CRI 177: Human Behavior and Victimology

TERMS AND ITS DEFINITION

1. Behavior - refers to the way in which an organism responds to stimulus.
2. Human behavior - refers to the actions, reactions, and conduct of individuals or groups in
response to various internal and external stimuli.
3. Stimulus - is any object or event that elicits a sensory or behavioral response in an
organism.
a. Internal stimuli - Certain responses are energized by conditions within the individual.
b. stimuli- Certain responses are energized by conditions from external factors

4. Psychology - is the scientific study of the mind and behavior. It explores how people think,
feel, and act individually and in groups.
5. Personality - refers to the sum total of the typical ways of acting, thinking and feeling that
make each person unique.
6. Psychological Criminology - It is the science of the behavior and mental processes of the
person who commits crime.
7. Sociological Criminology - It focuses primarily on groups and society as a whole, and how
they influence criminal activity, psychological criminology focuses on individual criminal
behavior—how it is acquired, evoked, maintained, and modified.
8. Developmental psychology - is a branch of psychology that studies the psychological
growth and development of individuals across the lifespan.
9. Anxiety - is the feeling of worry or unease about uncertain situations. It can cause physical
symptoms like rapid heartbeat and sweating, and affect thinking and behavior. Treatment may
involve therapy, medication, or lifestyle adjustments to manage symptoms.
10. Psyche - refers to the totality of the human mind, including both conscious and unconscious
elements.

11. ATTRIBUTES OR CHARACTERISTICS OF BEHAVIOR

 Overt behavior - Behaviors that are openly displayed and readily observable.
 Covert Behavior - Those that are hidden from the view of the observer.
 Simple Behavior - Simple behavior is the one in which the response is the direct result of
the cause.
 Complex Behavior - It refers to a combination of different types of behavior which occur in
one situation.
 Rational Behavior - Refers to behaviors that come about as a consequence of logical
thought processes, such as cost-benefit analysis, use of common sense, or critical
analysis.
 Irrational Behavior - Irrational behavior is often driven by our emotional side rather than
logical processes.
 Voluntary behavior - is behavior that we choose to do of our own volition, consciously,
and without coercion or force.
 Involuntary behavior - refers to things that we do that we cannot control like bodily
processes that go on even when we are awake or asleep.

12. THREE LEVELS OF BEHAVIOR

  Vegetative Level - Basic, involuntary functions necessary for survival, reproduction, and
nurturing.
 Animal Level - Includes sensory perception, movement, instincts, and responses to the
environment, use of senses, and sex drives.
 Rational/Psyche Human Level - Involves higher mental functions such as reasoning,
abstract thinking, and self-awareness, values, morals, and reasoning.

13. THE TWO BASIC FACTORS AFFECTING BEHAVIOR

 Heredity - is the characteristics of a person acquired from birth being transferred from one
generation to another.
 Environment - is the surroundings or conditions in which a person, animal, or plant lives
or operates as affected by human activity.
 Other Factors affecting Human Behavior

14. THEORETICAL PERSPECTIVE ON HUMAN NATURE

 The Conformity Perspective - in social psychology explains how people adjust their
attitudes, beliefs, and behaviors to align with group norms.
 The Nonconformist Perspective - in social psychology focuses on individuals who resist
aligning their attitudes, beliefs, and behaviors with group norms
 The Learning Perspective - in psychology focuses on how people acquire new behaviors,
skills, and knowledge through experiences.
 Difference-In-Kind Perspective - Suggests that different species have fundamentally
distinct traits or abilities.
 Difference-In-Degrees Perspective - Proposes that differences between species are a
matter of degree, not kind.

15. ASPECTS OF DEVELOPMENTAL PSYCHOLOGY

 Physical Development -The study of physical development focuses on the growth of the
brain, body, and physical capabilities, along with the psychological implications of this
growth.
 Cognitive Development – This development concerns the growth of the mind throughout
life.
 Social and Emotional Development- Psychologists interested in social and emotional
development focus on relationships, the growth of social skills and social understanding,
and the influence of the social world on emotional life.
 Personality Development -The study of personality development explores how the
distinctive qualities of people develop over life.
 Moral Development - Moral development concerns the development of moral values and
behavior.

16. EARLIEST THEORIES IN DEVELOPMENTAL PSYCHOLOGY

 Psychoanalytic Theory (Sigmund Freud) - focuses on the influence of the unconscious
mind on behavior.
 Cognitive Developmental Theory (Jean Piaget) - outlines how children's thinking
evolves in stages as they grow (sensorimotor, preoperational, concrete operational, and
formal operational). He focused on how individuals acquire knowledge and understand the
world.
  Behaviorism (John B. Watson, B.F. Skinner) - focuses on observable behaviors and
how they're influenced by the environment.
 Social Learning Theory (Albert Bandura) - highlights learning through observation and
imitation of others.
 Attachment Theory (John Bowlby, Mary Ainsworth) - explains the bonds formed
between infants and caregivers.
 Cultural-Historical Theory (Lev Vygotsky) - emphasizes how culture and social
interactions shape cognitive development.

17. COMPONENTS OF PERSONALITY

a. Id, Ego, and Superego (Psychoanalytic Perspective):
 Id: Instinctual desires and drives, seeking immediate gratification.
 Ego: The rational part that mediates between the id and reality.
 Superego: The moral conscience, incorporating societal rules and norms.
b. The Big Five Personality Traits, also known as the Five-Factor Model, describe
fundamental dimensions of personality:

 Openness: Curiosity, imagination, openness to new experiences.

 Conscientiousness: Organization, responsibility, self-discipline.
 Extraversion: Sociability, assertiveness, energy level.
 Agreeableness: Friendliness, empathy, cooperation.
 Neuroticism: Emotional stability, anxiety, moodiness.

c. In the humanistic perspective of psychology, self-concept, self-esteem, and identity

are crucial concepts:
 Self-Concept: How you perceive yourself based on experiences and interactions.
 Self-Esteem: Your subjective evaluation of your worth and abilities.
 Identity: Your sense of who you are, including roles, values, and personal history.

18. THEORIES OF PERSONALITY

● Sanguine – caused by an excess of blood, the person is cheerful, confidently optimistic, and
impulsive.
● Melancholic – the person is depressed, morose, and pessimistic, caused by an excess of
black bile.
● Choleric – due to excess yellow bile, the person is hot- tempered and irritable.
● Phlegmatic – the person is slow-moving, calm, and unexcitable, produced by an excess of
phlegm.

19. A GERMAN PSYCHIATRIST ERNST KRETSCHMER (1888-1964) ALSO CLASSIFIED

PERSONALITY BASED ON BODYBUILD:
● Asthenic – thin, tall, fragile, narrowly built and looks weak
● Athletic – muscular and energetic
● Pyknic – round and robust
● Dysplastic – malproportioned body, a combination of the above
 20. IN THE 1940S, WILLIAM SHELDON EXAMINED THE RELATIONSHIP BETWEEN BODY
TYPE AND PERSONALITY (THEORY OF SOMATOTYPES).
 Endomorphs with Viscerotonia
- Plump with fatty tissues, round, soft bodies with large abdomens.
- Sociable
- Fond of food and people
- Even-tempered
- Affectionate
 Mesomorphs with Somatotonia
- Lots of muscles, hard, sturdy with strong bones and muscles
- Love of physical adventure
- Competitive
- Assertiveness of behavior
 Ectomorphs with Cerebrotonia
- Bony, thin, fragile with flat chest
- Love of privacy and secretive
- Self-conscious
- Inhibited in movement

21. Biological Typology (Hans J. Eysenck)

Eysenck defined personality as the stable and enduring organization of a person’s character,
temperament, intellect and physique, which determines his/her unique adjustment to the
environment.
● Character – the system of cognitive behavior (will)
● Temperament – the system of affective behavior (emotion)
● Intellect – the system of cognitive behavior
● Physique – the system of bodily configuration and neuroendocrine endowment.

22. THREE KINDS OF ANXIETY

● Reality anxiety – caused by real, objective sources of danger in the environment.
● Neurotic anxiety – fear that the id’s impulses will overwhelm the ego and make the person
do something for which he/she will be punished.
 ● Moral anxiety – fear of doing something contrary to the superego and thus experiencing
guilt.

23. PSYCHOSEXUAL STAGES OF DEVELOPMENT

 The oral stage/Infancy - according to Freud's psychoanalytic theory, occurs during
infancy (0-1 year). It focuses on pleasure and frustration related to the mouth, such as
sucking and feeding.
 Anal stage/Toddler - occurs during toddlerhood (1-3 years). It centers around the
child's focus on bowel and bladder control, and the pleasure and tension related to
these functions.
 Phallic stage/Preschool - occurs during preschool years (3-6 years). It focuses on the
child's developing awareness of gender differences and the Oedipus or Electra complex,
involving feelings toward the opposite-sex parent and identification with the same-sex
parent.
 Latency/School-age - occurs during school-age years (6-puberty). It is characterized
by a period of relative calm in psychosexual development, during which sexual impulses
are suppressed, and focus shifts towards developing social and cognitive skills.
1. The Electra complex describes a female child's development of intimacy
with her father and rivalry with her mother.
2. The Oedipus complex describes a male child's development of intimacy
with his mother and rivalry with his father.
 Genital stage/Adolescence - occurs during adolescence (puberty onward). It focuses
on mature sexual interests and relationships, where individuals seek pleasure through
healthy sexual interactions and intimate relationships.

24. STAGES OF DEVELOPMENT UNDER ANALYTIC PSYCHOLOGY

 Childhood (birth to adolescence) – libidinal energy is expected in learning to walk,
talk and other skills necessary for survival. After the fifth year, libidinal energy is directed
towards sexual activities, reaching its peak during adolescence.
 Young adulthood (adolescence to 40) – libidinal energy is directed towards learning
vocation, getting married, raising children and activities relating to community life. The
individual is outgoing, energetic, impulsive and passionate.
 Middle age (from 40 to later years of life) – the most important stage because the
person is transformed from an energetic, extroverted and biologically oriented individual
to one with a more sophisticated cultural, philosophical and spiritual sense of value.