality trait also
implies not only that one has learned to rely on tend to be more adventurous and creative.
the sameness and continuity of outer providers,  They are curious about the world and other
but also that one may trust oneself and the people and are eager to learn new things and
capacities of one’s own organs to cope with enjoy new experiences.
urges 2. CONSCIENTIOUSNESS
2. Autonomy versus shame and doubt (2 – 3  Highly conscientious people tend to be
years old) – toilet training organized and mindful of details. They plan ahead,
 children begin to assert their independence think about how their behavior affects others, and
and explore their abilities, while also learning to are mindful of deadlines.
manage feelings of shame and doubt. 3. EXTRAVERSION
3. Initiative versus Guilt (4 – 5 years old)  People high in extraversion are outgoing and
 children begin to explore their tend to gain energy in social situations. Being
independence, take initiative in activities, and around others helps them feel energized and
develop a sense of responsibility excited.
4. Industry versus inferiority (6 – 11 years 4. AGREEABLENESS
old)  People who are high in agreeableness tend to
 During this stage, children begin to focus on be more cooperative while those low in this
school and learning, transitioning from play to personality trait tend to be more competitive
taking pride in their accomplishments and sometimes even manipulative.
5. Identity versus identity confusion (12 – 20 5. NEUROTICISM
years old)  Individuals who are high in neuroticism tend to
 During this stage, teenagers explore and experience mood swings, anxiety, irritability,
experiment with different roles, values, and and sadness. Those low in this personality trait
beliefs as they try to understand who they are tend to be more stable and emotionally resilient.
and what they want to become.
6. Intimacy versus isolation (20 – 24 years SELF CONCEPT
old)  is our personal knowledge of who we are,
 During this stage, individuals seek to encompassing all of our thoughts and feelings
establish close, meaningful relationships while about ourselves physically, personally, and
navigating the challenges of forming intimate socially.
connections. SELF ESTEEM
7. Generativity versus stagnation (25 – 65  your opinion of yourself
years old) IDENTITY
 adults focus on contributing to the world  encompasses a person's sense of who they
around them, whether through their work, are, including their roles, relationships, and
nurturing relationships, or creating meaningful values
contributions to society.
8. Ego integrity versus despair (65 years to THEORIES OF PERSONALITY
death) The Earliest Theory. The Greek philosopher
 During this stage, older adults reflect on Hippocrates believed that four basic elements (air,
their lives and come to terms with the water, earth, and fire) and four body fluids (blood,
successes and failures they've experienced. phlegm, yellow and black bile) affect human
behavior. This was further developed by the Roman
ATTACHMENT THEORY
physician Galen who said that:
 High lighting the significance of early emotional ● Sanguine – caused by an excess of blood, the
bonds between infants and caregivers in person is cheerful, confidently optimistic, and
shaping later social and emotional impulsive.
development. ● Melancholic – the person is depressed, morose,
and pessimistic, caused by an excess of black bile.
THE BIG 5 PERSONALITY TRAITS
● Choleric – due to excess yellow bile, the person
1. OPENESS is hot-tempered and irritable.

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● Phlegmatic – the person is slow-moving, calm,
and unexcitable, produced by an excess of phlegm.

ERNST KRETSCHMER
 Asthenic – thin, tall, fragile, narrowly built and
looks weak  irritable, and like to run away
from responsible
 Athletic – muscular and energetic  stable
and calm and they are able to adjust to their
environment
 Pyknic – round and robust  social and
cheerful; they like to eat and sleep
 Dysplastic – malproportioned body, a
combination of the above
WILLIAM SHELDON (MORPHO GENOTYPE)
 ENDOMORPH / VISCEROTONIA – plump with
fatty tissues, soft, with round abdomens
(sociable, fond of food and people, affectionate)
 MESOMORPH / SOMATOTONIA – lots of
muscles, sturdy (competitive, assertive)
 ECTOMORPH / CEREBROTONIA – Bony,
thin, fragile, (self-conscious, secretive, private)

ASPECTS OF BEHAVIOR
• Intellectual Aspect – way of thinking, reasoning,
solving problem, processing info and coping with
the environment.
• Emotional Aspect – feelings, moods, temper,
strong motivational force within the person.
• Social Aspect – people interaction or relationship
with other people.
• Moral Aspect – conscience, concept on what is
good or bad.

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