Module 1

Learning Outcomes
 Analyze what is the behavior of a person with abnormal or Criminal behavior and their
personality
 Identify what is the behavior of a person with abnormal or Criminal behavior and their
personality
Time Allotment
Six lectures hours
Content
Unit 1. Overview of Human Behavior
What is Behavior?
Behavior (American English) or behaviour (British English) refers to the actions and
mannerisms made by individuals, organisms, systems or artificial entities in conjunction with
themselves or their environment, which includes the other systems or organisms around as well as the
(inanimate) physical environment. It is the computed response of the system or organism to various
stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert,
and voluntary or involuntary. Taking a behaviorinlmkformatics perspective, a behavior consists of
behavior actor, operation, interactions, and their properties. A behavior can be represented as a
behavior vector. Although there is some disagreement as to how to precisely define behavior in a
biological context, one common interpretation based on a meta-analysis of scientific literature states
that "behavior is the internally coordinated responses (actions or inactions) of whole living organisms
(individuals or groups) to internal and/or external stimuli". A broader definition of behavior, applicable
to plants and other organisms, is similar to the concept of phenotypic plasticity. It describes behavior
as a response to an event or environment change during the course of the lifetime of an individual,
differing from other physiological or biochemical changes that occur more rapidly, and excluding
changes that are result of development (ontogeny).Behaviors can be either innate or learned from the
environment. Behavior can be regarded as any action of an organism that changes its relationship to
its environment. Behavior provides outputs from the organism to the environment.
What is Abnormal Behavior?

Abnormality (or dysfunctional behavior) is a behavioral characteristic assigned to those with

conditions regarded as rare or dysfunctional.Behavior is considered abnormal when it is atypical or out
of the ordinary, consists of undesirable behavior, and results in impairment in the individual's
functioning. Abnormality is that which is considered deviant from specific societal, cultural and ethical
expectations. These expectations are broadly dependent on age, gender, traditional and societal
categorizations. The definition of abnormal behavior is an often debated issue in abnormal
psychology because of these subjective variables.

Abnormal behavior should not be confused with unusual behavior. Behavior that is out of the

ordinary is not necessarily indicative of a mental or psychological disorder. Abnormal behavior, on the
other hand, while not a mental disorder in itself, is often indicative of mental and psychological
disorders. A psychological disorder is defined as an "ongoing dysfunctional pattern of thought,
emotion, and behavior that causes significant distress, and is considered deviant in that person's
culture or society". Important to note is that abnormal behavior, as it relates to psychological disorders,
would be "ongoing" and a cause of "significant distress". A mental disorder describes a patient who
has a medical condition whereby the medical practitioner makes a judgement that the patient is
exhibiting abnormal behavior based on the DSM-5 criteria. Thus, simply because a behavior is
unusual does not make it abnormal; it is only considered abnormal if it meets these criteria.
What is Psychopatology?
Psychopathology is the study of abnormal cognitions, behavior and experiences. It can be
broadly separated into descriptive and explanatory. Descriptive psychopathology involves
categorizing, defining and understanding symptoms as reported by people and observed through their
behavior. Explanatory psychopathology looks to find explanations for certain kinds of symptoms
according to theoretical models such as psychodynamics or cognitive behavioral therapy. A
practitioner in a clinical or academic field is referred to as a psychopathologist.
Biological psychopathology is the study of the biological etiology of abnormal cognitions,
behavior and experiences. Child psychopathology is a specialization applied to children and
adolescents. Animal psychopathology is a specialization applied to non-human animals.
How the Abnormal Behavior is identified?
The first criterion is violation of social norms. Behaviour that goes against what is considered
normal by society is abnormal. As we just saw, culture plays a role in social norms, as does age. A
man who takes off all his clothes and jumps in a fountain is likely to be seen as weird, whereas a
three-year-old who does it might just be seen as cute.
Another criterion for identifying abnormal behavior is statistical rarity. A person who has an
extremely low IQ, for example, might be classified with some type of mental retardation. Because
there is only a small percentage of the population with mental retardation, it is rare and therefore
abnormal. Of course, the problem with statistical rarity is that people who are exceptionally intelligent
are just as rare as those with mental retardation. So according to this criterion, Albert Einstein would
be abnormal.
A third criterion of abnormal behavior is personal distress. When we engage in abnormal
behavior, the cause (and sometimes, result) of our behavior can be distress. A good example of this is
obsessive-compulsive disorder, where anxiety about something can lead to compulsive behaviors
meant to relieve that distress. The problem with personal distress, though, is that some people with
mental illness do not feel distress, such as people with antisocial personality disorder who have an
underdeveloped conscience.
The final criterion for defining abnormal behavior is maladaptive behavior. Is the behavior likely to
hurt the person or someone else? Whether it is physical harm or social harm, such as losing a job or
the respect of your peers, maladaptive behavior leads to some type of harm.
Symptoms of Abnormal Behavior
1. Long period of Discomfort – this should be anything as simple as worrying about calculus
test or grieving the death of a love one. This distress, however, is related to the real,
related or threatened event and passes with time. When such distressing feeling,
however, persist of an extended period of a time and seem to be related to events
surroundings the person, they would be considered abnormal and could suggest
psychological disorders.
2. Impaired Functioning- Distinction between simply a passing period of inefficiency and
prolonged inefficiency which seems explainable. For instance, a very brilliant person
consistently fails in his classes or someone who constantly changes his job for no
apparent reason.
3. Bizarre Behavior- this has no rational basis seems to indicate that the individual is
confused. The psychoses frequently results to hallucination (baseless sensory
perceptions) or delusions ( beliefs which are patently false yet held to be true by the
individual)
4. Disruptive Behavior – it means impulsive, apparently, uncontrollable behaviour that
disrupts the lives of others or deproves them of their human rights on a regular basis.
What is Mental Disorder?
Mental Disorder also called a mental illness or psychiatric disorder, is a behavioral or mental
pattern that causes significant distress or impairment of personal functioning. Such features may be
persistent, relapsing and remitting, or occur as a single episode. Many disorders have been described,
with signs and symptoms that vary widely between specific disorders. Such disorders may
be diagnosed by a mental health professional. The causes of mental disorders are often unclear.
Theories may incorporate findings from a range of fields. Mental disorders are usually defined by a
combination of how a person behaves, feels, perceives, or thinks. This may be associated with
particular regions or functions of the brain, often in a social context. A mental disorder is one aspect
of mental health. Cultural and religious beliefs, as well as social norms, should be taken into account
when making a diagnosis.
Types of Mental Disorder

1. Psychosis is an abnormal condition of the mind that results in difficulties determining what is real

and what is not real. Symptoms may include delusions and hallucinations. Other symptoms may
include incoherent speech and behavior that is inappropriate for the situation. There may also
be sleep problems, social withdrawal, lack of motivation, and difficulties carrying out daily
activities. Psychosis in adolescents is a serious medical illness but is not very common.
Psychosis has many different causes. These include mental illness, such
as schizophrenia or bipolar disorder, sleep deprivation, some medical conditions,
certain medications, and drugs such as alcohol or cannabis. One type, known as postpartum
psychosis, can occur after giving birth. The neurotransmitter dopamine is believed to play a role.
[
 Acute psychosis is considered primary if it results from a psychiatric condition and secondary if it
is caused by a medical condition. The diagnosis of a mental illness requires excluding other
potential causes. Testing may be done to check for central nervous system diseases, toxins, or
other health problems as a cause.

2. Organic brain syndrome, also known as organic brain disease, organic brain disorder, organic
mental syndrome, or organic mental disorder, refers to any syndrome or disorder of mental
function whose cause is alleged to be known as organic (physiologic) rather than purely of the
mind. These names are older and nearly obsolete general terms from psychiatry, referring to
many physical disorders that cause impaired mental function.  They are meant to exclude
psychiatric disorders (mental disorders). Originally, the term was created to distinguish physical
(termed "organic") causes of mental impairment from psychiatric (termed "functional") disorders,
but during the era when this distinction was drawn, not enough was known about brain science
(including neuroscience, cognitive science, neuropsychology, and mind-brain correlation) for
this cause-based classification to be more than educated guesswork labeled with misplaced
certainty, which is why it has been deemphasized in current medicine. While mental or
behavioural abnormalities related to the dysfunction can be permanent, treating the disease early
may prevent permanent damage in addition to fully restoring mental functions. An organic cause
to brain dysfunction is suspected when there is no indication of a clearly defined psychiatric or
"inorganic" cause, such as a mood disorder.

3. Substance Related disorder is the persistent use of drugs (including alcohol) despite
substantial harm and adverse consequences. Substance use disorders are characterized by an
array of mental/emotional, physical, and behavioral problems such as chronic guilt; an inability to
reduce or stop consuming the substance(s) despite repeated attempts; driving while intoxicated;
and physiological withdrawal symptoms. Drug classes that are involved in SUD
include: alcohol; caffeine; cannabis; phencyclidine and other hallucinogens, such
as arylcyclohexylamines; inhalants; opioids; sedatives, hypnotics,
or anxiolytics; stimulants; tobacco; and other or unknown substances.

4. Anxiety disorder. Anxiety or fear that interferes with normal functioning may be classified as

an anxiety disorder.  Commonly recognized categories include specific phobias, generalized
anxiety disorder, social anxiety disorder, panic disorder, agoraphobia, obsessive-compulsive
disorder and post-traumatic stress disorder.

5. Mood disorder. Other affective (emotion/mood) processes can also become disordered. Mood
disorder involving unusually intense and sustained sadness, melancholia, or despair is known
as major depression (also known as unipolar or clinical depression). Milder but still
prolonged depression can be diagnosed as dysthymia. Bipolar disorder (also known as manic
depression) involves abnormally "high" or pressured mood states, known as mania or hypomania,
alternating with normal or depressed moods. The extent to which unipolar and bipolar mood
phenomena represent distinct categories of disorder, or mix and merge along a dimension or
spectrum of mood, is subject to some scientific debate.

6. Somatoform disorders may be diagnosed when there are problems that appear to originate in
the body that are thought to be manifestations of a mental disorder. This includes somatization
disorder and conversion disorder. There are also disorders of how a person perceives their body,
such as body dimorphic disorder. Neurasthenia is an old diagnosis involving somatic complaints
as well as fatigue and low spirits/depression, which is officially recognized by the ICD-10 but no
longer by the DSM-IV.

7. Dissociative disorders (DD) are conditions that involve disruptions or breakdowns of memory,

awareness, identity, or perception. People with dissociative disorders use dissociation as a
defense mechanism, pathologically and involuntarily. Some dissociative disorders are triggered
by psychological trauma, but depersonalization/derealization disorder may be preceded only by
stress, psychoactive substances, or no identifiable trigger at all.

8. Personality disorder: Personality—the fundamental characteristics of a person that influence

thoughts and behaviors across situations and time—may be considered disordered if judged to be
abnormally rigid and maladaptive. Although treated separately by some, the commonly used
categorical schemes include them as mental disorders, albeit on a separate " axis II" in the case of
the DSM-IV. A number of different personality disorders are listed, including those sometimes
classed as "eccentric", such as paranoid, schizoid and schizotypal personality disorders; types
that have described as "dramatic" or "emotional", such
as antisocial, borderline, histrionic or narcissistic personality disorders; and those sometimes
classed as fear-related, such as anxious-avoidant, dependent, or obsessive-
compulsive personality disorders. The personality disorders, in general, are defined as emerging
in childhood, or at least by adolescence or early adulthood. The ICD also has a category for
enduring personality change after a catastrophic experience or psychiatric illness. If an inability to
sufficiently adjust to life circumstances begins within three months of a particular event or
situation, and ends within six months after the stressor stops or is eliminated, it may instead be
classed as an adjustment disorder. There is an emerging consensus that so-called "personality
disorders", like personality traits in general, actually incorporate a mixture of acute dysfunctional
behaviors that may resolve in short periods, and maladaptive temperamental traits that are more
enduring.  Furthermore, there are also non-categorical schemes that rate all individuals via a
profile of different dimensions of personality without a symptom-based cutoff from normal
personality variation, for example through schemes based on dimensional models.

9. Sexual disorders and gender dysphoria: These disorders include dyspareunia and various

kinds of paraphilia (sexual arousal to objects, situations, or individuals that are considered
abnormal or harmful to the person or others). Gender dysphoria (GD) is the distress a person feels
due to a mismatch between their gender identity and their sex assigned at birth. People with
gender dysphoria are typically transgender. The diagnostic label gender identity disorder (GID)
was used until 2013 with the release of the DSM-5. The condition was renamed to remove
the stigma associated with the term disorder.

10. Neurosis is a class of functional mental disorders involving chronic distress, but

neither delusions or hallucinations to refer to "disorders of sense and motion" caused by a
"general affection of the nervous system." Cullen used the term to describe various nervous
disorders and symptoms that could not be explained physiologically. Physical features, however,
were almost inevitably present, and physical diagnostic tests, such as exaggerated knee-jerks,
loss of the gag reflex and dermatographia, were used into the 20th century. The meaning of the
 term was redefined by Carl Jung and Sigmund Freud over the early and middle 20th century, and
has continued to be used in psychology and philosophy

What is Insanity?

Insanity is not a psychological or psychiatric term but a legal term. Insanity is has not one but
three different legal meanings, depending on whether it’s used as a criminal defense, in a hearing on
competency to stand trial, or in a hearing on involuntary commitment to mental institution. A person is
insane if she or he is not able to judge between right or wrong. It is the mental inability in managing
ones affairs or to be aware of the consequences of ones actions and it is established by testimony of
expert witnesses.

Table 1. The Intellectual Capacity

IQ CATEGORY EQUIVALENT CAPACITY
1 TO 25 Idiot A child from 1 to 3 yrs. old
26 TO 50 Imbecile A child from 4 to 6yrs. old
51 TO 75 Moron A child from 7 to 8 yrs. old
76 TO 90 Dull-minded A child from 9 to 11yrs. old
91 TO 120 Normal A child from 12 to 14 yrs. old
121 TO 130 Superior Above average capacity
131 TO 140 Talented High Development
140 ABOVE Genuis Very high Development

What is Mental Retardation base on IQ?

Intellectual disability (ID), also known as general learning disability and mental

retardation (MR), is a generalized neurodevelopmental disorder characterized by significantly
impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in
two or more adaptive behaviors that affect everyday, general living; he/she first exhibit these
characteristics during so called development period- by the aged 18.

Table 2. Four Categories of Mental Retardation

 Unit 2.Psychosis and Nuerosis

A. Psychosis - is a major personality disorder characterised by mental and emotional disruptions.

Psychotic disorders involve delusions, emotional turbulence, and a radical loss of touch with
reality. Hallucinations are common but not necessary for a diagnosis. Some psychotic
disorders include schizophrenia, schizoaffective disorder, bipolar disorder (not in all cases),
and psychotic depression.

The causes for psychotic disorders and neurotic disorders are quite different. Often,
psychotic disorders have a stronger genetic component and are unavoidable, even with
healthy coping mechanisms. Alternative causes for psychosis include substance use, brain
tumour, head trauma, childhood abuse, and prolonged sleep deprivation.

Treatment methods for psychotic disorders will always involve a prescription

component. Anti-psychotic or mood stabilising drugs, along with regular talk therapy are
important for recovery. Even though patients will not always present psychotic symptoms, the
disorder is lifelong. Fortunately, with modern medications, it’s now possible for those living
with psychosis to have a long, fulfilling, symptom-free life.

Van Gogh, Ernest Hemingway, and Isaac Newton had psychotic disorders and are
immortalized for their contributions to art, literature, and science.

Symptoms of Psychosis are the Following:

1. Involution Reaction- demonstrates severe depression during the involution period

without previous history of psychosis.

2. Affective Reaction – it’s a presence od inappropriately exaggerated mood and marked

change in activity level with associated thought disorder.

3. Manic- Depressed Reaction- Shows cyclical disturbances involving various

combination of a alternation between excitement and delusional optimism on the ine hand
and immobilizing, delusional depression on the other.

4. Schizophrenic Reaction- bizarre behaviour; disturbances of thought and reality

testing; emotional withdrawal; and varying levels of psychotic thinking and behaviour.

B. Nuerosis- refers to a moderate mental disorder. Certain mental and physical disturbances and
inner struggles describe the neurosis mental disorder.

Neurotic disorders involve symptoms of stress without a radical loss of touch with
reality. Examples of neurosis and neurotic disorders include major depressive disorder,
anxiety disorders, and obsessive disorders. Neurotic persons over-appreciate real or potential
issues happening in their lives, causing mental distress.

Causes of neurosis include neuro-chemical imbalances, chronic life stress, traumatic

or grievous experiences, and poor coping strategies. Typically, neurotic disorders present
during puberty, which is when most young people are first experiencing social and academic
stresses. Neurotic disorders can manifest at any stage in a person’s life, however.

Treatment methods for neurotic disorders depend on severity and presenting

symptoms. Patients experiencing low or moderate distress will normally start with talk
or cognitive behavioural therapy (CBT). When a patient reports suicidal ideation, they may be
medicated or institutionalized for a short period at the psychiatrist’s discretion.
 Preventative measures for neurotic disorders include developing healthy coping
strategies, reducing stress, and regular visits with a licensed therapist. In most cases, these
steps can greatly reduce your chance of getting a neurotic disorder. However, there’s no
guarantee any one method will prevent the onset of any condition.

Symptoms of Neurosis are the following;

1. Anxiety Reaction – has diffused fearfulness, tension, and relentless with

sometimes snowball into episodes of panic

2. Dissociative Reaction- It is a massive repression or disassociation of a

certain aspect of experience or memory varying in intensity from
sleepwalking to amnesia and multiple personality Disturbances.

3. Conversion Reaction – illustrates symbolic resolution of conflict that

imitates the effects of physical illness like paralysis , blindness and
anesthesia .

4. Phobic reaction - refers to intense irrational fear of specific objects or

events that may have a symbolic significance on the affiliated individual.

5. Obsessive Reaction- has repetitive, irrational thought (obsession) and/or

actions (compulsions) which usually involve some symbolic effort at
conflicts resolution.

Neurosis Psychosis

Mild functional, neuro-psychical disorders that A severe mental illness characterised by loss of
confirm themselves in specific clinical contact with reality and relationship with other
phenomena in the absence of psychical people causing social maladaptation.
phenomena.

Doesn’t affect personality Affects personality

The contact with reality is partially lost The contact with reality is completely lost

Hallucinations and delusions are not present Hallucinations and delusions are present

Lower risk of self-harm Higher risk of self-harm

Obsessive-compulsive disorders, Somatoform Schizophrenia and delusional disorders are a

disorders, Depression and Post-traumatic few types of psychosis.
disorders are a few types of neurosis.

The causing factor for neurosis are biological, The causing factors for psychosis are genetic,
socio-psychic climate, psychological, biochemical and environmental.
pedagogical, and socio-economic.

The treatment is usually psychological and Psychosis is treated by antipsychotic

medicines can also be prescribed. medicines, psychological therapy, social
support.
 Unit 3. Criminal Behaviour
What is Criminal behaviour?

Criminal Behavior- particularly violent and antisocial behavior, is considered to be a major social

problem with complex causes. It is known that a myriad of environmental, social, and psychological
factors are associated with increased risk of convictions for this type of criminality. Interrelated factors
include poverty, poor housing, high levels of social inequality in society, low educational attainment,
poor diet, low self-esteem, and impulsivity.

What is the legal definition of Criminal behaviour?

Criminal Behaviour is refers to the actions that are prohibited by the state and punished under
the law.

What is the Moral Definition of Criminal behaviour?

Criminal Behaviour is refers to an actions that may be rewarding to the actor but that inflicts pain or
loss to others. That is, Criminal behaviour is anti-social behaviour.

Origins of Criminal Behavior

The following are the sources of criminal Behavior:

1. Biological Factor - biological characteristics play in the origins of criminal behavior,

independent of any association with physical appearance or mental deficiency. Some of
these biological characteristics are genetic and inherited i.e. they are the result of the genes
individuals receive from their parents at the time of conception. Other results from genetic
mutations that occur at the time of conception or develop while the fetus is in the uterus.
These biological characteristics are genetic but not inherited. Still others may develop as the
result of the person’s environment, such as from injury or inadequate diet. These biological
characteristics are neither genetic nor inherited.

a. Born Criminal by Cesare Lombroso

b. Physique and Crime by CesareLombrosos Anthropology

c. Duke and KAlikkak Study by Richard Dugdale and Henry Goddard

d. Eysenck’s theory of personality of crime

2. Personality Disorder factor- Personality disorder factors refers to an act that exhibit ervasive
pattern of disregard for and violation of the others that begins in childhood or early
adolescence and continuous to adulthood such as Anti- Social Personality Disorder.

3. Learning Factor- Its explains that criminal behaviour is learned primarily by observing or
lestining to people around us.

a. Differential Association Theory by Edwin Sutherland

b. Imitation Theory by Gabriel Tarde

c. Identification Theory by Daniel Classer

The Terrible Triad for Serial killer

1. Bed Wetting- it is the most intimate of these “triad” symptoms, and is less likely to be wilfully
divulged. By some estimates, 60% of multiple murders wet their bed past adolescence.

2. Fire Starting- Otis Toole and Carl Panzaram were two serial killers who started fires during
their childhood. Carl Panzaram burned down the reformatory he was sent to. Toole set fire to
neighbor’s house. Fire fascination was an early manifestation of their obsession with
destruction.

3. Animal Turtore (Cruelty to Animals)- most serial killers, before moving to human victims, start
with the animals. Ed Kemper killed neighbourhood cats. A dogs severed head was found on a
stick wooden near Jeffrey Dahmer’s Childhood Home.

Childhood Characteristics of Serial Killers

A. Majority of Serial Killer have a history of Sexual and Physical abuse during their Childhood.

B. Half of the Serial Killer’s family, the biological Father had left before the child were 12 yrs. Old.
In case where the fathers didn’t leave, he was domineering and abusive.

C. Delinquents acts such as Pyromania, theft and cruelty to animals were presents during the
childhood of most serial killers.

Two Types of Serial Killer based on Serial Killer’s Moteive:

1. ACT-FOCUSED –this killer generally doesn’t kill for the psychological gratification of the kill,
making the act itself their primary emphasis. He usually kill quickly, with little pomp and
circumstances.

Two Subtypes:

a. Visionary = the killer usually received a vision or hears a voice telling him
to kill, sometimes the vision or voice comes from the GOD or the Devil,
both of which legitimate his violence.

b. Missionary- This killers is on mission to eradicate a specific group of

people, such a prostitutes, white –collared bankers.

2. Processed-Focused – the majority of serial killer are process-focused. They get-off on the
method of their killer. They kill for the enjoyment of it, and usually get a perverse sexual thrill
out of it, so therefore they take their time and go very slowly. Hedonism at its worse.

Four Subtypes:

1. Gain- Murdering someone for profit or personal gain. Most females

usually fall into this category, like Lavinia Fisher, who would murder her
hotel guest and keep whatever belongings and cash they had.

2. Thrill- killing someone gives these people to rush or high. They especially
like to watch the lights go out in their victim’s eyes. It’s the ultimate
adrenaline rush makes them feel alive and euphoric. They typically don’t
engage in sex either before or after.

3. Power – the pleasure comes from manipulating and dominating, although

the argument could be made for this category to fall in with any of the
 above. Usually sex is involved, but it is not as important to this killer as to
that lust killer.

4. Lust - murder is associated with sexual pleasure in the minds of these

serial killer. These sick folk actually will have sex while in the process of
killing or engage in necrophilia (sex with the dead body o dead person)
after they have killed. Lust killer basically have sexual gratification as
their main motivation. They almost always exhibit sadism. They usually
are not opportunistic killer but rather highly organized, with vary amounts
of planning and forethought put into their killers.

Four Phases of Lust Killer

1. Fantasy- this killer act out of the crime over and over to
his mind, maybe with the use of pornographic material.
His desire to kill is manifested, and this time period may
last years before he progress to phase two.

2. Hunt- The killer might focus primarily on the “right” type

of victim, ot they may focus on the Right type of location.
One he finds a victim, he may stalk them for a long time,
memorizing their scheduled down to the minute. It could
take many more years to go through this phase and
cover 100s of miles.

3. Kill – the victim is lured into the trap and then killer
makes real on his fantasy. Depending on how elaborate
the kill ritual is, this could take a while, several days or
longer, even. There will almost definitely be overkill, in
that there could be extreme torture, mutilation,
dismemberment. This killer might have sex with the
corpse, drink their blood, eats body parts, whatever they
can do to preserve their moment od ecstasy however
they can. The killer might take a token of their kill or
leave a calling card but not always.

4. Post-Kill – the killer is lamost likely feel empty or

depressed, because their inner torment was only
relieved short-term. More lives will have taken in order to
have temporary relief. It would be during this stage that
killer would write a confession to the police and media.
Unless caught, it is inevitable that he kill again, starting
the cycle back over.

(Example of this lust killer was the story of Junco Furuta, and Issea Sagawa)

Unit 4. Personality

Personality refers to the sum total of typing ways acting, thinking, and feeling that makes each
person unique. People are not alike. There are noticeable differences in the ways they act, think and
feel. In other words, different people have variety of different personalities.

Personality is a distinctive and relatively stable pattern of behaviour, thoughts, motives, and
emotions that characterizes an individual throughout life.

Two types of Personality according to Carl Jung

 1. Introvert- it is a person whose attention is focused inward. He is usually shy, reserved and
self-cantered person.

2. Extrovert- it is a person whose attention is directed outward. He usually is bold and outgoing
person .

Six Approaches to Personality

1. Psychodynamic Approach (Psychoanalytic Approach to Personality) - This emphasizes on

ongoing interactions among motives, impulses and psychological processes.

Sigmund Freud (1856-1939):

According to psychoanalysts, our behaviour is brought about largely by powerful

processes within our personality of which we are not aware. These hidden processes
shaped by childhood experiences play an important role in energizing and directing
our everyday behaviour.

The most important theories to hold such a view and one of the best known figures in
all psychology is Sigmund Freud, an Austrian physician. Freud originated the
psychoanalytic theory in the early 1900. Psychoanalytic theory has five major parts.

1. The motive force:

Basic urge or psychic energy or libidinal energy: Basic goal is to maintain

tension-free state or state of satisfaction.

2. Structure of personality:

To describe the structure of personality, Freud developed a comprehensive

theory that held personality consisted of three separate but interacting
components the id, the ego and the superego.

a. Id:

The id, the most primitive part can be thought of as a short of storehouse of
biologically based urges. It is the raw unorganized, inherited part of
personality whose purpose is to reduce tension created by biological drives,
related to hunger, sex, aggression and irrational impulses. The id operates
according to the pleasure principle in which the goal is the immediate
reduction of tension and the maximization of satisfaction.

Unfortunately for the id but luckily for people and society reality prevents the
fulfilment of the demands of the pleasure principle in most cases. Instead, the
world produces constraints. We cannot always eat when we are hungry. To
account for this fact of life, Freud suggested a second component of
personality which he called the ego. The id is usually bridled and managed by
the ego.

b. Ego:

The ego consists of elaborate ways of behaving and thinking which

constitutes the executive function of the person. The ego delays satisfying id
motives by acceptable outlets. It keeps a person working for a living, getting
along with people and generally adjusting to reality of life.

It contrasts to the pleasure of seeking nature of id, the ego operates

according to reality principle that is the ego tries to satisfy the id’s urges for
pleasure. Ego makes decisions, contracts action and allows thinking and
problem-solving of a higher order than the id achieve. The ego is (called) also
the seat of higher cognitive abilities such as intelligence, thoughtfulness.

c. Superego:

The superego, the final personality structure to be developed represents the

rights and wrongs of society as handled down by a person, parents, teachers
and other important figures. It becomes a part of personality when children
learn right-wrong and continue to develop as people begin to incorporate to
their own standards, the broad moral principles of the society in which they
live.

The superego actually has two components, the conscience and the ego-
ideal. The conscience prevents us from doing morally bad things and the
ego-ideal motivates us to do what is morally proper. The superego helps us
to control impulses coming from the more virtuous. Although on the surface
the superego appears to be opposite of the id, they do not consider the
practical realities imposed by society.

Level of Awareness

 The conscious level consists of all the things we are aware of,
including things we know about ourselves and our surroundings.

 The preconscious consists of things we could pay conscious

attention to if we so desired, and is where many memories are stored
for easy retrieval. Freud saw the preconscious as comprised of
thoughts that are unconscious at the particular moment in question,
but that are not repressed and are therefore available for recall and
easily capable of becoming conscious (for example, the tip-of-the-
tongue effect).

 The unconscious consists of things that are outside of conscious

awareness, including many memories, thoughts, and urges of which
we are not aware. Much of what is stored in the unconscious is
 thought to be unpleasant or conflicting; for example, sexual impulses
that are deemed unacceptable. While these elements are stored out
of our awareness, they are nevertheless thought to influence our
behavior.

2. Trait Theory Approaches: Traits are considered to be stable and consistent, descriptive
attribute of individual. Traits are enduring tendencies to act in particular ways across a
range of interaction. The measurable aspects of personality are referred to as personality
traits are nothing but qualities found in the individuals behaviour.

The trait theories consider personality to be a collection of such traits. They dissect
the personality into some components called traits. Cattell is (the) its principle
founder. Traits are propensities to behave in a consistent and distinctive style.
Regarding the consistency of traits, Cattle found a distinction between surface traits
and source traits.
According to him:

a. The surface traits are the qualities of one’s behaviour that are observable directly
in action.

b. The source traits (determine the surface trait) on the other hand, are the qualities
found in the organism at a deeper level so they cannot be observed directly.

c. The source trait determines the surface trait. Surface traits are not so consistent
because they are influenced not only by source traits but also by many other factors
operating at a given time.

For example feelings of insecurity is a source trait. It cannot be observed directly

unless it expresses through surface traits like restlessness, timidity, high
emotionality.

 Allport’s Trait Theory:

When personality psychologist Gordon Allport systematically leafed through an

unabridged dictionary he came up with some 18,000 separated terms that could be
used to describe personality. Although he was able to bring down the list to a mere
4,500 descriptions often eliminating synonyms, he was still left with a problem
crucial to all trait approaches that is which of these were the most basic.

Allport answered this question by suggesting that there are three basic categories
of traits such as cardinal, central and secondary.

 Cardinal traits  dominate and shape an individual’s behavior, such as

Ebenezer Scrooge’s greed or Mother Theresa’s altruism. They stand at the top
of the hierarchy and are collectively known as the
individual’s master control.  They are considered to be an individual’s ruling
passions. Cardinal traits are powerful, but few people have personalities
dominated by a single trait. Instead, our personalities are typically composed of
multiple traits.

 Central traits  come next in the hierarchy. These are general characteristics
found in varying degrees in every person (such as loyalty, kindness,
agreeableness, friendliness, sneakiness, wildness, or grouchiness). They are
the basic building blocks that shape most of our behavior.

 Secondary traits  exist at the bottom of the hierarchy and are not quite as
obvious or consistent as central traits. They are plentiful but are only present
under specific circumstances; they include things like preferences and
attitudes. These secondary traits explain why a person may at times exhibit
behaviors that seem incongruent with their usual behaviors. For example, a
friendly person gets angry when people try to tickle him; another is not an
anxious person but always feels nervous speaking publicly.

Common traits – these are personality traits that are shared by the most
members of a particular culture.

 Individual traits – these are personality traits that define a person’s unique
individual qualities.

 Lewis Goldberg’s Trait Theory

1. Openness to experience

Openness to experience is a general appreciation for art, emotion, adventure,

unusual ideas, imagination, curiosity, and variety of experience. People who are
open to experience are intellectually curious, open to emotion, sensitive to beauty
and willing to try new things. They tend to be, when compared to closed people,
more creative and more aware of their feelings. They are also more likely to hold
unconventional beliefs. High openness can be perceived as unpredictability or lack
of focus, and more likely to engage in risky behavior or drug-taking. Moreover,
individuals with high openness are said to pursue self-actualization specifically
by seeking out intense, euphoric experiences. Conversely, those with low openness
seek to gain fulfillment through perseverance and are characterized as pragmatic
and data-driven—sometimes even perceived to be dogmatic and closed-minded.
Some disagreement remains about how to interpret and contextualize the openness
factor

Sample items

 I have excellent ideas.

 I am quick to understand things.

 I use difficult words.

 I am full of ideas.

 I am not interested in abstractions.

 I do not have a good imagination.

 I have difficulty understanding abstract ideas.

2. Conscientiousness

Conscientiousness is a tendency to display self-discipline, act dutifully, and strive

for achievement against measures or outside expectations. It is related to the way
in which people control, regulate, and direct their impulses. High conscientiousness
is often perceived as being stubborn and focused. Low conscientiousness is
associated with flexibility and spontaneity, but can also appear as sloppiness and
lack of reliability. High scores on conscientiousness indicate a preference for
planned rather than spontaneous behavior. The average level of conscientiousness
rises among young adults and then declines among older adults.

Sample items

 I am always prepared.

 I pay attention to details.

 I get chores done right away.

 I like order.

 I follow a schedule.

 I am exacting in my work.
  I never forget my belongings.

 I always end up being helpful to most things.

 I often remember where I last put my things.

 I give attention to my duties.

3. Extraversion

Extraversion is characterized by breadth of activities (as opposed to

depth), surgency from external activity/situations, and energy creation from external
means. The trait is marked by pronounced engagement with the external world.
Extraverts enjoy interacting with people, and are often perceived as full of energy.
They tend to be enthusiastic, action-oriented individuals. They possess high group
visibility, like to talk, and assert themselves. Extraverted people may appear more
dominant in social settings, as opposed to introverted people in this setting.

Introverts have lower social engagement and energy levels than extraverts. They
tend to seem quiet, low-key, deliberate, and less involved in the social world. Their
lack of social involvement should not be interpreted as shyness or depression;
instead they are more independent of their social world than extraverts. Introverts
need less stimulation, and more time alone than extraverts. This does not mean
that they are unfriendly or antisocial; rather, they are reserved in social situations.

Generally, people are a combination of extraversion and introversion, with

personality psychologist Hans Eysenck suggesting that these traits are connected
somehow to our central nervous system.

Sample items

 I am the life of the party.

 I don't mind being the center of attention.

 I feel comfortable around people.

 I start conversations.

 I talk to a lot of different people at parties.

 I don't talk a lot.

 I think a lot before I speak or act.

 I don't like to draw attention to myself.

 I am quiet around strangers.

 I have no intention of talking in large crowds.

4. Agreeableness

The agreeableness trait reflects individual differences in general concern for social

harmony. Agreeable individuals value getting along with others. They are generally
considerate, kind, generous, trusting and trustworthy, helpful, and willing to
compromise their interests with others. Agreeable people also have an optimistic
view of human nature.

Disagreeable individuals place self-interest above getting along with others. They
are generally unconcerned with others' well-being, and are less likely to extend
themselves for other people. Sometimes their skepticism about others' motives
causes them to be suspicious, unfriendly, and uncooperative. Low agreeableness
personalities are often competitive or challenging people, which can be seen as
argumentative or untrustworthy.

Because agreeableness is a social trait, research has shown that one's

agreeableness positively correlates with the quality of relationships with one's team
members. Agreeableness also positively predicts transformational leadership skills.
In a study conducted among 169 participants in leadership positions in a variety of
professions, individuals were asked to take a personality test and have two
evaluations completed by directly supervised subordinates. Leaders with high levels
of agreeableness were more likely to be considered transformational rather
than transactional. Conversely, agreeableness has been found to be negatively
related to transactional leadership in the military. A study of Asian military units
showed leaders with a high level of agreeableness to be more likely to receive a
low rating for transformational leadership skills. Therefore, with further research,
organizations may be able to determine an individual's potential for performance
based on their personality traits. For instance, in their journal article "Which
Personality Attributes Are Most Important in the Workplace?" Paul Sackett and
Philip Walmsley claim that conscientiousness and agreeableness are “important to
success across many different jobs."

Sample items

 I am interested in people.

 I sympathize with others' feelings.

 I have a soft heart.

 I take time out for others.

 I feel others' emotions.

 I make people feel at ease.

 I am not really interested in others.

 I insult people.

 I am not interested in other people's problems.

5. Neuroticism

Neuroticism is the tendency to experience negative emotions, such as anger,

anxiety, or depression. It is sometimes called emotional instability, or is reversed
and referred to as emotional stability. According to Hans Eysenck's (1967) theory of
personality, neuroticism is interlinked with low tolerance for stress or aversive
stimuli. Neuroticism is a classic temperament trait that has been studied in
temperament research for decades, before it was adapted by the FFM. Those who
score high in neuroticism are emotionally reactive and vulnerable to stress, also
 tending to be flippant in the way they express emotion. They are more likely to
interpret ordinary situations as threatening, and minor frustrations as hopelessly
difficult. Their negative emotional reactions tend to persist for unusually long
periods of time, which means they are often in a bad mood. For instance,
neuroticism is connected to a pessimistic approach toward work, confidence that
work impedes personal relationships, and apparent anxiety linked with work..

Sample items

 I get irritated easily.

 I get stressed out easily.

 I get upset easily.

 I have frequent mood swings.

 I worry about things.

 I am much more anxious than most people.

 I am relaxed most of the time.

 I seldom feel blue.

 Hans Eysenk personality traits

a. Extrovert- person that is sociable, out-going and active

b. Introvert- person that is withdrawn , quiet, and introspective

c. Emotionally instable- trait that is anxious, excitable and easily disturbed.

3. Biological Approach – it points to inherited predisposition and psychological process to

explain individual differences in personality. It is perspective that emphasis the role of
biological process and hereditary as the key to understand behaviour.

4. Behavioural or Social Learning Approach- Behavioural and learning approaches to

personality focus on the outer person. To a strict learning theorist, personality is simply
the sum of learned responses to the external environment. Internal events such as
thought, feelings and motivations are ignored. It explains the consistent behaviour
patterns as the results of conditioning and expectations.

 Behavioural personality theory- a model of personality the emphasis ;earning and

observable behaviour

 Social Learning theory- explanation of personality that combines learning

principles, cognition, and the effects of social relationship.

 Self-reinforcement- this is the praising or rewarding oneself for having made a

particular response.

 Identification – feeling from which one is emotionally connected to a person and a

way of seeing oneself as himself or herself. The child admires adults who love
and care him/her and this encourages imitation.
 5. The Humanistic Approach:

According to humanistic theories, all of the approaches to personality discussed so far

share a fundamental misperception in their view of human nature. Instead of classifying
people as controlled by unconscious unseen forces (as do psychoanalytic approaches), a
set of stable traits (trait approaches), situational reinforcements and punishments
(learning theory) or inherited factors (biological approaches), humanistic approaches to
personality emphasizing people’s basic goodness and their tendency to grow to higher
levels of functioning. It is this conscious, self-motivated ability to change and improve,
along with people’s unique creative impulses that make up the core of personality.

6. Cognitive Approaches

Cognitive approaches looks at differences in the way people [rocess information

differences in behaviour. This perspective emphasizes the role of mental process that
underlie behaviour.

Freud’s Model of Personality Developments

1.The Oral Stage

Age Range: Birth to 1 Year
Erogenous Zone: Mouth

During the oral stage, the infant's primary source of

interaction occurs through the mouth, so the rooting
and sucking reflex is especially important. The mouth
is vital for eating, and the infant derives pleasure from
oral stimulation through gratifying activities such as
tasting and sucking.

Because the infant is entirely dependent upon

caretakers (who are responsible for feeding the child), the child also develops a sense of trust and
comfort through this oral stimulation.

The primary conflict at this stage is the weaning process--the child must become less dependent upon
caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with
dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail-
biting.

2. The Anal Stage

Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control
During the anal stage, Freud believed that the primary focus of the libido was on controlling
bladder and bowel movements. The major conflict at this stage is toilet training—the child has to learn
to control their bodily needs. Developing this control leads to a sense of accomplishment and
independence. According to Freud, success at this stage is dependent upon the way in which parents
approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate
time encourage positive outcomes and help children feel capable and productive. However, not all
parents provide the support and encouragement that children need during this stage. Some parents
punish, ridicule, or shame a child for accidents. According to Freud, inappropriate parental responses
can result in negative outcomes. If parents take an approach that is too lenient, Freud suggested that
an anal-expulsive personality could develop in which the individual has a messy, wasteful, or
destructive personality. If parents are too strict or begin toilet training too early, Freud believed that
an anal-retentive personality develops in which the individual is stringent, orderly, rigid, and obsessive.
 3. The Phallic Stage

Age Range: 3 to 6 Years

Erogenous Zone: Genitals

Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this
age, children also begin to discover the differences between males and females.

Freud also believed that boys begin to view their fathers as a rival for the mother’s affections. The
Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace
the father. However, the child also fears that he will be punished by the father for these feelings, a fear
Freud termed castration anxiety.

The term Electra complex has been used to describe a similar set of feelings experienced by young
girls. Freud, however, believed that girls instead experience penis envy.

Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing
the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that
all women remain somewhat fixated on this stage.

Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to
women. Instead, Horney proposed that men experience feelings of inferiority because they cannot
give birth to children, a concept she referred to as womb envy.

4. The Latent Period

Age Range: 6 to Puberty

Erogenous Zone: Sexual Feelings Are Inactive

During this stage, the superego continues to develop while the id's energies are suppressed. Children
develop social skills, values and relationships with peers and adults outside of the family.

The development of the ego and superego contribute to this period of calm. The stage begins around
the time that children enter into school and become more concerned with peer relationships, hobbies,
and other interests.

The latent period is a time of exploration in which the sexual energy repressed or dormant. This
energy is still present, but it is sublimated into other areas such as intellectual pursuits and social
interactions. This stage is important in the development of social and communication skills and  self-
confidence.

As with the other psychosexual stages, Freud believed that it was possible for children to become
fixated or "stuck" in this phase. Fixation at this stage can result in immaturity and an inability to form
fulfilling relationships as an adult.

5. The Genital Stage

Age Range: Puberty to Death

Erogenous Zone: Maturing Sexual Interests

The onset of puberty causes the libido to become active once again. During the final stage of
psychosexual development, the individual develops a strong sexual interest in the opposite sex. This
stage begins during puberty but last throughout the rest of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in the welfare of others
grows during this stage. The goal of this stage is to establish a balance between the various life areas.

If the other stages have been completed successfully, the individual should now be well-balanced,
warm, and caring.

Unlike the many of the earlier stages of development, Freud believed that the ego and superego were
fully formed and functioning at this point. Younger children are ruled by the  id, which demands
immediate satisfaction of the most basic needs and wants.

Teens in the genital stage of development are able to balance their most basic urges against the need
to conform to the demands of reality and social norms.

Learning Activity

Direction:Make a video presentation about any unit of this module, then upload your presentation in
your own youtube account and send the link of your presentation in our google classrom intended for
this subject OR submit your video preentation in our google classrom intended for this subject.

Criteria Percentage
Creativity 40
Content 40
Originality 20
Total 100

REFERRENCES
Textbooks/ Manual
Eduardo, JP, Human Behavior and Crisis Management, 2015
Panganoron, CR, Human Behavior and Crisis Management, 2015
Penetrante,MA, Human Behavior and Crisis Management, 2014
Guevara,RM, Human Behavior and Crisis Management, 2014
Bautista,JL, Human Behavior and Crisis Management, 2008
Electronics References
https://en.wikipedia.org/wiki/Behavior/Psychopathology Abnormality_(behavior)
https://www.worldcat.org/title/Introduction-to-Criminology:-Theories,-Methods,-and-Criminal-Behavior,-
Fourth-Edition